Old Notes: Talking to Parents about coaching from the sideline.

                        Some points on educating Team Parents about sideline coaching:

“Parents, please don’t coach from the sideline.” 
    You open your team meeting with that, especially with a young team, and, guaranteed, there will be parents in the group who bristle.  They don’t like to be told how to behave on the sideline or how to support their kid.  So, to help them understand why it is truly best for their player’s development that the parents not do any sideline coaching you will have to patiently help them to see the situation from the coach/player side of the field.
    When you ask the parents not to coach all you are asking is that they let the players play and let their coaches coach them.  As for what the parents might be yelling from their side,  it isn’t a question of whether they know what they’re talking about. It's also about what the coach may have been working with the team on in training recently and what they want the team to be focused on in this particular game (because every game is a training opportunity).  So I tell coaches to establish from the outset that this is your team and sideline coaching is counterproductive.  Additionally, I want parents to understand that one huge developmental step that younger players are taking is that they will learn to experience and engage in the game without the mediation of their parents.  Every parent should want their kid to be able to lose themselves in the game and not be constantly checking the sideline to see how mom and dad are reacting.

     So, tell the parents to support the team loudly with cheering and praise and sympathy and with enthusiasm for the fun of the game.  But we have to also ask that they be mindful of the effect even your non-coaching support has on the players.  Be aware of how the players react to the emotional tone they hear coming from the sideline and how that can drive the players to play in a frenzied and panicked manner.  We want to encourage confident technical play at all times.  For instance, playing fast and being in a hurry are not the same thing.  We want players to develop the technical skill to be able to play quickly but a lot of emotional screaming from the parents’ sideline can encourage a team to play in a hurry, to be sloppy and to look like they’re just running downhill the whole game.  Let them have the game.  Let them figure it out.

      This ties in to how parents handle the game results and those moments post-match when a player might be nervously anticipating a parent’s reaction. I always ask parents, please, don’t spend the drive home as a post-match analysis session.  Let them ruminate on the game and they’ll talk to you about it if they want to.  To put it plainly from the perspective of an experienced coach, I can’t have players on the field whose relationship to the game runs through their parents on the sideline. 

          So, ask the parents, please don’t do anything from the sideline or after the game or training session that would encourage your player to feel that everything they do on the field is subject to your approval.   Let them fail, let them learn. Let them move on to the next thing and trust them to make progress.  The best way to encourage your player to improve is to assure them that you really enjoy watching them play...just for the joy of it.  You aren’t playing and you don’t have to encourage them to want to win.  They do want to win.  Trust me on that.  But if they think their parent only likes to watch games when the team wins then their relationship to the game and to training will be shaped by that.  A great coach who taught me at one of my licensing courses used to say that the ride-home conversation should be the same every time.  “Tell them you love watching them play then shut up.”  It is not about teaching them that winning doesn’t matter.  It is about teaching them that failing is part of the process of learning how to win.  Embrace it.  Endure it.  Learn from it and move on.

     One positive suggestion about what parents can do to help…Want to actually engage your player’s interest in the game?  Good coaches should be trying to consistently use a specific vocabulary as they teach the game and its techniques to your players.  Words like “Touch” and “Technique” and “Stroke” when describing their ball control.  Words like “Touch Line” and “Goal Line”, “Circle”, “The D”, “Eighteen” when describing the field.  Words like “Square”, “Drop” and “Through” for players to use when communicating to each other on the field.  To really enjoy their players development, parents might want to know this vocabulary and begin using it themselves.  So, Parents, ask your player to teach you the vocabulary. It is a great way to engage with their experience of the game.

Old Notes: Vocabulary and Session Planning

 I'm going through some of my notes and reflections on coaching from when we first started the club and I will be publishing them here as "Old Notes".      

