There are a few terms that get thrown around the field on game day by players, parents, and, most importantly, coaches that I’m not sure we fully understand or a used properly. One term, in particular, is often used without context or clarification and can be interpreted in a thousand different ways depending on the player hearing it. The term is aggression . Aggression is a word used game in and game out, and at practices all around, but what does it actually mean? If I say, “Be more aggressive,” or “You’re not being aggressive enough,” can you tell me exactly what I’m asking for? Do I want you to run faster, be more physical, get angry, yell more, or work harder (an idea I’ll leave for another day)? Am I looking for you to be more intimidating, threatening, forceful, or just more energetic? As you can see, the idea of aggression—or being aggressive—can be interpreted in various ways depending on the coach or player. It can even mean something different from one moment to the next. Aggression, by definition, is actually a negative behavior that often disregards the well-being of others. Think about a dog acting aggressively. Do we see that as positive behavior? In fact, aggressive behavior is generally defined as any behavior, including verbal threats or physical actions, intended to harm or intimidate another person, animal, or object. So, do we really want our players to be more aggressive? Or, when we ask players for more aggression, are we actually asking: Can you be more assertive? Can you be more decisive? Can you be more proactive? What does it mean to be assertive as a player? Assertive players display confidence, take initiative, and communicate effectively and respectfully with their teammates. A player who is assertive will do what needs to be done, take charge in game situations, and play with conviction and the desire to be the best version of themselves at all times. Assertive players compete with intensity and determination, but always within the laws of the game. What does it mean to be more decisive? Players who are decisive often control the game. This doesn’t mean they don’t make mistakes or fail at times—it simply means they are able to make quick, confident, and effective decisions under pressure, without hesitation and without fear of making errors. Being decisive is about taking in the information around you, making a decision based on that information, and executing it effectively through technical action. This could mean finding and delivering the proper pass or recovering defensively into the right space to block a shot or intercept a pass. Players who master quick decision-making and effective execution tend to dictate the flow of the game, feel in control and confident, and can make things happen. What does it mean to be more proactive? Being proactive in a game is straightforward. It means being aware of what’s happening around you, anticipating situations, and taking initiative through action. Being proactive starts in the brain: seeing the big picture quickly, understanding what is happening in the moment, anticipating what may or may not happen next, and then taking action accordingly. Proactive players don’t wait to be told what to do—they are constantly active, especially mentally. They are always scanning the field, communicating, and planning before there is even a need for technical execution or physical performance. Proactive players are problem solvers. They quickly recognize situations developing on the field and decisively address them. Being proactive means staying a step ahead, always playing on the front foot instead of simply reacting to what’s happening. Words matter. As coaches, parents, and teammates, it’s important that we choose them carefully. Instead of asking players for more aggression, we should challenge them to be more assertive, decisive, and proactive. These qualities foster confident, intelligent, and skillful athletes who compete with intensity but also with respect—for the game, for their teammates, and for themselves. By shifting our language, we aren’t just creating better players; we are building better leaders, on and off the field.

The world of US youth soccer is preparing for a significant transition, with a shift back towards a seasonal year age group formation. Beginning with the 2026-2027 season, US Youth Soccer, alongside US Club Soccer and AYSO, will adopt a September 1 to August 31 cut-off date. This move marks a departure from the current birth-year registration system and a return to a structure that aligns closely with the academic calendar. Understanding the Change For several years, US youth soccer operated under a birth-year registration system, aiming to align with international standards. However, after careful consideration and feedback from various stakeholders, a decision has been made to revert to a seasonal year format. The new cut-off date of September 1 to August 31 aims to: Align with School Calendars: A primary motivation for this change is to enable players to participate in soccer alongside their classmates and school friends, enhancing the social aspect of the sport. Enhance Player Experience: The organizations involved believe this adjustment will create a more enjoyable and cohesive experience for young athletes. Key Points to Note: Implementation Timeline: The new registration parameters will take effect in August 2026. The 2025-2026 season will remain under the current registration system. Flexibility: While the age group formation will align with the school year, opportunities for players to "play up" with older age groups will still be available, allowing for flexibility in player development. Collaborative Effort: This change is the result of a collaborative effort between US Youth Soccer, US Club Soccer, and AYSO, demonstrating a commitment to prioritizing the needs of young players. Looking Ahead As the 2026-2027 season approaches, clubs and leagues will be working to ensure a smooth transition for players and families. While adjustments will be necessary, the long-term goal is to create a more positive and engaging youth soccer environment. This change represents a significant shift in the landscape of US youth soccer, and it will be important for everyone involved to stay informed as the transition unfolds.

