How the U.S. develops its most promising young players is not just different from what the Netherlands and most elite soccer nations do — on fundamental levels, it is diametrically opposed.
Americans like to put together teams, even at the Pee Wee level, that are meant to win. The best soccer-playing nations build individual players, ones with superior technical skills who later come together on teams the U.S. struggles to beat. In a way, it is a reversal of type. Americans tend to think of Europeans as collectivists and themselves as individualists. But in sports, it is the opposite. The Europeans build up the assets of individual players. Americans underdevelop the individual, although most of the volunteers who coach at the youngest level would not be cognizant of that.
The American approach is the more democratic view of sport. The aspirations of each member of the team are equally valid. Elsewhere, there is more comfort with singling out players for attention and individualized instruction, even at the expense of the group. David Endt, a former Ajax player and a longtime executive of the club, told me, “Here, we would rather polish one or two jewels than win games at the youth levels.”
Americans place a higher value on competition than on practice, so the balance between games and practice in the U.S. is skewed when compared with the rest of the world. It’s not unusual for a teenager in the U.S. to play 100 or more games in a season, for two or three different teams, leaving little time for training and little energy for it in the infrequent moments it occurs. A result is that the development of our best players is stunted. They tend to be fast and passionate but underskilled and lacking in savvy compared with players elsewhere. “As soon as a kid here starts playing, he’s got referees on the field and parents watching in lawn chairs,” John Hackworth, the former coach of the U.S. under-17 national team and now the youth-development coordinator for the Philadelphia franchise in Major League Soccer, told me. “As he gets older, the game count just keeps increasing. It’s counterproductive to learning and the No. 1 worst thing we do.”
