WORK-BASED LEARNING · 2012-05-23 · “Every session looks good on a piece of paper. It’s how you coach it that matters”. “It’s more than just touches a kid needs to develop,

WORK-BASED LEARNING

SCHOOLS INITITIATIVE 6-WEEK PROGRAMME

6 WEEK PROGRAMME Introduction – Outline of 6 week programme Checklist – 24 balls, 24 bibs (4 sets), cones, 30x30 area Specific Age Footballs – Size 3s = 5-9yrs. Size 4s = 10-12yrs Content - Week 1: Dribbling Week 2: Turning Week 3: Games relating to Week 1 & Week 2 Week 4: Passing Week 5: Passing Week 6: World Cup or Champions League – Games Quiz the players of key points from each week and ask them to tell you why they think they’re important to use during matches

WHY COACH PLAYERS? •  Helping all players to

achieve their potential •  Encouraging all players

to maintain their involvement in football

•  Being fair and honest to all players

•  Making football enjoyable

•  Opportunity to have

a massive and important influence on the future of your community and country

THE COACHING CYCLE

PLAN PREPARE

EVALUATE CONDUCT

THE COACHING PROCESS

1) Observe the Practice

2) Diagnose Problem

6) Play live from Situation

5) Rehearsal of Performance

3) Recreate Situation What happened?

4) Provide Feedback

PRIOR TO A SESSION •  Mark out area

•  Set of bibs

•  Medical Kit

(emergency phone) •  Any special needs

(e.g. inhalers)

•  Are the balls pumped up & right size?

•  Is the playing area &

equipment safe and appropriate?

•  Weather

•  Number of players – Transition between activities

CONDUCTING A SESSION

Coaching Styles – Autocratic Democratic Guided discovery Question & answer

“Every session looks good on a piece of paper. It’s how you coach it that matters”.

“It’s more than just touches a kid needs to develop, it’s

learning to make the right decisions on/off the ball”.

AUTOCRATIC BENEFITS

•  Sessions can progress

quickly •  Safe activity as the

coach has tight control •  Athletes know what is

required •  Suitable for large

groups

•  Information is transferred quickly

LIMITATIONS •  Fails to motivate athletes •  Creativity is discouraged •  No individual involvement

in learning •  Self discipline is not

developed •  Athletes do not develop

decision making abilities

DEMOCRATIC BENEFITS

•  Athletes develop

decision making skills

•  Encourages a sense of responsibility

•  Empowers athletes to learn and help each other

•  Increased feedback from the coach

LIMITATIONS •  Process can be time

consuming

•  Decision-making could be wrong initially

•  Coaches may not be able to maintain control

•  ‘Too many voices’

GUIDED DISCOVERY BENEFITS

•  Empowers athletes to

make decisions

•  Players uncover solutions for themselves

•  High interaction between player and coach

•  Increases motivation and understanding

LIMITATIONS •  Difficult to ask the right

questions

•  Coach need to be highly skilled and experienced

•  Athletes may not know the answers

•  Can be a lengthy process

QUESTION & ANSWER BENEFITS

•  Encourages group

interaction

•  Allows athletes involvement

•  Generates a rapport between coach / athlete

•  Provides coach with learning effect

LIMITATIONS •  Time consuming

•  Heightened anxiety if athlete is unclear on solution

•  Athlete questions coaches knowledge

•  Type of question – open / closed

WBL School Curriculum - 6 Week Programme Week 1: DribblingTime Type Learning Activities Coaching Points Q & A Method

15mins Techinal

Warm

Up

Captains Deck

Area size: 25 x 30

Each player dribbles the ball inside the area.

Coach shouts ‘Captain On Deck’ players must stop the ball and shout

‘Aye, Aye Captain’ with a salute sign.

Coach shouts out ‘Scrub The Deck’ players must travel to the shaded

Progression 1: The coach will have a cone in their hand. When the coach

shouts ‘TREASURE’ the players must scan and react to the direction the

must dribble their ball to that direction and stop on the line.

Mix up where you want your players to go. For example ‘TRESURE at the

Keep the ball close

(inside, outside, laces)

Keep head up but know where

the ball is

with pace

area to turn with the ball

Use body to shield/protect the

use when dribbling?

why?

Do we keep our head up, and

why?

Where do we dribble? into

space? with pace, why?

