Creative Game Sense

Creative Game Sense

John Morrison & Gerard O’Connor 2018

Concept devised by: Gerard O’Connor Author: John Morrison Editor: Gerard O’Connor Goalkeeping chapter written by: Patrick Morrison Proofreader: Enda O’Donnell Production Manager: Cathal Ryan Graphic Design: Karl O’Sullivan (Pixelpress) Artist: David Sweeney Print: Pixelpress

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creative game sense

Preface Creative Game Sense is the latest book in the series of decision making books developed by Dublin G.A.A. Creative game sense is an exciting and highly innovative approach to coaching which places the game and game like activities at the heart of every training session.

The ability to think creatively, problem solve and be imaginative in sport is often noted by coaches as being the non-desirable attributes a player can have. Players that can think instinctively by reading, responding and reacting to compete in game situations are worth their weight in gold. Coaches are tasked with creating the environments to help form these characteristics. Creative game sense has more than 100 games which are clearly written and colourfully illustrated.

Creative game sense includes: yy

Learning basic skills and the difference between learning the skill and learning to perform the skill

yy

Sessions based on performance skills

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Games that cause players to “deal with it� situations or principles of play

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Decision making games: Look, See, Decide and Act

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The goalkeeping principles, a focused look at goalkeeping

1

introduction

Table of Contents Introduction

Page 3

Chapter 1 Basic/Textbook skills

Page 5

Chapter 2 Performance Skills

Page 12

Chapter 3 ‘Deal with it’ – Player Centred Principles

Page 37

Chapter 4 ‘Deal with it’ – Teamwork Centred Principles

Page 40

Chapter 5 ‘Deal with it’ – Reading the Game Principles

Page 43

Chapter 6 DIG Games- Developing Intelligence Game

Page 46

Chapter 7 Decision Making Games

Page 50

Chapter 8 A successful Approach to Long Kick Passing

Page 59

Chapter 9 Transition from Defence to Attack Games

Page 61

Chapter 10 What to do with leads

Page 64

Chapter 11 A focused look at goalkeeping

Page 66

Chapter 12 Session Preparation

Page 77

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creative game sense

Introduction Peter Canavan, George Best, Jack Kyle, Colm Cooper, Jack O’Shea, Diarmuid Connolly, Pele, Mick O’Connell, Sean O’Neill, Iggy Jones, Cantona, Usain Bolt. Don’t these names stir the imagination because they were imaginative themselves? Don’t we associate each with colourful sporting memories because they were colourful themselves, just doing what they were born to be: Creative.

Simply put, creativity is ‘new and useful’, and allows us to become all that we are capable of becoming – what a person can be, he/she must be! Our purpose in life is to discover who we are. Creativity is translating each unique talent into action.

Accept themselves, others and human nature

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See reality accurately/objectively and tolerate and like ambiguity

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Are spontaneous, natural, genuine and not threatened by the unknown

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Are solution - not self-centred, don’t have egos and have a mission in life

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Are able to concentrate intensely, need some privacy and more solitude

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Are independent, self-sufficient, autonomous and have less need for praise/popularity

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Appreciates simple and common-place experiences; has zest for life

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Have high humour, is able to handle stress, has deep feelings of brotherhood

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Are benevolent and capable of greater love; make strong friendships with relatively few people

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Are democratic and unprejudiced in the deepest sense

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Are patient, enjoys working to achieve a goal

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Have thoughtful, philosophical, constructive sense of humour

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Have a drive to find order in chaos

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Have an interest in finding unusual problems as well as solutions

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Are motivated by the problem/task and not by external rewards

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Have a desire to push the boundaries of their abilities

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Are able to make new connections and challenge traditional assumptions

Creative people know the creative characteristics can be acquired if taught and encouraged by someone who is willing to teach/coach the student/player. There are, however, four characteristics which are common:

Creative people usually have all of or some of the following characteristics: yy

yy

1. Courage: Creative people dare new tasks and are willing to risk failure as they are curious to see what happens.

2. Expressive: Being not afraid to express one’s thought and feeling, being willing to be themselves.

3. Humorous: This is closely related to creativity and helps learning to be fun.

4. Intuition: This involves using images, rhythm, music, imagination, colour, emotions and patterns.

It is non-judgmental and creates pictures in the head to work to.

Children are naturally creative, unconventional, humorous and yet easily bored. These traits can be stifled if coaching/education encourages rigid discipline, conformity, silence and giving back the answer the teacher wants. Once people discover their creativity, they tend to be independent, self-confident, risk-takers, highly energetic, enthusiastic, spontaneous, adventurous, thorough, curious, humorous and playful. Yet most people fail to remember each of us is born to be creative but to be creative, we must understand the distinct stages of the creative process:yy

Are original, inventive with a fresh, naive, simple and direct way of looking at life but may not possess great talent

3

Preparation: Gathering information, concentrating to become familiar with all aspects of the problem (e.g. In football at the moment – ‘How to get around the blanket defence’)

chapter 1: Basic Skills

yy

yy

Incubation (Hatching the egg): Taking time out, walk, cinema etc. to store the problem in your brain, letting your mind rest and gather energy.

yy

Illumination: The ‘Eureka’ Moment. The answer suddenly appears, like the crossword clue you couldn’t do, when you were in the shower, out jogging or driving. Write it all down.

Implementation: Turn your ‘mind’s eye’ solution into the needs/practicalities needed to carry out the solution.

Remember, there is no one right answer in creativity. This approach builds blocks to creativity. These blocks will ‘tell us’ in our own head why we can’t do something or why things won’t work. So avoid the following:(i)

Having the right answer: There is always more than one solution to any situation in Gaelic sport.

(ii) Applying logic too early: Set the rules aside for a time and let your thoughts run wild for awhile (iii) Being judgmental or practical too early: Some of the dumbest ideas if not killed off are hugely successful (iv) Avoid ambiguity: When you face ambiguous or fuzzy ideas, your mind works harder to produce patterns (games) (v) Avoid making mistakes: Mistakes avoided, make you afraid to take risks (vi) Saying I’m not creative or that’s not my field: Mess around, even be silly for a time as eventually your logical hat, orderly approach will kick in.

Just remember, you were born to be…, go ahead and say it - Born to be Creative!

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Chapter 1: Basic/Textbook Skills ‘Skill’ underpins all sport, like catching, kicking, fist passing, blocking and tackling, evasion skills etc. Each skill must be learnt first, i.e the basic form and movement of a kick based on the use of head, hands and feet. Skill essentially is an individual element of one’s sport but to be seen as skillful, a player must completely put together a string of skills, e.g. a player catches a ball, soloes forward avoiding two tackles on the way (evasion) before kicking a superb score or laying off a penetrative and accurate pass.

There’s a big difference between (a) learning the skill and (b) learning to perform the skill consistently well at speed, under fatigue and under pressure in a competitive game.

Basic Skills take players only so far in a sport as basic skills only follow three development steps:-

• Step 1: Learn the skill to perform the skill

There’s a big difference between (a) learning the skill around one’s house, on the street against the wall or in the corner of a field one-to-one with a coach. When the skill has been well ‘learnt’ and practised ‘at speed’ on one’s own then another basic skill has been learnt, e.g like learning to ride a bicycle around one’s home before being allowed onto the public road. Basic Skills are simply textbook versions of the fundamental skills, i.e. those basic skills used automatically in a competitive game.

This is the first and, unfortunately, often the last step for most players in their skill learning process. Coaches come up with a game, players copy it, try it and learn it. No pressure and little idea of its global parts.

• Step 2: Perform the skill very well Skill mastery here comes from (i) Regular Practice (ii) quality feedback from coach but without standard labels for each global part. (iii) Video or tablet images; (iv) coach’s eye etc. Most coaches stop coaching at this step believing if the player is using the skill well and mirrors the coaching textbook (roughly) then their job is done. A very wrong notion.

• Step 3: Perform the skill very well at speed

5

In sport, performing skill really slow is not a winning strategy. It looks good but it’s not really being used at the level of competition speed on the day. Thus player’s skill is not competition (and often the other leg/foot is unused) opponents will destroy these players.

chapter 1: Basic Skills

Deep Practice Needed This is Deep Practice and it has three rules:

Rule 1: Chunk it up – Skill consists of identifying important elements and grouping them into meaningful framework, i.e ‘Chunking’ or breaking skill into its ‘GLOBAL PARTS’ e.g hard foot (contact), fast leg (power), and chest on (direction) are the parts of the kick.

