Youth soccer parents will be difference makers when it comes to improving youth soccer. All parents and spectators must learn about sideline behavior and our role in providing a game-day experience for players and referees that is conducive to learning, enjoyment, and inspiration.

There is a lot of emotion coming from the sidelines. We want our children to do well and succeed. Plus, it’s fun to watch them perform. So, we become emotionally invested in the game we are watching.

However, we need to pause for a moment and ask ourselves if the outward manifestation of emotion we feel watching our children play soccer is beneficial. Does cheering, directing, coaching, pacing up and down the sidelines, jumping, and screaming help our children? Is that what they need at the moment? Does our sideline behavior help children learn or does it harm their learning experience?

At Soccer Parenting we’ve developed an entire program for parents around game day behavior called The Sideline Project. The Sideline Project categorizes sideline behavior into three buckets: Supportive, Distracting, and Hostile. There is confusion among spectators, parents, and even coaches when it comes to the difference between supportive, distracting, and hostile behavior so let’s take a moment to define them.

Hostile behavior is yelling or showing aggressive behavior toward referees, players, coaches, and other spectators. We are clear on hostile behavior and agree it must end.

Supportive behavior is cheering after positive outcomes, not while children are in the middle of competing. Examples of supportive behavior are “Good Job!” “Keep working hard” “Go, team!” We encourage supportive behavior if your child is okay with it. Some children want to hear encouragement and praise from their parents, others do not. Have a conversation with your child and ask them what they want from you.

While hostile and supportive behaviors are easily recognizable, there is confusion around distracting behavior. Simply put, distracting behavior is talking to the players on the field when they are in the middle of competing. Examples of distracting behavior are “Go to the ball!” “Shoot!” “Get rid of it!” Just like hostile behavior, distracting behavior must end.

Distracting behavior from spectators and coaches limits learning opportunities. While it may appear helpful, the research is clear*, too often telling a player what to do negatively affects long-term cognitive growth, especially when this instruction is poorly timed or not accurate in nature. Players must be allowed to figure it out on their own and therefore learn from the decisions they make on the field – as that will be the most impactful way for them to learn.

Distracting behavior serves one primary purpose – to alleviate the stress parents are feeling on the sidelines! 

Will you commit to ending your distracting sideline behavior? If you do, how will that improve the learning environment of players and referees? Will a supportive sideline, free from hostile and distracting behavior, help players feel more joy and inspiration? We all must ask ourselves: What is best for the players? After all, it’s their game, not ours.

Literature
*Schmidt, R.A. (1991). Frequent Augmented Feedback Can Degrade Learning: Evidence and Interpretations. In: Requin, J., Stelmach, G.E. (eds) Tutorials in Motor Neuroscience. NATO ASI Series, vol 62. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-3626-6_6