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[Jamie]

Hello and welcome to Coachcast by England Football Learning, the coaching podcast that brings you insight from people across the game. As always, we're Jamie and Louise and today we're picking up where we left off with Katie Sorensen for part two of our Ultimate Guide for Training. Well, Katie, last time on the podcast, you did a fantastic job of going through four topics relating to training, which were, just for a bit of a recap, were planning, practice design, creating the right environment and linking training to match day. So to complete our ultimate guide to training we have four more areas to look at. So shall we get started?

[Katie]

Let's do it, yeah.

[Jamie]

Brilliant. Well, the first one is observation. So what are you looking for when you're observing the session?

[Katie]

I think I would say as a watch out, because we all do it, we'll be saying, right, I'm going to observe, and then we don't actually know what to look for. Or we just try to look at absolutely everything. The problem is when you're standing there and you're going, I'm looking at this, this and this, you're going to really, really struggle to actually focus your views or your observation in on like maybe two or three key points. So for me, I try to look at across like the four corner model. So what am I observing in my players, maybe technically within the session? How am I looking at how observing maybe how they're doing socially, maybe with their teammates, those relationships physically, how they do it in terms of maybe, you know, that their speed or maybe some of their balance and things like that. Something that was really good to look at while players are going through growth and maturation. And then psychologically, so do they look confident? Do they look like they're in a good headspace? Do they look like they've had maybe not great sleep or they've had a long day? So I try and look at all of those things before they've even really started kicking the ball and then link to those things and then going well. So what are they doing well at? They're kind of like, what's your going wells and then your even better riffs, where do they need a little bit more support?

[Louise]

It's a lot to look at, but it's a really good framework to use to kind of make sure you're kind of not neglecting any of those areas. How do you know if your session is working in the moment?

[Katie]

I think it can sometimes be really, really hard for us as coaches to recognise that because there's so much going on. Sometimes you might not even actually be able to recognise that a couple of players are maybe finding something a bit too challenging because if you've got 16 players, it's very hard to look at all 16 at all times. So I think I said it on the last one. I go to player feedback and how are they feeling? So maybe while they're in a little bit of a drinks break or maybe they're going from one round into the next round within the particular practice, I might just say, how are you finding it? Is this okay? How do you feel? How do you feel physically? Do you feel like you're being challenged within this practice? And straight away, when you've got that feedback, you can then start to think about how you might adapt it or you might go, oh I haven't seen that myself and then you might just take a little bit of a step back and then now you know that's your lens for your observation maybe for the next section.

[Louise]

And what do you do if a session just isn't working do you think? Do you do anything in particular?

[Katie]

I think you can do one of three things. You can just leave it and hope it sorts itself out, which never really happens. You can completely stop it and go on to something else, but then that's quite easy to do for players because they go, Oh, don't have really have to learn anything. Now we're going on something else. Or you can keep the practice, but maybe just change a couple of elements of it. Maybe we go back to the step principles might change some of your space, maybe what you're asking of the players, some of the constraints, some of the focus points. So I've done that many times where maybe the space has been too big, and maybe I'm asking my players to high press within a particular practice and they can't do it because it's too big. So I've gone right. Hold on there. We're not going to change the drill. All we're going to do is we're going to slightly bring in a space. So it means the distances you have to press aren't as big. So you should now get a little bit more success. So yeah, you've either got kind of rip it up, do something else, you've got continue and just hope they struggle through it, or three just make slight like adaptations within it.

[Jamie]

You mentioned the STEP framework there. How do you decide when to actually progress or simplify practice using STEP?

[Katie]

Again, I think that's player feedback, and that doesn't have to be verbally, it's feedback from looking at them and how they're getting on within the particular drill. And again, I think that there can be elements where within one practice, you might have a couple of players that are absolutely flying and maybe finding it a bit too easy. On the other hand, you complete other end of the spectrum, You might have a couple of players that are struggling with a particular drill. And again, I think that there can be elements where within one practice, you might have a couple of players that absolutely flying and maybe finding a bit too easy. The other hand, you complete other inspection might have a couple of players that are really struggling and need a bit more support and it can be really hard then to adapt the practice for everyone. So rather than doing that, it might just be a little one in the ear. So I don't know, could be doing some form of finishing drill. And I go, right, Jamie, you'll find it a little bit easy. When you receive it, I want you to finish within three seconds. So now I'm trying to quicken up your decisions. Whereas Louise, I might see you'll find it a little bit more challenging. So I might say, okay, right, Louise, think about taking an extra touch before you have your shot. So now it's the same practice, but I've given you two very different challenges based on Jamie needing a bit of stretch and you needing a little bit of support. And I think that's just down to again, observing within the moment how your players are faring within the particular practice.

