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The Coaching Process
In April of 1997, list member Dan Roudebush posted a series of five position papers on the subject of the "The Coaching Process".
- Part 1
- Part 2
- Part 3
- Part 4
- Part 5
Date: Mon, 28 Apr 1997 20:17:11 -1000
From: Dan Roudebush
Subject: [COACH] Coaching Process(again)
It's been almost a year since we first posted this, Given the list roll
over and the subject of practice sessions I thought it was an appropriate
time for a reposting.
First of several parts.
The following is offered as common ground for all coaches from U7 to Higher
Levels. Some readers will have seen it before, or similar material.It's
easy to memorize. There are only 5 blocks and no more than 4 items in any
one block. There is one exception here that I have debated with my self for
over a number of years. And I've finally added it. "Deception" as a match
characteristic.
Overall the chart should enable us to communicate more effectively about
the coaching process and how to gear practices to meet specific subjects,
such as those outlined in Steve Sampson's memo.
1. What is the function of practice? If we are to practice to improve the
way we play the game and develop good players there should be a duplication
of match conditions. The match conditions we seek to duplicate are
generalized below:
Match Conditions
_______________ Elements of Practice
| SCORING | _____________
| | | |
| TRANSITION | | SKILLS |
| |____ We seek to duplicate these using ------>| TACTICS |
| SHORT/LONG | | CONDITIONING|
| | | |
| RISK
| Deception | | ____________|
|_____________| |
|
|
|
|
Build Up the |
Practice Using |
______________ |
| WARMUP |<-----Using Principles of Play <---------------------|
| |
| FREEPLAY |
| |
| DRILLS |
| |
| SMALL GAMES |
| |
|_____________|
|
| __________
|-------------Increasing to Match Pressure Using-->| SPACE |
| |
| SPEED |
| |
| OPPOSITION|
Coach Players |___________|
__________________ |
| MAN ON THE BALL | |
| |<----- Using Coaching <-------------|
| SUPPORT | Techniques
| |
| DEFENSE |
|_________________|
|
|
|
|
|
|
___________________
| |
| TO DEVELOP |
| MATCH |
| CONDITIONS |
|__________________|
2. Elements of practice are what players need to play the game:ie: skills
would be dribbling, passing, etc. Tactics executing Prinicple of Play as an
individual, in small groups, and as a team. Conditioning increasing the
body's ability to expend energy in a more efficient manner.They are not
broken out as separate items during practice, but combined. perhaps with an
emphasis on one over the other.
3. Build up the practice. Warmup provides physically and mentally
preparation for what follows. Free play is a condition where individuals
play without restriction on time or space. Minimal general directions are
given on what to do. Exploring self and ball allows players to develop
natural abilities. The absence of lines avoids wasting time and forces the
coach to increase his/her observational powers. Drills provide teaching
solutions (options). Small games establish match like conditions for
learning (implementing previous lessons from free play and drills).
4. Match pressure is what is used to control the practice. Change the
physical space.
Vary the speed of play. Vary the amount and type of opposition. Change
pressure to meet player's capabilities Start with opportunities for success
then buildup the pressure.
5. In addition to the man on the ball utilize opportunities to coach
supporting players off the ball, and the defense. The latter can also be a
means of increasing pressure.
Several of us have posted solutions for specific problems. Reading some
responses I think the neglect of buildup in the coaching process (I'm
guilty too) has occassionally created confusion. So I throw out the above
suggesting the solutions touch as much as possible on the elements
described.
Looking for off the field soccer exercises related to "chunking"
and visual span of perception.
Dan Roudebush, easybi@aloha.net
Date: Mon, 28 Apr 1997 20:17:17 -1000
From: Dan Roudebush
Subject: [COACH] Coaching Process #2 (again)
Please save for future reference.
An earlier post offered up a simple approach for coaching. This is a first
effort to get us to relate problem solutions to buildup.
We elaborate here on the first post.
1. We listed key chracteristics of a soccer match that we strive to
duplicate in practice. These included scoring, short followed by long
play, risk of shooting or advancing vs the safety of maintaining
possession, and transition from offense to defense and vice versa.(These
are also related to the team sport of esperanto)
2. Regardles of WHAT is taught or HOW they are taught, players need to be
provided the reason WHY they are practicing certain things. How many times
do we start to setup something and run it forgetting to tell why we are
going it? Sounds simple, but test yourself at the next practice. Keep it
short and less than 30 seconds. See below.
