Lakewood Soccer Association Lakewood Soccer Association official site: www.lakewood-soccer.com

PUBLICATIONS:

How to Find, Select and Assess the Best Available Soccer Camps: A Guide for Parents, Coaches and Administrators Concerned with Players' Learning   Rhys Jones, Ed.S., Sport Research, Kent, Ohio 1994

U5 & 6 Coach Instructional Materials.  Rhys Jones, Director of Coaching, Lakewood Soccer Association.  Lakewood, Ohio 2000. Please note: Adobe Acrobat Reader required to view this pdf file

U7-9 Coach Instructional Materials.  Rhys Jones, Director of Coaching, Lakewood Soccer Association.  Lakewood, Ohio 2000. Please note: Adobe Acrobat Reader required to view this pdf file

U10 - 14 Coach Instructional Materials.  Rhys Jones, Director of Coaching, Lakewood Soccer Association.  Lakewood, Ohio 2001. Please note: Adobe Acrobat Reader required to view this pdf file  

How to Find, Select and Assess the Best Available Soccer Camps: A Guide for Parents, Coaches and Administrators Concerned with Players' Learning Rhys Jones, Ed.S

Read this book and learn how to:

1.     FIND all the available soccer camps in your particular area.

2.    COMPARE a camp brochure against specific criteria related to player learning.

3.     ASK camp owners clear-cut questions that reveal their education-based knowledge and camp goals.

4.     OBSERVE camp coaches to judge their instructional ability to help players learn.

5.    RECOGNIZE warning signs for camps that lack a player learning focus.

Youth sport camps are big business in the United States and summer soccer camps represent a sizable portion of this enterprise. Each summer there are many hundreds of youth soccer camps on offer nationally. Clearly having lots of camps to choose from can be both a benefit and a problem for people who must select a camp for their children, team players or youth soccer association

Let me state that it is not my purpose in this guide to presume to tell you as a parent, or a coach, which specific youth soccer camp you should select for your child or player(s). Neither do I intend to advise youth soccer administrators which specific camp services they should invite to their area. The primary purpose of this guide is to act as a self-help tool to provide parents, coaches and soccer administrators with specific information they can use to simplify the following tasks:

1.    Locate resources to help you find available camps in your area.

2.    Highlight criteria and questions that help you to identify and select the best available camps that emphasize player learning.

3.    Indicate specific coach instructional skills and player behavior that can be objectively observed to help you assess coach potential for creating an instructional environment conducive to player learning.

Be aware that the youth soccer camp business is basically a "non-regulated industry."   I use the term "industry" in that the camps throughout the United States claim to provide a product for payment. However being non-regulated means that literally anyone with a soccer connection can offer a camp to the general public. Further non-regulation also means that those offering soccer camps do not have to go through any recognized established form of external quality control to assess the camp product they offer.

As is the case with advertising in general so also with soccer camp promotion, you will find the usual, often non-verifiable rhetoric and hype surrounding the advertised claims regarding what camps can provide. You may have read such terms as "the best," "the leading," "the most recognized," "most highly regarded," and "legendary."  I have even seen the claim "possibly the best in the world!" Obvi- ously such camp and coach claims may be just a little difficult to verify!!

Clearly if you are to act as informed consumers of camp products you require information to help you cut through all the advertising jargon and claims. You need specific clearly stated guidance that will help you to find, select, and assess, the best available educational focused soccer camps. Again the provision of this specific information is the primary purpose of this self-help guide!

Based on my experience as a youth soccer camp manager and university teacher-coach educator, I believe that as parents, coaches and administrators sending children to soccer camp, you have the following right: you have the right to expect as consumers who may be directing hundreds of dollars to a camp "provider" (i.e the organization group or individual who is responsible for offering a particular camp), that you will be provided with a camp coaching environment which has been designed and staffed to ensure that your children/players' experience both fun and learning.

Please do not be confused by suggestions that youth soccer camps that focus primarily on player learning, take all the fun out of the summer experience for your children/players. You can probably associate yourself with that feeling of having had fun in an educational setting, because you experienced the sense of actually learning! Fun, by itself, soon loses its motivating capacity (and is often replaced by frustration) even for the youngest child, if it is not accompanied by a feeling of self mastery or improve- ment, related to the task being undertaken. Thus, camps where players actually learn and improve their soccer skills and knowledge, are usually motivating, fun places for children to be!

The large financial camp investment (e.g. $40 - $500+) that parents make in their children, sug- gests to me that both they and soccer camp providers, should view camps irrespective of duration (e.g. half or full day; daily commuter or residential, etc.) or focus (e.g. general, team, position, etc.) as not only a service to the community, but also as an accountable product. Consequently, soccer camps need to provide their consumers with some discernible outcomes. Particularly, outcomes in terms of provid- ing an effective observable educational coaching environment, which encourages player learning and achievement.

Soccer camp providers come in many different forms and sizes. Some camps are offered by large organizations which provide camps nationally, or operate within specific regions of the United States. Other camps are provided by professional soccer teams, university athletic departments, town recre­ation departments, private outdoor/indoor soccer facilities, or just by an individual who "sets up" in a specific location. Consequently, there is a lot of variety available regarding the type of camp providers who may be offering camps in your area. Further, not only is there variety in terms of available camp providers, but there is also variety in relation to the focus and duration of the camps on offer. For example, one of the most typical youth soccer camps is often referred to as the "general" camp. This type of camp usually caters to boys and girls of mixed ability from as young as five, to as old as 18 years of age. Focus on basic soccer skills (e.g. dribbling, passing, etc.) and simple principles of play (e.g. cover in defense, width in attack), are often the major emphases of these camps. General camps are usually offered over the duration of a five day week, for up to six hours a day. However, some general camps while spanning a week, may only be offered during the morning, afternoon or in the evening. Certain camps are more specifically focused than the general camp. For example, camps often referred to as "select team" or "high school," provide coaching for intact teams with an emphasis on improving the cohesive play of the group. Conversely other camps cater only to a specific position (e.g. goalkeeper), or focus on a certain positional area (e.g. attackers/strikers). Residential camps are often held at university sites (though not always under the auspices of the university soccer program). They are usually conducted from Sunday afternoon through to the follow­ing Friday morning. These camps cater to players in terms of their housing, food and night Supervision, etc., and are usually considered intense soccer immersion experiences, often meant for more experi­enced, older players (i.e., middle and high school) and teams. The price for the types of camps outlined above can range from $40 for a half day week camp, to as much as $500+ for the residential. Especially in today's economic climate, expenditure of this nature should, I believe, be guided via the obtaining and consideration of pertinent camp information which will allow more informed consumer choice. Unfortunately locating information concerning which soccer camps are available in your area, and when, can often be a difficult task. There are, however, a number of sources that can be utilized to help you:

With personal research initiated early, it should not be out of the question for you to find a number of summer soccer camps available in your area. Do not rely on a small advert! Contact each provider and ask to be sent their camp brochure for your consideration and comparison. Please realize that locating the available camps in your area is vital. Particularly, because such information allows you the flexibility to make an informed choice from amongst a number of possibilities, when selecting a camp. Without such research you may find yourself with few if any choices. Consequently, this means that like many people, you may find yourself enrolling your children/players in the first and only camp of which you become aware. Choosing a camp because it is the only one you have knowledge about, is not the most successful approach if you are concerned with finding the best player learning environments.

So what factors seem to influence parents, coaches, administrators and children with regard to selection of youth soccer camps? My personal experience indicates there are a number of possible an- swers to this question. For example, some youth players are particularly influenced in their camp choice by where their friends decide to go. Older high school players may focus on a certain camp because they believe they will be seen by prospective college coaches. Further, players of all ages are often attracted to camps where they hear or read recognized soccer personalities are going to appear.

