Did the players enjoy your session?
- Matt Jones
- 14 August 2019
FA county coach developer, Matt Jones, encourages coaches to ask the players for their thoughts when reflecting on the effectiveness of a session.
Why is it important to include player feedback in our coach reflection?It may be fairly obvious why you would want feedback from the players whom you coach, but how often do we actually take the opportunity to ask and record such feedback? In many ways, this is the most crucial piece of feedback a coach could have. It's the equivalent of a hotel asking their guests if they have enjoyed their stay or asking a restaurant goer if they've been satisfied with the meal and table service. As football coaches, we are in the business of helping players fall in love with the game and remain in love with the game. Part of this process has to involve the feedback from the players - after all, it's their game.
Players, especially children, will quite often be honest and to the point when asked what they think. As coaches we just have to be brave enough to ask and to listen to the feedback - especially if it's somewhat critical. In some respects the comments from the players may confirm what you already know or it may have the opposite effect and surprise you. Either way, it's priceless information that will assist you on your coaching journey.
In the past I've asked players “what did you like about the session?” and “have you learnt anything, if so, what?”. Additionally, I've asked, “do you have any advice for me?” The players, some of whom I've only worked with once, have provided a healthy number of positive comments to the first two questions. Equally, they've also been forthcoming with their advice, commenting on everything from the size of the pitch to the number of times the session was stopped. And on occasion, following reflection, I concluded that they were right.
This is a process I've shared with other coaches. The use of questions on a whiteboard can be very effective. Not every player is comfortable in vocalising their response, so the whiteboard offers a useful alternative. Also, some players - like adults - can appreciate ‘thinking time’ when responding to a question. Plus, the terminology the players use can often prove insightful.
How do you encourage players to become more reflective?
Selling the reflective process can be challenging. Firstly you have to decide who the feedback is for: is it feedback for you as a coach or would you like the players to reflect on their performance.
Once you have decided this you can look at the specifics: what you would like to know. Planning your questions beforehand can help, although don’t be afraid to add follow-up questions if you feel it adds value.
For younger players (5-11) you may have to strip the questions back to help them understand (see four corner model).
When working with slightly older players you may want to use more detail and/or combine it with observations and match analysis.
In summary, seeking and obtaining the thoughts of the players can provide you with information that may help you shape your future sessions in terms of content, but more importantly assist you to develop an environment that keeps the players coming back for more. It will also give you an insight into their thoughts and feelings around the game, as well as the bigger picture in the psychological and social corners.
Remember the good things (the ‘what went wells’) but be sure to take on board any advice (the ‘even better ifs’) to keep progressing. Encourage their personal reflection and be sure to praise them at every meaningful opportunity whilst they do so - helping to embed the process as a habit.
This article was first published in The Boot Room magazine in April 2016.
