Parents/Managers Session

James Barraclough

Introduction
Not about us being self-righteous/know it all Volunteers do great job No volunteers = no Grassroots football BUT can some things be done better? Just because things happened certain way when we were younger, not necessarily right PLEASE keep open mind

Sideline Parents
Following types of parent identified: Uninterested (never present) Overcritical (never satisfied) Yells from sidelines (often louder than coach) Coaches from sidelines (often contradicting coaches) De Knop et al (1998) Each can have negative impact on child, coach, team & whole club. Such parents can disrupt to level causing attrition

Activity: whiteboardWhy no Shouting from Sidelines...

Why is shouting from line bad? Interferes with players decision-making (confuses/frustrates them) Might contradict what coach/manager saying Can make player nervous & choke/fear of failure Mistakes encouraged as +ve learning opportunity (players self-correct) Whos game is it? Kids/adults?

How Calm Affects Players...

How Shouting/Aggression affects them... (Fear of Failure)

Why do Kids Play? Ask Them

Im not bothered about winning the league, the game is just for fun (North Riding U10) I do worry if weve lost but not for too long as I want to go and find out the Villa score then (Worcestershire U10) Something to do on Sunday (Under 9, West Riding) because all my mates play (Under 11, East Riding) because its a really fun game (Under 10, Liverpool) We play to keep fit because its good to be healthy (Under 11, Bedfordshire) Research by Nick Levett (FA National Development)

Whats wrong with this Picture...?

An Alternative...

Socialisation through Football...

Football = powerful tool for learning about:
Winning/losing gracefully Respect for others (players/coaches/officials) Rules & regulations Teamwork Communication skills Making friends Dealing with people you dont like! Confidence Concentration ENJOYMENT

Importance depends on Stage

TECHNICAL (how to...) Passing, dribbling, etc. TACTICAL (when/where to...) Decision-making, formations, etc.

PHYSICAL (the body...) Fitness, nutrition, etc.

PSYCHOLOGICAL/ SOCIAL (the mind...) Confidence, composure, etc.

Which corner(s) are most important at which age? (technical, tactical, physical, psychological/social)

Activity

69 Technical, social, very basic tactical 9 12 Technical, social, some tactical 12 16 Technical, some tactical, social, basic physical/psychological 16 18+ ALL corners

We want ALL our players to:

Be 2 footed Play in different positions Play out from defence Pass/dribble/shoot at right time Defend effectively individually & team (eventually) Have equal playing time (rota) Have certain standards of behaviour (manners/respect)

We aim to do this by Creating Learning Environment:

Maximising touches per player Encouraging players to try new positions Practices using players weaker foot Allowing players to be calm in possession Allowing players to make own decisions Players/coachs/parents code of conduct NO win at all costs approach Developing EVERY player LONG-TERM Encouraging MISTAKES (positive learning) Encouraging ENJOYMENT

Why Different Positions... (Ajax)

To appreciate how other players think
E.g. CF playing CB & vice-versa

Player rotation (total football) - rota Player wanting to change position later in development Using weaker foot important Play out from defence = more chance of retaining possession Possession = more chance to score/less to concede & more attractive

Why More Touches...

Accelerates learning more brain cells join up & more myelin produced (motor learning) Ajax Amsterdam introduced 4 v 4 over 8 v 8:
135% more passes 500% more goals 225% more 1 v 1s How many more with ball each/1 v 1/2 v 2/3 v3

How?
Small-sided practices (SSGs) No queues Inclusion of all players

Motor Learning (why lots of touches)

Born with all brain cells ever have & start to die straight away BUT we have billions of cells (about 10,000 per cubic millimetre) Learning new skills - brain cells form new connections with other cells Sections of brain for certain skills actually found to be larger in experts e.g. cabbies Learning skills changes hardware in which knowledge stored in brains more we learn more it changes! Like downloading new software - your PC (brain) upgrades from Pentium 1 to Pentium 4 Experts have most up to date software... Only upgraded by thousands of hours of practice (10,000?) Practice makes permanent physical/technical best Also amount of myelin (white fatty tissue) surrounding new connections increases Acts as insulation & prevents signals from leaking out, improving memory & skill

How we Learn... 10,000 Hours?

