FOOTBALL! LEGENDARY PLAYER
Chapter 155: The Playground King

Chapter 155: The Playground King

On the school playground, Amani wasn’t an Eredivisie starter but simply one of the boys.

The midday sun bathed St. Bonifatius College’s central courtyard in warm September light as students gathered during their lunch break.

Three days had passed since Amani’s return to school after his man-of-the-match performance, and the initial wave of attention had gradually subsided into a new normal one where his dual identity as student and professional athlete had become, if not ordinary, at least familiar.

In the center of the courtyard, an impromptu football circle had formed. Students passed a ball between them in the traditional Dutch "rondo" format, players forming a circle with one or two in the middle trying to intercept passes.

It was a casual, joyful expression of the country’s football culture, played without coaches or structure.

"Amani!" called Wesley, waving him over. "We need one more!"

Malik, already part of the circle, raised an eyebrow questioningly. He knew that Utrecht’s physical trainers had specific protocols about Amani’s activities between matches guidelines designed to protect his developing physiology from overexertion.

Amani hesitated briefly, mentally reviewing the recovery schedule he’d been given. Light activity was permitted today encouraged, even, to maintain circulation and prevent stiffness. A casual rondo should fall within those parameters.

"Coming," he replied, dropping his school bag beside a bench and joining the circle.

As he took his position, Amani felt a subtle shift in the group’s energy a momentary self-consciousness as the other students registered that an Eredivisie player had joined their lunchtime game.

But that awkwardness dissolved almost immediately as the ball began moving, the universal language of the sport transcending the distinctions between amateur and professional.

"Middle!" Yassir called to a younger student who had just joined them, directing him to the center of the circle.

The rondo flowed with the casual rhythm of playground football some passes precise, others sloppy, all accompanied by the good-natured commentary that was as much a part of the game as the ball itself.

"Too slow!"

"Look at that touch!"

"He’s never getting it back!"

When the ball came to Amani, he deliberately matched his play to the casual context executing simple passes, occasionally adding a small flourish that delighted his peers without emphasizing the gulf in technical ability.

Here, in this circle, he wasn’t showcasing the skills that had earned him man-of-the-match honors; he was simply participating in the timeless ritual of friends playing together.

"Even the great Amani Hamadi can’t save that pass," Wesley joked when one of Amani’s teammates sent the ball sailing over his head and out of the circle.

"Not even Messi could have reached that," Amani replied with a laugh, retrieving the ball and returning it to play.

This easy banter the ability to joke about his emerging status reflected the healthy foundation of friendships established before his acceleration into professional football.

Wesley, Yassir, and Malik had known Amani when he was simply another talented academy prospect; that shared history provided a context where his recent achievements could be acknowledged without fundamentally altering their relationship dynamic.

As the rondo continued, other students drifted toward the circle some joining, others watching from the periphery. Amani noticed a group of younger students observing with particular interest, whispering among themselves as they gathered courage to approach.

Finally, one boy perhaps twelve or thirteen stepped forward during a break in play when the ball had rolled away.

"Excuse me," he said, his voice carrying the slight tremor of adolescent uncertainty. "Could you show us that move you did against Zwolle? The one where you turned away from three defenders?"

The request hung in the air for a moment, highlighting the duality of Amani’s position student among peers, yet simultaneously a figure of admiration within the school community. Before he could respond, Wesley interjected with characteristic humor.

"He charges fifty euros for demonstrations," he deadpanned. "Plus image rights."

The younger students looked momentarily crestfallen until they caught Amani’s smile and realized it was a joke.

"I can show you," Amani offered, "but remember it’s about reading the defenders’ momentum, not just the technique itself."

This willingness to share knowledge rather than showcase superiority reflected the values Utrecht’s coaching staff had consistently emphasized that talent carried responsibility, that development was collective as well as individual.

As Amani demonstrated, the move a subtle drop of the shoulder followed by a half-turn that created separation from imaginary defenders he explained the decision-making process that accompanied the technical execution. The younger students watched with rapt attention, attempting to replicate the movement with varying degrees of success.

"It’s all about timing," Amani explained patiently. "You want them to commit their weight before you change direction."

This impromptu coaching session continued for several minutes, with Amani offering guidance and encouragement as the younger students practiced.

