A assessment task ffa 'video' assessment session

FFA Video Assessment Session Plan Name:

QLD NTC – David da Silva

Course

A License

Date

10/01/2017

Assessment

Match Analysis Details Opponent:

FNNSW

Competition and Date

2016 NTC – Canberra

Opponents style:

Possession based

Opponents Formation:

1-4-3-3

Main Moment:

BP

Key Principle:

Passing - Penetration , Support Positioning to receive the ball facing forward so we can progress forward

What?

Receive the a pass facing forward to play forward

Who?

The midfielders and back four

When?

We have the ball

Where?

The middle and final third.

Why?

To consistently progress the ball into the front third

Summary

1

Football Problem Illustrate the football problem

6 was unable to receive the ball from the 2 facing forward to progress forward.

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Session Objective: Today I aim to improve our teams ability to get a midfielder on the ball facing forward. So they progress forward with a pass or dribble.

For guidance on how to use this Self Assessment Session Plan please refer to page 23 Plan Define Assessment Guide

Design Comment

Assessment Guide

Comment

The 5 W’s have been used to define the Football problem clearly

The session uses the Game Training components to achieve the Session Objective

The session objective: Establishes a clear expectation of what is trying to be achieved in this session

There is a clear link between each of the GT components The GT element is designed to deliver the objective The Team Task is linked to the Objective The Player Tasks are linked to the Team Task Coaches Cues are evident for each player task

Is a relevant and realistic solution to the football problem

Illustrate your football problem on the template on page 2

Prepare 16 + GK 2/3 Field

Equipment 16 balls 50 markers Bibs 3 colour’s (11red, 9yellow 2blue).

Environment Full field (Grass)

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Conduct

Foundation – Passing Practice Organization 15m x 20 1v1+2

Explanation/Progression 1st to 5 goals wins.

Player scores by playing a forward pass to the high player

The aim is to dominate the space behind the ball so we are comfortable to keep the ball 1v1.

The high player then plays wide to either wide player who then plays the ball to other central player who tries to score by hitting the opposite high player.

Central players can only play wide not behind themselves.

We can then look to beat the player 1v1, use the 2v1 to get space to receive the ball in and when possible play forward then the moment is present.

Assessment Guide

Comments

Passing practice

The Passing Practice: Allowed the players plenty of opportunities to develop passing and first touch Allowed the players to practice passing and first touch related to the session objective Place the players in their positions relative to the session objective Fulfilled the principles of a Warm Up by: Providing a steady increase in the heart rate of the players Preparing the players for the activity by taking them through a range of dynamic movement Reaching the desired intensity in preparation for the exercise Including Dynamic Flexibility

Players became comfortable facing forward with an opponent in front of them.

Yes Yes

Yes

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Conduct Foundation – Passing Practice

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Conduct Animation – Positioning Game Organization 35m x 25m 3min games 4v4 -5v5+ GK’s

Explanation/Progression Score by getting a pass over the end line.

Players go in the other direction and keep the ball when a goal is scored.

Progression: Add GK and a space for the pass to be played into a zone with a killer pass, which allows a forward run and 2 touches for a free shot prior to the defenders entering the area.

Script

Team Task: Get on the ball facing forward to progress forward.

Coach’s Cues: Can you position yourself in an open stance ready to receive the ball facing forward or

Player Actions: 6, 8 & 10 - Look to support the ball carrier and create a forward pass or option

Can you take your opponent away from the ball carrier opening up a lane to pass, dribble or shoot.

All- Get into a position where you can take your 1st touch forward then look to find the player closet to goal

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Conduct Foundation – Positioning Game Progression 1

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Conduct Animation – Positioning Game Assessment Guide

Comment

Did the Positioning Game: Provide the players opportunities to develop passing and first touch against realistic opposition?

Give the players an opportunity to repeatedly position themselves against game-related resistances linked to the Session Objective?

Provide a clear link between the Passing Practice and Game Training working towards the Session Objective?

Yes Yes the gam is constant and ensures constant scanning to be successful.

Yes players are now coordinating with more players than the passing practice.

CHECKLIST The START to the practice was relevant to the Session Objective and the Moment as identified by the 5W process The practice allowed the main moment/s to evolve naturally The ORGANISATION was linked to the Session Objective The ATTITUDE of the players was managed appropriately The session was adapted to meet the ABILITY of the players The players UNDERSTAND the organization and rules The SHAPE of both teams was established to ensure realism and a clear link to the Session Objective and Football Problem The Coach managed the ‘SELF’ aspect before coaching Teaching Process Was a Team Task: - Set and managed throughout?

