Parents Code of Conduct

Parents/Managers SessionJames BarracloughIntroduction Not about us being self-righteous/know it allVolunteers do great job No volunteers = no Grassroots football BUT can some things be done better?Just because things happened certain way when we were younger, not necessarily rightPLEASE keep open mind

Sideline Parents Following types of parent identified: Uninterested (never present) Overcritical (never satisfied) Yells from sidelines (often louder than coach) Coaches from sidelines (often contradicting coaches) De Knop et al (1998) Each can have negative impact on child, coach, team & whole club. Such parents can disrupt to level causing attrition

Activity: whiteboard-Why no Shouting from Sidelines...Why is shouting from line bad?Interferes with players decision-making (confuses/frustrates them)Might contradict what coach/manager sayingCan make player nervous & choke/fear of failure Mistakes encouraged as +ve learning opportunity (players self-correct)Whos game is it? Kids/adults?

How Calm Affects Players...

How Shouting/Aggression affects them... (Fear of Failure)

Why do Kids Play? Ask ThemIm not bothered about winning the league, the game is just for fun (North Riding U10)I do worry if weve lost but not for too long as I want to go and find out the Villa score then (Worcestershire U10)Something to do on Sunday (Under 9, West Riding)because all my mates play (Under 11, East Riding)because its a really fun game (Under 10, Liverpool)We play to keep fit because its good to be healthy (Under 11, Bedfordshire) Research by Nick Levett (FA National Development)Whats wrong with this Picture...?

An Alternative...

Socialisation through Football...Football = powerful tool for learning about:Winning/losing gracefullyRespect for others (players/coaches/officials)Rules & regulationsTeamworkCommunication skillsMaking friendsDealing with people you dont like!ConfidenceConcentrationENJOYMENT

Importance depends on StageTECHNICAL(how to...)Passing, dribbling, etc.TACTICAL(when/where to...)Decision-making, formations, etc.PHYSICAL(the body...)Fitness, nutrition, etc.PSYCHOLOGICAL/SOCIAL(the mind...)Confidence, composure, etc.11Activity Which corner(s) are most important at which age?(technical, tactical, physical, psychological/social)6 9Technical, social, very basic tactical 9 12Technical, social, some tactical12 16Technical, some tactical, social, basic physical/psychological 16 18+ALL corners

We want ALL our players to:Be 2 footed Play in different positions Play out from defence Pass/dribble/shoot at right time Defend effectively individually & team (eventually) Have equal playing time (rota) Have certain standards of behaviour (manners/respect)We aim to do this by Creating Learning Environment:

Maximising touches per player Encouraging players to try new positions Practices using players weaker foot Allowing players to be calm in possession Allowing players to make own decisions Players/coachs/parents code of conduct NO win at all costs approach Developing EVERY player LONG-TERM Encouraging MISTAKES (positive learning) Encouraging ENJOYMENT

Why Different Positions... (Ajax)To appreciate how other players thinkE.g. CF playing CB & vice-versaPlayer rotation (total football) - rotaPlayer wanting to change position later in developmentUsing weaker foot important Play out from defence = more chance of retaining possessionPossession = more chance to score/less to concede & more attractiveWhy More Touches...Accelerates learning more brain cells join up & more myelin produced (motor learning)Ajax Amsterdam introduced 4 v 4 over 8 v 8:135% more passes500% more goals225% more 1 v 1sHow many more with ball each/1 v 1/2 v 2/3 v3How? Small-sided practices (SSGs)No queuesInclusion of all playersMotor Learning (why lots of touches)Born with all brain cells ever have & start to die straight awayBUT we have billions of cells (about 10,000 per cubic millimetre)Learning new skills - brain cells form new connections with other cells Sections of brain for certain skills actually found to be larger in experts e.g. cabbies Learning skills changes hardware in which knowledge stored in brains more we learn more it changes!Like downloading new software - your PC (brain) upgrades from Pentium 1 to Pentium 4Experts have most up to date software...Only upgraded by thousands of hours of practice (10,000?)Practice makes permanent physical/technical bestAlso amount of myelin (white fatty tissue) surrounding new connections increasesActs as insulation & prevents signals from leaking out, improving memory & skill

How we Learn... 10,000 Hours?

