4 Coach – Coaching

1. The work of the coach 2

2. The coaching of training sessions 8
3. The coaching team 13
4. Coaching young players:
the dual role of coach and educator 16
 Coach – Coaching 4

Behind every great team that achieves results, produces quality football and plays an entertaining game, you
will find a manager or coach with a charismatic personality, who is frequently an emblematic figure within
his club or country (a Beckenbauer, Cruyff, Ferguson, Hitzfeld, Jacquet, Lippi, Platini, Parreira, Roux, Trapat-
toni or Zagalo).

There is no specific programme at youth level aimed at achieving high-quality performances or at changing
the behaviour of a player without the full involvement of a coach or recognised instructor, such as Pekerman
(Argentina), Pua (Uruguay), Queiroz (Portugal), Suaudeau (France), or other educators working in the the
background.

This function, which nowadays involves not only sports-related aspects, but also psychological and peda-
gogical ones, has expanded considerably in football, in particular to cope with the increasing demands of
the modern game and the players. In addition to organisational and scheduling tasks, and the supervision of
technical, tactical and physical aspects, the coach’s area of activity and responsibilities have now been ex-
tended to include communication, day-to-day team management, health and hygiene issues concerning the
players, as well as their training and education – not to mention dealings with the media for those coaches
working at the highest level.

In the top clubs, the function of the coach has been extended still further to include administrative manage-
ment of the team, even of the club itself, with major tasks involved, such as financial management, transfers
and players’ contracts, promoting the club, relations with external institutions, as well as determining the
club structure. This work of the coach equates him with the CEO of a company, and involves responsibilities
that go way beyond mere football knowledge.

Faced with the scope of and responsibility involved with his function, as well as the diversity of his activi-
ties, the coach is obliged to work as part of a team (the coaching team) with staff who are specialised in
their particular area. This new form of coaching, based on teamwork and on communication, reinforces the
leadership function of the coach still further in his role of head coach, “boss”, “guvnor” or “gaffer”, as he is
sometimes known in the English-speaking world.

It is a difficult and complex profession, but also an exciting and extremely varied one by virtue of the edu-
cative and creative activities that it involves, as well as the innovations that constantly have to be consid-
ered.

This chapter on coaching is presented in four parts:

1. The work of the coach

2. Coaching of training sessions
3. The coaching team
4. Coaching of young players

“The better a coach knows his job and the better he masters that job,
the more he will gain the understanding and respect of the players.”

1
 4 Coach – Coaching

1. The work of the coach

COACH

COACHING

DAY-TO-DAY
COACHING COACHING
MATCH COACHING
(WORKING WITH TRAINING SESSIONS
THE TEAM)

Definitions

Coach: The person who takes care of the coaching and training of a team and who prepares them for
performance, i.e. to achieve results. The coach is a specialist in technical and tactical training
and in psychological and physical development. His tasks may also be extended, depending on
his particular skills.

Coaching: The term covers everything involved in the work of the coach: training and developing, direct-
ing, advising and correcting players and helping them to progress. Good coaching relies on an
in-depth knowledge of psychology and pedagogy; its aim is to optimise the performance of the
team and to develop the full potential of each player.

Manager: The manager is responsible for managing and organising the club in such a way that the agreed
operational objectives are achieved. In addition, he is responsible for the performances of the
team and must account for his actions to the club’s directors/senior management.

The person who carries out the function of team manager must have an excellent educational
background as a coach and as an administrative manager, with solid coaching experience. To
exercise the dual function of coach and team manager, the experience and knowledge acquired
as a player are far from adequate. In certain clubs, a single person may combine the function of

2
manager and coach.
 Coach – Coaching 4

Figure 1

THE COACH

Personality Qualities Management style

− Total involvement in Personal − Fixes coherent objectives

football − Surrounds himself with
− Intelligent
− Able to implement the best men he can find
− Sportsmanlike
objectives personally (players and coaching
and with the team − Good organiser staff)
− Positive outlook − Good administrator − Knows how to put his
− Charismatic leader ideas across
Social
− Questioning nature − Trains and coaches
− Able to communicate competently
− Good self control and and listen
able to cope with stress − Is able to lead a group
− Able to create a good with the necessary
Recognised qualities atmosphere in the team authority for every
− Able to work together situation
− Well-ordered and
with others − Coherent in his
organised
− Able to deal with leadership of the team
− Likeable with a warm
conflicts − Takes clear and fair
personality
− Able to get others to like decisions
− Lucid, coherent
and respect him − Metes out punishments
− Respects the values of advisedly
others Cognitive
− Defends his opinions − Knows the playing
− Open, trusting systems and tactics to
− Persevering be adopted
− Strong temperament − Has a rudimentary
− Loyal, honest, frank knowledge of
− Dynamic, assertive anatomy
physiology
− Has a sense of humour
psychology
pedagogy
methodology for taking
charge of a team

