Soccer Coaching Tips from Kurt Vonnegut

Kurt Vonnegut was one of the greatest fictional authors of the 20th century.  He wrote such famous books as Slaughterhouse Five and Cat’s Cradle.  He was also an outstanding soccer coach. Well, actually, I’m making that last bit up.  In fact, I don’t know whether he even liked soccer, let alone coached the sport.  So, why would I tell such a blatant lie?  One thing that Vonnegut did well was write; he authored numerous novels, short stories, and essays, winning many prestigious awards and accolades along the way.  He was adept at composing a compelling narrative with clear, easy to understand writing, developing and shaping his fictional world to tell a meaningful story.  And this is similar to what a soccer coach must do each season.  Soccer coaches must create a style of play (compose a compelling narrative), develop and implement a training plan (clear, easy to understand writing), all with the aim of achieving the team goals and objectives (developing and shaping his fictional world to tell a meaningful story).

Vonnegut taught fiction writing and often shared his expertise with other budding writers.  He offered simple, straight-forward advice.  He was particularly interested in clear and efficient writing which told a story with style.  Style is particularly important, according to Vonnegut, as it is the vehicle through which the author reveals him or herself to the readers, either accidentally or intentionally.  Soccer coaches also reveal their style through their choice of strategy and tactics, and in how they prepare their team.  Vonnegut felt that all fiction writers should “examine their writing style with the idea of improving it” as a “mark of respect for [the] readers.”  Similarly, coaches must constantly review and revise their coaching methods and ideas so that they can continuously improve themselves and their players.  He went on to say, “If you scribble your thoughts any which way, your readers will surely feel that you care nothing about them.  They will mark you down as an egomaniac or a chowderhead…”

Below is Vonnegut’s tips on writing with style.  I have taken each of his seven tips and re-directed it slightly towards coaching a soccer team.

How to Write (Coach) With Style, by Kurt Vonnegut

1. Find a subject you care about

Soccer is meant to be played with a certain style.  Coaches should find a playing style that suits their character, their team’s character, and can lead to success in both the short and long-term.  Coaches should avoid adopting a system simply because of the availability of ready-made training exercises and drills, or choosing a style of play that is not appropriate, developmentally or otherwise, for their team.

2. Do not ramble, though

Don’t waste time and energy with unnecessary training.  Make sure that there is a direct correlation between the training exercises and the tactics and style of play you want the team to play.  Don’t include training exercises that look cool but have no relation to how you want the team to play.  The training should always be specific to the game of soccer.  Keep training to 90 minutes (or less if tapering or it’s a recovery day).  Value the energy of your players.  Don’t waste it.

3. Keep it simple

Soccer is a simple game with simple, easy to understand rules.  Soccer training should be about playing soccer using soccer-based rules.  It should include the ball as much as possible, even conditioning.  Devising over-elaborate games which confound your players and subvert their learning is counter-productive and a waste of time.  The exercises and drills should be easy for the players to understand and relate directly to the game and how you want them to play it.

4. Have guts to cut

Coaches should be constantly reviewing and revising their training exercises.  Even in the middle of a training session.  If the drill doesn’t work as intended, fix it or move on.  If the environment or situation does not allow for the exercise to be conducted with the intended outcome, find another, better exercise that suits the conditions.  Coaches must be willing to prune, adjust, modify, replace revise and review their training exercises and drills.  This is a mandatory for continuous improvement, both for yourself and your players.

5. Sound like yourself

Coach the way that suits your style and character.  Develop your team’s style of play to match.  Don’t go against your nature: cautious, and patient, or aggressive and daring.  Be true to yourself.  At the end of the day, win or loss, you’ll be happier.

6. Say what you mean

Train your team how you want them to play.  Prune your training down to only the essential elements in order to achieve this end.  Then repeat those training exercises until the team can play the way that you envision.  There should be a direct correlation between how you want the team to play and how you train them.

