Challenging players of differing abilities

Coaching players with varying abilities is challenging, but necessary, when players at different career stages come together.

For example, an experienced player moving down from National Leagues may still excel in skill, but have reduced fitness; while a younger player may lack experience, but have high conditioning.

A good idea is to adapt training, with modified activities and achievable game plans that leverage each player’s strengths.

For example, avoid assigning complex passes to less skilled forwards; use a simpler pass instead. Adjustments prevent the frustration that can arise if team members feel mismatched in ability.

However, differentiating tasks can create tension, with players feeling either undervalued or superior.

To prevent this, use ’attribution theory’ to help players view situations positively, reinforcing a growth mindset.

For instance, encourage players to see differentiated tasks as pathways to skill-building, not as reflections of their ability.

There are three key tips for building a growth mindset:

• Encourage self-belief and control over progress.
• Emphasise that everyone’s path to success is unique but achievable.
• Use positive language to reinforce confidence and teamwork.

In the context of differentiating training for players of varying abilities, attribution theory can be used to help players maintain a positive mindset, by guiding how they interpret their roles and experiences in training. Here’s how it applies...

Positive framing of differentiated tasks

• Context: Differentiated tasks may cause frustration or feelings of inadequacy for players who feel ’left behind’; or, conversely, superiority in those given more complex tasks.
• Using attribution theory: Encourage players to attribute their roles and tasks not to a lack of ability, but to an opportunity for skill development. For example, instead of saying, "I’m not good enough for the more complex pass," players can learn to think, "This simpler task will build my foundation, and I can take on the harder pass as I progress." This framing helps players view each task as a step toward improvement, not a reflection of their ability.

Reframing ’failures’ as ’learning opportunities’

• Context: Less experienced players may feel demotivated if they struggle with tasks or make mistakes.
• Using attribution theory: Help players see mistakes as temporary and part of the learning process. Encourage players to attribute errors to factors they can change, like practice and focus, rather than to inherent lack of skill – for example: "I need more practice to perfect this pass", instead of "I’ll never be able to do this".

Setting realistic goals and reinforcing effort

• Context: When tasks are differentiated, some players may perceive this as creating a hierarchy within the team.
• Using attribution theory: Set personal goals for each player, and celebrate progress based on effort rather than outcomes. For instance, praise a player for consistently attempting a new skill, rather than only succeeding at it. This reinforces that improvement is within their control and motivates continued effort.