Coach Futbol LLC is an international learning community of soccer coaches. We are where "futbol meets soccer," and "for coaches and by coaches". Spanish and English-speaking coaches in the US and across the globe and provide ongoing career assistance for coaches across the world. To join our growing network creating opportunities in multiple directions, email mateokmcc@gmail.com. 

Coach Fútbol LLC abre las puertas entre el fútbol y el soccer. El bilingüismo nos ayuda mucho en nuestra profesión y forma parte integral del desarrollo profesional de nuestros miembros. Desarrollamos a entrenadores hispanohablantes, les encontramos trabajos en EE.UU., y les ofrecemos ayuda profesional a lo largo de sus carreras. Manda un email a mateokmcc@gmail.com para sumarse al grupo.

Value Statement: Integrity, Humility, Inclusion, Dedication, and Solidarity shape all of our interactions with all players and coaches of the beautiful game.  

We assist teams and coaches with everything related to soccer. 

Club/School Services: We provide soccer clubs and schools with exceptional coaches. We support and consult coaching staff and clubs on coaching, coach recruitment, development, and retention, and create and implement instructional content (English, Spanish, bilingual). We have worked with McQuaid Jesuit High School (NY), Flex School (NJ), Purnell School (NJ), Ridge High School (NJ), Rochester Futbol Club (NY), Pittsford Mustangs Soccer Club (NY), Rochester Jr. Rhinos (NY), and RNYFC (NY). Clubs interested in contracting our coaches or in learning about our coaches and coach support services should email mateokmcc@gmail.com 

Coach Services: For us to recommend coaches for interviews with club coaching directors and administrators, coaches must first convince us of their professionalism, integrity, and coaching ability, including in English.  We only present candidates who have been in our community for months or even years. Once we feel that a coach is a good candidate for a job and we have met them in person, our next step is to recommend them to clubs via profiles that include resume and videos. This results in interviews and coaching trials with clubs. We prepare coaches for these and follow up with the clubs to get feedback regarding the process. Coaches must also pass background checks. A wide range of positions are available through our national and international professional networks. To date, full and part time placements have occurred in New York, New Jersey, Florida, and Kentucky.

Camp Services: We have 10 weeks of camp positions each summer, starting the third week of June and ending the last week in August. Most camps currently available are for kids ages 5 to 17.  A typical camp runs from 9:00am to 12:00am, Monday to Friday, but some are all full time or boarding. We also have weekend camps. We have new and improved summer camp contracts, rewarding you if you can commit to working multiple weeks. The more weeks you work, the bigger the bonus you will get. Full information on the summer and new contracts will be provided via a zoom call. You will be sent the invitation information. Our objective with the information you submit is to try and provide you with a provisional schedule for the entire summer.  We want you to know where you will be working and when, before the summer even starts, helping you to better plan your summer in advance. Priority of work will be given as follows: 

1. Summer availability submission date
2. Coaches that have better availability (more weeks they can work)
3. Previous work history with the company           
4. Experience and qualifications

Soccer Job Sites

         www.futboljobs.com

         https://unitedsoccercoaches.org/jobs/

         https://www.teamworkonline.com

         www.ussoccer.com

Our Leadership Team

Matt McConnochie, Founder, Executive Director linkedin.com/in/matthew-mcconno
 

• Veteran coach, coach educator, language (English, Spanish) educator
• BA Yale University, Latin American Studies major
• MS Ohio University, Sports Science and Coaching Pedagogy
• All-American (1990), played NCAA D1 for Yale, Deportes Temuco 
• US Soccer National Youth Coaching License
• US Soccer National B Coaching License
• NSCAA Advanced National Coaching License
• INAF Chile (Chilean National Coaching Institute) full-time 1 year
• Empire United Soccer Academy, McQuaid Jesuit High Boys Varsity Head Coach, Youth Programs Director (15 years)
• 69-38-16 Career Record, #6 National Ranking in 2009
• Directed McQuaid Soccer School 2500+ boys, girls U4-18 (2002-2016)
• NYS Section V Soccer Hall of Fame 
• Sectional Championship and Coach of the Year award in 2009. 
• Spanish and English teacher (21 years middle and high school)
• Mentored and placed hundreds of successful coaches and teachers
• Head Coach and Assistant Coach various NJ HS + Club (5 years)