Within the limits of their age brackets, players can be provided Prinicples
of Play that support the games objectives. These are not taught separately,
but integrated into the practice organization. As the practice is changed
to include more and more match characteristics the players are thus
provided with more of WHY the game is played in a certain manner.
3.We listed the elements of practice as including skills, tactics, and
conditioning. Again these are not separate elements, but integrated into
the organization. Concentrate on skills at the lower levels, least emphasis
on conditioning.
We elaborate here on some basic elements of conditioning so that coaches
can understand why we make the above statement.
Soccer is a game that primarily aerobic (jogging throughout a game) and
anerobic alactic (literally without air, without lactic acid buildup)
employed in sprinting. Conditioning involves training these systems by
varying the intensity, duration, volume, and repetition rate of energy
expenditure.( If requested more on this latter).
The body's energy systems are related to a time expenditure as follows:
Less than 10 seconds Anerobic Alatic
10 seconds to less Anerobic Lactic
than 2 minutes
Greater than 2 minutes Aerobic
The body can recover 50% from it's expenditure of anerobic alactic power in
30 seconds, and 95% in less than 2 minutes. This is why you see kids go
like the wind, fall down exhausted; the next time you look around there
they go again.
In pre-puberty the body has not developed the anerobic LACTIC system. It
makes no sense to train it if it isn't there. It is possible under certain
conditions to get some training for youth, but trust me, read my lips, etc.
youth coaches ignore this training aspect.
Also when you go flat out like for a half mile and use up this system the
recovery period is extremely long. So most older soccer player drop down
into their aerobic range.In recent years pro athletes have pushed this
expenditure rate extremely high.
For the smaller ones the exercise in a practice running around is generally
sufficient aerobic exercise. Please spare them the routines I put my HS
through. (And please don't run laps.I lose too many prospects to the cross
country team!)
For sprinting power keep your drills down to less than 10 seconds and get
more explosive bursts into their actions. If you pickup most books they
have something like do this for 30 seconds. Ugh. (assumes you don't do
something continuously at an aerobic level).
4. At any stage of your buildup employ the following presentation techniques
A. State the tactical objective in a short statement (one or two
sentences) geared to the age level of the players. Get rid of the clipboard
and half hour lectures.
B. Demonstrate. Use key age-oriented words "Hit the ball with the shoe
laces" for younger ages vs "Keep the ankle locked down and hit the ball
with the top of the instep" for older ages. (please no more on semantics
from earlier posts. Age oriented is the key here.)
c. Involve a player. Repeat the demonstration with other player(s). If
several are required, buildup the positions with specific instructions.
D. Involve remaining players
E. Circulate and correct. More on this in the next post.
F. Repeat items above as required in next buildup stage.
We will have a few more posts on the coaching process and then provide some
examples of buildup for a specific problem. E-mail me privately if you want
to see something, and I'll see if there is a demand for a particular
subject.
Note: You should get a lot of both posts in the NSCAA courses.
Looking for off the field soccer exercises related to "chunking"
and visual span of perception.
Dan Roudebush, easybi@aloha.net
Date: Mon, 28 Apr 1997 20:17:22 -1000
From: Dan Roudebush
Subject: [COACH] Coaching Process #3 (again)
Please save for reference
An earlier post offered up a simple approach for coaching. This is a first
effort to get us to relate problem solutions to buildup. Post #2 elaborated
on the original concept decribing presentation techniques to be used during
buildup. Here we elaborate on correctional methods.
1. How many time have you lost potential helpers when you just have them
stand around and chase balls? They get bored and don't come anymore.INVOLVE
a parent or assistant coach. Have them keep the organization running while
you circulate and concentrate on corrections.
2. For skills use a generic method to analyze movements as follows:
a. Players use all the joints that could be used in proper order (large
to small).
b. Players use strength and impulse flexibility to generate maximum
impulse. Start from bent or flex position, strengthening joints in correct
order.
c. Player generates proper direction with body or ball by
d. Executing the skill from a stable position (often requiring advance
prep movements)
e. Specific technique is employed AS DESCRIBED BY CONTRIBUTORS TO THE
LIST (hint for gurus). List contributors might also include a
recommendation for a visual aid for the list coaches in the form of a
book/video.
