One of the things that gets mentioned when discussing youth football and developments to the game is the consistent pressure on volunteers and the same few people doing more and more. This is certainly true in many clubs and leagues, with the all-too-willing doing all-too-much. In truth, I wouldn't do some of the roles that some people I speak to have; 20+ hours-a- week on top of having a full time job?! That's a big commitment.
So, what are the solutions to this? Well, a few ramblings to follow might encourage a couple of thoughts of your own, and a reflection of your own situation.
First up, I have spoken to thousands of people around the country all volunteering in grassroots football and there is a fairly consistent message: "We need more volunteers". However, when you get to the crux of it, actually, many of these people are unwilling to give up some of the 'power base' they have. They volunteer loads of time but when someone says "can i help?", the job they get offered is either the rubbish stuff they don't want to do or they don't let them in.
I do think we would be far more efficient in recruiting volunteers if roles were split up. Make that 20hr-a-week role into five jobs of 4hrs, as people might be willing to give up that time, but who wouldn't be scared of an extra 20+hrs a week? I know I couldn't commit that extra on top of my current life.
Secondly, parents take a lot for granted, certainly at junior football clubs. Many will turn up, drop the kids off and disappear shopping. Some don't even stop the car, they'll just open the door and boot them out! I know of some clubs now having success with a "Parent Pledge" - a commitment to giving up some time to support the running of the club. For clubs to be truly at the heart of the community, they need people to pull together, and after all, they are leaving you with their most prized possession in the world. (Mine is a completed 1984 Panini Sticker Album, but that's only because I don't have kids!).
Committing an hour during the week, in the same way you as the coach/volunteer commit loads, to wash the kit, do some fund raising, put up the goals etc can be great support. Also, have a dig into what some of your parents do for a living - an accountant could be your new treasurer, a PR guru could write your match reports (alongside the children doing it?) and a teacher could be a great learning mentor for you.
The next thing, when I delve into where have you actually looked for volunteers, is that the breadth of locations is limited and often in the wrong places.
I came across one Youth League in the Midlands that wanted to develop a website and do some marketing and decided as they were all old(er) and didn't know "any of that technological stuff", they would advertise for two volunteers that did. So, who knows that kind of "stuff"? Young people. And where do they live? Colleges.
So, they advertised to a local 6th Form College and low and behold they had 52 applications for the two roles. Keen, willing, enthusiastic and dynamic young people with modern knowledge. Smart work by the old(er) people there.
This leads me on to the subject title - The FA Junior Football Leaders Award.
Yesterday, Roger Davies (FA) and myself delivered the first of two national tutor training events to develop a cohort of tutors to roll out county and regional training for this new award. These people will deliver a training course locally for teachers and coaches that want to run this award, provided they have met the minimum criteria, and would like to introduce young people to opportunities other than participation.
The course is an introductory 6-10hrs, for young people age 12+, and gives them some basic knowledge around four key areas of leadership:
Organising and managing a football activity
An introduction to refereeing
Helping with a team
Different football events
Our next generation of coaches and volunteers exist within the young people of today. If you would like more coaches for your Mini-Soccer section and have older teams, start there. The under 16's would be fantastic role models for the younger players, complete that pathway of succession planning for future coaches and keep the atmosphere in the club vibrant and energetic. Yes, they will need support, of course, they are young people.
But you could also find some very able coaches and referees that you could also learn a thing or two from. Give them the opportunity, you could be surprised...
19 August, 2011
16 August, 2011
Coaching Week 2, the Saturday session...
Things are starting to settle down at the Club, the merry-go-round of staff is coming to end and it looks like my coaching partner for the year is confirmed and we worked together for the first time last Thursday and then again on Saturday. We are still in limbo awaiting the new syllabus so roughly working to the end of last years, ramping up the tempo and intensity of training as the games programme starts in a few weeks time.
This Saturday I led the session, with my partner having not worked in the Academy for a few years, he needs to find his feet again. Having still not seen the boys in games, it's very much learning about them still, what they can and can't do and know or don't know. Therefore, the session was to see what they understood about defending principles.
Session went as follows:
15mins - Tag games.
These have a great focus on agility for the boys, require real quick feet and dodging and weaving skills to get themselves out of tight areas. Interesting to observe who the boys were that are good at this, and often the smaller ones. It also teaches them some of the principles of defending, linking to the main body of the session. Does this also equate to dribbling skills? Maybe.
15mins - Passing square.
