Assessing Soccer Players and Educating Soccer Parents

by Nicholas Skirka

Introduction
This article offers suggestions on how to assess the abilities of young soccer athletes and ways to educate parents or guardians on how to maintain an attitude that most benefits and supports the players. The abilities of young athletes on a team vary, and the expectations of both team members and parents are high, thus presenting a major challenge to coaches when they organize a team. Coaches, who can accurately assess the abilities of their soccer athletes and apply these findings when organizing a team, are in a better position to educate and counter the effects of negative parental behavior. Although the focus is on soccer, the strategies apply to coaching in a similar context, and have long been used and found effective by the author.

Assessing the Ability of Youthful Soccer Athletes
The model below is a continuum used to measure the soccer abilities of novice, intermediate, and advanced players around the ages of 10-12. This ability is defined by assessing natural skills, skills acquired through training and playing, and extrinsic factors. When evaluating player abilities, coaches should assess the technical, tactical, physical, and psychological components (Lavers, 2004). Novice means having acceptable skills for competition, intermediate means having good skills, and advanced means having exceptional skills. Using the model can help coaches create a starting line-up, select substitutes, and organize soccer practices (Wiser, 2002). Categorizing players' soccer abilities also helps coaches understand players, and anticipate parent expectations. It should be noted here that a player's ability might shift to the right or left of the continuum during a season because some players improve, while others miss practice or lose interest and fall behind. Coaches should assess players' soccer abilities on an ongoing basis to help make prudent choices when coaching and to provide data needed to address player and parental expectations (Cugliari, 2000).

On the far left of the continuum are novice players, or those characterized as novice having the least skills. Both players and parents recognize that it is difficult to become an advanced player. Novices lack experience, and need more time and opportunities to develop their skills (Rink, 2004). If pushed too hard, they may quit the team and try something else. Parents of novice players are often concerned that their child might be ridiculed, bullied, ostracized, or discouraged at practices and games. However, novice players need to be encouraged so that they can make their own contribution to a team (Rink 2004).

In my experience intermediate players are different from novice players in that they have more experience and have spent more time developing their skills. Although committed, they are less concerned about rising to an advanced player's level. Similarly, parents expect their child to be industrious but are not obsessed about their child reaching advanced player status. Intermediate players and their parents usually have a sound demeanor and approach to the game.

Advanced players have the most experience and have worked at developing very good skill (Lavers, 2004). They are committed physically and psychologically to becoming the best soccer players possible. Similarly, their parents support their commitment, want them to be industrious, and expect soccer coaches to encourage and create an exceptional athlete.

Applying the Model to Coaching
The above model is useful in designating a starting lineup and choosing substitutes. Typically, advanced players are capable of playing 90% of the time, because they are more technically, tactically, physically, and psychologically able to handle game pressure (Lavers, 2004). Intermediate players can generally play 80% of the time, and require rest slightly more often than advanced players. Novice players are generally reliable enough to play half a game and may be taxed beyond that point. In youth soccer, for developmental purposes, the general notion is to give playing time to all players, and to have each member of the team play at least 50% of the game (VonMeter, 2004). On a roster of 15 players, with, say, 5 in each ability group, this goal can be easily accomplished. For example, a coach can:

• Start 5 advanced players, 4 average players, and 2 fair players using one average player and 3 fair players as substitutes
• Have 2 fair players on the bench substitute for 2 fair players at half time
• Have the remaining average player on the bench substitute for both average and advanced players
• Have the remaining fair player substitute for the goalkeeper or any other player.

The advantages of playing every player each game are to keep a fresh team on the field, prepare players for bigger roles when other players are absent, and ensure that players do not "burn out." The approach motivates players to continue learning, contribute in their own way, and feel part of the team. The main objective is to be inclusive and give every player enough playing time to meet their developmental needs while not jeopardizing the strength of the team (Darden & Shimon, 2004). Nonetheless, players who miss practices should be given less playing time in actual games.

The model can also be applied to organizing team practices because it meets the unique developmental needs and expectations of all players (Darden & Shimon, 2004). In most cases, advanced players can handle the pressures of practices and games. The attributes of intermediate players are comparable to those of advanced players most of the time, but novice players may have some difficulties adjusting. If practices are too physically or psychologically challenging, then novice players may quit. The best way to address the needs of all three groups, then, is to make practices challenging enough for advanced and intermediate players, but not so challenging as to alienate novice players (Shimon & Darden, 2004). Practices can be made slightly less physically and psychologically challenging by spending time reviewing drills that cover both technical and tactical soccer skills in a way that benefits all players (Hopper, 2002). Every player, regardless of soccer ability, needs to review basic soccer skills from time to time. To retain player interest, a variety of drills should be used to accomplish this goal. It's important to be inclusive and organize practices to meet the needs of all players (Barnes & Oliver, 2003).

Understanding and accepting different levels of soccer ability enables a coach to integrate all players into a formidable team in a way that makes all players feel as though they are contributing. The overall objectives of coaching youth soccer are best accomplished when coaches are able to assess the abilities of their players, share their findings with parents of the players and educate parents about the best way to support and encourage their child's participation.

