Transcript Presentation Title - The Football Association

Welcome
Licensed Level 3 + 4 Coaches
Huntingdon Regional College
The Day Ahead
10:15am – 11:15am
Learning
John Allpress - National Player Development
11:15am
Break (Cafeteria available)
11:30am
Goalkeeping – How Goals are Scored
Andy Poole – Senior Regional Coach
12:45pm
Lunch
1:30pm
UEFA A Masterclass – 11 vs 11
Geoff Pike – National Coach Educator
2:45pm
Questions and Licensed Coaches Feedback
3:00pm
Home
What’s Good & How Can We Help More?
• Please let us know what is useful from today and what could enhance the
programme at the point of delivery
• Use post it’s
• [email protected]
Learning Workshop
John Allpress
Whole – Part - Whole
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Whole Versus Part Practice
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The whole method of practice is obvious: The whole technique is practiced intact.
The part method is actually the whole-part-whole method. You can teach the
whole method as just outlined, practice it in parts, and then may wish to
recombine the parts back into the whole via practice.
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What’s the best method to use? When possible, it’s best to practice the whole
technique; this avoids spending time combining the parts back into the whole and
helps your athletes learn how to use the technique in the context of a contest.
However, if the technique is so complex that athletes can’t develop a good mental
plan (the first stage of learning), then you may wish to break the technique into
parts.
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Consider that we want the players to get better at playing the game of football;
and that the parts may help this; but be careful of the players get good at the
practice; not the game of football
Building Attacks – The Whole-Part-Whole
2 - Keeping Possession
1.
1 ball – 8 vs. 4 + GK’s (rotate 4 defenders
regularly)
2.
Yellows – try to keep the ball and utilise
the GK’s in doing so (back pass law
applies). One point for every 5 passes
made.
3.
Reds – try to win it and keep it for 3
passes – if they do, then they get to swap
with 4 yellows and become attackers
1 – Keeping & Risking
Three groups – 2 of 5, 1 of 4 (or
whatever numbers you have)
2.
GK’s included in a team as players (need
to be able to use their feet)
3.
Keep ball practice. Blues try to keep it
from yellows. 5 passes equals a goal –
can use red players to help keep
possession but if it is played to the
outside your passing score counter
returns to 0 (and you start again).
4.
Help players recognise when to play a
scoring pass and when to make sure you
keep possession
5.
Swap outside players
Game
1.
Yellows vs. Reds – 7 vs. 7 – in a 1-3-2-1 formation.
Recognise when to play forward and when not to.
2.
Players are not locked into their areas. Can move
freely.
3 – Building Attacks
3
1.
1.
8 vs. 4 + 2 GK’s
2.
Yellows – Keep possession and use GK’s
to help and try to get to 5 passes. When
you get to the 5th pass – attack the goal
which is farthest away from where the
5th pass is completed (half-way line acts
as guide for players to see which goal is
farthest away). Remind it isn’t essential
that they attack on the 5th pass- it may
take more passes to set up the
opportunity to attack (6 or 7 or 8 or
more)
3.
Reds – try to win ball back and counter
attack into either goal
Challenges + Coaching Points to help your Players
Examples of Challenges Around Possession
Other Challenges that may suit Individuals
1. Try to let the ball run across your body
1. Try to recognise when to follow an opponent short and when
to hold your position
2. Try to face forward before you receive the ball
2. Try to identify when to mark space and when to mark players
3. Try to leave the ball playable for the next player
3a. Try to lend it to someone else and get it back (1-2’s)
3. Try to recognise when to press and when to drop
4. Try to recognise when to risk it and when to keep it
4. Try to mark ball-side
5. Try to play forward (pass, run with)
5a. Try to pass between opponents
5b. Try to bypass as many opponents as you can
5. Look for opportunities to switch play
6. Try to recognise when to support behind the ball and when
to support in front of the ball
6a. Try to recognise when to join the attack and when not to
6. GK – when to push defence up
6b. GK – when to play short and when to play long
7. Try to look for passes into the forwards feet
7b. Try to link up passes from midfield
7. When to use skills and tricks to beat an opponent
Notes for Coaches
1.
Try to use the challenges to help the players to decide the best thing to do for the situation
2.
Try to select challenges that fit the area of work
3.
Try to recognise which player(s) needs a new/different challenge (recognise when to stop the whole group and when you
can speak to an individual
4.
Allow players to choose their own challenges (even if it doesn’t link directly to the theme - so it’s their own syllabus)
Questions
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What did you notice about that?
