Soccer Articles

5 Questions to Ask Your Coach

by Tony Earp, Executive Director

One of the things all players need to do more is ask questions. I challenge every player I coach to ask questions during training sessions, before, during, or after games, and any other time they are not sure about anything. Unfortunately, we live in a culture where most people, including youth soccer players, do not like to appear like they do not have all the answers already. Especially when around their peers, kids are very hesitant to ask questions in fear of being judged by the other players, or even the coach. More often than not, players (all of us really) would rather pretend like we understand than ask a question to get help we need to perform at a higher level. Our fear of being seen as incompetent outweighs our desire to improve.

So during the season, I would challenge all players to ask questions of their coaches when anything is unclear or to get a deeper understanding of an aspect of the game they feel they already know. All of us, coaches, parents, and players, should always be seeking more information and knowledge to help us make good decisions and elevate our level of “play” on the field and off the field.

Here are 5 things a player should never hesitate to ask your coach:

1. What are my weakest areas as a player? Be ready for the answer to this question. Often people ask for feedback and they only want to hear good things. Too negative of a response and we do not take it well. As a player, one who wants to be great, you WANT to hear the negative. The positive does not help a player improve, but it makes them feel good and build confidence (so it is important to). When a coach is very honest with a player about what he needs to improve, it is the most valuable information the player receives. Listen intently, make sure you understand, and then go to work making it a strength.

2. What are your expectations of …. ? All coaches are different and no two have the same views about almost anything. Each will have a different opinion about how the game should be played, players should act, and what makes up a great player. Although I hope a coach would make this clear before the season, it does not always happen. There are a lot of assumptions. A coach assumes players know what he wants, and the players assume they understand what the coach expects. Often, both are wrong and it is a key reason for confusion and misunderstanding. Find out what your coach expects from you, and work hard at exceeding those expectations.

3. What is my role within the team? Coaches see every player in some type of role within the team. For the team to be successful, each player must play their role so the team can reach their goals. You hear coaches say, “Know your job.” On a soccer team, a forward, midfielder, defender, and goalkeeper can play very different roles and have very different “jobs.” Each coach will ask those players to play those positions very differently. Players will assume that playing forward for one coach is the same as playing for another coach. It is not. Within the system the team plays, your role can be very different. Make sure you know your role on the field (know your job) and execute!

4. What did YOU do as a player? Coaches need to know their players in order to coach them effectively. But, players should also know their coaches in order to play for them effectively. Understanding a coach’s background, playing experience, coaching experience, and how they played the game, often gives valuable insight to why and how the coach teaches the way he or she does. We are all influenced by our past and experiences, and a coach is no different. Coaches often reflect the way they were as a player in their approach to teaching the game. As you learn more about a coach’s playing past, habits, successes, and failures, it is easier to anticipate what the coach will do or say before the coach says it or does it.

5. Why? As a coach, I love this question from players. After explaining something during a training session or during a game, I appreciate when a player asks why. For me, this is a clear sign that either player wants to learn more about what I was talking about, or the player does not understand why I am asking them to play a certain why. Players often understand what I am asking them to do, but often do not know WHY they are doing it. As a coach, I try to explain the why, but I know not every player gets it or maybe even agrees with it. By asking why, a player can not just know what they are doing, but can understand why they are doing it and how it relates to the game. This is probably the most important part of the education piece of coaching. When players do something without understanding why, the slightest change in any aspect of the task will leave the players left unsure about what to do. When the WHY is clear, a player can make appropriate adjustments to any changes in the game or in a training activity. They can take the same principles of the WHY and apply it to any other situation to make a better decision.

Just ask questions….that is all I am saying. Too often, players are passive onlookers in their own development. Players should take control of their development, own their development, by asking important questions to coaches throughout the year. As a coach, I have learned a lot from my players asking questions about training activities and the way I ask them to play the game. In answering, I feel I helped them become a better player and student of the game, and it challenged me to fully understand my coaching approach and philosophy.

Simply, when we stop asking questions, we stop learning. When we stop learning, we stop growing.

