tag:blogger.com,1999:blog-10426533289395256222024-02-08T01:06:55.676-05:00Coaching Soccer in CanadaCoaching Soccer in Canada, by Frank DeChellis . Anonymoushttp://www.blogger.com/profile/04725528644340529053noreply@blogger.comBlogger324125tag:blogger.com,1999:blog-1042653328939525622.post-87619386485358203202019-10-03T01:30:00.000-04:002019-11-13T19:57:38.483-05:00The Importance of Co-Curricular Involvement at School<div class="separator" style="clear: both; text-align: center;">
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I believe that co-curricular involvement at school is just as important as the formal curriculum itself. For the record, I am talking about all forms of co-curricular involvement, not just sports. If anything, I would hope this type of article encourages the reader to realize that non-sports activities need to be more of a priority at schools and with parents. <br />
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Personally, I consider myself an enthusiastic evangelist for co-curricular activity for students and support for these activities by faculty and staff. I believe in it and I live it.<br />
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Back in the day, it was known as extra-curricular. As time passed a new term was introduced "co-curricular" to imply that it was more tied to the curriculum and extra-curricular was more of a school facilitated activity, but not tied to academic learning (ie sports). The term co-curricular has evolved to encompass all school facilitated activities.<br />
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During my youth, my entire family was involved in extra-curricular activities at school, via sports, student government and other activities. A little older now (just a little) I am happy that my children and nephews were very involved in elementary and high school outside the classroom and not just with sports. Some of my cousins coach in their respective high schools in both Canada and the USA and that makes me very proud.<br />
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Why is co-curricular important to so many people and why do schools invest taxpayer funded resources in such activities? Notice I wrote <i>invest</i> and not <i>spend</i>.<br />
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In my opinion, school must be a place where people WANT to go everyday and feel like a true part of the learning community. <br />
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Co-curricular activities engage students in activities that are outside the formal learning environments. At the elementary and high school levels, students are able to meet schoolmates who might not be in their classes and get to know teachers in a different setting. Teachers can also see their students in a different light and see what drives them.<br />
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I believe that the school itself is its own entity that facilitates teaching and learning and co-curricular involvement deepens the relationship with the school itself and others in the school. All of this, I submit, strengthens the commitment to education and lowers barriers to some challenges a student may face.<br />
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At the post-secondary level, I feel co-curricular is just as important, if not more. Traditionally, college and universities are much bigger than high schools and possibly have the impression of a more faceless environment. Being a member of a college faculty and having attended college and university, I reject that assumption and know there is a personal experience waiting for everybody, but you have to step forward.<br />
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I teach Technology at <a href="http://www.niagaracollege.ca/" target="_blank">Niagara College</a>, coach the men's varsity soccer team and am taking over the <a href="https://en.wikipedia.org/wiki/Amateur_radio" target="_blank">HAM radio</a> club this year. The retiring professor was passionate about finding somebody to keep these groups moving forward and he actually inspired me to write this article. This man was very involved in sports as were his children and he devoted his time to this club. In addition to varsity sports, Niagara College has <a href="https://www.niagaracollege.ca/students/student-life/get-involved/" target="_blank">many clubs and events </a>for students as do many colleges and universities. If sports are your thing, but not at the varsity level, every college and university has intramural leagues.<br />
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Getting involved at school doesn't always have to be a formal organized event with staff and rules. You can go to the school's fitness centre, open gym time etc. You (and maybe some classmates) can volunteer your time in the community towards something that you feel passionate about. At Niagara College there are a group of students who are into gaming who congregate in one area of the student centre. No staff, no rules, no constitution or bylaws... just student having fun and socializing outside of class.<br />
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One advantage of formalized activities is that they sometimes have academic standards tied to their involvement, hopefully motivating an apathetic student who is passionate about the activity. At the <a href="https://ocaa.com/" target="_blank">OCAA</a> and <a href="http://oua.ca/" target="_blank">OUA</a> level, academic eligibility must be maintained to stay eligible to play. In most high school sports, if you skip a class the day of a game or activity you cannot participate that day.<br />
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If your child is not involved in anything at school, you may want to encourage participation and help them research what they might enjoy. When my sons were in university I was always asking about what they were doing outside of the class. They know why and I was never disappointed with the answer.<br />
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One of my main points that I want to stress again is that<b> it does not need to be a sport</b>. Regardless of what people say, sports are not as important to many school age students and I feel like they are becoming less important every day. Camera club, cooking, social justice, LGBTQ, environment, school band, student government, politics, gaming clubs, drama, robotics, peer tutoring, computers, horticulture, etc.<br />
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If you think a student wants to be involved but none of your offerings appeal to them, ask them what does appeal to them and figure something out. Give them a place to shine and stand back.<br />
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Some of my pet peeves with organized co-curricular activities:<br />
<ul>
<li>Lack of faculty/staff support in terms of academic flexibility to allow involvement if it involves representing your school off campus. If a student is up-to-date with submissions and attendance, there is no reason to block participation, unless your class is writing the entrance exam for Harvard Medical School π</li>
<li>Lack of recognition for non-sport activities, both publicly and during times of budget planning.</li>
<li>Absence of links that tie participation in any formal activities to attendance and behaviour in class. </li>
<li>Occasional lack of parental support for non-sport activities. If your child is in a non-sport activity, you get your buns over there like you would a football or basketball championship.</li>
<li>Non-sport activities being bumped or ignored to support sports based activities.</li>
<li>Disproportionate resources assigned to sports over non-sport activities.</li>
<li>Lack of proper promotion for non-sports activities.</li>
<li>High schools' lack of formally recognizing a teacher's involvement in leading co-curriculuar activities. In some areas of the United States, a teacher's pay is affected by their co-curricular involvement. </li>
<li>Not all teachers/faculty/staff are suited, comfortable or interested in facilitating a co-curricular activity and should have their wishes respected. They can still be supportive of those who do and that's still a good thing. </li>
<li>The mountain of rules that impede outside individuals from helping to enhance a school's program offering is ridiculous.</li>
<li>External facilitators of activities who believe their program is better than the school's and discourage school involvement. (For the record... I believe professional/national/provincial programs have that right to do so, for injury and load management reasons.)</li>
</ul>
Some of my perceived benefits of co-curricular involvement:<br />
<ul>
<li>Cultural integration into new school setting</li>
<li>Social skills</li>
<li>Possibly help with homesickness for students</li>
<li>Build your resume or portfolio</li>
<li>Time management skills</li>
<li>Gain new skills</li>
<li>Leads for future employment</li>
<li>Familiar faces make the hallway less intimidating for some</li>
<li>Keep kids busy (for those that believe that idle hands do the devil's work)</li>
</ul>
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One of my favourite co-curricular story over the past 12 months: Jenna Wilson, our Recreation Coordinator at Niagara College, organized a Star Wars based activity at the college last year. The theme was how to properly handle a light sabre. Under the guidance of Mark Kawabe of the <a href="https://kendoniagara.com/" target="_blank">Niagara Kendo Club</a>, students were shown how to handle their "weapon" and the body movements involved. It was a smash hit with the students involved and generated a lot of onlookers from outside the gym. </div>
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I also want to recognize Aesthetics teacher Dee Laalo at <a href="http://www.notredamewelland.com/" target="_blank">Notre Dame College School</a> in Welland who started a drumline corps at school that has been a smash hit.<br />
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My goal before retirement is to start a club for students who want to be able to run an organized 5km run for the first time, a couch-to-5k kinda club. Not a race or competition, but to get themselves to the point where they can run 5km. It would involve medical supervision, support for lifestyle changes and other supports.<br />
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Let me leave you with this: I believe students who are involved outside the classroom are now part of the school community in a bigger way and develop a deeper sense of ownership of the school community and their own student experience and academic achievement.<br />
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Additional Reading: <a href="https://www.chicagotribune.com/suburbs/la-grange/ct-dlg-student-activities-tl-0324-20160317-story.html" target="_blank">Chicago Tribune - Participation in student activities linked to academic success</a><br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0tag:blogger.com,1999:blog-1042653328939525622.post-90751248723501969922019-03-05T21:27:00.000-05:002019-03-07T14:41:45.679-05:00You Say Your Players Aren't Listening? You Might Not Like This.<div>
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Coaches are always asking about discipline and remedies for when their youth players aren't<br />
listening. The question is usually asked with the mindset that the players are to blame.<br />
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Before I answer, I take a deep breath, assess how much I value that coach's friendship, predict possible reactions, then deliver my answer in my usual pleasant and positive disposition: 95% of the time it's <u>YOU</u>. Maybe 96%.</div>
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OK, let me rephrase that in a more productive tone and manner.<br />
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I offer this one bit of advice that I find helpful: <b>blame the players LAST</b>. This forces you to examine as many possibilities as possible and forces you to reflect on your session. (This is a good time for an "<a href="https://www.youtube.com/watch?v=2uAj4wBIU-8" target="_blank">It's not you, it's me</a>" reference)</div>
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<a name='more'></a><br /></div>
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There is no real structure or order here, so just read π It's just a list of things that come to mind that grew from years of occasionally taking my lumps, trying to figure it out myself and speaking to more experienced people along my journey. Hopefully at least one of the points helps you.</div>
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Caution: some of the items might be difficult for you to accept.</div>
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<ul>
<li>Is your session interesting? Enjoyable? (Sorry, legitimate question)</li>
<li>How are your public speaking skills? Body language?</li>
<li>If what you're saying is not interesting, saying it louder does not make it more interesting π</li>
<li>Is your choice of words age appropriate? Do they understand what you're saying?</li>
<li>Are you focused? (Kids know if you're distracted)</li>
<li>If an activity is not working, be ready to adjust your organization, explanation and demonstration. List possible adjustments in advance so you can act quickly. If they don't succeed or understand, you will lose your audience quickly.</li>
<li>Are your coaching moments brief or do you go into an Abraham Lincoln length speech every time?</li>
<li>Put your coffee and cell phone down during training.</li>
<li>If most of your players don't understand what you're saying, they are not the problem.</li>
<li>Did you have a written plan or are you winging it? (Kids know this too)</li>
<li>Are you credible in the eyes of your players? (You don't need to be Roberto Mancini to be credible. A solid plan and focus will help with this) </li>
<li>Are you talking too much or addressing topics that do not interest players at your team's particular age/level at that point in your season?</li>
<li>Is your activity too difficult or too easy for your group?</li>
<li>What time of day is it? Is it very hot or very cold? Is it very windy? How deep into your session are you? </li>
<li>Can your players hear you?</li>
<li>When you address your players, ensure they can all see you, and vice verse.</li>
<li>If it's morning or evening, ensure your group is not facing the sun and having to squint while looking at you.</li>
<li>Eye contact is HUGE.</li>
<li>Assume a logical coaching position so you can observe, move in and out of the activity and address the group.</li>
<li>You only get so many words per session ... spend them wisely.</li>
<li>Did you just interrupt a fun and productive activity for the sake of talking? Do you like it when somebody interrupts your fun to say something useless? I didn't think so.</li>
<li>Don't schedule training for the last and first day of school. Trust me. </li>
<li>Are there distractions around your environment? Highway? Railway tracks? Airport? Other teams? (I am thinking about airplanes and Wildwood Park in Malton, ON as I write this.)</li>
<li>If you are indoor, how many coaches, parents, whistles, etc are making noise?</li>
<li>Are your players too familiar with you? An occasional guest coach might help.</li>
<li>Are you addressing all learning styles so all players can all follow your lead and stay engaged?</li>
<li>Are you prepared for players who need a <a href="http://www.coachingsoccer.ca/2013/07/special-education-coaching-and-youth.html" target="_blank">specific teaching strategy</a> to keep them on task and not become a distraction?</li>
<li>If you do have one player who likes to distract others, stand closest to them when addressing the group. It's an old teacher trick that is simple and effective.</li>
<li>Don't always dig in your heels. If it's just not your night, don't be afraid to set up the goals and let them play. Nobody ever got worse at soccer by playing more soccer.</li>
<li>Be careful about entering the world of punishment as a strategy to encourage kids to listen. This is a a topic in itself.</li>
<li>Spare yourself and others stories of how focused your generation was when you were young... because you weren't π</li>
</ul>
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<div>
<blockquote class="tr_bq" style="text-align: center;">
<b><span style="font-size: large;">"Blame the players LAST"</span></b></blockquote>
If you had a frustrating session take time to properly and honestly reflect on yourself, your plan, your delivery, organization, environment, etc. The beginning of your remedy should come from this process.</div>
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Most of all, think about what causes you to be inattentive at times and take that into consideration when planning your sessions. It's no different than your players. You get tired, hungry, distracted, you're not interested, it's 4pm on Day 3 of a conference, etc. Even being at work and getting paid to listen does not make those factors go away. The coaching education courses I deliver for <a href="http://www.ontariosoccer.net/" target="_blank">Ontario Soccer</a> were all restructured in 2011 to address the characteristics of the adult learner. Nobody is immune.<br />
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The non-technical part of coaching takes time and experience. Every coach has had moments where their audience lost interest at one point or another.<br />
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On the wrong day with the right players, an out-of-focus group could turn into a battle of wills that you could end up losing. Be ready to adjust, keep doing what works and learn from your mistakes.<br />
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P.S. When I wrote "let me rephrase that" early in this article it reminded me of one of my <a href="https://www.youtube.com/watch?v=GHu9PCpvSN8" target="_blank">favourite Star Trek scenes</a>. We all know it's never a bad time for Star Trek.</div>
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<div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-91833827279995143632019-02-19T21:06:00.000-05:002019-02-22T15:47:27.748-05:00The Importance of Using Jargon-Free and Slang-Free Language When You CoachPlain English please! (or whatever language you coach in)<br />
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"You're damned if you do and you're damned if you don't."<br />
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"You're burning your candle at both ends."<br />
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"It's boiling out", "do that ASAP"<br />
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Think about these sayings. Who would know them and at what age would they have understood their meaning? Your job as a coach is to make yourself understood so you can transfer your knowledge to your players.<br />
<br />
Let's discuss the age of understanding jargon and slang.<br />
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<a name='more'></a>If you grew up in North America and English was your family's first language, you would probably catch on to the meaning of those two sayings at around 12 years old. If English is not your family's first language, then chances are you incorporated these sayings into your vocabulary much later. My parents are Italian and I can tell you with great certainty that my mother's English did not include, "A stitch in time saves nine".<br />
<blockquote class="tr_bq">
<i>Special note: during this article, when we are discussing the art of making yourself understood, pretend your favourite coach educator is in your ear whispering "don't forget to enhance your teaching with a good demonstration."</i></blockquote>
When you're coaching youth players, it's easy to just keep talking assuming anybody who understands English is following what you're saying. If your English is laced with - <i>oops, slang</i> - if your English is not using formal structure and proper vocabulary, you run the risk of young players not understanding 100% of what you're saying.<br />
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With youth players: pay attention to what you say and the pace at which you speak. Leave your workplace English at work and remember you're speaking with youth players.<br />
