PLAY

play 1

Children begin playing football with no emotional attachment to the game.  They need to have an experience that makes them want to come back.  An experience that makes them want to play independent of adults. In our desire to provide football for children, it is easy to forget this.  While our approach to football has become more organised and structured, the opportunities for children to play spontaneous or street football have become fewer and fewer.  Many children’s first contact with the game is through organised sessions at a designated place and time.

A child will make almost any environment their playground once given the opportunity. In playgrounds, children learn to assess different situations, predict outcomes, take risks and develop confidence in their own abilities. They instinctively seek out opportunities to play.  It is the football coach’s responsibility to respond by creating an environment that intrigue, excite and stimulate.  In such football environments, children are able to explore both themselves and the world through the game.  The coach must also create the right balance between preserving the child’s sense of freedom and ensuring learning takes place.

The French philosopher René Descartes once said: “I think, therefore I am.”   Perhaps he could have said: “I play, therefore I am”.   It is through play that children learn and it is through play that children consolidate what they have learnt.  Play by definition is intrinsically motivated.  It is the child’s way of doing things.  It is simply what they do.

Play comes naturally to a child, just like sleeping or eating.  The need to play remains throughout our lives. But we give it new names.  A footballer playing at the top of his game might say he is “in the zone“.  Scientists and artists engrossed in their work talk about “the flow“.  It is still just PLAY.
And Play is our starting point.  It is where we begin.
                                  

 

The Learning Space

If you believe that your training sessions should be a learning space, then make sure that there is space for them to learn.

When working with young children (6-12) in sport, play should be the key strategy in developing the design of our training sessions. It should be variable enough to encourage a constant need for -”thinking and reflection” and have the substance  to provide the inherent enjoyment and short term gratification that the child seeks. When we do this we are what I refer to as “coaching in context”(in the context of the game and in context with the child’s needs.)  We are approaching play from the perspective of learning. We are creating experiences that engage our young players.

Recently I did a session with a group of 10 year old boys of variable ability. I decided to use the classic one-two (wall pass) as a way of introducing concepts such as identifying, creating and attacking space in tight areas. Also I wanted to set an extra challenge to the players. After a player leaves a space to attack a new space how best can the players organise themselves to maintain balance. Of course I didn’t go in to too much detail with regard to this, actually I didn’t mention anything related to this until after a few minutes when I posed a question to the group.

Throughout out this session the coach and players will also have the opportunity to revisit and put into practice some of the essential points that were worked on here http://footblogball.wordpress.com/2014/08/21/twitter-constraints-on-coaching-coaching-in-context/

The Thinking Man’s Rondo:

rondo vag 1

 

Rondo with a one-two (wall pass). 8 passes is one point. A one-two (wall pass) is 2 points.

Question: How does the rondo best reorganise itself after the one-two is carried out?

Magnus Pettersson a coach at Stockholm club Enskede Ik tried this recently for the first time with his 12/13 year olds. You can watch it here:

https://www.youtube.com/watch?v=jCQP3DUe3LE

 

Game situation 1

rondo vag 2

4v4 with 2 jokers (6v4). 5 passes is a point. A one- two (wall pass) is 2 points.

Question: How does the team in possession best organise itself to maintain balance after the one-two is carried out?

Game Situation 2

rondo vag 3

Normal game: 6v6 (plus joker). A one-two(wall pass) must be completed before a goal is scored. A one-two can be completed with any of your teammates including the joker.

Question: How does the team in possession best organise itself to maintain balance after the one-two has been carried out.

Football is a dynamic sport and for me it demands dynamic learning. Players should be given the chance to experience and understand various concepts and apply their understanding based on the information they have taken in from the environment. This will have technical and pedagogical implications and shift the focus away from the idea of “coach managed learning”  thus providing the space for a more player/learner-centered approach.

If you believe that your training sessions should be a learning space, then make sure that there is space for them to learn.

Twitter constraints on coaching-Coaching in context-

Twitter constraints on coaching- Session by Mark O Sullivan

Aim to use not more than 140 characters in total when instructing.

Each question must be less than 140 characters

Free discussion only when initiated by the players.

To coach in context.

At a club where I am involved in educating coaches I was invited in by one of the teams to help them work with their passing. The team in question were 10 year old boys with a very broad variety of ability and level. However like all children there is a great potential to learn. The coach had described to me the type of training that they were doing to try and improve their “passing -technique”. It seemed that they worked mainly in isolation with detailed instructions as to how the players should actually strike the ball.

I got the coach to divide the group up into 2 teams so that they could play a five a side (with 4 goals).

see the ball 1

The reasoning being as I had not actually seen these children play the game I felt that it was necessary for me to observe them in action so that I could do an analysis. It quickly became obvious to me what we needed to be worked on to improve the passing game and technique.

Control-movement- pass. These are for me the essential elements in improving a players passing game.  The ability to control the ball, recognise and see movement and pass. We can work all day in isolation on predetermined passing  movements, it will look great and orderly and I am sure give some impressive short term improvements in performance. But if we are looking for learning to take place then we need to work on the “passing” within context, or as close as possible to the context of the game.

In Mark Upton’s brilliant blog post “Learning v Performance: Challenging Traditional Coaching” he refers to 2 main principles of learning. They are retention and transfer. ( A must read for all coaches)                                                                            

If we work on control-movement-pass in a more variable way, then in the long term the retention rate will be higher. If we examine the more traditional isolated passing drills that the coach was using we see very little if no variable in the control, movement and pass.                                                                                                                                                            

The closer the training resembles the real game the better the transfer of skills from training to the real game.