Use these Q & A Methods during the session or in the debrief. Each intervention must be 30 seconds long

20mins Skill

Practice

Gladiator

Every player must have a bib, hanging out like a tail.

3 gladiators inside the middle zone with a ball each, and must not

step into the end zones.

end zone, while the gladiator’s attempts to steal their bibs.

Each gladiator who steals a bib is awarded a point.

retrieve it and continue to play.

Progression 1: Players must dribble past the gladiator with a trick.

Keep the ball close



the ball is and scan the area

with pace


Be positive and take chances

Decision making:

When to move - When a player

awareness)

and direction

20mins

4 Goal and 2 Goal Game

Players must dribble through the gates to score a point.

games.

group plays, whilst the other group sits out until its their turn to play.

12 players starts the game.

with drinks.

Keep the ball close




with pace


Players aim to play with width

and depth - do not bunch

Decision making:


awareness)

and direction

To pass or to dribble?

Did the players support? Did

they communicate well?

WBL School Curriculum - 6 Week Programme Week 1: DribblingTime Type Learning Activities Coaching Points Q & A Method

15mins Techinal

Warm

Up

Cars

Area size: 30 x 25

Each player dribbles the ball inside the area.

Yellow Cone = Family Car (Steady pace).

Red Zone = Stop

Players to make car sounds such as the engine noise, brake noise

when they stop and horn any incoming cars which are too close.

Progression 1: Tell the players, there is always a crazy driver out on the

road. Ask the players who wants to be the crazy driver. That crazy driver

can now tackle or kick the players balls away, whilst keeping his or her ball

Keep the ball close



the ball is

with pace



use when dribbling?

why?

Do we keep our head up, and

why?

Where do we dribble? into

space? with pace, why?

Use these Q & A Methods during the session or in the debrief. Each intervention must be 30 seconds long

20mins Skill

Practice

1 v 1 and 2 v 2

Divide the area into 3 zones/channels.

Start the practice with 1 v 1.

down that player, and attempt to win the ball.

The attackers must receive the ball and attempt to dribble pass the

swap roles and the waiting players continue to play. For example the

Keep the ball close




with pace


Be positive and take chances

Decision making:


awareness)

and direction

20mins

4 v 4 with 4 Targets

Teams must pass the ball to the targets to score a point.

Players must dribble the ball to enter the zone/channel.

Each end zone has 1 target and the middle zone has 2 targets.

group plays, whilst the other group sits out until its their turn to play.

12 players starts the game.

with drinks.

Keep the ball close




with pace


Players aim to play with width

and depth - do not bunch

Decision making:


awareness)

and direction




WBL School Curriculum - 6 Week Programme Week 2: Turning

Time Type Learning Activities Coaching Points Q & A Method

15mins Techinal

Warm

Up

Space Fighters

Area size: 25 x 30

Tell the players that your the commander, and must protect Earth

from an Alien invasion (commander shouts ‘Space’ players shouts

‘Fighters’ Space...FIGHTERS!).

Fighters must dribble the ball inside the area and destroy the alien

3 players volunteer to be aliens and must repair their bases by

Progression 1: The Aliens has a new weapon due to their advanced

foot.

Identify area to turn with ball i.e.

and Cruyff turn etc

Arms out for balance, feint,

dummy

Acceleration away from

defender or into space

Knees bent, head up and down

Change diredtion at pace

suprise

Why would we use a turn

during a match?

ball close to our feet?

20mins

Practice

Find A Goal

The players must dribble the ball through the gates.

another gate.


and Cruyff turn etc


dummy





suprise

see space (Head up developing

awareness)

and direction


during a match?


20mins SSG

4 Corner Game

4 v 4 inside the area.

2 players for each team inside the designated corners.

Teams are awarded a point, when the player dribbles the ball to their

Conditions

Pass the ball to each team mate before going to the corners.

Score a point within 15 seconds.

1 or 2 touch football.

Apply these conditions if you feel the players are competent with the ball

and understands the SSG.

Keep the ball close


and Cruyff turn etc


dummy





awareness)

beat pass the defenders

and direction




WBL School Curriculum - 6 Week Programme Week 2: Turning

Time Type Learning Activities Coaching Points Q & A Method

15mins Techinal

Warm

Up

Home Run With Body Parts

Area size: 25 x 30

Two teams with 3 players on each corner.

person and shout ‘Yeah’.

