Role of the Coach
Role of the Coach
As a Facilitator
1. Set up conditions and environment for learning.
2. Players need to have fun and receive positive feedback.
3. Coach must be enthusiastic.
4. Practice should he conducted in the spirit of enjoyment and learning.
5. Activities need to be geared toward achieving success.
As a Positive Role Model
Demonstrates respect for team members, opponents, referees, parents, spectators, and
Opposing coaches. Have a responsibility to the game itself.
Understands whom they are coaching
1. Children and players are not deemed by chronological age only. They mature and develop at their own pace (girls and boys).
2. Treat each person as an individual.
3. Not all participate for the same reasons (at any level).
4. See Character tics of Children
As a Teacher (”The game is the great teacher)
1. How do players learn?
A. Receive information – process in order of importance.
B. Block out unnecessary cues. Attend to most important.
C. Concentrate on execution of decision.
D. Mechanical execution.
2. What to give the players.
A. Clearly defined goals (objectives, targets, rules, etc.).
1. Overriding Generalized or total application, i.e., transition to positive mentality towards shooting.
2. Specific Play of 1 St defender. Purpose of 6-v-4. If I win the ball can I play it forward?
B. Correct progression.
1. Logical sequence – Simple to complex. General to specific.
2. Individual to group to team.
3. Technical Fundamentals to game. Related to game conditions. Technical Functional Training. Technical Tactical Functional Training.
C. Feedback about Performance.
1. Immediate and specific feedback
Corrections. Collective. Individual.
Effective Coaching
When speaking to the Players, have the sunlight in your eyes.
Clearly communicate enthusiastically what is to be learned.
Evaluate the player’s abilities, maturity level, and physical dimensions and create similar teaching groups
Use a coaching style that fits their needs.
Be flexible to alter lesson plans on the basis of how effectively objectives are being met.
Be sure to have the attention of all the players.
Be specific on what you want them to learn. Do this preferably with a physical demonstration of the skill. Breakdown into teaching groups.
Have players return to group setting for next skill or continue to train until the desired level of competence is achieved.
Build skill upon skill, from simple to complex and from fundamental to match condition. Remember, it is much more difficult to unlearn faulty skills than to do them correctly in the first place. Knowledgeable instruction and a positive learning environment are most crucial factors for development.
Be available to provide encouragement, motivation and positive support.
When possible, structure sessions to duplicate match like conditions.
Know players as individuals.
Give the activities names.
Avoid comparing players to one another.
Get involved yourself and train with your players.
Structure your instruction and establish an orderly environment.
Maximize on task time. Avoid long lines. Reduce setup time by recruiting assistants and by providing the needed equipment and preparing the training arena in advance of the planned activities.
Have fun. Players are more willing to learn when they are having fun. Did you know, that almost 80% of kids drop out of sport by the age of 12? The number one reason is that they are not having fun. ( see why Outlaws do not play high school soccer)
However, most Players love to compete. Competition is a vital part of our culture, and we need not make apologies. To compete is to pit your skills against another, try your hardest, to do your best, and to enjoy the opportunity to test yourself. Keep competition sane. Sane competition recognizes that cooperation and teamwork, fair play and sportsmanship are essential ingredients with lifelong implications.
Impact of Coaches
I have come to a frightening conclusion.
I am the decisive element of the playing & training field
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a coach, I possess tremendous power to make a player’s life miserable or joyous.
I can be the tool of torture or an instrument of inspiration
I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether a crises will be escalated or deescalated and a player humanized or dehumanized.
An Adoption of Haim Ginott
At Outlaws, We need to introduce competition in a positive and supportive manner.
The Outlaws staff needs to be warm, caring adults, because children need, more than anything else, the trust and endorsement of the coaches.
Tips for developing self-esteem:
Self-esteem: “How I think others see me” Practice active listening.
Plenty of eye contact.
Smile! It takes more effort and muscles to frown than to smile.
Ask questions to check for clarity and under¬standing.
Promote success to reduce opportunities for failure. Remind players of past successes. Recognize, accept, and appreciate differences in Players.
Emphasize effort. Say, “You can be proud of rather that “I am proud of you.”
Focus on the positive but avoid artificial praise. Help players understand, accept and express feelings.
Lead players towards success and independence. Practice unconditional acceptance for their innate value and worth.
Players belong by:
Outlaws staff does many things to help young players belong. Such as, using each player’s first name. Recognizing something positively and unique about each player. Work constantly to include each player and to foster a sense of group identification.
Structuring appropriate fitness and skill building experiences.
Go from simple to complex in your activities.
Maximizing each player’s potential for success.
Personalize their instruction.
Set high but achievable goals.
Provide sincere encouragement
Take time to listen.
Make training activities challenging and fun.
Seeing themselves as capable motivates the players and leads them to higher levels of actual competence. Increased competence promotes confidence, which in turn leads to improved self-esteem and a better self-concept.
