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#68248 - 05/13/10 01:53 PM Re: Soccer as a Vehicle for Learning Life Lessons [Re: AndyBarney]
smiles Offline

Registered: 05/12/10
Posts: 6
Good ole Andy... always trying to dance around the truth. And what about SuperClubs snd Soccer Excellence?

To everyone out there... please do your research and contact the States listed previously to see if he has ever paid anything. It is public knowledge.

#68293 - 05/15/10 06:18 PM Re: Soccer as a Vehicle for Learning Life Lessons [Re: smiles]
AndyBarney Offline

Registered: 06/14/06
Posts: 1785
Here's a couple of good cut and pastes:

smile Andy

"Innovation is full of it – paradox, that is. On one hand, organizations want structures, maps, models, guidelines, and systems. On the other hand, that's all too often the stuff that squelches innovation, driving it underground or out the door. The noble search for the so-called "culture of innovation" becomes a seduction, an addiction, or distraction whereby innovation is marginalized, deferred, and over-engineered. True innovation is about allowing paradox to be our teacher and guide - and to accept, at least for a little longer than usual, ambiguity, dissonance, and discomfort -- the age-old precursors to breakthrough. "Systems" will eventually become self-organizing when the soul of innovation is allowed to flourish. Can we help the process along with the right application of strategy, infrastructure, and planning? Of course we can. But beware! "Helping" the process too much is often counterproductive -- much in the same way that attempting to catch a milkweed floating through the air with a bold reach of your hand actually repels the object of your desire."

Mitch Ditkoff, Idea Champions

This sums up brilliantly what normally happens in the traditional classroom & youth sports. Coaches and teachers pay lip service to creativity and risk but when the "win is threatened" the willingness to allow the innovation and experimentation disappears. Kids that do not follow the teacher's blueprint get bad grades. Players that do not do the expedient thing to get the result sit the bench. You must "play to win" and conform to the blue print or be punished for your originality. This kills innovation and ingenuity and destroys the development of brave, creative leaders.

"I've come to realize that many of us can think big. In fact, dreamers and visionaries are easy to come by. However, effective innovation is about seeing these big ideas through by paying attention to the smallest of details.
It's rare to find people who have the gumption and the heart to bring a grand vision to reality. These people are frequently ignored and rarely appreciated - but, it's their hands and minds that make magic happen."

Chetan Chandavarkar, futurethink

#68297 - 05/16/10 09:20 AM Re: Soccer as a Vehicle for Learning Life Lessons [Re: AndyBarney]
zidane5 Offline
old hand

Registered: 06/24/09
Posts: 737
How about cut and run. far away

#68298 - 05/16/10 09:29 AM Re: Soccer as a Vehicle for Learning Life Lessons [Re: AndyBarney]
AndyBarney Offline

Registered: 06/14/06
Posts: 1785
This month's NSCAA Soccer Journal contains a summary of the "Talent Code" by Daniel Coyle.

I wrote to the author of the summary...Zach Jonker and he was kind enough to send me a copy of his article for further education and evaluation.

The "Talent Code" is truly illuminating. The following is Zach's article. Any feedback would be appreciated.


smile Andy

“Cracking the Code”
A Review of Daniel Coyle’s The Talent Code and its Implications for Coaching and Player Development

Zach Jonker
DOC - Petoskey Youth Soccer

Recently there have been a couple of forays into the mystery of skill development by renowned authors Malcolm Gladwell, with his bestseller Outliers and Geoff Colvin’s Talent is Overrated. While both of these authors provide many useful insights for the soccer coach, Daniel Coyle’s The Talent Code devotes even more space to scientific and anecdotal research that is invaluable to a coach who values player development. In fact, in many ways The Talent Code serves to reinforce the teaching pedagogy and player development philosophy espoused by both the NSCAA and USSF.

