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I recently recorded an interview with Jeremy Boone from the 'Coach Your Best' podcast (check it out at Afterwards Jeremy forwarded me this question that he had recieved from a High School Athletic Director...

"Do you have 3-5 strategies for how to best raise the intensity of a practice for a team? When I observe one of my coaches running practice everything is all setup in lines and a lot of talking. The kids are so disengaged and bored!"

Below is my answer....

Just to be clear about what we mean when we talk about intensity. I define intensity as effort x focus. Often I find that the players are working really hard but the standard of training is low because the mental focus isn't right. In my mind the right level of intensity is the ideal combination of effort combined with the right mindset.

So onto the how....

1. Establish what the right level of intensity looks like

Firstly I would want to give the group a reality check to ensure that we have a common understanding of intensity is in relation to theirs.

I would have worked with them to establish some goals so that I can ask the group what level of intensity they want based on their goals. If they don't want to work with that level of intensity then they have to reevaluate their goals.

Then I ask them to rate their usual/existing level of intensity on a scale of 1 to 10 (I usually go round the group 1 by 1). If they then agree that they need to be at 10 to achieve their goals then I can help to show them what 10 looks like and use this as a reference point from then on whenever the level drops below the agreed standard.

2. 'Gamification'

I use a lot of games or game forms in my coaching. This means that I can get creative with points systems that raise the level of competitiveness in the session and also keeps intensity high. One thing I do that really raises the level is create a league table where the same players or same teams of players are scoring points for their team based on the parameters that we agree.

By way of an example last night my group were focussed on a particular technical aspect involving the players carrying the ball into space, I would shout out bonus points every time I saw them perform the particular technique we were working on which really dialled them into the performance. (I also gave points for attempting to do it even if it failed as I wanted them to understand that it is the intent to try that is as the most important thing).

3. Use consequences like a volume dial

I use consequences to raise or lower intensity. If I really want the players to experience some pressure then I might use a conditioning based consequence which has the added benefit of getting them more conditioned for competition. This works but I tend to use these physical consequences more in pre season to build conditioning into sessions. During the season when I want less pressure / fear but still want intensity I will ask the players to come up with a forfeit.

Last night they said that the team that loses the scrimmage had to sing a song from Disney's Frozen to the other was hilarious watching them belt out 'let it go' I can tell you! The atmosphere was really good and there was a lot of laughter but the intensity definitely went up during this.

4. Use the 'reset button'

Periodically I will create a game that is pretty demanding on the players either technically, mentally or physically and will put a time limit on the activity and start a countdown. If the level of intensity drops then we press the reset button and the countdown starts again until they have completed the set time (This one is like a rocket ship for intensity but it needs to be managed carefully!).

5. Finish early!

This might sound counter intuitive but from time to time I will finish a session or an exercise early because the players have shown high intensity and have really put it in. This sends out the message that if they bring their 10 out of 10 focus to training I won't keep them any longer than necessary (More often than not they ask for something more and we keep going but the message has been sent).

6. Establish 'acceptables' and 'exceptionals'

Before every session or every exercise we will establish what is acceptable and what is exceptional. As long as we don't drop below the acceptable level then everything is good but we want to see athletes 'striving for the exceptional'.

7. Have an 'everytime philosophy'

I am pretty relentless when it comes to maintaining the quality of practice that the group have agreed to. I will tell them that I can't step back from that because that would not be doing the right thing by them. I view it the same way as I view the behaviour of my children, if I let them get away with bad manners or behaviour then I am not doing my best as a father. Why should my players be any different?


This series of tweets between Ian Poulter (flamboyant, spiky haired golfer and Ryder Cup legend) and Dan Ashworth (Technical Director at the FA, and very nice bloke) got me thinking about this whole subject of winning and losing in children's sport.

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Then this article appeared in this month's Rugby World which was framed as a debate on the subject with the 2 debaters being an u10 club coach, Dave Parsons and ex-international rugby player, Andy Halliday who is involved in the junior section at Esher Rugby Club.

It is endlessly fascinating to me how polarised any discussion on winning and losing in children's sport can become. It's clearly an emotive subject but the nature of the discussion is concerning as it often descends into a 'name calling' 'pointing fingers' style argument where all rationality seems to go out of the window. Some of the responses become very angry and the language used can be quite ugly.

I know the media need to position things in a certain way to drive readership rates but I do think that they are a part of the problem.The way the debate is usually framed is as follows....

You have the 'Hardcore right' who say that children should learn how to win and lose as this is an important life skill that helps them navigate an increasingly competitive world. These individuals further propose that some of the moves within organisations Involved in children's welfare to restrict or stop competitive activities are another example of 'nannyism' in an ultra politically correct world that has become too soft and is part of the breakdown of society.

Then you have the 'loony left' arguing that winning and losing is damaging to children's self esteem, putting many children off sports for life. Moving away from competition allows children to enjoy physical activity without the pressure of winning and losing and thereby encourages more children to become lifelong participants. The emphasis on winning at all costs encourages kids to be selfish and not care about others which fuels the 'dog eat dog' mentality of some of the nations disenfranchised youth.

For me, neither position does the debate justice because they both miss a pretty crucial point....what do the kids want?

A report from the Aspen Institite in America called 'Project Play: Reimagining youth sports in America' states that;

"Fewer than 1% of sports sociology papers have examined youth sports through the eyes of children".

Amanda Visek and colleagues at George Washington University have recently examined this question in detail and discovered that:

"9 out of 10 children say 'fun' is the main reason they participate in sport".

Their research asked children to define fun and they came up with 81 different reasons. Top of the list were 'trying your best', 'when the coach treats players with respect' and 'getting playing time'.

'Winning' was ranked 48th most important and 'earning medals or trophies' was ranked 67th.


This study has not grabbed any media attention over here and yet it is pretty fundamental to answering the question about the relative role of winning in sport. what this tells me is that winning should definitly be part of the sporting experience for children but it should not be placed as a high priority. If we are keen to keep children involved in sport and away from sedentary activities that are all too prevalent then we have to make sure that we are providing something that aligns to what they want.

In the Rugby World article Mr Halliday bemoans that fact that people talk about children as 'customers' but in today's world that is exactly how we should view things. If we want children to choose our product, sport, then we have to make sure that we provide an experience that it aligned to what they want. I we choose to ignore this and continue to provide the game based on an, 'in my day' or 'when I were a lad' mentality we will continue to see increasing rates of drop out from sport and the obesity epidemic will continue to grow.

For a great podcast with Amanda Visek on the 'FunMaps' research go to the 'Coach Your Best' podcast with the awesome Jeremy Boone


Hi all,

I have been playing around with a web platform that helps design infographics called and produced this infographic with a few tips to help coaches to get the most out of their sessions.

I hope you like it.



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