However…

We become frustrated when players forget instructions.
We question their commitment when they struggle to focus.
We expect them to process information quickly, regulate their emotions effectively, and make decisions that many adults would find difficult.

Then we wonder why things don’t always go to plan.

The reality is that children are not simply smaller versions of adults. They think differently, learn differently, communicate differently and experience the world differently.

Understanding this may be one of the most important aspects of coaching young players.

Subscribe now

The Problem With Adult Expectations

Many coaches arrive in youth football having spent years watching, playing, or following the game.

Without realising it, we often use adult football as our reference point.
We expect players to understand tactics.
We expect them to listen attentively for long periods.
We expect consistency.
We expect emotional control.
We expect them to value winning and performance in the same way adults do.

The challenge is that children are still developing many of the skills that allow adults to do these things.

When a player struggles to meet our expectations, the issue may not be effort, it may simply be development.

Ages and Stages Matter

A seven-year-old and a fourteen-year-old may both play football, but they are worlds apart and experiencing the game through very different lenses.

Younger children are often focused on themselves.

They are exploring.
They are experimenting.
They are learning through doing.
Their attention shifts quickly and their understanding of complex tactical concepts is limited.

As children grow, their ability to think ahead, consider teammates, understand consequences and manage emotions will gradually develop.

The key word is gradually.

Development is not a linear process.

Two players of the same age can differ significantly in their physical, social, emotional and cognitive development.

The age on a registration form tells us very little about the individual standing in front of us.

Behaviour Is Information

One of the biggest mistakes coaches can make is judging behaviour without seeking to understand it.

A player who appears distracted may be overwhelmed.
A player who constantly talks may be seeking connection.
A player who struggles to follow instructions may still be developing the ability to process and retain information.
A player who reacts emotionally to mistakes may not yet possess the emotional regulation skills we take for granted as adults.

Too often we label their behaviours.

Lazy
Difficult
Disruptive
Immature

But behaviour is rarely the problem.
More often, behaviour is information.

It tells us something about the player’s current stage of development, their needs, or the environment they are experiencing.

Coaching the Child, Not the Calendar Age

One of the most powerful shifts a coach can make is moving from coaching an age group to coaching individuals.

Rather than asking:

“Why can’t they do this yet?”

We should ask:

“Where are they in their development?”

Rather than becoming frustrated by mistakes, we might become curious about them.
Rather than expecting all players to progress at the same rate, we might recognise that development is often uneven and unpredictable.

This requires patience.
It requires observation skills.
Most importantly, it requires empathy and humility.

Because the child in front of us may not be learning in the way we expect.

What Does This Mean For Football Coaches?

It means we should spend less time trying to accelerate childhood and more time understanding it.
It means designing practices that allow players to explore rather than simply comply.
It means accepting that repetition, mistakes and inconsistency are all natural parts of learning.
It means recognising that children may forget instructions while still learning.
It means understanding that enjoyment, belonging and confidence are not distractions from development, they are often prerequisites for it.

Most importantly, it means remembering that we are working with developing young human beings, not unfinished adults.

A Final Reflection

Imagine watching a player struggle during a session.
Perhaps they lose concentration.
Perhaps they make the same mistake repeatedly.
Perhaps they fail to meet the expectations you had for them.

Before deciding what the player needs to change, consider a different question:

Are my expectations based on the child in front of me or the player I expect them to become?
Do I have unrealistic expectations of them when taking into account their age and stage of development?

Because the moment we truly understand that children are not mini adults, we begin to coach differently.

And often, we begin to coach better.

Leave a comment

1:
Saying “I don’t know” opens the door to learning.
The moment you admit it, you create space to explore, question, and improve.
Curiosity replaces ego.

Subscribe now

2:
It actually builds credibility.
People don’t trust those who pretend to know everything.
They trust those who are honest, reflective, and willing to find better answers.

3:
It reduces pressure.
When you stop trying to have all the answers, your thinking becomes clearer.
You move from “protecting yourself” to “solving the problem.”

4:
It invites collaboration.
“I don’t know” turns a conversation into a shared challenge.
“Let’s figure this out together.”
That’s where better ideas live.

5:
For coaches, it’s a game changer.
Instead of giving answers, you start creating opportunities for players to think.
From: “Do this.” To: “What did you see?”

6:
It helps players become more independent.
More aware.
Better decision-makers.
And ultimately… better learners.

7:
It models a growth mindset.
You give others permission to not have it all figured out yet.
Which is exactly where development begins.

8:
A lot of our poor decisions come from false certainty.
“I don’t know” slows things down just enough to make better ones.

9:
So next time you’re unsure…
Don’t rush to fill the silence.
Say it. “I don’t know.”
Then work it out.
That’s where the real progress starts.

