Simple Reliable Advice for Technical Directors and Directors of Coaching of Clubs & Associations on how to use the World Wide Web more effectively to assist Coach Education, Elite Young Player Development and Grassroots Recreational Programmes
The basis of player development has always been face to face interaction between the coach and the player, but our analysis of feedback from over 500 practicing Soccer Coaches at all levels in Europe, Asia and North America, clearly shows that this is not the only way coaches are now engaging with players.
In this first ever Guide for Soccer Coaches on how to use the web to support the development of their players, we explore WHICH Web Tools coaches use, WHY and HOW they use them
The top 5 reasons given by these coaches as to why they use the web to support the development of their players are as follows:
The Player is encouraged to take more OWNERSHIP of their own development
It’s an EXTENSION of the coaching session for the players
An opportunity to REINFORCE MESSAGES when they are away from the coach
It’s an opportunity to provide ADDED VALUE to the coaching they receive from our club and this DIFFERENTIATES us from other clubs
It maximizes the CONTACT TIME the coach has with the players
The book is therefore grounded in – PRACTICAL APPLICATION and includes
- Over 100 examples quoted by coaches at all levels
‘I thoroughly enjoyed this book. The book is a blueprint on how to establish a well functioning blog.It gives lots of very useful resources to find great information that encompasses how to set up the blog, what software to use and where to find useful and specific tools to find your information and then share it. I am in the process of starting my first blog and after reading the book I feel I can take my blog from the idea of what I want to present to adding my first post with useful info.The author has made this book very reader friendly and whether you are a novice or experienced blogger you will find lots of great ideas in this book for your players.I highly recommend this book’
Phil Abbott,Director Academy Soccer Coach said of the Guide :
'This Guide clearly provides coaches at all levels with a valuable resource on leveraging technology to develop their players and themselves’
Jacob Daniel,The Director of Coaching for Georgia Soccer commented :
'A Great resource. This is an area in which I need to educate myself more so your book was timely'
The Guide is now ready and can be seen here on Amazon at $19.95 ( £12.48) but we have an special Introductory Offer of 20% discount for our blog readers.To take advantage of this offer at a special rate of 20 % discount then follow these simple instructions:
CHESTER, Pa. – The Philadelphia Union are currently right in the thick of the playoff race, sitting one point out of first place in the Eastern Conference.
In less than two weeks, the franchise will begin something they believe will keep them in more playoff races for many years to come: a unique high school that will be the centerpiece of the Union’s ever-growing youth academy.
“We’re the only ones [in MLS] that have started and deployed our own high school program,” Union CEO Nick Sakiewicz told MLSsoccer.com. “I think that’s going to be a game-changer for us.”
Other MLS teams like Real Salt Lake and FC Dallas have partnered with outside schools in the surrounding districts, but when researching what model would be best for their club, the Union decided to build something new in an office complex across the street from YSC Sports, the Union’s youth development training center in Wayne, Pa.
The renovations were recently completed and the school, dubbed YSC Academy, is set to open its doors on Sept. 3, with the Union’s first team, coaches and team executives in attendance for the momentous occasion.
“What the school allows us to do is really drive the cultural identity of the club,” said Richie Graham, the owner of YSC Sports and a partial owner of the Union. “We considered partnering with an outside school, but an outside school has its own culture.”
The school consists of grades 8-12, but there will be no 12th graders enrolled for 2013-14 while the club grows the attendance up from the younger grades. There are no girls currently enrolled, but Graham told MLSsoccer.com the club might be open to the possibility of admitting girls in the future.
For Graham, who has overseen the project, it’s been a long road to reach this point. Among the challenges that go into starting a private school are working with the Pennsylvania Department of Education, hiring teachers and settling on a curriculum.
But Graham believes the right steps were taken along the way to provide the best educational and athletic opportunities for the 32 boys enrolled for the 2013-14 school year, all of whom are part of the club’s youth development programs (either on the U-14, U-16, U-18 academy squads, or in the Union Juniors Program).
A lot of sports science went into the students' schedule, which includes a training session in the morning before classes begin and another one in the afternoon after school gets out, as well as four nutritional meals per day.
The school will also have a modern feel, with a progressive curriculum, a digital library, small class sizes and classrooms that look more like a modern Internet startup company than what you'd expect to see in a traditional school setting.
“One of the big elements is we are really big on giving kids a voice and a choice in their education,” Graham said. “It’s the idea that kids are a part of their educational process and take ownership of it, just like we’re asking them to do on the field, where they’re pushing themselves to be the best they can be.”
