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I have begun to realize that nutrition is an important factor in football. In the past, I believed that technical and tactical skills were the most significant aspects. However, my perspective has changed, and I now believe that nutrition plays an important role in assisting performance, recovery, and overall athlete health. This is supported by Collins et al. (2012).

Moving on, I have come to understand that different nutrients can contribute to an athlete's performance in different ways. During my coaching sessions, I believe that my athletes should maintain a proper diet, and I recognize the importance of nutrition before initiating exercise and activity. Carbohydrates such as pasta and rice provide the main energy source for high-intensity exercise. Protein from foods like chicken and eggs helps with muscle recovery. Fats like avocados and nuts provide long-term energy. Hydration like water and occasional sports drinks are beneficial too. This has made me understand that nutrition affects an athlete's energy levels and engagement within my sessions. This is supported by Anderson et al (2017), who states that good nutrition helps with performance and poor nutrition can lead to fatigue and lower performance.

In my recent experience as a coach, I have realized that some players that come to my sessions often don't bring water or any sports drinks with them. This has led to them performing badly and getting fatigued pretty quickly and needing frequent breaks. This negatively affected the flow of the session and reduced overall player engagement, as most players had high energy, and some players were low in energy. Upon reflecting, I have come to understand the importance of hydration, and this highlighted a weakness in my coaching because some players were performing badly, as they were dehydrated. As a coach, I see the positives of bringing a water bottle. In future sessions, I will adapt my sessions to include hydration breaks more often, and I will educate my players how important it is to bring a water bottle to each session. This is supported by Anderson et al (2017), who states that hydration is important for concentration and endurance in athletes.

Moving on, my perspective on a player's diet has improved. In the past, I realized a majority of players attending my sessions either did not eat prior to attending, and others simply did not have a good diet. According to Collins et al (2012), research suggests that appropriate nutritional intake is important for optimal performance, while inadequate nutrition can negatively impact energy levels. This highlighted a weakness in my coaching as I previously did not consider the negatives a poor diet can have on my players. Res et al (2012). This led me to adapt my sessions to include more breaks where I encourage my players to consume bananas, water, apples and cereal bars, and I teach them the importance of a good diet and the benefits on performance. In addition to this, over the last couple of months, I have incorporated snacks break for my players alongside the hydration break, and I have seen a huge positive impact on player engagement and performance. This aligns with Burke and Peeling (2018) who state that a well-balanced diet should be considered over supplements. This has led me to believe how important it is to promote healthy habits within my sessions.

Upon further reflection, I have come to understand that I had previously overlooked nutrition, and I focused more on the technical and tactical aspects of football in the past. However, I am grateful as a coach I get to have these experiences to educate myself on many topics that will vastly improve my knowledge and develop. In the future, I will take into consideration using a more holistic approach to ensure I meet the physical and technical needs of my players, whilst also considering factors like nutrition and hydration. This will help me with my coaching as it allows me to support player performance, engagement, and concentration during sessions. Overall, this helps me become an effective coach.

Moving forward, I will promote the importance of hydration and nutrition and allow my players to have more breaks during sessions. I will encourage my players to eat carbohydrate-based foods before arriving at the session to ensure they have a sustained energy source as well as staying hydrated during sessions. Res et al (2012). This allows me to create an environment where my players come prepared for sessions, and it allows my players to focus on improving their sporting performances. Moving forward for myself, I will aim to develop my knowledge of nutrition to help support my players to reach their full potential.

Anderson, L. et al. (2017) Energy intake and expenditure of professional soccer players. International Journal of Sport Nutrition and Exercise Metabolism, 27, pp. 228-238.

Burke, L.M. and Peeling, P. (2018) Methodologies for investigating performance changes with supplement use. International Journal of Sport Nutrition and Exercise Metabolism, 28(2), pp. 159-169.

Collins, J. et al. (2021) UEFA expert group statement on nutrition in elite football. British Journal of Sports Medicine, 55, pp. 416-437.

Res, P.T. et al. (2012) Protein ingestion before sleep improves postexercise overnight recovery. Medicine and Science in Sports and Exercise, 44, pp. 1560-1569.

