Can Parents Be Objective

No. Parents cannot be objective when it comes to their child. I have only been a dad for a short time, and I already know I will never be completely objective when it comes to my kids. My opinions about them or reactions to situations involving them will always be influenced by the fact that they are my kids. Even when consciously trying to be objective, parents still fall short as they cannot sever all emotion when it comes to their child. To not have any type of bias for their child is a completely unrealistic and unreasonable expectation to put on a parent. As I heard one parent put it, “My child is my heart. When I look at him, I see my heart outside of my body running around on the field playing.” Not only a heartwarming sentiment, it is probably an accurate description of how most parents see their kids. If this is true, can coaches really ever expect a parent to approach a situation as objective as they would like? Instead of expecting parents to view a situation from only a coach's perspective, a coach can utilize a parent's subjective perspective to help do a better job in coaching the parent's child.

First, by having an open understanding of how parents will react to some decisions will help a coach avoid approaching situations with parents regarding their child with a combative, “I don’t understand what your problem is,” attitude. By having empathy to how a parent can be over protective and sensitive to how their child is treated or made to feel, a coach can communicate in a way that shows he understands the parent's feelings versus communicating in a manner that dismisses their feelings as nothing more than just irrational.

Great youth coaches are not just good at relating and teaching players. Great coaches are also exceptional at communicating and collaborating with parents of the players on the team. From the beginning, excellent youth coach do not take a “you vs. me” approach with the parents when it comes to helping the kids. Instead, they understand they have a very important role, and the parents are showing a tremendous amount of trust to allow the coach to be a part of their child’s soccer development.

When there are bumps in the road over the course of the season, it is inevitable there will be disagreements between the coach and parents. It should be expected, not a surprise. Most of those "bumps in the road" will be the way something is perceived by a parent that happened or may not be happening with their child. It is natural that parents have an urge to protect their children. It is a healthy urge and it is probably better than not caring at all. Being too far on the other side of the protective spectrum of protectiveness is not beneficial for the player, but I believe most parents fall in the middle.

Coaches run into trouble when they treat parents who have concerns like irrational people who are bordering on a psychotic episode versus treating an upset parent like an upset parent. When working with parents, I try to approach it from three perspectives:

1. How did I see it?
2. How did the parents see it?
3. How did the player experience it?

When meeting with a parent about their child, by looking at all three of these perspectives, understanding the reasoning behind them, it helps find an appropriate resolution for everyone, and most importantly, it will benefit the player. When parents know that you care about how they perceive what is going on (even if you don't agree), you try to work with them to help them understand your perspective (even though they might not agree), and provide insight into what is going on with their child, it creates transparency in the process for everyone involved. It allows everyone to begin to see the same picture and share an understanding of each others expectations. Although understanding does not equate agreement and full support, understanding allows for a mutual respect of each person’s perspective.

There is no benefit to anyone for a coach to simply dismiss a parent’s frustration as the parent being irrational or just believe the parent does not get it. On the flip side, it does not benefit anyone for the parent to immediately believe a coach is "out to get" their child or is intentionally treating their child unfairly. Although both could be true, I think part of a youth coach’s job is to help parents work through some of the frustrations they are bound to experience as their child plays sports, and the parents need to listen to the coach's rational for his approach before jumping to conclusions. As parents get more frustrated and the coach becomes less responsive, the only person who really begins to suffer is the player. There are times when there will never be agreement between the coach and the parent, but a mutual respect can be established and kept with open lines of communication and a willingness to see things from another person's perspective.

Coaches cannot head into a season thinking parents are going to be objective about what goes on with their child. When coaches do, and seem shocked or angered by a parent’s reaction, then they are also not being objective in the way they are interpreting the situation. The coaches are only viewing it from their own point of view about how they think the parent should feel or act. The coaches are not opening up their own understanding of where the parents are coming from in regards to their child.

When I was not a parent, it was harder for me to ask this question, but I ask it now all the time, “If that was my child, how would I react?” Even if I would react differently, it starts me thinking from the parent’s perspective and helps me anticipate how a parent will perceive my actions. This either convinces me to take a different course of action, or if I still feel what I did or need to do is right, I find a way that would help me as a parent understand the decision that was made. In essence, what would I want or need to hear if that was my kid?

