Fantastic content in the Q&A. I appreciate this humbling experience. I love your emphasis on peer to peer learning as players coach each other and hold each other accountable for the development of a shared (game contextualized) language and the communication that grows from a shared language. Thank you, Mr. Verheijen.
The content provided in this mentorship has taken me to another level of my coaching. I am no stranger to pushing myself further and I can certainly say my bar has risen even higher from when I began this mentorship. I can visualise my coaching path taking me beyond the comforts of my current development. Raymond and Team FCE have worked very hard and I appreciate all the excellent work gone into creating this opportunity. I look forward to expanding my objective knowledge with future courses.
Thank you Raymond and Team FCE.
Raymond and the Team FCE done great work here again. I push myself up to another level and on a new coaching level. My Girls often see the new ideas in training and say its make us all better and the training level and load for the brain is even higher. I am looking forward for new content and future courses. Thanks a lot for the chance to become a better coach with every single course. The Best I ever had. Greetings from Germany and Women Football
I am enjoying the game insight course very much. The challenging part as a coach for me is to get players comfortable in making decisions on the football pitch using unconscious references in the brain rather than just creating “robots” in training who can only perform an action when I have told them what to do next.
Thanks Raymond and the squad for this inspiring online content. What do you think about a reference 1st line, 2nd line, 3rd line and possibly the 4th line, if necessary. If you have 1-4-2-3-1, the 1. line would be the Front line 2. line the upper mf-line etc..Of course this formation resembles a lot the 1-4-3-3 -reference.
When developing the language, it’s important to be as clear as possible and you have raised an important issue here when talking about attackers and defenders, and I agree very much with your thinking on this contradictory concept.
Raymond, thanks for opening the complex model of decision making. It’s very interesting and got me even back to the psychology class to read more about it I have a couple questions – it seems there are many different ways for coaches to affect the decision making of their players during the game. Communication (tactical, non-verbal) and for many also verbal – shouting direct orders to the players on top of them. The same in the youth football and then again in top level as well. What do you think: is it a good way to shout direct orders and try to force the decisions, and if it is, then when, in what situations? Or is it best to leave the decisions to the players? Of course players shout orders as well, and perhaps more in the higher level than in the amateur or youth level.
And then, what do you think about motivation, how is it affecting to the decision making models (or is it)?
Really interesting lecture about Unconscious v Conscious processes that occur and who is in charge, and how this affects the outcome. It would seem that getting players unconsciously better at making decisions is key! or at least that’s what I’m understanding so far, Good part 1 – very thought provoking.
Good afternoon Raymond and every participant from Florida,
My football coaching environment is:
U13 and U14 girls at a competitive club in Central Florida. We play a 1-4-3-3 (single pivot). At this age, some of the players I coach come from within our club. However, at this age, a significant number of players come from outside of the club (for various reasons) and join us at 12 and 13 years old. Also, at these age groups in our club (and probably in general), maturity has a broad spectrum.
Game insight part 1 has potentially helped me understand a difficult coaching challenge I’ve encountered and re-encountered since starting coaching a few years ago in this environment. The challenge is specific to influencing or failing to influence the decision making of players who are significantly, physically, more mature than the other players (or previously more physically mature or athletic than others until the other players hit growth spirts and now this physicality is nullified by the opponent.)
I will use the center forward (#9) on the U14’s for example. When building up from our goal, she is receiving a forward pass with her back to the opponents goal. Her decision is to turn, the majority of the time, regardless of pressure & support or what every the situation is and regardless of our tactical principles. This often results in losing possession.
Based off this section of the course, for this center forward, the situation action pattern’s previously chosen in past football experiences before coming to our team (Ex. repetition of turning into pressure and still succeeding in going forward because she was strong enough to break through tackles for example) have developed such strong neural networks that other, more advantageous situation action patterns will have very little chances of breaking her activation threshold.
My questions are:
– In her specific situation, is it possible there is a correlation between her advanced maturity in pre adolesence and underdeveloped game insight?
– would having her train against players stronger than her help to de-activate the unwanted situation patterns?
-Is this situation something that other coaches around this age group often experience?
It is great to have this very high level of content available and enjoy beginning every day with the FCE course. Activating the brain early each day is vital to my development and increases productivity.
I am currently Director of a club of 400 players aged 5-18, and also have a senior mens team. In order for my players to look to improve each day, it is vital I act in the same context whenever I am on and off the field. Whether it is on field coaching, planing sessions or taking courses it is important to practice what we preach and set the example. Raymond has helped me understand that building neural networks (through doing things more often) is beneficial to help build situation/action patterns and activate a certain threshold. Also, the same could be said for negative habits and addictions, as stated in the videos.