The interaction reflected another dimension of his evolving identity not just player but potential mentor, sharing knowledge gained through his accelerated journey.

As the lunch period neared its end, the informal gathering began to disperse. The younger students thanked Amani before heading to their next classes, their expressions reflecting the impact of this brief interaction with someone they clearly viewed as a role model.

"You’ve got fans," Malik observed as he and Amani collected their bags.

"It’s strange," Amani admitted. "Three weeks ago, I was just another academy player."

"Not to them," Malik replied, nodding toward the departing younger students. "To them, you’re proof that the dream is possible."

This observation recognition of the symbolic significance his journey held for others added another layer of responsibility to Amani’s already complex position. His performance on the pitch now carried implications beyond personal achievement or team success; it represented possibility for those following similar paths.

As they headed toward their afternoon classes, Amani and Malik passed Ms. Visser, the school counselor, who had been observing the playground interactions from a distance.

"A moment, Amani?" she requested as they approached.

Malik continued on with a supportive nod, understanding that the school’s staff had specific protocols for supporting Amani’s unique situation.

"That was well-handled," Ms. Visser said once they were alone. "The demonstration for the younger students."

"They just wanted to learn the move," Amani replied modestly.

"Perhaps," Ms. Visser acknowledged, "but what they received was more valuable attention, encouragement, respect. How you interact with them matters as much as what you show them."

This gentle guidance recognition of the influence he now carried within the school community reflected St. Bonifatius College’s holistic approach to his development. From the beginning, the school’s administration had emphasized that his emerging public profile brought responsibilities as well as privileges.

"I’m still adjusting to it," Amani admitted. "The attention."

Ms. Visser nodded understandingly. "That’s precisely why I wanted to check in. Your situation is unprecedented... we’re all navigating this together."

This acknowledgment that his unique pathway represented uncharted territory for the school as well as for himself created space for authentic conversation about the challenges he faced.

"How are you finding the balance this week?" Ms. Visser asked. "Between academic demands and your professional commitments?"

"Manageable," Amani replied thoughtfully. "The structure helps knowing exactly when to focus on each aspect."

"And socially? Are you able to maintain normal interactions despite the increased attention?"

This inquiry concern for his psychological well-being beyond academic performance typified the school’s approach to his development.

"Mostly," Amani acknowledged. "My close friends keep things normal. With others, there’s sometimes an awkwardness, but it usually passes once we start talking about regular school things."

Ms. Visser nodded approvingly. "That’s good to hear. Remember that my door is always open if you need to discuss any challenges academic, social, or related to managing your dual roles."

As they parted ways, Amani reflected on the conversation. The support structures surrounding him at school, at the club, within his friend group created a framework that helped him navigate the accelerating momentum of his journey. Yet ultimately, the integration of his parallel paths remained his responsibility a daily practice of presence and perspective.

The afternoon brought history and literature classes, each demanding different intellectual approaches, each teacher maintaining their established expectations of Amani’s academic performance.

This normalcy, this insistence that he remain fully engaged as a student, provided essential balance to the extraordinary dimensions of his athletic development.

Between classes, his phone buzzed with a message from Utrecht’s media officer:

Pre-match press conference tomorrow at 14:00. Coach Wouters wants you to participate briefly. We’ll arrange transportation from school. Confirm availability.

This professional obligation integrated into his academic schedule through careful coordination represented another dimension of his evolving reality.

Unlike his teammates, whose media duties could be scheduled without consideration of class timetables, Amani’s appearances required synchronization between institutional calendars.

He replied confirming his availability, then immediately messaged Ms. Van Dijk, the club’s education liaison, to ensure the arrangement aligned with their established protocols. This proactive communication managing the intersection of his parallel paths had become second nature in recent months.

As the final bell approached, Amani received another message, this one from Mr. Vermeer:

Meeting with technical staff at 17:00 to review Heerenveen tactical approach. Car will collect you from academy residence at 16:45.

This professional commitment strategy sessions beyond regular training represented another layer of responsibility that distinguished his experience from that of his classmates. While they might spend their evenings on homework and social activities, Amani’s schedule included additional dimensions of preparation for the weekend’s match.

When the school day ended, Amani headed to the library to complete as much homework as possible before his evening meeting.

Time management had become perhaps his most essential skill identifying and utilizing every available window for academic work amid his professional commitments.

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