Thank you for reading, let me know your thoughts.

Leave a comment

Curious coaches try to understand before they instruct.

Instead of assuming, they might ask the following:

• Why is this player making that decision?

• What is this player seeing that I’m not?

• What does this player need from me right now?

This leads to:

• deeper relationships

• more individualised coaching

• players feeling heard and valued

Players are far more likely to engage with a coach who wants to understand them.

Subscribe now

2. Improved Decision Making

Curiosity encourages coaches to look at situations from different perspectives.

For example, after a session a curious coach might ask the following:

• Was the problem tactical, technical, physical, or psychological?

• Was my practice design the problem?

• Did the players understand the objectives of the practice?

This prevents oversimplified conclusions like

“The players didn’t understand it today.”

Instead, curiosity produces better analysis and better adjustments.

3. Continuous Learning

Football constantly evolves. Tactical trends, sports science, psychology, and learning theory all move forward.

Curious coaches naturally

• watch games differently

• ask better questions in CPD events

• read and research more

• seek different perspectives

This keeps the coach progressing rather than repeating the same ideas.

4. Better Practice Design

Curious coaches constantly ask the following:

• Does this practice really represent the game?

• Are players making decisions or just following instructions?

• What problem am I asking them to solve?

This leads to:

• more realistic sessions

• more decision-making opportunities

• practices that actually transfer to matches.
  

5. Greater Adaptability

Football is unpredictable.

A curious coach might ask:

• What do you think the game is showing us right now?

• What is the opponent forcing us to do?

• How can we try and solve the problem?

Instead of forcing a pre-planned solution, curiosity allows the coach to adapt in real time.

6. Stronger Reflective Practice

Curiosity drives reflection after training and matches.

Examples of curious reflection:

• What went well today and why?

• What didn’t go as well today and why?

• What would I change if I did that session again?

Over time this reflection becomes one of the fastest ways coaches improve.

7. Better Questions for Players

Curious coaches tend to ask rather than tell.

For example:

• What did you notice about the opponent’s press?

• Where was the space when we built from the back?

• What options did you see when you received the ball?

This develops thinking players, not just obedient ones.

8. A More Positive Learning Environment

Curiosity creates a culture where learning is valued over being right.

Players feel safe to:

• try things

• make mistakes

• explore solutions

That environment accelerates development.

Leave a comment

This book is something that would certainly have benefited me when I was starting out and would have been a great coaching companion.

Subscribe now

I wanted to produce something that was different from everything else I had seen produced for football or soccer coaches.
It’s not packed with session plans and practices; instead, it will hopefully serve as a book that will offer help, support and guidance to coaches who are just starting their journey or a couple of seasons into it or even as a reflective tool that even the more experienced coach can use.

The Coaching Journey draws on my 30 years as a coach and more than 20 years developing coaches.
Within it I cover how to build confidence, create enjoyable environments, support mistakes, working with parents, design simple effective sessions, and focus on what truly matters.
With the practical templates, they are adaptable and age neutral.

If anyone is interested in the eBook or you know of a coach that it could help, I have initially put it in my Payhip store. https://payhip.com/b/NpJvD

Leave a comment

The Coaching Journey – Simple Wisdom for Grassroots Football eBook gives coaches the clarity and confidence they’ve been missing.

Drawing on over 30 years of coaching experience and more than 20 years of developing coaches, it shares the essential lessons that help children grow as players and as people.

“It’s the book I wish I’d had when I started coaching.”

Inside, you’ll learn how to: • build confidence in young players • create enjoyable, positive environments • communicate effectively with parents • keep sessions simple and purposeful • develop decision-makers, not robots • support mistakes and emotional moments • understand the whole child, not just their ability • plan sessions that work for real teams in real settings

Packed with practical tools, real examples, and accessible wisdom, this book is a must-have companion for new and developing grassroots coaches.

If you want to coach with confidence, clarity and care… Start your journey here

The eBook will initially be available in my store.

https://payhip.com/CountyCoachDevelopment

I have often thought about designing these however, I wanted to approach this from a slightly different angle, rather than just filling in, as many do, a paper session plan.
I looked at it from my perspective, and decided that it would be beneficial to be able to reuse a template and also much neater to be able to to type into it, rather than write it up. So that’s what I’ve done.

It took me some time to work out how best to do this however, they have turned out well.
The benefits of these session planners and reflection templates, in my opinion are…
Easy to use
Clear and easy to read
Reusable
Save neatly in files
Build a library of resources

So far they have been well received and many coaches from around the world have checked out my Payhip store, please check it out yourself.
Any feedback welcome.
https://payhip.com/CountyCoachDevelopment

Thank you if you have taken the time to read this and I would welcome any comments or feedback.
If you do like the look of these templates and know of someone who they might be beneficial to, please share with them.

