Applying Motor Learning Principles in Youth Soccer Coaching
Introduction
Coaching youth soccer is both an art and a science. While enthusiasm and sport-specific knowledge are crucial, understanding how young players learn motor skills can significantly enhance coaching effectiveness. Motor learning research provides evidence-based principles that help players acquire and retain skills more efficiently (Magill & Anderson, 2017). In fact, many of these principles have been successfully applied in other sports (e.g., volleyball coaching by Denny, 2010) and are just as relevant on the soccer field. This post highlights 10 key motor learning principles and shows how youth soccer coaches and PE teachers can apply them to teaching general skills like dribbling, passing, shooting, and defending. Each principle is explained in clear terms with practical soccer examples, so you can immediately turn research into better practice sessions for your players. Let’s kick off!
Principle #1: Encoding Specificity
Practice Conditions Should Mirror the Game
If you want to get better at playing soccer, practice under conditions similar to the game. In motor learning, this idea is captured by the encoding specificity principle, which says that memory and performance are best when practice context matches game context (Magill & Anderson, 2017). In other words, the closer your training environment and conditions resemble real match situations, the more likely the skills will carry over to competition. Research on the specificity of learning supports that “training is specific” – the greatest benefits occur when practice replicates the movements, context, and even stresses of the sport (Rushall & Pyke, 1990).
Soccer coaching example: Strive to make each drill or practice scenario as game-like as possible. If your team has an upcoming match on a smaller field, practice on a tight field to get players used to less space. If games are played in the afternoon heat, occasionally train under similar heat conditions (with proper hydration) so players acclimate. To prepare players for game pressure, introduce scrimmage conditions that simulate pressure: for instance, have a scorekeeper and clock, play loud crowd noise, or create high-stakes moments (e.g. a tie-breaking penalty kick in practice). When teaching shooting, don’t always practice static shots from a tee or cone – instead, run a drill where players receive a pass and shoot with a rushing defender, just as they would in a match. The goal is to ensure players have already experienced in practice anything they’ll face in real games. By aligning practice with game realities, you set your athletes up for success when it counts. As a coach, constantly ask yourself: “Is this drill preparing my players for actual game performance?” If not, tweak it to better mimic game conditions.
Principle #2: Practice Variability
Blocked vs. Random Practice for Better Retention
A second key principle is to introduce variability in practice rather than drilling one skill in isolation for too long. Motor learning research on contextual interference shows that practicing skills in a random order (high variability) usually leads to better long-term learning than doing the same move repeatedly in a fixed, “blocked” sequence (Schmidt & Bjork, 1992). Blocked practice (e.g., making 20 identical passes from the same spot) often yields quick improvement during practice, but random practice (mixing different skills or variations) produces superior retention and game transfer, even if it feels more challenging initially (Schmidt & Bjork, 1992). The only exception is for brand-new learners: beginners may need a short blocked phase to grasp a skill, but as soon as basics are understood, adding variability accelerates learning.
Blocked vs. Random practice in soccer:
- Blocked practice – Focusing on one skill in a repetitive drill. Example: a player dribbles through the same cone pattern 10 times in a row without any changes. This builds initial familiarity but can become unrealistically predictable.
- Random practice – Mixing different skills or variations in an unpredictable order. Example: set up a circuit where a player must receive a pass and one-touch it, then immediately dribble around a cone, then shoot on goal – sequence varied each round. Or during passing drills, have players receive passes coming from random angles and distances, rather than from the same server at the same spot.
Soccer coaching example: Instead of having your team do 50 identical instep passes to a partner, introduce variability. For instance, create a passing exercise where each pass is to a different target or from a different distance: one short pass, then one long pass, then a pass on the move, etc. Similarly, in shooting practice, rather than 10 shots from the identical spot, ask players to shoot from various angles (left side, right side, center) and with different setups (off a dribble, off a pass, volley out of the air). A fun game-like drill is to have a “mystery ball” scrimmage: players scrimmage normally, but the coach periodically calls out a new condition (e.g., “next play must be one-touch!”, or “everyone switch positions”). This random variability forces players to adapt just like they must in real matches. Research confirms that although players might make more mistakes during random practice, it prepares them better for the unpredictable nature of actual games (Schmidt & Bjork, 1992). Embrace a bit of chaos in practice – it will pay off on game day!
