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FA YOUTH MODULE 2 COURSE NOTES – RAHIM Z MOHAMED

ENGLISH FA YOUTH MODULE 2: DEVELOPING THE PRACTICE (LONDON FA -‐ APRIL 14-‐17, 2014)


DAY 1 – Course Introduction FA Youth Module 2 • For coaches of players between 8-‐16 • To help you understand more about Player Development, Coaching and Children

o To share ideas o To talk football o To take risks o To voice opinion o To be involved

Learning Outcomes 1. Identify how to build Observation Skills 2. Reflect up on and develop understanding of the Outcomes and Returns from practices 3. Understand the rationale for using Different types of practice(s) 4. Interpret key issues related to Age, Ability, Maturity & Experience & how they apply to

coaching 5. Understand the value of Planning & Evaluation – Reflection

Art of the gifted coach – Right Intervention, Right Time, Right Player

3 Things for Self-‐Reflection: • What went well • Even better if • I’ll change that Certificate Generated By: • Full Attendance • Signed off candidate pack • Resources:

o 3 resource booklet o Student DVD

• We Will Try o Add to your knowledge o Consolidate what you already know o Give your time to take notes, think and ‘Breathe’

Formative Assessment:

• Enables you to find out: o Where ‘you are’ in your learning (coaching) o Where you need or want to go next o How to best to get there

• Leading to your action plan


• This course is not ‘Assessed’ Where does your Experience and Knowledge lie?

The Aim of Practice: Technical: • Touch and evaluate skills / Variety & Quality / Diagnose • Skills that don’t break down under pressure Tactical: • Planned and instinctive action • Strategies • Pair/group Physical:

• General and specific skills • ABCs • Relevant to age

Psychological: • Decision making • Problem solving • Confidence/self esteem • Motivation • Resilience • Reflective and Resourcefulness • Independence

The Game

The Player

The Practice

The Environment


Social: • Teamwork • Belonging • Relationships • Communications

“Follow effective action with quiet reflection”… …”From the quiet reflection will come even more effective action” Group Task: What things do we remember from Module 1: • How do people learn • 4 Corner Model within the session • Develop the environment • Allow kids to have a say in their own development • Catering to different abilities • ABCs • Technical • Self-‐Esteem • Motivation • Differentiation • Managing Mistakes • Challenges • Whole Part Whole • Coaching Styles • Understanding your players • Age appropriate • Relationships between player and coach • Consolidation • Age bias • Physical maturity – growth • Individual development Remember the FA Youth Module 1? • In your groups Share your experiences What worked and what didn’t and any good practice

related to the things below: o Managing Mistakes o How players learn o Self-‐esteem o Motivation o Confidence o Fundamentals o The social corner


• Think about your behavior, philosophy, practice, Match day Review: The Environment: • Q1 – How have you managed mistakes to the players advantage • Q2 – How have you taken into account that players learn in different ways and different

speeds • Q3 – How have you helped to develop or maintain self-‐esteems, motivation and confidence • Q4 – How have you given the players more opportunities to make decisions and take more

responsibility for their own learning • Q5 – What do you now think are the key elements that make up a good learning

environment o Safe to make mistakes o Clear info o Relaxed info o Scenarios o Approachable coach

FA Youth Module 1 – Key Messages: • Prepare players for the demands o their game • Try to meet individual players needs (4 corners) • Always respect the child and listen • Always use appropriate methods and language • Try to never miss a “learning opportunity”

“In order to coach football to john – you have to know football but you also have to know john”

What makes an Effective Practice? • Clear learning focus (vision) • REPETITION of the focus • REALISTIC to the game • RELEVANT to the players • Challenging and Motivating • Benefit to all • Player ownership and responsibility • Simple and organized • Enjoyable

Real Evidence of Effectiveness = Transfer to the Game

Practice – Group Work • Plan, Deliver & Evaluate a practice – (20 min max) • Allocate roles – introduce – deliver – evaluate • Use the topics below or choose your own

o Developing short, incisive passing


o Whether to pass or shoot o Whether to dribble or run with the ball o Defending (any aspect) o Passing forward

• Select age and ability the practice is intended for • Plan and deliver to reflect Key messages from module one • Use the practice checklist to help plan and evaluate