3. Communicate instructions in a positive manner. Use all your motivation
tricks (oreo cookie approach, etc).
a. Be specific not general. USE KEY WORDS (gurus include in 1e.
above)." Good try" doesn't correct errors.Be positive and constructive
b. Provide an additional visual demonstration.
c. Manually move the child's limbs if required
d. Address changeable behavior; shoot for small steps over time.
e. Do your corrections immediately; don't wait for a latter time. If
organization permits repeat movement until correction has been made.
Realize you might not individually get to all players at one session. This
is why you used a group method in your initial presentation. (Post #2)
4. Correction methods.
a. From 2e. above you will have the whole movement and it's component
parts. In 3c.above, demo the whole move, then it's parts. Don't forget KEY
WORDS (3a.)
b. Most corrections involve a preliminary or precursor move; ie: cock
the knee for an instep drive, or
c. Follow through, or
d. Body prep to stable position.
If something is wrong watch carefully in these areas.
Aloha,
Dan
Looking for off the field soccer exercises related to "chunking"
and visual span of perception.
Dan Roudebush, easybi@aloha.net
Date: Mon, 28 Apr 1997 20:17:27 -1000
From: Dan Roudebush
Subject: [COACH] Coaching Process #4 (again)
Please save for future reference.
WARNING- THE BELOW INFORMATION DOES NOT MAKE YOU AN EXPERT. IT IS OFFERED
HERE ONLY SO COACHES CAN SEE THE RATIONALE BEHIND CONDITIONING
RECOMMENDATIONS. YOUTH COACHES SHOULD STICK TO HAVING FUN ALBIET PLAYING
HARD TO GAIN HIGHER CONDITIONING LEVELS.
In the past I have received mail from multiple sources that I shouldn't be
posting things like this. That I may confuse some youth coaches. Probably a
little knowledge is dangerous caution. These critics may be right.
A recent post about heavy conditioning for <11's the day after a game was
to me also alarming. But my feeling is we have to improve ourselves. There
is no advanced coaches list. We are a mix. If you have a question REREAD
the material and look for the KEY WORD- youth coach and what all of the
below means.
An earlier post offered up a simple approach for coaching. This is a first
effort to get us to relate problem solutions to buildup.
In Coaching Process #2 we discussed some simple aspects of conditioning.
Last year RShort then posted:
>There has been a lot of discussion in clinic sessions on the means through
>which aerobic conditioning might be achieved.
To get everyone on common ground we elaborate a bit on Coaching Process
#2.The following is a summarization of material to be found in the Canadian
National Coaching Certification Program "Coaching Theory Vol II and III."
Another excellent source for the lay person is TIM NOAKES "LURE OF RUNNING"
ISBN 0-88011-438-X(paper)
A conditioning workout involves five key elements:
1. Intensity refers to the speed of the workout.
2. Duration refers to the length of time athletes work at overload levels
without rest.
3. Volume refers to the total time of overload work.
4. Rest periods refer to the length of time the athlete will be given to
recover between work periods. The rest period is often related to the
length of the work period as in work-to-rest ratios of 1:6. These rest
periods must often be adjusted on an individual basis.
5. Repetitions refer to the number of times a specific exercise, or event
is repeated during a fixed part of the workout.
Coaching Process #2 gave a brief overview of the anerobic alactic,
anerobic, lactic, and aerobic systems.
We further suggested that soccer coaches should concentrate on anerobic
alactic and aerobic training. We will now relate the above key items to
these two energy systems.
A. Anerobic Alactic Training-The first ten seconds energy system.It
provides the majority of energy when athletes do bursts of high-speed or
high resistance movements lasting from one to ten seconds. It is present in
various chemicals in the body primarily ATP and CP that is stored in the
muscles. Depletion of these minimal stores does not produce lactic acid.
A thorough warmup is required to train this system using interval training
methods.
