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The beep test

Get young soccer players fit and have fun at the same time!

“My players really enjoy the challenge of the Beep Test so I thought I’d share it with you. This article (kindly provided by Brian Mackenzie) describes how it’s done.”

The beep test, (properly known as the Multi-Stage Fitness Test and sometimes as the Yo-Yo Test), was developed by Jens Bangsbo, August Krogh Institute, Copenhagen, Denmark.

Objective

The objective of the Multi-Stage Fitness Test (MSFT) is to monitor the development of the athlete’s maximum oxygen uptake (VO2 max).

This test is very good for young football players as the short turns are specific to the nature of the sport.

Required Resources

To undertake this test you will require :

A flat, non slippery surface at least 20 metres in length
30 metre tape measure
Marking cones
Pre-recorded beep test audio tape or CD
Tape recorder or CD Player
Recording sheets
Assistant

How to conduct the test

The test is made up of 23 levels where each level lasts approx. one minute. Each level comprises of a series of 20m shuttles where the starting speed is 8.5km/hr and increases by 0.5km/hr at each level. On the tape a single beep indicates the end of a shuttle and 3 beeps indicates the start of the next level. The test is conducted as follows:

Measure out a 20 metres section and mark each end with a marker cone.
The athlete carries out a warm up program of jogging and stretching exercises.
The athlete must place one foot on or beyond the 20m marker at the end of each shuttle.
If the athlete arrives at the end of a shuttle before the beep, the athlete must wait for the beep and then resume running.
The athlete keeps running for as long as possible until he/she can longer keep up with the speed set by the tape at which point they should voluntarily withdraw.
If the athlete fails to reach the end of the shuttle before the beep they should be allowed 2 or 3 further shuttles to attempt to regain the required pace before being withdrawn.
Record the level and number of shuttles completed at that level by the athlete.

At the end of the test the athletes conduct a warm down

Analysis

Analysis of the result is by comparing it with the results of previous tests. It is expected that, with appropriate training between each test, the analysis would indicate an improvement.

Normative data for MSFT

The following are national team scores on the MSFT

Table Reference: Beashel P. et al; The world of sport examined; 1997

Notes

A degree of caution is required in administering the test, in that you have to push yourself relatively hard to the point where you can no longer maintain the pace dictated by the tape. If you are suffering from any injury or illness, or if you have any reason to think you may not be in a good general state of health, you should consult a doctor before doing this test.

As the audio-tapes may stretch over time, the tapes need to be calibrated which involves timing a one-minute interval and making adjustment to the distance between markers. The recording is also available on compact disc, which does not require calibration.

Knowing that the starting speed is 8.5km/hr and increases by 0.5km/hr at each level then the time for each 20 metre section, at each level, can be estimated from the following equation:

20m Time = 72 ÷ ( ( ( Level – 1 ) × 0.5 ) + 8.5 )

The time for 20m at level 11 is 5.33 seconds.

Knowing that the starting speed is 8.5km/hr and increases by 0.5km/hr at each level and the duration of each level is approximately one minute then the number of shuttles at each level, can be estimated from the following equation:

Shuttles = ( ( ( Level – 1 ) × 0.5 ) + 8.5 ) × 0.838

The result is rounded up to the nearest whole number e.g. the number of shuttles at level 17 is 13.82 which is rounded up to 14 shuttles.

Target Group

This test is suitable for endurance athletes and players of endurance sports (e.g. football, rugby) but not for individuals where the test would be contraindicated.

Reliability

Reliability would depend upon how strict the test is conducted and the individual’s level of motivation to perform the test.

Soccer circuit training for young children

This particular circuit allows for a cardio-vascular work out followed by a strengthening task. It can be adapted to suit the needs of your children.

1. Line jumps: Jumping across a line, making sure that the whole foot touches the floor. Adaptation: skipping.

2. Squats: with backs against the wall, slide down so that the legs are bent and the knees are bent at 90º. Adaptation: squat without the wall, make sure there is a straight line from ankle to knee and that bottom goes out behind the feet, back straight.

3. Spotty dogs, star jumps or jumping jacks: the movement of arms above the head makes it a much harder workout. Jumps may be slow of fast, depending on the ability of the child. BEND KNEES on landing, making sure knees don’t go further than toes.

4. Bean bag hold: arms are parallel to the floor and they have to hold the beanbags up for the whole time. This exercise can be made more difficult by asking the children to slowly rotate their arms!