Gustavo: Zamudio, Director Chile en.wikipedia.org/wiki/Gustavo_Zamudio

:

• 12-year pro playing career included 170 appearances at top clubs in the US, Hong Kong, and Chile, incl. Catolica, where he was formed
• Instituto Nacional de Futbol de Chile PET studies
• Coach at US DA Academies, Chilean clubs and municipalities.

Lucas Fernandez

• Director of Academia de San Lorenzo, Argentina
• Former Professional Player (2 years), Argentina Juniors
• Former Professional Player (2 years), Rochester Jr. Rhinos
• Former Professional Player (9 years), Chacharita.

COACH PREPARATION

Currently offered Wednesdays at 9pm Chilean time (Currently 7pm EST) We are leading experts in soccer coach language acquisition. Email mateokmcc@gmail.com to register with us to or learn more about the online courses currently running, We also welcome submissions of written and audio/visual materials for coach language learning and professional development. 

Purpose: Coach Fútbol LLC develops and assists coaches, specifically to adapt and thrive in settings with new languages and cultures. Part of this process is verification of each coach's professional quality and dependability, including the ability to coach effectively in English. Coach Futbol LLC puts its reputation within soccer and additional-language-learning communities on the line when it places coaches, so we set the highest standard for coach development and place only the coaches that meet this standard. Our methodology is designed and evaluated accordingly.

Curriculum: "Coach" means an individual that performs the duties and services as may be assigned to an individual by a soccer club regarding the training of youth soccer players, including but not limited to (i) conducting and supervising the team’s practices, training camps and training sessions, (ii) coaching the team in all competitions and games, (iii) preparing for all games played by the team, including developing game strategies, (iv) overseeing off-season player development programs for the team, (v) consulting and advising with respect to the team’s roster and player trades, (vi) directing and supervising the team’s coaching staff, (vii) enforcing club and league rules, and/or (viii) participating in promotional, sponsorship and public relations activities. (MLS Next Rules and Regulations 2021-2022). Language acquisition occurs through training for these roles.

Methodology: Coach Fútbol LLC classes immerse coaches in the professional world of coaching in English and Spanish. Our students/coaches come from a wide range of coaching and linguistic backgrounds, but we share a common approach/philosophy - somos bilingües. Collaborative Learning, Additive Bilingualism, Translanguaging, and Content and Language Integrated Learning (CLIL) are research-based approaches that we personalize for the contexts of our coaches. "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language. ... Using language to learn, learning to use language." (Marsh, 1994)

Our courses simultaneously target both language skills and a broader professional "readiness" skillsets that we have found are needed to coach successfully in additional languages and cultures. Our innovations in bilingual soccer and bilingual coach education are drawing attention across education and soccer landscapes.

All students are asked to take a free TOEFL test within their first month of study to serve as a benchmark for progress. https://www.ets.org/s/toefl/free-practice/start.html

Suggested Resources for Self-Study

1.  SOCCER-SPECIFIC ENGLISH LEARNING PROGRAMS

• https://www.fluentfootball.com
• Premier Skills English https://premierskillsenglish.britishcouncil.org 
• https://languagecaster.com
• These sites have endless opportunities for home learning

2. GENERAL ENGLISH LEARNING PROGRAMS

• Superholly https://www.youtube.com/watch?v=MC0bvF6YxEE

3. FutbolLingo.com

Recommendations for Current Students

• KEEP A LEARNING JOURNAL AND GOOGLE DRIVE. SHARE THIS WITH THE COACH FUTBOL, LLC COMMUNITY AND HIGHLIGHTS ITS AT OUR KNOWLEDGE PRODUCTION SITE