DAY 1 – THE PRACTICE SPECTRUM A Practice ‘Spectrum’:

• Low to High • Low:

o Further from the game o Narrow focus o Specific returns à real technical detail and qualities (level 2 pointers)

§ No decision making o Ball Mastery

• High: o Closer to the game o Wider focus o Wider returns

An Emphasis From LOW to HIGH: HIGH (Game – forcing play through midfield) • Wide repetition • Lots of choices Varied movement other turns/interferences/opposition; Practicing & experimenting w/turning • Even less specific repetition • Even more choices to make Adding Movement & turns/interferences / Practicing & Experimenting with turning • Less sepcific • More choices LOW (Practicing a Turn)

Low: Decisions/Choices /

Inferences/ Opposition/ Pressure

High:


• Specific reprition • Training the body • Body little choices to make SEE SLIDE PICTURE The Step Principle: Differentiation The ability to create a series of progressive learning activities that allow every player to access the practice Space. Alter the space Task. Give different players different tasks (ie. Ball juggling without a bounce + ball juggling with multiple bounces) Equipment. Use different equipment to help players of different abilities acess learning People. Different numbers within the practice The ‘Pie’:

How much of each third? How are you going to build it up? Which slide is going to be the biggest?

Skill of the Coach: Right Practice – Right Players – Right Time

Skill development

Game Play Tactics

Technique and

Mechanics


DAY 2 – REVIEW DAY 1 5D’s: Desire Discipline Dedication Determination Drive

“The art of the coach is to make themselves redundant” – Andy Ritchie

Technique / Skill: Technique – Ability to perform an action on demand • How to do something • The mechanics of an action • From the Greek word ‘Techne’ or ‘Art’ Skill – Ability to perform a technique under pressure • Executing techniques with interference and/or opposition • Using the right techniques at the right time, and in the right place 1v1 Picture: Going from a Technique to a Skill • Is he fast • Is he big • Is he right or left footed • What’s in his mates • Where are his mates • Which technique is best • How fast shall I go • Which direction • When to do I act • What do my teammates expect Constant Process During the Game for a Player: Recognizing Assessing Planning Searching Adapting Predicting Developing Skills: • Searching – Recognizing – Planning – Assessing – Adapting -‐ Predicting • Working out – time, space players, opportunities, risks on and off the ball (96%)


• Recognizing cues, Triggers, and Patterns. What works, and what doesn’t, Learning how the game ‘works’

• Logging these experiences into memory • Learning how to use techniques; learning effective movement • Improving awareness; decision making; problem solving; learning how to think in the future • [see picture] Relevant Experience(s) enable players to build ‘Football Memory’ • …. A Collection of ‘mental pictures’ based on experience(s) which players ‘recall’ to help

them make decisions and solve problems [PERCEPTUAL SKILLS PICTURE] Skill Development: Essential Elements Practice Trial and Error Competition Physical Review:

ABC’s: Agility – changing direction at speed Balance – Dynamic – Balance on the move; Static – kicking a ball, protecting a ball Coordination – Speed -‐ Skill Execution: • Balance (Key) – To get into position, to adapt, execute, move on • Must look to build balance! • Confident and Motivated?

Physical & Psychological

Technical Ability


• Touch and Feel for the ball? • Focussed? • Outmuscled? • Outran? • Practiced? • Nervous? • Scared? • Tired? • Cold? • Valued? Repetition – Effects on the Body: • Repeated movements are stored as nerve impulses • Using repeated movements to strengthen pathways (ie. Broadband cable vs. dial up) • Nerve impulses ‘tell’ the muscles and joints to move in the way they have been repeated • A Myelin Sheath forms to insulate and speed up the impulses – make decisions quicker • Repetition thickens the myelin sheath • Repetition will normally lead to ‘automatic’ movements as the brain stores them and super

fast movement of nerve impulses CNS (Neural Pathway) are 95% established by age of 10 You lose movement skills if you do not maintain them The ‘Window’ to learn and develop never shuts, but it gets harder and slower to make changes and developments Myelination can go into early 20’s [see picture] Muscle Memory: • Repetition, trains the neural systems to learn actions to a point where it does not need to