I am not giving parents a pass to just overreact to everything that happens to their child. As stated, although it is expected parents will not be completely objective when it comes to their child, it can be expected for parents to listen to a coach's reason behind decisions before forming their own conclusions. Honestly, I do not think that is how most parents approach things with their child anyway. The problem is some parents do go overboard, and they do not try to talk with the coach and just jump to conclusions. Then other parents, who want to address a concern the right way, are treated like an irrational parent by the coach when a concerned is raised. Most parents have rational concerns when it comes to their kids, and the coach can, and should, be there to help alleviate those concerns or be a sounding board for parents to express their concerns. By working together, the coach and parents become partners, not adversaries, in the child’s soccer experience.

So, again, can parents be objective? For the most part, no, but I know many try to be to some degree. But you know what? Most coaches have a hard time being objective too although they try to be. With that in mind, how about we all put aside our pride and fear of being wrong, and be willing to work together to improve the child’s soccer experience by seeing things through a wider and more comprehensive lens than just our own biased view. The coaches and parents who approach issues with mutual respect for each other's subjective view points find it easier to come work together in the best interest of the player.

Team or Club

Does your child identify with being part of a team or a club? Both? In youth soccer, players are normally assigned to teams and they stick with those teams throughout the entire year. Although part of a larger club, the players primarily only interact with the players on their team and their coach. Often, these teams operate independently of other teams within the same age group or the next age group up or down, and rarely have interaction with players outside of their developmental age band or the coaches who work with those groups. Although all players are part of the same club, a player’s experience can be isolated to just a single team or coach.

Unlike clubs in other parts of the world, where players are developed as part of an entire club vision and culture, in the United States, it is more common to find players being developed within the confines of a team or single group of players isolated from others. Does a U10 player in Barcelona’s program see himself as a player on the U10 team or on “Coach Smith’s Team?” Probably not. I am confident the culture and program encourages the player to see himself as part of the club, and as part of an entire program. The player will feel a connection, not just to the players of his age group, but all the players up to the senior team.

If your child is part of a “club”, than the player would identify with not just the players on his team, but would find a sense of family and community among the entire organization. The players get to interact on a consistent basis with other players throughout the club structure. All coaches and players would see each other as responsible for the success of the entire group, not just a single team. They understand they are part of something bigger, a bigger community, which can do more influential things through a larger pool of resources and support, and create more opportunities to help each player develop over the years.

Maybe your child is part of one of the few soccer clubs trying to create this type of environment?

Everything else in youth sports is "team" based so it is hard to get others to see the idea of "team" in a broader perspective. A child's team can be much bigger than just 10 kids. It can be a group of 30 or more of his peers, both boys and girls, and players of different ages and abilities. All can be part of making the season and experience within the club, not only exciting and fun, but developmentally the best learning environment possible for each player.

It is not just beneficial to be able to move kids around into different environments for a variety of developmental opportunities for soccer, but it is required in order to develop a very well rounded and knowledgeable player. That is the purpose and benefit of a club versus a single team. A club can provide more opportunities than a single team can, and to create an organized effort to help the player develop and grow over the years should be the goal of every soccer club. The measure of a great club is not in the number of teams it has. A great club can be measured by the number of experiences and opportunities provided to each player. The only way for a club to provide that is to work as a “club” and not as a number of teams all operating independently from each other.

The ability to move players around and not isolate them to a team has its benefits. I relate it reading groups in the classroom, and the school environment in general when talking to parents about this idea of a “club” versus “team” environment. At the beginning of a school year children are put in a reading group appropriate to their level, but the child is not kept in a particular group the entire year since a child's abilities tend to change. The hope would be the teacher would move kids into different groups, or even different programs, throughout the year, that were appropriate based on a child's growth and development. The teacher would not wait until next school year to move them.

By consistently making sure a child is in the correct group (environment), appropriately challenged and motivated, it is more likely they will not only learn to read, but will show more growth over the year and enjoy it more. Would that not be true when it comes to a child’s soccer development as well?

Also, when it comes to school, we tend to identify with being part of an entire school community versus just being in “Mr. Smith's classroom.” In school, parents and the community see a kid as part of the entire system and hope for outstanding educational experiences within the classroom, but also within the entire school and community, that will support and be part of their child’s growth. Even though a student may spend the majority of his time each year with a particular teacher or group of teachers, there are a lot of experiences outside of the classroom offered as part of their overall educational development.

With that in mind, taking the soccer model from a “team” based to a “club” based model would have the same benefits for kids’ soccer development. Instead of only being with a single coach and a single group of players, can the players have the opportunity to develop with different kids and coaches, in a variety of training and game formats, that are not only fun, but provide a much deeper and more comprehensive approach to their overall soccer development.

