| It should be the goal of every soccer coach to | | | | their idea. It's important that we play hard first, so |
| develop players who take personal responsibility for | | | | that we can then have fun. We can't have fun if |
| their play and the play of their team throughout the | | | | were not playing hard. |
| game. In soccer, however, sometimes it is too easy | | | | Having fun: ask them how much they're enjoying the |
| for the adult coach to become the dominant | | | | game. By asking this question after the playing hard |
| personality on the side of the field and become very | | | | question, we reinforce the idea that first times ever |
| dictatorial in the halftime speech. If you want your | | | | then comes enjoyment. You can ask them what |
| players to develop emotional resilience and maturity, | | | | they can do to have even more fun and it will usually |
| it's important that you let them take responsibility for | | | | relate to scoring more goals are playing better |
| evaluating their play in the first half and deciding on | | | | defense. Encourage those ideas. |
| what things they should improve on in the second | | | | Support the team: after they give themselves a |
| half. | | | | grade, ask them what they can do to improve on |
| When the referee blows the whistle to signal the end | | | | support of the team. This will normally lead them to |
| of the first half, every player on the field should | | | | say partner passing, getting back on defense, |
| hustle smartly over to the side and get their drink | | | | improving their formation, covering for another |
| without being told. It's important that we go on and | | | | player, were talking to each other on both offense |
| off the field with a high degree of energy to indicate | | | | and defense. |
| our fitness for play and their positive attitude. Hustle | | | | Love the game: we want to connect to their passion |
| doesn't mean just on the field; it's also the tone that | | | | for the game because, after all, it is the beautiful |
| we set in everything we do. | | | | game. |
| After the players are refreshed, they should sit in a | | | | Respect the other team and ref: ask them to |
| circle around you as the coach and you should initiate | | | | describe one or two things the other team is doing |
| the halftime discussion by asking them to grade | | | | particularly well in which we can learn from in the |
| themselves in five different areas: | | | | second half. We also want to be aware of their |
| Playing hard: this is the most important grade, | | | | strengths so that we can develop ideas on how to |
| because it asks for self-awareness and personal | | | | counteract them. Reminding them to respect the |
| responsibility. You've players that you 11 are capable | | | | referee reinforces the rules of the game and civilized |
| of evaluating their play on a letter grade basis just | | | | behavior. |
| like in school. If anything, I will tend to agree with the | | | | This set of five questions, with the players honestly |
| lowest level of grade but never a failing grade | | | | evaluating themselves will go a long way towards |
| because we want to build on their emotional | | | | developing the emotional resilience, sportsmanship and |
| strengths. A grade of C- through B+ allows them to | | | | personal responsibility which is the hallmark of |
| grow into an excellent second half, especially if it's | | | | excellent teams and great sports. |