How We Learn...Coaching cant just train people to hoover up predetermined, bite-sized gobbets of knowledgeIn real-life we learn by:Watching others (role models)Trying it ourselvesAsking questions, when & if we need toTrying different scenarios: trial & errorVisualising how things might pan out & rehearsing various outcomesWhy Long-Term Approach & NOT Win at all CostsPhysical literacy important as base (multi-sports)Success in sports mix of factors (4 corners)Different rates of development (non-linear) late/early developer - 2 examples:Lewis (U6 MUFC)/Ian Ormson (SCFC keeper)Unknown how growth spurt will affect individualsTalent probably not emerge until early 20sEven academies & C of Es dont play to winWhat is Talent/Ability?Current performance poor indicator of ability - mediated by other influences & can change drastically during growth spurt: Genes (physical) Training (environment)Correct support from parents/coaches Psychology (mindset)Luck!Long-Term Player Development (LTPD) Good Approach (some flaws)Sports scientists: sensitive periods in development where effects of training maximisedTake 8 - 12 years of training for talented athlete to become elite (10,000 hours)Model identifies appropriate training at each stageStage 1: FUNdamentals (6 - 9)Participate as many sports as possibleIntroduction to simple rules/ethics of sportsAppropriate/correct running, jumping & throwing techniques taught using FUN games:ABC's (Agility, Balance, Coordination and Speed)RJT (Running, Jumping, Throwing)KGBs (Kinaesthetics, Gliding, Buoyancy, Striking with a body part)CKs (Catching, Kicking, Striking with an implement)

Stage 2: Learning to Train (9 12)Further develop FUNdamental movement skillsGeneral overall sports skillsDevelop endurance with games/relaysBasic flexibility exercisesSpeed during warm-up, e.g. SAQ

Stage 3: Training to Train (12 - 16)Develop speed & sport-specific skillsDevelop staminaDevelop knowledge of:how/when to stretchnutrition/hydrationmental preparationEstablish routinesEmphasis on flexibility training due to growth spurt

Stage 4: Training to Compete (16 - 18)Technical/tactical skills/fitness improvements & competition-specific trainingPerform sport specific skills under competitive conditions during trainingFitness & recovery, psychological prep & technical development individually tailored

(Stage 5: Training to Win (18+))

Coaching MethodsWhich did you prefer from practical session? Why?Inclusion: making sure everyone involved equally (no favouritism especially own child)How: no bus queues & equal playing timeWhich players need more playing time?Less developed (may be late bloomer)?

Praise/OverpraiseGuy Claxton: Children praised all time less creative & imaginative & less confident to learn on own... become addicted to stream of praise & approval. They learn for approval, not intrinsic pleasure & purpose of getting better

Carol Dweck: NEVER praise natural ability BUT praise success through prolonged effortLanguage Dealing in maybes rather than absolutes effective i.e. this could be true rather than this is trueGuy Claxton:If you talk to me in Could Be language, I am immediately in a world of openness & possibility as soon as you tell me something Is, all I can do is my best to understand & remember itOur ProgrammeActivity: Code of Conduct...

As Coaches/Parents we will:Act as positive role modelsEncourage mistakes (acknowledge our own)Leave our egos at homePraise success through endeavour not abilityLet kids work things out for themselves (NO SHOUTING & BAWLING) minimal coachingRotate players & equal playing timeNOT win at all costs (BIGGER PICTURE)Encourage ENJOYMENTRecommended Reading...The Talent Code by Daniel CoyleMindset by Carol DweckWhats the Point of School? By Guy ClaxtonInverting the Pyramid by Jonathan Wilson Teambuilding by Rinus MichelsFootball for the Brave by John Cartwrighthttp://www.richardbailey.net/Participant%20Development%20Lit%20Review.pdfhttp://www.youtube.com/watch?v=44z2cj3mv0M The England Patient Part 1 follow links for other partshttp://elitesportconsulting.wordpress.com/And Finally...3 Golden Rules:Always try your bestDont be afraid to make mistakesENJOY!!!

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