As part of the syllabus there is a reptition circuit that is done twice a week. Essentially this is about technique development, pass and follow around a square. Four cones, whatever distance you feel is right apart. The boys did this all last season so are familiar with its organisation ergo the instruction was simple; "there's the equipment, in two minutes can you be playing?".
What was interesting then was to stand back and see who led the group, who solved problems, who tried to do their own thing without the rest of the group etc. Real social corner skills. With this you generally have 5 players per square, otherwise you have an empty cone once the passes have been made. There was 8 boys and set up two squares...until one bright one sussed they needed one square! He is very much the thinker and the leader.
It was then a case of watching technical work in practice; who cheated and used their stronger foot, who did a pre-move and checked away to lose a defender, who had the biomechanics to punch a pass in...
30mins - Try to put into practice the principles of defending during a small-sided game.
Set up was as follows; a pitch big enough for 7v7, in this case about 60x40, split into thirds and then the middle third I split into four channels with flat rubber discs. The challenge was "when defending, can you defend three channels but attack across all four".
It then gave us as coaches the opportunity to watch the players understanding of defending principles; who closed the ball down quickly, who got side on to predict play, who covered and offered support, who tucked across and left the far channel where there wasn't any danger, who recovered when the ball had gone past them etc.
I then coached WITHIN the practice - asked questions during play using a variety of different coaching methods from command ("you need to get across when the ball is on the other side") to guided discovery ("what happens if you turn side on and why different sides - try it"). I'll talk about coaching methods in a future blog.
Anyway, for the 30mins they played I stopped the session ONCE. I set myself the target of stopping it a maximum of twice so succeeded. Children don't like adults ruining their game by constantly stopping it! So, just the once, and this was so they could have a drink as the tempo and intensity was high.
In that 2mins (maximum) of stoppage I asked some questions around their understanding and they had some surprinsgly good knowledge, I was impressed. Don't assume they don't know, and then teach them stuff they already do!
30mins - Small-sided game, thirds but no channels.
Could they now recall the information when they didn't have guidance to help them...and they did! Again, stopped it just once during the game for drinks and changing ends. Finished 5-4, very competitive...
...who said kids needs three points and a medal to be competitiive?!
This Saturday I led the session, with my partner having not worked in the Academy for a few years, he needs to find his feet again. Having still not seen the boys in games, it's very much learning about them still, what they can and can't do and know or don't know. Therefore, the session was to see what they understood about defending principles.
Session went as follows:
15mins - Tag games.
These have a great focus on agility for the boys, require real quick feet and dodging and weaving skills to get themselves out of tight areas. Interesting to observe who the boys were that are good at this, and often the smaller ones. It also teaches them some of the principles of defending, linking to the main body of the session. Does this also equate to dribbling skills? Maybe.
15mins - Passing square.
As part of the syllabus there is a reptition circuit that is done twice a week. Essentially this is about technique development, pass and follow around a square. Four cones, whatever distance you feel is right apart. The boys did this all last season so are familiar with its organisation ergo the instruction was simple; "there's the equipment, in two minutes can you be playing?".
What was interesting then was to stand back and see who led the group, who solved problems, who tried to do their own thing without the rest of the group etc. Real social corner skills. With this you generally have 5 players per square, otherwise you have an empty cone once the passes have been made. There was 8 boys and set up two squares...until one bright one sussed they needed one square! He is very much the thinker and the leader.
It was then a case of watching technical work in practice; who cheated and used their stronger foot, who did a pre-move and checked away to lose a defender, who had the biomechanics to punch a pass in...
30mins - Try to put into practice the principles of defending during a small-sided game.
Set up was as follows; a pitch big enough for 7v7, in this case about 60x40, split into thirds and then the middle third I split into four channels with flat rubber discs. The challenge was "when defending, can you defend three channels but attack across all four".
It then gave us as coaches the opportunity to watch the players understanding of defending principles; who closed the ball down quickly, who got side on to predict play, who covered and offered support, who tucked across and left the far channel where there wasn't any danger, who recovered when the ball had gone past them etc.
I then coached WITHIN the practice - asked questions during play using a variety of different coaching methods from command ("you need to get across when the ball is on the other side") to guided discovery ("what happens if you turn side on and why different sides - try it"). I'll talk about coaching methods in a future blog.
Anyway, for the 30mins they played I stopped the session ONCE. I set myself the target of stopping it a maximum of twice so succeeded. Children don't like adults ruining their game by constantly stopping it! So, just the once, and this was so they could have a drink as the tempo and intensity was high.
