The Future of Coach Education

Education is here to create better coaches, which should mean better players. Coaches attend courses so that they receive the stamp of approval. This license then gives you permission to work at a certain level. Now go teach the players.

I propose this question to you… How do you teach the information which you learned in the course? ….. Did you learn how to teach on the course?

Coaching is the implementation of information. Teaching is helping individuals learn. Your average C, B, A course is eight days. Out of those eight days how often were the principles of the play discussed? OK, now, how many of those days were the principles of teaching discussed?

In traditional training sessions, coaches learn to stop the play. Get in. Instruct, then step away, all within roughly ninety seconds. The other instruction may be to coach in the flow of the game. Below we will work through a traditional training session. Then we will do the same with the principles of SILENCE and QUESTIONING.

Let’s start with the ninety seconds in & out session. Coach A is looking at creating and filling the pocket versus an opponent playing 4-4-2. In the ninety-second coaching, He or she steps in and asks “How would you create the pocket to attack? Then they move the players. Coach A might double up their question or wait till the next scenario and then ask “How do you attack the pocket?”. They are fair questions, they get to the point and players can base their thinking on them.

Now let’s take the same scenario and adjust to teaching in the way I see coach education in the future. Same two points, the coach pauses the activity. Coach B asks “How do we want to attack opponents?….. He or she may get responses right away. They may get none. But by asking in this framework the players revisit their past experiences. to determine if it can solve the problem. Now while this is going on what is Coach B doing? They are scanning players. Checking for their comfort level, some will be fine with these moments. Some will be like deer in headlights, not sure what to do. Let’s say Coach B gets a hint of what could solve the problem (attack the space). A potential follow-up is ‘yes, we attack space, but what space? The coach will continue in this fashion until he or she gets to the desired solution to the problem. Players are blind to the opponent, players are positioning between opponents. As well as, attracting the opponent with the ball.

Let’s delve a bit deeper now into the comparison of the 90 seconds in & out and the “Future of Coaching’ style. The ninety-second approach was direct, to the point, and helped the players get the answer. The coach has influenced what the players should be thinking about. And how they should direct that thought process. This is what I would consider “coaching”. Coach A is giving them a skill and showing them how to execute. The “Future of Coaching” style has asked a broad question. The reason why the question is broad is that the environment will influence the players. Learning is the ability to solve a problem through the execution of a skill.
The above is an example of two real-life coaching/teaching scenarios. The follow-up to this being, How do we get better at teaching the game of football/soccer?
It will start with coach education. It could go one of two ways both being of equal merit. One is the long-term play while the other is immediate.

Utilizing consultants who understand the Principles of Teaching is immediately applicable. (See Feynman’s Technique in the Football World). That person comes in any psychologist or Academy Director for a well-known Club comes. They would teach 1-3 segments on how to use the principles within coaching. Simple. Immediate.

The long-term play would be to revamp the grassroots-level courses. The Federation looks to invest in the instructor of those courses. They would go through a program the individuals mentioned above. The intention is that they walk away with a firm understanding of their application. The grassroots level courses Teach Principle segments. From their how to use these techniques to teach technical ability, tactics..etc.

The above structure of a coaching course is how I envision the future of coach education. Yet, the future doesn’t stop there. Below is an example of how the courses would run.
Education itself is not a one-size-fits-all. The idea of saying “You must learn in a specific fashion. Do it in this room for this many hours on these dates for the next 6 to 24 months. Well, that pigeonholes the experience. What if the courses had a curriculum that consisted of 5-10 classes. The applicant must finish all the courses to pass that part of the licensure. Yet, they can do them in any order they see fit. Did I mention this would ALL be ONLINE! Flying halfway around the world, staying in a hotel or Airbnb for 8-10 days at a time seems unnecessary now. Now the majority of us would be thinking about the on-field work? There are plenty of inexpensive gadgets to record your session at your club/school. This view of the Future of Coach Education provides the framework for all types of learners.

The Future of Coach education has an emphasis on helping coaches to be better learners. By being better learners you continue to hone your craft. As well as, helping the players which you oversee to be better learners. This type of mentorship and role modeling has a trickle-up effect. The Coach is a model for the Players. The Director is a model for the Coaches, the Federation is a model for the Directors. The buck stops at each checkpoint. If your “ role model” isn’t carrying their weight, it doesn’t mean you aren’t supposed to do your part.
The Future of Coach education will educate coaches on the principles of teaching. As well as, guiding them in a way to be constant learners. If we do this we are not only going to be making better players, we will be making better people. A very low percentage of players will go on to play at the professional level. So at the very least coaches can prepare the players to succeed in the life which lies before them.

TEC Community

Stop paying $5k to chat with fellow coaches

Coaches attend coaching courses because they get a piece of paper that you passed the “test”. Sound familiar college grads?

How many of you coaches look back and cherish the instructional moments? I’d bet my house very few!
What is it that you reminisce on? It’s the lunchtime chats, pints in the evening or coffees in the morning. These are the conversations that build relationships. These relationships benefit you both as you continue on the path that lay before you!

