The greatest transfer speculation in soccer’s recent (or possibly all) history has finally happened and the 6 time Ballon d’Or award winner has made his move to PSG from the club he joined as a 13 year old. Earlier this month, Barcelona said that Messi will not be staying at the club “because of financial and structural obstacles”. However, it’s not the timing or the transfer fee which grabbed my attention; it was the tears in the final interview as a Barcelona player.

What factors were at play to see one of the greatest ever players be in tears to leave this home of 21 years? What cultural or coaching influences created such a strong bond to see Messi in tears to leave? What coaching methodologies could we introduce or adopt to see this level of commitment and passion towards our team or club culture?

Toyoko Olympics is underway and Aussie’s focus has started in the pool. As the medal tally starts to grow, as does media and public attention. As reported in many sports channels, Dean Boxall is the QLD based swim coach who just became the newest sports meme around the world. His now famous and emotional reaction when Ariarne Titmus touched ahead of fierce rival, US legend Katie Ledecky, to claim gold in the 400m freestyle final is one of the moments of the Toyoko Games thus far.

With both a large number of elite swimmers under his wing and this publicized punishing schedule, what ideas or techniques from sports research shows that caring, even loving coaches can still develop high performances on the biggest of stages? How do caring coaches create competitive athletes??

How does ecological dynamics translate or what does it mean for grassroot or age grade coaches? How can we as coaches introduce some of these ideas in our daily practice? What small steps or initial ideas can we introduce to allow our athletes to explore and find new information, ideas or techniques to overcome task, environmental or individual constraints?

Pep Guardiola and Jurgen Klopp, managers at the highest level, still address some key areas around coach-athlete relationships, which includes ensuring the players are enjoying the game while technically developing the individuals but show immense pride in being involved in the development of people as opposed to solely players which all comes back to understanding whom is standing in front of you. Drawing upon a previous blog article, let’s focus on how we’re coaching as opposed to what we are coaching; how can we adjust our focus to the how and to whom we coach, rather than the specific content or focusing solely on the what aspects such as technical, tactical and strategic aspects?

Getting out and about with some age grade coaches recently led me to ask some interesting questions; are we creating environments create better people as well as better players? Are we allowing them to express themselves, try and fail in many scenarios to develop creativity and commitment to their own development? Are we creating psychologically safe environments to explore and test skills for both on and off the field? Are we as coaches committed to creating passionate artists, willing to explore and test their ideas and skills, or conforming programmers, focused on the perceived correct ideas and techniques, offering standard outcomes with minimal risk?