“Transfer from practice to match conditions depends on the extent to which practice resembles those match conditions”

When talking about long-term player development, a major focus needs to be learning, rather than short-term performance in a drill – Mark Upton

(Check out my coffee with Mark Upton blog  here http://footblogball.wordpress.com/2014/07/29/coffee-with-mark-upton/)

After 5 minutes of free play I asked the players to stop and stay exactly where they are.

Question 1: The team in possession, how many of you are in a position to receive the ball? In this case it was only one player.

Question 2: Can you move in to a position where you can receive the ball?

Question 3:  When you are in that position, what can you see?

Eventually it clicked with one young player, “I can see the ball”.

We continued the game using the idea that if I can see the ball I can receive the ball. When a player has a clear line of vision to the ball that means that the passing lane between him and the player in possession is open. He can see the ball!     Almost immediately the movement began to improve. When in possession players looked to take up positions where they could see the ball. More passing options appeared. More time and space was created to control the ball and pick out the next pass.  The overall initial improvement in the performance of the control-movement-pass was marginal when compared to an isolated passing drill but the fact that the young players were working on the technique within context would in the long term enable better learning through retention and transfer. (They also found it a lot more fun)

I broke the teams up into two 4v1 rondos.

see the ball 2

Question 4: What can players on the outside do to improve the passing options?

Answer: See the ball.

Breaking the group up into two rondos gave the player’s time to work on the control-movement-pass under less pressure (we started with large rondos, over time the coach can decrease the size of the rondo) with variability and still within the context of the game.

Question 5: If the ball is passed from the right which foot can we receive the ball with?

We re-enacted a pass from right to left within the rondo. The player receiving the ball first controlled it with his left foot and then controlled the next pass with his right foot.  

Answer:  After much analysis and discussion the players understood that if the pass comes from the right that they should try and find a position where you can control the ball with the left foot. If the pass comes from the left, try and control the ball with the right foot. This means that the player’s body is more open to the general play and therefore open to more passing options. 

We continued the rondos using the two principles

  1. See the ball
  2. Receiving the ball with the foot furthest away

Then we went back to our game to work on applying these principles.

The first game was 6v4 (with 2 jokers)

see the ball 3

The second game was 5v5 (with 2 goalkeepers)

see the ball 4

This was where the learning became very interesting. Right footed players had difficulties controlling the ball with their left foot and visa-versa, especially as they were simultaneously checking for the movement of their teammates so that they can decide the next pass.  At times it was chaotic as both the individual and the teams tried to self –organise and adjust to the demands of the task. Slowly but surely they started to work it out.

At the end of the session I asked. What did we work on and what can we take with us from today’s training? The aim of the session was to work on improving the “passing”.  The answers the kids gave reminded me of the fact that as coaches we  may have aims with what we are trying to achieve in our training session, but that does not necessarily determine what is to be learned.

Here are some of the answers I got:

  1. Passing
  2. Control with the correct foot
  3. Movement
  4. Communication
  5. Create space
  6. See the ball
  7. Patience
  8. When defending stop your opponents from seeing the ball.
  9. Create width when you have the ball
  10. Shooting
  11. Fitness ( we had to move a lot more than usual )
  12. Dribbling ( movement created more space to dribble)

My last question:

Questions: If I am in space and can see the ball what should I always try and do before receiving the ball?

Answer: Look up and look around.

Question: Why?

Answer: So that I know what I can do before I receive the ball.

My personal check list

  1. Is my session in context? Does it resemble the real game or situations that will arise?
  2. Do the players experience many repetitions with variability?
  3. Did the players have fun?
  4. Did I create enough learning opportunities?
  5. Have I challenged the players?
  6. Is my session age appropriate?
  7. Did I have fun :-)

 Learning can be a messy business. Coaches need to remember that and should not be too eager to control learning .The focus should be on facilitating an environment that creates what Dr Lynn Kidman refers to as learning opportunities. 

COFFEE WITH MARK UPTON

I was recently in England and managed to meet up with Mark Upton (now working  there as Coaching Science Manager with the English Institute of Sport) for a quick “5 hour coffee”.Here are some notes with some pictures from this trip that are relevant to what we discussed.

1. Working with the learning process of soccer, seeing it as a bio-psycho-social process, designing practice that reflects the demands of the game and encouraging players to take control over their own development respects that learning is non- linear, development is non-linear and that talent is non-linear.

2. Working isolated with technique using repetition, especially with organised training during the pre-adolescent years pays homage to the internet phenomenon that has become the 10,000 hours rule.

3. This (2) is evident in clubs that promote early specialisation where from a very young age the focus is on deliberate practice.

4. A child’s motivation is to play.
shop centre football
An approach to coaching that encourages play (deliberate play) and diversity before adolescence creates a broader range of experiences that in the long run can aid cognitive and motor skills. Other positive outcomes with diversity are the possibility of personal development with help from a broader social pool.

5. Children do not play like they used to.

no ball games

The everyday interaction with their environment is limited by cars, commerce, diminishing opportunities, insurance and safety issues, rules and “cotton wool” parenting.

6. We discussed grassroots coaching philosophy. We wondered why kids as young as 6 are still being coached technique in isolation instead of experiencing the game first. Surely a more global to the specific approach is more in tune with the needs of young children? Sadly, in many cases it seems playing an actual game of football is some sort of reward given at the end of training. It is like saying that a child must learn the use of grammar before it attempts to speak.