Vocabulary

It’s important to use a consistent vocabulary with your team.  Introduce them to a vocabulary of words and phrases for describing everything from the field of play to their technical skills and their tactical interplay...and then stick to that vocabulary.  Use it consistently and insist that they do too.  Here’s a list of words and phrases I use frequently.

First Touch; the player’s technical ability to get control of a moving ball.

Possession; a team’s ability to keep control of the ball.  Also equals “denying possession”.

Transition; going from attacking to defending and back to attacking.

Stroke; shooting, passing

Dribble;  And “Dribble Touch”; moving with the ball with control.  Kicking the ball and running after it isn’t dribbling...it’s a turnover.  

Develop a set of words for describing the field too so you can communicate with your players efficiently about positioning.  The sideline is the touch line (because when the ball goes out over the side line players get to “touch” the ball).  The end lines are the goal lines.  The top of the penalty box is the “Eighteen” and the arc above that is “The D”, etc.

At some point you’ll want to introduce the player position numbers to your players.  This can seem daunting or silly at first but it is important and my experience is that the players are intrigued by it and it will help them develop their tactical understanding of the game more quickly.  In the long run it is critical in that it gives you another vocabulary for instructing your team how and where to move around the field.  Additionally, this is the position vocabulary that their future coaches will be using, so help them to be ready.  [Sidebar on defense positioning:  don't set your team up the way you'd set up bowling pins or blocks in an effort to create a "wall" of defense.   Fewer players in back-line defense positions may encourage your players to play better, smarter defense.]

Points of advice for planning your sessions:

1. Have modest goals.  One big idea and a handful of technical and tactical points to make around that idea to cover in any one session should be your default.  No matter how much stuff you see in their last game that you think needs to be addressed, remember that trying to cover all of it in one training session will ruin the session because at this point it’s unlikely that many of your players are really disciplined enough in training to absorb more than one or two important points.  Remember that your most important long term goal is to help your players get better at training, get better at understanding how to train effectively and with a purpose.  Staying focused on one central point throughout a session is the way to do that.

2. Try to make your sessions organic in that whatever your one point of focus is, everything else grows out of that.  Let’s say that after a game I decide we need to have a session on first touch.  And not just on the technique for trapping the ball in various ways but really a session where I try to get the players to understand how important first touch is.  What I need then is to have them playing a game in training where you can’t play at all if you don’t have good first touch.  We could play Rondo but some knuckleheads will try to kick their way through that too so instead we play Hot Corners and we set it up as a race competition between groups.  The first team to cycle through all four players in the center after six touches wins.  Players who don’t focus on the quality of their touch will be a detriment to their team.  I’ll let them play this for three or four cycles to bring the point home:  If you don’t have good first touch you are not actually playing the game yet.

3. I would recommend that everything including warm-ups should be with the ball.  If you want them to run to warm up their legs when practice begins have them do it with a ball at their feet.  If you want them to run for the sake of developing their endurance, have them do it with a ball at their feet.  And set up your running course so that ball control is required, so no simply running in a straight line.  We are going to be constantly working to rebuild players’ understanding of the game.  Most of them will come to the game thinking of it as a game of kicking and running.  But to be really played it must be a game of sprinting then walking then jogging then sprinting again, all the while trying to control the ball with a delicate touch.  Control, control, control...always ball control.  There is no future beyond low-level recreational soccer for kickers.  But more importantly, the game only becomes beautiful when we play it with grace and subtlety, with technical control that allows creativity and improvisation.  Your players may resist your efforts to teach them how to play with skill but eventually they will come to appreciate that the game is much more fun when played skillfully.  (And if you play against a team that wins because they have players with better technical skill do not miss the opportunity to point that out to your team and maybe even to their parents.)