Tony Earp
Tony Earp

Director Tony has a Masters in Education from The Ohio State University, is a State Certified teacher, and is a USSF C License coach. Tony was a standout player both academically and athletically at The Ohio State University, earning multiple honors both on the field and in the classroom. Tony's achievements included 2nd Team All Big Ten in 2001 and 2002, serving as Captain in 2002. Tony was named Most Inspirational Player in 2001 and 2002, as well as achieving Scholar Athlete status in those same years. Tony was a member of the 2002 MLS Draft Pool. After playing, Tony was a history teacher at Licking Valley High School in 2005 and at Dublin Scioto High School in 2006. In 2007, Tony Earp accepted a position at SuperKick as the Director of Soccer Training where he continues to serve as the Senior Director of Training managing programs, establishing training curriculums, and coaching athletes. Tony was the Head Coach for Hilliard Bradley High School boys soccer program in 2009 and 2010. In addition, Tony is a Director for Classics Eagles FC and is the Director of the SuperKick Classics Juniors Academy. With 10 years of coaching experience, Tony has developed a reputation of being a coach who motivates players to expect more from themselves and creates a training environment conducive to developing high level players.

Posted by Administrator on Sun, 9 Apr 2017
tags:

What is the Best Type of Feedback?

By Brendan Vazquez, SuperKick Director

Instructional feedback helps athletes understand what to do and how to do it. Instructional feedback should be the keystone to how we coach. A study involving John Wooden, in the 1974-1975 season, showed his feedback was 50.3% instructional (Gallimore & Tharp, 2004). Coach Wooden helped his athletes understand what to do and how to do it. With short quick statements or going on for 20 seconds at a time, Coach Wooden was able to get the most out of his athletes. Interestingly Coach Wooden did not spend much time on demonstrating positive or negative behavior, with modeling both in positive and negative ways accounting for 4.4%.

Instructional feedback from coaches should be only one aspect in how players continue to learn. Players should be able to provide intrinsic feedback, based on the instructional feedback from the coach and be able to correct themselves. As coaches we must quickly understand what the level of prior experience is of the players we are working with. We must be keenly aware of how the instruction we give, and the way we give it, affects the player (Tzetzis, Votsis, & Kourtessis, 2008).

Are we able to use the Coach Wooden model at the youth soccer level? Can we be short and sweet with players that are 7 years old, having little experience with the game, without negative connotations? Within our Pedagogical resources as Coaches we have many tools in our tool kits. How we use those tools depends on the situation that is presented to us in within the training session. If we are in a team session, I try to pull kids aside or coach “over the top,” instructing them what to do and how to do it better. If there are major coaching points on tactical issues, we may stop the entire group to address it, or wait to a natural stoppage. However, it becomes easy to get stuck in the positive or negative comments, without really correcting the action that needs to be corrected.

Finally, as coaches we need to start planning out, in greater detail the sessions that we are going to run, and the goals and objectives of each individual player. When we get into greater detail in our planning our feedback will be more specific, and likely very brief, and will help the player move onto the next step in the learning process. The sessions that we plan must fit into the periodization phase and match the Long-Term Athletic Development phase that you are in. Coaching points and objectives building into the complete player profile that we create as coaches. In being able to provide specific instructional feedback to each player, we can help them in the journey of their soccer careers, knowing that they have a well-built foundation of soccer and athletic knowledge, and can apply that to any athletic activity that they do in the future. As a coach, I try to turn each athlete into the best athlete that they can become, through the game of soccer.

How does this work with the guided discovery model? Guided discovery as I discussed before, is best used when there is a content base for them to make decisions off of. Before players know how to react to a situation a coach must instruct them on the correct response, correction, or idea in a prior session or activities. Players don’t know what they don’t know and as a coach, it is our job to give them the technical tools to achieve success in this game.

Brendan Vazquez
Brendan Vazquez

Programming Operations Manager Brendan was born and raised in Columbus, Ohio. He is a 2016 graduate of Otterbein University with a BA in Sport Management. Brendan holds his USSF ‘D’ License, NSCAA High School Diploma, and NSCAA GK 2 certificate. Brendan is a currently a member of the Olentangy Liberty Men’s Soccer Staff, responsible of the JVA team in the 2016 season. He is also a member of the Ohio South ODP District and State Staff. In the past Brendan, has been a volunteer assistant at Otterbein University, Head Coach of the Olentangy High School JVB team. Brendan has been a staff coach with Classic Eagles for the past three years working with the 2000/1999 Boys age group, the 2005/2006 Boys and Girls age groups. He is currently working with the 2001/2002 Girls and the 2004 Boys. Brendan works with many different ages and groups at SuperKick and that has lead him to appreciate the entire player development cycle, and refocuses him on the developmental points in each age group. Brendan works with SuperKids, the Technical Development Program, and the Skill and Speed Program throughout the year.