[Jamie]

I like that.

[Louise]

Yeah. Other things that you're looking out for to kind of check whether players are engaged or whether they're learning from it?

[Katie]

Body language. You can very easily see if a player is bored because they might have their eyes elsewhere, hands on hips, yawning, talking to their mate rather than focusing on what's happening with you. So little top tip I've started to do, because it's something I've really started to recognize where I was coaching previously. We had we trained on half a pitch and the other half of pitch was these men coming after work and doing like little 77 games. And obviously, sometimes the players found it more interesting to watch what they were doing rather than listen to me with a little intervention or before you went into the practice. Problem was we'd then go into the practice and half the players wouldn't know what they were doing because they were too busy watching what was going on on the other pitch. So what I started to do then was I would have them have their back to what was going on there and only I could see the playing going on behind. It completely changed their focus because then they were focusing on me because they couldn't kind of, they couldn't turn around to watch the what was going on behind them because they knew I'd see. So just almost like reworking the area that I was doing the little intervention with them had a massive impact on some of their engagement, a massive impact then obviously in terms of them observing what I'm talking about and then I got better engagement then from them within the session. So that's a little top tip I think maybe.

[Jamie]

Yeah I say it's really good like little piece of observation there like just a very very small tweak And just immediately the players are just more engaged, just not distracted and then getting on with things. What tools then, again, we mentioned step, but what other tools can coaches potentially use to help them with their observations?

[Katie]

Really, really thankful you've asked that because our six key capabilities for me is a fantastic tool for us as coaches to use. It's a great opportunity for us to like almost zoom in on what our players are doing well and where they need more support. So Six capabilities trying to develop more skilful players. You've got your timing, you've got your technique, you've got your deception, trying to develop more movement, skilful scanning, and then players positioning. So those are kind of six real technical things you can really observe in your players to understand maybe what they're doing really well at. They might be a really good scanner. They might really be good at looking at the space of where they need to receive. They might need more support of in the actual action of the received to the technical technique skill. You might have a player that's really, really good at positioning and getting themselves into the right position to receive, but they might actually not time it right. So they might be great again to the position and being in a position, they might be doing it too early. So then they're marked. So you can use that kind of six capability framework as a little bit of a tool to observe that. But then in terms of like observing other things on the four corner model, again, I'm very much my power of three. So then you've got your psychologically. So there's three things I always think about for them. I think, well, can I observe how confident they look? Can I observe almost how well I think they're engaged with what we're doing? And three, can I almost track kind of like their enjoyment socially? So that's socially with me, socially with their mates, socially with other staff. How are they getting on within that? And then physically I might be going maybe speed, agility, balance. So how are they doing with those three things? So I've got my sixth capability tool for technical and then I've got those kind of power of three for my other three areas.

[Louise]

Yeah. Really good listening to you talk through everything because it's very, it makes it all clear and you're like, yes, that's how we can use these things. Thanks Louise! So yeah, really useful kind of hearing it and you putting it into context as well. So in your opinion, what's a common problem coaches may have when observing training?

[Katie]

Just trying to look for everything. I think I've already said it, it's something I think we all do. We turn up and we go, gosh I've got 20 players, I'm just going to look at every single one of them. But the problem is when you're looking at every single one of them with every single element, you're going to really overload your brain and you're not actually going to actually see anything. So I think just being able to, if we link it back to our learning objectives, if you go in knowing you're going to observe things specific to the learning objective or kind of your intended outcomes for the session, you will have better observation skills. Rather than if I turn up and go, I'm just going to look at everything today, I probably won't add as much value or impact to my players and I won't be able to support them in the moments they need it. Whereas if I go in and say, right, today I'm really going to observe around my learning objective is how we're going to play through midfield areas. My observations really are now around my players' behaviours to be able to do that. So I'm just zooming in my focus. I'll be able to see far more.

[Louise]

Yeah. I say, I've said before, there's so much to think about, but it's kind of observation specifically is a key one for just simplifying it down.