Adults, however, may choose camps for youth players based on a number of other factors such as:

1. Cost! How inexpensive or expensive a camp may be.

2. Camp name recognition - Larger soccer camp providers often have a recognized name, and history for providing camps regionally, or even nationally. Consequently, their names when read are automatically associated with the youth soccer camp industry.

3. Organization's soccer playing reputation - Some camp providers may have a high profile playing reputation within an area, as with, for example, a professional club or a university athletic department soccer program. This is particularly so if the organization can point to wins trophies and recognized players, etc.

4. Personal playing/coaching reputation - An individual person may offer a soccer camp based on their own personal playing, or coaching record (e.g. a well known present or former professional player, or a local high school coach), or through their ownership of a private indoor/outdoor soccer facility.

The reasons for camp provider selection outlined above are all criteria that have been used by youth players, parents, coaches and administrators in guiding their camp decision making. At first glance they all seem to be reasonable grounds for making a camp selection. However, through my own camp observations, coach supervision experience, and conversations with parents, coaches, administrators and players over the last ten years, I have come to seriously question some of these identified consumer camp selection criteria. To help me discuss this issue concerning selection criteria, I would lead into the next chapter with the following question and statement:  

Do selection criteria such as: camp provider history, organization's high soccer profile, personal playing and/or coaching records, necessarily provide you the consumer with a reliable guide in estimating the potential educational environment, a camp will provide for players?

The answer to this is "not always," and as the well worn statement goes, "buyer beware!"

The criteria listed in the preceding chapter on which parents, coaches, administrators and players often base their camp selection judgment, rest on a number of understandable, yet highly debatable assumptions. Let us analyze two of the major, specific assumptions (or what I prefer to call "misconceptions'') on which people have based their camp selection. I refer to these two assumptions as major because both apply to almost any camp environment that you may consider for selection.

Please recognize that the educational value of a camp is to a very large extent dependent on the quality and ability of the organizing manager and the actual coaches hired. (*The manager is the person who is actually at the soccer camp site, and is personally responsible for overseeing the efficient functioning of the camp). Most camp managers and coaches have had varying degrees of playing experience. Such soccer playing experience, especially professional, is often assumed by people to automatically translate into the ability to coach. Unfortunately, playing experience alone, whatever the level, does not automatically bestow on an individual, coaching knowledge and ability.

Remember, soccer players can have played at the highest professional level, yet only understand what they do on the playing field and how they do it, by instinct. Such instinctive players may, in fact, have a good knowledge about the game of soccer. However, they often lack the teaching knowledge that allows them to break down skills and principles of play etc.,  into understandable instructional cues and performance tasks, which help young players' learn. Consequently, recognize that player-coaches who lack the ability to transform personal soccer knowledge into understandable learner content, will usu- ally be unable to help players achieve their full soccer learning potential.

Another assumption that also usually goes unchallenged, is that coaches who coach at one particu- lar age level, can automatically coach players of all ages. This is akin, however, to assuming that a university professor can automatically teach elementary children, or that an elementary teacher can instruct adults. Clearly, this is another misconception! The instructional skills and knowledge needed to teach 5 to 18 year old learners who are functioning at different developmental levels, are not all the same.

Remember, coaches of professional or university soccer programs, or even coaches of high school varsity players, may have minimal or no experience and preparation, in the coaching or teaching of elementary and middle school aged children (i.e., 5-14 year olds). Clearly, children from five to eigh- teen years of age are operating in very different social, psychological and physical developmental phases of life. Consequently, to be able to coach children of varied ages effectively, coaches need training and actual practical experience to appreciate and be able to react to, the needs of players at diverse stages of development.

Therefore, it is unsound to choose a soccer camp based purely on the name recognition of profes- sional, university, or high school soccer programs. Like the earlier point made regarding the assumption that playing ability and experience automatically transfer into coaching ability, so the idea that a recog- nized coach at one level can automatically coach players of all ages, or organize a camp for players of very varied ages, can lead to children (particularly those of elementary age), being placed in less than optimal learning environments.

Clearly, you are going to find managers and coaches at soccer camps with all sorts of backgrounds. For example, they may be professional, university, high/middle school, or youth team coaches from the United States or abroad. They may also be present professional, university or high school soccer players. Obviously all these potential camp coaches bring different playing, coaching and preparatory back- grounds with them. Consequently, if you are in the process of choosing a camp, you need to take coaching staff backgrounds into serious consideration. This critical area will be examined in detail in the next chapter.

The following criteria and questions are presented as a guide for parents, coaches and administra- tors considering youth soccer camps for selection. In particular, this guidance is presented for those who are primarily concerned with finding the best educationally focused camp environments for their children/players.

A. The Camp Manager

This information about the manager is important for you to consider. Remember it is the manager who personally sets the tone and emphasis in the camp, and who assists and guides the coaches' instruction where necessary. Further, you need to know if the manager(s) who may be highlighted in the camp provider's brochure, will, in fact, be the person who is actually at the camp site you are considering. Remember, a large camp provider may be operating a number of camps during the par- ticular week you are interested in sending your child. Personalities highlighted in camp brochures, cannot, as far as I'm aware, be in two places at any one time! So if your camp choice is influenced to a major extent by the thought that a particular personality will be at the camp you are considering, check to see if that individual will, in fact, be at that camp for its full duration. There is always the possibility that the personality highlighted may only be at the camp on a certain day(s) or not at all!

This point about checking with the camp provider if your camp selection is strongly influenced by the anticipated presence of a particular person, applies whether it's a particular manager you are interested in, or a well known professional player, who is advertised as coaching at the camp you are consid- ering. Both children and adults can be influenced in their camp selection decision-making, by the belief that a well known professional player will be at a particular camp.

Again, check to make sure personalities highlighted in camp promotional material are, in fact, going to be at the camp site you are considering, and for how long. For example, a professional player promoted in a camp provider's brochure, may, in fact, have been contracted to visit a number of camps offered by the provider during the same week. Consequently, this player, will only appear at a camp for a day to demonstrate some technical skills, and to sign autographs and pictures before leaving for other sites.

To further emphasize the important role of the camp manager who must be more than just a figure head, please consider the following points. Personal preparation, knowledge and experience of coaching children of varied ages, allows a manager to carry out two very important camp functions. First, this type of background means that the manager is more likely to personally be able to coach various age groups, appropriately. This is a very important ability because it allows the manager to step in and coach at any age level necessary, during the camp (e.g. 1. to assist a coach experiencing instructional problems; 2. assist a coach with a large group; 3. cover for an absent coach).

Second prior experience and education also allows the manager to confidently, and knowledgeably guide camp coaches in selecting suitable topics and instructional approaches, for use with players of different developmental levels at the camp. As will be indicated later, some coaches clearly need this type of guidance to be available to them at camp, if they are to attempt to provide educationally conducive coaching environments for players. Remember, camp managers who lack preparation, expe- rience and awareness regarding the needs of both camp coaches and players of varying ages, will be unable to contribute toward the maximum development of the camp's educational potential.

B. Camp Coach Backgound

Do not assume that because a camp provider's promotional literature indicates that their coaches come from a particular soccer population, or even from abroad, that this is the only group that the provider will use as a source for coaches for the camp you are considering. Again, use the usually included telephone number in the provider's brochure to find out who will be coaching at the camp that you are interested in. Please, do not take things for granted! Just because you interpret a camp provider's advertisements and brochures to indicate a certain situation, does not mean that in reality this will occur. Always check carefully to see if your perception is correct!