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As a coach, I have observed a range of player behaviors, both positive and negative. Bandura (1977) suggests that individuals learn behaviors through observations, meaning players are likely to copy the actions of their coach. This is why it is important for a coach to be a good role model for their players. I have come to recognize that to develop a good player we need to develop them as good individuals, promoting good values like respect, teamwork, and a positive attitude. This has made me more aware of showing positive emotions with my players rather than negative. At the end of each session, I make my players show each other respect; we do either a high-five or a handshake. This creates a positive environment for my players and reinforces respectful behavior. After the session my players will use these gestures outside of sessions, and it in turn does develop them into good people.

Moving on, in the past I was coaching a group of young players, and I split them up into groups to play small-sided games. I observed both sides of the group, and I noticed players demonstrating either positive or negative behaviors. On one side of the group, I observed players disagreeing and making poor team decisions, whereas, on the other side, the players were encouraging each other and working together as a team effectively. As a coach, I recognized this as a learning experience. Upon reflecting, this highlighted that as a coach it showed I had weaknesses as one side was positive and the opposite side was negative. In addition to this, I believe that I must encourage positive behaviors such as respect and sportsmanship. Bolter et al. (2017) suggests that sportsmanship should be taught rather than assumed. This links to Shields and Bredemeier (2009), who suggests that sport can help improve moral development, and coaches are responsible for creating an environment that promotes positive behaviors.

Upon further reflection, I realize that my job as a coach has many responsibilities. In the past, I assumed that as a coach my job was to soley focus on player development in terms of skill development. However, I have come to understand that my role as a coach includes shaping the behaviors of my players and installing a good and positive mindset. I have come to recognize now that player behaviors are taught rather than assumed, and I have become aware of how my actions can influence player behavior. This aligns with Bandura (1977), as players look and copy the behaviors of their coach. This has made me understand how important it is to be consistent in promoting positive values into my coaching practice.

In the future, I will aim to develop to be a more effective coach as I will reinforce positive behavior, I will encourage teamwork and address negative behaviors if they happen. I will ensure to be consistent and act as a good role model my players can look up to, and this will help create a positive learning environment where we improve as individuals. In future sessions, I will incorporate positive gestures such as handshakes and high-fives before and after matches, so that my players show respect to each other and it instills good sportsmanship- I recognize that good sportsmanship makes a good person.

In conclusion, this reflection has highlighted how important it is to develop good people within my coaching and not just developing skillful players. Through my coaching experiences, I have developed a deeper understanding of how my role as a coach can shape behaviors. Moving forward, I will adopt a holistic coaching approach to ensure I give support to my players in both performance and personal development- to make them into good people.

Reference list

Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Bolter, N.D., Kipp, L.E., Johnson, M.B. and Palmer, S.B. (2017) ‘Teaching sportsmanship: coach perspectives’, Journal of Teaching in Physical Education, 36(2), pp. 209–219.

Shields, D.L. and Bredemeier, B.L. (2009) True Competition: A Guide to Pursuing Excellence in Sport and Society. Champaign, IL: Human Kinetics.

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Coaching Knowledge and the development of expertise

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Coaching Knowledge and the development of expertise

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I have come to recognize that becoming an effective coach requires an individual to develop their expertise through experience, time, reflection, and continuous learning. this is supported to Ericsson et al (1993). I am a coach at Sir Tom Finney, and I am continuously developing my understanding of coaching by working with different age groups. This blog will reflect on how my coaching knowledge has developed and how it has contributed to my growth as a coach.

Through my experience coaching at Sir Tom Finney Football Club, at the start, I found it challenging to manage larger groups, particularly when working with different age groups. At the beginning, I struggled to adapt my coaching approach, as I often used similar methods for all players. However, through experience, I came to realize that younger children aged 6–8 required a more positive and engaging approach. This included being more energetic, using an approachable tone of voice, and incorporating encouragement through gestures such as high-fives and handshakes. In contrast, when coaching older players aged 10 and above, I recognized that I could place a greater emphasis on skill development and more structured activities. I also found it difficult to structure older players' sessions as they are more competitive than younger players, and they have more energy. This aligns with Nash (2022), who suggests that effective coaching requires strong interpersonal knowledge and the ability to adapt coaching to meet the needs of different individuals.

