How much feedback should we give?

The answer to this question separates good coaches from not-so-good coaches.  I like to think about feedback once in a while to remind myself of good habits.

If /when you provide feedback you have to consider the timeliness, usefulness and purpose of what you say.

One thing is for sure: if your feedback is not intended to make the player better then keep it to yourself.  A player knows if he caused a goal against.  So instead of yelling "You caused that goal!" be a coach and have him replay in his head what he might try next time.  The former is meant to make you feel better, the latter will help the player.

When used properly, feedback not only makes your players better, it also serves as motivation for them to be better.  There is not a player in this world who doesn't appreciate useful information and respect.  If the feedback creates an environment of collaboration to make the player better the results will be noticeable and rewarding.

Let the players play.  Choose your moments to coach and make sure the moments are timely.  If you over-coach and keep stopping the play, your voice turns into background noise and you kill the flow of the session.

Know your audience.  Is your tone of voice and content of your feedback appropriate?  Are you using feedback suitable for a U17 professional academy player on a U16 recreational player?  Are you coaching teenagers in a co-ed camp with potential for embarrassment?  Are you talking to the best player on your team or a weaker player looking for a boost in confidence?

What mood are you in?  One session last year I was in a sour mood and when I realized I was getting a little too sarcastic I set up a small sided game, sat on the side next to a dad and cheered.  I stopped coaching, but the players kept playing and enjoyed themselves.  Your players don't care if you had a bad day at work, they came to play and enjoy themselves, regardless of the level.

When you are planning your session make sure you list your coaching points.  Your feedback should be based around your coaching points and keep the intended theme of your session focused.

Your points should be clear, concise and informative.  No babbling on or recounting what your team did in the 1989 men's league final.  Say what you need to say and get out. (FYI. We lost the 1989 men's league final.  I don't want to talk about it.)

Coach what you see. Give feedback on what you see and what happens.  Don't make things up for the sake of coaching.  The kids want to play.  If they are not making mistakes, let them play.

Observe/Identify/Demonstrate/Rehearse/Restart.  When you see something that needs to be addressed stop the play right there and then.  Step in, demonstrate how they should do it, let them try it themselves with no pressure, then restart the game.

No jargon.  Use the proper language associated with the task and age group.  No clichés or inside jokes.  The feedback must be useful to everybody if the entire team is the audience.

Restart methods.  If it's a drill, that's easy... just start the drill over.  If you're in a  game what you need to get the ball back to that player. Get everybody back in their positions when you stopped.  Let's say, for example, John on the red team is the player you wanted to correct when you stopped the play.  Tell the group nobody moves until John touches the ball, then pass the ball to his opponent and he will pass the ball to John and the game begins on John's first touch.

No need to always stop.  Feedback does not always have to be saved for stoppages.  You can quietly cruise the play area and pass on information "John, make sure you open up when the ball comes, Lou is open all the time" or "Tara, remember to use your keeper as support if you are forced to turn with the ball".

Timely and appropriate feedback is an art form that takes practice.  If you need help with it, find a licensed coach for guidance.  Most of what we were assessed on revolves around the timeliness, delivery and usefulness of our information.

What is "Physical Literacy"?

"Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person."
 
Years ago, my first ever assistant coach, Rino, once pointed out to me that some players did not know how to run properly.  I wondered what he meant, but since then I see it all the time.

In a time period, not too far in the distant past, children played outside all day long.  A typical day involved climbing, jumping, skipping, catching, throwing, kicking, running, rolling, wrestling and balancing.  Unsupervised, extended outdoor play time is no longer the norm and it shows in our players.

If you watch children play hockey or soccer there is almost a robotic undertone to what's going on during games.  To me, it's a combination of over-coaching and a lack of intuitiveness that's developed when children play on their own.

If you watch young players from other countries, especially the poorer nations, they have an athleticism about them that we can no longer match on a grand scale.  That athleticism still shows through in basketball players who grew up playing on the street, but very few other places.