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Where do your players come from?<br />
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I teach Electricity and coach men's soccer at <a href="http://niagaracollege.ca/" target="_blank">Niagara College</a> in Welland, ON. My life at the college is immersed in our diverse student population with students from all over the world. At tryouts and in the classroom, I interact with students and student-athletes who understand English, but it's not their first language. In the classroom, English needs to be spoken clearly and using good form. No slang. Lessons, materials and tests must be written in proper English to avoid misunderstanding and/or misinterpretation. We are encouraged to use the <a href="https://www.rickhansen.com/schools-communities/school-program/universal-design-learning" target="_blank">Universal Design for Learning</a> (UDL) to meet the needs of our diverse populations. Making yourself understood is something that takes a conscious effort and takes practice.<br />
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Why is this so important?<br />
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If you live in any country where there is multilingualism, multiculturalism and immigration, you will have a diverse audience. This is your challenge.<br />
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During my youth in Welland, we had many friends who grew up in Francophone homes where English wasn't their first language. Kids who - <i>oops slang again</i> - children who were born in Canada and grew up 50ft from my house spoke English with a French accent. Most of my non-francophone friends grew up in homes where English was not our parents' first language. Hungarian, Croatian, Italian, German, everything. We were all born here but grew up in different language environments until we entered kindergarten. We all had something different about our English. Now, Welland has more residents who speak Spanish, Arabic, Hindi, Punjabi, Portuguese, among other languages. These are your players and their parents. Welcome to Welland. Welcome to Canada. (<i>Please note: I love that we are like this</i>)<br />
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We also participate in the most international sport in the world, so immigrants who move to a new land often look to soccer as one of their first steps towards integration into the community.<br />
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Tips for ensuring you are understood and your message is heard:<br />
<ul>
<li>Speak slower and more intentionally.</li>
<li>Eliminate sarcasm.</li>
<li>If you are a joker, reshape your delivery. </li>
<li>Do not make assumptions about other cultures.</li>
<li>Use visual aids and demonstrations where possible.</li>
<li>If the environment allows for it, provide support materials before and after your interaction.</li>
<li>Remember, this isn't only for players, but for interactions with diverse parent groups as well.</li>
<li>Remember that your audience cannot read your mind.</li>
</ul>
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This isn't only about possible language barriers, but also addresses the need for differentiated instruction methods to address different learning styles. These efforts have a positive effect on many facets of your program.<br />
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Take this as a challenge to become a more polished communicator who is able to maximize their time with their teams.<br />
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<span style="background-color: yellow;">P.S. I am not an expert on UDL, diversity or multiculturalism, but I am mindful. I lean heavily on friends at <a href="https://international.niagaracollege.ca/" target="_blank">Niagara College who teach English to our International students</a> and consult with them before "stepping in something". That's slang... </span><br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0tag:blogger.com,1999:blog-1042653328939525622.post-30136522878887881332019-02-06T15:21:00.002-05:002019-02-22T15:50:58.679-05:00The Difference Between Treating Players Equally and Fairly. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">If you know who I should credit for this cartoon, please email me. Thanks.</td></tr>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;">Do you know the difference between treating players equally and fairly? There is a huge difference. How we treat different players is influenced by so many things including our perception of what some people refer to as "attitude".</span></span><br />
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<div style="background-color: white; color: #333333;">
<span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;">Aren't we supposed to treat everybody 100% equally? Can we? Should we? Are there standards for everybody to keep?</span></span></span><br />
<span style="font-family: "times" , "times new roman" , serif;"><br /></span>
<span style="font-family: "times" , "times new roman" , serif;">The first problem is coaches aren't sure what to do and do not have a lot of experience dealing with a variety of personalities looking to them for guidance. They are usually volunteers in a pay-to-play system. (The pay-to-play model complicates things way more than people appreciate.)</span><br />
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<span style="font-family: "times" , "times new roman" , serif;">The second problem is parents can't make up their mind on what they want or how teams should be managed. (Yes, in many environments parents seem to be part of the equation. Sorry.) Many want to win and want the coach to play the best players to win, yet they all paid to play, but they don't want their child to be one of the players that doesn't play in the system where they want the coach to play the best players etc etc etc. A lot of conflicting feelings swirl in every parents head when it comes to their child. That's natural.</span><br />
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<span style="font-family: "times" , "times new roman" , serif;">The third problem is the coach's familiarity with the players. Unless a coaching staff gets to know </span><u style="font-family: times, "times new roman", serif;">each</u><span style="font-family: "times" , "times new roman" , serif;"> player and discovers what makes them tick, treating players fairly is very difficult. </span></div>
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<span style="background-color: white; font-family: "times" , "times new roman" , serif;">I am a faulted, judgmental human like everybody else. I paid a lot of attention to my mentors and they have helped me shape my own philosophies towards my feelings on how to manage players. I still have a long way to go, but I am enjoying the journey. As I get older, I find myself less worried about the generally accepted theory of treating everybody 100% equally and more worried about what a person brings to the group and how I can help them bring even more, while striving to be fair with everybody.</span><br />
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<span style="background-color: white;"><span style="font-family: "times" , "times new roman" , serif;">Admittedly, my exposure to special education and accommodated students as an educator has profoundly influenced how I manage my players and teams. </span></span></span><br />
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I would like to share some of my own philosophies and ideas here. For better or worse, I hope they make you reflect on your own philosophies. My promise to my players is that I keep an open mind so my philosophies are open to adjustment if new and credible information is presented to me. If you and I ever had a conversation about managing a group of players or "attitude", you shaped this article. Even if I disagreed with you, you contributed to where I am in my own development.</span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;"><b>Do you know your players? Really really know them?</b></span></span></span></span><br />
<ul>
<li><span style="font-family: "times" , "times new roman" , serif;">If you don't know your players, individually, then you may as well treat them equally because you are in <u><b>no</b></u> position to treat them fairly.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Do you know the names of your players' parents and siblings? Their family situations? (Yes, it's your business)</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">What school do they go to? Do they LIKE school? If not, find out why. This information will be helpful.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Are they on an <a href="http://www.coachingsoccer.ca/2013/07/special-education-coaching-and-youth.html?m=1" target="_blank">IEP at school</a> that would give you information about how they learn? We've had players with various accommodations at school. Knowing this information helps you and the player get the most out of your interactions. Trust me on this one.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Do they have other interests? Other sports, activities or hobbies?</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Are any of them recent immigrants from non-English speaking countries? If so, learn about their culture and you may find some differences in what is important to them. (It will also drive home the importance of demonstrations at training.)</span></li>
</ul>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;"><b>Cooperating and conforming do not always equal a "good attitude".</b></span></span></span><br />
<ul>
<li><span style="font-family: "times" , "times new roman" , serif;">First of all, what is a good attitude? Can it be measured? The answer is NO and that makes the equation more complicated.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">As a coach, who said YOU had a good attitude or are in a position to judge attitudes.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">There are coaches who feel those who do not subscribe to the same opinions as them present a poor attitude. Don't confuse the two.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Do you REALLY want a team of players who are all the same and all resemble you? Are you somebody worth resembling? (sorry, I had to ask)</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Think about people who made an impact in a game or any other pursuit in life. Was it possible that they were good team players, but not always conforming or 100% cooperative?</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Do you remember teammates and players who didn't fit the general mold of your teammates? Did that mean they were bad teammates?</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Some kids may not be naturally wired to be fully co-operative, but that doesn't mean they aren't learning or playing hard/smart. Go back to "<i>Do you really know your players?</i>"</span></li>
</ul>
<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; font-family: "times" , "times new roman" , serif;"><b>Think about how to treat people fairly, not equally.</b></span></span><br />
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<li><span style="font-family: "times" , "times new roman" , serif;">I don't treat my three sons equally because they are three completely different men. They always were. My parents did not treat my brother, sister and me equally, but they were fair. (Except that one time ... just kidding) </span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">There is a difference between fair and equal. You can only treat people equal if they are 100% the same and in the same situations, which thy aren't. </span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">We need to have expectations from everybody, but they don't need to be the same. I can expect every player to maintain/enhance their speed, but I can't expect them all to be as fast as my fastest player. Having said that, I do expect my fastest player to work to always be my fastest player. Is that fair? Yes.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">My expectations and demands from players depends on the player. Should I expect the same from my best player compared to my 18th player? For my best player's, 18th player's and team's sake, I hope not. Fair, not equal.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Compare the personal and physical traits that make players successful in various positions. Are your goalkeeper, striker and centre defender the same people or do they have the same jobs? If not, then how can you treat them 100% equally?</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Before you put on your tough-guy-hat and say "I am gonna straighten that player out", make sure you are not going to snuff out what makes them the player they are.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">For me, the most difficult part of doing this is holding my ground when treating players differently (and, hopefully, fairly) , knowing the player who feels shortchanged now will understand what we are doing next week, when they get older or when they coach.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Be careful how "black-and-white" you are, how you declare yourself as a "black-and-white" coach or how long your list of "team rules" is. Rules <u>must</u> be enforced, without exemptions. If you have set rules that are allowed to be broken you will start to lose credibility with your players. Learn the difference between rules, guidelines, expectations, policies, etc. Words like "shall, must, will" have a different meaning that "should, could, may". Be careful.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Part of managing and treating your players fairly can and should include a component of aspects where they are all treated equally.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">If a player has outside challenges or issues that make it difficult to satisfy your measurable expectations, work with them to manage themselves so their commitment to their team doesn't suffer. Do them a favour and teach them a good life-lesson: do not let them use their challenges as an excuse. This might require you dedicating a little more of your teams's resources to them, but remember; fair, not equal.</span></li>
</ul>
<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; font-family: "times" , "times new roman" , serif;"><b>What should be equal? Change what you think is attitude to measurable components.</b></span></span><br />
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<li><span style="font-family: "times" , "times new roman" , serif;">List what you deem to be components of what you thought were "attitude" and you will discover items that you can treat players equally on. Measurable, not subjective.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">These components may include, but not limited to; punctuality, team duties, treatment of equipment, personal equipment, disclosure, treatment of injuries, institutional standards (<a href="http://www.ocaa.com/" target="_blank">OCAA</a>, <a href="http://www.oua.ca/" target="_blank">OUA</a>, <a href="http://www.ncaa.com/" target="_blank">NCAA</a>, etc), social media policy, etc.</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;">After you make your list, then you are left with the part of the player that makes them an individual. It's this list of the contrasting traits of our players that makes team sports so enjoyable. </span> </span></li>
</ul>
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</ul>
<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; font-family: "times" , "times new roman" , serif;">I guess what this boils down to is that you have a team of distinct individuals and that team needs to be managed. Some individuals will not fit a coach's mold and that is difficult for some coaches to accept. I have seen coaches cut or bench players because of what they perceive to be a bad attitude that might just be an individual who expresses themselves differently. (in this department, most coaches are always learning and growing)</span></span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">My experience also tells me an effective tool in dealing with players is an <b><u>hones</u></b>t assistant coach and a strong team captain with good people skills. Discuss your players with them and their insight will either reinforce your view or convince you to rethink your position. </span></span></span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">Challenge: Having a universal set of expectations for everybody, yet setting up an environment that allows each player to be challenged at their level, for the good of the player and the team. </span></span></span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">Challenge: If you coach in a pay-to-play system ensure you know and adhere to your club policies. If you have a plan or philosophy for managing your team, ensure your club supports it and communicate this to parents and players <u>before</u> tryouts. This goes back to parents who may not truly know what they want and/or you being unsure how you want to handle your group. You are dealing with their children's self esteem and you want everybody to improve and succeed, so communicate with them. Win-win.</span></span></span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">Challenge: Ensure your philosophy is consistent with who you are. Be confident in what you are doing, and project that confidence. Your players will notice you handling a player differently. Not better or worse, just differently. </span></span></span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">Challenge: Don't lose sight of what you're doing and unknowingly offer a player preferential treatment. This could be dangerous to your team's chemistry.</span></span></span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">Challenge: If a player has outside challenges and <b><u>really wants to play</u></b>, work with them and do not let them use that as an excuse. Their ability to manage themselves and satisfy their commitments will help them later in life. If they arrive at a point where they must make a difficult choice, then that's what needs to happen and you need to support them. </span></span></span><br />
<span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;"><br /></span></span></span></span>
<span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">In summary: list the measurable parameters that you can use to treat each player EQUALLY. You will be surprised how long that list can get, so be careful. Items not on that list make up is what makes that player special. This is where you start to treat players FAIRLY and can personalize your program. </span></span></span></span><br />
<span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;"><br /></span></span></span><span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">For the record, I have mishandled situations with players in the past, but I like to think I reflect afterwards and keep improving as a manager. My mistake was usually caused by the fact that I didn't know all that I needed to know about that player at that time. </span></span></span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">Managing a group of individuals takes experience and you will make mistakes. If you are a new coach or new to a situation, reflect and give yourself a chance to learn and grow.</span></span></span><br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-75365194497191133372018-11-16T15:56:00.000-05:002018-11-23T08:00:28.144-05:00Proof: Over-coaching from the bench is illogical.<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdFKeX1KIe1MhIq_R5W_utjuR5zLZB2jVbdEFJk3PBBqZ-YPvY6IA4PKU9ktTo2Jzdq7xjeBwfTowgjzO1aIJVmuJNnxGi1ImYx65YNGl0VqWQkgTk4dBaOXqXVIAteAFH1_V3UI9X9Go/s1600/yelling-coach.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="263" data-original-width="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdFKeX1KIe1MhIq_R5W_utjuR5zLZB2jVbdEFJk3PBBqZ-YPvY6IA4PKU9ktTo2Jzdq7xjeBwfTowgjzO1aIJVmuJNnxGi1ImYx65YNGl0VqWQkgTk4dBaOXqXVIAteAFH1_V3UI9X9Go/s1600/yelling-coach.jpg" /></a></div>
So you like to control your players from the sideline, eh?<br />
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If the theoretical, anecdotal and experience arguments don't sway you away from over-coaching during games, let's look at it from a logical standpoint. Scaling back your desire or need to over-coach from the touchline is no easy task, but it's something you need to aspire to.<br />
