ACYFC Coaching & Player Development Philosophy · Coaching Philosophy 14. Player Development ... •Outline rights and responsibilities to players. Refer to FA

Coaching and Player Development Philosophy

AVISHAYES COMBE YFCAVISHAYES COMBE YFC

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Contents

Coaching Philosophy

Player Development

Age Groups 5‐11

•Coaching

Age Groups 12‐16

C hiPhilosophy

•Our clearly defined coaching

•We promote a holistic approach based upon the FAs

•Coaching recommendations for players aged 5‐11 years

•Coaching recommendations for players aged 12‐16 yearsdefined coaching

philosophy provides direction, purpose and

based upon the FAs four‐corner model for long‐term player development

11 years. 16 years.

p pguidance to the process of coaching young players.

development.

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Reference Material

• The Future Game

• The Future Game Grassroots

• The FA Youth Award Module 1 and 2

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Coaching Philosophy

Our clearly defined coaching philosophy Our clearly defined coaching philosophy provides direction, purpose and guidance to the

f hi lprocess of coaching young players.

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Coaching Aims

•Make the game safe, fair and enjoyable•Provide age‐appropriate coaching (5‐11 12‐16)Provide age‐appropriate coaching (5‐11, 12‐16) •Develop the whole player across all four corners of the FAs Long Term Player Development (LTPD) modelLong Term Player Development (LTPD) model• Improve the player’s movement skills: agility, balance, co‐ordination and speed (ABCs)p ( )• Develop the player’s technical skills• Increase the player’s decision‐making capabilities

h h l lif kill ( i k• Teach the player life skills (co‐operation, teamwork, communication and friendship)

• To support and develop the implementation of flexible• To support and develop the implementation of flexible formats of football (5v5, 7v7, 9v9 and Futsal) as detailed by the FA Youth Development Reviewby the FA Youth Development Review

Coaching Philosophy 5

Playing Philosophy

• To encourage a playing philosophy as detailed in the FAs Future Game documents This should be adopted in an ageFuture Game documents. This should be adopted in an age and ability appropriate manner• In possessionIn possession

• A possession‐based approach played through the three‐thirds of the pitch• Quality passing and intelligent movement and support off the ball• Penetrative incisive and varied attacking play allied to good finishing• Penetrative, incisive and varied attacking play, allied to good finishing• Counter‐attacking whenever the opportunities arise

• Out of possession• A tactical approach to defending, in which all players contribute• A controlled, calculated and assertive approach when and where necessary


Role of the Coach

•Mentor• Listen to players, give advice and extend their thinking

•Motivator • Set appropriate challenges to inspire the players

• FriendM k h i l i d i l i•Make the environment welcoming and inclusive

• Facilitator• Allow players to enjoy playing the game• Allow players to enjoy playing the game


A Good Coach . . .

• Encourages players to try new skills. • Enthuses and motivates players. • Supports and inspires regular practice. • Encourages children to be the best that they can be. •Prioritises the unique individuality of the child. •Puts the child and their needs at the centre of all activity.


A Good Coach Also . . .

•Understands issues that impact upon young player development. •Considers how children learn as well as issues of self‐esteem and motivation. •Communicates using age‐appropriate language and instructions. •Understands children are not mini‐adults and that developing football players is a long term process. • Fosters a life‐long love of the game.


Coaching Qualifications

•As a minimum, all coaches will undergo the following training courses; training courses; • The FA Level 1 Award in Coaching Football • FA Emergency Aid • FA Safeguarding Children Workshop• FA Safeguarding Children Workshop

•All our coaches will have Enhanced FA CRB checks. • The FA requires everyone who works or volunteers in children’s football and q yregularly cares for, trains, supervises or is in sole charge of children to apply for a FA CRB Enhanced Disclosure.