7. Encouraging children to take part in a number of sports helps with the development of fundamental movement skills.

big ball

We have both observed that many children today lack the necessary co-ordination strength and balance. Coaches should encourage young children to experience a number of sports especially in the pre-pubescent years.

8.Introduce variability in to your sessions.  I referred to a young player that I was working with who wanted to get more bend on the ball when shooting. The player wanted to know where exactly on the side of his foot he should meet the ball. I observed the player in action and I felt that he was continually second guessing himself, he was putting too much focus and emphasis on isolated details of the action. My opinion was that of course there is a general area in the foot that you can use to carry out this technique but other factors need to be taken into consideration. How you use your upper body and arms, weight distribution, height etc. There is a lot of talk about how you should position your standing foot but that is in conflict with how players like Ronaldo and Beckham executed free-kicks. I suggested to the player to also vary the distance and angle from where he was shooting. The general conclusion was that the player must find his own “balance” his own way that suits him. The word self- organise which came up many times in our discussion can be applied here. Mark spoke about the body having the capacity to self-organise through trial and error. He showed me these pictures of his son Sam practicing chipping and bending a ball to emphasise this point.

mARK uPTONS SON

Mark encouraged his son to shoot from various angles while refining the technique. This reinforces the idea of self-organisation under constraints (task/environment/ person). The role of the coach is to manipulate those constraints to help guide and shape learning.

More on Constraints ( Task/ Environment/ Person) Here: http://footblogball.wordpress.com/2014/03/03/interview-with-lynn-kidman/

9. Many assume that the coach possesses all knowledge and decides what is important and what should be learned. Therefore the coach decides what should be stored and retrieved for future use. If our aim is to create more skilful creative players then it is essential that we understand the difference between technique (the physical action itself) and skill (technique in context). Our focus should be on developing players who can read the game, players that seek out information to help them make correct decisions.

We need a pedagogy free from fear and focused on the magic of children’s innate quest for information and understanding.– Sugata Mitra

Creating the environment that encourages children to self-organise. Kids love to be challenged. A game centred approach that encourages the child to solve problems and work on perception action coupling in a safe to fail environment. Children are capable of great learning and understand more than we give them credit for. Coaches should look to create an environment that promotes curiosity and provide encouragement instead of directions. As coaches we should not be so eager to correct mistakes. Give children the chance to correct themselves.

More on how kids Self-Organise Here: http://footblogball.wordpress.com/2014/07/04/each-child-has-a-game-within-them/

10. Coach the child not the sport. We discussed that coaches need to understand that this is a bio-psycho-social process in a sporting context. To place too much or all of the focus on just one of these can have a detrimental effect on overall development and participation. “Sport is undertaken physically, experienced mentally and understood socially” ( Dr Martin Toms)

More on Dr Martin Toms here http://footblogball.wordpress.com/2014/03/24/interview-with-dr-martin-toms/

11. The” hard skills” such as technique are easier to measure in isolation. This is probably why many coaches feel comfortable with this more traditional method. But it can be argued that because immediate performance looks good it does not necessarily mean that ‘learning ‘ has taken place. That can only be seen when we evaluate retention(over time) and transfer(from training to the real game ) which is why if we can contextualise technique training by also creating an opportunity to develop the harder to measure “soft skills” such as perception we optimize learning. Again the soft skills are harder to measure and do not show immediate results that many coaches and clubs desire but we need to include the opportunity to develop them within our training environment otherwise I feel we are underestimating the intelligence of children and their ability to learn.

More on Hard Skills and Soft Skills here: http://footblogball.wordpress.com/2014/05/06/everything-matters/

12. Perception action coupling is a human behaviour deeply embedded within us and has been essential to us for survival as a species. We begin to develop our perceptive skills as babies. So why remove it if it helps the learning process? We don’t need to put a focus on it, just create the opportunity for it to be developed within the training environment. It is what comes naturally to children and we should embrace it not remove it under the assumption that it will hinder them from learning something else. I feel many of us underestimate the intelligence of children and their ability to learn. Maybe something to think about with regard to the question, how can we develop more creative players?

13. Mark introduced me to the term obliquity which is also the title of a book by John Kay. Essentially it states that our goals are more likely to be achieved when pursued indirectly. Its relevance can be seen when the environment is complex and changing and the effect of our actions is dependent on how others respond to them.

14. ADULT AND CHILD IN SPORT- DO THEY HAVE THE SAME MOTIVES?

 

 The Journey Home                                                                                                                           gat 2

Leaving London we were delayed 8 hours. The thought of trying to keep  our 2 year old son and our 5 year old daughter entertained at the circus that is Gatwick Airport wasn’’t something that Kristina and I had planned. There was a children’s play area that at first didn’t really appeal to the adult eye. Worn-out foam cushions in different shapes and sizes enclosed in an area surrounded by cushioned chairs. Soon it became obvious who was really in charge in this area. Kids from 1 to 7 year of age turned it in to an arena of fun, play, co-operation,sharing and fantasy. It was a castle to be defended, a running/parkour track with obstacles, a football pitch. It was anything that the children wanted it to be. It was a world of games, competition and laughter. In all the time we were there (which was 90% of our wait) I didn’t see one adult get involved. Good preparation for the realities of the future. Yes! The children self-organised.

