AFLNZ Coaching Manual

youth.aflnz.co.nz

COACHING MANUAL

HOW THIS BOOKLET WORKS Thank you for assisting with the development of AFL programmes within New Zealand. AFL New Zealand is an important link between our school programmes and national representation, providing a foundation for participation, development of youth and new athletes to the sport.

This booklet is designed to aid and assist all coaches and managers involved in the delivery of AFL within New Zealand. The booklet sets out to provide a basis for terminology for the game of AFL within New Zealand and 12 easy to follow Sessions that you can adapt to your group.

INSIDE THIS BOOKLET YOU WILL FIND INFORMATION ON: »» AFL New Zealand Coaching Principles and Expectations »» AFL New Zealand AFL Coaches code of conduct »» AFL New Zealand Player Pathway »» How a session runs »» Warm up »» 12 training sessions »» Game day coaching »» On-field Positions for different player numbers »» AFL New Zealand Terminology and phrases »» Coach Review Guidelines »» Information Whether you are a coach/manager/game day volunteer please read all sections of the booklet to familiarise yourself with AFL in New Zealand. Again thank you for supporting the development of AFL athletes in New Zealand.

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AFLNZ COACHING MANUAL

CONTENTS HOW THIS BOOKLET WORKS

2

AFL NEW ZEALAND COACHING PRINCIPLES AND EXPECTATIONS

4

AFL NEW ZEALAND COACHES CODE OF CONDUCT

6

AFL NEW ZEALAND PLAYER PATHWAY

7

DEVELOPMENT/TRAINING AND GAME DAY COACHING OUTLINE

8

INTRODUCTION TO THE LESSON PLANS

11

AFL New Zealand Warm up

12

1. Clean Hands and Effective Handballs

16

2. Drop Punt and Kicking to advantage/weighted kick

18

3. Hand Mark and Contested Marking

20

4. Handball in contact and under pressure

22

5. Leading and Kicking decision-making

24

6. Front and Square & Crumbing

26

7. Tackling and Spoiling

28

8. Goal Kicking

30

9. Rucking and midfield structure

33

10. 1%ers!

35

11. Handball decision-making

38

12. Specky Mark and pack marking

40

AFLNZ PLAYER POSITIONS

42

AFLNZ TERMINOLOGY AND PHRASES

43

REVIEW AND FEEDBACK

45

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AFL NEW ZEALAND COACHING PRINCIPLES AND EXPECTATIONS It is important that the AFL New Zealand coaches maintain standards for the integrity of the sport, as well as the development of both players and other coaches.

As such, there are principles, expectations and philosophy for coaches in AFL New Zealand Programmes. The “Principles” give you, as coaches, a structure to work within to ensure our athletes are able to successfully develop within AFL New Zealand Programmes. The “Expectations” are set out to guide you on what is required and expected of you as an AFL New Zealand Coach. The “Philosophy” will have a significant impact on quality of performance and quality of enjoyment that players achieve through their participation. It is important that coaches develop a philosophy that will ensure a consistent, positive impact on their players.

PRINCIPLES AFL New Zealand programmes are based around both development and performance outcomes. The programme is structured with a focus on the development of athletes in 4 key aspects, covering both development and performance outcomes. These 4 aspects should guide you while you are coaching:

1. Personal Development –– “Better people creates better athletes” –– Leadership and understanding group/team dynamics and how different personalities have important roles within teams

–– On field behaviour and behaviour towards coaches/officials/managers –– Personal Responsibility 2. Skill Acquisition –– Effective performance of skills –– Ability to apply skills under pressure –– Decision-making (when to use what skill) 3. Fitness/Athletic ability –– Understanding of how fitness can aid on-field performance –– The different fitness/athletic attributes of AFL Players –– Guidelines on fitness so players can self-manage to aid on-field performance 4. AFL Game-Sense –– Rules of AFL –– Decision making on-field –– Knowledge of structures and positions of AFL

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AFLNZ COACHING MANUAL

EXPECTATIONS Below is a list of the expectations of AFL New Zealand Youth coaches:

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Be Punctual and able to assist in all aspects of the AFL NZ Youth Programme Understand commitments and availability. If not available communicating well in advance with a plan for those to run session.

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Follow lesson plans and structures provided Be prepared for your sessions and games by going over the information provided and planning your day from warm up through to game coaching points, how you will manage your team talks, your team, and presentations after

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Aid in the development of all players in the 4 key areas; Personal Development, Skill acquisition, Fitness and AFL Game-Sense

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Uphold the standards laid down in the coaches code of conduct

PHILOSOPHY

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Development vs competition: provide opportunities for all players to play in different positions and roles to develop their understanding and identify where they are best suited to play.

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Break it down and keep it simple: Utilise the 3 key points, any part of the game from skill to terminology will need to be broken down and explained. When introducing something or correcting treat it as the first time the players have heard or seen it using terms they will understand and relate to.

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Ask the questions: Of player and other coaches, this will grow your understanding of coaching, yourself, and your athletes. If you are not getting the right answers from your athletes rethink how you are communicating the information

On the next pages you will see a Coach’s Code of conduct and Volunteers Code of conduct.

By signing this you are agreeing to uphold the standards AFL New Zealand has set for our coaches.

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AFL NEW ZEALAND COACHES AND MANAGEMENT CODE OF CONDUCT I, ____________________________ hereby commit, to the best of my ability, to uphold the AFL New Zealand Coaches Code of Conduct.

In representing myself in an honest manner, and without bringing the coaching profession or the Game into disrepute, I will endeavour to uphold the following to the best of my ability: 1. I will respect the rights, dignity and worth of all individuals within the context of my involvement with AFL New Zealand and will not discriminate based on religion, race, ethnic background or special ability/disability.

2. I will abide by and teach the AFL Laws of the Game and the rules of my club/league association as to play the game and accept the role of the umpire.

3. I will be reasonable in the demands I make on the time commitments, energy and enthusiasm of the players in my care.

4. I will refrain from any form of abuse mental, emotional, or physical and will not participate in any unnecessary physical contact with players in my care.

5. I will not disclose any confidential information relating to a player without their prior written consent.

6. I will have due consideration of the varying maturity, ability levels, and goals of the players in my care when designing training schedules, activities and during competition.

7. I will not ‘overplay’ talented players, and will ensure that all players have equal game time and encouragement.

8. will always stress safety. Ensuring that equipment, facilities, and trainings meet safety standards and are appropriate to the age, emotional maturity and ability of the player.

9. In recognition of injury and sickness, I will seek and follow the doctor’s advice concerning injured or ill players.

10. I will endeavour to stay informed and educated on sound principles of coaching and skill development as well as factors relating to the welfare of my players. Should I require a qualification I will stay up to date with the practices, and requirements of that qualification.

11. I will, at all times, display and teach appropriate sporting behaviour, ensuring that all players understand and practice the principles of fair play.

12. I will display and foster team respect for umpires, opponents, coaches, officials, parents and spectators.

13. I will ensure that my prime role, to provide a positive environment where players can learn skills and develop themselves, is not overshadowed by an overly structured competition or a desire to win.

14. I will endeavour to be a positive role model, giving all players equal attention and opportunity creating a positive experience for the player.

15. I will encourage a healthy lifestyle and refrain from smoking or drinking alcohol around the players 16. Advocate a sporting environment free of drugs and other performance-enhancing substances within the guidelines of Drug Free Sport New Zealand and the World Anti-Doping Code.

17. I will not initiate a sexual relationship with a player under my care and will discourage any attempt by a player to initiate a sexual relationship with me. I will explain the ethical basis for my refusal.

I agree to the following terms: 1. I agree to abide by the AFL New Zealand Coaches Code of Conduct.

2. I acknowledge that the AFL New Zealand, or anybody affiliated with the AFL New Zealand, may take disciplinary action against me if I breach the Code of Conduct. I understand that the AFL New Zealand, or anybody affiliated with AFL New Zealand, is required to implement a complaints handling procedure in accordance with the principles of natural justice, in the event of an allegation against me.

3. I acknowledge that disciplinary action against me may include deregistration and suspension

COACH

(print name)

(signature)

(print name)

(signature)

WITNESS

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DATE

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AFLNZ COACHING MANUAL

AFLNZ PLAYER PATHWAY JUNIOR 5 – 11 YRS

YOUTH 12 – 17 YRS

SENIOR 18+ YRS

PRIMARY SCHOOL AFL KIWIKICK

SECONDARY SCHOOL & INTERMEDIATEPROGRAMME/ COMPETITIONS

REGIONAL AFL LEAGUES

6 week in school programme/8 week after school programme

AFL KIWIKICK PLAY AFL CENTRE

Nominations from Clubs and leagues

Selections made by AFL New Zealand staff through observing athletes participation

YOUTH COMPETITION

WILD CARD ENTRY

Competition & development based programme

Athletes meeting specific AFL New Zealand criteria, identified after the commencement of the Youth competition

Under 13 Under 15 Under 17

Selections made by AFL New Zealand talent identification staff through observation of athletes performance

AFL NEW ZEALAND ACADEMY 6 week academy that focusses on improving selected athletes skills, fitness and game understanding preparing for possible national representation

Consideration of ability and development of those playing in the U17 age group

Selections made by AFL New Zealand talent Identification Staff and Premiership coaching staff through observation of athletes performance.

