Transcript ECB CA National Conference 2006

US YOUTH SOCCER
adidas Annual Workshop and
Coaches Convention 2006
Teaching Games for Understanding
Some opening thoughts
There is no ‘single’ right way to coach –
there are approaches that do not deliver our
outcomes.
 Most coaching approaches are
developments, not ‘eureka’ moments.
 Development is often most productive when
coaches work together.
 Theory and practice can mutually inform
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Why did TGfU start?
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An apology to PE teachers – pre 70s/ post 80s
Traditional approach Warm up, skill , game (with
the emphasis on skill - technique) often
- failed less and most skilled.
- failed to exploit intrinsic motivation.
- failed to develop perception and decision
making.
- teacher/coach dependent
Why Do People Play Sport?
You say
Why do people play sport?
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Affiliation
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Competence
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Sensation
TGfU – the model (1982)
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Player enters
• Game Form (selected with below in
mind)
• Game Appreciation
• Tactical Awareness
• Decision Making -What to do How to do
it (embraces when and why)
• Skill (individually based)
TGfU and ‘skill development’
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This is not just what the soccer players call ‘roll
the ball in’.
The games are carefully chosen and progressive.
Certain key points can be addressed to the group
(usually tactically)
Once the games are underway the coach is able to
step in and help individuals or small groups with
appropriate challenges.
TGfU
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What to coach arises from the game and is
always related to the individual(s).
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But isn’t this what happens at World level?
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Time for the cycle could be a lesson, or
years. Key is readiness.
A word about learning
My soccer pedigree
 Don Bradman’s pedigree
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To be skilful – you have to repeat the skill
many thousands of times – why would you?
 Intrinsic motivation – coach dependence.
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How did you learn to play
soccer?
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Consider how much play, how much
coaching.
If play how did you know what to do?
 Observational Learning
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Did you always want to do what the coach
was doing???
The Game is on-going – so?
Only step in if you are sure your coaching is
going to be positive.
 Traditional approach to coaching and coach
education has been to identify faults and
expect the coach to set to work.
 Key have you the time to correct, or, add.
 Is it relevant to the player.
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Learners Learn
coaches only help this process - sometimes
The Coaches Skill Level
Games Sense – Australia – coaching
 Reactions to Aussie and Kiwi sport
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Making Sense of Games – TGFU
 It makes sense to play games – play sport
that became TOP play and TOP sport (YST)
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Some thoughts from other sports
New Zealand Rugby
 USA Basketball
 Brazilian Football – UK coaches!!!
 Australian Hockey
 and what of Pakistan Cricket
 Proposition ‘play’ and ‘situational practice
with player responsibility’ are common.
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Why now for coaching – 24years
after the first publications?
Fitness, nutrition, technical analysis, etc –
the machine is primed.
 Some approaches to sports psych
BUT have we looked at decision making and
skill acquisition carefully enough.
Have we developed logical long term
programmes to develop these aspects?
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Decision Making
The limited concentration channel
Where is attention?
 Perceptual – response coupling
Practice outside the game?
 Time and pressure
 Dominant Responses
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Do we coach too much?
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The Lesson
Improved performance or improved learning?
Are we disobeying some basic skill acquisition
findings – 2 examples
The playing career – or the winning juniors?
Are age group coaches developing the attributes
the senior player requires?
 How do we judge an effective coach?
The Learning Environment
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If the keys to development are appropriate
challenges, appropriate models and lots of goes –
surely much of your coaching task is to set the
learning environment.
Shifts coaching style toward questioning and don’t
forget the game sets the question.
The players solve it – they learn.
The Inner Game – Gallwey (Whitmore)
So – with this in mind?
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The key is to set the appropriate game
 For the mum and dad helping – we
(experienced youth coaches) set the
games and give some clues as to
progression.
 For the experienced coach, the key is to
develop the games that challenge the key
elements required.
So what game? - early
Mini Games
 Is an invasion game the best way to start?
 Target Games, Fielding Games, Court
Games.
 Possession v Distribution
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So what game? Moving on
Small sided soccer games – adapted to meet
need – the game sets the problem and
provides the solution.
 Use other game with other skills to
emphasise tactical awareness.
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Games – more advanced – full
sided games
Empowering
 Non-threatening risks
 Leaders on the field
 Individual programmes.
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Graeme Robson Coach Support
Manager, NZ Academy
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Perhaps with our community coaches we
should concentrate on Games sense in the
lessons and bring back the backyard games.
Darren Shand NZ All Black
Manager
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… austere, narrow minded, coach
dominated regimes have gone the way of
the dodo.
Coaching
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If we are to propose that coaching is a ‘profession’
we should reflect and develop.
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You do not get the edge by copying, but you can
learn from others.
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I hope the session has given you a few things to
think about.
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Thank you