Leave a comment

One of the biggest challenges I faced when I was fairly new to coaching and only been doing it for a short while, was dealing with the parents.

Not so much because of them, as some might think, but me as a coach, I didn’t know what I needed, to be able to involve them in the process.
After all, every one of them wants the best for their child, which is only natural.

Sometimes matchdays can become very emotive for both coaches and parents and on occasion, the reason for why we first wanted our child to be involved in the sport might be lost in the moment.

We need to reframe this and consider what the additional benefits can be for the children taking part.

As Coaches, we need to realise that the Parents are an integral part of what we are all trying to achieve.

As an inexperienced Coach I certainly thought it consisted training the players and then overseeing the game at the weekend and trying to win.

I didn’t have any idea of the wider implications of the role I had signed up to do.

Now, the first thing I would do is have Parents Meeting.

We as adults are in a position where we can either help an individual’s development or hinder it.

Discussions for a Parents Meeting

A meeting does not have to be a formal occasion and it would be better in an informal, relaxed environment.

I needs to serve as an opportunity for both parties to engage in conversations around going forwards and working collaboratively in the future.

Coaches and Parents all need to understand the broader benefits of children taking part in sport and it’s certainly not just winning games.

Yes we would like all of the players to be as good as they can, relative to their age, ability, stage of learning and development however, there are so many other important returns for both children and parents.

Let’s explore what I mean and some of the other returns, we as a Coach can highlight.

Holistic Development
Sport should provide a holistic learning experience for the children. It’s not just about the winning or losing on a matchday, it should also be character development, life skills and personal growth…Physically - Psychologically and Socially.

Resilience and Perseverance
Participating in sport can help to teach resilience. When kids overcome the setbacks and challenging moments, that they will undoubtedly have, with our support, they will build a mental toughness that extends beyond the pitch.

Teamwork and Sportsmanship
Emphasise the importance of teamwork as well as the sportsmanship. Winning is great, but being a good teammate, showing respect, and handling both victory and defeat gracefully are valuable qualities to have.

Goal Setting and Discipline
Discuss how sports teach goal setting. Whether it’s improving a personal best or mastering a new skill, the setting of and striving to try and achieve those goals are crucial life skills and will help to increase motivation.

Health and Well Being
An important byproduct of sport is that it will tend to promote physical fitness, health and general well being.
It’s an investment in a child’s long term physical and mental health and continued participation.

Friendships and Memories
It’s only later in our journey that the lifelong friendships and cherished memories formed through sports become apparent. These connections go beyond the game and can enrich their lives.

Character Building
Sport can help the kids learn respect, humility, and integrity, with the Coaches, Parents and Teammates help and support, to contribute to character development.

Time Management
When players are older, by balancing sport and other commitments like school, other sports and interests, it will help teach time management, providing we give them ownership and responsibility for it. It’s a skill and a positive characteristic that they can carry through into adulthood.

Long Term Perspective
We all need to accept that success doesn’t happen overnight. “It’s not about the destination, it’s about the journey”.
It takes takes many years of effort and practice and we still may not attain the level we would like to.
Sports teach patience, persistence, resilience and dealing with adversity.

Parent and Child Bonding
During car rides either to games or travelling home after, there will be plenty of opportunities for conversations.
Make those a positive experience for the children and parents alike. These journeys should as an opportunity for players look forward to playing and not living up to someone else’s expectations.
Equally, the journey home should serve as a chance for the player to talk about all of the good things they or their team did during in the game

Small Achievements Matter
Celebrate small victories. Whether it’s mastering a new move, showing up consistently or working hard, these should be recognised, and if they are it will help to build confidence and keep the players motivated.

In Summary
The result is one aspect of playing sport.
However, development comes from life lessons, friendships and personal growth that sports offer.
Encourage parents to focus on the bigger picture - their child’s overall development.
The main aim for all adults involved in the process, should be helping to develop individuals, that not only have a lifelong love of sport, but more importantly, individuals who will be nice people that contribute to society.

Leave a comment

This was a trap I definitely fell into, prior to gaining more experience and tools that enabled me to work in different ways.

Subscribe now

Here are some ideas for consideration.

Ensure you take the time to get to really know the players:
How do they want and need you to communicate with them?

Help to motivate the players:
They way we communicate with the players should always be done positively and avoiding negativity. None of them are trying to make mistakes and they will be trying to do their best.

Use different methods of communication:
Verbal explanation (clear/concise/uncomplicated) - Whiteboards - Tactics Board - iPad - Peer to Peer discussions - Video clips - Questions - Challenges.

