Planning Training Sessions with Coach Patrick Ouckama: Current Director of Coaching for New England Revolution Academy, U17 head coach. Played 4 years as a starter at Ithaca College with multiple collegiate athletic awards.

Training sessions are a concept most coaches do not necessarily think about when it comes to game performance. Coach Patrick Ouckama from New England Revolution Academy speaks on the importance of training sessions and some tips and tricks on how to develop your training sessions.

We are providing this drill to give you ideas on how to enhance your current practice drills. The idea is not to implement it exactly as is, but rather to tweak it to make it fit your system.

There is sound with the video, so please make sure that your sound is on.

This is a Vimeo video, so you will need to be on a network that does not block Vimeo videos.

If you would like to see more information about Coach Ouckama’s entire presentation, click this link: Planning Training Sessions

By: Hannah Bauer

From the Hudl Blog

The Women’s Sports Foundation released its Chasing Equity report on the land­scape for women and girls in sports at the begin­ning of 2020. Some of the find­ings are promis­ing. Others are stag­ger­ing. Here’s what you should know.

The Women’s Sports Foundation released its Chasing Equity report at the begin­ning of 2020. At 70 pages (not includ­ing the appen­dices), it’s a thor­ough account of the cur­rent land­scape for women and girls in sports. 

Some of the find­ings are promis­ing. For exam­ple, 50% of high school girls now play sports. But oth­ers are stag­ger­ing — high school girls leave sports at a rate two-to-three times high­er than boys. 

Here’s what you should know. 

Let’s start with the good news.

There are more oppor­tu­ni­ties than ever. Access to all sports across all lev­els has improved for women and girls. Athletic oppor­tu­ni­ties for women in the NCAA increased by 291% from 1981 – 82 to 2017 – 18. Today 54% of NCAA teams across all divi­sions are women’s teams. 

Participation is increas­ing. Girls’ par­tic­i­pa­tion has been on an upward tra­jec­to­ry for near­ly 30 years. Before Title IX, one in 27 high school girls par­tic­i­pat­ed in sports; now one in two do. 93% of girls ages sev­en to 13 said they love to play sports, and 75% of them plan to play in high school and beyond.

The bad news? There’s a lot of room for improvement. 

Girls and women still have few­er oppor­tu­ni­ties to par­tic­i­pate and work in sports. Even though they make up half the nation­al stu­dent body, girls have less than 43% of all oppor­tu­ni­ties in high school sports — 3.4 mil­lion oppor­tu­ni­ties com­pared to 4.5 oppor­tu­ni­ties for boys. And while girls’ par­tic­i­pa­tion has been on an upward tra­jec­to­ry for near­ly 30 years, oppor­tu­ni­ties declined by more than 10,000 in 2018 – 19.

Coaching oppor­tu­ni­ties for women have actu­al­ly decreased. While Title IX has great­ly increased girls’ par­tic­i­pa­tion, there’s been a huge decline in women coach­ing since it was enact­ed. In 1971, 90% of women’s col­lege teams were coached by women, but in 2017, less than half (43%) of those teams were coached by women. Women coach only 5% of men’s teams. 

Nearly 80% of col­lege ath­let­ic direc­tors are men across all NCAA divi­sions, with women mak­ing up only 11% of all NCAA Div. I ath­let­ic directors. 

Even in the WBNA, the league with the high­est racial and gen­der diver­si­ty rank­ings, there’s cause for con­cern—only four of the 12 teams have female head coaches. 

Girls’ par­tic­i­pa­tion in sports has yet to catch up to boys’. While boys start sports at 6.8 years old on aver­age, girls start at 7.4. From ages six to 10, girls’ par­tic­i­pa­tion lags 10 per­cent­age points behind boys’. In grades eight to 12, girls leave sports at a rate two-to-three times high­er than boys. And while 47% of high school boys play two or more sports, only 29% of girls do. 