• TAKE TOEFL TEST DURING YOUR FIRST MONTH OF OUR COURSE AND AGAIN AFTER SIX MONTHS

Targeted Vocabulary Examples

• Step, push up (apreta/corta/achica el espacio, sube)
• Drop (Baja/cubre el espacio atrás de ti)
• Cover (cobertura)
• Immediate chase (presión inmediata tras perdida)
• Support Leg (pie de apoyo)
• Body Shape (orientación del cuerpo)
• Shape your body (perfilarse)
• Back foot (pie lejano)
• Front foot (pie cercano)
• Width (amplitud)
• Penetration (penetración-profundidad)
• Space (espacio)
• Switch roles (cambio de roles)
• Half (mitad)
• Halftime (medio tiempo, entretiempo)
• Pace of ball: (velocidad del balón, ritmo de juego)
• Tight mark (marcaje cercano)
• Loose mark (marcaje suelto)
• Through ball (pase filtrado)
• Side, flank: (lado, banda)
• Channel (pasillo)
• Midfielder (medio campista)
• Forward (delantero)
• Defender: (defensa)
• Goalkeeper: (arquero)
• Near post (primer palo)
• Far post (segundo palo)
• Cross (centro)
• Early Cross (centro rápido) 
• Balance (equilibrio defensivo)
• First Defender (Delantero que realiza la primera presión)
• Second defender (defensor que ayuda al primer defensor)
• Assistant coach (entrenador asistente)
• Physical conditioning (trabajo físico)
• Win the back of the defender (ganar la espalda)  
• Activity, exercise (actividad, ejercicio) Runs (movimientos ofensivos)  
• Cone (cono)
• Estaca (polo, marker)
• Return pass (devolution)  
• Outside (afuera)  
• Square (cuadrado)  
• Field (cancha, campo de juego)  
• Attack zone (zone de statue)  
• Small sided (espacio reducido y/o numero de jugadores reducido)
• Hip rotation (Rotación de cadera)
• Sidestep (Lateralidad) 
• Patada Frontal (Front Kick)
• Finish with back kicks (Terminen con patadas de atrás)
• Simple pass (pase simple)
• Give me the ball (Dame el balon)
• We are still on the warmup (Todavía estamos en el calentamiento)
• We work on the first touch. (Trabajamos el control orientado)
• Follow your pass (Hay que cambiarse de posición)
• Look at your teammate (Mira tu compañero) 
• clean sheet (literalmente, "sábana limpia" Se usa para referir a "canasto limpio," es decir no conceder goles.

Class Overview: Classes began in May, 2021 Class size is growing, so we are looking for additional teachers. Additional teachers may be students who have progressed significantly. Bilingual coaches with teaching experience from outside of the group may also apply. Opportunities for students go well beyond typical student roles. Students are presenting on soccer coaching topics. These include analysis of teams, players, coaches, and training.

Sample Class Activities: 

1) Zoom breakout room trial

2) Analysis of Copa America, Eurocopa, Olympic, and Chilean and US competitions 

3) Coach-students describe their best coaching

4) Questions from classmates with what, when, how, why, where?

5) Coach-students describe coaching that they most admire.

6) Guided discussion of coaching topics/problems

7) Employment-related question and answer

8) Listening activity with and/or without captions

9) Literature (Research) Review 

10) Student Video Coaching Presentations

11) Student journal sharing

12) Production of Video Tutorial

Sample Class Objectives:

-Explain the objectives of your session. How you achieve some of the following:

-technical repetitions

-spacial awareness

-positional play

We also conduct in-person professional development in Chile and the USA.

Note that enrollment and completion of coach preparation / professional development does not guarantee coaches of our recommendations for coaching positions. Recommendations for coaching positions are based solely on demonstration of ability to perform successfully.  

Bilingual Soccer classes for players are innovative learning environments developed and run by Coach Fútbol, LLC for the improvement of soccer, Spanish, and English. Participants communicate in Spanish and English while participating in fun soccer-based games and activities. The experiences of playing and coaching in both languages serve as motivation and instrument for language learning. Coaches learn to navigate the linguistic and cultural differences. Current bilingual soccer in Europe and the emerging field of language and soccer research demonstrate the effectiveness of combining learning objectives in these two domains. Matt conducted one of these classes at with an IPillar Middle School Class of 12 students in Florida from October to December 2021. For future classes, internships may be available to coaches interested in learning the methodology. Email mateokmcc@gmail.com for details. 

