Age-related differences and discrepancies between objective and self-assessed executive functions in youth academy...

Football is characterized by rapidly changing game situations in which executive functions (EFs) are crucial for successful mental and physical performance. Previous research has highlighted the importance of cognitive abilities in decision-making and performance; however, the examination of discrepancies between objectively measured executive functions and subjective self-assessments among young players of different ages is still a relatively unexplored area.

Participants were 102 players from a Hungarian football academy, divided into five age group (U14, U15, U16, U17, U19). EFs were assessed using computer-based tools from the Vienna Test System (VTS), including reaction time (RT), stress tolerance (DT), visual perception (LVT), and focused attention (SIGNAL). Self-assessment was measured using study-specific questions designed to assess players perceived executive-function-related abilities in sport contexts, while the final ranking of the teams in the league and their average goals scored per league match were taken into account as descriptive team metrics.

Age-related differences in EF performance were observed. The U19 group achieved the best results on the SIGNAL and LVT tests, indicated that the oldest players had the highest concentration ability and were best able to filter out relevant visual stimuli. The U17 group performed best on the RT, showing the fastest motor response. Furthermore, the U16 performed best on the DT, demonstrating the highest level of stress tolerance. Regarding subjective self-assessment, the only significant between-group difference was observed in the LVT, where the U19 rated themselves highest in terms of filtering out relevant visual stimuli. Finally, in all groups, players' subjective self-assessments were higher than their EF scores measured by objective tests.

Findings partially confirmed cognitive differences between age groups in objectively measured EFs. It is important to note that, in this sample, subjective self-assessments of cognitive abilities differed from the results of objective measures of executive functions. These findings can serve as a guide for future research examining the discrepancy between cognitive abilities and self-assessment. Professional feedback about the level of cognitive abilities supports the development of a realistic self-image, integrated into complex development programs designed for players. The results are specific to one academy; in terms of generalizability, it would be worthwhile to include other academies in future studies.