My question for Raymond is;
– I predominately coach Under-13 players who are now in an established youth academy for the 1st time, after coming through local grassroots clubs.
– This means they are now receiving full-time coaching, as opposed to previously having volunteer parent coaches in their previous clubs.
– 1 area I have found is some player(s) come to the field (unconsciously) afraid to make the wrong decision, due to having years of unqualified, aggressive coaching. The threshold that gets activated might be more of a “sensory overload” instead of using Communication, Decision Making and Execution.
– Would this be considered as internal firepower to (de)activate situation/action patterns?
– Can “sensory overload” be a threshold that becomes activated for the youth players in these situations?
Thank you for the great course so far. I am very much enjoying the content. The decision making part is a very interesting one as we are diving deeper into the how of the decision making (unconscious) processes in the brain and the importance of designing exercises that develop this ability in players. My question is whether it is possible to support the decision making ability in other ways than with on pitch exercises? My understanding is that 95% of our behavior and habits happen unconsciously, like on autopilot, and to change these patterns of behavior and habits we need to access the unconscious part of the brain. This can be done for example with the help of meditation exercises. My question might be an odd one, but could we use meditation exercises to improve the decision making process in our players and how would those exercises could be designed? Or maybe there are other possible mental rehersal techniques that could be used?
Thanks for a great course, in the introduction you mention that you havent given a clear referanc to the numbers of players ( position spesific) this is incorect. You did mention it in the ” what is tactical anaysis , part writing” .
I work predominantly with U9’s & U14s squad, once a week. My U9s have been very responsive showing good team intentions with a solid understanding of their decision making and game insight for how we would like to play.
My U14s however has been a bit more a struggle. I am battling the fact of trying to get “pollution” from their previous coaching education and past experience.
Due to lockdown, partnered with the fact I only get to work with them once a week and certain members of the squad unable to train, it is making it difficult to build good communication within the team. As an example, the striker/s haven’t attended for over a month but the manager plays him anyway.
My question is,
How can I use the limited time we have together to maximise the quality of the sessions without creating robots. Although we are trying to build good team intentions it is hard to link this with the individual game insight if we don’t have regular contact time. In turn this builds poor communication within the team.
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13 Comments
Fantastic content in the Q&A. I appreciate this humbling experience. I love your emphasis on peer to peer learning as players coach each other and hold each other accountable for the development of a shared (game contextualized) language and the communication that grows from a shared language. Thank you, Mr. Verheijen.
The content provided in this mentorship has taken me to another level of my coaching. I am no stranger to pushing myself further and I can certainly say my bar has risen even higher from when I began this mentorship. I can visualise my coaching path taking me beyond the comforts of my current development. Raymond and Team FCE have worked very hard and I appreciate all the excellent work gone into creating this opportunity. I look forward to expanding my objective knowledge with future courses.
Thank you Raymond and Team FCE.
Raymond and the Team FCE done great work here again. I push myself up to another level and on a new coaching level. My Girls often see the new ideas in training and say its make us all better and the training level and load for the brain is even higher. I am looking forward for new content and future courses. Thanks a lot for the chance to become a better coach with every single course. The Best I ever had. Greetings from Germany and Women Football
I am enjoying the game insight course very much. The challenging part as a coach for me is to get players comfortable in making decisions on the football pitch using unconscious references in the brain rather than just creating “robots” in training who can only perform an action when I have told them what to do next.
Hi!
I am coaching U-12 girls’ team in Lahti, Finland.
Thanks Raymond and the squad for this inspiring online content. What do you think about a reference 1st line, 2nd line, 3rd line and possibly the 4th line, if necessary. If you have 1-4-2-3-1, the 1. line would be the Front line 2. line the upper mf-line etc..Of course this formation resembles a lot the 1-4-3-3 -reference.
When developing the language, it’s important to be as clear as possible and you have raised an important issue here when talking about attackers and defenders, and I agree very much with your thinking on this contradictory concept.
Thanks and have a wonderful christmas time
Kimmo
Raymond, thanks for opening the complex model of decision making. It’s very interesting and got me even back to the psychology class to read more about it I have a couple questions – it seems there are many different ways for coaches to affect the decision making of their players during the game. Communication (tactical, non-verbal) and for many also verbal – shouting direct orders to the players on top of them. The same in the youth football and then again in top level as well. What do you think: is it a good way to shout direct orders and try to force the decisions, and if it is, then when, in what situations? Or is it best to leave the decisions to the players? Of course players shout orders as well, and perhaps more in the higher level than in the amateur or youth level.
And then, what do you think about motivation, how is it affecting to the decision making models (or is it)?