3
 4 Coach – Coaching

Things that you as a coach should strive NOT to be

• concerning your willingness to listen to others

− You must not display a general lack of interest in other people and show little willingness to listen to the
personal and psychological problems of others.
− You must not feel ill at ease in your position as an “agony aunt/mentor”.

• concerning your attitude of open-mindedness

− You must not be afraid of change or wary of innovations.
− You must not harbour doubts about yourself after a series of defeats or in conflict situations.
− You must remain open to all constructive proposals.

• concerning your time management

− You must not be too preoccupied by football.
− You must not have too little time available to improve yourself and widen your knowledge.
− You must not have too little time available for yourself.

• concerning the reinforcement of your ideas and opinions (external feedback)

− You must not give too little or no encouragement, or praise too little or not at all (in particular with young
players).
− You must ensure that you give positive feedback as well.
− You must not show a tendency to generalise too much.

General tasks of the coach or trainer

• Training and preparation of the team
• Organisation
• Communication
− Internal (within the team)
− External (outside of the team and the club, etc.)
• Monitoring and supervising
• Recruitment (scouting)
• Match coaching and coaching of training sessions
• Working with the team (on a day-to-day basis)

Coaching on a day-to-day basis (working with the team)

(involvement in technical meetings, medical meetings, club meetings, meetings with individuals)

Tasks
• To create a good working atmosphere and be willing to listen and seek solutions.
• To communicate with the media.
• To maintain contact with senior officials of the club, sports bodies, supporters, educational establish-
ments, parents of young players and those supervising their training schemes.
• To speak with the players, either individually or collectively.
• To conduct the training sessions.
4 • To plan the match preparations.
 Coach – Coaching 4

Match coaching
Tasks
• In the days preceding the match
− Plan the match preparations.
− Decide on the team’s travel arrangements and possible overnight stays.
− Ascertain the state (physical and psychological) of the players (through individual discussions).
− Pick the team, taking into account any restrictions imposed.
− Analyse the opponents (using videos).
− Pay close attention to team spirit.

• On the day of the match

− Bring the team together for a pre-match gathering (having fixed the time, place, duration and number of
participants in advance).
> Remind everyone present of individual and collective instructions.
> Announce the final team selection.
> Give a brief presentation of the opposition: its strengths and weaknesses.
(this can be done during the week before the match as well)
> Take into account weather conditions and the state of the pitch.
> Be aware of the influence of the opposing supporters (the “12th player”).
> Provide information about the referee.
> Motivate the team, and in particular certain players.
> Remind the players of the importance of a good warm-up.
− It is now common practice to hold a “wake-up” session (for physical and mental wake-up) on the morn-
ing of the match.
− It is important to stress here that the objective of a pre-match team meeting is not to fill the players’
heads with a lot of words. If a team meeting is to serve its purpose effectively, the instructions given to
the players must be both concise and precise. Talking too much has a detrimental effect.
− Remember the maxim that “small is beautiful”.

• At half-time
− You should establish a calm atmosphere in the dressing room, which is conducive to recovery.
− You should emphasise concisely the important aspects that need to be altered or rectified on the basis
of notes taken during the first half, especially tactical elements and individual errors.
− You should not place too much emphasis on what has happened in the 1st half; what is done is done.
But, if necessary, you should:
> Change certain tactical arrangements.
> Change the game plan.
> Change the team line-up by substituting a player.
> Give simple, clear, brief and precise instructions.
> Emphasise the positive aspects.
> Stimulate the players’ willpower and their confidence.
> Encourage and motivate.
> Demand greater discipline.
– You should address the players by their first names.
− You should behave in such a way that every player feels involved – including the substitutes.
− You should be confident, reassuring and convincing. 5
 4 Coach – Coaching

Please note!
As the time available during the half-time interval is very short, only essential points should be raised.
The players must return to the pitch with a clear knowledge of what they have to do and not having to ask
themselves questions.