Our first in-person component to Bilingual Soccer Coaching Classes occurred with three coaches in NJ in the summer/fall of 2022. They assisted the Ridge High School team and coached their own club teams. 

Coach Fútbol LLC director Matt McConnochie and Gustavo Zamudio offer assistance to coaches pursuing certifications. They have helped numerous coaches achieve certifications and licenses that propel them to the next step in their careers. Matt holds the US Soccer National B and Youth Licenses as well as the NSCAA Advanced National License and a Master's Degree in Recreation and Sports Science with a Soccer Coaching Concentration from Ohio University/United Soccer Coaches, Matt and Gustavo have also completed coursework at INAF Chile, and Matt has completed graduate Sports Managment work with the Cryuff Institute in Barcelona. Whatever your level or aspirations, Matt and Gustavo can help you find and pass the right course for you and your career. Email mateokmcc@gmail.com

Our research is integral to the success of our coaches because it allows us to constantly improve our additional-language learning curricula, practices, material, and methodologies for coaches. We generate our own research, and our courses are also the subject of independent third-party research. We provide and analyze data from a variety of sources. (This triangulation of data collection is a best practice common to all action/practitioner research.) Language proficiencies are measured via student journals, lesson plans, coaching videos, transcriptions of soccer and coaching videos, guided conversations on coaching topics, and on-field/training room training and match-day coaching speech acts. These outcomes are measured by formative and summative assessments conducted by outside parties and compared against pre-entry baseline assessments. 

Literature Review:

Coach Fútbol LLC reviews literature relevant to bilingual coaching education and bilingual soccer classes. We also conduct case studies. Write to mateokmcc@gmail.com with any comments about our research and reviews as well as any contributions that you may be interested in making.

The purpose of the literature review section is to evaluate and synthesize research in order to improve our classes as well as to contribute to the fields of language and soccer coaching education more broadly considered.

Currently we are especially interested in conducting and evaluating research related to 1) formulation of objectives and practices along the CBI/CLIL/EMI continuum, (2) personalization of content, and 3) scalability of bilingual soccer and bilingual coach education programming.

Formulation of objectives occurs along CBI/CLIL/EMI continuum. CBI stands for content based instruction, CLIL for content and language integrated learning, and EMI for English as a medium of instruction. (The terms CBI and CLIL are used in different geographic locations to refer to courses that center on content but also include varying degrees of language objectives.) Any location on this continuum means that a course's methodology focuses primarily on content and meaning. When language form and language awareness are also learning objectives to varying degrees, the course is on the continuum as long as the teaching and learning practice used the additional language to acquire competencies and language learning in a way that is "content-oriented but language sensitive.” (Wolff, 2007, p. 17) In other words, learning occurs through the language. EMI represents the end of the continuum where the responsibility of learning the additional language falls most heavily on the student, the point where there are no explicit language objectives. 

Personalization of content facilitates agency and ownership of development. Learner generation and selection of coaching materials for coaching and language learning has the benefit of focusing their preparation on their particular coaching context. Learners may perceive that there is extra work for them in this regard, but are meant to see it as a benefit for the work that they will be putting into the course. Personalization implies student agency and will be necessarily more student centered. We are producers of soccer coaching knowledge. Students design coaching plans and coach in English. Our role together is to create materials for coaches to use when they are coaching and preparing to coach. This process is underpinned by our additive bilingualism theoretical framework. In other words, the students are encouraged to talk through their coaching with their instructors in English. Coaching and English are developed simultaneously and as a result of each other.