7. Pity the readers

Finally, the last bit of advise that Vonnegut leaves for coaches is to remember that there is an audience and we owe it to them to play in a beautiful, attractive way.  The game of soccer allows us to play with artistry and athleticism, bordering on beauty.  So, always strive to play with a higher ideal in mind and remember that at any level below professional, we are also teaching our players the way the game should be played.

Expert Performance in Sport – Notes From a USOC Seminar

On November 13, 2008, the United States Olympic Committee held a two-day seminar entitled Development, Enhancement and Sustainability of Expert Performance in Sport.  Presenting were five world-renowned leaders in the field: K. Anders Ericsson, Richard A. Schmidt, Mark Williams, Dr. Peter Vint, and Jim Bauman.

 The following are my notes from the report on the seminar available from the Winter 2009 edition of the USOC Olympic Coach Newsletter.  I made these notes with reference to two outstanding books I read on expert performance, The Talent Code by Daniel Coyle and Talent is Overrated by Geoff Colvin.

 First, some preliminary information.  Expert performance is predicated upon a type of practice called Deliberate Practice.  It is defined in various references, including the two books cited above.  Here is another definition, along with Deliberate play, taken from an article from the Journal of Sport & Exercise Psychology (2008, 30, 685-708) entitled The Contribution of Structured Activity and Deliberate Play to the Development of Expert Perceptual and Decision-Making Skill (downloadable the English FA website).

 Deliberate Practice:

Deliberate practice [is] defined as highly structured practice undertaken with the specific purpose of improving performance in the domain of specialization. In addition, deliberate practice [is] characterized as requiring sustained cognitive and/or physical effort, being solely directed toward positive skill development and error correction, and being not necessarily inherently enjoyable. (pg. 686)

 Deliberate Play:

Deliberate play activity typically occurs during the sampling years of sport participation (ages 6–13 years), before specialization (approx. ages 13–16 years) and investment (approx. ages 17+ years), and encapsulates developmental physical activities that are intrinsically motivating, provide immediate gratification, and are specifically designed to maximize enjoyment. Deliberate play activity includes the classic neighborhood pickup games, such as park football and street basketball, that are usually played with small-sided teams and flexible peer-defined rules. In contrast to deliberate practice, these deliberate play activities are not partaken with the specific intent of improving performance; however, they nevertheless may become important in influencing whether expertise ultimately appears (Côté, 1999; Côté et al., 2003). (pg. 687)

 Elements of Deliberate Practice (Ericksson)

(Note:  Deliberate practice is a special kind of practice which is required for development of experts in any sport.  It is the type of practice coaches want their athletes to be engaged in.)

  • Practice with goals and expectations
  • The practice must be monitored by a coach
  • Practice involves repetition and successive refinement
  • Athletes must have full concentration
  • The critical aspect is time spent in deliberate practice.

 Skill Development (Shmidt)

  • Blocked” Practice – repetition of a single skill with no auxiliary components
  • Random” Practice – training of skills is randomly ordered in cycles, e.g. skill 1, skill 2, skill 3, skill 2, skill 3, skill 1, skill 3, etc.
  • Blocked” Practice good for performance of skill
  • Random” Practice good for competition skills.  Best suited to the development of soccer skills as they must be used in a competitive environment.

 Feedback – Single most important factor for learning a skill

  • Types of feedback:
    • Augmented Feedback – feedback about outcome or quality of action
    • Summary Feedback – feedback after 5, 10, or 15 performances of a skill.  Feedback after 10-15 reps appears optimal
    • Instantaneous Feedback – most common and LEAST beneficial
    • Continuous & Concurrent Feedback – less effective for retention
    • Bandwidth Feedback – coach establishes high and low level of acceptable performance and makes comments only when performance is outside of high-low bands.

 Practice and Instruction in Sport (Williams)

  • Athletes in soccer academy inEnglandspend 18 hours per week in practice (Note:  Ages not reported)
    • 4 hours of team practice (22.2%)
    • 5 hours individual practice (27.8%)
    • 9 hours deliberate play (50%)
    • For effective learning coach should only demonstrate when necessary.
      • Only after initial practice on task
      • Have variable and randomness in practice
      • Provide least amount of feedback
      • Demonstrations are less effective when refining an existing movement pattern.