- Observed with appropriate feedback given?

Were Player Tasks - Identified from the Team Task?

- Set for the key players, as outlined in the Session Plan - Set at appropriate times?

- Observed and appropriate feedback given?

Was the play stopped at appropriate times?

Were pictures and words used well during feedback?

Did the players have opportunities to try to do what had been asked ?

Yes, it was introduced early on.

Yes I think so, midfielders were given cues Yes Yes, needed more interventions rather than coaching on the run.

Yes, stop, rewind and repeat was used along with the white board.

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Conduct Animation – Game Training Organization - Organisation- 2/3 of the field - 8v8+GK

Explanation/Progression - Ball starts from Blue 3 or 4 - Red 9 is not allowed in the game until the reds have touched the ball.

- Reds have 10 seconds to score.

Script Team Task: Get a midfielder on the ball facing forward.

Coach’s Cues: Can you get off shoulders and create a 1 v 0

Make the field as big as possible to make it hard for the opponents to prevent the ball progressing forward with a pass, dribble .

Can you open a forward passing option to the ball carrier

6, 8 & 10 - Look to support the ball carrier and create a forward pass or option

When 3 or 4 drive into midfield and is pressed, can you provide support and get on the ball facing forward When 3 or 4 drive into midfield and is not pressed, can you position yourself in an open stance ready to receive ball facing forward or take your opponent away from the ball carrier

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Conduct Animation – Game Training continued Player Tasks: 1 - Support the player from behind the ball carrier.

Coach’s Cues: • If 3, 4 or 6 have the ball, position yourself where you can receive the ball, if needed.

3 & 4 - Ensure we have 3.5 players behind the ball.

• • • •

9 - Give team depth by becoming highest man on the opposite side of the field to the ball.

• When the ball is on one side of the park and the full back is moving high, sit behind the opponent’s far centre backs shoulders attempting to drag them back with you.

2 & 5 - Create the extra player in mid-field when there is space in front of you.

• When the space is in front of you drive past the opponent 7, 11 & 10 and into midfield.

• Once in the midfield, can you keep going if no one comes towards you.

• Once in the midfield, if you are moving into crowded areas and a midfielder or full back presses you, can you find the free midfielder or our winger and create a 2v1 situation.

• When the space is closed down by the opponent, look to find the 3 or 4 or 6 who are • supporting to the side and behind and switch the point of attack

7 & 11- Support in wide areas to stretch the opponents back four.

• if 2 & 5 are overloading midfield, and the 9 is on the opposite side of the field can you drop in between the lines/pocket to provide support forward.

• If 2 & 5 are overloading midfield, and can play forward can you get in behind the opponent on the opposite side.

support the ball carrier and provide an option to switch the point of attack.

If you have the ball, can you see an open passing lane to either the midfield or beyond.

When opponent drops off progress into the opponents half.

When the 2 or 5 move forward can 3 & 4 separate and provide support from behind.

Comments: Due to smaller numbers no (GK, 2 & 5) on the BP team and no 7 & 11 on the BPO team, however the shape of both teams was still match realistic. The Goals over half-way were moved closer together/central to encourage the BPO team to look to play central when they won the ball and to ensure the BP 3 & 4 and stay central.

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Conduct Animation – Game Training 16+ GK

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Conduct Animation – Game Training Assessment Guide

Comments

Game Training: Focused on solving the football problem

Yes, the session was related to the football problem

Presented the opportunity to develop the Session Objective

Yes, there was repetition of the moment

Was organised so that the relevant players were involved

Yes the area was appropriate and the players we in natural positions Yes.

The Goals for both teams were appropriate to the Session Objective and recreating the key moment/s Established and maintained the realism required to address the problem and Session Objective (as illustrated in the animations on this form)

Yes the shape was maintained for a majority of the time.