It's Hard to Hold Them Back

 Once again the boys were completely dominant in a match where our opponent was struggling to play together with any organization in defending or attack.  This happens frequently in league play and in past seasons we've definitely taken our turn as the disorganized team that gets pounded.  Obviously it's fun to go out and win games, especially when we have so many different players getting onto the score sheet.  But at this point in the season it's also become clear that our Cardinal league division wasn't well constructed.  And that's a little frustrating.  The boys are playing well and progressing individually and as a team, but we haven't really been challenged yet by a team that plays as well or better than us.  Like the sorts of teams we're sure to see in tournament competition. 

Last Sunday's loss was a bit of a fluke and I blame myself to some extent.  Every coach should have some ideas ready for how to hold their team back if they are playing against a much weaker opponent, just to keep things from getting out of hand.   I don't like the idea of just holding them back.  As a coach, a match against a really weak opponent usually feels like a wasted match to me.  What I want to do is find a way to make these situations challenging to our players.

So what I've tried to do in these sorts of lopsided situations is to give the players specific tactical "restrictions" that are genuinely challenging.  I will ask them to play in a particular way that is difficult for them but that is also a way of playing they need to learn and master for our future development.  In our Sunday game the first restriction I put in place was that the midfielders and defenders would have to successfully play the ball back to our GK before we could try to take the ball into the other half.  The problem in that game though was that while I was able to explain to the team what I wanted them to do, I couldn't get complete buy-in from many of them and quite a few of the players were irritated with me that I wasn't going to just let them play.  I failed to get them to embrace the opportunity to work on some complex tactical play, and to do so against an opponent who probably wouldn't give us too much trouble anyway.  Rather, the players saw my tactical instructions as mostly just a way to hold them back from beating up on their opponent.  And that's my mistake.  They got the impression that I wanted them to run the race at a slower pace when what I really wanted was them to run their fastest but just to take a slightly longer route.  

In yesterday's match I didn't try to put any restrictions in place.  I figured with the field conditions it would be a slow game anyway.  I was getting concerned in the second half of the match though because we had too many players just sort of hanging out at the eighteen yard box.  I get that they could smell the blood in the water and were circling around expecting more goals to come.  But that's not a game situation we'll get against good teams so I felt like that was a lot of wasted time.  In the future, if we play against a weak opponent you can expect that we'll find ways to avoid that situation and take the opportunity to play in a more complex and expansive way.  One easy way to do that is that I'll ask the team to retreat to the half line every time the other GK either gets the ball in hand or has a goal kick.  By doing this the players will get the chance to re-start their attack from a neutral position every time rather than just pouncing on a poor play from the other team.  If I do put any sort of tactical restriction in I'll try to message everyone on PlayMetrics so you know what to look for.

Now We're Cooking!

 I'd like to share a few notes with everyone about the quality of the boys' performance yesterday and the coaching points Adam and I made with them after the match.  

Obviously they had a great game.  Six goals total from four different players is an impressive amount of offense (Yaseen, Brennan, Gavin and Rome for the Hat Trick!).  Even though we conceded three our defense was very solid too.  And here is what is really telling about those conceded goals...our opponent managed those three goals on maybe six shots total and all three of them came in situations that I would describe as defensive breakdowns where we made some catastrophic mistake.  Their goals were good ones where they took advantage of an opportunity.  But, for the most part, our defenders didn't let them get any real cooperative, creative play going.  We were tough in 1v1s and well organized defensively most of the time, both in transition defense and in our press.

On the other side of the ball, our goals came off what had to be at least twenty shots with something like fifteen of them on frame.  So we had some really amazing creative solo runs in for shots but we also had a lot of really good cooperative play where we were creating good chances.  And the best part was how many times we were able to create multiple attempts out of the same sequence of possession.  That aspect, to me, shows a new level of maturity and cooperation in the team, when they can bring the ball into the opponent third and create a shooting opportunity, see it blocked, but then recover the ball there and recycle it for another attempt.  

Our patterns of play were very consistent too.  We were mostly carrying the ball up the lines then either looking for an early interior pass to one of our dribblers or we were continuing into the corner area and looking for a cross into the box.  And that's another really significant element of their performance.  The goals came off those early interior passes and the shots were mostly from in front of goal following a dribble run.  But we created a lot of opportunities on the deep crosses too that just didn't get finished.