[Jamie]

Yeah, and actually narrowing the focus, like having something to focus on is an absolutely massive takeaway for sure. The next topic is something that every coach will have experienced, which is managing difference. So how do you account for different abilities, motivations and needs in the session?

[Katie]

I think that can be really, really hard. And I think something I've spoken around is around growth and maturation. So you might have maybe an under 14s group and you might have a 14, 13, 14 year old boy who's not yet gone through growth and maturation and is maybe only going for it now. You might have a player that's gone through it two years ago. So the support and stretch they need is very, very different because we know usually if you're going through growth and maturation, you might have grown half a foot in a few months, and then all of a sudden your brain's telling you what it wants your limbs to do, but your limbs just can't do it because they're so much longer than what they were. The effect that might have on the player, it's not just then the technical effect, but it's psychologically what that then does to the player, because physically they're struggling. Psychologically, then they might lose a little bit of confidence. And then what does that also look with their teammates? Because their teammate might not want to pass to them anymore because they go, if I pass to you, you're going to lose the ball because you keep losing it. So it's very much like wrapped around approach to recognize him. I might need to support this play with this element at the moment because of that growth and maturation. I can support them while still supporting players within the session who are actually doing OK. I think what we can do, be too cautious of sometimes, is putting all of our focus on the ones that are really struggling. We almost forget about the ones that are doing well as well. But this is where I think elements of having like a co-coach can be really, really good. So if you do coach alone, is there like a parent or a mentor or someone that you can rely on to come support you with some of your observations and support you with that managing difference. And if you do have a co-coach, can you almost like divvy up who you're almost looking after? So maybe I might take the players that need a little bit more support within a session and do some stuff to support them. Whereas Louise, you might take some players that are absolutely flying and you can do something with them. So it's how do you almost like spit them off in those elements. But I talk a lot about like sparring partners and wingmen. So I might need a sparring party because I might need some real support while I'm going through growth and maturation around my moving with the ball in wide areas. So Jamie, you're going to spar with me because that's an area I need to get really, really good at. But I know that you maybe need developing your one-on-one defending kind of aspects. So I can almost go against you. We can spar against each other. But I might then need you as a wingman. So I might need you as someone who's really good yourself at moving with the ball at fullback. And I'm a wide player. So now we're going to create a 2v1 against someone else because you're wingmaning me to be better. So it's like how do you divvy up? You might separate, you might do wingmaning, you might do some sparring partners. And I think those are different ways that you can maybe support and stretch individuals where you do need to manage that difference.

[Louise]

What do you look for in a session that tells you a player might need something different?

[Katie]

It's not just sometimes technically looking at them. A lot of what I look at is psychologically. Do they look disinterested? Do they look bored? Do they look like they're almost getting a bit emotional? I think emotional control, especially while players are kind of going through the ages and stages, can be really hard to manage. So I'm definitely trying to look at them across the four corner model. Because again, if I just focus on technical skills, I'm going to really lose the other elements that are just as important. I think technical skills are easier to see or easier to almost like say, Louise, this is where you are technically. Jamie, this is where you are technically. It's much easier to compare the two. Whereas I think like physically, psychologically, they're really hard to almost go, Louise, you're here, Jamie, you're here. So I think just being really careful about, yes, the tech tech stuff's great, but how can we just have a better understanding of the other three areas of the four corner model?

[Jamie]

Yeah. And do you have any advice to help coaches build relationships with players to almost so they get to know what each player actually needs from them?

[Katie]

Something I've really done is, again, it just links back to asking the players what they need in that moment. So if I can use like an example of a player I've worked with previously, she was someone that got really really frustrated with herself if she made a mistake. It really affected her emotionally and she became quite an anxious player. So something that I really said to her was, well, how can we help you? So what can we do for you? What do I need to say to you during the game at halftime? Like as you're still playing, like what little things do you need from me? And she just said, right, I need maybe a little bit more of an arm around the shoulder. She said, that will really, really help me. I said, okay, right. I now know. So then I knew within sessions when she was doing really, really well, got an arm around her shoulder, you're doing so well here, you're doing really, really well. And then moments when she was really struggling, maybe within a match day because of the like information overload, and it's more challenging, isn't it? When you're playing up against other players from other teams. I knew to get an arm around her at half time and then the impact that had on her for the second half was astronomical just because I asked her how she needed that support. So that was her, But I know I might not have been able to do the same for another player. They might have needed different tailored support. They might not have wanted an arm around a shoulder. They might have wanted to be told, look, that wasn't good enough. How are you going to be better? So it's just, yeah, almost like personalising the connection, managing the difference based on how players best respond to feedback and you know, those kind of conversations. So if we move on to

[Louise]

our next section, we're flying through them today. Coach communication and interventions. So what's your communication style in training, do you think?

