Grassroots/ U9-U14
What are your practices like? Grassroots coaching sessions might range from queue- based sessions with players waiting in line for their next turn, to inclusive, engaging and creative practices based on the principles encouraged on The FA Youth Awards. Coaches should take some time to reflect on their position on this spectrum.
To become competent at delivering creative practices and make timely observations based on effective questioning and challenges takes time and practise. There is no quick fix but you can short circuit some of the more “painful” experiences with careful planning.
For those coaches who wish to improve and get better, the ideas and tips included in this series will hopefully encourage more vibrant and engaging coaching sessions which will help young players learn, have fun and reach their potential.
What sort of team do your players want to be? Connecting with the players and their “needs” This might sound like the coach is handing over ‘control’ to the players. Instead this is a very important first step and by asking the question; “what kind of team do you want to be?” gives the coach an important insight. This sounds easy – ‘just ask the question’, however, it takes careful management, as the coach will not know what responses will come.
With most young players exposed to world football through TV, even the very youngest can name players and teams which they admire. Pre-season is a good opportunity to ask your group of players this simple question as it will help define a team philosophy and purpose for the season.
Consider the following scenario:
Coach: “What sort of team would you like to be?” Players: “We’d like to play like Arsenal” Coach: “What do you like about Arsenal? Can you describe how they play?”
Players: “They play good football and they’re good at passing.”
Coach: “What do we have to do to help us become a better passing team and play better football?”
Players: “Help each other out, move more and improve our passing.”
This is a simplified version of what is a very ‘complicated interaction’ between a coach and a group of players. However, what it does highlight is how discussion and effective questioning can help the team shape a philosophy, purpose and expectation for the season. Resultantly, the coach can design activities and practices to help the players achieve the aim as well as have a thread to refer to in each session.
Please note this approach is more appropriate with those players who have at least a couple of years experience playing in a team. Trying this with U6s, U7s, U8s will probably not be beneficial.
58 | 59
Final thoughts Although this article isn’t based around coaching points, area- sizes, and activities, consideration of the questions which have been posed may prove to be some of the most beneficial time spent this season.
By finding out more about why young players play the game and the type of team they would like to be, it will ensure the player is at the centre of the coaching process.
By listening to the players and designing appropriate activities players will feel empowered and involved in the decision-making process. “When are we having a game?” may even be heard less.
In future articles we will look at how knowing your young players can help bring your training sessions to life.
Feedback: We would like to know if this article impacts on your coaching approach?
Please send any thoughts through to:
falcceditorial@thefa.com
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