I had three points for the team post-match.

The first was this: As good as you played, you could have scored more.  I was happy to hear them all agree with that.  They had noticed it too.  Specifically, I think they are now fully recognizing how creating shooting chances is a matter of teamwork and cooperation and anticipation and trust.  And this is true even of the situations where we get goals from players who are dribble penetrating on their own.  The ability of our attacking group to maintain their space and move the ball quickly puts any defense in a position where they must hesitate to collapse into a double team on a particular player...until it's too late.  Rome was on fire yesterday but he definitely was taking advantage of a situation he and his teammates were creating with their ball movement.

My second point was that our defenders and GK had saved us a few times with their 1v1 play and their organization and anticipation in situations where our midfielders failed to transition to defense quickly enough.  We play a game called "Over the River" at nearly every training session and that game is all about "Transition".  Transition is when you're going from attacking to defending or vice versa.  It's a switch in your brain that has to flip immediately when the game situation changes.  So when our midfield is pushing into the final third on a promising attack and the defensive line is all pressed up past the half line, every player has to be able to recognize when that attack has collapsed and then turn to run back immediately, picking up the opponent's runners and resetting their positions.  This tipping point of transition requires constant attention from players and for young players it can be mentally exhausting.  But a team of players who recognize most of the transition moments will usually have an advantage over their opponents.

My third point was that we need to figure out how to come out of the gate faster.  We have seen in these first two games that even though we end up dominating the game eventually our team does tend to get started slowly after kick-off in both halves.  If we can't fix this some team is eventually going to take advantage of it.  I was really pleased with the boys when we discussed this post-match yesterday as some of them were definitely aware of it already.  I think Collin, in particular, was really animated in that discussion, like he'd noticed this already last week.

As we discussed these points post-match it was really wonderful to see how attentive the players have become and the extent to which they are developing their ability to self-analyze their individual and collective performance.  I told them that as good as they played, they can play better and my intention is to keep pushing them so that as we face tougher and tougher competition we will be ready.  

Getting Started: Kids Who Play and Kids Who are Players

     So the U9 Boys are three games in and since their impressive 4-4 tie in our season opener they haven't looked very good.  In that first game they were at their best, showing off their individual skills and intellect and also occasionally managing some connected/cooperative play.  Despite giving up four goals, I thought they looked more stout in defending than I'd have expected and of course having Jonah back there cleaning up the mistakes helps a lot.  But, and this will sound harsh, in their next two matches they were really exposed.

     I haven't lost any of my confidence in the ability of these players to improve and become high performers.  They've got the athleticism and the love of the game and some flair for creativity and they improve every week in their ability to stay focused for longer and longer periods in our training sessions.  Developing that ability to train well is an incremental process and I'm happy with our pace of progress.  But I want to be clear here, for myself and for the parents, what it is exactly that they are lacking and what we will have to accept as the team's main shortcoming.  And this is an aspect of their performance that will probably require a lot of patience from me and from the parents.  One season may not be enough to fix it.

     So what is it?  When I talk to the team at training sessions and matches I frequently talk about what it means to be a "Player" as opposed to being a kid who just likes to play.  Players are obsessed.  Kids who just like to play enjoy the game but they aren't obsessed with it and they can, even during a match, be distracted into paying attention to something else.  I said above that they "have the love of the game".  Well, I think it would be more accurate to say that for most of them they like the game and they like it as much as they like all the other stuff they do when they show up for a match or for training.  They like to play soccer, but they also like to wrestle and spray each other with water and dump other player's water bottles out and kick balls away.  They like to nag and tease each other and argue over unimportant things.  But do they "love" it?  Not most of them, not yet.  And that's okay.  It is what it is.  