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Enough has been written about why you shouldn't over-coach and those articles revolve around a player's freedom of expression, developing decision making, increasing Soccer IQ, joie de vivre, etc. Those arguments aren't backed up with facts or measurable quantities. If you aren't buying those arguments, let me attack it from another angle.<br />
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<a name='more'></a>Before we begin, think about how long most interactions or moments are during a game. A ball is coming, you scan your area, receive the ball, your opponent is coming, you look again then execute. How long? Two seconds? Three or four if you're lucky? Depending on position, maybe one second?<br />
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<b><u>Point-of-view</u></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwB8I-dd_lOSIK78PxRkBvXWRluEokjUvPdbLVGPrKQsVdgdeeNihms8ArfA9a9QIMBqk9SWG7qm92cqPtWRmbLU4bDsKciW6UZ0r08QS8BBjL2DAE1oNBiNm5-kMQhIrnAFfKSpWj5yg/s1600/4c74ac7e56de374500023532aa7c32ce.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1065" data-original-width="1600" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwB8I-dd_lOSIK78PxRkBvXWRluEokjUvPdbLVGPrKQsVdgdeeNihms8ArfA9a9QIMBqk9SWG7qm92cqPtWRmbLU4bDsKciW6UZ0r08QS8BBjL2DAE1oNBiNm5-kMQhIrnAFfKSpWj5yg/s320/4c74ac7e56de374500023532aa7c32ce.jpg" width="320" /></a>Familiar scenario: you are driving your 1962 Ferrari 250 GTO down a highway in North America and the person sitting in the passenger seat tells you that your gas tank is showing 1/4, but you tell them it's at 1/2. The debate starts. You know EXACTLY what I am talking about here. The problem is analog gauges are meant to be viewed straight on, not from an angle. When I teach students to read older analog meters at <a href="http://niagaracollege.ca/" target="_blank">Niagara College</a> , the main teaching point is that the display is to be read straight on. Many have a mirrored strip behind the needle to help you know when you are straight on; when you can't see the needle's reflection you are reading the meter from the right angle.<br />
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What does this have to do with coaching soccer? (As a side note, EVERYTHING has to do with coaching soccer. Never forget that.) Point-of-view (POV) is everything. You can't possibly see what your player sees when they have the ball on the field. From the touchline, what you think are their open teammates and available channels are usually inaccurate.<br />
<blockquote class="tr_bq">
<b><span style="font-size: large;">As a coach who coaches from the sideline, there is nothing that works in your favour.</span></b></blockquote>
Here is an exercise to help you understand this. When you stop a functional or small-sided-game to make a coaching point about options, walk over to where the ball is and see that player's POV, from where they stand. You will immediately notice how skewed the POV was from your coaching position. Not always, but very often.<br />
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When you're working on your team's shape while defending, go to where the ball is and look towards goal to assess how compact the defending team is and if there are any holes you can exploit. Can you get a more accurate assessment of a team's defensive shape from another angle? No.<br />
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This is all to be done in training because during games is when your players need to interpret what they see and make decisions from that. If what you see from the touchline is inaccurate, then the decision you make is based on poor information and your instruction will lead your player to failure .<br />
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(My favourite is when a coach is trying to set up a wall from the touch line while defending a free kick.)<br />
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<b><u>Propagation Delay and the Speed of Sound</u></b><br />
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Propagation Delay is a techie term that basically describes the time it takes from input to output.<br />
The speed of sound, for everybody that listened in science, is usually 330-340m/s, depending on conditions. For our example, let's say the average 10 year old can run at a pace of 3.5m/s (12.5km/h).<br />
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Let's spell out the scenario:<br />
<ul>
<li>Your player is 40m away from you when they receive the ball</li>
<li>A defender is 10m away from your player and approaching the ball.</li>
<li>You see the situation</li>
<li>You make a decision based on what you think the player sees</li>
<li>You yell out the instruction</li>
<li>Your player hears the instruction and needs to process it</li>
<li>Their body attempts to execute your instruction.</li>
</ul>
so...<br />
<ul>
<li>You see your player receive the ball. Let's say you need 1s to make your decision for the next play.</li>
<li>You relay the instruction to your player. Being 40m away, with your voice travelling at 330m/s, it takes 0.12s for your voice to reach your player.</li>
<li>Let's say it takes them 1s to process what you said.</li>
<li>So from the moment you saw them receive the ball to when they are ready to execute, 2.12 seconds have passed.</li>
<li>During that time, moving at 3.5m/s, it takes the defending player who is 10m away 2.9s to reach your player.</li>
<li>Your player has 0.78 seconds to succeed in executing your instruction. I used the word "succeed" loosely here.</li>
</ul>
(By now you're thinking I am crazy, but I know I have you thinking.)<br />
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All this does not take into account that:<br />
<ul>
<li>it didn't take your player a second or two to bring the ball under control.</li>
<li>the incoming defending player is not distracting them while you are relaying your instruction.</li>
<li>a second/third/fourth voice (assistant coach or parent) may be sending another and different instruction. </li>
<li>the wind is not against you. Wind doesn't alter the travel of sound that much, but it is annoying π </li>
<li>your instruction is probably wrong.</li>
</ul>
As a coach who likes to control everything from the touchline, there is <u><b>nothing</b></u> that works in your favour. Time and space are the two things we crave while in possession. Your distractions are taking away your player's time.<br />
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Of the factors you can prove, the timing and the POV are both against you. Add to that the unmeasurable components and distractions; cheering parents, poor touch, fear of making a mistake, hearing the instruction being relayed to the defending player (by their coach with a poor POV) and other parents telling your player to pass to their child (I couldn't resist that one).<br />
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Work on game scenarios in training, give them the confidence to play their own game and spend your time relaying more useful information regarding shape and reminders while the ball is out of play. The game is more enjoyable for the players and the coaches alike.<br />
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(This was meant to give you something to think about until you discover that the unmeasurable theories are the REAL reasons you should not over-coach during games.)<br />
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Thanks for reading.<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-2797385004978481742018-05-02T23:50:00.000-04:002018-05-03T19:17:49.470-04:00It's time to cut your BEST playerNow that I have your attention π<br />
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With the recent passing of<a href="https://www.thesun.co.uk/sport/football/6145519/dick-bate-dead-71-fa-burnley-joey-barton-england-coach/" target="_blank"> Dick Bate</a>, I was reminded of something he said to us while he was still in Canada, as the <a href="https://www.canadasoccer.com/l-acs-nomme-richard-bate-au-poste-de-directeur-technique-p147238" target="_blank">CSA Technical Director</a>:<br />
<br />
<blockquote class="tr_bq">
<b>"The best coaches lose their best players."</b></blockquote>
<br />
In February 2006, we had Coach Bate visit the Welland Soccer Club for an on-field and classroom session. He opened his talk with that line and the room was overcome with a thundering, earth-shattering silence.<br />
<br />
The concept was revolutionary for many, but for a few it's something that has frustrated us for years. At the time, as the club's technical director, I was in a battle-royale with a club coach over a player. The player was very good, the current coach was weak and the team played in a lower league. We had no viable in-club option to serve her. She was on her way to a better team, in a better league with a better coach and I was being asked by their coach to call her parents to advise them (ie. mislead) that they were making a mistake. His beef was that it would hurt his team and he would lose more players. My argument was that it was best for the player and it would give another player on his team a chance to move up and be "the best player".<br />
<br />
Why would you ever hold a player back if they have outgrown you or your situation? Once the thought has entered somebody's mind, it may as well be dealt with because the relationship is about to be tested.<br />
<br />
A different situation could be a better/different league or a better coach. To me, the deal must include moving to a better coach to make it legitimate, but sometimes being in a better league with a competent coach will help the kid. (<i>nb. a higher league does not always equal better soccer</i>.)<br />
<br />
We all need to remember something very important; we do NOT own the player.<br />
<br />
In my own experiences I have witnessed:<br />
<br />
<ul>
<li>Ontario coaches trying to keep their players away from <a href="https://www.torontofc.ca/" target="_blank">Toronto FC</a> Academy when it was first organized. (I list this first because it shocked me the most)</li>
<li>Up until 2015, U14 coaches who did not qualify for <a href="http://www.oyslsoccer.com/" target="_blank">OYSL</a> work to keep their players away from the teams that did qualify and did have a competent coach at the helm. </li>
<li>In Niagara, local coaches working to keep players away from the Regional program that their own presidents voted into existence. In four instances, it was coaches who supported the program until they were not chosen to coach a regional team.</li>
<li>As coach of the Niagara U12 District program for 4 years, some coaches told me they did not want their players to come out for fear of them being recruited by other coaches. At the time, the District program was the fist step in the Regional/Provincial program. </li>
<li>Coaches that would not agree to let their players play for the club team above them, as a call up. Whether it's B team to A team or playing a year up. We reminded them that they did not have that authority.</li>
</ul>
<br />
The best player on every team has not necessarily outgrown their situation, but there are instances where this is clearly the case. This is where the Technical Director needs to start the conversation. From a club perspective, an ideal solution has the player play for the same club.<br />
<br />
Some possible scenarios for expanding your best player's experiences:<br />
<br />
<ul>
<li>Arrange attendance at training sessions with a higher level team/coach.</li>
<li>Arrange maximum call-ups to the next highest team at your club.</li>
<li>Arrange maximum call-ups to a higher team at another club.</li>
<li>Arrange a guest-player scenario for another team at a tournament.</li>
<li>If the player agrees and a competent coach is present, move them to the next highest team at your club. If this is not available, then another team at another club.</li>
</ul>
<br />
There are two possible outcomes if you offer to expose your better players to another situation: they will accept or they will decline. Either way, all of your players will know you have their best interests at heart and that's a big deal.<br />
<br />
I have been coaching with the same gentleman since 1988 and we have both always judged ourselves by how well our players do away from our program. Its a nice feeling to see them doing well.<br />
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Reaffirming my obsession/frustration with coaches who impede a player's progress was Dick Bate's gift to me and I am forever thankful.<br />
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Rest in Peace, Coach.<br />
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Endnotes.<br />
<br />
The young lady at the heart of my battle-royale mentioned earlier recently completed a 4-year degree on a Division 1 NCAA scholarship in Alabama. The young lady who became the next "best player" after the departure also just completed a 4-year scholarship at a NCAA school.<br />
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I have seen players move to teams that were in lower divisions but coached by more qualified and better coaches. Again, the coach.<br />
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Holy moly, I just looked. I haven't posted an article in almost two years.<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-32780119853217994942016-06-14T08:59:00.000-04:002016-07-20T12:11:21.692-04:00Are you TRULY in tune with the tryout process?<div class="separator" style="clear: both; text-align: center;">
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You were awarded the team and your first advertisement goes out. "TRYOUTS. Wednesday, 6:00-8:00pm Blah Blah Blah"<br />
<br />
Chances are, if you're reading this, you coach an amateur team that belongs to a club or educational institution. <br />
<br />
Nobody has the tryout process mastered and we've all made mistakes that we wish we could take back. We try to conduct them as professionally as possible, but nobody has it mastered. <br />
<br />
What is your job during tryouts? What is appropriate for the age you are coaching? (If you are coaching U12 and below, are <a href="http://www.coachingsoccer.ca/2014/11/why-do-we-have-fall-tryouts-for-u9-to.html" target="_blank">tryouts appropriate at all</a>?)<br />
<br />
You're thinking this might be a guide on how to select players, but it's just as much about the players you don't select and the environment you've set up at tryouts.<br />
<br />
I am fortunate that I have a very enjoyable coaching situation with the <a href="http://goknights.ca/" target="_blank">Niagara College</a> Men's and Women's Soccer programs. I am surrounded and supported by good people and I like to think we look at the tryout process in a bigger scope, outside of soccer. <br />
<br />
On a quantitative level, our job is to select the 22-24 student-athletes who we feel will achieve the best possible results and challenge for a national championship. There is much more going on.<br />
<blockquote class="tr_bq">
<b><span style="font-size: large;">Nobody has the tryout process mastered and we've all made mistakes that we wish we could take back. </span></b></blockquote>
We are in a different position than basketball and volleyball. Their student-athletes have a chance to acclimatize to the campus environment and fall into a bit of a routine before their athletic schedules ramp up to their full commitment. The first-year players who are in our program are figuring out their academic life while the soccer program is in in full motion, with some living away from home at the first time.<br />
<br />
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What do you need to keep in mind during your tryouts in your particular coaching situation?<br />
This is what we need to consider during tryouts for our college program:<br />
<ul>
<li>Recruiting begins early, many times when the prospective player is in Grade 11. Are we giving them a positive image of <a href="http://niagaracollege.ca/" target="_blank">Niagara College</a>, and post secondary education in general? We have the ability to get them excited about the next phase of their education. (Is your club's travel program making a positive impression that seeps its way down to the younger age groups?)</li>
<li>Varsity Soccer tryouts begin August 14, a full 26 days before the fall semester starts. Do our new students and prospective athletes receive a positive impression of the college they've chosen? If their parents drop them off, what will be their impression?</li>
<li>Is the organization and delivery on Day 1 consistent with the experience that Niagara College wants their new students to encounter?</li>
<li>Is the selection process laid out for them? Is the Day 1 experience at soccer a sneak peak at their first days of class when professors review their <i>Course Outline</i> and <i>Teaching and Learning Plans</i> for their selected courses in their respective programs?</li>
<li>Do they know what's expected of them, physically? Are they aware of the commitment and expectations? </li>
<li>Niagara College is a diverse learning community and our tryouts reflect that in every way. We welcome the athletes, share our passion for the game and our enjoyment of the situation, but we don't use jargon, clichΓ©s or make parochial comments to ensure the environment is inclusive and welcoming. Not only is it respectful and properly reflects Canada, it also helps more players bring out their best and puts us in a better position to select the strongest team.</li>
<li>Can we answer more immediate questions for them about the college and details they need to tend to before classes begin? During tryouts we receive questions regarding registration, financial aid, bookstore hours, local amenities, etc. </li>
</ul>
In case you haven't noticed .. we haven't even touched the ball yet.<br />
<ul>
<li>Is the process fair and does it provide players with a true opportunity to showcase their skills? Not only does this respect the player, again, it gives us a better chance of selecting the best players.</li>
<li>How do we deal with the players who aren't selected along the way? Some players have moved into their new living arrangements early and may end up being in Welland for a few weeks before classes begin. Many go home and return for classes, but a few remain in the city.</li>
<li>Did we create a positive enough experience that the players who weren't selected still wish to seek out an active lifestyle in their new college environment? Being released from tryouts is a difficult life event, but handled correctly the player will find other avenues to stay active.</li>
<li>For the players who are selected, have we provided enough guidance and support that the beginning of the semester is a positive experience, not an avalanche of new commitments.</li>
</ul>
Niagara College has trusted us to deal with almost one hundred of their students before the semester begins and we know their expectations. The situation is interesting because this will be the last occasion in most of these players' lives where they will face a tryout process. For many of the selected players, it will also be the last time where they will compete for playing time. <br />
<br />
That is our spectrum of considerations every August. What does your club expect of you? Do the players you released continue playing or do they quit after the selection process? Will they stay at your club and try out again next year?<br />
<br />
How you conduct the process and treat the players you release speaks volumes of who you are and <br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.fc-fusion.com/Portals/6542/images/tryout_flyer.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://www.fc-fusion.com/Portals/6542/images/tryout_flyer.jpg" height="202" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">An example of a tryout ad. I have no idea who this club is.</td></tr>
</tbody></table>
lays the foundation for a positive team environment. In my situation, I encounter many of the students we did not select around campus and it's important to me that we continue to have a good rapport throughout the academic year. It's important for the players we select to know that the players we didn't select were handled fairly.<br />
<br />