Checklist The START to the practice was relevant to the Session Objective and the Moment identified by the 5W process The practice allowed the main moment/s to develop naturally The ORGANISATION created a problem-solving environment linked to the Session Objective The ATTITUDE of the players was managed appropriately The session was adapted to meet the ABILITY of the players The players’ UNDERSTANDING of the organization and rules was checked The SHAPE of both teams was established to ensure realism and a clear link to the Session Objective and Football Problem The Coach managed the ‘SELF’ aspect before moving on to the Teaching Process element

Yes The moment occurred on several occasions Yes, but the BPO team 9 was not high enough at times and stopped the ball getting to the 6, and allowed the 3 & 4 to switch play without pressured (it was adjusted though) The players are high quality youth and were up to the challenge.

Players knew the rules.

Players on both teams head realistic shape by the end of the session and the BPO team was able to apply pressure the BP team quickly .

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Conduct Animation – Game Training Assessment Guide

Comment

Teaching Process The Team Task was: - Clearly set - Observed and appropriate feedback provided - Led the Players towards attempting the required Player Tasks Players Tasks were: - Given to the key players - Given at the appropriate times - Observed, with appropriate feedback given - Used effectively to improve the players ability to undertake the Team Task

Players knew the topic as they are sent the weekly over-view on Sunday and know what each days challenge is.

Players were able to identify the football problem on th ewhite board and need few cues to solve the problems. They tried to achieve the task and when they forgot, they were reminded. () Key players were 3,4, 6,8,10 + 7 & 11 & 9 I feel there was appropriate progressions from 3&4, to 6 & 8 to then 10&9 and 7&11 & finally 2&5 to ensure we keep balanced on the nonball side. I did not address all of the coaching points in my plan, however I think players were competing tasks without prior intervention.

Coach’s Cues were used to support players in undertaking their tasks

The players were influenced from the back to front as the session progressed with the shape and player actions allowing the midfielders to get time and space to play forwards or away from pressure. Cues were related to the player on different lines i.e. 11 was looking for 8 / 10 positioning narrow or wide to see where to move to as the ball travels

Play was stopped at appropriate times

Yes – but can always have better triggers for players to recognize, and the 3 & 4 are new to the program and will need to recognize when to drop deep and support their team mate when there is pressure 1st intervention (2min 30) was effective as I wanted to influence the shape of the BP 3 & 4 as they were very narrow, they got wider initially but on occasions they need some verbal cues to remind them of their positioning as the game went on.

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Conduct Animation – Game Training Assessment Guide

Comment

Teaching Process Play was stopped at appropriate times (continued)

2nd Intervention (3mins) revisited the same topic and influenced the 3 & 4 on the ball and created space for the 6 drop into which forced the 2 & 5 wider and created more space for the 8 & 10 to get on the ball.

Some coaching on the run for 3&4

3rd intervention (4min 50) asked the 11 to get wider when the 8 was wide and off shoulders. So there is a passing lane into the space behind the back four for the 11 & 9 to get on the ball. The pass takes too long to get to the 9 and when it is the defenders have recovered.

Some coaching on the run 4th Intervention (6min 50) as the ball is switching sides the 3 & 4 need to be balanced so we can keep it under pressure and create space for the 6 5th intervention (9mins 50) the 9 looks to get on the ball, and our 10 needs to provide support under the ball and look for the 8 who has made a forward run. The picture was slow in coming but the words were there. When we went live the BPO team defend well as they know the next pass but the 10 makes a good decision to keep the ball and not force a pass that is not on.

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Conduct Animation – Game Training Assessment Guide

Comment

Teaching Process Play was stopped at appropriate times (continued)

6th Intervention (13mins 30) the freeze is good as the 11 is narrow when the 8 is moving wide, the pictures and words were there aging but the replay does not get the 8 on the ball from the 3 it takes an extra pass from the 4. This is because the 9 changed the picture (when they swapped) and I should have replayed the frame with the 9 in the area the previous 9 was in, and then getting the 8 on the ball and playing forward would have occurred earlier and more in line with the real moment.

7th Intervention (1min 40) was about keeping shape with opposite side fullback covering the space behind the ball for balance.

8th Intervention was hard to see but the 3 got caught playing back into a tight area and we didn’t have support from behind to allow the switch of play 9th Intervention aging is on the far side and hard to see, and the 2 & 3 get caught playing back into trouble and are not looking for the free player on the safe side.

Feedback was given using pictures and words effectively

Yes the moment was shown using the picture and words ‘cues’ were provided to the players in the main freeze play moments.