In addition to this, I also found it challenging to coach when parents were closely observing my sessions, as this made me feel nervous and affected my confidence. I noticed that when there were more people watching, I became more aware of my delivery and less natural in my coaching. However, I found that when working with smaller groups or in one-to-one situations, I was able to communicate more effectively and deliver higher-quality coaching. This experience reflects Ericsson et al. (1993), who suggest that expertise is developed through experience and deliberate practice over time. Through repeated coaching experiences, I have begun to develop confidence and improve my ability to perform under pressure. Furthermore, this links to Côté (1999), who highlights that coaching knowledge is developed through experience and reflection, as I have learned from both my challenges and successes. Overall, these experiences have contributed to my development as a more adaptable and knowledgeable coach.

Upon reflection, I have come to understand that in the past, I focused on delivering sessions like a robot. I believed in following a script in my head which was not ‘coaching’ effectively. I understand now that coaching is more than understanding the sport. It includes interpersonal skills such as communication, confidence, and the ability to adapt to different situations and self-reflection. This aligns with Nash (2022), who supports that effective coaching requires professional, interpersonal, and intrapersonal knowledge. Furthermore, this aligns with Côté (1999), who highlights that coaching knowledge is developed through experience and reflection. As a coach, this has helped me develop a more well-rounded approach to coaching, allowing me to better support the needs of my players.

In the future, I will aim to continue learning more as a coach and I will focus on improving my coaching knowledge and expertise. I will observe coaches around me, and I will seek guidance on how to improve my confidence around people observing me. In addition to this, I will continue adapting my coaching style to suit different age groups. This aligns with Ericsson et al. (1993), who suggest that expertise is developed through continued practice and experience over time. Overall, this will allow me to become an effective coach.

Reference list

Côté, J. (1999) ‘The influence of the family in the development of talent in sport’, The Sport Psychologist, 13(4), pp. 395–417.

Ericsson, K.A., Krampe, R.T. and Tesch-Römer, C. (1993) ‘The role of deliberate practice in the acquisition of expert performance’, Psychological Review, 100(3), pp. 363–406.

Nash, C. (2022) The Coaching Professional. Abingdon: Routledge.

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At the beginning of my coaching career, I assumed that being a coach meant giving my players orders, and they would have to follow my orders without question. However, over time, I came to understand that sessions are not run by players blindly following orders. When I reflect on my past decisions, I understand now that I was relying on legitimate power instead of building a strong coach and player relationship, which would make my sessions more effective for my players. This is supported by John R. P. French and Bertram Raven (1959) who identified different forms of leadership within power.  Consequently, this reflection had highlighted a key weakness in my coaching approach, as I previously did not take into consideration that authority alone would not help me lead my session effectively.

For example, I instructed my players to perform a passing drill. However, I observed low engagement between my players, and they were not communicating with each other. This led me to believe that I had a reliance on legitimate power and although it helped control my session, it did not help with fostering motivation within my players. This highlighted limitations within my coaching as I was focusing more on control over player development. In future sessions, I will aim to build stronger relationships with my players, and I will encourage communication and a more supportive environment. This ensures that I stop relying on authority and instead I can use a more effective and engaging approach to coaching.

Following on from this, I came to realize the importance of developing coach and athlete relationship rather than previously relying on just authority. During one of my coaching sessions, I created a positive coaching atmosphere. I used my player’s names more, and I had my players communicate and interact more. I observed the session, and I saw high levels of effort, motivation, and communication within my players. When I reflect on this, I understand now I shifted from legitimate power to referent power- as my players showed respect, responded positively and interacted with me, the coach positively too. This is supported by Donelson R. Forsyth (2010), who speaks highly of how important group cohesion is, and how positive behaviors can improve behavior and performance.

Building on this, I have also reflected on expert power in relation to my communication with my players. In some of my earlier sessions, I came to realize that my instructions to players did cause confusion. This links back to legitimate power where I used my authority as a coach to give out instructions and expect my players to follow them through without question. From observing my players, I understand now that this caused a lot of confusion, and disrupted the flow of the session, and slowed it down. This made me recognize the importance of expert power- as players are likely to engage when they see the coach as clear in their delivery, and they show that they are knowledgeable. This is supported by Groom, Cushion, and Nelson (2012), who highlight how a coach delivers information can impact how players learn. Upon reflecting, this shows a weakness in my coaching. In future sessions, I will ensure that my players are always given a demonstration, that they are given clear and concise information. This will help create a positive learning environment and make my sessions more effective.