Some ideas for your tryouts:<br />
<br />
<ul>
<li>Do the players understand what you're looking for? If you can't spell it out and share it, how will you know if you see it. Sometimes a coach will tell a player "You didn't have what we were looking for." and the player is wondering "What were you looking for?"</li>
<li><b><u>Learn their names.</u> </b> We have a lot of players attending and take everybody's picture with them holding their name on a small whiteboard, resembling a mug shot. I had a released player tell me once that I didn't know who he was. When my assistant and I told him what he was wearing the past few days, where he was playing and some of the on-field scenarios we remember, he dropped the accusation.</li>
<li>Be ready and organized! Get the tryout sessions going quickly so the players can show their stuff. Long speeches at tryouts are just long speeches, nothing else. They came to impress you, not vice verse.</li>
<li>Give players a fair chance to showcase their skills. Often, if they're realistic, they will know the outcome before you tell them. In a situation where there are a lot of players, not everybody will have a chance to play in a game, but there are still ways to have a game situation. A good friend is a scout for the <a href="http://bruins.nhl.com/" target="_blank">Boston Bruins</a> and he said once that players will cut themselves if tryouts give them enough chances to play. I never forgot that.</li>
<li><span style="background-color: white; text-align: justify;">My pet peeve is signing players along the way until you have two or three players battling for one or two spots - you've pretty much just told those kids they are the weakest on your team and you've set up a <a href="http://www.coachingsoccer.ca/2015/07/is-your-teams-depth-chart-fluid-or-did.html" target="_blank">pecking order</a> from day one. If you do implement that method, do so at your own risk and <b>don't</b> email me for advice because you will not like my answer.</span></li>
<li>If you are releasing a player, give them some information so they can move forward. In a youth club environment, a list of contacts for other playing situations would be very helpful to them and their parents.</li>
</ul>
<div>
My final point for you to consider is how quickly news spreads in 2016. Whether you inform the selected or released players first will not affect how quickly the telephone and social media inferno ignites and players start to figure out the team on their own. The news should come from you, not from somebody else's Facebook status.<br />
<br />
The specific process you implement will depend on numbers, schedule, facility availability etc.</div>
<div>
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Remember what your tryouts are; a group of ambitious, enthusiastic athletes who want to show you that they have the skills to be selected to the program you are running. Their willingness to be judged and evaluated obliges you to give them the respect they deserve and nothing less.<br />
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Just remember to run a tryout process that you would feel comfortable with if you or your child were trying out for a team.<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-1011708844199276862016-03-14T12:17:00.000-04:002016-03-16T10:50:32.613-04:00The importance of being yourself when you coach.<div class="separator" style="clear: both; text-align: center;">
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In any activity where you are the leader in a situation such as coaching or teaching, a major part of your apprenticeship is being encouraged to "be yourself".<br />
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Sounds easy, doesn't it?<br />
<br />
BE. YOURSELF. Ya, simple.<br />
<br />
Since 1988, I have been coaching non-stop and have done a lot of teaching. I even had a stint in politics. Even with all that exposure, the "be yourself" thing took a while to happen.<br />
<br />
Learning how to <i>be yourself</i> is a major part of your development in any profession or pursuit, including coaching.<br />
<br />
Why is it so important to be yourself? Well, the first reason is that you are beautiful. You must be <br />
<a name='more'></a>because you're a coach and we are all good looking. Well, most of us ;)<br />
<br />
The major benefit of being yourself is that when things go wrong you are in a better starting position to steer the ship straight. If you are pretending to be somebody or something else, the real you will come out when the stress creeps up on you. If you keep jumping between who you really are and who you are pretending to be, your players will not know who they are dealing with.<br />
<br />
Once you start being yourself as a coach your sessions are easier to deliver, games are easier to manage, stakeholders are easier to deal with and you are more comfortable bringing your coaching education up to the next level.<br />
<br />
So how do we make that jump to "being yourself"?<br />
<br />
Well, first of all, don't start off trying to imitate somebody else. You're better to be a nervous "you" than a poor imitation of somebody else. When coaches hit the licensing stream in their coaching education, they occasionally make the mistake of imitating their instructors. Under the stress of being assessed, the real you will creep out.<br />
<blockquote class="tr_bq">
<b>"If you keep jumping between who you really are and who you are pretending to be, your players will not know who they are dealing with."</b></blockquote>
Some suggestions for being yourself when you coach:<br />
<ul>
<li>In the early going, coach what you know best. If the topic is very familiar to you then one major distraction is removed.</li>
<li>Coach HOW you feel most comfortable. If you're the facilitating type, then let your organization do the coaching at first. If you were a very good player, then do a lot of demonstrating. If you are a delegator, then let your assistants demonstrate. </li>
<li>Be over prepared and plan for as many distractions as possible. When you make the unexpected "expected", you are in a better position to deal with things as they happen. Less stress is always better.</li>
<li>If you are not an experienced coach or player, take stock in what you bring to your program. If you are a teacher, you still bring a lot to the table. The same goes with a person who is self-employed. Or a home maker. Or truck driver. Or priest. Etc. Bring what you offer to EVERY session.</li>
</ul>
<div>
It's difficult at first, but you must fight the urge to try and mould yourself into what you think the stakeholders on your team want to see. Every doctor doesn't try to be <a href="http://www.imdb.com/title/tt0129290/" target="_blank">Patch Adams</a> , nor does every priest try to be <a href="http://www.imdb.com/character/ch0024508/" target="_blank">Father O'Malley</a>. If you are not yourself, you will <b>never</b> achieve sustainable success as a coach because you are not becoming comfortable in your own skin. Yes, I said "never". Think about it ... how long can you possibly keep up imitating somebody or something else?<br />
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(This topic of being yourself came up often during a <a href="http://soccer.on.ca/" target="_blank">Soccer for Life</a> course facilitated by <a href="https://twitter.com/skcuolsirhc" target="_blank">Chris Loucks</a> of London and observed by yours truly. Chris's advice was consistent; to do what you're comfortable with at first.)</div>
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-35513196365672719262016-03-01T11:30:00.001-05:002016-03-02T07:44:35.319-05:00The Danger of Consolidating Players Before U12<div class="separator" style="clear: both; text-align: center;">
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"The best players need to play together." Do they? Maybe, but when?<br />
<br />
Let me offer some disclosure so you know my mind set. <a href="http://www.coachingsoccer.ca/2011/12/i-find-recruiting-disheartening.html" target="_blank"> I am not a fan of recruiting.</a><br />
<br />
For your personal trophy case and perhaps your coaching resumΓ©, consolidating the best players in your area as soon as possible might seem like a good idea.<br />
<br />
For the development of the age group, I think early consolidation is damaging to everybody involved including the players who are being consolidated.<br />
<br />
In many cases, consolidating players before their U12 year does nothing for anybody other than their coach. Not all cases, but many.<br />
<br />
A coach has a decent U8 team. He sees his friend has a son on a neighbouring town's team and the boy is decent. "Hmm...." he thinks to himself and when the season ends, he invites his pal over for a <br />
<a name='more'></a>beer and talks about moving the kid. He might even ask his friend to be an assistant coach. (that's my all-time favourite bait)<br />
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Those two teams of 10 players had four good matches during the summer. Good for 20 players. You took the other team's two best players. This summer your two teams have zero good matches that were good for zero players. <br />
<br />
<blockquote class="tr_bq">
<b><span style="font-size: large;">"Ask the coach, if they truly believe they have the best players, would they step aside if a more qualified coach wanted to coach the team? Have they personally sought out a more qualified coach?"</span></b></blockquote>
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Wait, there was another team who also gave you four good games who have two players that you like. You lay down the sales pitch and you scoop them up. Now your four good games with them are also gone.<br />
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A league and age-group decimated way too young because of aggressive, recruiting coaches. During the development stages where a good, engaging environment with developing players and coaches existed, is stripped away from an entire age group.<br />
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The next step for the new "super team" is to find a new league because they've ruined the one they were in. Then the politics begins.<br />
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At an age where players are developing at different rates and blooming at different times, who is one coach to decide that they were the right person to have pulled the plug on all that? The sad thing is, it's not always the best and most knowledgeable coach in the age group who does this.<br />
<br />
I've watched this happen six time in Niagara over the last five years and have heard the same stories from friends in other districts around the province. It can be argued from that coach's viewpoint that it's not their responsibility to worry about an entire age group. I've even heard a few proclaim that they did it for the good of the better kids.<br />
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I know there are cases where a coach has a good name and the players migrate their organically. That's the result of a good program. But we've all seen the aggressive situation, where soliciting emails are sent to other team's parents and coaches showing up at games to talk to parents (a.k.a. poaching. <a href="http://www.cbc.ca/sports-content/soccer/opinion/2011/10/player-poaching---the-underlying-message.html" target="_blank">Read this article</a> by Jason DeVos from 2001). A good coach just has to run their program and they usually receive the calls, not make them.<br />
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If you are approached by somebody who claims they will lead you and your region's best to soccer's "Promised Land", ask them:<br />
<ul>
<li>What are their qualifications? As a player and/or coach?</li>
<li>What is their experience as a coach?</li>
<li>Why should your child leave their current team to go to that team? What will you tell your current coach if you pull your child? If the reason is valid, it should be easier for you to tell them.</li>
<li>What is that coach's vision? </li>
<li>How many U8/U9/U10 players did that coach dump over the past year? (This matters because it may speak to that coach's need to recruit to cover their inability to develop players)</li>
<li>Have you watched that coach actually coach during training and games?</li>
<li>Ask the coach, if they truly believe they have the best players, would they step aside if a more qualified coach wanted to coach the team? Have they personally sought out a more qualified coach?</li>
</ul>
Here is my final question: Had a league been left alone and somebody plucked out the best fourteen players at U13 instead of U10, would it be the same fourteen players? Were they able to predict, with great certainty, who would be the best U13 players when they were U10?<br />
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This is not about being fair or appeasing the masses. This is about keeping more players playing and developing a wider pool of competent players when they emerge into their teens and looking to jump into and compete in the elite streams.<div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com2Ontario, Canada51.253775 -85.32321389999998529.920485999999997 -126.63180789999998 72.587064 -44.014619899999985tag:blogger.com,1999:blog-1042653328939525622.post-1493535913106186312016-02-04T23:30:00.002-05:002016-02-09T12:24:24.852-05:00We Need to Show our Players How to Reflect<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigXRTPaynq05IVE94KFEThUcbxsIZeqp2MYJl1qp5RvsnpyvtRY6fsR3MLN9XQdKfRz_7tifAP1PcR7f6aaIybBuhjNpMOAb9KADXbfg5eoXisMbvkeoLLPJMJMrIOk5M4KQstJlOqyZk/s1600/soccer_reflection_by_steiderregan-d4o41rj.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="soccer reflection" border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigXRTPaynq05IVE94KFEThUcbxsIZeqp2MYJl1qp5RvsnpyvtRY6fsR3MLN9XQdKfRz_7tifAP1PcR7f6aaIybBuhjNpMOAb9KADXbfg5eoXisMbvkeoLLPJMJMrIOk5M4KQstJlOqyZk/s320/soccer_reflection_by_steiderregan-d4o41rj.jpg" title="soccer reflection" width="320" /></a></div>
"Reflection". Sounds great, but do our players know how to reflect? Have you shown them how?<br />
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My coaching pal <a href="https://twitter.com/skcuolsirhc" target="_blank">Chris</a> Loucks brings this up on occasion and he got me thinking.<br />
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As you move up in your coaching education, reflection becomes a major part of the process. Having also attended <a href="http://brocku.ca/" target="_blank">Teacher's College</a>, I've been through the reflection process many times.<br />
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As adults we start to appreciate the benefits of reflecting and we make good use of what we learn from it.<br />
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The frustration for some is when you ask your players to reflect and they look at you with a blank face. You may not remember this during your certification process, but somebody along the way did teach you how to reflect. I wrote about <a href="http://www.coachingsoccer.ca/2012/03/practice-planning-and-reflection.html" target="_blank">reflecting</a> way back in 2012.<br />
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Don't you think we need to teach our players how to reflect?<br />
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"I don't think any coach, player, teacher, priest, etc, <br />can ever become better without true reflection."</h2>
The process is quite simple ... you provide a list of questions and points to serve as a frame for their reflection. And then you review their reflection and help them understand the process to gain more from it.<br />
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Right now, with our <a href="http://goknights.ca/" target="_blank">Niagara College</a> program, we are in the middle of activities to increase our players Soccer IQ. The first set of questions frustrated me but I knew many of them were probably never taught to talk about the game or themselves with an analytical mind ... they probably just played it (and that's OK). Once this phase is complete we will begin to refine the reflection process.<br />
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I don't think any coach, player, teacher, priest, etc, can ever become better without true reflection.<br />
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If we don't train our players how to reflect, their reflection might be "it was good".<br />
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So, what can we offer our players as points to think about? Here are some suggestions...<br />
<ul>
<li>What did you have for your last meal?</li>
<li>Describe your day? (ie school, day off, played with friends, etc)</li>
<li>How did you feel when you arrived for today's session? (ie health, energy level, rushed etc)</li>
<li>Was training set up when you arrived?</li>
<li>Were you in the mood to learn today? Why? why not?</li>
<li>If you could change one thing leading up to your arrival today, what would it be?</li>
<li>Is there anything you noted last session that you wanted to address today?</li>
<li>How did you feel your performance would be today before you arrived?</li>
<li>How was your performance today?</li>
<li>What did you do well today?</li>
<li>What part of today's performance would you like to improve?</li>
<li>Have you touched a ball since your lest session?</li>
<li>Was the session enjoyable? Why? Why not?</li>
<li>Do you feel you improved? Why? Why not?</li>
<li>Is there anything about today's session that you want to address next session?</li>
<li>Final thoughts?</li>
</ul>
Your next step is to organize how the reflection is done and how you will implement it into your team's routine. If you are at the early stages of showing players how to reflect, you need to review their reflections with them. I believe this is one of those processes where you frame the conversation but their own discovery has to be the true teacher.<br />
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Please remember to not assume your players know how to reflect. And don't underestimate how important it is.<br />
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I enjoyed <a href="http://www.scienceofsocceronline.com/2009/12/self-reflection-possible-key-to-elite.html" target="_blank">this article</a> regarding reflection<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-43911244905478691962016-01-28T07:41:00.000-05:002016-01-30T22:34:01.531-05:00Coaches, Always Keep Your Ears Open a.k.a. What I Learned in Church.<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWDHewad4g6ggfTxcgfRKSYViq9aF_Zd8_SSOL1p1x3GWcpFCFBrWALTyxAAPRKD2dSwQCaIl_SBw8sPT4IsWZfRRT3TW3gv_swL9muxL6d-PiDitxY22dxxCIJFINY8f9fbMCrc8a9l8/s1600/church_photo-2273-1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="coaching soccer team work" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWDHewad4g6ggfTxcgfRKSYViq9aF_Zd8_SSOL1p1x3GWcpFCFBrWALTyxAAPRKD2dSwQCaIl_SBw8sPT4IsWZfRRT3TW3gv_swL9muxL6d-PiDitxY22dxxCIJFINY8f9fbMCrc8a9l8/s1600/church_photo-2273-1.png" title="coaching soccer team work" /></a></div>
On Sunday, January 24, I attended 9:00am mass at <a href="http://www.joinmychurch.com/churches/St-Francis-Xavier-Brockville-Ontario-Canada/2273" target="_blank">St Francis Xavier Church</a> in <a href="http://www.brockville.com/" target="_blank">Brockville, ON</a>.<br />
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Before I get started here, I need to say the church building itself was absolutely amazing, inside and outside. <br />
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My ears are always open, no matter where I am. Maybe I'm nosey, maybe, but I am always listening. A coach's eyes and ears should always be open. There is always something to learn and if you are not receptive, you might miss something big.<br />
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During that mass in Brockville, the lay reader had my attention from the first line of the second reading, a Letter From St Paul to the Corinthians (Corinthians 12:12-12:31).<br />
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If you attend mass at a church, the Letter from St Paul to the Corinthians is familiar to you. If you do not attend mass, you should still read the excerpt below. (You will not be asked for a donation at the end)<br />