•All coaches are encouraged and supported to further•All coaches are encouraged and supported to further their qualifications;• FA Youth Award Modules 1, 2 and 3FA Youth Award Modules 1, 2 and 3 • The FA Level 2 Award in Coaching Football • Coaches that undergo these courses (funded by the club) will be expected to show a long term commitment to the clubshow a long term commitment to the club


Coaching Qualifications Pathway

• The preferred coaching pathway for our coaches is detailed below:below:

• Attendance on all courses will be agreed by the committee prior to booking• Additional courses, such as Goalkeeping or Futsal, are also encouraged


Coach Mentoring

•All coaches are encouraged seek support from other h i h l bcoaches in the club

• At least one coach has completed the FA Mentoring Adults course who can provide supportp pp• We have experienced coaches who can provide support• Should you require any kind of support with your coaching please ask directly or raise at a club committee meetingdirectly or raise at a club committee meeting


Coaches Associations

•All coaches are encouraged to become members of the FA Li d C h Cl bFA Licensed Coaches Club • Membership requires coaches to commit to a number of hours Continuous Professional Development (CPD) which can be in the form of additional FA p ( )coaching qualifications, County FA CPD events and/or online courses• Membership enables access to FA Licensed Coaches Club website, the FA’s new online coaching resource which includes interviews articles and sessionnew online coaching resource which includes interviews, articles and session plans from some of the best coaching practitioners in the game

•All coaches are encouraged to become members of the Somerset FA Coaches Association


Coaches Behaviour

•Coaches are required to strictly follow the Respect Code of Conduct as detailed in the Club Handbook. •Players must be free to play during matches, with positive encouragement from parents and coaches. • Information from the touchline should be in the form of occasional questions from the coaching staff. •Patrolling the touchline giving continuous shouted instructions must not happen. •Players always try their best and will learn from their mistakes without being told they have done wrong.


Player Development

A holistic approach based upon the FA’s four-corner A holistic approach based upon the FA s four corner model for long-term player development: Technical, Physical Social and Psychological Physical, Social and Psychological.

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The FA Four-Corner Model

Technical PsychologicalUnopposed – technique practice

Uneven Sides – Skill practice, e.g. 2 v 1 / 4 v 2, etc.

Even Sides – game, e.g. 3 v 3 / 4 v 4/ 5 v 5, etc.

Game Craft , Game as the Teacher

Practising, Learning, Experimenting

Decision making

Learning styles

Relevant to the needs of the player ,

Target: Developing Technique

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Target: Increasing Learning

Player Learning

PhysicalGeneric Movement Skills: Agility Balance Co‐ordination Speed

Social Are the players: Enjoying the work?Generic Movement Skills: Agility, Balance, Co ordination, Speed

Football Functional Movement Skills:

Receiving the ball, Running with the ball,

Dribbling, Turning, Kicking and Heading

Are the players: Enjoying the work?

Included in the process? Challenged?

Supported when necessary (visually, orally, practically)?

Given ownership, trust and responsibility? Target: Improving Movement Target: Enjoying Football

Player Development 16

Technical

• Encourage players to try new skills in practice and work out h h b d iwhere they can be used in a game.

•Where appropriate, practice should replicate the demands f h i l hi k d kof the game, encouraging players to think and make

decisions just as they would in a match. V th diffi lt t t h th d f th i di id l b•Vary the difficulty to match the needs of the individual, by altering the Space, Task, Equipment or Players (STEP). C t d th ‘ t t d till’ h d l t l ’•Cut down on the ‘stop, stand still’ phrase and let players’ experience the flow of the game and practice.


Physical

•Appropriate movement skills which develop agility, b l di i d d h ld b dbalance, co‐ordination and speed should be encouraged through enjoyable games such as tag. Th h ll d i d i ll hi i i i• Through well designed practice, all coaching activities can include physical outcomes. R b l t diff t t d d•Remember players grow at different rates and may need support and patience as they develop. Child t i i d lt d h ld ’t b bj t d t•Children are not mini‐adults and shouldn’t be subjected to laps of the pitch or press‐ups.