AFLNZ PREMIERSHIP

Selections made by AFL New Zealand talent identification staff and National coaching staff through observation of athletes performance.

SENIOR NATIONAL REPRESENTATION

Level 1 Level 2 NZ Kahu Youth Girls

INTERNATIONAL SCHOLARSHIP

Under 18

Athletes from New Zealand can be provided with an International Scholarship opportunities by AFL

NATIONAL REPRESENTATION

Clubs at anytime.

Academy Level 1 Academy Level 2

AFL CAREER

NZ Kahu Youth Girls Under 18 vs Australian based team Either touring Australia or played in New Zealand

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GAME DAY COACHING OUTLINE Timings will differ for everyone therefore we have used start time – or + X amount of minutes.

It is always recommended that to maximize your time with your athletes having a plan with timings can be helpful for training and development sessions but don’t always go to plan with altering coachable moments etc. On Game day timings cannot be altered so having an itemized checklist and timings for pre-match, during the game and post-game will keep the athletes and coach on task to be best prepared for their game.

Time is the start time of sessions it is expected that players will arrive 15 minutes early to commence development sessions.

DEVELOPMENT/TRAINING SESSIONS TIME –30MIN »» Ensure equipment ready: pumped up balls, magnet board, marker feedback sheets, team list, plan for the day etc

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Assist Set up fields Set up for warm up and get early player arrivals to assist

TIME –15MIN »» Meet and greet players and parents »» Players requiring strapping or physio attention »» Players prepare for the day – change etc use change rooms »» Get players into an individual warm up routine and skill development – these are work ons for each of the Athletes encourage them to identify their own work-ons. If they are unsure have prepared a list of work-ons they can conduct

TIME: WARM UP »» In some AFLNZ Programmes this is done as one group »» Ensure AFLNZ Warm up is being followed if the group is unsure provide initial direction until they have the routine

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Mix it up within safe guidelines for a warm up

TIME +15 »» Drills/small games to assist with understanding of these points »» Finish off with a close confident drill/game »» Warm down TIMINGS FOR THIS SESSION WILL BE DICTATED BY LENGTH OF TRAINING SESSION/FIELD AVAILABILITY OR PROGRAMME CONSTRAINTS.

Game day TIME - 60MIN »» Coaches and Management meet to prepare for athletes to arrive.

TIME - 45MIN »» Player preparation »» Individual athlete instruction/work-ons 8

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TIME - 30MIN »» Game talk »» Where there are no distractions ie other teams running around etc »» How will your team be positioned? »» sitting, taking a knee, huddle »» who holds the board, how and where positioned »» 5 mins of the main points going to work on as a team and setting some goals for the game

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2 mins going over positions and rotations 3 mins positional goals and reinforcing main point for those positions

TIME - 20MIN »» Team Warm up »» As per AFLNZ Warm up and should be regular so not a lot of thought needs to go into it and prepares the athletes adequately for their game

DURING GAME COACH ROLE »» Utilise your runner: there is little point shouting from the side line as this will more often than not confuse the beginner player and your instruction may not be clear.

–– Take a moment to think - if runner will be of value and the message that goes out can be used and understood by the player while out there, otherwise

–– Make note and mention it when player comes off in rotation or at a break

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Rotations: ensure there is consistent rotations ensuring every player gets a go:

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Be mindful of your comments no matter how under the breath you think they might be.

–– each player shouldn’t be longer than 3 minutes on the side line –– positional rotations with instruction also so all players get an understanding of defence, attack and onball.

Body language will also play a big part Remember it is for the kids Each time player comes off for a rotation ensure they are given feedback As each player goes onto the field ensure they have been given direction Record goal kickers

QUARTER OR HALF TIME BREAKS – 3MIN »» Stop watching the game turn your back and come up with the 3 key points you wish to talk about at the break – write them down if you must on paper or back of whiteboard

–– Re adjust your players positions and starting points accordingly on your magnet board

QUARTER OR HALF TIME ADDRESS »» Water and lollies if supplied Have team manager arrange this but not to interfere with your discussion – give the boys time to gather themselves and time for you to gather yourself, could be opportunity for individual feedback

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How do you want the group positioned – be consistent

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Using the points what players are now going out there to do – clear instruction on working

Highlight good points observed 3 key points to work on Positions –

–– Who is holding the board –– Can everyone see –– Will there be confusion over the starting points as positioned magnets on the board on those 3 points.

END GAME –3MINS »» Come up with your 3 key take ways from the game both good and work ons END GAME »» Congratulate teams and give cheer »» Position group and facilitate discussion of learnings –– what were some things that were done well as a team or player – have your observations ready to add to the conversation and don’t shoot down any suggestions

–– what areas can we work on as a team or players – have your observations ready and be prepared for the players to be hard on themselves and reassure either the efforts or other things they did well

–– set the 3 things to work on moving forward to either next game or next week

ALL GAMES ENDING »» All assist with pack down of fields »» Players to get changed »» Playing kit to be accounted for »» Prepare messaging for next week »» Assess any injuries with Physio ensure accident injury form completed and parents made aware and given advice from physio

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Presentations

–– Teams player of the day –– Quick message on other teams performance and areas for your team to work on, Thank you

–– One coach to provide the General messaging for following week and programme to be

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conducting during the week as per handout.

Each coach to give their team handouts and any individual feedback of areas for players to work on. Have a tool box of individual drills players can use.

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AFLNZ COACHING MANUAL

INTRODUCTION TO THE LESSON PLANS AFL can be a highly demanding game, not just in its fitness requirements, but in the number of skills athletes are required to have. The 12 lessons in this booklet cover off a number of skills and team structures to help the development of AFL players in New Zealand. Each of the skills/ team structures are broken down into their key components to help with the coaching of them.

The skills/team structures in this lesson plan cover mostly those that, over the last few years, have been shown to be missing from the AFL skill toolbox of New Zealand AFL players. But we also have seen this as a chance to teach our young athletes the skills that create the opportunity for the spectacular on the field. A chance for kids to get noticed by scouts and provide moments that make you go – WOW, who is that!

Each lesson has a focus of one of two things

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Skill and application in a game situation Game understanding

The lessons then each have structure of

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Warm up Skills and drills Teaching games for understanding (TGFU) or “game like drills.”

WARM UP The warm up has two main objectives:

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Give the players lots of quality touches of the football Dynamic Movement for injury prevention

The warm up is set out on pages 14-17.

DRILLS »» Opportunity to learn the “hard skill” »» Simple plan on the skills/game understanding »» Lots of quality touches/opportunities to experience the skill/game situation TGFU OR “GAME LIKE” DRILLS »» Develop the retention, adaptability and transferability of skills »» Small sided games, and have the task constraints modified to suit the learning objectives. »» Improve the decision making of players.

Often these games are similar week to week, but have a slightly different focus, so ensure the aim of the session is reinforced with all coachable moments We want the players to get a high number of touches in a lesson and the more quality touches they can get, the greater the retention, adaptability and transferability of the skills they are learning.

Just one final thing to remember: We are not here to create 300 players with the perfect textbook kick/handball/bounce. We want to provide the best opportunity for the players within the programme to develop their skills so they can consistently complete them effectively and efficiently. Players will have their own style (just look at the different, yet effective styles throughout the AFL) and players should not be discouraged from that, but encouraged to ensure they cover the key technique points within their style.

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WARM UP The aim of the warm-up (approx. 10-15minutes) is for all players to get as many touches of the football as they can get whilst still covering movements as an injury prevention measure.

The warm up should progressively ramp up the intensity over its duration (i.e. start with light movement/skills that can be completed in close proximity to more intense movement and skills that involve more movement).

We have included a range of different dynamic movements, skills and fun games that involve a lot of movement/skills. Feel free to mix and match your own to achieve the warm up objectives. For younger players the emphasis for the warm up should be more on skills and games, but as the players get older they can have more time spent on specific movements alongside the skill work.

Please note: when warming up it is imperative to make all movements dynamic – static stretches are not dynamic and therefore should be avoided.

WARM UP MOVEMENTS »» Forward jog »» Backwards jog »» Side to side (both sides) »» Carioca (both sides) (also known as the grapevine) »» High knees »» Butt Kicks »» Running “A” drill »» Calf pops »» Lunges with a twist »» 45° Lunges »» Sumo squats (kick leg when turning around) »» Single leg RDL – “flamingos” »» Leg swings (straight) »» Leg swings (across body) »» Press up »» Cobra »» Arm swings (forwards/backwards) »» Short 20m sprints (of a range of intensities 60% – 100%) SKILLS Handball in pairs Overhead marking

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keep hands up and marking the ball – throwing hard!

Ground ball triangle High ball in pairs Triangle kicking

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AFLNZ COACHING MANUAL

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Spare cone Handball (Diagram Right)

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3 players on 3 of the 4 cones 1 player in the middle defending Handball to the cones beside you (no diagonal pass) 60 – 90 seconds each player as a defender. Defending player to score a point every time they can disrupt the handball/one of the other 3 drop it.

