Coaches Box

updated February 21, 2008

GAME DAY COACHING

Mount Laurel United Soccer Academy's Coaching Box.....a series of articles written and gathered especially for MLU coaches. The article below written by Pat McCarry , Professional Development, our friend from UKELITE.

The weekend soccer game at the junior level (7-10 year olds) should be viewed as the second or third coaching session of the week, not as an independent entity.  It is a wonderful opportunity to observe how effective our training sessions have been up to that point, specifically those that have been delivered in the previous week. For example, if we have been working on passing and movement in training but see no evidence of it during the game then we know that we need to reinforce and supplement our work in this area. Thus our primary consideration is continual development.

With long-term development in mind the coach should produce a flexible, season long plan which ensures sharply focused training sessions and continuity between sessions.  Each practice should build on the previous ones - reinforcing what has already been covered - and the game should be an integral part of that ‘coaching unit’ e.g. keeping possession.  There is a temptation to coach everything on game day. However, if the coach does not remain focused on this key unit then why should the players?  If the players do not focus on the key unit then how can we assess learning? 

Unfortunately, within the frenzied excitement of game-day it is all too easy to be caught up in the thrill of winning. The coach (even at this age) sometimes feels judged on his/her record of wins and losses and this can undoubtedly affect their approach towards the game.  This often manifests itself in a risk- free ‘kick the ball hard and chase’ philosophy which may be supported by an unknowledgeable parent audience. Worse still one may see the hysterical berating of young children which so often accompanies a results driven approach. Of course, this strategy may win games in the short term but it will surely hinder the longer-term development and enjoyment of the players.

Game day is an exciting experience for everyone concerned but it is about the children!   Parents should have a simple but important role to play; they should constantly encourage and cheer for their team. Their role is to support not coach the players. This should be made clear from the start of the season otherwise the children are exposed to too much conflicting, subjective and varied instruction.

The Warm-Up

On game day the players should arrive at a set time period before kick off so that they can prepare physically and mentally for the game. The coach should find a suitable area – preferably free of distractions - and have the players perform some activities with a ball before they stretch a little. At this age it is not necessary to spend a great deal of time stretching but a basic routine will educate them in good habits. Some teams like to have a set warm up structure which includes some passing and shooting whilst others would prefer to tailor their warm up to the theme of the week which may be defending, passing, shooting etc.  Either way the routine should increase in intensity, as game time gets closer. During this time the coach should also take the opportunity to talk to individuals as necessary with respect to their role for that game.

Pre game Instruction

Before the game begins it is important to take five minutes to deliver clear, simple pre-game instructions.

During this time the players are notified of the starting line up and are given three key points as to what the team will attempt to do. Any more than this will overload the young players. They should also be told to go out and really enjoy the game, and to do the best for their team.

Coaching The Game

The first ten minutes of the game should be used to observe as much as possible. Let the children play and “get into the flow of the game”. If you are over-coaching and too involved at this point then you will not be objective in your observation. Points to consider during this observation:

• Are the players attempting to carry out your instructions with relation to the theme of the week? 
• Are they maintaining their basic shape as a team as they move up and down the field?

With older teams you would also be looking at your opponents formation, style of play, strengths and weaknesses. However, at this age the main factors for winning are typically not tactical but more linked to athleticism (speed and strength); basic skills and technique. With this in mind if a match up between two players is clearly biased in the opposition’s favor then you may consider a positional change.  A player often develops quickly when playing against someone who is slightly stronger, but loses confidence against someone clearly superior.

The temptation for most youth coaches is to over-coach during the game and give the players way too much information to assimilate. They are simply too involved. This is particularly the case when the player in possession of the ball is being coached. The coach should never address this player or be making their decisions for them (though it can be tempting). For instance, there is no educational value in shouting ‘Pass! Pass!’ to a player dribbling up the field.  If he or she passes after our dictate what does that tell us about the learning process?  We will be more effective by speaking calmly and concisely to players who are not immediately involved in the play or after they have just made a play.  It can also be good practice to instruct players when the ball is out of play. In this way they are listening to you and understanding you rather than making every single play based on your demands.

