It’s all about Grassroots Coaching / Level 3 – Parks & Festivals

Our unpacking and review of each of the levels in The Taxonomy of Competition continues this week.  For our review of Level 3, we chose to include an excerpt from our book - Grassroots Coaching. Using Sports Psychology and Coaching Principles Effectively.

Status of Individual: The Person – Participant to Player

Structure of Games/Sports Activities Format: More organized structures and games

Entity Involved: Team & organizing groups | Playing with teammates and opponents

People Involved: Teachers, Coaches, and Parents

Competition Status: More competition present – Some Winning and Losing

External Recognition: Appreciation and Celebration

Parental Role: Commitment time and resources. Supporter, Supervisor, and Fan

Application of appropriate skills and strategies: Exploration, experiential, and creativity.

Level 3 presents a crossroads of sorts. Organization and structure for the participants increases. This increased organization and structure occurs both in schools and in youth sport organizations. Teams can be formed and structures to compete are provided. 

Level 3 provides an exciting opportunity for participants. Increased structures result in more complex game environments for the participants to explore. More organized games often mean opposition or opponents. This is not in the classic sense of a true adversity; it is more of a partner to play with and alongside.

There is often a false sense of urgency to rush through Level 3 from adults involved in youth sport organizations. This urgency is caused by viewing the youth sports experience through the adult lens of sport competition. Basically, adults strive to create ‘adult versions’ of sport and competition - knock-out-tournaments – adult game structures and rules. The game and operation become the primary focus as opposed to the participants/children.

Level 3 demands a participant/child centered-learning environment. These children are always the primary focus of our youth sports environments. What are their needs and wants? What’s best for them? Establishing a participant/child centered-learning environment is critical for both enjoying the game and preparing for long-term participation. Keeping the child as the primary focus allows exciting competitive environments to be created at Level 3.

Organization and game structures are modified to fit the players. Small-sided games are organized. Reducing the number of players participating will simplify the learning environment. This creates more repetitions and interactions within the game. Rules are modified and adjusted to fit the players and to improve their opportunity to play and explore. Level 3 may primarily be organized in local parks or neighborhoods to maximize participation.

Competition will be introduced gradually to the participants. This will allow them to experience games without any ‘repercussions from the outcome’. Participants are playing with each other and not ‘for something’ or for any ‘organization’. Participants are striving to win without having to win. Level 3 properly implemented allows for winners and losers without labeling individuals as ‘winners’ or ‘losers.’

Teams can be formed. Games will be played. Learning the rules and the flow of games is important. No standings should be kept. Festivals should be played in lieu of knock-out tournaments. This allows the players to have fun experiences without all the structures and necessities of being with the same group of people all the time.  Coaches and teachers provide limited instruction permitting the participants to experience the rules and flow of games. Facilitating a developmentally appropriate and safe environment for participants maximizes opportunity for exploration and expression of personality. It is through exploration and experience that participants move along the path toward becoming a Player.

Remember Learning is not a winning and losing proposition. Everybody needs to win in their own unique way - Everybody!