 Based on the above information the implications for coaching, therefore, are clear.  Coaches should strive to create an environment of deliberate practice at training.  This means the athletes must be focused at the task at hand; coaches must provide sufficient and correct feedback in the correct dosage and in the correct manner, avoiding instantaneous feedback; and random practice is best for soccer-specific skills.  This means vary the technical drills such as passing, finishing, often.

Recovery Techniques

Tournament play is always difficult: games scheduled close together, unknown opponents, little rest between games. Combine this with the stress of the end of the season and the mere fact that most likely the tournament matches will be of the “lose and go home” sort, and clear and effective techniques for physical and mental recovery after games is a requirement if athletic potential is to be maximized. The good news is that many very effective recovery techniques require a minimal amount of equipment and can be easily administered.

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Pre-Game Nutrition & Hydration Plan: 12:00pm Game

Use the following plan to set your nutrition and hydration schedule before a game starting between 3:30pm and 4:00pm. In order to ensure sufficient energy for the game, follow the carb-loading procedure. Immediately after the game, get a jump start on your recovery by following these guidelines.

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Pre-Game Nutrition & Hydration Plan: 3:30-4pm Game

Use the following plan to set your nutrition and hydration schedule before a game starting between 3:30pm and 4:00pm. In order to ensure sufficient energy for the game, follow the carb-loading procedure. Immediately after the game, get a jump start on your recovery by following these guidelines.

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Passing Your Way to Success, Part II

In the first part of this two-part post, Passing Your Way to Success, we looked at how passing and pass completion percentage was the most critical factor in determining whether your team will be successful or not. This according to Daniel Finkelstein, writing for the London Times in a Fink Tank column from November 13, 2004. A few months later, in a sort of follow-up column entitled “What do stats tell us that a team must do better? Pass“, Fink Tank looked into which statistics best indicate what the final score will be in a game. In other words, what explains the variation in goals between two teams competing in a match. Continue reading

The Order of Things

In order for soccer players to receive the most benefit from training, coaches must be careful to control the level of fatigue during a training session. Excessive fatigue can inhibit the learning of new skills, encourage poor choices in tactical decision-making, lead to injuries, or prevent the athlete from completing the prescribed volume of conditioning. Continue reading

Passing Your Way to Success

A few years ago I ran across a series of articles written by Daniel Finkelstein of the London Times. He authors a column called Fink Tank which looks at soccer through the emotionless eyes of a statistician. The first column, Identifying top teams more than just a passing fancy“, attempted to discover what differentiates good English Premier League football teams from bad ones. He found that the obvious choices – shots on goal, shots on target, style of play, etc. – did not lead to a definitive conclusion on what separates the men from the boys. Continue reading

Variations on a 4 v 4 Theme

Many tactical training sessions are based around a small-sided game theme. In fact, aerobic conditioning can also be achieved using small-sided games. The small-sided game is such an important tool for a coach, it is helpful to have in the “coaches toolbox” a clear understanding of how and why to vary the small-sided game to achieve different aims. I consider, and will use, the 4 v 4 2-touch possession game (20yd x 20yd) as the benchmark from which we will investigate the possible variations. I use this game in most, if not all, of my training sessions throughout the season. Many times it is used as a warm-up before a larger tactical game, but it serves as an excellent warm-up which also gets the players in the right state of mind and body before moving on to other more complex training.

Following are the many variations on the 4 v 4 theme which can be used to great affect: Continue reading

Using Heart Rate Monitors During Soccer Training

The intensity at which an athlete performs training exercises is a crucial factor in athletic training and development. However, it is often difficult to accurately quantify how intensely an exercise has been performed. This can be an obstacle in planning effective training sessions as certain exercises must be performed at prescribed intensities in order for there to be the desired degree of athletic improvement. Performing an exercise at too low of an intensity will not allow the athlete to progress and, over the long term, will result in stagnation or a degradation of athletic ability. Performing an exercise at too high of an intensity can result in excessive fatigue, injury, or overtraining.
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