Understanding the children we coach

After graduating college, I had a year before I started medical school and spent that time coaching recreational teams of various age groups and was a goalkeeper trainer for academy and select-level players. 

Unfortunately, after starting medical school, I had to put coaching on the back burner. I have been lucky that, recently, I have been able to start coaching again and have been reminded of how much I enjoy it.

SS: How does your philosophy as a doctor affect your philosophy as a coach?

KB: I think that. as a pediatrician and a soccer coach, my role is very similar. I am there to provide guidance and direction in an area I am trained to support kids and their families in.

In both roles, families trust me to provide the highest level of care or training that I am able to, to help kids grow and develop.

I think my doctor and coach roles have influenced each other. I can definitely appreciate that my role as a pediatrician has taught me so much about how kids think and how their brains and bodies develop that it helps me as a coach better understand what level the kids are ready for on the field. 

This also helps in developing training sessions when I know I am not going to be able to keep my six- and seven-year-old players’ attentions for very long. 

Understanding what is developmentally appropriate for children helps me keep perspective and create the best learning environment for the players.

SS: What advice would you give to those coaching a child with different abilities?  What about just coaching children in general?

KB: I think the biggest thing I would tell any coach who works with kids is that you will have players with different abilities.

"A kid misbehaving may have ADHD and their medication may have worn off..."

The kids I work with every day as a physician do not often have outward signs of their ‘superpowers’, so be aware that those kids I see in the clinic may be on your team. 

A kid who is misbehaving at practice may have ADHD and their medication may have worn off before practice.

Break instruction down in smaller chunks to help them remember and give them plenty of breaks to help with their attention. 

The kid asking ‘why?’ all the time may have a processing disorder. They may not be able to understand what you are trying to explain. Having different approaches and methods to teaching is key.

It is important to also remember that kids without superpowers like autism or ADHD also learn in different ways; some kids may be able to understand what you want just by talking about it, others may need to see something before they understand.  

The job of the coach is to be adaptable and be able to help each child with their specific needs.

SS: What is the most impactful lesson you have learned throughout your coaching journey and your medical journey?

KB: I think some of the most impactful lessons come from the least expected places. 

Recently, I have had some self-doubt about my abilities as a coach - but every time I step out on the field, I see my players grow not just in skill, but in their love of the game. It continues to give me energy and renews the faith I have in my own abilities. 

The same goes with medicine. You learn more in times when you are not expecting to learn.

I had a patient that I took care of during my first two years as a pediatrician in the hospital. This patient had a very aggressive form of pediatric cancer called Ewing sarcoma.

Despite going through chemotherapy, radiation and surgeries, they never lost their smile and was the most positive person. I would sit with them and talk with them when they were admitted.

I look back at those times and realize what they taught me: be invested in your patients. Be invested in your players.