In that 2mins (maximum) of stoppage I asked some questions around their understanding and they had some surprinsgly good knowledge, I was impressed. Don't assume they don't know, and then teach them stuff they already do!
30mins - Small-sided game, thirds but no channels.
Could they now recall the information when they didn't have guidance to help them...and they did! Again, stopped it just once during the game for drinks and changing ends. Finished 5-4, very competitive...
...who said kids needs three points and a medal to be competitiive?!
08 August, 2011
Engaging young people...
What looked like it would be a fairly quiet week has now got a few things going on, of real variety too. Coaching very much in the diary on Tuesday and Thursday, along with the England game on Wednesday night too.
Spent the day working from home today, adding some new elements to the 'Your Kids Your Say' roadshow presentation and making a few amendments. One of the key drivers behind this whole agenda is about ensuring young people have a voice for their game. The question is, in your club, league or coaching setting, do you give this real credence and value as something important?
There is an academic model, put forward by Shier (2001), that talks about different levels of engagement for young people in their activities and I'll give you the highlights of this, so you can then think about your own setting.
In a nutshell, adults organise football for children but we aren't very good at engaging them within this process. I've visited about 300+ youth leagues over the last 18 months and I have come across two, just two, that have a young person still playing in the League, on their Committee. Yet they organise football for kids, so how do they know what to organise if they don't allow them some kind of input into the decision-making process?! The power stays firmly with the adults. Because, of course, they always know best.
Shier's work breaks down policy into five very simple levels;
1. Children are listened to.
2. Children are supported in expressing their views.
3. Children's views are taken into account.
4. Children are more involved in decision-making processes.
5. Children share power and responsibilities for decision-making.
At each level there are three questions to ask yourself around openings, opportunity and obligations. For example, at Level 1, are you ready to listen to children? If as a club or league you aren't even willing to listen to the views of young people, then you really should question your motives.
At Level 3, are you ready to take children's views into account? It's all very well giving them a platform to speak and engage with you, but if this is a tokenistic, meaningless gesture, what's the point? Do your decision-making processes enable you to take into account their views and if so, how do they inform developments? Level 3 is the minimum if you are going to meet the United Nations Convention regarding young people, too.
At Level 5, it's about sharing the power with young people, having procedures and policies in place that ensure this has to happen.
This isn't about letting the kids do what they want; otherwise it would be pizza every night followed by ice cream. Although, come to think of it, that sounds alright and isn't far off my regular diet anyway! However, it has to be about shared decision making; not adults tell, tell, tell.
Link this into your coaching - do the children have any input into what they learn? Why not? They should have a role in setting their own goals and outcomes, the objectives they want to achieve as an individual and as a team. This is because their goals might be different from yours. You want to win the league. The children just want to have fun with their mates. This could lead to clashes...because you haven't met their expectations.
So, have a think about yourself, the club or league. How do young people not only inform direction and choice, but actually share in its inception and outcome? Like to hear some examples of good practice, or changes you might make.
Speaking at the England Badminton Coaching Conference at the end of the week with Sir Trevor Brooking, not due to our in-depth knowledge of badders thats for sure, but more on principles of coaching. I'm going to chuck a few grenades in to challenge some thinking, that's for sure. Should be fun.
31 July, 2011
Coaching - The third session, first week...
One of the delights of coaching at a Professional Club is the level of debate and discussion that goes on between more experienced coaches. My session yesterday was not delivered by myself but by a coach coming in for an interview for one of the vacant coaching slots we have available for this coming season.
With the new U9's still in the early stages and most of them off on holidays, they joined the U10's again to make a better number in the group. The lad coming in to deliver, nice guy, asked lots of questions of us, the kids and the Academy; a very good start. Once into the session, he had a great manner with the boys, very impressed with that, lots of demonstrations but maybe some more learning to do.
However, whilst he was doing his thing, it gave Del, the lead coach of the U9's, Geoff, the Assistant Academy Manager and myself, the chance to throw some random ideas around, with conversation ebbing and flowing from the importance of self-reflection (hence for me, this blog), how vital it is to spend time with good coaches to learn and how to plan for flow/tempo/structure of coaching sessions. Within the mix was also a very eloquent 'rant' from Geoff about how players in this country aren't technically lacking of our European counterparts, but skilfully deficient instead.
An important part of gathering feedback on the session that took place, beyond the subjective opinion of the three of us, is to ask the children. That for me is a vital test on the session - What did they like? What didn't they like? This is a clear indicator on whether or not the session has been well received, what they enjoyed and what they found confusing.
