E M A G G N I V L O THE EV March, 2017
Issue 39 Eastern Pennsylvania Youth Soccer Coaching Newsletter
Effective Teaching For Youth Soccer Players Attaching more effective guidelines to your coaching and following best teaching practices will make you a stronger and more organized coach. In examining and using Rigor, Relevance and Relationships or Scaffolding in your sessions, you can begin to measure a player’s success, while making planning appropriate sessions easier. For example: In Quadrant A (Acquisition), players learn and store bits of knowledge and information regarding the skills to play the game. Quadrant B (Application) requires players to use their acquired knowledge to solve practical problems in small-sided games or involve extra players on attack or defense in an exercise. In Quadrant C (Assimilation), players extend their acquired knowledge to use it automatically and begin to analyze situations on the field and create unique and various solutions in a match. When working in Quadrant D (Adaptation), players have the competence to think in complex ways and apply their knowledge and skills when confronting puzzling unknowns within the game and creating solutions. Quadrant D is accomplished without the coach and his or her instructions. Recognizing the quadrant each of your players are in will make for improved training and provide a road map in progression.
In regard to positive feedback, it must be utilized as it relates to a goal of your training, Mike Barr Eastern Pennsylvania exercise or game. Feedback Youth Soccer must be specific and useful Technical Director to the player, user friendly, tangible, on-going and consistent. The feedback should not be overloaded with too much information and appropriate to the developmental level of the player. The feedback should be timely and specific. Often times the feedback should be given at an appropriate time in a game or practice and not necessarily during the game or practice (tool kit). The player must understand the feedback. Feedback is the most important part of teaching. It would be beneficial for an observer to record a coach’s feedback during a session and have the coach examine his or her feedback in relation to goals. Your feedback should lead to change but not have the player rely on constant advice from the coach. Utilize the question, “based on my feedback do you have some ideas on how to improve?” Provide actionable information in each feedback.
Inside: An Interview with Biff