An Investigation Into U.S. Soccer Coaches’ Perceptions and Use of Play–Practice–Play

This study investigates the perceptions and use of Play–Practice–Play (P–P–P) among U.S. soccer coaches. Using a survey method and analyzing responses from 517 coaches, three research questions were examined: (a) What are the most common self-reported practice activity sequences among U.S. soccer coaches, and to what extent are these aligned with P–P–P? (b) How does alignment vary by license level, coach demographics, and coaching context? (c) Are experiences learning, understanding, and confidence in using P–P–P associated with P–P–P-aligned practice sequences? Results showed a wide variety of reported practice sequences and generally low alignment with the P–P–P pattern. Player age (U7–U8) and license level (D vs. grassroots) showed modest associations with P–P–P sequence designation. While instruction, understanding, and confidence were rated highly, these did not consistently predict P–P–P implementation. The findings are discussed in relation to Windschitl dilemmas framework, emphasizing the individual, contextual, and cultural factors that influence P–P–P adoption.