Check out mu earlier interview with Mark Upton Here: http://footblogball.wordpress.com/2013/09/16/interview-with-mark-upton-coaching-and-performance-development-consultant/

Each Child Has a Game Within Them

SCHOOLYARDThe area is 18sq meters, plenty of space for an impromptu game of football. 1v1, 2v2, 4v4, 3v2 it doesn’t matter. The boy in the Barcelona top is one of the goalkeepers. He frantically throws himself on the concrete to defend his goal. The ball is buzzing around from foot to head to wall to gate. Back-heels, step- overs, volleys, slide tackles. No fear, they don’t have far to fall. The kid in goal grabs a bandy stick (a plastic indoor hockey stick from a game that is popular in Sweden). He has decided that he will combine both football and bandy to stop his opponents from scoring. Nobody bats an eyelid, nobody protests. It’s a great idea. The laughter gets louder as the other goalkeeper, come defender, come forward grabs two bandy sticks and proudly defends his castle like a proud knight/ ninja warrior (or whatever he is today).
This is a sight that greeted me one morning at the local preschool that my daughter attends. These 5 year olds were Inventing games within games.
The bottom line is that this was a natural competitive safe to fail environment created by the kids themselves. It promoted cooperation and creativity, development of fundamental movement skills and most important of all it was fun.

What I was observing was deliberate play, set up and monitored by the kids themselves. This intrinsically motivating activity was designed by the kids to maximise enjoyment and provide the immediate gratification that children seek from play. It all took part in a safe to fail environment where constant evolving game situations encouraged more decisions, more failures and more successes.
Was what I was observing as instrumental in determining future performance, participation and personal development as any structured/ organised practice that will more than likely enter their world sooner rather than later?

Once upon a time street football and free play was the norm. Then we become adults wanted to control it, make it organised and forgot the child in all of us.

ALLOW CHILDREN TO PLAY MORE SPORTS WITH THE EMPHASIS ON PLAY

Lots of interesting pieces out there with regard to early sampling/ diversification v  early specialisation. I have decided to gather my thought s from my previous blogs and try to formulate my thoughts and the thoughts of others in one blog post.

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Allow children to play more sports with the emphasis on PLAY.

There is an ever increasing pressure and demand on children to focus on one sport and to play the adult game. This is creating a counterproductive culture that drives the specialisation age down. The landscape for the hearts and minds of our children is being turned in to a race to the bottom. Sports science has shown that this pathway can lead to serious injuries and a lower level of expected success.

The majority of research supports the argument that early specialisation, despite what can be interpreted as early success (making the team, winning the league) can contribute too many problems in the long-term.

1. Negative effects on development over a longer period of time where the problems of burn out and drop out are more evident. (Gould, Udry, Tuffey, & Loehr, 1996).

2. High injury rates and less enjoyment.  (Côté & FraserThomas, 2008; Jayanthi, 2012; Law et al.,  2007)

3. Psychological problems (Baker,  2003, Dalton, 1992)

4. Social exclusion (Wiersma,  2000);   

 5. Limited range of fundamental movement skills ( motor skills) (Wiersma, 2000)

 6.  Lower level of participation in adulthood.(Russell & Limle, 2013)

Former Swedish Olympic sports physician Klas Östberg has spoken out about the high injury rates. He is in a good position to do this, after all these children are his patients. The amount of children visiting him with serious sports injuries is increasing every year.

“I am regularly dealing with these children from elite talent programs as patients. Many have bone/skeletal disorder that not even Swedish orthopedists have seen before. On an increasingly more frequent basis I am meeting children with life-long injuries”.

It seems that these problems arise when children are trained like adults. This not only leads to injury but there may also be social and psychological costs.  Many of these specialised elite programs are also carried out without sufficient medical supervision.

So what are the roots of this early specialisation phenomenon? Where does it come from? It is hardly a child’s invention?  Early specialisation definitely has a large element of adult self- interest about it where children’s sport and how the child experiences the sport is been compromised more and more by the business of sport. Despite the claims made by science, the market for a better word does encourage a “focus on one sport and train hard” model. This adult driven environment is merely betting on talent, it marginalises children and it means that we neglect what sport can give to children and our society when it comes to fun, exercise and an interest for life.

The societal expectations through professional sport has screwed up our focus on learning and development of children in sport- Dr Lynn Kidman

The early specialisation pathway means that the child focuses on one sport in a highly organised sporting environment. Early specialisation models are mostly built on the belief of deliberate and focused practice, rather than just free play. This environment rewards early success and performance with early selection to elite programs. It is a model for promoting and achieving short term goals.

 If success at elite level of the sport is characterised by reaching peak performance in adulthood then naturally the focus of the coach should not be on winning the under 9’s cup. But with so many these  early selection/specialisation academies being result orientated to justify their existence, there is a huge risk that children are been coached to win rather than been coached to learn the game and to learn to think for themselves.

Talent development in any sport is a complex, dynamic, non-linear process. There is little consistent evidence that links early intense training with becoming an elite level athlete. Early prediction of talent years in advance of adulthood is almost impossible as numerous other factors come in to play in the development of sports skills and no formal pathway predicts success.  What we know is that we don’t know.

What are these other factors?   

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It can be argued that a model that selects its “talent” early and forces specialisation fails to take in to account its social, psychological and physical shortcomings therefore not allowing for the complexity of human development.

 

The 10,000 hour rule has a lot to answer for. Who decided that this was a rule?

 It seems to be a popular internet view (Ericsson 2012).