Moving outside the soccer specific benefits of a club model over a team model, the social benefits of having a bigger "family" to be a part of are also important to the players. Operating as a club provides more opportunities for the kids to interact and develop relationships with different types of players/kids and to make more friends. When players are isolated on teams, they get stuck in social groups where they have “a role” and normally have certain expectations to live up to. When that social group continues to change, the kids have to continue to redefine their roles based on their environment and the other kids they are playing with. This helps players become not only more confident in a variety of social situations, but gives them diverse opportunities to play different roles within these social groups. In one group, they may be a leader who takes charge, while in another social circle, they may be more supportive in nature while others take charge. It teaches the kids how to be successful in different collaborative environments and how to deal appropriately with diverse personalities.

Being part of a club means a full comprehensive plan from start to finish. The curriculum and development focus is consistent between age groups. The experiences go beyond being part of a single team, but being part of a larger community that all have a vested interest in how one another are doing. With that interest, comes an approach that allows players to be influenced and mentored by many, not just a few. With the diversity in training, experiences, coaches, teammates, friends, and within the community comes an invaluable developmental model that helps to cultivate higher level people who can perform well on any soccer field and in any environment.

Being part of a team is a great experience. Being part of a club can be life changing experience that lasts beyond a child’s playing years.

Go Fishing for Defenders

One of my favorite things to watch a player do on the field is to “bait” a defender into biting at a move or feint and then quickly taking the space the defender left. I love watching a player confidently move the ball towards a defender and set the defender up to miss the ball. What makes it so enjoyable? It is not a very common skill among youth players, so we do not see it that often. Yes, kids know different moves and feints, but very few really know how to use those moves to set defenders up to fail. Many can perform a “step over” but they do not know the best time to do it to get the defender to lunge for the ball. Like when someone goes fishing, you cannot just throw your line in the water. It is critical to know where to fish, when to fish, and use the right bait in order to catch a lot of fish.

When working with players on the ability to take defenders on and beat them with the soccer ball, there is often a great display of skill moves and creativity which is great to see. With that said, often, this is a lot of “activity without purpose” on the ball. Players need to have a variety of moves they can use to beat defenders, and be confident to use those moves, but more importantly, the players need to understand why and when to use them. This will be different for each player based on their strengths and weaknesses, but each move should be done with purpose.

For example, if a player is doing a “fake – take” when they lunge past the ball with one foot and then take it with the other foot past the defender, a pretty basic move that is very effective, does the player know why they faked left or right? Or does the player always go in the same direction when performing that move? We want a player to recognize space or an opportunity to move the ball forward behind the defender, but the player needs to try to get the defender to step out of the space the players wants to attack. If the player wants to attack to the left, will the player fake to the right to move the defender and then take the open space? Often, the player just does the move and then attacks in the opposite direction without much regard for what the defender is doing or where the space is on the field.

I have asked players before, “Why did you go that direction?” Normally, they do not have a reason, but it is special to hear a player explain where the space was on the field and how he was trying to get in to it. It shows a tremendous understanding of the game and ability to translate “skill moves” into a practical and effective way to beat defenders in the game. This is when moves become very useful for players and the game becomes much easier because the player realizes a critical part of the game. Simply, the defender cannot take away all the space on the field. There is always something exposed that can be attacked.

Simple concept, but players do not realize it. The defender can only take away the space he is currently standing. By using moves and feints, a player can move a defender out of space that the player on the ball wants to attack. As the defender “bites” on a player pretending to move or pass in one direction, the player easily can move in the opposite direction with the ball. The player sees the game as simple as moving the defender in one direction to go the other. Like playing chess, and “baiting” someone to take your Pawn, but by doing so, it exposes the other player’s Queen.

This is a different approach than most players take. As many players will just throw a barrage of moves at a defender, but really have no purpose or direction to any of the movement and effort. After all the fancy foot work, the player is still in front of the defender with the ball. More often than not, all that unneeded activity creates more opportunity for the attacking player to make a mistake and lose control of the ball, making it easier for the defender to to win the ball and gain possession. I want players to be creative and crafty on the ball, but that does not mean complicated. Often, creative and crafty is a simple, but unexpected, movement with purpose.

When it is with a purpose, and players recognize opportunities to use moves at the right times, it is like fishing in the right spot, at the right time of day, and with the right bait. You are more likely to beat the defender, just like you are more likely to catch a fish. Having a fishing pole and bait does not make you a great fisherman, just like knowing a bunch of skill moves does not make you a great player in 1v1 situations. Knowing how to use the tools in the right way is the key difference between being average and being great. As players need to develop the skill level to perform various moves with the ball, those skills then need to be put into context so they understand how, where, and why “to fish” with them in the game.