Hollye Anne Brinkley was centerback and captain of the River City FC 2007 girls before moving on to play for Saint Louis Scott Gallagher ECNL-RL. Hollye spent her time at RCFC (formerly Liverpool FC IA - St. Louis & Webster Groves United) from the age of 8 before moving on at 16. During her time at the club the 2007 girls were Missouri President's Cup champions and Midwest Regional participants, Missouri State Cup Finalists, and had top 5 ranking in Missouri via GotSoccer. Now a senior at Nerinx High School and committed to play soccer at Grinnell College next year, we asked Hollye about her experience at River City FC and how it helped shape her development as a player. What was your overall experience like at RCFC (LFC, WGU)? I had a really good overall experience. Even with all of the name switching and changes that were going on while I was at RC, I always felt like the coaches were still completely focused on making me the best soccer player I could be. With it being as small as it is, there was always a very tight-knit and caring culture. It was very personalized and I always really appreciated that. Growing up playing with River City helped me to improve so much as a soccer player but my confidence also skyrocketed during my time there. I really loved my teammates and my coaches, which made it hard to move on. How did the coaches at the club contribute to your development? Like I said, it was always very personalized. I started club soccer in 3rd or 4th grade and had a few different coaches during my time at RCFC, especially in my earlier years. But I came in not having a lot of technical skills and I wasn't very confident, and my coaches really met me where I was at. The focus was always on growth and improvement, not just on winning. I never got chewed out for making a mistake and every coach I had was so supportive which kept me loving soccer instead of getting burnt out. Were there any specific coaches who had a significant impact on you, and why? I was with Coach Daniel (Olstad) for most of my time at River City, probably about 5 years. His approach to coaching was so methodical. He had a reason and a purpose for everything. He really transformed my idea of soccer and helped me to understand it as a tactical and thoughtful game, rather than just kick and run. His dedication to our team was inspiring and pushed us to give our all. Were there specific areas of your game that the club helped you improve? I was with River City for my formative soccer years, so I honestly got better at everything during my time there. One specific example that comes to mind is learning to play the ball long and in the air. It took me a long time to figure out how to hit the ball just right to get it in the air and how to get it where I wanted it but because River City was such a safe place to experiment and make mistakes in practice (and sometimes in games!) I never felt like I was behind or failing at it and that really encouraged me to continue trying. How did the club's training help you develop your tactical understanding of the game? Like I said, Coach Daniel was a very methodical coach. Especially as we got older, we talked a lot about making the ball do the work and moving off the ball. During my time at River City, I really grasped that soccer is not a game that can be played with people standing around doing nothing. I learned that there was always something I could be doing to support my teammates and that lesson has served me very well. After RCFC, where did you go to play? I went to play with St. Louis Scott Gallagher ECNL-RL. What specific skills or attributes do you believe you developed at the club that helped you move to a higher level? I played a lot of different positions during my time at River City...my very first season I played forward and by my sophomore year of high school, I was firmly rooted as a centerback. However, even though my preferred position was on defense, I learned how to be versatile and play different positions. This flexibility allowed me to come into my high school team and my next club team as a player who was able to play a few different positions, not just centerback. It opened up different opportunities for me on different teams. I also believe that growing up in River City instilled in me the importance of recovering after making mistakes. It was never a big deal if you made a mistake, it was just important that you worked as hard as you could to make up for that mistake. How did the club prepare you for the increased demands of higher-level competition? Even though River City was a smaller club, Coach Daniel never shied away from pushing us to compete against higher level teams from larger clubs. We got a lot of opportunities to play really good, challenging teams and were better for it. He made sure that our team was consistently challenged and that we knew we could hold our own against the teams we were playing in our elite tournaments and league games. Because he was so confident in us challenging ourselves, that made us confident. Our team learned that we were just as good as the high level teams we were playing and because of this, I was able to go into new situations, like tryouts with tons of elite players, feeling confident that I was just as good as them, if not better. What was the most important lesson you learned at the club that you carry with you to this day? Coach Daniel used to say "Don't be sorry, be better". I always took that as a way of saying don't dwell on your mistakes, just make up for them and be better next time. I think the most important thing I learned at River City was to work as hard as I can to make up for my mistakes. Don't waste time saying sorry or feeling bad for yourself, just recover and fix it. I've brought that with me on every team I've been on and it applies outside of soccer too. It really changed my perspective. Looking back, what advice would you give to younger players who aspire to move to a higher level? This is much easier said than done, but just be confident in yourself. Trust in the work and time that you've put in and the skill that you have - they will show.

An equation for successful actions on the field.

Control What You Can, Forget What You Can't!