Avoid conveying the message that performance levels are inadequate by yelling, screaming and sarcasm. Bad coaching is when few positive observations are shared, and players are made to feel inadequate and incompetent. Such behavior by an Outlaws coach is entirely unacceptable.
Watch out for wounding word:
In soccer as with life a coach’s words to a young player can hurt or heal, help or hinder their self-esteem development. Be careful with what you say and how you say it in your good intentioned efforts to show interest and help guide the player towards success.
Celebrate uniqueness. Recognizing, respecting, and celebrating personal uniqueness is an important part of a positive self-concept. Remember, self-concept and self-esteem are learned.
Sandwich approach
First, find something good about the effort or the performance and say (”Your dribbling is looking much better”).
Second, provide an instructional cue. (”Remember, dribble with your head up”).
Third, encourage the player with a positive statement. (Keep up the good work: you’re making real progress”).
If the player is dealing with true failure, the coach should emphasize improvement and learning. Every player should be able to find some degree of success and accomplishment during the Outlaws experience.
Guidelines for developing character:
Clearly explain appropriate and inappropriate behaviors.
Explain and enforce penalties for violating appropriate behaviors.
Use teachable moments to emphasize positive character traits.
Self Discipline:
Sharing self-discipline with the Outlaws players is important. The Outlaws staff is not going home with them. So they need to understand the worth of self-discipline and self-practice.
Self-discipline is the mental toughness and stick to-it-ness that we see in successful Players. It’s the ability to stay with something deemed to be important rather than giving up, quitting and dropping out. It is the realization that real effort hard work, and personal sacrifice are necessary ingredients for success in soccer and life. Self-discipline is honoring commitment. It involves making decisions about doing the right thing! Your behavior as an Outlaws staff plays a vital role in teaching Players to recognize and respond to moral issues. Coaches with courage and self-discipline do the right thing in spite of personal convenience or peer pressure.
Summary
Outlaws coaches have the responsibility for organizing and conducting training sessions that are in the best interest of the Outlaws players. The Outlaws players, who we serve, should expect to receive quality instruction in an atmosphere of fun, challenge and mutual respect.
Focusing On The Positive Things
Focus on the positive but avoid artificial praise. Help players understand, accept and express feelings.
Lead players towards success and independence. Practice unconditional acceptance for their innate value and worth.
Outlaws coaches do many things to help players belong by:
- Using each player’s first name and recognizing something positively and unique about each player.
- Working constantly to include each player and to foster a sense of team unity.
- Structuring appropriate fitness and skill-building experiences.
- Going from simple to complex in activities.
- Maximizing each player’s potential for success.
- Personalizing their instruction.
- Setting high but achievable goals.
- Providing sincere encouragement
- Taking time to listen.
- Making training activities challenging and fun.
- Seeing ones self as capable motivates players and leads them to higher levels of actual competence.
• Increased competence promotes confidence, which in turn leads to improved self-esteem and a better self-concept.
• Avoid conveying the message that performance levels are inadequate by yelling, screaming and sarcasm. Bad coaching is when few positive observations are shared, and players are made to feel inadequate and incompetent. Such behavior by an Outlaws coach is entirely unacceptable.
• Recognizing, respecting, and celebrating personal uniqueness is an important part of a positive self-concept. Remember, self-concept and self-esteem are learned not innate.
Watch out for wounding words
In soccer as with life a coach’s words to a young player can hurt or heal, help or hinder their self-esteem development. Be careful with what you say and how you say it in your good intentioned efforts to show interest and help guide the player towards success.
* When speaking to the Players, have the sunlight in your eyes.
* Be specific on what you want them to learn. Do this preferably with a physical demonstration of the skill.
* Clearly communicate enthusiastically what is to be learned.
* Evaluate the Players abilities, maturity level, physical dimensions and create similar teaching groups
* Use a coaching style that fits their needs.
* Be flexible to alter lesson plans on the basis of how effectively objectives are being met.
* Be sure to have the attention of all the players.
* Have players return to group setting for next skill or continue to train until the desired level of competence is achieved.
* Build skill upon skill, from simple to complex and from fundamental to match condition.
* Remember, it is much more difficult to unlearn faulty skills than to do them correctly in the first place.
* Knowledgeable instruction and a positive learning environment are most crucial factors for development.
* Be available to provide encouragement, motivation and positive support.
* When possible, structure sessions to duplicate match like conditions.
* Know players as individuals.
* Give the activities fun names.
* Avoid comparing players to one another.
* Get involved yourself and train with your players.
* Structure your instruction and establish an orderly environment. You must have the highest level of discipline
* Maximize on task time.
* Avoid long lines.
* Reduce setup time by recruiting assistants and by providing the needed equipment and preparing the training arena in advance of the planned activities.
*Arrive 15 min. prior to practice and 30 min. to games.