How We Learn...
Coaching cant just train people to hoover up predetermined, bite-sized gobbets of knowledge In real-life we learn by: Watching others (role models) Trying it ourselves Asking questions, when & if we need to Trying different scenarios: trial & error Visualising how things might pan out & rehearsing various outcomes

Why Long-Term Approach & NOT Win at all Costs

Physical literacy important as base (multisports) Success in sports mix of factors (4 corners) Different rates of development (non-linear) late/early developer - 2 examples: Lewis (U6 MUFC)/Ian Ormson (SCFC keeper) Unknown how growth spurt will affect individuals Talent probably not emerge until early 20s Even academies & C of Es dont play to win

What is Talent/Ability?
Current performance poor indicator of ability - mediated by other influences & can change drastically during growth spurt: Genes (physical) Training (environment) Correct support from parents/coaches Psychology (mindset) Luck!

Long-Term Player Development (LTPD) Good Approach (some flaws) Sports scientists: sensitive periods in development where effects of training maximised Take 8 - 12 years of training for talented athlete to become elite (10,000 hours) Model identifies appropriate training at each stage

Stage 1: FUNdamentals (6 - 9)
Participate as many sports as possible Introduction to simple rules/ethics of sports Appropriate/correct running, jumping & throwing techniques taught using FUN games:
ABC's (Agility, Balance, Coordination and Speed) RJT (Running, Jumping, Throwing) KGBs (Kinaesthetics, Gliding, Buoyancy, Striking with a body part) CKs (Catching, Kicking, Striking with an implement)

Stage 2: Learning to Train (9 12)

Further develop FUNdamental movement skills General overall sports skills Develop endurance with games/relays Basic flexibility exercises Speed during warm-up, e.g. SAQ

Stage 3: Training to Train (12 - 16)

Develop speed & sport-specific skills Develop stamina Develop knowledge of:
how/when to stretch nutrition/hydration mental preparation

Establish routines Emphasis on flexibility training due to growth spurt

Stage 4: Training to Compete (16 - 18)

Technical/tactical skills/fitness improvements & competition-specific training Perform sport specific skills under competitive conditions during training Fitness & recovery, psychological prep & technical development individually tailored (Stage 5: Training to Win (18+))

Coaching Methods
Which did you prefer from practical session? Why? Inclusion: making sure everyone involved equally (no favouritism especially own child) How: no bus queues & equal playing time Which players need more playing time? Less developed (may be late bloomer)?

Praise/Overpraise
Guy Claxton: Children praised all time less creative & imaginative & less confident to learn on own... become addicted to stream of praise & approval. They learn for approval, not intrinsic pleasure & purpose of getting better Carol Dweck: NEVER praise natural ability BUT praise success through prolonged effort

Language
Dealing in maybes rather than absolutes effective i.e. this could be true rather than this is true Guy Claxton: If you talk to me in Could Be language, I am immediately in a world of openness & possibility as soon as you tell me something Is, all I can do is my best to understand & remember it

Our Programme

Activity: Code of Conduct...

As Coaches/Parents we will:
Act as positive role models Encourage mistakes (acknowledge our own) Leave our egos at home Praise success through endeavour not ability Let kids work things out for themselves (NO SHOUTING & BAWLING) minimal coaching Rotate players & equal playing time NOT win at all costs (BIGGER PICTURE) Encourage ENJOYMENT

Recommended Reading...
The Talent Code by Daniel Coyle Mindset by Carol Dweck Whats the Point of School? By Guy Claxton Inverting the Pyramid by Jonathan Wilson Teambuilding by Rinus Michels Football for the Brave by John Cartwright http://www.richardbailey.net/Participant%20Development %20Lit%20Review.pdf http://www.youtube.com/watch?v=44z2cj3mv0M The England Patient Part 1 follow links for other parts http://elitesportconsulting.wordpress.com/

And Finally...
3 Golden Rules: 1. Always try your best 2. Dont be afraid to make mistakes 3. ENJOY!!! Anyone wants copy of presentation Leave e-mail address