Spare cone Kicking

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As above but with kicking – player takes a mark and pushes off the mark.

Follow the leader (Diagram Right)

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Each line to have 5-6 players in it.

Coach/senior player at head.

Players receive the ball and then dispose of it back to the head.

Run around the head player after disposal Ensure you mix up the type of ball the player is receiving – from ground balls, handballs, kicks, high balls.

5 Star handball (Diagram Right)

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The aim of this drill is to improve handball and voice skills.

This drill works by skipping a group on your left and handballing to the next group(you can change the way it goes, clockwise/anti-clockwise to use your

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opposite hands).

Once the player has handballed they join the group they handbaled it to.

You can increase the difficulty by adding 1 or 2 defenders and adding 1 or 2 more balls in to speed the drill up.

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TEAM MOVEMENT/GAMES TWO-GOAL RUN »» Field set up: In a rectangular field approximately 35m x 25m, two sets of goals are placed at each end of the field, with one in each corner. Each of the four goals (marked by plastic cones) is approximately 1.5m wide.

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Rules: Football rules apply in this game, but there is no kicking the ball. The players can run, shepherd, tackle and handball as often as they like.

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Scoring: A goal is scored when the ball is handballed through either goal at the end of the field. The ball must bounce at least once before it goes through the goals (i.e. goals can’t be scored on the full). A ball is placed behind each of the four goals so that when a goal is scored the opposing team can play on immediately. The team with the highest score at the end of the game wins.

Tips: Ensure the ‘umpire’ keeps the game flowing as much as possible so there are no ball ups and packs. If a pack forms, the umpire uses another football to restart play and the ball in the pack is dead.

TWO-HAND TOUCH »» Field set up: This game is played in a rectangular field with the short ends of the field serving as the ‘touch’ lines.

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Rules: Based on the rules of touch rugby. No kicking or tackling is permitted. The ball must be handballed backwards and then carried forward. Play stops when an opponent touches the ball-carrier with both hands. If after five sequences of play a goal hasn’t been scored, the ball is turned over.

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Scoring: A goal occurs when the ball is touched on the ground at the end of the field. A number of balls are placed at each end of the field so the opposing team can play on immediately when a goal is scored, resuming from the defended touch line. The team with the highest score at the end of the game wins.

Tips: The ‘double hand’ aspect of this game is important. If only one hand is used to ‘stop’ a play, the game will not flow.

KEEPINGS OFF »» Field set up: Split a football oval down the middle with a set of plastic cones, creating two equal playing fields. Goals are not required.

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Rules: Football rules apply. Players can run, shepherd, tackle, kick and handball the ball as often as they like. One team starts with the ball at the beginning of the first half (coin toss). The other team starts with the ball at the beginning of the second half.

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Scoring: Points are scored by running 10m and bouncing the ball, with one point for every bounce. If the ball is turned over, the opposing team has the opportunity to score points.

The team with the highest score at the end of the game wins.

Tips: Ensure the ‘umpire’ keeps the game flowing as much as possible so there are no ball ups and packs. If a pack forms the umpire uses another football to restart play and the ball in the pack is dead.

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AFLNZ COACHING MANUAL

W SWAP BALL »» Field set up: This game can be played in any size field »» Rules: Football rules apply but there is no kicking the ball. Players can run, shepherd, tackle and handball as often as they like

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Scoring: One point is scored every time the ball is hand balled to a team-mate. Six points are scored if the team with possession of the ball can swap the ball in play for a ball which is placed randomly on the field by the ‘umpire’. This ‘swap’ ball is only placed on the field three to four times per half and is only on available for 30-45 seconds. Only the team with possession of the ball can swap the ball. The ball in play must be placed next to the swap ball before the new ball can be brought into play. The team with the highest score at the end of the game wins

Tips: Ensure the ‘umpire’ keeps the game flowing as much as possible so there are no ball ups and packs. If a pack forms the umpire uses another football to restart play and the ball in the pack is dead

Coaching tool for warm up games: To achieve certain outcomes adjust the constraints of the game i.e. add in more footballs/reduce the space/increase the space/ change rules so players can only pass/kick with non-dominant foot/hand etc.

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1. CLEAN HANDS AND EFFECTIVE HANDBALLS These are two of the most foreign skills faced by new players of AFL in New Zealand. The handball; due to being a completely new skill, and clean hands; as in the dominant New Zealand football codes rarely does it see players attacking the ball to pick it up while moving forward.

One reason for this seems to be a lack of technique when it comes to picking up the ball under pressure, especially in the placing of the body between yourself the ball and the opponent to protect yourself, while also winning the ball.

Aims: to pick the ball up clean, protect yourself and be able to make an accurate pass by hands

WARM UP Choose one of four warm ups (movement warm up as skills still to be taught).

HANDBALL Teaching points:

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Tight fist Bent elbow Catch your fist Move toward your target

DRILLS Handball triangle

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3 players set up in triangle.

One person at the “head of the triangle” 2 other players take turns handballing to the “head of the triangle” (2 to 3 balls in each group)

Coaching Tool: Use Secondary Tasks! With every handball a player makes they must yell out a movie title/another player’s name/a random letter/a random number

GAME Handball game

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Games of 5 on 5.

In 20m x 20m square.

Players must handball to each other 5 times and then handball it to the coach who is moving around the field.

Once handballed to the coach then that is one point.

If there is a dropped ball then a handover.

Players can run with the ball Most points win

Coaching tools: Reinforcing skills. Don’t be afraid to stop the game and do quick 2 minute practice of the skill with the players. If you notice there is something that needs to be improved (i.e. catching the fist/following through to the target) then stop the game and get them to practice it. Keep it short and sharp though!

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CLEAN HANDS

1

Teaching points:

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2 hand pick up Attack the ball – Maintain momentum and pace through the action Get low (bend at knees) Palms facing up, get under the ball Analogy of ball – body and then ball – body – opponent Move past the ball as you pick it up Maintain momentum and pace through the action Analogy – chase the chickens (chook)

DRILLS Ground ball Pick up in a triangle.

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Players in 3.

Roll the ball out to one who then picks up and handballs to the next person 1 -2 balls per group Focus on getting body-line right.

Player receiving must get in the right position to receive the handball

Ground-ball pick up grid.

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Set up a grid of approx. 30x40m.

Players in 3s.

One player from each 3 on the outside of the grid and rolls out the ball to the advantage of one player in a pair.

Two players compete (though one has the advantage) They must get a clean pick up and handball it back to the player who rolled it out. They move onto the next player around the grid to receive another feed. Do this for 1 minute for each player.

GAME Ground ball game

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6 attacking and 4 defending (5 attacking/3 defending).

20m x 20m square Attacking team rolls the ball to each other to pick up clean.

Every clean pick up (no fumble) scores 1 point If a fumble = 0 points Defending team trying to disrupt the pick up (only use legitimate AFL defence – i.e. shoulder to shoulder/hip contact but no push in the back or tackling).

Timed for 2 minutes.

As many points you can get in that time.

Coaching tools: Adjust the “constraints of the games” – Make the players only handball with their non-dominant hand – Change the number of attackers/defenders on each team – Adjust the space to work within (how big the field is) – Add extra footballs in NOTE: Whenever changing the constraints always focus on how the constraints will affect: – Retention of the skill – Adaptability of the skill – Transferability of the skill

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2. DROP PUNT AND KICKING TO ADVANTAGE/WEIGHTED KICK The aim of ‘kicking to advantage’ is to provide every opportunity for your teammate to win possession of the ball. Kicking to advantage is not about pinpointing a pass; it is essentially about providing advantage to a teammate who is being defended closely in a marking contest.

When kicking to advantage, the player kicks the ball to the side of the contest their teammate is on. The kick is to be weighted and given some ‘hang time’ to allow the teammate to run into the position where the ball will drop.

TEACHING POINTS OF THE DROP PUNT »» Impact point (Hugely important) –– impact point is just above the laces on the boots and just below the ankle joint –– Where the player’s foot makes contact with the ball –– Players ability to make strong, accurate impact with the ball will ultimately decide if the

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kick reaches its intended target Control of the ball (the drop)

–– Use guiding hand (e.g right hand for right foot kick/left hand for left foot kick) to guide/ cradle ball onto the foot

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–– Ball released as kicking foot leaves the ground –– Ball remains vertical to allow impact on bottom third of ball (creating backspin) Lower leg speed/Acceleration

–– Lower leg is below the knee –– Steadying long last stride –– Don’t need a large “wind up” but rather quick knee extension to generate lower leg

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acceleration Firm foot

–– Ankle extended (plantar flexed) –– Presents the hardest and most stable platform for ball contact –– Impacted at ankle joint/hump of foot – lower down small bones of foot mean less stable and more likely to be injured

–– Analogy – if you tried to kick a punching bag with a floppy foot what would happen?

WARM UP DRILLS Drop drill All players holding a ball and walking two or three steps and then dropping the ball to bounce back up (landing on the x of the ball). Coach can call out left/right/forward/back, players follow instruction, every 2/3 steps they drop the ball. Teaches control of the football.

