I recently spent a semester working as a coach for America SCORES Bay Area, a chapter of a national nonprofit program that runs after-school soccer and creative writing classes at under-funded public schools. I worked with a team of sixteen girls, age eight to twelve, every day of the week. I taught my kids a few things—I hope. And I learned a few things—I think.
I started coaching with SCORES knowing that I would dedicate only a fraction of my time to actually coaching soccer, that I would also be coaching many life skills. But I couldn’t have predicted the extent to which this was true. Controlling a group of hyperactive young girls brought unique teaching challenges every day. I found myself teaching them about topics as diverse as the life cycles of worms, about the finer points of making a peanut butter and jelly sandwich, and even about sex—I’ll explain. I’m not a sicko.

Our soccer field, a beautiful oasis of grass at the top of a hill in Bernal Heights, San Francisco, couldn’t escape the raw marks of teeming city life, like dog crap and used condoms. I usually used sticks to discreetly remove these things from the playing field. But one day one of the more curious girls on my team spotted a Magnum at the same time I did.
“A balloon!” she said, reaching for it.
“No, ah,” I stuttered, trying to come up with something. “Oh, yeah. It’s a dirty balloon though. Don’t touch it. I’ll just throw it away.”
“Oh, I know what that is!” One of the louder girls came up behind me.
I thought this girl might save me from having to explain the details to the rest of the group. She would whisper it in their ears one at a time, they would snicker, and it would be over. This didn’t happen. She knew it was gross, but couldn’t explain why.
One rule of the group was that if two people were interested then everyone was interested.
“What is it then?” the rest of them chimed in, tugging at my shirt. “Why is it gross?” I looked around for a bold fifth grader to offer an answer, but they looked as dumbfounded as the rest. So, unable to think fast enough to come up with a satisfactory lie, I explained it terms as succinct and PG-rated as possible. I still looked out across a sea of confused faces. I told them to go home and ask their parents or older siblings for more detail.
Some of my friends were disgusted that I didn’t lie. But in retrospect I think I did the right thing. Kids, particularly girls on the verge of puberty, should learn about these things before it is too late in this crazy day in age. And they should learn much more than what I told them. For many of them, it was almost the right time to learn, but wholly the wrong circumstance and teacher.
Working as an after-school coach taught me predictable, but important, lessons that privileged white young adults tend to learn when working in under-funded school systems. I learned how organizations like SCORES serve a vital role plugging educational gaps (hopefully those regarding life skills besides sex) which schools are often not equipped to cover. Many of the students that benefit from the program, for example, grow up in environments that prevent them from participating in extracurricular activities so crucial to instilling positive values like creativity, community involvement, communication, and confidence. Besides such poster-board lessons, however, I also learned things that I couldn’t have prepared for. Primarily, I learned to cope with frightening issues of child management, psychology, and group dynamics that are unique to groups of young girls. And while I learned to rely on my own creativity and energy to keep the girls distracted and busy, I also learned to rely on soccer, which did just as much to solve these issues.
I was naïve as to how ferocious, malicious, and crafty a group of young girls can be. And I don’t mean this about my group of girls specifically. I mean this about every group of girls ever assembled, probably anywhere. Maybe I grew up sheltered, but somehow I knew very little of these things; I grew up blushing every time a girl looked at me. Still do. So I knew nothing of their witch-like scheming behind closed doors, jungle gyms, and trees.
Don’t get me wrong. My girls all had really sweet sides, but they played nasty, psyche-damaging games against one another. Unlike the boys’ team, which often played next to us and got into the occasional pushing and tripping scraps, the girls talked about how much they “hated” other girls on the team. They said this behind their teammates’ backs and sometimes straight to their faces. And when they didn’t voice their hatred, they would show it through games of vicious exclusion that could cripple the unlucky ones to tears or to hunched over piles of braids in the corner of the playground. Or they could do it just with their eyes. In the constant struggle to stay on the popular side the girls would swarm like magnetic filings away from the “unpopular ones,” a tag which might change daily. This happened during games of tag and even during homework sessions.
One girl on my team got it worse than anyone else; her tag didn’t change. Other girls would deny her requests for a pencil even though I could see lead tips poking out from pockets of their backpacks. I would look up from a game to see this girl sulking away from the field, tearing up grass with her head on her chest.
“I don’t want to play anymore because everyone hates me,” she said.
I tried to say anything I could to get this girl back on the playing field. I stumbled through an explanation to her about how the rest of the girls didn’t mean it, and how people say a lot of things they don’t really mean. I told her how much I admired her for staying on the team and for being one of the strongest girls out there. I told her to come play whenever she was ready.
If she did find the will to come back out on the playing field then the laws of the game would usually wash inequality away. When given a chance to compete, she would make her presence felt. She tackled harder and ran after the ball more aggressively than anyone else on the team. Her teammates couldn’t help but appreciate her for it. They would cheer and call for the ball after she won it. And her opponents couldn’t help but fear her presence. They would get rid of the ball when they saw her coming.
The sport couldn’t solve everything. There were times when this girl’s teammates purposely wouldn’t pass her the ball. I still had to give a number of speeches about all the buzzwords we began the season with: sportsmanship, teamwork, and respect. The season marked a constant struggle for these things. On many days it could be difficult to even begin games. After I divided the girls into teams they would be too concerned with which friends were on their team to start playing. They would also reject simple directions with frustrating insolence. Some would just say, “No, I’m not doing that.” Some swore under their breath. Some even said they “hated” me for putting them on a certain team or making them play a certain game. I would re-choose teams. This was a big mistake. Their insolence, now validated as effective, could prove infectious. If they didn’t immediately like a game or their teammates, I might have a team full of girls leveling hateful eyes up at me. Those not busy hating me were busy arguing over which boys liked them, or where a bug went. It takes a little more patience and creativity to get girls involved in games than it does with boys, who naturally like to run around a little more.