Principle #3: Transfer of Learning
Leverage Positive Transfer Between Skills
Transfer of learning refers to how practice on one task or skill influences performance on another task. As a coach, you want to maximize positive transfer (practice that helps game performance) and minimize negative transfer (practice that interferes with game performance) (Magill & Anderson, 2017). The classic theory of identical elements explains that the more two tasks share in common (movement patterns, context, equipment), the more likely practice on one will transfer to the other (Magill & Anderson, 2017). In soccer, this means you should design practices that closely relate to real game skills and strategies. Practicing a skill in a drill will ideally improve that skill in the game (positive transfer), but be aware that practicing something in a way that’s too unrelated or practicing incorrect techniques could hinder game performance (negative transfer).
Soccer coaching example: Look for drills and even other activities that yield benefits to game play. For instance, small-sided games in training can have a strong positive transfer to full 11v11 matches because they involve the same types of decisions and techniques under pressure (just with fewer players). A 3v3 keep-away drill will transfer to better ball control and quick passing in real matches. Similarly, practicing with futsal balls (which are smaller and heavier) can improve a player’s close dribbling control when they return to a regular soccer ball – a positive transfer many coaches exploit. On the other hand, be cautious of negative transfer. For example, if a young player has learned to strike the ball with incorrect technique (say, toe-kicking), that learned habit may negatively transfer and be hard to break when you teach proper instep shooting later. To avoid this, teach foundational techniques correctly the first time. Also, avoid drills that have no relevance to actual soccer movements. Jogging long laps might build general endurance, but those movement patterns don’t transfer much to soccer-specific agility. Instead, use conditioning drills with the ball so players improve fitness and relevant skills simultaneously. Always consider how a practice activity will affect match performance – if the connection is strong, you’re harnessing positive transfer; if it’s weak or counterproductive, consider modifying the drill.
Principle #4: Action-Effect Principle
Focus on External Effects, Not Body Movements
Traditionally, coaches give a lot of internal focus cues – instructing players how to move their body (e.g., “bend your knee, swing your leg like this”). However, motor learning research shows that adopting an external focus of attention – concentrating on the effects of the movement or the desired outcome – often enhances skill performance and learning (Wulf, 2013). The action-effect principle suggests that actions are best planned and executed by their intended outcomes rather than the detailed mechanics of the movement (Wulf, 2013). In practical terms, that means coaches should encourage players to focus on what the movement is supposed to achieve (e.g., where the ball should go, the effect on the ball or opponent) more than on the exact joint angles of their limbs. Studies have consistently found that an external focus (like focusing on the target or the ball’s trajectory) can lead to better motor performance than an internal focus on body parts (Wulf, 2013).
Soccer coaching example: Next time you’re teaching a skill, rephrase your cues to emphasize the external result. For instance, instead of telling a player, “plant your foot next to the ball and lock your ankle” when shooting (internal focus), you might say, “drive the ball to that bottom corner of the net” or “strike the center of the ball and imagine it flying low towards the post”. These cues implicitly encourage proper form but direct the player’s mind to the outcome (where the ball goes). When coaching dribbling, rather than “keep your knees bent and body low,” you could use “imagine you are pulling the ball on a string” or “push the ball softly so it stays close within each step.” For a young defender, instead of “stay on the balls of your feet, knees bent,” you might say “focus on the ball on the attacker’s foot and mirror it” – this external focus (the ball) often naturally optimizes their stance and reactions. By focusing on the goal of the movement (e.g., “see your pass land right on your teammate’s foot”), players often execute the correct technique without overthinking their body positioning. This leads to more fluid, automatic skills and prevents “paralysis by analysis” in the heat of a game. A simple rule: cue the result, not the muscles – your athletes will likely learn faster and perform more confidently as a result (Wulf, 2013).
Principle #5: Augmented Feedback
Using KR and KP to Guide Skill Improvement
Feedback is a powerful tool in skill learning – so powerful that coaches must use it wisely. Beyond the natural feedback players get from seeing or feeling their performance (intrinsic feedback), coaches provide augmented feedback: extra information about performance or results that the athlete cannot obtain on their own (Magill & Anderson, 2017). Two important forms of augmented feedback are Knowledge of Results (KR) and Knowledge of Performance (KP). KR is feedback about the outcome of the action, relative to the goal. For example, telling a player “8 out of 10 of your shots were on target” or “that pass was too short and missed our forward by two yards” provides knowledge of results – it focuses on the end result of the skill attempt. KP, on the other hand, is feedback about the movement pattern or technique that produced the result. For instance, “you didn’t follow through on that shot with your kicking leg” or “your first touch pushed the ball too far ahead” are examples of performance cues, as they describe the quality or characteristics of how the skill was performed. KP feedback can be descriptive (describing what the athlete did, e.g., “your foot was pointing sideways on that pass”) or prescriptive (telling what to do differently, e.g., “point your toe towards your target next time”). In general, prescriptive KP is more helpful for beginners who need clear direction, whereas descriptive KP can prompt advanced players to self-correct (Magill & Anderson, 2017).
