Ffa a licence david de silva assessor james lambert 14th march 2017

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

David de Dilva Course: FFA:A Date: 15/03/2017 Assessment: Today I aim to improve our team's ability to get a midfielder on the ball facing forward. So they progress forward with a pass or dribble.

Session Objective Game Training Components Team task Player Tasks Coaches Cues

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

Football problem The image and video footage explain the football problem in real detail.

Passing Exercise The Passing Exercise looks more like a positional game but does have a focus passing and supporting the ball. This meets the requirements of a gradual warm up with the ball and with a link to the football problem.

Positioning Game The Positioning Game involves all players with opportunites to work specifically with key players within the football problem.

Game Training The Game training component is structured well to allow for practice to bring out the football problem.

Training Game Training Game is more of a progression to the Game training allowing 9 to play with no restrictions and no time limit for opponents.

Noted: Another adjustment to 11v11 if a 2nd Goalkeeper was available.

The idea of swapping teams after 5 goals and allowing both to practice working on the football problem is a good one.

Team Tasks Team tasks zoom into the 3 midfielders but also to the full team with a team task to set the team shape.

Player Tasks and coaching Cues

Practical Coaching Assessment Form The player tasks documented are more focused on the supporting players of the midfielders. This is ok to set the foundation of the session, no player tasks documented on the 3 midfielders but interventions did give information to the midfielders.

Prepare People Equipment Environment Conduct Foundation

Animation

The environment, conditions, equipment used and the conduct of the coach, players assisted in created a very good learning environment for players.

Frame

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

A quality delivery to the players with goo use of questioning in a simple manner to improve the players understanding of the football problem. Whiteboard was used effectively with limited movement of magnets just to show key moves.

Checklist Checklist process could be improved by allowing for more game flow in the first 3 to 5 minutes. More coaching on the run rather than stoppages. The stoppages still fit into the checklist concept because the coach worked on the team shape. No clear stoppage to set the first team task after the checklist process.

Interventions Interventions work well due to the coaching personality and positive nature. Interventions can be improved, feedback is given in the comments section.

Communication Use of a simple football language and very positive feedback allows for a quality session.

Evidence of Observation Yes, the coach did allow for observation and game flow.

Comments: David, I am very pleased to inform you this is a pass at A Licence level, I have looked on the positive side of a few areas because the overall performance was of satisfactory quality. The environment you created was a very positive one and ideal for developing young players, at all times you showed positivity. The video quality was not, so I tried to bring your interventions to life and listen carefully to your comments.

Well Done When moving through your checklist allow for more game flow, coach on the run more if you feel the shape needs some work. This gives the players time to play and get a feel for the field set up, the rules and sets a better foundation. Team shape needs to be review throughout the session because this is strongly linked to game understanding, so it will always need to be assessed. You did though work on the team shape, and even though you used interventions, it still set up the session foundations.

Practical Coaching Assessment Form Be clear with your team tasks, continue to remind the team what they are focusing on in the particular part of the session. Check they understand before you move onto the next team task, this can be through questioning or through watching them play.

Intervention is a continuous area we all need to work on to improve, it is not easy. Your stoppages are short and to the point but more work on questioning would help you continue to develop your coaching ability. Developing better questioning on technical and tactical moments can help you develop not only the team but also individual players. This questioning does not just have to be in the session it can be throughout your training week to the team or to individuals. When you do intervene look for more natural moments rather than in the middle of the game flow, try and get the balance right. Younger players will just do as their told, but older players will show signs of disapproval with poorly timed interventions.

Coaching on the run is a vital tool because if you see a good moment even with the part success, you can inform players of their good work. You showed signs of this during the session, we would recommend you continue to develop this. Positivity at the right moments lifts players and helps them enjoy training more it also improves their coachability.

Game knowledge is an area I would always recommend a coach continues to develop. Look for ways to learn about the game, look for mentors, study top teams. Recently I wrote a book on Tottenham and found some fantastic concepts and ideas and learnt so much from the process. Consider focusing on one team, watch them play and log what they do in each moment. Keep away from Youtube and form your own thoughts on what you are seeing, involve your players and get them to give their thoughts on particular moments.

We know how hard a coach works to get this level, we thank you for your efforts and hope that this is just the starting point for your development.

Actions: 1. Using the same process you developed for this practice session and video yourself in each phase, Playing from the back, Midfield Play and Attacking, reflect on your work. You are showing some great skills, and it would be good for you to continue to develop these.

2. Consider looking into the use of Player actions to develop individuals. Providing the midfielders for example with advice on positioning, scanning, body shape, movement, the timing of movement first touch.

3. Research how players learn, while there are many theories all can be consider when you are trying to improve your work. Some useful information on learning through engagement or creating an environment for a deep learning experience. Often in game training, this is a problem if the defending team is not entirely connected to the session.

4. Research high order questioning this will assist you in developing questions that are tactical and technical. Also, research and practice listening and countering answers to guide the player to the solution. You are good at this but continue to push yourself to by developing tactical questioning and technical questioning.

5. Research is developing creative players, this will help you find a balance. For example, the session

Practical Coaching Assessment Form assessed was closer to developing tactical intelligence when you move higher up the field tactical creativity needs to be developed also.

6. Research other methods of teaching your players off the training field, how can you provide them with team task and player task prior to conducting the session. Use of online technologies, free ones like team app to provide your players with session plans, diagrams, and videos.

