FFA A LICENSE PRACTICAL COACH ASSESSMENT FORM

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

Adam Pengelly Course: FFA:A Date: 12/08/2018 Assessment: 1 Session Objective: Today we will look to improve our ability to find a free player behind the defensive line to create and/or convert goal-scoring opportunities.

Session Objective Game Training Components Team task Player Tasks Coaches Cues

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Session Objective Session Objective is described well 5Ws Your descriptive language and explanations of the 5W’s associated to your football problem were well presented.

Football problem The Image/video explains the football problem in good detail.

Passing Exercise The Passing Exercise 3 progressions are in-line with the session objective.

Positioning Game The Positioning Game fits well I to a progressive session based on the session objective.

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Game Training The Game Training component is an 11vs11 game with the coach controlling restarts.

Training Game Training Game is a natural progression from game training Team Tasks Simple worded Team Tasks that are easy to understand Player Tasks and coaching Cues A solid understanding of developing Player tasks, Coaching cues and Player actions.

Prepare People Equipment Environment Conduct Foundation Animation

All equipment and players required were provided, and a safe learning environment was present for the session.

Frame Checklist Teaching Process Intervention

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No framing based on the Recommended structure, it was mentioned though that this was cover prior.

Checklist Checklist process was managed up to the Team tasks and monitored throughout the session.

Practical Coaching Assessment Form Communication (Words and Pictures) Evidence of Observation

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Interventions Various intervention methods used, questioning, guiding and coaching on the Run. Replays used to recreate the situations so players could see and feel.

Communication A positive communicator who engaged his players with pleasant tones which assisted in creating a great learning environment.

Evidence of Observation Yes, good pockets of game flow with feedback on the run and in natural breaks.

Comments: Adam, I am pleased to inform you this is a pass at A Licence level, well done.

The game was managed throughout, and at all times you positively coached your players. Your session was developed to work more globally on all build up phases which meant a more variable approach to interventions. This is a long-term approach and works well when trying to develop teams and individuals within the team. In some ways, it is like working on 4 or 5 different session’s objectives that are linked rather than breaking them down into chunks. While there are many ways, we can develop players this is certainly a method that is effective.

The session did take a natural course and more often the through balls were directed into the wide areas, which was the easier option. The documented passing exercise showed more central penetrations when this happened in the game a solution for 9 was to drop and show for the ball or make a run in behind. A little more focus on how a through ball could be successful centrally would have added value to the session. Looking for more successful passes into AM would have progressed the session to another level. The concern is if we only go down the path of letting the players decide than easy options will be taken, more difficult ones are not due to players needing to learn more about solutions to complex situations, learning is not meant to be easy. It is then made more difficult because players also need to think collectively in these tactical situations. Ultimately we want to create players who can make decisions, but we must develop the right level of resistance at the right times in their development. If we don’t when they come up against teams at a higher level, they will struggle to find the right solutions.

At some point, you will also need to develop a more performance-based approach, a shorter term approach to an upcoming game. Continue to develop bothe methods, find a mentor who understands game resistances. Former players often have a great instinct for what a game should look like, even players who have not gone down the coaching path.

Overall great work

Practical Coaching Assessment Form Actions: Continue to develop your coaching style, continue to improve your players. Assess the resistance levels in sessions; this is critical to player development. The competition sometimes is not high enough to develop players, so training becomes even more important.

If you have ambitions to be a Professional Diploma coach a more performance-based approach will be needed. At the highest level, teams will plan to stop many parts of your game with success if you are not prepared. Getting to the middle third can be an impossible task if you don’t have a collective approach. So topic that require a ball in behind will require extensive work on playing through specific presses or start higher up the field.

Competent Assessor

YES

Not Competent Signature JAMES LAMBERT

Definitions Comment

Checklist Task Feedback Time 0.00-6.35 and throughout the session

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 Started on 3 minutes. Try and start within 2 minutes. Clearer instructions from the start to avoid explaining things twice.

Checklist – You seemed to go through your checklist well. You adjusted the shape for both teams, rules and starting position throughout. Well done.

0:00 – 0.46 Session Frame 0.46 – 2.23 Game set up 2.23 – 8.07 Game flow

Football moment-Successful Football moment-Part success Football moment-Successful Football moment-Part success

8.07- 8.54 Stoppage-Team

James Lambert

Practical Coaching Assessment Form Task 8.54 – 10.18 Game flow 10.18 – 11.49 Intervention 1

Football moment-Success Football moment-Part-Success The coach intervened Situation stoppage to provide tasks to 7-9-11 used questioning and provided positioning advice and possible runs.

Adam, good info, and communication was positive 11.49 – 13.52 Game Flow

Practical Coaching Assessment Form 13.52 – 15.25 Intervention 2

The coach intervened to work on a cut back situation

Adam, again the questioning is worded and delivered in a manner that encourages players to respond. If you provide a solution, you also provide the why, good work.

15.25 – 18.36 Game Flow

Football moment – Success Football moment – Success

18.36 – 19.46 Intervention 3

19.46 – 22.31 Game Flow

The coach intervenes The situation when a player cannot face forward from a forward pass from the back 4 Adam, Providing the players with a tactical situation and a possible solution is a good way to develop their decision making.

Practical Coaching Assessment Form 22.31 – 23.08 Intervention Shape

23.08 – 24.47 Game Flow 24.47 – 26.10 Intervention 4

The coach intervened with feedback in a natural break

Adam, reminding the attacking team about their shape in attack to stop the counter is important. This also provides realism and switches on all of the attacking team.

Football moment-unsuccessful The coach intervened

Adam, providing 9 with a few different options allows for the attacking team to make collective decisions and more in coached moments will develop.

26.10 – 29.19 Game flow

Feedback-When, your AM, is facing forwards with no space in behind what are her passing options?

Practical Coaching Assessment Form Football moment-Part Success Football moment-Success Feedback keep an eye on the offside Football moment-Success Football moment-Success 29.19 – De-brief