Skill, based on myelin growth, through deep practice is the slow accrued act of constructing and insulating circuits, like scaffolding, bolt by bolt, circuit by circuit or by ‘wrap by wrap’ as myelin insulates the neuron fibres of each kick. (Muscle Memory).

Rule 2:

Chunking the global parts occurs via three ways: (a) Absorb the whole skill, where players look at their task as a whole – one big chunk, the mega circuit.

The player absorbs a picture of the skill until he imagines doing it. Humans are prewired to imitate.

Repeat it – Biologically speaking there is no substitute for attentive repetition. Myelin is living tissue and like all living tissue, it’s a constant cycle of breakdown and repair. Thus daily practice matters, so think ‘If I miss practice for one day, I notice; miss two days, my coach notices; miss three days, the world notices!’

(b) Divide it into its smallest chunks (global parts) possible based on head, hands, feet, ‘til it becomes a choreography of slow, simple, precise motions with an emphasis on technique. Techniques (small chunks) running as a continuum becomes skill (biggest chunks). Techniques must be mastered individually before processing (training) the skill as a whole.

Repetition is invaluable and irreplaceable. Deep practice does quality not volume as conventional practice does.

Spend only the time to make your practice effective i.e. ‘til you’ve hit the sweet spot and nailed the skill. Once you get timing, it doesn’t go away.

Rule 3:

(c) Slow it down –by playing with time, slowing the action down, and then speeding it up, to learn its inner workings. It’s not how fast you can do it, it’s how slow you can do it correctly. Slowing it down helps the player feel the shape and rhythm of the interlocking parts (skill circuits). This process is called self-regulation, as a young Peter Canavan did before meeting a first ever coach in his midteens. Deep practice players, like Peter Canavan don’t blame it on luck or themselves if they fail.

They have a strategy to fix it through thinking in chunks (global parts) and it feels like building a house – this ‘brick’ goes here, that one goes there until I get a foundation then I add the walls, then the roof, then the paint until the house is complete.

Learn to feel it – here you need to reach a point where you can ‘feel/sense’ errors/mistakes immediately. This player removes the fear of failing and allows the player to go into ‘fix’ it mode. What the player is really practicing is concentration. It’s feeling, so practice feeling until you feel the correct skill ‘feel or sound’. This sweet feeling or sound tells you the skill is bedded in or learnt (nailed).

It’s a feeling like being a staggering baby. They clumsily lurch forward towards a goal and keep toppling over. It’s a wobbly, discomforting feeling but the baby needs to walk and so doesn’t avoid the feeling. After, sometimes a long time of trying, the better they became, the more myelin they built until they learnt the skill and could walk. Literally ‘one step at a time’. To get ‘good skill’, it’s helpful to be willing, enduring, and enthusiastic about being ‘bad’ for a time.

Baby steps are the road to skill, and deep practice is needed to get there!

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creative game sense

Kicking The ultimate skill of kicking is to master the movement through the combination of two principal movements/ acting, viz (i) Rotation of the body into impact and (ii) Flexion of the kicking leg into the ball.

‘Accuracy’ in a kick is the result of control and the less rotation you have the more control and accuracy you get.

Power comes from being able to sequence the combination of turning the body and flexion/extension of the leg into/ out of the ball, on top of the momentum created by the approach or run-up which is an accelerating stride (fast leg).

This sequence of kicking takes hours and hours of dedicated, and at times frustrating practice. In coaching any skill including kicking, there are five stages.

1. Absorb the whole skill Coaches can use tablets to take pictures of a player kicking the ball. Using these, the coach and player can look at the hands, and feet movement to ‘spot and fix’ what is working or not working in the players kicks.

2. Chunk it – Break it down into its global parts Each part must be coached to perfection through the sequence of kicking. For a kick the global parts are: (i)

3. Slow it down Here the chunks are practised (best without a ball), in very slow motion until the player is able to execute and hold the skill perfectly throughout the sequence of movement in the kick, so that the kick becomes embedded in the players’ muscle memory.

Head Locking – The locking of the torso on the target by keeping the head down during the kick.

4. Exercise the process Once, and only when the movement has been mastered completely should players practice individually or in small sided kicking activities or games the kick at or near game pace. Kicking accurately should be the aim of the games above all else.

(ii) Contact – Toes pointing down to kick off the tops of the laces, this is called ‘hard foot’. (iii) Power – Generated by the fast swing (whip like), of the leg through flexion (boot to buttock), to extension (follow through to a high level) – this is called ‘Fast Leg’. (iv) Chest on – Where on kicking the rotation of the body stops locked on to the target. The kicking hand (shorter) drops down beside the kicking thigh while the ‘locking’ hand (longer arm) helps the body control the rotation and balance of the kicker.

5. Learn to feel it Here players are coached to ‘feel’ their kick and not be afraid if it’s not working. The coach through the previous four steps will have given them confidence and understanding to enable a player to fix it or strengthen it themselves if it feels good.

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chapter 1: Basic Skills

The High Catch

Global parts of Straight leg or punt kick

The Global Parts of the High Catch: (use silhouettes)

1.

(i) Long step.

Head - Down to lock chest onto target.

2. Arms – (a). In ‘one handed’ kick, arms act as locks.

Hand holding ball drops to side of thigh, other arm locks using ‘fingerpost’ or ‘gunslinger’ stance or ‘back to buttock’ stance if rotational kick.

(b). In flexion kicks, hands act as gateposts for ball to be kicked between the posts through the gate.

(ii) Up (1):- High step – Drive up thrust (lower abdomen) – triple point extension (toes up, heel up, knee up) – Bent arms, hands to shoulders. (iii) Up (2):- Continue into flight ark of ball – Arms, hands extended at 45 degrees in front of face.

3. Hands – (a). Using one hand, hold in palm and let roll off down onto boot

(b). Using both hands, hold with ‘W’ spread of fingers, then kick straight between the posts via the gate.

(iv) Hang: - Keep triple point extension, feet as in ski slalom jump until catch the ball. (v) Landing: - Complete the arc to land running as front foot hits the ground and back foot starts acceleration to run away with the ball.

4. Contact – Toes down – hard-foot – off the top of the laces.

5. Power – ‘Whip or swing of leg’ (like driver golf club) - firm buttock to front of body – fast leg.

6. Direction – Ensure chest position finishes in line with black spot.

The Global parts of other skills Here are the diagnostic global parts of seven more skills.

Can you use these global parts and even expand on them to teach each skill until learnt by young players?

1. Pick Up - Head at/on ball - Hands cupped - Grab hands for girls - Toe under the ball - No toe under for girls

Here is an example of an exercise to do with a player and a coach in order to teach the high catch.

A coach sets down a 24 inch hurdle and stands sideways to it whilst holding a balloon. The player starts 5 metres away and runs towards the hurdle. As the player does, the coach holds the balloon at above head height. Taking a long step into the hurdle, the player drives up their knee to begin the stages of the catch, i.e jumping into the arc of the ball with eyes fixed on the balloon. Catching the balloon in front of their face, the player lands running.

During the players run, another player or coach records the whole high catch sequence. Afterwards, coach can question extensively both players regarding the quality of the catch. (Heads Hands feet book)

2. Tackle - Tackler slightly in front and sideways on - Near leg takes space by running across opponent - Eyes on ball - Near hand exploding arm - Wins ball back using open hand flick to defenders advantage.

3. Solo - Soft foot (toes up) - Toe tap ( ball up to midriff) - Slow leg movement - Head up

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creative game sense

8. Evasion Can you discover the global parts of the following evasion skills yourself?

Side-step, reverse low bounce, swerve, double swerve, low bounce, feint with the foot, feint with the ball, reverse foot feint, reverse ball feint, roll or spin, back roll, dummy solo, break the tackle, cut back, check inside, cut across to take space, step over pick up then cut inside and change of pace.