Some people will argue that you are "born with it".  You might be able to argue that when it comes to the level of potential, but not when it comes to confidence.  If you are exposed to various situations requiring you to have better control of your body during your early years, you will be more confident in using your body and more inclined to try new things later in life.

You see it all the time ... people who have bodies that are not athletic but are confident in playing anything. And vice versa.

It's important to build some time into each session that allows the players to play and solve their own problems.

Physical Literacy is directly addressed in the Long Term Player Development philosophy of many sports in Canada.

http://www.phecanada.ca/programs/physical-literacy

http://canadasoccer.com/files/CSA_2009_WellnessWorldCup_volume1_EN.pdf

Cancel - cancel - cancel

Thursday's U13 tryout was cancelled due to poor travel conditions.  There was a heavy snow during the day and the Highway 406 had been closed several times due to accidents.  There was no need to add stress by keeping the tryout on for those who could make it.  The Niagara Falls Sportsplex was kind enough to not charge for the facility.

We moved the originally schedule release date to a week later.  Now the boys will have 5 sessions instead of 4 to show us their stuff.

On Saturday I was  to co-facilitate an OSA course to complete my "apprenticeship".  The course was cancelled due to low enrollment so I will have to wait for another day.

U13 Tryout - Jan 17 - penetrating passes

Last night we had our third tryout.  The boys all came and worked hard again.  We are picking up the pace of what we are doing and it shows in the games afterwards.

Last night, after a short passing warm-up, we ran another drill working on getting he ball or yourself forward.  It was a simple drill.  One player dribbles forward, his teammate trails by 15 yds and 15 yds to the side.  the dribbler plays the ball to a waiting player who lays the ball back to the trailing teammate.  The dribbler then makes a penetrating type run to meet a penetrating pass made by that trailing player.  The ball was to be played directly forward while the run was made on an angle.  We had the drill running in both directions.  One coach stood a few yards behind the player laying the ball back, acting as a member of the defending team.  If the ball was played too close to the coach it was deflected.  Getting the ball between and behind defenders was the objective.

Coaching points were simple:

Running with the ball

• Have ball keep pace with runner
• Do not let the ball get away from you

Penetrating run

• Timing of run
• Communication
• Approach ball at right speed to take control and attack

Penetrating pass

• Quick, early, accurate
• Get ball behind and between defenders and into space on first touch
• Ball on the ground, with speed

We had to keep it simple because our time on the floor was limited, there were a lot of players out (34) and it's tryouts, so the players want to show what they can.  Most drills can be kept simple and still be effective.

I was looking to see who could apply what we were working on into a game situation and a lot of them did.

All I watch for during the games were instances where a pass was attempted to the players current position when a penetrating pass situation was available.  It's also known as a "through ball".

You always second guess yourself during tryouts.  Do we drill them to death to watch pure technical abilities and limit their chances to show us their intangibles during games?  Do we make it a pure game situation and not let the new players learn some of what the others know?  We had 34 players playing indoor, including 2 keepers.  Do we make 7v7 in 2 shifts or 5v5 in three shifts?  Does the crowded field show us who can solve the problem presented?  Is it right to do smaller teams and less shifts, balancing the extra space with less playing time?  So many questions at this stage with never the right answer.

After this Thursday we shrink our list a bit.  Always painful.

OSA Active Start Course Today

I observed the delivery of an Active Start course today.  There were about 23 OSA learning facilitators standing at the back of the room while the course was going on.  23 adults in blue golf shirts like young doctors sitting in a surgery theatre.

The course went very well, considering it was the first time this new format is being delivered.  The LF today was Bobby Lennox, a seasoned OSA coach. 

Next week I co-facilitate the same course in Woodbridge, then I am done my training.

Watching the 20 coaches taking the course threw me back to 1989 when I took my first course.  I am a geek for this kind of stuff and I still found it very interesting today.