Partner kicking

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Players start 10m away from each other and kick to each other Players to focus on impact point and keeping ball vertical Players can move further apart as they get more comfortable

Coaching tool: Take away feedback: Get the players to shut their eyes when they kick to their partner. Can help them to focus on the feel and sound of a good kick, while taking away their reliance on sight.

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2

Triangle kicking

»» »» »» »»

Players in 3s Focus on weighted kicking (giving hang time to the kick) If mark taken either push off the mark or roll around the mark 15m to start with and extend to 20/25m

Circle drill (kicking to advantage)

»» »» »»

Multiple footballs.

Player runs out of the circle to mark the football kicked out by the previous player Kicking out so that the player must run onto it.

Return

Coaching tools: Ask questions of the players such as: –

What gave your teammate the best chance to

mark the ball –

What did the teammate do that helped you out?

–

When you were running out to mark the ball what

Kick to mark

Lead

helped you out the most?

Lead Return or follow up

Kick

GAME Hit the Target

»» »» »»

6 attacking and 4 defending.

40m x 40m square Kicking side gets a point every time their player get a touch after a kick (note this does not need to be marked, it can be kicked to advantage so the attacking team got to the ball

»» »» »»

first).

Every time the attacking team has the ball it is a “mark,” whether caught or not. Players in defending team not defending will keep score.

Timed for 2 minutes.

As many points you can get in that time.

Have multiple games going on - can move teams around in a competitive format Coaching tools: Adjust the “constraints of the games” –

Change the number of attackers/defenders on each team

–

Adjust the space to work within (how big the field is)

– Add extra footballs in (especially when more attackers than defenders – will help teams get more points)

AFLNZ COACHING MANUAL

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3

3. HAND MARK AND CONTESTED MARKING Marking the ball out in front of you allows you as the attacking player to be the first to the ball (thus giving you the chance to mark the football as no-one else has touched it) and increasing the distance from where you will mark the ball and where the defender is.

Using your body to “protect the drop zone” and keep the opposition player away can be a foreign concept to NZ athletes, as most other sports they play will penalise you for any contact on an opposition player prior to the ball arriving.

TEACHING POINTS OF MARKING (HAND MARK) »» Hands out in front of your face, spread the fingers »» Analogy - Make a W with your Fingers (thumbs and index fingers) »» Analogy -Look through camera (hands not behind head) – watch ball through hands »» Wrap hands around the football as you mark it (maintain the W) TEACHING POINTS OF CONTESTED MARKING »» Read where the ball is going to drop »» Protect the drop zone by position yourself so you are on the side the ball will drop and hold »» »» »»

off your opposition player You can push off your opponent in the chest/shoulder to shoulder Do not push in the back Learn to read your opponent and work out your best chance to beat them to win the football

WARM UP DRILLS Marking in pairs

»» »»

In pairs hands above heads – pass as hard as you can to partner who marks ball above their head.

Add competition - first to 5 drops does 5 pushups.

Coaching Tool: Use Secondary Tasks! With every mark a player makes they must yell out a movie title/another player’s name/a random letter/a random number Kick to Kick

»» »» »» »» »»

In 4s Two pairs 20m away from each other One player kicks to the advantage (using the weighted kick

Mark

learnt in the previous lesson) of the nominated player in another pair 20m away, The other player in the pair is a defender and the two compete and contest to mark the football.

Contest

Then the player who was nominated kicks to the other pair’s nominated player as above

Note: This is not a leading drill. The players do not lead – they can point to where they want it, but are not leading to the ball. We want the players to engage each other.

Coaching tool: Players can learn a lot from watching/observing so demonstrate pushing off the opponent and holding them without telling the players what you are doing. Show them what you can get away with and then let them have a go at pushing the limits.

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AFLNZ COACHING MANUAL

Circle kicking to advantage

»» »» »»

3

Multiple footballs.

Player runs out of the circle to mark the football kicked out by the previous player Kicking out so that the player must run onto it.

Coaching Tool: Use competition. Have two/three circles going on at the same time and count how many marks are taken out in front with the different circles competing against each other.

MARKING GAMES/DRILLS Younger Marking football

»» »» »» »» »» »»

Even numbered teams (i.e. 5 on 5) 20m x 20m/30m x 30m square Players Underarm lob the ball to their teammates and teammates must take it out in front – no chest marks.

Ball must be lobbed over shoulder height.

Every “mark” is worth 1 point.

Any chest mark/drop = handover.

Older Hit the Target - but only with marks!

»» »» »» »» »» »»

6 attacking and 4 defending.

40m x 40m square Kicking side gets a point every time their player marks the football.

Every time the attacking team has the ball it is a “mark,” whether caught or not. Players in defending team not defending will keep score.

Timed for 2 minutes.

As many points you can get in that time.

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4. HANDBALL IN CONTACT AND UNDER PRESSURE When under pressure or in contact it is still important that a handball hits it target. Handballs made under pressure and in contact are much more likely to be wayward or “soft” and not make it to the intended target. A strong handball through contact can put a teammate into space and open the game up.

TEACHING POINTS »» Use body to create space to get a handball off in the first place »» Free the arms »» Handball to your teammates advantage (not necessarily stationary) WARM UP DRILLS Half-volley handball in 3s

»» »»

3 players in a line 5m apart (so 10m’s between the two end players).

Player with the ball (at one of the ends) handballs (1) to the middle player who pick up on a half volley and handballs (2) back (on full) to

»» »» »» »»

the end player.

3

Middle player then runs around that end player.

While the player is running around the end player handballs (3) on the full to the other end player.

Middle player then receives another half volley (4) from the other end player and repeats the above process 60secs – 90s each player.

1

Strong hands/arms in distributing

»» »» »» »» »» »»

4

2

In 3s One distributing One receiving and one disrupting Distributing player handball to receiving player.

Receiving player then tries to handball back to first player while the disrupting player gives pressure across the arms/hands.

Each player to take turns for each role

Handball out of contact (Diagram Right)

»» »»

4 cones in a square (5x5 or 10x10) 4 even groups on the cones A takes the tackle from group B (70% effort in

D A

the tackle) but must free arms to handball to

Tackle

C’s advantage – i.e. direction they are moving

»» »» »»

– Not stationary.

C then takes tackle from group D and handballs to Group A’s advantage.

Players move one cone around each time.

C

B

Keep groups small – so more touches per player

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4

Loose ball 1-on-1

»» »» »» »»

4

Players in pairs Coach kicks/rolls ball out to space and the players compete to get the ball back to the coach (through handball).

If the ball doesn’t get to the coach correctly they keep competing until one of them can get an effective disposal to the coach AFL rules on tackling/bumping apply

GAME Handball game with tackling 20m x 20m square can be larger/smaller depending on numbers

»» »» »»

Ball rolled to an attacking team and they must work the ball past the endzone (running/ handball) The defending team has 1 less player but can tackle and try to disrupt the ball carriers.

If the defending team gets the ball then it is the end of that part of the game and either a change over or new group in (see below)

With different age groups you can organise the game in different ways

Younger »» Have the teams already organised with set number of defenders and attackers »» Rotate players in and out depending on which team has the ball.

Older »» Have two teams set up on the sideline and call them in with random numbers »» Always attacking team first and defending team second (i.e. 3 on 2 or 5 on 3). »» Each team must run around the other endzone to enter the game and meet the ball. »» You can randomise the number of attacking/defending players, but keep the number of attackers higher.

Coaching tool: Add competition to the drill so each team that can gets the ball in the endzone scores a point and if you stop the team from doing it then it too is a point

AFLNZ COACHING MANUAL

23

5. LEADING AND KICKING DECISION-MAKING Making a strong and hard lead will provide the athlete the best chance to take the ball out front and stop a defender from spoiling a potential mark. A good lead will also help the player kicking the ball as it gives them a target to kick to.

Kicking decision making can be tough on young athletes and those new to AFL. With no offsides in AFL there could be 3 or 4 lines of players ahead of them, as well as players behind and lateral to them. Looking upfield it is important to be able to see where the space is and who is an open target. Struggling to read the play ahead sometimes causes players to just kick long instead of pinpointing a target. Players need to be able to “lower the eyes” and see a short target, as well as look up and see a longer target moving into space left by another leading player.

LEADING TEACHING POINTS »» Create separation between you and the opposition. Tools – duck lead, push off, grab and »» »» »»

pull Point to where you want the ball Lead hard Read the flight of the ball

WARM UP DRILLS Triangle kicking

»» »» »» »» »»

Players in 3s Focus on weighted kicking (giving hang time to the kick) to a lead Leading player points where they want the kick and moves to that spot If mark taken either push of the mark or roll around the mark to kick to next leading player 15m to start with and extend to 20/25m

2 point leading drill (Diagram Right)

»» »» »» »»

Set up two triangles with cones 40m apart.

The points of the triangles away from each other.

Players start in the middle and lead to one of the cones in front (diagonally to their left or right).

The player with the ball kicks to their advantage. The receiver then kicks to next player leading to one of the cones.

Coaching Tool: Add pressure to the drill. They can’t finish the drill until 10 kicks/marks made without the ball hitting the ground.

Circle kicking to advantage

»» »» »»

Multiple footballs.

Player runs out of the circle to mark the football kicked out by the previous player Kicking out so that the player must run onto it.