Posted by Administrator on Tue, 28 Mar 2017
tags:

This Article is Not For You

by Tony Earp, Executive Director

None of my articles are for you. None of the other articles you read are either. There is a lot of information out there about a lot of things. If you are reading this, you are probably looking for information about your child’s youth soccer experience, ways to help your team this season, or anything else I have written about in the past. All of the articles I have written, the information I have posted on Facebook and Instagram have all been about my opinions and views of youth soccer, but none of that information was written specifically for you.

When you read articles and information about youth soccer, you can find opinion after opinion about anything you are interested in reading about. It is important to remember that most of it is opinion and there are very few facts or indisputable positions. As such, there are very few absolute rights or absolute wrongs. I am not saying absolutes do not exist, but they are not as prevalent as we are led to believe.

So, when reading these articles and applying them to your child’s playing experience or how to approach coaching your team, it is important to not just accept it as fact and decide that it is the right way to guide your kid or your team. There is something to take away from each article, great information and philosophies to give you ideas and things to consider, but it is rare that any article, post, or blog perfectly fits or encompasses all the unique characteristics of your child and team.

It is not that one person’s opinion is right or one person’s opinion is wrong. It is just two different opinions. Based on personal experience, education, and their perspective on what is best. In reality, every opinion is right, and each one is wrong depending how, when, where, and why it is applied. I have found few absolute answers in anything in life, and soccer is no different.

I was listening to a cable news show the other night, and a guest was talking about how we all form opinions on incomplete information. We don’t know it all (although we like to think so). He went on to talk about how strong opinions are good, passionately defending what you believe in is important, but we have lost a sense of MODESTY in our discussions and debates. When we get to the point when anyone who disagrees with us is either stupid, uneducated, misguided, ignorant, unenlightened, or is demonized, than we have lost our own personal sense of modesty in our stances. That modesty is grounded in the fact that we do not have all the facts. Especially in regards to other people’s lives and experiences.

Many of us who write articles for coaches and parents are doing it to help improve the youth soccer experience for everyone. But, I know, and I think others do as well, that our opinions do not fit perfectly or directly relate to everyone. When you try to apply principles and practices where they do not work or apply, they fail. Not because the principles or practices are flawed, but the logic of implementing them is.

We see this across the board in all aspect of our lives. From politics, to our jobs, to schools, to money, to raising kids, and to the playing field, everyone has the “new” and “better” way to do….whatever. Granted, we are all beneficiaries of those who challenged the status quo and found sensible approaches to problems and needs, but with all the advancements and changes, we all personally find ways to incorporate them in our lives or stick to the old way. We all have our reasons, right or wrong in the eyes of others, but most of us do it because it works for us. It makes sense in our reality and in the life we desire to build.

So when I write articles, and others write articles, they are not specifically for you. I do not hope you go back and change they way you approach your child’s soccer experience or coach your team. My only hope is that you are able to take something from it that helps you with your child’s soccer experience or team. My articles have ideas you agree with or the information helps reaffirm your own opinions which are different. Either way, that is exactly what I am hoping for when writing each article.

In short, this article is not for you. None of my articles are. They do not specifically, or perfectly, apply to anyone or any situation. BUT, I hope each article spurs thought and consideration, forces you to ask hard questions of yourself and others, and helps guide you, your child, or team down the path that YOU decide is best.

Tony Earp
Tony Earp

Director Tony has a Masters in Education from The Ohio State University, is a State Certified teacher, and is a USSF C License coach. Tony was a standout player both academically and athletically at The Ohio State University, earning multiple honors both on the field and in the classroom. Tony's achievements included 2nd Team All Big Ten in 2001 and 2002, serving as Captain in 2002. Tony was named Most Inspirational Player in 2001 and 2002, as well as achieving Scholar Athlete status in those same years. Tony was a member of the 2002 MLS Draft Pool. After playing, Tony was a history teacher at Licking Valley High School in 2005 and at Dublin Scioto High School in 2006. In 2007, Tony Earp accepted a position at SuperKick as the Director of Soccer Training where he continues to serve as the Senior Director of Training managing programs, establishing training curriculums, and coaching athletes. Tony was the Head Coach for Hilliard Bradley High School boys soccer program in 2009 and 2010. In addition, Tony is a Director for Classics Eagles FC and is the Director of the SuperKick Classics Juniors Academy. With 10 years of coaching experience, Tony has developed a reputation of being a coach who motivates players to expect more from themselves and creates a training environment conducive to developing high level players.

