AF@: The Future is Asia Asian Football Confederation "C" Certificate COACHING MANUALMESSAGE It has been a decade since the AFC Coach Education Programme was only a dream. Now, we have one of the most comprehensive Coach Education Programmes in the world Since its Pilot project in late 1995 where response was rather poor, the Coach Education Programme has quickly found its way throughout Asia -— convincing coaches and football authorities alike of the need for a systematic and progressive development of coaches and it also provides coaches with greater opportunities for further education thus enhancing the status and recognition of Asian coaches. Now, the AFC Coach Education Programme is being implemented in over 40 of our member nations. Though we are pleased with the quantity that has embraced this programme, quality must be maintained. As we continue to provide support for our ever-expanding group of coaches, we are constantly keeping abreast with the latest trends of the game as well as the scientific aspects of the game which is an increasingly important factor in today's qame. Therefore, we are pleased to present to you this latest edition of the AFC ’C’ Licence Coaching Award Manual. We hope the Manual would be a good reference and add an extra dimension and guideline into your coaching experience. Faster Dato Peter Velappan General SecretaryThe Asian Football Confederation "C" Licence Coaching Award is conducted to train coaches to teach and develop the basic techniques and skills of the game. The course is designed to educate coaches how to organize, direct and conduct basic coaching practice and is targeted mainly to develop the fundamental techniques, skill and understanding of young players. The course is for a duration of 14 days and contains over 80 hours of study time including both practical and theory content. coaching billy, knowledge ofthe laws of the game and knowledge and understanding of the theory content of the game. Ast Edition 1995 2nd Edition. 1997 3rd Edition... 200010. 11. 12. 13, 14. 15. 16. 17. THEORETICAL CONTENT The Coaching Profession Principles of Teaching & Coaching Effective Communication For The Coach Organising Individual Training & Coaching Sessions Development of Football Technique and Skills Understanding The Body in Motion Criteria for Age Group Training Physical Preparation of Young Players ‘The Foundation of Team Building Basic Tactics & Strategios The Three Main Moments in Football Defining Football Problems Coaching Methods Use of Resources Factors of Performance Hygiene, Sport Safely and Injury Prevention Nutrition Page 1-3 4-7 8-12 13-18 19-25 26 - 40 41-48 49 ~'51 52-55 56-58 59-64 65-69 70-76 71-79 80 ~ 84 85-87 88-9018. 19. 20. 21. 22. 23. 24. 25. 26. 27 28. 29, 30. 31. 32. 33. 34. 35. PRACTICAL CONTENT Practical Coaching Session Warming-up, Stretching, Speed and Co-ordination Recovery Ball Feeling as a Basis for the Development of Skills Dribbling Skills Passing and Supporting Play 1 Passing and Supporting Play Il Controlling Shooting At Goal Heading Running with the Bell & Tackling Defending Play 1 Defending Play Il Goalkeeping Attacking Play (Creative Play) Attacking Play Small Sided Game Youth Competition (Basic Strategies) ‘Team Organisation Page o1 92 - 103 104 - 107 108 - 113 114-117 118 - 120 121 - 124 125 - 128 129 - 132 133 - 137 138 - 140 141 142 - 146 147 - 150 151 152 153 - 156 157COURSE SYLLABUS THEORETICAL 1. The Coaching Profession hr 30m 2. Video: Skill Training hr 30m 3. Principles of Teaching and Coaching 1 hr 30 m 4, Effective Communication hr 30m 5. Organising Individual Training and Coaching Sessions hr 30m 6. Development of Football Technique and Skills 1hr30m 7. Understanding Body in Motion 1hr 30m 8. Criteria of Age Group Training thr 30m 9. Physical Preparation of Young Players 1 hr 30m 10. The Foundation of Team Building Lhr30m 11. Laws of The Game and Fair Play 3hr00m 12. Basic Tactics and Strategies hr 30m 13. Three Main Moments in Football 1hr30m 14. Defining Football Problems lhr 30m 15. Coaching Methods 2 hr 00m 16. Use of Resources Lhr 30m 17. Factors of Performance 1 hr 30m 18. Hygiene, Sports Safety, Injury Prevention and First Aid hr 30m 19. Nutrition 1hr 30m 20. Theory of Football Examination - General 2 hr 00m 21. Theory of Football Examination ~ Specific 2 hr 00 m 22. Laws of The Game Examination 2 hr 00 m 96 hr 301m Asian Football Confederation "C" Licence Coaching Award Practical Coaching Content 46 hrs 20 m Theoretical Coaching Content 36 hrs 30 m 82 hrs 50 m Total Course DurationCOURSE SYLLABUS PRACTICAL 1. Warm-up and stretching acti ies, speed & co-ordination & recovery 2. Ball feeling Development of ball feeling, sensitivity and quality of touch of the ball as a basis for the development of dribbling skills. 3. Dribbling I Development of technique and skills of dribbling. 4. — Passing and Supporting Play I Development of fundamental passing and supporting 5. Passing and Supporting Play Il Development and understanding of passing and supporting in opposed practice 6. Controlling the ball Development of the principle of controlling the ball using a variety of body surfaces and skills and development of quality of the first touch of the ball 7. Shooting Development of basic shooting techniques and skills involving ground and erial shooting. 8. Heading Development of basic principles of heading the ball in both attacking and defending situations. 91, Running with the ball & tackling Development of the techniques and skills of running with the ball in a variety of situations. Tackling Development of basic tackling skills 10. Defending Play I Development of basic defending skills of pressurizing, marking, covering, tracking, 11. Defending Play Il Development of co-ordinated defending in small game situations. Thr 30m 2br 00m Lhr 30m 2 hr 00 m 2hr00m 2 hr 00m Lhr 30 m Lhr 30m 2 br 00m 1hr 30m 2hr00m Thr 30m12. 13. 14. 15, 16, 17. Goalkeeping 2 br 00 m Development of basic handling and shot-stopping skills. Development of positioning and handling of crosses. Attacking play 2 hr 00 m Development of the understanding of the Principles of Attacking Play in Small-Sided game situations Creative football - Attacking Play 1 hr 30m Small-sided games L hr 30m The understanding and use of small-sided games as a coaching method, Creative play Youth Competition (Basic Strategies) hr 30m Team organization in 11 v 11 practice 1 br 30 m Development and Understanding of Principles of Attacking and Defending play in 11 v 11 or structured coaching practice 29 hrs 30m Practical Coaching Examination 1. Three Practical Coaching Sessions per student 16 hrs 50 m {Each session - 15 minutes per student) Max. number of student - 22 [ Total Hae ee rag es 20 al'C’ LICENCE AWARD COURSE PROGRAMME WEEK 1 DAY | SESSION ‘SESSION i SESSION til SESSION IV 1 Warming up = siretching | taroduation fo Coaching |Video: SKITTraining | Ball Tooling as a basis speed and co-ordination | Profession {or the development of and recovery skils 2 | Dribeling Skis Principles of Teaching | Etfectve Passing and Supporting and Coaching ‘Communication Play 2. | Passing and Supporting | Organising individual | Development of football | Controling Pray training and coacting | technique and skis session 4 | Coaching Practice! | Understanding Body | Criteria of Age Group | Coaching Practice | in Mation Training 5 | Coaching Practice! | Physical Preparation | The foundation of ‘| Shooting of Young Players team building 6 | Heading Laws ofthe Game | Lawsofthe Game | Running withthe ball and Fairplay ‘and Fairplay and Tacking REST DAY WEEK 2 1. | Detenaing Play | Basie Tactics and Examination Defending Play i Stralegies Laws ofthe Game 2 | Coaching Practice | Three Main Moments | Defining Football Coaching Practice It in Football Problems j 3 | Coaching Practice Il | Coaching Method Use of Resources _| Goalkeeping 4 | attacking Play Factors of Performance | Hygiene, Sports Safely, | Attacking Play (Creative Play) Injury Prevertion & First Aid 5 | Smal Sided Games Nutetion Examination Youth Gompettion | Preparation Basic Strategies 6 | Team Organisation in | Examination Theory Examination! | Coaching Practice Il ivi Preparation General | 7 | Coaching Practice it | Examination Theory Examination |_| Coaching Practice I Preparation SpeciticPRACTICAL SESSION ORGANISATIONAL GUIDELINES DAY ONE SESSION ONE: Worm-up and stretching SESSION TWO: Development of ball feeling, sensitivity and quality of touch of the ball as a basis for the development of dribbling sil Day Two ‘SESSION THREE: Daiobling skills SESSION FOUR: Passing and supporting play 1 DAY THREE ‘SESSION FIVE: Passing and supporting play I SESSION SIX: Controlling, DAY FOUR ‘SESSION SEVEN: Practical coaching examination | First students coaching session ~ 7 students SESSION EIGHT: Practical coaching examination | First students coaching session ~ 7 students DAY FIVE ‘SESSION NINE: Practical coaching examination | First students coaching session ~ 7 students ‘SESSION TEN: Shooting DAY SIX ‘SESSION ELEVEN: Heading ‘SESSION TWELVE: Running with the ball & tackling DAY EIGHT: ‘SESSION THIRTEEN: Defending play | DAY NINE ‘SESSION FOURTEEN: Defending play I SESSION FIFTEEN: Practical coaching examination II ‘Second students coaching session ~ 7 students SESSION SIXTEEN: Practical coaching examination It Second students coaching sessions ~ 7 students DAY TEN ‘SESSION SEVENTEEN: Practical coaching examination Il ‘Second students coaching sessions ~7 students ‘SESSION EIGHTEEN: Goalkeeping DAY ELEVEN ‘SESSION NINETEEN: ‘Aitacking play (creative play) SESSION TWENTY: Altacking play DAY TWELVE ‘SESSION TWENTY-ONE ‘Small sided games ‘SESSION TWENTY-TW¢ ‘Youth competition basic strategies ~ structure Dy IRTEEN ‘SESSION TWENTY-THREE: ‘Team organisation and. vil structure ‘SESSION TWENTY-FOUR: Practical Coaching Il ‘Third students coaching sessions ~ 7 students DAY FOURTEEN ‘SESSION TWENTY FIVE: Practical coaching examination Ill Third students coaching sessions ~ 7 students ‘SESSION TWENTY SIX: Practical coaching examination Ill ‘Third students coaching sessions ~ 7 studentsResponsibility of Course OrganizerRESPONSIBILITY OF COURSE ORGANISER Course Organiser May Be 1) Asian Football Confederation, 2) The National Football Association, 3) > Anoutside agent eg University, college etc. acting on behalf of the National Football Association/ Asian Football Confederation. Responsibility of Course Organiser 1) Organise (in terms of information, marketing, advertising, selection) the course. 2) Arrange dates and time for the operation of the course. 3) Arrange facilites for the operation of the course. i.e. Venue, rooms, field, video-tapes. 4) Inlliaison with AFC Technical Director or National Football Association Director of Coaching/ Coaching Executive appoint the assistant coaches to conduct the course. 5) Inform all instructors and coaches in writing at least 21 days prior to the course of their appointment, 6) Inform all coaches who is the course organiser and with whom instructors should liaise, 7) Inform all Instructors and coaches of details concerning the course eg. 1) Venue of course 2) Duration of course 3) Numbers attending 4) Factlities provided 5) Arrangement for equipping the course 8) Provide all Instructors with necessary paper work for the course eg. All examination papers, reports, assessment sheets, total results sheets, 9) Arrange for-— ) Lecture facilities i) Accommodation Food i) Provision of any clothing eg "T" shirts for the course VJ Marking of relevant coaching areas and grids as required for the course.10) vi) Laws of the game lecturer to attend the course. vil) Laws of the game examination facilities, vill) Availability of theory examination facil ix) TV, Video and overhead projector. x) Medical provisions at the course venue, i.e. physiotherapist etc,, Make the necessary travel and accomodation arrangements for the Instructors, coaches and students attending the course. AFTER THE COURSE m) 12) 13) 14) 15) Obtain from the Referee’s Instructor the laws of the gamie answer papers and the results of student's examination. Obtain from the Course Instructor, the students examination results i.e. Practical Coaching I, II and Ill and Theory |, Theory Il answer papers. Inform AFC of the results of the course within 10 days of the completion of the course. Inform in writing all students attending the course of their results. Ensure return and transportation to relevant sources of all equipment needed for the course. COURSE ORGANISER - ADMINISTRATION For the successful administration of a °C’ Licence Coaching Course, the Instructor should obtain from AFC/National Director of Coaching/Coaching Executive the following:— y) 2 3) 4) 5) 6 7 8) 9%) ‘A name list of all course participants. Details of venue, timing and duration of the course. Total Results Forms. ‘Students Practical Coaching Assessment Forms. (3 for each student) Alll examination question papers - Theory! (1 per student) = Theory It (1 per student) Course Report Form Instructors handbook if needed. Any other information relevant to the course and of assistance to the Instructors and Coaches eg medical advice, travel arrangements etc, Telephone numbers where course organiser and liaison officers can be contacted, Course organisers should reqularly be in contact with the Instructors and Coaches prior to and during the operation of the course. This is vital to the success of any coaching course.Facilities And Equipment For ’C’ Licence Award CoursesFACILITIES AND EQUIPMENT NECESSARY FOR CONDUCTING A "C" LICENCE COACHING AWARD COURSE y Maximum of 22 candidates per 1 Course Instructor, 2) Minimum of 18 candidates per course. 3) Fullsize football pitch. 4) Coaching area at least 60 x 40 yards dimension. 5) Bull size goalposts and goal nets. (preferably portable) 6) Coaching area clearly marked out as advised. 7) 1 football per course member. 8) 2-sets of training jerseys/bibs. 9) Plentiful supply of marker cones. 10} Lecture room facilities and accompanying equipment - boards, pens ete 11) Video - recorder, television and overhead projector. 12) "Tee" shirts ~ 2 per student if possible. 13) Refreshment, 14) Examination room ADDITIONAL 1) Football pump 2) Writing materials for 3) a) ‘Students note-taking {) Examinations Football net for ball transportation.Procedure For Course Instructorsy 2 3) 4 PROCEDURE FOR COURSE INSTRUCTORS All appointment for staffing ‘C’ Licence Coaching Awards must be made either through the AFC Technical Director or the National Director of Coaching/Coaching Executive for each country. ‘The appointed Instructor should be notified in writing by AFC or National Football Associ at least 21 days prior to the commencement of the course. ‘The appointed Instructor should confirm in writing by return of post/fax as soon as possible his availability or otherwise to conduct the course. Prior to the commencement of the course, each Instructor should be provided by the National Football Association or AFC with the following items:— 1) Total results form. 2) Students practical coaching assessment form — 3 per student + extra copies. 3) All examination question papers ~ 1 per student. 4) Course report form. 5) The Course Instructor should keep an up to date course file which contains any details concerning the course, including all lecture and practical coaching session preparation notes. COURSE ADMINISTRATION ‘Student Practical Coaching Examination Assessments The Appointed Instructor should: n 2) 3) 4) 5) 6) 7 Arrange the practical coaching groups. Allocate practical coaching examination topics for each candidate as required by the syllabus. Record the ttle of the examination topic, the assessment grade and comments on the assessment sheets provided. Keep an accurate timing of each students examination session, ‘At the end of each individual coaching examination, decide on the grade of the student, and record the mark and comments and inform the candidate of his strength and weaknesses in a private but brief dialogue. Give each candidate a copy of the recorded assessment sheet for his keeping, Decide at the end of each course, which candidates have been successful overall in the three practical coaching examinations. In the event of any doubt benefit should always be given to the candidate.4) 5) 6) 9% 10) 1) 12) 13) 14) 15) Arrangement of Laws of the Game Lectures and Examination sessions. Name list and number of students attending the course. Appointment of any assistant coach/coaches. Residential accommodation if needed. Food and refreshment for all course participants. Marking of coaching grids and football pitch as required by the coach and the course requirements. Any relevant travel arrangements, ‘Supply of Instructors handbook if necessary. At least three days prior to the commencement of the course, the Instructor should visit the ‘course venue and personally check all facilities and coaching areas and ensure all arrangements are of the required standards. Ensure that the syllabus is completed, Ensure that all practical course work is discussed and explained, possibly at a later theory session or appropriate session On the completion of the course, send to the National Football Association and/or AFC the Total Results sheet and all other relevant paperwork, within 7 days of the completion of the course.Requirements And Expectation Of Studentsy 2 3) 4) 5) 4 n a 9) 10) REQUIREMENTS OF STUDENTS All students should confirm their enrolment for any ‘C’ Licence Coaching Award. Itis expected that ALL students will attend ALL sessions, Students should be in good physical condition to attend and complete the course. All students should produce a course-file at the completion of the course containing course notes and preparation of coaching sessions. Students should present to the Instructor prior to the conducting of each coaching examination, a theoretical preparation of that session ‘Students should provide their own writing and note-taking materials Students should provide their own playing uniform and equipment, Students should make their own travel arrangements to and from the course venue. Students should notify the course organiser of any medical condition likely to affect their performance on the course. Students should notify the course organiser of any special dietary requirements. EXPECTATIONS OF STUDENTS: y 2) 3) All students should have had a significant playing experience. ‘The minimum age for enrolment in AFC Coaching Course is 18 years of age at the commencement of the course. All successful students from the ’C’ Licence Coaching Award will be expected to show evidence of work in a coaching capacity at a significant level for @ period of twelve months and provide records of that involvement before they can enroll on AFC 'B' Licence Coaching Award.Theory of Coaching ExaminationTHEORY OF COACHING EXAMINATION ‘Two theory-examinations will be held during the 'C’ Licence Coaching Award. Football Theory I assesses the students knowledge and understanding of the game of football and organisation and conducting of coaching sessions. Football Theory II assesses the students knowledge and understanding of Theoretical aspects of football science and methodology. The pass mark for both Theory-examinations is 50%. The Course Instructor is responsible for marking the theory examination papers. ‘Students must pass both theory examinations to pass this aspect of the course. ‘Students who fail one or both theory examinations may retake the examination at a later date. EXAMINATION PROCEDURE The Course Instructor 1 10. u 12, 13, Will obtain all theory examination papers from the Course Organiser. Will arrange all facilities and time for each examination. Inform all students of the venue and timing of each examination, Arrange facilities (seating, desks, tables etc.) prior to the commencement of the examination. Ensure any writing materials that are needed are provided for the examination i.e. paper, pencils, pens etc. (although students should be advised to provide their own). Distribute the question papers to each student. Answer any queries concerning the wording, meaning and completion of any examination paper. Start the examination and inform students that they have 2 hours in which to complete the examination. Invigilate the examination. Collect all question and answer papers at the completion of the examination. Mark each student's answer paper. Compile the grades for each student and enter on to the Total Results Forms. Return all papers and total results form to the course organiser. xxi1) 2) 4 5) THEORY EXAMINATION I {Students should answer all questions) ~ Time 2 hours (Sample Question Paper) You as the coach, have 24 players, 12 footballs and all coaching facilities that you require. ‘Show how you would organise your practice sessions to improve a player's ability in passing the ball. Show 3 practices that you would use. Show how you would organise practise for a goalkeeper to improve his basic handling techniques, Show 3 practice situations for doing so and expand on the major coaching points you would make to your goalkeepers. Show how you would organise shooting practice for a group of 20 players of 14 years of age. Show 2 practice situations that you would use and list the major coaching points you would make to your players. What are the major coaching points in “controlling” a football. Show how you would organise practice for a group of 17 young footballers in this aspect of play. ‘What would your priorities be in coaching young footballers how to defend in 1 v 1 situations. Show how you would organise practice for 20 young footballers on this aspect of play and also how you would progress in practice to teach young players to defend in 22 and 3v3 situations. xxiTHEORY I Time 2 houre (Sample Question Paper) Answer FIVE of the fllowing questions. Diagrams and sketches should be used to illustrate your ‘answers, and the questions may be answered in any oner. “Unless stated in the question being answered, you may assume that you have all the space, equipment that you require to conduct your coaching session" L List and briefly expand on what you consider to be the major considerations in the planning of any coaching session. Describe with the aid of diagrams how you would organise a basic practice to develop running with the ball and list in logical order the key factors you would coach. Given a group of 18 young players (8-10 year olds) each with a ball, show how you would ‘organise two basic but progressive practices to develop close dribbling techniques and which ‘major coaching points would you emphasise to the players? ‘Show how you would use coaching grids to develop accuracy in passing with a group of 18 boys (10-12 years olds) in a session of 45 minutes duration. Describe with the aid of diagrams how you would organise a coaching practice to develop the taking of quick shooting chances in and around the penalty area. Vist in logical order the major coaching points that you would emphasise to the players. ‘Show how you would organise practice to improve a Goalkeeper's abilty to narrow the angle. Which major coaching points would you consider making to the Goalkeeper? Describe with the aid of diagrams a simple practice to develop a delender's ability to prevent an opponent from turning with the ball. List the major coaching points in logical order, that you ‘would emphasise to the players. Why are smalF-sided games important in the development of young players? List what you consider to be the advantages of playing such games. All question papers to be handed in with scripts oilTHEORY EXAMINATION II Time 2 hours (Sample Question Paper) Students should answer 5 questions only ‘What do you understand by the term “technique”? What do you understand as skill?” Show how you would organise technique and shill practices in developing passing and explain the major differences inherent in each practice. List and briefly expand in writing your views on 6 qualities that you feel a successful coach should possess. Describe briefly, the role of the cardio-respiratory system during sports performance, Discuss how a coach may help players to avoid injuries? What advice and tuition should be given to heighten a player's awareness of injury prevention, What are the attacking principles of play? Briefly expand your thoughts on each and their relevance in successful team play. ‘What are a coach’s major considerations when organising coaching and training session? How would the practice and teaching situation differ when coaching players under 8 years of age and thoes of under 14 years of ago? Choose one aspect of play (eg passing, shooting ete) and indicate how practice would differ, according to age groupings. List 6 factors and briefly expand on each, how a coach may improve his communicating skills.Practical Coaching ExaminationINFORMATION FOR COURSE INSTRUCTOR Conducting The Practical Coaching Examination 1 10. Py 12, 13, 14, 16, 17. Each student should be allocated his coaching session at least 24 hours prior to conducting the session. All students will conduct three practical coaching sessions, during the course. ‘The session should be explained very clearly to the student and there should be no misunderstanding as to the subject content and method to be used in coaching the session. Sossions should be arranged in order so that no two students conduct the same session subject following each other. All content should have been covered by the course instructor prior to any student conducting his session. ‘Six/seven student sessions should be covered in each examination period of 1/2 ~2 hrs. Students should use other stuclents in conducting their sessions if players are not available. All students should give to the Course Instructor their preparation notes for practical sessions prior to conducting the session. All students should be allocated the same time to organise and conduct their coaching session. i.e. 15 minutes per session, per student. All sessions should be assessed and graded by the Course Insinictar and comments and grading recorded on the examination assessment forms provided. Each assessment form should note the students name, ttle of the session, mark/grade awarded, accompanying comments and instructor's signature. ‘Avery brief dialogue (1~2 mins) concerning the students coaching sessions shoukl be conducted at the completion of the session, in private to basically outline the session’s strengths and weaknesses. A prolonged dialogue can be conducted at a later stage in the course or at a designated time. At the completion of all student coaching sessions, the instructor should hold a group session/ meeting to outline the general and specific group weaknesses, so that all coaches may learn from the feedback. At the end of each session all students should be given a copy of the instructors assessment form so that they are fully aware of their individual arading and have a record of their individual strength and weaknesses. The instructor should keep a personal record of each students coaching session, grades, comments, ‘The pass mark for each practical coaching session is 70%. In final assessment students should ALWAYS be given the benefit of any doubt. ‘Students should pass at least two of the three practical coaching examinations to pass this aspect of the course,INFORMATION FOR COURSE INSTRUCTOR Conducting The Practical Coaching Examination 1 10. Py 12, 13, 14, 16, 17. Each student should be allocated his coaching session at least 24 hours prior to conducting the session. All students will conduct three practical coaching sessions, during the course. ‘The session should be explained very clearly to the student and there should be no misunderstanding as to the subject content and method to be used in coaching the session. Sossions should be arranged in order so that no two students conduct the same session subject following each other. All content should have been covered by the course instructor prior to any student conducting his session. ‘Six/seven student sessions should be covered in each examination period of 1/2 ~2 hrs. Students should use other stuclents in conducting their sessions if players are not available. All students should give to the Course Instructor their preparation notes for practical sessions prior to conducting the session. All students should be allocated the same time to organise and conduct their coaching session. i.e. 15 minutes per session, per student. All sessions should be assessed and graded by the Course Insinictar and comments and grading recorded on the examination assessment forms provided. Each assessment form should note the students name, ttle of the session, mark/grade awarded, accompanying comments and instructor's signature. ‘Avery brief dialogue (1~2 mins) concerning the students coaching sessions shoukl be conducted at the completion of the session, in private to basically outline the session’s strengths and weaknesses. A prolonged dialogue can be conducted at a later stage in the course or at a designated time. At the completion of all student coaching sessions, the instructor should hold a group session/ meeting to outline the general and specific group weaknesses, so that all coaches may learn from the feedback. At the end of each session all students should be given a copy of the instructors assessment form so that they are fully aware of their individual arading and have a record of their individual strength and weaknesses. The instructor should keep a personal record of each students coaching session, grades, comments, ‘The pass mark for each practical coaching session is 70%. In final assessment students should ALWAYS be given the benefit of any doubt. ‘Students should pass at least two of the three practical coaching examinations to pass this aspect of the course,PRACTICAL COACHING ASSESSMENT FORM (SAMPLE) NAME: in Sith SESSION: Cosch to inproverumirg with eb COURSE: “C° Weanee — UNV:of Mleys KL DATE: 250894 Grade Comments 1. Appearance Good 2. Enthusiasm and general manner 4 ® 2 4 A livaly and interasting manner 4 aouey 0 neg puyerstonares | 4 @) 21 | cooe ‘rorsvemers nomena Coerkoion de Commons 4. Skil and efficiency in organizing 4 ® 201 Nood to organise groups more tore, een ond ype iy tearm pte 6 21 | ood pce ad stat 0. Abty wo reat tuatons — | (4) 9-21 | erate = very acorn Siecle Oisenaton endo Cements 2 Abliy 2 rcogisefasty 4 @ 21 | try te stop yur sion auicer 8 Aol to disgrowe ke touts wih| 4 <@) 2 1 | OK but head wil has eee ton 8 Abit to tegess nieutinto | 4 G) 2 1 | ry toprogess morequcty newt sos o's sens ‘Communication — Grado ‘Commente 10. Knowledge and understanding ot session 11. Ablity to communicate cloarly 10 improve performance 12. Correct use and auality of Good De not talk too mich Use demonstrations frequently Use mere demonstration and dennstretion less talk | 5/4 ~ Good 3878 3 Average 50 2 Poor _P Signed. Generally @ thorough and well taught session ~ Demonstrate more ~ talk lese ‘Technical content good ang clerly explained. A sound start. xxix.ASSESSMENT OF COACHING SESSIONS When assessing students, the following points may help in your decision-making, Impression 1. Does the student lock like a football coach in his appearance? 