[Katie]

I think this is a hard one again, because I'm being very, this is self-reflection for me. And I'd like to think that what I'm thinking here would marry up with what my players would say. But I'd say I'm very fair. I will challenge my players, but in the right moments. I personally really like Q&A with my players because it allows them to problem-solve. I've been coached by coaches who are very command style, so will tell you what they need from you and I think that works in certain areas. But I myself really enjoy being coached by coaches who would allow me to do a bit of problem solving and exploration myself So I'm definitely a coach that allows for Q&A with my players But again, I'd like to think I'm someone that's really engaging and players want to come and play for me And you know, I've said to players I've coached before, like, who's going to come to war with me? Because I'd go to war for you. So how do you bring them on board on that kind of that journey? That no matter what, they want to stick by you and they want to play for you. And it's as much of their success as our success. Because we're one big team. Yeah, they're the ones on the pitch that are playing, but I really hope that I'm having an impact with them off the pitch that is having a positive impact for them on the pitch.

[Jamie]

How important is it for coaches to be positive and calm in their mannerisms and communication would you say?

[Katie]

Very, very important, but very, very hard to do. I think I said before around, you know, as human beings, we do have very in like emotional control and no two people are the same of that. So you could be a coach that's really level headed. No matter what's happening. I know that I'm not. I know I have. I can have really high highs, really low low. And it's something I'm really trying to work with is just being more consistent for my players because sometimes I recognize my inconsistent behaviors might boil onto the pitch and then that might actually impact my players babies as well. So I can't be telling my players to calm down if I'm not calm myself. So it's something I'm really trying to think about now. So something I did, I used to do quite a lot was I would stand pitch side. So obviously we have technical dugouts where I coach and I'd always stand feeling like I had to say something, whereas now I'll sit down in moments. So if I feel I have to say something I've got to stand up before I say it. So it allows me to think, do I really need to stand up and do I really need to say it? So I think those are just things I've started to use that help me control and check my own behaviours, because then I know it has a better impact for the players on the pitch.

[Louise]

Was that something you decided to do yourself or was it like after some feedback?

[Katie]

It was, it wasn't really feedback from players, just a couple of people we work with here who just gave really, really good advice. I think we're very lucky here with where we work. I get some great kind of support. I have some questions for maybe some of the people we work with and I say, have you thought about this, this and this? And I'm trying to think who it was that gave me the advice. I'm pretty sure it was one of our youth coach developers who said, have you thought about sitting down? And then I've thought, okay, yeah, this is what I'm going to do now. And now I'm much better with the information I give because I only give the information once I've stood up and thought, yeah, no, they do genuinely need what I'm going to tell them.

[Louise]

I think it just shows like the kind of self-reflection is really important and kind of how it develops you as you go along, because you can hear it as you're talking, kind of going through the different things of how you're trying to change something or what the impact is.

[Katie]

I think It links back to what you said earlier about vulnerability. I think because I've been openly vulnerable in myself to go, oh, my behaviour isn't right sometimes. And I've almost gone, yeah, I need to change some elements. And I've just, yeah, almost seeked some advice on how I might do that. But yeah, I'm always, if anyone's got any more top tips, please let me know. Yeah.

[Louise]

How powerful can body language be and do you have any advice on how to use it effectively?

[Katie]

I think it's really, really important because I think our body language has to match up with what we're saying. Because if I'm coaching and I'm giving really good price to some of my players, but I'm stood maybe with my hands in my pockets leaning against the dugout, then players aren't really going to think about what I'm saying, because they're going to be looking at me again. Well, she looks a bit disinterested. And again, if you're a player on the far side of the pitch, you might not be able to hear what I'm saying or that message might not get across to you, but you will be able to see me and you'll be able to see how I'm stood. So I think we need to think about how do we ensure that what we're saying just marries up and matches our body language. So if a player closed their eyes and you were giving praise, they'd be able to imagine how you stood. Contrary to that, if you were given a little bit of like positive reinforcement or maybe a bit of criticism, but good criticism, fair criticism, does your body language match up to that criticism? So I think that's definitely something for coaches to think about.