Psychological

•Use varied game related games to aid ‘Decision Making’ l ilearning•Use different methods of communication to engage with diff f ldifferent types of learners. • Visual (seeing): Tactics boards, posters, diagrams, cue and prompt cards as well as cones on the pitchcards, as well as cones on the pitch. • Auditory (hearing): Speak with players, ask questions, encourage discussions in groups amongst the players to solve game‐related g p g p y gproblems. • Kinaesthetic (doing): Demonstration to the team by the coach or by a player to their team‐mates.


Social

•Be a good role model for the players. C i i d l i i•Create a positive and welcoming environment. •Praise players for their effort and endeavour as well as h i bilitheir ability.

•Manage mistakes to the player’s advantage – understand h t th t i t d S ti th ill h thwhat they were trying to do. Sometimes they will have the

right idea but just fail in the execution of the technique or th killthe skill. •Make sure football is fun, but with a purpose. Ensure the d l t f kill d d t didevelopment of skills and game understanding.


Ability and Opinion

•A player’s performance in practice and matches can be i fl d b h f ll i f ll f hi h d binfluenced by the following factors, all of which need to be considered when forming an opinion of a player’s true biliability; • Date of Birth, Body Type, Adolescent Growth Spurt, Physical Maturity Psychological Maturity Social Maturity PreviousMaturity, Psychological Maturity, Social Maturity, Previous Experience, Opposition, Own Team’s Playing Standards, Position Suitability, The Instructions Given to the Player, Recent Playing y, y , y gActivity.


Growth and Maturation

•Appreciate that all players are growing and maturing at diffdifferent rates. •Be patient, supportive and encouraging with ALL the

l i dplayers in your squad. •Understand that all some players need is ‘time’. D ’t i t k l l f h i l t it f t it i•Don’t mistake levels of physical maturity for maturity in other areas. D ’t th t th t f l i•Don’t assume that the current success of a player is an indicator of on‐going proficiency. D ’t b d th l th t t th t•Don’t over‐burden the players that represent the extreme early or late developer.


Relative Age Effect

•Recruitment trends in professional academies show a bias d l b b S D ki h htowards players born between Sept‐Dec, making them the

older players in their age group. D i d d li h ll hi h ff h l i•Design and deliver challenges which offset the relative age effect;

C id h i th it h i th i f th b ll l f th• Consider changing the pitch size, the size of the ball, rules of the practice/game, the game format. • Consider grouping bigger and physically developed players toConsider grouping bigger and physically developed players to compete against each other in practice.


Minimising Distractions

•By planning ahead the coach can create an environment h i i i di i d h l l ‘that minimises distractions and helps players to stay ‘on‐task’ for longer. O i i h i i h ll i i d•Organise sessions that are interesting, challenging, varied and fun. A id l b i t d i li ki th t it•Avoid players being stood in line or asking them to wait around for too long without a focus. Pl i l ti iti l b i ti i•Plan arrival activities so players can begin practising as soon as they arrive.


Managing Behaviour

•Outline rights and responsibilities to players. Refer to FA R C d f C dRespect Codes of Conduct. •Praise and reward good behaviour. If h i d i l d ll d• If you have to intervene, do so in a calm and controlled manner. If b d i i t tl b k th th h ld b• If boundaries are consistently broken then there should be a consequence. A h b th l ’ b h i•As a coach, remember the only person’s behaviour you can control is your own, so set a good example.


Coaching Recommendationsfor Players Aged 5-11y g

Creating a positive and enjoyable learning environment which prioritises skill development environment which prioritises skill development, decision-making, fundamental movement skills and experimentation is crucial for young players in this age-group who are learning how to play.g g p g p y

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Positive Learning Environment

• Encourage players to be creative and take considered risks i b h i din both practice and games. •Remember – mistakes do happen. L l k f h d i i• Let players make some of the decisions. • Let them know that their opinions count too. C t t iti f l t l ti d•Create opportunities for players to explore, question and foster their natural curiosity and imagination. All ll l t i•Allow all players to experience success.

Coaching Recommendations for Players Aged 5-11 27

Let the Players Play

•All children should be given equal playing time on match‐d h d h iblday wherever and whenever possible. •Help players develop their game‐understanding by rotating

i i d i i dpositions during practice and games. • Ensure players are given the chance to play a ‘game’ during

ti ievery practice session. •Don’t let the children’s arena become dominated by adults.