2. Ise confident and assured when speaking and generally coaching? 3. Dees he both contol and cunuuand he coaching sesston positively? 4. Does the coach have a lively and interesting manner? 5. Does he speak clearly and accurately? Organisation 1. Is the structure and area of the practice suitable for this session? 2. Is the organising and directing performed quickly and efficiently? Is there a realistic objective and pace to the session? 4. Is there a logical progression in the session in terms of coaching points and challenge to the players? Observation 1, Does the student see the cause of poor performance? 2. Does he stop the practice and coach positively at the correct time? 3. Does he recognise and try to help poor performance correctly? 4. Does he reconstruct practice situations accurately? Instruction 1. Does the student explain and demonstrate what is needed for good performance? 2, Ate demonstrations of good quality, even it in slow motion? 3. Does the student give his demonstration with a clear verbal explanation? 4. Do the players act on his coaching and does performance improve accordingly? (You should try to transfer these thoughts into a grade on the appropriate section of the assessment sheet and convert into 9)PRACTICAL COACHING EXAMINATION Student Coaching Sessions The following coaching sessions are recommended as suitable for 'C’ Licence Coaching Award Candidates. Coaching sessions should be given to each candidate, at least 24 hours in advance of his proposed session. No coaching session should be given to a candidate without the group having covered that aspect of play in the course syllabus and all candidates should also be given balanced and varied sessions i.e. no two sessions on the same aspect of play. For example ~ a balanced trio of sessions could be 1) Passing - attacking) 2) Defending - (defending) 3) Goalkeeping OR 1) Dribbling = attacking) 2) Heading 3) Individual defending Coaching topics that may be given to students are:~ Dribbling 1. Coach to improve ‘fast-footwork’ on the ball. 2 Coach players to "beat the man’ when dribbling 3. Coach to improve individual dribbling techniques. 4. Coach to improve ‘feints’ when on the ball 5. Coach to improve the ‘timing’ of dribbling techniques. 6. Coach to improve “basic moves’ when dribbling 7. Coach to improve “ball feeling’ Control 1. Coach to improve the quality of the Ist. touch on the ball 2. Coach to improve controlling the ball in order to .... (run, pass, shoot, dribble, etc.) 3. Coach to improve controlling and turming with the ball. 4, Coach to improve control in order to make space for oneself 5. Coach to improve aerial control. Passing and support 1. Coach to improve passing the ball with the inside of the foot. 2. ~ Coach to improve the accuracy of short-range passing, 3. Coach to improve the accuracy and weighting of passes4. Coach to improve passing the ball with the outside of the foot 5. Coach to improve support play in an opposed practice. 6. Coach how, when and where to support the man in possession of the ball. 7. Coach to improve the timing and accuracy of passes: 8. Coach to encourage disguise and accuracy of passes. 9. Coach to improve the technique of long, lofted passes. 10, Coach to improve the ability to ‘chip’ a pass. Shooting 1. Coach to improve the accuracy of shooting at goal 2 Coach to encourage low-shots at goal 3. Coach to improve turning and shooting at goal 4. Coaching to improve controlling the ball and shooting. 5. Coach to improve a players all-round shooting technique. 6. Coach to improve volleying the ball at goal. 7. Coach to improve shooting when under pressure. 8. Coach to improve players awareness in all shooting situations. Running with the ball 1. Coach to improve the technique of running with the ball. 2. Coach to vary the pace of running with the ball. 3. Coach to improve running with the ball and shooting, 4. Coach to improve running with the ball to confront defenders, 5. Coach to improve control and running with the ball 6. Coach to run positively with the ball Heading 1, Coach the basic technique of heading the ball. 2. Coach to improve jumping and heading the ball 3. Coach to improve diving and heading the ball. 4. Coach to improve heading at goal. 5. Coach to improve heading the ball in a game- 6 Coach to improve heading in defensive situations. Goalkeeping 1. Coach to improve basic handling techniques. 2. Coach to improve the handling of ground shots. 3. Coach to improve the handling of shots above the head. 4. Coach to improve punching the ball 5. Coach to improve basic positioning for the goalkeeper.Coach to improve a goalkeeper's diving skills. Coach to improve a goalkeeper’s positioning and shotstopping technique. Coach to improve a goalkeeper's throwing of the ball Defending Pena seny Coach to improve marlsing an opponent and defending against him. Coach to prevent an opponent from turning with the bell. Coach to improve defending when an opponent is facing a player ina 1 v 1 situation. Coach to improve basic defending technique in 1 v 1 situation, Coach how to cover a team-mate in a 2.v 2 situation. Coach two defenders to play against two attackers. Coach to improve ‘pressursing’ in a 1 v 1 situation. Coach to improve marking and defending against a player receiving the ballin a 1 v 1 situation. Coach to improve tackling an opponent. Basic attacking and defending in small-sided games. Peruana one Inasmeltsided game coach a team when and where to pass the ball forward. Ina smaltsided game coach a team when to spread out Lo tls advantage. Ina smalk-sided game coach players when to play safely and when to take risk. In a small-sided game coach a team to support the man in possession of the ball. Ina smal-sided game coach players to improve the selection ot thei Ina smalhsided game coach players when to nin with the bell Ina small-sided game coach a team to improve its marking. Ina small-sided game coach to improve a team’s defending. {na small-sided game coach ‘pressurising’ Ina small-sided game coach marking and covering.°C’ Licence Coaching Award Course Results SheetCOMPLETING THE RESULTS SHEET The full-name of each student should be recorded where appropriate. Practical Coaching: ‘Theory of Coaching: Laws of the Game: Practical Performance: PASS or FAIL should be inserted in the appropriate column’ (instructors should ensure that students are successful in two of the three practical examinations before they enter PASS in the appropriate column.) PASS or FAIL should be recorded in the appropriate column. {Instructors are reminded that students may re-take the relevant Theory of Coaching Examination at a later date, should they FAIL either of the papers.) PASS or FAIL should be recorded in the appropriate column (Marks should be obtained by the Course instructor and Organiser from the Referee who is marking the paper) PASS or FAIL should be recorded in the appropriate column. Students should possess the ability to demonstrate simple techniques to their players, The Instructor should assess the students practical performance i.e. actual playing and demonstrating abilities during the course practical work The Results Sheet should be fully completed and returned to the Course Organiser of National Football Association, Coaching Virector/Executive or AFC Technical Director (whichever is appropriate) within 10 days of the completion of the course. All Results Sheets should be signed by the Course Instructor before thelr return to the relevant body.RESULTS SHEET LICENCE COACHING AWARD COURSE No. NAME PRACTICAL COACHING ‘THEORY OF ‘COACHING t ult u Laws OF THE GAME PRACTICAL, PERFORMANCE aESULT 10. 12, 18, 14, 18, 16, w. 18, 19. 20. at. 22, 2a, 24, Grading for practical and theory should be in marks and done according to merit. Signed:LECTURE NOTES The following notes provide the Course Instructor with both the content and background material for the presentation of the course lectures. Lecture sessions should be accompanied by use of audio and visual aids wherever appropriate.The Coaching Profession’THE COACHING PROFESSIO! ‘COACHING Is a process in which the co-ordination of a series of function areas, results in a planned, systematic programme designed to prepare an individual/team for improved competitive performance. The Coach is the one who directs and takes responsibility of such process. ‘There is often an over-emphasis on improvement/competitiveness which leads to an over-riding concern for winning, Its aften this distinction which differentiates the enach fram the teacher. ‘TRAINER — concentrates on physical conditioning, as part of the coaching process but does not take responsibilty for the direction of the process as a whole. FUNCTION AREAS/ACTIVITIES OF THE COACH 1. PHYSICAL CONDITIONING ‘Coaching activities concerned with development of appropriate qualities of speed, strength and endurance. 2. PSYCHOLOGICAL PREPARATION Coaching activities concerned with the development of the appropriate states of mental/ psychological readiness for training and competition. 3. TECHNIQUE DEVELOPMENT Coaching activitios concorned with the development of Techniques appropriate to the sport. 4. TACTICAL DEVELOPMENT Coaching activities concerned with the development of team and individual tactics for competition. 5. PRACTICE MANAGEMENT Organisation and supervision of training sessions. 6. | CONTEST MANAGEMENT Concemed with the competition itself. 7. PLANNING The setting of goals and long and short term designing of the coaching programme. 8, SOCIAL RELATIONSHIPS Athlete to athlete and coach ~ athlete interaction. 9. MEDICAL CARE Prevention, diagnosis and treatment of injuries. The practice of the coaching process is dependent on the knowledge and skills of the coach (ie the altributes of the coach in order to mediate between the performer and the objectives set by the coach for the performer) Knowledge in itself has to be "skillfully" applied but the coach must transmit that knowledge during the coaching process.KNOWLEDGE IS THE BASIS OF DECISION-MAKING The coach continually assesses and evaluates in order to set in motion and intervene in the training and coaching process Decision making is based on 1. Correct data 2. Understanding of knowledge-areas involved, What is a coach? ‘A teacher ~ imparting new knowledge and skills A trainer ~ improving fitness ‘A motivator - generating a positive and decisive approach A disciplinarian - determining a system of reward and punishment An administrator — with good organisation A public agent - controlling public accolade ‘A social worker — counselling and advising AA friend ~ supporting and sustaining A scientist - with analysis, evaluating and synthesis A student - willing to listen and learn t knowledge and skills must a coach have? ‘Specific sport skill Basic anatomy and physiology Sports psychology Safety and first aid Communication skill Principles of motor learning Principles and methods of training Statistical analysis and monitoring aaa BOON ATR wr What makes a coach? 1. Coach as communicator able to organised thoughts and communicate what he wants to say Coach as technician — able to understand his athletes so as to make the most of their talent ~ able to analyse and criticise different aspects that influence performance 3. Coach as teacher - able to manipulate effective teaching techniques to stimulate learning 4. Coach as politician ~ able to maintain a good relationship with athletes, opponents, sports clubs and community Coach as trainer = able to plan training programmes to improve individual's skill 6. Coach as scientist = able to make analysis in a logical manner 7. Coach as artist ~ able to create that kind of art as getting along with others, to live with injustice, respect and consideration of needs of others.Coaching Style: 1. "Bossy" = Coach is an autocrat who makes all the decisions. 2, "Minder" - Coach makes very few decisions with little attempt to influence or teach. 3. "Guider" = Coach shares the decision-making and guides performers towards selecting and achieving their goals. In his book, "The pyschology of Athletic Coaching’, Moore offered the following positive or highly desirable coaching traits, with a brief explanation of each attribute: leadership reliability optimism sense of humor emotional stability integrity friendliness loyalty understanding forcefulness persistence cooperati honesty ambitiousness self-discipline industriousness creativeness trust The list is by no means all-inclusive but, as Moore pointed out it gives a meaningful insight into the behavioral patterns of successful coaches. If one should indulge in self-evaluation using the traits as criteria, one could arrive at a score but, without knowing the degree to which the “good” coaches possess the various traits or characteristics, one would have no basis for comparison. However, there ‘would still be some value in a coach performing this exercises on his/her own traits. The same exercise could be performed for the negative traits or characteristics, Moore listed the following negative traits as those that would lessen a coach’s chances for success. sensitivity to criticism laziness worry disloyalty poor discipline discourtesy emotional instability intemperance aloofness overly critical selfishness vulgarityPrinciples of Teaching And CoachingTHE PRINCIPLES OF TEACHING AND COACHING Major aims of teaching/coaching 1. Te bring about a permanent change in performance for the better. 2. To bring about a permanent change in attitude and application for the better. How do young players learn to play? 1. By playing - learn good and bad habits. 2. By practicing and playing under direct guidance ~ avoiding bad habs. How will young players develop? 1. They must be motivated and interested. 2. Enthusiasm 3. By having good models to copy and imitate 4, By having frequent opportunities to practice well 5. __Bystriving to attain higher standards or performance. 6. By knowing how well or badly they are doing. 7. By gaining support and encouragement. To be a player the youngster will need to have the following attributes:- 1, Fitness 2. Arrange of sound techniques and skis 3. Sound attitudes and character traits. 4. Knowledge and understanding. The role of the teacher/coach 1. Knowledge of subject Le. the game. 2. Knowledge of how people learn. 3. He must inspire. 4. He must demand quality performance. 5. Logical 6. Patient and persistent. 7. Enthusiastic. 8. Single-minded.‘The fundamental factors concerned with the efficient teaching of football are:~ 1 Organisation Here the core elements in practices are clarity and realism, Itis important that the practice situation is siraplified to such an extent that the players involved are very clear as to their target and function within the practice. However, it is equally important that practices contain co-operating players and opposing players in a live situation. The progression from one circumstance to the other demands careful consideration For example, if a goalkeeper is weak on crosses, it may be realistic to crowd the penalty area with a large number of playors, both attackers and defenders, but this will not aazist the goallkeeper as it will be important to him, in the learning process, to make many successful contacts with the ball What factors then are important in ensuring that clarity and realism are achieved? a) The first consideration will be how many players should be used in the practice and ensuring that there is a realistic spread of them. b) The coach must concern himself with the area of the field in which the practice is taking place, since this must be related to a player's understanding of his responsibilities in the area of the field. The type of service is not only important, but often vital to the success of a practice. d) The use of coloured shirts or training bibs are of great significance in the success of a practice. <} Consideration must be given as to how to start the practice. f) The physical position of the coach may be important as well as the position of members of the group who are not directly concerned with the practice. 9) The development of a practice through the tightening of defensive positions or the increase in the number of players or the use of larger or smaller areas will be at the discretion of the coach. h) It is very necessary that all players in the practice understand their objectives. This may include the playing out to targets or the retention of possession. Certainly in any attacking practices shooting and the scoring of goals is a most desirable element ‘The achievement of these aims will certainly rest on the coach's ability to prepare his session most thoroughly and his sessions will be deficient if they are ilktprepared, 2 Observation This concerns the need for the coach to watch the practice carefully for actual and anticipated errors. This requires discipline to a. Allow the practice to run so that realism is achieved, b. Be single-minded. Seek out key factors in the failure of players within the practice.d. e. Coach players, not football Correct errors that are seen rather than the work they have prepared. The presentation of a practice should allow the coach the best possible opportunity to perceive the problems of his players. 3. Demonstration and Stimulation Having diagnosed the player's problem, the coach will now attempt to resolve it and he will do this through demonstration and stimulation. Demonstration in technique coaching (contact with the ball) will be a good performance of the technique in question. 1 matters of uadersterdity, it will be by a dynaiuic involvement in Ue practice showing positions, taking players through positions and making suggested passes for the players. It is important that these demonstrations are effected simply and quickly and that the players are then given the opportunity to try it for themselves and run through the idea on ‘one oF two occasions in order to establish the degree of understanding How then will the coach stimulate the players? a v. He must enthuse and infect the players with this enthusiasm. He must be positive, directing his sessions clearly, yet sympathetically. He must challenge the players to 2 better performance and set high standards. The use of his voice will clearly be important in successful session and he must be wary of the question and answer technique. The importance of his appearance should not be underestimated, since this will be to some extent a reflection on his own discipline and commitment to the game. To conclude, a good session will be planned in detail and will include coaching points which will help players to achieve good performance through the inspiration of the coach.SESSION PLANNING AND CONSIDERATION In planning individual sessions certain facts need to be obtained before effective organisation and football coaching can take place. CONSIDERATIONS Players 1. What are the ages of the players that I have to coach? 2. What is the level of their ability? 3. How many playersdo I have to work with? 4, Do Thave an assistant to help with the group? Session Location 1. Where am I to coach the session? Football pitch, half pitch, sports hall, gymnasium. 2. What are the dimensions of the coaching area? 3. DoT have coaching grids available? 4, Do have to shate these facilities? Equipment 1. How many footballs are available to work with? 2, How many marker-cones, skittles, etc. are available to work with? 3. How many bibs are available to work with? Time 1. How many sessions per season are available to coach the players? 2, How much actual coaching time is available in each session? Objectives Have | thoroughly planned the session paying attention to the factors above? Do I have an overall objective for the group of players? Do I have individual objectives for any of the players? What do I hope to achieve at the end of this immediate session? ‘Am I clear in amy understanding of the content of the session? ‘Am I clear in my understanding of the logical order of my coaching points? XN ee pene ‘Am I confident in my approach to the players and the session? 7Effective Communication For The CoachEFFECTIVE COMMUNICATION FOR THE COACH Introduction ‘An important factor in successful coaching is the ability of the coach to communicate effectively. A coach must be able to communicate in countless situations, inchiding those with parents, administrators, players, press and the public. Very often our messages are distorted not because of our ability to communicate verbally, but because we are unaware of the importance of non-verbal communication. This lesson will help the coach to become more aware of communication and how to develop effective communication skills Objective 1. The.coach would understand the basics about the communication process. 2. The coach would know about six communication skills which could help him/her in coaching. Content 1, Three Dimensions of Communication 1.1 Communication includes not only sending messages, but also receiving them. Many coaches believe they are good at sending messages, but they are often weak af receiving them. Coaches must sharpen their listening skills. 1.2 Communication consists of non-verbal as well as verbal messages. Facial expression of joy, acts of kindness, gestures of hostility are all forms of non-verbal communication. It is estimated that over 70% of communication is non-verbal. 1.3 Communication has two parts: content and emotion. Content is the substance of the message and emotion is how yon fael ahout its content which is usually expressed verbally, emotion non-verbally. | Sending - Receiving Verbal - Non-verbal Content - — Emotion ‘Three dimensions of Communication 2. How you Communicate Communication with your athletes consists of 6 steps. 2.1. You have thoughts that you wish to convey. 2.2 You translate these thoughts into messages appropriate for transmission. 2.3 Your message is transmitted through some channel. 2.4 The Athlete receives your message. 2.5 The Athlete interprets the message's meaning. The interpretation depends upon the athlete's comprehension of the content and your intentions. 2.6 The Athlete responds internally to his or her interpretation of the message. 3. Why Communications are ineffective between coach and athlete. 3.1 The content you wish to communicate may be wrong for the situation. 3.2 The transmission of the message does not communicate what you intend it to because you lack verbal or non-verbal skills needed to send the message. 83.3 34 35 3.6 The athlete does not receive the message because he is not paying attention ‘The athlete misinterprets the content of the message or fails to understand it. The athlete understands the message content, but misinterpret its content. The messages sent are inconsistent over time, leaving the athlete confused about what is meant. Communication skills for the coach 41 42 43 44 45 Developing Credibility when you communicate You can build credibility in a number of ways + be more co-operative + be more knowledgeable about your sport; or at least honest about whatever knowledge you possess. + be more reliable, fair and consistent. * expressing warmth, friendliness, acceptance, empathy. . by being dynamic, spontaneous and open. + bybeing positive. Communicating with a positive approach + emphasize praise and rewards to strengthen desirable behaviors. * helps athletes value themselves as individuals; and in turn it gives credibility ‘+ an attitude that you communicate in both verbal and non-verbal messages. An attitude to communicate a desire to understand, an accentance of others, and an expectation of mutual respect. + provide specific instruction, + donot be a judge ~ always giving of right or wrong or evaluating players. + provide feedback or information about how to correct the error rather than placing blame on the player. Communicating with Consistency + Acoach asks players to show emotional control when playing. He/she must show emotional control as an official + Acoach asks players to respect their teammates and treats them all with respect * A coach teaches that physical fitness is important, and keeps himself fit. * coach tells players to be self-confident and helps their feelings of self-worth. + Acoach promises a reward for a good practice, and then follows it up with the reward. Learning how to Listen ‘You can do a number of things to improve your listening skills * Concentrate on listening. This means you re-state in your mind what is being said. * Position yourself to listen.+ When you listen, search for the meaning of the message rather than focusing on the details + Avoid interrupting your athletes. + Respect the rights of your athletes to share their views with you. Repress the tendency to respond emotionally to what is sad. 4.6 Improving your non-verbal communication Non-verbal communication or body language, falls into 5 different categories. + Body Motion: includes gestures, movement of the hands, head, feet, and entire body. + Physical Characteristics: physique attractiveness, height ete. Your own physical condition communicates the importance you give to physical fitness. + Touching behavior: Pats on the back, taking someone's hand, putting an arm around a player's shoulders. (There are appropriate touching behaviors that communicate positive reinforcement.) + Voice Characteristics: The voice's quality, its pitch, rhythm, resonnance and so on. * Body Position: The personal space between you and others. Questions 1 Assess and discuss your communication skills using as a criteria the 6 skills mentioned above. 10MOTIVATION Introduction A coach dedicated to sport, would like players to attend all sessions. He hopes to share his knowledge with players, so that they learn skills, enjoy the sport and improve their performance. If this is to occu players must have the motivation or the drive to guide their actions. Coaches must know how to motivate players, for itis said that performance equals skill plus motivation. Objectives 1, The coach would understand the concept of motivation in particular, intrinsie and extrinsic locus of control, athletes and motivation, 2. The coach would know how to use direct and indirect methods of motivation, Content 1, Psychologists consider motivation to consist of two dimensions, intensity and direction. Intensity is concerned with how active or energized a person is, that is, how much effort is being given to reach a certain goal. Direction is concerned with choosing a goal. In sports, coaches are interested in knowing why a talented youngster will not play a particular sport, or why someone leaves the team. The answer lies in the goals of the person. Understanding the person's needs is among the most important aspects of motivation. 2. Motivation is, influenced by many factors, However the mote vital components of motivation are: 2.1 Intrinsic and Extrinsic Motivation. 2.2 Direct and Indirect methods of motivation. 23 Locus of control 2.4 Athletes’ needs and motivation 3. Motivation has two sources, from inside the person (intrinsic) and from outside the person (extrinsic). People who are intrinsically motivated have an inner striving to be competent and self determining, to master the task, to be successful. These qualities of competence, self-determination, mastery and success are goals pursued by those who are intrinsically motivated and when achieved are their own rewards. In sport, athletes who play the game because they love the game are intrinsically motivated. They play for inner pride which is what compels them to do their best even when no one is watching, ‘Extrinsic motivation’ comes from other people through positive and negative reinforcements. ‘These reinforcements may be tangible items, such as trophies or money, of intangible items, such as praise and public recognition. When these reinforcements are received, they are known as extrinsic rewards. It is entirely possible, that athietes play sports for both intrinsic and extrinsic rewards. However the importance that each athlete assigns to these two types of rewards can vary substantially. ‘These individual differences are important for coaches to understand, 4. The coach may select direct or indirect methods to motivate athletes, or both. When you appeal to players pride in themselves in hopes that they will train harder, you are using the direct method, u2. ‘When you assign players who are on one to a second squad because they are being influenced adversely, you are using the indirect method. For direct method, you could use, compliance, identification and internalization. ‘Compliance relies on the use of extrinsic rewards and punishment. 