the+necessity+for+intensity

2015 Copyright Totaalvoetbal Concepts, LLC

The Necessity for Intensity

By: Jon Townsend

What does intensity mean in relation to soccer? Most people equate intensity to aggression and while there are

shared elements between the two, the core implementations of each are not the same. Intensity, for many players, is

culled out in their early years when fundamentals are marginalized and often skimped on by coaches and collective

attitudes. Intensity itself is a skill that must be honed and channeled appropriately and to do so takes an immense

amount of application, self-monitoring, and self-study.

It is imperative that a player learn not just to train, but how to train. To make any degree of marked progress an

individual likely has to separate from the crowd in the right ways. In other words, the degrees of separation between

Player A and Player B will become more apparent as the stakes and skill level rises. At the higher levels a player is

assessed not only on how they play, but also how they train. To stand out, impress, and cement one’s self onto a

roster, earn a scholarship, garner more playing time, or continue their ascension in soccer, they have to be able to

train and play with intensity in just about every facet of the game.

To further demonstrate this point, consider the skill of passing and receiving. The more intensely a player can train

and hone these skills early and often, the more likely they will translate the requisite focus, energy, and successful

execution of the skills in meaningful competition. Concurrently, the player who goes through the motions and is

casual in their approach will likely panic or be a bottleneck on the field – thus making them a liability and ultimately,

surplus to requirements.

On a more cerebral level, intensity, when honed and added to a player’s soccer DNA, keeps that player honest and

self-motivated. Oftentimes, players begin to lean on what they have been gifted with naturally, which are likely

physical tools or a creative mind (hopefully both). However, nobody can control their physical stature and size to the

degree coaches around the country will be appeased. The reality is coaches still rely on the “bigger, faster, stronger”

player over the “smarter, smoother, sound” player. This will not change – no matter people say, what styles of play

are popularized, and what we want – the sporting landscape has deep roots in the overtly athletic over the supremely

skilled. This is why intensity is so important – it is a differentiator, a catalyst for all players to ensure they do enough

to keep themselves relevant. The worst thing a player can do is play down the level of the opponent, their team, and

their coach’s [in]abilities – and intensity helps mitigate these pitfalls.

Early in a player’s development, the game is raw and fun. The seemingly mundane skills like receiving the ball (often

called “trapping” which is an inane term for the skill) or connecting a short pass are tasks players enjoy learning. In

good environments, players learn through patient yet relevant repetition from coaches who model the skills

appropriate and allow time for questions, errors, and ultimately, true growth and skill-acquisition. In bad environments

– and these far outweigh the good ones – fundamentals are introduced, rushed through, practices are influenced by

externalities (parents, innate desire of a coach to win over learn, feelings that fundamentals are easy to rush, etc.)

often resulting in a decrease of time, repetition, and learning opportunities for a core foundational part of the game.

So what does this have to do with intensity?

In good environments, details or rather, the attention to detail is of high value. Foot placement, starting position,

tempo, technique, and organization – all of these are factors. However, there is one factor many have not accounted

for – entry attitude. Entry attitude is what a player “brings to the table”, so to speak. Apathetic players are often “drill

killers” and treat their attendance like the chore it is (in their mind). Motivated players take the simple tasks with vigor

and a certain sense of zeal – these are the players who listen and take pride in their ability to listen to and absorb

instruction, deal with mistakes, raise their level of play, and are aware of their treatment of peers and coaches.

A player who is intense will take the simple things seriously to the point they likely don’t see the simple things as very

simple. This is a trend of all elite players – they master the fundamentals to such a degree they are reliable in all

situations. Intensity comes into play when a small player “plays big” – which means they demand the ball to feet, are

willing to move that much more to find the game, and demands more out of themselves and their teammates.

Intensity is a necessity. Intensity will enable a player to be respected by their teammates to the point those

teammates rarely doubt their ability and decisions. There is no such thing as indifference regarding intense players.


Furthermore, intense players and coaches are NOT egomaniacs. They are “in the moment” (or in the zone) more

often than not and when they aren’t focused or performing well, they find a way to acclimate themselves. Intensity, for

a player, takes a high level of personal pride and accountability and if you’re reading this right now, that means

you’ve made the decision to seek out answers few others will.