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The reading talks about how every part of the body is different, but necessary. <br />
<h2 style="text-align: center;">
A coach's ears should always be open.</h2>
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We have so many players on a soccer team, it's difficult , yet important, to give everybody on the team a sense of belonging and self worth. We all work to do that knowing that some players have a bigger external/visible impact than others, but there is still a place for everybody in your team community.<br />
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I will stop writing and let you take what you might get from the reading below.</div>
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<div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; font-family: 'Helvetica Neue', Verdana, Helvetica, Arial, sans-serif; line-height: 24px; margin-bottom: 10px;">
<blockquote class="tr_bq">
<span class="text 1Cor-12-12" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;"><span style="font-size: xx-small;">Corinthians 12:12 - 12:31</span></span></span></blockquote>
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<span style="font-size: xx-small;"><span style="font-size: xx-small;"><span class="text 1Cor-12-12" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">12 </span></span></span> <span style="font-size: xx-small;"><span class="text 1Cor-12-12" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">Just as a body, though one, has many parts, but all its many parts form one body,<span class="crossreference" data-cr="#cen-NIV-28647U" data-link="(<a href="#cen-NIV-28647U" title="See cross-reference U">U</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> so it is with Christ.<span class="crossreference" data-cr="#cen-NIV-28647V" data-link="(<a href="#cen-NIV-28647V" title="See cross-reference V">V</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span></span> <span class="text 1Cor-12-13" id="en-NIV-28648" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">13 </span>For we were all baptized<span class="crossreference" data-cr="#cen-NIV-28648W" data-link="(<a href="#cen-NIV-28648W" title="See cross-reference W">W</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> by one Spirit<span class="crossreference" data-cr="#cen-NIV-28648X" data-link="(<a href="#cen-NIV-28648X" title="See cross-reference X">X</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> so as to form one bodyβwhether Jews or Gentiles, slave or free<span class="crossreference" data-cr="#cen-NIV-28648Y" data-link="(<a href="#cen-NIV-28648Y" title="See cross-reference Y">Y</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span>βand we were all given the one Spirit to drink.<span class="crossreference" data-cr="#cen-NIV-28648Z" data-link="(<a href="#cen-NIV-28648Z" title="See cross-reference Z">Z</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span></span> <span class="text 1Cor-12-14" id="en-NIV-28649" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">14 </span>Even so the body is not made up of one part but of many.</span></span> </span></blockquote>
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<span style="font-size: xx-small;"><span style="font-size: xx-small;"><span class="text 1Cor-12-14" id="en-NIV-28649" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="crossreference" data-cr="#cen-NIV-28649AA" data-link="(<a href="#cen-NIV-28649AA" title="See cross-reference AA">AA</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span></span></span><span style="font-size: xx-small;"><span class="text 1Cor-12-15" id="en-NIV-28650" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">15 </span>Now if the foot should say, βBecause I am not a hand, I do not belong to the body,β it would not for that reason stop being part of the body.</span> <span class="text 1Cor-12-16" id="en-NIV-28651" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">16 </span>And if the ear should say, βBecause I am not an eye, I do not belong to the body,β it would not for that reason stop being part of the body.</span> <span class="text 1Cor-12-17" id="en-NIV-28652" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">17 </span>If the whole body were an eye, where would the sense of hearing be? If the whole body were an ear, where would the sense of smell be?</span> <span class="text 1Cor-12-18" id="en-NIV-28653" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">18 </span>But in fact God has placed<span class="crossreference" data-cr="#cen-NIV-28653AB" data-link="(<a href="#cen-NIV-28653AB" title="See cross-reference AB">AB</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> the parts in the body, every one of them, just as he wanted them to be.<span class="crossreference" data-cr="#cen-NIV-28653AC" data-link="(<a href="#cen-NIV-28653AC" title="See cross-reference AC">AC</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span></span> <span class="text 1Cor-12-19" id="en-NIV-28654" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">19 </span>If they were all one part, where would the body be?</span> <span class="text 1Cor-12-20" id="en-NIV-28655" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">20 </span>As it is, there are many parts, but one body.</span></span> </span></blockquote>
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<span style="font-size: xx-small;"><span style="font-size: xx-small;"><span class="text 1Cor-12-20" id="en-NIV-28655" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="crossreference" data-cr="#cen-NIV-28655AD" data-link="(<a href="#cen-NIV-28655AD" title="See cross-reference AD">AD</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span></span></span><span style="font-size: xx-small;"><span class="text 1Cor-12-21" id="en-NIV-28656" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">21 </span>The eye cannot say to the hand, βI donβt need you!β And the head cannot say to the feet, βI donβt need you!β</span> <span class="text 1Cor-12-22" id="en-NIV-28657" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">22 </span>On the contrary, those parts of the body that seem to be weaker are indispensable,</span> <span class="text 1Cor-12-23" id="en-NIV-28658" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">23 </span>and the parts that we think are less honorable we treat with special honor. And the parts that are unpresentable are treated with special modesty,</span> <span class="text 1Cor-12-24" id="en-NIV-28659" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">24 </span>while our presentable parts need no special treatment. But God has put the body together, giving greater honor to the parts that lacked it,</span> <span class="text 1Cor-12-25" id="en-NIV-28660" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">25 </span>so that there should be no division in the body, but that its parts should have equal concern for each other.</span> <span class="text 1Cor-12-26" id="en-NIV-28661" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">26 </span>If one part suffers, every part suffers with it; if one part is honored, every part rejoices with it.</span></span> </span></blockquote>
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<span style="font-size: xx-small;"><span style="font-size: xx-small;"><span class="text 1Cor-12-26" id="en-NIV-28661" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"></span></span><span style="font-size: xx-small;"><span class="text 1Cor-12-27" id="en-NIV-28662" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">27 </span>Now you are the body of Christ,<span class="crossreference" data-cr="#cen-NIV-28662AE" data-link="(<a href="#cen-NIV-28662AE" title="See cross-reference AE">AE</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> and each one of you is a part of it.<span class="crossreference" data-cr="#cen-NIV-28662AF" data-link="(<a href="#cen-NIV-28662AF" title="See cross-reference AF">AF</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span></span> <span class="text 1Cor-12-28" id="en-NIV-28663" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">28 </span>And God has placed in the church<span class="crossreference" data-cr="#cen-NIV-28663AG" data-link="(<a href="#cen-NIV-28663AG" title="See cross-reference AG">AG</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> first of all apostles,<span class="crossreference" data-cr="#cen-NIV-28663AH" data-link="(<a href="#cen-NIV-28663AH" title="See cross-reference AH">AH</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span>second prophets,<span class="crossreference" data-cr="#cen-NIV-28663AI" data-link="(<a href="#cen-NIV-28663AI" title="See cross-reference AI">AI</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> third teachers, then miracles, then gifts of healing,<span class="crossreference" data-cr="#cen-NIV-28663AJ" data-link="(<a href="#cen-NIV-28663AJ" title="See cross-reference AJ">AJ</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> of helping, of guidance,<span class="crossreference" data-cr="#cen-NIV-28663AK" data-link="(<a href="#cen-NIV-28663AK" title="See cross-reference AK">AK</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> and of different kinds of tongues.<span class="crossreference" data-cr="#cen-NIV-28663AL" data-link="(<a href="#cen-NIV-28663AL" title="See cross-reference AL">AL</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span></span><span class="text 1Cor-12-29" id="en-NIV-28664" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">29 </span>Are all apostles? Are all prophets? Are all teachers? Do all work miracles?</span> <span class="text 1Cor-12-30" id="en-NIV-28665" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">30 </span>Do all have gifts of healing? Do all speak in tongues?<span class="crossreference" data-cr="#cen-NIV-28665AM" data-link="(<a href="#cen-NIV-28665AM" title="See cross-reference AM">AM</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> Do all interpret?</span> <span class="text 1Cor-12-31" id="en-NIV-28666" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span class="versenum" style="box-sizing: border-box; font-family: "arial"; line-height: 22px; position: relative; top: 0px; vertical-align: top;">31 </span>Now eagerly desire<span class="crossreference" data-cr="#cen-NIV-28666AN" data-link="(<a href="#cen-NIV-28666AN" title="See cross-reference AN">AN</a>)" style="box-sizing: border-box; line-height: 22px; position: relative; top: 0px; vertical-align: top;"></span> the greater gifts.</span></span></span></blockquote>
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<div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Brockville, ON, Canada44.5895244 -75.684285844.4990779 -75.8456473 44.6799709 -75.5229243tag:blogger.com,1999:blog-1042653328939525622.post-63152887757997440852016-01-20T19:57:00.001-05:002016-01-30T22:35:39.712-05:00Do our kids "love" the ball?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjowzhXBaklfxqOD4PcbYvYS4AKK7DBGObLTp5q2G6Jy-ZrgSInAHkPWJxa60OcnVuKYxgOr2MogGjsIZqPZ-xPRQ_aUfzqawh0Qj-6tA1IU8gfQFTomcc9HHnBAjTCXjycFPYjNx4EMdI/s1600/large_soccer_ball.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Coaching Soccer Canada" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjowzhXBaklfxqOD4PcbYvYS4AKK7DBGObLTp5q2G6Jy-ZrgSInAHkPWJxa60OcnVuKYxgOr2MogGjsIZqPZ-xPRQ_aUfzqawh0Qj-6tA1IU8gfQFTomcc9HHnBAjTCXjycFPYjNx4EMdI/s320/large_soccer_ball.JPG" title="Coaching Soccer Canada" width="228" /></a></div>
I was at a <a href="http://grassroots.fifa.com/" target="_blank">FIFA Grassroots Workshop</a> in 2012 and one of the first slides displayed a quote: "Where there is a child and a ball there is happiness"<br />
<br />
My use of the word "love" usually revolves around people, not things. We all know a soccer ball is not just a "thing".<br />
<br />
You often hear and read about how young players need to build a "relationship with the ball", sessions revolve around "ball mastery", how we express ourselves through what we do with the ball and becoming intimate with the ball. What does all of that mean?<br />
<br />
Basically, to me, it means that you and the ball truly understand each other. It goes where you want it to go, not the other way around. The movement of the ball accurately represents the idea you had during a game. It means anywhere, anytime, anyhow, you can control the ball. Pressure becomes easier to handle because you are not fighting with the ball while making a decision.<br />
<br />
In Canada, there are kids who supposedly play travel soccer, but they never touch a ball unless they are with their team. When I guest coach I sometimes ask the players who has a ball at home and shocked at how many do not.<br />
<br />
You can love the ball and still not be a very good player. That happens all over the world. But, can you be a very good player and not love the ball? I don't think you can. Too few aspiring players spend enough time on the ball and it shows. There are schools of thought that say top level professional players would have touched the ball at least <b>one million</b> times before the age of eighteen.<br />
<br />
One million. 1,000,000. If you did that before your 18th birthday, that means 152 touches per day since the day you were born. If you started at age 5, that would be 210 touches/day.<br />
<br />
While most of our kids are with a ball for 90 minutes 2-3x/week, children in Panama, Honduras, Mexico, Jamaica and all over <a href="http://www.concacaf.com/" target="_blank">CONCACAF</a> are playing morning till night from a young age. <br />
<br />
And we expect to win?<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-35283411916408781452016-01-13T14:26:00.000-05:002016-01-30T22:36:50.481-05:00Hey, it's OK to like Messi AND Ronaldo<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqRvz4sKn0FZfCaER7ofTxQpo7UI2D9lxQFtpYhoFwFNlIABjY98Ulx_CLD5JkgEEb1x-ZoTXvlCzgPNh8sHg5va6qKPjmboJ5Jl4hg1KST5NPhoKJDNmSsQUZ0vUEoyGck7YvfX9p-rI/s1600/2014_03_24_06_52_35.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Coaching Soccer Canada" border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqRvz4sKn0FZfCaER7ofTxQpo7UI2D9lxQFtpYhoFwFNlIABjY98Ulx_CLD5JkgEEb1x-ZoTXvlCzgPNh8sHg5va6qKPjmboJ5Jl4hg1KST5NPhoKJDNmSsQUZ0vUEoyGck7YvfX9p-rI/s320/2014_03_24_06_52_35.jpg" title="Coaching Soccer Canada" width="320" /></a>Great news!<br />
<br />
You don't have to pick one or the other. <br />
<br />
It's OK to like both Lionel Messi and Cristiano Ronaldo.<br />
<br />
That's it. My shortest post ever.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2pRGiiqDsN6Nhb54hkqIdV8qzPpN2b3XLugaTPmsppAGqMwE2S-wvtDC4NuBa3oK0qAzHIRr6b7L24wCsmdzkphVCzif7HH03yBsim4qEoH6WsjgAL1BLPZ-HlFOfqzZ_e0g1qzNFrPg/s1600/ronmess_3110852b.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Ronaldo Messi" border="0" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2pRGiiqDsN6Nhb54hkqIdV8qzPpN2b3XLugaTPmsppAGqMwE2S-wvtDC4NuBa3oK0qAzHIRr6b7L24wCsmdzkphVCzif7HH03yBsim4qEoH6WsjgAL1BLPZ-HlFOfqzZ_e0g1qzNFrPg/s320/ronmess_3110852b.jpg" title="" width="320" /></a></td></tr>
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-38751586868155530412016-01-11T23:24:00.000-05:002016-01-30T22:37:15.268-05:00Are We Not Embarrassed That So Many Kids Quit Sports?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioHXpZgcuL9SYRZY5FEhKPqn-Up81PZu_282Fr7L6EOK3NjSi_ua5SOmcNee7KZ9t1-Rl24_AxLFNyCy4eUbv5KZGVOfZ58Ei6aIPLD_r4-C2BoKm-YQRjv294LOJkb5WtMeDHKIb09qg/s1600/quitting-e1340742435543.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Kids quit sports" border="0" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioHXpZgcuL9SYRZY5FEhKPqn-Up81PZu_282Fr7L6EOK3NjSi_ua5SOmcNee7KZ9t1-Rl24_AxLFNyCy4eUbv5KZGVOfZ58Ei6aIPLD_r4-C2BoKm-YQRjv294LOJkb5WtMeDHKIb09qg/s320/quitting-e1340742435543.jpg" title="Kids quit sports" width="320" /></a></div>
It's a very simple job.<br />
<br />
Set up an activity for children and make sure they enjoy it. <br />
<br />
Why is that so difficult to master? What is so complicated in that equation?<br />
<br />
Kids quit sports before they reach 13-years-old. It's a fact. Various studies show the number to be between 40% and 75%. <br />
<br />
We are trying to help Syrian refugees resettle in another country and find ways to power our transportation that will not kill our planet. Who are we trying to fool? We can't manage to do something as simple help our children have fun, yet we think we can stop our polar ice-caps from melting.<br />
<br />
The job is very simple.<br />
<br />
1. We set up a sport or activity.<br />
<br />
2. We let the kids enjoy it and want to come back.<br />
<br />
3. Go back to step 1.<br />
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Our children quitting activities is a major failure for adults that we don't seem to acknowledge or own up to. I think the most difficult part is that most adults probably don't even realize what's happening.<br />
<br />
We like to blame their departure on technology, video games, jobs, etc. The real answer is sad, and not so complicated. <br />
<blockquote class="tr_bq">
<b><span style="font-size: large;">And who do we talk to when kids quit? Their parents.</span></b></blockquote>
If kids were given the option to quit school at 13 years old and told us that was their wish, we would order a royal inquiry into the competence of their teacher(s) and the system they work in.<br />
<br />
Once we admit, on a systemic level, what the problem is, the solution will be very clear.<br />
<br />
The sport or activity must be about the player/child. People ridiculed <a href="http://www.soccer.on.ca/" target="_blank">Ontario Soccer </a>for their implementation of LTPD at the grassroots level in 2012, but <br />
<a name='more'></a>they were the only ones with the courage to do it and see it through. A lot of work is going on to give the game back to the kids, and keep them in the game. <br />
<br />
The overall statistics for kids quitting sports are still at an embarrassing level and not having fun is still the main reason. And who do we talk to when kids quit? Their parents.<br />
<br />
Until <a href="https://twitter.com/heiditoot" target="_blank">Bobby Lennox</a> toured Ontario to conduct the <a href="http://www.ontariosoccer.net/player/grassroots" target="_blank">OSA's Grassroots Survey</a>, nobody ever sat down with kids, en masse, and asked what they thought. Without parents in the room. Before this, on a wide scale, nobody thought or bothered to ask the kids .<br />
<br />
Why did that take so long? Maybe were were embarrassed to admit that we already knew the answers.<br />
<br />
Some related articles<br />
<br />
<a href="https://footblogball.wordpress.com/2015/10/16/are-adult-created-norms-contributing-to-the-design-of-a-system-that-no-longer-meets-the-needs-of-the-child-in-sport/">https://footblogball.wordpress.com/2015/10/16/are-adult-created-norms-contributing-to-the-design-of-a-system-that-no-longer-meets-the-needs-of-the-child-in-sport/</a><br />
<br />
<a href="http://changingthegameproject.com/why-kids-quit-sports/">http://changingthegameproject.com/why-kids-quit-sports/</a><br />
<br />
<a href="http://www.infocomcanada.com/afterthewhistle/hockeybook/chaptertwo.htm">http://www.infocomcanada.com/afterthewhistle/hockeybook/chaptertwo.htm</a><br />
<br />
<a href="https://experiencelife.com/article/putting-kids-and-fun-back-into-kids-sports/">https://experiencelife.com/article/putting-kids-and-fun-back-into-kids-sports/</a><br />
<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-61679064755859690342016-01-06T23:18:00.000-05:002016-02-03T12:17:48.092-05:00Educate the Vocal Parent Who Doesn't Understand Your Sport<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKUL-C8nqjf77Sf6WQcfkDRaM9gZpsLGDr3XQSd9sCfYbeSWe3jy7kLei9LxE-PqMiehGFlFFwkWvpCZzyZNZQ2j2B-7IfhqUpBhlz9udLchRoGwKHD7VoPDz3RHN9HQ8LeXFi81tDwjA/s1600/2012know.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="vocal parents" border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKUL-C8nqjf77Sf6WQcfkDRaM9gZpsLGDr3XQSd9sCfYbeSWe3jy7kLei9LxE-PqMiehGFlFFwkWvpCZzyZNZQ2j2B-7IfhqUpBhlz9udLchRoGwKHD7VoPDz3RHN9HQ8LeXFi81tDwjA/s320/2012know.jpg" title="" width="320" /></a></div>
You know who I am talking about. Luckily, they are not part of every team out there, but some teams have the pleasure.<br />
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Tough job: coaching a sport when a stakeholder that influences your program doesn't understand the sport. <br />
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Who are your stakeholders? Usually, they are executive/management, host school, players, parents, sponsors and media.<br />