Throughout my coaching career, I've never been a yeller. While I might raise my voice occasionally to address the entire team, and, particularly in my early years, I sometimes lost my composure over questionable calls (a behavior I've since learned to manage), these instances were rare. One thing I don't do is yell at players. I've found it counterproductive, counterintuitive, and, frankly, it looks terrible to yell at a child playing a game. There are better and more productive ways to motivate that lead to better results in terms of long term development. Am I demanding? Absolutely. Do I have expectations? Yes. However, I've learned that providing players with clear, concise, and valuable information yields far greater long-term developmental success than yelling ever could. Game knowledge, the ability to deliver quality practices, and connecting with players on a personal level while genuinely caring about their well-being have earned me more respect from players over the years. Some parents have even asked why I don't yell more, with a few even requesting that I do so, believing their child responds well to it. I can explain precisely why I don't yell at players and why I believe it's wrong, especially in youth sports. Yelling at players to motivate them reveals a lack of intrinsic motivation. These players rely on external motivators to perform at their best, hindering long-term development. Yelling triggers the amygdala's fear response, impairing clear thinking and information processing. Even if a player responds after being yelled at, the motivation is primarily to avoid further reprimands, a fear-based reaction known in psychology as positive punishment (the addition of a negative stimulus). A more effective approach is demonstrating the correlation between choices and consequences. Instead of yelling, explain the benefits of desired actions. For example, instead of yelling at a player who fails to recover defensively, resulting in a goal, explain that failing to track their player will lead to more scoring opportunities for the opponent. Conversely, sprinting back will help prevent those chances. Consequences for consistently failing to meet expectations, such as reduced playing time, should also be clearly communicated. Accountability is best maintained through clearly defined standards and expectations. When these are established and understood by everyone, there's no need for yelling. Simply state the unmet expectation and the corresponding consequence. For example, "You were a distraction during practice when you should have been listening, so you will not start the next game." Leading by example is crucial. Even when frustrated, coaches should demonstrate emotional intelligence by calmly articulating their concerns. During challenging games, instead of yelling, focus on developing and communicating a plan to improve the situation, ensuring players understand the necessary adjustments and their rationale. Yelling is unacceptable in most professions. No parent would suggest yelling as a helpful strategy to a teacher, dentist, or doctor. Imagine a parent saying, "Screaming at Billy will really help his reading," or "Berating Sally will make her floss," or "Yelling at my child in front of everyone is the best way to get them to eat more fruit." Such scenarios highlight the absurdity of using yelling as a motivational tactic. While I strive for consistency, I'm not perfect, and there might be occasions when I raise my voice or even yell. However, I've learned that far more effective methods exist to maximize player performance, earn their respect, and guide their long-term development as both athletes and individuals. These include: Game Knowledge and Clear Communication: Effectively conveying the who, what, where, why, and when of teaching is essential. A Positive Learning Environment: Creating a space where players feel valued, respected, and challenged is paramount. Personal Connection: Taking a genuine interest in players' lives beyond the sport fosters a connection that translates to increased effort and respect on the field. Simple conversations about favorite foods or school can make a significant difference, regardless of the player's age. Understanding Child Development: Recognizing the specific needs of different age groups is crucial. For example, young children thrive on activity. Structuring practices that keep them engaged and moving minimizes boredom and behavioral issues. Positive Reinforcement: As my first coaching instructor emphasized, "Catch them being good!" Praising positive actions, even if the outcome isn't perfect, is scientifically proven to yield better long-term results than any other method. Praise a good pass, a well-taken shot (even if it misses), or a good decision (even if it results in a turnover). Address the technical errors separately. The use of positive reinforcement to shape behavior and desired actions was solidified by observing my wife's previous career as a marine mammal trainer. Trainers use positive reinforcement to shape animal behavior. Desired actions are rewarded, while undesired ones are simply ignored. This positive approach encourages the animals to perform behaviors willingly, knowing they'll be praised and rewarded. (Don't tell the kids, but I treat them a lot like my wife used to treat the sea lions and seals!) In conclusion, neither I nor any coach within our club will yell at your player. There are far more effective ways to encourage performance, learning, and development. Carlo Ancelotti, the current Real Madrid coach and the most successful coach in UEFA Champions League history (with five titles), provides a compelling example. In a recent book about his leadership, former players and staff consistently noted his calm demeanor, recounting only one or two instances of him yelling or expressing anger, and never on the field. If a coach of his caliber, working with players like Vinícius Júnior, Mbappé, and Bellingham, doesn't need to yell to achieve success, then I certainly don't need to yell to help your player develop and, most importantly, enjoy the game.

RCFC focuses on individual development while navigating the perceptions associated with being a small club.

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