Coyle first challenges his audience to rethink the standard definition of skill. According to Coyle skill is “cellular insulation that wraps neural circuits and that grows in response to certain signals”. While this definition appears to be relevant only for a neurologist, Coyle goes on to explain the importance of a neural insulator called myelin in building and refining skill and its application to soccer. All human skills, whether it is walking or heading a corner kick into the back of the net, are created by linked nerve fibers in your brain that send a signal to your muscles. Myelin plays an important role by serving as an insulator for those nerve fibers. The more insulation, or myelin, that is wrapped around those nerve fibers the stronger and faster the signal becomes as fewer of these electrical impulses leak out. When soccer players train myelin responds by wrapping additional layers around the nerve fiber with each repetition. With each new layer of myelin added the player increases their ability to process the soccer specific skill required. As opposed to golf which is a consistent circuit game (also referred to as a block or closed skill game) that requires the athlete to perform the same exact skill in isolation over and over again, soccer is a flexible circuit activity (also known as a open or random skill game) since the athlete must comprehend a fluid set of conditions and then apply their skill set to meet these challenges. Since soccer requires a flexible circuit framework myelin is also key in regulating the speed of neural circuits so that they combine at the optimal time thereby enabling the player to properly time their jump and execute that perfectly placed header past the goalkeeper. These relatively new scientific breakthroughs on the importance of myelin in skill acquisition have a profound impact on coaching and player development.

Coyle turns the age old nature vs. nurture debate on its head when explaining talent development. Most believe our genetic makeup gives us certain unique gifts and our environment enables us to either act on those gifts or let them waste away. Myelin though is universal in all humans and the development of myelin follows one consistent rule according to Coyle, “it doesn’t care who you are, it only cares what you do”. Our genes don’t provide us with the ability to come prewired for a specific skill set. This is why none of David Beckham’s three sons are guaranteed to be free kick artists. Myelin is only built through action or repetition. It doesn’t respond to thoughts, ideas, or visualization. Watching Youtube clips of Messi will not make you a better soccer player, but imitating his skill set through thousands of hours of practice could.

Coyle proceeds to prove that the nature vs. nurture debate is a bit antiquated by exploring what he calls “talent hotbeds”. These are regions where an inexplicable number of talented individuals with similar skills emanate from. Many soccer coaches may argue that Brazil, with its intense passion for the game, favorable climate, and large population that includes millions of desperately poor who view soccer as a possible way out of the favela, as the perfect example for nature vs. nurture impacting skill development. Coyle concedes that these factors do play a role, but he argues that most greatly overestimate their importance. What Coyle found, not only in Brazil, but in each of the hotbeds he visited, was that three key ingredients were consistently on display; deep practice, ignition, and master coaching. All of them must be present to facilitate maximum myelin growth, and subsequently skill development.

Deep practice involves training at the edge of your capabilities. Obviously, training in this zone leads to players making numerous mistakes as they are asked to perform certain demands of the game that they may not yet be comfortable with. As deep practice is occurring the athlete is wrapping even more myelin around each circuit thereby increasing skill. Thus a paradox exists in which operating outside of one’s comfort zone leads to making mistakes that ultimately makes the individual better. Simply put, making mistakes leads to skill. In Brazil this deep practice is facilitated through futsal. When children in Brazil play futsal they are in an environment in which risk taking and experimentation are encouraged. With all of the nature vs. nurture factors already in place, Brazil experienced only moderate success on the international soccer stage until 1958. It is no coincidence that this group of players was the first to come of age with futsal. Coyle believes futsal explains the success since it, “compresses soccer’s essential skills into a small box; it places players inside the deep practice zone, making and correcting errors, constantly generating solutions to vivid problems”. As opposed to regular 11vs.11 soccer, futsal greatly increases the velocity of deep practice and myelin creation since everyone gets to experiment with the ball so much more frequently. Coyle argues that deep practice can increase the speed of skill acquisition ten times faster than regular practice which simply incorporates static drills.