So, I ask again, why pay $5k for those moments? At TEC Community you will learn the skills to better leaders and teachers. As well as, have a place to have those conversation, heck 24/7 if you want. You’re not limited to doing so once every six months, once every year. You can do it every day with individuals who want to blaze their own trail!

Come apply while early access is still live! Join Here

Don’t talk to me. Take me on a journey.

Here we go, let’s talk, take me on a journey show me the path and the tools and I will find when to execute.

It’s that simple, know what actions you want to elicit. Break them down to their simplest vocabulary and execute.

It’s not about being on a timer and forcing yourself to get it all out in ninety-seconds (if you know, you know).

The what, the how, and the picture draw are what make or break any coaching point. At least for me, those are the skills of a true TEACHER.

It’s not only what you say but what you don’t say. As you step into the players arena, the crescendo rises, the suspense is palpable, then….. YOU PAUSE! The pause and tone change bring the players attention back on you. The coaching point explodes out like two cymbals clanging together creating the climax. How do you bring all back around?

Do you check for understand? Do you finish your sentence and command a “back to play”? There is no right answer, as each day will present you with the players’ attentiveness.

By utilizing these skills you will command more consistent attention.

And Then What? – Second-Order thinking in coaching

When you look beyond the obvious you set yourself up to for more consistent success in the long-term.

We all have a “go-to” to spot to prepare the upcoming week’s or day’s session. Your are thinking through the problems you want to present to your players and their subsequent solution…. Opponent is narrow, provide width…etc Grab any topic and any jargon from a coaching course, notebook, online and plug and place.

Now, how many of you thought beyond the first practical solution and thought, is this the best way to teach my players to succeed in the long-term, or as I’ll elaborate below, second-order thinking or an easier way to digest: “And then what?”.

What is second-order thinking, well to understand it we must understand what is not…. first-order thinking? First-order thinking, or another way we can call it “the quick and easy answer”. “The quick and easy answer” is simple and at times superficial, it is based around an opinion made about the future. For example, “that player is open, play him the ball”. What differentiates First-order and Second-order thinking are, that F-O only considers the immediate, one step forward at a time, where S-O considers at least two steps forward, recognizing that one step forward maybe a struggle but steps two, three..etc are must fruitful.

Thus Second-Order thinking is complex, deep, and takes more mental energy. Thus when planning solutions to the problems being presented it is better to take your time and be deliberate, asking yourself “And then what?”. An example of a solution to breaking down a compact defense:

First-Order being – play to the open man.

Second-Order being – commit the defender, find the open man who is able to progress, and be proactive with the ball.

I am by no means saying that second-order is a quick skill to learn for both you as a teacher of the sport or the player, but the more we ask ourselves “and then what”. The more opportunities as teachers, we’ll be able to present the players with situations that they can store in their memory and access with less effort as they progress along the path. Second-Order thinking doesn’t just pertain to the solutions you are providing players but it also pertains to our “Weighted Words”

Second-level thinking isn’t as easy as the first level, but in order for you to be better and for the players to be better teachers must step out of the comfort zone. Thus exhausting more energy to think in a fashion that increases your chances of success multiple iterations in the future pushes you to grow.

Make sure to enter your e-mail to stay up to date with updated about the upcoming platform which will go into detail in a step-by-step process about implementing second-order thinking.

If you are interested in how to utilize second-order thinking in your everyday life, check out Shane Parrish’s article https://fs.blog/2016/04/second-order-thinking/

5 Whys and Hows Method (First Principle)

First Principle – breaking down a topic or principle down to its core elements in which can not be deduced any further. These are the nuggets which any player can connect to, whether that be an 8 year old who just felt the success of dribbling under control or a 17 year old 25 goal a season winger.

Why won’t the players remain on the far side of the pitch providing width?

 “Width, give Width, make the field wide” 

You as a coach or as a player have heard an iteration of this multiple times throughout your career. But have you stopped for a moment to ask yourself what exactly does give width mean? Even better, have you asked the players and received a 36 glazed over eyes looking at you as if you grew a third eye!

“Do you know what giving width means? Do you know why? 

Well, now that we know what first principle means, let’s break down “Width” as one example of a very common topic with multiple applications but clearly not first principle by nature.

Width by definition is making the field as wide as possible

  • Being in the widest of the pitch
  • Being in the wide blind area of an opponent in a sector of 7-8 players
  • Being in the wide blind area of an opponent in the “ here and now”, four players.

When taking into consideration the above, yes, WIDTH is something which relates to the spacing of the team. Yet, in order for the wide forwards or fullbacks to understand the benefit to them standing on the opposite of the pitch and potentially not feeling the ball for what seems like eternity. It is imperative that they FEEL the meaning of width. 

As leaders and teachers one of, if not the most important skills is SIMPLE, in this context it means taking any concept or principle of play from your game model and breaking it down to its simplest form and reconstructing in a way which is easy for players and colleagues to understand.

The benefit of providing width is so that you can receive the ball without the opponent seeing you doing it at the same time. This will allow you the ability to take advantage of the half a yard you have gained on him or her.