Tips for coaches to help children learn skills and enjoy it in the process:

4. Fist Pass/ Hand Pass - Eyes on/at ball - Head up - Far leg leads - Strike off hard hand - Elbow bent/ bending 5. Front on Tackle - Stay low in athletic stance or like a roman soldier - With free hand, direct opponent where you want them to go - Watch their hips and don’t lunge in - Feet first into tackle and as start solo, knock ball away to gain advantage 6. Low Catch - Eyes on/at ball - Head up - Far leg leads/ near leg bends to block ball if needed - Ball cupped into chest 7. Block - Near leg across - Hands together flat - Fingers close together - Eyes on ball - Push down on ball as low - Sprint after breaking ball

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yy

Work within the children’s limitations

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Encourage a wide range of movement experiences

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Develop basic movement patterns before specialised skills

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Point out the important things

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Help children evaluate their own performance

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Keep it short

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See how you can make the sport fit the child

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Use appropriately sized equipment

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Use small groups where possible

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Be imaginative

chapter 1: Basic Skills

Competency Matrix of Gaelic Football Skills Stage of Development

Stage 1

Age in Years

3

Stage 2

4

5

6

7

Stage 3 8

9

10

Stage 4 11

12

13

Stage 5 14

Gaining Possession Two handed Body Catch (allow ball to bounce)

_

Low Catch

_

Pick up ball (Stop & Pick up)

_

+

+ +

Pick up moving ball (Scoop lift)

_

Two handed Body Catch (direct)

+

_

+

Releasing Possession Ground Kick – Inside of foot

_

Ground Kick Instep

+ _

Bounce and punt kick

_

Punt Kick - hold ball (two hands)

_

Punt Kick - hold ball (one hand)

+

+ + _

Hook Kick - hold ball (one hand)

+ _

Swerve Pass inside of foot

+ _

Swerve Pass Outside of foot

+ _

Shooting for scores

-

+

Hand Passing

_

+

Fist Passing

_

+

Throw under arm pass

_

+

10

+

15

16

17

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Stage of Development Age in Years

Stage 1 3

Stage 2

4

5

6

7

Stage 3 8

9

10

Stage 4 11

12

13

Stage 5 14

15

16

Maintaining Possession Two handed Bounce

_

One hand Bounce on Preferred side.

Dribble a ground ball

+ _

+

_

+

Dribble beating an opponent

_

+

Dribble escaping an opponent

_

+

Knee tap solo

_

+

Toe tap Carry ball under 1 arm Running into space Ball feint Breaking the tackle (protecting the ball)

_ _

+ +

_

+ _

+

Gaining Possession Crouch Lift

_

+

Chip Lift

_

+

Overhead Catch

_

+

Contesting Possession Bumping and Opponent (side to side charge)

_

+

Tracking an opponent (checking) Near hand Tackle Blocking down

_

+

_

+ _

Tapping the ball down (Breaking ball)

+ _

Disrupting (Fist low ball away)

+

_

11

+

17

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chapter 2: performance skills

Chapter 2: Performance or Improvised Skills Good first touch and advantage ball delivery underpin Gaelic sports’ skills. The ‘modern game’ skills can be grouped into three categories – ‘Possession’, ‘Passing’ and ‘scoring’ or P.P.S for short.

These should be performed in training sessions under championship pace and conditions if teams are to succeed. So take heed, P.P.S could be translated as PERFORMANCE PRACTICE SUCCEEDS. 3) Skill Level (3) – Add Speed – doing it well and now able to test the skill in games at the speed level of players matching their age and maturity. When skill execution at high speed is mastered by player, that skill is at the ‘Text Book’ stage and the player is ready for competitive games.

Across sports the following phrase nowadays is common – ‘Skill Is King’. It begs the question then, ‘What’s the difference between learning sports skill to play sport and learning sports skills to win in competition conditions?’

Playing the sport is about learning and executing the skills of that sport while winning in competition is about executing skills to a high level of mastery, at high speed, in fatigue conditions and under pressure while consistently making the right decision about when, where and how to execute the skill.

Performance or Improvised Skills 4) Skill Level (4) – Add Fatigue – in primary school, young players tire because heart and lungs (oxygen generators) are still developing. In secondary school, where their first formal training starts, they will again tire in games if their oxygen supply is not maximised. Fatigue, now in games, has a huge impact on the accuracy and quality of skill execution – e.g., slower usage, poor first touch etc. Creating practice situations which demand excellent skill use with on-setting fatigue is vital.

Many coaches, however insist on teaching the basic skills without progressing them from playing level to performance level.

Text Book Skills 1) Skill Level (1) – Initial Learning – learning the skill is about optimizing learning (ability to do) when players want to learn and are genuinely engaging with the learning process (engaging is vital coaches at any level, i.e, the ability to consistently keep players interested, thinking, challenge solving, and acting powerfully with commitment on all they think, say, do and reflect and feedback on). The faster and more effectively players learn, the faster they develop and improve.

5) Skill Level (5) – Add Pressure – the difference between recreational, amateur and professional sport is the size of the crowd, media etc. Coaches, at level 5 must create practices where players can develop technical excellence under pressure, under fatigue and at speed.

6) Skill Level (6) – Performing Skills consistently – i.e., at every moment, consistently, they must ‘how, when and where’ make the right decision to execute that skill. Thus, now, good first touch, using ‘advantage ball’ passing well, at speed, under fatigue and pressure consistently. Thus, at this level, player’s skill level should be creating a performance advantage for themselves/team or a performance disadvantage for their opponents or both.

2) Skill Level (2) – Skill Mastery or Doing it Well – this level presents a huge challenge to coaches, i.e., to create a learning environment where players are engaged in, committed to until they can repeat the skill in high quality practices until the skill is mastered.

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creative game sense

Sessions based on using Performance Skills A) Keeping Possession B) Gaining Possession C) Passing D) Passing Plus Scoring E) Scoring

7) Skill Level (7) – Performing Skills Well At Speed, Under Fatigue, Under Pressure, Consistently Under Championship Conditions – only the elite performers really ever reach this level as it is the ‘top of their sport’. Still, coaches should organise sessions which match or better the skill levels required for the top of their sport.

The first game in each sequence lets the coach assess how well players are coping under fatigue. Are their skills being performed well and at speed or is first touch and pace affected by growing tiredness.

The next one or two games in the sequence, coach can continue to assess whether fatigue is affecting the quality of skills and the coach can start to assess are the players now being affected by pressure on the players decision making, concentration and communication as these can be affected adversely.

Using a skill level thus flags up the questions, ‘Performance skills or text book skills’.

Often in competition, ‘text book’ skills are rarely executed, especially in Gaelic games, soccer, rugby, etc.

In the middle of the sequence of games, coach can assess if fatigue and pressure are absent or not but also look for consistency in their execution of their skills. If fatigue and pressure are high, then some player’s skills will not work at all. Mistakes, mood, level of aggression or having a ‘can’t be bothered’ attitude can begin to affect the whole team.

The physical and mental pressure from the opposition, crowd, weather etc. impact on skill execution ability. The result? Players will improvise their skills, i.e. the basic form is there but skill quality may not be there, yet the outcome is excellent.

These are the Performance Skills. With performance skills, especially when under pressure, it’s not the technical excellence of execution but the effectiveness of execution that works, even if it doesn’t look pretty.

In the final few games of the sequence of games, coach must assess and act on their findings if player’s skills are not consistently of high quality or are of poor quality as fatigue and pressure take control of their minds and bodies. At this stage, the coach must expect to see skills performed well, at speed, under fatigue, under pressure and under championship conditions. If not, check and attend to fatigue, pressure or consistency if they are the cause.

Skill form is fine but performance skill rather than text book skills wins games. Have young players learn text book skills but after that use ‘deal with it’ games to help them develop their own performance skills for competitive games.

Performance practice and the use of performance is the way to win games after basic skills have been learnt.

It’s PERFORMANCE SKILLS that succeed!

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chapter 2: performance skills

A. Session on Keeping Possession (29 minutes)

Game

i

tag team

5 minutes

Instructions (Team A V B) C D (Team C V D) • Scenario: 15m to 20m X 30m Grid.

• Teams can be 4/5/6 a side • Teams A & B line up inside grid, teams C and D await at one corner pole each.

A B • The ball is thrown up between A and B. Eventually A or B will take a pass and go over the end line (1 nil up).

• Immediately A sprint off grid and wait at nearest pole while B goes around the outside of this pole and sprints quickly to the other pole to wait.

• As soon as A crossed the score line the player in possession drops the ball behind the score line and as A and B sprint off, C enters the grid to pick up the ball and attacks D’s end line. D, for their part, once they see the ball dropped they race into their half of the grid from their pole to confront team C. • The game after that continue in the same way until the game is blown up. (5 Mins).

