Within the State of Oklahoma the "school soccer" organizations since the 1990's have slowly creeped into the space of club soccer without any real regard or sensitivity to the club soccer landscape and well-being of athletes. This is an unfortunate fact about disengaged leadership, and leadership attempting to manage more than bandwidth allows.
Likewise club programs struggle to confront the "school soccer" programming modus operandi which rely on a student's grade as leverage, whereas inversely, "club soccer" programming relies on "pay to play" models.
Fairly universally, across the nation, "club soccer" is viewed by potential pro-am, collegiate, or next level scouts and recruiters, as the platform that best develops, showcases, and advocates for the "soccer" experience of the athlete. Most athletes report the same concept of their "club soccer" experience transcending their "school soccer" experience.
WSA regards "school soccer" as an important social component of an athlete's experience. Playing for a school community, developing a sense of pride in representing friendships at Friday night games, is all very important to the overall athlete experience, such as developing sense of worth and pride in your community. WSA also believes that many "freshman" level players will advance their game initially, and within the first six months of participation, by training on a more regular basis, with older players, at top-class facilities.
However, long-term WSA has viewed high school soccer's eventuality (sophomore thru senior year) as interfering with player development, subjecting athlete's to higher injury risk due to high volumes of interactions with below average opponents, and to over training and over playing burnout from uninformed coaching and instruction that disregards periodization, and under values regeneration, recovery and other participation of the athlete. Essentially WSA has found many high school programs to be very "self-centric" in focus, disregarding or not demonstrating a capacity to lead a team of diverse athletes participating on various club teams.
Should you play High School Soccer? WSA believes that answer is YES. It is a unique opportunity. Take advantage.
So we'll dive into how to Balance the Conflict for your athlete's career longevity, potential exposure, and overall experience. We are not able to control all the variables, but with what we know, we can construct the most ideal environment for the athlete to Balance the Conflict presented by "school soccer" and "club soccer".
Likewise club programs struggle to confront the "school soccer" programming modus operandi which rely on a student's grade as leverage, whereas inversely, "club soccer" programming relies on "pay to play" models.
Fairly universally, across the nation, "club soccer" is viewed by potential pro-am, collegiate, or next level scouts and recruiters, as the platform that best develops, showcases, and advocates for the "soccer" experience of the athlete. Most athletes report the same concept of their "club soccer" experience transcending their "school soccer" experience.
WSA regards "school soccer" as an important social component of an athlete's experience. Playing for a school community, developing a sense of pride in representing friendships at Friday night games, is all very important to the overall athlete experience, such as developing sense of worth and pride in your community. WSA also believes that many "freshman" level players will advance their game initially, and within the first six months of participation, by training on a more regular basis, with older players, at top-class facilities.
However, long-term WSA has viewed high school soccer's eventuality (sophomore thru senior year) as interfering with player development, subjecting athlete's to higher injury risk due to high volumes of interactions with below average opponents, and to over training and over playing burnout from uninformed coaching and instruction that disregards periodization, and under values regeneration, recovery and other participation of the athlete. Essentially WSA has found many high school programs to be very "self-centric" in focus, disregarding or not demonstrating a capacity to lead a team of diverse athletes participating on various club teams.
Should you play High School Soccer? WSA believes that answer is YES. It is a unique opportunity. Take advantage.
So we'll dive into how to Balance the Conflict for your athlete's career longevity, potential exposure, and overall experience. We are not able to control all the variables, but with what we know, we can construct the most ideal environment for the athlete to Balance the Conflict presented by "school soccer" and "club soccer".
SAFETY
Safety is the first and overriding priority for every athlete at WSA Soccer.
The inherent injury risk is accelerated during the overlapping school soccer season.
OVERUSE, FATIGUE
Overuse injuries can become common during the school soccer season. Soft tissue injuries, resulting from lack of recovery time, lack of regeneration opportunity, muscle fatigue from too much activity, or simply lack of sleep and nutrition related to increased participation.
