Soccer and Life Skills | Lucas Capalbo | TEDxMSU

Summary

A Brazilian soccer coach reflects on his journey from aspiring player to mentor for a group of immigrant youth in Sweden. After facing resistance and struggles, he discovers that his role goes beyond teaching soccer. By adopting a framework of Positive Youth Development, he aims to instill life skills in his players, helping them navigate challenges both on and off the field. Despite setbacks, his commitment to shaping young men instead of just athletes leads to lasting, meaningful impact, even if it’s not immediately visible in scores or victories.

Takeaways

• 😀 The speaker was born and raised in Brazil with a lifelong dream of becoming a soccer player, but he realized at age 17 that he wasn't good enough and decided to quit playing.
• 😀 Despite quitting playing soccer, the speaker's passion for the game led him to pursue a career dedicated to soccer, focusing on areas like Sports Science, coaching, and sports psychology.
• 😀 He moved to Sweden to pursue a master's degree in sports psychology and began coaching soccer, eventually becoming the head coach of an under-15 team in Malmö.
• 😀 The coach quickly discovered that his team, which was made up mostly of refugees and immigrants, had diverse backgrounds and struggled with behavioral issues both on and off the field.
• 😀 Initially, the coach faced resistance from the players, with many misbehaving, fighting, and showing a lack of discipline, despite being excited about having a Brazilian coach.
• 😀 After achieving success as state champions, the coach realized that the players' issues went beyond soccer and were linked to deeper life struggles in their community.
• 😀 The coach discovered Positive Youth Development (PYD), which focuses on building on a child's strengths and helping them transfer skills learned in sports to other areas of their life.
• 😀 Through intentional coaching and life skills workshops, the coach worked to teach his players not only soccer but important values such as time management, conflict resolution, and responsibility.
• 😀 Despite many setbacks and frustrations, including the team's relegation to a lower division, the coach remained committed to his players, believing that his efforts would have a lasting impact on their lives.
• 😀 In the end, the coach reflected that while the scoreboard only shows wins and losses, the true measure of success was the positive changes he saw in his players' lives, especially in moments of crisis.

Q & A

What was Lucas' initial dream when he was growing up in Brazil?

Lucas' initial dream was to become a soccer player. He was passionate about the game from a young age, but at the age of 17, he realized he wasn't good enough to pursue that dream professionally.

Why did Lucas decide to study Sports Science despite others advising against it?

Lucas decided to study Sports Science because he loved soccer so much that he wanted to dedicate his life to it. He wanted to find a career that kept him connected to the game, whether it was as a coach, a physical therapist, or even a sports agent, despite his father's reluctance to fund the education.

What was the turning point in Lucas' coaching journey in Sweden?

The turning point in Lucas' coaching journey occurred when he began coaching a team in a neighborhood called Rosengard in Malmo, Sweden. He realized that the challenges his players faced were much bigger than just soccer, and the issues stemmed from their broader life experiences, including cultural and socio-economic struggles.

What did Lucas initially think was the problem with his players' behavior?

At first, Lucas thought the problem with his players was simply misbehavior and resistance to coaching. They were not listening, fighting, and arguing on the field, which frustrated him, especially after their initial excitement about having a Brazilian coach.

How did Lucas' perspective on coaching change after encountering issues with his players?

Lucas' perspective changed when he realized that the problems his players were facing were not just related to soccer. He recognized that these kids were dealing with deeper issues in their lives, such as the difficulties of being refugees or immigrants, and needed more than just soccer training. They needed guidance and support in personal development.

What framework did Lucas find that helped him approach his coaching differently?

Lucas came across the Positive Youth Development (PYD) framework, which focuses on looking at the strengths of young people rather than their weaknesses. The goal is to equip them with life skills that can help them succeed not just in sports, but in their broader lives, including school, family, and community.

What life skills did Lucas focus on teaching his players?

Lucas focused on teaching life skills such as time management, goal setting, conflict resolution, leadership, and responsibility. These were taught through soccer, with the intention of helping the kids transfer these skills to other areas of their lives.

How did the players initially respond to the structured approach Lucas introduced?

The players initially struggled with the new structure and rules. They were not used to the discipline and lessons, and there were challenges in getting them to adjust. However, over time, with consistent effort, they started to understand and adapt to the new approach.

What did Lucas realize about the scoreboard after a tough season?

Lucas realized that the scoreboard only reflected the wins and losses, but it did not show the real progress the players made in terms of personal growth. Despite the team's relegation and many losses, he saw that the players had developed important life skills and were changing in positive ways, even if the results weren't immediately reflected in their performance.

What was Lucas' response when his assistant coach questioned his dedication to the players?

When his assistant coach questioned why Lucas put so much effort into the kids, suggesting they would never change, Lucas reflected on the deeper purpose of his work. He acknowledged that the kids might not change immediately, but he believed that the lessons they were learning would help them make better choices in critical life situations in the future.