A child receives the ball. An opponent is ahead, a teammate nearby. The child hesitates, then tries to dribble past. The opponent wins the ball.
Watching from the touchline, it is easy to wonder: “Why didn’t the coach tell them to pass? That would have worked!”
It is an understandable question. As parents, we want our children to do well, experience success and receive the help they need. Yet decision-making in youth football also develops through situations where the first attempt does not work. The coach’s task is to recognise when guidance is needed and when there is room for another attempt.
Football situations change constantly. An opponent approaches, space opens up or a teammate makes a run. Children need to notice these changes, choose an option and try to carry it out.
Imagine a simple game with two small goals to attack and a defender blocking one of them. The coach could tell the player which goal to choose. They could also give the child an opportunity to look up and discover the open route.
Here, it is useful to notice whether the child looked away from the ball, spotted the defender or changed something from the previous attempt. These observations give the coach a starting point for their next piece of support.
The FIFA Training Centre’s guide to game-based sessions also highlights opportunities for children to make decisions and try solutions in real game situations.
Supporting independence requires clear boundaries. Before a new game, children need to understand the rules. An unfamiliar movement may call for a brief demonstration. An unsafe situation requires immediate, clear intervention.
If a child does not understand the task, becomes increasingly unsure or keeps getting stuck at the same point, the coach should consider changing the support. They might demonstrate an option, simplify the game or spend a few moments practising with the child.
FIFA’s coaching article “When to tell and when to ask” emphasises using instructions and questions at appropriate moments. Both have a place in learning.
Silence alone is not a coaching method. Waiting makes sense when the coach is observing, the task is clear to the child and the challenge appears manageable.
Imagine a child repeatedly dribbling straight towards a defender. During a brief pause, the coach might ask:
These are conversation starters, not a compulsory script. Children need time to answer and may prefer to show their idea. “Why didn’t you pass again?” can sound like criticism. A curious question can help the coach understand what the player actually noticed.
Donna O’Connor’s FIFA research brief on questioning discusses how open questions can encourage thinking and why questions should suit the players involved.
The game does not need to stop after every action. A short, well-timed conversation can be followed by another opportunity to play.
It helps to consider the idea and its execution separately. A child may have spotted a free teammate but played an inaccurate pass. A specific response gives them something useful to work with: “You noticed they were free. Now let’s try to get the ball all the way to them.”
At other times, the choice itself needs discussion. If a child dribbled into three opponents, the coach and player can explore what other routes were available.
Every mistake does not need praise. It can be more useful to describe something genuinely observed and identify an achievable next step. The child then has a clear point of focus for another attempt.
They may need different kinds of support. For a younger child, a short demonstration or a simple choice can be a useful starting point: “Which gate can you go through?” An older, more experienced player might discuss how the situation changed when the defender moved closer.
Age is only part of the picture. Experience, attention and confidence matter too. Of two children of the same age, one may enjoy explaining an idea while the other would rather demonstrate it.
JenZo’s age groups have different development goals. Within each group, support should also be adapted to the individual child.
A coach’s work is best considered through several signs, rather than the number of instructions they give. Does the child understand the game? Can they take part? Do they receive help when they get stuck? Is feedback respectful and understandable?
If a situation leaves you unsure, you can ask after training: “What was the aim of that game? What did you want the children to discover?” This can make both the coach’s intentions and the child’s task clearer.
From the touchline, you can encourage your child while leaving the specific decision to them. Instead of a stream of “Pass! Shoot! Turn!”, sometimes “Go on, give it a try!” is enough.
At JenZo Football, we want children to feel able to ask questions, try things and gradually recognise their own options. That is why small steps forward and the courage to try have a place in the JenZo Development Programme.
Sometimes a demonstration helps a child move forward. Sometimes it is a question or another chance to solve a similar situation. Our aim is for children to understand more of the game while continuing to enjoy taking part.
Would you like to get to know the JenZo community? Explore our age groups and find the group that suits your child.