Soccer coaching example: Incorporate both KR and KP feedback appropriately during training sessions. When a player takes a shot on goal, KR feedback could be as simple as “great shot – it dipped under the crossbar” or “that one went wide right”. Often, players get KR inherently (they see if the ball went in), but a coach can highlight specific results (like distance off target or success rate) to increase awareness. Follow up with KP feedback that addresses their technique: “you leaned back on that shot, which is why it sailed high – try to keep your chest over the ball.” During a passing drill, you might tell a player, “I noticed your plant foot was too far from the ball (KP), which is why the pass didn’t reach the target (KR).” Augmented feedback isn’t limited to verbal comments – video analysis is a great tool to provide feedback as well. A coach might video a player’s kicking form and then review it with them, pointing out key performance points (KP) like “see how your ankle was loose here.” Remember that augmented feedback guides athletes toward improvement by confirming what they did well and correcting what they did poorly. It’s most effective when it’s clear, focused on changeable aspects of performance, and given at the right time (often right after the attempt or in a break). By skillfully using KR and KP feedback, you help players understand both what happened and how to improve it, accelerating their skill acquisition.
Principle #6: Feedback Frequency
Less Can Be More – Summary, Bandwidth, and Self-Selected Feedback
While feedback is essential, more is not always better when it comes to how often coaches provide augmented feedback. Giving feedback on every single trial might seem helpful, but research shows it can lead to dependency, where learners rely on the coach and don’t learn to correct errors on their own (Salmoni et al., 1984). The guidance hypothesis in motor learning proposes that frequent feedback guides performance in practice, but too much prevents athletes from developing their own error-detection abilities, harming long-term learning (Winstein & Schmidt, 1990). To avoid this, coaches should consider reducing feedback frequency or using techniques that encourage learners to process their performance. Three effective approaches are summary feedback, bandwidth feedback, and self-selected feedback:
Summary feedback: Instead of giving comments after every attempt, wait for a few attempts and then provide an overall summary of how they did. Example: After a player takes 5 shots in a row, you might say, “On most of those shots, you were leaning slightly back, which is why the ball tended to float up. The last shot was better because you kept your body over the ball.” Summarizing lets the player focus on the feel of each attempt, and then reflect on patterns, rather than being interrupted constantly. Studies have found that summary feedback (e.g., after 5–10 trials) can improve retention of skills compared to constant feedback (Salmoni et al., 1984).
Bandwidth feedback: Set a “tolerance zone” for performance and only give feedback if the performance falls outside that zone (i.e., is a clear error). If the attempt is within acceptable range, let the player continue without comment (Magill & Anderson, 2017). Example: You decide that as long as a player’s pass is within a couple of yards of the target, you won’t intervene. But if they completely mis-hit (way off target or wrong technique), then you provide feedback. This approach has two benefits: the player isn’t overloaded with critique on minor mistakes, and they immediately know if the coach is silent, it means they did okay. Over time, as the player improves, you can narrow the bandwidth (expect higher precision) to continually challenge them. Bandwidth feedback naturally tapers off as performance improves, which has been linked to better learning because the athlete gradually earns more autonomy.
Self-selected feedback: Allow the player to take the initiative in requesting feedback when they feel they need it. In practice, this could mean you, as a coach, ask, “Let me know if you want any tips after those reps,” or simply being available and observant, then responding when a player looks to you or asks “What went wrong that time?”. Research has shown that self-controlled feedback schedules – where learners choose when to get feedback – can enhance motivation and learning, since athletes tend to ask for feedback after a trial they felt uncertain about (Chiviacowsky & Wulf, 2002). For example, during a dribbling drill through cones, a player might practice a few runs silently and then turn to you and say, “Can you tell me if my touches were too far apart that time?” – That’s your cue to give specific feedback. Self-selection empowers players and often results in feedback being received when they are most ready to apply it.