I have recognized the importance of politics within my coaching, particularly when working with other coaches. Before sessions, I was intimidated around more experienced coaches, and I did not share my ideas, which limited my influence within the coaching environment. This links to Blase (1991), who highlights that micropolitics involved how people use power and influence within organizations. Upon reflecting, I understand that power is not only used with players, but also with coaches.

Reference list

Blase, J. (1991) ‘The micropolitics of educational leadership: The everyday political orientation of teachers toward open school principals’, Educational Administration Quarterly, 27(4), pp. 442–472.

Forsyth, D.R. (2010) Group dynamics. 5th edn. Belmont: Wadsworth.

French, J.R.P. and Raven, B.H. (1959) ‘The bases of social power’. In: Cartwright, D. (ed.) Studies in social power. Ann Arbor: University of Michigan, pp. 150–167.

Groom, R., Cushion, C. and Nelson, L. (2012) ‘The delivery of video-based performance analysis by England youth soccer coaches: Towards a grounded theory’, Journal of Applied Sport Psychology, 24(1), pp. 16–32.

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Learning theories are important in sports coaching because they help explain how players learn and develop skills. In our workshops, we explored different theories such as behaviorism, cognitivism, constructivism, and social learning, and how they can be applied in coaching. During my coaching experience at Sir Tom Finney Football Club, I have started to see how these theories influence the way I plan and deliver sessions. This blog will explore these learning theories, link them to my own coaching practice, and reflect on how I can improve as a coach.

Behaviorism is a learning theory that focuses on observable behaviors that can be shaped through reinforcement. This is supported by Malone et al (2003) who highlights that reinforcement can engage in influence. In my coaching sessions, I frequently use positive reinforcement with players, as I do not want them to rely on my constant feedback as I believe that it will help with independence and decision making in games. In the past, I praised every action a young player made. Upon reflecting, I came to understand that some players relied heavily on my feedback instead of making independent decisions such as not performing well in small-sided games due to me not giving them good feedback. I learned that reinforcement is effective short-term and it limited the development of autonomy. This has taught me that I need to reduce constant praise and allow more opportunities for independence and decision making in games.

Cognitivism focuses on mental processes like thinking, memory, and understanding. This is supported by Schunk et al (2004). In my coaching sessions, I applied this by questioning players instead of giving them orders. This links to Schunk et al (2004), because it allows my players to be independent. Upon reflecting, I initially found it difficult to give orders and watch my players being independent, because I was used to giving constant instructions and feedback. For example, I asked a player during a small-sided game, why they chose to pass backwards instead of forwarding, which encouraged them to think about the space they did have in front of them-this showed me questioning their decision-making and it allowed my athlete to think about their own independence. This taught me that in the past, my coaching methods would not allow players to think independently. By questioning, I have observed improvements in my players' understanding and decision-making skills. In the future, I will strive to use this approach to support players’ cognitive development and independence.

Constructivism is about players learning through experience rather than being told what to do. This is supported by Newmann et al (1994). This has helped me plan my sessions, as I see the importance of game-based activities instead of isolated activities. During a small-sided possession game, I observed players apply skills without my instructions and feedback. This links to Newmann et al (1994) who highlights that players are actively building their own understanding through realistic situations, hence why I chose to do game-based activities. This taught me that players learn more effectively in game-like situations rather than passively receiving information. However, I also observed that players sometimes struggled without my guidance. This taught me that constructivism can promote independence and support is still needed- and in the future, I will strive to work on the balance between both worlds.

Social learning theory is learning through observation and modeling. Vialle, Lysaght and Verenikina,(2005). In my coaching, I understand the importance of demonstrations. For example, I demonstrated how to do a penalty kick, using Cristiano Ronaldo as a model. This allowed my players to quickly copy Ronaldo’s penalty technique, as everyone copied Ronaldo’s deep breathing technique and posture before taking a penalty. By using Ronaldo as a model for my session, I observed high levels of motivation and engagement. This links to Vialle et al (2005), as players learn by observing and imitating others. This showed me the importance of creating a positive coaching environment, as I observed players “peer learning”. Watching and learning from each other. In future sessions, I will continue to use demonstrations and encourage peer learning to support player development.