ACUTE INJURIES
Acute injuries, such as ligament or skeletal injuries are also more prevalent. Fatigue leads to less focus, which can lead to lack of timing in normally coordinated movements.
DANGEROUS ELEMENTS
Inherent are the physical discrepancies that school soccer present within age differentials (9th to 12th Grade). This is more prominent in boys than girls, but is a concern in both.
Likewise, many school teams have adapted many "entry level" players who present a threat to competition safety due to lack of awareness, lack of soccer athleticism, misunderstanding of soccer rules, or simply being a step behind the normal "speed of play". There might be an overall lack of skill, which creates a more physical environment that is not as "controlled" as one of seasoned club players. And the fact that many "school soccer" programs spend the majority of their time on synthetic turf for training and games can also invoke a range of injury risks associated to overuse of synthetic turf.
Also, there are more "school" soccer teams than there are trained coaches. One of the hidden elements of master class coaching, is the capacity and awareness to create a safe environment for training and competition. Lack of proper coaching, or simply previous playing experience from the coach, can contribute to increased risk associated to participation.
A potential positive is the regular presence and access to a "school team" medic or athletic trainer. This is a "potential" positive because some school programs do not provide this access, or using a smaller budget for 2nd/3rd tier sports will not employ experienced medics and trainers, which can have a negative impact on assessments and modalities assigned to the injured athlete.
The inherent injury risk is accelerated during the overlapping school soccer season.
OVERUSE, FATIGUE
Overuse injuries can become common during the school soccer season. Soft tissue injuries, resulting from lack of recovery time, lack of regeneration opportunity, muscle fatigue from too much activity, or simply lack of sleep and nutrition related to increased participation.
ACUTE INJURIES
Acute injuries, such as ligament or skeletal injuries are also more prevalent. Fatigue leads to less focus, which can lead to lack of timing in normally coordinated movements.
DANGEROUS ELEMENTS
Inherent are the physical discrepancies that school soccer present within age differentials (9th to 12th Grade). This is more prominent in boys than girls, but is a concern in both.
Likewise, many school teams have adapted many "entry level" players who present a threat to competition safety due to lack of awareness, lack of soccer athleticism, misunderstanding of soccer rules, or simply being a step behind the normal "speed of play". There might be an overall lack of skill, which creates a more physical environment that is not as "controlled" as one of seasoned club players. And the fact that many "school soccer" programs spend the majority of their time on synthetic turf for training and games can also invoke a range of injury risks associated to overuse of synthetic turf.
Also, there are more "school" soccer teams than there are trained coaches. One of the hidden elements of master class coaching, is the capacity and awareness to create a safe environment for training and competition. Lack of proper coaching, or simply previous playing experience from the coach, can contribute to increased risk associated to participation.
A potential positive is the regular presence and access to a "school team" medic or athletic trainer. This is a "potential" positive because some school programs do not provide this access, or using a smaller budget for 2nd/3rd tier sports will not employ experienced medics and trainers, which can have a negative impact on assessments and modalities assigned to the injured athlete.
TIMELINE
For most athletes "school soccer" conflicting with Club Soccer will begin towards the end of Fall of Freshman year. For some it will begin in Middle School, and others will see the first conflict at the end of 8th grade year for a Spring Tryout for High School Soccer.
MILESTONES of THE SCHOOL vs CLUB SOCCER CONFLICTS:
Middle School 6-8 grade. Games will conflict with your club training sessions. While WSA actually does not believe there is a great benefit to this conflict on behalf of the player, it is a new phenomenon in Oklahoma soccer.
We recommend choosing wisely your participation in Middle School Soccer, and retaining a strong commitment to your club responsibilities for the sake of your own development and long term outcomes. The Middle School season appears to be short lived with few games and few training sessions.
8th Grade Tryouts for HS. These tryouts may be in the midst of your club team's end of Spring season league games, State Cup, Regionals, or prep for such.