Women of col­or and LGBTQ women face addi­tion­al bar­ri­ers. While 68% of all high school stu­dents par­tic­i­pate in sports, only 29% of LGBTQ girls do — which is unsur­pris­ing since 84% of Americans say they’ve wit­nessed or expe­ri­enced anti-LGBTQ atti­tudes in sports. 

Meanwhile, girls of col­or in urban areas drop out of sports at twice the rate of sub­ur­ban White girls. 33% of African American par­ents said finan­cial rea­sons kept their daugh­ters from par­tic­i­pat­ing in sports, com­pared to 18% of White par­ents. And in 2017 – 18, only 3% of head coach­es in the NCAA were women of color. 

Female ath­letes are under­rep­re­sent­ed in the media. In the U.S., only 3.2% of cov­er­age is devot­ed to women’s sports. The num­bers aren’t much bet­ter world­wide. In a study of 20 dif­fer­ent coun­tries, sto­ries on women’s sports made up just 11% of the total coverage. 

Coverage has fall­en over a 25-year peri­od, and it could be due to few­er female sports edi­tors — a study of 100 U.S. and Canadian news­pa­pers saw female sports edi­tors fall from more than 17% per­cent in 2012 to less than 10% in 2014. A 2018 study of 75 news­pa­pers and web­sites found that 90% of sports edi­tors were men. 

And even when women’s sports are cov­ered, that cov­er­age isn’t always equi­table. Studies showed female ath­letes are more like­ly to be shown off-court and out of uni­form than their male counterparts. 

Women in sports are still fight­ing for equal pay. The USWNT soc­cer play­ers’ wide­ly-pub­li­cized fight for equal pay is ongo­ing. On the coach­ing front, for­mer USWNT head coach Jill Ellis was offered a salary increase from $300,000 to $500,000 — still sig­nif­i­cant­ly less than the $899,348 USMNT head coach Bruce Arena made in 2017. (Previous head coach Jurgen Klinsmann made $3.3 mil­lion dur­ing his final year coach­ing in 2016, despite the team’s elim­i­na­tion in the round of 16 in the 2014 World Cup, and fail­ure to qual­i­fy for the 2018 tournament.) 

The women’s National Ice Hockey Team, WNBA play­ers, and indi­vid­ual ath­letes like gym­nast Simone Biles and run­ners Alysia Montaño and Kara Goucher have also spo­ken out against dis­parate pay in their sports. 

This issue also exists at the col­le­giate lev­el. In the 2015 – 16 aca­d­e­m­ic year, head coach­es of women’s teams in Div. I schools received only 30% of the mon­ey allo­cat­ed for all head coach salaries in the divi­sion. (Divisions II and III were more equi­table, with 48% and 37% allo­cat­ed to women, respectively.)

Girls and women face dif­fer­ent expec­ta­tions and chal­lenges in ath­let­ics. Two-thirds of girls report­ed hav­ing been made fun of or made uncom­fort­able by boys while they prac­ticed their sport. In anoth­er sur­vey, 44% of par­ents said they expect­ed their sons to com­pete on a high school var­si­ty team, while only 36% expect­ed the same of their daughters. 

In a sur­vey of both male and female ath­letes, 23% of women said a coach had direct­ed pur­pose­ful­ly hurt­ful com­ments toward them, com­pared to 17% of men. (It’s worth not­ing that male ath­letes did report high­er instances of oth­er types of abu­sive behav­ior, such as hav­ing some­thing thrown at them by a coach.) More than 17% of female ath­letes have expe­ri­enced sex­u­al vio­lence when par­tic­i­pat­ing in sports as a child, com­pared to more than 10% of male athletes. 

What can we do?

A study of U.S. adults found 60% of adults agreed girls don’t have as many oppor­tu­ni­ties — but only 43% knew what they could do to help. 