The following list is for players to apply to their game:

1. Be better, not bitter. This means you will have an opportunity to get better every day. It also means you

may fail more than you’d like to – don’t be bitter and shut down, be better. Figure out why something is not

going your way and develop a strategy for improvement (this extends to the technical, physical, tactical, and

psychological).

2. Harness your fears. What is there to fear? Not making the team? Not winning a trophy? Not being praised?

Fear is crippling and we all need a certain degree of fear to make ourselves better, however, we mustn’t let

fear dictate our direction. Nervousness and fear are two different things. One is a feeling; the other is a state

of being.

3. Set small targets. Set targets for yourself that you can accomplish today. Those little marks of progress are

like money in the piggybank. Save up enough and you’ll be able to wield more purchasing power. Use

intensity to keep your game sharp. Serious players don’t really have an “off season”, always have “bad

days”, and never let themselves off the hook.

4. Just have days. Part of being intense is being realistic. There is always going to be someone better, more

prepared, bigger, faster, stronger, more skilled than you. So what? You know this – and if you didn’t, I

suggest you come back to Planet Earth. Learn to extract what you can out of every day you play the game.

Think about ways to invest in your game actively every day. This could mean watching a match over again,

writing about it, going out and playing for an hour with a new group of people at the park, working on that left

foot until it’s as good as your right foot.

5. Listen like you play. This means you listen to your coach like you play the game. If that’s poorly, guess

what – your play will reflect it. Do not think you are too good for coaching advice. Even if you don’t agree, try

to be mature and see the coach’s perspective and extract the good parts from the message. If you listen

with intensity and concentrate on the task at hand, the game begins to play itself out – you’ll have to do less

thinking.

6. Complain less. This is a twofold point. One, embrace the challenges. Preseason, conditioning, field

conditions, cold weather, bad teammates, tight boots, hack opponents, these are part of the game.

Complaining solves very little. Furthermore, don’t entertain complaints from others. Misery loves company.

Focus on what you can control and play the game.

7. Learn to be a great teammate. Would you be able to handle your attitude at your worst? So, how will

others? Try to see things in such a way your teammates see you as an asset, not an enemy. Talk to them

before training and games – if you know they have difficulty with something, help them. Avoid unnecessary

conflict. The same applies with your coach.

8. Know your role. Are you a playmaker, striker, defender, role player, bench player? Figure that out and then

figure out why. If you find yourself being a jack of all trades, master of none, be warned, you will be used as

such. There is value to being versatile, but you want to be utilized to your maximum potential in your best

position. That means OWNING that position. Don’t just tell your coach you’re a great center mid, show them.

9. Get serious or get lost. The best players are the ones who take their game to another level in terms of

seriousness. This does not mean every training session is a Cup Final or make-or-break. It does, however,

mean that serious players do not just go through the motions. They don’t let 1-0 losses in high school deter

them and pollute their memories. If you aren’t serious about your own development, why should anyone else


be? It takes intensity to get to this level.

10. Avoid the “Kitchen Table Coaching Session”. This is tough because it’s important for parents to talk to

their children about the game. However, when the conversation turns into a negative interaction where

everything is “me against the world” or “coach doesn’t like me/know what they’re doing/out to get me”

understand that you are NOT developing the social skills you will need in the future. Vent if you must, but

don’t let things spiral out of control – that makes respecting your coach as a person harder.

So, how does one “develop” or “coach” intensity? The following are methods that can and should be used to get the

most out of player performance AND coaching opportunities (contact hours).

1. Show, don’t tell.

This is simpler said than done. Good coaching and good learning necessitate a degree of modeling. Modeling a

skill ensures: a). the coach knows what is going on (modeling exposes bad instruction delivery/poor

planning/inadequate communication) b). Players can see something performed the right way at the right speed.

This helps them “trust” the coach as an authority and provides essential visual cues necessary for maximum

learning.

