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0:00 It's why we don't teach calculus to a first-grader. It's not because they're lazy or dumb or anything else. It's just they don't have the cognitive ability to
0:07 have that abstract thinking. It's just not what their brain is ready to do at that age. And it's the same for teaching soccer. Again, remember I said teaching
0:17 soccer, not coaching soccer, cuz there's a big difference and that's what we're talking about here in this little series. So, let's take a look at this first graphic here with these four
0:24 tracks, right? Here's all the components that make up a human at whatever age.
0:30 And here's the ones we have. We have our cognitive windows. What are the things they can think about? How many of people can they hold in their heads? How many
0:37 variables are going on? Whether they can even plan ahead at all or only react to what's in front of them.
0:44 We have the physical. What their body can actually do. Balance, landing, changing direction. More importantly, what training actually improves at this age, which is not what most people
0:53 think. We'll talk about that in much more detail later on. Social. Who can they do it with? Whether they are genuinely cooperative and can cooperate with others or whether they can only
1:03 take turns. Who matters more in their locus, whether it's their parents, then their coach, then their peers.
1:10 That's part of that social thing. And again, it has a huge effect on both genders and in different and unique ways, which are important to understand.
1:19 And then, of course, we take a look at that total maturation. When their body changes. The timing of the things that happen to them, which is its own thing
1:27 and it lands about two years apart for girls versus boys. And we're going to spend some real time on that later because it almost nobody explains this
1:34 to volunteer coaching.