Prioritize research. The mon­i­tor­ing and report­ing from orga­ni­za­tions like the Women’s Sports Foundation is key to under­stand­ing what work needs to be done to reach par­i­ty in women’s athletics. 

Champion the ben­e­fits of sport par­tic­i­pa­tion. Involvement in ath­let­ics has been shown to improve aca­d­e­m­ic per­for­mance. One study found sports par­tic­i­pa­tion was linked with high­er AP place­ment rates for all stu­dents. Another found female ath­letes grad­u­at­ed at an 8% high­er rate than female non-athletes. 

Sports have an impact beyond the class­room too — 75% of women busi­ness exec­u­tives said their sports back­ground helped accel­er­ate their careers. A study of women in C-suite posi­tions found that 94% of them com­pet­ed in sports, with 52% play­ing at the uni­ver­si­ty level.

Support women’s sports cov­er­age. To increase par­tic­i­pa­tion, young girls need to see them­selves rep­re­sent­ed in sports. While women’s sports are severe­ly under­re­port­ed on, one thing indi­vid­u­als can do is sub­scribe to newslet­ters like Power Plays and The IX, and pod­casts like Burn It All Down that are sole­ly ded­i­cat­ed women’s sports. 

Finally: hire women. To lev­el the play­ing field for women and girls in sport, women must have a seat at the table.

The post was provided by Coaches Network

by Chris Wellman

Productive coaches spend 75 percent of their time teaching the sport to their players, and the other 25 percent of the time coaching. With younger athletes, this gap increases with teaching becoming more important.

The problem is that many coaches don’t understand how to teach athletics effectively. Plus, some coaches don’t take the time to grasp how athletes learn. Here are nine proven steps to becoming a better teacher and a better coach.

1. Understanding your passion for the sport first.

Before jumping into coaching, coaches first must understand their passion for the game. Having a high level of passion for the sport tremendously influences your energy, creativity and ability to motivate players. Passion is contagious. If one player or one assistant coach comes to practice excited and fired up, that emotion and passion easily is passed to every other member of the team.

2. Setting the stage for teaching.

Prior to the first practice, meet with your athletes and explain your role as a coach and teacher of the game. Let them know your purpose is to help improve their athletic skills. Impress upon them that you care about them as people, and that you are concerned about their lives even beyond athletics. Feeling cared about makes a player more coachable — effort and concentration increases. If you care enough about them, they’ll walk through walls for you.

Part of you caring is to work through players’ mistakes. Tell them mistakes are part of the learning process, and the only true mistakes are ones of lack of effort or concentration — both of which easily are corrected.

3. The importance of why.

Don’t assume players know why you are asking them to practice a certain technique or to perform a skill drill. Explain how everything has a positive effect on their ability to play. Be as detailed as possible, because it’s important that they understand why you’re doing certain things.

4. Fundamentals first, then complex.

Know the fundamentals of the sport you teach. This enables you to design practices for your players’ appropriate skill level. It also becomes easier to assist an athlete who cannot perform a certain skill. After grasping the fundamentals, players move on to practice drills focusing on more than one skill at a time. Don’t expect to teach complex skills to players who have not mastered the basics.

5. Use the whole-part method.

Oftentimes, it’s necessary to teach skills in parts or steps. Once again, in-depth knowledge of fundamentals gives you an advantage. Teaching a skill in part keeps the player motivated, because they are forming a mental checklist for performing the skill correctly. Educators refer to this as “task-analysis.”

Moving from one step to the next puts the focus on progress, which allows you to praise the player for grasping a skill and working with the player in areas that need more practice. A good barometer to know if a player is mastering a certain skill is to see if that player is teaching the skill to another teammate.

6. Effective motivation.

Find something positive to say to every athlete at every practice. This satisfies the athlete’s need for attention, recognition and appreciation. Be specific with your praise — specific praise is used to reinforce the why of practice. Always attempt to find more positives than negatives while constantly praising effort.

