FFA Self-Assessment Session Planner Name:
Link to Video: Match Analysis Details Opponent:
UQFC Under 20
Competition and Date
1-4-3-3 (point forward)
Controlled Possession in the Middle Third
Midfielders unable to receive the ball in positions where they can take their first touch forward.
3/4, 2/5, 6/8/10
During controlled possession in the middle third
Lack of movement and understanding
In this session we will look to improve our ability to get midfielders facing forward on the ball, so that we can progress into the final third through central areas of the pitch.
Football Problem Illustrate the football problem below (you may include a screen capture to emphasize the problem or additional slides)
Session Objective: In this session we will look to improve our ability to get midfielders facing forward on the ball, so that we can progress into the final third through central areas of the pitch.
For guidance on how to use this Self Assessment Session Plan please refer to page 23 Plan Define Assessment Guide
The 5 Wâ€™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 People 16 players 2 goalkeepers
Equipment 15 footballs (or 1 bag) 16 bibs (2 colours)
Environment 1 full pitch 2 goals
Conduct Foundation â€“ Passing Practice Organization - Both teams have a ball, where there is a target at each end and 3v3 in the middle - Goalkeeper and opposite target acts as a joker Influencing the following actions - Scan for BOTS prior to receiving - Position yourself such that you can receive a pass that has broken the line - Position yourself such that you can break the line with your first touch
Explanation/Progression Opposite team all act as passive defenders Perception Where is the space? Where is the ball/pressure? Decision Where can I receive the ball? Where can I play my pass? Execution How can I play the pass to allow time/space to the receiver time/space?
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
This practice plants the seed about getting on the ball facing forward in order to play forward. Players were given adequate opportunity to work on first touch and striking the ball skills related to the session objective. Players were provided an opportunity to warm up gradually and do dynamic flexibility exercises during breaks. Intensity gradually increased to the point that it was nearly at match speed (this is when we progressed into the positioning game).
Conduct Foundation â€“ Passing Practice
Conduct Passing Practice â€“ Full pitch view
Conduct Animation â€“ Positioning Game Organisation
- 3v3 in central areas - One target on each end - Aim is to get the ball into the final third and finish Team Task: Can we get a midfielder on the ball facing forward in the middle third, so that we can progress into the final third? Player Actions: - Can you receive the ball in a position where you can see BOTS? - Can you receive the ball in a position that the pass can break the line? - Can you receive the ball in a position where your first touch can break the line? - Can you hit your pass such that it allows your teammates time/space?
Coachâ€™s Cues: - Where can you position yourself such that you can see BOTS? - Where can you position yourself such that the pass from your teammate is able to break the line? - Where can you position yourself such that your first touch can break the line? - How can you hit your pass to allow your teammate time? - How can you hit your pass to allow your teammate space?
Conduct Foundation â€“ Positioning Game
Conduct Animation â€“ Positioning Game full pitch view
Conduct Animation â€“ Positioning Game
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?
This directly moved on from the passing practice, where one ball was removed and the goalkeeper was put in the goals. I think this practice worked well and allowed players to practice the core skills with realistic pressure, as well as having a finishing element at the same time. Because the session objective was about progressing from the middle to the final thirds, I think it was a good link because it was about trying to progress into the final third to score.
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 â€˜SELFâ€™ aspect before coaching
Start was quick due to the organisation and planning allowing direct transition from the passing practice to the positioning game. The players attitude and ability suited the size of the area and some needed practice with the core skill of first touch so it worked well that the practice catered for this. More developed players were also able to work on creative combinations so all players were being challenged. Due to the practice being closely related to the passing practice it was easy to get the right shape for the practice and get players to understand what I was asking of them. I was engaged in the session and drove intensity.
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 ?
Team Task was able to be kept the same and related to the Positioning Game and Game Training without it losing any meaning without the specific game training components. Player tasks were given that would both develop the core skill and help the players in the game training component of the session. I stopped the play in the right moments and used divergent question and answer because I did not want to limit players to one solution to a problem, rather there are many ways to combine to play forward into the final third. If it were something more set in stone, I would use convergent questioning to get players to narrow down solutions.
Conduct Animation – Game Training Organization - Game played on 2/3 of the field - Game is live when R3/4 receives (1 plays) - Red score in main goal, blue score in passing gates or big goals (must be over the half way line to score)
Explanation/Progression - Red combine to score in the big goals - Blue win the ball and score in the 3 goals (0.5 goals for passing gates and 1 goal for main goals)
Script Team Task: Can we get a midfielder on the ball facing forward in the middle third, so that we can progress into the final third? Player Tasks: 1: Can you hit a player who can take their first touch forward? Can you provide support behind the ball if we cannot go forward? 3/4: Can you communicate to ensure we have 3.5 players behind the ball at all times? Can you look to break a line with your pass and get a midfielder on the ball facing forward? Can you provide support behind the ball if we cannot go forward? 6/8/10: Can we have one midfielder high, one deep and one on the opposite side? Can you receive the ball in a position where you can take your first touch forward? 7/11: Can you support the ball carrier in wide areas to stretch the opposition’s back 4? 9: Can you position yourself such that you can stretch the pitch?
