Many people practise coaching without really understanding its process is dependent on the complex dynamics between coaches and players, their individual attributes their desires and ambitions and the training and competition context. Player centred coaching considers all these complexities, but with an emphasis upon the development of the (player) (Kidman and Davis, 2007, p.127)
Like other learners, young players develop understanding when they are involved in solving problems for themselves, thus enhancing their learning ability. Important tools in the learning process are developing new ideas, knowledge, know how and the ability to make decisions.
If experts merely present knowledge (sometimes quite forcefully) to those who are considered non-expert and make decisions for them, players become disempowered and dependent on a coach. In other words, if players’ needs do not influence their learning experiences, learning is minimal. The knowledge, understanding, skill and decision-making ability that young players learn and apply can make the difference between performance success and failure.
For example, playing the game of football is essential to player learning and development. Significantly those who go on to successful professional football careers have spent considerable time away from their coach playing the game informally. The more time players spend playing the better their chances of success in the long run.
Take some time out to watch youngsters playing football on their own either recreationally or before training or at a match and one can often see quite sophisticated interactions, skills and movements taking place.
It is an impressive sight, but all too often adults can be seen to interrupt the game to give instructions to young players and those creative movements risk being replaced with robotic play, according to how an adult (expert) wants the game played.
For example:
Youngsters will often put on the play area some coats or bags to make goals for a game of football. If there are odd numbers they may decide to play maybe 3 (including the oldest player) against 4 (including the two youngest players) because they want a fair game and a good challenge. Children don’t want to win too easily – it’s boring.
During a break, in the school playground some children play at a football game of mixed ages before going back into lessons. They decide to make a rule that the big children must only play two touch football
Before the start of a training session the players wait for the coach. They play a competitive 2 versus 2 headers and volleys game. The coach arrives and begins to work on heading techniques in isolation from the game. Before the coach’s arrival, the children were setting themselves realistic challenges but the coach failed to recognise this as a consequence of their lack of understanding about learning. The children become bored and don’t have as much practice as when they were playing 2 versus 2.
Often a coach will dismiss youngsters when they ask to play a game. Why is this? I believe the right kind of coaching is important but I also believe games are important too. Playing games helps youngsters understand and perceive best practice and better their performance. The purpose of sporting participation is after all to play games. Coaches want players to make decisions, but players can only become great decision makers if exposed to real situations.
Because they like playing games, youngsters are often more imaginative and creative in their learning within the context of the game than coaches realise. Young players are more than capable of enhancing their learning through the challenges they set themselves and through the social interactions they come across.
Playing without their coach (expert) being present authorises and empowers young players (non expert) to simply get on with it and often they learn more by doing just that. They make mistakes, fix what they need to and then get on with the game. No one interrupts their learning.
Sporting Futures 
The importance of games-based learning is slowly being recognised (although there is sometimes still an over-reliance on “drills”, in cricket – the sport I coach – at least), but the role of the “expert” is still vital, I believe. A different role, perhaps, as facilitator and mentor rather than teacher, but an important one.
In cricket, we are introducing the “whole-part-whole” session plan – play a (whole) game, then isolate and coach a technique that will help the players to succeed in the game, and finish by playing the game again, but with incentives for applying the technique appropriately.
The players spend perhaps 60% of their practice time playing games, but get to experience the technique in a game context (developing skill).
The coach designs games to test technique, and provides traditional coaching as required, but mostly stands back to allow the game to teach the game.