Whilst doing my day job, I had an excellent meeting with an American child development expert I have been doing some work with; a fascinating guy. We have started work on developing a model around the interactions between coach/player/parent/game and the detail that underpins the relationships of each with the other. One of the things we started to discuss was developing a process so that players can evaluate your coaching, because if you don't know what they think of it, how can you improve right? An iPad app, for example, for there and then feedback.
For some coaches this will be scary, and quite a brave thing to do, as this will potentially open themselves up for things they don't want to wistfully hear. But how can you improve if you don't ask the children? Finding the way they can be honest and constructive in their feedback, without fear of repercussion, that produces some information to help us all get better is the challenge. Hands up who wants to pilot this?!
With the new U9's still in the early stages and most of them off on holidays, they joined the U10's again to make a better number in the group. The lad coming in to deliver, nice guy, asked lots of questions of us, the kids and the Academy; a very good start. Once into the session, he had a great manner with the boys, very impressed with that, lots of demonstrations but maybe some more learning to do.
However, whilst he was doing his thing, it gave Del, the lead coach of the U9's, Geoff, the Assistant Academy Manager and myself, the chance to throw some random ideas around, with conversation ebbing and flowing from the importance of self-reflection (hence for me, this blog), how vital it is to spend time with good coaches to learn and how to plan for flow/tempo/structure of coaching sessions. Within the mix was also a very eloquent 'rant' from Geoff about how players in this country aren't technically lacking of our European counterparts, but skilfully deficient instead.
An important part of gathering feedback on the session that took place, beyond the subjective opinion of the three of us, is to ask the children. That for me is a vital test on the session - What did they like? What didn't they like? This is a clear indicator on whether or not the session has been well received, what they enjoyed and what they found confusing.
Whilst doing my day job, I had an excellent meeting with an American child development expert I have been doing some work with; a fascinating guy. We have started work on developing a model around the interactions between coach/player/parent/game and the detail that underpins the relationships of each with the other. One of the things we started to discuss was developing a process so that players can evaluate your coaching, because if you don't know what they think of it, how can you improve right? An iPad app, for example, for there and then feedback.
For some coaches this will be scary, and quite a brave thing to do, as this will potentially open themselves up for things they don't want to wistfully hear. But how can you improve if you don't ask the children? Finding the way they can be honest and constructive in their feedback, without fear of repercussion, that produces some information to help us all get better is the challenge. Hands up who wants to pilot this?!
28 July, 2011
Coaching - The second session, first week...
As with every coaching session, the plans never quite go to the written down version you have in store. Or the version in your head.
I'd planned a number of games, using a constraints-led coaching approach, to change the task after every mini-game and rack up the challenge, getting progressively harder each time.
Well, when I say make the game harder, the boys were going to make the game harder. They were going to suggest the conditions each time, deciding what the rules were each time to build on difficulty. For example, all-in for the first game but after fifteen minutes of play (with no stopping it from me), they had to decide what was next - two changes per game. This could include; weaker foot finish, include offsides, two-touch in midfield third etc.
Let the children go wild with their imagination, within the realms of what would really happen in the game though. Give them the ownership - it doesn't have to be all about the coach.
What I also wanted to achieve from tonight was seeing how much the boys were capable of making decisions for themselves. When you start to introduce new things to children (like being allowed to think for themselves), depending on what they have been used to, this can be difficult. If they are used to just being told what to do, whether in school, at home, from previous coaches, this can be a strange world to move into.
Even simple questions - "what do you think?" - can be unusual for them. Hopefully, if they have a good teacher and a good coach before, this process can be made easier. Therefore, when asked to lead their own team talk and discuss tactics for the second half of the 7v7 at the end, one team just talked about positions they were going to play, and not HOW they were going to play. This will take a little bit of time but worth the perseverance.
However, with the Under 9's only having 5 players tonight (summer holidays etc) and being new to the Club as their first year, we decided to put them together and play mini-games with the 9's and 10's mixed up. It gave Del and Andy the chance to see the boys coping with some physical challenges (which they coped with very well in fact) as well as the other three corners of development. I was very impressed with a couple of their players in fact, two very neat and tidy lads, excellent technically, composed and confident and friendly.
The first half hour is all about movement skills and we are fortunate to have, in my opinion, one of the best coaches around for this. Absolutely top drawer, works with the first team all the way down to the U9's, and has the skills, personality, adaptability and knowledge to be excellent at both ends of the spectrum. I purposely get in early to see him work, always learning something.