Throughout the game it is essential that the coach remains positive with the players despite any frustrations. The children are at a sensitive age and seek the approval of adults.  Negative, disparaging comments will adversely affect their level of enjoyment. This is not appropriate. Neither is it appropriate for the coach to direct negative comments towards the officials. The referee has a tough enough job without being criticized by the coach. Coaches should try to respect all decisions of referees with a sense of calm detachment – which will then be followed by the players.

The coach is without doubt a role model for the children whether he/she likes it or not. The choice is whether to be a positive or negative role model. Whichever way, the children will begin to emulate the coach’s behavior.

Substituting Players

At this age the players should be receiving more or less equal playing time and taking it in turn to start the game. This ensures that no one player dominates for the whole game, and that the weaker players have the necessary time to develop. When substituting players ensure that those going into the game have been warmed up and spoken to regarding their role and how it relates to the team’s objectives. Those coming out should also be spoken to regarding their performance. This is best done after they have taken a drink and have composed themselves. Begin with a positive statement, give them feedback as to what they may have done better, and then end with an encouraging comment. This form of communication has been termed the ‘feedback sandwich’. It is designed to improve the player while keeping their self-esteem and confidence intact. When considering a substitution policy it should be remembered that it takes time to adjust to a position. Playing two positions during a game gives the player an opportunity to develop their all round game. However, to place the player in more than two positions during one game can be very confusing at this age, or indeed at any age.

The Role Of The Bench

There is a temptation at this age for the players to completely ‘switch off’ when they are not involved in the game. This behavior can range from complete disinterest in the game to activities that are distracting to coaches and players alike. The children should be encouraged to take a drink after being substituted and then stand together on the sideline, near enough to the coach that he/she can speak to them about the game. Their role should be twofold: firstly to take an active interest in the game and secondly to cheer for their teammates. The coach could even give them a specific area to focus on e.g. what is the highest number of consecutive passes that our team makes before losing possession.

Active observation will develop the children’s understanding of the game and will also foster team spirit. If this is implemented their ‘rest time’ will be well spent.

Half Time Instruction

At halftime it is important to give the players a couple of minutes to take a drink, rest and compose themselves before speaking to them. Your instructions can be a combination of what the team is doing well and what the team should look to improve upon. At this point you may also choose to address some of the opponents strengths and weaknesses – with a view to encouraging problem solving. Again, be careful not to overload the players. Individual coaching can take place immediately before the players enter the field for the second half. Send the players out with a positive, motivational statement not an ultimatum. Remember, they should be playing for fun and development.

Post-Game Comments

After the players have shaken hands with the opposition sit them down and allow them to compose themselves and take a drink. Take this opportunity to address the successes and weaknesses of the game, especially relating to the theme of the week. Most of all send the players away with some positive comments and a smile on their faces. Enjoyment is paramount!

Conclusion:  The most effective youth coaches:

Do…                                                                 Do Not…

Remain positive                                                 Become negative

Guide players                                                    Command players without explanation

Have a substitution policy                                   Substitute without thought or reason

Speak to substituted players                               Presume players know how they performed

Vary positions                                                   “Pigeon hole” players

Coach players without the ball                             Coach players in possession

Respect opponents                                            Berate officials or players

Accept decisions calmly                                     Look to blame anyone for events on the field

Enjoy themselves                                               Let frustrations show

Keep things in perspective                                  Measure achievement solely by results   

It is essential that we understand that in soccer, particularly, the game is the best teacher. We, the coaches and trainers, are facilitators whose main work  is predominantly done in practice and certainly before the game begins. The perfect team performance that we strive for will rarely occur so let’s be realistic and celebrate the smaller successes as they unfold regardless of the final result.