C. Using Players As Camp Coaches

The majority of these young player-coaches have very little if any actual coaching experience. Further, they usually arrive at camp with a severely restricted knowledge concerning what to coach, and in particular, how to coach soccer content to children. University and high school player-coaches in particular, and even professional players, if they are to be employed on a camp should receive active supervision from the camp manager. However, let me re-emphasize that this type of supervision is largely dependent on whether or not the camp manager is personally aware, and concerned about coach instructional deficiencies. They also have to be capable of providing guidance regarding the skills and knowledge young player-coaches need. So again, please research the background of potential camp managers, they are important to the educational potential of any camp!

Clearly, to what extent a camp provider uses amateur and professional players to coach, particu- larly players from university and high school, is another question you should ask when considering camps for possible selection. Be aware that it is not uncommon for camps that are offered by professional clubs and university soccer programs, to utilize their players as the camp coaches. Many camps which cater to younger players (i.e., elementary age) will also use high school players as coaches.

Check, when university and high school players are identified as being included on the camp staff, what exactly their function will be. Are they to assist practicing coaches with the coaching of groups, or are they going to be given complete responsibility for the coaching of a camp group? If they are to be given full coaching responsibility, then at the very minimum these young player-coaches should receive a pre-camp season orientation. This should include providing them with written guidance materials (e.g. camp objectives, content to be coached, and potential coaching methods etc.) to assist their coaching.

Ask specifically what the camp provider's orientation includes (e.g. player-coach opportunity both to watch demonstrations by experienced coaches of children and to coach youth players under expert guidance). Listen carefully to how camp providers indicate they prepare their players to coach. Do they speak in very general terms, or can they tell you specifically what they do to prepare these young coaches? Do they actually provide these coaches with written materials on the camp objectives and the skills/principles to be coached? Further, ask camp providers what actual coaching experiences their player-coaches have had, that enables them to assume full coaching position at the camp? For ex- ample, does the provider only use players who are themselves, active youth and/or middle/high school coaches?

Providers who do offer their player-coaches specific pre-camp coaching preparation can be said to be showing some concern for the educational quality of their camp(s), However, I would still be very concerned with the educational potential of camps that hire the majority of their coaches from within player, rather than practicing coach ranks. This concern applies to camps using players from all levels, but particularly those still at university and high school.

D. Camp Player To Coach Ratio

Realize, that camp providers who are concerned with the quality of the product they are offering, will determine how many coaches they need, based on the number of children attending a particular camp. This is often the reason for providers setting cut-off dates for camp application. Such application deadlines allow providers to calculate the number of coaches they need at a camp, based on what they consider to be an acceptable player to coach ratio (I have seen ratios as low as one coach to 6 players and unfortunately as high as one to 25). Camp providers who set a limit on the number of coaches they will assign to a camp, before the number of children attending the camp is known (unless they purpose- fully limit camp player enrollment to maintain a predetermined coach-player ratio) are clearly running the risk of hindering effective coaches in the provision of an educational environment for their players.

Be concerned if you hear that the provider has already decided on a set number of coaches for the camp you are considering, without having set a corresponding player limit. Also, reconsider if you hear high player to coach ratios (i.e., above a maximum of 15 players to one coach) stated by camp providers. If you are informed of a certain ratio at the camp you have chosen, then check to make sure that this ratio is maintained at the actual camp. If you see a much higher player to coach ratio, then you should make the camp manager and provider aware of your concerns, and why!

Personally, as I have indicated, I get very concerned ifI see over 15 players in a single coach group! As a camp manager I am very aware of the need to keep camp group numbers at a level which will allow an educationally focused coach, to provide a large amount of individualized player activity and instructional feedback. Consequently, if large group situations are observed at a camp, you should expect to see an educationally aware camp manager react in one of three ways: 1. The manager can move in personally to assist a coach working with a large group; 2. the services of a further coach can be quickly obtained for the camp; 3. camp players can be relocated purposefully (i.e., to benefit players) amongst other groups, to reduce the large group ratio.

Again, do not be hesitant in letting camp providers and managers know about your concerns regarding actual player to coach ratios, that do not live up to those outlined in the camp brochure. Large groups can reduce the influence of an educationally focused coach! (You might even suggest ways that the manager can reduce a large group ratio if they seem unsure how to react).

E. Coach Certification

Coach self improvement does not guaranteed that a certified coach will automatically be able to transfer his/her knowledge to their players. Certification does, however, as suggested, indicate coach desire to learn! This is a quality, I think we would all hope any coach working with our children/players would personally demonstrate, and try to instill in his/her young learners.

Further, please recognize that this coach certification issue is very important, because it brings me back to the point I made in the introduction to this guide. Remember that the American soccer camp industry is largely (if not entirely) non-regulated. There is no overall governing body that determines or maintains a set of standards, for what is deemed quality camp practice. Consequently, camps are self- regulated! In other words, camp providers apply their own standards and perceptions to the procedures and practices that they adopt. There are some camp providers who do invest in a coaching staff that is entirely formally coach certified, while other camps have some certified coaches on site. However, there are also many other camps who do not provide any certified coaching staff.

As consumers you are paying large sums of money to send your children to a soccer camp (many today would consider a $40 camp fee never mind $500+ a family sacrifice!). Consequently, if a camp provider purports to offer an educational environment, then you have a right to expect a suitably qualified camp coaching staff. After all, most soccer camp providers, particularly the larger organiza- tions and groups, perform their service for profit. This, therefore, places a degree of accountability upon providers to produce some discernible camp outcomes for their consumers. Again, one important provider outcome should be the provision of a learning oriented camp environment, staffed as far as possible by certified coaches.

Further, remember that camp coaches are also paid a wage. They are not, unlike many youth team coaches providing their services for free. This economic fact, also, therefore places a level of account- ability on the coaches, who represent the agents through which providers' create environments condu- cive to achieving camp outcomes. Consequently, I feel that camp providers, managers and coaches, should all demonstrate a clear sense of personal accountability for encouraging player learning, irre- spective of the age catered for, or the focus of their camp.

Unfortunately, the above view does not always prevail! For example, particularly in the case of 5 to 8 year old players, it is not unheard of  for some camp providers and coaches to perceive their role with these children as being more of a baby-sitting service, than instructional. Often they believe this is the reason why these childrens' parents actually sent them to camp in the first place! Generally, I believe this is a misconception that parents and coaches of young children should quickly demolish!

Consequently, providers claiming to operate educational camp environments, should act appro- priately, and should be held responsible for doing so by consumers. Responsible camp providers hold themselves accountable for obtaining a qualified staff, capable of creating educationally oriented coach- ing environments for players of all ages, to achieve camp outcomes. As suggested earlier, personal research by informed consumers can help to identify these quality soccer camps.

I do not feel that it is unrealistic, or asking too much to expect at least one third of a camp coaching staff to be formally coach certified, irrespective of the age or playing ability of the camp's players. Such a minimal percentage would still probably mean that the certified coaches could bring a trained influence to bear on the camp environment, particularly if the manager is also certified. You are, after all, placing the soccer education of your children/players, even community, in a camp provider's hands. Therefore let camp providers know you see this as a major responsibility for which they are being well paid!

F. Camp Curriculum

A curriculum is simply a written outline of what will be taught and how this will be presented. From the perspective of the soccer camp the curriculum should include the following:

1. Clearly stated overall camp goals for player achievement.

2. The skills and concepts etc., that players will be taught each day to allow them to achieve the     overall camp goals.

3. The camp day schedule designating specific times to work toward stated camp goals.

4. Method of evaluating the achievement of camp goals.

Clearly, if an organization wishes to achieve certain outcomes over a designated period of time, then those working within that organization must have well defined, specifically stated goals to work toward. A soccer camp is no different! Therefore, written guidance should be supplied by camp providers to their manager and coaches, indicating how the various parts of the camp day will be utilized, to achieve the clearly stated overall camp goals.