Coaching Tool: Use Secondary Tasks! With every mark a player makes they must yell out a movie title/another player’s name/a random letter/a random number

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5

Hit the target 1 (Diagram Right)

»» »» »» »» »» »»

One kicking group Two leading player groups who are 40m away from the kicking player.

A defender group in the middle of the two leading

Lead

players Leading players make a lead and the defender makes a decision on who to defend Kicking player receives handball from coach and must make a decision on who to kick to Players rotate round the different positions

Hit the target 2

»» »»

Lead

Kick to lead

Same as above but instead of 2 on 1 it is 3 on 2, with the extra attacker behind the front two Kicking player needs to hit the target who is open (lower or raise eyes to see the different targets and

Handball Coach

defenders)

GAME Keepings off - but only with marks!

»» »» »» »» »» »»

6 attacking and 4 defending.

40m x 40m square Kicking side only gets a point every time their player marks the football.

Every time the attacking team has the ball it is a “mark,” whether caught or not. Players in defending team not defending will keep score.

Timed for 2 minutes.

As many points you can get in that time.

Keepings off - Even numbers

»» »» »» »» »» »»

5 on 5.

40m x 40m square Kicking side only gets a point every time their player marks the football.

Every time the attacking team has the ball it is a “mark,” whether caught or not. Players in defending team not defending will keep score.

Any drop/ball hitting the group is a turnover All points collated

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6. FRONT AND SQUARE & CRUMBING The term “front and square” or “front and centre” refers to the position at the front of a contest.

It is the spot the ball is most likely to be brought to if not marked, making it a very important position to be in to win the ball.

Crumbing is a term that refers to getting the ball at the feet of the big players after a contest (i.e. picking up their crumbs). If a player can get to front and square for a contest they have a much higher chance of crumbing the ball and winning it for their side.

WARM UP DRILLS Tap and Crumb

»» »» »» »» »» »»

In 3s One player in the middle.

Middle player receives a low ball from one player and clean pick up and handball back Then turns and receives a high ball from other player. Jumps and taps it down to them.

Turns and receives another low ball from first player Go for 60-90seconds per player

Front and square

»» »» »»

Ball gets kicked long into a stationary contest (two players marking) who contest to win for the ball (looking to bring it down in front) 2 players, stationed halfway between the contest and the kick, follow the flight of the ball and crumb.

Both these players compete to win the ball through crumbing

40-50m Kick

Coach/player

Crumbers

20m

Stationary contest

Forward Crumbing

»» »» »» »» »»

Similar to the front and square drill but in front of the goal and with forward leads before turning to crumb 2 players in the goal square to contest 2 cones set up in either pocket.

Players in the pocket lead towards the kicker/coach and then when the ball is kicked to the contest in the goal square they turn to get in position front and square.

Crumb the ball and kick the goal

Kicking to advantage circle with a handball

»» »»

Same as the kicking to advantage drill, however players go out of the circle in pairs with one to receive the handball or pick up the ball after a drop.

Player who is not receiving the kick must work hard to get into the right spot

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6

6 GAME Front and square game

»» »» »» »» »» »» »»

As in the front and square drill the coach kicks the ball into a contest.

In pairs (one attacking player and one defending player) players converge on the contest from the 4 cones to be in position.

Attacking players try and kick a goal Defenders try to rebound out of the 50.

Points for goals and rebounds Change up where the kick comes from As soon as a goal is kicked/ball rebounded get the next ball in

Crumbers 40-50m Kick

Coach/player

Crumbers

20m

Crumbers

Stationary contest

20m

Goals

Crumbers

AFLNZ COACHING MANUAL

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7. TACKLING AND SPOILING Tackling is an important skill in AFL. If you make an effective tackle you can win the ball for your team and change momentum. Tackling can also slow opposition teams down and create more stoppages for your midfielders to win. Tacklers must be smart so as to not rush up and then have the opposition evade them as it opens up space for them to get an effective disposal off.

Spoiling stops the opposition marking and gives your team the chance to win the ball on the ground. Spoiling to teammates/away from danger zones can release pressure.

SPOILING TEACHING POINTS »» Approach the player from the side »» Always know where your opposition player is »» Always keep your eye on the ball »» Punch through the ball (not a haymaker) – robot punch »» Do NOT put your hands in the opposition players back TACKLING TEACHING POINTS There are 3 types of tackles commonly used in AFL »» Front on tackle »» Side on tackle »» Tackle from behind (drop tackle) Front on tackle

»» »» »» »»

Used a lot around contests to wrap ball up and create stoppages Focus on the waist and hips of opposition player Wrap arms around oppositions arms to pin the ball When player is over the ball be careful with this tackle so as not to make contact with the head or shoulders

Side on tackle

»» »» »»

Wrap oppositions players arms up Twist player as you make contact with them Hold player up or drive to the ground

Drop tackle

»» »» »» »» »»

Huge momentum changer of a tackle Approaching player from behind, wrap arms around their arms to stop their ability to dispose of the ball Pull down with your body weight to bring player down Twist opposition player as you bring them to ground IMPORTANT – do not put hands in the back, or drive through the players back (that is a Free Kick against you)

With all tackles no contact below the knees or above the shoulders (that is even just a hand on the shoulder).

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7

WARM UP

7

SPOILING DRILLS One on one contest

»» »» »» »»

Players in pairs 25m from each other High ball kicked in One competing to mark and one competing to spoil Switch roles and kick back to other pair

TACKLING DRILLS Knee tackling

»» »» »» »»

Players in pairs Both players on their knees One player has ball in hand and other the tackler Practice tackling front on, side on and from behind

1 on 1 short handball/tackle

»» »» »» »» »»

Players paired up Both run around cones 5m perpendicular to them and come back to contest for the football Ball rolled to the advantage to one player That player must try and pass back to coach Other player attempt to make an effective tackle

3 on 2 (staggered)

»»

Tackler must corral the player with the ball and then make the tackle

Loose ball 2 on 2

»»

Win by either get the ball back to the coach or make an effective tackle

Handball 4 vs 2

»» »» »» »» »»

Set up a square 15m x 15m 4 attackers 2 defenders Defenders try to tackle the players with the ball Every tackle is 1 point to the defenders

GAME Keepings off Play in the centre square

»» »» »» »» »»

Even teams Team trying to get clean disposals – any handball/mark is 1 point An effective tackle or spoil is a handover and also 1 point to the team No marking in the game, so if a kick is cacught the attacking team must play on. Only Free Kick is on a turn over.

Play for a set amount of time

AFLNZ COACHING MANUAL

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8. GOAL KICKING A team that is able to convert scoring opportunities into goals will be able to create scoreboard pressure on an opposition. A goal is 6 times better than a behind, so accuracy in front of goal is a must for a team. We will look at the two common types of shots on goal; set shot and shot on the run, and the different techniques needed for these.

SET SHOT TEACHING POINTS A set shot is a shot taken out of the rhythm of the game. The game stops and you have the ball and can take your time. This can cause some anxiety in players as they take the shot. A set shot routine needs to be created so players can fall back on it and clear their mind from all other external distractions.

Factors to take into account when creating a set shot routine:

»» »» »» »» »» »» »» »»

Ensure when the football is kicked it will clear the man on the mark (making contact with the football approx. 7m away from the mark is a standard rule) Visualise the set shot and visualise it going through for a goal!

Have a lead up/run up of enough momentum to kick the distance There are two schools of thought on what the focus should be on when kicking at goal: Focus on a target through the middle of the goal and 10-20m behind it Focus on a spot on the ground that has been marked and swing through that spot Follow through to the target Have triggers in the routine to ensure the focus is on the areas of the kick needed to work on (i.e. contact point of the foot/follow through/lower leg speed/grip etc.)

Remember – no one can create a players own routine. They have to do what makes them comfortable and puts them at ease in front of goal.

GOAL KICKING ON THE RUN Goal kicking on the run can be more comfortable for players as it falls within the rhythm of the game and often is done on instinct, so players don’t overthink their kick. There are a few important factors to take into account when kicking on the run for goal

»» »»

If possible is it advantageous to kick on your preferred foot in front of goal (for accuracy).

When using the drop punt on the move in general play, straighten up your body to the middle of the goal (no matter angle you are on, if your body is straight through the middle

»»

of the goal this will increase accuracy) If running at full speed take the extra step or two to slow down, allowing yourself to execute the shot on goal effectively

Common errors are:

»» »» »» »»

Perceived pressure Rushing the kick Not straightening up Trying to snap/banana when you could’ve used the drop punt

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8

8 DRILLS Set Shot competition in pairs

»» »» »» »» »» »» »»

Players in pairs Set up 5-6 cones at various angles/distances in front of goal (ensure they are all within 30m out from goal) Players move from one cone to the other kicking a goal at each cone, whilst following their set shot routine.

Behind = 1 point and goal = 6 points Competition between all pairs – most combined points wins If there is a tie have a “goal off” If in 3s have someone on the mark

Coaching Tool: Use Secondary Tasks! With every shot a player makes they must yell out a movie title/another player’s name/a random letter/a random number Coaching Tool: If someone is low in confidence take away the chance of error. Start them in right in front of goal where they can’t miss to give them confidence and then move back Coaching Tool: Take away feedback. Get the player to close their eyes as they come into kick so they don’t know the result of the kick and can start to use other senses to help them Speed set shot goal kicking In 3’s you can practice kicking goals under fatigue and within the time allowed.