5. Running on the spot: if children have bare feet, make sure this is done on a thin, gymnastic mat. Again this can be made harder by encouraging the children to get their knees higher.

6. Ball roll or hoop-la-hoop: the idea is to exercise the waist and stomach. They can either roll a football around their waists, making a large circle with their hips at the same time (large range of movement), or they can twirl a hoop around their waist. The boys tend to prefer the ball rolls. This can be made more difficult by using a small ball/ different shape ball etc.

We set up the stations like this going in a clockwise direction around the hall. We begin with 20 seconds on each station, and we change very quickly, no rest! That’s why I have built in alternating stations, it allows for a rest. We then build up in 5-second intervals, until we have reached the maximum of 30 secs. They quickly learn that their only competition is themselves, and work really hard to do more each time.

I work the children in pairs, getting them to rotate anti-clockwise after each activity.

Note: If you have a helper or two, you should record your children’s’ scores as they progress around the circuit. Over the weeks you can then work out how each child has progressed and congratulate them on their success. In this way, you add value and interest to the circuit training. You are also emphasising how much you value hard work and improvement and not just technical excellence.

Have fun!

Soccer circuit training for older children

(courtesy of Michigan University)

This type of training involves participation in a variety of activities in succession. These activities are conducted at various locations (stations) around the soccer field. The team is divided into an equal number of players for each station. When the circuit begins, all players attempt to perform their best at the tasks assigned to each station within a set time. Successive stations should differ in the physical and technical demands they place on the player. For example, an intense leg exercise should not be followed by a dribbling drill. Recovery occurs as the groups rotate, within a specified time interval, to the next station and as subsequent stations differ in their demands.

Appropriate Age and Ability for Using a Training Circuit

Generally, training circuits are inappropriate for players below the age of 14 years. Children under fourteen years have difficulty complying with the organizational requirements of a training circuit and working independently on individual tasks. Also, coaches have difficulty controlling and observing players scattered around the field at various stations. However, if used properly, circuit training can be a valuable component of practice for players below and above 14 years of age.

Training Circuits for Young Children

To use training circuits with young children, the coach must usually recruit, train, and assign parents or other volunteers to be in charge of individual stations. With young children, relatively few stations comprise the training circuit. Instruction and quality, not quantity, of performance are emphasized at each station, with fitness a concomitant benefit. Training circuits for young children provide an opportunity for the instructors to work with small groups and meet individual needs.

Training Circuits for Older Children

For players 14 years of age and older, who have developed an intermediate level of ability and above, fitness with soccer specific activities is generally the emphasis of the training circuit. Training circuits can be regulated to create an exercise overload to enhance cardiovascular and muscular fitness.

In this type of circuit training an exercise over load is produced by:

-increasing the number of stations in the circuit,
-increasing the number of repetitions or work intensity at one or more stations,
-increasing the time for exercise at each station,
-increasing the number of times the circuit is completed, and/or
-decreasing the recovery period between stations,

The variety of activities that can be included in a circuit provides the opportunity to be flexible in creating different and specific exercise overloads as well as simultaneously enhancing skill.

This article contains an example of a soccer training circuit, that is appropriate for intermediate level players, and a recording form for both field players and goalkeepers (see Figures 1 and 2) These forms can be photocopied and duplicated on the front and back of a 5″ x 8″ card. Also included in this article is a blank form (see Figure 3) upon which you can write your own training circuit to meet the specific needs of your players.

Field Player Circuit Training—Recording Form
Name:
Date (mo./day)
Exercise/Rest Interval (secs.)
Stations	Performance Scores
Sit-ups with the ball
Wall volley kick
Juggling (head only)
12 cone circle dribble
Push-ups on the ball
Juggling (all body parts)
Punt, sit, and trap
Jumping over the ball

Figure 1. Example of an eight-station field player training circuit.

Goalkeeper Circuit Training—Recording Form
Name:
Date (mo./day)
Exercise/Rest Interval (secs.)
Stations	Performance Scores
Sit-ups with the ball
Wall volley throw and catch
Two hands between the legs toss and catch
Side to side shuffle
Push-ups on the ball
Arched ball bounce
Punt, sit, and trap
Jumping over the ball

Side 2

Figure 2. Example of an eight-station goalkeeper training circuit and recording form on two sides of a 5 x 8 card.