Posted by Administrator on Sat, 18 Mar 2017
tags:

Guided Discovery

By Brendan Vazquez, SuperKick Director

I have been given an opportunity to continue my education with Ohio University and their Master of Coaching Education. Once a month, I will be sharing one of the “responses” to a prompt for the class. If you have any questions regarding the content of this article, you are more than welcome to email me at bvazquez@superkickcolumbus.com. If we have enough interest in a particular topic, there may be coaching education opportunities that we will open up to dive deeper into a topic.

This month, we are looking at Guided Discovery. Guided Discovery is part of the United States Soccer D License content, and is a part of their teaching method spectrum. The spectrum ranges from Athlete-Centered to Coach-Centered and includes ideas such as: Command and Direct, Question and Answer, Guided Question, and Experimentation.

Within the Guided Discovery method, athletes receive problems to solve, with the assistance of the coach who provides hints, direction, feedback, and/or model behavior to keep the athletes on track (Mayer, 2004). This differs from Pure Discovery methods, within the Pure Discovery method athletes would receive a problem to solve with little or no guidance from the coach. Studies have shown that in educational environments, guided discovery is more effective because “it helps students (athletes) meet two important criteria for active learning – (1) activating or constructing appropriate knowledge to be used for making sense of new incoming information and (2) integrating new incoming information with an appropriate knowledge base” (Mayer, 2004). When translated to soccer, this allows players to use their knowledge base, transform information into their current knowledge base, and leads to an understanding of the tactical concept, principle of play or technical idea (Snow & Thomas, 2007).

How this method gets utilized depends on the age group, knowledge base and training session focus. We must understand what types of hints, direction, feedback and modeling falls into the Guided Discovery method. We also need an understanding of the different types of methodologies and how they are useful.

Bloom’s Taxonomy is a system that evaluates the level of intelligence that people use in order to attain knowledge. There are two types of thinking within the system, low-order and high-order. Low-order thinking is the foundation of skills required to move into higher level thinking (Higgins, Keen, & Falk, n.d.). Related to soccer, majority of coaches will ask low-order questions (Snow & Thomas, 2007). I know that I find myself asking questions like: “What part of the foot do you use to pass?” This is an example of a low-order question. It helps players have a foundation of technical ability to use when making tactical decisions. These types of questions should be used to prepare players for high-order questions. High-order thinking requires more cognitive process in the creation of new knowledge. In order to answer high-order questions, judgement, critical thinking and problem solving skills are needed (Higgins, Keen, & Falk, n.d.).

Majority of the feedback in the Guided Discovery Model is through questions. Coaches must be skilled in the art of asking meaningful questions (Snow & Thomas, 2007). Use of high-order questions will allow players to think and self-reflect on their actions, which will allow them to develop their soccer intelligence. With younger age groups (U6-U8), our questions need to be low-order. As they are just developing (U9-U13) the foundation of knowledge that will allow them to make decisions as they get older. As they start to develop the knowledge base and technical or principles of play mastery, then higher-order questions will be introduced. As they reach the senior and mastery level (U14+), all questions should be higher-order. Challenging their perception of how to play the game and having them make deeper connections to the knowledge base they possess and the tactical decisions the game requires of them. Coaches must start with an objective in order to guide players. Coaches must have a deep understanding of the topic before they are able to ask appropriate questions (Snow & Thomas, 2007).

As a coach, I am still forming my ability to give meaningful feedback in the guided discovery model. Setting the activities to be able to ask the questions that will help players “click” with the new information and be able to sort it into their existing knowledge base. For me, that requires more time planning, evaluating and organizing my training sessions. Each one of my team training sessions are going to be planned over the course of a week, taking into account where we have been, where we are going and how to provide a bridge between those two destinations. Taking the time to reflect on what knowledge base I have with guided discovery and looking to fill the holes to become a more well-rounded coach. I currently do not have a firm grasp on this topic, to be honest. The questions that I ask, upon reflection, have been majority low-order. While this helps to establish a knowledge base for players to be able to recover in situations, it is truly not learned behaviors or actions. Just the reproduction of buzzwords that they have heard from me. My goal is to become more active in the guided discovery process for my athletes and not just a command coach. I may be asking them questions that I have not been able to find the correct order of questions for their “Aha” moments. I write this after a night of being frustrated during clinics because I could not apply the concept to what I was doing. Finding myself more in a command role, which may have been appropriate for the climate/culture that we were in. This model has opened me up to know ways of thinking about how people learn and what type of organization and preparation is required to really foster a learning environment.