These principles were first researched by Anders Ericcson who coined the phrase “deliberate practice” and developed the 10,000 hour rule that Malcolm Gladwell focused so much attention on. The basic premise is that to become truly great at any skill you need at least 10,000 hours of deep or deliberate practice constantly experimenting, correcting mistakes, and building myelin. The concept of deep practice is most important for kids in the 6 year-old to 12 year-old range. While their spatial awareness and ability to understand tactical concepts is still developing in this range, they have an almost unlimited capacity to acquire and develop new motor skills. In general, one’s ability to build myelin slows tremendously with age. Specifically related to soccer, by their mid-teens an athlete’s ability to pick-up new skills wanes. This is why repetition at an early age through small sided games is so critical to youth development. Coyle believes that the simple math of the more repetitions the better during conventional practice doesn’t fit the deep practice model. He argues, “spending more time is effective, but only if you’re still in the sweet spot at the edge of your capabilities, attentively building and honing circuits”. This reinforces the fact that training sessions should focus on dynamic games as opposed to drills. Myelin is also unique in the fact that it doesn’t unwrap, it only wraps. This fact has massive implications for youth development and underscores the importance of children receiving proper technical training at a young age. Myelin is the reason that bad habits are so difficult to break. It is also the reason why an over emphasis on winning and tactics at a young age jeopardizes the long-term development of the player. At the youngest ages all energy should be focused on proper technical training, or myelin building

The second key to cracking the talent code is what Coyle calls “ignition”, or the “motivational fuel that generates the energy, passion, and commitment to deep practice”. The ability to partake in deep practice for 10,000 hours, and operate at the edge of your capabilities throughout, obviously requires an extraordinary amount of hard work. This is where the “master coach”, as Coyle refers to him or her, factors into the equation. A master coach ignites or inspires passion and commitment is their athletes. In soccer it is through the realization that the game is the best teacher. Coyle quickly developed this insight that is also the key to American soccer coaching methodology while watching futsal training sessions in Brazil, “to stop the game (activity) in order to highlight some technical detail or give praise would be to interrupt the flow of the attentive firing, failing, and learning that is the heart of flexible circuit deep practice”. In American coaching schools this is sometimes referred to as the utilization of the “Coach’s Toolkit”. Coaching pedagogy has quickly moved away from the freeze, rehearse, and restart combination that used to dominate. There is a much greater emphasis on coaching within the game and looking for natural stoppages to be, as Jeff Tipping would say, “Brief, but brilliant”. Through his travels to all of the hotbeds motivational praise was dispensed from the master coach only when it was earned. He also discovered, “high motivation, “you’re the best”, has its role, but it is not what ignites people. What works is precisely the opposite, speaking to the ground level effort and affirming the struggle”. He believes this is the case since the effort based praise focuses on nourishing the roots of deep practice.

Delving further into the qualities of the master coach Coyle seemingly contradicts the typical theory that good coaches are patient by saying that in reality they need to be “strategically impatient”. A master coach is always tinkering and trying to figure out the best way to ignite their athletes and get them to train on the edge of their abilities. The verbal cues used by the coaches he studied were often targeted and highly specific. They were also very brief. The coaches Coyle observed were very quiet, and in fact listened more then they talked. These coaches also created an active learning environment. Coyle sited a study that came to the conclusion that Japanese 8th graders spent 44% of class time engaged in active learning versus American students who spent only 1% of their class time in that state. This simply reinforces the use of the “Guided Discovery” method of engaging players that is a cornerstone of U.S. Youth Soccer’s National Youth License. It should come as no surprise that kids retain only 18% of concepts learned passively while 68% of concepts learned actively stick. Deep practice in a flexible circuit activity like soccer should as player-centered as possible. Command methodology, or a coach-centered emphasis, should be used sparingly.

Manfred Schellscheidt’s quote in the Best Practices for Coaching Soccer in the United States provides an elegant summary of Coyle’s findings, “I don’t believe skill was, or ever will be, the result of coaches. It is a result of a love affair between the child and the ball.” This love affair implies deep practice ignited by a master coach.