All of the tactical situations envisaged for the match or changes in the game plan that are introduced at
half time must have been worked on in advance on the training field.

• At the end of the match

− You should not make a lot of comments immediately after the match has finished; no team meetings
should be scheduled at this time (players are too tired, too nervous and too emotional).
− You should speak in a positive manner.
− If the team has lost, you should remain in control of the situation, seek support from your fellow coach-
ing staff before facing the press and the senior management/directors. You should not look for excuses,
criticise the players, the referee or the crowd.
− You should assume your responsibilities.

• At the post-match team meeting (on the day after the match)
− A meeting should be held with all the players in a quiet location – if possible a neutral one.
> Give your impressions and your assessment.
> Encourage the players to think about their own actions.
> Draw your own consequences and try to seek solutions.
> Ask the opinion of the players (this is a way of giving them a feeling of responsibility).
− At the end of the meeting, anyone who wishes to put forward constructive criticism may do so. The play-
ers should leave, knowing:
> the key points and objectives to be improved upon, both individually and collectively (with work on
mental approach and technical and tactical aspects), and what practical measures are required to
achieve this;
> what they can improve themselves.
− Match analysis by video is highly recommended, as this proves particularly fulfilling for the players.
− Depending on the importance of the points on the agenda, and if the team has lost, this post-match
meeting may be split into two sessions:
> On the day after the match: the coach’s impressions and possibly the steps to be taken to eliminate
the shortcomings.
> Two days after the match: how to tackle the next match
− If there is any personal criticism to be meted out (in a private meeting), find fault with the player and not
with the person. If it is considered necessary, this could be done with the rest of the team.

“A coach must be able to convince the players of the strategies and tactics to be adopted.
And he can convince them, precisely because he does have such strategies and tactics.”

6
 Coach – Coaching 4

Figure 2: The range of skills of today’ multi-faceted coaches

Exercise
physiologist
Physiotherapist
Nutritionist
Knowledge of Psychologist
biomechanics and Mental coach
IT

Organiser
Pedagogue
Planner
Sociologist
Overseer COACH

Communicator
Fitness coach
(media relations)

Presenter
Businessman
Moderator

7
 4 Coach – Coaching

2. The coaching of training sessions

Coaching on the pitch takes up the lion’s share of the time that the coach spends with the players.

During training sessions, the pitch is comparable to the stage in the theatre, a special place where THE SPEC-
TACLE is rehearsed. It is therefore a place for intensive work where the players acquire the specific football-
related skills that are necessary for them to progress in their careers.

The training session is all part of an educational process. Training is learning to practise and to correct
one’s mistakes, irrespective of the level of the player or the experience that he might have. There are always
phases of training that involve learning (acquiring new technical and tactical skills or developing tactical
situations to use against a given opponent). For this reason, it is important that training retains its effective-
ness by:

− written preparation of the contents and organisation of the training session

− use of methodological principles
− emphasis on the coach-player-team relationship
− the manner in which the coach runs the session
− the quality of the coaching itself

The preparation and organisation of the session

Aspects to be taken into account
− the objectives of training
− the choice of the type of session (predominantly technical, combined technical and tactical, or physical)
− the structure of the session (the three phases)
− the selection of learning methods (total or analytical) and training methods (continuous, interval, circuit,
etc.)
− seeking the optimum exertion-rest ratio
− adapting of the session to meet individual requirements
− the choice of material and equipment
− organisation and preparation of the training pitch
− assessment and monitoring of what has been achieved

How the session is run

This will depend on the leadership style of the coach and the extent to which and the manner in which
he chooses to become involved. The role of the coach can be equated to that of the theatre director, who
guides, observes, advises, listens, demonstrates, reinforces, decides, etc.

The educational objective of the session

“Give the players training and learning activities that are aimed at improving the skills and qualities that
they need for the game and ensure that a sufficiently high rate of success is achieved with these.”
Michel Ritschard, 1982

This means that in every drill and every game situation practised, the players must be efficient, both mentally
and physically.