Works Cited Higgins, H., Keen, J., & Falk, R. (n.d.). Bloom's Taxonomy. Retrieved from sites.google.com/site/bloomstaxonomy1 Mayer, R. E. (2004, January). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? American Psychologist, 59(1), 14-19. Snow, S., & Thomas, J. (2007, 1 1). Slidell Soccer. Retrieved 2 27, 2017, from Slidell Soccer: http://www.slidellsoccer.org/documents/1302206231.pdf

Brendan Vazquez
Brendan Vazquez

Programming Operations Manager Brendan was born and raised in Columbus, Ohio. He is a 2016 graduate of Otterbein University with a BA in Sport Management. Brendan holds his USSF ‘D’ License, NSCAA High School Diploma, and NSCAA GK 2 certificate. Brendan is a currently a member of the Olentangy Liberty Men’s Soccer Staff, responsible of the JVA team in the 2016 season. He is also a member of the Ohio South ODP District and State Staff. In the past Brendan, has been a volunteer assistant at Otterbein University, Head Coach of the Olentangy High School JVB team. Brendan has been a staff coach with Classic Eagles for the past three years working with the 2000/1999 Boys age group, the 2005/2006 Boys and Girls age groups. He is currently working with the 2001/2002 Girls and the 2004 Boys. Brendan works with many different ages and groups at SuperKick and that has lead him to appreciate the entire player development cycle, and refocuses him on the developmental points in each age group. Brendan works with SuperKids, the Technical Development Program, and the Skill and Speed Program throughout the year.

Posted by Administrator on Mon, 27 Feb 2017
tags:

Specialization: The Multi-Sport Athlete

by Tony Earp, Executive Director

There has been a lot of research and articles about the dangers of kids specializing in sports too early in hopes for a future career in the sport or scholarship opportunities down the road. Outside of physical and mental burnout, risk of more injuries, and the “fun” being removed from the game, many players deal with pressure from adults to excel on the playing field. The game becomes more about the adults than it does about what is best for the kids. The good news is that it seems parents are taking note and kids are doing other sports or activities throughout the year. The problem is that it seems an important step was skipped. Now instead of doing just one sport, kids are “specializing” in multiple sports. In other words, we forgot to take anything away, and we just keep adding on to the problem.

The idea is correct. It is important for players to play and experience different sports and activities as they grow up. Outside of developing better athletes, it helps prevent overuse injuries and creates well-rounded individuals with a more diverse youth sports experience.

The move away from early specialization and its benefits relies on a child playing multiple sports or activities, but not necessarily multiple at the same time. This is the detail that was overlooked by some and now kids are not specializing in just one sport, but are specializing in many sports. In some cases, the situation has gone from one extreme to the other.

With this comes a new kind of burnout and over-scheduled kids who are training 4 plus hours a night in multiple sports. They run from basketball practice to soccer practice, or lacrosse practice to baseball practice, or track to volleyball. Parents do their best to try to manage the schedules and avoid overlap as much as possible so the kid can avoid missing a game or practice for both sports.

The demands of one practice, workload, intensity, what is physically or mentally targeted, is not at all coordinated with the other practices and game schedules. One practice may be a walk through before a game or recover day after a game, and the other practice could be a physically intense session with a lot of fitness oriented activities. In this case, both coaches, are trying to do what is best for their players, but since it is two separate sports with two different schedules, one practice can be very counter productive to the other. In short, it is much harder, and almost impossible, to manage the player’s mental and physical well being due to their being no collaboration between the coaches and sports.

This is not the coach’s fault as most run their teams and seasons in relation to just that season and team. It would be a tall order for coaches to manage their teams and players based on everyone’s extra sports or activities. It falls on the responsibility of the parents and the players to manage their schedules to make sure there is a good balance between both sports and life outside of sports.

Some players who do this are not playing sports on two “competitive” teams, but instead, are playing with one competitive or travel team while the other team is more recreational. Obviously the demands of recreational sports and competitive sports is often very different, but when combined can still create a situation where a child is over-scheduled and not getting the proper rest throughout the week in relation to one sport or the others.

The other issue arises when the athlete is very good at both sports. Often, it can become inappropriate for a player to play at the recreational level of a sport because of their level of play. It can lead to a negative experience for the player, his teammates, and other teams in the league if a player has clearly outgrown this level of play. The player can be seen as a “ringer” and does not belong due to running up high scores or clearly dominating even the next strongest players.

