While we pass our knowledge on to our players, who helps keep our skills sharp? James Wagenschutz talks coach education with SCW’s Steph Fairbairn
James Wagenschutz is an applied sports scientist and sports performance coach who has been in soccer for almost 25 years.
He holds a USSF A license and has used it to coach in the college game, including notable stints as assistant men’s soccer coach at Colorado College and Regis University, and his daughter’s U5s team.
He is now a coach educator for United Soccer Coaches and the USSF, and runs his own consultancy, W Sports Performance, working with MLS players and Olympians.
SCW talked to James at the United Soccer Coaches’ convention about how players and coaches learn and develop…
JW: "Picking up on the word ‘should’ - [we used to say] we ’should’ dribble with our laces or we ’should’ pass with the inside of our foot.
"Now it’s not about ’should’, or ’must’, or ’always’ or ’don’t’, because that implies that if I don’t do it [that way], then I’m no good.
"We have to meet players where they’re at, find ways to reinforce the positivity of what they are doing and, while mistakes happen, letting them go or reframing them as an opportunity to learn."
JW: "Absolutely. It’s the same with coaches and coach education. We have to create a safe space for them to feel like they can speak up, challenge and dialogue with the content, the philosophy, the curriculum and the way it’s being presented.
"It’s a multi-pronged approach to creating a safe space. You might define ’safe’ as one thing and I might define it as another. So we need to start with the most basic question: how do you define this safe space?
"What do you want this journey to look like? How do you want to be coached? How can I help you?
"What do you know about yourself that is going to cause a ripple effect, positively or negatively, during our time together? Do you know those triggers? Are you asking those questions of yourself to then say, ’I’m in a safe space to be able to think openly about taking on new information and applying it’."
"Because coaches help, guide and facilitate, we’re eager to do more than we actually can..."
JW: "Yes. There are a lot of benefits of having a pre-course fill-out, telling me a little bit about yourself.
"At the same time, we are providing the structure in which they tell themselves about us, which almost confines, perhaps, their ability to speak freely.
"If I create a document that looks intimidating, that’s so much to fill out, or the language is too hard, they might struggle to fill it out.
"Part of the art of interacting with these coaches at the beginning is: ’What do I need to give you and what can you give me to help each other down this journey?’.
"Most importantly, I’m here to serve the coach. They need to know that I’m there to help them and guide them, not to critique them or judge them - and let them know at the same time there’s assessments and standards, and we’re trying to move them toward those standards and competencies."
JW: "Freeing up their schedule. I think, in part, because coaches help, guide and facilitate, we’re eager to do more than we can actually do. So we take on more.
"When we take on more, we cloud our brain with more to do. So we actually need to free up space in our brains - reflection, meditation, walking, exercise, no phone, no electronics. And coaches also need to learn the ability to say no."
JW: "I can only speak about the culture I work in. Sometimes how we were raised and coached is how we coach our players.
"Depending upon when you were born, there might have been something related to the culture about working hard. Folks that are baby boomers say ‘I want a particular house and lifestyle. That means I need to work harder and longer to get those things’.
"So if we look at player demographics, generally speaking, the majority of male players that make it professionally are the ones who outwork other players.
"It really does come down to effort and grit and also a little bit of luck along the way. Maybe somebody picks them up in talent ID.
"That gets reinforced if they decide to become a coach. I know that if I put in an extra 10 hours, if I just keep working longer and if I check my phone late at night, then I’m going to be more productive. Does productive means better? Not always.
"Does it need to be challenged? I would offer that the coaches that are clear with themselves can create clear environments for their players - and a safer environment in a really structured manner in which they can help develop the players logically."
JW: "Absolutely. It’s understanding a little bit more about your purpose as a coach. It ought to be the number one question: why do you coach?
"What does that give you as a coach? What kind of feedback emotionally do you get from coaching? How does that serve you in your life?
"Most of us will never get to the absolute answer. It would be amazing to wake up one day and think, ‘I know who I am and I know my purpose in life!’.
"The reality is most of us are still on that journey, but we never take the time to truly really identify those greatest strengths.
"Why don’t we apply those 80% of the time because that will be more reproductive than trying to work on all our weaknesses?"
"The number one question is ’why do you coach? How does it serve you in life?’..."
JW: "Absolutely, that’s a great point. No-one is going to tell Lionel Messi ’you can’t dribble any more’, because that’s one of the greatest things he can do.
"You have to be able to put players like him, and others who can dribble, in positions to absolutely thrive.
"When do we notice that? That’s the question. Does it happen at [ages] 5, 6, or 7? Does it happen at 12 or 14? Those are the complex questions that we as coaches ask ourselves all over the world all the time."
JW: "I believe in that. I don’t believe in just total free reign, but I do believe in free play or unstructured play as part of that development.
"I do think that if we’re talking about a youth player signing up to go into a particular environment, the family ought to know what the rules of engagement are of that environment.
"We have to allow for more autonomy, especially within the game, so that players can perceive and make decisions within the game.
"Somebody might get the lightbulb [moment] at six years old and it stays with, or they might get the lightbulb at 18."
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