When there is 4 balls remaining, the coach must shout out a body

part and the players must have their body parts touching the ball in

have their elbow touching the ball.

Progression 1: The players must dribble around the cone, leave their ball in

the middle and run to the next cone for the home run. After the teams

foot


and Cruyff turn etc


dummy





suprise


during a match?


20mins

Practice

Follow The Leader

All players have a ball each and must get into pairs.

The players will dribble inside the area, the player who is following

the leader will try and maintain a close distance.

Start at a jogging pace then increase the intensity.

Progression 1: The coach will have a white and yellow cone in their hands.

must get to the yellow corners


and Cruyff turn etc


dummy





suprise


awareness)

and direction


during a match?


20mins SSG

4 Corner Game

4 v 4 inside the area.

2 players for each team inside the designated corners.

Teams are awarded a point, when the player dribbles the ball to their

Conditions

Pass the ball to each team mate before going to the corners.

Score a point within 15 seconds.

1 or 2 touch football.

Apply these conditions if you feel the players are competent with the ball

and understands the SSG.

Keep the ball close


and Cruyff turn etc


dummy





awareness)

beat pass the defenders

and direction




WEEK 3 – GAMES Fun games Give the children the opportunity to play 2 of the fun games covered in weeks 1 and 2. Bib up into 4/6 teams, and cone off 2/3 pitches. Have the players sitting in their teams. Quiz – ask the players to give you the themes and key points from each week and ask them to tell you why they think they’re important to use during matches?

If they answer correctly (which they will) allow them to play a tournament for the second half of the session.

WEEK 3 – GAMES cont….

WEEK 3 – GAMES cont….

Session Requirements: •  Pitch size 30 x 20 •  4 v 4 or 5 v 5 •  Two Goals, Two Keepers •  Four pairs of cones arranged as according to the diagram

Rules: There are two ways to score in this game 1.  One point is awarded for each time a player dribbles through the

attacking gates and crosses the ball 2.  Two points are awarded for scoring a goal past the keeper

WBL School Curriculum - 6 Week Programme Week 4 & 5: PassingTime Type Learning Activities Coaching Points Q & A Method

15mins TechinalWarmUp

Find A Gate

Area size: 30 x 30

Players get into pairs and perform basic passing, through the gates.Start with strongest foot, then progress to weakest foot.Vary surfaces. E.g. Receive the ball outside the gate with inside right, and pass the ball to your partner with inside left through the gate and vice-versa.E.g. 2. Receive the ball outside the gate with outside right and pass the ball to your partner with inside right through the gate and vice-versa.

Progression 1: Pairs must move around the area and pass the ball to each

a minute, ask the players how many passes they completed.

Progression 2: Make the gates smaller.

Look at target and focus on the ball

Non-kicking foot alongside ball in a comfortable position

Strike centre of ball

Firm ankle

Follow through towards target

On toes, get in line with ball

Decide and present surface towards ball - relax on impact

How can you make the pitch big to pass to?

How do you support your team mate? Move into space? Call for the ball? Good communica-tion?

Pass type - short or long?

Why do we receive the ball with an open body?

Why do we scan before and after receiving the ball?

20mins SkillPractice

Possession Game

3 Teams.2 teams starts inside, while the other team starts as support players.Each team has a ball and must pass to every member before passing into the support players in the corners.The teams must pass to a different support player from the last corner.Rotate players after 2-3 minutes of play

Progression 1: Take one ball away and make it a 4 v 4 game

Pass the ball to each team mate before going to the corners.Win back the ball within 15 seconds.1 or 2 touch football.

Apply these conditions if you feel the players are competent with the ball and understands the skill practice.




Firm ankle









20mins SSG

4 Corner Game

4 v 4 inside the area.2 players for each team inside the designated corners.Teams are awarded a point, when the player receives the ball in their corner.The player in the corner either must pass to their team mate to retain possession or to cross the ball to create a scoring opportunity

Conditions

Pass the ball to each team mate before going to the corners.Win back the ball within 15 seconds.Score a point within 15 seconds.1 or 2 touch football.

Apply these conditions if you feel the players are competent with the ball and understands the SSG.



Strike centre of ball - Firm ankle




Width & Depth - Do not bunch

If a team hits the ball at overhead height. The opposition are awarded a goal / point.