Like a veteran fisherman will tell you, there are not a set of rules about how and where to fish to get the best results. Often decisions are made by instinct and experience over a lot of practice and time improving their craft. For players, this is true as well. There are no set rules about how to use skill moves and feints in games. It is about finding the way it works best for the player. Over many attempts, successful and not, players can develop an understanding of how best to use the skill moves they learn. This is a key reason why it is important players are given the freedom to try those moves often in practice and games.

Eventually, those decisions are not even really decisions. At the speed in which the game moves, players will need to react almost subconsciously to what is happening around them and utilize the needed move without thinking about it. That only comes from a lot of time and experience trying skill moves in real game situations, and getting the feedback from the game on what works. Players begin to pick up on cues and movements of defenders which trigger a reaction that is appropriate and helps the player beat the defender or keep possession.

Think of it this way… when a defender steps in front of a player to win the ball, the player cuts the ball back away from the defender without a long thought process of, “Oh, here comes the defender, which foot should I use to cut this ball away from the defender and which way should I go?” It just happens based off of visual cues and what the player has learned over the years of playing. It becomes an automated response which appears to give the player more time and increases their speed of play. Without any hesitation or pause, the player makes a move. This is why at the professional level, it may seem that the players have a lot of time and space on the field, but in reality, the decisions are being made so quickly that it only appears they have more time.

Not only do we want players to learn a variety of skill moves and be confident in their use, we want players to develop an understanding of how to use them. When players understand why and how to implement skill moves in a game, it makes it very easy for them to “bait” defenders in and “catch” them out of position. Only through constant repetition, meaningful practice, and encouragement from the coach using guided teaching methods, can players begin to figure out how best to utilize their ability to beat a player in a game.

Over time, they will become expert fisherman with a “wall of defenders” to show off all their best catches.

Play, Learn, and Create

When coaching soccer, it is easy to get caught up in all the technical and tactical aspects of the game that you want your players to learn, and all are skill areas I am sure the players need to know very well to have success on the field. We know we want the players to learn those skills, but how do we approach teaching it to them, or a better question, how will the kids approach learning those skills? It is the approach that kids take to learning new skills that we need to pay attention to so we know how to teach it to assist in the process of learning. During a training sessions, I know the kids will want to play and that is how they will learn. How will I know if they picked up the skills? They will demonstrate a strong understanding, a mastery of those skills, once they are able to create things I did not ask them to do on their own without any direction.

Play is a great word because it can be used to describe so many different things. It can be used describe almost any situation or activity in which an individual, of any age, is doing what they want, when they want, and enjoying it. It can be done alone or in a group (small or large). Usually play involves very little structure or rules, but it still usually always has a distinct goal or purpose. Often one of the goals of “play” is to get better at whatever is being done. This is true even though someone playing would not probably point to that as being the reason, which is a great thing, and why play is so valuable.

For example, when I was a kid, we built ramps and rode our bikes off them in the street. Now we were playing, and definitely having a lot of fun, but at the same time, there was this internal push to get better at jumping off that ramp. Once we could go over one ramp and land it consistently without falling, then we wanted to go off an even higher and steeper ramp, even when we knew we would fall much more often and fail the first time we tried. If we kept going over the same ramp, at the same height, over and over, it would eventually get boring and we would not want to do it anymore. As kids, we did not think of it this way. We just did not want to be bored, and it is fun to be challenged. Even though we were not consciously doing it to get better, each time we reached a certain level, we tried to do a little bit more. It made it more fun, and it helped us get better. The fun usually can be found just outside where we are comfortable.

At the same time we were making ramps higher, just going over them and landing was no longer all we wanted to do. We could do that...now what? Well, how about a twist of the handle bars, or try to spin around in the air? I am not saying we never got hurt, but we were playing, having fun, and without anyone pushing us to do so, we were trying to get better... and we got better.

Think of a kid’s video game. If they completed a level and then just had to repeat it again, they would probably not want to play it very long. Although the game itself is fun, it is only fun because there is another challenge around the corner. When do kids stop playing a video game, usually when they have beaten every level or there is nothing left to accomplish.

Play is a critical part of a player’s development because it is the foundation of how we learn anything. It is nature’s coach, and the way we were born to discover our limits and surpass them. We did it as kids, and still might do it as adults in some aspects of our lives. When you think of a training session, play must be involved heavily within the session for kids to learn. We need to create that experience within each session to ensure the same sense of enjoyment and internal drive to try new and challenging skills is present as it is essential for learning and growth.

