| I've been working with recreation level soccer coaches | | | | minutes and spending the rest of the time waiting in |
| recently as volunteer work and have noticed a couple | | | | line. This is unfortunately not the best use of practice |
| of common mistakes we all made when we first | | | | time. Sure, everyone gets a chance to practice their |
| embarked on our soccer coaching careers. I thought I'd | | | | technique under the coach's eye, but it's more |
| point out these mistakes along with quick and easy | | | | enjoyable for the players (and better for their |
| ways to fix them. | | | | development) if they're involved in a soccer related |
| 5. Expectations That Are Too High. While everyone | | | | activity where everyone is passing the ball with |
| knows that little Johnny or Jenny isn't going to be | | | | greater frequency. Even a simple activity where |
| dribbling like Pele after a week of practice, we still hold | | | | players are numbered and passing in pairs in a small |
| out hope that if we keep drilling at them on all the little | | | | area while shooting every time the coach calls their |
| mistakes they're making that they'll "just get it" at some | | | | number is preferred to the gym-class teaching method |
| point and immediately start playing flawless soccer. | | | | that makes use of lines. |
| Sorry folks, but there's no shortcut on this one; the | | | | 2. Lecturing. There's only a very limited amount of |
| players simply need time to mature and improve their | | | | practice time we have available to work with our |
| basic abilities. It's great to correct mistakes that | | | | players. I'm sure everyone reading this would agree |
| frequently occur (pull the player aside if it's only one | | | | that their goal is to help their soccer players to improve |
| that's having this trouble repeatedly, but make a point | | | | as quickly as possible, so we logically believe if we |
| to the whole group if several players are suffering | | | | dump our brain's worth of information out to them at |
| from the same problem), but a relaxed environment | | | | the start of practice, they'll perfectly understand what |
| with helpful comments sprinkled judiciously will go a lot | | | | we want from them. What the players really want and |
| farther than anything else. | | | | need is to play soccer related games. A better way to |
| 4. Confusing Terminology. A lot of recreation soccer | | | | provide verbal information without wasting time is to |
| coaches are volunteers who lack a long history with | | | | pull the team together at the start of practice, mention |
| the game. Thus they have an idea of what should be | | | | the practice topic (such as passing), and then get the |
| occurring, but don't always have the knowledge to tell | | | | players playing the first activity. This will keep the |
| the players what exactly that something entails. So | | | | enthusiasm high and from that point you can step in |
| while they might know that dribbling with the instep (toe | | | | and make corrections and comments when |
| pointed down, foot angled slightly in towards the body) | | | | necessary. |
| is the best method for running with the ball, they might | | | | 1. Incorrect Technique. Unfortunately this is a real |
| confusedly tell the player to dribble using the outside of | | | | problem. Many volunteer soccer coaches haven't |
| the foot. The coach then tells the player to dribble with | | | | played enough soccer to really have rock solid |
| the outside of the foot (envisioning the player running | | | | technique that will be a good model for the young |
| with the ball), but the player interprets this as turning the | | | | players. When demonstrating a technique, particularly |
| foot completely sideways while trying to run and | | | | to the youngest, most impressionable ages, it's vitally |
| control the ball, all at the same time. The player is | | | | important to provide an example as correct as |
| unsuccessful, the coach is frustrated, and the problem | | | | possible. This will be the 'picture' or 'video' the player |
| is unresolved as the coach is aware of the problem, | | | | sees everytime she practices a technique. Set them |
| but unaware of what needs to be changed. The | | | | on the right course early and they are well on their |
| solution is to make sure you understand the basic | | | | way to achieving their potential. If you're unsure as to |
| techniques involved with soccer and the proper | | | | the exact way to perform a technique ask an |
| terminology associated with them. Always make sure | | | | experienced player or coach to stop by your practice |
| you are congruent with what you are saying to the | | | | session and perform some demonstrations for the |
| players and what you expect of them. Quickly specify | | | | players. The experienced player will be more than |
| to the player what you intend if you notice these 'lost in | | | | happy to help out and show off while your players will |
| translation' problems. | | | | benefit from a great model. In the end, you're the |
| 3. Lines. Too often I see the whole team divided into | | | | smart coach for recognizing your own weakness and |
| two groups lined up directly across from the goal, | | | | addressing a great way to solve it! |
| everyone getting a chance to shoot every two | | | | |