Skill acquisition is important as it explains how players develop skills over time. This is supported by Dale H. Schunk (2004), who highlights three stages of learning. Cognitive, associative, and autonomous. Throughout my sessions, I have observed all three stages of learning in action. For example, when I first introduced the skill of passing, my players were at the cognitive stage and they required more demonstrations. Soon, they progressed to the associative stage, where they became able to become more consistent in their passing although making mistakes now and again. Finally, I observed players performing passes at an autonomous stage, where they were able to perform passes without thinking, in games. Upon reflecting, I came to understand that I expected players to develop quickly through stages, and I did not have enough patience. In the past, this made me frustrated when players made simple mistakes. This taught me that moving through the three stages takes time and patience, and every player is on a different stage. In the future, I will strive to be more patient and adapt my coaching to suit players at different stages of learning. This ensures that I support my players more effectively.

Using a range of learning theories can make coaching sessions more effective. This idea is supported by David C. Berliner and Robert C. Calfee, who suggest that no single theory can fully explain how people learn. In my coaching at Sir Tom Finney FC, I have started to include different approaches within the same session instead of relying on just one. For example, I might start with a demonstration (social learning), then use a drill (behaviorism), and finish with a small-sided game (constructivism). I found that this keeps players more engaged and helps them learn in different ways. After reflecting, I noticed that I still rely too much on giving instructions, especially when sessions are not going well. This showed me that I need to trust the session more and allow players to explore and learn on their own. In the future, I will aim to plan sessions that include a mix of learning approaches.

Players learn in different ways, which can make coaching hard. This is supported by Paul Eggen and Donald Kauchak (2004), who explain that learners respond differently to teaching methods. In my coaching sessions, I have noticed that some players prefer clear instructions, while others enjoy learning through games. For example, some players perform better in structured drills, while others show more confidence and creativity in small-sided games. After reflecting, I realized that I often plan sessions in one style, which does not suit everyone. This showed me the importance of adapting my coaching to meet different needs. In the future, I will aim to include a range of activities so all players can learn effectively.

Creating a positive learning environment is important. This links to social learning theory, as players are influenced by the behavior of others (Vialle et al., 2005). In my sessions, I try to create a supportive environment where players do not fear making mistakes. For example, I encourage players to support each other and give positive feedback. This shows that peer learning is effective. I have noticed that when the environment is positive, players are more willing to try new skills and take risks. After reflecting, I realized that I sometimes focus too much on correcting mistakes instead of encouraging effort. This showed me that my behavior as a coach affects players’ confidence. In the future, I will aim to create a more positive and supportive environment in all my sessions.

Learning theories have played a big role in my development as a coach. By using behaviorism, cognitivism, constructivism, and social learning in my sessions at Sir Tom Finney FC, I have gained a better understanding of how players learn. I have reflected on my coaching and recognized strengths, such as using questioning and game-based activities, as well as areas I need to improve, like reducing over-coaching. This has helped me become more aware of how my coaching affects player development. In the future, I will continue to apply these learning theories to create sessions that help players become more independent, confident, and better decision-makers.

Reference list

Paul Eggen and Donald Kauchak (2004) Educational Psychology: Windows on Classrooms. Upper Saddle River: Pearson.

David C. Berliner and Robert C. Calfee (1996) Handbook of Educational Psychology. New York: Macmillan.

Malone, J.C. et al. (2003) [Title of source from your lecture slides].

Newmann, F.M. et al. (1994) Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco: Jossey-Bass.

Dale H. Schunk (2004) Learning Theories: An Educational Perspective. Upper Saddle River: Pearson.

Vialle, W., Lysaght, P. and Verenikina, I. (2005) Psychology for Teachers. Melbourne: Cengage Learning.

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One key principle of skill acquisition is the three stages of learning. This is supported by Paul Fitts and Michael Posner (1967), who suggests that you progress through the cognitive, associative, and autonomous stages. This links to my coaching sessions at Sir Tom Finney Football Club, where I work with players in the cognitive stage who are still learning basic skills such as shooting technique. For example, during an under-9 session, I set up a shooting drill where players received the ball and attempted to shoot into a goal, where many of my players struggled with their body positioning. Whilst some had poor striking technique of a football. This highlighted a limitation within my coaching, as I was giving too many instructions, such as focusing on accuracy, power, and technique. This made my players confused and reduced player confidence, as they were unsure of what to prioritize. This taught me that players at this stage need simple and clear coaching points to support understanding and build confidence. This also demonstrates the importance of aligning coaching with the cognitive stage, rather than expecting immediate performance outcomes. This taught me that I must focus on one key area first and then start introducing different elements, then combine all small steps and use clear demonstrations alongside questioning to check understanding, which is also supported by Coker and Fischman (2009).