Educating the Soccer Parent
Educating parents on proper conduct throughout the soccer or any sport season is crucial. One of the coach's responsibilities is to help parents understand that the way they conduct themselves affects the way their children play the game (i.e., their conduct can be either productive or counter-productive). Sport parents often need coaching in what is in the best interest of their children. A pre-season session with parents, along with a handout of rules and requirements is essential. The rules and requirements below can benefit parents, players and coaches:

Don't force your children to play soccer if they don't like the game or because you feel it will be good for them - Some children do not want to play soccer and will disrupt practices just to get thrown off the team. Parents should understand that children might lose interest, lack motivation, or just need a break from the game. Parents should allow their child to take the lead on whether to play or not. They can always change their minds and return to the game. An ability to decide for oneself is the best kind of motivation. Parents who did not play sports may inadvertently push their children beyond their ability; rather, they should encourage them to have a fun, positive experience (Darden & Shimon, 2004; Barnes & Oliver, 2003). Not every child has a natural gift for soccer or wants to become an elite player.

Make every effort to ensure your child is at practice - Missed practices will result in less playing time. A player who misses practices will fall behind in learning the rules and playing the game, resulting in a negative effect on the team.

Understand that soccer is not an easy sport to learn - Your child needs to become a "student" of the game because soccer has many developmental stages. It is a team sport and the skills are difficult to master. It is also physically, psychologically, technically, and tactically challenging. The road to athletic success is not an easy one, so parents should enjoy the process, rather than be too resultoriented or demanding.

Encourage your child to try a new position, particularly if s/he has a desire and already knows the skills required for the position - Some players start out playing on defense, but when their offensive skills improve they want to play midfield or offense. Players become more knowledgeable about the game when they play other positions.

If your child is an advanced player, encourage him/her to be a team player- For example, encourage him/her to pass the ball to novice players even though they may miss 9-out-of-10 opportunities in a game. This notion teaches advanced players the value of utilizing all players in a game. One never knows when a novice player will score the goal that wins a championship game.

Don't yell out instructions to your child whenever s/he receives the ball - Parents who yell out instructions from the sidelines distract their child and cause them to be indecisive with the ball. Players who hear too many voices from the sidelines become confused and do not perform well. Players tend to perform and enjoy the game more when their parents remain spectators.

Be tolerant when the coach substitutes your child for another player - Coaches have an overall picture of the game and the players that parents don't (Jones, 2004). A coach's decision to substitute a child that may need a rest or to give other players an opportunity to play should be respected. Overreacting in the presence of team members may embarrass your child and affect his/her game.

Respect the decisions of referees - Parents (and other observers) should not badger referees from the sidelines (Rodgers, 2003). Referees cannot accurately officiate when spectators scream at them. This type of inappropriate behavior has a negative effect on players. That a game may be won or lost on the call of a referee is part of the game.

The decision to work toward advanced player status belongs to your child - Some parents want to know if their child can become a professional soccer player or earn a college scholarship. Even if the child has potential, it's still his or her decision to make. Life is diverse and there are many options. Players will make decisions based on their own talent, potential, drive and needs.

Respect the coach's knowledge of and ability to coach the game - Coaching and teaching soccer involves more than just creating a starting lineup and substituting (Darden & Shimon, 2004; Jones, 2004). Allow a qualified coach to train the players and to coach practices and games without interference. Parents and spectators should refrain from assuming the role of coach because it creates a stressful situation for everyone. They should refrain from micromanaging and second-guessing the coach. It is fine to offer individual suggestions but let the coach make final decisions regarding the overall team.

Summary
This article provides a model that can help coaches assess players' soccer abilities, and in turn, assist them in educating soccer parents on what attitude best supports and encourages their children. Coaches who understand players' soccer abilities and take into account parents' expectations can use the information to create a starting lineup, select substitutes, and organize team practices. A good coach is one who is inclusive, sensitive to the needs of all the players and parents, allows players to contribute in their own way, and encourages them to participate in sport on an on-going basis. This philosophy upholds the integrity of coaching youth sports because it addresses both player and parental needs. This article also makes some recommendations for coaches to pass on to parents that will help them support rather than be counterproductive to their children. The emphasis should above all be for young athletes to have fun, be positive and set realistic goals.

References

Barnes, D., & Oliver, L. (2003). Why they play, why they quit. SoccerJournal, 48 (1), 13-18.

Cugliari, G. (2000). Grouping players by ability. SoccerJournal, 45 (8), 19-20.

Darden, G., & Shimon, J. (2004). Seven habits of developmental coaches. Strategies, 17 (5), 25-28.

Hopper, T. (2002). Teaching games for understanding: The importance of student emphasis over content emphasis. The Journal of Physical Education, Recreation and Dance, 73 (7), 44-48.

Jones, D. C. (2004). Domain 1: Philosophy and ethics national standards for sport coaches. Strategies, 17 (4), 23-24.

Lavers, C. (2004). Soccer's building blocks. Soccer Journal, 49 (7), 13-17.

Rink, J. E. (2004). It's okay to be a beginner. The Journal of Physical Education, Recreation and Dance, 75 (6), 31-34.

Rogers, H. (2003). Officials deserve respect. Soccer Journal, 48 (5), 31.

Shimon, J., & Darden, G. (2004). Domain 4: Growth and development national standards for sport coaches. Strategies, 17 (5), 16.

VonMeter, K. (2004). Coaching adolescent athletes. Strategies, 17 (6), 17-19.

Wiser, D. N. (2002). Don't disparage the bench. Soccer Journal , 45 (7), 31.

Nicholas Skirka (n.skirka@wolldnet att. net) is an 'A" licensed soccer coach, assistant professor, HPER, at Kingsborough Community College, Brooklyn, NY.

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