'If you win today, we will have a party’ hk "If you care about the team, you'll do this for me.’ To use this method, coaches must have a positive relationship with players so that they feel compelled to-meet the request. The third method is internalization, which seeks to motivate by appealing to players own beliefs and values not by administering rewards or punishments. Which of these direct methods you may use most likely will be determined by {a) What works with a given athlete and (b) your coaching philosophy. lentification, the basics of motivation is the coach's relationship with his or her athletes, Locus of Control People differ in the responsibility they perceive for the rewards and punishments they receive, which is called locus of control. People who are inclined to explain the events in their lives as resulting from external forces, such as luck, chance and powerful people are influenced by external controls. People who are internally controlied are more likely to perceive the events in their lives as being dependent upon their own behavior. Whether players are internally or externally controlled ‘may influence both their performance and the methods you use to motivate them. Athletes’ Needs and Motivation If there is such a thing as a secret to motivation, understanding what athlete’s need would be it. ‘need unmet becomes a gval and helping athletes meet their goals provides you with a fair key to their motivation. From numerous sources, the evidence indicates 3 prominent needs that athletes seek to fulfill by participating in sports. + To play for fun (sensation). + Tobe with other people (Affiliations). + To demonstrate competence in order to feel worthy (Achievement). Indirect Methods ‘The indirect method alters the situations or the environment - either the physical or psychological environment in order to enhance motivation. For example, some coaches will change the location of practice just to increase motivation. The psychological environment can be changed by addition or removing the presence of certain people or by changing their behavior. Questions Discuss direct and indirect methods of motivation by sharing specific examples related to you as. a coach, Discuss the following with specific situations in your sport. . Intrinsic and extrinsic motivation. + Locus of Control . Athlete's needs and motivation. 12Organising Individual Training And Coaching SessionsORGANISING INDIVIDUAL TRAINING AND COACHING SESSIONS Considerations 1. Purpose of the session 2. Location of the session Duration of the session 4. Numbers of players available 5. Equipment needed 6. Age, experience, quality, ability of players 7. Assistance available. 8. Coaching method considering all other factors. 9. Other considerations. Purpose of Session All coaching sessions needs a purpose. Sessions may be dual purpose in that part of the session is devoted to development of fitness and part to the development of say, tearm-understanding. Also, some of the time may be devoted to group or individual player improvement. However, the coach and the players need to be in no doubt whatsoever as to "the TRAINING MESSAGE FOR THE DAY". The coach needs to spend time in thought and preparation of sessions knowing precisely what he intends to achieve in the session that he will conduct. The session therefore will have an aim, or aims that the coach should attempt to achieve during his working time with the players. Coaching sessions should never be adhoc in that players and coach arrive and participate without purpose, il thought-out and ill planned sessions merely to occupy time and attention. Location of the Session How is the session best conducted? Is the use of a full-pitch or half a pitch, even a restricted area most suitable to conduct the session? Fitness training may be best conducted in woodland or on an undulating terrain or even on a beach. Shooting, crossing and goalkeeping practices should be conducted on the pitch and in front of goal and obviously where possible all sessions should be located in the most relevant and appropriate areas of the football pitch. Carefully marked-out and correct areas should be used with the appropriate numbers of players for both the activity and the area being used. Duration of the session Depending on the time available each section of the coaching session should be carefully planned. In terms of time allocation, lenathy and irrelevant warm-ups devour valuable caching time and are nat necessary. Sometimes, what the coach intends to achieve can be done so quickly and efficiently through good planning, organisation and thorough teaching by the coach. However, sometimes a coach must persevere and take his time to clearly explain to his players what is necessary and so time allocation has to be waived. A contingency time plan should be decided upon but a degree of flexibility should be built into this plan. A coach should always allow more time than he thinks necessary for any unforeseen circumstance that may arise to prolong parts of the session. 13Numbers of players available Avcoach always needs to know the number of players available to him to conduct his coaching session, He should meticulously check his players name-list and ensure that he has included everyone in a ‘meaningful and realistic role during the session. Obviously an incident may happen that deprives the coach of players he first accounted for and the well prepared coach should expect this and plan for it also. He should allocate players to realistic and purposeful roles during the session and ensure that players: are practicing those skills and tactics that they employ during a match. In those areas of the pitch where they are expected to perform them. Consequently, practice will be meaningful and closely related to the game situation ‘practice then becomes game ~ rehearsal which is exactly what it should be’. The coach should only include essential players when working tactically until he needs to broaden, the picture and enlarge the practice in terms of areas, numbers and objectives. Non-essential players quickly become bored and can undermine the quality of a coaching session because of a lack of realistic involvement and lapses in concentration, Consequently, only the essential, relevant players should be included until all are eventually needed for the final coaching progression into an 11 v 11 game-type coaching situation, Equipment needed Sessions should be aided by the effective use of training aids. Video-recorders and TV set can be used for instructional purposes if available. A blackboard/white-board and appropriate writing materials can help a coach to explain to players. Bibs, footballs, markers are also necessary for field use and when needed areas and targets should be clearly marked out with the efficient use of markers. More than one set of bibs is useful so that neutral players and any player where necessary can be identified cleatly from the mass of other players. Age, Experience, Quality, Ability of Players The coach should always consider the realistic abilities of the players with whom he has to work. Setting players unrealistic objectives and targets for their abilities is a wasteful and fruitless exercise, Abilities and understanding should be developed and stretched beyond present levels but sensibly so for to advance too far, too quickly and beyond players abilities is sure to be met with frustration, isappointmment and resentment. The session aimns and objectives and consequent organisational structure should always reflect player's levels of operating. To challenge and interest players should be the target of coaching sessions by progression in practice and demanding high quality work from individuals and groups in the pursuit of even higher levels of attainment consistent with realism in the setting of goals, incentives, and targets. Assistance Available ‘Where a coach needs to work with a small group of players, others may not need to be involved in that particular aspect of the game. Consequently they should be usefully employed in working on other parts of either their individual abilities or in group work eg. shooting, crossing etc. Players need to be supervised and assisted at coaching and training sessions wherever possible. A good coach can ALWAYS. assist a player in some aspect of his game. Hoviever a coach cannot be working in two places simultaneously and so needs assistance, good quality assistance to help out with the efficient organisation and conduct of the session. When planning, the availability of assistance needs to be considered and not only the availability but also the quality of that assistance. The coach must ask the question "what is iy assistant capable of coaching?” If he is an able assistant who has been briefed well before any coaching session, he should be able to undertake any work detailed by the head coach. If the assistant is not well qualified to assist, but is learning his trade then only work that he can capably supervise and conduct should be allocated to him with discussion taking place beforehand on how the work is to be carried out 14Coaching Method Basically this is the ART OF COACHING - putting into practice the conceptual aspects of the session. The coach must know exactiy the cause of the problem to be rectified or the ingredients of success in developing an aspect of play. So the coaches intelligence and football know-how are put to the test in devising coaching — practice situations. The coach must know if the problem is technical, tactical or one of understanding so that he can devise an appropriate practice situation in which to educate his players. ‘That situation maybe a simple but realistic technical practice or a complex 11 v 11 game practice but the coach must design an efficient and effective teaching vehicle to explain his points to the players. Designing and conducting effective coaching sessions is probably the most important of all coaching functions. Progressing to incorporate ideas, players and strategies into the full-game situation is the ultimate, and final coaching progression that a coach must manage, Knowing if, when and how to make this progression according to the abilities and stage of development of individuals and groups is the key to developing team-suecess Choosing the coaching method is influenced by many factors. Players available, numbers of players, areas to workin, purpose of the session and other factors all bear influence on the coach’s decision as to the type of practice situation to use. Other Considerations Other considerations may be usage of a theory session conducted in a classroom or lecture theatre Also, a “split session” of football and fitness development may involve a change of practice location from pitch to woodland and so, time and travel should be incorporated in practice planning. ‘Additionally, individualised practice may be allocated to a player to work on a particular game weakness ‘and this period should also be planned in the overall session. However, there will be many other factors that coaches have to consider that influence planning of sessions, TYPICAL TRAINING/COACHING SESSION situation Tactical Team-work 18Warm-Up - (10-15 mins) A purposeful and effective warm-up is necessary prior to any coaching/training session. The warm-up basicaly prepares the body to manage the ensuring work for the remainder of the session. Warm-up should include raising the heart-rate and breathing rate by jogging, running, cruising and body exercises and should also include flexibility work. Warm-ups can be conducted under the guidance of a coach or if players are experienced and trustworthy can be carried out personally or in small groups. Over- lengthy warm-ups are not necessary and can be completed efficiently in approximately 10-15 minutes. A ball can be used in warm-ups but in a controlled and careful manner as if players suddenly overstretch or accelerate quickly before flexibility work has been completed then damage to muscle tissue, ligaments and tendons may occur. Warm-ups should be conducted progressively and logically, exercising and stretching major muscle groups before smaller groups Technique and Skills Ballwork (15-20 mins) Ballwork can be technical or tactical in nature, Simple practices to develop passing techniques, or controlling techniques as an example can be used to increase the intensity of the session. The coach ‘can use this part of the session to develop techniques and skills relevant to the style of play adopted by the team. Games of possession can be used to develop technical and related tactical efficiency and can also increase the physical cutput in the session also, Again ball-work can be made relative to the playing style to be implemented using for instance wall-passes, through-passes, combination play incorporated in possession games of equal or unequal numbers. Tactical Team-work (30-45 minutes) ‘This part of the session is used for either rectifying or developing group or team play. Introducing a new tactic or refining an existing tactic can be included in this part of the session. Groups of players or the ‘whole team should be involved in practice and it is here that the group or team needs to be educated very clearly and carefully as to its function at certain and various stages of the game. The group session can be developed into an 11 v 11 coached game and this part of the whole coaching session is probably the most crucial in developing team understanding and team-play. It must not be ignored and should be a daily feature of any senior team’s training unless there is good reason for not doing so. ‘Simply playing a free game of 11 v 11 with little or no coaching input has limited value unless the coach Uses it for observational purposes or to decide if playing tactics or policies are fully understood. Game situation (20-30 minutes) This section of the overall session may be used for say a free-game, maybe 6 v6, 8v8 or even 1111 with the intention being for players to use this period for free-expression, of fo try out previously learned techniques, skils or strategies. Also, this period may be used to practice the fundamental but so necessary aspects of the game that are crucial to successful football. Practicing crossing, finishing, defending 1 v 1 or any other underlying concepts of successful football should be conducted here. Again, choosing skills relevant.to the style of play of the team should be uppermost in the coach's mind, Cool-Down (5-10 minutes) ‘There are sound physiological reasons why players should cooldown after training sessions. Light jogging, stretching should be used to finish off any coaching/training session so that players can mentally and physically relax after what could have been a highly intensive training session, and leave themselves in as beneficial a condition as possible to continue with the next session whenever detailed by the coach, 16Duration of Session The outlined session can be conducted in say 1/2 hours. If that is so then the appropriate time proportion would be:~ 1. Warm-Up 10-15 minutes 2. Ballwork: 15-20 minutes 3. Tactical Teamwork: 30-45 minutes 4. Game situation 20-30 minutes 5-10 minutes Individual players may need to be helped with individual weaknesses in their game. This work should be undertaken before or after the training session as other players need not be involved unless a small number are held back to assist FITNESS ORIENTATED SESSIONS Fitness Training Sessions This aspect of player or team development can be incorporated in any training session or may be conducted singly. For instance, to include fitness training in a session as outlined earlier the distribution could be as below. Fitness Conditioning nd Fitness work should be conducted AFTER any ball-work especially ball-work closely related to tactical understanding and decision-making. There may however, be occasions when the reverse is true but generally ballwork precedes fitness work. Any strength development as part of the fitness work should bbe conducted at the end of the fitness programmes and should be followed by a cool-down also. v7Fitness work should be conducted AFTER any ball-work especially ball-work closely related to tactical understanding and decision-making. There may however, be occasions when the reverse is true but generally ballwork precedes fitness work. Any strength development as part of the fitness work should be conducted at the end of the fitness programmes and should be followed by a cookdown also. An efficient and relevant fitness related session can be conducted in 45 minutes and so can be included as part of any overall coaching/training session. A time proportion of such a session lasting approximately 12/2 hours would:— 1. WarmUp 10-15 minutes 2. Ballwork 15-20 minutes 3. Tactical Teamwork 20-30 minutes 4. Fitness Conditioning 30-45 minutes 5. Cooldown 5-10 minutes 18Development Of Football Technique And SkillsDEVELOPMENT OF FOOTBALL TECHNIQUE AND SKILLS WHAT IS SKILL? No such thing as skill - there are however individual and separate skills, individual, specific and developed to varying degrees in each player. However:~ Skill can be defined as:- The learned ability to bring about pre-determined results with maximum certainty and the minimum outlay of time and energy. In football terms:~ ‘The ability to be in right place at the right time and to be able to select and use the correct technique on demand. Skill involves a player in making decisions therefore relating to opponents, team-mates and areas, in a constantly unpredictable environment. So Skill Involves Learning Pre-determined Certainty Minimum outlay of time and energy Selection Technique employment Decision-making Unpredictable Environment OMA AAwVE FACTORS INVOLVED IN SKILL Learning Ifa skill can be learned it can be taught. By implication it can be improved, refined and developed possibly to a high degree. Also its efficiency can be impaired by under-use. Has implications for coaches/ teachers to know how players learn and how best to teach and develop skal. Pre-Determined Indicates planning, forethought, assessment and decision-making has taken place on WHEN, HOW, WHERE elements of performance. Certainty Implies accuracy, consistency, frequency of performances under all circumstances. Minimum outlay of time, energy Implies efficiency in operation of the skill. Involves timing, alignment, dire force. of force, amount of Selection From alternatives. Ability to choose correct alternative based on learning, experience and teaching/ coaching. Technique Employment ‘Appropriate technique selection Appropriate timing of implementation. 19Decision-making From alternatives. Based on evidence presented and result needed, Elimination of negative, less suitable alternatives. Unpredictable Environment Constantly changing ‘field’ of vision. Constantly changing operational basis. SO, WHAT IS TECHNIQUE? Technique ‘The performance of a solitary action in isolation from the game. Refers to the mechanies of performance - How to perform the action successfully. In football terms the relationship of man and ball ~ their relationship and harmony. To practice techniques in isolation from the game or game-type situations is almost meaningless in producing gifted players, unless we are considering beginners to the game. Technical mastery of the ball is vital (that quality of being able to cause the ball to perform as required) but truly beneficial technical practice must take into account decision-making and the developing of technique in a tactical sense (against opponents/opposition). This decides the real level of a players skill or ability. Improving ‘HOW’ ~ technique without improving 'where’ and ‘when’ and ‘which’ selected technique is a waste of time and effort THE SKILL CONTINUUM CLOSED SKILLS ee OPEN SKILLS STATIC ENVIRONMENT EVER-CHANGING ENVIRONMENT | SNOOKER cOLF CRICKET TENNIS SOCCER DARTS. BADMINTON BASKETBALL. ARCHERY HOCKEY RUGBY Open Skills 1. Constantly changing field 2. Intorforonce from a) opposition ~ (physical) ©) other elements (weather, pitch conditions) ©) speed of operation 3. Moving ball and target 4 Decision making based on changing field 20Closed Skills 1. Static operational field 2, No interference from a opposition, b. speed of operation 3. Static ball and target 4. Decision making based on static environment, PRINCIPLES OF LEARNING 1 Distribution of Practice 2. Transfer of Training 3. Overlearning 4. Interference DECISION-MAKING PROCESS Performance quality is determined by many factors such as motivation, emotion and cognitive faculties {intellectual and thought processes) Cognitive and decision-making faculties are directed by such factors as the receiving, assimilating and storing of information taken in from the visual field exhibited in front of players during a game. PERFORMANCE = PERCEPTION AND EXECUTION Perception = to see and to understand = to see and understand winat? 1. Positioning of support and opposition players. 2. Position of ball and own position on field of play. 3. Movement - direction, speed of opponents, ball, support players. Assimilation = to accept and incorporate the perceived information into the brain, Process — to evaluate information from the field of vision in the brain-relevant or irrelevant input from the field of vision Decision - a course of action employing the most suitable option from a store of possible actions. Store of responses from 1. Learning by experience 2. Learning by teaching method 3. Observation 4, Trial and Error EXECUTION - of the appropriate skill aQuestion Does technique practice, drilled, repetitive technique practice involve a player in going through that process? Football - Demands of the game 1. Constantly moving field of opponents, support players, ball 2. Constantly changing operational conditions = degrees of pressure - running, sprinting, jogging as you perform = field, weather conditions — degree of physical fitness in 90 minutes, 120 minutes Constantly changing requirements of action = run with the ball = pass ~ short, long, high, low — running into position = marked, not marked Question If those are the game demands, how do we equip players to operate under those conditions? TRANSFER OF TRAINING Basically For positive transfer to take place, the more identical the two stimuli are, so the more likelihood of an identical response. So for training to have maximum benefit, it must be as near identical as match conditions, containing all elements found in match play to a large degree ~ the larger the better, but dependent on stage of development and learning, In short: Training must be as near match play as possible: ie. speed, opposition, support players, direction, limits, alternatives, objectives. In short, we train or practice as we wish to play. If not, why do we train? If not training or practicing {as we are required to play then we are training or practicing for some different event. Principles of Learning The higher the degree of similarity between practice situations and performance conditions, the more the liktethood of significant and positive transfer of taining 2, The fewer the number of identical elements, the lower the degree of transfer. 3. The skill being practiced must be retumed to the context of the situation from which it was removed, frequently and successfully. Individual technical difficulties may be identified and relevant situations created from the game. Having been removed from the game, they willbe restructured, practiced and replaced in the context from which they were taken, for further practice. 4. Players need feedback on their performance to know how successful they have been in practice. 225. Practice and learning experience must be structured and is best re-inforced by success. 6. __ Repetition of the learning process is needled to reduce ertor in performance. 7. Learning is specific to the immediate task. Coach's function 1. Kdentify a problem and its key elements quickly and precisely. 2. Be capable of explaining to players, the nature and necessity of the correction procedure of the problem, 3. Be skilfulin ascertaining and dewsing how to transfer effective practice into effective performance. 4, Motivate players to learn and to improve in spite of the many set-backs along the way. In any development of players there must be a great need for the correct preparation of a player's attitude towards practice and training. Match situations usually cause a high leve! of arousal and commitment ~ practice and training, less so. Practice and repeiitive, frequent practice is a vital component in the acquisition of football skill and in both playing and teaching, one may broadly generalise and say that progress is largely a matter of experience. Crucial for coaches to understand is the PRACTICE MAKES PERMANENT and should be specific in nature. ‘The notion that practice makes perfect only applies when that which is practiced is perfect in practice in every respect ~ practice makes permanent. There is little argument about the fact that practice can and does improve learning. Kepetition is the core element of practice and quite literally - practice must be rehearsal in the fullest sense. FOR THE DEVELOPMENT OF FOOTBALL SKILL The following elements are necessary 1. Ball 2. Meaningful movement built into the structure of the practice. Football is a dynamic game played in a constantly changing environment and some movement both before and after execution of the skill should be incorporate. Players — both supporting and opponents, without whom, intelligent and relevant game-type decisions cannot be made during play or in the execution of skills practice. 4, Direction and purpose to practice Targets, goals objectives and aims for all players involved in practice. Objectives give purpose and guide decision-making strategies towards a successful performance. 5. Space/Playing Area Appropriate to the players abilities, numbers involved and the nature of the skills required, 23Challenge — players need to be challenged and stretched by the practice to assess both themselves and their progress. Laws of the Game - should be incorporated and clearly understood as should the practice rules and conditions, Deception where possible and appropriate, players should be encouraged to disguise their final intention as opponents reactions will be slower when having to respond to the unexpected, DEMANDS OF THE COACH w@aene Well versed in mechanics. Understanding of anatomy and physiology. Knowledgeable and intelligent thinker about the game. ‘Thoughtful and careful Practice Planner. Excellent teacher of the game. Practice Design 1 = opposed 2. = unopposed ‘Communication 1. Practice structure 2° Practice objectives 3. Verbal Explanation 4. Visual Explanation 5. ‘Chunking’ Information ‘What does good performance look like? 1. Technically 2. Tactically Personal 1. Understanding 2. Observing 3. Analysing 4. Teaching 5. Patience, persistence Goals, Objectives. 24EFFECTIVE PRACTICES Introduction Players who are better skilled, are more likely to enjoy playing the game. In teaching skil, the coach has +o organize sessions for players to practice these skis, similar to the concept of practice, required to Jearn to drive a car. This lesson would help the coach understand how to organise effective practices in teaching skill Objective 1, The coach would understand the 7 basic principles for organizing effective practices, in particular, practice the skill in contest like conditions, make practice fun. 2. The coach would be able to apply these principles to his/her sport by giving specific examples. Content The following principles are important for making practice more productive. Principle 1: Practice the Right Skill One of the most common mistakes in designing practice experiences is to have players perform skills that do net help them lear the skill at hand. If you want to practice the service in Badminton, then use a drill in serving badminton and not in tennis. What does running through a series of tires or ropes teach a hockey player? Principle 2: Practice the skill in contest like conditions as soon as players can do so. The more your drills simulate the competitive situation in which the skill will be used, the more likely it is your players will be learning the right things. Principle 3: Keep practices short and frequent when teaching new skills. When first learning a skill, players are likely to make many mistakes and tite quickly. Therefore the skill should be practiced frequently, but not for too long, In other words, when players must use considerable mental and physical efforts to perform a skill practice would be interspersed with either rest intervals or practice of another skill that uses different muscle groups and demands less effort Principle 4: Use practice time efficiently. Here are some big practice time wasters and suggestions for improving use of time. Time Wasters Suggestions + Waiting to begin practice Give instructions before session regarding what to do ‘+ Spending time changing from drills Establish principles as to what to do. or activity Roll Call Individual’s sign in Coach talking too much Be precise Too much time on drills and practice Play the game Principle 5: Make Optimal Use of Facilities and Equipment. Principle 6: Make sure players experience a reasonable amount of success at each practice. Principle 7: Make Practice Fun. Question: 1. Discuss effective practices (examples) in your sport. 2. How can you practice the skill in contest like conditions? Use examples from your sport. 