Moving on, another key principle of skill acquisition is practice structure, in relation to the concept of contextual interference. This is supported by Richard Magill and Goode (1986), as well as Robert Shea and Robyn Morgan (1979), who support that although blocked practice can improve short-term performance, random practice leads to better long-term learning and transfer of skills. This links to my coaching at Sir Tom Finney, where I initially used blocked shooting practice, such as players standing in a line taking turns shooting at an empty goal from the same position. During this drill, players were able to score consistently, which made it seem like they were improving. However, when moving into small-sided games, I observed that players struggled to shoot under pressure, often rushing their shots or missing the target completely. This revealed a weakness within my coaching, as I was focusing on short-term performance in drills rather than learning that transfers into realistic match situations. This taught me that practice needs to include variability, pressure, and decision-making to be effective. This also highlights that learning is deeper when players are required to think and adapt and be independent, rather than simply repeat actions. As a result, I introduced more game-based shooting activities, like 5v5 where players had to work on passing the ball as a team. This led to noticeable improvements in both confidence and decision-making and working in tight spaces. In the future, I will aim to consistently design sessions that include random and game-realistic practice, supported by Hall et al. (1994) and Lee et al. (1994), who emphasizes the role of cognitive effort in learning.

Another key principle of skill acquisition is feedback and the design of practice environments. This is supported by Mark Williams and Hodges (2005), who suggest that learning can improve when practice reflects real-game situations and when players are encouraged to be independent. This links to my coaching sessions, where I often provided feedback and frequently stopped practicing to correct players. For example, during a shooting activity, I would stop players after each attempt to tell them exactly how to strike the ball or where to aim. This disrupted the flow of the session and reduced the realism and intensity of the practice. This exposed a limitation within my coaching, as players became overly reliant on my instructions rather than developing their own decision-making skills. This taught me that feedback should be purposeful and not excessive, as too much external input can limit independent learning. This also demonstrates the importance of creating a player-centered environment where learners are encouraged to explore and problem-solve. As a result, I began to use more questioning, such as asking players what options they had or how they could improve their shot. This encouraged reflection and helped players develop a better understanding of their performance. In the future, I will aim to reduce unnecessary interruptions and continue to use guided questioning alongside realistic practice design to support independent learning and long-term development.

Reference list

Coker, C. & Fischman, G. (2009) Motor skill learning for effective coaching and performance. In: Williams, J.M. (ed.) Applied Sport Psychology: Personal Growth to Peak Performance. McGraw-Hill.

Goode, S. & Magill, R. (1986) Contextual interference effects in learning three badminton serves. Research Quarterly for Exercise and Sport, 57, pp. 308–214.

Hall, K.G., Domingues, D.A. & Cavazos, R. (1994) Contextual interference effects with skilled baseball players. Perceptual and Motor Skills, 78, pp. 835–841.

Lee, T.D., Swinnen, S.P. & Serrien, D.J. (1994) Cognitive effort and motor learning. Quest, 46(3), pp. 328–344.

Shea, J.B. & Morgan, R.L. (1979) Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5(2), pp. 179–187.

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Contemporary issues in sport coaching. Parental pressure and Sideline behavior 

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Contemporary issues in sport coaching. Parental pressure and Sideline behavior 

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In my coaching experiences at Sir Tom Finney Football Club, I have often felt the pressure from parents watching on the sidelines and how it made me feel, and the effects it had on my coaching. At times, I questioned whether I was being judged for my coaching methods, and I wondered whether parents were satisfied with how I was coaching their children. This made me more aware of maintaining high standards, and I must admit that it affected my confidence and the ability to coach naturally. For example, I would observe small-sided games, and I would be afraid to give feedback to players because their parents are standing in proximity. This links to Bandura (1977), who explains that coaches and player’s behaviors can be affected by those around them. This exposed a limitation as I allowed external pressure to affect my coaching delivery, and this taught me that I must remain focused on player development rather than external judgement. Regardless of who is watching in the future, I will aim to remain consistent in my coaching delivery, provide feedback without fear of pressure, and focus on supporting player develpopment rather than worrying how I am perceived. This is supported by Smith and Smoll (2007), who highlight how coaching behaviors and environments can influence performance and development.