Soccer coaching example: In a passing drill, you might decide to give feedback only after each set of 5 passes (summary) instead of after every pass – this forces players to try to fix errors themselves on the next rep. In shooting practice, let players shoot several times; if most shots are on frame (within an acceptable bandwidth), you might simply acknowledge their overall performance at the end, “Great consistency, 8 out of 10 were on target!”, and only intervene during the drill if they have a really bad miss or form breakdown. Encourage your athletes to ask for feedback when they need help – young players often wait for the coach’s comment, but you can train them by occasionally saying, “Try a few on your own, and if you’re not happy with how it’s going, we’ll talk.” This creates a two-way street for feedback and helps players develop independence. By smartly controlling feedback frequency, you prevent “information overload” and help players develop their own game sense and error correction skills. The result is athletes who can adapt and self-coach during the game, when you aren’t on the field to guide them.
Principle #7: Whole vs. Part Practice
Find the Right Balance for Complex Skills
When teaching a soccer skill, a coach can either have players practice the whole skill (the entire movement or routine) or break the skill into components and practice those parts separately. Determining which approach to use depends on the nature of the skill, specifically, its complexity (number of parts) and organization (how interdependent those parts are) (Magill & Anderson, 2017). The general guideline from motor learning research is: if a skill has many components but those components do not heavily rely on each other (low organization, high complexity), part practice can be effective. But if a skill’s parts work closely together in time (high organization) or it’s relatively simple (low complexity), the whole practice is more beneficial (Magill & Anderson, 2017). Coaches should analyze the skill and decide if breaking it down will help or if it will disrupt the flow of the skill.
Soccer coaching example: Consider a basic soccer skill like an inside-of-the-foot pass. This skill is fairly simple (low complexity) and the actions – the approach, planting foot, and swinging through the ball – happen in one fluid motion (high organization). Practicing the whole pass is usually best: have players attempt the entire pass rather than, say, only rehearsing the foot swing in isolation. The coordination of body parts in a pass is so integrated that doing it as a whole makes sense (and research shows highly organized skills yield better learning with whole practice). On the other hand, think of a more complex skill or sequence, such as a step-over dribble move followed by a shot. This has multiple distinct parts: the step-over feint, the acceleration in the opposite direction, the setup touches, and then the shot. A coach might successfully use part practice here: first teach and practice the step-over movement on its own until players get the footwork, separately practice quick shooting technique, and later combine them in a full drill. Another example is training a goalkeeper’s dive: you might break it into parts – first footwork and positioning, then the dive technique from a kneeling position, then full-speed dive – because the skill is complex and can be segmented for learning. However, always transition to whole practice as soon as possible. After isolating a troublesome component and improving it, integrate it back into the complete action so the player learns to chain the movements together.
In practice, many soccer drills naturally employ a part-to-whole progression (sometimes called “progressive part practice”). For instance, when teaching a team a set play or a build-up pattern, you might rehearse just the back line passing pattern (part), then separately coach the forwards’ runs (part), and finally practice the entire play with everyone (whole). This approach helps manage complexity. But be cautious: overusing part practice can lead to players excelling in drill pieces but struggling to put it all together in the game. Whenever a skill allows it, especially fundamental techniques like dribbling or heading, emphasize whole practice or at least very game-like parts (not overly artificial segments). The debate of whole vs. part will always exist, but a good coach knows to evaluate the skill’s structure and the player’s level. When in doubt, leaning towards more whole practice – or quickly progressing from part to whole – ensures players develop a feel for the skill in its full context (Schmidt & Bjork, 1992).
Principle #8: Distribution of Practice
Short and Frequent Beats Long and Infrequent
How you schedule practices and work/rest intervals can affect learning. The distribution of practice principle deals with massed practice (long practice sessions with little rest or infrequent sessions) versus distributed practice (shorter sessions with more rest or more frequent practice meetings). Research generally supports that, for motor skills, shorter practice sessions spread out over time tend to produce better learning and retention than one or two marathon sessions with minimal breaks (Lee & Genovese, 1988). In other words, practice frequency is usually more beneficial than practice duration. Long, continuous practices can lead to fatigue, boredom, and reduced quality of reps, which ultimately diminish learning – especially with youth players who have shorter attention spans. A well-known meta-analysis concluded that when total practice time is held constant, spreading it out (distributed) yields superior skill performance on later tests than lumping it together (massed) (Lee & Genovese, 1988). The reasons include less fatigue per session, more fresh starts (which improve memory consolidation), and more consistent engagement.