Interventions - Considerations
- Who will you intervene with - Individual - Small Group - Everyone?
- When will you intervene?
- What are you going to say?
- Why are you intervening?
By considering these, it should help you have more impactful interventions and deliver the message more concisely.

Asking the players questions:
Rather than continually telling the players what to do, think of some questions that will check their knowledge and understanding.
After asking, give them enough time to answer, as they may need time to make sense of it.

Player ownership and responsibility:
We should all want the players to be problem solvers and good decision makers. However, if we don’t encourage this in our environment, they will never be able to apply this when they are older.

Share the power:
It doesn’t have to be the coach who has the solutions. Linked to a previous point, players will become too reliant on us. Allow players the opportunity to give opinions and then we as the coach can fill in any gaps in knowledge, if necessary.

Match Day:
Give players the chance to share ideas prior to the game and let them be the first ones at half time to tell you, what’s going well and what they want to try and do better in the second half of the game. We can add our points after.

Try to use matchday as an extension of what they have been working on in training.
Be objective when you are observing, who is doing well and who may need some additional support from you?

Key Points:
- Are we communicating with the players positively?
- Are we encouraging them to be creative?
- Are we allowing them to make decisions and solve problems?

End on a Positive
Whether it’s a training session or a Matchday, a key part of our role as the is to ensure the players go away with a positive mindset.
Send them home with a smile on their face.

If you have any comments, please let me know.

Leave a comment

The "Whole Child" concept that the FA adopted for the Youth Award focuses on developing every aspect of a young player, not just their football skills. It recognises that children grow in different ways - physically, mentally, socially, and emotionally -and all these areas are crucial for their overall development and potential in football. This approach works hand-in-hand with the FA's Long-Term Player Development (LTPD) model, which promotes training and competitions tailored to the age and developmental stage of each child.

At the heart of this concept is "The 4 Corners" model of player development. These corners are deeply connected, and as a coach, it’s important to address all of them when planning and delivering your sessions. Let’s break them down:

The Technical Corner

Encourage your players to try new skills in your sessions. If possible, develop the practices with options for players to experience game related activities with appropriate challenges. As a coach, also support your players in reflecting on the practices and their potential uses, based on their age and ability.

The Physical Corner

Within football, there are basic physical movement skills that need to be developed. With young players, there could be big difference in growth, physical development and agility, balance and co-ordination. If possible, during your sessions, encourage the younger age groups to develop these during sessions. Include games that develop running, jumping or balance in fun and engaging ways, alongside football practices.

The Psychological Corner

This corner highlights how important a player’s mindset is in their football journey.
As coaches, we should aim to:
- Build confidence, motivation and resilience.
- Help players see mistakes as chances to learn rather than failures.
- Be aware of outside influences, like family, school, friends and how they
might affect a player’s mindset.

Through football, coaches can help players develop many life skills that will enable them to become more proficient in:

• Concentration • Teamwork • Dealing with Conflict • Learning from Mistakes • Resilience • Confidence • Commitment

The Social Corner

Football is a team game, so social development is vital. Coaches can play a big part in helping the players.
- Build teamwork, communication, respect, and a sense of belonging.
Many young players within junior football clubs enjoy the social environment involved in both training and competition. Very often, players will be aware of your ability to manage the process of winning and losing.
They will also interpret your sessions by the way they are welcomed and managed.
Building relationships through football enables young players to develop inherent behaviour patterns and values that very often mould their development. Often, the ability to develop self-respect and respect of others will become part of the process
Activities that encourage collaboration, such as team challenges or small group tasks, are excellent ways to develop this corner.

As always, thank you for reading. Hopefully you found it informative.

Leave a comment

One Definition of Motivation

Direction: What am I going to do?
Persistence: How hard am I going to work at it?
Perseverance: How long am I going to work hard at it?

There is only a certain amount we can do as coaches to try and ensure that the players we work with are motivated.
Some of which are below…

1. Knowing the players you work with

• Understand their background: Learn about them as an individual, other interests, dislikes or what they find challenging, it will help to build trust and rapport with them.

• Identify their strengths and areas for improvement: Tailor your coaching to help them grow holistically. Technically - Psychologically - Physically - Socially

• Learning preference: How do the players like to receive the information, is it visually, whiteboard, diagrams etc, it could be verbally with us explaining clear and concisely, or by taking part in a practice or game?
  If we can incorporate all three ways into all our practices, we should be able to help everyone.

2. Recognise their individuality

• Acknowledge personal preferences: Allow players to express themselves in how they play or contribute to the team.

• Adapt to different personalities: All of the players will have certain needs and wants and we need to know what these are.

• Celebrate unique contributions: Highlight to the players how their individual skill sets contribute to and benefit the team.

3. Positive reinforcement

• Provide specific feedback: Instead of generic praise, explain what they did well, what the outcome was and why it matters.