25Understanding The Body In MotionUNDERSTANDING THE BODY IN MOTION BASIC FUNCTIONAL ANATOMY Introduction Knowledge and understanding of anatomical and mechanical concepts as they relate to sport is essential to coaches who are working with athletes. The purpose of this lesson is to present briafly some genaral and specific information on humen anatomy. Emphasis s only on those structures and functions that are most important to sport. Objectives 1. The coach would know the names of major bones and muscles. 2. The coach would be able to define the terms joint, ligament, tendon and cartilage. 3. The coach would know the roles of the skeletal bones and muscles in sports. Content 1. The Skeletal Framework: ~ Skeletal System Anatomy of Bones = Types of Bones (long, short, flat, irregular) Long Bones ‘eg. Limbs and digits (acts as lever) Short Bones eg. Tarsals and carpals (cubic shapes) Flat Bones eg. ribs, scapula, ium —for muscle attachments and es protection of cavities. = Names of skeletal bones and its location = Vertebrae Thorax = Upper Lin = Lower Limb - Function of benes - — actas levers for movement. 2. The Human Muscles: = Type of muscles (smooth, skeleial, cardiac). = Names of major muscles and their location. Muscle functions mechanics of movernent. - Classification of Muscle: - Slow Twitch — slow twitch units are involved in relatively low tension, slow moving and enduring exercises. — Fast Twitch - fast twitch units are more involved in fast, powerful, and relatively short- Lenn types of activities. 263. The Joints: Bones are connected at joints. Joint movements are determined by joint structure. ~ Body segments and joint structures: 1 2. 3. 4. 5. Ball and socket Hinge joint Pivot joint Saddle joint Gliding joint - _Interrelationship among bones, joints and muscles. ~The functions of ligament, tendon and cartilage Questions for Discussion 1. Why is it important for coaches to understand bones and muscles? 2. What is the range of movement? How important is exercise to the joints. 27BASIC BODY MOVEMENTS Introduction ‘Sport is caused and controlled by muscle forces. Sport movement is possible because of the arrangement of the body's skeletal framework into segments, and movements are really combination of basic ‘movernents occurring in many body segments at once. To understand the body's ability to play sport requires a study of the structure and function of muscles, bones and joints. The amount of movement possible at 2 joint, the length and elasticity of the ligaments and tendons at the joint, and the type of muscles initiating the movement all influence the rate and range of possible movernent. ‘This lesson is designed to help coaches understanding of the types of muscle action, the types of muscle movement, and the basic mechanical concepts related to sport. Objectives 1. The coach would be able to explain the various types of muscle movernent. 2, The coach would be able to distinguish different types of muscle contraction. 3. The coach would be able to know some mechanical concepts and principles effecting human movement. Content 1. Structure and function of: - Muscles + Ammuscle consists of thousands of muscle fibres + Each fibre is enclosed by connective tssue endomysiurn * Each muscle is attached to the bone by a tendon © Fast twitch (white fibre) are for speed work * Slow twitch (red fibre) are for endurance work = Tendons = White fibrous — Connective tissue that connects a muscle to a bone - Joints - The union of two or more bones; an articulation = Cartilage = The type of connective tissue. 2. Rules of Muscles: a. Prime Mover (Agonist) - muscles that are effective in causing a certain joint movement. b, _Fixator - muscles that act as a stabilizer to prevent movement of the bone. 28‘Type of Muscle Contraction: a. Isometric = Muscle contraction involving no joint movement Isotonic = Muscle contraction involving limb or body movement ‘Two types of ISOTONIC contraction: Concentric contraction = Involves shortening of the contracting muscle, which moves the resistance, Eccentric contraction = involves lengthening of the muscle. c. — Isokinetic - Muscle contraction involves movement at present, fixed speed with the aid of a mechanical device. Muscle Groups and Movement at the joint: (sample) = Flexor = flexion = bending at joint so that the angle between bones is decreased. - Extensor = extension = movement by which the angle between parts at a joint is increased. - Adductor - adduction = - movement of a body part toward the midline. = Abductor = abduction = movernent of a body part away from the midline. Hyperextension = An excessive muscular extension. Mechanical Concepts Related to Human Movement + Levers + Stability ~ balance and centre of gravity * Rotational inertia * Torque Questions for Discussion Define the following types of contractions a. isometric b. isotonic c. isokinetic What are the structural limitations to flexibility? How can flexibility be gained, and why is it important to performance? 29CARDIORESPIRATORY SYSTEM Introduction ‘The purpose of this lesson is to examine the structure of the lungs and heart and the critical role they play in sport. A knowledge of the cardiorespiratory system and its actions is essential for a complete understanding of sport. This lesson also demonstrates the responsibiiies of the system to transport ‘oxygen, food substrate and hormones to the muscle and the removal of carbon dioxide during metabolism. Finally this unit discusses those characteristics of the cardiorespiratory system that are influenced by sport and training, Objectives 1 2. 3. ‘The coach would be able to demonstrate a general knowledge of the respiratory and circulatory systerns by labelling all significant parts related to cardiorespiratory system. The coach would understand the term haemoglobin, oxygen debt, volume, stroke volume. ‘The coach would know the role of circulatory system in oxygen delivery. Content 1 Beer Lung Structure and Function: = Lung structure = Respiratory system: = Gaseous exchange in the lungs = Oxygen debt and recovery Heart Structure and Funetion: - Cardiac Muscle = Cireulatory system - Cardiovascular system - heart - arteries - veins - capillaries Role of the cardiorespiratory system and oxygen delivery: = Maximum volume of oxygen = Cardiac Output = Oxygen detivery during exercise = Volume of oxygen - Oxygen debt Cardiorespiratory system and exercise: = Blood distribution at rest and during exercise - Exercise and training effects on the cardiorespiratory system Questions for Discussion Describe briefly the role of cardiorespiratory system during sport performance. What factors determine the rate of oxygen consumption? What is oxygen debt? Discuss heart rate as it relates to your sport 30BASIC ANATOMY AND PHYSIOLOGY SKELETON Made up from: 206 bones ) enable body to run, jump, throw, etc. 600 muscles ) Joints are covered with CARTILAGE. All bones and joints enable the body to carry out a vast range of movernents, Human Skeleton 1) Provides LEVER SYSTEM against which muscles can pull 2) Provides SURFACE for ATTACHMENT OF MUSCLES. 3) PROTECTS DELICATE GRGANS, 4) PROVIDES SHAPE TO BODY. 5) PROVIDES SUPPORT TO BODY - thorax supports chest for breathing, 6) MANUFACTURES RED BLOOD CELL and STORES FAT, CALCIUM, PHOSPHATE. Bones Long - TBIA Short = CARPALS Flat - CRANIUM Irregular - VERTEBRATE, PATELLA Bone Content ‘SHAFT or - diaphysis ~ compact, dense bone. BULGE AT ENDS ~ EPIPHYSIS MEDULLARY CAVITY runs down the length of the shaft = Seow andre bone marow PERIOSTEUM — tough, skin like coating ~ has nerve and blood supply = muscle tendons and ligaments fuse to the periosteum. 3‘Skeletal Connective Tissue 1} CARTILAGE ~ soft, slightly elastic tissue. eg Knee, Vertebrae 2) BONE ~ hard connective — made of A) WATER B) ORIGINAL MATERIAL ©) INORGANIC SALTS = calcium phosphate - carbonate = floride salts Joints = isa site in the body where 2 or more bones come together. = are classified according to amount of movement they allow. ‘Types of Joints 1) Fibrous or fixed joint = no movement ~ SKULL 2) Cartilaginous joint = slight movement - INTERVERTEBRAL DISCS 3) Synovial joint = freely moving joint = has a) Joint Capsule eg. KNEE b) Cauity Hyaline Cartilage = smooth — shiny = covers both ends of joints = absorbs synovial fluid 32‘Types of Synovial Joints And Movement Range 1. FLEXION 2. EXTENSION 3. PLANTAR FLEXION 4. DORSIFLEXION 5. ADDUCTION 6. ABDUCTION 7. CIRCUMDUCTION 8. ROTATION 9. PRONATION 10. SUPINATION 11. INVERSION 12. EVERSION Types of Joints 1. BALL AND SOCKET HINGE, PIVOT CONDYLOID SADDLE 2 AweN Typical Joint - Knee Joint LIGAMENT -———— Fig. 1 bending straightening pointing of toes bringing toes up towards tibia towards midline of body away from midline of body flexion, extension, adduction, abduction turning palm down turning palm up turning foot in turning foot out hip/shoulder elbow/fingers elbow thumb/wrist clavicle/sternum, Articular surface covered with cartilage ‘Synovial fluid Joint capsule lined with synovial membrane ligament 33MUSCULAR SYSTEM Muscles Exert Power to:~ a) MOVE BODY PARTS b) TRANSPORT MATERIAL - converters of energy to movement. 3 Types CARDIAC = only found in heart ~ specialised muscle. INVOLUNTARY ~ digestive tract, respiratory system — outside our control VOLUNTARY = 400 + muscles 45% of our total body mass ‘Muscles only contract when stimulated to, by nervous impulses. Regular muscular activity develops and sustains local muscle strength and endurance, A Muscle a) Thousand of muscle fibres b) Bundles of fibres are bound together by connective tissue to form “fasciculi (litle bundles) ) Also a tougher outer sheath — the epimysium QB — ors Pisa EP yogis Fig. 2 Fibres 1, FIBRE 1/1000 inch in diameter 2 Vary in length 3. single muscle fibre is composed of a number of myofibrils MYOFIBRIL - cause muscle to contract. 34DIFFERENT FIBRE TYPE having different functions ~ all have fibre mix. RED FIBRES - SLOW TWITCH ~ aerobic function = capable of sustained output - contract 20% speed of fast twitch. PALE FIBRES - FAST TWITCH = anaerobic:~ = dependent on stored energy sources = funetion:~ = generate high forces quickly. ALSO HAVE INTERMEDIATE FIBRES ~ work aerobically and anaerobically Muscles are attached to bones by TENDONS ‘TENDONS = ate strong, inelastic and vary in length and diameter. ~ commonly run between 2 bones = cross a single joint ~ connected to central nervous system and circulatory system (large tendons) On contraction ~ a muscles ends are pulled together. Therefore exerts force and creates movement at joint that it crosses, One end of muscle is FIXED/ATTACHED = ORIGIN Other end - moving end is the INSERTION - and moves towards the origin, Group Action ‘Muscle groups work together but oppose each other. Only move when receiving impulse from CNS via a single motor neurone, “ALL OR NONE LAW" ~ all fibres in a muscle unit contract or nene do AGONIST provides movement - BICEPS - ABDUCTORS ANTAGONIST relaxes to allow - TRICEPS ~ ADDUCTORS to compensate must be high degree of neuron — muscular co-operation for movement to take place — RECIPROCAL INNERVATION - movement is a result of many muscle groups working together - if small resistance, some muscles may not work at all 36PRIME MOVERS - greatest contribution to movement ~ shortens to move joint ASSISTANT MOVERS - only assist STABILIZER MUSCLES - stabilise ends of a muscle, for other end to work. MUSCLE ACTION Concentric = muscle shortens and thickens/two ends move closer Eccentric = muscle lengthens as it develops tension/two ends drawn apart - _plyometrics ~ maximum effort as muscle lengthens = increased strength Isometric - balance of muscle tension ~ weight/resistance moved = develops tension ~ but no movement Isokinetic full tension through full range = muscle actually only works at MAX FORCE — tension is constant through range. 36CARDIORESPIRATORY SYSTEM Responsible for getting Oxygen and nutrients to working muscles and moving waste products. Consists, of LUNGS, HEART, BLOOD Lungs ‘Air tubes start at mouth and into air sacs EXCHANGE Oxygen - diffuses — through walls of air sacs into capillary blood vessel Carbon Dioxide diffuses back and is eventually exhaled Heart 1) A muscle ~ powered pump ~ pear shaped, located in the chest 2) Has a pace-maker independent of CNS - generates its own impulses 3) Pushes blood around body = 5 litres blood per min at rest = 30 litres blood when exercising Blood Vessels = “Vascular system” Arteries — - —_takes blood to muscles or organs Veins = returns to heart Capillaries - smallest blood vessels and where diffusion of Oxygen, Carbon dioxide, blood glucose takes place - lactic acid diffuses from muscles into blood Blood Average man has 5 litres blood circulating in body Women have 10% less — blood is 55% plasma, 45% compuscles, FUNCTION OF BLOOD Blood — transports oxygen to muscles - takes away Carbon dioxide and lactic acid ‘Oxygen carried in haemoglobin ~ red blood cells, 37Lactic Acid By-product of anaerobic eneray system Is what giveogen from within muscle is converted into once its energy has been used to operate muscles, Is removed from body by: 1) being converted fo carbon dioxide and therefore exhaled 2) ver, kidneys ~ excretion 3} some qoes into heart muscle fo be used as fuel after conversion to "pyruvate". 10 liters of air are breathed per minute at rest = When exercising = take larger breaths - not smaller = increases volume of air taken in and oxygen used for breathing rather than exercise — up to 200 litres in extreme cases when exercising - _ Air/Oxygen transport system becomes more efficient as we train — it removes carbon dioxide quicker to allow more oxygen into body. = As we train aerobically ~ very little happens to lungs ~ capacity may increase but only 10% = therefore ability to exhale may increase also BUT actual amount of oxygen in lungs for diffusion changes litle Efficiency of breathing is increased by transporting waste carbon dioxide away — not getting oxygen into body. 38THE HEART ‘When exercising — increased output of heart increases in 2 ways 1) HEART RATE INCREASES = related to age 2) STROKE VOLUME INCREASES = amount of blood pumped at each beat. With training MAXIMUM heart rate does not increase but STROKE VOLUME at rest and exercise does increase. ‘Therefore more blood is moved with each beat, but number of beats changes litle. TRAINING 1) _ HEART MUSCLE INCREASES IN SIZE, THICKNESS, STRENGTH 2) CHAMBERS OF HEART INCREASE IN SIZE. Therefore can accept and pump more BLOOD per beat, 3} MANS HEART IS 10% LARGER and HEAVIER THAN WOMAN 4) With tr - resting heart rate decreases ‘Therefore body pumps same blood with less beats as it becomes bigger, stronger, more efficient. 5) Maximurn heart rate decreases will age = guide - 220 minus age LIMITING FACTORS 1) With training, bigger, stronger heart increases output of blood 2) Atvery high heart rates e.g. 90% max. ~ Problem is filling up the heart 3) 2/3 time of a heart beat is spent filing up the heart 4) For training ~ itis neither necessary nor desirable to work athletes at maximum heart rates — heart is less efficient at these rates. THE HEART Pear-shaped, located in chest:~ Consists of 3 layers 2} PERICARDIUM = - -—_maintains shape ~ a sac. 2) MYOCARDIUM transmits cardiac muscle impulse. ~ is muscle tissue. smooth membrane 3) ENDOCARDIUM 39HOW THE HEART WORKS ‘A dual-pump action — both sides of heart contract simultaneously. Cardiac impulse Cardiac contractors are initiated by electrical impulse from pacemaker. Contraction known as VENTRICULAR SYSTOLE, Cardiac cycle sequence of events making up a heart-beat last-0.8 seconds occurs 72 times a minute an average but depending on fitness level of individual. “Heart-rate" — no. of-heart contractions a minute. Cardiac cycle 2) A period of relaxation of heart muscle — DIASTOLE (0.5 secs) = auricles fill with blood and flow to ventricles. ) Followed by contraction - SYSTOLE {0.3 secs) = blood forced out of ventricle into pulmonary artery. Cardiac output - volume of blood pumped by each ventticle in one minute. — at rest is 5 litres per minute = vigorous exercise can be up to 30 litres per minute,Criteria for Age Group TrainingCRITERIA FOR AGE GROUP TRAINING Age: 6-810 years Training stage: Basic training Phase of learning in relation to the age: Discovery. Get used through playing. Football is a fun game. MAIN TRAINING OBJECTIVES: Technical = Begin learning techniques - — Balkfeeling = Quick footwork on the ball Tactical = Awareness Physical = Coordination and flexibility Mental = Pleasure and experience Age typical characteristics: Age Psychological Motor functions 6-8 years Desire of movement Not much power Less concentration Weak balHfeeling Not social ‘Weak coordination Game is adventure & 10 years Sensitive for leaving More boll feeling Quick distraction ‘More social Assertiveness ayORGANISATION: Training sessions: very simple each player a ball 2 players a ball in triangle in square in circle dvi Games Small sided qames 2v 2,3v3,4v4,5v5 Load: * Period without opponent + Small distances Short period's on topics Coaching: + Encourage and instruct them by doing the skills. * Let them enjoy the practice and the games. 10-12-14 years Training stage: Basic and Build up program Phase of learning in relation to the age: © Sharpening and refining * Learning through playing and doing Main training objectives: * Dominate 1 v 1 situations with ball on the foot. * Keep up the basic training on a higher level to sharpen and refine the techniques. Training objectives: Technical * Basic moves + Fake moves + Moves to go by opponents and dominate 1 v 1 situations + Individual and collective actions to go by opponents and score + Passing, receiving techniques and shooting for goal * Heading Tactical * Tactical awareness of why, when and how to use the moves in the game and game situations during a practice. * Which solution/moves in difficult situations in a particular area of the field * General tactics - team tactic - line tactic — individual tactic Physical * Coordination and flexibility . Endurance, speed and power through practice and playing 42= Excellent period of learning - Develop creativity and initiative on the ball = Develop self-confidence, personality, responsibility, autonomy = Develop good training mentality Age typical characteristics: Age Psychological Motor functions 10-12 years Easy learning and eager to learn harmonious build social consciousness ‘body well in proportion mimic idols good coordination 12-14 years (pre) puberty enormous growth doesn't want to cope with authority sensitive to injuries conflicts overrate themselves ORGANISATION: Training sessions - In circle, triangle, square = Without opponent on high level ~ With opponent (partner) - In diferent formations with 2 up to 12 players = Small sided games 2 v 2-5 v5 = With 2 and 4 goals, small and big goals — With neutral players = Taside games with 2 goals - Increase load - More icult situations, More pressure (defence, time, space ete) — Demand from the players that they make the moves right in the practice = Encourage them to make the moves in Iv1 and small sided games ‘Training stage: Build up program and competition Phase of learning in relation to the age: = Refine and automate — Aim at optimum performance in the game 43Main training objectives: Go by opponents individually and with team mates Create chances and score goals Use their skills to their maximum in the game ‘TRAINING OBJECTIVES: Technical Interval trainin Mental Go by opponents individually applying skill and speed, or a combination of these 2 qualities. Highest level of technical performance under pressure. General tactics and specific tactics Team tactics = system of play = line tactics = left wing, centre line, right wing Individual tactics - position defense, mid-feld, attack Defensive play/loss of ball possession/pressure/retreat Offensive play/ball possession build-up-attack Transfer from defensive to offensive play Transfer from offensive to defensive play Go by opponents individually lvl how / where /when. Go by opponents with team mates Through = quick combinations (one touch play) — one/two combinations and-overlap-rune = forward runs in front of the ball - diagonal runs When to go alone and when to pass the ball Passing, shooting and receiving techniques at highest level Heading, defensive and offensive heading. aerobic anaerobic ig extensive intensive Speed training (technique training on spe) Power training (explosive starts during technique ~ training plus power training with ‘own body Later (18 years when body is full-grown start with weights and fitness apparatus) coordination and flexibility combined with technique training Special training for technique of running, sprinting and turning. Increase development of the aspects when players are 12-14 years Develop a winners mentality. Results! 44AGE TYPICAL CHARACTERISTICS: ‘Age Psychological ‘Motor functions 14-16 years Puberty/conflicts with authority Disharmony of the body proportions Don't know what they want Problem with coordination; flexibility Physical changes effects the psyche Other interests Less social, own friends Less responsibilty Critical of their own performance Critical of their own performance and of their team-mates 16-18 years Become more mature Normal body proportions : More social eager to win, result Body gets fully arown orientated More responsibility Physically strong [ "| Desire to be independent Good coordination ORGANISATION: Training session = Inall organisation and formations on highest leve! of competition, 100% - Transfer technical, tactical, physical and mental aspects in position games. Games - ivi - Small sided games — Transfer technical, tactical, physical and mental aspects in 11. v 11 = Allunder 100% competition = Result, winning!!! Load: - Correct balance between load and rest Coaching: ~~ Demand 100% concentration and constant initiative on the ball 48DEVELOPMENTAL STAGES OF TEACHING FOOTBALL Why do young children participate in sport? Have fun, Be with their friends. Improve their skills. Have a sense of belonging and acceptance. Achieve success {measured by children as acquiring skils at a level that allows them to participate confidently and without ridicule from adults) Keep fit Feel better about themselves, Participate in activities. Many sports have recognised that the needs of children are different from those of adults and have ‘modified their sports accordingly, e.g. 4v4, 7v7 in smaller areas to suit the characteristics of the young players. Coaches need to select activities based on the ability level of the children and their stage of skill development rather than their age or school grade. Itis the responsibility of the coach to ensure that the football experience is appropriate to the needs of the player. Knowing about the physical and social/emotional development of young players will help the coach select appropriate activities and decide when to change from one practice to another, Physical Social/Fmational 6-8 year olds Energetic and require many rest periods Usually self centred Football skills develop Self confidence improving Slight differences in growth spurts developing friendship 9-12 year olds Endurance improves Peer approval very important Growth spurts more frequent Easily embarrassed Increasing body weight May take criticism badly Energetic but still requires rest periods Needs guidance in decision making Tends to accept defeat poorly Good capacity to learn ‘The coach's role fs to cater for the range of abilities and attitudes of their players. The following strategies will help. * Allow "play time” whereby players can perform their skills at their own pace and free of any interference from the coach. * Rotate players through different positions to broaden playing experiences, * Ensure elements of the practice; challenge the skilled player as well as the player with less ability. * Allow opportunities for small-sided games and practices involving fewer players. 46Teach fewer skills well rather than trying to teach everything, Provide plenty of opportunities for repetition. This may mean finding different ways of practising the same skill to avoid boredom. Why do adolescents (13-18) participate in sport? ‘The main reasons teenagers are motivated to participate in sport are to: Have fun Be with their friends Improve their skills Be active Help them handle stress Challenge themselves Coaches should remember why teenagers play football when they plan training sessions. Research has shown that many teenagers avoid participation in sport because: ‘They are never asked what they would like from their sporting experience. They disike the "win at all costs" attitude, Coaches fail to realise that many young people enjey competition but win ‘most important reason for plaving may not be the ‘They wish to compete to improve themselves but also to focus on enjoyment and working as a team of towards indlvidval goals. When they da not receive tracagnitian far their efforts, then, ‘many will avoid participating Unachievable expectations are sometimes placed upon them due to lack of understanding of, their ability, physical development and social maturity. ‘Training programs lack variety What athletes want from their coaches. Ifyou, as the coach, are going to create a fun environment where young players can develop their skills, then you need to realise why your players participate and what they want from their participation. The best way to get this information is to ask them. Players/athletes generally, that includes footballers, would like their coach to: Care about them Be patient and understanding, Be energetic. Have a good knowledge of the sport Display a sense of humour. Treat players equally and fairly. Be supportive and encouraging especially if the player is unskilled. 47Taking into account all of the above information will enable you to develop your coaching philosophy and adapt your coaching style and methods to meet the needs of your players and cater for individual differences. Other considerations a coach needs to be aware of. Characteristics of adolescents (12 ~ 16 years) Physical Social / Emotional Rapid gains in height and strength Achieving physical maturation ‘Transient clumsiness More intense fitness activities Poor approval and acceptance Role confusion Independence ‘A major difference between coaching children and coaching adolescents is the range of aspirations among the players. You may have some players who are aspiring to play/represent the State while others may be involved for more social reasons. The motivation of the players will therefore be quite different and may cause some conflict between the players. Concentration spans. One of the major problems confronting coaches of junior players is their varying attention and concentration spans. Some of the many reasans for this include: + The player not yet ready to participate in the sport. * Boredom through inactivity (for example, coach talking too much, long times for practice, etc.) * The exercise is too difficult for the ability level. + The exercise is too easily achieved, + Alack of coach personality. These reasons can be directly attributed to the coach and the way in which the coaching session is being conducted. However, coaches must be aware of the concentration spans of young athletes and prepare accordingly. 