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My focus here is on some parents. And those parents don't always realize they're doing it.<br />
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Years ago, my oldest son had one of the best (ice) hockey coaches any of my sons ever had. His name <br />
<a name='more'></a>is Scott and he was the coach during my son's Novice year.<br />
<br />
Every practice, and usually the entire practice, revolved around skating and stick handling. Needless to say, I loved it and I loved his patience with which he delivered the program. In case Kirk is reading this, my son's coach the year before, Kirk, was also very good :) (<i>To keep things fair, I mentioned Kirk's team in <a href="http://www.coachingsoccer.ca/2013/02/why-i-dont-yell-instructions-as-parent.html" target="_blank">another post</a> a few years ago. One of my favourite. </i>)<br />
<h2>
<div style="text-align: center;">
"You have two choices: ignore </div>
<div style="text-align: center;">
that parent or educate them."</div>
</h2>
Scott had his detractors. There were some who thought he should be working on the "break out" or Penalty-Kill or Power-Play and openly discussed that with other parents. I do not know the nuts and bolts of coaching hockey, but I do know a bit about coaching, and I know this guy had NO IDEA what he was talking about. The problem is when somebody who doesn't know what they're talking about tells it to somebody else who doesn't know hat they're talking about.<br />
<br />
If one of those parents was charismatic enough, they could have developed a following and their children are the audience during the car ride to and from the arena. The difficulty starts when the players hear the talk.<br />
<blockquote class="tr_bq">
<h2>
<b><span style="font-size: large;">"Educating your parents can help reinforce your coaching..."</span></b></h2>
</blockquote>
Occasionally, their talk is intentional, but a lack of accurate information is usually what influences the topic of conversation.<br />
<br />
You have two choices: ignore that parent or educate them. Ignoring them is not the answer because they will just keep talking and the kids will just keep hearing them. <a href="http://www.coachingsoccer.ca/2014/01/problem-parents-remove-parent-or-cut.html" target="_blank">Getting rid of that parent/child is NOT the answer. Ever.</a><br />
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Education. Period.<br />
<ul>
<li>Share you philosophy before the season starts. If you have try-outs, share it so parents know before sending their child out to play.</li>
<li>Make sure your coaching is influenced by your philosophy.</li>
<li>If you have a parent meeting after tryouts, share your philosophy again. And again.</li>
<li>If a parent doesn't agree with your philosophy and wants to "talk", remember they knew the situation before coming on board and should be reminded of that.</li>
<li>Be firm when you share your philosophy. If you can't be firm, you have to ask yourself if it really is your philosophy.</li>
</ul>
Educating your parents can help reinforce your coaching when your players are away from your team.<br />
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Remember, educate and influence the conversation. I have stated in many articles and will say it again "<u>parents are not the enemy</u>". You're not appeasing parents, you're strengthening the environment for the players.<br />
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Educate. Educate. Educate. <br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Anonymoushttp://www.blogger.com/profile/04725528644340529053noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-29720631161808747252015-12-14T08:16:00.000-05:002016-01-12T22:21:56.915-05:00A Letter to New Sports Parents; Enjoy the Ride!<div style="text-align: left;">
<a href="http://www.ncsasports.org/blog/wp-content/uploads/2013/02/parents.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Sports Parents" border="0" src="http://www.ncsasports.org/blog/wp-content/uploads/2013/02/parents.jpg" height="196" title="" width="320" /></a></div>
Dear Parents,<br />
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You are about to embark on a journey through the world of sports with your children. Whether it's at the grassroots or "rep" level, one way or another, it will be memorable.<br />
<br />
If you go in expecting the worst, you will miss something very special.<br />
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You only get one chance to be a sports parent. Don't blow it. How you enjoy the experience directly impacts how your child will feel about sports.<br />
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Enjoy the sunny days with other parents while your children play their game.<br />
<br />
If you live above 45'N Latitude, enjoy the chill at the ice rink at 6am. If you don't realize it <br />
<a name='more'></a>immediately, you will realize later it was a good time. Our hockey coach told us once he was jealous because we spent the entire practice laughing.<br />
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Enjoy the pool parties. If your coach doesn't organize one, you do it.<br />
<br />
Enjoy the group breakfasts, lunches and dinners.<br />
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Enjoy the carpools and the group stops at highway restaurants.<br />
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Enjoy "people watching". <br />
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Enjoy watching and listening to the parents who think they know more than the refs, coaches and convenors. They are more entertaining than annoying.<br />
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Enjoy pretending you're on a diet while your child's team stops at burger joints, pizza places and ice cream parlours.<br />
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Enjoy becoming an expert on local geography. I remember saying "Where the hell is <a href="http://www.eastgwillimbury.ca/" target="_blank">East Gwillimbury</a> ?" or <a href="https://en.wikipedia.org/wiki/Dorchester,_Ontario" target="_blank">Dorchester</a>. or <a href="http://www.wilsonnewyork.com/" target="_blank">Wilson </a>.<br />
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If you have a chance to help coach or organize, enjoy that too. If you can't coach or organize, then enjoy yourself while letting them do their jobs.<br />
<blockquote class="tr_bq">
<span style="font-size: large;"><b><span style="font-size: medium;">"You get one chance to be a sports</span></b> </span><b style="font-size: x-large;"><span style="font-size: medium;">parent. Don't blow it."</span></b></blockquote>
Enjoy the phenomenon of your child asking to stop for a treat, not mentioning the game unless you bring it up.<br />
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Enjoy the parent who spends the entire game on their cell phone. They're funny, especially when they want the entire sideline to hear their conversation. blah blah blah blah blah blah blah RUN BECCA RUN blah blah blah blah SHOOT!!!! blah blah blah<br />
<br />
Enjoy cheering for every player on both teams, and the young referee, and watch their parents think you're crazy. (been there, done that, still crazy)<br />
<br />
Take a lot of pictures, share them and enjoy them now and later. Make sure every child has an action shot. <a href="https://photoclasses.com/wp-content/uploads/2013/03/PhotoCheatSheet.jpg" target="_blank">Use this camera cheat sheet to help you.</a> (Indoor action shots require a better camera and some expertise.)<br />
<br />
If you need to park a little further away, enjoy the walk. Your cooler and lawn chair are not that heavy. If it's winter, buy a hockey bag with wheels. And take the crowded parking lot to mean there are a lot of other people enjoying the day with you.<br />
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Enjoy letting the coach do their job while you enjoy being a parent. If you are a parent coach, enjoy both jobs.<br />
<br />
Enjoy getting to know parents from other teams. It's a nice thing.<br />
<br />
Enjoy the other families. Many of the parents on your child's teams will become your friends. Good friends.<br />
<br />
Enjoy it all, because in a few years it will all be over ... and you'll miss it. I enjoyed it and I do miss it.<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-72377701336371284622015-12-07T23:12:00.000-05:002023-02-09T23:13:49.538-05:00Skiing, skateboarding and why kids don't need adults.On New Year's Eve, December 31, 2014, I spent the night with my nephew, Antonio, on the slopes of <a href="http://www/holidayvalley.com" target="_blank">Holiday Valley</a>. He enjoys skiing and decided to give Snowboarding a try that night.<br />
<br />
I am blessed to say that I have three sons and five nephews. I have watched them all try and play different sports and been on the slopes with all of them. (The youngest is only 9 months as of today, so we will be patient with him.) They all ski except my youngest son, who snowboards. They are all pretty good and enjoy being on the hills.<br />
<br />
They have also spent time on skateboards. Skateboarding and Skiing provide an interesting insight into the mind of young people. And a sobering lesson for adult coaches.<br />
<br />
All of the boys have confidence in their bodies through success in other activities. To use current terms, they all have a high degree of physical literacy.<br />
<br />
Between the seven of them, there were, maybe, two hours of formal, professional instruction for their snow sports. There was zero formal instruction for their skateboards.<br />
<br />
My three sons could all "drop in" on their skateboards and they were not out-of-place at a skate park. They were making ramps, grinding rails, quarter-pipes, etc on our street. When I went outside to offer my two cents, their reaction was not exactly Christian-like.<br />
<br />
They ditch us on the slopes on the first chance they get. The most popular places are the terrain parks because they know we won't go there and they are with their own kind, expressing themselves and free to fail. (I go to watch from a distance, and I am impressed every time)<br />
<br />
WAIT! How did they learn how to ski and skateboard without a coach? How is that possible? Between YouTube, Tony Hawk on xBox and Blink 182 on their iPods, they had their coaching. A lot of band-aids and ice packs led to their comfort level. At the skate park they showed each other how to perform tricks, and happy to share. They imitated the pros as best they could and were not afraid to try again after failing (and falling). They have no issues with subsequent attempts being tried while bleeding or bruised.<br />
<br />
The same went for the ski slopes. Snowboarding was a rebellious break away from the culture of skiing through age, styles, attitudes and approach. That culture has crept over to the young people skiing.<br />
<br />
Ask kids why they like skateboarding and you can translate their answers
to a few common thoughts ... fun, freedom and no adults. That's not entirely true. We pay for the decks, trucks, bearings and the "sick" wheels.<br />
<br />
How did they learn without proper coaching?<br />
<br />
We could flip that around and say they learn our team sports IN SPITE OF OUR INTERFERENCE.<br />
<br />
Our children's imagination, courage and ability to learn should not be a surprise to us. We were like that. The only difference is our generation's parents allowed us to be like that.<br />
<br />
If an athlete did take a deeper interest in something self-taught I would/could argue that they would need a coach to refine their technique to compete in a high-performance environment.<div><br /></div><div>My suggestion to you is to take this mentality, embrace the built-in imagination and competence of our players and leave a part of training just for them and see what transpires.</div><div class="blogger-post-footer">www.coachingsoccer.ca</div>Anonymoushttp://www.blogger.com/profile/04725528644340529053noreply@blogger.comtag:blogger.com,1999:blog-1042653328939525622.post-59374346959688730032015-12-06T23:17:00.002-05:002016-01-23T14:09:09.558-05:00Are you sure you want to "coach to win"?<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.johnmaxwell.com/fw/php/timthumb.php?src=http://www.johnmaxwell.com/uploads/general/winning_is_everything_leadershiop.jpg&w=770&zc=1&q=80" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="coach to win" border="0" src="http://www.johnmaxwell.com/fw/php/timthumb.php?src=http://www.johnmaxwell.com/uploads/general/winning_is_everything_leadershiop.jpg&w=770&zc=1&q=80" height="200" title="coach to win" width="200" /></a></div>
"I'm a winner"<br />
<br />
I have interviewed, supervised and mentored a lot of coaches and this declaration has been made more than once.<br />
<br />
Most coaches are not involved in truly competitive situations. And most are involved in age groups where "winning" shouldn't be the mandate. Chances are most coaches or parents reading this are not in competitive situations. <br />
<br />
You need to ask yourself a big question ... do you REALLY want to coach to win? Even if you wanted to, can you coach to win?<br />
<br />
Winning is not a sin. Wanting to win is not a sin. But the environment must be conducive to this coaching philosophy. I coach at the <a href="http://www.goknights.ca/" target="_blank">college level</a> and the environment is that of coaching to win. I <br />
<a name='more'></a>am expected to coach to win. Players who try out know the environment they are stepping into and they accept the possibility that they might be selected for the team , yet may not play much. When I coach at the youth level, the environment is different so my coaching changes to suit.<br />
<br />
For the record, I find coaching to develop far more demanding on me, as a coach, than coaching to win. Both situations are equally rewarding and satisfying.<br />
<br />
Also, for the record, I've let my compass go off direction and taken a competitive direction in some games that I shouldn't have.<br />
<blockquote class="tr_bq">
<b><span style="font-size: large;">...the culture you try to build could be extremely detrimental to the players.</span></b></blockquote>
Coaching to win and coaching to develop usually mean two completely different, and opposing, philosophies.<br />
<br />
If you impose a coach-to-win philosophy where it doesn't belong, the culture you try to build could be extremely detrimental to the players.<br />
<br />
You need to ask yourself a bunch of questions before declaring yourself a coach who coaches to win:<br />
<ul>
<li>Why are you coaching to win? Are you equating winning with happiness and losing with dissatisfaction? </li>
<li>Are you coaching an age group where coaching to win is appropriate?</li>
<li>Are you coaching in a league where coaching to win is appropriate?</li>
<li>Are your players technically ready to be put under the kind of pressure that a winning mandate requires?</li>
<li>Do you have the technical and tactical knowledge as a coach to coach a team whose mandate is to win?</li>
<li>Are you prepared to build a team culture where players do not play equally?</li>
<li>Will your team culture include the possibility of players not playing at all during a match?</li>
<li>Will your team culture include the possibility of players not dressing for a game?</li>
<li>Do you have the credibility to coach in such an environment? Will the players who do not play as much still come to training and trust you as a coach?</li>
<li>How will you deal with players who don't play as much? Do you have the tools to develop them to challenge for playing time?</li>
<li>Is your club ready to support and defend you for coaching decisions that you make?</li>
<li>Are your players' parents ready to accept your decisions even if it means their child plays less? Will they keep their children in your program?</li>
<li>If your team is a pay-to-play scenario, how do your answers to the previous questions change?</li>
<li>Are you coaching to win because you feel pressure from a small group of parents? </li>
</ul>
<div>
If you are in a true scenario where you coach to win, I hope you enjoy it. I do. And remember to stay honest with everybody involved at all time. </div>
<div>
<br /></div>
<div>
If you are trying to force a true coach-to-win mentality where it doesn't belong, God help you ... and your players.</div>
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<br />
<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0Welland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-66780726923934480012015-07-06T21:39:00.000-04:002016-01-12T22:22:28.974-05:00Is your team's depth chart fluid or did you get it 100% right on day 1?<div class="separator" style="clear: both; text-align: center;">
<a href="http://worldsoccertalk.com/wp-content/uploads/2014/05/Juventus-600x375.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://worldsoccertalk.com/wp-content/uploads/2014/05/Juventus-600x375.jpg" height="250" width="400" /></a></div>
Every coach has a pecking order of some kind. It's usually unofficial at the amateur level, but every coach has one. If you want to deny it, go ahead, but you know I'm right.<br />
<br />
My son has played on hockey teams where the same five guys started EVERY game for seven months. Same power play unit, some penalty kill unit, every week, every game. That coach must have it gotten right on day one. What a genius! (my son was a goalie, so I got to watch this phenomenon with an unbiased viewpoint)<br />
<br />
As a soccer coach, if your starting 11 is not up for grabs every week and if there is no movement, you're not doing your job. All of the years I've been coaching with my friend Rino, we always had conversations on how the top 11 players keeps changing over the course of a season. It's your indication that your team's culture is alive and well.<br />
<br />
<a name='more'></a>There must be competition <u><b>within</b></u> your team and it has to come out in training as well as games.<br />
<br />
We all know people who have their first 11 stuck in their head and that's that. You've seen it in games; regardless of how the game is progressing or who is playing well, when the coach informs the official they want to make the change, the same set of players wait for their name to be called.<br />
<blockquote class="tr_bq">
<b><span style="font-size: large;">This is about keeping players a little out of</span> <span style="font-size: large;">th</span><span style="font-size: large;">eir </span><span style="font-size: large;">comfort zone</span><span style="font-size: large;"> </span><span style="font-size: large;">....</span></b></blockquote>
Think about it.<br />
<ul>
<li>If your starting 11 know you will never change the starting 11, what motivation is there for them to work hard to keep their spot?</li>
<li>If your "bench" players know that they will never start, what drives them to work harder?</li>
<li>If the same players are being substituted for the same players every game, regardless of how they play, what drives them to put in that little "extra" to stay on the field?</li>
<li>If your better players know that regardless of their effort (or lack of) that game, they will not be the first guys taken off, what drives them?</li>
</ul>
<a href="http://news.bbcimg.co.uk/media/images/76237000/jpg/_76237746_argentina_ger_world.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://news.bbcimg.co.uk/media/images/76237000/jpg/_76237746_argentina_ger_world.jpg" height="256" width="320" /></a>Every spot has to be up for grabs in a situation where playing time is not equal, or your team will fail. <br />
<br />
Even if playing time is equal, you can use starting spots and substitution order as motivation tools. (In an equal playing time situation, there is a difference in how a player feels when they start vs being on the bench, even if their total minutes is the same.)<br />
<br />
How do you manage the <a href="https://en.wikipedia.org/wiki/Depth_chart">depth chart</a> on your team?<br />
<br />
Even if Mother Teresa was coaching a church team, there is an unofficial depth chart that everybody knows. You want to ensure your training allows for competition so players know they can earn:<br />
<ul>
<li>A starting spot</li>
<li>Not be the first one called off the field</li>
<li>To be the first one called off the bench</li>
</ul>
