Corinthian Creative Coaching is live. Self-guided courses. Analysis. Design support. For coaches building something of their own. https://t.co/oKZiZwVS30

Creative risk-taking rests on confidence, curiosity, and opportunity. When players feel supported in the moments between action and idea, creativity becomes part of how the team learns.

𝗧𝗮𝘀𝗸 𝗗𝗲𝘀𝗶𝗴𝗻𝘀 𝗧𝗵𝗮𝘁 𝗪𝗲𝗹𝗰𝗼𝗺𝗲 𝗥𝗶𝘀𝗸 •Build games that allow alternative solutions to appear. •Use variable constraints that reward experimentation. •Add short reflection pauses so players can process decisions.

𝗜𝗻𝘁𝗲𝗿𝗮𝗰𝘁𝗶𝗼𝗻𝘀 𝗧𝗵𝗮𝘁 𝗘𝗻𝗰𝗼𝘂𝗿𝗮𝗴𝗲 𝗩𝗼𝗶𝗰𝗲 •Ask players what they noticed or what they might try next. •Invite small groups to discuss options before restarting a task. •Give players chances to shape small elements of the game.

𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲 𝗧𝗵𝗮𝘁 𝗦𝘂𝗽𝗽𝗼𝗿𝘁𝘀 𝗘𝘅𝗽𝗹𝗼𝗿𝗮𝘁𝗶𝗼𝗻 •Highlight intention and perception in your feedback. •Reinforce attempts that show initiative or new solutions. •Use wording that opens possibilities rather than closing them.

𝗖𝘂𝗹𝘁𝗶𝘃𝗮𝘁𝗶𝗻𝗴 𝗣𝘀𝘆𝗰𝗵𝗼𝗹𝗼𝗴𝗶𝗰𝗮𝗹 𝗦𝗮𝗳𝗲𝘁𝘆 𝗳𝗼𝗿 𝗖𝗿𝗲𝗮𝘁𝗶𝘃𝗲 𝗥𝗶𝘀𝗸-𝗧𝗮𝗸𝗶𝗻𝗴 Creative actions grow when players feel able to explore ideas. When the environment supports experimentation, players take initiative, test new possibilities, and expand

𝗠𝗼𝘁𝗶𝘃𝗮𝘁𝗶𝗼𝗻 𝗕𝗲𝗳𝗼𝗿𝗲 𝗠𝗲𝘁𝗵𝗼𝗱 Creative act sits on three foundations: 𝗦𝗸𝗶𝗹𝗹, 𝗧𝗵𝗼𝘂𝗴𝗵𝘁, 𝗮𝗻𝗱 𝗠𝗼𝘁𝗶𝘃𝗮𝘁𝗶𝗼𝗻. 𝗦𝗸𝗶𝗹𝗹 gives players the tools to shape the game. 𝗧𝗵𝗼𝘂𝗴𝗵𝘁 gives them the ability to connect and adapt. 𝗠𝗼𝘁𝗶𝘃𝗮𝘁𝗶𝗼𝗻

𝗠𝗮𝗸𝗶𝗻𝗴 𝗜𝘁 𝗦𝘁𝗶𝗰𝗸. A player can look fluent in training yet struggle to reproduce the same moments later in the week. That gap often comes down to two kinds of learning strength: what’s easy to recall right now, and what’s stored deeply enough to endure. In training,

𝗦𝗲𝗲𝗶𝗻𝗴 𝗪𝗵𝗮𝘁 𝗢𝘁𝗵𝗲𝗿𝘀 𝗗𝗼𝗻’𝘁 In football, creativity often comes down to perception. The best players see more of what’s happening. When perception is narrowed, players fall into predictable habits. When it widens, the game opens up. 𝗛𝗼𝘄 𝘁𝗼 𝗧𝗿𝗮𝗶𝗻

𝗣𝗿𝗮𝗰𝘁𝗶𝗰𝗮𝗹 𝗪𝗮𝘆𝘀 𝘁𝗼 𝗣𝗹𝗮𝘆 𝘄𝗶𝘁𝗵 𝗧𝗶𝗺𝗲 • Short, tight games for tempo, anticipation, and quick play. • Medium rounds to build rhythm and shared understanding. • Longer blocks to stretch focus and explore problem-solving under fatigue. • Adjust pitch size

𝗟𝗼𝗻𝗴𝗲𝗿 𝗽𝗵𝗮𝘀𝗲𝘀 𝗮𝗻𝗱 𝘄𝗶𝗱𝗲𝗿 𝘀𝗽𝗮𝗰𝗲𝘀 𝗯𝗿𝗼𝗮𝗱𝗲𝗻 𝗮𝘄𝗮𝗿𝗲𝗻𝗲𝘀𝘀. Players must sustain concentration, manage fatigue, and solve larger problems caused by space. Endurance of thought develops alongside endurance of movement. 𝗩𝗮𝗿𝗶𝗮𝗯𝗹𝗲 𝘁𝗶𝗺𝗲

Changing how long an activity runs changes the state of the player but so does altering the space, the numbers, and the pace of transitions. These elements combine to create the tempo of learning. 𝗦𝗵𝗼𝗿𝘁𝗲𝗿 𝗽𝗲𝗿𝗶𝗼𝗱𝘀 𝗮𝗻𝗱 𝘁𝗶𝗴𝗵𝘁𝗲𝗿 𝘀𝗽𝗮𝗰𝗲𝘀 𝗶𝗻𝗰𝗿𝗲𝗮𝘀𝗲