6-8 year olds 20-30 minute sessions 4-5 minute specific exercises (1 session per week) 9-11 year olds 45-60 minute sessions 8-10 minute specific exercises (1-2 sessions per week) 8-9 year olds 30-45 minute sessions 7-8 minute specific exercises (1 session per week) 11 years plus 60-80 minute sessions 10-15 minute specific exercises (1-2 sessions per week) 48Physical Preparation Of Young PlayersPHYSICAL PREPARATION OF YOUNG PLAYERS The control i.e. the objective observation of the endurance of the athlete is very complicated, demanding matter. All the more so in the case of a young sportsman who is still developing. Coaches have to decide on the adequate amount of strain at neatiy every training session. Features of development One of the fundamental conditions for successful coaching activity with young players is to adapt the content, intensity end form of training not only to the age but especially to the young player's development slae. Krowing the individual development stages enables the ideal use and guidance of the training session, the corresponding education of the player and the successful development of his physical and sporting capacities and abilities. We must remain aware of the fact that “children are not small adults” In order to obtain a better overview and to simplify attention, the whole complicated time covering the player's development should be split into 3 main stages: pre-puberty, puberty and adolescence. The respective anatomical features, sport-related details, socio-psychological characteristics are briefly illustrated below: DEVELOPMENT STAGES Designation of, pre-puberty ‘Transition to Adolescence the group children; younger adulthood older Growing up school boys school boys juniors ‘Age 6-12 years 11-16 years 15-19 years | Height less than 110-170 em over 160 em 120cm speedy growth 7 cm/year ‘Anatomical smaller genitals -no | medium sized large genitals thick features hair; soft spine genitals - fine smooth | curly hair. Powerful hair, long limbs development of muscles Sports related good agility, less agility capacity to details supporting imitate great strain Social- little will power Moody, danger of rejection of authority, psychological impulsive, insuti- exhaustion. danger of features cient hygiene Treat with honesty; | alcobol, nicotine, act as model sex What should be all round ability 70% speed endurance, increase in furthered versalty, good strength volume, intensity - football display, correct, without burden specific strength posture, attention to | technique with burden, will power, endurance, tactics hygieneIt can be considered a great art ifthe coach manages to reach this point by choosing the right coaching tasks. On the other hand, if no attention is paid to symptoms of great fatigue and exhaustion arising, there is the risk that the coach inflicts a subsequent drop in performance upon the overtrained young player. Fatigue arises as waste products of the metabolism build up especially lactic acid and the influence of the nervous system. As far as sporting performance is concerned, fatigue curbs efficiency. This is why part of the training concentrates on postponing fatigue symptoms, This is the only way that the functional capacities of the player increases gradually and training develops. Thus, itis important that the coach recognise the fatigue symptoms and can intervene on time and that he does not allow the youngster to be overstressed ie overtired. Anyhow it must be emphasized that very demanding endurance training of a healthy sportsman cannot cause damage to the cardiac system. In the case of strain, the skeleton's muscular apparatus gets tired vvery much before the performance level of the heart is reached. The young player needs short breaks in order to recuperate when over burdened whilst running or playing. This way, the game of football where sprinting alternates with running is the ideal means for developing the circulatory system of young people. Itis important that coaches take greater interest in, and acquire knowledge of the biological development of young players. The fact that there isa difference up to three years between the biological development and the actual age of a youth. ‘The training of youth results in the "general motor” and the energy basis for outstanding performance in soccer being created. Its based on aerobic exercises, with speed consideration being accorded to the development of coordination and speed . strength — emphasis is placed on quick, explosive emotional activity aimed at the development of body muscles (various jumping exercises and maze runs) + speed ~ emphasis is placed on motor games, hunts, hurdle runs with plenty of rest between (ratio of activity to rest 1:5 and repetition (6-8 times) + coordination ~ aerobic exercises, gliding, falling, ball passing, trampoline exercises {instruction session based on play analyses) . endurance — on an oxidative bicenergetic basis with a heart-rate of 140-150 beats/ mins, achieved by means by long runs (5-10 mins 900-1900 meters) The training of older youth (12~16 years old). Emphasis has to be placed on intensifying preparation to achieve maximum effectiveness. This is required for this level of training as well as the higher level of competition, ‘Moulding of player's personality has been completed by this age — the players ability to cope with conilicts and stress situation, NOTE: WINNING AT ALL COST or advancing to the top is not to be stressed here! In view of the special requirements of soccer, the emphasis has to be placed on increasing speed and player creativity with particular regard to space, time and the opponent. 50The proper utilization of energy resources, regeneration, nutrition, fluid intake, daily and yearly routines are just as important as the individual personality and the development of team spirit coupled with a sense of responsibility. Consequently every hour of training should be devoted to + individual = group + team training Coordination + balance + rhythra + ability to combine + reaction + onentation in space + kinesthetic differentiation (time-space-dymamicism) ‘+ motor regeneration capability (transfer of habits) Technique Abllity to achieve, learn and improve motor skills Physical preparation 1. Work - high intensity + over an extended period of time + high repetition + efficient Facilitating learning of techniques Realistic application of strategy Protection against injury Quicker regeneration subsequent to exhaustion Enhanced sell-contidence oeRen stThe Foundation of Team BuildingTHE FOUNDATION OF TEAM BUILDING ‘Team building begins when the individual plaver understands his primary and secondary responsibilities within the framework of team play. In this aspect the individual player needs to be physically, technically and mentally prepared from the early age of seven/eight to withstand the high demands of the modern game. The precise execution of technique and apt decision making under duress of time, space and opponent is a result of players having acquired the necessary skill Here his ability to perform in one versus one situation is of primary importance. On possession, being comfortable with the ball under pressure and execute the necessary movement according to the demands af the current sitiation @.g. to shield the ball, to pass, to take on man and go past him, to shoot, to head etc. When without the ball, to make the right decision - to be between man and goal, to close up the opponent, maintaining the correct distance to put him under pressure and at the same time avoiding being beaten, to delay on tackle lif tackle, to be 100% sure and no foul) to guide opponent away from goal,aerial challenge for ball and finally learning the art of winning the ball without physical combat through anticipation and reading of the game. ‘The quickness in transition from gaining of ball possession and attack and loss of ball possession to defence is a key element in the success of many top teams. The individual/player has to be educated in making immediate decision and appropriate action instantly during the transitional movement. On possession of the ball, to be immediately offensively orientated and make the correct decision e.g. : * Toshoot. + To pass to-a better person in hooting distance. * Togo forward with the bal if space is available. * To make a long pass to space for team mate running into good forward position. + To pass to feet of striker . To initiate quick counter attack. . ‘To construct to break through a well organised defence. When ball possession is lost, to think and react defensively instantly. Here tracking down of players, quickly getting between opponent and goal, pressure etc is vital. If the individual player understands his responsibility in the three moments of the game, he will be well equipped to play with his team mates within the concept of team play. From the one versus one the logical progression for the player will be two versus two where the player not only performs his individual roles against his immediate opponent but earns to co-operate with his team mate during the three moments of play. In attack, when he has possession of the ball, he has to make the following decisions: to go by himself, todo one-two and go or to pass to team-mate and go or to pass to team mate and support. Without the ball he takes the best possible position to support his team mate. This helps to improve his tactical insight and playing without the ball 62In defence he not only defends against his own man but learns to communicate with his team-mate and cover him. This is the start of co-operation among players. ‘The process of team building continues with group play of 4 v 4, 5 v5, 6 v6 etc. These group play will assist players in 11 v 11 to play during the three moments with cohesion and total understanding. Here, they not only co-operate with their immediate team-mate but also the others within the team. ‘The more the players play together, the greater the understanding and cohesion in the attacking play. Likewise the players will be more apt in their group defending, For the ages of seven/eight, four versus four will be ideal with all the elements of play in the game (width; depth) and with many ball contact for the players. For ages nine and ten, five versus five and six versus six will be appropriate with the players being able to execute passes over a long distance and with greater vision. For ages eleven and twelve, seven versus seven or eight versus eight in half pitch, Only at thirteen years and above the players should be introduced to eleven versus eleven situation but dimension of field and size of goal should be according to the size of players. Apart from the need for group play progression, we must recognise the development periods of the players. Every development period is important for their total maturity as top class players. During that development process there are several checkpoints: * The first checkpoint is at 12 years when the bovs/girls would have mastered the skill and football inteligence to defend, construct and attack. Talents should be identified. * The second checkpoint is at 16 years when they should have acquired stability and integration into team play, understanding their roles and responsibilities within the team concept. + At 18 we can know which players can cope with high resistance circumstances in the game and aie able (o make il into the sentor team. All this depends on a good youth development system in the clubs/districts/regions and a well structured competition for the various age groups. In training, we have to work efficiently and we have to find training methods to get maximum output {rom the training sessions. Therefore specialisation of traning methods is required and we need specially trained coaches who can devise simplified game situation and games where the chiklren can have maximum ball contact and learn skills related to the game. The programme devised should be stimulating and interesting so that the young players would always want to come back for more. We should create a broad base producing all round players where fresh talents are always emerging. Then it will be easy to identify the Natural Talent with the following: = technique - intelligence = personality - speed / quickness There are several stages in the development of talent Stage 1 This stage is the age when young players are most ripe for earning soccer skills. Five to twelve years is the most important period to learn the basic qualities of the ‘game as an individual and of course his/her personal football potential. As such, we are not only talking about the skills of the game but the cleverness and feeling of the game which is the tactical development and awareness. This is what we ‘once used to learn during the street football period, 53‘When a player gets the ball, he should be aware or have the feeling of what is happening at that specific moment - where his team mates are and what he has to do. The next thing is the greatest part of the ‘game where the player is without the ball. He is only touching the ball now and then. In the positional play game without the ball itis very important that the boys learn them very, very young. If we start too late and if the first period is not well developed itis very difficult to change them. SO THE FIRST PERIOD IS VERY IMPORTANT! We have to play a very important role in that. We have to. train our coaches to coach very efficiently. In other words, we need a general programme ~ a general concept or philosophy for the coaches and what kind of activities at different age level so that every coach has a framework of how to coach and how to work, Such a concept has to exist at the district level, the regional level and the national level and it should come from the Technical Department of the National Association. So the training should be based on the following criteri + The ball should be the focus of all activities. + The kids have to play the game as much as possible. + There should be plenty of variation and enjoyment and maximum ball contact. + The aim is to expose childven to constantly changing football situations ~ adaptation to the various tactical demands of the game. + The programme is accompanied by methodical and responsible education planning. +The creation of simple and improvised form of play and competition to develop technical ability and game understanding. 5 v 2, 3v3,4v4, 2v2 etc. © Therefore there is the need for specialist coaches of young players who understand the kids and are able to understand and guide the players’ game maturity which is a combination between skill and intelligence i.e. being able to work with skill in the game and apply the skill in realistic situations. + Priority should be given te education and stimulation of players skills everyday Stage 2 The stage between 13-15 years old. This is the age of stat and understanding, ‘* Thenatural talent should move into this stage of development (Activities should still be with the ball. Simple and complex game situations should be devised to enhance their game maturity and intelligence}. + The boys should now be moving to 11 v 11 and understanding of formal rules of the game. ‘They continue their development of personality. * They also continue the development of their individual football skills to contribute to overall tion and further development of skills team play. + Assuch there is rapid development and maturation of technical, physical and mental aspects of the game, * Teaching of small group strategy and tactics becomes an important facet of their learning process, + Training load and pressure activities are increased in intensity. All power activities should be using players own body weight. Free weights are not encouraged. Conditioning should be within the framework of the game situation and not done separately. 84This is the age to develop the necessary mental qualities, = mental toughness and durability = concentration = diligence Stage 3 Competitive Football 16-18 years, continued development stage moving towards an understanding of and contribution to successful team play. ‘This period is when we sort out who will make it into the senior team and who will net. Here it is not only about technical and tactical abilities but also other qualities (mental, ete.) which will influence the players’ performance in the game, ‘This is the end of his learning process and should have attained mental maturity for top class football The player has to be matured to cope with stress situation from within and outside ‘Therefore during this period, there is continued development and extension of range of individual ability and understanding of role. The player understands his special position, role and responsibilities resulting from his inclusion and integration into team play. 85Basic Tactics And StrategiesBASIC TACTICS AND STRATEGIES Football Tactics ‘The science of management and use of players during a game in order to achieve the game objective. A tactic is an situational event within a game which is perceived as a necessary and valuable operational unit. Collectively, these units represent the structural framework of the game strategy. Tactics can involve any number of players, ranging from the individual to the whole team. Tactics do not apply only (o attacking bul to defending as well. By observing the opponents’ siyle of play in a game, you can adjust your team's tactics to gain control of the game. Within football, we can divide tactics into 2 groups ~ general and specific (game) tactics and three moments as they occur in the game. TACTICS General and specific ‘According to the 3 main moments Game tactic Ball possession (build up-attacl) Line tactic Loss of ball possession (defence) Individual tactic ‘Transfer of ball possession - loss of ball General Game tactics >> Applied to the entire team Specific Game tactics —__________>s Applied to the entire team or to some players in specific situation for example related to the way of play, the opponents, dead ball situations, weather conditions, ete. Speeitic Line tactics Applied to 1 specific line 3s Horizontal defence line middle line _«.. attack Vertical left wing middle axis right wing Individual tactics, ——> Arplied to individual players and depends on the position and task on the pitch, 86Individual tactics ‘The one-on-one situation is the most common tactical situation in the game. Most form of tacties are a co-ordinated series of individual play. Possession of ball is won and lost by individual players, and the more refined the tactics of the individual, the longer and more frequent will be the teams possession of the ball. Each tactical situation is unique. There may be many similar situations but no two are identical. Player needs: + Awareness of space and direction. * Awareness of why, where and when to use the moves in the game and game situations. + Which solution/moves in difficult situations in a particular area of the field. + Individual tactics, line tactics, team tactics and general tactics. + General tactics and specific tactics. © Team tactics ~ system of play = system of play = line tactics left flanks, middle, right flank Individual tactics ~ position:~ defence, mid-feld and attack Defensive play / loss of ball possession / pressure / retreat Offensive play / ball possession / build-up attack ‘Transfer from defensive to offensive play. Transfer from offensive to defensive play. Go by opponents individual 1v1 how / where / when. Go by opponents with team-mate through. = quick combination (one-touch play) = one / two combination and overlap run = forward runs in front of the ball = diagonal runs When to go alone and when to pass the ball Passing, shooting and receiving at the highest level. Heading-defensive and offensive heading Most importantly, PLAYING WITHOUT THE BALL. TACTICAL * Ball possession (build up + oss of ball possession (defensive) * transition (ball possession <: > attack) loss of ball possession) Group tacties Teaching tactics at the group stage teaches players to solve problems that occur during a match. Here optimal use of time and space with precision can turn the match into the team's favour either in attack. ordefence. Technical excellence and awareness of space and direction is vital. By adding more attacking or defending players the problem becomes more complex and making the right decision at the right time. Team tactics ‘The utilisation of the individual players within the framework of team concept and ensure cohesion in team play both in defence and attack in order to achieve each game objective. ‘System — game objectives + resources + strategy + tactics 87Strategy Strategy is seen as a controlled system of action plan and decision alternatives which incorporates overlapping variables from the sports context. It is also a team’s approach to the game ~ the science of intermediate and long term planning, the conduct of a game in order to achieve the game objective as part of the overall objectives of the team organisation. Strategy can be differentiated according to the complexity eg. The opposition; their style of play, their strength and weakness, whether playing home or away and weather condition. Strategy is indispensable for talent scouting, talent promoting, during the development of a competitive team or the exposing of new players to the team with the following season in mind or to avoid relegation and the team's overall strategy for the season to win the championship. 58The Three Main Moments in FootballTHE THREE MAIN MOMENTS IN FOOTBALL THE AIMS AND PRINCIPLES IN THE THREE MAIN MOMENTS IN FOOTBALL = Possession of the ball Possession of the ball by the opponent — Change of possession (positive / negative} Aim at this moment: Moments one: — Building up in order to create chances Possession of the ball - Scoring goals General starting points: = Make playing area as big as possible + width + depth Think deep and play deep whenever possible Keep possession of the ball important condition to realize the aim of the game) ~ Principle: Playing wide serves as preparation/introduction to playing deep/forward = Man the positions on the field as optimally as possible Aim at this moment: ‘Moments two: = Disturb the build up of the opponent Possession of the ball = Recover the ball by the opponent - Prevent any goals against General starting points: = Make playing area as small as possible - Depending on strength of the opponent — towards the ball (press) = towards own goal (withdrawing) = "squeeze" wings - _. Keep pressure on the opponent in possession of the ball Provide coverage further away from the ball - Remain useful as long as possible ‘Aim at this moment: Moments three: Change as quickly as possible from the one aim of the game(e.g. The change from possession of the ball) to the other (e.g. possession of the ball by possession of the ball the opponent) to loss of the ball & Stress on speed 1. From possession of the bal to loss of the ball: - The player nearest to the ball tries to prevent a direct Jong pass (pressure on the ball) or forces to: play wide, keep possession, dribble, play backwards, ~All players try to prevent goals being scored: - block shots from the opponent - choose position in order to prevent any direct danger (60 called "SQUEEZE}) 69mari well close to the ball when sufficient tearm mates are available (so called "PRESSING ON THE BALL’) cover position/space when there are not sufficient team mates (so called "SLOWING DOWN/DELAYING) Apart from their own specific tasks all players at that ‘moment have one governing task: To try their utmost in order to prevent the opponent from taking advantage of the lack of organization in case of e.g. a sudden shot, a long pass, a dribble, etc. 2. From loss of the bal to the possession of the ball: ‘The player who gain possession (intercepts, recovers) tries to play a long pass first of all Players, who are further away from the ball asl for a long pass (e.g. from long range, in order to avoid offside). ‘The player who gains possession (depending on his position on the field} can also play a pass to himself and thus avoid an offside position ‘Try to get away from the field of view of your opponents Especially players other than the player in possession must show initiative in order to proceed (anticipate/read in advance/draw attention from team mate in possession of the ball. Aim at this moment: To bridge the distance between the own penalty area and the penalty area of the opponent. General principles: Conditions: ‘The quickest way is the long pass Requires good kicking techniques (speed, height, direction) ‘The ball must be neutral, in other words, the player in possession of the ball must have time and space to pass the ball (difficult with pressuring opponents) A striker must be able to control the ball ‘There must be some sort of communication between “giver” and "receiver" of the pass. A striker must recognize the right moment for the pass to be given ("reading the game") Position-play in order to play the long pass. Requires insight into the purpose of position-play ("What exactly do we want?") Choosing position with regard to the opponents and the available space in order to create moments at which a Jong pass can be played. Whether a long pass can be played depends largely on the demand at the tight moment and the right position of the team mates. Improve the quality of positional play by: high speed of the ball the right moment of choosing position (neither too early, nor too late) the right position (neither too deep, nor too far away). 60 Frombuilding up ToattadangMoment one: Ball Possession ———> pass any player dribbling ==} tuning / moving player 61Moment two: Ball not in possession ——> pass rnp player dribbling cao > running / moving player 62Moment three (1): Change of possession — losing possession 1 = Ball possession GK acts as a I= Alter balls lost free defender ‘ AW4 Offside possiitiy ‘be <- Block the + long/doap-” pes 4” rn) player dribbling ea > running / moving player 63Moment three (2): Change of possession - gaining possession np player dribbling peer > Tuning / moving player 64Defining Football ProblemsDEFINING FOOTBALL PROBLEMS A MODEL FOR DEFINING AND DESCRIBING FOOTBALL PROBLEMS The way for making analysis DEFINING FOOTBALL To get to proper football training you will first have to define the football PROBLEMS problem: ~ What is going wrong ~ What is lacking - What description of the problem needs to be precise. The players must be able to identify with and take responsibility invalved in the problem. This will differ depending on the age of the players. Important elements in defining the problems are: a) What is going wrong in relation to the plan? 6) Who are the main players and which are the positions involved in the problem? ) Atwhich moment does the problem occur? d) In which part of the field does the problem occur? e) What specific elements are affecting the game, the players and the circumstances? (eg., importance of the game, the team's position in the league table, the weather, the conditions of the playing field, ete) Example of a) to ) above: = We have hardly had any scoring chances. - The forwards receive low quality supply of passes from their own defenders. - The link between the midfielders and the forwards is unsatisfactory ~ they do not understand each other - The defensive midfielders are not finding enough space to deliver long passes. = The problem gets worse when the other team’s forwards apply more pressure. ‘Tasks And Duties WORK OUT THE TASKS AND DUTIES (concrete and clear for DEFINING THE every level/age of players) IN TERMS OF TIME AND SPACE OBJECTIVES Ater defining the problem, the objectives for the next training sessions must be identified, Objectives for the training session = The problemis aivays a football problem, therefore analyse the game = Describe the problem as precisely as possible in terms of time, space and function. 65Its possible to have general objectives when working with young players in their respective age groups. For example: The defenders are too slow in their build-up play, failing to pass the ball quickly enough to forwards who have called for a pass. So, the coach should not say that = The pass is unsatisfactory or = The spead is too slow He should recognize that the problem is: ‘The players ore unable to see passing possibilities eatly enough. - _ Sothe problem is a ATTITUDE (AWARENESS) PROBLEM Other examples: ‘Some common problems: = Aclear football idea does not exist (the players do not understand the objective, the solution or the execution). = Poor technical execution {the technical ability of the players is insufficient to apply the solution) = Inadequate physical attributes (players are not sufficiently well conditioned to perform at agiven level, a player ist fit enough to play fn a certain position). = Poor mental attitude (layers cannot maintain a competitive state of mind when they are chasing the ball at a high tempo continuously, the player reacts badly to disappointment or bad refereeing), By the way, all football problems involve the brains. In order to create a good training situation, insight into and acknowledgement of the problem area is essential But this knowledge cannot exist in a vacuum, the coach must establish a link to football For example, pethaps the solution for the football condition training are too many and too directly taken from the general laws of fitness. Football training is, by definition, condition training and congition training is football training, ‘The key is to translate the general laws of fitness into a football context: ~ Physical pressure — Different types of physical pressure 66= Methodology of physical pressure = Control of physical pressure ‘The coach makes the translation To summarize, the solution to football coaching does not exist. ‘The more the experience of football and footbell coaching and the greater the knowledge of football, youth football and the process of learning how to play football, the better the problems can be solved. It ts no longer necessary Lo hide Leliind exercise that looks like football ‘but do not address the real problems. Coaches must be capable of: = Defining football problems? Who, What, Where? Explaining the probloms to the players; the problem is not the coach’s problem but the plaver's problem ~ Reading the game 1. Characteristics ir: football for children Is the lea ing-provess/ developing process (Several stages of development) 2. The learning process is a leisure activity, no pressure from any organization, no laws etc. Children can do it. There is no must. 3. Comparing the leerning process in the past and the learning process in the actual situation is a big difference: Especially in fime, space and ambiance. 