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The Craft of Coaching
(Pt. 3 of 4)
THE COACH AS A "CRAFTSMAN"
The craft of coaching players comes down to four basic tasks. The end results are carefully designed and focused practice sessions in an environment which closely resembles the competitive pressure of a game, and in which players improve. The next basic task is organization:
Organization
Developing practice sessions
Soccer players learn to play better soccer by practicing soccer-like exercises. Contrived drills, excessive standing in lines, scrimmages with no focus, running laps have very little benefit to players. We explore many different methods of coaching in the Academy but the purpose of all the methods is to help the coach organize training sessions which improve players by having them play soccer.
Facilitating Learning
“The game is the teacher” is a phrase which we constantly hear. In practical terms, this maxim means that the soccer coach organizes conditioned games to improve players. The kind of conditions the coach puts on the games will help teach the players. This process is called facilitating learning. Part of the skill of an advanced coach is to design exercises that specifically address problem areas. The conditions the coach puts on games are examined in detail in the NSCAA Academy, but basically fall into the following categories:
• Numbers of players (e.g. 4 v. 2, 8 v. 8, 6 v. 6 + 1, etc.)
• Size and shape of field (narrow and long for vertical passes, short and wide for shooting or crossing.)
• Goals or methods of scoring (shooting into a full goal, dribbling across a line, 6 passes equals a goal, etc.)
• Numbers of touches (1 touch to encourage passing and support play, 2 touches to encourage receiving)
• Zonal games (field marked off by cones with restrictions as to who can go into certain zones)
The methods a coach uses to improve players depend on such factors as age, ability and ultimate purpose of a practice. The methods of a coach of seven-year-olds uses are completely different than those of a college coach. A coach preparing to play an opponent may be more concerned about the future game than the one which is past.
Basic guidelines of teaching
* Focus: Improvements will more likely occur when concentration is on two or three concepts.
* Progression: Sequencing of exercises follows logical progression. The coach may work with the back four versus two center forwards before putting them into an 11 v. 11 game. Having a 9-year-old practice dribbling in 1 v. 1 may precede playing in a 5 v. 5 game.
* Duration: Practices should be about the same length as a game. Very little quality learning happens in the final half hour of a two-and-a-half hour practice.
* All coaches are encouraged to write down a practice plan regardless of age group of the players. Practice plans should delineate practice sequencing and duration of exercises.
Practice components
Practices consist of four main components:
* Warm-up – 20 percent of time. Should be related to theme and focus of practice (e.g. passing in pairs, circle routines)
* Teaching exercises – 50 percent of time. Two or three exercises that focus on observations the coach makes from games. Coach may split team up (e.g. goalkeepers and defenders in one end, midfielders and forwards in other)
* Final game – 20 percent of time. 11 v. 11 or even-numbered game. Coach emphasizes points from the practice.
* Warm-down – 10 percent of time. Players jog, stretch together; led by captain, assistant coach.
Some coaches will do fitness between final game and warm-down. The coach may meet with players prior to session to explain what they will be doing in practice. Some coaches will show video clippings of the previous games to highlight their observations. This is also helpful in changing the players frame of mind and preparing them, psychologically, for practice.
[To be concluded next month...]
Editor’s note: This article originally appeared in its entirety in the May/June 2003 issue of the NSCAA Soccer Journal.