9th Grade Fall Semester HS. The athlete may be asked to lift weights, condition, and achieve fitness tests during the Fall "OFFSEASON" for High School Soccer. This will conflict w/ the IN SEASON PHASE of club soccer, potentially creating undue overuse, stress, fatigue, and poor performance for the athlete.
9th Grade Spring Semester HS. First Year. This is an exciting time for the athlete. Most "club players" will find their way into competing as a freshman in most "high school" programs (not all, some larger schools will have a larger talent pool making it more difficult for freshman to break into Varsity lineups). This time of an athlete's career is often "exhausting". A common report by April of Freshman year by the athlete is "I am tired of soccer". This is KEY TIME because your club team is about to wrap up the season by playing critical games and possibly preparing for next year's tryouts/trials. It is important to distinguish here that the athlete is likely not tired "of soccer" but simply "tired". They are too tired, too exhausted, from travel, training, games, and school and social and they simply want to "decompress". This is a major and significant milestone. The athlete will move from "euphoria" in February and March to exhaustion in April/May. And the good news, with an understanding of the management of these phases, joy and excitement for the game normally returns late June to early July, in time for the next year of the vertical transition.
10th - 12th Grade. The athlete often begins to learn to de-prioritize commitments and creates a better balance. This may become frustrating to the athlete's HS and Club coaches who demand levels of commitment. This can create and lead to stress for the athlete who is trying to please and abide by all expectations placed on the athlete.
Spring Banquets During Club State/Regional Competition. This is widespread conflict. The club coach is trying to balance re-assimilating the club team after 8-12 weeks of intermittent training due to HS Conflicts. In some cases the club coach believes that bad habits must be broken or the club team's game model habits "reformed". These conflicts of Spring Banquets, which are important events to the athlete, conflict with what a club coach believes are critical training sessions for the club team for the most important time of year - State, Regional and National competitions.
MILESTONES of THE SCHOOL vs CLUB SOCCER CONFLICTS:
Middle School 6-8 grade. Games will conflict with your club training sessions. While WSA actually does not believe there is a great benefit to this conflict on behalf of the player, it is a new phenomenon in Oklahoma soccer.
We recommend choosing wisely your participation in Middle School Soccer, and retaining a strong commitment to your club responsibilities for the sake of your own development and long term outcomes. The Middle School season appears to be short lived with few games and few training sessions.
8th Grade Tryouts for HS. These tryouts may be in the midst of your club team's end of Spring season league games, State Cup, Regionals, or prep for such.
9th Grade Fall Semester HS. The athlete may be asked to lift weights, condition, and achieve fitness tests during the Fall "OFFSEASON" for High School Soccer. This will conflict w/ the IN SEASON PHASE of club soccer, potentially creating undue overuse, stress, fatigue, and poor performance for the athlete.
9th Grade Spring Semester HS. First Year. This is an exciting time for the athlete. Most "club players" will find their way into competing as a freshman in most "high school" programs (not all, some larger schools will have a larger talent pool making it more difficult for freshman to break into Varsity lineups). This time of an athlete's career is often "exhausting". A common report by April of Freshman year by the athlete is "I am tired of soccer". This is KEY TIME because your club team is about to wrap up the season by playing critical games and possibly preparing for next year's tryouts/trials. It is important to distinguish here that the athlete is likely not tired "of soccer" but simply "tired". They are too tired, too exhausted, from travel, training, games, and school and social and they simply want to "decompress". This is a major and significant milestone. The athlete will move from "euphoria" in February and March to exhaustion in April/May. And the good news, with an understanding of the management of these phases, joy and excitement for the game normally returns late June to early July, in time for the next year of the vertical transition.
10th - 12th Grade. The athlete often begins to learn to de-prioritize commitments and creates a better balance. This may become frustrating to the athlete's HS and Club coaches who demand levels of commitment. This can create and lead to stress for the athlete who is trying to please and abide by all expectations placed on the athlete.