7. The hoopla of success.

When an athlete or team finally masters a skill or concept, don’t hesitate to momentarily stop practice to recognize the achievement. Praise their effort, and remind your players why mastery of the skill is so critical.

8. Model what you preach.

Most coaches talk to players about certain values and characteristics they hope to see in all team members. Coaches really are the best positive role models for these values. When stressing good sportsmanship, talk about coaching with honor, respect for the game and attitude toward officials. When stressing tenacity, never give up on yourself with your athletes. And, when stressing organization, conduct practices that are structured.

Players look to you for guidance, so don’t say one thing and do the opposite.

9. Encourage crossover athletes.

Coaches who are overzealous sometimes encourage their athletes to play one sport on a year-round basis. This can leads to overuse injuries and burnout. Participating in other sports improves the way the athletes play your sport. The movements and skills required for many sports are similar. Consider the footwork necessary for soccer and basketball are almost identical.

Productive coaching is highly dependent on the coach’s ability to teach their sport. Teaching isn’t just blowing a whistle, barking out orders and heading home after a couple of hours. Being a good teacher takes time, effort, practice, patience and a passion to make a difference in the lives of your players.

Recommended Coaching Resource:

This article was provided by Coaches Network

To be successful, coaches must evolve and grow over time. Not only do sports change, but there are also countless lessons to learn from athletes, other coaches, and experiences that you have. As you add new pieces to your coaching philosophy and develop your own style, you will graduate from one stage to the next. Recognizing where you are in your coaching evolution will help you understand what you need to do to keep moving forward.

According to an article written by Sam Snow on the U.S. Youth Soccer website, the first phase of coaching is about validation. For those just starting out, the goal is usually to look for proof that you can actually coach, whether that’s by looking at the win-loss record or getting feedback from players, parents, and peers. This can be a difficult time because many people want to have success right away. Getting over some of the initial hurdles is key if you are going to continue coaching. Eventually the validation will come, but you have to be patient.

For those who continue coaching, the next stage involves education. That’s when you start to recognize where you can do better and you take steps towards improving, such as going to camps and clinics, watching tapes, and reading books and helpful articles. The goal is to gain as many coaching tools as possible so that you can help your team be more successful. Coaches in this phase are often still very concerned with validation, but they are excited about the prospect of getting better. For many successful coaches, this desire to remain educated and continuously improve has proven key to their longevity.

Explanation comes next, according to Snow. As coaches improve they will start to feel more confident as an authority figure. They will speak up and instruct players and peers more than they did before. Much of this comes from being able to recognize what isn’t working and explaining to others how it can be fixed.

The edification phase is similar to the explanation phase, with the difference being that coaches are no longer concerned about validation but are mainly focused on instructing others just for the sake of helping them. When coaches get to this point, they are happy to help those around them, regardless of whether they’re a kid or coach on another team or someone in their own program. They are more open to sharing ideas even though they still have a competitive edge. They also shift their focus from pointing out what others are doing wrong to encouraging others to do things right.

Another major step in a coach’s growth is the realization of their true mission. As a coach starts to recognize how sports can impact athletes in all aspects of life, they start to emphasize developing character traits, treating every athlete on the team equally, and teaching life lessons. They are still very competitive and still want to win, but now it is done by developing people before players and training the mind as well as the body. This is when coaching becomes much more than just a job.

With the right opportunity, coaches will move onto implementation. This is when you get to truly build your own program and develop a culture that fosters the type of people and players you want to develop. It can be difficult to get to this point and it might take a while for the right opportunity to come along, but Snow assures that he has seen many people build their own systems after starting with humble beginnings.

According to Snow, the final step on the evolutionary ladder is compensation. He doesn’t mean money, though. Instead, he is referring to the compensation coaches get when they have been around long enough to see players they have mentored grow into successful adults. That’s when you know that you have truly contributed to the bigger picture and have passed on important lessons that will continue to be taught.

Click here to read the full article.