At the college level, we have more players on the team than are allowed on a game day roster, so they are also competing to be on the dress list for the next game, or stay on the dress list. If you are in a competition/league where the number of substitutions is limited and players who are removed cannot return, then the internal competition increases significantly and players will not take their spots for granted. (I've argued that the <a href="http://www.ocaa.com/">OCAA</a> College Soccer would see a significant increase in quality if the number of substitutions was limited)<br />
<br />
A player has to know that they can move up or down in the depth chart. And if you don't reflect the appreciation for their effort and improvement in your player selections during a match, they will stop working.<br />
<br />
What do you think/hope will happen to the efforts of your better players when they see another one of the team's better players lose their starting position for a game?<br />
<br />
What will/should be the effect on the work rate of your weaker players when they see somebody has moved up the depth chart?<br />
<br />
If you've set your environment up to be truly competitive, your better players will work to keep the depth chart as it is and your weaker players will work to change it. I would argue that this is a player centric environment, where each player is given a chance to improve and succeed.<br />
<br />
How to make it work:<br />
<ul>
<li>Give players the information and attention they need to improve.</li>
<li>Show them that you notice they're improving and working hard.</li>
<li>Give your better players the information they need to compete to keep their spot or move up.</li>
<li>Give them a chance at a second position. It gives them more options to get on the field and gives you more flexibility with a small roster that usually comes with a youth or amateur team.</li>
<li>If a player is slipping, work with them to move back up. I'm talking about real information and training, not just "you gotta try harder!"</li>
</ul>
This is about making your better players better to push your weaker players. <br />
<br />
This is about making your weaker players better to push your better players.<br />
<br />
This is about keeping players a little out of their <a href="https://en.wikipedia.org/wiki/Comfort_zone">comfort zone</a> which opens the door for learning and improvement.<br />
<br />
This is about making <b>EVERY</b> player better, which will make your team better.<br />
<br />
N.B. When you move players out of their comfort zone, ensure you are not moving them to the point of being stressed. That delicate area between comfort and stress (or panic) is where the learning and improvement happens.<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Anonymoushttp://www.blogger.com/profile/04725528644340529053noreply@blogger.com0tag:blogger.com,1999:blog-1042653328939525622.post-58020867317133820322015-06-29T07:13:00.000-04:002016-01-12T22:30:36.658-05:00When will your team be ready to teach the "offside trap"<div class="separator" style="clear: both; text-align: center;">
<a href="https://pbs.twimg.com/media/CCp_BONUEAApfnD.png:large" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="360" src="https://pbs.twimg.com/media/CCp_BONUEAApfnD.png:large" width="640" /></a></div>
Nothing stirs emotions in a soccer game more than the breach and subsequent call involving Law 11, offside.<br />
<br />
Yesterday, my friend who was the Assistant Referee at our last match, was interrogating me as to why we were trying the offside trap in a game we were losing. I pointed out to him that once we got it, the goals against <br />
<a name='more'></a>stopped. I also had to explain to him that until we started working on it, our players were taking their sweet time moving up the field.<br />
<br />
My brother and I had a conversation one day revolving around when should we teach our players/teams the "offside trap". His team is U13 and he is feeling that some of his boys are ready and some are not.<br />
<div>
<br /></div>
What has to be in place for this to happen?<br />
<ul>
<li>YOU must understand <a href="http://www.coachingsoccer.ca/2015/05/your-goal-this-summer-learn-law-11.html">Law 11</a></li>
<li>Your players must understand Law 11</li>
<li>Your games need three officials</li>
<li>More so, your games need to have three officials who understand Law 11. (Officials are a major part of the teaching team when it comes to developing your players)</li>
<li>Your players need to be old enough to stay focused to execute</li>
<li>You need to assess how you will react if an offside trap goes bad and the ball ends up in your net.</li>
</ul>
How can you tell if your team is ready?<br />
<br />
When you're working on team shape, you want your players to move with the ball. When the ball is moving towards your opponent's goal, your players should be stepping up. If people are straggling, don't even think of trying to teach the offside trap yet.<br />
<blockquote class="tr_bq">
<b><span style="font-size: large;">...as a coach, you must understand and coach the <a href="http://www.worldofsoccer.com/index.php?option=com_content&task=view&id=450&Itemid=2">Principles of Play</a> of Defending.</span></b></blockquote>
If your players understand the idea of stepping out and their coach has not done their job in teaching straggling strikers to come back, you've left one of their's offside and snuffed out any threat of a counterattack.<br />
<ul>
<li><b>PRESSURE THE BALL</b> when defending. If the ball is not pressured, everything else is useless. Even if you're defending 1v2 and you move towards the player with the ball, you're pressuring the ball and putting the other player offside.</li>
<li>When the ball is played toward the other team's goal, move out.</li>
<li>Play your small sided games at training with half/offside line.</li>
<li>Rehearse this at training, in small groups and phase-of-play.</li>
<li>Teach your goalkeeper to talk your team out of your end when the ball is played away from your goal.</li>
<li>The further away the ball is from your net, the further out your players should be. Your goalkeeper should also be out of their goal, to clean up balls that make it past your back line.</li>
</ul>
The goals here are:<br />
<ul>
<li>Develop an appreciation for compressing the field and taking away quick counter attacks.</li>
<li>Still be an effective defending team when there are not three officials present.</li>
<li>Mentally prepare your team to learn the offside trap.</li>
<li>Demonstrate the added benefit of your back line now in a position to link with the midfield on the attack and supporting the mids and forwards when pressuring a little higher up the field.</li>
</ul>
There are pitfalls for the coach/teacher. Early on, a lack of execution or understanding will result in goals against and nothing makes a player feel worse than the ball in their own net. <b>How you react as a coach will determine if they will try it again</b>. <br />
<br />
Know this; your team will not be equipped to execute or learn the offside trap until:<br />
<ul>
<li>they know to pressure the ball</li>
<li>they support the pressure player</li>
<li>your team is compact</li>
<li>they work hard/smart to take away forward passes</li>
<li>they move out when the ball is played away from your net</li>
<li>they understand the Assistant Referee stands square to the second last defender (the last usually being the goalkeeper)</li>
</ul>
In other words, as a coach, you must understand and coach the <a href="http://www.worldofsoccer.com/index.php?option=com_content&task=view&id=450&Itemid=2">Principles of Play</a> of Defending.<br />
<br />
OK, time to teach the Offside Trap.<br />
<br />
Your first step should be trying offside traps on defending set plays. The usual entry point for most coaches is to move their defenders to the op of the penalty area. Just before the ball is struck, your players step out, hoping to leave players offside. (the danger is if the attacking coach has his players a yard back. if you continue to step out you're leaving a lot of empty space behind you for players to run into.)<br />
<br />
One coach told me he would tell his back line "if you are even with the Assistant Referee, you are keeping the other team onside .. move out". I see his point but that can be dangerous if there is no co-ordination.<br />
<br />
Who is in charge? Who keeps the line tight and strikers honest? A lot of coaches make their centre back the boss ... maybe that's OK, but who is the logical choice? Who has the best view of the back line?<br />
<br />
Your right back (wide defender on the right) will have the entire width of the field between them and the Assistant Referee. They will know who is straggling, who is too far up, etc. Think about it.<br />
<br />
Whoever is in charge, they need to know:<br />
<ul>
<li>When the ball is not pressured, drop back to avoid getting beat </li>
<li>When the ball is pressured, step up and shrink the field</li>
</ul>
As a coach, if you understand Law 11 and the Offside trap, you'll know when they're ready. But they will not be ready until you move them in that direction as a coach. If you don't rehearse this in training in game like conditions, the results will be disastrous.<br />
<br />
As a bonus feature, for the same price, here is a tutorial on running the offside trap on your FIFA video game.<br />
<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.com0tag:blogger.com,1999:blog-1042653328939525622.post-63590734142708276522015-05-22T07:48:00.003-04:002015-05-22T08:37:45.995-04:00Your Goal This Summer ... Learn Law 11!<div class="separator" style="clear: both; text-align: center;">
<a href="http://upload.wikimedia.org/wikipedia/commons/thumb/9/96/Offsidelarge.svg/300px-Offsidelarge.svg.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://upload.wikimedia.org/wikipedia/commons/thumb/9/96/Offsidelarge.svg/300px-Offsidelarge.svg.png" /></a></div>
I like Law 11, also known as the "offside" rule. It reminds you that people are actually watching the game.<br />
<br />
You know the scenario. It happens every time. <br />
<br />
A pass is made. The flag goes up. The whistle blows. Supporters of the offending team will collectively proclaim "Ah ref ... there's NO WAY that was offside". If the flag doesn't go up, the defending team will be supported by claims of a missed offside or a blind referee (or both).<br />
<br />
Let's start with some education:<br />
<br />
<a href="http://www.fifa.com/mm/document/afdeveloping/refereeing/law_11_offside_en_47383.pdf">http://www.fifa.com/mm/document/afdeveloping/refereeing/law_11_offside_en_47383.pdf</a><br />
<br />
First, your players. <br />
<br />
<a name='more'></a><br />
<br />
If you ever want to teach proper positioning of your defenders or improve the runs and timing of penetrating passes on the attack, you <b>MUST</b> fully educate your team on Law 11. You must first understand it yourself. Your players should be able to answer "what if" scenarios and hints that somebody is or will be off side.<br />
<blockquote class="tr_bq" style="text-align: center;">
<b><span style="font-size: large;">"Law 11 is NOT a moving blue line."</span></b></blockquote>
If your defenders understands offside, it's easier to get them to move out when you gain possession. If your forwards understands offside, it's easier to teach your strikers to come back when losing possession and not kill a possible counterattack for their teammates.<br />
<br />
You must be an expert in Law 11 and it must be part of your small side games at training and be enforced. <br />
<br />
Now, your parents.<br />
<br />
I tell those crying foul that unless you are on the touch line, square to the second last defender and you are watching the player who is making the forward pass, you can't accurately claim to be in a position to call offside. Oh, and you need to understand Law 11 as well. Most spectators in their seats fail to meet all four criteria.<br />
<br />
Give your parents a quickie lesson on offside and links to resources. Maybe let a few of them try calling offside during your small sided games at training.<br />
<br />
You also need to admit a few things as a parent or coach:<br />
<ul>
<li>EVERY goal against you is NOT offside.</li>
<li>EVERY offside call against you is NOT wrong.</li>
<li>For us in Canada, who can't let go of hockey, Law 11 is NOT a "moving blue line"</li>
</ul>
Law 11 is probably my biggest complaint with respect to officials on three fronts:<br />
<ul>
<li>An Assistant Referee who does not position themselves properly with the second last defender to call offside</li>
<li>An officiating crew who know it's easier to call offside and take a little bit of grief compared to the grief they get if a goal results from allowing a play to continue.</li>
<li>At least once/year, I catch an AR who misses a play where the goalkeeper advances past the last field player and a ball is played behind them to an attacker that results in a goal. (there are no longer 2 defending players between the last attacker and the goal line). The look on their face tells me they know I'm right. And they don't admit it :) I like being right. </li>
</ul>
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<br />
In summary, knowing Law 11 makes you a smarter spectator. Knowing, teaching and implementing Law 11 in training makes you a better coach. Understanding Law 11 makes you a better player.<br />
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P.S. there should be a documentary revolving around that special moment when the two Assistant Referees work out who is going to patrol the side the parents are on. You always have that group of four or five dads (one probably sporting a fake accent of some sort, another wearing a track suit that doesn't fit properly and a third with way too much jewelry) who second guess every offside situation. This all happening as the AR tracks the play while the experts stand in one spot.<br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.comWelland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-70696446144625254432015-05-11T19:39:00.000-04:002019-03-22T19:29:41.197-04:00Ban the 4-4-2!<div class="separator" style="clear: both; text-align: center;">
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Just kidding, but I am happy that I caught your attention.<br />
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The 4-4-2 system of play. Why so popular in all the wrong places?<br />
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I see it everywhere ... high school, house league, wee lads, senior men, etc.<br />
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The truth is very few coaches know how to coach it and very few players can handle it. <br />
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Don't believe me? Next time you watch a game, see if you can detect 3 lines straight across the pitch. Four defenders, four midfielder and two strikers. Straight across, as if positioned by a surveying crew. Big wide gaps that a cargo ship can pass through, just waiting for opponents to drop balls in to and get behind your players. <br />
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<a name='more'></a><br class="Apple-interchange-newline" />Chances are:<br />
<ul>
<li>the way it's being taught, your players are too young or not fit enough to cover the space (physically and with the ball)</li>
<li>you don't have suitable players for each position</li>
<li>your players don't understand how to NOT fall into three straight lines.</li>
</ul>
Don't expect anything tactically Earth-shattering in this article as it's not an analysis of the 4-4-2 system. I am just suggesting you might be well served to seek another system of play. (Maybe this would have been a more productive article if we discussed how to fix your 4-4-2)<br />
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The <a href="http://www.elitesoccerconditioning.com/4-4-2/4-4-2illustration.htm">4-4-2</a> has a lot of nuances to teach and there are multiple variations of it. Every system does, but there are things I don't like about 4-4-2 for most teams. My four main dislikes are:<br />
<ul>
<li>The 4-4-2 doesn't develop the types of players in the types of positions we need to move our game forward. When it's taught incorrectly, it doesn't encourage attacking (in my opinion)</li>
<li>We don't have enough coaching time to coach a two-striker system. Your first sign that something is wrong is that your two strikers and way up top waiting for balls. This creates the first big gap I mentioned, between the strikers and midfielders.</li>
<li>For a youth/amateur team where every player get splaying time, the 4-4-2 is more difficult to move players in and out because your players are limited in what roles they can play.</li>
<li>When applied incorrectly (3 straight lines), there are not as many natural linkages between positions, making it more difficult to teach a younger team.</li>
</ul>
There are simpler, more effective systems that you can share with your team. <br />
<br />
(If I had my way, which I don't, I would ban the 4-4-2 system of play for all teams under 16 years old.)<br />
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I am not saying 4-4-2 is unilaterally a bad system. I am saying 4-4-2 is not suitable for 95% of the amateur teams (and their coaches) in Canada or the USA. At the professional level, you see a lot of versions of the 4-4-2 and every coach expresses themselves in how they organize it, but even then it can be implemented to a team's detriment.<br />
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I have become a fan of the 4-3-3 and 4-5-1 with a midfield triangle. I've used 4-4-2, 3-5-2, 3-4-3 etc, when the situation was right and it suited the players on the team.<br />
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Whatever your <a href="http://www.soccer-training-guide.com/soccer-formations.html#.VVE9Q9pViko">system</a>, for God's sake, do some research and know as much as possible about it. Read several interpretations of a system. Make sure it suits your team. Become an expert in your system and teach it to your players. Heck, I bet if you told your kids you are playing a 1-3-1-3-1-1 instead of 4-4-2, you would start closing up a lot of the gaps.<br />
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Last thought ... whatever system you teach/implement, remember to include your goalkeeper when teaching it. We should start designating all systems with "1" to include the GK. 1-4-4-2 , 1-4-3-3 , 1-3-5-2 , etc.<br />
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Some interesting articles for you ...<br />
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<a href="http://www.theoriginalcoach.com/#!the-death-and-rebirth-of-4-4-2/c1a6a">http://www.theoriginalcoach.com/#!the-death-and-rebirth-of-4-4-2/c1a6a</a><br />
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<a href="http://footballspeak.com/post/2012/07/02/Why-4-4-2-is-bad.aspx">http://footballspeak.com/post/2012/07/02/Why-4-4-2-is-bad.aspx</a><br />
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<a href="http://www.theguardian.com/sport/blog/2010/jul/14/the-question-what-next-for-442">http://www.theguardian.com/sport/blog/2010/jul/14/the-question-what-next-for-442</a><br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Frank DeChellishttp://www.blogger.com/profile/06317213943697643667noreply@blogger.comtag:blogger.com,1999:blog-1042653328939525622.post-91298673702819705322015-04-25T22:16:00.000-04:002015-05-08T11:57:14.659-04:00New "rules" for North American soccer.<div class="separator" style="clear: both; text-align: center;">
<a href="http://johnbarban.com/wp-content/uploads/2010/01/Rules.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://johnbarban.com/wp-content/uploads/2010/01/Rules.jpg" height="240" width="320" /></a></div>
<span id="goog_15615717"></span><span id="goog_15615718"></span><a href="https://www.blogger.com/"></a>One of the first things people say about soccer when they move to North America is "why so many rules?"<br />
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Boards and committees usually institute rules in reaction to somebody trying something sneaky, so most rules tell you what you "cannot" do. You can't do this and you can't do that. Our kids are bombarded with what they can't do.<br />
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I am flexing my muscle and influence as an unknown, amateur, online author and changing the tune by implementing a new set of rules for North American soccer. <br />