Coach’s Cues: 1: How can you support the ball carrier if they cannot play a forward pass? 3/4: How must you hit your pass to hit the safe side of a player receiving on shoulders? Where can you position yourself to be a supportive option behind the ball? 6/8/10: How can you receive the ball to allow you to take your first touch forward? Can you receive on shoulders to allow you to take your first touch forward? 7/11: How can you position yourself such that you can support the ball carrier from wide areas? 9: How can you position yourself to maximise the space in midfield?
Conduct Animation â€“ Game Training
Conduct Animation – Game Training Assessment Guide
Game Training: Focused on solving the football problem Presented the opportunity to develop the Session Objective
Was organised so that the relevant players were involved 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)
The session was aimed at solving a football problem and I think the game training gave players a good chance at doing this. I chose to set the practice in 2/3 of the field, including the attacking half because we wanted the midfielders on the ball facing forward in the middle third to move into the attacking third. I had a rule that the centre backs and 9 must stay in the zone, however I removed this rule because in reality, I do want my 3/4 to drive in and create the overload. In hindsight I need to add a restriction to stop the 3/4 going too far as once or twice the 3/4 drove high into the opposition’s half which is not necessarily what I would want in a game. I ensured I had the other CB covering and in a game I would expect the 2/5 to cover when one of the 3/4 drives into the middle third.
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
The session started quickly and players understood the game when in positions. It was organised in such a way that the field was realistic to the football problem and how we would want to play on the weekend. Both goalkeepers were directly involved in the practice at all times.Players had appropriate reward and seemed motivated at all times during the practice. Players told me after the practice that they enjoyed it. Shape was much better but I need to add a rule to keep the 3/4 more honest. Perhaps a line at half way that they are not allowed to pass would work better. I was engaged in the session and I believe players were engaged in the practice and the information I was giving, showing understanding.
Conduct Animation – Game Training Assessment Guide
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 Coach’s Cues were used to support players in undertaking their tasks
I think the team task was clearly set and I followed the task, observation, intervention process throughout. I did not always tell the player the answer to questions, however some questions could be condensed into short and more concise points that save a bit of time when intervening. I did not address all of the coaching points in my plan, however I think players were competing tasks without prior intervention. I did not address the 9, however a few times he dropped very deep but I reminded him without intervening. I would have intervened if it became a problem but I think this was more of a shape issue to begin with. His specific task was about combining with midfielders, however this was happening with reasonable success.
Play was stopped at appropriate times Feedback was given using pictures and words effectively Freeze replay was used appropriately Feedback during natural breaks was used appropriately Coaching on the run was used appropriately The interventions were well-timed and effective The coach allowed the players suitable opportunities to try and do what they had been asked
Each time I introduced a task or cue I made sure the play was replayed to check understanding. One time I was trying to enforce a task on the 1 about providing a supportive option behind the ball if the 3 could not play forward and had to stop the practice to make sure the replay happened. This made the intervention last longer than I wanted it to, but I feel this was necessary to check the understanding. Often players say ‘yes I understand’ but don’t. I used natural stoppages to talk about shape and ensure that if any problems were occurring, I could address these without having to stop the practice every time. If problems or mistakes became trends, this is the time to intervene.
Conduct Conclusion â€“ Training Game Organization 9v9 game to assess if learning occurred during the session
Training Game The Training Game: Maintained the focus on the problem and Session Objective
I played a 9v9 game in the same form as the Game Training. This ensured that shape was kept realistic and players were able to carry out actions without any restrictions.
Had the relevant players involved and positioned appropriately Set Goals for both teams which were appropriate and maintained the focus on the Session Objective
I main players I was trying to effect throughout the session were the 3/4 and 6/8/10 and I was mainly asking them to break lines in order to play forward. They were definitely able to this by the end of the session and this was evident in the training game.
Maintained realism Demonstrated the players understanding and ability to perform the Team Task effectively as coached in the Game Training Allowed the coach to accurately assess the success of the training session and the likely transfer to match performance
Shape was kept realistic the majority of the time however because the 6/8/10 had so much emphasis on combining, midfielders sometimes forgot to provide one in cover behind the ball. Most of the time balance was provided, but it will need to be brought up in future to ensure that it does not become a habit.
Conduct Conclusion â€“ Training Game
Conduct Conclusion – Training Game Assessment Guide
Application Wrap Up Did the players demonstrate the ability to solve the football problem without the Coach’s intervention? Did the players provide feedback to demonstrate an understanding of their roles in achieving the session objective without being prompted by the coach?
I believe that the football problem was fixed without coach intervention. Player actions throughout the training game showed me that they understood the concept of breaking lines and making angled runs to receive the ball facing forward.
Evaluate Session Objective Achieved
Football Problem Solved
I believe that the session objective was achieved. Players were able to show me that we were able to get midfielders on the ball facing forward in the middle third, so that we could get the ball into the final third through central areas.
I think that the football problem was solved. However as previously stated, we still need to have covering options present as well as support behind the ball. There was definitely success in getting the ball from the middle third to the final third, through central areas following getting a midfielder on the ball facing forward.
There were still some points of improvement such as remembering to always have balance behind the ball and knowing when to recycle the ball if no forward passing options are present. However, as the session stated that ‘we will look to improve’, I think we definitely did that.
Summary I think the session objective was met and the football problem was solved. I think on the most part, the shape was much better than last week’s session on pressing. There are still some areas of improvement, however I think we are moving in the right direction.
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 organisation 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