Using a Training Circuit for Physical Conditioning

A training circuit can be implemented one to three times per week during the season. The number of times per week you have your players engage in a training circuit should vary according to the number of games scheduled for a given week and other activities included in your practice. You should not have your players perform a circuit the day before or the day of a game.

The requirements of performance and scoring each station need to be thoroughly explained to the players. Players need to be informed that the correct performance of each station is as important as the number of repetitions. After all the players understand each of the items in the complete circuit, you may have them perform a partial circuit of four or five stations and then increase the number of stations by one on subsequent days of practice until all stations of the training Circuit are performed.

The prescribed time for exercise and for the rest interval, during which the Players write their Scores on their recording forms and rotate from one station to the next, should be controlled to create an exercise overload. The first day the team performs the entire circuit, 30 seconds of exercise and 20 seconds of rest between each station might be appropriate. This results in an eight-station circuit that can be completed in six minutes and 20 seconds. Gradually, the exercise interval should increase and the rest interval should decrease. You will need to judge what is the appropriate exercise/rest interval ratio for your players.

*This is based on Chapter 21 of Youth Soccer-A Complete Handbook edited by Eugene W. Brown. For information about this book visit the Youth Sports Institute web site.

Description for Figure 1.

Station	Description
Sit-ups with the ball	A bent knee sit-up is done with a ball held in the hands. In the upright position, a loop is formed with the arms and ball positioned in front of the shins. The number of sit-ups performed during the exercise interval is the score.
Wall volley kick	A 4′ x 8′ x 3/4″ sheet of plywood is held in place vertically with its longest side in contact with the ground. On each side of the wall, a restraining line is marked on the ground parallel to the wall at a distance of nine feet. This permits two players to perform on a single wall. A ball is kicked and received behind the restraining line. The number of times this is successfully completed during the exercise interval is the score. You may specify the type of kick, whether the ball must be trapped before kicking it again, and the foot to be used.
Juggling (head only)	The number of times the ball is juggled with the head during the exercise interval is the score. Scoring could be changed to count only the greatest number of juggles in a row without a miss.
12 cone circle dribble	Twelve cones are equally spaced around the center circle. A zig-zag path is dribbled. The number of cones passed during the exercise interval is the score.
Push-ups on the ball	A push-up position is taken with the hands on the ball and the feet on the ground. The number of push-ups performed during the exercise interval is the score. This activity can be modified to meet the needs of the players with relatively weak arm strength by having them perform the push-up by supporting their weight on their hands and knees.
Juggling (all body parts)	The number of times the ball is juggled with all body parts, except the arms and hands, during the exercise interval is the score. Scoring could be changed to count only the greatest number of juggles in a row without a miss.
Punt, sit, and trap	A player must punt the ball into the air, sit down on the ground, stand up, and make a first-time trap of the ball. The number of successful first-time traps is the score. The difficulty of this station can be increased by substituting a forward or backward roll for the sit.
Jumping over the ball	A player jumps from side to side over a ball on the ground. The number of times this activity is completed is the score. The drill can be made to be more demanding by requiring the players to keep their hands on their hips. The activity can also be modified to a forward backward jump over the ball. In this case, the feet must be kept together and not allowed to straddle and go around the ball.

Description for Figure 2.

Station	Description
Sit-ups with the ball	See description for field player circuit (Figure 1).
Wall volley throw and catch	A sheet of plywood is used as in the wall volley kick described in the circuit for field players. The ball must be thrown and caught behind the restraining line. The number of times this is successfully completed during the exercise interval is the score. You may specify the type of throw (underhand bowled ball, sling throw, baseball throw) and the type of catch. The drill could also be modified by substituting a drop kick for the throw.
Two hands between the legs toss and catch	With both hands between the legs, the ball is tossed upward and forward over the head. The goalkeeper must then catch the ball in front of the body before it strikes the ground. The number of successful completions of this activity during the exercise interval is the score. To increase the difficulty of this station, the goalkeepers can be instructed to perform additional activities between the toss and catch (e.g., clap the hands together a set number of times, kneel down and then stand up, turn completely around).
Side to side shuffle	The goalkeeper stands in a ready position facing the field of play with one hand touching a goal post. The goalkeeper then shuffles his/per feet without crossing the legs, and proceeds to touch the opposite post. This process is repeated, back and forth, while the goalkeeper continues to face the field of play The number of times the goalkeeper crosses the goal mouth and touches the opposite post during the exercise interval is the score. Note that only one goalkeeper should be in a group. Therefore, more than one set of goal posts will not be needed.
Push- ups on the ball	See description for field player circuit (Figure 1).
Arched ball bounce	From a prone position on the ground, the back is arched so the knees, feet, head, shoulders, and elbows are off the ground. While maintaining that position, the ball is repeatedly bounced on the ground with both hands. The number of bounces performed, while in the correct body position, during the exercise interval is the score.
Punt, sit, and catch	A player must punt the ball into the air, sit down on the ground, stand up, and catch the ball. The number of successful performances of this routine during the exercise interval is the score. The difficulty of this station can be increased by substituting a forward or backward roll for the sit.
Jumping over the ball	See description for field player circuit (Figure 1).

