individual development

trying to get the best out of players

working on senarios as a team is for me probably the easiest part of coaching.

working on individual development, can be the hardest especially finding the time in that hour or two of training to help individuals improve on their skills.

For me ive found that good banter (u 15  age) goes a long way but being wary not to overstep the mark,.

example of an attacker with some great attributes, but is missing some great opportunities to score more goals by trusting his weaker foot.

this led me to a reward based development where any attempt with his weaker foot would lead to big praise and a goal would be double.

for weeks you would see frustration, anger, and a lack of belief.

So i laid off asking him to try it, but whenever he did anything wih his weaker foot i would be loud and vocal in my praise also with banter.

this has culminated in last weeks game, where unconciously he had at least five attempts of a shot with his weaker foot.

What this has helped me with is understanding when to notice pressure building on these players, and when to lay off, but still remind him of his achievements when he has done this.

  • Hi Lee, this is great. Do you find this works with most players or do you adapt it? If so, could you give some more examples? Thanks, Tim

  • hi Tim ive found if i notice something that they are unsure of then i will set a task to incorperate it in the pratice 

    for example one player liked to keep the ball longer at his feet which resulted in more often than not losing possesion.

    so we started to embrace driving forward with the ball but recognising space.

    starting with gain lines . so as a centre back breaking between the attackers, then completing a pass.

    sometimes a reward would be if it lead directly to a goal then the goal was doubled, but i find the best reward is the player knowing they are no repercussions from trying as long as they are learning at the same time.

  • Sounds good - do you use different game formats work best for certain tasks?

    And in the examples above, did you place a time limit on any of those practices? So for example, they have to break through the lines in X seconds and pass the ball X seconds after that? Or just focus on the main task at hand.

    Yeah think it's important there aren't any repercussions and important they receive praise for trying!