#68300 - 05/16/10 10:21 AM Re: Soccer as a Vehicle for Learning Life Lessons [Re: AndyBarney]
Duane Pipe Offline

Registered: 01/24/06
Posts: 74
Loc: Lone Jack, Mo

#68390 - 05/21/10 10:03 AM Re: Soccer as a Vehicle for Learning Life Lessons [Re: Duane Pipe]
AndyBarney Offline

Registered: 06/14/06
Posts: 1785
The traditional soccer community sees youth soccer immediately and intuitively. It’s in their DNA. Coaches brought up in the universe of outcomes; the world where winning is prized above most everything, see what is currently here and arrange it. They see what the game is not what it means. When you see what the game is, it’s depressing. Who likes to think of a wonderful, excited child as a pawn in an adult scheme for ego gratification? Most coaches played the ugly game, not the beautiful one. Life is like that! There were hundreds of bricklayers involved in the construction of the Sistine Chapel but only one Michelangelo. How can it be different? Most coaches see the game in terms of immediate appearance. They see the game at a surface level but don’t really think about it-don’t really see what amazing potential it has to shape character.

When I started coaching 36 years ago this difference; i.e. the difference between the traditional approach and my outlook, seemed relatively minor. But then it grew…and grew…and grew until I had to investigate and change; I had to try something that seemed to make more sense. Some things you miss because they are so tiny you look right past them. However, some things you don’t see because they’re so gigantic. I and other coaches were both looking at the same things, seeing the same things, talking about the same things, thinking about the same things except we began to look, see, talk and think from a different viewpoint so that now we see things from a completely different paradigm.

Most traditional coaches really do care about the kids. It’s just that in traditional coaching there’s too much hunter, warrior, gatherer behavior that has seeped deep into the sports culture. This Gladiator, death or glory mode leads otherwise good people to do damaging things to children. To someone in this mode it’s awfully annoying to hear about this “brave, creative leadership stuff” all the time. This is all futuristic physiology and psychology, it isn’t really here, it’s a million miles away from winning the next game. To the traditional coach here and now is what it’s all about. He’s in a different dimension that stems from bringing down the Wooly Mammoth. The hunt has to result in an immediate kill or it’s failed. This is the whole national outlook on things. The weak are sacrificed for the strong. Those kids who can’t help the team win quickly are sacrificed for those who can regardless of long-term potential and consequences.

It’s becoming apparent that the Legends approach is a new dimension; that it isn’t a fad that’s going away next year or the year after. It’s here to stay because it’s a very serious and important way of looking at things that is incompatible with our “Naked Ape’ traditional coaching methods, but vastly better for all children. In the prism of tradition the Legends way looks incompatible with our sports culture but it’s actually the first wave of a more intelligent future that will make sport more enjoyable and a greater positive part of the human experience.

What we are experiencing is a conflict of visions of reality. Society as you view it in the current moment is reality, regardless of what the scientists say it might be. However, the world is changed by progress. Scientific and philosophical discoveries become reality and traditional coaches are going to have to do more than ignore it if they are going to be able to succeed in the new reality. They will discover this as more and more of their players burn out.

This is why traditional coaches get upset when the Legends method challenges their comfortable conformity. The Legends approach blows an all too obvious hole right through their limited vision and rote learning efforts. But they won’t face up to it because it threatens their whole in bred, win now, immediate gratification life style.

What you have here are two realities; one of historical behavior and one of long-term rationale. They don’t match and they don’t fit and they don’t have much of anything to do with one another. The Legends method focuses on the process; the traditional on the outcome; the Legends on brave, creative leadership; the traditional on giving away the ball and responsibility quickly. I could go on. You might say we have a little problem here.

smile Andy

#68394 - 05/21/10 04:26 PM Re: Soccer as a Vehicle for Learning Life Lessons [Re: AndyBarney]
hindsight2020 Offline

Registered: 10/14/08
Posts: 130
why cant ur awesome approach keep a coach for girz 95/96? what's this, third or 4th change in as many years?

AB claims to have a great method, but it dont seem like you can pick coaches well

#68397 - 05/21/10 06:19 PM Re: Soccer as a Vehicle for Learning Life Lessons [Re: hindsight2020]
freekick Offline

Registered: 04/02/08
Posts: 442
2020 -
Easy answer, you didn't read his last post. Andy is the ONLY Michelangelo and every other coach is a Cro Magnon wooly mammoth hunter.
You can only try to train a Cro Magnon so long and then you have to look for another ...