NO OVERHEAD HEIGHT



Find A Gate (Fire)

Area size: 30 x 30

Players in 3s.The players on the outside must pass the ball to the middle man. The middle man must receive the ball with an open body.Rotate players after middle man has received 10 passes.

Progression 1: The four players inside the area must dribble around and

a different colour gate from the last. After a minute, ask the players how many passes they completed.

Progression 2: Make the gates smaller.

FUN: The coach shouts ‘I’m on Fire’ the players on the inside must make a




Firm ankle










Possession Game

2 Teams.Start the activity by having the team passing the ball to each member before passing into their own target man in the corners.Once the team completed this, continue and pass the ball to a target man in a different corner.Rotate players after 2-3 minutes of play.

Progression 1: Take one ball away and make it a 4 v 4 game.

Pass the ball to each team mate before going to the corners.Win back the ball within 15 seconds.1 or 2 touch football.





Firm ankle









20mins SSG

4 Corner Game

4 v 4 inside the area.2 players for each team inside the designated corners.Teams are awarded a point, when the player receives the ball in their corner.The player in the corner either must pass to their team mate to retain possession or to cross the ball to create a scoring opportunity

Conditions

Pass the ball to each team mate before going to the corners.Win back the ball within 15 seconds.Score a point within 15 seconds.1 or 2 touch football.









If a team hits the ball at overhead height. The opposition are awarded a goal / point.

NO OVERHEAD HEIGHT



Find A Gate (Fire)

Area size (grid) 10 x 10 min 15 x 15 max

5 players inside the grid1 ball in each gridEach player number themselves between 1-5, and pass in sequence.

Progression 1: The players continues to pass in sequence and number 5 must pass the ball into number 1 in the next grid. The coach decides which direction the ball should go. Clockwise or anti clockwise.

Progression 2: Players continue to pass in sequence in their own grid until the coach calls out a number. For example, if number 3 is called. That player who is number 3 must pass the ball into number 1 in the next grid and follow their run. The players continue with a new team mate taking over the number 3 slot.




Firm ankle










Possession Game

1 v1 with 3 overload players.3 players inside the grid - 2 players outside the grid.2 v 1 in the middle.Rotate players after 2-3 minutes if play.

Conditions

Make a total of 5 passes before passing into the players outside.Win back the ball within 15 seconds.1 or 2 touch football.





Firm ankle









20mins SSG

Quick Passing SSG

2 v 2 inside the area.4 overload players in total, 2 outside in each grid.1 target man in each team.Teams awarded a goa/point if the players pass to their target man.

Conditions

Make a total of 5 passes before passing into the target man.Win back the ball within 15 seconds.Score a point within 15 seconds.1 or 2 touch football.









Can the players pass the ball to their targets with accuracy?

Receive the ball with an open body?

touch?

Do players move into free space, after they pass?

Do players communicate?

Do players play with a high intensity?

WEEK 6 – WORLD CUP / CHAMPIONS LEAGUE

Bib up into 4/6 teams, and cone off 2/3 pitches. Have the players sitting in their teams. Quiz – ask the players to give you the themes and key points from each week and ask them to tell you why they think they’re important to use during matches? If they answer correctly (which they will) allow them to play a tournament for the second half of the session.

WEEK 6 – WORLD CUP / CHAMPIONS LEAGUE cont….

WEEK 6 – WORLD CUP / CHAMPIONS LEAGUE cont….

Session Requirements: •  Pitch size 30 x 20 •  4 v 4 or 5 v 5 •  Two Goals, Two Keepers •  Four pairs of cones arranged as according to the diagram

Rules: There are two ways to score in this game 1.  One point is awarded for each time a player dribbles through the

attacking gates and crosses the ball 2.  Two points are awarded for scoring a goal past the keeper

!"##$%&'())*%%+",%+-./0%12304%25%6070892:%

Description What happened?

Feelings What were you and the players thinking

and feeling?

Evaluation What was good and

bad about the situation?

Conclusion What else could you

have done? Analysis What sense can you make of the

situation?

Action Plan If it arose again

what would you do?