• Acknowledge small successes: Celebrate incremental progress to build their confidence. “Teddy that’s great, you couldn’t do that at the start of the practice”.

• Reinforce positive behaviour consistently: Ensure reinforcement is immediate and tied to their actions. “Billy thank you for doing that, it’s really helpful”.

4. Praise effort as well as outcome

• Highlight hard work: Acknowledge their dedication and persistence, even if results aren’t immediate.
  ”Isla you never stopped making those runs today, that was brilliant, well done”.

• Show resilience is valued: Encourage them to focus on how effort leads to improvement over time. “I love the way you keep trying to do that Megan”.

• Encourage self-reflection: Help players recognise their progress, regardless of the final result.
  “I’d like everyone to think about two things you did really well today”.

5. Creating the right environment

• Foster inclusivity: Ensure everyone feels welcome and part of the team.

• Minimise pressure: Create a balance between competition and enjoyment.

• Provide stability: Maintain consistency in routines and expectations to help players feel secure.

  

6. Encouraging teamwork

• Promote collaboration: Use activities that require players to rely on one another.

• Teach communication skills: Encourage clear and positive interaction during practices and games.

• Build trust: Organise team-building exercises that help create a bond.

7. Make sure they enjoy themselves

• Include fun games: Use creative games and challenges to keep practices engaging.

• Be enthusiastic: It’s important for us to have a positive energy, it can set the tone for sessions and can be contagious.

• Provide variety: Use plenty of varied activities to help stop players getting bored, keeps enjoyment levels high and helps with behaviour management.

8. Setting achievable goals

• Goal Setting: Ensure that the goals we set are both realistic and relevant.

• Personalised objectives: Set challenges that stretch and challenge players. Not too easy, not too difficult.

• Review and adjust goals: Regularly evaluate progress and make changes when necessary.

Consider what the points mentioned above mean to you and how you might put them into your context.

If we can try and incorporate some of these, then the players will, depending on age need to have some ownership and responsibility for their motivation. They will all be motivated by different things and will all be at different stages of development psychologically, which will also need to come into the equation.

I hope some of this information is helpful, let me know with a comment.

Leave a comment

I regularly hear many coaches conversations on courses I deliver on discussing what their expectations are of the players they work with, and there are many who seem to have unrealistic expectations.

We as coaches need to ensure that we fully understand what we are tasking the players with, in any session that we are facilitating.
In the visual below, I have tried to outline some points for both coaches and the players, to ensure that we have fully thought things through beforehand.

If we fail to give players realistic, relevant and achievable goals or challenges it could cause stress, anxiety and feelings of failure.

Leave a comment

Introduction:

Football is a game of moments, and every moment requires a decision.

For us to be most effective as coaches, we need to find the balance between guiding and supporting players and letting them think independently.
“How can coaches prepare players to make decisions in the pressure cooker, that is the game?”

The Importance of Decision Making in Football:

Firstly, decision making is essential for all players. Irrespective of whether our team has the ball or the opposition have it.

One reason that poor decisions may have been made, could be that the players have not had enough opportunities to make them in the past.

Poor decisions could be down to their age and the amount of time they have been playing the game or coaches too readily giving them the solution.

The Risk of Over Coaching:

If we are not careful players may become reliant on our instructions and will not be able to adapt to dynamic, ever changing situations.

It can limit their creativity and problem solving abilities.

“It’s a bit like teaching your child to ride a bike, we can’t just tell them how to ride it and then they can do it. We need to explain how to pedal, steer and stop. However, whilst they are thinking about the information we have given them, there are so many more distractions going on around them, taking their attention.
So, we will hold the saddle to help them and little by little they eventually get it, then we can gradually let go of the saddle, until it’s not necessary for us to hold it at all.
That doesn’t mean that they will never fall off or run into something again”.

“I for one, years ago was very guilty of denying players the chance to make decisions for themselves because I believed it was helping, by giving them the information and that is what a coaches job was.
I wasn’t aware at the time, by continually doing this, I was not giving them the chance to build their confidence by having some ownership and responsibility, with me supporting them, no matter the outcome.”

Coaching as a Balancing Act

Coaching is about providing just the right amount of guidance:

When do we step in with some information? When do we hold back and let the players solve problems themselves?

We need to have patience during the process of finding the right balance, acknowledging that mistakes are an integral part of learning.

Developing Independent Thinkers

Provide strategies for fostering autonomy in players:

• Encourage reflection after games or training by posing questions. “What did you see?” “What might you do differently if you were in the same situation again?” “Can you remember the best decision you think you made today?”

• Use plenty of small sided games, where players are constantly making decisions, without necessarily knowing that it’s happening.

