Coaching Young Athletes

Teaching Is More Than Telling

Simply telling athletes what to do rarely leads to real learning. If they manage to get it right under those conditions, it’s usually a fluke, not the result of effective coaching.

Effective coaching is usually intentional and relies on more than just “telling”. Don’t bark orders and hope for the best. Instead, design your coaching strategies with an understanding of the athletes and the sport.

If you’ve ever wondered why a child ‘just doesn’t get it’ after being told over and over, it’s a sign that more effective strategies are needed. Let’s explore some.

Practical Tips for Intentional Coaching

1. Chunk it down

Teach one step at a time instead of giving a flood of instructions. Learn more about “cognitive load theory” HERE.

2. Use questions

Ask things like, “What helped you throw further that time?” Questions help kids process their own learning.

3. Demonstrate and let them copy

Visual cues can help learning. A short demo beats a long lecture. Your demo doesn’t have to be perfect, but try to draw their attention to what you want them to see.

4. Keep it active

Getting kids to sit and listen for any length of time is rarely an effective coaching strategy. The more they move, the more they are engaged and the more likely they will learn. Limit your talk time and maximise “doing” time.

5. Feedback on effort and process

Highlight what they did well (“Great arm drive”) and what to try next, rather than just the result.

6. Use analogies and images

Simple visuals make skills memorable e.g. “jump like a kangaroo,” “explode like popcorn,” “land as quiet as a ninja.” Learn more about analogies HERE.

Quick Intentional Coaching Checklist

• Did I demonstrate?
• Did the kids get to try it quickly?
• Did I focus on one key point at a time?
• Did I check if they understood (by watching, asking, or having them show me)?
• Did I make it fun?

FAQs: The Art of Intentional Coaching

You may have some questions . . .

Q: Isn’t it quicker just to tell kids what to do?

A: It might feel quicker in the moment, but kids usually don’t retain or apply instructions unless they understand and practice. Intentional coaching saves time in the long run because kids learn skills more effectively.

Q: What if I don’t know anything about sports science?

A: You don’t need to. Focus on simple strategies: demonstrate, break skills down, use questions, and keep kids moving. Intentional coaching is about approach, not academic knowledge.

Q: How much should I talk versus let kids practice?

A: A good rule of thumb is “short talk, long practice.” Keep instructions under 1-minute when possible, then let them try, adjust, and try again.

Q: How do I give feedback without overwhelming kids?

A: Focus on one thing at a time. Highlight what they did well (“Great push with your back leg”) and give just one simple next step.

Q: What if a child doesn’t get it right away?

A: That’s normal! Learning takes time. Offer a different cue, analogy, or demonstration.

Q: How do I keep sessions fun while being intentional?

A: Use games, challenges, and playful analogies. For example, instead of “lift your knees,” try “run like you’re stepping through shallow water.” Fun keeps kids engaged, which makes intentional learning easier.

Reflective Questions for Coaches

• When was the last time I relied on “telling” instead of teaching? How effective was it?
• Do I tend to give too many instructions at once, or do I break things into small steps?
• How often do I ask kids questions to check their understanding, rather than just watching them perform?
• What’s one analogy or playful image I’ve used that really clicked with my athletes?
• Do I give feedback that highlights effort and process, or do I mainly comment on results?
• How much time in my sessions are kids moving versus me talking?
• What’s one small change I can make this week to coach with more intent?

Coaching Challenge – Try it This week

1. Basic: Focus on One Step

• Choose a skill (e.g., throwing, jumping, sprint start).
• Demonstrate it, focusing on one key element. (e.g., foot placement or arm drive).
• Ask the kids to try it, focusing on just that one key element.
• Give feedback only on that one element.

Goal: Keep it simple and notice how breaking the skill down improves understanding.

2. Intermediate: Add Questions

• Pick a skill and break it into 2–3 small steps.
• Demonstrate each step briefly.
• After kids try it, ask one reflective question: “What felt different when you pushed harder?” or “How did your balance change?”
• Give feedback on effort or process.

Goal: Encourage self-awareness and learning through reflection.

3. Advanced: Combine Steps, Questions, and Fun

• Select a skill and break it into 2–3 steps.
• Demonstrate and then create a short challenge or game around it (e.g., “Who can hold the best sprint start for 3 seconds?”).
• Ask reflective questions during the game and give feedback on effort, process, and decision-making.

Goal: Keep it engaging while giving intentional guidance, even in a group setting.

Intentional Coaching and Neurodivergent Athletes

Intentional coaching becomes even more important when working with neurodivergent kids (such as those with ADHD, autism, or other learning differences). They often need extra clarity, structure, and patience to thrive.

Tips for Coaching Neurodivergent Kids

1. Keep instructions clear and short

One step at a time works best.

2. Use visual cues and demonstrations

Many neurodivergent kids learn better when they can see what to do.

3. Build in predictability

Consistent routines help reduce anxiety and increase focus.

4. Allow extra processing time

After giving an instruction, pause and let them try without rushing.

5. Offer choices where possible

“Would you like to start with jumps or throws?” can boost engagement.

6. Celebrate small wins

Progress may look different for each child. Acknowledge effort and improvement, not just outcomes.

Intentional coaching recognises that every child learns differently. When you slow down, adjust your approach, and meet kids where they’re at, you not only help neurodivergent kids succeed, you create a better learning environment for all athletes.

Reflective Questions When Coaching Neurodivergent Kids

• How might this child experience the activity differently from their peers?
• Are my instructions clear, short, and supported with visual cues?
• Am I allowing enough time for them to process and respond?
• What small win can I celebrate today to boost their confidence?

Bringing It All Together

Intentional coaching doesn’t mean running a perfect session or having a sport science degree. It means taking small, thoughtful steps to help kids actually learn, not just follow instructions. When you chunk skills down, keep kids moving, ask questions, and give feedback that focuses on effort, you create an environment where learning more likely sticks.

The best part? This ultimately doesn’t take more time, just a shift in approach. A few well-placed questions, a short demonstration, or a playful analogy can turn a simple drill into a real learning experience.

After a session, take a moment to observe and ask yourself: “Which approach helped the kids learn best today? What small change can I make next time to coach with more intent?”

Remember: kids don’t just need to be told what to do. They need to be guided, engaged, and encouraged so they can discover how to do it and why it matters. That’s the art of intentional coaching.

Coaching is more than commands; it’s creating learning.

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