This links to how parental behavior can directly impact a player’s confidence and decision-making during sessions. This is supported by Cote (1999), who describes that youth development needs a positive environment to develop. In my coaching sessions, I have observed parents shouting instructions from the sidelines, which caused confusion for my players, as they did not know whether to follow instructions from me, the coach, or their parents. This led to my players losing confidence and motivation as they became fearful of not meeting their parents' standards. moving on, I witnessed good players hesitate and make delayed decisions in games and eventually it resulted in a loss of possession. This taught me that players can become reliant on external instruction, and it is important for them to develop their own understanding of the game, so they can make their own decisions and not fear making the wrong decision or follow the wrong instruction. This exposed a limitation in my coaching, as I did not take into consideration the effects parents can have on a player’s behavior and development. In the future, I will aim to communicate with parents before sessions and make them aware of the standards at the football club, I will also encourage them to support positively and explain how positive reinforcement can develop your child at a faster rate, rather than shouting instructions. This is supported by Dorsch, Smith, and McDonough. (2009), who highlight the influence parents can have within youth sport environments. In addition to this, I have observed how parental pressure can impact player motivation. This is supported by Knight, Boden, and Holt (2010), who highlight that young players prefer parents to be supportive, rather than controlling. In my session, I have observed players hesitating when their parents were watching closely. For example, a young player avoided taking shots and instead of passed the ball, in fear of not scoring and making their parents upset. I have observed this same player performing above his age group when not being watched by his parents. This taught me that the environment can influence behavior and learning. This exposed a limitation in my coaching, as I did not take into consideration how external pressure can affect player motivation. In the future, I will aim to promote a positive and motivational environment by encouraging independence, creativity, and confidence within my players and myself as a coach. This is supported by Harwood and Knight(2015), who explain the importance of appropriate parental involvement in youth sports environments. This is also supported by Fredricks and Eccles (2004), who highlight the importance of motivation and engagement in youth development.

Reference list

Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Côté, J. (1999) ‘The influence of the family in the development of talent in sport’, The Sport Psychologist, 13(4), pp. 395–417.

Dorsch, T.E., Smith, A.L. and McDonough, M.H. (2009) ‘Parents’ perceptions of child-to-parent socialization in organized youth sport’, Journal of Sport and Exercise Psychology, 31(4), pp. 444–468.

Fredricks, J.A. and Eccles, J.S. (2004) ‘Parental influences on youth involvement in sport’, in Weiss, M.R. (ed.) Developmental Sport and Exercise Psychology: A Lifespan Perspective. Morgantown, WV: Fitness Information Technology, pp. 145–164.

Harwood, C. and Knight, C. (2015) ‘Parenting in youth sport: A position paper on parenting expertise’, Psychology of Sport and Exercise, 16, pp. 24–35.

Knight, C.J., Boden, C.M. and Holt, N.L. (2010) ‘Junior tennis players’ preferences for parental behaviours’, Journal of Applied Sport Psychology, 22(4), pp. 377–391.

Smith, R.E. and Smoll, F.L. (2007) ‘Social-cognitive approach to coaching behaviours’, in Tenenbaum, G. and Eklund, R.C. (eds.) Handbook of Sport Psychology. 3rd edn. Hoboken, NJ: Wiley, pp. 571–602.

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What have I learned from my coaching experiences so far, and how can I use this to improve my future coaching practice? Using my coaching experiences, I have started to reflect more on the sessions I lead, and I have become aware of my strengths and weaknesses. Using my previous blogs as a foundation, I will break down strengths and weaknesses to combine everything into an action plan to highlight how I can improve as a coach.

I have realized that coaching is not just about delivering drills, but about how players learn, how they feel, and how I manage the environment. One area I have struggled with is my confidence when parents are watching. At times, I have not been able to give feedback to players as I worried about how I was being perceived. This links to Bandura (1977), who states that behavior can be impacted by the people around us. This exposed a limitation in my coaching because I allowed pressure to affect my delivery. This taught me that I must focus on player development rather than worrying about how I am perceived. In the future, I will make goals to improve my confidence by giving consistent feedback during sessions regardless of who is watching, and by seeking advice from more experienced coaches to support my development.