For example: A three-player game drill working on crosses from the wings cannot be successful unless the
8 crosses are accurate.
 Coach – Coaching 4
Figure 3: The conditions required to ensure the commitment
of the players and the success of the activity

Content of
the session

• Dominant
activity/activities
• Objectives
• Choice of activities
• Duration, intensity

Organisation of
Method of training
the training pitch

• Dependent on the • Occupation of the

dominant activity/ pitch
activities and • Choice of zones
objectives
• Dimensions of the
• Dependent on the PLAYER playing areas
players, their level
• Formation of groups
and their personal
and teams
experience
• Choice and
• Training, instruction
distribution of
• Game formats, drill material
formats

Running of
the session

Methodological principles Method of involvement

• Presentation of the objectives • Observation (70% of the task)
• Clear, precise instructions • Providing stimulation and
• Effective demonstration information
• Understanding of the message • Correcting (positive or negative
to be put across feedback)
• Memorisation, assimilation • Assessing
• Execution of the activity • Explaining, demonstrating and

9
executing
 4 Coach – Coaching

Figure 4: The eight fundamental actions involved

in running a training session

PRESENTING ORGANISING

EXPLAINING

GIVING
INFORMATION
DEMONSTRATING CORRECTING
TEACHING
TRAINING

EXECUTING

RUNNING THE SESSION ASSESSING

10
 Coach – Coaching 4

Some key points to help with correction

• How the coach should behave

− Be attentive
− Concentrate on the objective(s) selected
For example: If the objective is to work on the team’s defensive game, the coach must focus his correc-
tions on defensive work only.
− Go onto the pitch (where the action is happening)
− Lead the action and motivate the players
− Observe
− Stimulate
− Correct

• Coaching
− When and how should you intervene? (by taking an overall view of the action and then a specific one)
− At what moment should you come in to correct? (immediately, or after an observation period?)
− What form should the correction take?
> words
> gestures
> direct involvement
− Approach the player(s) and
> remind him/them of the objective that has been fixed
> highlight the problem(s)
> question the player(s), and listen to him/them
> encourage co-operation
− Repeat the explanation, the demonstration and the execution of the training activity (combination,
game or drill)

• Correction
− Do not highlight too many mistakes at the same time.
− Focus on the essential (i.e. what can bring about immediate success).
− Do not be aggressive, especially during drills where players are working on psychomotor skills (TECHNI-
CAL).
− Address the whole team or the player(s) concerned.
− Be convincing, fair and precise.
− Give positive reinforcement. “The key to achieving
− Inspire confidence by being persuasive. a high-quality train-
ing session, a posi-
− Vary the tone of your voice when giving your feedback. tive frame of mind
− Encourage internal feedback (self-assessment on the part of the player) and success with the
activities lies in the
− Take inspiration from the saying “Small is beautiful” hands and the heart

11
of the coach.”
The running of any training session calls for improvisation and imagination.
12
4
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 Coach – Coaching 4
3. The coaching team

The increasingly numerous and complex tasks which the coach now has to fulfil and the constantly growing
expectations on the part of players have given rise to the notion of the “technical staff” or “coaching team”.
The vast majority of professional teams, if not all of them, operate nowadays with a technical staff.

Bringing together a group of people who are specialised in their particular field to work together with the
coach can have a direct influence on the players, both individually and collectively.

A coaching team model

HEAD COACH
TEAM MANAGER

TRAINING RECRUITMENT MEDICAL TEAM ADMINISTRATION

(SCOUTING)

• Coach • Chief scout • Doctor(s) • Head of

• Assistant • Scouts • Physiotherapists administration
coach(es) and finances
• Masseurs
• Goalkeeping • Paymaster
• Psychologist
coach • Travel manager
• Human
• Fitness coach resources and
communications
consultant
• Dentist
• Chiropodist

In this optimum coaching team model, all the people have a more or less direct influence on competition-
related factors and performance.

This support staff in the different sectors is proving essential for clubs if they are to optimise their chance of
success on a footballing level. However, the number of persons recruited depends on the club, the prestige
of the team, the level of competition, the objectives sought and, of course, the cost in financial terms that
such an organisational set-up involves.

Nowadays, it is very common to see three or four coaches conducting training sessions, each with a precise
role: the head coach, the assistant coach, the fitness coach and the goalkeeping coach.

This has, of course, led to a better approach towards the whole training process, greater vision as far as the
decisions that need to be taken are concerned, better management of the team and the players, and infi-
nitely less pressure on the shoulders of the head coach. 13
 4 Coach – Coaching

Even though the coaching team set-up is based on the principle of group work, the main coach or head coach
is still the central figure around whom all the operations and decision-making processes revolve.

