When instructions conflict, the player stops looking at the game to see the solution and starts looking at the sideline to find the correct answer. The primary goal for these U10s is to develop their own internal map of the pitch, recognising when to dribble or pass based on where the defenders are. Every time a coach shouts, that learning process is interrupted. I suggest implementing a silent first half for all staff. During this period, the only permitted interaction is to observe how the players solve problems on their own. If you need to intervene, try limiting it to one specific question asked during a natural break in play. For example, rather than shouting instructions about positioning, you might ask a player coming off the pitch, What did you notice about the space behind their midfielders when you had the ball? This shifts the focus back to their perception rather than your control.