[Jamie]

You talked earlier about one of the communication styles being like that command that you'd had before from a previous coach. What advice do you have to help coaches choose the right communication method and also to deploy at the right time?

[Katie]

I think command style can really work in certain situations. So if you're really wanting to get your point across, maybe to the full team, I think command style can have real value, almost around, we're looking at doing this because this, this, and this. So players then know it's really, really important because you're telling them. But then I switched to like the other side, which is like that Q&A or like trial and error where you allow players real freedom to problem solve, make their own decisions, bit of maybe creativity. There's moments for that as well. So it's just almost having like a blended approach when you might be a bit more command when you might swing the dial and be a little bit more trial and error or Q and a and it's different little elements within that as well. So I don't think it's like a one size shoe fits all. It's recognizing the certain types of players that might need a certain approach and also certain moments within training and we're in the game where you might need a little bit more command, where you might need to be a little bit more trial and error. But something I would say is for coaches maybe just to have a little think about themselves. So how are you in training? Because again, I'd like to think I'm quite open and I'm quite maybe trial and error, but maybe you're matched them a little bit more command. So how do my players and think about me? Because maybe my approach then isn't matching up. So can you just really try and blend that approach? You might do some sessions that are a bit more command. So then when you're coaching the players on match day and you're being a bit more command again, they go, oh, that's okay because you did that in training. I understand the importance of this element you're telling us. Or you might be a bit more trial and error or Q&A within training and in match day you do the same and the players go ah, light bulb, it's because she wants us to have a little bit more autonomy ourselves and be a little bit more creative and problem solve for ourselves. So I think a blended approach is the right approach.

[Louise]

How do you use questions or challenges to prompt thinking?

[Katie]

It's something I personally use a lot because I think we need to provide opportunities for our players to think for themselves and have that autonomy. So through using like some question or setting challenges, the players can start to think what it looks like for them. Whereas if we're using command style all the time and telling them, telling them, telling them and joystick coaching, they'll never get the opportunity to think for themselves. So something I might do is I might say, oh Louise, you're doing really, really well at pressing that player there. But have you thought about how you might now be able to go and press that player because I think you need to do that player as well. So now I'm giving you a bit of thought around how you might do it. Whereas I could go. You're pressing that player really well, but I think you need to arc you run a little bit more. So you're pressing that player, but also stopping that player getting on the ball. So that's command because I'm telling you, whereas the other approach I'm allowing you to think for yourself how you might do it. And then it becomes a bit more of a two way process and a two way conversation rather than it being one way and just me telling you what to do.

[Louise]

Yeah, I can see how those two differ but you kind of get different outcomes as well.

[Jamie]

Yeah, it's the art of combining them all, isn't it, at the right time. What are the different types of interventions coaches can make then?

[Katie]

It very much depends on who you're coaching and where you're coaching again, because you could look maybe to do like a whole team intervention. You might do some smaller group or unit interventions, you might do individual interventions. So I might use the whole team intervention when I want everyone to almost hear what I'm about to say. So I might do a little bit of a stop, stand still for everyone. So it might be in the middle of a particular practice and I might just have 30 seconds, stop everyone's just stop just listening here. I keep seeing this happening. How do we think we could maybe be better? And then everyone will say, and then right, ball rolling again, You're back in. So that's getting everyone. I might be maybe looking at how, for instance, my fullback and why player combine and their relationship so that might be like a little unit conversation. I can have a little intervention with them, and that could be as the game's going on. I might just quickly pull them out and get him to look at something on the tactics board with me around maybe how they might play on different. We talk about playing on different lines. So if your fullbacks giving you the width, then it means your wide play might have to come inside a little bit. If your fullbacks coming inside, then your wide play needs to give the width. You're almost working on two different lines. That's what we talk about quite a lot. So I might be able to show them out and give them a bit of Q and a again or might just tell them. I think you need to be on different lines here, but again, that's how's the games going on. Then your individual could be like little side by sides as the games going on. I can just go and have a quick walk and talk with them. I can just go and have a quick walk and talk with them while they're playing the game about things they're seeing pictures they're seeing how they feel in the moment. Maybe around if it's a center back and they're receiving the ball and they've maybe played out of their fullback, but I'm going to challenge them with when you get on it, can you actually try and find your centre midfielder and play through midfield areas? So again, I can just have that little one-to-one intervention with them. No one else needs to hear it because the thing is, if a centre midfielder hears it on the other team, then they're going to try and stop that pass. So I'm going to have like a quiet word and then hopefully see it come out in action. So there's just three different ways you can intervene. So everyone, twos and threes and an individual.