• Rotate roles and positions - this will challenge the players to make different types of decisions, as they will be occupying other areas of the pitch.

Players will not miraculously start to make the right decision because we are giving them the opportunity to do so however, the more they do it, the better they will become over time. They will begin to build game memory and experience, that can then be called upon from time to time as they continue their developmental journey.

Leave a comment

Repetition without Repetition involves variety in approach. For instance:

• You might learn a concept in maths by solving problems with different numbers and contexts rather than doing the same problem repeatedly.

• To learn a language, you practice vocabulary by using the words in sentences, listening to them in stories, and applying them in conversation.

  Rote Learning sticks to the same pattern of repetition:

• Memorising your times tables by reciting them repeatedly.

• Rewriting the same spelling of word 20 times.

It focuses on drilling information into memory without necessarily understanding it.

Examples of the Positives and Negatives

Repetition without Repetition

Positive:

• Encourages a deeper understanding of the material.

• Improves problem-solving skills by applying knowledge in different situations.

• Makes learning more engaging and creative.

• Information tends to stick longer because you form connections.

Negative:

• It can be time-consuming as you will need varied approaches.

• Might feel less straightforward than rote learning for tasks that require pure memorisation, like a phone number or a list.

Rote Learning

Positive:

• Quick and effective for learning specific facts that don’t need deeper understanding (e.g., multiplication tables, historical dates).

• Works well when speed and repetition are key, like cramming for an exam.

Negative:

• Information often fades quickly because there’s little meaningful connection.

• It can be boring, leading to disengagement.

• Doesn’t teach critical thinking or adaptability in applying knowledge.

A Practical Analogy

Imagine you’re trying to learn how to cook. With Repetition without Repetition, you might prepare different dishes using the same ingredients to understand its versatility. With Rote Learning, you’d just keep making the same dish, from the same recipe, over and over. The first approach helps you adapt and improvise in the kitchen; the second gets you good at a single recipe but might leave you lost when asked to try and make something new.

Both methods have their place, but if you want to retain knowledge long-term and use it flexibly, Repetition without Repetition is usually the better option!

So, if we consider this information, how do we put it into context, regarding grassroots football and what should grassroots football coaches consider?

For grassroots football coaches working with developmental-age players, the principles of Repetition without Repetition and Rote Learning can directly shape how you structure training sessions. Here’s some practical advice tailored to young players:

Focus on Repetition without Repetition

1. Vary Practices with Purpose
   Don’t just have players pass the ball back and forth in the same way for 15 minutes. Instead:

   • Use different passing scenarios: passing over different distances, through balls, or one-touch passing.

   • Consider incorporating 2v2 and 3v3 games to apply passing, receiving and cooperating with teammates, in a dynamic and game-like context.

2. Create Game Related Scenarios

   Design practices that mimic real game situations to engage players’ decision-making skills:

   • Instead of having them dribble around cones in a straight line, set up small-sided games or overloaded games that require them to dribble while reacting to defenders.

3. Pattern Recognition - Not Just Repetition
   Help players recognise patterns in play. For example:

   • Show them how overlapping runs work in attack, then practise it in multiple situations: on the wings, during counter-attacks, or in small-sided games.

   • Overtime players will develop game memory and start to recall similar situations that have found themselves in on previous occasions. However, it will be a slow process.

4. Keep Sessions Fun and Engaging
   Developmental players learn best when they’re enjoying themselves. They could rotate between different activities (Carousels) that work on similar skills to maintain interest:

Use Rote Learning Sparingly

Some aspects of football benefit from repetition, but even here, a thoughtful approach is crucial:

Fundamental Techniques
Rote learning can help players learn basic skills like passing, dribbling, and shooting. However:

• Limit the amount of time they spend on these practices, before progressing them.

• Regularly mix them with fun, motivational, dynamic and game related practices.

Key Considerations for Coaches

1. Focus on Understanding over Memorisation
   Help the players understand why a skill, action or certain decision making is important. For example:

   • When practising passing, explain how good positioning, occupying space, quick passes and receiving skills may help to break defensive lines.

2. Encourage Problem-Solving
   Let players experiment and make mistakes in controlled environments. Instead of always telling them what to do and how to do it, ask questions like:

   • “What could you do differently to get around the defender?”

   • “How can we create more space for a teammate?”

   • “What will help you see your teammates?”

3. Track Individual Growth
   Each child develops at their own pace.

   Identify strengths and areas for improvement, and adjust your approach accordingly.

   Ensure that we take a holistic developmental approach and consider their needs from a Technical, Psychological, Physical and Social viewpoint.

Focus on Long-Term Development
Winning is great, but at this developmental stage, the goal is building skills, confidence, and a love for the game. Repetition without Repetition fosters creativity and adaptability, preparing players for the unpredictable nature of football.