Circuit Training—Recording Form
Name:
Date (mo./day)
Exercise/Rest Interval (secs.)
Stations	Performance Scores

Coaching youth soccer indoors

Everyone agrees that perfect technique is essential for an attractive and successful game, and age-appropriate basic training is essential for learning technical skills. To learn basic techniques, players need to practice them again and again over a long period of time, ultimately using them in exercises with opposition pressure.

In winter, the gym can be an ideal place to practice technique. The limited space, even floor surface and opportunity to use the walls all speed up the game and make it more technically demanding. And you don’t have to worry about inclement weather conditions (wind, cold, soft and mushy ground), which makes technique training even easier.

These sample exercises are intended primarily as suggestions: As a coach, you have to evaluate your players’ abilities and decide which exercises are appropriate for them. Of course, by making small changes to the rules, adding extra rules or changing the setup, you can make any exercise harder or easier. We’ve also included some tips to help you organize these exercises and use them in your own training program.

Indoor training can be an excellent opportunity for players, especially the very young, to work on coordination and effectively improve their technical skills. Indoor training equipment can open up a whole new world of possibilities for the inventive youth coach!

Dribbling & Faking

Take your eyes off the football and look at the ground about three yards ahead of it.
Keep the ball close! Touch it with the active foot often, preferably with every step you take.
Keep your body between the football and your opponent, so you can protect it. Always dribble with the foot farther away from your opponent.
Use fakes intelligently.

Indoor Training

Use lines on the gym floor as dribbling paths, with different colours for different dribbling styles (e.g. step-overs on the blue lines and shooting fakes on red).
Use boxes, medicine balls, etc. as dribbling obstacles.
Set up interesting dribbling par courses using various items.

Passing & Shooting

Make sure your foot makes solid contact with the ball.
Depending on the type of kick, either stretch your foot (point toes at the ground) or flex it (pull them up toward your shin).
After your foot strikes the football, follow through with the whole leg.
On shots, take careful aim at an open corner of the goal.
Always move to meet a pass.

Indoor Training

Use walls and long benches as “passing stations.”
Use soft mats, boxes, and long benches as “goals” for shooting practice.
Use soft mats to teach players spectacular shooting techniques (bicycle kick, hip-turn side volley, etc.).
Use boxes as targets for shooting competitions.

Ball Control

Move to meet the ball and let your foot “give” a little as it makes contact.
For passes on the ground, raise your foot slightly so the ball can’t roll over it.
Always control the ball in a free space away from opponents.
On passes in the air, don’t let the ball bounce: It wastes time and increases your risk of losing the ball.

Indoor Training

Use long benches as passing stations and “walls” for wall passes to help players learn to control balls on the ground.
Incorporate the wall as a passing station and allow players to throw or kick high balls against the wall, to help them learn to control balls in the air as well.

Heading

Pull your chin in to your chest and tense your neck muscles.
Keep your eyes open as long as possible and watch the incoming ball (follow it with your eyes).
Bend back from the waist; this provides the “wind-up” you need to hit the ball.
Meet the ball at the top of your jump.
Take a long running start.

Indoor Training

Have players practice heading on the hard and soft mats (improves motivation).
Use mats etc. as targets for heading competitions. To make this exercise even more effective, divide players into smaller groups.
Set up a “basket shooting” (heading) competition on the basketball courts.
Use the gym equipment to build a heading course with various stations.

Soccer coaching in a small gym

With 9 players we played 3 v 3 with 3 teams so that one team was always resting. In the gym where we were training there were two wooden benches without a back (just the seating area), which we used as goals by laying each bench on its side on the centre of the end lines (under the baskets). The boundaries for the game were the outside lines of the basketball court.