In fact, in terms of legal liability, camp providers are responsible not only for the provision of a qualified coaching staff at the camp, but also for the appropriate equipping of that staff. Part of what is implied in the term "equipping," is that the manager and coaches should be given the following written materials: First, the dearly stated overall goals of the camp. Second, an outline of the events for each camp day. Third, support materials that will assist coaches in presenting meaningful, educationally valid and safe soccer experiences, at the different daily stages highlighted in the camp curriculum.

Just as was suggested earlier, that the camp manager's profile should be readily available to the consumer, likewise, curriculum information should also be made available for public inspection. Many camp providers will attempt to outline some form of curricular statement in their camp brochure. However, do not be satisfied with bland, general statements of camp goal intent. For example:

        "Players will be instructed in the techniques of the game utilizing the elements of coaching modern soccer for optimum success."

Broad, camp goals such as the one above, by themselves mean very little. Consequently, such overall goal statements in brochures, should, at the very least be accompanied by more specific informa- tion. Particularly, information that indicates how the camp day will be divided up, and which skills/ concepts will be covered. Evidence of such information indicates that the provider has thought through, how the different stages of the camp day will allow coaches to work with their players, toward the overall camp goals outlined for achievement.

For example, first you might be informed in a brochure that at a general camp, as an overall goal, players will be primarily coached to demonstrate proficient performance in seven basic skills. Further, it might also be indicated that players will be formally assessed on their basic skill performance. The actual outline of the skill presentation could be as follows: Mon. dribbling/tackling; Tues. passing; Wed. goalkeeping/shooting; Thurs. control/heading; Fri. a final review day. Finally, a more specific daily camp break-down should also be provided in the brochure. This would indicate how each camp day will be scheduled, to help coaches and players achieve the overall camp goals. Such a daily schedule might look like the following:  

Time	Activity
9.00 am	Warm-up	(stretch novel skills or review previous day's skills)
9.30	Basic skill development	(individual and small group drills)
11.00	Small-sided games	(emphasis on individual and pair teams with focus on am. skill(s)
12.00	Lunch
12.30 p.m.	Instructional video	(focus on the am. skill or pm. principle)
1.00	Basic skill tests	(challenge individual basic skills in 'low-key' test situations)
1.30	Principle of play	(work on a principle of play directly related to am. basic skill)
2.15	Larger sided games	(3v3 to 6v6: combines day's skills and principles in conditioned games)
3.00	Dispersal

If this curriculum information is not in the brochure then the camp provider should be able to send it to you. Remember, a camp that operates without this type of written framework, will have real difficulties in working in a cohesive and guided fashion, toward achievable educational soccer goals with attending players. So please look closely for this curriculum material, and check its darity and detail!

G. Camp Player Evaluations

For example, if the camp objectives are to help players develop their basic soccer skills, then the assessment used, should focus on and clearly indicate, an individual's basic skill performance. However, at team camps the evaluation would focus on team strengths and weaknesses (with possible reference to individuals as they relate to the team) if this relates directly to the stated objectives of the camp. Again, camp assessment procedures must match curriculum objectives if the evaluation is to have any informational value to players, parents and coaches.

Player performance assessments may take a variety of forms. For example, players can be assessed against specific standardized basic skill tests, relevant to their age and ability. The following is an example of a basic standardized touch/juggling skill test, which has progressive levels of assessment to cater for players of varying ages and abilities. A five year old might be asked to drop the ball from the hands and required to kick it (immediately, or on one bounce) back up to catch (5 successes out of 10 attempts = a test pass). Seven year olds can be asked to kick the ball under control, 6 times successively into the air, for a successful test (players are required to let the ball bounce once between each kick). Ten year olds might be challenged by being required to use any body part (except the hands), to strike the ball under control into the air 10 times in succession for a test pass.

While the above example of a progressively challenging touch skill test has been stated in relation to specific ages, clearly, player designation to skill testing levels can be based more on ability, than age. Please recognize that standardized skill tests conducted over the duration of a camp, provide players with two major benefits. First, they allow players to judge their improvement over time (i.e., over the camp week). Second, they represent clearly stated and demonstrated coach expectations, and player challenges, set within a progressively designed series of basic skill tests (such tests can also be conducted with goal-keeping skills).

Alternatively, players may receive a subjective written evaluation of their overall camp skills perfor- mance, based on the personal judgment of their coach. For example, the coach lists and comments on the perceived strengths of a player's basic skills and/or game related abilities and indicates skill/game deficiencies that need attention. Again, as with standardized tests, camp providers should be able to show consumers the basic assessment form that camp coaches are given for subjective player evaluation. Recognize, that camp providers through the provision of these written subjective evaluation forms, offer specific guidance to coaches, and enable a more consistent, reliable coach evaluation of all players at camp.

Some camps also use video-tape assessment of players or teams. This is a commendable form of analysis which can be very informative. However, there is one major proviso! The tape is little more than a pleasant memoir without being accompanied either verbally (i.e., recorded on the tape) or in written form, by coach evaluative statements, against which the player(s) taped performance can be compared. So beWare of gimmicks! Again, the provider should be able to tell you specifically, which areas of player or team performance the tape and evaluation comments will focus on.

Let me re-emphasize, youth soccer camps are usually services which purport to provide a product for profit. This means that as a consumer you have a right to expect accountability on the part of camp providers, managers and coaches. Recorded evaluation, therefore, provides you the consumer with some tangible feedback regarding your children/players' achievement at camp. While camp provided shirts or balls etc., are pleasant acquisitions for players, formal assessment, however, can provide learn- ers of all ages (I have used simple standardized basic skill tests successfully and enjoyably with children as young as five years old!), with an important source of motivation and feedback, concerning their performance at camp.

I have also found that camp assessment, in particular, the specific standardized skill tests encour- age players to practice at home after each day of camp. Players do this in order to show their parents what they have been doing, and to perform more confidently the following day at camp. Further, youth coaches have also continued the use of these type of skill tests during their season. The reason for this is to enable their players to continue to measure personal skill improvement, that was originally assessed during the summer soccer camp experience.

Related to this point about camp player assessment, I would strongly encourage parents, coaches and administrators to seek to assess informally, the influence of a camp on players. Quiz your children/ players about what they are learning and doing at the soccer camp. "We played soccer!", will do as a young person's first response. However, if they are being coached in a conducive learning environment, they should be able (and will often want) to tell you about some of the specific pointers on skills, principles or assessment procedures that they have been introduced to by their coaches. Be concerned if your child/player is not motivated, or cannot tell you any specific instructional points that they have gathered from their camp!

Finally, I have come to realize that requiring a formal player evaluation also assists coach effective- ness. Formal recorded assessment encourages coaches to become more keenly aware of what children as individuals can do, performance wise, at the camp. Player assessment motivates coaches to view players as individuals who need specific help in areas that are being formally evaluated. However, to be able to conduct any formal written camp evaluation requires that the provider has fairly competent coaches on staff! Also needed is a manager who knows how to conduct such assessments, and can effectively help his/her coaches with this aspect of camp accountability.

Recognize, there is no guarantee that camps providing a formal player/team evaluation automati- cally offer the most conducive player learning environments. However, what is more probable is the following conclusion. Camps that do not use accountability measures of the type outlined in this section, are much less likely to provide the guidance to their staff that purposeful assessment offers even experi- enced coaches, in achieving camp goals. Consequently, such camps are unlikely to provide the most positive learning experiences consumers are seeking for their children/players!

