A Comparative Systematic Review of Tactical Competencies Among Scandinavian, Baltic, and Turkish Football Coaches

Abstract

This study examines the tactical competencies, methodological approaches, and adaptation capabilities of Scandinavian, Baltic, and Turkish football coaches from a comparative perspective in the new era of modern football, defined as "applied science" and "cognitive chess." Adopting the "Systematic Review" method, literature from 2010 to 2026 was screened according to PRISMA criteria, and the obtained data were synthesized through content analysis. Research findings reveal distinct paradigm differences between the three regions: Scandinavian School: This model approaches tactical competence as "System Engineering," combining positional play principles with high data analytics and technological integration, displaying a rational, planned, and collective game intelligence. Turkish School: While historically characterized by a "motivational" structure, it has evolved into a "Reactionary/Dynamic" model in the modern era. Turkish coaches hold a unique position in global literature due to their "Intuitive/Bold" interventions—especially in vertical transition games and moments of crisis—and high psycho-tactical flexibility.Baltic School: Built on limited resources and defensive discipline, this profile exhibits pragmatic tactical loyalty through "Narrow and Deep" low-block strategies, focusing on pedagogical discipline rather than tactical innovation.In conclusion, Scandinavian coaching is identified with the role of "Strategic Designer," Turkish coaching as "Tactical Operator," and Baltic coaching as "Discipline Implementer." The study emphasizes that to increase the global competitiveness of Turkish coaches, a hybrid model is needed that blends their existing high adaptation skills with the analytical depth and methodological rigor of the Scandinavian school.