Now, when you play, there is a process in which you take to learn. You learn what works and what does not as you fail and succeed at the task. Let’s go back to my experience jumping over ramps on my bike as a kid. We fell off our bikes, got bruises, and were too scared at times to try something new. We would “inch” into new jumps or more challenging tricks. We failed a lot more often than we succeed. We “wrecked” the bikes and our bodies... at first, but than we landed more often on two wheels rather than our face. But after each fall, we thought about what went wrong, tried to fix it,and tried it again. This was the benefit of the “play.” There was no one there to say, “Don’t do that” or “Don’t try that again.” There was also no one there trying to talk us out of trying something. Trying to convince us we were not good enough or it was too risky. We determined what we were going to try again, how we were going to do it, and when we were ready. This is how we learned.

At practice or in a soccer game, it is the same. Things do NOT work a lot more often than they do work. The worst thing as coaches we can do is take the “play” out of the game, and tell kids not to try difficult skills, things just beyond their current level, again, and again, and again when they play. After each failure, we need to be the voice that helps them correct the mistakes, as well as the voice that tells them to try it again. The same fear free environment that we all are part of when we play needs to be created by coaches on the soccer field. It is the natural way the players learn new skills. We cannot expect players to play just beyond their current abilities while at the same time criticizing and chastising them after every mistake. The mistakes should not just be expected and welcomed, they should be a sign to both the coach and the player, that learning is taking place and development is in the process. The play is being used to learn. Frankly, when kids come to practice and expect a mistake free day, or focus on not making mistakes, they are no longer “playing” and that key element needed to learn is lost. It becomes more of a scripted environment, a staged reenactment of playing soccer, and the kids are just trying to memorize their lines to avoid any “boos” from the crowd (a coach or parent).

Now, once the learning is happening, and the skills and confidence are improving, players will then feel comfortable to create with their new knowledge and skills. That is the evidence that every coach should be looking for to see if their players truly understand the concepts being taught. Once the players take those skills and start doing what they want with them, things that the coach did not even ask them to do, the players are demonstrating a strong understanding and confidence with those skills. Their competency is on full display.

Don’t believe me? One of the most common things I hear coaches say is (me included), “The kids did great with this (skill/concept) in training, but never use it in the game.” Well, this is exactly why. In a scripted controlled environment, they can repeat what you are asking them to do. But in the unpredictable environment of the game, the players do not really have enough understanding to create using those skills in that environment. This is why games are the key times for coaches to observe what the players are doing and not doing, what has been learned or not learned. A lack of a skill used in a game that was the focus of training the week leading up to the game shows a lack of competency in those skill areas. I would suggest more “play” in training to help deepen the understanding.

This is the natural progression of getting better at anything without really thinking about trying to get better at it. We play. Through our playing, we consistently try to push our abilities by doing more difficult or challenging things that make the play more fun. We explore the unknown possibilities of our actions. It is where excitement and fun reside, and where learning finds its home. As the learning takes hold, and the knowledge and skills deepen, we enter into the best part of play... the ability to create. The ability to create starts the process over. It provides a new way to play, new things to learn, and then new things to create.. and the cycle continues.

If there is a training session format that I could recommend to all coaches, this would be it. It is the most natural, it is the most effective, and it is the one that we all enjoy. Let the kids play to learn, and then let them create with what they learned. In a training environment, the coach is the facilitator of the play, and does not have to be an inhibitor of it when teaching. While still giving instruction and providing correction, you allow the kids to play and challenge themselves beyond their current abilities. Then, you can sit back and enjoy watching them create beautiful pictures on the field on their own. Through play, your players learned, and now they can create when they play.

Club Fees and Real Cost

Each year when parents are evaluating where their child will play soccer next season, one variable that is always measured is the cost and value of the program. Each club before tryouts lists a “club fee” for each age group. The fee is often different between age groups based on the number of players on each team, league fees, tournament fees, and the coach’s fees. As parents review these fees when comparing different clubs, it is important to remember that they are looking at are just the “club fee” and not the real cost of playing club soccer (in terms of dollars and cents). It is important parents research further to really get an understanding of what is included in that fee and what is not. Only then, will a parent know the true “value” of what is being paid for upfront, and what additional costs are looming in the future.