Skill Development and Decision Making

•Practice should replicate the demands of the ‘game’ as h ibl Gi l f i i imuch as possible. Give lots of opportunities to practice

different aspects of the game (shooting, dribbling, tackling, i lk i ) ipassing, goalkeeping), in context.

•Goals should be used in practice as often as possible to h l l j t d ti tihelp players enjoyment and motivation. • Small‐sided games on appropriate sized pitches provide

l ith iti d i i ki dyoung players with opposition, decision‐making and challenge, all of which help their skill development.


Themed Practice

• Try and link the different parts of a coaching practice h F ltogether. For example;

•Warm‐up: Players work in twos passing through a variety of different sized gates using different techniques and surfaces ofdifferent sized gates, using different techniques and surfaces of the foot. • Skill development: Play a small‐sided possession game (e.g. 3v1 p y p g ( gor 4v2) on appropriate sized pitch. • Game: Any 4v4 game with a focus on passing or a through‐the‐thirds game.


Appropriate Challenges

• Set challenges in practice sessions, e.g. Use your weaker f h i ifoot when you next can in practice. •Reinforce the learning focus from practice sessions on

h dmatch day. • Set players specific challenges that link to the theme of a

t ti i hi h b di d t h lf tirecent practice session, which can be discussed at half‐time and after the game. D i ti i t t ‘ t h’ l i l t f•During practice sessions try to ‘match’ players up in lots of different ways in order to meet their individual needs.


Develop Fundamental Movement Skills

•Between the ages of 5‐11 players have a ‘window of i ’ d l h i ili b lopportunity’ to develop their agility, balance, co‐

ordination and speed (ABCs). C h h ld b i i h i i d i d•Coaches should be creative in their practice design and build in a physical benefit for the players, e.g.

T G• Tag Games • Running and Dodging • Throwing and CatchingThrowing and Catching • Jumping and Balancing


Use a Variety of Interventions

•Young players don’t enjoy being shouted at, having their i k hi hli h d h i l i hmistakes highlighted or having to stop playing the game to

listen to the coach talk at length. A i f hi h d h ld b d h l•A variety of coaching methods should be used to help players learn the game, for example;

Q ti d A• Question and Answer • Observation and Feedback • Guided DiscoveryGuided Discovery


Use Small-Sided Games

•Players should experience a variety of formats of the game, l d i l i d i hplayed on appropriately sized pitches.

• The game is essentially a series of different scenarios (1v1, 2 1 1 2 3 2 ) d l h ld i i2v1, 1v2, 3v2 etc.) and players should experience a variety of these game‐like challenges during practice sessions. C h h ld id i ti t l t•Coaches should use uneven sides in practice as a tool to challenge the players.


Appreciate What it’s Like to be Young

•What the game of football ‘looks’ like for a group of 7 and 8 ld ill b i ifi l diff h8 year olds will be significantly different to the game played by older players and adults. If h i ‘f f d‘ l hi l l• If a coach tries to ‘fast‐forward‘ young players to this level too quickly, important stages of development may be i dmissed.

•Young players shouldn’t be benchmarked against adult f i l lprofessional players.


Consider Young Players Self Esteem

•Coaches should consider how their decisions will impact l ’ lf i i dupon a young player’s self‐esteem, motivation and

enjoyment of the game. F l h ld i f l lik b dl d• For example, what would it feel like to be repeatedly used as a substitute? C h h ld i ff t d iti b h i ll•Coaches should praise effort and positive behaviour as well as good play.


Things to Avoid . . .

•Don’t impose unrealistic adult expectations on young lplayers.

•Don’t be so intent on winning games that young players i h i i l d f ll i l i hmiss out on the opportunities to learn and fall in love with

the game. D ’t l ‘ t d t d’ hi th d ith•Don’t apply ‘out‐dated’ coaching methods with young players. A id hild t di i li i•Avoid children standing in lines or queuing.


