What we measure, and why.

Every number in C2X, in plain coaching language. Here's what each metric means, what it looks like, and what good usually looks like.

How to read your numbers

C2X counts what you said and how you said it, so you can see your coaching the way your players hear it. The numbers are there to make you aware of your coaching. They are not a grade.

  • Context matters. A game-prep session where you go through the game plan should look more directive than a development session built around questions. A halftime talk won't look like a Tuesday practice. Compare like with like. You can filter by session type: practice, game or halftime.
  • Age matters. Younger and newer players usually need more instruction up front. More abstract coaching, like reflecting after the play, gets easier as players develop.
  • Look at trends, not single sessions. One session that's under target is just information. A pattern across weeks is something to work on.
  • Targets come from coaching research. They're a guide to what good usually looks like, not a rule for every session.

Feedback tone

Positive feedback %

What it isOf your feedback that has a clear tone, the share that's positive rather than negative.

Counts as positive

  • "Great job!"
  • "Love the effort."
  • "Well done, Kelly. Next time try to receive on your back foot."

Praise plus a fix still counts as positive.

Counts as negative — Criticism with no way forward:

  • "That's terrible."
  • "What are you doing?"
  • "No! Wrong!"

Left out Neutral statements and pure instruction. They don't count for or against you.

Around 80%, roughly 4 positives for every negative.

When it's normal to be different: Correcting players is a core coaching skill and doesn't count against you here. Only criticism with no fix is negative. A frustrating game moment can pull one session down. Watch the trend.

Constructive feedback

What it isFeedback that tells the player how to do it better.

Counts

  • "Next time, look over your shoulder before you receive."
  • "Good, but plant your foot earlier."

This one is both positive and constructive.

Doesn't count Pure praise with no improvement point. Pure criticism with no fix.

Awareness only, no targetNo fixed target. More constructive feedback over time usually means more teaching.

Neutral feedback

What it isTelling a player what happened, with no praise and no fix.

Example

  • "There was a five-yard gap between you and the winger when they received the ball."

Not feedback at all Organization and logistics, like "Water break" or "Blue team on this side."

Awareness only, no targetNo target. Neutral feedback is useful information. Adding the "what to do next" turns it into coaching.

Praise

What counts as praise: A positive acknowledgement of something a player or the team did, is doing, or can become: "Great interception." · "I'm impressed." · "You're going to be an awesome defender." Praise inside a question counts too: "What did you do really well there?"

General praise

What it isPraise with no player's name in the sentence.

Examples

  • "Great job, everyone!"
  • "Well done!"

Why it matters It's good for team energy, but no one knows exactly what to repeat.

Less than half of your praise.

General with name

What it isPraise with the player's name in the sentence, but no coaching point.

Examples

  • "Well done, Kelly!"
  • "I love that pass you played, Sam."

Why it matters The player feels seen. Add what they did and why it worked to turn it into coaching.

Awareness only, no target

Coaching with name

What it isPraise + name + what they did + how or why (or both).

Example

  • "Great first touch, Kelly. It took you away from pressure."
  • "Well done, Sam. Holding your position kept our shape."

The test Could a teammate listening learn how to repeat it?

40% or more of your praise.

Questions

What counts as a question: Any genuine question to a player or the team, including quick check-ins like "Make sense?" or "Got it?" (those count as closed).

Open questions

What it isA question that makes the player think, explain or decide. Follow-ups that build on a player's answer count here too.

Examples

  • "What options did you see?"
  • "Why would you play it there?"
  • "How could we create more space?"
  • "Why do you think that?"

Not open — Quick factual questions, even when they start with "where" or "what":

  • "Where's the ball?"

65% or more of your questions.

Closed questions

What it isA question with a single answer or a choice between two options. It asks players to recall or identify, not think through a process.

Examples

  • "Did you see the runner?"
  • "Left or right?"
  • "Ready?"

Under 30% of your questions.

When it's normal to be different: Quick checks for understanding before a drill or a game are useful. Just don't let them replace the thinking questions.