Coaches who can intently and intensely show players what they expect of them can establish a high level of

respect, can let their actions do the talking, eliminate the need to “yell” (this is ineffective 99% of the time). If you

want players to learn how to establish a good starting position, show them. Most players, especially young ones,

are told a million things they cannot, will not, and do not retain.

Lastly, make the players the models as much as possible. This enables players to become leaders and instills in

them a sense of pride in front of their teammates and peers. It is also a confidence booster and when (not if) they

make mistakes, the coach can help them – thus establishing a crucial opportunity for players to not play in fear of

making a mistake and any subsequent reprimand.

Perform these skills or concepts at “the speed of soccer”. Remember, if you want them to play crisp passes or

play sharp, you had better show them what crisp passing and sharp play look like.

2. Lead by example.

Players are constantly taking in visual and auditory cues – whether they know it or not – and a coach has an

excellent opportunity to provide more positive cues than negative ones. By showing up early (on-time is late),

being organized, and implementing a degree of intensity or seriousness during training and match preparation, a

coach can lay the groundwork that intensity is a measured skill. When a player makes a mistake, shows up late,

has a bad attitude, intensity can help deal with the situation in a wonderful way. For example, a player who talks

back to a coach is looking for an argument, looking to be the distraction, and wants a reaction they feel their

behavior warrants. Matching snarky attitudes with snarky attitudes is a recipe for disaster and a sign of coaching

immaturity. Seize the opportunity to be firm, fair, and blunt with the player. Intensity in instruction is less about

punishment and more about illustrating the bigger point to the team as a collective. If you don’t play “the game”

the insubordinate player (or parent) wants to play, you illustrate to others not to play it either. Remember, it’s not

about taking sides, it’s not a debate – it’s about the task at hand, which is a teaching-learning collaboration.

3. Raise the stakes.

Players are products of their environment and coaches cannot depend on players to “be the exception” all the

time. Intensity here can be applied by assessing when players are going through the motions and distinguishing

why well before engaging them. If the drill is too complicated, the players are too tired, lazy, unskilled, or

apathetic and distracted, reaffirm the importance of an exercise by exposing why they must learn it.

Scenario A: Players don’t believe standing on the right side of a cone or marker is important in a passing drill.

You have options here: a). Let them continue to cheat the drill (and themselves) b). Intervene skillfully and use a

player in place of the cone so that the player HAS to step around and/or separate to receive the ball.


Scenario B: Players want to shoot at the end of practice and keep asking when they will get to shoot.

Fundamentally, this is flawed as shooting should be implemented throughout training and could also be a

standalone training session on its own. Challenge the players skillfully and intensely by putting the question back

to them: “Why do you want to shoot so badly?” They will proffer a myriad of answers. Consider illustrating the

value of shooting is only as good as their ability to get themselves into positions to shoot.

For example, they want to shoot because it’s glamorous, not physically taxing, and they come from environments

where they are conditioned to shoot via a prompt at every opportunity (think about parents yelling from the

sideline when a player is in the attacking third).

Set-up a scenario where defenders must defend (to score a point) and attackers must score or hit the target. Add

service and running into the exercise. Add active and passive defending. Take breaks every few minutes to

reshape, reapply, and reinforce the good parts and any necessary improvements. Your job is to disassociate the

player from seeing shooting as a time to chill-out or relax. Add intensity and up the stakes to the task.

4. Understand that apathy is a death wish.

There are many things a coach cannot control. One of these is entry apathy – what a player shows up feeling on

a given day. Some players are apathetic by nature – their biology is in flux and they are chemically erratic during

adolescence. Other times, there are tangible factors of influence affecting their behavior. A coach’s job is to

coach, not counsel – however the human side of coaching makes it a vocation.

Illustrate through a method of your choosing: tell a brief story with a lesson (make it up if you have to), interview

the player to ascertain their reasons for playing (do this creatively – have them write it down independently),

explain that soccer is meant to be enjoyed and it’s meant to challenge them. This is NOT the chance for them to

reveal their every doubt and concern in life during a session – training is for work.

