The Coach's Corner

 Every team, regardless of the age, has a player or players that wear the badge of “Captain” for a game, or sometimes for a season.  A Captain, as the title suggests, allows for some leadership responsibility to be doled out by this individual/individuals throughout the season.  As coaches/parents, we must understand, and nurture this position and use this as an extension of our coaching on the field.

      Obviously, at the younger ages, Captains are used by many coaches as a simple way to decide whether they should take the ball, or choose the side of the field after the coin toss.  However, they can also be used to lead in stretching, and have other minimal responsibilities that affect the game.  I, typically, would suggest at the younger ages (9-11), rotating your captains throughout the year and giving each child the opportunity to take a hand in leading the team.  This will provide valuable opportunities for the child show their leadership ability, and can be a very special moment in a child’s life.  As they get older, coaches should devise a plan to select Captains that will help foster the development of the team.  After the age of 12, Captains should be selected to lead the team throughout the entire season.  Their responsibilities should be clearly defined by the coaches at the beginning of the season, and periodically, refined and addressed throughout the rest of the season.

      At East Kentwood, we as a staff and team, hold the position of Captain to be an honored and earned position within the team.  In many ways, the leadership of our Captains will determine the chemistry, direction, and attitude of the team.  We have always selected the Captains at the end of the each season by voting as a team.  I let all players, current and graduating seniors participate in the selection.  I also meet with the departing Captains to get a take on who they believe would be a good selection in leading the team the next season.  For the most part, as coaches, we will honor the selection chosen by the team, and only if we see a completely inappropriate choice for Captain will we override the vote.   The job of Captain for the next season begins the moment the new Captains are announced at the end of the year award ceremony.  My definition of there is an ongoing process that begins at the award ceremony.

      To make sure that our Captains’ leadership is consistent with our team philosophy, the head coach will have many individual meetings, prior to the season, defining the leadership style and role of each Captain.  Throughout the season, the coaching staff will meet with their leaders to try and gauge the attitude of the team.  The meeting is usually a dialogue and a means of finding out what drives the personality of the team.  This process is ongoing throughout the season in an attempt to refine the Captains’ leadership skills and to continue to direct the team.

      Finally, the role of Captain is a role that every child wants to have but very few actually fulfill adequately.  We, as coaches, have a responsibility to make sure that our Captains understand their responsibilities and understand the power of their position.  Being a leader on a team of your peers means that you sometimes have to sacrifice popularity for making tough choices.  The best leaders that I have had at East Kentwood have all had similar qualities:  They are usually very confident and selfless individuals.  They understand that leading is a very difficult thing and are more concerned with team success than personal goals.  They are task oriented and able to separate personal feelings from their leadership responsibilities.  They understand teambuilding as a process, and understand the importance of their role in this process.

      I hope this helps you better understand the importance of a Captain in the teambuilding process.  Best of Luck.

Daily Practice Checklist for Coaches:

___   Coach should make sure that practice is organized and planned prior to the session.  All players must be active during the session and there should be very little down time.  Practice Sessions should last 11/2 hours to 2 hours.

___   Practice should have “one” main focus point or correction point to which the session focuses on.

___   All appropriate gear is ready for the training session (cones, pinnies, etc.).

___   Emergency phone list is with the coach.

___   Player receive adequate water breaks during the session.

___   Evaluation previous game is discussed with the players.  (Practice sessions should be based on game critiques:  Focus points are created based on faults found in previous games).

___   Player roles are discussed and reevaluated at every practice session.  Players should know exactly what their role and responsibilities are to the team.

___   At the end of every practice player should be asked to demonstrate or orally discuss the focus point of the day.

___   Parents are notified of any upcoming changes in schedule or concerns. 
 
 
 

Game Checklist for Coaches: 

___    Coach has discussed formation, playing style and expectations of the game with players.  Likewise, players should know their positions and roles.  Discussion of the match should focus directly on the expectations of your team, not the playing style or work rate of the other team. 

___    Players should be properly warmed up before and during the game.  Proper cool down should happen after the game.  Stretching is encouraged after the match.

___   Coach should take notes during and directly after the game to decide upon practice “focus” points for the week.

___   Feedback should be given, whenever possible to individuals coming off the field.  This is your time to coach, not when they are on the pitch.

___   Discussion of expectations, both failures and successes, should occur after the team has cooled down.  Did you meet your match “goals?”