Freeze replay was used appropriately

Yes, I waited to see if the problem reoccurred before intervening, but needed to make another intervention when I only asked the 11 where she needed to be when the full back is narrow. She did however recognize when to go wide on the next action on her side 15

Conduct Animation – Game Training Assessment Guide

Comment

Teaching Process Coaching on the run was used appropriately

Yes the moment was shown using the picture and words ‘cues’ were provided to the players in the main freeze play moments.

Dead moment at (20mins 30) the 11 need to be narrow as the 8 was narrow and would allow for the 5 to over lap. It was only talked about not recreated, so no reason for 11 to do he action and the 5 did not se the moment. I knew the 11 knew and felt that talking was enough and the next action shows she understood, but the pictures were not there.

The interventions were well-timed and effective

Yes I think overall the interventions were well timed and influenced the players in the sequence that related to the players actions. I waited to see if the problem reoccurred before intervening, and the players were trying to achieve the team task as the session progressed.

The coach allowed the players suitable opportunities to try and do what they had been asked

Giving players quick reminders of where they should be and praise I feel the teams shape and players actions were influenced by the session, and there is a difference in the players behaviours what they are looking for.

I feel that I usually give the players too much time before I reintervene in play as I want them to find the solution, I usually16 revise with an on the run cue like I did at ()

Conduct Conclusion – Training Game Organization Organization - Organisation- 2/3 of the field - 8v8+GK

Explanation/Progression There are no more time restrictions on the red team when they win the ball, and the 9 is in play all the time.

Rule change If the Red team score 5 points on half-way they turn around and become the attacking team.

The Blue team then become the defending team until they score one point on half-way.

If you have 2 GK use the full field, and play may free-kicks in the centre of the park Assessment Guide

Comments

Training Game The Training Game: Maintained the focus on the problem and Session Objective Had the relevant players involved and positioned appropriately Set Goals for both teams which were appropriate and maintained the focus on the Session Objective

Yes Still focused on the 6, 8 & 10 getting off shoulders and behind their opponent Yes

Maintained realism

Yes

Demonstrated the players understanding and ability to perform the Team Task effectively as coached in the Game Training

Yes

Allowed the coach to accurately assess the success of the training session and the likely transfer to match performance

Yes

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Conduct Conclusion – Training Game

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Conduct Conclusion – Training Game Assessment Guide

Comment

Application Wrap Up Did the players demonstrate the ability to solve the football problem without the Coach’s intervention?

Yes the players had been influenced and were looking to get into an area where they could progress into the attacking third.

Did the players provide feedback to demonstrate an understanding of their roles in achieving the session objective without being prompted by the coach?

Yes they were reminding each other what they were trying to achieve.

Evaluate Session Objective Achieved

Football Problem Solved

I feel that the playing group has improved and the part of the session objective was achieved. After a few more session in the coming weeks on how they can get these players on the ball facing forward they will recognize the moments earlier and create some excellent goal scoring chances

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Summary I have really struggled to get good footage of our session and while this is not ideal and hard to see the 2 teams and the ball when its on the far side it has been the best spot so far, and I wanted to get a video in as I think the sessions I am currently doing are achieving their objectives and feedback will help my progression as a coach.

I think on the most part, the shape was much better from the defending team. There are still some areas of improvement, however I think we are moving in the right direction and the possession playing style is being influenced and the team is able to keep the ball for longer and progress forward the moment is presenting itself.

Guidelines: Please complete this form for your assessment and submit with your video as per the assessment guidelines in your course folder The Assessment Guide and Comment Sections are there to allow you to Self Assess by helping you reflect on some of the key questions. Complete these sections as you see fit and add another slide if more space is required.

How to use this form to plan your session: - Use the 5 w’s approach to define your Football Problem and set your Session Objective (page 1) - Try to clearly illustrate your football problem (page 2) - In the oganisation section, set out what you require to undertake this component. E.g. number of players , balls, bibs, grids and grid sizes etc.

- In the Explanation/Progression section explain what the activity will be and how it progresses.

- Use the animation slides to illustrate your Organisation, Explanation/Progression. You can add as many slides as you like to ‘bring to life’ the Player Tasks / Actions in a variety of scenarios linked to your problem and Session Objective.

Repeat this process for each of the Game Training Components

You can insert lines to illustrate your areas and make adjustments as you see fit; if you choose to indicate ball or player movement, please follow the Key below:-

Illustrates ball movement Illustrates Player movement

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