Interval training alternates periods of work and rest. Duration should not
exceed 10 seconds since this is about the limit of this system. ATP and CP
(chemicals stored in fast twitch and slow twitch muscles) will be used. A
5:1 or 6:1 of rest to work allows ATP and CP to be built up again. These
bursts can be repeated in sets where the volume of the set should not
exceed 60 seconds. Example: A set might be 12 reps of a 5 second run burst
with 30 seconds rest (jogging) in between reps. Rest between sets should be
5-10 minutes. Total volume should be gradually progressed to a maximum
training goal of 8 minutes. Allow for individual differences, particularly
at the sign of fatique. For older players Ajax uses this type of training
wthout the ball to increase the overload. Youth coaches- stick with the
ball.
WARNING- THE ABOVE INFORMATION DOES NOT MAKE YOU AN EXPERT. IT IS OFFERED
HERE ONLY SO COACHES CAN SEE THE E:P RATIO RATIONALE BEHIND DRILLS THAT
INVOLVE EXPLOSIVE EFFORTS.HEY- YOU WANT TO BE AN EXPERT-GO TAKE SOME
COURSES.
For advanced coaches taking a course or two will give you greater insight
for training this sytem in relation to such items as PEAK POWER, MAINTENACE
OF PEAK POWER. AND CAPACITY. Ah.. what do these terms mean. Well in
addition to motivating players I try to motivate coaches. Get thee to an
advanced course that deals in these subjects.Or check out some texts on the
subject such as the Canadian material. Stregth training is also involved.
B Anerobic lactic. This sytem runs on carbohydarate fuel and produces
lactic acid as a by product of providing ATP. Noakes breaks it down a bit
more than the Canadian material which I understand is being updated. We
skip over it for reasons previously discussed.
C. Aerobic Training involves the prolonged endurance system and is also
important in recovery. This system uses oxygen and carbohydrates and fats
for fuel.
Aerobic training is generally done in two stages
Endurance training: Increasing duration and keeping intensity the same.Get
out and run. For those familar with VO2(oxygen uptake) at about the 70%
level. For youth coaches don't worry about it. Just get them playing. They
will slow down on their own accord. Play into shape. PLEASE DON"T RUN LAPS
PRESEASON. DO COERVERS accross the field and back. Try it your self. You
will find them very aerobic.
Interval training: Increasing intensity and decreasing duration. It may
more selectively improve the ability of the muscle to extract oxygen, and
also result in reduced lactic acid levels during submaximal exercise.It is
also more taxing to the athlete both physiologically and psychologically. .
There are two classifications:
Exercise time > 2 minutes Pause time = exercise time E:P 1:1 varies to 2:1
Exercise time < 1 minute pause time = exercise time E:P 1:1 varies to 1:2
Each has a different training effect that would take another page or two to
explain. By now we are getting into deep keem che far beyond the original
intention of this series.
What you have to know from a soccer standpoint is when you put players in a
small box and have them go heavy for two minutes you are getting excellent
interval training. The players rest period should be a minimum of the same
. Go a bit harder for one minute and give them a two minute rest. Rest
translates into rotating with another pair(s) who stay involved making,
say, neutral passes.
A final final for youth coaches. SKILLS COME FIRST. TACTICS SECOND. WELL
DESIGNED PRACTICES CONTAIN CONDITIONING IN THESE TWO ELEMENTS AND SEPARATE
CONDITIONING IS NOT NORMALLY REQUIRED FOR PRE-PUBERTY.
Aloha,
Dan
Looking for off the field soccer exercises related to "chunking"
and visual span of perception.
Dan Roudebush, easybi@aloha.net
Part 5
Date: Mon, 28 Apr 1997 20:17:33 -1000
From: Dan Roudebush
Subject: [COACH] Coaching Process Final (again)
Teaching and Coaching Techniques Tactics
Coaching Process #3 gave some tips on teaching & coaching techniques,
primarily related to skill development. While some could be used for
tactics we provide some additional suggestions for handling them. We use
the simplest of examples to illustrate our points. At each stage below make
sure you state objectives as described in #3.
1. Warmup should contain some of the skills you'll be using in the tactical
buildup.
2. A great way to continue is with free play.Starting with say, 3 v 1 for
possession training " You three kids go over and keep the ball away from
Johnny". You might have 3 or 4 groups that sometimes merge with one
another. Don't worry about it. Relax and see what is going on. Most groups
will quickly realize that they can spread out and run Johnny to death. For
the one that doesn't walk over and ask them to do it. Or whatever for
advanced.