#68398 - 05/21/10 07:15 PM Re: Soccer as a Vehicle for Learning Life Lessons [Re: freekick]
Keep It Fun Offline

Registered: 06/25/05
Posts: 2404
Loc: Kansas City, MO

#68399 - 05/21/10 08:45 PM Re: Soccer as a Vehicle for Learning Life Lessons [Re: hindsight2020]
AndyBarney Offline

Registered: 06/14/06
Posts: 1785
why cant ur awesome approach keep a coach for girz 95/96? what's this, third or 4th change in as many years?

AB claims to have a great method, but it dont seem like you can pick coaches well

Resume for the new coach:

Scott Vermillion
(913) 909-3051 (913) 909-3051

Scott grew up in Olathe, Kansas. Played for Olathe Soccer Club during his youth career and played for Olathe East High School. Named Gatorade Player of the Year and Male Athlete of the Year for the state of Kansas. He also holds the Single Season Scoring record for both Olathe East and Olathe South.

Scott played for the U17 National Team which was the first US team ever to win the CONCACAF Qualifying Tournament in 1992. In 1993, he played in the U17 Youth World Cup in Japan where they finished seventh. Scott played for the former U.S. national team coach Bruce Arena in a very successful Virginia University Dynasty from 1995-1997. During his tenure at UVA, was ACC Tournament Champions both in 1995 and 1997. Played in two NCAA Final Four's. Earned first team honors All-ACC in 1996 and 1997. Scott was named NSCAA All-American in 1997. Also in 1997, Scott was named to both the NCAA Tournament Team and the ACC Tournament Team.

Scott played for the U20 National Team. He played with the Olympic Team in 1996. In 1997, he played in Italy with the World University Team.

Scott played with the Men's National Team in 1998 and then joined the Wizards in the MLS. He was one of the first 10 players selected to play and train with Project 40 the MLS feeder program. As part of the Project 40 program, he trained with Sunderland in England for four months. Was a highly-touted defender in the MLS, the Kansas native started 22 games in each of his first two seasons in the league. Scott was then traded to the Colorado Rapids in 1999 and played two years in Denver. In 2001, Scott was traded to DC United where his MLS career was ended prematurely by an injury.

Resume of the outgoing coach:

Jamie Leeper
(913) 851-9898 (913) 851-9898 x35
(913) 563-5191 (913) 563-5191

Jamie Leeper is originally from Loughborough in Central England. He was the 1st team soccer captain for his high school and was an ever present on the Leicestershire county soccer team during his junior and senior years. He spent 3 years at the University of Leeds and was the captain of the 2nd XI who won back to back league championships (2001-2003). Upon graduating Jamie played semi-professionally for Loughborough Dynamo FC before first visiting the USA as a Challenger Sports coach in the summer of 2004. Jamie gained many accolades in his second summer and in August 2005 was rewarded for his efforts with the head coaching position at Gallup Catholic School, NM. Jamie spent 3 years in New Mexico and in this time he gained his teaching license and a Masters degree in secondary education from WNMU.

During the 08/09 school year Jamie taught Physical Science at Shawnee Mission Northwest, where he was also the boys’ JV coach and girls’ C team coach. Jamie coaches two of the 02/03 Junior Legends teams and is also the coach of the girls’ 95/96 World Cup team, girls 94/95 Red team, and Girls 93/94 black team. He holds a UEFA C license, and a USSF D license.

Jamie works full time in the HappyFeet Legends’ office and is a tournament director as well as being involved with sales and marketing of the HappyFeet program at the local and national level. He also assists in the process of training franchisees.

Jamie now lives in Lenexa with his two dogs and a cat. Jamie loves to travel and spent 6 weeks in the summer of 2008 traveling through Central Europe. Jamie is an avid Tottenham Hotspur fan, with Jermaine Defoe being his favorite player. Jamie loves to see kids be creative and develop new skills, and enjoys being able to help change children’s lives through the game of soccer.

Two great resumes. IMO their qualifications, background and philosophy make them the best developmental option in the age group for aspiring young females.

smile Andy

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