Best wishes,
Kimmo
Really interesting lecture about Unconscious v Conscious processes that occur and who is in charge, and how this affects the outcome. It would seem that getting players unconsciously better at making decisions is key! or at least that’s what I’m understanding so far, Good part 1 – very thought provoking.
Paul
Good afternoon Raymond and every participant from Florida,
My football coaching environment is:
U13 and U14 girls at a competitive club in Central Florida. We play a 1-4-3-3 (single pivot). At this age, some of the players I coach come from within our club. However, at this age, a significant number of players come from outside of the club (for various reasons) and join us at 12 and 13 years old. Also, at these age groups in our club (and probably in general), maturity has a broad spectrum.
Game insight part 1 has potentially helped me understand a difficult coaching challenge I’ve encountered and re-encountered since starting coaching a few years ago in this environment. The challenge is specific to influencing or failing to influence the decision making of players who are significantly, physically, more mature than the other players (or previously more physically mature or athletic than others until the other players hit growth spirts and now this physicality is nullified by the opponent.)
I will use the center forward (#9) on the U14’s for example. When building up from our goal, she is receiving a forward pass with her back to the opponents goal. Her decision is to turn, the majority of the time, regardless of pressure & support or what every the situation is and regardless of our tactical principles. This often results in losing possession.
Based off this section of the course, for this center forward, the situation action pattern’s previously chosen in past football experiences before coming to our team (Ex. repetition of turning into pressure and still succeeding in going forward because she was strong enough to break through tackles for example) have developed such strong neural networks that other, more advantageous situation action patterns will have very little chances of breaking her activation threshold.
My questions are:
– In her specific situation, is it possible there is a correlation between her advanced maturity in pre adolesence and underdeveloped game insight?
– would having her train against players stronger than her help to de-activate the unwanted situation patterns?
-Is this situation something that other coaches around this age group often experience?
Sorry, correction to my greeting:
Good afternoon from Florida to Raymond and everyone on the course,
FCE Team and Colleagues,
It is great to have this very high level of content available and enjoy beginning every day with the FCE course. Activating the brain early each day is vital to my development and increases productivity.
I am currently Director of a club of 400 players aged 5-18, and also have a senior mens team. In order for my players to look to improve each day, it is vital I act in the same context whenever I am on and off the field. Whether it is on field coaching, planing sessions or taking courses it is important to practice what we preach and set the example. Raymond has helped me understand that building neural networks (through doing things more often) is beneficial to help build situation/action patterns and activate a certain threshold. Also, the same could be said for negative habits and addictions, as stated in the videos.
My question for Raymond is;
– I predominately coach Under-13 players who are now in an established youth academy for the 1st time, after coming through local grassroots clubs.
– This means they are now receiving full-time coaching, as opposed to previously having volunteer parent coaches in their previous clubs.
– 1 area I have found is some player(s) come to the field (unconsciously) afraid to make the wrong decision, due to having years of unqualified, aggressive coaching. The threshold that gets activated might be more of a “sensory overload” instead of using Communication, Decision Making and Execution.
– Would this be considered as internal firepower to (de)activate situation/action patterns?
– Can “sensory overload” be a threshold that becomes activated for the youth players in these situations?
Thank you,
Anthony Cristante
Vancouver, Canada
Thank you for the great course so far. I am very much enjoying the content. The decision making part is a very interesting one as we are diving deeper into the how of the decision making (unconscious) processes in the brain and the importance of designing exercises that develop this ability in players. My question is whether it is possible to support the decision making ability in other ways than with on pitch exercises? My understanding is that 95% of our behavior and habits happen unconsciously, like on autopilot, and to change these patterns of behavior and habits we need to access the unconscious part of the brain. This can be done for example with the help of meditation exercises. My question might be an odd one, but could we use meditation exercises to improve the decision making process in our players and how would those exercises could be designed? Or maybe there are other possible mental rehersal techniques that could be used?
Thanks for a great course, in the introduction you mention that you havent given a clear referanc to the numbers of players ( position spesific) this is incorect. You did mention it in the ” what is tactical anaysis , part writing” .
I work predominantly with U9’s & U14s squad, once a week. My U9s have been very responsive showing good team intentions with a solid understanding of their decision making and game insight for how we would like to play.
My U14s however has been a bit more a struggle. I am battling the fact of trying to get “pollution” from their previous coaching education and past experience.
Due to lockdown, partnered with the fact I only get to work with them once a week and certain members of the squad unable to train, it is making it difficult to build good communication within the team. As an example, the striker/s haven’t attended for over a month but the manager plays him anyway.
My question is,
How can I use the limited time we have together to maximise the quality of the sessions without creating robots. Although we are trying to build good team intentions it is hard to link this with the individual game insight if we don’t have regular contact time. In turn this builds poor communication within the team.
Thanks