The rules to the game were simple. The game lasts three minutes. Anytime the ball goes out of bounds, the other team (the team who it didn’t go off of) gets a “kick in”. A “kick in” starts by the player stopping the ball with her hand and then either passing the ball or dribbling into the field. The reason for the use of the hand is to make sure the ball comes to a complete stop and also so there is no confusion when the player takes the first touch. To score a goal, the ball has to hit the front of the bench (the part where if the bench was upright, people sit). If a goal is scored the team that scores the goal gets the ball and immediately attacks the other direction. At the end of the three-minute period whichever team has scored more goals wins and stays on the court and the losing team switches with the resting team for the next game. In the case of a tie, the team that last won stays on (this creates an atmosphere where you have to beat the champion to become the champion).

For this to work the real key is to use a Futsal Ball instead of a regular soccer ball. On a gym floor, a regular soccer ball can be too bouncy which results in it being too difficult to control. A Futsal ball is “deader” ball that works much better indoors than a soccer ball (more on the game of Futsal)

The advantage of this type of a game is that it is less physical and less dangerous than the regular indoor soccer played here in the US because there aren’t walls to worry about plus it requires a softer touch in order to keep the ball under control and in bounds. Plus it can be played anywhere there is some open floor space. By playing 3-minute games the players work really hard for a relatively short period of time as opposed to pacing themselves so it’s a great cardiovascular workout. Also, there are the tactical aspects of this game since the “defending champion” can play differently in the last minute of the game than the “challenger” since one team can play for a tie and the other team has to win to stay on. If one team is stronger than the other two teams you can either switch the teams around or just let it go because the longer they stay on the more tired they will become which will equal out the differences in the teams.

This is a great game for the players to work hard, have a lot of fun and learn more about becoming better soccer players so it’s something I would strongly recommend you give it a try.

What makes a GOOD soccer coach?

Introduction

It’s a subject that we think we know a lot about – how to coach youth soccer.

But what do parents look for in their son or daughter’s team coach?

Perseverance? The ability to keep order? A sense of humour?

The article below (reproduced with the permission of the coachingcorner.com) was written by an American ‘soccer mom’ who knows why she has kept with the same soccer coach for the last four years.

GOOD COACHING
By Lori Reynolds

“What is a good coach?”
“Why is HE a good coach?”
“What makes him different from other coaches?”

I’ve been asked these questions—or ones similar—many times over my years of being a soccer mom. My son has had the same coach for almost four years, and no matter what organization the team plays with, I make sure we stay with the same coach. Why? That’s easy. He possesses qualities that I feel are essential and necessary for being a positive influence and good coach, such as:

PATIENCE—This is probably the most important characteristic. Let’s face it—12 active boys together require a lot of attention. A good coach is one who doesn’t expect angels on the soccer field.

TOLERANCE—This quality goes hand-in-hand with patience. Kids are going to be rowdy, or moody or lazy. Tolerance takes the different mind-sets and turns the focus to the tasks “afoot”.

ACCEPTANCE—Our children are so very different. Each one has varied potential and skill levels. A good coach is one who recognizes each child as an individual and he/she encourages that child to perform at his/her very best level. Perfection is not required!

MOTIVATION—Soccer can be viewed as kids kicking a ball across the field, or it can be viewed as an opportunity for growth. The true test lies in sparking a child’s interest to learn and grow and keeping that spark alive each season.

RESPECT—I’ve seen many games in which the coaches, and sometimes parents, of the other teams berate and belittle their children for making “mistakes”. Sometimes they even go as far as criticizing opposing team members. Good grief! We’re playing U-10 soccer! This isn’t the World Cup. ‘Coach’ has never singled out a child for making a mistake and he does not allow parents or the other team members to do so either. At the beginning of every season ‘Coach’ reminds us parents that we’re all in this sport to learn and have a good time.

SPORTSMANSHIP—Perhaps this should have been on top of the list, but being toward the end does not lessen the importance. My definition of sportsmanship is to teach kids to work together as a team in order to achieve a common goal. It also means teaching kids to respect other players as well as each other. Insults are not tolerated. Mistakes are team mistakes, and they are used as teaching tools for the next game.

ABILITY TO TEACH—Sounds simple, right? It’s not. How many times has a parent signed up a child for a sport, only to have a well-intentioned father decide to coach? He may or may not know the sport. He may or may not relate well to his players. There is a huge difference between the team whose members do what is yelled at them, and the team whose members actually understand what to do and why. A good coach teaches his players basic fundamentals, explains concepts and enables his/her players to think logically when making a play. One of our practice mantras is “You’ve got a man X and a man X. The ball comes to you. What do you do”? The kids are able to use logic and make the best choices based on situations.