Grassroots football coaching is about striking the right balance. Use Repetition without Repetition to make training and a varied and meaningful experience while incorporating small doses of rote learning for foundational skills, if needed. This approach not only makes sessions more engaging but also helps young players build skills that last far beyond the pitch.

Leave a comment

Subscribe now

Introduction

Picture this: Your child’s team has just lost a big game. You’re on the sidelines, unsure of what to say. Do you console them, push them to do better, or remind them of their talent? While these responses are common, there’s a more impactful approach: focusing on their effort and learning.

A growth mindset - the belief that abilities can be developed through dedication and hard work - is a game changer for young players. It’s not just about winning; it’s about building resilience, confidence, and a love for the journey. Here are some ideas, for you as a parent, to try and help make that happen.

Mistakes Are Opportunities

Every missed goal, unsuccessful tackle, or misplaced pass is a chance to learn and grow. Instead of framing mistakes as a negative, encourage your child to see them as learning opportunities. Consider this:

Reframe Mistakes: After any game, win, lose or draw ask questions like these, “What’s one thing you learned today?”, “What did you enjoy today?”, “What was the best thing you did?”, instead of focusing on the result.

Model Resilience: Share your own experiences of overcoming challenges, either as a child or as you got older, such as learning a new skill or handling setbacks at work.

Example: If your child misses a penalty, avoid saying, “You should have aimed better.” Instead, try, “You showed great character in wanting to take that penalty, and “What might you think about doing differently next time?”

Effort Over Outcome

Praising results alone can create pressure and fear of failure. Instead, celebrate the effort your child puts into their game. Research shows that this approach nurtures intrinsic motivation and helps children persist through challenges.

Say This: “I love coming and watching you play football”, “I loved how you kept running to support your teammates,” and not just “I love watching you scoring goals.”

Track Progress: Help your child set small, achievable goals to help their development, such as improving their weaker foot or increasing passing accuracy. Celebrate any milestones to reinforce their hard work.

Idea: Consider starting a “Pride Board” at home where they can display moments they are proud of, such as working hard to try and master a new skill, helping teammates or showing great sportsmanship.

The Power of Reflection

Encouraging your child to reflect on their experiences builds self-awareness and a sense of ownership over their development. Use these conversation starters after matches or training:

“What did you enjoy most today?”

“What’s one thing you’d like to work on next week?”

“What made you feel proud of yourself?”

Consideration: Introduce a football journal where your child can write about their favourite moments, lessons learned, and goals. This simple practice promotes a growth mindset and intrinsic motivation.

Modelling Positivity on the Sidelines

Children pick up on their parents’ attitudes. If you’re overly critical of referees, coaches, or teammates, your child may adopt the same mindset. Instead, you need to ensure that you also model positivity and resilience:

Focus on the Big Picture: Highlight the fun, enjoyment and friendships in football rather than fixating on wins or losses.

Show Gratitude: Encourage your child to thank their coach and teammates after every match, reinforcing the importance of teamwork.

Practical Takeaways for Parents

Reframe Mistakes: Teach your child to see any mistakes as opportunities to learn and stepping stones to their improvement.

Praise Effort: Focus on behaviours like persistence, teamwork and a positive mindset rather than purely based on the outcome.

Reflect Together: Try to have conversations and use open-ended questions to spark their self-awareness and growth.

Model Positivity: Demonstrate resilience and gratitude to instil these values in your child.

Final Thoughts:

Helping your child develop a growth mindset is one of the most valuable contributions you can make to their football journey. By focusing on effort, reflection, and positivity, you’re setting them up for success not just on the pitch but in life, going forward.

Leave a comment

Subscribe now

I’ve always felt that this old Level 1 game, like many other simple to play games have been underrated and offered far more returns than many coaches might think.

I’ve often thought about exploring further but have never got around to it until now. So in this article I’m offering some thoughts on some returns focusing on Decision Making.

Start (3 groups each group with a ball - Pass to anyone apart from the same colour)

Progression 1 (Passing to the same colour)

Decisions:

Who to pass to? Players must identify a teammate of the same colour while avoiding passing to others.

When to pass? Players need to assess the timing, ensuring their teammate is ready.

Where to position yourself after passing? Players may need to reposition themselves to be available for a return pass or to support others.

Progression 2 (Pass to the same colour, receive it back, then pass to a different colour)

Decisions:

Similar decisions as in Progression 1.

How to receive the ball effectively? Players must try to position their bodies to control the ball and prepare for the next pass.

Who to pass to next? Players must switch focus to find someone of a different colour.

Where to move after completing the second pass? Anticipating future play becomes essential.

