GSSA PARENT EDUCATION PROGRAM

GSSAPARENT EDUCATION

PROGRAM

Careful !! - Children at Play

Our Generation Had more unsupervised free time Made our own rules Ownership/power to decide what to play/how long

Our Children Constantly supervised Monitored by overbearing adults Evaluated to adult standards Fast tracked to achieve goals Losing their autonomy/creativity opportunities

YOUTH SPORT HIJACKED BY ADULTS

WHOSE NEEDS ARECONSIDERED?

WHOSE EXPECTATIONSARE MET?

WHOSE AGENDAS ARE FULFILLED?

WHY PARENTS FIND IT HARD TO VIEW YOUTH SPORT AS JUST ANOTHER LEISURE ACTIVITY?(the return on investment syndrome)

HOW CHILDREN DEVELOPThis presentation will cover:

Cognitive development Understanding players’ needs Phases of commitment Trainable components Optimum practice to game ratio State of flow for max creativity Player Evaluation / Playing up Responsibilities of the soccer parent

COGNITIVEDEVELOPMENT(Piaget)

SENSORY – MOTOR (birth to age 2) PRE-OPERATIONAL (from 2-8 years)

Egocentric – Imagination – Non logical thinking

CONCRETE OPERATIONAL (8-11) Logical thinking related to concrete objects Less egocentric – more cooperative - rules

FORMAL OPERATIONAL (11 and up) Logical thinking related to abstract objects Time and space – Thinking in advance - rules

Characteristics of Children

U-6 Players Body segments grow at different rates Motor development primitive (head, body center) Differences between boys and girls minimal Easy fatigue, rapid recovery Short attention span Egocentric (me, my, mine) Can only handle one task at a time Does not understand ‘Team’ concept Immature understanding of time and space Play consists of imagination & pretend games Psychologically easily bruised - Need generous praise


U-6 Players – Implications Need ‘Movement Education’ approach (walking,

running, jumping, hopping, bending, twisting, throwing, catching, kicking, etc)

Simple rules. Short activities. Fire imagination Parallel play with own toy (ball) Mostly Dribbling activities Unopposed activities with ball Unable to think ahead – tactics not possible They don’t play soccer – they play at soccer Criticism not appropriate


U-8 Players Skeletal system still growing Physical abilities still immature Playmates emerge. ‘Best friend’ Team identity limited Attention span still short Limited self-evaluation: Effort equal success Still can mostly attend to one task at a time Looking for approval from adults Energy to burn – constantly in motion. Inefficient temperature regulation system


U-8 Players – Implications Movement Education still a priority More pair activities – Cooperative & competitive Introduce 1v1 activities Still mostly dribbling and some passing/shooting Wean them from dependence on adults Generous praise Difficulties with throw-ins, goal kicks, etc Tactics still beyond them


U-10 Players Boys and girls begin to develop separately More prone to heat injuries than adults Motor skills starting to refine Rapid gains in learning Starting to think ahead Loves competition Ability to sequence thoughts and actions Peer pressure and Team identification important Can take and absorb explanations


U-10 Players – Implications Small group activities but emphasis on Technique Make it a competition as much as possible Short explanations. It has to make sense More confident psychologically – but still needs

positive feedback Ready to assume more responsibility Allow them to solve problems Fundamental Tactical concepts (2v2, 3v3) Don’t dictate. Guide.


U-12 Players Golden age – sponges Girls go through puberty before boys Great variances in physical maturity Increased ability to sustain complex skill Begin to think in abstract terms Systematic approach to problem solving More time with friends. Less with parents. Peer pressure. In crowd. Self evaluation. Adult logic/values start to imprint Questions everything, including sport participation


U-12 Players – implications Great time for skill acquisition & cognitive Challenge them according to their ability Beware adult expectations Adult actions influence their Self image

Playing time Criticism, perceived favoritism Attentiveness. Motivation. Inspiration

Can turn off sport at this stage Too early for cardiovascular & strength


U-14 & U-16 Players Varying stages of puberty Display independence and are self-critical Differences in mental development Aware of praise, status, and recognition A time of self-discovery

Self image Motivation Trying to fit in


U-14/U-16 Players - implications Will quit soccer if it’s not fun or fulfilling Will be reluctant to open up to parents Competition is highlight of sport Might compensate for lower skill with aggression Playing motivation is either social or goal-

oriented. Motivation must be compatible with adults in charge (coach, parents)