Game

ii

The Grubber (Triangular support)

5 minutes

Instructions • •

• •

• •

Team A and team B consisting of five A players face each other, 30m apart.

One team starts with the ball and grubber kick the ball along the ground to the opposing team as hard as possible.

As soon as the ball is kicked team A B should advance quickly.

The purpose of triangular support is to implement one man with the ball supported by two players.

The other two players, one can stay to the left or to the right.

They are to make runs to help the group break the gain line and move forward. When a goal is scored there are two restart options – scoring team keeps ball or other team restarts.

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Game

iii

creative game sense

over the top

5 minutes

Instructions •

• • •

•

• • •

This game is used to counteract poor defending, when a ball is hit over the defence.

The game is played in grids of 30m x 30m.

The game involves 5 v 5, where the line at either end of the grid is the goal line.

Five players face five players at the centre of the grid, about 3-4 metres apart.

The team that starts in possession must kick the ball over the defence in a way that it does not go out of the grid.

The defending team must then work the ball out past the oncoming attacking team past a designated line.

The defending team should look to utilise different angles and paces in order to break the gain line and reach the required line Once the team successfully reaches the line, the two teams swap roles.

Game

iv

keep feeding the ball

5 minutes

Instructions • •

• • • • • • • •

This game is played within a 30m x 10m grid.

D F A The game starts with F(Feeder) in one half of the grid going into other half with A the ball to play with the A (attacker), D in a series of contested passes where D(Defender) tries to dispossess either the F or A. The mission is for F to take the ball and carry the ball over that end line.

When he does, he immediately again works with A against D in a series of contested passes.

When he reaches the mid-line F combines with the new A and between them they attack with D defending until the feeder again gets over the second end line.

This attacking goes on for a minute, after which the feeder is replaced in turn with one of the other four players (2 A’s & 2 D’s).

When all five players have been a feeder, the feeder who has highest score wins (each time any feeder crosses the end line, that is a score).

If a feeder or his partners pass is intercepted, then the feeder must take the ball back to the mid line and start again.

A variation of this game is: if during any feeder’s minute if he or his team-mates pass is intercepted, then that defender becomes the feeder for the rest of the minute.

Any score that this new feeder gets in the remaining time is added to his total score at the end.

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chapter 2: performance skills

Game

v

Possession is vital today

3x5 minutes

Instructions • •

•

• •

•

•

This game uses the full pitch.

In the middle of the 13 metre line at each end build a 20m x20m square. No goalkeeper.

To get a score, you must work the ball into the grid; the player has to be running into the grid gaining possession.

If you take possession standing still in the grid the score does not count.

If the red team for example get a score, they do not surrender possession; they head straight up to the other end of the field to try score again.

Big scores can be easily overturned.

Players who were 9-0 up for example, don’t want to have to chase the ball when they lose possession and they can be psychologically destroyed. This teaches teams total control mentality to not give away possession.

(3 x 5mins).

Game

vi

Play the higher number

Instructions

5 minutes

2

4

•

Use goalkeepers and if not the ball must be carried over the end line for a score.

Use grids

•

Five players a side.

•

Before the game is started each player on both teams is given a number between one and five.

•

The other team does not know which player is what number. After the ball is thrown in the man in possession can only pass to the number directly higher than his own number and receive a pass from the number below e.g. 1 to 2, 4 to 5, 5 to 1 etc. This game builds up phenomenal support play. Unintentionally this game begins to produce triangular passing movements.

1 5

3

The game becomes interesting when there is an interception. Because the interception was not intentional the support player might not be near the man who made the interception. In this game there is lots of communication.

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creative game sense

E9

9 minutes

Instructions •

This game is best played with 9 players.

20m x 20m grid divided into four 10m x 10m sections.

•

Two teams of four with one man in each grid start the game. The 9th player begins in the centre of the grid with the ball. When the whistle goes, the extra man simply moves from grid to grid. The game is to keep possession. Once he passes to a player in a grid he must get to that grid to receive a return pass. Each player gets 1 minute in the middle. (15 secs rest between changes) If the team are dispossessed the extra man simply starts playing for the opposition.

B. Session on Gaining Possession

Game

i

steal a ball

5 minutes

Instructions • Inside and outside the grid are five players.

• The players inside the grid have a ball each, while the players outside are the defenders. On the whistle the five defenders run into the grid and target one player each.

• The defenders are allowed one attempt to dispossess them. If they do dispossess him, the man who wins the ball must now be dispossessed.

• The man who got dispossessed must run out of the grid and do a lap before returning into the grid as a defender.

• This is repeated for five minutes.

• It’s an activity that gets the players to hone in on the technique of defending (delaying, denying, dispossessing and driving) and tackling (eyes on the ball, near leg cuts across first, and knock down hard on the ball to flick it away). Stress that only one tackle attempt may be made on a player.

• Mantra of ‘steal a ball’ is winning it back. Don’t target the man; win the ball clearly and fairly.

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Game

ii

Conveyor Belt, winning ball back (Front on win the ball back tackle)

2x3 minutes

Instructions •

A defender stands between each pair of cones (four in total).

•

A fifth player the attacker stands with two balls 10m from and facing the first defender. Each defender has a tennis ball in each hand.

•

On the whistle, A attacks D1, who tries to dispossess A before A gets through D1’s guarded cones. If A gets past D1, his mission is to complete the passage through the four areas, restarting in that grid if he is dispossessed from the spot he was dispossessed.

•

The object is for each defender as often as possible to win the ball back in their grid until the attacker successfully gets through that grid. Once an attacker gets past a defender, that defender moves up to the grid ahead.

•

When an attacker is through the last grid he kicks both balls back to the new attacker, in this case, D1.The attacker now becomes D4. The defender each time is only allowed to target the far ball carried the attacker and the attacker must solo with the foot on the far ball side.

•

Using the tennis balls or fleshy part of the hand, the defender will attempt to dispossess by targeting the ball only. This exercise is carried out for 3 minutes and then they repeat the exercise with A having 1 football and defenders no tennis balls to assess if tackling quality is any better and also to see if they have suffered from fatigue or pressure. This repeat lasts another 3 minutes- (2x3 mins – 6 mins).

A

D1

D2

D3

D4

*One tip for defenders is to remember to use the roman soldier stance which is one foot forward and one forearm up and the other arm lower and pointing to where you want the attacker to go, watching his hips will help you judge what side he is going to move on to.

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creative game sense

Winning The Ball Back as Attacker Turns

2x3 minutes

Instructions • This game is played in a 10m x 30m grid.

• Two players await just either side of the grid A1 A2 midway line.

D1 • For each pairing, one is an attacker and one is D2 a defender. Each attacker has two footballs, each defender has two tennis balls.

• On the whistle one pairing heads towards their grid end. A1 is tackled by D1 as they move down the grid, turn and come back up again. D1 is only allowed to target the far hand held ball.

• On turning if A1 has to change ‘hand’ to be tackled, A1 must then solo with that leg.

• If D1 dispossesses A1, they retrieve the ball and start at the dispossession spot.

• A1 must stay inside the grid confines. When A1 and D1 return to the middle, A2 and D2 head off in the opposite direction and also turn to come back at the end of the grid.

• Each time, the attacker and defender return to the middle, they change balls and thus roles and just carry on until, one pairing at a time, 3 minutes are up.

• Repeat the exercise only this time, A has 1 football and D has free hands for another 3 minutes. (2x3 mins – 6 mins). Now the coach and players can assess whether their tackling or evasion has improved.

Game

iv

One defender, two defender, three defender more

Instructions

3 minutes

• This game is played in a 30m X 12m Grid.

D1 A1 A4 • (Players allowed to stray outside the grid).

D4 • One can use it effectively with 8 or 6 players.

• Attacker 1 with a ball and defender at one A3 corner is faced diagonally by Attacker 2/ A2 Defender 2 who then face on the longer D2 D3 side Attacker 3/ Defender 3 who in turn diagonally face Attacker 4/Defender 4.

• The exercise begins with Attacker 1 entering the middle of the grid and as Defender 1 tries to dispossess, Attacker 2 accompanied by Defender 2, now in grid, takes a pass from Attacker 1 (fist pass); Attacker 2 finds space to give Attacker 1 a pass (second pass) with Attacker 3 finishing this pass sequence with a final pass to Attacker 2 (third pass).

