Like many
coaches in the UK I started at the very bottom of the ladder, entering level 1
of the coach education structure of the Scottish Football Association. The SFA,
like many associations around the world,
have implemented a coach education system that forms a pathway in which
trainers can enhance their learning. Here is the pathway in its entirety, and
the costs associated:
Level 1 - £40
Level 2 - £50
Level 3 - £55
Physical
Prep - £72
UEFA C
License - £ 228
UEFA B
License - £1626
UEFA A
License - £2100
UEFA Pro
License - £5200
In theory
the £9,371 that it would cost a coach to achieve these qualifications pales in comparison
to that of a masters or doctorate degree, that could easily stretch into 5 or 6
figures depending on the school attended. To compare the two may seem largely
irrelevant, however both are akin to a conclusive standard bearer, that attributes
the holder to a position of understanding within a specific field. Many would
argue football coaching contradicts the process of progress, as many only
complete a few of the regional courses then dip out when the costs increase
significantly. Conversely, we see many former professionals who are spooned
into the higher levels, without having to complete the introductory stages. This
leads me to question if we are truly respecting the process, or are simply
using educational courses as symbolic forms of accolades?
At the "grassroots"
of the game coach education has been an intrinsic part of our desire to increase
standards. In many youth competitions there is now a criteria coaches must meet
to simply work with a team, which thankfully has eroded many of the "Socks
over track pants" dinosaurs that filled the sidelines in the UK. As we continue to develop our youth coaches,
the FA does need to keep a close eye on the administration of new coaching standards,
as a worrying by-product has started to emerge. The coaching course era has
witnessed the creation of "Coach Jimmy." You know the guy I mean. Shows
up 4 hours before a U9 game to plot out his cunning plan with violent black
marker lines scribbled all over plush white boards. He tries to copy Rafa Benitez
with weird finger wagging movements when talking to players, and who waxes
lyrical about 3rd man runs & overly elaborate patterns of play to 8 year
olds. While I am in total harmony with the concept of a base line vocational
qualification, this should not detract from the fact coaches at the entry level of the game, are responsible for fostering a love of the game and forming a
connection with the sport through enjoyment. As coaching standards improve this
should hopefully see an increase in player participation, as more kids should
want to play for better coaches. What we cannot afford is to breed a generation
of frustrated Adult coaches, trying to re-create the Chelsea 1st team through
11 year olds.
It's been 12
years since I took my SFA level 1, and since then I have been on courses
administered by 4 different football associations throughout Europe & North
America. During this time I have found myself involved in discussion with many coaches
who believe that trainers who once enjoyed professional playing status, are
able to be fast tracked through the licensing process. While I don't subscribe
to many forms of cynicism, in this instance it's tough to derive any other outcome.
Some high profile examples include:
- In 2006
Middlesbrough appointed their former captain as Head Coach, who at the time did
not meet the league criteria of a UEFA Pro License. After leaving Middlesbrough
The English FA went on to appoint him as Head of Elite Development, having only
had 5 years of coaching experience. He now is the Head coach of England's U21
team.
- In 2008
Blackburn Rovers appointed a manager who didn't hold any professional
licensing. Special dispensation was granted on the basis he would be grandfathered
onto the UEFA Pro License, 3 levels above his current license, and be able to complete
the qualification quicker than the original course length of 1 year....He
lasted 5 months in the job.
- PFA
Scotland (the Professional Footballers Association) now run a coaching
symposium through the SFA, which allows professional players to start out at
the B License level, for which they also provide financial assistance.
The
education system is in place to provide an alignment in standards of teaching,
as set by the countries Football Association. Allied to this is the requirement
of the coach to attain experience by working with players, and build up a body
of work that serves as a tangible portfolio by which further education can enhance.
It would therefore seem strange that anyone could substantiate the notion that
a former professional should somehow be further along in his development as a
coach, when he has little actual coaching experience to draw upon. Coaching is by
definition an ability to articulate knowledge, therefore it's a skill set that
takes time to enhance and experience to build upon. Regardless of where you
enter the Licensing system, it's simply not enough to gain a qualification and
expect that to translate into pure ability. The UEFA Pro course is an
acceptance based course, therefore if the governing body don't feel you
"fit the bill" you cannot gain entry. That criteria aside, one other
factor to consider is that the course does not provide any participants with a
"Failing Grade." It's teachings are of sound standing I am sure, but
is there really any substance to a qualification that doesn't require a testing
phase to evaluate competence?
If there's
one thing we can all be certain of, it's that without education our world would
simply cease to exist. The wheels of industry turn on our ability to enhance
our understanding, yet it's our application of experience that binds the
working parts together. Football's evolution will continue to propel at an expeditious
rate, therefore it's vital that those at the top of the game trust in coaches who
have applied themselves to being part of that evolution. If we are to truly
increase the density of our football footprint, we as a nation have to place
more emphasis on the learning process, versus the learning outcome. We as
educators need to look beyond the pre-requisites' and the minimum standards and
pursue goals that far exceed the norm. In turn we will provide our players with
transformative learning that can motivate a generation to conceptualize the
game more efficiently, and revel in the journey to betterment.
"We
learn by pushing ourselves, and finding out what lies at the outer reaches of
our abilities."
Josh
Waitzkin
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