Interpersonal skills ; 3 . Reading people in situations ; 4 . Building alignment and alliances ; and 5 . Strategic direction and scanning ( Hartley , et al , 2015 , p . 17 ). While watching our women ’ s national team win the gold medal this past summer , you could see the subtle , yet substantive influence of head coach Emma Hayes on the team ’ s overall play , body language , and communication on and off the pitch . We witnessed her consistency of approach ; personal strength to make difficult decisions with compassion ; patience during indifferent performances in the friendly matches during the build-up to the Olympics ; and establishing her standards in a relatively short six-to-eight-month period . Very impressive !
When deliberating how a coach can create affirmative learning outcomes , we must first consider what we celebrate and how we define success in sports . This exercise can help give us insights into what we value in our society . As an example , why was gymnast Simone Biles castigated as a failure because she stepped away from the 2020 Olympics due to mental health , whereas Johnny Manziel was held up as a great sportsperson after burning out on an excessive lifestyle focused on money and fame ? While there are similar issues worldwide , best practice examples in countries such as Germany ( Federal Ministry for Economic Cooperation and Development ) and Singapore ( Sport Singapore ) effectively utilize sport as a vehicle for social inclusion rather than strictly as a competitive forum for talent development . How many of our kids do we think will play pro soccer ? Or college soccer , for that matter ? Today ’ s coach must thrive within a diverse environment by utilizing compassion , maturity and collaboration as primary guides rather than classic American traits of combativeness and a win-at-all-cost mentality . There are unintended consequences in encouraging all-out competition in sports rather than a healthy approach of balance and perspective from our coaches .
GAPS AND POSSIBLE SOLUTIONS WITHIN COACH EDUCATION
So where can gaps be addressed in formalized coach education in the U . S .? First and foremost , we must continue to offer flexible yet comprehensive experiential learning and professional support for coaches through the two primary certified organizations ( United Soccer Coaches and U . S . Soccer ). By providing in-person , online and blended courses , coach education can reach into the most isolated areas of our country to positively impact coach development and , most importantly , coaching strategies and behavior . It also helps build a national culture and expectation for qualified , competent and professional coaches for every level of play .
Secondly , we should be compelled to find ways of financially supporting individuals from low-income backgrounds , as well as provide stipends and additional support to qualified coaches . Finances should not prohibit talented and motivated individuals from positively impacting their communities through coaching and mentorship . Sponsorships and philanthropic efforts from foundations and corporations can provide the resources to help support these initiatives . In England , for example , the Professional Footballers ’ Association ( PFA ) and the League Managers Association ( LMA ) help support former professional players who want to get into coaching , but also have extensive financial support from the Football Association for community coaches on the other end of the coaching pyramid .
Third , expand experiential learning opportunities through extended programs such as the B license for U . S . Soccer . The six-month program ( over 120 hours of in-person and virtual meetings ) starts with six weeks of distance learning ; four days of personal experience , followed by another six weeks back in their communities ; a second session consisting of four days in person ; and six weeks of distance learning to complete the course . In this pattern , the student coach utilizes their current team , where learning and development occur for both parties . Additionally , there is consistent feedback and engagement from their coach educator , peers on the course , and , most importantly , the players under their care . Coach education must not be exclusively theoretical , as it is vital for coaches of every level to be able to work in their regular environment while under professional supervision and advocacy .
Fourth , the expansion of Continuous Professional Development ( CPD ) opportunities will continue to grow based on current trends . However , the topics and content can also move beyond strictly technical aspects of sport . This is where certifying organizations can be creative and provide courses to help address various social phenomena as well as contemporary issues that impact the work that we do both on and off the field . For example , United Soccer Coaches could host an online special topics course that could begin or end during the convention . This blended format would be accessible , flexible and impactful to all participants . Again , social norms are changing , and , therefore , coaches must function and thrive within these new parameters while being proactive in anticipating and understanding social trends .
CONCLUSIONS
When you are in the trenches , it is difficult to look beyond your current situation and perform a substantive self-investigation . Coaching is a full-time , year-round grind . In retrospect , my own approach in my last years of coaching was too narrow , and despite striving to be a player-centered coach , I ultimately contradicted my “ why .” I did not adapt to the changes in the environment around me , and eventually burned out . This fact is a personal catalyst for writing this Soccer Journal piece . While there is a connection between my dissertation and my profession , my short-term motivation is to conclude with some perspective to my fellow United Soccer Coaches members .
A . COACHES AS ADVOCATES FIRST AND FOREMOST : A modern buzzword is “ culture ,” but there is no value in a grand plan if you cannot meet individuals where they are . Teddy Roosevelt once said , “ Nobody cares how much you know until they know how much you care .” That has never been truer than today . Be less concerned with your game model and more focused on establishing a positive relationship with each of your players . Trust must be established first , and this does not happen overnight . The win-at-all-costs mentality has always been lauded as an American strength but can be interpreted as a transactional approach by the modern player . Ultimately , the safety , welfare and peace of mind of the people that you work with should be the most important tenets of your coaching philosophy .
B . DEVELOP YOUR PERSONAL SKILLSET TO MATCH UP WITH 2025 AND BEYOND : Today ’ s coach must develop a contemporary skillset to connect ,
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