Spring Banquets During Club State/Regional Competition. This is widespread conflict. The club coach is trying to balance re-assimilating the club team after 8-12 weeks of intermittent training due to HS Conflicts. In some cases the club coach believes that bad habits must be broken or the club team's game model habits "reformed". These conflicts of Spring Banquets, which are important events to the athlete, conflict with what a club coach believes are critical training sessions for the club team for the most important time of year - State, Regional and National competitions.
COMMUNICATION HACKS
The major principle to managing the conflict between "school soccer" and your club environment is the age-old, but often commonly overlooked simple trick: COMMUNICATE.
It is important for the athlete to provide the club coach the known high school schedule.
It is also important for the athlete to protect his/her interest within the "school team" framework by NOT demanding that their club environment take precedent, or even hinting at this.
To balance maintaining good relations within the "school team" the athlete is encouraged to inform the "school team" coach, and remind the "school team" coach of any known major conflicts. This could mean arriving back late on Sunday from a club showcase event, or needing to leave early on a Friday for a Club Event, or even notifying the "school team" coach of an upcoming league weekend which will involve the athlete playing multiple games.
Please remember that your school coach cannot manage what is unknown and not seen.
Occasionally it may be prudent to ask your club coach to contact your school coach to express or communicate the importance of an upcoming event on your behalf. As the athlete navigates this uncoordinated programming dilemma they are subject to, any effort to promote collaboration between "school' and "club" coaches will "likely" be a positive.
If possible the "school team" coach should believe in the athlete's commitment to the "school team" program, while also being made aware of the potential conflicts. It will help if the athlete can also communicate the sacrifices being made on the club team side, i.e. if your club team moves to one training session, or provides a 2-week break, or schedules less games during your "school team's" primary competition season, etc....
It is important for the athlete to provide the club coach the known high school schedule.
It is also important for the athlete to protect his/her interest within the "school team" framework by NOT demanding that their club environment take precedent, or even hinting at this.
To balance maintaining good relations within the "school team" the athlete is encouraged to inform the "school team" coach, and remind the "school team" coach of any known major conflicts. This could mean arriving back late on Sunday from a club showcase event, or needing to leave early on a Friday for a Club Event, or even notifying the "school team" coach of an upcoming league weekend which will involve the athlete playing multiple games.
Please remember that your school coach cannot manage what is unknown and not seen.
Occasionally it may be prudent to ask your club coach to contact your school coach to express or communicate the importance of an upcoming event on your behalf. As the athlete navigates this uncoordinated programming dilemma they are subject to, any effort to promote collaboration between "school' and "club" coaches will "likely" be a positive.
If possible the "school team" coach should believe in the athlete's commitment to the "school team" program, while also being made aware of the potential conflicts. It will help if the athlete can also communicate the sacrifices being made on the club team side, i.e. if your club team moves to one training session, or provides a 2-week break, or schedules less games during your "school team's" primary competition season, etc....
TRAINING
It is quite simple: your "school team" and your "club team" are NOT likely to train within the same game model.
Generally speaking school soccer is more physical, less skill, and less cognitive.
These are associations drawn over a 4-decade span of appraising the Oklahoma soccer landscape, and are by no means a blanket assessment of the differences of all club and school programs. But these are tried and true generalities.
The most important thing for an athlete to understand is that the game is played under a myriad of different game models, and the players who generally achieve their success paradigm are "adaptable" and "versatile" and "have good memories".
Transitioning between teams:
There will be several weeks when your brain will be more focused on your "school team". During this time you will naturally lose or temporarily forget some of the habits, methods and processes of your "club" team. When you return to your club environment full time just be cognizant of the need to RECONNECT to the club team's and club coach's game model. The inverse is true as you transition from club TO school team.
And finally, you will be training A LOT. Your coaches may not completely understand your periodization. Your need for proper SLEEP, NUTRITION, RECOVERY is all HYPER CRITICAL during this time. You are in CONTROL. Your own time management will be key. Studies and academia should be managed with great discipline so that you do not force yourself to intersect large commitments to teachers, multiple coaches and others at one concentrated time. This type of stress is avoidable with planning and discipline.