[Louise]

Do you have any top tips to help coaches make effective interventions which don't impact the flow of a session?

[Katie]

Yes, don't say too much. It's something I've definitely tried to be better with. So now I almost have like a, I check my watch a little bit. I might actually set myself like a 30 second, one minute timer based on much information I want to give. And I almost have to stick to that time. So then it means I'm given better information that's not really long, but sometimes you just keep talking and keep talking and what information then is the player going to be able to take on and retain and put into practice? So I think of three things. I think of, right, I'm going to observe what I'm seeing. What am I seeing? So what am I observing? I'm then going to diagnose it. So what could be the solution? And then I'm going to intervene. And then those are my three thinking points for making a decision of when I'm going to go and approach the player or the individuals. If I observe, I can then allow maybe the diagnosis to happen with the player themselves. If I don't think the player can, they need more support, I might diagnose with them and intervene. But if not, I'll leave it. So it's just making sure, you know, when you might diagnose and intervene and when you might just allow your players to almost solve the problem for themselves.

[Jamie]

Yeah, really useful. Absolutely. Now we're onto the final of the kind of sub topics within the Ultimate Guide to Training and this one is managing time. So in your opinion, what are some of the biggest things or time wasters you've learned to avoid during training?

[Katie]

Emma Long I think that thing around ball rolling time. I think we can become very happy with the sounds of our voices and just given loads and loads of information to the players. But what are they actually going to take on board? So something I've really tried to look at. I looked at some of my earlier coaching sessions and the players are just stood around listening to me for ages. So that's where I've now started almost set myself a bit of a time if I. Can't give me information within two minutes. I'm not going to give me information because it's not needed. It's over complicated. If I can give it within a certain time frame, I'll give it. It's quick. Right now we're starting going again. So almost just trying to keep the ball contact time higher because then you're going to keep player engagement, player enjoyment higher as well.

[Jamie]

Yeah, like I say, it's just like managing that communication, like if we spend too much time explaining the start of the session rather than actually getting into it, like it is just wasting time and also impacting their fun and enjoyment.

[Katie]

Let the players play, that's what I always think, let them play, That's what they're there to do.

[Louise]

What tips would you give for making the most of every minute of the session?

[Katie]

I would probably say one of my key ones, and it can be very challenging if you are on your own, but almost setting up the session so the practices flow really nicely from one to the other. So what I mean by that is you might have maybe like a passing pattern to start, and you might be able to set that up within the possession you're gonna go into next. So the passing pattern's your starter, and the possession's your main, your starter's within your main. As soon as you finish that starter, so easy just to pick all those cones up, take them off, and then it flows really nicely into your possession because you're not having to put any more cones down. It's already there set up. So think about how you almost take them from one practice into the other where you don't need to sort loads of goals, loads of balls, loads of bibs, loads of cones. It kind of does it itself because you've got you and hopefully a co-coach. If you're going to get the players into almost just getting a quick run through of what the next practice is, can your co-coach set up where the balls will be coming in from? Can your co-coach almost, as you're talking to the players, bib up players? So almost just like sharing roles between you, I think can be really, really impactful for that effectiveness.

[Jamie]

I'm just thinking about, sort of like trying to make the most of every session, it makes perfect sense in terms of like being able to set something up that you can use, it's multi-use and less sort of hassle rather than setting up like maybe multiple areas as we go. But just kind of think on the flip side that coaches may share facilities with others and experience, you know, I think we've probably all been there where you want to get onto the pitch, but another team's making the most of every single minute of their session, of course, so they might just be leaving as you're meant to actually be setting up, meaning valuable time's been lost. So in this scenario, what can coaches do to manage the time they have left effectively?