4. In the past football had the monopoly in leisure time. Children learned the game in ralural way, by playing and practicing for hours and heurs. Some characteristics: = always in relation to football = endless repetitions = always fun and imagination These characteristics warranted a child and age related process. - In the definition the aspect of teaching children to play football inust be mentioned as a characteristic, a basic aspect in children’s football (Giving sense and fin is the mairrtash). = Nowadays the natural development or learning process hhas changed in a more controlled process to spend the limited time more efficienty - More efficient means a policy which is based on the following principles: = competitions (small-sided games) are means to develop, not an aim training forms are structured as simplified games. ages and leans: (take the age into account of the activities) 67 Characteristics of football for children= coaching - methods = didactics - organization Alter these characteristics, the organizational aspects can follow: = age groups in these category - girls and boys - mixed or non-mixed teams Structure of the training practice Read the game - Take most of all influencing factors in the achievement into account {or game-related training — forms) Simplify to start reading: ~ fewer players = fewer rules = choose one of the three "main-moments" of football ‘And that its all about perception and insight into the game: see, heat, feel = recognize = interpret - anticipate - do the best Observing Reading the game, watching the key nuitents: - Possession of the ball - The opponent's possession. ~ The change-over from 1 to 2 (losing the ball) and 2 to 1 (regaining possession) B. Starting position EAs - Talent - Perception - Level Analysing Defining the soccer problems. D. — Objectives Taking into account - Age - Level = Motivation E. Realizing The practical training - Organization = Choice of practices = Physical pressure = Influences 68 Reading the game Learning to play fuvtbali/learning to coachEvaluation Has the objective been achieved? (retrace previous steps) Objectives/aims of the training FORMULATE THE OBJECTIVES/AIMS OF THE TRAINING Or ‘Change formations/players Scout for new/better players Central theme: Possession of the ball in your on half Building up: to improve the achievement of a team the coach has to define/formulate the problem he has to work on. This problem must then be solved by the players with the help of the coach. The aim of building-up: = Each player must have the same idea = Thesame idea can be learned by repeating the key factors belonging to this theme and this situation in the game. - These key factors must be learned by players, if not... > everything they learn or perform is meaningless. = They must communicate. That's why they must speak the same “football” language and must start with the same idea, The skills will be developed by recognizing the aim and the sense of the activity/the task. Coaches, should not forget that soccer players are human-beings. They have brains! Development is activated by the brains. Aim-Related to the problem for the following Training Sessions: - Improving the positional play in your own defence to give better passes to your own attackers in order to create more and better scoring opportunities ‘Means and methods 1. 5 versus 2 in a rectanaular area (10/15 metres x 20/30 metres) =~ Positional play with restrictions of the opponents and the size of the practice area. = Playing away from the pressure of the opponents, Positional play 3 versus 2 in the centre-circle with a centre forward positioned near the 16 metre area of the opponents (also 3 vs 3, 4053, 4s 4) Aim: Positional play in order to pass the bal to the centre forward, 3. As above, but also in more complicated situations, 69 1g Session related to the problemCoaching MethodsCOACHING METHODS Coaching method or methodology refers to the principles, the subject matter and the process involved in the teaching and the study of football Basically coaching method refers to how best to select and organise the learning process for players in terms of choice of practice environment and organisation, and presentation and development of technical and tactical ideas. The four key elements of any coaches role must be to 1, Hdentify a problem and its key elements quickly and decisively. 2. Explain to players, the nature and necessity of the correction procedure, 3. Ascertain and devise how to transfer effective practice into effective performance. 4. Motivate players to learn to improve despite the many setbacks. Detailed below are possible methods of coaching players and teams with a brief explanation of each. No matter which method a coach selects he should remember that:— EFFECTIVE COACHING = CHANGE = IMPROVEMENT POSSIBLE COACHING METHODS Technical Practice ~ practice, individual or small group in nature whereby players execute the game techniques eg striking the ball, under no physical pressure from opponents and concentrate solely on the correct mechanical execution of the action. ‘Skill Practice — practice, individual or group in nature whereby players are involved in the application of correct technique in opposed situations whereby players are required to make match-telated decisions in a varied and constantly changing playing environment. ‘Small-Sided Games - a game (with familiar and imposed rules relevant to football) played between two teams equal or unequal in number, each with less than eleven players with goals, targets, objectives suited to the age, ability and needs of the players and coaches intention. Conditioned Games - any game, involving two teams/gréups of players either equal or unequal in number whereby the coach, to emphasise and in an attempt to develop a skill, imposes a relevant {football condition or rule on practice for either individuals or selected players eg. 2 touch. ‘Squad Practice - two way practice involving a squad of players eg (12-18 players but not 22) participating all with the same practice objective. Will include goals and goalkeeper but lines in teams eg back, midfield players may be reduced in number but not in function. Functional Practice — practice involving one or more players practising their playing roles (ie functions) in realistic practice situations against relevant opposition and in related areas of the field of play. 70Phase of play practice ~ a major piece of the jigsaw of the game eg. counter-attack from midfield, attacking from the defending third is any practice involving all relevant attacking and defending players regarded as primary and secondary considerations to the practice inits location. May be one directional practice 11 v 11 ~ full scale 11 v 11 practice situation on a full-size playing area whereby team strategies and tactics are introduced or refined so that the team understands how all roles and functions integrate. Not an 11 v 11 game, but directed by the coach. CHOICE OF METHOD The choice of coaching method depends largely on the ability, age and stage of development of the players, the numbers in the coaching group. = the availability of space in which to operate — the practice objective the intended intensity of the exercise = the work/rest ratio — the weather conditions Young players or beginners generally will commence their learning process with technical practice or skill practice but all players have their own rate of learning and development and'so may be able to commence at a more advanced or appropriate level. Coaching method and choice of practice type may be varied according to ability and the progress of the players and also the suitability of achieving the practice objective. Perhaps the single most important function of the coach is to ascertain and devise how to transfer effective practice into effective performance. Itis possible to categorize different practice methods from several perspectives. The closer a practice resembles match conditions the more realistic it tends to be and so is the motivation of the players. "HIGH MOTIVATION" FULL COMPETITIVE MATCH COACHED PRACTICE MATCH SMALL SIDED GAMES PHASE PRACTICE, FUNCTIONAL PRACTICE, OPPOSED TECHNIQUE PRACTICE MINOR GAMES UNOPPOSED GAMES "LOW MOTIVATION" nEXAMPLES OF COACHING/PRACTICE METHODS ASPECT OF PLAY - PASSING THE BALL/SUPPORT PLAY TECHNICAL PRACTICE Xe x Piet x SKILL PRACTICE jon x pk Fig. SMALL-SIDED GAME eS Fig. It CONDITIONED GAME. 60m Fig. 1V. 72 1. Simple, unpposed passing over 10-20 yds distance 2. Pass and follow your pass EMPHASIS Quality of contact and accuracy and pacing of the pass 1. 3v1 opposed practice, passing in area 10 v 10 yds, 2. 3 attackers retain possession for say 10 consecutive passes. EMPHASIS Decision making as to recipient of pass and quality of delivery. 1. Equal sided teams with 2 neutral players, 2. Retain possession in order to pass the ball to. T behind end line, 3. Retain possession and pass to T. At other end of pitch. TWO TOUCH SOCCER 1. Equal sided teams play on a pitch 60 yd x 40 yd 2. _X’sin possession may only have 2 touches/ contacts on the ball when in possession O's~ free play. 3. All other rules of football apply.Fig. VE 73 SQUAD PRACTICE 1. Equals sided teams ~ 8 v 8. 2. Reduced playing field and zoned areas of operation. EMPHASIS 1. Passing and support play 2, One player may move ahead into a zone in front of him to assist in attacking play but ‘must return to his zone on the brealidown of play. 3. Normal football rules of play exist. ~ except GK must throw the ball to team mates. FUNCTIONAL PRACTICE A fullback in possession of the ballin the defending third of the field, EMPHASIS 1. Choice and quality of delivery of passes, and general attacking play of X2. 2. Major emphasis is on decision making in the changing environment. NOTE 1. X2 receives passes in the area of the field that is significant to his positional role/ function, marked by cones. 2. He has players around and ahead of him who are most likely team-mates and opponents, in competitive matches. 3. Organsiation of the practice should:~ 1. be a result of analysis of the players ‘weakness of function. 2. _allow'the player to operate as on match 3. demand a clear and realistic objective to the play.Fig. Vit PHASE OF PLAY Counter-attack from midfield. EMPHASIS 1. Quick decision making on choice of action ‘on intercepting a pass. 2, TO PASS QUICKLY, TO RUN WITH BALL? Choice and quality of delivery of passes. NOTE Al those players AHEAD/AKOUND X8 on his interception would be PRIMARY PLAYERS IN PRACTICE and are essential - (14 players). Those players behind X8 would be SECONDARY CONSIDERATIONS in session organisation. 11 v 11 PRACTICE, Defenders plaving/passing the ball from the defending third EMPHASIS. 1. Decision making on action of defenders receiving the ball from the goalkeeper. 2. Choice of action and team movernent and. roles, as back player X4 is receiving the ball. 3. If passing the ball by X4 1. Whoto? = choice of receiver 2. Where? — space available/ accurate 3. When? timing of release 4. How? — technique to be used pace, disguise etc. Focus is on all players developing understanding when this situation is engineered/arises in match play All players on the pitch operate as in match play under game rules. 74THE COACHING PROCESS Once a coach has decided on how best to influence his players through his choice of coaching method the coaching process begins. Prior to conducting coaching sessions, planning and preparation must be undertaken thoughtfully and seriously. On arrival at the practice location the actual coaching session process commences. Coaching Session Process PNY ATAYNE ORGANISE PRACTICE, START THE PRACTICE ORSERVE THE PRACTICE IDENTIFY PROBLEMS STOP THE PRACTICE COACH REHEARSAL, RESTART COACHING SESSION PROCESS 1 ORGANISE PRACTICE Organisation of:— areas, number of participants, objectives, rules, equipment etc. START THE PRACTICE How?, Where?, When? OBSERVE 1. What? ~ performance related to coaching theme (not everything) 2, From where? most appropriate location, to observe individual aspects. 3. How? ~ Analysis, Viewing, Focussing, 4. The difference between present and intended performance. 5. Organisation of practice, appropriate or not? 6. Attitude of players to practice. IDENTIFY THE PROBLEM 1. Technical - contact problem, timing problem? 2. Decision making - timing, appropriateness 3. Understanding ~ of objectives, of game priorities, of situations. 4. Physical ~ Strength, power, stamina etc, 5. Maturation/experience problem 75STOP THE PRACTICE 1. How ?~a signal understood by all 2, When ?—at earliest appropriate moment. COACH 1.” Verbal input ~ relevant concise meaningful vocabulary. 2. Visual output ~ demonstration of quality by self or able other. 3. Motivational REHEARSAL 1. By player ~ of correct action, - with further correction from coach if needed 2. At match pace if possible. 3. In identical situation to previous performance. START / RESTART THE PRACTICE, 76Use of ResourcesUSE OF RESOURCES 1 la 12 13 14 15 16 17 18 19 Training To obtain maximum benefit from a training session a condusive atmosphere plus all the facilities should be made available, Football pitch - the pitch should be lined with good playing surface (even) and optimally used. Equipment in the pitch * Footballs used according to the right age group levels Bibs Markers Cones Portable goalposts-size according to the age of players Corner flags Measuring tapes Playing gear + Boots (number of studs according to ground condition and if playing in an indoor pitch or arifcial ground to use appropriate shoes accordingly) + Shin pads + Jersey and shoris to suit weather conditions + Stockings © Measuring tape * Stop watch * Polar watch * Other necessary instruments Video Camera ~ to film the training sessions for training analysis and corrections. Safety/Care All equipment should be outside the field of play except when they are used for Living purposes. Here safety of the players should be of utmost importance. No training or games to be held during heavy downpour (thunderstorm/lightning) Water Replenishment Each player should have his own water bottle and hygiene is necessary. First Aid It will be advisable to have a physiotherapist on duty in case of emergency. If not the coach should have knowledge of first aid and have first aid kit at hand, 72. ‘Competition ‘The pitch/pitches should be in good condition with the necessary lines. I it is for age-group competition and the players are involved in small-sided competitions, the dimensions of the pitches could be as follows: 31 3.2 33 34 35 3.6 7 versus 7 Theoretical Session ‘Theoretical session could be held to consolidate the players’ understanding of work done in the field Simple steps taught to them on analysis of training sessions and matches and they be given opportunities to analyse the above and recommend solutions. Video session on training and matches to improve their overall play and tactical awareness. Classroom session to improve their mental strength and positive attitude to training and playing Classroom sessions to help them deal with media and public and keep their composure. Session on sports science with regards... 3.6.1 Hygiene 3.6.2 Nutrition 3.6.3 Physical preparation, fitness, prevention of injury, treatment and rehabilitation. ‘Their responsibilities 3.6.4. Sports Psychology 78deal cituatior the class could be as follow: Wel ventilated room with good lighting Television and VCR Overhead projector White board and marker pens Comfortable chairs Fiip charts ‘Tacto-hoard (if available) 79Factors of PerformanceFACTORS OF PERFORMANCE Factors of performance ~ Technique — Tactic — Physical - Mental = Co-ordination and flexibility ~ Constitution/health personal psychological qualities eer | performance technique health | ability tactic physical co-ordinative factors TO BASIC MOTORIAL QUALITIES - endurance =. speed IN SCHEME - power - coordination - flexibility 80TECHNIQUE General Skill and technique of motion for today’s football is decisive for the final result. That’s why technical training is the most important subject of this method and in which the other decisive factors of performance can be trained and developed. Football specific ‘The different specific motions in football such as skill, power, speed and timing as well as passing and kicking techniques should not be practised in isolation rather, in relation to game situation Main training objective is: To develop dynamic ball skills which in turn reflects on the problem-solving ability of the players. Divided into: = Ball feeling = Quick footwork on the ball ~ Basic techniques - Fake moves = Moves to go by opponents - _ Passing/kicking and shooting techniques = Dribbie/running with the ball = Heading techniques. Depending on the nature of tle spurl, basic motortal qualitles can be either more or less important. Football specific Within football, a combination of the different basic motorial qualities play an important pert. These contains: Anaerobic speed, endurance speed, power and durable power, Relative basic motorial qualities and sport motorial qualities in scheme AEROBIC ENDURANCE durable anaerobic speed power endurance capacity POWER ‘quick power ‘SPEED a1ENDURANCE Energy supply at maximum load of different time periods in football no longer Duration | Process | Energy source | Remarks | According to football 14sec | Anaerobic | ATP Short explosive actions, sprint, alactic shot | 4-20 sec Anaerobic ATP + CrP Longer sprints 60/100 mtr lace 20-45 sec | Anaerobic | CrP + alycogen | Strong | Continuous explosive actions | alactic/ | lecteal tke chasing the ball, pressing lactic production 45 sec Anaerobic Muscular glycogen | The longer | Chasing the balll, play 2 min lactic / the lesser pressing, transformation aerobic lacteal 2 min— Anaerobic Muscular glycogen | Lesser For example periods of 8 min lactic / lacteal playing pressing aerobic More and Muscular glycogen | The longer | Keep up the 2x45min in a more passing into the more | football match aerobic acidification acidification | Time Process/Energy Supply | Heart Training methods | frequency b./per min 1-4 see Anaerobic alactic 170-max Intensive interval training 4-20 sec 130-170 - speed training - block training - interval tempo training = repetition training or tempo repetition j 20-45 sec Anaerobic lactic 170 max extensive internal training | 130-170 45 sec 2 min Anaerobic lactic 155-170 intensive endurance training 2 min-8 min Aerobic min 30 min | Aerobie endurance 130-155 extensive endurance training 82POWER Physical Physically we can divide power into: General power > body development many sided purposeful power Specific power > sport specific corresponds with the game. The motorial muscular action, — time and ‘qniclmess are the same as the muscular action in the game. Static power > development of muscular power against a static resistance or for fixation of a certain part of the body. (shor fixation in the ankle) Dynamic power ‘muscular labour overcome (concentric) or yield (eccentric) {for example: by sprinting) Power divided into: ‘maximum power explosive power quick power power endurance POWER Football specific In football there are also other kinds of power. These contains: Power of kicking and shooting shooting of the ball Duel power ower to win duels in the match Heading power all kinds of heading dumping power Start power Duel power Speed Physical ‘Speed can be distinguished into 5 factors anticipation - speed reaction ~ speed acceleration speed maximum speed speed in combination with endurance geen 83FOOTBALL SPECIFIC All factors, in a match include a form of speed. - ball speed — speed of handling = quickness of making the right decision = quickness of the game Mental General: The psyche plays an important pant when we luvk tv the performance of people in dally ife as well as sports. People constantly have to deal with pressure. Nobody is the same, so everybody deals with it on his own successful or not so successful way. Football specific: In football, developing of a good training mentality as well as personality increases self-confidence, discipline, perseverance and will power which translates into optimum performance, result, and a positive aggression. Further more, itis important to develop mental toughness to deal with internal (fear of failure) and external pressure (pressure from outside such as the coach, the press, public etc.) A player's ability to perform successfully in a match depends on his/her ability to handle all these pressure, 84Hygiene, Sports Safety and Injury PreventionHYGIENE, SPORTS SAFETY AND INJURY PREVENTION INTRODUCTION No one in football kes to think about the possibility of injury; but injuries do occur. The coach should know the course of football injuries and potential injury situations, so that he can minimize the potential risks and prevent injuries. Besides the children should be educated on personal hygiene and the use of proper attire and football equipment to ensure good health, optimal performance and injury prevention. OBJECTIVES 1. The coach should be aware of potential injury causing situations in football and its prevention. 2, The coach would understand the types of injuries in football and assistance to be provided. 3. The coach to inculcate personal hygiene and skin care to the children early for better health and better performance. 1, INJURY PREVENTION Wearing of proper football aitire and equipment ~ Jerseys = Shorts - Stockings - Boots ~ Shin pads ‘The ground is suitable for practice without any potholes, ete which might endanger the players, All equipment not in ise should be arranged outside the field of play. Appropriate exercise and activities according to the players ability should be planned. Fairplay and playing to referees instructions avoids unnecessary tackles and injuries. The players should be physically prepared for the game with regards to: endurance, power, speed, flexibility ‘Thorough warm up is necessary before a game followed by cooling down after the game. In between : diet, fluid intake and recovery. 2. TYPES OF INJURIES Cramps: Overworking certain muscles, the cold, loss of body fluid and also circulation restriction eg, by tying socks too tight, are all factors that can cause painful muscular cramps, ‘Treatment: Stretch the affected muscle immediately - the cramp will ease. A light massage with a cream to stimulate circulation can prevent cramps, as well as ease it if it does occur. 88Soft tissues injuries: Sprain ~ injury to a ligament near a joint; often caused by a wrenching movement bringing about a tearing of the surrounding tissues Strain ~ a partial tear of the muscles ‘Treatment: Elevate and rest swollen part = Apply cold compress. - Support bandage or taping to stop further movement. Physiotherapy. Wounds and bleeding. 1. Superficial wounds eg: a graze or abrasion or a small tear. 2. Deeper wound ‘Treatment: Clean the wound * Disinfect the wound + Stop the bleeding before allowing player to enter field * Arrange for a doctor to see injured player if he requires medical attention, Fractures Treatment: = Immobilize affected part before moving - Quickly get patient to hospital Unconscious players ‘Treatment: = Ensure that the airway is clear and the injured player is able to breath freely = Place player in recovery position - Seek medical aid HYGIENE, Proper hygiene will ensure a sound well being and good performance in the field. The following areas have to be emphasized to the players: = Use of clean attire, undergarments and stockings. = Use of boots and training shoes which fit well - _ Ater training/game to remove wet clothing, dry body well and use of track suit/ dry clothing = Let sweating stop before taking shower. - Use of clean towels. = Not sharing towels, combs and other personal belongings with others. = Drinking of botled or mineral water and use of clean cups or mugs. = Food should be hygienically prepared and safe for the players. = Cleanlinese before meals = To see to it finger and toe nails are short and clean, = Exercise, good food, fluid intake and rest are all important to the well being of the footballer. INJURY PREVENTION Never forget to warm up "and" warm down thoroughly. Set aside 15 minutes of stretching exercise and simulation of the activity that you are going to do and at least 10 minutes to warm down. When correctly exercised it could prevent stiff and sore muscles the next day. 86Be fit for your sport Stamina = Increase your endurance capacity Speed = Make sure you're fast enough Strength - Be strong Spring! (power) = -—_‘Strong & fast Suitability = Balance competition, make sure opponents are in the same weight category and also consider age and sex (especially combat sports) Suppleness - _ Beflexible Skil - Being skilful, would decrease risk of injury “Train. Don't Overstrai Each programme must be suitable, safe and beneficial for you. What is good for others is not necessarily for you too! Have Enough Rest Recovery of muscles after a moderate to hard activity would take at least 24 hours to recover. Alternate day training would be sufficient. Conditioning bout: from mild to moderate activities (eg. Walking, light jogging and stretching) before doing more vigorous activities (eg. Serious jogging, swimming, badminton, aerobic dance, squash or football), Do not exercise if you're unwell or il. It will only be worse. Obey the rules and regulations of your individual sport. Playing area and facilities must be proper and safe, including the field, floor surfaces, lighting etc. Wear proper protective devices eg. Shin guard, mouth guard, head gear, gloves etc whenever required. Be aware of environmental condition. Prevent heat injury by replacing fluid loss regularly Proper attire appropriate to climatic conditions. Keep good hygiene: and finally USE COMMON SENSE. THE WARM UP = Reasons for warm-up = Outline of warm up schedule ~ Stretching Methods Questions 1, Discuss youth sports and the possible dangers of improper handling of these youths. 2. List the cause of injuries under various factors and quoting examples of each situation. 3. Identify and write briefly a potentially dangerous situation in your sport. 87Nutrition and FootballNUTRITION AND FOOTBALL THE GAME 1. Last 90 minutes 2, Free ~ play time ~ 60 minutes average 3. Players cover 10-11 km ~ Total 4. 3000 meters and covered at speed 5. Average 1100 different bouts/activities 6. Playing stopping over 100 plus times a game 7. Energy consumption when playing is approximately 1000 calories per hour. THE PRIME CONSIDERATIONS ee OO ENERGY is needed by THE THREE ENERGY SYSTEM * basic metabolic rate (2/3 daily intake) + for digestion, absorption, storage + output for exercise 1. ATP/PC SYSTEM 2. GLYCOLYTIC SYSTEM 3. AEROBIC SYSTEM EATING HABITS, BELIEFS, LIKES can significantly influence performance in both training and competition ENERGY IS DERIVED FROM:- 1. CARBOHYDRATES: 2 FATS 3. PROTEINS all contribute CALORIES to the daily energy requirements (CALORY ~ energy valve of foodstuffs) 38If the energy provision of foodstuff is not utilized, itis stored as fat: 1. INCREASED BODY WEIGHT 2. DECREASED ATHLETIC EFFICIENCY APPROPRIATE NUTRITION CONTRIBUTES TO ATHLETIC EFFICIENCY a. Furishes FUEL for the biological work of the body Db. Helps to form new tissues Assists maintenance of already existing cells CARBOHYDRATES 1. Most important energy source for contraction. 2. Should provide 60% + of a diet for sportsmen:— a. Energy supply b. Assits brain function 3. Supplies energy quickly - breakdown is rapid. 4, Is stored in muscles and liver as GLYCOGEN 5. Lack or depletion of glycogen results in:~ A. LIMITED PROLONGED ENDURANCE ACTIVITY B. LIMITED HIGH INTENSITY EXERCISE C. LIMITED MUSCULAR ENDURANCE D. REDUCED CEREBRAL FUNCTIONING * blood glucose 6. As intensity and duration of exercise increases, more carbohydrate is needed. 7. FOUND IN A. PASTA B RICE ©. POTATOES D. CEREALS — BREAD 89PROTEINS 1 Essential to the body as they cannot be manufactured. 2. Energy yield is similar to carbohydrates but in metabolism produces toxic by-products 3. Are responsible for~ a. Growth ~ body building blocks b. Repair — maintenance of cells c Increase in strength (Muscle activity causes protein breakdown repair, replacement cause OVERCOMPENSATION leading to stronger muscle ~ increased fibres.) ‘Are part of muscles, hormones, anti-bodies and enzymes needed for metabolism. Proteins are made from combination of 20 AMINO ACIDS Help (o produce ANTFBODIES to fight infeution Should constitute 15% of Diet Found in:~ MEAT, EGGS, MILK, VEGETABLES, FISH exsos ‘Stimulate NERVOUS SYSTEM ~ Alertness, speedy decision-making FATS THE MOST CONCENTRATED SOURCE OF ENERGY 1. Maintain body temperature 2. Protect vital organs 3. Provide FATTY ACIDS vital for health. TWICE (x 2) as effective/rich in energy as Carbohydrate, but require more 02 when combusted — release energy slowly ~ (harder to break down) Is stored in the body as Adipose Tissue (store energy) When glycogen stores are depleted, ENERGY is derived from FAT Endurance training helps to improve the ability of muscles to use fat as an energy source. Is essential in the diet — should constitute 30% of DIET FOUND in BUTTER, CHEESE, MILK, FRIED FOODS, MEATS IMPORTANT STORAGE SITE for VITAMINS A, D, E, K ‘VITAMINS 1. Contribute to balanced nutrition 2. Participate in body's CHEMICAL REACTIONS A. ASSIST IN CELL FORMATION B. _ REGULATE SENSITIVITY OF NERVES AND MUSCLES C. HELP 10 REGULAIE WALEK BALANCE 3. Not fuels for energy metabolism. 4, Found in fresh fruits, vegetables.Practical Coaching SessionsPRACTICAL COACHING SESSIONS The course practical coaching syllabus is documented in the foliowing pages. It is important that Instructors adhere to the practice organisation and major technical content as future and more advanced coaching awards will be devised ‘on the foundation work completed in the ’C’ Licence Coaching Award. It is also necessary to adhere to the content and organisation of the syllabus, so that students from differing countries, when enrolling on Regional Coaching courses, ‘commence their study and development having followed the same programme. For instance, the proposed 'B’ Licence Coaching Award assumes that the technical content of the 'C’ Licence Coaching award has been covered comprehensively The practices illustrated, are shown using the minimum number of players. All candidates for the 'C’ Licence Coaching Award should participate in each of the practices outlined. Where one group is shown working here, possibly three or four other groups could also be working simultaneously, Care should be taken to remind students to reduce distances and areas when coaches work with younger players eg. U10 age groups. In conducting the practical session, Instructors should take care to explain clearly and concisely, the organisation structure and objective of each practice and progression. Major coaching points should be stressed clearly and time taken to explain to students the actual coaching process when on the field with players. 