Therefore, I would again suggest that parents, coaches and administrators, check carefully whether the camps under consideration, offer any formal method of providing player/team evaluatory perfor- mance feedback. Before selecting a camp ask what type of evaluation is used, and how it is conducted at the camp. Ask for specific evaluation forms, or listen very carefully to how providers describe any assessment procedures they use, if in fact they do. Remember, formal assessment provision indicates at least a sense of guidance toward camp coaches, and accountability toward players and consumers, on the part of the camp provider.

Summary

Please read the camp promotional literature carefully. Compare it against the important criteria highlighted in this chapter. Remember, do not rely entirely on the camp advertisement and brochure, or accept all claims at face value. Ask pertinent questions (as previously outlined) of a number of camp providers to shed light on their approach, knowledge, organization and attitude toward camp provision. This proactive consumer approach will allow you to make an informed choice, before you enroll your children/players at any camp.

Clearly, you may ask questions of providers that have not been featured in this guide (e.g. how does the provider ensure adequate care and treatment of injuries at camp)? However, whatever your question focus, remember, they do not all have to be addressed specifically to the camp provider. You may even want to consider asking the provider if they have names and telephone numbers of adults who have been satisfied with their previous camp service. Ask such satisfied consumers some of the questions about camp selection criteria presented in this guide. Further, find out on what basis these adults made their own evaluation of both the camp, and the provider concerned.

Consumer research and action such as that outlined in this chapter, will allow you to make more informed, personal decisions regarding camp selection. Remember, your efforts here are likely to pro- vide increased long term returns on the financial investment that you make in your children's' soccer development (e.g. player desire to continue in the soccer environment, encouraged, in part, through enjoyable educational camp experiences linked to learning and achievement). Further, please realize that informed, proactive consumer behavior is one of the most effective ways of ensuring camp providers' themselves, maintain high educational standards jhr their camp product.

Further, you will also need to make yourself familiar with the information outlined in this chapter. As will be indicated, there are in fact, a number of coach instructional skills and related player behav- iors, on which you can usefully focus your camp observations. Such specifically focused observations will help you in making a judgment concerning camp coaches' ability to create conducive learning environments for your children/players.

A. Coach Individual Player Activity Time

Consequently, you should not observe coaches using mainly long line drills where only one or two players perform, while the rest of the group sit or stand waiting their turn. Coaches instructing at camps where each player is required to have a ball, and there is plenty of practice space and marking cones available (i.e., for forming coaching grids and game goals, etc.) should rarely have less than half the players in their group, working at any one particular time. With many drills (e.g. individual drib- bling and pair passing, etc.) this active player participation should be 100%!

A method that you might use to assess coach ability to keep individual players active, is to use a simple time analysis. This observation involves using both a wrist-watch and a stop-watch. As the observer, you select one player within the group to focus/target in on (e.g. your child). Now you will record the amount of time your target player is actually active during the time period you observe the coach with his/her group.

For example, you decide to observe a particular player for 20 minutes. The wrist-watch is used to keep this overall time. Whenever the target player is physically active (i.e., he/she is: 1. in contact indi- vidually with the ball; 2. working in a small group drill where all players must be "on their toes" ready to perform at anytime; 3. involved in moving purposefully in relation to the ball or other players within a game situation), then you have the stop-watch recording. The stop-watch is stopped if the target player is physically inactive (i.e., he/she is: 1. sat/stood listening to the coach; 2. waiting in line for their turn to go; 3. clearly off task e.g. misbehaving, or wandering around waiting to be told what to do). At the end of the 20 minute observation period, you will have a cumulative record of your target player's active time on the stop-watch. Now you can calculate the player's % activity time:  

From a personal standpoint, I would have concerns if I found that my target player's activity percentage, was below 50% of the total observed time. There may be a case made for example, that a coach needs more information-giving time when coaching a team in the tactical area. However, even in these situations players learn by doing, and much tactical information should be introduced progres- sively into the practice as players perform. Therefore, the vast majority of the soccer camp observations you make focusing on an individual player's activity time, should, irrespective of the focus of the camp, indicate player activity levels of at least 50% and preferably a lot more (75% would be a good target)! As the saying goes "people learn by doing not standing!"

Further, related to individual player activity time, please note that coaches should not be observed requiring groups of players to practice their skills in situations that bear little resemblance to the game of soccer. Examples of poorly conceived camp soccer tasks include such old classics as, soccer baseball and dodgeball (*realize dodgeball games are also extremely debatable from a coach liability standpoint). Again, such activities have litde to do with the game of soccer, and provide inefficient environments for player skill development.

When games are to be used at camp, then players are much better served by being involved in small-sided activities. For example, games developing from 1 v 1 to 6 v 6, keep players personally involved, and can be adapted to emphasize the use of basic skills and principles of team play. Therefore, informed, experienced, motivated and properly prepared coaches with a concern for player learning, will be observed using soccer relevant drills and games with their groups. In other words, activities that maximize individual player activity time!

B. Coach Group Player Activity Level

Recognize, that it is possible to gather specific information in terms of active verses inactive play- ers within coach groups, beyond that subjectively derived through a general eyeballing of the overall camp. As with the previous method outlined for recording actual individual player activity time, so with group player activity level, an observer can collect specific numbers on which, in part, to base their personal judgments concerning camp potential for player learning.

First, you need to assume a position at the camp from which you can observe all the coach groups comfortably (e.g. to the side or corner of a camp). Count and write down the number of players in each camp coach group. Then decide on a group observation order and give each group an identifying number (e.g. number the groups 1 through 5 in the order you will observe them). Now you are ready to quickly check the number of active players in each coach group. Based on the criteria described in the previous time analysis (i.e., individual player activity time) for defining an actively involved player, quickly count the number of active players you see in your first observed group. Write this number down and then observe the next group in your order.

(*Please remember with this group player activity level recording, and in fact, with all the observa- tion methods presented in this chapter, not to include in your written record, coach and/or player behavior during water breaks. Realize that camp coaches often use these breaks, which should be kept short, for more social interaction with their players, rather than instructional. Such coach-player social interaction is more acceptable and appropriate at these times, than during instruction, when it can become very distracting for both coach and learners).

If you have, for example, five camp groups to observe, you should be able to carry out one com- plete observation of all groups in less than 90 seconds (providing you are comfortable in quickly recog- nizing who are active verses inactive players). It is not necessary to work out how many inactive players there are in each group during your brief observation. Just focus on, and then record the number of active group players. When you have time, take the active number you recorded for each group from the group's overall player total. This automatically provides the number of inactive players in the group at the time of observation.

An observation for twenty minutes should allow you to carry out one complete camp group check every five minutes (i.e., four complete camp group observations overall). To help you gain a sense of the number of observations that indicate more active than inactive player groups, simply circle a group's active number where it is greater than the inactive. You should expect to see more active group observa- tions recorded, than inactive. Recognize, that at camps where observations of this nature indicate pre- dominantly inactive groups of players, you may well have coaching staffs who are unaware of the need for keeping players active, as an important element of the learning process (i.e. learn by doing!).

Table 1 below is an example of an overall camp group player activity level record. This observation was conducted over a 20 minute period at a general camp while the four coach groups were all working on basic skills.

Table 1

Comments: At 10.00 am all four camps groups were working on basic skills.  More than half (10 out of 16) the observations indicate groups with more active than inactive players.  However, you need to look closer at group 3 where the majority of observations show inactive players. Key: AC=Active. IN=Inactive. (#)=Players in that group (*Please note that this form of overall camp group analysis can also be easily used to focus on just one coach group that you may be especially interested in observing.  Further, it is also possible to conduct both the individual player activity time analysis, as outlined in section A, and a group player activity level number count during the same observation when focused on a single group.  Such combined formal recordings do, in fact, give more depth to your conclusions concerning the effectiveness of your child's/player's camp environment).

