Many studies have shown that self-controlled feedback is beneﬁcial for learning motor tasks, andthat learners prefer to receive feedback after supposedly good trials. However, to date all studiesconducted on self-controlled learning have used individual tasks and mainly relatively simpleskills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills insmall-sided soccer games. Highly talented youth soccer players were assigned to a self-control oryoked group and received video feedback on their o ﬀensive performance in 3 vs. 2 small-sidedgames. The results showed that the self-control group requested feedback mostly after good trials,that is, after they scored a goal. In addition, the perceived performance of the self-control groupwas higher on feedback than on no-feedback trials. Analyses of the conversations around thevideo feedback revealed that the players and coach discussed good and poor elements of per-formance and how to improve it. Although the coach had a major role in these conversations, theplayers of the self-control group spoke more and showed more initiative compared to the yokedgroup. The results revealed no signiﬁcant beneﬁcial eﬀect of self-controlled feedback on per-formance as judged by the coach. Overall, the ﬁndings suggest that in such a complex situation assmall-sided soccer games, self-controlled feedback is used both to conﬁrm correct performanceelements and to determine and correct errors, and that self-controlled learning stimulates theinvolvement of the learner in the learning process.