»»

–– 1 player goal kicking –– 1 player on the mark –– 1 player behind goals and timing Set out 5 cones at various angles and distances from goal (again stay within

»»

your kicking range).

Sprint to a cone from 10m away with another player. That player stands on the mark and you push back to go through your routine. The player behind the goals times you 30

»»

seconds from when you get to the mark.

Once you have had the shot at goal (irrespective of successfully kicking the goal or not) sprint to the next cone and repeat.

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8

“S” drill for running shots

»» »» »» »» »» »»

Players divided into left-footers and right footers Left-footers start on the right hand side of goal, right-footers start on the left Set up the cones so the players will round the cones in an “S” shape to shoot for goal on their preferred foot Player receives a handball before running round the first cone Add in someone chasing for added pressure Change sides so players have to straighten to kick on their preferred foot

R Footers

L Footers

GAME Forward line entry and goal kicking

»» »» »» »» »» »» »»

32

3 midfielders and 4 forwards attacking vs 3 midfielders and 4 backs Ball passed around the midfielders in centre square (handballing/switch kicks to each other – no u-turns) Forward line set up for entry with equal defenders On coaches whistle the midfielders work for a forward line entry (inside 50) Game is then live Any goal worth 6 points Any behind minus 6 points

AFLNZ COACHING MANUAL

9. RUCKING AND MIDFIELD STRUCTURE The midfield is an important part of AFL as a link between the backs and the forwards. Winning

9

the ball in the middle of the ground has typically been seen as the major factor in winning or losing AFL games.

The modern midfielder in AFL has a one of the most demanding positions in AFL They are positioned at contests around the ground looking to clean up the ball from the ruckman/ marking forwards and backs to clear it out to players running past, or move the ball into the forward line. Important attributes are clean hands, accurate handballing, accurate kicking, good decision-making and having a high aerobic capacity. Defensively they must be able to read player at contests as well as stick with them.

Tackling, smothering and shepherding are important physical skills they need.

The aim of the session is to teach the players about the structure of a midfield set-up, continue to develop the important skills a

DIRECTION OF ATTACK

the play and compete with their opposition

midfielder needs as well as help to develop their understanding of playing as a midfielder.

Protector

Rover

Ruckman Attacker Defender

Sweeper

MIDFIELD TEACHING POINTS See the image below for the standard set up for a midfield (at a ball up) The positions are:

»» »»

Ruckman - responsible for getting the tap out and directing the ball to a predetermined spot Sweeper - responsible for roving the opposition ruckman’s knock and putting pressure on the opposition players if they get the ball. It is important that this person does not over commit or get too close to the contest and have the opposition tap the ball into space behind the sweeper. Once the Receiver gets the ball then the sweeper becomes an option

»» »»

for a handball Receiver - responsible for roving to the ruckman’s tap. Needs to be able to read where the ball in the air and where the ruckman will tap it Protector - responsible for assisting the receiver in getting the ball by shepherding and blocking out the opposition

WARM UP DRILLS Tap and Crumb

»» »» »» »» »» »»

In 3s One player in the middle.

Middle player receives a low ball from one player and clean pick up and handball back Then turns and receives a high ball from other player. Jumps and taps it down to them.

Turns and receives another low ball from first player Go for 60-90seconds per player

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9

Ground-ball pick up grid.

»» »» »» »» »»

Set up a grid of approx. 30x40m.

Players in 3s.

One player from each 3 on the outside of the grid and rolls out the ball to the advantage of one player in a pair.

Two players compete (though one has the advantage) They must get a clean pick up and handball it back to the player who rolled it out. They move onto the next player around the grid to receive another feed. Do this for 1 minute for each player.

Tackler

Shepherding the tackler (Diagram Right)

»» »» »»

3 cones set out as in the diagram with a ball carrier line, sherpherder line and tackler line.

“Tackler” tries to run down the “ball carrier” and affect disposal/make

»» »»

Shepherder

Ball rolled out to player.

Ball Carrier

tackle.

“Shepherder” attempts to run a shepherd and keep tackler away.

“Shepherder” to talk to “ball carrier” and give important information such as amount

»»

of time they have The “ball carrier” needs to execute the handball as well

Ball rolled out

Centre Clearance (Diagram Below)

»» »»

Practice the structure from a centre bounce and also Ensure players switch around all 4 positions.

Rover moves to receive ball DIRECTION OF ATTACK

Coach

change it up to a boundary throw in.

Protector moves to block opposition onballer

R

Ruckman taps to rover

Sweeper moves to receive ball from rover

Coach/injured player feeds ball into ruck Attacker Defender

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AFLNZ COACHING MANUAL

9

Midfield Stoppage to Stoppage

»» »»

Two stoppage groups are set up about 50m apart.

One ball is used. Start at one end, throw the ball up to the ruck who is working with the group of three with a

»»

group of two defending.

The group of three work the ball to a player under

R

pressure from the defenders who must kick the ball to

»» »» »»

one of two forwards.

The two forwards are outnumbered with a loose player in defense.

The same team as the ball carrier leads to receive the

50m apart

kick.

Once the kick has been completed the drill stops and the opposition at the other end works the stoppage

»»

with the extra numbers and the drill repeats.

Both the rucks stop being involved after the hit out.

R

GAME Midfield Clearance Game

»» »» »»

Make a square 20m x 20m 5 on 5 with each team a target down field Start with a ruck and a team must get 4 handballs amongst themselves to then kick to the target down field. If they can kick to the target they get 2 points (note kick does not have to

»» »»

be markable, if they can get the ball in the vicinity of the target that is a point.

Full AFL contact rules apply If there is a tackle it is a ball up again and the tacklers team gets 1 point

Touch Football

»» »» »» »» »» »» »» »» »»

Even numbers on each team Only handballs Running with ball allowed Have a goal set up with a semi-circle around it (which no-one is allowed in) Handball the ball through the goal equals 1 point Game starts with a jump ball If a player is touched they must dispose of the ball immediately (holding onto the ball results in a turnover If a player is touched they can’t shoot for goal If ball goes out of bounds it is the other teammate ball with a pass in from the side (like basketball)

Coaching tool: Adjust the constraints of the game – add in an extra football, make it a handover if a player makes a U-turn, make them use only their non-dominant hand

AFLNZ COACHING MANUAL

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10

10. 1%ERS! SMOTHER, SHEPHERD, 2ND AND 3RD EFFORTS, COMMUNICATION The 1 Percenters are the little things that are not usually given a stat in AFL. Typically 1%ers refer to knock-ons, spoils, smothers, shepherds, chase from behind, bumps, blocks. A 1%er requires a player to put in effort and these are aspects that coaches and scouts look for in athletes.

SMOTHER TEACHING POINTS Goals and big marks can lift a team, but so can a well-executed smother. It has the ability to change momentum and lift a team.

Remember these points to make an effective smother:

»» »» »» »» »»

Arms and hand outstretched from hip level Turn body side on to protect yourself Step across with your leg closest to the opposition player and bend at the knees Keep your arms and hands strong as you place them over the kicking players boot Protect your head with your leading arm – still watch the ball though!

SHEPHERDING TEACHING POINTS »» Not a “bump” »» Know where your teammate and the opposition player are at all times (don’t just focus on »» »» »» »»

one or the other) Use arms to lock player in behind you Preferably make contact with the player so you know where they are and stop their run If you can’t make contact just getting between the opposition player and your teammate can be effective, as the opposition player has to use valuable time to get around you It’s all about EFFORT!

WARM UP DRILLS Smother in pairs

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In pairs practice the smother technique.

Kicking player working at about 70% Practice smothering from both sides

Shepherding the tackler (See page 36)

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3 cones set out as in the diagram with a ball carrier line, shepherder line and tackler line.

Ball rolled out to player.

“Tackler” tries to run down the “ball carrier” and affect disposal/make tackle.

“Shepherder” attempts to run a shepherd and keep tackler away.

“Shepherder” to talk to “ball carrier” and give important information such as amount of time they have The “ball carrier” needs to execute the handball as well

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AFLNZ COACHING MANUAL

Tap and Crumb – high intensity

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10

In 3s One player in the middle.

Middle player receives a low ball from one player and clean pick up and handball back Then turns and receives a high ball from other player. Jumps and taps it down to them.

Turns and receives another low ball from first player Go for 60-90seconds per player

Loose ball 1-on-1

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Players in pairs competing against each other Coach kicks/rolls ball out to space and the players compete to get the ball back to the coach (through handball) If the ball doesn’t get to the coach correctly they keep competing until one of them can get an effective disposal to the coach AFL rules on tackling/bumping apply If you get the ball back to the coach 2 points Any smother or correct tackle is 1 point

Loose ball 2 on 2

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Same as above but with 2 on 2 instead on 1 on 1 With 2 on 2 any shepherd is worth 1 point as well

GAME Half field game

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Even numbers on each team (i.e. 9 on 9) Have a midfield and forward line/back line Game starts with a ball up Team that wins the ball is attacking and trying to score a goal If there is a turnover that team needs to get the ball past the centre circle before they can attempt to score a goal.