In addition your cognitive antennas need to be on. One coach's "way" is not the "right way", it is just a different way. Be respectful and mindful as coaches attempt to lead you and advocate for your best from different perspectives.
Most importantly have FUN and take the opportunity to LEARN & GROW & EVOLVE your game through this experience. You deserve it!
Generally speaking school soccer is more physical, less skill, and less cognitive.
These are associations drawn over a 4-decade span of appraising the Oklahoma soccer landscape, and are by no means a blanket assessment of the differences of all club and school programs. But these are tried and true generalities.
The most important thing for an athlete to understand is that the game is played under a myriad of different game models, and the players who generally achieve their success paradigm are "adaptable" and "versatile" and "have good memories".
Transitioning between teams:
There will be several weeks when your brain will be more focused on your "school team". During this time you will naturally lose or temporarily forget some of the habits, methods and processes of your "club" team. When you return to your club environment full time just be cognizant of the need to RECONNECT to the club team's and club coach's game model. The inverse is true as you transition from club TO school team.
And finally, you will be training A LOT. Your coaches may not completely understand your periodization. Your need for proper SLEEP, NUTRITION, RECOVERY is all HYPER CRITICAL during this time. You are in CONTROL. Your own time management will be key. Studies and academia should be managed with great discipline so that you do not force yourself to intersect large commitments to teachers, multiple coaches and others at one concentrated time. This type of stress is avoidable with planning and discipline.
In addition your cognitive antennas need to be on. One coach's "way" is not the "right way", it is just a different way. Be respectful and mindful as coaches attempt to lead you and advocate for your best from different perspectives.
Most importantly have FUN and take the opportunity to LEARN & GROW & EVOLVE your game through this experience. You deserve it!
BURNOUT SIGNS
Burnout is often the result of mental, emotional, or physical overuse. Managing this is CRITICAL to the success of the athlete during the transition to "school soccer" and trying to integrate an added element of time, energy, and focus to an athlete's already full plate.
SIGNALS & SIGNS
Apathy towards attending training.
Attitude that is dismissive of the importance of team events.
Lack of energy and excitement about the game, team, or training.
Visible performance on the field.
Nagging injuries of overuse or constant muscle soreness.
Verbal Cues such as expressing disinterest, frustration, or negative talk about team, coach or sport.
Body Language Cues such as slumped shoulders, defeated body language (looking up or down after mistakes, flailing hands after mistakes, etc).
The above Signals and Signs indicate the athlete is approaching and/or experiencing the common term applied to overuse, "burnout". This leads to a falsified picture of lack of interest.
The challenge is exasperated within the club setting where teammates are all normally within different high school programs and schedules, and therefore inconsistent. The High School team is regulated by a school schedule, mandatory attendance, due to a grade. Quite simply the environment is inherently "forced" and often the athlete will initially mistake this for a more committed "team" than the club team which has sporadic attendance since the training ground is not "campus driven", and as diverse high school schedules conflict with the club schedule making synchronization of the team difficult at every element of "team".
As burnout approaches, communication from the athlete to the School coach is hyper critical.
Communication with a club coach at WSA is expected. It is normally easier to communicate to your club coach during this time. Again, the "pay to play" model at club creates an easier approach path, than that to a teacher/coach who might be using a grade, or post season award, as perceived (or real) leverage.
Solutions to burnout are complicated. The best approach is preventative by understanding ahead of time the upcoming schedule, and communicating with your club coach. The ONUS of RESPONSIBILITY will befall the more experienced, invested, and often more empathetic coach - this is hopefully your WSA Club Coach. Modifying expectations, scheduling, and such can be achieved if the club coach is aware of the upcoming scheduling conflicts in advance.
SIGNALS & SIGNS
Apathy towards attending training.
