Reader,
When it comes to coaching, understanding the impact of our interventions is critical. One of the most important qualities for any coach, at any level, is self-awareness.
Last week, I was out on the grass supporting some of my club coaches. On a nearby field, I watched a young coach from another club stop his players in the middle of a small-sided game and deliver a long-winded stream of instructions. His players stood there in the rain, getting cold — some staring into the floodlights, others distracted by the games on adjacent pitches.
I’ve no doubt the coach meant well. He was likely a volunteer, possibly new to coaching, and giving up his time to help the kids. That deserves respect. But what concerned me was the length of his intervention — well over two minutes — and the fact that much of what he said wasn’t practical or relevant for the players in that moment.
Despite good intentions, this was a clear example of a common misconception: that coaching (or teaching) is simply about telling or fixing. When the game resumed, nothing had changed. The players just wanted to get back on the ball and play.
So, what can we learn from moments like this?
Three Things to Consider
- The game is the best teacher. Especially in grassroots environments where players may only train once or twice a week, it’s vital to let the ball roll. Good practice design should mirror the game. If you do need to stop the session, aim to keep your feedback clear and concise. Think: get in, get out.
- Use individual or ‘drive-by’ coaching. Rather than stopping the entire group, consider coaching individuals as the game continues. This allows for more timely, specific feedback without disrupting the overall flow.
- Players are not empty vessels. They’re individuals — each with a different background, biological age, training age, and movement history. They’ll progress at different rates and need different kinds of support. Tailor your coaching to reflect that.
One thing to try this week
Focus on designing sessions that reduce the need for frequent stoppages. This might be as simple as getting really clear on your session objective and building a game that naturally brings out the behaviour you’re targeting.
For example:
- If your goal is to work on switching play or using width, set up a short and wide pitch — perhaps with four goals — to encourage players to search for space.
- If you’re working on forward passes or forward runs, try a long narrow pitch to encourage vertical play and reduce wide options.
Small-sided games are a powerful tool for developing both technical and tactical understanding. Think about what your players need, get specific with your outcomes, and design tasks that bring those outcomes to life.
One Critical Resource on the Topic
Check out our PDP Guide on How to Communicate With Children.
