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Results or Development?

7/9/2023

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I've been involved in coaching at both senior and junior level, and have watched from the sidelines with my own kids playing under other coaches.
I'm always intrigued with the idea of at what age with juniors do you start to become more structured from a team point of view and results become more important than all players being given equal opportunity.
For me personally, coaches should never mention win or loss at any level. The players are out there trying their best and that's all that matters. Whatever happens, happens.
Coaches with a large core of young players at senior level can get caught between wanting to develop players individually, but then also wanting the winning result. For mine, I'm not sure you can have it both ways.

The only thing consistent about young athletes is that they're inconsistent!

I believe if you develop the individual, the rest from a team point of view should take care of itself. All players develop in their own way and time. You can't force it.

In regards to juniors, I've seen coaches fall into the trap of pigeon holing players very early. Even as young as 10 years. These are kids that aren't even sure if they like the sport yet or not.
With so many other sports and activities grabbing the attention of kids, we have an obligation to ensure that they enjoy themselves when playing cricket and hope they come back the next week for more.
It's a catch 22 at what age you start to help kids try to find their place in the line-up. 
I tend to think at the Under 14 age group we start to look at where players are most suited. E.g. top order bat, opening bowler, wicket-keeper etc.
Speaking with the kids and getting a gauge on what they want to do and enjoy is your first point of call. At the end of the day if they're not enjoying it, they won't ever perform.

The first sign you're doing a good job as a coach is if the players return the following season.
​- Paul
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    Paul Colbert is a Level 2 accredited Cricket Australia Coach with experience at junior, senior, and representative levels.

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