The FA Tesco Skills Programme

•Coaches should encourage the FA Tesco Skills Programme hi h ffwhich offers:• After School Football Coaching• Holiday Football Coaching• Holiday Football Coaching• Nearest Centres run at:• Bucklers Mead School, Yeovil,• Taunton Vale Sports Club, Taunton

•Website: tescoskills.thefa.com/ for Skills Videos, Games and much more


Coaching Recommendationsfor Players Aged 12-16y g

Coaches should continue to prioritise a positive learning environment (as recommended in the 5 11 learning environment (as recommended in the 5-11 section), ensuring methods and content are made appropriate to the age and ability of the players in this age-range. g g

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Ensure Practices are Relevant and Realistic

•Realistic passing, receiving and possession practices which i i f d di icreate appropriate pressure, interference and distraction

will help young players develop their awareness and game d diunderstanding.

•Become more effective ‘off the ball’. Develop an d t di f t t t t t dunderstanding of movement to support team‐mates and

how to create and exploit space. D l i di ti d i kill t f•Develop scanning, predicting and assessing skills to form a ‘picture’ before receiving the ball.


Develop Basic Tactical Understanding

• Introduce players to the 6 phases of the game: Att ki h t ‘i b l ’• Attacking when opponents are ‘in balance’ • Attacking when opponents are ‘out of balance’ • Defensive play whilst ‘in balance’Defensive play whilst in balance • Defensive play whilst ‘out of balance’ • The finishing phase • Goalkeeping

• These 6 phases are those set out in the FA Future Game documents


Introduce Some Position Specific Practices

•As players get older they will begin to recognise the i ifi f i i h i l i hi hsignificance of practice sessions to their role within the team. S ifi i i l i h ld b i d d• Some specific positional practices should be introduced as appropriate. Thi h ld b b l d ith i l i d• This should be balanced with experience playing and practising in different positions.


Encourage Player to be Self-Reflective

•Players should be encouraged to reflect on their ff i i i d d h ll deffectiveness in practice and games, and challenged to think about how they may improve next time. Thi b d i di id ll i ll• This process may be done individually, in small groups or collectively. It b h d if th t / l d th h• It may be enhanced if the team/player and the coach discuss realistic and achievable challenges and goals to

k t dwork towards.


Encourage Creativity

•Coaches should continue to encourage players in this age b i b d i i h ll i igroup to be creative by designing challenging practice

sessions. M h kill f i ff i i d l•Master the skill of posing effective questions to develop the players’ active involvement in the training and learning process. • Encourage players to think, examine, judge and evaluate to fi d th i l tifind their own solutions.


Coaching Dos and Don’ts

In conclusion here’s some simple dos and don’ts to think about . . . .

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Coaching Dos !

DO give all players equal playing time. DO i l h h l i diff i iDO give players the chance to play in different positions. DO praise effort and positive outcomes. DO l h d i i iDO plan themed training sessions. DO provide your players with as many touches of the ball

ibl d i t i ias possible during training. DO use a variety of coaching styles to convey your

t th lmessages to the players. DO put individual child development ahead of short‐term t iteam gains.

Coaching Dos and Don’ts 46

Coaching Don’ts !

× DON'T play only your best players! DON'T i h l l i h i i !× DON'T pigeon‐hole players into the same positions!

× DON'T shout constantly at your players during the match! DON'T i i d d× DON'T turn up at training unprepared and attempt to “wing it”! DON'T h l t di i li d i l f th× DON'T have players standing in lines, doing laps of the pitch or press‐ups! DON'T k i t ti l t hi hli ht i t k !× DON'T keep interrupting play to highlight mistakes!

× DON’T allow a “win at all costs” mentality to cloud your d i i !decisions!

Coaching Dos and Don’ts 47

KEEP CALMKEEP CALMAND

LET THEMLET THEMPLAYPLAY

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Documents

ACYFC Coaching & Player Development Philosophy · Coaching Philosophy 14. Player Development ... •Outline rights and responsibilities to players. Refer to FA