    We have one player in the squad who comes just to play soccer, who is focused and even obsessed with playing every time we get together for training or a match.  Luckily for his teammates he's also very patient with their shenanigans.  We have a few players who can get into a very game-obsessed state once the whistle blows for a match but prior to the match they are just as likely to think that pulling a teammate around by his hoodie is the most fun you can have.  But given time they will, I'm sure, come to accept that I won't tolerate any of the nonsense.  They will come to understand that my training sessions and my match days are for Players, not for kids who just happen to like playing a bit of soccer now and then.   Helping them to reach that understanding requires a fine balance between discipline and patience from me as their coach.  I demand a certain level of focus and attentiveness at training and I'm trying to teach them what it means to be committed to each other as teammates, especially in competition.  But I also have to patiently accept that they are a U9 team.  They're little kids and it will take time.

    I've been through this with young teams before and the guiding principle that I will keep trying to teach them is this: "We are here to have fun...playing soccer.  It's got to be fun or there is no point in doing it...but it's got to be soccer fun."  I have and will continue to speak to them about the difference between a kid who plays rec soccer and a kid who has taken the leap into select soccer.  Here is how I describe that difference to them: "A recreational player is a kid who plays some soccer on the weekends.  But for a select player, being a Player is who you are.  You've decided that soccer isn't a game you play, it's who you are."  That may sound a little lofty for eight year olds but I think you just have to look at the difference between the players on our Fusion Grey team and our own team to see that it's not about size or skill, it's about the level of desire to play that the Grey team has.  It's about the level of fascination or obsession the players have for the game.  I use the words fascination and obsession intentionally as distinguished from words like "attentiveness" and "focus" because I don't want anyone to think that I think these boys on the White team just need to "pay more attention and be more focused".  They do need to do that but I know it's not a matter of a conscious choice for them.  Players like Cuttler or Frazier on the Grey team didn't "decide" at some point to be really focused on soccer.  It came naturally to them.  They walk onto the field on match days with a body language and attitude that clearly says "there is nothing else."  

     So that's what I'm trying to guide our boys towards.  I'm trying to create an environment at training and on match days where they can fall in love with the game.  Their skills and game knowledge, their ability to play together tactically will all continue to improve if we work hard in training.  But the secret sauce is love of playing and commitment to your teammates.  We will get there.