C. Coach Individual Player Performance (Attempts and Success)

The two previous methods of observing player(s) activity provide some useful information. Par- ticularly with regard to the ability of both individual coaches and the camp coaching staff as a whole, to keep players active as opposed to inactive. However, please realize such records do not tell you how many specific performance attempts an individual player may have had in the available activity time. Nor, how successful the player was in those attempts. Clearly, if a player has many performance at- tempts but most of these are unsuccessful, this will do little for correct learning or motivation levels. Consequently, it is very important to look at your individual child/player in terms of their specific opportunities to perform skills or tactical movements etc., and their level of success within that performance!

To gather information on individual player performance attempts and successes, you can use the already introduced idea of the target player, with the observer recording specifically what that player does. The method of gathering information on specific player performance attempts and successes is flexible. This means that you can generate your own observation categories based on what the coach is instructing when you are observing. Table 2 below is an example of a record of an individual player's basic skill attempts and successes, during a full-sided game at a team camp.  

Comments: In a 30 minute game, John touched the ball 18 times.  3 successful contacts (i.e., 83% non-successful).  Major skill demonstrated was kicking the ball away (i.e., up field with no specific target)!  More technique practice and small-sided games needed to encourage John's skill development, in less stressful situations.

As stated, the information in Table 2 indicates that the observer decided to focus on one player's basic skill performance, during a team camp game situation. The observer simply recorded (i.e., x ) each listed skill attempt the target player was observed performing, and if the attempt was successful. All that was required of the observer was that he/she knew what the basic skills listed actually looked like, and could also define what constituted a successful performance in each skill category. Notice that this observer also created a category described as "kick away" (i.e. the player did not attempt to pass/shoot, but just kicked the ball up the field without a specific target).

This method of collecting information about individual players can be very informative. Further, as indicated the method can be adapted to record information in a variety of different coaching situa- tions (e.g. skill attempts/successes during drills and games; goalkeeper skills in drills and games; indi- vidual and team demonstration of specific functional/tactical movements etc.).

Up to this point, it may seem that I have outlined observational criteria and accompanying re- cording methods that center only on what players are doing, not their coach(es). Why then is the title of this chapter "Coach Skills Related To Player Learning?"  I am sure that most people recognize that a soccer camp should be designed for the benefit of the attending players. The fundamental premise of this guide is that players learn at camp! Consequently, consumers need to know how to observe and assess the level of players' activity and success, as they participate in camp drills and games etc.

However,  it is important to recognize that you cannot separate player activity from coach action. Remember, the coach usually determines the focus and the organization of the practice sessions you observe. Therefore, what you see the player(s) doing, is intricately related to the organizational and instructional abilities of the coach. You cannot separate player performance from coach ability to create situations that encourage player learning and success. Hence, a coach who claims that it is the players' own responsibility when they fail to learn, does, in fact demonstrate a failure to understand the inter- related nature of the teaching-learning process. The actions and achievements of a player are, generally speaking, a reflection of both personal endeavor, and coach organization and instruction! The remain- ing part of this chapter, therefore, will now focus specifically on coach skills that you can observe, which are closely related to player activity, success and learning.

D. Coach Feedback

By moving throughout the entire group practice area as players perform, skillful, knowledgeable coaches are able to analyze individual performances against a model of the objective they have in mind, for player achievement. For example, while players are working on dose range passing with the inside of the foot, you should see the coach moving all about the practice area checking that individuals are applying the parts of the technique that are required to pass effectively.

Further, if coaches' possess the ability to analyze and break down the various aspects of player performance, you should then also hear them regularly providing positive, motivational reinforcement feedback to their players. Coach positive reinforcement tells individual players specifically what they are doing well, and why (e.g. "Good pass Mary! You were accurate partly because you followed through with your kicking leg toward the target").

Coach positive reinforcement helps to keep emphasizing the correct, specific elements of tech- nique in players' minds. This is in contrast to non-specific, general coach reinforcement statements such as "good job," " way to go," "well done" etc. Such general reinforcement feedback provides mini- mai coaching information, and, consequently, is often ignored or screened out by practicing players. Even coach reinforcements such as "good shot," "nice pass" and "great save" are statements, which, although slightly more focused, still lack specific feedback about why the player's performance was so effective. While admittedly supportive, such coach statements still do not help develop individual player understanding.

Consequently; over reliance on general, non-specific reinforcement suggests failure on the part of the coach at two levels. First, the coach fails to understand the potential motivational value and positive influence on player understanding, that providing specific reinforcement to individuals can pro- duce. Second, the coach fails to demonstrate to players that he/she can analyze and tease out, the specific skill elements that the individual player is performing correctly.

Coach ability to analyze and break-down soccer techniques and principles into understandable components for learners, is, as stated earlier, a vital coach skill. Not only does it allow the coach to focus specifically on what a player is doing correctly, but clearly, it also enables the coach to provide specific corrective feedback to players.

Coach specific corrective feedback focuses on changing the incorrect elements of player performance. For example, a coach having observed a player practicing her shooting technique, might state: "when shooting Mary, to increase your accuracy, make sure your non-kicking foot is placed level with the ball and also points toward the goal." Specific corrective feedback statements such as this, help players to understand exactly what they need to do to improve their own performance. This is as opposed to non-specific coach corrective feedback, which fails to help players because it does not focus on the aspects of technique that really need correcting. For example, "Peter, try to be more accurate when your shooting" is a general, non-specific corrective coach feedback statement. It is of little use to Peter because it does not tell him specifically, what to do to correct his shooting technique. Therefore, it is far less effective coach corrective feedback than that received by Mary in the first example.

To help you collect observable information on both specific and non-specific coach corrective feedback, and positive reinforcement, another written method can be used. As with the previous obser- vation systems presented (i.e., Table 1 & 2), so with coach feedback, you need to initially prepare a simple written grid on which to record your observations. You record a mark in the appropriate coach behavior category, each time you hear the coach make a feedback comment to an individual player as they are practicing, or playing.

As was indicated with the earlier observation systems, the most difficult part of using this method of collecting objective coach feedback information, is being clear in your own mind exactly what con- stitutes the behaviors you are looking for. Here you need to be clear about the difference between specific and non-specific corrective coach feedback, and also specific/non-specific positive reinforce- ment. Further, remember that the specific feedback comments must be directed by the coach at an individual player, not the group, if such comments are to have an individual, personalizing effect! An example of this coach feedback recording system is provided in Table 3 below.

Table 3

Because most people are not use to specifically observing and recording coach instructional be- havior, this will take a little practice. However, with practice this way of specifically observing coaches can become second nature. Just remember that you need to sit or stand close enough to be able to hear coach comments. Again, as concerned parents, coaches and administrators you should not feel intru- sive just because you locate yourself close to a practice. Just keep out of the way of active players. If you continually observe a coach standing silently as his/her players practice, or you hear only non-specific corrective or reinforcement coach comments being given, then you need to seriously consider the following questions:  

(A)	Did the coach appear to have any specific objectives (i.e. specific techniques/concepts etc.), for achievement during the period of time you were watching?
(B)	Did the coach appear to know what were the specific individual components that made up the skill or concept they were coaching?
(C)	Did the coach know how to use these parts of the skill/concept to help him/her visually analyze individual player performance, and then verbalize specific corrective and positive reinforcement feedback to individual working players?

Predominantly negative conclusions to the above questions would suggest that the coach concerned (even if he/she intended to), has only a minimal chance of helping his/her players toward pur- poseful (i.e. specifically intended) learning. Remember, a coach who uses both specific corrective and positive reinforcement feedback, keeps the technical or conceptual points around which the drill or practice is centered, firmly in the minds of individual players, and the group as a whole.