𝗗𝗲𝘀𝗶𝗴𝗻𝗶𝗻𝗴 𝘄𝗶𝘁𝗵 𝗧𝗶𝗺𝗲: 𝘁𝗲𝗺𝗽𝗼, 𝗿𝗵𝘆𝘁𝗵𝗺, 𝗮𝗻𝗱 𝘁𝗵𝗲 𝘁𝗶𝗺𝗶𝗻𝗴 𝗼𝗳 𝘁𝗮𝘀𝗸𝘀 Time shapes how players experience the game. Through it, coaches can tune intensity, rhythm, and attention - creating distinct types of focus and decision-making. 🧵

𝗔 𝗴𝗼𝗼𝗱 𝘀𝗲𝘀𝘀𝗶𝗼𝗻 𝗺𝗮𝗸𝗲𝘀 𝗽𝗹𝗮𝘆𝗲𝗿𝘀 𝘁𝗵𝗶𝗻𝗸, 𝗮𝗱𝗮𝗽𝘁, 𝗮𝗻𝗱 𝗴𝗿𝗼𝘄. The measure of learning is rarely visible in the moment but you can feel it in the questions, the risks, and the curiosity that start to appear.

𝗪𝗵𝗮𝘁 𝘁𝗼 𝗼𝗯𝘀𝗲𝗿𝘃𝗲 𝗶𝗻 𝗬𝗼𝘂𝘁𝗵 𝗧𝗿𝗮𝗶𝗻𝗶𝗻𝗴 • 𝗔𝗿𝗲 𝗽𝗹𝗮𝘆𝗲𝗿𝘀 𝗿𝗲𝗮𝗰𝘁𝗶𝗻𝗴 𝗼𝗿 𝗿𝗲𝗮𝘀𝗼𝗻𝗶𝗻𝗴? • 𝗔𝗿𝗲 𝗱𝗲𝗰𝗶𝘀𝗶𝗼𝗻𝘀 𝗿𝗲𝗽𝗲𝗮𝘁𝗲𝗱 𝗼𝗿 𝗲𝘃𝗼𝗹𝘃𝗶𝗻𝗴? • 𝗗𝗼 𝗰𝗼𝗻𝗱𝗶𝘁𝗶𝗼𝗻𝘀 𝗽𝗿𝗼𝗺𝗼𝘁𝗲 𝗮𝘂𝘁𝗼𝗻𝗼𝗺𝘆 𝗼𝗿

𝗜𝗺𝗺𝗲𝗱𝗶𝗮𝘁𝗲 𝘀𝘂𝗰𝗰𝗲𝘀𝘀 𝗱𝗼𝗲𝘀𝗻’𝘁 𝗮𝗹𝘄𝗮𝘆𝘀 𝗺𝗲𝗮𝗻 𝗹𝗼𝗻𝗴-𝘁𝗲𝗿𝗺 𝗴𝗿𝗼𝘄𝘁𝗵. Sometimes a session with mistakes, problems, and confusion is doing more for development than one that runs perfectly. The question isn’t only “Did it work today?” but “What

𝗜𝗻 𝘆𝗼𝘂𝗿 𝘁𝗿𝗮𝗶𝗻𝗶𝗻𝗴 𝘀𝗲𝘀𝘀𝗶𝗼𝗻𝘀, 𝗱𝗼 𝘆𝗼𝘂 𝘀𝗲𝗲 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗼𝗿 𝗽𝗲𝗿𝗳𝗼𝗿𝗺𝗮𝗻𝗰𝗲? In youth football, success in training can look very different depending on what you value. A session that looks smooth, tidy, and efficient might feel satisfying but

Emergence asks us to trust the system and the player. In your sessions, what patterns have surprised you - ones you didn’t plan - but were exactly what you’d hoped would develop?

𝗣𝗿𝗮𝗰𝘁𝗶𝗰𝗮𝗹 𝗦𝘂𝗴𝗴𝗲𝘀𝘁𝗶𝗼𝗻𝘀 Here are a few ways you can foster emergent learning in your session design: • 𝗨𝘀𝗲 𝗿𝗲𝗽𝗿𝗲𝘀𝗲𝗻𝘁𝗮𝘁𝗶𝘃𝗲 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗱𝗲𝘀𝗶𝗴𝗻 - mimic key elements of the match (space, decision pressure, variability) so that patterns

𝗪𝗵𝘆 𝗘𝗺𝗲𝗿𝗴𝗲𝗻𝗰𝗲 𝗠𝗮𝘁𝘁𝗲𝗿𝘀 • 𝗡𝗼𝗻-𝗹𝗶𝗻𝗲𝗮𝗿𝗶𝘁𝘆 𝗼𝗳 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 - Small changes in constraints can lead to big shifts in behaviour. Progress isn’t smooth or predictable. • 𝗣𝗲𝗿𝗰𝗲𝗽𝘁𝗶𝗼𝗻–𝗮𝗰𝘁𝗶𝗼𝗻 𝗰𝗼𝘂𝗽𝗹𝗶𝗻𝗴 - Players constantly sample

𝗘𝗺𝗲𝗿𝗴𝗲𝗻𝗰𝗲 𝗶𝗻 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 - 𝗵𝗼𝘄 𝗽𝗮𝘁𝘁𝗲𝗿𝗻𝘀 𝗮𝗿𝗶𝘀𝗲 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 𝗽𝗹𝗮𝘆 When players 𝗮𝗰𝘁, 𝗲𝘅𝗽𝗹𝗼𝗿𝗲, 𝗮𝗻𝗱 𝗮𝗱𝗮𝗽𝘁 within subtly shifting conditions, 𝗺𝗼𝘃𝗲𝗺𝗲𝗻𝘁 𝘀𝗼𝗹𝘂𝘁𝗶𝗼𝗻𝘀 can self-organize. In other words,