Technical Skill Development is the Easy Part

     My son started playing when he was three and back then he showed potential to have what I know now is the most valuable combination of attributes for a player.  He had natural athleticism, he loved playing with the ball at his feet and he always seemed to know where he was on the field.  So, fundamental physical ability combined with a genuine interest in technique combined with that most elusive of skills, Field Awareness.
     After his first season of playing H.S. Freshman ball he has taken a few seasons off from playing.    His decision left me sad but I understood it.  He's a player who likes to play lightly and with finesse, up on his toes all the time, dancing with the ball and threading clever passes and then when defending he plays more like a pick-pocket than an NFL linebacker.  So for him the Thunderdome quality of the High School game really took the joy out of it.
     Happily, we did get him back on the field to play in the Fusion Adult Futsal league this past fall and in that setting he found his old soccer self and seemed to enjoy himself thoroughly.  And I loved getting to play alongside him.   It was fun seeing him take on and win 1v1s against older players but what I really loved was seeing him show that field awareness again, those times when he'd come out of a 1v1 and immediately deliver a pass to the feet of a teammate on the opposite side of the field or into their path as they made a sudden run to goal.
     As much as I love great technical skills, deceptive tricks and subtle ball control, the aspect of play that I honestly enjoy the most these days is that elusive field awareness.  Given how little of that talent I've been able to develop myself, when I see it on display at a high level I feel like I'm watching a kind of magic or Jedi-mind-trick.  In fact I have a player on one of my teams whose skill for picking out an unlikely pass is so constant we've nicknamed her The Jedi.  She can receive the ball, look up to check the field, take on the 1v1 in front of her and then, as she's emerging from the pressure, she somehow manages to put the pass where her teammate is now, several seconds after she last looked for her.  Think of pro players like Kevin De Bruyne of Man City or Tobin Heath on the USWNT who look sometimes as though in addition to their eyes they are also scanning the field with some sort of sonar.
     Of course the supreme skill that players like those have is the foundation of their game.  But even as I harp on my players about the need to work diligently on their technical skills (and I do the same in every conversation I have with fellow Coaches and parents of players) I have been thinking a lot lately about how to teach that other aspect of the game.  How do you teach players to be better at understanding the space they are in when they are on the pitch in the middle of a game?  To simplify that by narrowing that field awareness to just one direction, how do you teach them to be aware of what's behind them.   I feel like since I began coaching I've come up with a few clever ways of teaching particular technical skills and of course I've learned a few such methods from other coaches.  But when I ask myself that question above...how do you teach that?...I usually end up staring blankly at my session planning notebook.
     If you look on YouTube for ideas on teaching spatial awareness you'll see some interesting session exercises, many of them a little complex to run and typically focused on one player at a time...so not efficient for large group sessions.  Here's an example:  "Joner" Awareness Drill.  I spent some time at Griffin recently with a small group of players running some of these exercises and I'd say that with a group of players where you can have one coach for every 4 players you can actually get a lot of reps in and the players seem to respond quickly.
     You will also see a lot of suggestions to play rondos.  Here is a great blog post by Todd Beane of the TOVO Institute, Barcelona about the value of rondo training:  Rondos are the Tip of the Iceberg  Beane writes "I need a Rondo as it is one of the best ways to bring forth my players capacity to be players of great cognition, competence and character".  It's a game your players will like that puts a high premium on technical execution and it is a setting that allows you to move around the rondo coaching players directly about technique and awareness.  But I have one caveat, especially for coaches working with players ten years and under.  There is a fair amount of scientific evidence that the natural variation we see among kids in their ability to understand the space around them might be largely due to aspects of the physical development of the brain.  In other words, the kids who seem really precocious in their ability to know what's behind them all the time may simply have a physical/developmental advantage.  And the kids who lack that sort of awareness aren't necessarily lazy or unfocused or inattentive...they may just be developing at a different pace.  This doesn't mean that as a coach you don't start working on field awareness early.  Of course you do.  Everything is incremental anyway so teach your U8s rondo and start getting those players some reps as soon as possible...but be patient.
   
     As I mentioned above, my son seems to have rediscovered a little of his love of the game.  A couple of his friends urged him to play the winter indoor session with them and he agreed without hesitation.  Yesterday I watched him play his first game.  I also got to see some players I coached when they were younger and seeing them now and where their development has taken them was fascinating.  One player in particular, one who I think I started coaching when he was ten, had made so much progress I had to talk with him after the game and compliment him on it.  When I first met this kid he stood out in two ways: he was desperate to play and just loved the game...and he was as awkward, uncoordinated and two-left-footed as any kid I'd seen.  I mean hopeless.  And he wanted to be a GKeeper so I'm looking at him  thinking, no way this kid ever develops a good stroke on the ball since he can't seem to use anything but his toe and he falls down every time he takes a swing.   But he worked at it.  I admit that the last time I saw him I wasn't sure he was making much progress but he was trying and I'm confident I was at least showing him the direction he needed to go.  Now five years later I see him on the indoor field and he's playing keeper.  Three times in the first half he gets called for a three lines violation on his goal kicks which he's hitting at least 45 yards each time.  He worked at it and worked at it and here he was now, a competent player with the basic skills.
     The point of the story is that while teaching field awareness can confront a coach as something of a mystery, teaching technical skills, even to kids who may seem too clumsy at first, is mostly a matter of patience and repetition.  So if you have players who don't seem to have good field awareness yet you can at least be sure to stay focused with them on the part of their game they can develop if you'll help them so that when they finally start to be aware of what's behind them (usually open space) they'll already know how to manage the ball.