Will migrate to appropriate level/position

Phases of Soccer Development

Phase 1 – Introduction to soccer Phase 2 – Commitment to soccer Phase 3 – Commitment to excellence Phase 4 – Commitment to winning

TRAINABLE COMPONENTS

TECHNICAL Ability to control the ball. Touches

TACTICAL Ability to solve soccer problems (cognitive)

FITNESS Endurance, speed, strength, agility

PSYCHOLOGICAL Enjoyment, coping with anxiety, confidence

TRAINABLE COMPONENTS

PRACTICES FAR MORE IMPORTANT FOR SKILL DEVELOPMENT THAN GAMES (MANY MORE TOUCHES)

YOUTH SOCCER’S BIGGEST PROBLEMS: OVER COACHING BY PARENTS AND COACHES MISGUIDED EMPHASIS ON GAMES

WHY TEAM DEVELOPMENT CAN STIFLE INDIVIDUAL DEVELOPMENT

TOURNAMENTITIS

PRACTICES VS GAMES(*R = REC, S = SELECT)

AGE GROUP GAMES PER YEAR

PRACTICES PER WEEK

U-8 20-25 1-2

U-10 20-30 2

U-12 25-30 2(R*) 3(S*)

U-14 30-35 2(R) 4(S)

U-16 35-40 2(R) 4(S)

U-18 35-45 2(R) 5(S)

FLOW STATE MODEL(Dr. Mihaly Csikszentmihalyi)

Activity or task matches ability Do not treat training like medicine Achievement = happiness (artists, athletes) Finished product less important than process If not in state of flow, other behavioral states:

Distracted, bored, frustrated,

anxious, defensive,

mischievous, undisciplined

Player Evaluation -What parents should ask

the coach

U-6/U-8 Is he/she having fun? Period.


the coach U-10/U-12

Is he/she having fun? Is he/she learning skills? Is he/she socially adapted to team? Too early for analysis of strengths/weakness


the coach U-14/U-16

Is burn-out a concern? Is he/she Improving? Is he/she having fun? Is he/she respectful? Is he/she making friends? Is he/she showing independence/responsibility? How is he/she coping with competition? Does he/she have soccer potential? What are his/her strengths and weaknesses?

Playing Up

Whose wishes? Key Considerations:

Age (might need to return later to own age) Maturity (physical, mental, social) Leadership development opportunities Survival skills vs expanding skills

Playing up

Recommended only if: Player is 12 years old or older He/she really craves the challenge Can handle the physical demands Is an impact player with the older team

NO SCIENTIFIC OR RESEARCH STUDY SUPPORTS THE NOTION THAT EARLY SPECIALIZATION OR EARLY CHALLENGE IMPROVES POTENTIAL OF PLAYERS. IN FACT, RESEARCH HAS SHOWN THAT THIS IS A ‘MYTH’ THAT DESTROYED THE POTENTIAL OF MANY CHILDREN PUSHED TOO SOON TOO HARD.

Responsibility of the Soccer Parent

Understand the role of sports Understand the odds Be a role model Evaluate the club and coaches Understand pursuit of excellence

Role of the Soccer Parent

Understand the role of sports Develop a healthy lifestyle (Sport = Leisure) Develop sport skills Develop life skills

Social skills Positive self-image Values character and coping skills

Mission of youth organizations


Understand the odds Academy no guarantee of success Only 6% high school soccer players to NCAA Only small percentage get athletic scholarship Only 2% of NCAA soccer players to pro Only 0.08% high school to pro Need to prepare your child for disappointment.

Not build up his/her hopes unrealistically. College coaches only interested in U-16+ ‘Exposure’ over-rated


Be a role model Listen to your child (likes/dislikes) Sideline behavior – NO COACHING!!! Dealing with game results (unconditional love) Don’t compare or be critical Focus on positives Be supportive (towards child, coach, club) It’s your child’s game. Not your game.


Evaluate the club and its coaches Consistent with mission statement Club coaches

No lines/lectures/laps Certification level Philosophy of coach, motivation skills

Ethical issues Best interest of the individual players Recruiting Playing time Zero tolerance for abuse


Understand pursuit of excellence Intrinsic motivation Know the opportunities

Academy - Select soccer – ODP/DTC How to reach potential

Touches on the ball Self training Learning from the pros Practice to game ratio Perishable vs transferable skills

Focus on process, not game results

If we take care in the beginning, the end will take care of itself

GSSA PARENT EDUCATION PROGRAM

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