91Warming-Up, Stretching, Speed and Co-ordination and Recovery"WARMING-UP" WARMING-UP RELATED TO FOOTBALL TRAINING Correct warming-up is an important requirement for effective training or before a match. Unfortunately players often do not approach it seriously or systematically. This careless attitude can have serious consequences like injuries to muscles or a lack of mental concentration could lead to missing chances or defensive errors in the game. Warming up should be both a physical and a mental preparation for the players in gearing them towards giving maximum effort in training or a match. ‘The length of the warm-up period depends on a number of factors like climate, training or match etc. bbut at the end of it the players should be tactically, technically and conditionally ready. During the warming-up session many stretching and running activities are involved in order to stimulate the muscles and improve the cardio-circulatory system towards the main session. Why Stretching? To: i. relax the mind, tune up the body, help to increase flexibility and to improve performance. reduce muscle tension and to make the body fee! more relaxed. iil, _help coordination by allowing freer and easier range of movement (progressive lengthening) jv. prevent injuries such as muscle strains, (A strong prestreiched muscle resists stress better than a strong outstretched muscle}. v. make strenuous activities like running easier because it prepares the player for the intense part of the training session. vi. develop body awareness, as the various parts of the muscles in the body are being stretched, focus on them (muscles) and get in touch and feel the stretched muscle. vii, help loosen the minds control of the body, so that the body moves for “its own sake" vill, physically it also helps to increase body temperature thereby improving the circulatory system so that the heart is able to cope with higher volume of blood and bigger demands for oxygen in higher intensity. ix. stretching has ta he dena gradialy from low to high intensity TYPES OF STRETCHING i. Stretching and flexing Normal and natural kind of stretching where everyone feels the need for itaftera long period of work or inactivity. Perhaps after a long bus trip or flight; 92fi. Sub-maximal stretching/easy stretching Easy stretching is gradually increased up to sub-max about 30 sec. Stretching exercise should ‘only be attempted with warm muscles. In this context - relax stretching, each exercise is carried out from 1 to 3 times without reaching maximum level. i. Maximal stretching (Developmental stretch) Development stretch: slow stretching, increasing in intensity, hence effort is greater and longer time required In pure stretching, exercises are repeated from 3 to 6 times with the muscle group being extended more each time. This kind of stretching is recommended once or twice a week after a period of strenuous activity followed by a day of rest Note: * Every muscle group must be consciously stretched; * Breathing habits should be quite normal and relaxed. * Ballistic movements should not be included in a stretching session but should be part of the training programme, Recommendations for footballers 1. Flexing and stretching exercises before warming-up. 2. After a match or training and perhaps during a break in training or game or after a normal warming-up, sub-maximal easy stretching should be practiced. 3. Once or twice a week, following strenuous exercise and before a rest do maximum stretching (dev. stretch) 3 or 4 repetitions per muscle group. 4, Be systematic ~ from head to toe or vice versa. 5. Use variety ~ different exercises for various parts of body. 6. Use control ~ stretching under control (don’t bounce up and down) progressive approach, 7. Allow for individual differences ~ different bodies will need different emphasis in terms of stretching exercises. Psychologically warming-up helps:— 1. improved concentration towards the match. ii, alertness, awareness and readiness to perform in training or match. iil, improved self-confidence. iv. create calmness It will be best that footballers, do the warming-up session with the ball. Basically the duration of warming-up is about 15 mins. 93Stretching Mobility and stretching activity should be conducted slowly with the aim to increase the range of joint ‘movement on each individual stretch, Following the initial jogging and 1/2 pace running activities, succeeded by the mobility work, then activity of a more dynamic, fast reaction can be included. e.g. jogging and on signal - i, quick turn and sprint 15 - 20 metres ii, 10m sprint forward, quick tun and sprint 20 metres iii, gymnastic activities eg. forward, baclward roll and sprint ete attachments and/or the muscles themselves. te.a rial of damaging the tendon Parts and muscles to stretch i. Lowerleg group — ~—_calf muscles (gastrocnemius) front lower leg anitle joint fi, Upperleg group _ thigh muscles (quadriceps and hamstrings) i, Groin area = abductor muscles jv. Buttock area = yluteus (medius, maximus) v. Upper body - spinal muscles {minor and major) vi. Neck area = trapezius vi, Arm - _ biceps/triceps Note: DO NOT STRETCH to the point of PAIN Gymnastic The aim of gymnastic exercise is improved agility. Gymnastic programme should be systematically completed, exercising alone or with a partner is most suitable; collective gymnastic exercises should be avoided, since the training level of all the players might not be the same. Equipment such as skipping ropes, medicine balls, elastic cords and light weights etc can be used. 94WARMING-UP Warming up without ball PRACTICE INFORMATION | Practice One: Warming up without ball Playing area 1/2 pitch Plavers The whole team/all players Practice and Objective Slow jogging round the pitch or up and down. the length of the pitch, 2. Jogging with heels kicking the buttocks alternately. 3. Jogging with legs swinging forward. 4, Legs criss-crossing while jogging. 5. Jogging and raising the knees-up and bringing it inward (eft and right legs) Easy Stretching 6. dogging and raising the knees-up and bringing | it outwards (left and right legs) 7. Jogging and jump heading 8. dogging with hands clapping over the head, touching the shoulder and the thigh 95PRACTICE INFORMATION 9. Jogging with 1/2 tur, stride forward 10 metres. 10. Jogging backwards, turn and stride forward 10 metres. Stretching - Maximal 1. One straight line jogging - forward, player from the tail-end. zig-zagging forward (slalom) 2. Jogging:— upon signal — quick turning and sprint 10-15 metres. ‘© forward role and sprint 10-15 metres. 3. In 1 straight line forward, facing the coach + the players’ react according to coach's instruction or hand signal + left signal ~ the team moves sideways to the left * right signal ~ the tear moves sideways to the right signal forward ~ tearn runs forward signal backward - team back pedals | 4. Striding - while striding to lift the left knee | and raise the right hand and vice versa. 5. In 2's while striding - facing each other, perform a body feint and fast striding to the 6. While striding/jogging to perform shadow | volleying, 7. 10 metres sprint. 96PRACTICE INFORMATION 1 a) » d 2 2. Warming up with the ball Individual Juggling applying all parts of the body ie i. instep ii. inside foot ii, outside foot iv. thigh v. head vi. combination i. kick the ball up in the air, perform a forward roll and bring the ball under control Dribbling — free dribbling applying various techniques and movernents. With Partner Passing ~ facing partner . the ball with both players moving forward and backwards (using various surface of contact) * Partner serving mic-aerial ball, the other volleys using the thigh; foot (other surface of contact) + Partner serves high ball for headers With partner, make a 15-20 metres passing and move to receive the retum pass. (Position of players can be lateral or facing each other). Partner makes a forward pass, attacks the receiver; the receiver must dribble to get behind him. With Partner (either 2/3 players) * Kicking over a distance of 20-25 metres, kicker performs a body feint and sprints over 5m. After passing/kicking; the passer makes a forward/backward roll and change position. After passing/kicking; the player changes position with team-mate. Game of Tennis Football - 3 v3 or 4 v 4. 97PRACTICE INFORMATION Stretching Activities 1. Calf stretch: Stand with front knee bent and back leg straight. Be sure to keep the heel of the back leg straight on the ground. 2. To create a stretch for calf and achilles tendon, lower the hip downwards as you slightly bend the knees, 3. Quadriceps Stretch: Draw the knee and hip back as far as possible but do not bend the knee completely, 98PRACTICE INFORMATION Hamstring. Let your partner hold your heel and keep your left straight. The leg on the ground should be slightly bent at the knee. Now, while looking straight ahead, slowly bend at the waist. Foot on the ground parallel to the support. Face upper body in the same direction as the foot on the ground. The left hip is slightly turned to the inside. Slowly bend sideways ‘with the left shoulder going towards the left knee. Move one leg forwad until the knee of the forward leg is directly over the ankle. The | ‘other should be resting on the floor. Lower the front of the hip downward to create an easy stretch. 99PRACTICE INFORMATION Knee apart shoulder width and pointed straight ahead. Slowly bend forward from the hips. Always keep knee slightly bent during the stretch (1 inch). So lower back is not stressed. Let arms and neck relax. Go to a point where you feel a slight stretch in the back of your legs. Feet apart and hands behind. Bend backwards slowly with hands sliding down until you can touch the back of the knee. . Stand feet apart with hands up. Bend | sideways until you fee the stress. Doit slowly 100PRACTICE INFORMATION 10, With arms overhead, hold the elbow of one arm with the hand of the other arm. Gently pull the elbow behind the head, creating a stretch. Do it slowly. 11. Standing on the toes and hands held high stretch to get maximum height. 101RECOVERY FROM TRAINING In the development of training plans it is important that recovery is a planned activity. The recovery process should not only allow the muscles and connective tissues to repair but actually improve your level of fitness. To achieve this you need to understand what recovery is, how long it takes and how you can positively effect the process. What is Recovery? Simply it is the period of time required for the repair of damage to the body caused by training or competition. This includes the restoration of the: © energy producing enzymes inside muscle fibres * carbohydrate stores in muscle cells * endocrine and immune systems During recovery muscles should increase the proteins in their overall structure to improve strength, replenish and increase energy stores and increase the quantities of enzymes so as to improve lactate threshold. Speeding up recovery Muscle cells are most receptive to carbohydrate during the first two hours following a training session. Te accelerate recovery consume 300-400 calories of carbohydrate shortly after the training session and another 300-400 calories of carbohydrate within two hours. “This intake of carbohydrates as wel as replenishing the fuel stores also has a positive effect on protein restoration in muscles Key Points + Plan recovery into your training programme, + Listen to your body if you feel tired then adjust the training to allow full recovery + Allow 36 hours recovery between quality rigorous) sessions. + Toassist the recovery process consume 300-400 calories of carbohydrate shortly after training session and another 300-400 calories of carbohydrate within two hours, Use the Orthostatic Heart Rate Test to monitor your recovery lay down and rest for atleast 15 minutes record your pulse rate (beats per min.) = R1 — stand up = 15 seconds later record your pulse rate (beats per min.) = R2 ~ record the difference between R1 and R2. If the difference is greater than 15-20 beats then it is probable that the athlete has not recovered from the provious days training or i under etross. The athlete should consider adjusting the training programme to allow him/her to fully recover. RECOVERY TECHNIQUES: Active technique — using muscular work of low intensity or changes in movemnent form eg. slow jogging during the recovery period tinterval training, measures for recuperation.) Passive technique - (physiotherapy, massage, sauna} to loosen up the stressed muscles and the psychological tension psychological health) 102rehydration water recovery (hot and cold shower) hydro-therapy (hydro massage) music recovery altitude recovery (000m above sea level) food and supplements rest (relaxation) and sleep RECOVERY Practical Activities:— After a training session or a match Note: consume liquid (rehydrato) remove the playing equipment (ankle strappings, socks, shin-pads, boots ete.) slow jogging either round the pitch or up and down the width of the pitch for 3 to 5 minutes. relax by sitting down, do normal stretching beginning with the calf muscles (gastrocnemius, soleus) thigh muscles (quadriceps, hamstrings, adductors, abductors) abdominal muscles in the front and the latissimus dorsi at the back, in the upper extremities, the shoukler area (deltoid) and the trapezius should also be stretched. while lying on the ground, raise both legs in the air and move them freely to allow the blood to flow down back to the heart. the time spent for the whole activitiés will be about 10 to 15 minutes. have a hot shower (if available after the warming down). prepare some rich carbohydrate ~ fruits ike bananas, apples for the players to eat after they have washed up. If on away match or the score is not to your favour do the warming down activities in the dressing room. 103Ball Feeling as a basis for the Development of SkillsDRIBBLING Ball feeling as a basis for the development of dribbling PRACTICE INFORMATION MAJOR COACHING POINTS Introductory Activity om ee es Playing area Coaching grid of 10 x 10 metres | Players: 3 3 per grid Equipment 1 Football per player Practice - Objective For players to develop a sensitive and varied touch and feeling for football as a basis for the development of dribbling Ball feeling to improve movement and rhythm 1) Free movement with the ball within the grid. 2) Tapping the ball with the inside of the foot (both) 3) Tapping and moving side ways - left and right and vice-versa. 4) Tapping and moving forward and backwards. 5) Tapping and turning by putting the ball through the legs. 6) Tapping and pulling the ball with the sole of the foot 7) Pulling the ball with sole of the foot to chanae the direction of plav. 8) Turing by using inside foot and outside foot. 9) Figure of 8 movement in possession of the ball 10) Player in possession should create own patterns and sequences of movement with the ball at his feet. Movements in a variety of directions must be rapid 104DRIBBLING Dribbling The Ball (Fast Footwork) PRACTICE INFORMATION | MAJOR COACHING POINTS Practice One Fast Footwork 1. As many touches on the ball as possible in <—___m____=, 20 seconds. 2. Repeat and include every 5th. touch for example, a contact with the side of the foot to move the ball into the body. 20m 3. Repeat and every 5th. touch use a variety of surfaces to manipulate and contact the ball Surface 1. Sole of the foot. 2. Inside of the foot. Playing Area 30 metres x 20 metres 3. Laces of the boot Movement 1._ Into the Body. Players: 18 18 Players ~ 3 per grid of 10 x 10 metres 2. Away from the body. 3. Under the body. Speed of touches and speed of movement is vital | to develop quickness and quality of contact on | Equipment the ball 1 ball per player Practice - Objective To develop fast footwork with the ball 108DRIBBLING "Shielding’ The Ball PRACTICE INFORMATION MAJOR COACHING POINTS PRACTICE TWO. ‘Movement to shield the ball 1. ‘Capping the ball’ ~ fast turn of hips into the opponent to protect the ball 1 ball per group of 3 players 2. "Full circle’ —inside and outside of foot. XxX XXX 3. ‘Full circle’ - outside and inside of foot. (o" | 4. ‘Rumenigge’ movement. xxxle=> a xxx 5. 'Step-over' movement. 6. ‘Cruyif’ movement. —_— Playing area 10x 10 metres J Players: 12 1. Bineach group 2. 4 groups Equipment Practice and Objective To learn and improve the timing of ‘shielding’ movernents, 106DRIBBLING ‘Shielding’ The Ball (Improvement in Timing) PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three All major coaching points required in Shielding the ball 1. Late, fast turn/movement to shield the ball 2. Bending of knees on turning. 3. Quality of touch on the ball ‘om | 4 Play the ball away from body on completing ™ the shielding movement. 5. Shielding movements should be performed moving both to the left and to the right. Playing area 10 v 10 metres Players: 4 4 per grid. One in each corner. Equipment 1. 4 balls. 1 per player: 2. 5-cones ~ 1 in each comer and ‘one central cone Practice and Objective 1. All 4 plavers work together at same time. 2. Run with ball to central cone, perform shielding movement and move anti- clockwise to next grid-corner. 3. Repeat until arrival at starting point. 4. Therefore complete movements as required by coach. 107Dribbling SkillsDRIBBLING ‘Beating The Man PRACTICE INFORMATION MAJOR COACHING POINTS Practice One Playing Area 10 x 10 metres Players: 3 3 per coaching grid Equipment 1 ball per player Practice and Objective Perform movements of "beating the man’ as required by the coach. "Scissor movement. "Matthews' movement, ‘Littbarski’ movement. “Matthews-feint’ movement. a Each movement should be performed moving both to left and right and movements of the ball should be performed at pace. After each movement, the final touch cn the ball should be quick and strong to push the ball well ahead of the dribbler and away from any recovering defender. 108DRIBBLING Improving Of Timing Of Movements To Beat A Man MAJOR COACHING POINTS <—__m_, xxx Xxx Playing Area Coaching grid of 10 x 10 metres Players: 3 3 per team facing each other across a grid Equipment 1 ball per player Practice and Objective irst players in each line approach each other and on coming together perform ‘movement as required by coach. 2. Continue past partner and move to end of ‘opposite line All Coaching points as before emphasising 1. Good control of the ball on approaching ‘opponent. 2. Quality af movement of the. ball 3. Pace of movement of the ball. 4, Rapid change of pace and direction to evade ‘opponents. 108DRIBBLING ‘Feints’ PRACTICE INFORMATION MAJOR COACHING POINTS Practice One om Playing Area 1 coaching grid 10 x 10 metres Players: 3 3 per coaching grid Equipment 1 ball per player Practice and Objective Each player performs movement as required by coach. 1. Feint to pass/shoot and 'Capping’ the ball. 2. Feint to shoot and 'Littbarski’ movement. 3. Feint to shoot and 'Cruyff" movement. 4, Teint to shoot and ‘Sole of foot to drag ball back. 5. Feint to shoot and ‘stepover’ movement. Emphasise 1. Convincing body shape as if shooting to deceive defenders, and good use of head and eyes to deceive. 2. Fast movement when contacting the ball. 3. Quality of movement when contacting the ball. 110DRIBBLING Improving Of Timing Of Movements PRACTICE INFORMATION MAJOR COACHING POINTS Practice One Introductory Activity Xx x9 aA xxxe— J lex x X 10m lox x x Repetition with both right and left foot. 1. All coaching points as before. 2 3. Quality of movement on ball. Pace of movement of the ball, (2) Inthe case of the Cruyif movement, players meet together in middle of grid, perform the movement and return to back of own team, Playing area 10 x 10 metres Players: 3 3 per grid Equipment 1 football per player Practice - Objective For players to develop a sensitive and varied touch and feeling for the ball as a basis for the development of dribbling 1. First players in each line approach each other and on coming together perform movement as required by coach. Continue past partner and move to the other end as in diagram.DRIBBLING ‘Games’ PRACTICE INFORMATION MAJOR COACHING POINTS Practice One ox! Tal | Sm 02 Playing area 30x 10 metres grid area Players: 5 1. 6 per area 2, Two servers 3. Two players who alternate attacking and defending 4, Two neutral players to assist dribblers Equipment Lpall per group of 6 Practice and Objective 1. XI has two touches of ball first touch to roll to side, 2nd touch to pass ball in to X2 2. X2 receive and attempt to beat 01 and run ball over the line occupied by 02. 3. He may a) combine with X3/X4 b)_ use X3/X4 to/feint to pass 4. 02 now serve ball to 01 to play against X2. 5. VARIETY OF STARTING POSITIONS for attacker so that: a) He receives ball with back to defender b) He receives ball facing the defender, et. Dribbling Player 1. Movement to lose the marker although defender can be placed and operate as required by the Coach. 2. Looking to ‘see’ the position of the defender on receiving the ball 3. Comect use of appropriate dribbling skill to beat the defender. Shield, "beat the man’ ete. 4. Attacking the defender or attacking the space as required. 5. Use of X3/X¢ to feint to pass. 12DRIBBLING Game PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two 30 X 20 metres Players: 12 1. 2 teams of 4 2. 2 ‘free’ players operating outside the playing area for both teams. 3. 2 servers Equipment 1. 1 ball 2. 4 marker cones Practice and Objective 1. Team in possession attempt to dribble/run, the ball over their opponents endline and to put foot on the ball on the line 2. Team in possession may use X on outside to retain possession, play wall-passes, 1. On gaining possession, AWARENESS, of position of team-mates and opponents. 2. Attack opponents with the ball 3. Decide how to beat the opponents: = choice of dribbling skill to be used. —_feint to pass but retain possession = use other players for wall passes 4. Players NOT in possession. How BEST to ASSIST THE MAN IN POSSESSION 1. Move opponents away to create space 2. Combine to encourage wall passes. 13Passing And Supporting Play IPASSING AND SUPPORTING PLAY I Passing The Ball PRACTICE INFORMATION MAJOR COACHING POINTS 10m Playing area 10x 10 metres grid Players: 3 3 per grid square Equipment 1 ball per 3 players Practice and Objective 1. Pass the ball to either, of the two other players and then move to the unoccupied gridline. 2. No restriction on the number of touches for each player. PROGRESSION 1. As above but players have a MAXIMUM of ‘TWO TOUCHES. ~ Then — 2. Play ONE TOUCH IF POSSIBLE. 3. How many 1 touch passes can be recorded in 20 seconds. Pass Accurately to the feet of the receiver. Pass with good QUALITY WEIGHTING of the PASS. (so that the receiver could pass first time if he choses to) Use both the inside and outside surfaces of the foot. ‘TECHNIQUE OF THE PASS a. Contact the centre of the ball. b, Position of non-kicking foot. c. A firm ankle joint as striking the ball. . Good balance and follow-through. Quality of control of the ball to assist the next pass, Encourage a body feint betore passing to deceive any opponent.PASSING AND SUPPORTING PLAY I Passing The Ball PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two 1 Playing Area 4 grids - 20 x 20 metres Players: 8 1 2. 4 pairs of players: Spread out anywhere within the playing area, Equipment 1 2. A balls 1 bal! per pair of players 3 Practice and Objective 1 Pass the ball to your partner and move anywhere within the grid area. Encourage a variety of passes over 10-15~ 20 metres, from your partner. ‘Avoid player or ball contact with others. 4. AWARENESS by playing with the head up in order to see all the playing area. IN POSSESSION a) PASS ACCURATELY to feet or space depending on the situation for the passes need to be of good weight — (passes that could be passed first time | by the receiver if necessary and | therefore, passes ‘soft’ and easy to contro). <) Passes need ‘CORRECTLY. i. may need to be passed first time to be successful in playing the ball past through other players in the grids. ii, _ may need to hold the ball, or retain the ball until a pass is possible direct to partner. Ina game it may be advisable to DISGUISE your pass from opponents. Therefore deceive any opponents with feints/deception prior to passing the ball. @) Move to a further position having released the pass, ) Can the passes be received and passed in two touches. bo) to be TIMED A VARIETY OF PASSES a. bent b. pushed ©. chipped ete. RECEIVING PLAYER a. MOVEMENT into a position to receive a pass b. Look for passes to be played between other players in the area. cc. Receive both to feet and to space. d. Control effectively with a good quality Ist. touch and try to pass with the second. 118,PASSING AND SUPPORTING PLAY I Passing The Ball PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three <—__tm__, Playing area 1 grid 10 x 10 metres grid Players: 4 3 attackers and one defender to each grid Equipment 1. L ball per 4 players, 2. Bibs if necessary. Practice and Objective 1, Three attackers retain possession to score 10 consecutive passes if possible with no restriction on touches on the ball 2. Defender intercept, challenge gain possession three times and replace an attacker. 3._ If ball is passed outside the grid, counts as @ Jost possession to the defender. PROGRESSION Organisation as above, but a MAXIMUM OF TWO TOUCHES PER PLAYER WHEN IN POSSESSION Attackers 1. AWARENESS by playing with head up. 2. All coaching points concerned in previous practice. a) Accuracy — ta feet, to space b) Weighting 0) Timing - to put defender at maximum disadvantage. 4d) Disguise before passing (especially when passing first time) 3. Use of a variety of passing surfaces. 4. Moving to a correct passing angle to receive a pass. a. Where? >. When? c. How? 5. Control with good quality 1st. touch as required 6. Spread out in the grid so as to have more space and time on receiving the ball. Support Play 1. Positioning by players "OFF" the ballin order to receive ground passes that cannot be intercepted by defenders. 2. "Timing’ of movement into position. 3. Distance from player in possession. 116PASSING AND SUPPORTING PLAY I Passing The Ball PRACTICE INFORMATION MAJOR COACHING POINTS Practice Four <—__m_, Playing area 20 X 20 metres Players: 7 1. Battackers 2, 2 defenders Equipment 1. 1 ball per 7 players 2. Bibs if necessary Practice and Objective 1. 5 attackers combine to produce 10 consecutive passes with no restriction on touches of the ball 2. 2defenders work together to intercept, gain possession of the ball on three occasions. If so, become attackers and 2 attackers become defenders. AWARENESS by playing with head up. CHOICE OF PASS 1. Play past/through defenders. 2. Play across/in front of defenders. DELIVERY 1. Accuracy 2. Timing 3. Weighting 4. Disguise VARIETY OF PASSING SKILLS 1. Inside of foot 2. Outside of foot TEMPO OF COMBINED PASSING ‘SUPPORT PLAY 1. Positioning Most advantageous position to receive ball i, between defenders ii, to sides of defenders 2, Timing When to move to support positions 3. How to Position ‘Awareness Movement ii, Body position on receivingPassing And Supporting Play IIPASSING AND SUPPORTING PLAY II Passing The Ball (1 (Long Range Passing) PRACTICE INFORMATION MAJOR COACHING POINTS Practice One Playing area Grid 40 X 10 metres reduced for young players Technique of long range passing Approach to the ball — at an angle. Position of non kicking foot - alongside but away from the ball — how far? Need to contact the centre of the ball underneath the mid-line. Use of the instep/laces to contact the ball Position/balance of body on delivery. Receive and pass to partner with the minimum number of touches possible. Quality of the first touch is vital. Playors: 2 2 per grid area Equipment 1 ball per pair of players Practice and Objective Pass the ball Jong ‘over’ the two centre grids to land in the square occupied by the receiver. 8PASSING AND SUPPORTING PLAY II Passing The Ball (Long Range Passing) PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two Playing area 40 x 10 metres Players: 4 1. 4 per grid area 2. 2 players inside the grids to ‘set up’ the passes and act as targets over which to pass the ball Equipment 1, 1 ball per 4 players 2. Bibs if necessary Practice and Objective 1, Asin practice 1 but now pass short to centre player, receive return pass and if possible play 1st. time pass to partner over the central players to land:— i. in grid ahead of receiver. ii. at receivers feet/chest etc. 119 PROGRESSION Alll coaching points as in PRACTICE ONE Strike the ball frst time if possible to receiver. ‘May need two touches on receiving from central player before passing, so ‘a. Ist. touch out of feet into space. b. Onto side chosen to deliver the pass. ¢. Head up to see target. 4. Deliver using technique in practice one. Control 1. As in control practice and if possible on 2nd. touch, pass to central player to receive return pass in order to pass long againPASSING AND SUPPORTING PLAY II Long Range Passing PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three | Playing area 30x 20 metres and 40 x 20 metres for older boys | Players: 8 1, attackers 2. 2defenders Equipment 1. L ball per group 2. Bibs, as necessary Objective and Practice 1. Three attackers retain possession against one defender until the opportunity to deliver a long pass tothe other attackers is created. 2, Defender 02 positioned on or at the end of the dividing line, enters the area to pressurise the receiving attackers, and O1 moves to his waiting position. 1. Attackers spread out in area. 2. Act according to movements and positioning of the defender. 3. Ist touch quality to place the ball in a position to deliver the long pass 4. Correct technique of delivery of the long lofted pass with attention to 1) Approach to ball 2) Pesition of standing foot 3) Contact on ball 4) Contact surface of the kicking foot NOTE: 1. Coach must adjust dimensions of practice area according to age/ability of players. 