[Katie]

I'll refer back then to the arrival activities. So it might be an opportunity for you to just maybe get two or three players. You might vary those players week on week, almost just to lead a little bit of a fun warm up. So stuck in the mud, it, Bulldog, the tail game where you've got a bib and you've got to try and pull it. Players can play that for the first 5-10 minutes, gets them a bit of energy, gets that engagement, that environment right. Well, you can go and set up your next thing as soon as they finish that right. We're straight now into like some more like maybe game based specific drills, but you've given them that opportunity for that arrival activity. You've kind of given the player ownership, made it player centered, and now they can come into your element of the session. So if you've only get one hour of your players, give those first five, 10 minutes to your players where they can have that kind of player ownership, then you've got 50 whole minutes there where you can lead them what you want to lead on with them.

[Jamie]

Yeah, no, I like that because it kind of gives you a bit of time just to then compose yourself and get sorted if, like I say, you are sharing facilities and your time has been impacted. Of course, it's a

[Katie]

bit of breathing space. I think it's really, yeah, because it can be really hard. I mean, I've where I've coached, as I said, very often we share heart. We maybe have half a pitch and then someone else has half a pitch. So it's not even as if you can set up on the other half while you're waiting for the people to come off on your side and you're clock watching. Like we start training at, for instance, eight o'clock and there's still people on the pitch at two minutes past eight. And I'm thinking you're eating into our time. Should be so, so frustrating when your players are waiting. So then as soon as they're off, right, you, you and you, you're in charge, little bit of a fun game, I'm going to go and set up what I'm going to do next. And it works a treat.

[Louise]

In addition to that, I guess, like using the same kind of practices that can help to kind of, if you've done it weeks before, that can help to speed things up and create a flow.

[Katie]

Absolutely. I think, yeah, going back to my menu idea, if you've got that menu of your practices that work and have really good learning objectives for your players, players love it as well because they'll be like, oh, we did that four weeks ago or we did that last week and it was really good fun. So bring those back in. There is absolutely no shame in reusing practices. The best coaches in the world, again, have a little maybe cycle or a little library of their best practices and they use them, they use them, they use them because they know they work. So yeah, I think have that little library, have that little menu because it will save you so much time in the long run. Yeah.

[Jamie]

We talked about planning in part one, but how important is it to be a little bit flexible when it comes to adhering to plans? So just for instance, like coaches, I can imagine maybe might start clock watching and rushing to get through to the next practice for instance to try and fit everything in when maybe sometimes you're sticking with something if players are enjoying it might be the right option. Is that how you kind of manage time effectively in that situation in terms of just having that little bit of flexibility.

[Katie]

Yeah, for me, it's the balance of like a framework or a structure and that maybe that agility to change. And if you can kind of marry up the two, you'll fly as a coach. Again, I think it's, I said, it's something that I know I used to do. I used to be like, right, I got to move on. I got to move on. I got to move on. I've said we're going to do this. I've told the players we're going to do this. I better move on to it. Players would much rather that you almost can it do it next week. And you really give them more opportunity to work on the thing they're enjoying or starting to get success at. Because if I'm playing and I'm learning and then suddenly I'm moving on to something else, it's gonna really confuse me as a player. Whereas if I'm enjoying it and really learning and the coach is gonna continue with that practice, but maybe just set a couple more challenges or constraints, I'm going to continue my learning and I can then see like a real journey that I'm going on as a player within that practice. Whereas if I'm doing this and then this and then this, it's just overwhelming. It's confusing. And at the end of the day, what am I going to learn and what am I going to take home with me? So yeah, I think having, I'll call it agility within the framework is the best thing.

[Louise]

Brilliant. So kind of to wrap this up, because we've got through part two pretty quick there, but so looking back at everything we've discussed in part two, Can you summarise the key top tips that you want coaches to take away?

[Katie]

Observe, but try and have a plan for what you're going to look for. So link your observations to your learning objective. So what is the theme of the session? And then can I really observe that within my players across the four corner model? So don't just look at tech tack and we look at physical, psychological, social, you will have players within a particular drill that will be flying and some mothers that need some supports. How do you manage difference and manage conversations with each of those players, recognize how different players take on board feedback. Do they need an arm around the shoulders and they need to be told then need to be more command style told they need a bit more Q&A and just having that blended approach shows how adaptable you can be as a coach. And I think it has a positive impact on the players and on the pitch.

[Jamie]

Yeah, brilliant. And over these two episodes, we've spoken about eight different topics overall that relate to training and so there's quite a lot for coaches to actually think about. So do you have any advice to help them keep on top of everything we've discussed?