 It does however give credence to those who benefit from it being applied within their sporting organisation. I can almost hear the sports director of club X giving a presentation to a parent group saying that your son/daughter must practice one sport for 10,000 hours to reach the elite level. Therefore it is better that they focus on one sport. We will supply extra training at a cost of ……….  

Essentially a belief that is based on repetitive skills is used to explain how to achieve excellence in a sport that is based on dynamic skills while at the same time ignoring many factors represented in the diagram above that combine to help shape and develop skill acquisition and performance.

The 10,000 hours theory ignores the bio-psycho- social aspects of development. Dr Martin Toms

 

Sampling/Diversification before adolescence

It should never be seen as a problem that a child wants to participate in many different sports.

Early diversification is beneficial to long-term talent development in sport. It can lengthen playing careers (Barynina, Vaitsekovski, 1992), and provide a higher level of physical capacity and a more all-round motor skill base – Physical Literacy.

The research work of Job Fransen a doctor of movement and sports science from the University of Ghent in Belgium suggests that children should sample a variety of sports rather than focusing all their efforts on a single sport.  A better development of fundamental movement skills (FMS) is encouraged by the variety of movement used when a child is active in more than one sport (Bailey et al. 2010; Côté, et al., 2009). Early specialisation narrows the movement repertoire.

Well known to this parish Dr Martin Toms has carried out a study on 1000 athletes that suggested that early specialisation in one sport could be detrimental to success and that sampling a number of sports is a better is a more beneficial pathway to take.

Neeru Jayanthi did a 3 year longitudinal study from his position as director of primary care sports medicine at Loyola University in Chicago. His research revealed that kids who specialised had increased the risk of suffering a serious injury due to overuse by 36%.  The study showed that sampling/diversification had a positive effect on long term health. Kids who played different sports earlier benefited from not just only having a wider range of movement skills but possessed a higher level of anticipation and understanding of game situations due to the transfer of “skill learning” from one sport to another.

 

Skill Transfer

Early diversification provides us with great potential for a more holistic learning and benefit from the transfer of skills from one sport to another. It was suggested through research by Baker et al (2003) that when the sampling of sports was encouraged in early years the athletes involved benefited from  developing a better understanding of pattern recognition and decision making. If we couple this research with that of Marije Elferink-Gemser from the University of Groningen (Netherlands) we get a clearer picture. Gemser noted that in a study of elite Dutch footballers, progress from youth to professional level is highly dependent on the player’s ability to understand the tactical concepts and to put them into practice (pattern recognition). The ability to be in the right place at the right time and to make correct decisions is the most important factor in determining future success.

Emphasise Play  

The term “deliberate play “coined by Côté refers to activities that maximise enjoyment, give immediate gratification and are intrinsically motivating. It requires minimal equipment and allows children to experiment with rules, tactics etc  (Bailey  et  al.  2010;  Côté,  et  al., 2009). 

All you need are the players in an empty space with a ball. We should add nothing to it unless it helps.

It is during adolescence that children need to take ownership of their own development. This ownership needs to be discovered and not forced upon them during childhood.  Allowing the child to fall in love with the sport through play helps develop creativity (Cote, Baker, Abernethy, 2003) and decision making skills.

 

A study of Australian Rules Football has shown that athletes that experienced greater levels of deliberate play in childhood were superior decision makers when compared to those who did not experience much deliberate play (Berry & Abernethy, 1993).

Recently I watched a bunch of kids where I live, (yes! it seems that in summer 2014 spontaneous football is making a comeback in my area of Stockholm, or perhaps it’s just the World Cup?) imitating Pirlo and Ronaldo, by having a free kick competition. I returned an hour later to see that they were still trying to fine tune this skill. I thought about the learning that was been experienced, in this safe to fail environment, especially by the goalkeeper as each kid varied the position of where the free kick was taken from. How often do they get to practice this in an organised football environment?  This is referenced by (Côté, Baker, & Abernethy, 2007) where seemingly more time is spent focussed on a task in deliberate play than in an organised coach led practice session.

The child must be allowed to light the flame. Play in the early years feeds this flame, makes it fun and develops a love for sport while preparing that child to become more mentally engaged and committed to a sport in adolescence.

 

 

Allow children to play more sports with the emphasis on PLAY.

Develop the individual/ athlete beyond the sport.

When it comes to talent: What we know is that we do not know.

Focus on learning rather than the short term performance and results.

The sport belongs to the child.

My ability as a coach is defined by my understanding as to how the player’s learn.

Children learn best by doing.

 

 

 

 

 

 

 

 

 

 

 

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KLAS ÖSTBERG- sports physician

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Recently I have come in contact with a very interesting man. His name is Klas Östberg.

He is one of Sweden’s most experienced sports doctors/physicians. He has worked for the Swedish Olympic team at several Olympic Games and also served as national team physician for the Swedish biathletes for many years. He has been involved with many athletes who have passed through the eye of the needle that is elite development. Some have become the fastest, the best, stood on the shoulders of giants and reached the pinnacle within their sport.

Klas Östberg is passionate about children’s sports. For him it must be carried out from a child’s perspective.

Here we get a professional sports physicians perspective:

 

As a sports physician Klas regularly deals with athletes that not only have normal sports related injuries, but also those with infections, overtraining, asthma, eating disorders and depression. In recent years he has been looking at and evaluating the situation on his own doorstep. He has been studying the process from child to elite athlete. He sees a society where children’s sport is being compromised by the competitive business of sports (adult world), where elite selection begins earlier and earlier as “strategy and competitive landscapes drive a “race to the bottom” despite science truths (Ross Tucker). We can read all the latest research papers and journals but nothing gives more valuable information and knowledge about children in sport than the one on one day to day experience.