• Then as Attacker 1/ Defender 1 race back to their cone, Attacker 3 has entered the grid with Defender 3 and as A2 passes to A3, who returns the pass to Attacker 2 for A2 to release the third pass in their sequence to Attacker 3 who then indulges in 3 passes with Attacker 4 before Attacker 4 starts a sequence with Attacker 1 who eventually with Attacker 2 again and on and on it goes for the three minutes.

• If any defender intercepts or wins the ball back the next highest defender comes into the square to start a continuing set of sequences of 3 passes between the defenders. This process goes on for 3 minutes non-stop.

• The secret is three passes per series.

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Game

v

Grid Step-Up, Touch Tight

3x1 minute

Instructions • • •

•

• • • •

30m x 12m grid.

In the grid, A1 has a football and is joined F4 F1 by an accompanying defender.

On the whistle, A1 sprints and passes D1 A1 to a feeder of their choice who then eventually passes it back/ or passes it to another feeder for ease of access by F3 F2 attacker.

A1 keeps servicing the various feeders until that attackers minute in the grid is up. A1&D1, then exchange with another feeder and his partner who become A2D2 (from F1, F2).

A2/D2 carry on for a minute like A1/D1 and are then replaced by F3/F4 who become A3/D3.

After their minute, A1 and D1 come back into the grid as A4 (who was D1) and D4 (who was A1).

This activity is repeated twice more until all six players have been an attacker. This exercise can be carried out with each defender having free hands or holding two tennis balls. (6 mins).

(Refer to chapter 3, principle of step-up.)

Game

vi

Tandem 3,5 or 7

3x1 minute

Instructions This game can be played in groups of 3, 5 or 7.

A1

D1

D2

For this example a group of 3 shall be used.

Three players stand in a line 5m apart, each facing across the field. The attacker is the man in the middle. One defender has a ball.

He kicks a bad pass and it goes straight to the attacker who turns and tries to beat the attacker behind him. The man who kicked the poor pass runs around behind his fellow defender and acts as a cover in case the first line of defence is breached. The attacker must attempt to take the ball fully across the field.

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creative game sense

C: Session On Passing (37 minutes)

Game

i

Kick Pass, to close down, to find space

5 minutes

Instructions •

•

•

•

• •

C This can be used as a ‘warm-up’ exercise or mid-session – the difference being in A intensity.

Three players A, B, C each stand 20m apart from each other in a triangular B shape.

Activity begins with A passing to B, then immediately attempting to close down B who has taken possession.

B scans the pitch to kick pass to the space finding C before immediately closing C down.

C then passes to A and then closes down A and it continues for 5 minutes.

(Kick Passing, catching, scanning pitch, closing players down, possible evasion and defending communication all needed in this exercise.)

Game

ii

Kick and win ball back

5 minutes

Instructions • •

•

•

•

Split into groups of 3 in a straight line across the pitch.

The player in the middle has the ball and the other two players are on each opposite side line.

On the whistle the man in the middle gives an accurate pass to one of the other players, the player receiving the ball must attack the ball and attempt to beat the closing down tackler.

When the ball carrier is level with the near post of the goals at either end, the defender peels off and sprints backwards to the side line from where the attacker was.

Meantime, the attacker solos across the field until they are level with the far post to kick pass to the player on the other side line. That player attacks the ball and the kicker closes him down and the process continues as it began.

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Game

iii

‘5 on a Dice’

5 minutes

Instructions • •

•

• •

The players are in groups of five with a ball and a cone.

One person with the ball stands on the cone and cannot move from the position.

This leaves the remaining 4 players to split into two teams of two.

The aim of the game is possession and if a player from the team in possession is stuck, they can pass to the man on the cone who acts as a spare man.

If the defenders win the ball back, then the spare man changes to work with their team. The spare man cannot be tackled or stood in front of.

Each of the five players has one minute acting as the spare man. (5 Minutes).

Game

iv

The Envelope Run

3x2 minutes

Instructions 5 Teams of 4/5/6 • A/B/C/D/E Each team lines at the starting point sideways facing down their run line. Player at the end of team line has a ball. Team A start their run on whistle. The ball is passed from one player to the next, each time a player passes the ball they sprint along the back of their running team-mates to reach the last player in the line and taking a pass, the original starting player has the ball back.

They then pass the ball in front of the new starting player (where first came from) at the other end and the process keeps going until team A reaches team B who then start their diagonal run to set off team C down their straight line to release team D for their diagonal run to group E. Each team after their line run, they wait to be released by another team.

This sequence carries on until all teams have completed two full circuits and thus end twice at the original starting positions,

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Game

v

creative game sense

Long Kick And a Chance Of Winning The Ball Back

5 minutes

Instructions • • • •

• • • •

This can be done at the four corners of the A B pitch.

In each group, player A is on the end line.

C A second player (B) is on the 45m line and a third player (C) is on the 20m line.

On the whistle, A who has a ball delivers an advantage ball kick pass to player (B) who who speeds forward to take the ball, then is confronted by Player C who is coming forward, attempting to win the ball back.

If B successfully gets around C then player A who will have moved out to the 20m line will confront B. If B successfully rounds A and gets to the end line, he will deliver an advantage ball kick pass to C who is on the 45m line and process continues.

If C had dispossessed B then they retrieve the ball and start again from where the ball was lost. Eventually B evades C and A to reach the end-line and C and A have now positioned themselves on the ‘45m’ AND ‘20m’ lines respectively.

When B sees they are in position to start again, B kicks an advantage ball kick to C and the process, as outlined, starts again and continues until the 5 minutes is up. (5 minutes).

Game

vi

possession

3x5 minutes

Instructions This game uses the full pitch. In the middle of the 13 metre line at each end build a 20 x 20 square. No goalkeeper • To get a score, you must work the ball into the grid; the player has to be running into the grid gaining possession.

• If you take possession standing still in the grid the score does not count.

• If the red team gets a score, they do not surrender possession; they head straight up to the other end of the field to try score again.

• Big scores can be easily overturned.

Players who were 9-0 up for example, don’t want to have to chase the ball and when they lose possession they can be psychologically destroyed. This teaches teams total control mentality to not give possession away. 3 x 5 minutes.

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Game

vii

Cross-Field Advantage Long Ball Passing Based On The Ability To Weigh The Pass

10 minutes

Instructions This can be achieved in two ways: (Do either or at one session not both). (a) •

Black arrow illustrates path the players run and blue arrow illustrates the path the ball takes.

•

The game should be ran back across the pitch to allow players use their weak foot.

•

Change positions so that players will always hit with their right or left to the next player in alphabetical order and so on until 12 crossings are complete.

C

A

B

(b) •

This game can also be completed using the full length of the pitch starting on the 20m line. The added bonus of this game is that the middle player gets the opportunity to take a shot after the 3 passes.

•

These activities also help players to be able to ‘weigh the pass’ so that the weight of pass drops the ball straight in front of their team-mates run.

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D: Session on Passing And Scoring (60-71 mins)

Game

i

wipe out

5 minutes

Instructions In this game, two teams are picked and a game is played. In this game a score is obtained by scoring a goal or running over a designated line with a ball. You must score three times in succession to gain a score which will be recorded as ‘3’ – ‘6’ – ‘9’ etc.

A

B

This time Team A starts and the game can go 3-0;6-0;9-0;12-0;12-0,12-3. Thus A kept the ball each time they scored 3, but as here the second ’12-0’ score meant A lost the ball at 1-0 or 2-0 in that game so B now takes over to see how many scores they can gain before Wipe-Out. Note: Taking the ball over the line or having small goals with goalkeeper at each end is how to gain a score (usually goals only). The ‘Daisy Goals’ game could be played here simultaneously. You may wish to use some of the player-centred principles when playing the games.

Game

ii

Triangular Support to Build-Up Attacks

8 minutes

Instructions At both ends of the field, 3 players, 30 metres from the goals stand in a triangular shape with tip of triangle on 30m line.

•

Players P1, P2, P3 are at the corners of the triangle with P2 always at the apex of the triangle on the 30m line.

•

P2 will operate mostly as a defender with P1 and P3 as attackers.