Books I used to study Learning styles where Designing Effective Practices for team Sports - Kevin Sivils V.A.R.K - Sports Coaching & Learning- http://vark-learn.com/vark-and-sports-coaching/ The sports Coach as Educator - Robyn L. Jones and Robyn Jones Developing decision makers – Lynn Kidman Tactical creativity – Daniel Memmert

Competent Assessor

YES

Not Competent ☐ Signature JAMES LAMBERT

Definitions Comment

Checklist Task Feedback Time 0.00-6.35 and throughout the session

0:00 – 1:15 Frame 1:15 min

James Lambert

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.

The coach explains 1. In a recent game at the NTC, we had a lot of trouble getting the 6 on the ball and also our 8 and 10 2. The coach shows the group the positioning of the 3 midfielders and asks the players what some problems you can see are.

• A player answers the midfielders are in a line.

• Coach - what might we want?

• Players – 6 to drop

Practical Coaching Assessment Form • • • • • • • • • • • • • • •

Coach – What about our 8 and 10?

Players – off the shoulders Coach – Moves the 8 and 10 magnets to show the players Players – 7 and 11 Coach – Yes 7 and 11 can get wider now Players – 9 can go higher Coach – moves 9 Coach – what about the fullbacks?

Players - wider Coach – It now looks like we have opportunities for our players to get on the ball and face forwards Coach – we will work on this, just remember we need to be off shoulders in the midfield Coach – what are we trying to do when we get off shoulders?

Players – Face forward Coach – and?

Players – Take a touch forward

David, fantastic work, quality questioning and moving the magnets to get the shape you want was a good touch.

1:15 – 2:40 Game Flow 1:25 2:40 – 3:00 Stoppage 20 sec

3:00 – 4:50 Game Flow 1:50 4:50 – 5:50 Stoppage 1 min

The coach advises • 6 as dropped in can our centre backs spread out to make the field big?

• You have influenced the fullbacks • 6 now as more time on the ball •

See below the coach explaining how to get the 8-10 on the ball from 6

Practical Coaching Assessment Form 5:04

6

The coach demonstrates the 8-10 receiving facing forwards and explains this as a cue for forwarding movements from the 9 and 11. The coach replays the situation then goes live.

David, you provided quality information which will not only give the 8-10 motivation but also the 7-9-11 can now make runs when 8-10 face forwards.

5:50 –6:50 Game Flow 1 min 6:50 – 7:25 Stoppage 35 sec

See below the coach provides feedback to the 3 when the team circulate the ball back to the 4 6:50

3

• • • • •

4

Coach - When that happens can you drop deeper (4)?

Coach - 4 drops deeper Coach - If we do lose the ball you are now behind the ball Coach – Now 4 as an option Coach – Now 6 is free

Practical Coaching Assessment Form •

Coach – We are too compressed there you have to provide the depth

The coach replays the situation then goes live David, could you have developed some questions for 4 or questions to the group?

3 if 4 is under pressure from the forward and can’t play forwards how could you support her?

Drop off so she can see me Who else could support 4 in this situation?

GK

7:25 – 9:45 Game Flow 2:20 min

The coach on the run provides feedback to a few positions to improve shape

9:45 – 10:45 Stoppage 1 min

See below the coach gives feedback when 6 as the ball to the higher players 9:44

6

The coach informs the players •

Coach – If our 9 gets on the ball can we make sure our 10 is getting under the ball

David, I can’t see the video clearly enough. I take it that the attacking midfielder was unavailable, so you gave the option of playing 9, so they could free themselves and support.

The coach replays the situation then goes live 10:45 – 13:00 Game flow 13:00 – 14:00 Stoppage

The coach speaks to the 7 about moving wide when the midfielders face forwards

Practical Coaching Assessment Form 1 min 14:00 – 15:40 Game Flow 1:40 min 15:40 – 16:10 Stoppage 30 sec

16:10 – 19:30 Game Flow 3:20 min

It is hard to see the situation on the video

The coach, speaks to the team • Coach – If our ball side fullback is high were does the other fullback need to be • Players – drop • Coach – Yes a little deeper • Coach – So fullbacks high ball side with opposite fullbacks dropped in • Coach – we really need to work on that, so we keep our balance David, it is good to see your checking back on your team shape The coach gives feedback to player on the run See below the 6 receives from 3 and passes in behind to 11 17:26

6 11

David, you say lovely ball This is important to let your team know you approve of the move that happened, it is good to re-enforce this at the next available stoppage even replay it if possible.

This would be a shorter stoppage, but it would build the confidence of your 6 and show her she is doing well and give the other winger ideas on forwards runs if the situation happened again on the other side.

19:30 – 20:20 Stoppage 50 sec

I can’t see the video well Feedback is maybe to a central defender • What is your job?

• There is a passing lane into 6 David, difficult to give feedback on this stoppage

Practical Coaching Assessment Form 20:20 – 24:40 Game Flow 4:20 min

24:20 – 25:25 Stoppage 1:05 min

Feedback on the run to the winger • If the 10 is wide, you should be wide • If the 10 is narrow, you need to be narrow The coach is positivity to players during this passage of Game Flow The coach gives feedback • • • • • • • • • • •

Coach - Where is all the pressure?

Player – Replies but we can’t hear her Coach - Right good, good Coach – Can you help her?

Coach – What can you do to help her?

Player – Replies but we can’t hear the answer Coach – What else can you do?

Player – Call for it Coach – Yes call for it Coach – call Winny switch, switch Coach – Look a 3v1

David, we could not hear the replies, but we did get a sample of your questioning techniques. Continue to work on how you prompt players to understand your question, give them something to help them think.

25:25 – 27:25 Game Flow 2 min De-Brief

No De-Brief video provided