Rise of the Classroom Coach

Are we seeing a trend as what could be described as the classroom coach and what is meant by this term? I think the term classroom coach could be attributed to someone that perhaps comes from an academic background, (not always) has a good underpinning knowledge of coaching/teaching methodology, usually collects coaching badges jumping from one course to another, but probably has limited experience on the grass. This is how I'd describe what could be classically coined as the classroom coach.

This expression first dawned on me whilst attending coach education courses and even delivering them. Traditionally speaking most courses, or continuous professional development events tend to follow a similar format. Usually they will begin in a classroom with some sort of theory delivered and then this is taken outside to see what it looks like practically on the grass as such. The classroom coach tends to thrive and excel in the former environment and usually makes themselves known, by vocally offering to the debates and usually has some input that leads the discussion in a particular direction. It's amazing when this happens how at times everyone can almost seem in awe of this person and look to them as a shining beacon of light. This can lead to others withdrawing from the discussions, or at least taking a backward step, as the classroom coach shines on, getting plenty of praise and agreeable head nodding from the educator. It can be at this point that you can be forgiven for losing a little bit of confidence in your own abilities and feeling out of your depth.

Usually then after such discussions it is then time to go and put this theory into practical environment. Practical sessions on coach education courses are usually lead by either the educator, but also the learners, as they get to experiment, deliver a practice and get some feedback from the educator and their peers. It is then at this point that something quite extraordinary happens to our for-mentioned friend the classroom coach. Somehow for all their theoretical knowledge and insight that can shape discussions, validate coaching theories for some reason has disappeared and hasn't transferred to the practical element. This is an occurrence that I have seen time and time again and it never ceases to amaze me. So what has happened to them? Why are they now looking so out of their depth, trying to blend into the background, let others lead and take responsibility, delivering something practical that completely contradicts their theory?

The diagram across is one that is used within FA coach Education and probably other sporting/education bodies. It shows that courses only give us 10% of our knowledge as a coach, opportunities 20% like observing others at work and 70% from experience.

Going back to the classroom coach and why they suffered such a set back in the practical environment. The answer is simple there are no short cuts for experience! Experience It's self though I believe can also be categorised as two different pathways. One doing the same thing over and over again year in year out, for say 10 years, maybe even the wrong things. Is this really good experience, or just like repeating 1 year 10 times? By trying different things and failing, reflecting and refining, looking for new experiences, different age groups and abilities, different settings like a primary schools and coaching 30 kids on your own! For me this is good varied experience and one that can't be replicated by reading books, watching webinars, or listening to podcasts. Is that to say that there isn't value in these, no definitely not! I have spent so much time doing this and learning lots throughout this lock down, but I miss not being able to get out onto the grass and work with players. Over the past 10 years I have worked full time in football through Community schemes, The Football Association and now currently in a boys EPPP academy system, prior to this being a grassroots coach of my sons team. It was this time especially the first five years where I would be coaching most days, evenings and weekends. It would be here where I would learn most of what I know about practice design, behavior management, interventions. I even used to deliver PE sessions and challenge myself to use one form of intervention, just to get better at using this particular way of intervening.

Whilst during this unprecedented time I'm currently learning more about the theory, of why I do what I do. Trying to immerse myself in this through the previously mentioned resources and completing my Advanced Youth Award, but I can't be thankful enough to the time I spent learning my trade and look forward to the time when I can get back on the grass.