While there are considerable and undisputable advantages to working in a group, it should also be pointed
out that the functioning of a group is not always straightforward, especially when

− the head coach is not actively involved in the activities of his colleagues or partners;
− the definition of tasks is not clear;
− the competence of the people who have been recruited is called into question;
− there is a disagreement in the choice of objectives, of a policy to be adopted or in the game plan;
− communication between the head coach, the different sectors of the coaching team and the staff goes in
only one direction;
− one of the coaches is attempting to take over from the head coach.

“Knowing how to give orders also means knowing how to surround your-
self with competent and honest people, who are willing to give their all
for the success of the club without counting the cost.”

The coaching team’s technical meeting

In practice, it is not possible to imagine a coaching team functioning in an optimal manner without real
teamwork and a precise modus operandi. This involves a least one weekly technical meeting to allow them
to plan together the work that has to be accomplished.

As a general rule, the weekly meeting is held at the beginning of the week. It starts with analysis of the most
recent match and by a presentation of the next opponent; it then continues with the assessment phase: a
quick appraisal of the football activity, the individual state of the players and the situation of injured players.
After this, the work-related goals are defined; the training programme is also fixed right down to the smallest
detail. Thereafter, each person is aware of his tasks and his work schedule. Final clarification is then agreed
again before each training session with the persons directly concerned.

One of the great advantages of working with a coaching team is that supervision of the team can be opti-
mised: the individual members of the team are more readily available for the players, and there is better
communication between the different partners.

Above all, the strength of a coaching team depends on the atmosphere in the group, on the feeling of belong-
ing within the group, as well as on the trust and respect between the constituent staff members. And it is the
task of the leader, in this case the head coach, to create a healthy and friendly atmosphere.

A coaching team that is united behind its leader and whose members work closely together is guaranteed to
win the support of the players for this type of coaching.

“Anyone who is seeking to achieve great things

must first think of the small details.”
Paul Valéry

14
 Coach – Coaching 4

Figure 6: The technical staff

The The
assistant fitness coach
coaches

The doctor The manager

The coach

The
The physios mental coach

The
media officer

15
 4 Coach – Coaching

4. Coaching young players: the dual role of coach and educator

The difference between the top-level coach and the coach/educator

• The top-level coach

− Has the primary task of shaping and preparing the first team for competition.
− Has to achieve results.
− Trains top-level players.
− Works as part of a team (coaching team) with assistants and other staff.
− Mostly works together with the whole team at a training session.
− Handles in particular everything that is related to tactical and psychological matters.
− Works in stressful situations and in a demanding environment, and often for a relatively short period.

His key functions

− Responsibility for coaching
− Organisation, planning, scheduling and assessment
− Training and coaching of the team
− Relations with the media, players’ agents, sponsors, supporters …
− Scouting/recruitment with specific staff
− Other duties, depending on the club

• The coach/educator
− Has the key task of shaping and developing young players according to their development level. Helps
young players to mould themselves as players and as men.
− Uses competition as a means of shaping and developing players. Although he aims to achieve results,
this is not done at all costs. Victory does bring great satisfaction, but his real triumph is achieved when
his young players are integrated into the first team and play at international level.
− Often works alone or with just one or two colleagues.
− Trains the whole team in collective sessions, but concentrates the bulk of his work on individual training
and in small groups.
− Handles all areas of training (technical, technical/tactical, physical, and mental) and dealings with the
players’ families, schools and even their private lives.
− Has to face responsibilities and demands in his work that are almost as great as those of a top-level
coach.
− Works together with youngsters who have a family life, their schooling or possibly even a professional
career away from their football activity.
− The coach/educator is a demanding and positive figure, who has to be willing to listen to the young
players in his charge in his role as a support, guide, mentor, and even father figure.

His key functions

− Responsibility for coaching young footballers
− Organisation, planning, scheduling and assessment (in the medium and long term)
− Individual training and team coaching
− Relations with the technical direction and head coach of the club
− Relations with schools, parents and players’ agents
− Communication with the players (keeping himself informed about them, listening to them, understand-
16 ing them and advising them).
 Coach – Coaching 4

Figure 7: Areas of development for the young footballer

PERFORMANCE
CAPACITY

• Physiological and
physical skills
• Psychomotor skills
• Co-ordination skills
• Technical/tactical skills
• Tactical skills
• Mental and cognitive skills

SOCIAL AND
PERSONALITY ENVIRONMENT-RELATED
FACTORS

• Personality (player type, • Team spirit, sense of

man type) belonging to the club,
• Moral values self-denial, co-operation
• Footballer mentality, • Integration into the team
professional mentality • Parent-school-player
• Sense of responsibility relationship
• Sporting motivations • Player agent-player
relationship
• Spirit of fair play
• Leisure activities, cultural
• Personal preparation
and social life
− sporting culture
− life hygiene
− mental hygiene
− management of private life
and sporting career

17
 4 Coach – Coaching

The role of the coach/educator

The function of training and instructing for a coach/educator is not that different from the same function for
a top-level coach – less than one might imagine, in fact. What we can say, however, is that the role of a youth
coach requires considerable mobility of action and great availability.