•

P1 starts with the ball and then delivers to P2 and runs across P2 to head for goal. When P1 crosses P2 and P3, P3 then runs diagonally the other way across P2 who lays off a pass to P3.

P2 P3

P1

As quickly as possible on possession P3 passes diagonally forward to P1 while P2 has already turned and heads as a defender to try to prevent P1 scoring. Immediately and passing to P1 , P3 sprints straight for goal to take a pass from P1 if it is necessary.

P1 when ready fires off a shot on goal, or P3 does after accepting P1 pass. If P2 intercepts, then score attempt has failed.

It can be goals only scored; points only or goals and points. The next three players waiting in the triangle then set off and all continue to go in ‘rota’ until the 5 minutes is up. Each group retrieves the ball in their attack and heads back to the triangle of cones.

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Game

iii

The trio’s game

6 minutes

Instructions •

A grid measuring 23m x 10m is laid out.

•

Scores can be either (i) taken over end line or (ii) Pole goals with goalkeeper.

•

Team A starts in the middle grid (B and C not allowed to enter middle grid during the game.)

A

C

B

•

Each team has up to 2 minutes to score as many goals as they can in 2 minutes.

•

Team A starts by invading B’s grid and B has to try and prevent a goal being scored. If B dispossesses A or if the ball goes over the side line, dead/wide, then A (with B no longer allowed to tackle A) must quickly attack C’s end by going back through the middle zone, as will do so also if they have scored at B’s end.

This sequence of A to B, A to C, A to B etc. continues for 2 minutes and A’s score is recorded.

•

B and C will both have the opportunity to outscore A in their own two minutes. At the end of the games, naturally the higher scoring team wins the ‘Trio’ Championship. (Goalkeepers can be used in each game by choice of coach). As with all the games in this book, the chapter 3,4 and 5 principles can be used to add intensity and promote quicker thinking.

Game

iv

10m

daisy goals

•

•

• •

10m

7 minutes

Instructions •

3m

This game is played under normal 15 v 15 conditions and requires a piece of string or tape that is highly visible.

This length of tape goes directly across the goals from; it should be tight, straight and about 2 or 3 inches higher than the height of the ball.

The game is played using full rules and the only score that counts are ‘’daisy goals’’, in other words, they have to go under the tape.

If no tape is available, then coach judges if ball had gone under imaginary tape.

The game can also be played cross-field or via grids of different sizes. The games can be played using 5 v 5, 7 v7 etc. The principles of chapters 3,4,5 can be used extensively in the playing of this game.

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Game

v

creative game sense

Who’s Attacking, Who’s Defending

8 minutes

Instructions This game is best played half-field. It can also be used in quarter field grid.

•

•

For half-field, it is 15 players in each half that is a goalkeeper, 6 defenders, 6 attackers and 2 midfielders.

B

Lesser numbers with no specific positions can also be used in each half or out to the 45m line.

A

•

Half-field means games can be played at both ends of the field simultaneously.

There are two versions on how to play:-

•

In each half, Team ‘A’ will face ‘B’ and start the game in possession from end-line.

•

They must work the ball out the field to beyond the 45m line in which an ‘A’ player will take possession.

•

The who’s defending part of the game is now over as A kept the ball and head immediately back towards the goals.

•

The attacking part of this game is to secure a score on the way back in. If they do score, it’s recorded and ‘B’ restart the next attack from the end line.

•

If ‘A’, however, dispossess B either as ‘B’ are coming out of defence or coming in on attack, A must first go back beyond the 45m line keeping possession before they come in to secure a score or wide.

•

If B’, however, dispossessed them they again try to work a score and so on and on until a score or the ball goes dead.

•

As ‘A’ started the first attack, ‘B’ starts the second no matter who scored or shot wide. It continues like that A,B,A,B in order for the 10 minutes and the total scores are counted to produce a winner.

•

The title of this game could also be ‘Who’s attacking the goals; who’s attacking the ball’.

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Game

vi

‘3’ Part Pitch

15 minutes

Instructions •

The area from the goals out to the first set of yellow cones is called the ‘Keep Ball Zone’ or in other words, the area a team defends and in which scores against are minimised.

•

The number of passes here should be as little as possible or the number needed to exit this zone in possession.

•

Between both sets of yellow cones is the ‘Transition Zone’ which must be got through as quickly as possible. Scoring attacks are initiated from this zone and finished as a score in the ‘Score Ball Zone’.

•

In the ‘Score Ball Zone’ which is between the further yellow cones and the opposition goals. As few passes as possible should be used in this zone to score.

KEEP BALL

SETUP BALL

SCORE BALL

Sample Game: Game 1: In the Keep Ball Zone teams are only allowed 4 passes.

Game 2: In the Set-Up Transition Zone teams have 5 seconds to get the ball to the score zone.

Game 3: In the score ball zone teams have up to 3 passes to get a shot away.

The game shows players immediately the main danger areas of the field, the areas to avoid and the areas to exploit. It lets players know where they want to get the ball from/into.

If playing game 3/5/2 – this means up to only 3 passes are allowed in the keep ball zone, otherwise a ‘free’ is blown and the same for taking 5 seconds or more through the transition ball zone or up to 2 passes or more in the score ball zone.

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Game

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creative game sense

‘3’ Part Pitch (continued) 15 minutes

Sample Game: Game 1: In the Keep Ball Zone teams are only allowed 4 passes.

Game 2: In the Set-Up transition Zone teams have 5 seconds to get the ball to the score zone.

Game 3: In the score ball zone teams have up to 3 passes to get a shot away.

The game shows players immediately the main danger areas of the field, the areas to avoid and the areas to exploit. It lets players know where they want to get the ball from/into.

If playing game 4/5/3 – this means up to only 4 passes are allowed in the keep ball zone, otherwise a ‘free’ is blown and the same for taking 5 seconds or more through the transition ball zone or up to 3 passes or more in the score ball zone.

Variations of the ‘3 Part Pitch’ Keep Ball Zone

Transition Ball Zone

Score Ball Zone

Time (Secs)

Passes

Passes 6

5

4

4

4

3

3

5

2

3

3

2

2

5

1

2

3

1

1

3/5

0

The emphasis in this game besides assessing skill learnt, done well, at speed, under pressure, consistently at championship pace and conditions is :yy

Breeding a game sense

yy

Appreciation of keeping possession and winning it back

yy

Awareness of positional play and shapes.

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Game

vii

9 Seconds to Score, 6 Seconds to Win Ball Back

8 minutes

Instructions This game targets all the seven steps of skill development. It’s a game which the best is expected out of every player, and coach can use the following questions to assess each player.

GET IT BACK IN 6 • Have they fully learnt the skill?

• Can they perform it well?

• Can they perform it well and at speed?

• Can they perform it well, at speed and show no signs of fatigue?

• Can they perform it well, at speed, under fatigue and not be suffering from 9 SECS TO SCORE emotions, slow thinking, poor decisions, ability of opponent and other forms of pressure.

• Can they perform it well, at speed, under fatigue, under pressure and are able to consistently deliver their quality execution of their skill sets, e.g. 8-9 good passes out of 10 rather than 1 to 2.

• Can they perform all the preceding at Championship Pace and Conditions, and ‘9 seconds to score, 6 seconds to win the ball back’ will test players to their limit.

These are in fact the questions for all the games in chapter 2 – Performance Skills • Crisp and accurate passing, movement off the ball is what the coach is trying to breed.

• The game is started with the ball being thrown up in the middle of the field and as soon as either team gets possession the coach immediately shouts how many seconds they are giving the team to score.

• If the team doesn’t score in the allocated time, they are penalised and the other team gets possession. Once a player from the other team gets possession from an interception or kick out then a new time is allocated to that team.

• (Depending on ability of teams, coach will know how many seconds needed to score e.g. 7, 8, 9, 10 sec. to score).

Get your ‘seconds’ timing right depending on age and maturity, this game will test your players to the limits.

Important: Where does the six seconds come in?

One coach will constantly call out loud the ‘9’ seconds needed to score. When a team loses the ball, coach then starts calling 9, 8 etc. for the ‘new’ team in possession. A second coach will start loudly calling 6 seconds as soon as a team loses possession. This encourages players who have lost possession to immediately act to win the ball back in six seconds (Remember most players would cover 45m in six seconds, enough time and distance to win the ball back). A third coach on the side-line records both the number of times team lost possession and how many times did they win the ball back.