Self-answered questions

What it isYou ask a question and answer it before a player can. This includes asking a second question straight away, before anyone has answered the first.

Example

  • "Where's the space? It's on the left side."

As close to 0% as you can.Ask, then wait.

Instruction timing

What it isWhen you coach, relative to the action.

  • Pre-instruction (before the rep)

    • "On this next play, I want you to…"

  • Concurrent (during live play)

    • "Now! Pass it!"
    • "Stay low!"

  • Post-instruction (after the rep)

    • "On that last play…"
    • "Next time, try to…"

Pre 35–45% · Concurrent under 15% · Post 40–50%.

When it's normal to be different: Younger or newer players usually need more pre-instruction, because reflecting after the play is harder for them. Game-prep sessions lean toward pre-instruction too.

Player-centered vs coach-centered communication

Player-centered

What it isThe player is thinking and contributing.

Examples — open questions, inviting a choice, encouraging reflection.

  • "What did you see there?"
  • "Talk to your partner: how do we beat their press?"
  • "You pick the next drill."

Coach-centered

What it isThe coach makes the decisions.

Examples — commands, telling the answer, answering your own questions.

  • "Go there."
  • "Pass it to Sam."
  • "Why did we lose the ball? Because nobody tracked back."

60% or more player-centered over time.

When it's normal to be different: Game prep, set pieces and safety moments are naturally more coach-centered. This is about the balance across your coaching, not every session.

Player interactions

What it is: Every time you speak to a player by name, sorted into positive (praise, encouragement, questions), negative (criticism or punishment with no guidance) or name only (e.g. "Alex, over here."). Nicknames are merged into one player.

Player positive %

What it isFor each player: positive ÷ (positive + negative). Name-only mentions are left out.

80% or more.A player under that is flagged "needs attention" so no one slips through.

When it's normal to be different: Correcting a player with a fix isn't negative. This flags players who mostly hear criticism with no way forward.

Feedback focus

Individual vs group feedback

What it isIndividual feedback is aimed at one player ("Sam, nice run." · "You need to get wider."). Group feedback is aimed at the team or several players ("Everyone back.").

40% or more individual.

Specific vs general feedback

What it isSpecific feedback gives concrete detail about technique or the play ("Open your hips before you receive."). General feedback is broad ("Do better." · "Good.").

50% or more specific.

Talk time

Talk time

What it isHow much of the session you spend talking.

Awareness only, no targetThere's no right number. Talk time depends on the session. Coaching over the top while play runs, freeze moments and game days all push it up. It's here so you can notice it, not as a score.

Language

Filler words

What it isWords that fill space without adding meaning: "um," "uh," "you know," "basically." Words like "okay" or "right" only count as filler when they're used that way, not as a check-in or encouragement.

Why it matters Fewer fillers make your key points land.

Awareness only, no targetOn the director dashboard it's shown per minute. Use it to notice habits, not as a score.

Repeated words and "we" vs "you"

What it isWords and phrases you use a lot in a session, plus the balance between "we" and "you."

Why it matters "We" builds shared ownership and accountability. "You" can come across as blame. It's a good window into the culture your words create.

Awareness only, no targetNo target. It's here to make you aware.

Your session summary

After every session, the AI writes what went well, two or three things to work on, and one concrete tip for next time. Where it can, it also points out what improved since your last session.

Definitions reviewed by Tom Shields, C2X's coaching-behaviour expert. Technical and tactical sport packs (soccer, lacrosse) have their own definitions.

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Tom Shields

Technical Director, STA Soccer

  • Technical Director, STA Soccer.
  • 2025 USL League Two Coach of the Year.
  • 4x US Club Soccer National Champion.
  • 2x USL League Two Metropolitan Division Champion (2025, 2026).
  • 500 Players Guided to NCAA College Commitments.
  • US Soccer A Youth License & Academy Directors License Holder.
  • US Club Soccer Boys id2 National Staff Coach.
  • Former NCAA Division I Assistant Coach (Rutgers & CCSU).
  • Master's Degree in Sport Psychology.