LOVE OF KIDS: They have the energy to make every practice and every game a new experience for coaches and parents alike. Without their vision and energy, sports would be dull and unappreciated. They offer a day-to-day challenge for coaches, which is contagious and which is motivation for
everyone involved in athletics at all levels.

LOVE OF THE GAME: Coaches must love their sport, and, more importantly, must show their players enthusiasm for every aspect of the game. This would include techniques and tactics. The love of the game must also show to the players the love for fair-play, respect for the opponents, officials, and spectators, and positive reinforcement for team mates. Only a good coach who loves the game can provide the correct aspects involved in the winning and losing of competition.

One of the reasons we parents encourage our kids to play sports is to hopefully broaden their horizons and to give them additional skills they wouldn’t get otherwise. While having a winning season is great, I consider it a bonus and not the main purpose. Playing sports should be a positive experience, and it should be one that children look forward to each and every season.

What sort of soccer coach are you?

Do you ever wonder how to evaluate yourself and your coaching style?

This test – provided by the National Institute for Child Centred Coaching – should give you some idea if you are a traditional, PE teacher type of coach, a child centred facilitator or somewhere in-between.

Make a note of the response that best reflects your thoughts about each statement. Don’t think about it too long, it’s your first, instinctive response that gives the best indication.

The major reason children should be involved in sports is for fun, not winning.

A. No. Winning is important to young children and older children.

B. Sort of. Winning is important but not necessary.

C. Yes. Enjoyment is the key; winning is only secondary.

It is important for children to learn how to compete at an early age.

A. Yes. They stand a better chance of being successful later in life.

B. Sort of. Competition is important, but it shouldn’t be the basis for playing sports for young children.

C. No. The earlier young children learn to be competitive, the less enjoyment they might have playing.

A good, strong self-image can be developed in young children with a no-nonsense approach to coaching.

A. Yes. They need to be told “who is the boss” and to follow the rules.

B. Sort of. Children need to be managed with a firm yet reasonable approach.

C. No. Children need to be encouraged to try their best.

Praising a child’s ability is OK, but a coach shouldn’t overdo it.

A. Yes. If praised too often, they’ll develop a false sense of their abilities.

B. Sort of. Children need to be told accurately and honestly about their weaknesses.

C. No. If it’s honest praise, there is no such thing as “overdoing it.”

Children who develop too high of a sense of self-esteem grow up being spoiled.

A. Take any one of those high-priced superstars in today’s sports, and you’ll see what a spoiled child is like.

B. A child must be taught humility; a child with high self-esteem often acts conceited.

C. Children with high self-esteem often make the best players.

Most parents want their young children to win — not necessarily to have fun.

A. Agree.

B. Some do, but not all.

C. Parents need to be educated.

Disciplining a child in front of the team sets an example for the others.

A. Other children learn to do the right thing really fast.

B. Peer pressure is the most effective form of team discipline.

C. Disciplining a child is a private issue between the coach and child.

Team rules should be set by the coach and given to the players.

A. A coach needs to show who’s in charge; children need to respect authority.

B. A coach needs to demonstrate leadership; children need to comply.

C. A coach needs to provide guidance; children should be empowered.

The coach sometimes acts like a teacher; sometimes like a parent.

A. A coach should not be confused with a parent or teacher; a coach is a coach.

B. A coach might sometimes take on the role of a teacher or a parent but should remain first a coach.

C. A coach is at times a parent and a teacher.

A parent’s role in children’s sports should be:

A. To be mildly involved.

B. To be moderately involved.

C. To be involved to the maximum level.

To score your responses, give each “A” response 1 point; each “B” response 2 points; each “C” response 3 points. If you totalled:

10-16 points. Attitudes of traditional coaching: Believes winning is the primary reason for playing sports; takes a hard line in discipline; uses an autocratic approach to coaching; finds little value for parental involvement. Need a lot more instruction in child-centred coaching philosophy and techniques.

17-23 points. Tendency toward leadership, not autocratic rule; problem solving, not ruling; motivating, not commanding. Needs continued study and practice in child-centred coaching philosophy.

24-30 points. Believes in making the game fun; is willing to be both a parent figure and teacher; offers guidance, encouragement and support and maximizes parental involvement. Needs to continue practicing skills.

Playing as a team

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