Further, specifically focused positive reinforcement and corrective feedback provided in equal and plentiful amounts, acts as a motivating force for players intent on learning and improving. Such feed- back may also increase player (and consumer) confidence as well, in the instructional ability of the coach. Finally, remember you should not hear a coach providing any type of feedback to individual players in an angry, emotional and demeaning manner. Such inappropriately provided feedback only serves to build player stress and embarrassment, and can quickly destroy individual desire to learn.

E. Coach Questioning

Besides using their visual powers to gain feedback concerning players' development, you should also hear coaches asking questions of their players. Questioning is an important coaching skill, because player answers provide verbal feedback to coaches in two areas. First, questions can indicate how a player's factual knowledge is developing (e.g. "Where should your eyes be focused as you strike the ball at goal?"). Second, coach questions can also reveal a player's ability to apply knowledge learned, to the game of soccer (e.g. "How do you increase your accuracy when shooting at goal?").

If coaches are to pay more than lip-service to the statement "soccer is a thinking game," then you should expect to hear them directing questions at both individuals and groups of players. Such ques- tions (like those stated above) should be focused directly on checking players' knowledge and under- standing of the soccer content they are working with. General, non-specific questions have little educational value (e.g., "How are you doing?" "Any problems?" "Everything OK?" etc.), and should not be the major form of coach questioning.

The combination of visual and verbal feedback that coaches receive from their players, via their observations and questioning, is vital! Such feedback allows coaches to assess the success of the tasks that they have set for their players. In turn, this assessment allows further coach decision-making con- cerning whether players should be moved on to more challenging practices, allowed to continue with the present task, or returned to a simpler stage.

To record coach questioning behavior you can use the procedure outlined previously for collecting information on coach feedback to players. Again, you need to be clear in your own mind of the difference between specifically stated and general questions, so that you feel comfortable in classifying coach questions, if, and as you hear them (remember to get close to the coaching area to hear).

Notice in Table 4 below, that the question recording procedure allows you to classify the coach questions (i.e. specific/general), and to indicate whether they were directed to the group (G), or to a specific individual (I). As you can probably appreciate, it is possible for learners to avoid answering questions if they are all group focused. Consequently, it is important for the coach to direct questions to individual players to check their knowledge and understanding. This encourages all players (rather than just a few) to listen and to think about the skills or principles being practiced.

Table 4

Finally notice that this question recording format allows you to write brief narrative statements next to each 10 minute observation period. Such comments can be very helpful to you in your own evaluation of the observed coach environment, as they allow you to understand what the coach was actually doing at various stages of your observation.

Summary

In conclusion to this chapter on coach and player behavior related to player learning, I would make the following comments. If you are able to spend at least three observation sessions (minimum 20 minutes each) at your child/player's soccer camp, then you will have some basis for drawing conclusions about the educational environment that observed coaches are able to create. Further, your conclusions will have an even more reliable basis, if you look formally (i.e., collect an objective written record) at the coach and player behaviors related to learning, outlined in this chapter.

Remember, you should be welcomed at soccer camps where the provider, manager and coaches, feel confident in their approach to educating the players under their control. At appropriate times (e.g. at the beginning or end of the morning and afternoon camp sessions, or during water-breaks) talk to the coach you have, or will observe. Find out what the coach intended, or intends to achieve with his/her players, during the period of your observation. Your understanding of coach intentions will enable you to match stated aims, with your observation of either their actual instructional behavior, or their players' achieved individual and group activity levels.

You are now in a position to apply all your collected information, against the criteria outlined in this chapter on observable, effective coach-player behavior related to learning. This camp coach assessment will allow you as parents, coaches and administrators to make informed decisions. Particularly, with regard to whether you feel the camp, did (or did not) "live-up" to the brochure claims, and provide your children/players with a satisfactory learning environment. Such judgments would clearly influence your future camp decision-making.

Please realize that I am not implying (nor should you feel that any coach assessment you may make infers) any judgment of the observed person's character. There are many people who coach, who possess fine personal characteristics. However, that does not mean they all have the coaching knowledge and skills to create conducive learning environments for youth soccer players. We do, after all, expect more than pleasant personalities from the doctors, dentists, and teachers etc., whom we pay to look after the welfare and development of our children! Should we not at least expect a certain level of demonstrated professionalism (i.e., soccer instructional expertise and content knowledge) from camp providers and coaches, who are responsible for assisting in the development of our youth soccer players?

Clearly, there are other criteria that might have been included in this chapter on coach behavior and player activity, related to creating a conducive learning environment (e.g. coach ability to plan task progressions and maintain player control).  However, if you observe a coach trying to demonstrate the previously outlined instructional behaviors with what you feel is some degree of success, then I think you can feel comfortable in having an educationally focused coach, working with your child/player.

How one defines "success" in terms of coach and player behavior, obviously includes personal views of what is felt to be important in the creation of an educational coaching environment. As a soccer camp manager who uses these outlined objective methods of recording coach and player information, I define success in terms of looking for a trend to appear in the written information that I collect.

For example, if I am looking at overall camp group player activity vs. inactivity levels, I would expect to find the majority of my observations indicating active rather than inactive groups of players. The same would be true if I was watching a single target player in terms of recording his/her activity time, or recording their skill attempts in relation to the number of successes demonstrated. In terms of individual player activity time the record should indicate at least 50% (hopefully more) player activity within the observed time. The same is true for player skill success in relation to number of performance attempts. This record should indicate success levels of above 50%, to ensure a player experiences more positive rather than negative performance!

Further, in relation to coach use of specific vs. non-specific feedback (i.e., reinforcement and correction), and specific vs. non-specific questioning, I am looking for a coach assisting the learning of his/her players by firstly demonstrating instructional behavior in these categories. Beyond this though, I would also expect that the collected information indicated coach use of more specific, rather than non-specific instructional behavior.

As a camp manager I am fortunate to have the time and opportunity to carry out these formal coach-player observations. Should my collected information indicate coaches who are having problems demonstrating these outlined trends in their coaching, I can assist them to develop their instruction and/or player activity levels. However, as a parent, youth team coach or administrator with a child/player(s) at camp, you may only have limited observation time. I would suggest, therefore, that if you are going to observe objectively, you might want to gather information on your own child/player's activity, and possibly that of their group. This would give you a sense of both actual individual player performance (i.e., % activity time and demonstrated skill attempts/successes) within the group, and the activity level of the group itself (i.e., number of active vs. inactive group players observed at different times). Again, remember that coach organization and instructional ability, is closely related to observed player(s) achievement in terms of activity time, level and performance success!

On the other hand, you may decide just to eyeball rather than specifically record the coaching environment, in which your child/player is involved. I hope if you take this more subjective approach, then this chapter will have at least given you some specific criteria to look for, as you observe camp coaches and players. I believe that an awareness of these outlined coach-player behaviors, will assist you to look at the coaching environment in a more informative way.

However, I believe that both administrators involved in community soccer camp selection, and providers and managers directly responsible for creating conducive camp learning environments, will find objectively recorded information very useful in guiding and supporting their judgments and deci- sions. Further, I have found that coaches are themselves, interested, and at times surprised by the information these observation methods provide concerning their instruction (e.g. often, they do not realize the low levels of individual player activity time and performance success, actually experienced by their players).

A soccer camp should be a learning environment for all! Consequently, just as players hopefully learn at camp, so coaches should also be helped (e.g. by knowledgeable camp providers, managers and other skillful coaches) to develop their instructional abilities. Recorded, objective information actually pro- vides a coach with a clearly stated base, from which to try and develop certain aspects of his/her coach- ing. Remember, camp coach development can only benefit present and future youth soccer players!