[Katie]

It can be really, really hard, but if you can even just take one or two golden nuggets from some of these conversations, and as I say, like a little logbook for it to reflect on kind of what's going well for you or kind of to reflect on some of the key themes we've spoken about here and bring that with you into your environments and just keep like perfecting your craft. I think that's something that's really, really important. Like I've been on my coaching journey now for this going into my fifth season of managing coaching, assistant coaching. I'm still trying to perfect what I look like as a coach and trying to perfect how I act and behave and what I'm like for my players. So I don't think you're ever the kind of all-round end goal. I think you can always work towards it And I think you can only really do that if you're vulnerable and you're able to reflect and take a look at yourself.

[Louise]

Yeah, I think it's that thing, isn't it? It's like you don't have to be the perfect finished product right now. It's a journey of kind of...

[Katie]

Exactly, 100%. 100%.

[Louise]

So Finally, what's one ultimate thing every coach could do to improve their sessions?

[Katie]

One ultimate thing to improve your sessions is just be open to player feedback. The players are the ones that are playing the game. Take on board what they're saying about how they feel within certain moments, how they feel about certain practices, how they feel about the overall session and use that to almost map what you do next with them. And also don't plan for too much because it's time consuming. Refer back to your little menu or your little library and do not be afraid to reuse, recycle, repeat some of those ideas because then it links back to the three R's that the players need to be able to play their game.

[Louise]

Yeah, perfect.

[Jamie]

Right well we are coming up to the end of part two but it does mean we've just got time for our Swift session feature.

[Louise]

Yep. So we're going to ask you to explain a session idea to us or a practice idea to us in 30 seconds. You've done this before, so you should be ready for it. So I'm going to show you the timer so you can see and keep on track once I begin.

[Katie]

Okay, so it's one of my dessert elements from my menu and it's small sided games, 4v4s, 5v5s, 6sv6s, lots of four minutes, So four blocks, but each of the four blocks will have different constraints. So the first constraint block one first time finish, realistic to the game loads of first time finishes happen. The second constraint is you can only score if you win a ball high. So link to game or dual game approach of high press. Third one is you number yourselves 1 to 51 to 6. I'm going to need more time for this, by the way, 1 to 51 to six. If your opposite number scores, you have a little bit of a punishment, maybe some burpees or something, so we're just starting to dial up now. The little bit of the effects of conceding winning and losing. And the fourth one is my favourite balls dotted around the outside. If you kick the ball off, you have to go and get it, which means your team will be underloaded for that moment until you unless you're really, really quick at getting back on. So that fourth block works on moments of being matched up, underloaded and overloaded, which is realistic to the game. I've gone to about a minute there, but it's a good.

[Louise]

You know what? I think we could do it as because you've been on this is part two. You've had two parts. You get double the time. So there

[Katie]

you go. Yeah, but I will be running that session tonight. So that is one I'll be doing. It's you know, you can dial up in terms of the numbers, as I've said, but also we do four blocks of four minutes just because then it's high intensity and then they get a little break before into the next one, but it's competitive. I'll have the whiteboard, they'll come and score them, like score their team and then we'll have a table and then maybe some form of prize for the winning team. So again, it's just relevant to what they'll be faced with on the weekend where it is about winning and losing. Sounds brilliant.

[Jamie]

Yeah, no, thank you very much for that. I don't know if we have a minute timer. Yes, in theory, we will give you the minute to do it because it's a two-parter. Thank you very much for your time with us and agreeing to do the two-parter. We've thrown quite a lot of stuff at you to make this ultimate guide for training. Hopefully you've enjoyed the new studio. I've loved it,

[Katie]

you know, always really great to join you both. So thank you for having me and thank you for the challenging questions as well. It's always good to reflect on ourselves as coaches. But yeah, and I just hope that it will have some positive impact on the coaches that are watching or listening to this.

[Louise]

I'm sure it will.

[Jamie]

Absolutely. Absolutely it will. Right, well that is all we do have time for today. But don't forget to check out the description for the transcription of this episode and for all the links to our platforms. As always you can head to the England Football Community to post your coaching questions for us to discuss on the podcast or you can drop them in the comments section for this episode.

[Louise]

Yes we'd love to help you out so please do send your questions in. We'll be back soon with another episode, so if you haven't already, hit subscribe to make sure you don't miss it. From all of us at England Football Learning, thanks for listening.