40 | 41 ing Forum
“ I think it’s vitally important that you’re a good human being as well as a coach. You have to set the standards for the players both with your integrity and your humility.”
as a coach. You have to set the standards for the players both with your integrity and your humility. Humility is a massive word for me in my coaching. At Hibernian I had a 10ft sign across my main dressing room wall which basically said humility. I like players who don’t know how good they are and who just work hard.
Tony Mowbray Manager, Middlesbrough FC
You gain massive respect from footballers if you have a culture of teaching. Whether they’re thirty- three or seventeen, once you teach a footballer something that works then there’s an instant respect. Players want to learn and to get better.
I also think it’s vitally important that you’re a good human being as well
I think if you develop a relationship with someone where they respect you and they understand what you’re all about you can get a two- way relationship going.
You can be the best teacher in the world, be it in physics, the sciences or maths, but if you can’t impart that knowledge and you don’t know the person that you’re trying to impart that knowledge to, then you’ll end up hitting a brick wall.
Sammy Lee Former assistant manager, Liverpool FC
On the approaches adopted by the coaches he has worked with:
They all knew when to raise their voice and when not to raise their voice. And that’s very important. It can’t be raucous everyday– the players would just switch off to that.
It’s about understanding situations and knowing when to give them a cuddle and when to use a different approach.
There are certain days when you know you’ve got to take a step back and not saying anything to them and there’s certain days when you know you can give them lots of information. All the best coaches and managers know when to give the knowledge and when not to.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88