   
   
   
     
   

For my new players...a few notes on my approach to teaching the game.

(I've edited this recently to reflect some things I've learned. The new stuff is in green. 4/5/2022)

Way back, fourteen years ago now, when I first started coaching one of my kids in recreational league soccer it occurred to me that for some of the kids on the team the first step was not learning some basic soccer skill but rather just learning how to run or how to maintain their balance. This was U6 soccer so for some of them it was even questionable as to whether they understood the fundamental concept of "a game"  Based on these observations the guiding principle for all the coaching work I've done since has been “nothing is obvious”.  I try to pay close attention to every player during practices and games to assess where they each as individuals need help.  With some players I might be working on helping them to add a new deceptive move or sharpen their shooting skill.  But with some players it might be that we need to actually work on their posture or their running stride, something so basic that you might take it for granted. Some players might have some basic athletic ability but need lots of help learning how to actually understand the flow of a game.  With each basic skill that I try to teach, including the mental skills, I consider it important that I be able to break that skill down into smaller parts so that when necessary I can teach it gradually and in a way that will reach every player, not just the more advanced players.

    When I begin working with new players I need the player and the parent to buy in to what I’m doing.  What I need the players to get is that I’m going to be encouraging them to try new things, to struggle with new skills and to put those skills into play in games.  My attitude is always going to be “let’s play to win by just playing.”  In that way I want to foster an atmosphere of casualness about the game so that the kids feel free to try their skills without fear that I’ll be upset if we don’t win.  Then I have to sell the parents on this idea too since for most of them it will be hard if they see their kid’s team getting clobbered.   They’ll be yelling for me to keep them in position.   They’ll be yelling for the kids to “kick the ball” when that’s not what we really want.  We can set the kids up to play “effectively” as a team now so that they might get some wins but what happens when they reach the next age level or next competitive level and only a few kids on the team actually have real ball skills?

     As coaches and parents we do want them to compete and to love to do so but they need to know that the competition is its own reward regardless of outcome.  Some parents may hear this and think that I’m trying to teach their kids a wishy-washy “winning isn’t everything” point of view.  That’s not the case.  You compete to win.  But if you do not love the competition for itself you are not likely to stick with it when you aren’t earning victories.  I’ve heard many athletes, most notably Michael Jordan, say that if you are afraid to fail you’ll never win because the path to victory at the highest level leads through many small failures.  For players on Fusion teams those “small” failures begin in training settings where we challenge them to master difficult ball control skills, skills that they may not think are obviously valuable for game situations.  Then we’ll push our players to try to execute those same skills in actual game situations where they will most certainly fail many times.  Yet that is how they’ll learn to use those skills and how to win with them.   A critical factor though is that players trust their coaches and their parents to be proud of them for playing fearlessly and creatively, for struggling to put those difficult skills to use.  Players have to know that that’s what you’re looking for and that you really do think winning is secondary.   But again, not because winning isn’t important but rather because competing is more important and I want them all to be unrepentant soccer field-rats who’d take a pick-up game in a pouring rain if it was their only chance to play.

   With all of this in mind I have a few simple principles that guide my coaching approach:

1) Be Patient.   Obviously I try to be patient myself as a coach but I’m also trying to instill that willingness to be patient in the players and in their parents.  Learning a new skill can take time and many repetitions and a lot of failures.  It can be a struggle.  I try to show my players and their parents through my words, my attitude and my body language that I am patient and will work with them for as long as it takes.  I try to impress upon them that struggle is just part of the work and they shouldn’t waste time with any unrealistic expectations as to how fast they can master something, nor should they make any unfounded assumptions about what their “natural abilities” might be just because it’s taking a little while to learn a new skill.   Stay focused and be patient with yourself and remember why you’re working on developing new skills...so you can take them with you into the game.  

