“Open up”, “be stronger” and “play quicker” may mean something specific to a coach but remain unclear to a player. Useful feedback gives her an action she can recognise and attempt. She does not need to understand everything immediately or treat correction as a judgement on her ability. The aim is a conversation that connects what happened, what might help and when she can try it again.
Ask for the football example
If a phrase is unclear, ask the coach to show the situation. Where was the defender? Which way could the receiver see? What did the next pass need? A demonstration or a quick walk-through may help more than repeating the instruction louder. Players can ask whether the advice applies every time or only in that picture. This is especially useful when a phrase sounds absolute, such as “always turn”, but the match contains situations where turning would lose possession.
Choose one adjustment
A player may receive several observations after a session. Agree which one matters most for the next attempt. If she is learning to receive away from pressure, the immediate focus could be checking the opponent’s side before the pass arrives. Trying to change her stance, touch, passing speed and movement all at once can make the task confusing. Keep the whole football problem in view, but give her one clear starting point she can remember.
Try the suggestion in a suitable task
Ask for an opportunity to practise the adjustment at a manageable level, then use it against realistic opposition. A player may understand the explanation yet need time to coordinate the movement. If the task is too fast, slow it down briefly or increase the space. If it is too predictable, add a decision. The important question is whether she can recognise when the advice applies, rather than simply repeat the movement in isolation.
Tell the coach what happened
After an attempt, describe something concrete: the touch created more space, the defender followed, or the movement felt difficult when the pass came faster. That helps the coach decide what to change. A player does not need to agree that an instruction helped if it still feels unclear. Equally, one unsuccessful attempt does not prove the idea is useless. Look at several attempts and consider the pass, the opposition and the timing before deciding what to work on next.
Handle different coaching messages calmly
A club coach may ask a player to hold width while an individual coach explores moving inside. These can both make sense in different situations. Ask about the purpose and respect the club’s team instructions during its matches. Avoid placing the player between adults or asking her to prove that one coach is right. If advice remains contradictory, adults can discuss the examples constructively. At home, ask what she understood and wants to try; leave room for a conversation about something other than football.
FROM READING TO PLAYING
Something to try
Use a short feedback note with three lines: “The situation was…”, “I will try…” and “I will notice whether…”. For example, receiving near the touchline, checking inside before the pass and noticing whether a return pass or turn is available. Bring the example back to the coach and ask for a review after the next session.
Take it into your football
- Ask for a demonstration when words are unclear.
- Practise one adjustment and recognise when it applies.
- Explain what changed so feedback becomes a conversation.
Further reading
Explore related guidance from these primary sources. Practice examples and suggested conversations on this page are STAR’s own guidance.
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