;0$8<"=92:%

!  "#$%&'%()$*+,-.&-/&01%&%2+%$*%.)%&341%.5&41%$%5&41607&

!  81-#9'&1%9+&:-#&0-&;%0&)9%6$&>?.-&16++%.%'&6.'&4160&01%&@.":%5.8-2<$&4%$%&

!  81-#9'&-#09*.%&01%&01*.;(&:-#&6$%&;-*.;&0-&$%<%)0&#+-.&2:4A%

B004":/$%C%DEFG%

!  =26>*.%&:-#$&01-#;10(&6.'&/%%9*.;(&?  @%/-$%A&B#$*.;A&CD%$&

!  E%%9*.;(&16F%&6&>6((*F%&"@=.8-&-.&01%&46:&*.&41*)1&:-#&G%16F%&H&6)0&

!  I-4&'*'&01%:&*.<#%.)%&01%&(%((*-.&?  B%)*(*-.&>6J*.;&?  @%16F*-#$&?  K.0%$6),-.&4*01&01%&+6$,)*+6.0(&

!  L6:&4*(1&0-&)-.(*'%$&+96:%$M(&/%%9*.;(&

HI.4J.92:%

! N160&46(&;--'&6.'&G6'O&?&=F69#60%&*.&6&'%()$*+,F%&>6..%$&

&!  P-#&)6.&9*.J&01%&+$%F*-#(&Q&(%),-.(&1%$%&

? N160&16++%.%'&9*.J%'&0-&/%%9*.;(&

!  R1*.J&6G-#0&)-6)1*.;&G%16F*-#$(5&'%)*(*-.&>6J*.;5&6.'&(0$#)0#$%&H&)-.0%.0&-/&01%&(%((*-.&

K:.4A$"$%!  C.69:(*.;&01%&%2+%$*%.)%&(1-#9'&1%9+&:-#&0-&>6J%&(%.(%&-/&01%&(*0#6,-.&

!  N1:&'*'&01%&(*0#6,-.&16++%.&&&6(&*0&'*'O&?  S-6)1&3E==TKUV87&?  "6$,)*+6.0(&?  =.F*$-.>%.0&

!  N1:&'*'&01%&;--'&6.'&G6'&01*.;(&16++%.O&?  R1*.J&6G-#0&01%&(-#$)%&-$&)6#(%&-/&01%(%&01*.;(&

L2:84J$"2:%C%M%=.<-%=<280$$%

!  WX&C99-4(&:-#&0-&)-.(*'%$&01%&41-9%&%2+%$*%.)%&?  D?.-%320$%"-%@0.:%52<%A2JG%?  D?.-%?.I0%A2J%40.<:-G%?  N@=4"8.92:$%52<%-?0%O043G%

!  QX&C99-4(&:-#&0-&)-.(*'%$&690%$.6,F%&6++$-6)1%(&;*F%.&01%&(*0#6,-.&?  B*Y%$%.0&6),F*,%(&?  B*Y%$%.0&)-6)1*.;&

G%16F*-#$(&H&(0:9%(&?  B*Y%$%.0&'%)*(*-.(&

!  N160&2-?0<%2=92:$&'*'&K&16F%O&?  E-)#(&-.&*>+$-F*.;&01%&(%((*-.&

!  K>+-$06.0&0-&69(-&)-.(*'%$&01%&=2-0:9.4%82:$0PJ0:80$&-/&01%(%&690%$.6,F%(&

&!  P-#&)6.&'-&01*(&%F%.&*/&01%&

%2+%$*%.)%&46(&)->+9%0%9:&+-(*,F%&

K892:%Q4.:%

!  R1*(&*(&01%&>-(0&*>+-$06.0&+6$0Z&

!  C99&-/&01%&-01%$&6(+%)0(&(1-#9'&;*F%&:-#&#.'%$(06.'*.;&-/&1-4&0-&>-F%&/-$46$'&

!  U%%'&0-&)-.(*'%$[&?  NICR&NKTT&P\]&B\&U=^R&RKL=&?&DEFG%?  B\&K&U==B&E]_RI=_&T=C_UKUV&R\&B\&RIK8&?&DEKRG%

!  L6*.06*.&01%&+-(*,F%(&6.'&*>+$-F%&01%&9*>*06,-.(&

Documents

WORK-BASED LEARNING · 2012-05-23 · “Every session looks good on a piece of paper. It’s how you coach it that matters”. “It’s more than just touches a kid needs to develop,