Progression 3 (Passing in a sequence: Blue → Red → Yellow → Blue)

Decisions:

Who is next in the sequence? Players must remember and track the sequence while on the move.

Where is the next player in the sequence located? Spatial awareness of the sequence members is critical.

How to adjust movement to be in the right position to receive or pass the ball? Timing and positioning become more demanding.

What to do if the sequence breaks down? Decision-making under pressure becomes critical.

Progression 4 (Game 8v4 with 1 ball)

Decisions:

When to press as a defender? The defending team must decide when and how to challenge for the ball.

How to maintain possession? The attacking teams (Red + Yellow or Blue + Yellow) need to assess the best passing options to keep the ball away from defenders.

Who to pass to? Players try to recognise a teammate in a better position while avoiding the defender(s).

How to rotate defensive responsibilities? Teams need to quickly adapt and reorganise when roles change.

What to do after gaining or losing possession? Players need to consider how best to transition from attack to defence and defence to attack.

Overall Decision-Making Themes

Spatial Awareness: Players are constantly scanning to locate teammates and opponents and space.

Timing: Players deciding the right moment to pass, receive, and move.

Risk v Reward: Balancing safe passes with more creative or forward options.

Communication: Both verbal and non-verbal cues play a significant role in coordinating movement and passes.

Adapting to Rules: Players will need to adjust to the increasing complexity and changes in constraints.

How Decision-Making is Developed

Progressive Complexity: Each progression builds on previous ones, adding new cognitive demands.

Teamwork: Players need to collaborate, encouraging social interaction and shared decision-making.

Rotating Roles: Switching between defending and attacking roles encourages dynamic thinking.

Game-Like Scenarios: The final progression mirrors match conditions, enhancing transferability to competitive play.

I hope this all makes some sense and ideas on how we can delve into a little more context, when planning or delivering sessions.

Leave a comment

1: Why Fun Matters in Grassroots Football

Football should always be a source of joy, especially in the developmental stages. (Fun)

• Keeps players engaged and motivated.

• Encourages creativity and risk-taking.

• Builds a lifelong love for the game.

For young players, the goal isn’t necessarily to win at all costs but to enjoy themselves while improving their skills.

2: Building the Right Environment

Creating a positive learning environment starts with the culture you set as a coach. Here’s how you could do it:

Be Approachable and Positive

• Greet every player warmly and show genuine interest in their day.

• Use positive reinforcement to build confidence: praise the effort, not just results.

Foster Team Spirit

• Encourage players to support one another on and off the pitch.

• Incorporate team-building activities like group warm-ups or fun challenges.

Ensure Psychological Safety

• Create a space where players feel comfortable making mistakes. They are part of the learning process.

• Avoid negativity; instead, frame any errors as learning opportunities.

3: Designing Fun and Effective Training Sessions

Your training sessions should blend enjoyment with skill development. Here are key principles:

Keep It Varied

Young players can lose focus if sessions are monotonous. Keep things fresh:

• Introduce mini-games, including lots of 1v1, 2v2, or 3v3, to make it inclusive for everyone and

  encourage decision making.

• Alternate between technical practices and game-like scenarios.

Incorporate Play

Use game-based learning to teach core skills. For example:

• Tag: Young players love these, a fun way to practice Agility, Balance and

  Co-ordination.

• Fun Relays: Combining teamwork and competitiveness.

Adjust to Age and Skill Levels

• Use age-appropriate equipment, such as smaller goals and lighter or smaller balls.

• Challenge players appropriately and relevant to their abilities, to ensure everyone who participates has some degree of success.

End on a High

Always finish with a small-sided game or fun competition. Players should leave the session with a smile on their face and excited to come back.

4: Balancing Fun with Learning

While fun is essential, grassroots football is also a platform for growth. Here’s how we can try to strike the right balance:

• Set small, achievable goals for each session, like improving passing accuracy or defensive positioning.

• Use short interventions during practices to give support to players who may need it, without disrupting the flow of play.

• Ask questions to stimulate critical thinking, such as, “What could we do differently to help our teammate, who has the ball?”

5: Engaging Parents in the Process

Parents are integral in grassroots football. By involving them positively and build positive relationships, you can enhance the environment for your players:

• Keep the parents informed. Tell them how their child is getting on. Put yourself in their place.

• Share tips for how parents can support their child’s development, such as encouraging effort, being a supportive teammate and good sportsmanship.

• Organise fun, family-inclusive events to strengthen the sense of community.

Conclusion:

Creating a fun, learning environment for grassroots players is one of the most rewarding challenges in football coaching. By prioritising enjoyment, developing teamwork, and designing engaging sessions, you can inspire young players to not only develop their skills, but also fall in love with the game.

What strategies have you found effective for keeping young players engaged and happy? Share your experiences in the comments below!