Soccer coaching example: For a youth team, it’s more effective to have, say, three 1-hour practices per week than a single 3-hour practice once a week. If field availability or schedules make multiple sessions hard, you can apply distribution within a session: break a 2-hour practice into distinct blocks with short rest or water breaks in between drills. For instance, work on dribbling skills intensively for 15 minutes, then allow a 3-minute rest or a light team talk, then switch to a passing drill. This distributed approach within practice prevents players from getting mentally and physically exhausted on one task. You might notice in a long scrimmage or drill that performance starts dropping as kids tire – that’s a sign learning might be tapering off too. It could be more beneficial to pause, have a quick recovery, and resume or rotate activities. Also encourage players to practice skills at home in short bursts: a player juggling a ball for 10 minutes each day will likely gain more skill than doing a full hour once a week. Consistency and frequency trump sheer length. Additionally, if a player is trying to learn a new technique (like a different way to kick the ball), doing 5-10 quality reps daily for a week will usually yield better retention than doing 50 reps all on one day and then none for a while. As a coach, be mindful of attention spans – quality practice for 45 minutes can beat 90 minutes of sloppy practice. When planning your training calendar, if possible, add an extra short practice rather than extending every practice to exhaustion. Remember the adage: leave them wanting more – a slightly shorter, focused session where players finish still energized can be more impactful for learning than a grueling practice that wears everyone out. Research backs this common-sense notion that well-rested, engaged minds and bodies learn skills more effectively (Lee & Genovese, 1988). So when in doubt, practice short and often.
Principle #9: Stages of Learning
Tailor Coaching to Cognitive, Associative, and Autonomous Phases
Learning a soccer skill is a process that goes through stages. Paul Fitts and Michael Posner’s classic three-stage model of motor learning outlines how beginners become experts (Fitts & Posner, 1967). The stages are: (1) Cognitive Stage, (2) Associative Stage, (3) Autonomous Stage. Understanding these can help coaches pitch their instruction at the right level for their players:
Cognitive Stage (Beginner): This is the thinking stage. The learner is trying to understand what to do and how to do it. Mistakes are frequent and movements are often slow or fragmented as the player consciously thinks through each step. For example, a child learning to dribble is focused on “Step forward with this part of my foot, now tap the ball…” and will look down at the ball constantly. They require clear instructions, demonstrations, and plenty of patience. Coaching tips: Use simple, clear cues and demonstrations. Break tasks down if needed (part practice can help here). Give positive feedback and focus on a few key points so as not to overload them. For instance, when teaching a beginner to shoot, you might emphasize just “kick with the inside of the foot” and “aim at the cone goal”, rather than 10 different technique points. Let them gain a basic feel and celebrate small successes to keep motivation high.
Associative Stage (Intermediate): In this stage, the learner has the basics down and is now refining the skill. Movements become smoother and more consistent; errors still happen but are fewer and less drastic. The player can start focusing on how to improve rather than just what to do. Using the dribbling example, a player in the associative stage can dribble while occasionally looking up and can adjust their touch without thinking as hard about each step. They start to “associate” correct movements with outcomes – hence the name. Coaching tips: Now you can introduce more complexity and variability. Random practice fits well here, as the player can handle adjustments. You can also start focusing on technique details: e.g., “try to use your laces for a longer touch” or “notice how keeping your head up lets you see defenders”. Feedback can be more specific and you can ask the player to begin analyzing their own performance (e.g., “Did you notice what went wrong on that pass?”). The learner benefits from slightly reduced feedback frequency now – let them attempt multiple reps and self-correct. At this stage, players gain consistency, so challenge them with game-like scenarios to solidify their skills under realistic conditions.
Autonomous Stage (Advanced): The skill is now largely automatic. The player can perform it reliably under pressure and multitask (e.g., dribble while scanning for a pass) without much conscious thought about the mechanics. In a game, an autonomous player executing a skill appears to do it “without thinking” – muscle memory and extensive practice have taken over. Very few youth players reach full autonomy in complex skills (it often takes years), but certain simpler skills can become autonomous with practice (like a well-rehearsed penalty kick routine for an older youth player). Coaching tips: At this stage, heavy technical instruction is usually not needed – the player knows what they’re doing. Coaching should shift to fine-tuning and maintaining motivation. Provide occasional feedback on subtle areas (e.g., “I noticed your planting foot could still be a bit more angled on those long passes for even better accuracy”), but mostly challenge these players with higher-level tasks: strategy, faster drills, pressure situations, or adding secondary tasks (like decision-making while executing the skill). Because the skill is automatic, the player can handle added tactical decisions or physical stress while performing it. For an advanced youth goalkeeper, for example, catching balls is second nature, so you might work on communication and positioning simultaneously. Keep practices at game intensity for autonomous players – practice like you play so they remain sharp. Also, encourage them to take ownership of their improvement (they can often tell you what they want to work on). Even at the autonomous stage, learning doesn’t stop – it just becomes more about optimization than basics.
