Perry Walters on the adolescent brain

Adolescence has been recognised as a distinct developmental phase for thousands of years, but it is only in the last three decades or so that researchers have started decoding the workings of the adolescent brain. In this session, Dr Perry Walters of the University of Bristol explains how that research is transforming the way we think about teenage psychology, and considers what coaches can do to support their development on and off the pitch.

Part 1: Why adolescence is different
Any parent of teenagers knows intuitively that adolescents are different, and that their behaviour can be inconsistent. Over the last 30 years or so, neuroscientists have begun to work out why. As Dr Walters explains, the adolescent brain is designed to develop asymmetrically as it responds to the environment and to circumstances. Specifically, the regions of the brain linked to emotional responses remodel themselves ahead of the more rational pre-frontal cortex. This lopsided development means that adolescents are vulnerable to making mistakes, but it also means they are full of potential during this development phase.

Part 2: Adolescence as a learning opportunity
Traditionally, adolescence has been seen as a period in which teenagers indulge in reckless behaviour and go “off the rails.” More recently, however, it has been recast as a golden opportunity for learning, because the adolescent brain is both extremely plastic and hard-wired to learn new skills. In this section of his presentation, Dr Walters outlines the differences between experience-dependant and experience-expectant plasticity, and considers how coaches might tailor their approach to accelerate their players’ development and improve their performance.

Part 3: Coaching and the early-adolescent brain
The asymmetry between emotional development and cognitive reasoning is greatest during early adolescence. During this period, teenagers are especially attracted to risk and susceptible to emotional dysregulation. They are also more self-conscious and sensitive to status than adults. In a highly competitive environment like academy football, these factors can compound, presenting a challenging cocktail for coaches. This part of the session explores how the adolescent brain affects performance on the pitch, and how coaches can adapt to it during training and matches.

Part 4: Red brain, blue brain
The imbalance between the rational and emotional brains can be thought of in terms of the difference between the emotional “red brain” and the more calculating “blue brain”. After outlining this red brain/blue brain model and how it can help players control their emotions, Dr Walters goes on to discuss some of the strategies coaches might use to maximise the potential of the adolescent brain in a football environment. They include ideas like introducing older team-mates as examples to follow and making sure adolescent players are given enough opportunities to push their limits and be creative.

Part 5: Mid-to-late adolescence
Finally, Dr Walters homes in on the years between about 14 and 22. During this period, the brain triggers a drive to contribute to group success. It is also programmed to learn rapidly from first-hand experience, which makes players in this age group perfect candidates for a trial-and-error approach to coaching. This gives coaches a golden opportunity to influence older adolescents, but that opportunity also comes with a responsibility to shield them youngsters from excessive pressure, especially in high-stakes professional football.