Highlight of my night though was a lad from my team last year thats now an U11, that I hadn't seen for about eight weeks due to work and end of season, coming up and saying he'd missed me. He's a nice kid, and sometimes developing nice people is just as important as getting them in the first team.
I'd planned a number of games, using a constraints-led coaching approach, to change the task after every mini-game and rack up the challenge, getting progressively harder each time.
Well, when I say make the game harder, the boys were going to make the game harder. They were going to suggest the conditions each time, deciding what the rules were each time to build on difficulty. For example, all-in for the first game but after fifteen minutes of play (with no stopping it from me), they had to decide what was next - two changes per game. This could include; weaker foot finish, include offsides, two-touch in midfield third etc.
Let the children go wild with their imagination, within the realms of what would really happen in the game though. Give them the ownership - it doesn't have to be all about the coach.
What I also wanted to achieve from tonight was seeing how much the boys were capable of making decisions for themselves. When you start to introduce new things to children (like being allowed to think for themselves), depending on what they have been used to, this can be difficult. If they are used to just being told what to do, whether in school, at home, from previous coaches, this can be a strange world to move into.
Even simple questions - "what do you think?" - can be unusual for them. Hopefully, if they have a good teacher and a good coach before, this process can be made easier. Therefore, when asked to lead their own team talk and discuss tactics for the second half of the 7v7 at the end, one team just talked about positions they were going to play, and not HOW they were going to play. This will take a little bit of time but worth the perseverance.
However, with the Under 9's only having 5 players tonight (summer holidays etc) and being new to the Club as their first year, we decided to put them together and play mini-games with the 9's and 10's mixed up. It gave Del and Andy the chance to see the boys coping with some physical challenges (which they coped with very well in fact) as well as the other three corners of development. I was very impressed with a couple of their players in fact, two very neat and tidy lads, excellent technically, composed and confident and friendly.
The first half hour is all about movement skills and we are fortunate to have, in my opinion, one of the best coaches around for this. Absolutely top drawer, works with the first team all the way down to the U9's, and has the skills, personality, adaptability and knowledge to be excellent at both ends of the spectrum. I purposely get in early to see him work, always learning something.
Highlight of my night though was a lad from my team last year thats now an U11, that I hadn't seen for about eight weeks due to work and end of season, coming up and saying he'd missed me. He's a nice kid, and sometimes developing nice people is just as important as getting them in the first team.
26 July, 2011
Coaching - The inaugural session...
So the first session is done but whilst not officially being allowed to tell the boys I'm their coach for the season, along with another yet unknown coach, it all went well. Plus, they aren't stupid so would have worked it out! There has been a few changes at the Club so until all age groups are sorted and settled and a formal announcement is made, it's all just rumour!
Standard first session stuff really; trying to work out eleven different names. My mode of attack was by barnet, or for the northern, hair style. There is quite possibly the best afro I have seen in ages, its massive, and very bouncy. Two lads have mohawks. One has a mullet. One has half an afro. It would be a full afro but compared to the biggest one I have ever seen it will just be a half.
I knew a few of the boys from last season but not really as players. So tonight was about trying to work out what they were like as players, trying to get a very rough gage in the 4 Corners (technical, psychological, social and physical) and see what I could learn. The best way to this - let them play a game!
It frustrates me seeing coaches that meet a new group for the first time, the first week of a new block of coaching sessions for example, that on their first session to try and understand where the kids are at, they do 'ball familiarity'. What does that show?! We are developing players to play the 'game' so watch them play a game!
Therefore tonight, we did exactly that.
Whole, part, whole session; after 30mins of movement skills and warm up, into a game. Played 6v5 as the delights of an odd number, including one GK. The opposition had to score in the corners of the goals for it to count, whilst the others shot against the GK. 30mins of game, I mostly watched, asked a couple of questions here and there and mainly listened to the comments the boys were making to each other - who moaned at who when they made a mistake, who got shouted at when they dribbled too much and who called for the ball when they had found space.
From the game we went into the 'part'; two areas of different shapes. One box 15x15yards and one 20x10yards, and played 3v3 and 3v2 in each one. Questions were key for me at this stage; what do you notice about the two areas? how does that affect your attacking strategy? how does it change your defending playing in different ones? For me, the key was listening to the answers - this showed where the boys are at with their understanding. That's important.
Played around with the conditions, moved players mid-game to change the underload/overload and see if they could cope in tighter spaces. 30mins.