Any behind results in a kick-in and team must try get it past halfway before they can score

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11. HANDBALL DECISION-MAKING A lot of players are great with ball in hand and beating the first defender but it is what they do after beating the first defender that actually counts! Making sure they give a handball to someone in a better position than they are and to their teammates advantage is an important aspect of handballing. What they do after their handball (i.e. shepherd/bump to prevent the defender moving to the next contest) is also an important decision players need to make to help their team.

TEACHING POINTS »» If drawing and passing make sure you shepherd/bump »» You should always be thinking, “What is the next thing I should do?” »» Handball to the advantage of your teammate into space »» No U-turns. Handball the way you are facing WARM UP DRILLS Handball hot potato (Diagram Right)

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2 balls per group Players in semi circle round one player Far left handballs the ball to the player in the middle who then handballs the ball to the next person who handballs it back to the middle and

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so on until it reaches the end and then goes the other way As soon as the far left handballs the first ball to the person in the middle they handball another ball to the person in the middle and that follows the same pattern as the first ball Everyone has a turn in the middle

Coaching tool – use secondary tasks for each handball Crucifix handball (Diagram Right)

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Kick

Have 4 cones set up as a square and then two cones 15m from the middle of the square at each end (these become the

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Another 3 cones are placed 30m away from the bottom of the crucifix 1st player kicks from the top cone of the crucifix to the bottom cone, then runs around the drill to the 3 cones set up

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»»

HB Run

30m away and chooses one to be a stationary target The other player marks the ball and with the 4 players on the cones they handball to each other while the first player runs

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HB

top and bottom of the crucifix.

Kick

to the cone All handballs must be made the way you are facing, so no U-turns Must handball to someone facing the right way to kick the ball to the first player who has presented as a target

Coaching tools – adjust how many players are in the square handballing to each other. Dictate the number of handballs that need to be made before the kick

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11

Handball square (with pressure)

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11

4 Cones set out in a 5m x 5m square (can extend to 10m x 10m) Players on 3 cones and 1 player in the middle defending Players can only handball to a cone next to them (not diagonally across the square) Every time the defender knocks down/intercepts a pass/ball goes to ground that is one point to them.

60-90secs per defender then swap.

Handball 3 on 2 (Diagram Right)

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2 defenders in the middle (staggered) Defenders make a decision on trying to tackle (token Tackle) or trying to intercept pass Attackers read the defence and make the pass or dummy If they make the pass then attacker needs to shepherd!

There is now a 2 on 1 with last defender and as above applies.

New group of 3 at other end continue the drill Swap out the defenders after a few goes

GAME Handball 4 vs 2

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Set up a square 15m x 15m 4 attackers 2 defenders Defenders try to tag the players with the ball Every tag is 1 point to the defenders

Touch Football

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Even numbers on each team Only handballs Running with ball allowed Have a goal set up with a semi-circle around it (which no-one is allowed in) Handball the ball through the goal equals 1 point Game starts with a jump ball If a player is touched they must dispose of the ball immediately (holding onto the ball results in a turnover If a player is touched they can’t shoot for goal If ball goes out of bounds it is the other teammate ball with a pass in from the side (like basketball)

Coaching tool: Adjust the constraints of the game – add in an extra football, make it a handover if a player makes a U-turn, Make them use only their non-dominant hand

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12. S PECKY MARK AND PACK MARKING! A Specky Mark (or Spectacular Mark) is one of the great skills of AFL football. It is an exciting play that can bring the crowd off their feet and showcases the athleticism and skill of an athlete.

TEACHING POINTS »» Focus on taking the ball at its highest point. »» Watch the ball all the way »» One leg take off »» Use your knees to propel off the player in front of you »» No hands in the back »» Players not involved in the contest can block opposition players WARM UP DRILLS Read the flight

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In pairs Marking player faces away from other player Other player throws/kicks ball up in the air and then tells marking player they can turnaround Marking player must quickly find the ball and then try to mark it at the highest point possible Progress onto having the marking player lying on the ground facing other way prior to the ball being thrown/kicked up in the air

Marking on the ruck bag

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Players have a chance to mark on the ruck bag – propelling off the ruck bag while a coach uses it as a platform.

1 on 1 contested marking

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Players competing against each other to mark the ball.

Kick not to either players advantage Players need to understand how they can beat their opposition player to give themselves the best chance to mark the ball A focus on using early body work to get themselves in the best position to mark the ball

3rd man up drill

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3 on 2 Coach kicking in to the contest One player is the “zoning player” who must read cues and decide where the kick is going Extra Player must decide whether they can impact the contest Other players on zoning players team can attempt to keep their players out of the contest through blocking Coach to kick with enough hang time to allow zoning player to make an attempt at the football

Kick to Kick

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In groups of 4/5 kick into a pack and players try to mark it Once marked or hit the ground kick to next pack

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12

GAME Half field game

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Full AFL Rules Game starts with a ball up in the centre circle Ball must be brought past centre-square to be able to start attacking Behinds lead to a kick out and team must get it back past centre-square to start attacking

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AFLNZ PLAYER POSITIONS DEFENDERS

the ground at a contest inside 50 the

Marking Backs

to crumb and secure the ball. A good

Onballers One of the most demanding positions in AFL today there are typically 3

Marking backs are typically bigger

roving forward is also opportunistic and

bodied players and will defend the

can convert opportunities to goals.

Marking forwards of the opposition.

The roving forwards can also set the

ground looking to clean up the ball

defensive pressure for a team, by

from the ruckman/marking forwards

making tackles and out-hustling their

and back to clear it out to players

opponents to stop the defending team

running past, or move the ball into the

shift from defence to offence quickly.

forward line. Important attributes are

They need to be strong in the contest one on one, making use of good body position and the spoil. The Marking Backs can be dangerous if they have the ability to out-mark their opponent and run and carry to quickly turn from defending to attacking. Playing out of defence relies on them being able to follow the team plan and be accurate with their kicking to the midfield.

Marking Back Example: Alex Rance from the Richmond FC

Roving Backs Roving Backs are typically smaller and quicker than the marking defenders, looking to get to the contest and clear the ball away from the danger area in front of goal. They have to be able to stay with their player when the opposition has the ball or the ball is being contested, but also be able to run and carry the ball when there is a turnover. Roving backs who can turn defence into offence are major assets to an AFL side.

Roving Back Example: Shane Savage from St Kilda FC

FORWARDS Roving Forwards An important part of a Roving forward’s game is the ability to read the play of the ball and where the contest is going to be happening.

A Roving forward must always be in front of the contest when the

Roving forward example: Cyril Rioli 2015 Norm Smith Medalist from Hawthorn FC

Marking Forwards Must be able to take marks overhead or on the lead. They need to be able to use their body to manipulate their opponent so they have the best chance to mark the football. A marking forward are the primary goal kickers for a side so a great set-shot is a must. As well as that, they need to be mobile enough to lead up field to help enter the ball inside the attacking 50, or create space for the other marking forwards (using a dummy lead).

Marking Forward example: Buddy Franklin from Sydney Swans FC

are positioned at contests around the

clean hands, accurate handballing, accurate kicking, good decision-making and having a high aerobic capacity.

Onballers will rotate on and off the ground regularly in order to maintain their intensity when on. Defensively they must be able to read the play and compete with their opposition player at contests as well as stick with them.

Tackling, smothering and shepherding are important physical skills they need.

Examples of onballers: Nat Fyfe Fremantle Dockers and Sam Mitchell Hawthorn FC. Both different body types and styles – Fyfe more of a threat in the air and uses strength well, Mitchell more on the ground and great use of hands and feet.

Wingers Similar to an onballer, (see above)

Ruckman

an outlet for the ball coming out of

A ruckman is typically (though not always) the tallest player on an AFL team. Their primary role is to provide a physical, aggressive contest at every stoppage – centre bounces, boundary throw-ins and ball-ups. The ruckman plays a vital role in a team establishing an advantage at stoppages and clearances, giving the team first use of the ball. Winning a “hit-out/Contest” is not enough; it must be a “hit-out” to the advantage of the team’s midfield.

mark (but not get in the way of the

Ruckman example: Nic Naitanui West Coast Eagles FC

AFLNZ COACHING MANUAL

“onballers” on the field at a time. They

MIDFIELDERS

marking forwards are attempting to marking forward). When the ball hits

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roving forward must have clean hands

wingers are fast and fit. They provide defence both down the boundary line and as an option for a switch from one side of the ground to another.

Defensively they play an important role at contests locking the ball in and also tracking back into the half back line to provide extra cover.

Example of Wingers: Dan Hannebery from Sydney Swans

AFLNZ TERMINOLOGY AND PHRASES This section provides coaches and players with a range of terminology and phrases used on a regular basis that may need explanation to the new player

PLAYER HAND PASS ON THE RISE Picking the ball up off the ground and handpassing on the rise. Generally in a contested environment.

1%ERS / ONE PERCENTERS a defensive act such as a block, bump, shepherd, smother or chase; “onepercenters” very rarely show up in any typical statistical analysis of a game, but are generally highly-valued by coaches, supporters and spectators alike Game play.