2) Nothing is obvious.  Take as much time as necessary to teach a skill and don’t hesitate to break it down into its smaller parts.  Don’t assume one way of demonstrating a skill will work with every player.  Observe the players closely and coach to their individual strengths while trying to expand their abilities. From the players' perspective this means never be afraid to raise your hand and ask for another demonstration or a clearer explanation.

3) Stick to Fundamentals.  The primary focus has always got to be on skill development and so even when we're doing some tactical exercise at training I want it to be one that demands ball skill competence from every player.   With the younger age groups, U6 through U8, I generally avoid any sorts of tactical drills that might leave players standing in line for more than a few seconds. I will always favor practice work that gives the players lots of repeated touches on the ball. I've continued to maintain a focus on technical ball skill work with my teams even as the players mature and reach a point where they can grow very rapidly in their understanding of the game, their field awareness and their ability to anticipate each other's movements. My experience has been that players who have real technical competence with the ball will get the most out of any sorts of tactical drills we might run at training so developing technical competence is always where we start. By U9 we are regularly incorporating small "pattern" passing exercises that begin to introduce players to specific individual tactical concepts like "received with your back foot (or across your body)" or player communication (calling for the ball) but these exercises will also always be designed to give every player a lot of reps executing particular technical skills in a short period of time. So for a long time, up through U10 at least, what tactical I do design into a session will always be built on a foundation of getting lots of technical reps.

4) Teach them to be unafraid of situational failures.  If we spend time in practice learning a new deceptive move I want them initially to feel free to try it in the very next game without worrying about when is the right time to use it or when it will work.  Only game experience can teach them how to use their skills effectively so I encourage them to just go into the competition committed to trying to use those new skills.  Let's say we work in training one week on doing a step-over combination. I could use a skill like that as a player in a game situation to actually win a 1v1 or maybe just to get a defender to hesitate for a moment, just long enough for one of my teammates to get open for a pass. Either way though, if I don't actually try to use that skill I'll never get a feel for when or how to use it effectively, and no doubt, the first time (and a lot of times after that) that I use that skill I'll use it ineffectively or just mess up technically. As a player I've got to feel that getting to the point where I can reliably use a skill under pressure is worth all the times I have to struggle just to get it right and for that I need to know that my Coach and my family have my back in the whole process.

As a parent you've got to really be prepared for what this means. What if your kid or one of their teammates decides the right time to try out their new skill is just as they are dribbling through our own penalty area...and they mess up and lose the ball...and the other team scores. Will your emotional response be "Oh no! Don't do that!" or will it be "I saw what you were doing! Try it again! Take it to 'em!"?

Of course, at some point we may get frustrated that a player continues to use a particular 1v1 skill in dangerous situations, seeming to stubbornly refuse to learn from their experience. But I expect that to happen with some kids and it's okay. Just as some kids start early having a really good ball strike and then as they develop they continue to think that the solution to every problem on the field is to hit the ball hard, there will be kids who are so proud of their "Maradonna turn" that they'll just assume it's the magical skill to use in every situation. But given time they will eventually understand what's effective and what's not in particular situations.

5) Keep the focus on playing and competition.  A lot of what they need to learn as players they must learn through game experience so I try to keep a balance in my practices between focused technical work and teaching through playing games.   We spend half the practice working on a skill then the second half playing 1v1, 3v3, etc. or even a full scrimmage, situations in which we can put that new skill into action right away. And, I will always try to inject an element of competition into almost everything we do in a training session, even our warmups. If we do a dynamic warmup like the FIFA 11 then players will be doing that in pairs and I'll challenge each pair to "be more perfect" than the others. If we do any sort of running or dribbling work we'll make it a relay race. If we run any small passing pattern exercises, like Hot Corners, I'll challenge each group to try to be more perfect in their execution with more complete passes than the other groups. And, of course, once we get to the small sided play part of our sessions I'll be pushing them to win, not just play