Travel

For your child’s age group, you should find out where most of their league games and tournaments will be played. As teams get older, even league games require hours of travel and nights in hotels, which can quickly add up the costs for the season. In addition, depending on the level of competition of the team, tournaments can require plane tickets. But even younger teams are traveling more and doing more tournaments. Depending on the number of tournaments or out-of-town games, the cost of the season can significantly increase for each family.

Although these costs are common, knowing before the season begins will help you plan accordingly, or decide if the cost of being with that team is more than you are comfortable spending. From a family and financial standpoint, you may not want to commit all that time traveling or the extra money on hotels, gas, and food, or you understand that is part of the experience and you budget accordingly.

Uniforms

They have to be purchased so this is an unavoidable extra cost for each family. All clubs have different policies on the number of uniforms, shorts, socks that need to be purchased, and if additional items like bags, warm ups, training shirts, and soccer balls are additional costs as well. Some of these items may be included in your fees, while other items are required to be purchased or just optional. Again, having an idea of what the uniform will cost will help you plan ahead. Often, this is the first payments that needs to be made after making a commitment to join the team.

Winter or Supplemental Training

If you live in an area that requires indoor training through the winter, there could be an additional fee for renting space for practice in the winter months when teams cannot train outside. Although some clubs may include this already in their fees, other clubs may not and will charge each player additionally for these sessions. Depending on where you live, if your club has its own facility or not, this extra cost can be harder to plan for, as it usually fluctuates based on the rental rates of a facility and increasing indoor soccer league fees.

There may be also supplemental training during this time of year or throughout the year that is an additional cost. This could be skill training or more specialized training for players in particular positions (Goalkeeper). These programs may be mandatory or optional based on how they are implemented by the club. Again, this is a harder cost to plan for unless it is discussed before the start of the soccer season.

Either way, this is something important to ask about when researching a club. These are some of those “hidden” or “unknown” fees that most parents are not aware of until the time comes to pay them, or these are additional programs already included in your fees for your child that provide more value for your dollar and a better experience.

Additional Coach Fees - Tournament Fees

It is policy with some clubs that parents cover the cost for the travel expenses of the coach for tournaments. This would include the cost of the coach’s meals, hotel, and gas. Although usually a smaller expense, depending on number of tournaments and distance of each, it is another cost per family.

Tournaments may be included in your club’s fees paid throughout the year. This usually includes a certain number of tournaments. But if your child’s team does an extra tournament, or tournaments are not included in your fees, this will be another expense that is divided up among the families of each team. Again, when divided up, it is not a large sum of money, but these smaller expenses can start to add up.

Child’s Equipment

Although a necessary expense, the cost of cleats and other equipment is starting to become a little out of hand. If you have a young child who is growing out of shoes each month, the cost of cleats throughout the year will be a little painful. That on top of the fact some of the more expensive shoes tend to not last very long anyway, you will be spending some money on cleats throughout the year. To save money here, do not over pay for young player's soccer cleats. The more expensive cleats serve little benefit to the players in terms of helping them play. This is an area you can save money by not over paying.

Again, if your child plays in an area that requires indoor soccer through the winter months, than there are indoor soccer shoes (flats) to purchase as well. Although many indoor facilities have instilled turf that players can use regular cleats on, so you may not need those types of shoes.

Then of course, over the year, your child will most likely lose a soccer ball, shin guards, warm up pants, training shirt, jersey, and probably one of those items a second or third time. When the items are lost, they need to be replaced. No matter how responsible your child may be, I would plan on buying more than one of some, or all, of their soccer equipment items.

The Real Cost & Value

As you can see, and probably already know, if you really look at the real cost of playing club soccer, it is much higher than the club fees that are listed at the beginning of the season. There are many extra costs, some avoidable, others not, that parents will need to pay over the course of the season. The key is finding out what those extra costs are before committing to the team, so you can make the best decision possible about if A) this is what you are comfortable paying for your child’s youth soccer experience and B) that you feel there is good value in the money you will spend.

Again, look at what is included in that initial fee. Some clubs will include indoor training and supplemental training within their fees giving more value to what you are already paying. Others will charge extra. Some clubs will include tournaments, others do not include it and charge it later. When comparison shopping, just like any other consumer, you could ask what you are getting for your money and ask for specifics. For example, how many practices each week will your child get with his coach? This will help you determine if you are getting the value that you want for the price you are being asked to pay.

In the end, more than anything, you want your child to have a great experience playing the game he loves. But, part of making sure that happens, is knowing what type of experience that is and how much it is going to cost. Find the soccer club that offers the experience that your child wants at a cost that makes sense and gives you the most value for your money.