What is going to stop you from...........?
How do you know if or when you can......?
What or who can help you to .............?
Are there any other ways to.........?
What made your mind up to make that decision?
What might you try next time?
What the hardest bit about this?
How does this link to the game?
Goalkeeping Workshop
Andy Poole
Goalkeeping Workshop
• By the end of the session;
• Consider ‘how and where goals are scored’
• Consider the implications for training and preparing your
goalkeeper/ outfield players for the game
• Design practice based around the information
• Observe and review practical work
• Review workshop
Goalkeeping Workshop
• Housekeeping;
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Fire alarms
Toilets
Mobiles
Practical
Goalkeeping Workshop
• Task;
• How are goals scored?
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Distance from goal?
How many touches?
What type of finish
Second phase?
Set plays?
• In your groups discuss the above –
think back to your last game/s, Euro
2012?
EURO 2008 : 75 GOALS
(16)
40
16 / 10R
8 / 0L
(24)
4
1
•62 Goals 1 Touch
•40 within 12 yards of the goal (Central)
•1goal from the D, 5 from outside the box
•16 headers / 3 Penalties / 2 CFK’s
Goalkeeping Workshop
• How would this type of information effect your;
• Practice/ training sessions/ match preparation?
• For Goalkeepers, Defenders, Midfield and Attackers?
• Can you build into your sessions a benefit for the
Goalkeeper?
Goalkeeping Workshop
• Task
• Based on the information
• In pairs/groups; design either
• Technique
• Skill
• Game Related Practice
• 1 pair/group to present 10/15 minutes, to the group
their ideas in each of the areas
Goalkeeping Workshop
• For example;
• Increase the amount of practices with GK not
static and having to move into line of the ball
• Reduce number of practices which are
predictable
• Varying types of service
• Strikes from inside v outside of the box?
• ‘Reaction’ themed practices – GK on the move
• Role of coaches? Is there a need to change the
type of practices used with players
• Opposed v unopposed practices
Goalkeepers – Good Practice
• Include GK in your planning at the beginning – not as an
after thought
• Give them relevant tasks – GK starts
practice/server/score by getting ball into GK hands
• GK needs to make decisions for themselves
• Make distances, angles, rules realistic?
• Be ‘active ‘ in the practice
• Ensure other players are aware of what the GK is
working on – playing from the back, throwing, goal kicks
• Devise practices specifically for the GK
• Give them confidence and deal with mistakes sensitively
Shooting Practices
• Some tips;
• Consider the area, size of goal, ground conditions..
• Control the practice – don’t expect GK to make save
after save, allow time to ‘set self’
• Work with right size ball
• Consider the physical demands
• One ball at a time
• Need to be realistic
• Involve other players – defenders, midfield…
UEFA A Workshop
Geoff Pike
UEFA A Objectives/Candidate Competencies
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Operate effectively in all coaching situations at the highest levels of youth and/or senior
football.
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Plan, organise, conduct and evaluate practical coaching sessions on all aspects of play.
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Successfully employ various coaching and teaching methods and styles as appropriate,
and relevant to the needs of the players and team.
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Understand the importance and timely application of the various theoretical aspects
appropriate to, and relevant to, the role of coach at the highest level.
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Maintain the highest standards of personal and professional conduct to promote the game
and The Football Association
UEFA A Framework
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From start to completion: 5 YEARS (including all re-assessments)
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From start to first assessment: 3 YEARS
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No limit to re-assessment opportunities.
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E.g.:
Part 1
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Part 2
Assessment
Deadline
2011candidate to undergo
2013
2015
Failure to Candidate
comply1 results in2010
requirement for
full course again.
Candidate 2
2010
2013
2013
2015
UEFA A Framework
Final Assessment
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Only marks generated at the final assessment count towards outcome.
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SESSION 3
Squad Session: Work on a theme with 18 players related to the match play
problem for session 4.
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SESSION 4
Match play – Coaching in the game
Final Assessment
Session 4
Introduction (2 mins)
Game/Interventions (15 mins)
Half-Time (5 mins)
Game/Interventions (15 mins)
De-Brief
Final Assessment
Sessions 3 and 4
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Example of Final Topic:
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Team (a) Your team operates with a 4-5-1 defensive system and first applies
defensive pressure around the half way line. How will you regain possession of
the ball and counter-attack from this defending strategy?
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Team (b) Your next opponent defends deep, with the first defending pressure
points being applied around the half way line. How will you coach your team to
attack against this ‘deep’ defending strategy in your 4-4-2 system of play?