Klas Östberg increasingly meets these children as patients.

His opinion is very clear. Despite all these hard elite programs they are in general done with little or no medical supervision. Children are not small adults. Klas says -“I am regularly dealing with these children from elite talent programs as patients. Many have bone/skeletal disorders that not even Swedish child orthopedists have seen before. On an increasingly more frequent basis I am meeting children with possible life-long injuries. The problem often arises when children are trained as adults and continue to train without any diagnosis. Not only can this lead to a serious injury it can also cause psychological problems. The question is should we allow our children to train in these hard driven sports elite programs and have the same medical support as if it were some spontaneous game of street football? Another question is, how many of these sporting organisations are not following the UN Convention on the Rights of the Child.

The misguided effort to win medals often means that we miss out and neglect what sport can give to children and our society when it comes to pleasure, fun, excercise and an interest for life. For when you remove a 9 year old girl from the team, push the 10 year old ice hockey player too hard  you also remove much of what is great about sport.

What happens to the 98% who do not reach elite level? Where do they go? Is it not interesting to investigate?

What worries Klas is that these early elite programs are merely betting on talent and it has no scientific basis. It does not give more medals but just more marginalised children.

 We know how much fun sport can be. Our goals should be to have a broader participation in sport, where as many as possible will continue to play as long as possible. Therefore it is vital that we have an open discussion.

“I have been responsible for Swedish Olympic Committee (SOK) top athletes for many years, all have been active in sport and specialised first at 15-20 years of age. What lessons can we draw from that?” Klas Östberg

 

INTERVIEW WITH FREDRIK SUNDQVIST

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We continue the FOOTBLOGBALL Essential interview series with a real tour de force in Swedish youth player and club development Fredrik Sundqvist.  Fredrik is responsible for matters of development and education at Azalea BK a youth football club in the Majorna and Linnestaden district of Gothenborg.

His wonderful book “Så funkar ungdomsfotboll” ( How  youth football works) published by the Swedish Football Association  is the result of a 15 year long journey through the world of Swedish grassroots football.

The Footblogball way is all about learning and open discussion. This is why I never edit answers, (regardless of my opinion) as the people I interview project a special energy in their answers that deserves to remain sacred.  I put a lot of work and research in to the questions and I would like to acknowledge the following people who have provided me with inspiration through their work to help me formulate the questions included in this interview.

Dr Martin Toms Birmingham University 

Dr Ross Tucker University Of Cape Town

Dr Lynn Kidman Auckland University New Zealand

Tim Goodenough 

The speech given by Lena Adelsohn Liljeroth at the Research Conference in Youth Sports Stockholm May 2014

Janne Mian – Head Coach with Swedish Premier League club Elfsborg IF

The Philosophy of Grassroots Football- FIFA

 

FOOTBLOGBALL: The introductory paragraph of one of your recent blogs is quite powerful: “If Swedish grassroots football is to be financed by society then it has to has to live up to and be based on the child rights perspective: All children should be given the same value. It is a basic principle of democracy. It does not matter if you are good or bad, ambitious or messy, girl or boy – a football club must ensure every child is valuable regardless of ability or circumstances. Therefore, harder demands should be placed on public funding.”

Can you explain how funding for youth work in Sweden, so that we get a clear picture of your statement?

FREDRIK S: Swedish youth sport is largely funded by municipal and state support, both in terms of state and local government activity support and also in the form of facility support. Costs are more or less entirely borne by public funds provided that the coaches are volunteers. The exact size of this support is not easy to calculate, but is about 5-7 billion Swedish Kronor. Since 2008, the United Nations Children’s Rights Convention is a prerequisite for this financial assistance. Any activity that gets society’s financial backing is supposed to be characterized by a child rights perspective, where the child’s “best interests” is always put first. A Child rights perspective is obviously more of a compass rather than a finished formula that draws a clear framework. However from the perspective of the rights of the child, every child and youth must be important. From my point of view an activity that favours certain children through ranking and selection has severe problems to fit within the frames of the child rights perspective.  One other essential aspect is that children and adolescents themselves should have autonomy and control over their participation in sports. The goal, from the perspective of the public, must be to attract as many children and young people as possible to want to play sports, nothing else. In other words the main aim is public health, to include as many people as possible and to help them have a more enjoyable, healthier, better and more fulfilling life.

FOOTBLOGBALL: Scientific evidence suggests delayed selection and specialization to encourage broad participation. The market (in my opinion created from an adult perspective) wants early specialization , focus on one sport and train hard. Do you think that in the future we will look back and think, what the hell did we do to our children?

FREDRIK S: Good question! I think that most adults who have put their children in to an early hard elite selection environment in retrospect need to consider if it was worth the great sacrifices the child had to make during childhood. It is in any case a question I have asked myself (even though I really tried hard not to push my kids in a harmful way). As a matter of facts, sport can in some ways be rewarding even if the sacrifices at the time were unreasonable. We learn from everything, also from bad experiences, but honestly, life is about finding a balance and it’s us adults who have to have the responsibility to guide our children. The price is, I would say, always unreasonably high with a hard sports driven childhood. Sport is supposed to be fun.  But if repetitive injury problems and sacrificing school is the outcome of what turns out to be a short sporting career, the sacrifice is rather pointless. I think fewer and fewer will see the point with elite driven children’s sports in the future – for it is of course destructive and meaningless in many ways. Will the market-driven child elite programs disappear? I think not. However, the recruitment base will shrink.  