If a player is good and loves to play multiple sports, and they overlap in seasons, then what do we expect the parent or player to do? Pick? This could be an impossible decision for both. Playing at the recreational level at any of the sports is not fun for the player or really that appropriate, and playing competitively at both sports is not appropriate for the physical and mental health of the athlete. It becomes a very tough decision, so it is understandable for the player to try to both even though it could be too much.

To help with this problem, sports need to offer competitive options that are not yearly or multiple season commitments. This would give players more options to play and train at a level that is appropriate for them, while not having to stack the same sports in the same season. Coaches and programs would need to allow flexibility for kids to play just for a single season or not train in the “off-season” without it being seen as a lack of commitment or dedication to their sport or a lack of drive to improve.

Instead, it would be supporting the multi-sport platform and the benefits that come with it that have been well documented. There will still be players who just participate in a single sport and train more than others, but that does not mean that those players will necessarily have an advantage over the kids who do not train year round. But, it also could mean that they do, but that is ok, because that is how it goes sometimes.

Every player is different and every situation is different, so players who want to, and do, play multiple sports, need to be handled according to what is best for that particular player. With that said, it has to be recognized that there are additional dangers with kids playing multiple sports that overlap in season. Just like a player who specializes and is just playing one sport without rest, a player with multiple sports and no rest could be in an even more developmentally inappropriate situation that can have more negative effects than just playing one sport. There can be additional wear and tear on the body. In reality, the training and time has just doubled… along with diversifying the experiences. The real goal would be to diversify in sports without drastically adding to the number of hours/time spent training and playing to create the most developmentally ideal and safe playing experience possible.

In short, there are issues with specialization, but there can be even more issues with playing multiple sports at the same time. It is all about balance which is what the original push against specialization was based on. Although you want to be careful not to paint everyone with the same brush. What is right for one person is not right for another. Although, most agree that a proper balance needs to be struck between sports and other aspects of life. Especially when the push to play one sport or multiple sports is coming from adults with goals of making higher level teams, scholarships, professional contracts etc, there are a lot of adverse effects to the child.

We do not want to acknowledge the dangers of specialization, but at the same time, have kids stretched thin between multiple sports and only point to the benefits. The benefits of being a multi-sport athlete can quickly diminished by the overwork and fatigue placed on the body. We want to be careful we do not move from one extreme side of spectrum of youth sports to the other.

Kids can play one sport, or play multiple sports, but parents and coaches need to be constantly monitoring the player’s physical and mental condition. The player must be enjoying the experience and growing within that experience. It should be self-driven, and not externally driven. The player has to want it, not just the coach and/or parents.

As a child who loved one sport, I understand what it is like to have a passion for something and pursue it relentlessly. It has sacrifices and struggles, but I never did it for any other reason except that I loved it. I do not think that is right for most kids. And, what about the child who is truly passionate about multiple sports or activities? Do we deny the opportunity to pursue both? I think that is a hard thing to do.

In the end, we do not want to push kids in specializing in one sport because we think it will help them achieve more, and we also do not want to push kids into playing multiple sports because new research shows it is better for them and many high level athletes played multiple sports. The common ground there is the word PUSH. It is the PUSH from adults and coaches that make either scenario inappropriate for the child.

Know your child. Know your players. Make decisions based on what is best for them and what they love to do and are passionate about. Do not make decisions or push one way or the other out of fear your child or team will be left behind or will lose opportunities to be successful.

Tony Earp
Tony Earp

Director Tony has a Masters in Education from The Ohio State University, is a State Certified teacher, and is a USSF C License coach. Tony was a standout player both academically and athletically at The Ohio State University, earning multiple honors both on the field and in the classroom. Tony's achievements included 2nd Team All Big Ten in 2001 and 2002, serving as Captain in 2002. Tony was named Most Inspirational Player in 2001 and 2002, as well as achieving Scholar Athlete status in those same years. Tony was a member of the 2002 MLS Draft Pool. After playing, Tony was a history teacher at Licking Valley High School in 2005 and at Dublin Scioto High School in 2006. In 2007, Tony Earp accepted a position at SuperKick as the Director of Soccer Training where he continues to serve as the Senior Director of Training managing programs, establishing training curriculums, and coaching athletes. Tony was the Head Coach for Hilliard Bradley High School boys soccer program in 2009 and 2010. In addition, Tony is a Director for Classics Eagles FC and is the Director of the SuperKick Classics Juniors Academy. With 10 years of coaching experience, Tony has developed a reputation of being a coach who motivates players to expect more from themselves and creates a training environment conducive to developing high level players.

Posted by Administrator on Wed, 15 Feb 2017
tags: Soccer, youth soccer, coaching, sport

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