I also lacked the authority to pressure my team into obeying. Out on the soccer field or the black top I had little leverage to punish these girls in the same ways that teachers might. Although I threatened to punish disrespectful behavior by telling the principal or the kids’ parents, which might mean suspension from the team, they realized quickly that these threats were often empty. I didn’t want to punish them. I wanted desperately for them to have fun, for them to want to come everyday, and for them to realize that I wasn’t against them.
My niceness and refusal to punish caused a classic case of control slippage. The best cure would have been for me to lay down the law early and often, as the Principal of the school suggested I do. “Don’t smile for the first week,” she told me when I started. This time-tested technique would have scared the girls into showing more respect. From respect would have stemmed more listening, learning, and eventually, fun. The girls would have been forced to give inherently fun games, both soccer-based and other, more of a chance. I learned this. Girls on a team don’t want their coach to be their friend or someone who simply wants them to have fun. They want and need a coach, who maintains consistent authority and demands respect. This probably applies for any coach of any gender at any level. Friendship can come after respect.
Despite the way my control would slip away from me daily, I still had one impenetrable weapon in my side: soccer. When I could prevent the girls from hi-jacking the ball bag then I held all the magical powers of those brilliant size-four orbs. I used the promise of playing a scrimmage as leverage over the girls’ behavior. If they played with respect and without argument then they would get to play a long scrimmage at the end of practice.
Although not an ideal way to run practice, as it detracted from the spirit of the other games I tried to run, this method worked as a last resort—pathetic but effective. Most of the girls loved, or grew to love, the purity of the game. Many started bringing soccer balls to school to play with during recesses and lunch. When I arrived after school, they couldn’t wait to show me moves that they had practiced on their own. This passion usually took over whenever I dropped a ball amongst them for a full-fledged scrimmage. I could sit back and watch the positive momentum of the game sweep them up in its tide. Although the girls still whined about teammates and talked trash and occasionally ran away in tantrums, for the most part they played. Attitudes melted away. They forgot about not passing to those they didn’t like. In this way, the game of soccer provided a battlefield where positive values had a good chance of winning out. The sport requires teamwork and respect for its rules for players and teams to succeed.
On game days, which came every Friday when they played against teams from other area schools, their brashness and combative nature would almost disappear. As part of a team, they felt a sort of vulnerable pride that would disarm their most devilish weapons. Before boarding the bus, they buzzed with nervous energy, fretting over which part of their uniform they forgot, or which positions they were going to play that day. They were nervous of losing. They would have to answer to their friends, their teachers, their parents, and the boys’ team. They felt accountable. In such a vulnerable state, they had to listen; they needed to know their positions, or whom they would sub for. They had to show teamwork and sportsmanship; they relied on their teammates and cheered them on for the greater good. These days came as a welcome relief from, but also an affirmation of, all the work I put in during the rest of the week. I only had to remind them, and myself, not to talk trash after goals or wins.
Soccer serves as a powerful and dynamic vehicle for education. By joining soccer with after-school writing classes, a program like SCORES relies on the magnetism of the sport to unlock values like responsibility, pride, and self-expression so crucial to a child’s behavior, character, and sense of self-worth.
In this way, soccer works. But, especially with teams of girls, focused on so many things peripheral to the game, the sport can do only so much work by itself. It needs the right coaches and the right tactics to really affect lives.
I tried. And I like to think that I did some good. But I think I learned much more than my students did. As SCORES continues to grow, it will provide more comprehensive, and more gender-specific, training that will help new coaches like myself cope with behavior problems. Like so many non-profit organizations, however, SCORES suffers from limited resources. It can’t afford to provide extensive training. It maintains a stretched presence in as many schools as it can, and it can’t afford to help a number of schools that would benefit from its programs.
I want to encourage young women, especially recent graduates of either high school or college, to consider working, or even volunteering, for programs like SCORES (1). While I don’t think a coach’s gender should affect the way a team gets managed, I do think it affects some deeper psychological connections between coach and players. Women, inherently more attuned to the minds of a team of young girls than a clueless guy like me, can be more sensitive and adaptable to their wants and needs. Young women can more easily develop a charged connection to young girls. They can gain respect by sharing their similarities, like taste in music or clothes. If I told my team that I liked some of their music then they would say that they didn’t like it anymore.
As I found out, working as a coach can make for a tough balancing act between friend (or at least confidant) and supervisor that can cause a loss of control. But, if handled the right way, it is this balancing act that can also let you into kids’ lives in such an impacting way. Working as a coach provides a rare opportunity to toe the line between role model and teacher. You are a role model with significant responsibility; you must set rules and demand respect. At the same time you are a teacher with a significant lack of responsibility; you have the freedom to improvise and adapt lessons and activities in fun ways that you wouldn’t in a traditional classroom. You can also afford to spend time getting to know and relate to kids in ways that teachers normally cannot. And you are equipped with one of the most powerful teaching vehicles in existence, soccer, to help guide your work (2).
Promotional video for America SCORES
(1). Currently SCORES Bay Area is the only branch of the national organization that accepts non-certified teachers as coaches. But I don’t think any chapter would turn down volunteers. There are also a number of other programs throughout the nation in need of help. The US Soccer Foundation’s website, ussoccerfoundation.org, lists a number of organizations that support soccer as an educational tool in inner cities. Some include: Soccer in the Streets (Atlanta, GA), City Kicks (Boston, MA), Project Goal (Providence, RI), and The Eddie Pope Foundation (Centreville, VA). There are also many programs that work internationally, such as Soccer Without Borders or Play Soccer.
(2). Writing isn’t a bad vehicle either. It’s just tougher to get the kids in it.