Although his principal function is to prepare young footballers to become the professional footballers of
the future, he must not place too much emphasis on the competitive aspect to the detriment of training and
developing the players’ performance-related skills. The player-coach relationship must be at the core of the
activity of the coach/educator, thereby ensuring that he can assume his role as the mentor or even father
figure that youngsters are often looking for at this formative age. They need reference points and affective
security; they need to be understood and appreciated; they need to be encouraged and stimulated to excel
themselves. The coach/educator cannot even begin to educate unless he himself possesses human quali-
ties that are recognised and accepted by the youngsters.

The coach/educator must maintain a relationship of confidentiality and trust with the player’s family and
school environment; without such a relationship, nothing worthwhile can be achieved. It is axiomatic to
state that good coaching skills are essential to train and supervise youngsters and especially to help their
personalities blossom to the full. This notwithstanding, the coach/educator will spend the bulk of his time
on the pitch.

The art of the dedicated, dynamic and proficient coach consists in being able to select training targets that
are suited to the players, to plan worthwhile learning activities, to run their games and drills with passion, to
encourage the players to correct their mistakes by themselves, to praise their success, as well as being able
to promote creativity and discovery by giving precise explanations and demonstrations.

• How do young players view the coach/educator?

An exemplary educator is one who supports, guides and advises:
− he is fair and loyal and is able to demonstrate that he has a sympathetic attitude;
− he knows how to listen, and he understands youngsters;
− he encourages, he motivates, and he knows how to get the best out of people;
− he addresses every player and the team with the necessary authority.

• What to aim for in the relationship between the coach/educator and young players undergoing
training and development
(according to José Pekerman, ex-technical director and coach of Argentina’s youth teams that won three
World Youth Championships under him)
− Never lose sight of the fact that these promising youth players have still not completed their personal
and emotional development; they are not adults.
− Help them to develop and refine their technical skills and their tactical awareness.
− Be able to imagine yourself in their shoes so that you can understand their problems and their emo-
tions; be able as well to make them feel better about themselves.
− Contribute to their development without any prejudices.
− Make them aware of their responsibilities.
– To achieve all of this, coaches clearly need to have pedagogical skills.

18
 Coach – Coaching 4

Figure 8: The key skills required by the coach/educator

THE ART OF THE USE OF

QUESTIONING BODY LANGUAGE

THE COACH/EDUCATOR

THE CAPACITY THE CAPACITY

TO OBSERVE TO LISTEN
PATIENCE

19
 4 Coach – Coaching

The ten commandments

What he must avoid doing
of the coach/educator

1. Enjoy working with 1. Shouting constantly or being

youngsters. too aggressive.
2. Get to know his players well. 2. Wanting to train his players
or getting them to play as if
3. Act as a reference point
they were adults.
for them.
3. Forgetting the prime
4. Be demanding and tolerant.
motivation of youngsters,
5. Be willing to listen to them. namely just playing.
6. Encourage real communica- 4. Forgetting the technical
tion with all the players. rudiments of the game.
7. Show them that you are “in 5. Setting targets for them that
league” with them. are not suited to their age.
8. Ensure that they have some 6. Conducting training ses-
free space for themselves. sions that are mere routine.
9. Give them confidence and 7. Staying too long on the
reassure them. same drill.
10. Consider them as equal 8. Giving presentations and ex
partners planations that are too long
and interrupting training
sessions too frequently.
9. Criticising a player in front
of the rest of the group.
10. Accepting a deterioration in
standards in the players’
learning or footballing
environment.

“When working with youngsters, the bulk of the coach’s attention should be
focused not so much on their technique, but on the spirit in which they play the
game, on how their game evolves, the maturity of their game, their competitive
spirit, and the pleasure they get from playing.”
Rinus Michels, former coach of the Dutch national team

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