Coaches are central figures in talent development in youth soccer and their behaviour can have a large influence on the learning process of players. The aim of the study was to examine the visual and verbal behaviours of coaches working in a professional soccer academy when delivering two types of practice (Training Form and Playing Form) to current contracted academy players. Systematic observation data was collected using a modified version of the Coach Analysis intervention System which provided data on the coaching behaviours recorded during practice. Eye tracking data was also collected using an SMI – ETG eye tracker measuring fixation location and duration for a portion of the practice. Interpretive interviews were carried out post practice session with coaches and players to identify the cognitive processes underlying the coaching behaviours. Results showed that verbal behaviour had an interaction with practice type, visual behaviour showed no significances with practice type. ‘Feedback’ was the most recorded verbal behaviour with ‘Silence’ a slightly lower percentage. Interview data supplemented these findings whilst revealing a stated desire to reduce instruction and allow opportunities for players to make their own decisions whilst coaches cited time as a factor that can influence their behaviour.