There are coaches who can bring out the hidden potential of players to an amazing degree.
They focus on learning rather than teaching.
Beyond worrying about what to teach, we also think deeply about when and how to teach.
In his book, How the Best Teachers Teach, which has been translated and published in 15 languages, Dr. Doug Lemov presents the latest scientific knowledge about learning that teachers, coaches, and tutors need to know, along with examples of top teachers.
Dr. Lemov's interest and expertise in learning science have captured the attention of the sports world, where player development is a hot topic, and he is currently actively involved in coaching education programs for MLS, NBA, MLB, and the New Zealand national rugby team.
"The Coach's Teaching Guide" is a book that connects the insights and realizations he gained from talking with coaches of various sports and observing the practices and games of outstanding coaches with knowledge of the science of learning.

A coach must train his own words.
We need to train players to say what they want to see in a play, not what they did wrong or what mistakes they made.
No matter what mistake a player makes, you should have drills that tell him what he should do on the next play.

To develop a player's perception skills, it's important to take the time to pause the play and give feedback or ask questions.
“What did you see?” “Where should I look?” In the long run, questions like these, which focus on perception, are more beneficial than questions like “What should I have done?”

Categorizing your exercises by purpose can be helpful in many ways.
By categorizing exercises by purpose, coaches are forced to think not about which exercises are "good," but rather which exercises will help them achieve a specific goal.

Coaches who don't understand how memory works can easily blame or prejudice players.
If you assume that an athlete can do something because you saw them do it well in practice, you may mistakenly conclude that it is due to mental issues such as lack of concentration or attitude when they fail to do it in a match.

In some cases, 'fixed practice', which involves repeating a movement or technique without stopping, can also be helpful.
However, fixed practice can quickly fade from memory due to forgetting if it is not combined with 'serial practice' or 'cross practice', which mixes several practices.

Coaches, with good intentions to teach well, often fall into traps.
Simply saying helpful words is not enough.
That's not the coach's job.
It is the coach's job to match helpful words with the right time and place.

The compliment sandwich method, which claims that five compliments are needed for one criticism, implies that you must first sweet-talk the player into listening to you.
If you treat players as weak, they will actually become weak.
Most players want to know the truth and how they can improve.

The question seems easy, but in reality it is a very difficult skill.
Coaches sometimes ask questions to get at what they want to say.
Sometimes you ask questions that no one can answer.
Sometimes they ask obvious questions that everyone knows the answer to.
Asking the wrong question just wastes time.

Knowing the movements of great players and teaching them are two different things.
Trying to make conscious the processes that occur in the unconscious can only lead to negative consequences.
There is a risk that it will interfere with the brain's natural operating system and only slow down the speed of movement.

When having data-driven conversations, coaches don't have to act as judges.
If you show the recorded data, the problem will become apparent.
The coach simply needs to act as a guide as the player searches for solutions.

The act of 'observing' somehow doesn't feel like coaching.
So many coaches don't observe their players intently.
Coaches must view observation as a task in itself to properly see what is happening on the field.
We must give the command to our eyes and brain to actively observe.

If you plan your practice assuming that mistakes or difficulties will occur, your players will be less likely to get upset when they actually make mistakes.
The coach views the player's mistakes or failures as his own problem to solve.
Don't be quick to criticize players and lose trust and faith.

A culture that welcomes mistakes isn't something that can be created overnight simply by a coach giving a long speech about how mistakes should be accepted.
It's created by the words and actions a coach displays in countless seemingly small moments: the language they use to talk about mistakes, the facial expressions and body language they use to respond to mistakes.

We need to be careful about using words like 'special' or 'talented'.
If a player believes that his or her abilities are innate rather than acquired through hard work, he or she may develop into a risk-averse player.
Because I'm afraid that my belief that I'm a special player with talent will be shattered.

While the players are practicing, the coaches must also practice.
You need to practice controlling your emotions while observing the practice and practice noticing the emotions that come up.
Even coaches are no different in that they must practice new skills before they can be put to use in real life.

--- From the text