The Direction of CBI/CLIL/EMI Physical Education: The current trend of the promotion of multilingualism as national and regional policy has resulted in physical education classes often being taught in English in countries where English is not the primary language. Dra. Irma Lorenzo affirms that despite the abundance of CBI/CLIL/EMI physical education classes at the secondary level of education and below in Spain, she and her colleagues teach these classes without any formal teacher education focused on physical education with CBI/CLIL/EMI methodology. She states that there is no specific teacher education for this in Spain or perhaps anywhere, and CBI/CLIL/EMI physical education teachers have no specific certification to teach CBI/CLIL/EMI physical education. In most cases they must have certifications to teach physical education as well as certification of proficiency levels in English language on the European scale. (Dra. Irma Lorenzo has certification from Cambridge.) Physical education is one of the subjects used for CLIL in Spain. We explore reasons for this in our research. Generally speaking, it is thought that the abundance of non-verbal use and contexts create favorable learning conditions for both language and physical education learning objectives. It is expected that when coaches present and co-create materials and activities during CBI/CLIL/EMI Physical Education, many of these will incorporate experiential, on-field activities. Most coaches have a history and strength with this type of learning, and research and experience suggest that it has a high level of potential for generating language acquisition. While there is not an extensive body of specific research on language learning in physical and corporal- or motor-based education, a few common themes emerge from the existing research. 

Learning objectives must be well defined and vague or otherwise poor learning objectives are a common problem for CBI/CLIL teachers. Beacher (2014) showed that MA TESOL students were generally deficient in their language learning objectives. CLIL/CBI did not make things simpler for them; their lesson planning needed a lot of help. Reviewing MA TESOL teachers across all subjects taught via CBI/CLI, Beacher found that on average language objectives were less clear than content objectives. He concluded that strong mentoring and explicit instruction for the formulation of language objectives in particular is very important for beginning CBI/CLIL teachers. Beacher's study is important for our methodology in many ways. Primary among these is that it shows how teachers can fail with CLIL learning objectives both in their formulation and by failing to communicate them accurately to themselves and to their students. We must keep the quality of both sets of learning objectives (language and coaching content) at a consistently high level. 

Matt's doctoral work seeks to determine the best ways to harness bilingualism to take advantage of the motivational and instructional benefits of engagement in soccer and soccer coaching for second language learning. 

Data Collections:

Videos of our Classes (We have conducted hundreds of classes and have recorded parts of every class, so the process of reviewing is long ... see a sample of class videos uploaded below.)

Student Journals

Lesson plans

Coaching Session Videos

Soccer Tutorial Videos

Transcriptions of Soccer and Coaching Videos

Guided Conversations on Coaching Topics Videos

Speech Act Videos (On-field/training room training and match-day coaching

Our community continues to Zoom on Wednesday nights to discuss soccer and our lives. We have become a group of friends, no small thing. Cross-cultural, professional, dedicated.

Into the second year of our community, we are struck by how much we have gotten to know and trust each other. All of us have been working hard for our current clubs and schools, and some are finishing their degrees at INAF. The pandemic has meant that traveling internationally has been a waiting game in order to not get stuck in quarantine. One goal that unites is to capitalize on our coaching talent and education by using it in the US market. Below is information that we may be helpful for H1B1 Visas for Chilean coaches.  

Responsabilidades del cargo

• Salario y beneficios
• Duración del empleo
• Descripción de la empresa que ofrece el cargo
• Calificaciones del solicitante
• Formulario certificado ETA-9035 o ETA-9035E presentado ante el Departamento de Trabajo de los EE. UU. Este formulario se puede encontrar en el sitio web del Departamento del Trabajo y debe ser completado por el empleador.
• Prueba de que el solicitante cumple con el nivel educacional requerido o con la experiencia laboral. Se debe incluir copias del título universitario y/o un certificado de equivalencia de una agencia de acreditación.

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This space is available for our members to provide personal updates and contributions.

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In Coach Futbol courses we learn to think about and use language effectively. See https://www.youtube.com/watch?v=BMHEygNw6r0 

Gustavo played for the Rochester Rhinos, coached for McQuaid Jesuit High School, and provided individual classes.

Leandro, Ernesto, and Juan traveled to Kentucky, where they coached at The Soccer Factory