The Union briefly considered setting up a residency program with dorms but, after studying some European models, decided it’s best for high school-aged kids to have a home life. Some students could still come from outside the club’s catchment area and live with host families, but the main purpose of the school is for standout players from the Philadelphia region. And many of the students will receive financial aid, as provided on a need basis.
“I’m not saying our model is better, but I do think it gives us the ability to really focus on driving through the culture of what it means to play for the Philadelphia Union,” Graham said. “A dream come true for me would be that someday these boys are representing the Philadelphia Union at PPL Park, they score a goal, that they run in the corner and they’re the kid that’s kissing the badge.”
Of course, many of the club’s academy players won’t be good enough to score goals for the Union first team some day. But the hope is that those that don’t are still in good position to play college soccer and succeed in life. And the Union believe that the few who do get to PPL Park will make this ambitious project worth it in the long run.
“This is not an inexpensive venture,” Sakiewicz said. “This is multiple millions of dollars over a long period of time. But our dream is to put as many starting-11 players as we can from our local area. And this is how we can do that.”
Although I normally write about digital learning’s potential to
transform our education, as a Crossfit enthusiast
myself, I believe in the importance of living a healthy life with physical
the biggest misconceptions about the rise of online learning is that a
student’s schooling will be spent primarily in front of a computer, with a
student clicking away relentlessly as though she were playing eight hours of
video games a day.
couldn’t be further from the truth, however, if the rise of online learning
fulfills its potential and creates a truly student-centric education
system—which should be the ultimate goal.
traveled around the country observing blended-learning schools, the ones I’ve
been most struck by are those that give individual students the proper
flexibility so that they can have the right experience they need when they need
it to boost their success—both in that moment and in life. In the future of
education, digital learning should be the platform that facilitates each
student having a customized learning experience for her distinct learning
needs—whether that experience is online or offline.
Carpe Diem Collegiate Middle
and High School, one of my favorite blended-learning models, has no
physical education class. Instead the school has what might be described as a
fitness center with an on-site trainer who works with each student not on
random mandatory athletic units but instead on a tailored program for how to
live a healthy life. When students are growing antsy at their desks and need to
get some physical exercise to let off some steam and reboot for more learning,
they have the autonomy to go to the gym and work out.
The Silicon Valley Flex Academy,
which has several elements of what I think the future of schooling will look
like, is located across the parking lot from a Crossfit gym. The school has
contemplated a formal partnership with the Crossfit affiliate to offer the
students a Crossfit for Kids program, which, in my
opinion, would be far superior to the gym classes offered at most schools.
My biggest personal surprise in online learning came several years
ago when I learned that one of the more popular classes that the Florida Virtual School offers is online
physical education. I struggled to imagine what this might mean, but what I
ultimately learned is that the class involves a teacher working with each
individual student on her daily fitness routine (from running to lifting to
playing team sports) to realize her fitness goals and live a healthy life.
Recalling my own experience in middle school PE, I could see the immediate
benefits of having this sort of an experience instead of an awkward communal
one that teaches a student virtually nothing about living a healthy life—and
may even discourage that by creating negative associations with physical
just physical exercise that should see a healthier balance with the rise of
digital learning, but lots of activities. Many schools are increasingly using
blended learning to free teachers up to spend more time working with students
in project-based learning. I’ve been struck by how much students collaborate
with each other naturally—often peer tutoring each other—in the
blended-learning schools I’ve visited. Whereas “socialization” often appears to
me to be a negative thing in many schools, in blended-learning schools the
social interactions appear to me to be far healthier and around helping each
student improve. I don’t have hard data on this, but it’s my observation that
this is one of the exciting—and often unintended—effects of using a
end, when many people think about full-time virtual schools, one of their
biggest fears is about students in their younger years. They ask how could
students possibly have a fully online experience when they are so young. What
are the downsides of spending so much time in front of a computer? The answer
is that in the programs of which I’m aware, most of the learning for students
in the younger years is actually offline—with books and manipulatives. The
online learning mostly serves as the platform that helps the student’s family
communicate with the student’s teacher and individualizes the learning, in
addition to providing some exercises and games to build some basic skills.
In an age where the arts, athletics, and other so-called
extracurricular activities are increasingly on the chopping block in public
schools, digital learning ought to change the equation. Various blended-learning models,
for example, should create more flexibility and free up more funds so that
schools can offer an array of experiences, including physical exercise.
to Ratey’s research, that’s something we can’t afford to lose if we’re serious
about boosting student achievement. Student-centric digital learning provides a
means to make sure that it doesn’t fall by the wayside.