Attitude that is dismissive of the importance of team events.
Lack of energy and excitement about the game, team, or training.
Visible performance on the field.
Nagging injuries of overuse or constant muscle soreness.
Verbal Cues such as expressing disinterest, frustration, or negative talk about team, coach or sport.
Body Language Cues such as slumped shoulders, defeated body language (looking up or down after mistakes, flailing hands after mistakes, etc).
The above Signals and Signs indicate the athlete is approaching and/or experiencing the common term applied to overuse, "burnout". This leads to a falsified picture of lack of interest.
The challenge is exasperated within the club setting where teammates are all normally within different high school programs and schedules, and therefore inconsistent. The High School team is regulated by a school schedule, mandatory attendance, due to a grade. Quite simply the environment is inherently "forced" and often the athlete will initially mistake this for a more committed "team" than the club team which has sporadic attendance since the training ground is not "campus driven", and as diverse high school schedules conflict with the club schedule making synchronization of the team difficult at every element of "team".
As burnout approaches, communication from the athlete to the School coach is hyper critical.
Communication with a club coach at WSA is expected. It is normally easier to communicate to your club coach during this time. Again, the "pay to play" model at club creates an easier approach path, than that to a teacher/coach who might be using a grade, or post season award, as perceived (or real) leverage.
Solutions to burnout are complicated. The best approach is preventative by understanding ahead of time the upcoming schedule, and communicating with your club coach. The ONUS of RESPONSIBILITY will befall the more experienced, invested, and often more empathetic coach - this is hopefully your WSA Club Coach. Modifying expectations, scheduling, and such can be achieved if the club coach is aware of the upcoming scheduling conflicts in advance.
U15 YEAR 8th/9th SPLIT
There is currently no great solution to this situation: A team of 8th and 9th graders are left with half of a team participating daily in HS Soccer during the Winter/Spring season, while half of the team is left without a school team and a half-committed club team.
The WSA solution is to be proactively aware of your club teams situation.
If you are a 9th grader on a team with 8th graders - be a good teammate by being aware that your teammates canNOT FULLY UNDERSTAND your school team commitment, time, and fatigue challenges. Do your best to be present, available and committed to your club team during your time of stress and fatigue. Good teammates make sacrifices and willingly suffer for the team.
If you are an 8th grader on a team with 9th graders - be a good teammate by being empathetic to your 9th grade teammates who are balancing A LOT. Try to understand their lack of energy and their fatigue are not "lack of commitment" to team. You will be there soon enough. And be proactive by making sure your club team coach has made plans to combine training sessions with the other teams in your age group, or scheduled time for you to train regularly with the team one year younger.
Possibly after 2025 many of these situations will be resolved as U.S. Soccer looks towards a revised age division format. However, no matter the situation, there will still be outliers and anomalies that fit this challenge. We recommend to always be PROACTIVE & EMPATHETIC - strong traits of FOLLWERSHIP & LEADERSHIP.
The WSA solution is to be proactively aware of your club teams situation.
If you are a 9th grader on a team with 8th graders - be a good teammate by being aware that your teammates canNOT FULLY UNDERSTAND your school team commitment, time, and fatigue challenges. Do your best to be present, available and committed to your club team during your time of stress and fatigue. Good teammates make sacrifices and willingly suffer for the team.
If you are an 8th grader on a team with 9th graders - be a good teammate by being empathetic to your 9th grade teammates who are balancing A LOT. Try to understand their lack of energy and their fatigue are not "lack of commitment" to team. You will be there soon enough. And be proactive by making sure your club team coach has made plans to combine training sessions with the other teams in your age group, or scheduled time for you to train regularly with the team one year younger.
Possibly after 2025 many of these situations will be resolved as U.S. Soccer looks towards a revised age division format. However, no matter the situation, there will still be outliers and anomalies that fit this challenge. We recommend to always be PROACTIVE & EMPATHETIC - strong traits of FOLLWERSHIP & LEADERSHIP.