B License feedback

Practical Coaching Assessment Form Name: Session Objective Plan Define Design Design Script

Adam Pengelly

Course:

FFA:

Date:

17/11/16

Assessment:

24/11/16

To improve our ability to get 6,8 & 10 on the ball facing forward so we can progress the ball into the final third through central areas

Session Objective Game Training Components Team task Player Tasks Coaches Cues

Define:

 You’ve set the Session Objective well using the 5W’s. There was clarity in   

regards to what you felt needed to be addressed as the football problem, and therefore you were able to set a clear simple objective.

Design & Script Really detailed, excellent information in regards to the Player Tasks and Coaches Cues. You have a clear script from which to work. Try to ensure that you don’t provide too much info in your plan and that you have a clear priority in terms of the information you’re going to provide. The practices should allow for lots of repetition of the Football Problem.



Prepare People Equipment Environment Conduct Foundation Animation

Good efficient and quick organisation. Consider having the balls already at the start position before beginning the practice but well done.

Good use of visual aids, outlined session objective clearly and concisely

Frame Checklist Teaching Process Intervention Communication (Words and Pictures) Evidence of Observation

  



You have a good understanding of the checklist process, it was made slightly unrealistic shape wise (in regards to your football problem) due to the second session taking place at the same time. Although pitch geography wasn’t quite right, you did try to get the 9 to keep the distances realistic. So you were able to deal with this limitation which was out of your control well enough.

You clearly have a very good understanding of the teaching process, you’ve waited for the right times to intervene in the practice based on a logical sequence that tasks should be provided. Therefore you’re gradually building an understanding using progressive tasks. This was excellent.

You still need to think about how you conditioned the practice and it’s rules to ensure you get enough opportunity for the football problem to be realistically recreated - this is the key area.

Practical Coaching Assessment Form Comments: Adam, we feel that you have demonstrated a good understanding of the checklist and also implemented the teaching process well, particularly in regards to Player Tasks. Therefore, we believe you are competent at B License level. It is important to understand that there are still key areas to improve, two of real focus regarding conditions and the first intervention are outlined below. However, your understanding, football knowledge and ability to transmit this to the players through a logical sequence was very good. It is clear from the session plan that you are able to define the football problem and design a solution to this well. You have also proven an ability to adapt the practice based on limitation such as space, and also ensure realism. However, you must really strive to ensure that in the Game Training there is realistic and regular repetition of the Football Problem – conditions are an excellent way to do this, and removal of them should allow you to observe success in the Training Game. Generally, your mannerism and delivery was very good, well done.

Actions: As described above, there are two key areas that you will need to really practice and ensure are automated in your coaching before progressing to A License level:  

Take time to ensure that the first intervention clearly outlines the Football Problem, and you communicate really clearly so that everyone understands what the problem is and what you’re expecting them to improve.

Consider conditions, their introduction and implications of removal to ensure that the Football Problem is recreated as realistically as possible. A large number of problems you encountered here, were due to the fact you allowed 3&4 to step into midfield and create the 4v3. This meant that you didn’t get enough of 6,8 & 10 trying to get on the ball – as it wasn’t really forced.

Competent  Assessor

Definitions Comment

Checklist Task Feedback Time 1:10-4:00

4:00

Drew Sherman

Not Competent Signature

This indicates either: A summary of issues that have occurred (up to the point in the timeline) that need addressing A specific issue (in the timeline) that could/should have been addressed A summary of the application of the checklist process When a task/s have been given and associated instructor feedback When feedback that has been given and associated instructor feedback Comment Checklist: Shape Up until this point you’ve spoken about playing through the middle 3rd and into the final 3rd, yet the practice starts with 3& 4’s first touch on half way. Does this realistically recreate the football problem you encounter? – It can be seen later in the practice that you have limited space with a second group training behind you – but still something you need to consider.

Checklist: Understanding & Feedback Twice at this stage the football problem has occurred, (albeit higher up the pitch and in tighter space) – this is the

Practical Coaching Assessment Form 4:00-4:28

6:00-6:28

7:10-7:15

8:00-8:29

10:40-11:53

15:00-18:00 18:50-19:00

opportunity to intervene to describe the problem/paint a picture.

Player Task: You allow the 3&4 to step into create an overload in the practice very early. Be careful not to limit the space for your 6,8 & 10 or more importantly make the practice to easy so that playing through the middle doesn’t has to happen. (See screenshot with your 3 on the ball below)

Team Tasks: You intervene here to set the Team Task after a period of “free play”, the problem has occurred. Consider spending more time to ensure you really paint a picture of it but generally good timing and observation skills here.

Well done.

Player Task: Q&A Intervention Over the next few interventions you have a clear logical order to your provision of information which is excellent, you manage to communicate Player Tasks to individuals and units. In this example you use Q&A very well to ensure that cover is provided when the 3 or 4 steps in.

Player Task & Feedback: Intervened to provide clear task to 3&4 regarding their pass. “Can they break the line..?”, also ensured understanding by clarifying what the line meant. Also, good reinforcement straight after when 4 plays a pass to break 3 lines.

Player Task: Again logical sequence to intervene and demonstrate the teaching process with 6, 8, 10. Can you position yourself to receive & break the line. Well done, asking players to show you what it would look like to assess understanding. Opportunity to rehearse before going live. Excellent. You then move onto provide them cues for decision making in relation to the other players, very good detail.

Feedback: Coaching on the run: At this time you spend a lot of moments reinforcing the messages and tasks you’ve provided. Good use of reminders.

Observation: You do previously intervene to ensure the yellows are realistic, however it needs to be reinforced here. 4 dribbled to the edge of the penalty area unopposed because the yellow defenders mark 6, 8, 10 completely man to man and allow him to do so. As you’re nearly 20 minutes into the practice, there’s a question as to whether you’ve provided enough opportunities for 6, 8, 10 to have

Practical Coaching Assessment Form 22:45-23:30

to get onto the ball and face forward? Possibly due to the fact you allowed 3&4 to step in so early on.

Player Tasks: Good final key intervention informing the midfield to break the lines with their first touch if there’s not enough space to do so with movement and positioning. Observation skills were good to provide info at an appropriate time.