Then back into the big game, taking the score across with us. Another 30mins.
Conclusion after tonight - this season is going to be fun! The boys are a nice group and there is the potential to really extend their learning. Back in Thursday.
Meeting the Assistant Academy Manager on Saturday for an hour after the session to discuss a creative approach to their learning this year too. Will post more about that if and when we get the go ahead!
Standard first session stuff really; trying to work out eleven different names. My mode of attack was by barnet, or for the northern, hair style. There is quite possibly the best afro I have seen in ages, its massive, and very bouncy. Two lads have mohawks. One has a mullet. One has half an afro. It would be a full afro but compared to the biggest one I have ever seen it will just be a half.
I knew a few of the boys from last season but not really as players. So tonight was about trying to work out what they were like as players, trying to get a very rough gage in the 4 Corners (technical, psychological, social and physical) and see what I could learn. The best way to this - let them play a game!
It frustrates me seeing coaches that meet a new group for the first time, the first week of a new block of coaching sessions for example, that on their first session to try and understand where the kids are at, they do 'ball familiarity'. What does that show?! We are developing players to play the 'game' so watch them play a game!
Therefore tonight, we did exactly that.
Whole, part, whole session; after 30mins of movement skills and warm up, into a game. Played 6v5 as the delights of an odd number, including one GK. The opposition had to score in the corners of the goals for it to count, whilst the others shot against the GK. 30mins of game, I mostly watched, asked a couple of questions here and there and mainly listened to the comments the boys were making to each other - who moaned at who when they made a mistake, who got shouted at when they dribbled too much and who called for the ball when they had found space.
From the game we went into the 'part'; two areas of different shapes. One box 15x15yards and one 20x10yards, and played 3v3 and 3v2 in each one. Questions were key for me at this stage; what do you notice about the two areas? how does that affect your attacking strategy? how does it change your defending playing in different ones? For me, the key was listening to the answers - this showed where the boys are at with their understanding. That's important.
Played around with the conditions, moved players mid-game to change the underload/overload and see if they could cope in tighter spaces. 30mins.
Then back into the big game, taking the score across with us. Another 30mins.
Conclusion after tonight - this season is going to be fun! The boys are a nice group and there is the potential to really extend their learning. Back in Thursday.
Meeting the Assistant Academy Manager on Saturday for an hour after the session to discuss a creative approach to their learning this year too. Will post more about that if and when we get the go ahead!
The early steps...
So, this is like my nephew right now, just turned one years old yesterday and learning to walk...i'm in the same place as him but learning to blog! I would guess that the first post will be seen by one person, me, and the rest by potentially more, as they get better and more interesting. I will try and work out how to send out via Twitter, being in the modern world and all that.
The plan is going to be to use this blog as a reflective journal; for both my daily life within The FA and things that are going on there, and for that of my coaching hobby, working with the Under 10's at Fulham FC Academy.
I'll try and keep it updated as best I can, with information on the future of youth football, some of the discussions we are having nationally, sharing some of the feedback from around the country on my travels and general information that might be of interest. If its not of interest, i'm sorry, skip on past those bits!
I will also use it to update on my coaching sessions, things that have worked or not worked, and some feedback from the season. That way, I can use it to effectively reflect on performances of both myself and the boys and use it as a tool for my own personal development too. Ten years coaching without reflection is like one years coaching, repeated ten times, said Gilbert and Trudel a few years ago, and incredibly true sentiments there indeed.
Any help and guidance from people of more experience in the blogging world, please feel free to suggest away, as all help welcomed.
So, time to hit "publish post" and see what happens...
The plan is going to be to use this blog as a reflective journal; for both my daily life within The FA and things that are going on there, and for that of my coaching hobby, working with the Under 10's at Fulham FC Academy.
I'll try and keep it updated as best I can, with information on the future of youth football, some of the discussions we are having nationally, sharing some of the feedback from around the country on my travels and general information that might be of interest. If its not of interest, i'm sorry, skip on past those bits!
I will also use it to update on my coaching sessions, things that have worked or not worked, and some feedback from the season. That way, I can use it to effectively reflect on performances of both myself and the boys and use it as a tool for my own personal development too. Ten years coaching without reflection is like one years coaching, repeated ten times, said Gilbert and Trudel a few years ago, and incredibly true sentiments there indeed.
Any help and guidance from people of more experience in the blogging world, please feel free to suggest away, as all help welcomed.
So, time to hit "publish post" and see what happens...
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