2ND, 3RD EFFORTS a string of one percenters, never giving up.

SHEPHERD a block placed on an opposing player. This can be to stop him tackling a teammate in possession of the ball, or attempting to gather it; to stop him intercepting a ball heading for goal; or just to stop him possessing the ball himself.

NO U TURN a term used when a player gains possession going the wrong way.

The term suggests the player doesn’t do a U – turn, blindly turn to be going the right way, and instead look for a team mate going the opposite direction (right way) to give the ball to.

ARM ON Defensive style where the defender has an arm on his opponent so he knows where he his is at all times.

PUNCH FROM BEHIND When the ball is travelling in the air from a kick the person in front if both players get hands on it will be awarded the mark therefor if can’t take a definite clear mark and caught behind always punch.

SWEEPER responsible for roving the opposition ruckman’s knock and putting pressure on the opposition players if they get the ball. It is important that this person does not over commit or get too close to the contest and have the opposition tap the ball into space behind the sweeper.

LEAD for a player to run into space and away from his direct opponent, hoping to attract a pass from his teammate.

CLEARANCE the clearing of the ball out of a stoppage situation, to the advantage of one team or the other.

CONTEST an in-game scenario where two or more players have an opportunity to win the ball. Either in the air or on the ground.

Preferably winning the ball before it hits the ground.

CONTESTED POSSESSION a possession achieved as a result of winning a contest.

KICK OUTS/KICK IN the return of the ball back into play after a behind has been scored.

GAME UNDERSTANDING.

STOPPAGE any time the ball cannot be freed up or goes out of bounds and the umpire will ball it up or throw it in.

TO ADVANTAGE when the person with possession delivers the ball to team mates advantage where they can run onto the ball in space to receive it uncontested or better chance of possession.

GOAL SIDE Mainly defensive term, where the defender needs to be goal side of opponent. Using the work line an imaginary line between the ball and the goals Defender stands with Opponent between him and the ball.

HOT SPOT A small area within the scoring zone approximately 10 – 15m out from goal square where the contest for the ball is fierce and easiest place to kick goals from.

SWITCH move of play from skinny side of the field to the other, fatside of the field, generally through a lateral kick or movement.

FLOOD the act of getting as many players as possible between the ball carrier and the goal a team is defending.

ROTATIONS a planned interchange designed to minimise fatigue of midfielders.

3 PHASES OF BALL SPORTS

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Our team have possession.

Opposition have possession.

The Ball is in Dispute.

INSIDE-50 the act of running or passing the ball inside the 50m arc. A statistic that is used to evaluate the effectiveness of midfield players who may not score many goals themselves, but set them up for teammates.

FRONT AND SQUARE Someone not involved directly to an aerial contest and positions themselves in front of the contest and square to it as to win the ball if mark not taken in the aerial contest.

RULES.

BALL-UP/ CENTRE BOUNCE the act of a field umpire putting the ball back into play, either by throwing it vertically upwards into the air, or by bouncing the ball in such a way that it mimics the throwing action. A ball-up is required at the start of each quarter, after a goal is scored or to restart the game from neutral situations in the field of play.

BEHIND a score worth one point, earned by putting the ball between a goal post and a behind post, or by the ball hitting a goal post, or by the ball being touched prior to passing between the goalposts.

BOUNDARY THROW-IN (OR SIMPLY THROW-IN) the act of throwing the ball back into play by the boundary umpire.

The boundary umpire stands with his back to the arena and throws the ball backwards over his head. This is used to restart play from neutral situations whenever the ball goes out of bounds.

BUMP a contact between players using the hip and/or shoulder.

MAN ON THE MARK the defensive player who stands where his opponent took a mark or received a free kick. The man on the mark holds his arms in the air, in an attempt to block his opponent’s kick, or at least force him to take the kick from several metres further back to prevent it from being blocked.

“MINE!” a call by the field umpire when the football is caught in a contest and in the opinion of the umpire the ball can not escape the contest. The umpire will then perform a ball-up to recommence play.

“NOT 15!” a call by the field umpire when the football has been kicked less than 15 metres, indicating that a mark will

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43

not be awarded from that kick. Previously “Not 10” before a change in law increased the minimum distance for a mark from 10 to 15 metres.

“PLAY ON!” the call made by an umpire whenever a player who is taking a mark or a free kick runs or handpasses rather than kicking over the mark; or, the call made by an umpire to alert players that a mark or free kick will not be paid, when they may be expecting that one would be paid.

PRIOR OPPORTUNITY (SOMETIMES SHORTENED TO PRIOR) A player who has had the ball for long enough to make a reasonable attempt to dispose of it before being tackled is said to have had prior opportunity. This is important for holding the ball decisions, where a player who has had prior opportunity must dispose of the ball immediately, while a player who has had “no prior” has a few extra seconds to dispose of the ball.

back. Also the name given to the player placed in that position. Usually opposed by the half-forward.

HALF-FORWARD the area of the ground lying halfway between the centre and fullforward. Also the name given to the player placed in that position. Usually opposed by the half-back.

FULL-BACK the area of the ground directly in front of the opposition’s goals.

Also the name given to the player placed in that position. Usually opposed by the full-forward.

FIELD POSITIONS. WING an indicative area of the ground that lies between the forward and back flanks on both sides of the centre. There are only two on the ground.

POCKET an indicative part of the ground, equivalent to the area proscribed by an imaginary arc running from the goal post to a point on the boundary line halfway to the fifty-metre arc. There are two pockets at each end of the ground, referred to as the left and right, forward and back pockets, e.g. left-forward pocket.

MIDFIELD an indicative area of the ground that covers half-forward to halfback down the centre, and out to the wings and flanks.

HALF-BACK the area of the ground lying halfway between the centre and full-

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CENTRE SQUARE a fifty metre square drawn around the centre of the ground.

Only four players from each team may stand inside the centre square prior to a centre bounce, but the square otherwise has no significance.

FIFTY METRE LINE an arc drawn at

FULL-FORWARD the area of the ground directly in front of a team’s goals. Also the name given to the player placed in that position. Usually opposed by the full-back.

DANGER ZONE

50m Line

Centre Square

C O R R I D O R

PROTECTED ZONE an imaginary corridor 5 metres to either side of a player taking a free kick, into which no players from either team are permitted to be.

OVER THE MARK a player from either team who crosses from his side of the mark when there is a free kick being taken is said to have gone over the mark.

If the attacking player does this, he is called to play on; if the defending player does this, he is penalised with a fifty metre penalty.

above on the defensive end of the ground. You want to reduce the number of times the opposition get the ball inside this area and push them into the pockets where the percentage of scoring opportunities converted is reduced.

NO

SCORING ZONE GO

NO

GO

each end of the ground indicating that the distance from the goal line is fifty metres.

ZONES. CORRIDOR The area of the ground running from end to end approximately the width of the centre square. It is the area within which most of the play occurs.

It is of strategic advantage whether defending or attacking. If able to attack through the corridor you can enter the forward line in front of the goals making it easier to convert scoring opportunities. If you can defend wide of the corridor it can make it tougher for opposition to get high percentage scoring opportunties.

SCORING ZONE (includes Hot Spot) The Scoring Zone is the area of the forward zone where most goals are kicked. Creating scoring oppounities in this area lead to a higher percentage of goals than those created in the “no-go” areas which are wider than the behind posts in the “pockets” inside the 50m arc.

DANGER ZONE The Danger Zone is the opposite to the Scoring Zone mentioned

SKINNY/THIN SIDE The side of the ground between the ball and the closer boundary line.

THIN SIDE

FAT SIDE

FAT SIDE The side of the ground between the ball and the further boundary line.

REVIEW AND FEEDBACK This sections provides tools to assist reviewing and providing feedback. The review process can be used for:

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Self-review Peer review/feedback Player review/feedback Team review/feedback

Reviewing and providing feedback is a great way to evaluate your performance, ensuring you continue improving and growing as a coach, but also, for the development of other coaches and players in your charge.

It is suggested that while you are coaching you are constantly reviewing:

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Your performance Performance of your players Performance of other coaches

This can be done simply utilising and applying straight away to yourself, players or peers. After each coaching session do a self-review of your performance and document the main points to utilise for personal development and player development.

REVIEW TOOL In the blank spaces insert the appropriate title: Coach or Athlete Stay: What should the____________ stay doing? What worked well?

Stop: What should the____________ stop doing? What didn’t work?

Start: What should the____________ start doing? What could they do to improve?

REVIEWING COACH GUIDELINES: 3 Key areas to focus on for coaches when using Stay, Stop, Start: 1. Communication:

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Verbal / Non-Verbal Feedback Instruction

2. Side-line coaching:

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Emotional control Key messages Passage of information

3. Coaching for learning

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Interventions Questioning Use of real scenarios

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REVIEWING ATHLETE GUIDELINES: 3 Key areas to focus on for athletes when using Stay, Stop, Start: 1. Game Understanding

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Positioning Understanding game phases Decision making

2. Skill

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Execution Consistency Use

3. Communication

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Verbal / Non-Verbal Constructive Directive

NOTE: Opportunity for other feedback formats/tools could also be used during feedback sessions.

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