As a coach, identify your players’ stages for each skill and adapt accordingly. Beginners need more teaching and encouragement; intermediates need practice and refinement; advanced players need challenges and autonomy. It’s common to have a mix on a youth team, so be ready to differentiate instruction. By meeting players where they are in the learning process, you’ll help each one progress to the next stage effectively (Fitts & Posner, 1967). Remember, everyone goes through the cognitive “rookie” phase, so patience early on will yield great results as they move toward associative and autonomous mastery.
Principle #10: Practice Like You Play
Make Training Competitive and Game-Like
The final principle is a return to where we started: if you want players to excel in games, train in a way that emulates the game. “Practice like you play” is a mantra that encapsulates several motor learning concepts, especially the specificity of learning. The idea is that nothing prepares athletes for the real thing better than practicing the real thing (or its close simulation). Renowned sport training experts have noted that the maximum benefits of training occur when the practice “replicates the movements and energy systems involved in the sport” (Rushall & Pyke, 1990). That means beyond just technical drills, coaches should incorporate realistic scenarios, competitive scrimmages, and pressure situations into practice. While drills isolate technique, players ultimately need to perform those techniques in the dynamic, unpredictable context of a match. Thus, every practice should include elements that make players apply their skills in a game context.
Soccer coaching example: Dedicate a portion of each practice to game-like play. This could be a full scrimmage or small-sided games (3v3, 5v5) which naturally bring out decision-making, spacing, and realistic pressure. Use scrimmages not just as play time, but as a teaching tool: pause the action to correct positioning, or set specific game scenarios (e.g., “We are down by one goal with 5 minutes left – play!”). This conditions players to handle real match situations. Additionally, make drills competitive. If you’re doing a passing drill, turn it into a challenge: “Let’s see which pair can complete 10 one-touch passes the fastest under pressure.” For shooting practice, simulate a game moment: “It’s the last minute, score is tied – this shot could win it” to add psychological pressure. The more players experience competitive and high-pressure moments in training, the more comfortably they will handle them on game day. Also try to mimic game-day conditions: practice with referees occasionally (maybe have an assistant or parent officiate during scrimmage so players get used to following all rules), enforce the same boundaries and consequences as a match (out-of-bounds, fouls, etc.), and encourage the same level of intensity and focus as expected in competition.
Practicing like you play also means practicing the way you intend to play. If your team’s style is quick, one-touch soccer, your drills should emphasize quick passing and movement off the ball. If you plan to press high on defense in games, then incorporate that pressing in your practice games. This alignment ensures that practice time translates directly to executing your game plan. In summary, every training session is an opportunity not just to hone technique in isolation, but to ingrain those skills into actual game performance. By keeping practices as close to the real game as possible – technically, physically, and mentally – you prepare your youth players to perform with confidence when the whistle blows for real.
Conclusion Great coaches bridge the gap between research and the real world. By applying these motor learning principles, youth soccer coaches and PE teachers can design practices that maximize skill learning and retention. Remember to keep practice conditions relevant to game situations (Principles 1 and 10), introduce appropriate variability and challenges (Principles 2 and 4), consider how skills transfer and build on each other (Principle 3), give thoughtful feedback in the right doses (Principles 5 and 6), choose when to break skills down and when to teach them whole (Principle 7), and be mindful of practice scheduling and each player’s learning stage (Principles 8 and 9). These principles are grounded in research (Magill & Anderson, 2017; Schmidt & Bjork, 1992; Wulf, 2013) but they come to life on the training pitch, where you can see the improvements in your players’ technique, game understanding, and confidence. Coaching is indeed a science and an art – use the science of motor learning to inform your methods, and apply it with the creativity and care that make coaching an art. By doing so, you’ll help your young athletes not only learn faster but also enjoy the process of mastering soccer skills. And ultimately, better practice leads to better play. So coach smarter, practice like we play, and watch your players reach new levels of development. Game on!
References
Citation
@misc{furtado2025,
author = {Furtado, Ovande},
title = {Applying {Motor} {Learning} {Principles} in {Youth} {Soccer}
{Coaching}},
date = {2025-05-20},
url = {https://drfurtado.github.io/site/blog/posts/mlp/},
langid = {en}
}