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E: Session On Scoring (75-84 Minutes)

Game

i

the niner to score

8 minutes

Instructions •

Six players line up three facing three. The A’s begin on the 20m line facing outfield (1 Straight in front of the goalposts and the other two 15-20m either side). Five metres outfield from each of the 3A’s is a football. Six metres directly outfield from the balls are three defenders.

•

The rest of the squad line up in 3’s behind the D1, D2, D3’s awaiting their turn.

•

On the coaches whistle, the 3A’s sprint out to ‘pick-up’ the ball. (If an illegal pickup is made by A1, A2, A3 blow the whistle for all to start again as skill must be perfect, and the lesson must be learnt.)

•

At the same time D sprints past A before quickly turning to face them as A also had to go around the ball and pick it up coming back in.

•

After that it is a shot away from an A, when able to, or D may have won the ball back.

•

The ball (lost, wide or scored) is retrieved by the A and carried out to the raft of defenders awaiting their turn.

•

For the game to continue, the three D’s (1,2,3) become the next attackers and they line up like the previous A’s on the 20m line.

•

The next line of defenders will have placed the ball before taking their places six metres outfield of the ball. The coach whistle blows and so it continues…Try to ensure that all players either as an attacker or defender get to engage in the three positions, i.e in front of the goals and 20m left or right of the goals.

•

Whether they score points only, goals only or both is down to the coach.

•

As scoring is vital in games, it is important even in this short exercise to assess who is suffering from fatigue, from pressure, from lack in consistency in pick-ups, evasion soloing and scoring and also assessing whether they can do so at championship pace.

•

This exercise can have two versions: Attackers with one or two footballs; defenders with or without tennis balls. The exercise can be carried out at both ends of the field simultaneously.

D1

D2

A1

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D3

A2

A3

chapter 2: performance skills

Game

ii

Turning Goal Attempts Into Points

6-8 minutes

Instructions This is operated at either end of the pitch. It works in three stages:•

To the right of the goals for the forward: 20-22m out from goals and 10-15 metres to the right of the goals is the starting point.

•

At a cone, a line of forwards standing one behind the other, each with a ball, stands about 1 metre off a line of defenders on the outside of the defenders.

•

On the call, ‘Go’, from the first defender the pair head towards goal with the ‘forward’ attempting to score a goal as the defender tries to stop him.

•

Once the forward lets ‘off’ a shot the attack is over even if the keeper parries the shot away.

•

The forward and defender then run across the goals where a feeder coach at the far post will throw a ball to the ‘defender’ who then has to try and round the tackling forward until just after the defender has crossed the 20m line to the left of the goals with the ball from where the defender attempts a long range shot and score over the small goals on the ‘45m’.

•

Then they retrieve the ball and head back to the ‘queue’ at which the previous ‘defender’ assumes the role of the forward.

Meanwhile, the second pair in the queue will start only when the coach has judged that the previous pair have cleared the goal area and thus calls for the next pair to start on the word ‘next’. Then the defender says ‘Go’ and both start.

SHOT AWAY

DEFENDER SHOOTS

FEED TO DEFENDER

The exercise total should then be shifted at the start of the left side of the goals for the forward. Are they showing fatigue? Can they handle the pressure? Are they showing consistency in defending and scoring? Are they at championship pace and intensity?

(6-8 minutes).

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Game

iii

creative game sense

scoring practice for goals

6-8 minutes

Instructions • Similar to the previous activity, this exercise has two lines of attacker/ defender, one on either side of the goals about 20-25m out from the goals and 10-15m to the side of the goals.

• If starting on right side first, ‘attacker’ has a ball and on the defender saying ‘Go’ the attacker strives for a goal while the defender attempts to stop him.

• Once a shot has been taken and the goals cleared, the starting pair retrieve the ball and go behind the goals to line up at the back of the opposite side queue.

• In the meantime, the first defender on the opposite side says ‘Go’ and with his fellow forward they attack the goals from the opposite side, and so the exercise continues left, right, left, right until every player has been a forward and defender.

• Unlike the previous exercise, each forward has a shot ‘left’ and ‘right’ before the defender adopts the forward role.

• This exercise sorts out who is a two-footed player and watch for effects of fatigue and pressure. (Mental and physical to see if decision making and ability to cope under sustained tackling is compromised). Try to run the exercise at both ends of the field.

Game

iv

the pressure of set pieces

15-20 minutes

Instructions This ‘Scoring’ game based on delivering scores from successful set pieces is an amalgamation of three different games which highlight different types of set pieces.

When used with the first seven principles of Chapter 3, this game will really test fatigue levels, how you are coping with pressure levels and the quality of consistently delivering skills at the highest level. (10v10 up to 15v15 is the best way to maximise quality of game.) The three games upon this one is based are: ‘’Double or Quits’’, ‘’Do you know what you are doing with a side-line free’’, ‘’Have you mastered your kick out?’’ and “Can your team convert penalties?”

SCORING ZONE

SCORING ZONE

Before the game starts, (i) 10 footballs are placed on both side-lines at 13m, 20m, 32m,

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the pressure of set pieces (continued) 15-20 minutes

45m and 65m all around the pitch. (ii) In the ‘scoring zone’ ten skull cap cones are placed at varying angles and distances from the goals up to 35m (different from the yellow, white and red cones already down).

The usual ‘throw in’ starts the game. If a team scores a point, then to keep that point a player takes a free and must score a point from a chosen cone. If the free taker scores then both scores are recorded and the chosen cone is lifted. If the freetaker misses then no points are recorded and the chosen cone is left either to have the next free taken from a different cone or better using the missed cone again. Sometimes opposition players and coaches can shout ‘You’re going to miss it’ at the free taker to mirror match day distractions. A normal (practised) kick out from the defending team restarts the game if the attacking team had missed the ‘’double or quits’’ free. This kick-out has to be away within 8-10 seconds or within a time of the coaches choosing, if it is not, the coach can choose one of two options as a forfeit. The attacking team gets a point or the attacking team gets a side-line ball. If the free-taker scores the double or quits free then it’s the attacking team who then take a ‘1, 2, 3’ side-line free from the first ball on their left attacking side (13m ball), if they gain another side-line kick later than the 20m ball is used and so on. Thus, the more a team ‘scores’ then the more advantages in scores and possession they gain.

If any team scores a goal, then two further things will happen. The team who scored the goal must then take a penalty at the other end of the field. If the penalty is score, that’s a provisional 2 goals gained, but the attacking team who scored the goal, their goalkeeper must save a penalty kick. If their goalkeeper saves the penalty kick the two goals are recorded, and the attacking team has to take a side-line free (1, 2, 3 style or one of their own team’s creation in training) using the next available ball in sequence along their left side-line. If their goalkeeper doesn’t save a penalty, (a penalty that goes wide or over also counts as a save), then the two provisional goals are not recorded and the defending team has the reward of a kick-out.

As a coach, you may want to take a point off the team whose kick-out was not gained by their own players. You could also record how many side-line kicks led to scores.

A reminder to you of the ‘1, 2, 3’ side-line kick game is:11 balls will be placed on each side line. If the ball goes over the side line during the game, then a side line is taken with the match ball. In the first half if the ball goes wide at either end of the pitch, the defending team get to take a side line kick with any of the balls on their left.

If the attacking team scores, they then restart the game with a side line also from their left hand side. In the second half of the game repeat the scenario but when the ball goes wide both teams take a side line from the right hand side of the field.

The best option for a side line during a game is for the person taking the side line to give as quickly as possible to the first man who shows for it and then receive the ball back immediately. This gives the player on the ball enough space to look for another player i.e Player 1 to Player 2 to Player 3.

(15-20 Minutes).

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Game

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creative game sense

maximise the scoring

12 minutes

Instructions Two closely related games, one follows the other: •

Double Score/Single Score The game is operated in 4 games of 3 minutes. At the end of the first and third 3 minutes team A’s scores are doubled.

Team B’s scores remain single scores.

The second and fourth 3 minutes the roles are reversed and it is team B who have their scores doubled. It will become evident that teams will concede less frees and generally defend harder when the other team is getting double scores.