Plant the seeds and move on. When a player feels you are their audience all the time, you begin to lose the

effectiveness of your “coaching side”. The role of intensity here is vital. Players who have apathetic coaches or

parents will themselves be less motivated. Be vibrant, animated, mature and give demonstrate through good

leadership and professionalism that apathy has very little place in your sessions.

5. Listen to the message not the delivery.

Coaches must learn to control their delivery of a message, but players must learn to extract the message

regardless of the delivery. The responsibility is on both parties. Intensity cannot bleed over into aggression –

aggression is a reaction and defense mechanism. Intensity is a tool. Use it to dictate good interaction and to

motivate players.

Most of the time a player will crumble when they are shouted at – while this is normal, there must be a common

establishment that speaking loudly does not mean you are mad. Tone is important so be careful and selective.

Also, seize the opportunity to use a carefully-executed surge – this is where you illustrate an example at the

expense of “being nice”. This is ONLY effective if there is something to be learned. Yelling and screaming has an

inverse effect if a coach does it all the time. Also, if the team or players did the right things but the result or

outcome wasn’t what anyone had hoped…consider asking the players to tell you what happened instead of

pointing out the obvious. It’s their game; you are an agent of instruction.

6. “It’s not a debate.”

Players have a response or opinion to everything you present. This is tricky territory; however, you are in control.

With careful planning and good instruction the question a coach will receive is “how do I do this?” instead of “why

do I have to do this?” As with the other steps, never pass up on opportunity to illustrate the importance of what

you are doing – this is also a great opportunity to teach instead of coach.

Parents are another audience a coach (and player) must leverage. They will ask you about playing time, tactical

decisions, everything is eligible for questioning – you must decide whether to entertain those questions. Be firm,


be blunt, and be consistent. If you talk to one parent, you will be on the hook to talk to every single one of them.

Once they know you are an audience, an ear to lend, a soundboard for their airing of grievances – you are in

their control. The same applies to parents.

Never feel the need to justify everything you do. If you believe the team is better off playing out of the back in a

4-3-3 with players in their best positions (for the team, not themselves), it’s simple: “It’s not a debate.”

7. White Lines. Put intensity to the test.

Tell yourself and your players that once they cross the white lines on training or match days – it’s time to be

intense. This method lets them oscillate between modes and gives them a visual and psychological cue. When I

played in Germany, many of the young professionals would lay their kit on the bench neatly during warm-ups and

would keep their boots untied. Their attitude was passive until about 30 minutes before kick-off. Then, they would

tie their boots signaling “my attitude is now focused”.

Intensity and Aggression: What’s the Difference?

Aggression is a reaction or pre-conceived decision often resulting from previous experiences and psychology of the

player. Aggression is dangerous at times. It leads to recklessness, outbursts, reactionary action, shows a lack of

focus, and a certain degree of malice. However, aggression can and should be used in short spurts for the right

reasons.

These reasons are better paired with intensity. Intensity is seriousness. Watching New Zealand’s rugby team perform

the famous Haka – a traditional ancestral war cry, dance, or challenge from the Māori people of the island is not only

awesome and intimidating, but it’s the embodiment of intensity. Intensity is not grandstanding. It is application and

dedication to the pursuit of excellence and players and coaches who control their intensity exhibit strength,

concentration, power, force, passion, and greatness.

When I played, one of my most intense coaches used to keep players who were struggling mentally and emotionally

during matches on the field in an effort not to bail them out. Oftentimes it was painful to watch and it was frustrating to

be on the field with, however, the coach knew the opportunity was there to learn instead of simply winning. He

understood that if he let players off the hook each game when things got difficult, they would never learn. This coach

often said, “This is why we train so hard. You’ve been here before…now let’s get ourselves out of it. Nobody is going

to rescue you. Find the game. Do the little things well and you’ll be fine.”

Make no mistake, not every interaction will be positive and soccer is really a game built on intensity. Without intensity,

the game is a mere activity. Teaching players to take pride in their action – to ply their trade with a degree of

consistent excellence – is a remarkable feat that takes a very skilled coach. Intensity often means getting players

OUT of their comfort zones, exposing their weaknesses so they can make them strengths, forcing players to confront

their fears and fight their own battles.

There is work to do.

the+necessity+for+intensity

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