FOOTBLOGBALL: Playing football is a human activity, with all its attendant problems. Our coaching and development programs should reflect this reality. Instead of just focusing on the analysis of the mechanistic body, we should also put great emphasis on social person.

Comment?

FREDRIK S: This is all about a children’s rights perspective − to see the whole person. It is precisely this, I would say, that makes leadership fun. The very essence of leadership is capturing the individuals where they are, without locking them into preconceived expectations. Then help them develop to their full potential. It requires creativity, opened mindedness and enthusiasm when meeting each individual. To divide and categorize, for example, physical maturity, or any other fixed categorisation destroys individuals by freezing them into fixed roles, roles with expectations that become self-fulfilling prophecies. On the whole, there is much to gain through group dynamics and creativity when we see diversity as something good. The slow full-back can be the great guitarist with the cheeky pals. A team can compensate for the slow defender with proper support, but a team with no rock & roll becomes a more boring team to play in and to grow up with.

 

FOOTBLOGBALL: Can you give advice on how you are working to  achieve this in your club Azalea BK?

FREDERIK S: We are constantly trying to emphasize this social dimension and diversity. In the end, it is of course down to the leaders humanistic skills when out working with the players. With us as in all clubs we have both wonderfully creative and responsive leaders and those who might have a little more conservative approach. We just raise these questions and discuss them at our meetings. I think that our young coaches responsible for our summer football schools tend to be incredibly insightful when these issues are discussed.

This is also of utmost importance to senior football. The local senior football club needs to find ways to keep young adults in the sport and to also remain on as volunteers. Therefore we have to see the whole person and not just short-term results. Otherwise, all those square, conservative old men in charge of the local senior football team will soon have no teams to decide over.

FOOTBLOGBALL: Playing with a football team is a bio-psycho-social development within a sporting context and it’s not linear. Life is not linear, so we should not assume that talent is linear.

Performance at the highest level of football is affected by physical characteristics that generally only appear late in adolescence. Properties such as strength, muscle mass and speed are very important, but cannot be predicted with 100% accuracy. But we still use redundant talent identification program that has a “one size fits all” attitude, treating children as mini-adults.

Who in Sweden gains (who benefits?)  with these traditional elite talent programs?

FREDRIK S: The short answer is that no one benefits from elite programs, because the sport is forced into a dreary form steeped template. Child elite programs create bad will in football and are not conducted through a child rights perspective therefore they should not get public funding.

However, there are winners, at least if the perspective is short. The big winners are the elite clubs who gain control over the player pool and therefore can use player development as a way of developing a source of income.  

Then we must not forget that a large proportion of those who can support themselves as football coaches in Sweden make it through the elite programs. There are those who see a livelihood in elite programs. SEF’s                (Association for Swedish Elite Football) Stefan Lundin is a good example. He was very sceptical of the academies before he got a job at SEF. He wrote letters and worked actively against academies. Now he is the great proponent of Swedish football “Tipselit Project “and Children’s elite programs

Of course there are individuals who some way benefit from being in the elite clubs and matched against other elite players. The club develops players according to a formula that fits only a low fraction of all the players (and these are players who would become good anyway). The requirement profile is strict: Developed early, be a post pubertal super talent and be ready for senior elite in the mid-teens. The major drawback is that this way of working is characterised by selection and weeding. Moreover, the process of selecting young talent happens so fast that the young players rarely get the time they need. Just take in to consideration all of these knee injuries. Young players are thrown into the senior elite football, incur serious injuries and lose years of development. My suggestions is a more playful and socially oriented children’s sport and then a more professional, and more long-term talent development, elite preparatory activities between the ages of 18-22.

FOOTBLOGBALL: Referring to the bio-psycho-social. I think it is a mistake to focus too much on one of these three in youth football. It can be a temporary advantage that can give a misunderstood result on the pitch

FREDRIK S: Absolutely! Early easy victories become expensive mistakes in the long run

 

FOOTBLOGBALL: Here is a quote from the Talent identification and development conference in South Africa Maj2014.

Youth coaches should be trained to become better people, rather than better coach. “Deliberate play” is very important in developing children 12 and younger -. Creating an environment where children can express themselves. In a fun and focused way with minimal adult involvement and participation -. Gertin Thomas, Jean Cote.

I would summarize it this way: At one time, street football and free play was the norm. When we become adults wanted to control it, make it organized and forgot the child in all of us.

What do you think?

FREDRIK S: I like the term “deliberate play”. It shows play as an internal motivation force. Football universe is best explored through the experimental discovery of play. “Deliberate play” also points to the importance of good, creative and inclusive leadership. All development comes from creativity and joy. If the football is not fun, it simply becomes too boring to discover − the kids stop playing and stop exploring. We leaders have the power to make football fun and enticing, but also a heavy serious duty.  Many have a completely ridiculous over belief in discipline and structure. Football is a universe of possibilities not a mechanical rote learning process.

FOOTBLOGBALL: “There is no medal  that is worth more than a lost childhood.” – Lena Adelsohn Liljeoth, Sports / Culture. What does this mean for you?