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We can leave the "Rules and regulations" to the people who administer soccer. I don't envy those people as their work always deals with negative issues. I guess with the hundreds of thousands of players registered, there should be some structure or semblance of order.<br />
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My rules revolve around building our game's culture.<br />
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I submit these for immediate adoption by the <a href="http://canadasoccer.com/" target="_blank">CSA</a> and <a href="http://ussoccer.org/" target="_blank">USSF</a>. These are all things you can or must do. No "cannot" or "shall not".<br />
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These focus mostly on U13 and below, but are universally applicable.<br />
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<a name='more'></a><br />
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<ul>
<li>If any of your players attend a school that has soccer goals that are not white, you <b>must</b> demand that the parent ask the teacher to give your player the day off school to paint them. If the request is denied, they should switch schools.</li>
<li>You <b>must</b> have at least 20 inflated balls at training. A minimum of 15 should be the same brand. Hopefully all 20. If the balls are not properly inflated, you <b>must</b> give yourself a disappointed look in the mirror next time you are in the washroom.</li>
<li>Every player on your team <b>must</b> have their own ball and have a story of what they've broken with that ball. The more expensive the story, the cooler the kid.</li>
<li>You <b>must</b> have one ball in your bag that you have no idea of it's origins and pretend you don't know what the marked club initials on it mean. </li>
<li>You <b>must</b> organize one yearly excursion to support the closest semi-pro or pro team. </li>
<li>You <b>must</b> show your players they don't always have to play soccer on a lined, grass field with two goals. Every year you must schedule training in at least 4 different environments (paved parking lots, gyms, park, beach, etc)</li>
<li>You <b>must</b> give your kids time to show off at training.</li>
<li>You <b>must</b> have one session per year where everybody can bring a friend.</li>
<li>Your session plan <b>must</b> have the goal of your players leaving a little better than when they arrived.</li>
<li>You <b>must</b> greet every player by name and shake hands when your team convenes.</li>
<li>You <b>must</b> know 10 soccer jokes to tell your players. And tell them well, as delivery is very important. "The Queen and the Pope attended The Old Firm and ..."</li>
<li>You <b>must</b> know the location of every ice cream shop near all fields in your schedule. </li>
<li>You <b>must</b> let your players speak at half time.</li>
<li>You <b>must</b> turn tournaments into family events. You will be eliminated from a tournament if you do not schedule a team dinner. ie <a href="http://thelube.com/locations/pennsylvania/erie/" target="_blank">Quaker Steak and Lube in Erie, Pa</a>. Here is your <a href="http://www.welland.ca/Community/Culinary.asp" target="_blank">Welland Ontario Restaurant</a> guide.</li>
<li>Your team <b>must</b> host a simple post-game BBQ for both teams twice/season. Hopefully your team is at an away field on the night of your opponents mandated BBQ. Hot dogs and juice boxes are good enough. Hopefully my mom is not there to say "hot dogs??? Eek ... I could have brought (insert excessive food)"</li>
<li>If you have tryouts, you <b>must</b> select one player who has a swimming pool.</li>
<li>You<b> must</b> coach/teach everybody. You are expected to work to improve every player. Yes, even that player.</li>
<li>You <b>must</b> let your players have some coach-free play time at training.</li>
<li>You <b>must</b> spend at least 8 hours a year in coaching development and have at least one beer with a group of coaches.</li>
<li>You <b>must</b> spend 4 hours a year running sessions for teams younger than yours.</li>
<li>You <b>must</b> have somebody take high quality photos at several games so all players have action shots of themselves. 1/320 shutter speed or faster.</li>
<li>You <b>must</b> not embarrass your youth team with a lame name. Yes, I'm talking about you <a href="http://www.gochokes.com/" target="_blank">Scottsdale Community College Fighting Artichokes</a>.</li>
<li>You <b>must</b> learn <a href="http://resources.fifa.com/mm/document/footballdevelopment/refereeing/02/36/01/11/27_06_2014_new--lawsofthegameweben_neutral.pdf" target="_blank">Law 11</a> so you don't look like an idiot in front of your players griping over a proper Offside call.</li>
<li>If you are too serious when checking the other team's player cards, you <b>must</b> self-administer an enema when you return home. You know the coaches I am talking about and you know they need it. </li>
<li>Your parents' lawn chairs <b>must</b> be at least 3m from the touch line. They don't need to be that close. (Oh, that's 3.28 yds for our American brothers and sisters. It's time to <a href="http://en.wikipedia.org/wiki/Metric_Conversion_Act" target="_blank">conform</a>.)</li>
<li>If you are a nationally licensed coach, you <b>must</b> always have three coaches to mentor as a condition to keep your license.</li>
<li>Your track suit top <b><u>MUST</u></b> match the bottom. No wiggle room here. Sorry. We've seen the results when this standard is missing.</li>
<li>Your track suit <b>must</b> fit properly. Deviating from this standard is not a good scene.</li>
<li>You <b>must</b> wear clothing with a soccer theme. No <a href="http://mapleleafs.nhl.com/">Toronto Maple Leaf</a> t-shirts.</li>
<li>You <b>must</b> ensure your defenders' shoes are black and their hair is its natural colour. No flashy players for a serious job like that.</li>
<li>Your <b>must</b> buy volunteer board members and convenors <a href="http://www.timhortons.com/" target="_blank">Timmy's Cards</a> at the end of the season. <a href="http://www.dunkindonuts.com/dunkindonuts/en.html" target="_blank">Dunkin Donuts</a> cards are an acceptable alternative in the USA.</li>
<li>You <b>must</b> shake hands with referees and opposing coaches and leave the bench area on good terms.</li>
<li>If your players have siblings, they <b>must</b> be part of the "team" culture. You won't be sorry. ie You must include them if you take the team out for ice cream.</li>
<li>If there is a better environment for your best player to move to, you <b>must</b> encourage them to go. The best coaches lose their best players.</li>
<li>The answer <b>must</b> be "YES" when a kid asks to borrow a ball. Even if you don't know them. Who cares if they lose it. You should be ready for a surprise test at any time, anywhere as I do get around. In 28 years as a club youth coach , I admit to never returning the same number of balls I was allotted. Not planned, it just happens. I am sure they are all safe somewhere.</li>
<li>You <b>must</b> have spare socks and shin pads in your bag for a kid who forgets. While their parents are pretending to be upset and blah blah blah just give the kid what they need.</li>
<li>You <b>must</b> be late for at least two family functions per season because you had training or a game.</li>
<li>You <b>must</b> always be ready to organize a friendly for your team, anytime, anywhere. My nephew was in shock when I set up a game during Easter Sunday mass with a <a href="http://twitter.com/Tutto70" target="_blank">friend's</a> team while they were collecting the money. He was close enough and we whispered, so it's not a sin. </li>
</ul>
I am far too modest to take credit for this legislative revolution. I give my blessing to our national federations to pretend they came up with this.<br />
<br />
In the over-used words of Rameses in "<a href="http://www.imdb.com/title/tt0049833/" target="_blank">The Ten Commandments</a>" , So Let it be Written, So Let it be Done.<br />
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P.S. Added by <a href="https://twitter.com/skcuolsirhc">Coach Chris Loucks</a> ... you <b>must</b> know how to strategize using condiments.<br />
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Added by <a href="http://www.twitter.com/CasselmanSports">Casselman Sports</a> ... you must let your players experience playing soccer with bare feet.<div class="blogger-post-footer">www.coachingsoccer.ca</div>Anonymoushttp://www.blogger.com/profile/04725528644340529053noreply@blogger.comOntario, Canada51.253775 -85.32321389999998529.920485999999997 -126.63180789999998 72.587064 -44.014619899999985tag:blogger.com,1999:blog-1042653328939525622.post-60672824745248225712015-04-12T18:48:00.002-04:002015-04-15T07:30:24.250-04:00Hey Coach, if you've never made a mistake, YOU'RE LYING!<div class="separator" style="clear: both; text-align: center;">
<a href="http://dugout.softballexcellence.com/images/InitialSet/Learn-from-your-mistakes.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://dugout.softballexcellence.com/images/InitialSet/Learn-from-your-mistakes.jpg" /></a></div>
<span style="background-color: white; color: #141823; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; line-height: 17.9400005340576px;">You're born, you die, and in between you make a lot of mistakes.</span><br />
<span style="background-color: white; color: #141823; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; line-height: 17.9400005340576px;"><br /></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">I'm confident or arrogant enough to say that I think I'm a pretty good coach. I can also start another journal with more content if I reflected on all the mistakes I've made. Those mistakes have shaped me more than any successes. </span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">(I made a conscious decision to spare you of all the clichΓ©s that pertain to making mistakes. You're welcome.)</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">The more you plan, the more you coach and the more "what-ifs" you rehearse in advance, your chance of erring decreases. But it still happens.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"></span></span><br />
<a name='more'></a><span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">As a coach, there is a moment of growth when you screw up, admit it, say "I'm sorry" and make an adjustment. </span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">I am not talking about tactical mistakes, but people mistakes. Tactical errors are corrected during film sessions, people mistakes ruin relationships. </span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Sometimes you say the wrong thing.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Sometimes you make a mistake during player selections.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Sometimes you intentionally or unintentionally hurt a player's feelings.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Sometimes a conversation with a parent takes a bad turn.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span><span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Sometimes you are too stubborn to admit you need help.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Sometimes you make an administrative error that costs your team.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white;"><span style="line-height: 17.9400005340576px;"><br /></span></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white;"><span style="line-height: 17.9400005340576px;">Sometimes you say or do something that embarrasses your players or team.</span></span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white;"><span style="line-height: 17.9400005340576px;"><br /></span></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white;"><span style="line-height: 17.9400005340576px;">Sometimes your pride speaks before your mind or heart has a chance to think.</span></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Sometimes, at the wrong time, you put the result ahead of the players' development.</span><br />
<br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">You know what I mean. You know <b><u>EXACTLY</u></b> what I mean.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Just make sure you admit your mistake , learn from it and do your best to not repeat it.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Sadly, I've seen a coach's season, and sometimes career, implode because they stood their ground after a mistake. </span></span><br />
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<span style="background-color: white; color: #141823; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: large; line-height: 17.9400005340576px;"><b>"There is a lot of pressure on </b></span><br />
<span style="background-color: white; color: #141823; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: large; line-height: 17.9400005340576px;"><b><br />coaches to be perfect..."</b></span></div>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">Think about the lesson you teach your players if you admit to a mistake and explain to them how you can and/or will fix it. I've apologized to teams and players and it was a much better option than being a "tough guy".</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white;"><span style="line-height: 17.9400005340576px;">Don't bother apologizing if you don't sincerely make an effort to not repeat the mistake. You now the person that I'm talking about.</span></span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">How will you know you made a mistake? Well, these days, with email, texting and social media, you will know about your mistake very very soon after it was committed :) But your heart will tell you first.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;"><br /></span></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">If you're up front, honest and adjust accordingly, your mistakes are quickly put behind you and forward you go. If you try to cover up, life will become difficult very quickly. </span></span><br />
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<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">"I'm sorry" doesn't always fix everything and, unlike Hollywood, it's not a free pass to <a href="http://www.urbandictionary.com/define.php?term=shoot+from+the+hip" target="_blank">shoot from the hip</a> and say or do whatever you want. </span></span><span style="background-color: white; color: #141823; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; line-height: 17.9400005340576px;">There is a lot of pressure on coaches to be perfect when it comes to dealing with kids. Since nobody is perfect the job becomes more difficult. </span><br />
<span style="background-color: white; color: #141823; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; line-height: 17.9400005340576px;"><br /></span>
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; line-height: 17.9400005340576px;">As a coach, be smart, be prepared, be humble and be honest. Your coaching experience will be more positive in the long run.</span></span><br />
<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; font-size: 13px; line-height: 17.9400005340576px;"><br /></span></span>
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<span style="color: #141823; font-family: lucida grande, tahoma, verdana, arial, sans-serif;"><span style="background-color: white; font-size: 13px; line-height: 17.9400005340576px;"><br /></span></span><div class="blogger-post-footer">www.coachingsoccer.ca</div>Anonymoushttp://www.blogger.com/profile/04725528644340529053noreply@blogger.comWelland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032tag:blogger.com,1999:blog-1042653328939525622.post-28593848212215710972015-03-29T21:51:00.000-04:002015-04-14T21:54:33.444-04:00No cell phones at church. Or soccer.<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.clker.com/cliparts/e/e/4/f/1206558994350927690taber_No_Cell_Phones_Allowed.svg.hi.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" src="http://www.clker.com/cliparts/e/e/4/f/1206558994350927690taber_No_Cell_Phones_Allowed.svg.hi.png" height="200" title="No cell phones" width="200" /></a></div>
There is a little sign before you enter our church "Please turn your cell phone off". Then you sit down and during the pre-mass announcements, they mention it again "We remind you to please turn your cell phones off".<br />
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As she read it, I was thinking "who has their cell phone in church?", but it's easy to forget and your child probably had their's in their pocket.<br />
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Then my thoughts went to coaches who have their cell phones in their hands during training. And actively texting. Or a coffee. Or, way offside, a cigarette.<br />
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What message are you sending your players? Are you too busy to be there? <br />
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Can you actively and freely demonstrate, as good coaches do, holding a coffee or cell phone? Will your phone fall out of your pocket? Will you be distracted everytime it vibrates? <br />
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If our government had the acorns, there would be a crime call "<b>Distracted Coaching</b>". The punishment is too severe to describe here. There may be children reading.<br />
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<span style="font-size: large;"><b>Can you actively and freely demonstrate, as good coaches do, holding a coffee or cell phone?</b></span></blockquote>
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There are so many messages you can send kids with your demeanour and appearance. You expect <br />
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<a href="http://upload.wikimedia.org/wikipedia/commons/thumb/6/6b/No_Smoking.svg/2000px-No_Smoking.svg.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" src="http://upload.wikimedia.org/wikipedia/commons/thumb/6/6b/No_Smoking.svg/2000px-No_Smoking.svg.png" height="200" title="No smoking" width="200" /></a>100% from them, give them 120% back. Some personal guidelines you might want to consider.<br />
<ul><a href="http://previews.123rf.com/images/Cole123RF/Cole123RF0803/Cole123RF080300216/2733732-no-coffee-breaks-coffee-mug-with-red-with-not-allowed-symbol-vector-Stock-Vector.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" src="http://previews.123rf.com/images/Cole123RF/Cole123RF0803/Cole123RF080300216/2733732-no-coffee-breaks-coffee-mug-with-red-with-not-allowed-symbol-vector-Stock-Vector.jpg" height="200" title="no coffee" width="198" /></a>
<li>Start and end training ON TIME. Don't be chatting people up on the sideline while the kids are waiting.</li>
<li>Don't spend the first 5 minutes of your session pumping up balls.</li>
<li>Leave your cell phone in your bag. If you're on call-for work, give your phone to a parent or team staff on the side and teach them how to answer the call. (organize yourself in the event you actually do get called out to work)</li>
<li>Put your coffee on the bench and drink it during breaks. If you <a href="https://www.rolluptherimtowin.com/en" target="_blank">Roll-up-the-Rim</a> and actually win, contain your emotions .. it's only a doughnut. </li>
<li>No smoking or chewing tobacco. Anywhere. Anytime. No wiggle room here. If you need to, then chew nicotine gum or get a patch.</li>
<li>Answer parent questions after training.</li>
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I've heard players mention that their coaches text during training, many times. It's not uncommon that it's one of the points brought up in a complaint letter. <br />
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Free yourself to give your session and players 100%. <br />
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P.S. I am also shocked as to how many parents actually text their coach during a game to express their displeasure over something. I wish I was making this up. I am even more shocked as to how many coaches reply during games. That's another story for another day. <br />
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<br /><div class="blogger-post-footer">www.coachingsoccer.ca</div>Anonymoushttp://www.blogger.com/profile/04725528644340529053noreply@blogger.comWelland, ON, Canada42.9921579 -79.24825550000002742.806291900000005 -79.570979000000023 43.1780239 -78.925532000000032