How to use the game as the teacher

Different interventions will be needed to promote decision-making and the skills required to execute the right solutions.

The coach needs to watch to see how players are doing in this regard, and when its necessary to offer hints, clues or feedback.

Finally, when broader dispositions towards learning are being formed, a different set of factors – which you can’t teach – come into play. This narrative comes from ‘mood music’ set by the coach, or the club culture. 

Players need a secure place to grapple with new ideas; somewhere they can feel confident to have a go at things and make mistakes, knowing the coach has their back and will help them learn the tricks of their trade, through effective practice and learning.

The coach needs ways of assessing that focus through a long audition – not snapshots, but trajectories of improvement, based on a regime of progression, not perfection.

When it comes to matches, constantly shouting instructions from the sideline means players don’t get the chance to make their own decisions or solve the problems the match throws up. We have all heard people yell ‘Don’t let it bounce!’, ‘Pass it!’ or ‘Don’t dribble there!’.

This is really unhelpful. It distracts players in their moment of decision and compromises their opportunities to learn and practice when to do what.

Of course, young players will get it wrong; but making mistakes is part of getting better, especially if their intent is right and the error is simply their inability to execute on that occasion.

So what is helpful?

"We must encourage players to be brave, not safe. They must not be scared..."

Encouragement: Coaches and parents letting players know, in the moment, they are doing things well.

Support: If they make a mistake, encourage them to get back into credit by trying to make the next pass, tackle or header a good one.

Clarity: Keeping things simple with clear information and accurate feedback in team meetings and breaks in play, not while the game is in progress.

Above all, players need to enjoy their matchday experience. When they are happy, they are more likely to remember things, learn more effectively and become more skilful. Positive ‘mood music’ set by the coach and the club culture is imperative.

Working out what to do when is one of the hardest things to learn in our sport. It needs practice, opportunity and time. A matchday performance is just part of this process and the score in development terms is just something scribbled on a piece of paper.

As coaches, we are in the business of character forming. Our players need to learn and practice techniques in a safe space, and enjoy the challenge of rivalries provided by good opponents. We need to support our players and ensure that they know we are on their side.

We must encourage our players to be brave, not safe. They don’t yet know how good they can be. 

They must not be scared by the thought of giving things a go, because of some sort of blame game attached to a mistake or result.

Remember, as coaches, we all have the luxury of a ringside seat while the players are caught up in the commotion of combat on the field. Nobody ever made a mistake on the sideline.