FREDRIK S: Unless the sport is worth its price (in terms of sacrifice and health), it becomes literally useless. Sport logic is a bubble in many ways disconnected from the rest of life. Why is a football game “really” important? For example, a girls or boys teams match autumn 2004 for 12 year olds? It was so damn important, then, what does it really matter now, ten years later? It is in any case hardly the outcome that makes the game meaningful in retrospect. What is important in retrospect is the memories of joy and camaraderie, the team spirit, the feeling of being in a meaningful context with others. Maybe all those years playing football developed good habits and a continued physically active life. Perhaps an inspired coach during those important years helped develop empathy and a more worldly view of fellow human beings. It is these existentially important side effects of football that makes it worth its price. That’s the whole point of sport. A leader simply must have these existential values ​​in their focus. It is precisely the essence of the childs rights perspective

 

 

Constraints of Twitter on Coaching Sebastian Delport

 
 
Getting some great session reports for my “Constraints of Twitter on coaching challenge“.
Keep them coming! Mail me at mark.kss@gmail.com
 
First up is Australian Rugby coach Sebastian Delport. You can reach Sebastian on twitter at @SebDelport 
 
BACKGROUND:
 
I am a rugby coach based in Perth. I currently hold two positions at the club I am affiliated with, namely Rugby CoachingCoordinator and Head Coach for the Academy. I undertook your challenge with my Academy players (U14 – U17) during one of our weekly sessions. We are currently in the first Cycle of our In-season phase of the year, and the focus for the session was two-fold:
 
1. Defence – Principles and structures at a unit or team level.  
2. Counter-attack – Recognise key moments of transition, possession or pressure, and act decisively. 
 
To reinforce the mental aspect of these topics, I made the theme for the session ‘Turnover Tuesday!’. The emphasis was on staying focused and maintaining a positive mindset. 
 
THE SESSION:
 
It was a 90 minute session that was broken up as follows:
 
Warm-up – 15 minutes. Activation drills/games and dynamic stretches. 
 
Personal Time – 15 minutes. Athletes may use this time to work on a rugby related project/skill of their choice. This was an experiment that I ran to give the players more responsibility for their own learning. See some of my previous Tweets for more details on the feedback that I got and my observations. 
 
Learning activities – 60 minutes. The remainder of the session was broken down into SSG’s. We used a 10 minutes on/5 minutes off format, and played non-contact 8v8. 
 
TWITTER CHALLENGE:
 
I explained to my players that I was going to be using a new method of communication, and detailed how it would be styled after Twitter. However, I did adapt your guidelines in one specific way. I gave myself 3 Tweets. One to use in order to communicate the key learning objective for the session:
 
“Recognise key moments of transition and act decisively. Attack space across all thirds of the pitch using a pass, kick or line break.” 
 
One to use when in possession/on the counter-attack:
 
“In possession, decision making is key. Ask: Where is the space? How can we attack that space? Where is my support? – Protect the ball!” 
 
One to use when in defence/pressure phase:
 
“Pressure the opposition. Deny space – Line Speed. Recover – What is your role? Are you in position? Get compact – Line Integrity.” 
 
I used these tweets as necessary during the rest intervals between SSG’s. I have already developed a Q&A culture during our rest intervals, and I found that these tweet sized chunks served as a great focus point for the players. If a certain aspect of their play was needing a bit of work, or just to be brought to their attention, I tweeted the relevant bit of information and the players automatically picked up our area of focus. They could raise points, discuss the tweet and how it related to their performance, or just ask me a question. 
 
This was a great challenge for me personally. Reducing my time spent talking has been one of my key areas for improvement this year, and this challenge really helped focus my thoughts. I enjoyed the experience, and whilst it was new for the players, their feedback was positive. 

SPEECH BY SWEDISH SPORTS AND CULTURE MINISTER LENA ADELSOHN LILJEROTH

 

In May 2014 Sweden’s Minister for culture and sport gave the following speech at the opening of the Research Conference on Children and Youth in Sport

Here is my translation from Swedish to English.

Lena Adelsohn Liljeroth Minister for Culture and Sport.

 

In the sports ideas document “Idrotten vill” it says that sport should be permeated through the child’s rights and perspective. This means that the child’s needs come first. The adult demands on performance and results will in time happen anyway – sport should be a safe haven for children and young people, united by joy, desire and togetherness.

Sport is a good measure of independence and freedom. It is important we continue to protect it. However, we have received several warning signs of abuse in sport, which I take very seriously .

About a year ago I received calls from a number of scientists – many of you are here today – who expressed a strong concern. The main issue been the impact on premature elite programs and premature specialisation, where parental, coach pressure, selection and ranking is at odds with the vision of sport.

We should show respect to what the latest research says. There is no medal worth more than a lost childhood. Sweden must become the leading country in terms of the perception of athletic success and its price tag.

Those who wish to work hard and reach the summit should naturally have the opportunity to do so – but it should be done under safe and secure conditions. This conference is an important part of ensuring such development and I am pleased that the Swedish Sports Confederation and the Centre for Sports Research chose to organise this together.

Today sport has guidelines for children and youth in sport but have no effective sanctions against those associations and societies that violate the guidelines. If a business is conducted without respect for the child’s rights and perspective, there must be consequences. The associations and societies that consciously focus on allowing children and youth to practice a lot must also take responsibility for the environment in which this is done.

The environment must be so good that those in charge can always ensure that they have the child’s best interests at heart. I therefore look forward with excitement to the new guidelines Riksidrottsförbundet is taking up around children and youth sport .

Common to all of us is that we want a healthy and safe sport that more children and young people want to be a part of. Now let us continue the dialogue and work to achieve it.