So you are thinking well what can I do to think in a first principle context with all my coaching points.  Let’s utilize the “5 How and Whys”

The “5 Whys & How’s” is a method in which you  take a topic and ask yourself Why or How five times. Cue a 4 year-old saying “Why? But Why?, Why?”. Toddlers are our best thinkers, hey are without any preconceived notions, they just want to get to the bare bones of something or as we adults call it “First Principle” thinking.

Let’s take “Penetration” for example and utilize the “5 Whys & Hows” method.

 But before reading below, what does Penetration mean to you? Do you feel you could teach an 8 year old what Penetration is?

◦ PENETRATION

‣ Breaking the a defensive line, how?

‣ Make the defender turn, how?

‣ Pass the ball to a teammate, how?

‣ Player takes a position that is “blind” of the opponent?

‣ How is this relatable in the “here and now” moment?

Q & A Tuesday???

Q & A Tuesday!

Need help with a subject?

Football, Soccer, Futsal, Goal Setting, Preparation?

Want to shoot the breeze?

Post your questions, and let’s see what types of conversations we can get started!

Goals…Why do we need them?

Goals??

How big do they need to be?

How far out should I plan?

How to set them?

How many goals should I have?

As a huge proponent of planning down to the most minute detail, I am a firm believer in goal setting!

When I started the coaching journey, my first thought was where do I want to get with coaching?

Your first step is to identify your long-term goal. My long-term goal is managing a top division team in one of the top leagues in Europe!

Once you determine your long-term goal, whether that be 5, 10, 20 or 30 years; you should look at what is the last step before reaching your ultimate goal.

Do this for each level until you reach your daily goals. For example, if I want to be managing a top club in Europe. I know that in order to be considered for such a position, I need to obtain my UEFA Pro license. To get my UEFA Pro license, I need to earn my UEFA A and subsequent licenses below that.

In order to be prepared to succeed at said coaching courses, I would need to procure as much knowledge about tactics, psychology, physical preparation and man-management as possible.

Thus I determined that I needed to immerse myself in learning from any individual and book which I could come in contact with. This process of learning needed to become my daily ritual.

As you can see I started with a long-term goal and worked backward until I reached the necessary daily activities which would lead me on the right path.

Having this in mind, these details would only help me succeed at my coaching courses. As any coach knows finding and successfully gaining the job position you want, doesn’t come from having all the knowledge in the world. It comes from meeting people, connecting to any & all people…WORD OF MOUTH is key!

Now that I had some of the necessary steps determined, I now needed to figure the NETWORKING CONUNDRUM!

I asked myself where do I need to make connections?…Europe?…USA….Asia?

After finding the answer to this, I looked up as many courses or trips I could find to professionally run clubs in Europe. As well as making a conscientious effort to network with as many coaches as I could at my UEFA courses, trips abroad and those coaches based here at home.

As you can see, BIG GOALS ARE IMPORTANT! But breaking goals down to daily increments is CRUCIAL, as it provides you with something to aim to achieve each and every day.

Whether you do this full-time or part-time, how much hustle and hard work you put in will ultimately determine your growth potential.

Why it works to love coaching Futsal and Soccer equally!! 

Do we have to decide between mastering the craft of coaching Futsal over Soccer or Soccer over Futsal?

Give me your attention for a few moments and I will provide you with my thoughts on the subject.

As a coach, it is your responsibility to look in the mirror and ask yourself, “are you providing the players with the best information you can?

If no, go read, study, ask questions and LEARN !!!!

If yes, what information are you providing?

The biggest misconception about futsal is that it is mainly to build footskills. Yet, futsal is SO much more than that! The game breeds, quick decision making, quick combinations/ball movement, and with evening quicker off the ball player movement. Now aren’t all of

Now aren’t all of these traits something which is required in the game of soccer/football?

Coaches working at the developmental stage have the most crucial job position, as they are the ones responsibility for building the players foundation. Thus the minimum for any coaching work at 12 years and under should be an equivalent B level soccer/football license and 2nd to 3rd level Futsal license.

I know there will be varying opinions on this but in the end, don’t you want your most qualified coaches working with the youngest age groups? From my travels and experiences, it seems that many places have this backward!

Now that we have discussed why futsal is so crucial to the development of younger players. Let’s delve into why high-level coaches can benefit from having an in-depth understanding of the game.

As previously mentioned, the game of futsal is played out at a much higher speed than soccer. Thus not only do the players need to be acting/moving quicker, so does the coach with their substitutions, tactical changes…etc. If a coach has mastered the ability to handle a futsal match even at the most basic level, then they are more than adequately prepared to handle what a football match might throw at them.

As coaches know, the ability to capitalize on an opponent’s weakness, or fix your own teams flaw can mean the difference between a victory or loss.

For those coaches who have a hunger to understand and work with high-level futsal and football teams, can begin to see how the movement of the 4 individuals in futsal (pivo, ala, fixo) can be integrated into subsections of an 11-player formation.

In closing, why should coaches limit themselves to the knowledge base of one sport? There is something from almost every sport which can be transferable.

You just have to be willing to put in the work and see where the connections are!!