___   Weekly schedule and agenda is given to the players. 
 
 
 
 
 

Season Checklist for Coaches: 

___   Coach should meet with the parents to discuss expectations and events at least three times during the season.   This should take place, preferably, in the beginning, middle and end of the season.  Clear expectations and guidelines are important to creating a successful relationship with parents.

___   Coach should write down a list of goals and accomplishments that he/she would like to achieve a during the season. , and that you would like for your team to achieve over the course of the season.

___    Coach should continually evaluate, rehearse, and review those expectations to see if you are on course.

___    Cherish and praise the small victories.  Forget, but do not ignore the small failures. 

___    Make sure your players and coaches know their roles on the team.  Continually evaluate and discuss these roles.

___    Coach should make practices challenging and fun.  Don’t sell your players short by giving low expectations. 

___    Remember, the best teacher is the “game”, not the coach.  Base your season around this.

___    Reevaluate your goals after the last game.   
 

Motivation — light a spark in a player 
One of the great rewards of coaching is helping to energize a player and stimulate a player so that he or she wants to improve. Players will improve only if they want to improve, but the coach can offer extrinsic motivation which lights a spark in a player. The coach does this in a number of ways.

Methods of motivation

• Quality practices. Practices which are organized, focused and facilitate clear improvement.
• Specific instruction. Coaching points which specifically relate to the focus of the session.
• Mixture of positive and negative reinforcement. Coaches must be demanding at times. The best coaches understand how to mix praise with honest observation in such a way as to challenge the player to improve.
• Appearance and participation. The coach should have a modicum of physical fitness and dress like a coach. Players like it when a coach occasionally joins in a practice. (Hint: make yourself the +1 who cannot be tackled.).
• Realistic expectations. Prudent coaches set realistic goals and targets for the players. They keep the game within the context of how good the team is compared to who they are playing. The coach is wise to forewarn players, parents and supporters that, in soccer, nothing is ever guaranteed.
• Humanity. Personal honesty and integrity are respected by players. Players will clearly respond to a coach who displays an interest in them aside from their soccer ability.

“To Fail to prepare is to prepare to fail”-  John Wooden

 In January, I was lucky enough to go to the NSCAA national convention in Philadelphia.  During this convention, I heard many famous soccer coaches, clinicians and players speak about multiple soccer topics.  My favorite presentation of the weekend was given by former National team player Julie Foudy.  Foudy was a National team player for over 16 seasons, and a captain for many of those seasons.  While Mia Hamm has the face recognition, Brandi Chastain is known for her goal celebration, Michelle Akers is known for her “warrior” mentality, and Joy Fawcett was known for her quiet persistence.  Julie Foudy was the unsung hero that really made the US Women’s national team go.  She was the engine in the midfield that could change a game in an instant, and was the vocal leader off the field that said what everyone else wanted to say.   Foudy’s message about her soccer experiences were insightful, passionate, and full of wonderful ideas for all coaches, parents, and players.  Below is a synopsis of her presentation.

      LEADERSHIP:  Her first message dealt exclusively with leadership as its focal point.  Foudy believes that “soccer is not life.”  However, she stated that soccer does often “reveal character” and “reflect life.”  Specifically, soccer is a great way to develop young leaders and to develop confidence in young people.  It is a great way for young people to express themselves through their play.  Likewise, it provides multiple opportunities for children to develop their leadership qualities, both on and off the field.  It is the role of the coach to both govern and nurture these attributes in their players.

      FUN:  I found it very interesting that Julie Foudy, one of the best soccer players in the world, didn’t specialize in one sport until she was a freshman in college.  She played soccer year round but also played volleyball and basketball throughout high school.  She discussed the importance of protecting children from “burn-out” by providing a fun environment.  She also discussed the importance of playing other sports as a means to keep soccer a fun opportunity.  Moreover, too much specialization on one sport at a young age can push kids away from that sport.  Kids want to compete, but they also want to have fun.  In every team environment we must make the game fun for the kids.

      CARING:  Foudy’s most noteworthy message for the coaches was one of caring.  She continually used the phrase “caring so much” when discussing the Woman’s national team.  The origins of “caring” had to do with their passion for the game, their coaches and each other.  Foudy gave numerous examples of how her teams cared so much for each other.  She discussed how Mia Hamm, refused to do an interview without another teammate by her side.  She gave examples of how Joy Fawcett continually left daily affirmations for each player in their locker.   Most significantly, she talked about how the core of the national team “grew up together” in their early years and “lived to play together” in the later years.  Playing the game was more about “caring for each other” than winning or losing.