Dealing with Behavioural Issues

It is recognised that coaching is not always as straightforward as it seemed on your coaching courses. When you took your coaching qualifications your players were working hard for you (as you had for them) they listened, stopped when required and showed the motivation and attention that supported the session you were performing.

When you are coaching why is the behaviour of players not always perfect?

For many coaches poor behaviour from players they are coaching has always been a major concern when working with children and young people.
Many coaches are often confused that some of their colleagues appear to coach effortlessly and successfully whereas for others it is difficult.
Many a coach has walked away from a coaching session blaming many of the following for a poor session.

1. The group
   • Not able enough.
   • Too able.
   • Mixed ability.
   • Lack of respect shown.
2. Individuals in the group.
3. The parent / carers of the players expectancies not the same as the coaches.
4. The weather.
5. The groups previous coach’s history…. Too easygoing / strict / etc.
6. The equipment, facilities.

The competent self analytical coach always adds another dimension: Themselves. Some examples of these that may have had an impact

• Little or no preparation (topic, progressions, area, bibs, cones, punctuality etc).
• Failure to meet needs of group in relation to weather etc.
• Failure to ascertain the level at which to pitch the session (too high or too low).
• Repetition of recent session from last week (or worse- many times repeated).
• Their coaching style, Too commanding / direct, not enough player involvement.
• A bad day at work so the coach passes it on to the group (intentionally or not).

New or less experienced Coaches often make the following assumptions when coaching

• Being a coach automatically grants respect them from players.
• Imitating someone successful will make them as effective as a coach.
• If my dribbling session went well for the last 2 weeks I should repeat it again.
• Successful sessions always depend on a totally committed and motivated group.

There is no doubt that there are issues that are beyond the control of any coach

• Within-child factors - severe emotional / behavioural difficulties.
• Family background that may be dysfunctional - the player comes from a family who practice ineffective child rearing techniques; uncaring or overprotective parents.
• Local community concerns - deprived or high levels of criminality.
• Wider society based issues.

There are also issues which can be classed as Coach based

• Ineffective coaching (any one of the many aspects that make effective coaches).
• Inappropriate topic or session.
• Equipment issues.
• Facility issues.

Effective coaches analyse their own performance often seeking feedback from fellow coaches or parents and never stop learning.

Effective coaches follow the 5 Ps rule

• Proper
• Preparation
• Prevents
• Poor
• Performance

Effective Coaches build Routines / Rituals into their Coaching Practice

Here are a few general ideas or strategies to approach the more ‘challenging player’:-

• Be a role model for standards of behaviour.
• Set the scene from the start, have clear routines that keep players active and on task but allows for thinking, discussing, planning and reflection time for the players.
• Give players responsibilities that empower them - distributing the balls and counting them back into the bag can be made a ‘responsible position’ especially if you pick a player who has a history of being non cooperative. Often this form of positive empowering raises the self esteem of the player to aspire to more responsible levels of behaviour.
• Establish the expected standards of behaviour and apply them consistently and fairly, is it possible to make the rules as ‘us / we / team’.
• Get the players on task straight away ‘we are here to play, not to be talked at’.
• Let the players take responsibility, give them choices, get then involved in decision making.
• Use questions to check and reinforce understanding.
• Use variety in your voice: volume, tone, speed.
• Building self esteem is a major benefit to your players, encourage and praise when warranted (and sometimes when not warranted, but use it to identify your observation skills and reinforce your control of the session) Can you encourage your players to self assess or analyse their own performance.
• Do you have an agreed sanctions approach. Are your strategies to deal with the more challenging players acceptable with your clubs Child Protection Policy? If not do something about it NOW!
• Do you have a staged response to disruption or poor behaviour which is used with thought and care.
• If a player has exhausted all the stages do you have a system in place where another coach or club official can intervene and work with the player or even move them to another group.

The coach should expect the unexpected, that you make contingency plans for life’s little problems. There are coaches that say they had a fabulous session planned for 16 players on support play and only 9 turned up so they had to cancel the session and play a kick around instead. Why did the coach believe that all the players would automatically be there and why did they not also have another session perhaps a technique (that didn’t require a set number) already planned? This strategy is referred to as ‘one up your sleeve’ - being prepared to change your session whenever circumstances warrant the change. This level of preparation is not difficult but many experienced coaches earn their ‘experienced coaches’ reputation by careful consideration and planning.

ENJOY YOUR COACHING - IF YOU DON’T - HOW DO YOU EXPECT THE PLAYERS TO ENJOY IT?

Some coaches appear to have less difficulty than others in creating effective coaching environments for their players. A well run session with low potential for inappropriate behaviour can have beneficial effects in developing a so called ‘difficult’ footballers learning and understanding of the game.

Obviously it is essential that the coaches control is established through both verbal and non verbal communication.

The following personal strategies are associated with effective coaching control:-

• Appropriate eye and physical contact with players (physical contact to be avoided at all costs).
• Relaxed body movements.
• Relaxed, controlled verbal behaviour.
• Ability to achieve the groups attention quickly.
• Ability to address all the players.
• Keeping all reprimands brief.
• Giving clear directives with no back-tracking.
• Resisting any player-instigated interruptions.
• Know your topic for the group.
• Prepare your progressions (what happens if groups progresses quicker or slower).
• Always have a backup plan.
• Have all equipment ready (you may be able to empower players with a certain task).
• Use question and answer to check their understanding and to keep them on their toes