COACH & PLAYER PARTNERSHIP
Open dialogue, support, cooperation, motivation and honest analysis of performance are essential to the development of the player. The relationship can focus on some of the following areas: mastering techniques for ball handling, team tactical awareness, mental conditioning, body to field relationship, offense and defense responsibility, warming up and cooling down, increasing fitness development and training ethics, establishing a players performance profile.
Go ahead and make mistakes. Make all you can because remember that’s where you’ll find success
-Thomas J. Watson
Monitor the player’s progress and provide meaningful feedback.
Ask questions to form relationships with the Outlaws players.
Coach to improve every day.
Undesirable player Conduct
• Talking while instructions are being given.
• Inactive behavior during activities.
• Abusive language.
• Being late or absent from training sessions, & matches.
• Forgetting equipment.
Self Discipline:
Sharing self-discipline with the Outlaws Players is important. An Outlaws coach is not going home with them. So they need to understand the worth of self-discipline and self-practice. Self-discipline is the mental toughness and stick to-it-ness that we see in successful Players. It’s the ability to stay with something deemed to be important rather than giving up, quitting and dropping out. It is the realization that real effort hard work, and personal sacrifice are necessary ingredients for success in soccer and life. Self-discipline is honoring commitment. It involves making decisions about doing the right thing! Your behavior as an Outlaws coach plays a vital role in teaching players to recognize and respond to moral issues. Coaches with courage and self-discipline do the right thing in spite of personal convenience or peer pressure.
General:
• At Outlaws, We need to introduce competition in a positive and supportive manner.
• The Outlaws coach, need to be warm, caring adults, because children need, more than anything else, the trust and endorsement of the coaches.
Guidelines for developing character:
• Clearly explain appropriate and inappropriate behaviors.
• Explain and enforce penalties for violating appropriate behaviors.
• Use teachable moments to emphasize positive character traits.
Tips for developing self-esteem:
Self-esteem: “How I think others see me”
• Practice active listening.
• Plenty of eye contact.
• Smile! It takes more effort and muscles to frown than to smile.
• Ask questions to check for clarity and understanding.
• Promote success, reduce opportunities for failure. Remind players of past successes. Recognize, accept, and appreciate differences in players.
• Emphasize effort. Say, “You can be proud of rather that “I am proud of you.”
• Sandwich approach
First, find something good about the effort or the performance and say (”Your dribbling is looking much better”).
Second, provide an instructional cue. (”Remember, dribble with your head up.”).
Third, encourage the player with a positive statement. (Keep up the good work: you’re making real progress”).
• If the player is dealing with true failure, the coach should emphasize improvement and learning. Every player should be able to find some degree of success and accomplishment during the Outlaws experience.
• If the player is dealing with true failure, the coach should emphasize improvement and learning. Every player should be able to find some degree of success and accomplishment during an Outlaws practice or game.
86 Ways to say ‘Very Good”
1. Good for you!
2. Superb
3. You did that very well
4, You’ve got it made
5. Terrific
6. That’s not bad
7. Couldn’t have done it better myself
8. Marvelous!
9. You’re doing fine
10. You’re really improving
11. You’re on the right track now!
12. Now you’ve got it figured out
13. Outstanding!
14. That’s coming along nicely
15. I know you can do it
16. Good work
17. You figured that out fast
18. Think you ‘you’ve got it now
19. I’m proud of the way you worked today
20. Tremendous!
21. You certainly did well today
22. Perfect!
23. Nice going
24. You’ve got your brain in gear today
25. Now you’ve got the hang of it
26. Wow!
27. Wonderful!
28. You’re getting better every day
29. You’re learning fast
30. You make it took easy
31. That’s a good boy/girl
32. That’s very much better
33. Super!
34. You did a lot of work today
35. Keep it up!
36. You’ve got that down pat
37. Congratulations
38. Exactly right!
39. Nice going
40. Excellent!
41. Sensational!
42. You’re doing beautifully
43. You’ve just mastered that
44. That’s really nice
45. That’s the best ever
46. That’s great!
47. Way to go!
48. That’s the way to do it!
49. That’s quite an improvement
50. Good thinking
51. You really are going to town
52. Keep up the good work
53. That’s it!
54. That’s better
55. You haven’t missed a thing
56. Fantastic!
57. You outdid your self today
58. You’re doing a good job
59. That’s the right way to do it
60. That’s better
61. Right on!
62. Well, look at you go!
63. That’s the best you’ve ever done!
64. That’s RIGHT!
65. You must have been practicing!
66. Great!
67. Keep working on it…you’ve getting better
68. You remembered!
69. That kind of work makes me very happy
70. You’re really working hard today
71. That’s what l call a fine job!
72. Knew you could do it!
73. I’m very proud of you
74. One more time and you’ll have it
75. Fine
76. That’s good
77. Good job
78. You really make this fun
79. Good remembering
80. Nothing can stop you now
81. You are doing much better today
82. Keep on trying
83. You are really learning a lot
84. You’ve just about got it
85. I’ve never seen anyone do it better!
86. You are very good at that
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