2. Give the passing player, a definite target for his long pass e.g. X4 standing on the line of his playing area. 120ControllingCONTROLLING PRACTICE INFORMATION MAJOR COACHING POINTS Practice One Playing area 20 x 20 metres Players: 8 4 pairs per grid area “Equipment 1 ball per 2 players Practice and Objective Pass to teammate and move to any other grid square. Control of the ball (Principles) 1. Before receiving —_be aware of the situation in the immediate area. 2. Awareness through lifting the head and turing the head whet: uot in possession of the ball 3. Move to get ‘behind the line’ of the pass. 4, Decide on the controling surface of the body to be used. 5, Move the controlling surface towards the ball on its arrival. 6. On impact:- a) withdraw the controlling surface to reduce the pace of the pass if necessary, b) redirect the path: of Ue ball into a chosen position in order to perform the next technique effectively. 7. Head up. 8. Pass to partner, who goes through the same ‘process, and move to receive his return pass. Develop the quality and range of the 1st touch using a variety of surfaces to control the ball 12CONTROLLING PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two Playing area 3 groups of 3 players working in an area 30 x 20 metres ~ 1 playing in each zone Players: 9 | 3 players per group Equipment 1 ball each group of 3 players Practice and Objective 1. Players in end grids pass to middle players who in tum pass to other players in end grid. Passes made at variable speed. 2. Passes are made initially along the ground but later maybe delivered through the air. 3. Players pass and move within their zone. 4, Players should change roles after good quality performance has been achieved by the player in the central grid. 5. Later in practice, passes may be made from end to end as well as passing through the central zones. Middle Man 1. Awareness of the situation around especially behind. Receive as in PRACTICE ONE and redirect the path of the ball so as to play effectively to the next player. ‘The direction and strength of the first touch will depend on the space available around the receiving player. Attempt to receive and pass within two touches, Depending on the space and direction of the pass and the space available behind, it may be possible to allow the ball to run into 2 position so as to pass effectively, without actually controling the ball, therefore playing 1 touch to end payers. Players in end zones 1. Vary the speed and direction of possession to the middle man. 2. Receive and control as in PRACTICE ONE. 122CONTROLLING PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three 20m, 10m, 20m__> End zone Players All principles of controlling ball as in practices one and two - ALSO 2. Receive and look to pass to middle zone player. 3. funder pressure from the defender, control the ball into space away from the pressing defending player, in order to create space and time to play more effectively. Playing area 10 Grids 1. 50x 20 metres 2. Middle zone of 20 metres x 10 metres 3. Two end zones of 20 x 20 metres 2 attackers and one defender in each end zone. 2, One ‘controlling’ player in the 20 x 10 metres middle zone. Equipment 1 ball per group of seven players Practice 1. Play 2 v 1 in end zone with intention of passing to the player in middle zone to receive and pass to players in other end zone. All players remain in respective zones. 2. Player in middle-zone may move anywhere in that zone 3. Players in end-zones are also free to move anywhere in end zones, preferably the end two grids. 4. Defenders should attempt to intercept passes in the end-zones and from the player in the middie-zone. 5. Passes made on the ground or in the air. Obiective For 10 consecutive passes to be made from the middle zone to move the ball from end zone to end zone, 2. Any defender intercepting 3 passes or challenging and winning the ball 3 times takes the place of one attacking player in the end zone, 4. Use a variety of controlling surfaces and range of first touches. Middle-Zone Player { 1. Receives as in practices one and two. 2. Movement to create position to receive a pass from the attacking players in each end zone. 3. Play 2 touch if possible i.e, receive and direct ball into a passing ‘Position with the first touch on the ball and then pass with the second touch. 4, Head up and pass past the defenders to players in end zones, 5. May disquise your intention before passing the ball to off-balance the defender. 6. Passwith good quality to plavers in end zone and position again to receive a return pass. 123CONTROLLING PRACTICE INFORMATION MAJOR COACHING POINTS Practice Four Playing area 40 x 30 metres Players: 12 1; 2 teams of 4 2, 2 free and 2 target players Equipment 1. 1 ball 2. Bibs as appropriate Practice and Objective 1 Team in possession, may use both free players. ‘Team should combine passes to deliver the ball to T behind lines. T passes ball back to same team and they attack T at other end of playing area. Ball out, of field - throw ins. 1, Team in possession, spread out. 2. "AWARENESS" of situation as player receives the ball. 3. Contact the bell to advantage:~ i) ina forward direction i) Away from a pressurising player. ii) into a space available. 4. The receiver may not even touch the ball as it arrives - he may allow the ball to run into € position to his advantage if the direction and pace of the pass s appropriate and there is an absence of opponents in the space to which the ball is running NOTE: Receiver may use a body or movement feint before and as he receives the ball to off-balance or confuse an opponent. 124,Shooting At GoalSHOOTING AT GOAL PRACTICE INFORMATION MAJOR COACHING POINTS Practice One Playing area 1. 40x 10 metres 2. Goals on 20 metres line (using flags/cones as goal posts} 3, Goal is 8 metres wide - may be reduced to 6 metres for younger players Players: 5 4 shooting players and one goalkeeper Equipment j 1. 1 ball per group of 2 players 2. 2 flags/cones to make goal Practice and Objective 1. ‘Shooting’ players serve ball to partner. 2. Receive and shoot past Goalkeeper from a position in the grid furthest away from Goalkeeper. AWARENESS by playing with head up of position of goal and Goalkeeper prior to receiving the ball. With first touch set the ball up into a comfortable position to shoot therefore, direction, distance are important. Head up to see the position of the Goalkeeper. If Goalkeeper is well positioned: 1. Shoot low - how? a. hit through middle of ball b. hit with laces . head and top half of body over the ball to assist 2. Shoot accurately bofore powerfully, but | both if possible, 3. ‘Rebound’ your own shot, if the Goalkeeper mishandles. LATER ‘Shoot first time if possible without controlling, the ball 128SHOOTING AT GOAL PRACTICE INFORMATION MAJOR COACHING POINTS: Asin practice one, but the position of the server ill vary so as to feed the shooter from different angles, requiring differing techniques. 2. Service from behind shooter for him to run ‘onto bal and strike as itis moving away from him. AWARENESS of Goalkeeper's POSITION. 2. Adjust feet, approach to ball and contact on ball according to service from different angles. ‘Shoot low and accurately. . Always rebound own shot. 126SHOOTING AT GOAL PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two <—___» _____ All coaching points as in previous practice. Move quickly to receive the ball from server. QUALITY of first touch of ball fo play into space away from the pressure player to make space and time to shoot. Determination and Aggression to contact the ball - DESIRE TO SCORE. 5. Rebound every shot. Playing area 1. 40x 10 metres 2. goal on 20 metres line. 8 metres wide, reduce for young players ALSO Ball served in air for:~ 1. Volleys at Goal ) depending on angle 2, "Bicycle Kick’) of server Players: 4 shooters and one Goalkeeper Equipment 1.1 ball per group of 2 players 2. 2 cones/flags to act as goals. Service should be from appropriate angle. THROWN to shooter, to guarantee accuracy of the service if needed. VOLLEYS Practice and Objective 1. Asin practice one but NOW Server serves ball to shooter and pressurises the shooter. WHEN? after the first touch as shooter receives ball 2s ball is equidistant between the two variety of serving positions ALSO Competition 1. 6 shots each player 2. GOAL SCORED = 10 points 3. SHOT ON TARGET but SAVED = 5 points 4, SHOT MISSES TARGET = 5 points 1 ion and feet to:— Adjust body px 2. Contact the top/middle half of ball. May involve player falling towards the goal to allow (2) to happen. Accuracy before power therefore, do not attempt to strike ball too hard at first. 127SHOOTING AT GOAL PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three im Playing Area 30x 20 metres Players: 10 1. 2 goalkeepers 2. 6 attackers 3. 2 defenders Equipment 1. Two goals ~ portable or use flags, cones. 2. Plentiful supply of footballs 3. Bibs Practice and Objective 1. Goalkeeper rolls ball to any one of 3 attackers in shooting zone. 2. 3 attackers play against one defender to create a shooting chance. 3. Shots must be taken from the defending zone. 4. All players stay in zones. 5. Player in attacking zone rebound shots. 1. Spread out in shooting zone. 2. First touch on ball should set-up the ball into a shooting position. 3. Observe position of goalkeeper. 4, Shoot at Goal a) Low b) Actoss the goalkeeper ) using appropriate techniques covered in earlier practices. d) According to Goalkeeper's positional errors. 4. Attacker in attacking half, rebound any shots coming off the posts or goalkeeper. NOTE 1. The practice is two way ~ on gaining possession the defending team attacks. 2. 1 player in attacking zone, defends to prevent 3 attackers shooting. 3. Reduce area for younger players. 4. Supply of footballs behind each goal. 5. Forplayers of good ability the practice may be increased to use 4 attackers against 2 defenders in an area 40 metres x 20 metres. 128HeadingHEADING PRACTICE INFORMATION MAJOR COACHING POINTS tom | Playing area 1 grid 10% 10 metres 1. Work in pairs 2. 4 per grid area | | Equipment 1 ball per 2 players Practice and Objective 1. Throw ball up for self and head to partners a) feet b) head chest ete 2, Serve ball to partner for him to head back to a) feet b) head ) chest (Serving distance according to age of players) Practice One and two 1 Watch the ball onto the FOREHEAD. FEET; when in contact with ground ~ apart 0 as to provide firm base. ‘Strike ball with hardest, flattest part of head i.e. FOREHEAD. Move heaxl away from ball initially and then tothe bal in order to add pace to the header. Contact a. below centre line if intention is to head ball up b. on, above centre line to keep ball down Head ‘through’ the ball in direction of the target. 129HEADING PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three 10m Playing area 10 x 10 metres Players: 3 3 per grid Equipment 1. 3 per grid 2. 1 ball per 3 players Practice and Objective Ihrow bal to a player who heads to the third player and then moves to an unoccupied gridline,... THROW, HEAD, CATCH sequence. |All coaching points as in PRACTICE ONE. VARIETY of THROWN SERVICES. Just prior to contact, turn the head in direction of intended pass and head through ball UNLESS If a deflection header is intended, then ‘glance’ the ball off the top or side of the head to the target but still turning moving head slightly in the intended direction of pass. Aim to score 10 consecutive THROW, HEAD, CATCH sequences without a break down, 130HEADING FOR GOAL PRACTICE INFORMATION MAJOR COACHING POINTS Practice Four Playing area 20x 10 metres 2 3. Players: 7 1 1 yualkeeper 2 servers 4 headers 1 3. Equipment 2. Practice and Objective four balls per group 2 cones/flag posts as goals 1 goal ~ 8 metres wide ~ adjusted for youngest players Server, throws ball to attacker who moves forward quickly and to head and to score a goal - attackers head ball on ot around the gridline therefore, 8-10 metres away from goal Headers should start from positions outside the line of their farpost. Service should be in front of headers for them to run and head at goal. AWARENESS Goalkeeper. of position of ‘the READY TO MOVE according to flight of the service. . Watch the pace and direction af the service. Move quickly forward to contact the ball with the forehead. Contact the ball on or above the centre line to head the ball down. “Try to head the ball down and into the comer of the goal nearest the server. May have to dive and head the ball. a. Run forward b. Over balance towards the ball. cc. Push off one foot, or both d. Concentrate on heaidng the centre of ball with forehead. 131HEADING PRACTICE INFORMATION MAJOR COACHING POINTS Practice Five <—__4m___, Playing area 40 x 30 metres Players: 12 Two teams of 6 v 6 including goalkeepers Equipment 1. Lball 2. Flags, cones for goals 3. Bibs as appropriate Practice and Objective 1. Score past the opposition Goalkeeper with a headed goal. 2. Sequence of combined play is:— THROW HEAD CATCH 3. eg. XI throws ball to X2 wino must head the ball to X3 who must catch the ball before throwing it to a team-mate, 4. Interception by opponents must be made in sequence. 5. If ball goes to ground, first player to reach it, pick the ball up. HEADING THE BALL 1. Team in possession ~ spread out 2. Awareness of situation on receiving the ball 3. ‘Pass’ the ball with the head using techniques learned earlier. 4. Head for goal using techniques used in earlier practice. 5. Throw-ins if ball leaves the field of play, 132Running With The Ball and TacklingRUNNING WITH THE BALL PRACTICE INFORMATION MAJOR COACHING POINTS Practice One (0m_—_____> Playing area 30 x 10 metres grid { Players: 4 2 pairs at each end of the 30 metres grid. Equipment 1 ball per 4 players Practice and Objective Run with the ball at your feet from one end of grid area to the other and leave the ball for partner to take and do the same. AWARENESS on receiving and running with ball by keeping head up whenever possible STRONG TOUCHES of the ball out into space ahead of player running ball so as to. ‘a. move quicker as less touches on ball . allow head to stay up longer. cc. helps running and contacting the ball to be more rhythmical . USE OUTSIDE OF FOOT TO CONTACT THE MIDDLE OF BALL IF POSSIBLE a. less interference with stride ~ pattern of runner, b. more disguise for passes when passing from the run, .. Move from one end of grid to other using least number of touches possible. 133RUNNING WITH THE BALL PRACTICE INFORMATION ‘MAJOR COACHING POINTS Practice Two Playing area 30x 10 metres Players: 5 1. 4 runners with ball 2. 1 'WALL" player who adjusts/changes his position along the grid at random. | Equipment 1 ball per 5 players Practice and Objective Run with the ball and pass to ‘WALL PLAYER’ to receive return passes. AWARENESS on receiving and running with the ball to see the position of the WALL” player. Alll coaching points as in PRACTICE ONE. Pass from the run. a. accuracy to feet of wall player. b. weighting ~ for Ist. time retum pass. ©. pass off the front foot if possible e.g outside of foot contacting the ball Pass and change pace/direction to receive the return pass from the wall player. ALSO | a) run with the ball - FEINT TO PASS to ‘wall but continue THE RUN WITH THE BALL. 134RUNNING WITH THE BALL PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three —_2m__, ¥ | or XG] r 3 | Playing area 50 x 20 metres 2 zone of 20 metres x 20 metres 1 zone of 20 x 10 metres Players: 7 1. Battackers 2. 2defenders Equipment 1 ball per 7 players Practice and Objective 1. Play 3 v 1 possession in one zone until a player sees the opportunity to run with the ball out of the zone, through the free middle zone and into the end zone. 2. Onentering the end zone, the running player passes to X5, or combines with X4 against 02 to pass to X5 who must be behind the end line on receiving. 3. Attackers run with the ball successfully and pass to end player three times and change roles. 4, Defenders win possession three times and become an attackers, SPREADING out as the team in possession. AWARENESS of situations around you as you play On receiving the ball, i possible because space is available. 2, strong first touch on the ballinto space ahead. b. Run with the ball using strong touches to push the ball ahead cc. Run with head up to-see the situation ahead. d. Decision on action to use as approaching defender 02. 1 Pass |i, Continue to run with the ball, fii, Feint to pass run on with the ball. } iv, Walk-pass. 135,TACKLING PRACTICE INFORMATION MAJOR COACHING POINTS Practice One Playing area 10 x 10 metres, Players: 2 attacker 1 defender Equipment 1. 1 ball 2, 2-cones to form a ‘goal’ behind the defender ~ 5 metres goal-line Practice and Objective 1. Defender serves/passes ball to attacker from, between the cones. 2. Defender moves forward to pressurise the attacker. 3. Attacker receives and dribbles past defender to run with the ball over the goal-line. 136 Defender should move quickly to pressurise the attacker as the ball is travelling, Defender should slow his forward speed as the attacker is receiving and controlling the ball. Defender should ‘pressure’ the attacker from a distance of 2 metres attempting to direct ‘opponent into small area, (see notes on defending.) Defender should threaten to tackle for ball if attacker holds ball, by feinting to tackle. When within tackling distance i.e. 1-1/2 metres the defender should decide: a) If to tackle or be patient? b) If so-which technique i. Slide tackle ii, Toe-poke Wi, Blocktackle ) When to tackle? d) Technique ~ 1. Which foot to use? i, Which part of ball to strike? ii, Body stance-lowTACKLING PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two | Playing area 30 x 30 metres Players: 10 1.2 servers/support players 2. 4v4 outfield players Equipment 1. 4 marker cones 2. ball per group Practice and Objective 1. Server plays ball to attacking team and supports if needed behind the end line. 2, Marking should be man-for-man. 3. Attacking team play to run with the ball over ‘opponents endline. DEFENDERS 1, MARKING: a) distance b) angle 2, DECISION-MAKING a) Intercept passes b) Challenge/tackle opponents 2 Contain opponents receiving the ball DEFENDING AGAINST OPPONENT IN POSSESSION WITH BACK TO MARKER y 2 3) Low Body stance Touch-tight distance Look for the ball 4 5) Be patient ‘Tackle for ball if 'exposed’ by attacker and stance, position and situation is appropriate, DEFENDING AGAINST OPPONENT IN POSSESSION FACING MARKER 1) Body position, distance, stance. 2) Contain, or Challenge. 3) Challenge/tackle - when, how? 137Defending Play IDEFENDING PLAY I PRACTICE INFORMATION MAJOR COACHING POINTS Practice One 1. 1 ball per group of 4 2. 4 cones as target areas ~ 4 metres apart Practice and Objective 1. 01 has two touches ~ first touch to roll ball to side and second touch to pass to 02. 02 receive, attempt to turn and pass to X2 in his goal, X1 defend against 02. Reverse the practice — then X2 serves to X1 to attack against 02. . Marking Position of Defender a) goalside b) within 2 metres of opponent see 1. ball 2) opponent 2. Interception of the pass to the attacker if possible. 3. CHALLENGE TO WIN the ball if are assured of success as it arrives at 02. 4. STOP 02 TURNING if gaining possession is not possible. 10m a) do not foul L b}) touch tight distance Playing area 30 x 10 metres ©) low body position to see the ball d) side-on position of feet Players: 4 - 2servers/targets e) react to movement of the ball only — Lattacker - 1defender | Equipment 138DEFENDING PLAY I PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two Fm Playing area Grid area 30 x 10 metres Players: 4 4 — 2servers/targets - Lattacker - 1defender Equipment 4 cones (goal is 4 metres wide) 1 ball Practice and Objective 1. 01 has tun - touchas - first touch to play ball to side and second touch is the pass to 02. 02 starts on first grid line away from server. XI starts in the second grid line away from setver. 01 pass to 02, from his 4 metres goal 02 receive, turn, pass to X2 in his 4 metres goals. 6. X1 defend against 02 as he receives the ball 7._Reverse the practice and X2 pass to X1. en oe DEFENDING AGAINST AN OPPONENT WHO CAN TURN 1, Close down the player on the ball as ball is. travelling to him quickly. 2. Caution and reduce speed as ball is being received by attacker. 3. Get in line with ball and attackers target 4. Reduce distance between self and attacker to 2-3 metres. 5. Side-on position of body. | 6, Force opponent away from the goal. 7. Patience when defending and choosing if/ when/where to tackle. 8. Stay on feet and react to ball movement only, 139DEFENDING PLAY I In 2 v 2 Situations PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three 30m | Playing area ‘30x 20 metres Players: 6 1. 2 goalkeepers 2. Two alternating attackers and defenders Equipment 1 ball per group of 6 players ~ minimum | Practice and Objective 1. Goalkeeper 1 pass ball in to 01 or 02. 2. They play 2 v 2 against X1, Xz to score past Goalkeeper 2. If Goalkeeper 2 gains possession, he feeds XI, X2 to score against 01, 02. If ball goes out for throw in, throw ball to either your partner or your Goalkeeper to commence the practice. RESPONSIBILITY OF EACH PLAYER First Defender 1. Defend as in 1 v 1 practices earlier. Cover player a) Cover position on first defender according to movement and position of attackers. b) Coverangle ©) Coverdistance When roles of the defenders change from being FIRST DEFENDER to COVER PLAYER. Keeping play in front of the defenders. Making play predictable. When, how to challenge tackle? Marking Opponents Between opponent and your goal. See the ball. ‘See your opponent. Distance to give defender a chance to ‘intercept’ passes to the attacker. 140Defending Play IIDEFENDING PLAY II - SMALL-SIDED GAME PRACTICE INFORMATION Practice One T | area Grided area 60 x 40 metres Players: 12 2 teams of 6 including Goalkeepers Equipment 4-cones/flags to use as goals Bibs if necessary to distinguish teams 1 ball per game Extra balls around pitch BONE Practice and Objective 1. Smallsided game of 6 v6. 2. Play to score. MAJOR COACHING POINTS 1. Recover to get into a position Behind the Ball when possession is lost. 2, When and if needed behind the ball — 1. Mark Opponents a) between opponent and goal b)_ ‘see’ the ball and opponent within challenging distance as the ball arrives at your opponent )_ trynot to let your opponent TURN 3. Pressure the ball 2. Within 2/3 metres of the ball ) b. Stay on your feet) to delay player 4. Run with Opponents off the ball. 5. If possible, cover team-mates who are involved in 1 v 1 against man with the ball 6. Loose-mark/Cover if defending on far-side of pitch Coaching Method Coach should work on each of these aspects in logical order for approximately 10 minutes each, ‘highlighting’ and demonstrating each of the above factors involved in good defending. The Instructor staffing the course should show how to: ‘a. serve the ball to achieve what is intended b. position of the coach c._ freeze the play d. demonstrate e. rehearse f. continue 141GoalkeepingGOALKEEPING Basic Handling Technique PRACTICE INFORMATION MAJOR COACHING POINTS Playing area 1. 10x 10 metres 2. Goals 8 metres wide (for younger players to. 6 metres) 2 per coaching grid Equipment | 1. 1 ball per pair of players. 2. 4 posts/cones to act as goal posts. Practice and Objective | 1. Goalkeeper throws the ball to and at each ‘other at various heights as indicated by the coach. a) along ground b) bouncing in front of Goalkeeper at hip height )__at chest height 2) at/above head height Practice One 1. Players: 2 5. Basic stance of the goalkeeper a) feet ~ shoulder width apart b) weight ~ forward on balls of feet hands - carried slightly away from body. of approx. hip height )_ head steady and looking at ball ‘Movement of feet to get body behind the line of the ball thrown from partner. Side to side action of feet rather than crossing legs when moving, Techniques of fielding and catching balls thrown at differing heights. along ground at hip height at chest height at above head height Attention to hands, head, feet and getting barriers behind the line of the ball 142GOALKEEPING Diving For The Ball PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two Playing area 1. 10x 15 metres 2. Goals ~ 8 metres wide / 6 metres for younger players. Players: 2 2 per grid area Equipment 1. 1 ball per f players. ~ extras if possible behind the goals. 2. 4 cones/flags as goal posts. Practice and Objective As in practice one, but now throw the ball to the side of the goalkeeper to score past him if possible. Diving For The Ball 1. All coaching points in PRACTICE ONE. 2. Emphasise on quick movement of feet to a) got behind the ine of the ball b) to commence the first stages in diving, 3. DIVING a. quick movement of feet b. push off the leg nearest to the ball. ¢. body horizontal and open to the ball when diving. d. nearest hand reaching behind the ball. 2. furthest hand reaching for top of ball. 4. Protect ball with the body, having vault it and landed. (Pull knees up to chest and secure ball. 143,GOALKEEPING ‘Narrowing The Angle PRACTICE INFORMATION “MAJOR COACHING POINTS Practice Three Playing area 1, 20x 20 metres grid area 2. Goals 8 metres wide (Goals size may be reduced for younger players) Players: 4 shooters and 2 goalkeepers Equipment 1. One ball per group of 6 players (rainimum) 2. 4 cones/posts to use as goals. Practice and Objective 1. Goalkeeper 1 rolls ball to X1 to control and shoot at Goalkeeper 2. 2. X1 must shoot from back half of grid he ‘occupies, 3. Goalkeeper 2 to save shot and roll to either X1 or X2 at his end, Movernent of goalkeeper along his goal-line to protect the near half of his goal. Movement of goalkeeper forward towards the ball to reduce the scoring area for the shooter. How far across and how far down the line towards the ball? All coaching points from PRACTICE ONE and TWO when shot-stopping, 144GOALKEEPING Positioning and Shot Stopping PRACTICE INFORMATION MAJOR COACHING POINTS Practice One Playing area 1. 30x 20 metres 2. Adjusted to suit players age/abiltty Players: 10 1. 2 goalkeepers 2. 2teams of v4 Equipment 1. Supply of footballs in each goal net 2. Bibs as appropriate 3. Marker cones if necessary 4. 2 goals Practice and Objective Goalkeeper 1 in possession, roll/throw ball to any of 3 attackers in half of pitch nearest to him. 2. They keep possession against one opponent in order to produce the chance to shoot at Goalkeeper 2 3. Alll players stay in their zones. 4. Goalkeeper 2 on making a save, throw/roll ball to three players in half of pitch nearest to him GOALKEEPER 1. Position “forward? of his goal-line — 4-5 metres approximately. 2. Position between his posts covering the near half of his goal. 3. Movement as ball moves between players = feet movement ~ timing of movement 4. Stance and Steady position as attackers shoot. 5. Technique of saving the shot as appropriate and covered in earlier practices. 6. Rebound any mishandled — shots. 148,GOALK! EEPING Goalkeeper handling of crosses PRACTICE INFORMATION MAJOR COACHING POINTS Practice Two Playing area 1. Grid -30 x 10 metres 2. Goals —8 metres wide ~ reduced for young players. Players: 4 4 in playing area indicated Equipment 1. 2balls per 4 players 2. 8 cones/flags to use as goals Practice and Objective Goalekeeper 1 throw ball in air as a ‘cross’ towards Goalkeeper 2, who catches and returns the cross. GOALKEEPER CATCHING FROM CROSSES Position to start — just behind the centre mark of the goal-line, and 1-2 metres off the line. "Open body position’ before cross is thrown. Watch flight of the cross. Move forward if possible to run, jump and cateh. Catch cross at highest point of jump — take off 1 foot if possible. Catching technique ~ hands, arms, head. 146ATTACKING PLAY (CREATIVE PLAY)CREATIVITY PLAY The participants divided into groups of various sizes and given balls, bibs, markers and asked to organize their own activities. The groups: 2v2 3v3 ava Encourage them in the use of the following:— Dribbling Running with the ball if space is available Deceptive passes One twos, take overs, etc. Combination play Finishing Challenge them to improvise and be creative NOTE: Creative players are: eg Masters of basic techniques Gifted in subtle and spectacular skills Tactically aware (both as individuals and group members) Fast and mobile Effective in the art of disguise Decisive and adept at decision making Capable of giving and receiving visual and verbal tactical signals. 1,2&3 147CREATIVE PLAY PRACTICE INFORMATION MAJOR COACHING POINTS Practice One: 1 v 1 xe A x - Oe ft x D ' B I °° °° o © Playing area 15 x 15 metres Players: 6 2 groups of 3 players Equipment + balls + markers © cones Practice and Objective ‘One versus one. Coach ©)passes ball to X. X has to control the ball, beat O and score in either goal C or D and vice versa, Good control and running with the ball Shielding Decision making and innovation Use of dribbling skills Change of direction and change of pace. 148CREATIVE PLAY PRACTICE MAJOR COACHING POINTS Practice Two Challenging the players to improvise and be creative Note: Creative players are: + masters of basic techniques * gifted in subtle and spectacular skills + tactically aware (both as individual and group member) fast & mobile effective in the art of imagination decisive and adept at decision making capable of giving & receiving visual & verbal tactical signals. Playing area 20 x 20 metres | Playé | 4-groups of 2 players each { Equipment + 2 portable goals + markers + 2:sets of bibs = alls Practice and Objective Game of 2 us 2. Free play. Each pair to guard ‘two goals and score in the other two, 149CREATIVE PLAY PRACTICE INFORMATION MAJOR COACHING POINTS Practice Three Playing area 30 x 30 metres but size depends on age of players Players: 8 4vs4 Equipment + balls markers + 4cones as goal Practice and Objective Game of 4 vs 4. Free play. Each team to guard two goals and to

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