2. What you might not see is proper triangulation. A support player or both
get into the defenders shadow and the ball handler loses it. You might also
see a player that has sense enough to play the ball into space so the
supporter out of position can get there first. (That kid has potential.
)What if you have advanced players?The same free play training principle
applies, but you might have different combinations like 4 v 2 with
different emphasis. Let them explore. See what's lacking or needs
improvement. Were your pre-practice thoughts correct. Do they need
adjustment?
3. So move them into a training box for a drill. You are now manipulating
pressure by confining the space. Start with three passing to each other.
State your objective "Never lose the ball in 3 v1." Make some quick
technique corrections if required. For novices say, correcting the inside
of the foot pass "keep the toe up". For advanced maybe "open up for 1
touch or drag it".
4. Now add the defender and see what happens. If they lose the ball too
much, make corrections. Some have young ones run to a cone to support the
ball handler. There are no cones on the field. Have patience and take the
time to walk them through support triangulation, and keep them circulating
in the restricted area. It will pay off later. (Every once in a while it
seems one of my HS player goes into funks, standing around without
movement. I've often wondered if they are looking for cones they saw long
ago).
5.For wee ones some coaches add a 4th ball handler to relieve pressure. But
teaching wee ones this is at odds with a basic philosophy of the heck with
passing at an early age-go dribble and shoot. By pass drills at the very
young age. Free play and small sided games are sufficient. Avoid teaching,
and coach on an individual basis.
6. Back to the main thread. My preference for lowering pressure is to open
up the box larger. This slows it down. If your doing higher level stuff you
might add a static neutral player on the side or at a corner. This keeps
the speed up.The point here is that your now manipulating match pressure
under controlled conditions to give instructions in a repeat environment.
(whew..)
You will receive a lot of tips from gurus on what to emphasize in these
drills such as attack the defender when they layoff, defender hunt then
pounce, etc. etc. The number of points you can make is generally
proportional to age. Don't forget you have the ball handler, the players
off the ball, and the defender you can give instructions to.
7. Coaches of younger players should realize that other tactical training
often employs multiple boxes or restricted space. If they can't handle the
one box they will never handle multiples. If you see some great thing you
want to do look at it closely and break it down into it's component parts.
Work on the component first then do the combination.
8. Don't stay too long in this environment. High levels that are also
working on conditioning might. But for coaches of younger players they will
be hard to motivate past a few minutes. This is generally enough time to
get your instruction points across. Don't overdo it. A stoppage breaks
things up. Higher levels can time it for conditioning rest periods. If you
make a point with one group watch what happens, give encouragement, and
move onto the next group. If you come back and it's the same player making
the mistake, pull him out for some individual coaching.
You might be able stretch the drill time a bit with competition between teams.
9. Move on into small sided games. In most tactical combinations 3 v1, 4v
2, etc, etc you can use the Dutch game of numbers up (will repost later). A
time saving technique is to have an assistant or resting player move goals
into position on opposite sides of the box while the players are
practicing. Then just remove or adjust the space markers. Instant
transition to more match conditions. An alternative is to use a waterbreak
during the setup period. Here it is back to learning vs teaching.
10. The Dutch game then is changed to a 3 v3 , 5v 5 or whatever even side
combination you want. Add a condition game (Gary Thomas says they are
called restricted games now and has an excellent post on it) to further
reinforce the lessons of the day.
11. Remove the conditions and you have what they wanted. Scrimmage. Keep
your mouth shut and enjoy the fruits of your labors. Make notes on what
they didn't pickup and what will have to be reinforced.
With tactics it's often the organizational setup, pressure adjustments and
add on of match conditions that are more important than the verbal
communications.
Others are continuously posting suggestions for tactcis or skills. Look for
how their suggestions fit into the practice, how they can be built up, and
how you take them into a match condition environment. You should realize
where the drill, tip, etc fits into the coaching Process.
AND... crank in the fun. None of the above stages have to boring for young
or old.
Good luck.
Dan
Updated 18 March 1999
Overview | Principles | Resources | Guidelines | Practices | Game Day | Very Young | More Reading