Four summaries are now provided to help parents, coaches and administrators quickly identify the major points that have been highlighted and explained, in this self-help guide. In particular, the focus in this chapter is on those criteria important in both consumer camp selection decision-making, and in the observation of coach-player behavior related to player learning. The four summaries will be presented as follows:  

(A)	Criteria to consider and questions to ask camp providers related to player learning when considering which soccer camp to select.
(B)	Warning signals for camps potentially lacking in organization and an emphasis on player learning.
(C)	Criteria to look for when assessing coach potential to create environments conducive to player learning.
(D)	Warning signals for coaches who may be unable to provide a coaching environment that is particularly conducive to player motivation learning and performance success.

A. Criteria to Consider and Questions to Ask

Again,  much of the information to points one through six above, should be in the publicity brochure of professionally oriented camp providers. Read this information carefully and compare it against the criteria outlined in this guide related to player learning. Remember, recognize and cut through the hype and rhetoric that is often found in camp brochures and advertisements. If you need further clarification, or the information you seek is not specifically available in the brochure, it should (providing it actually exists!), be easily obtained through a simple telephone call to the camp provider.

However, the following section contains potential warning signals for you to note. Specifically signs that indicate camp providers who are not efficiently organized, and who may not be aware and/or concerned with the need to optimize the camp coaching environment for player learning and achievement.

B. Warning Signals For Providers Lacking Organization and Player Learning Focus

If you are satisfied with both a camp provider's promotional brochure material, and their answers to your questions (i.e., no major warning signals!) then there would be strong justification for you to seriously consider the selection of that particular camp. However, the camp that you do select should still, if possible, be subjected to your personal observation. This would allow you to check if the picture of the camp that you have been provided with (i.e., verbally and materially by the camp provider), actually matches the reality of what happens on the coaching field.

As consumers in general, you are probably quite aware that the match between product presenta- tion and reality is not always as close as we might wish! Consequently, it is important for you to assess the claims of providers in relation to the actual camp environment they establish. Here then are some important coach and player behaviors that are conducive to learning, which you should look for at your child/player's soccer camp.

C. Coach Skills and Player Activity Related to Learning

Clearly, we would hope for predominantly positive responses to the observation questions asked above concerning coach skills and associated player activities related to conducive learning environ- ments. However, it would also be useful for you to have some idea of the potential signs that indicate coaches may have real problems in helping players to realize their full learning potential.

D. Warning Signals for Coaches Lacking Player Learning Awareness

As I suggested in the summary section to the previous chapter, in terms of coach behavior and player activity, I would expect skillful, educationally aware coaches to be able to demonstrate the use of the specific instructional behaviors outlined. Further, coaches should have the awareness and knowledge to be able to organize their practice effectively, to allow high (i.e., at least 50%) levels of individual and group player activity, and individual performance success (i.e., above 50%).

Therefore as parents, coaches and administrators, you can have some confidence that your chil- dren/players are practicing in an environment conducive to learning, if, both your camp selection research and actual camp observations, lead you to predominantly positive conclusions. Particularly, if these conclusions are related to the criteria and questions concerning camp provider service, and coach and player behavior, as highlighted in this self-help guide.

I would hope that most youth soccer parents, coaches and administrators who read this self-help guide, would already agree with its underlying premise. This premise is simply that soccer camps should have as their primary aim, irrespective of duration and focus, to provide youth players of all ages (i.e., from 5 to 18 years), with an educationally valid experience. To a very large extent this experience should revolve around player learning (i.e., physical and cognitive), and achievement.

Consequently, the main purpose for this guide has been threefold. First, to provide the reader with possible sources for locating camp providers in their area (Chapter 2). Again, this is important because camp location research enables you to have a choice in terms of where you send your child/player. The second purpose has been to provide you with very specific examples of the key areas against which camp providers' information (i.e., promotional brochure and telephone) should be examined and questioned (Chapter 5). This careful examination of provider information will help you to judge potential camp claims, against criteria related to player learning. Thirdly, chapter six provides concrete examples of both coach and player behaviors that are related to instructional environments where players learn. In particular, I hope that readers will feel more confident in their own coach-player observational abilities, having read this chapter. I believe this information will allow you to observe the camp environment in a more specific, objective and informed manner.

Please remember, youth soccer camps that offer a purposeful educational approach and environment, provide the community and particularly eager, young players with a valuable service. Unfortunately, camps that do not provide such environments, can do untold harm to developing, impressionable players. In the worst case scenario, younger players in particular, may be turned away from the game of soccer. Consequently, a knowledgeable camp consumer is the best antidote to such inappropriate camp products!

I would like to thank you for taking the time to obtain and read this guide. As far as I am aware this is the only book available with a focus on finding, selecting and assessing youth soccer camps. I hope that it has provided you with information that will help in your future camp selection decision-making.

Further, I would be grateful for any feedback you feel you can provide me with. In particular, I would be interested in: 1) your perceptions of this guide's usefulness, and/or limitations; 2) any personal examples of positive or negative camp based consumer experiences, you may have had.

Again, I thank you for your interest in this area.

Rhys Jones Ed.S Sport Research P.O. Box 933 Kent OH. 44240

The following resources are identified for the benefit of readers. In particular, for those who may wish to research the rationale which has been highlighted in this guide in relation to: 1. camp selection criteria and questions; 2. coach-player behaviors (and observation methods) related to player learning.

Anderson, W. G. (1980). Analysis of teaching physical education. St. Louis: C. V. Mosby Co.

Chyzowych, W. (1978). The official soccer book of the united states soccer federation. New York: Rand McNally & Co.

Cratty, B. J. (1989). Psychology in contemporary sport. Englewood Cliffs: Prentice-Hall Inc.

Fisher, A.,  Mancini, V.,  Hirsch,  R.,  Proulx, T.,  & Staurowsky, E. (1982). Coach-athlete interac- tions and team climate. Journal of Sport Psychology 4 ,388-404.

Gill, D., Gross, J., & Huddleston, S. (1983). Participation motivation in youth sports. Interna- tional Journal of Sport Psychology 14 1-14.

Hughes, C. (1980). The football association coachine book of tactics and skills. London: Queen Anne Press.

Jones, J. R. ( 1991). The practice session-part 1: Effective coach-player interaction. Soccer Journal, 36(5) 27-29.

Jones, J. R. (1990). Coach-player interaction: A descriptive analysis of certified football coaches teaching basic techniques at the youth sport level. British Journal of Physical Education Research Supplement., 7 6-10.

Luxbacher, J. (1986). Soccer: Winning techniques. Dubuque: Eddie Bowers Publishing Co.

Magill, R. A. (1985). Motor learning concepts and applicatio. Dubuque: WM. C. Brown.

Rink, J. E. (1985). Teaching physical education for learning. St. Louis: C. V. Mosby Co.

Silvernail, D. L. (1979). Teaching styles as related to student achievement. Reston VA: National Education Association.

Wade, A. (1976). The football association guide to training and coaching. London: Heinemann.

(* Note: The term football used above refers to soccer)

Rhys Jones has had a long association with soccer. He was selected nationally for both the England U18 School, and University teams, and has played internationally with a British select representative team. He trained as a physical education teacher at Loughborough College in England, and has been teaching for fifteen years. Rhys has spent the last nine years helping to train prospective health and physical education teachers, and also sports coaches at two universities in the United States. He holds graduate degrees in physical education and curriculum and instruction, and has instructional certifica- tion (including an English FA soccer coach award) in eleven different sports. Presently he is completing a doctoral degree in teacher education and coaching youth soccer.

Rhys has experience of coaching soccer to children at all grade levels, as well as adult players. For the last ten years he has been involved in managing and coaching for Great Britain Buckeye Soccer Camps, as well as conducting youth coach clinics. He has also published soccer coaching research and instructional articles, in both England and the United States, as well as papers on physical education teaching and teacher preparation.