Another area I need to improve is my session design, in relation to skill acquisition. In my earlier coaching endeavors, I extensively utilized blocked practice in regard to striking the ball repeatedly in isolated practices. This led me to observe the same players performing excellently in isolated practice. When they transitioned into games, they were not allowed enough space and time to perform well under pressure. This links to Goode et al. (1986) and Morgan et al. (1979), who highlight that while simple practice may improve short-term performance, varied practice is more efficient for long-term development and learning. This exposed a weakness in my coaching because I spent too much time on specific drills that did not transition well into games. This taught me that practice should include players' chances to be independent, and it taught me that I should focus on game-like scenarios. In the future, I will aim to include more game-based activities, like small-sided games, so that players can apply their skills under pressure. This is supported by Williams et al. (2005), who emphasize the importance of making practice similar to real games.

Moving on, I have reflected on my communication and the use of feedback, in the past, I would disrupt the flow of sessions due to stopping practice to give more instructions and feedback to players. This links to Williams et al (2005), and Schunk et al (2004), who explain that too much instruction can limit learning. This exposed a limitation in my coaching, as players became dependent on feedback instead of making decisions themselves. This taught me to be patient, as players require time and space to develop their own understanding. In the future, I will use questioning as a strategy to encourage players to reflect on their own actions and decisions.

Another important area I have learned about is creating a positive environment. In my own experiences, I have seen how parents and players can influence sessions. For example, when parents shout orders, I have observed players hesitating, confused, losing motivation and confidence. This links to Cote (1999), and Knight et al (2015), who explain that it is important to create a positive environment and the positive effects it has on development. This showed a weakness in my coaching, as I was not in control of the environment. This taught me that I must be responsible for creating a supportive space for my players. In the future, I will speak with parents and explain how encouraging would be more effective instead of shouting orders at their child. I will continue to promote values such as respect and teamwork, linking to my understanding of developing good people within my coaching practice.

I have also recognized the importance of nutrition and hydration within my sessions. In the past, I experienced players fatigued because they had not brought water or had not eaten properly before training. This affected their performance and engagement in my sessions. This links to Collins et al. (2021), Anderson et al. (2017), and Burke et al. (2018), who explain the importance of nutrition for performance and recovery. This exposed a limitation in my coaching as I did not consider these factors. This taught me that coaching requires a holistic approach, where physical and technical aspects are important. In the future, I will aim to educate my players on the importance of hydration and nutrition, and encourage them to come prepared, and I will include regular breaks to maintain good performance levels.

I understand that becoming an effective coach is an ongoing process that requires continuous learning and reflection. This links to Ericsson et al. (1993), who explains that expertise develops over time, and Nash (2022), who explains the importance of developing coaching knowledge. Overall, this action plan shows how I will improve and become a well-rounded and effective coach.

Reference list

Anderson, L. et al. (2017) Energy intake and expenditure of professional soccer players. International Journal of Sport Nutrition and Exercise Metabolism, 27, pp. 228–238.

Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Burke, L.M. and Peeling, P. (2018) ‘Methodologies for investigating performance changes with supplement use’, International Journal of Sport Nutrition and Exercise Metabolism, 28(2), pp. 159–169.

Collins, J. et al. (2021) UEFA expert group statement on nutrition in elite football. British Journal of Sports Medicine, 55, pp. 416–437.

Côté, J. (1999) ‘The influence of the family in the development of talent in sport’, The Sport Psychologist, 13(4), pp. 395–417.

Ericsson, K.A., Krampe, R.T. and Tesch-Römer, C. (1993) ‘The role of deliberate practice in the acquisition of expert performance’, Psychological Review, 100(3), pp. 363–406.

Harwood, C. and Knight, C. (2015) ‘Parenting in youth sport: A position paper on parenting expertise’, Psychology of Sport and Exercise, 16, pp. 24–35.

Magill, R. and Goode, S. (1986) ‘Contextual interference effects in learning three badminton serves’, Research Quarterly for Exercise and Sport, 57, pp. 308–314.

Nash, C. (2022) The Coaching Professional. Abingdon: Routledge.

Schunk, D.H. (2004) Learning Theories: An Educational Perspective. Upper Saddle River: Pearson.

Shea, J.B. and Morgan, R.L. (1979) ‘Contextual interference effects on the acquisition, retention, and transfer of a motor skill’, Journal of Experimental Psychology, 5(2), pp. 179–187.

Williams, M. and Hodges, N. (2005) ‘Practice, instruction and skill acquisition in soccer’, Journal of Sports Sciences, 23(6), pp. 637–650.