‘think’ about them Physical Returns from a Match: • Most of Fundamentals +

o Turning/twisting o Lateral movements o Forwards, backwards o Sprints o Jumping and landing o Accelerating & decelerating o ‘Dyanmic’ movements

• Are players reapeating movements in practice? o How often? o How long?


o How intense? [Chart from Books -‐ Ratio or Percentages from General to Specific Movements] Early Specialization in Football or a Position? [see picture]

DAY 3 – REVIEW OF DAY 2 Differentiation is key – Utilizing the STEP Principle across the board Managing different age groups on the same field – Yet usually given one size fits all Manage Upwards

DAY 3 -‐ Opportunity and Experience: • Beginner

o Just come into the game o No clue what they are doing

• Intermediate o A little bit more experience

• Advacned o At academy o Game craft o Plays for county o Strong in youth system

• Expert o At the top level

• The journey from Beginner to Expert What May determine the stage the players are at or get to? • Access to the sport • Access to sports facilities • Coaches • Level of coaching • Parental Nurture • Nature • Socio Economic Status • Siblings • Age bias • Education • Luck/scenarios • Physical • Motivation


• Learning styles • Playing conditions • Support • Friends • Life experience and social experience From Slides – Opportunity vs. Experience • Age • Ability • Experience • Opportunity • Motivation and Drive • Economics • Socio/cultural • Luck • Others? Cogs of Development: • Ability (medium cog) • Motivation and Drive (small cog) • Opportunity + Luck (big cog) • How do you make sure GK’s get the same benefit from practices as outfield players? • Show how the adolescent growth spurt may affect the player and what coaches may need to

consider • What is a ‘Birth Bias’ and how does this affect player development in this country? • What could be some of the traits of talented players and how can coach’s deal help these

children? • How can a coach make sure they manage difference in the group? DIFFERENTIATION à MEETING THE NEEDS OF THE INDIVIDUAL • Rest • Time Off • Patience • Fair for the individual NOT the group • Psychological aspect of it • Social aspect of it • Physical aspect of it • Technical/Tactical aspect of it Timing and speed of growth spurt Different adolescent growth rates Access? – Now or the Future?


What is Talented? • Masters information quickly • Can jump stages in learning • Can detect and self correct errors in practice and games • Can reason ‘things out’ for themselves • Prepared to experiment and risk being wrong • Are self-‐directed and highly motivated Role of the Coach: To build an environment where individual talent can flourish, recognize, celebrate and then try to manage difference ‘Wheel of Fortune’ [Picture] How can we get more on the Wheel

DAY 4 – REFLECTION Intended Learning Outcomes:

1. Identify how to build observation skills 2. Reflect upon and develop understanding of outcomes and returns from practices 3. Understand the rationale for using different types of practice(s) 4. Interpret key issues related to Age, Ability, Maturity & Experience & how they apply to

coaching 5. Understand the value of Planning and Evaluation – Reflection

Module 3 – for coaches that coach players ‘Regularly’ 4 days training/learning + 2 hour assessment • Pre course – identify 6 areas of development for their players

o Identify 6 areas of development as a coach • The course is log book based • The assessment optional but within 2 years of training • You must pass assessment to get an FA Youth Award • You will get a certificate of attendance after training Assessment – Up to 2 Hours in total • Log book completed • Interview – including checking understanding of issues from module 1 and 2 • Practical Topics x2 taken from the log book. Selected by tutor on the day Practical assess with uor players either at a regional centre or in a club if there are required candidates (at least 2) Book on course through FA Learning


Comment’s From Andy: • Size of area and nailing the learning focus that sets you apart. • Coaching interventions • Environment You might need to show respect you need the right size pitch! Final thoughts: • Ensure Realism, Relevance, Repetition • Enable trial and error and competing • Consider where on the spectrum players NEED to be • Get the organization right • Allow players the chance to self correct • Talk less, observe more • Maximum impact minimum stoppage • Use the right interventions at the right time for the right player(s) for the right moment • Don’t jus look at the physical • Be mindful of the impact of growth spurts • Be aware of impact on birth bias • Recognize different and then manage it • Evaluate to plan and improve next time BE Patient BE yourself Be There Assume players can do Don’t assume they cannot

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