•

At each end of the field cones are set out to mark the two danger areas at each goal. In the first 5 minutes, any score either team gets inside the danger zone is worth double. In the second 5 minutes, any score either team gets outside the danger zone is worth double. Both close and long range scores are being emphasised in this game. The game can be mixed up, one team having double close scores and the other having double long scores.

important This game is about getting players to think about their scoring, the opportunity of scoring and being able to maximise scoring chances.

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chapters 3/4/5: deal with it

Chapters 3/4/5: The ‘Deal with it’ chapters – A self-discovery learning approach How to play ‘deal with it’ games

These chapters are based on what are referred to as Principles of Play most in the form of Mantras – i.e the three word game.

(i) Set one or more principles and play as if it is a normal game e.g. 3 second rule & one other principle (especially with younger players). If the mantra (which should be called regularly in early stages of the game by the coach) is not followed by a player, the whistle should be blown for a ‘foul’. Stress to players that when the whistle is blown it’s not for a ‘foul’, it is as it is a warning that they didn’t use the appropriate principle effectively. Verbally repeat the principle and the positive effect it brings to the team and ask them to deal with it effectively the next time they have the ball.

These three words are like a story which has a beginning, middle and end. The purpose of the mantra is to enable the player to focus, then remember and finally achieve regularly the positive outcome of using the mantra, e.g Good First Touch emphasises quality first time handling of the ball. If the player doesn’t answer the command of the mantra – a foul is blown. The mantra is then repeated to the player to enable him/her to achieve its positive outcome.

In each chapter, the mantra will be listed so it can be used as a stand-alone game so that the player learns to play/ use its positive impact on the player in a team game.

(ii) Re-inform verbally the offending player of the mantra, e.g. Good First Touch. Remind the player of the outcome expected from the execution of the mantra. In this case, Good First Touch means there is a quality catch and no break in team play.

Ultimately, through the ‘mantras’ and the effective use of each mantra, it can develop a team language or ease of communication for team’s in their games.

(iii) After a period of time, usage of the mantra should become automatic to the player as it’s embedded in the mind by the player’s own selfdiscovery learning. In other words, he or she has dealt with it. (iv) Combination sets of principles: With minor & adult players, sets of principles can be used together e.g. ‘3 second rule’, ‘ Good First Touch’, ‘On the Run’, ‘Give and Go’ plus sometimes ‘Vision’ adds the need for greater concentration by the players. Another combination could be ‘3 second rule’, ‘switch play’, ‘give the ball before you’re hit’, (these are player-centred), ’Backdoor’ (a team-centred principle) and ‘that’s a score’( reading the game principle). In time you could put these two examples together and play as one game.

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Chapter 3: Deal With It -Player-centred principle games * Play games as instructed Principle Used

Desired Outcome

Supporting Outcomes

3 Second Rule (on the ball)

Speed of Thought.

Your thinking speed improves and the message gets to muscles quicker so the skill becomes faster.

Good First Touch

Perfect Quality and Increased Handling Confidence.

The flow to the team game enhances which means less chance of turnovers, misplaced passes or dropped balls.

On the Run

Moving Possession increases player momentum and the player is harder to dispossess and at times a free is given as the attacker cuts across the opponent.

Players no longer check back as opponent catches up because going forward on the run enables the player to cut across in front of the opponent without checking behind.

Give and Go

Give Support to Team-Mate, allows for ‘off the shoulder’ penetration.

The team’s penetration is faster especially in transition and turnovers against lessen.

Give before Hit

Avoid Dispossessing tackles.

Literally, one can’t hit a ghost and it prevents the players being stopped by a defender.

The player also has a better chance to make a more dangerous run just after passing the ball.

Back Door Pass (Backdoor is either a player centred or team centred depending on who calls ‘backdoor’)

Keeps team possession, builds triangular attack.

If caught in possession, the player should do one of two things; either break the tackle in 3 seconds or if teammates shout ‘backdoor’ then pass to the caller who is free inside 3 seconds.

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chapter 3: Player centred games

Principle Used

Desired Outcome

Supporting Outcomes

Switch Play

Hard to dispossess an angular or switch play pass. The bonus of last pass is that the ball ends in front of goals with a possible scoring chance on.

Angular passes are better than over the head passes as they are less likely to be intercepted.

Vision

Constant head-up scanning of field. Generates creative running all round (Game is played in silence with no deliberate noise of any kind allowed e.g. talking, clapping, coughing, sniffing.)

The constant head-up is almost always immediate everywhere in the team and allows for much better linked team-play as a result players may learn to scan the pitch more allowing them greater options in terms of runs and passes.

Bad Ball

Hold the ball and solo with arm and leg furthest from the tackler.

Ball Attacker Defender

This means if your opponent doesn’t go feet first into the tackler, they are more likely to foul because they are off balance.

Attack the Ball (ATB)

Team wants possession – Nothing comes to those who wait.

Player focuses at speed both in body and mind and has a better chance of winning possession.

Protect the ball / own the ball

Ball held in firm protective grip (to chest).

Holding firm, allows shoulder’s to ward off tackles.

Roll your Man (End – line run)

Evasion skill which allows player to be clear on goal.

Side-by-side along bye line, when tackler leans in to tackle, roll his back to leave you in free space for angling run on goal.

Opposite Turn Inside

Quick Turn to be in tackle immediately.

This is performed when attacker gains ball along sideline. Turn inside to enable tackle and prevent forward getting goal side. Turning outside leaves you behind ball carrier and clawing at his arm/back.

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Principle Used

Desired Outcome

Supporting Outcomes

‘MAAG’ Break Ball

Muscle Memory, Anticipate, Awareness of your body (feet).

Go for the breaking ball.

Using ‘first-step quickness’, anticipate where ball will land, be aware to have your foot over the ball as opponent arrives and go for it.

Step-Up, Touch Tight

Knowing where opponents is to stop their forward motion for ball.

At all times, be slightly inches ahead of your opponent side by side (step up) and have your arm across his chest lightly touching his jersey (touch tight). Doing this means you always know where he is by the feel of your arm.

Win Ball Back

Dispossess opponent and move on with ball - includes feet first (delay) - Leg and check (deny) - Rip and Rob (dispossess) - Drive On (Move the ball on)

(a) Angle the tackle (a+b) (c) Rip and Rob (d) Drive on with ball

Angle the Target or F.A.T or the target

Roman Soldier/ Boxer Stance.

Using the same side arm and the same side leg both in forward position, the arm is like a roman solider holding a shield while the other arm is like a roman shield holding a short sword held back. The sword arm especially if near the side-line is to make the opponent go in the direction of the sword arm or down the side-line. If the opponent goes down the shield held arm or goes down behind the shield arm, then in both cases, a back foot step across allows for a strong shoulder charge or for a clear opportunity for a ‘hand in’ on ball to dispossess.

Whereas ‘step up, touch tight’ was the stance for a side on tackle, this ‘Roman Soldier/ boxer’ stance is a front on tackle. Moving forward and backwards as if rocking towards the advancing opponent can unnerve him as they approach and they can either over carry or drop the ball as a result.

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chapter 4: teamwork centred principles

Chapter 4: Deal With It -Teamwork Centred Principles Principle

Desired Outcome

Supporting Outcome

Bellybutton Pass

Gaining Quality Possession without the player checking his run and stopping momentum.

A bellybutton pass mirrors the normal position of a working body. A chest high pass can often startle a player and checks their run slightly. A knee high pass is often dropped or the player receiving slows down or stumbles.

Hit A Space – Not A Face

Allows team-mate to gather ball outside of the defender. This is best when a teammate is being tightly marked.

Straight on passes are easier to dispossess as the defender is still tight to the ball receiver so encourage team-mates to make an angled run so that the passer can give them an advantage ball pass on the bounce to their bellybutton within two metres of their body.

Find two meters

Pass two metres or less either side of your team-mate so that they can ‘on the run’ collect at ‘bellybutton’ height.

This is the epitome of an advantage ball pass. That is the most quality way of gaining possession.

Give him an Angle

Creates greater distance between opponents to gain easier possession.

A player expecting to receive a pass must break away from his defender front or behind at an angle which increases the space between him and his opponent and allows for the passer to then deliver an advantage ball pass within two metres of the receiving player. Avoid straight on running to receive pass as marker stays close and can get a hand in to dispossess.

(Principle 2 + 3)

Play Way Facing

Keeps Possession, builds momentum.

Taking the ball on the run and passing to a player who is in the line of their run prevents a dispossession if you turn into a player to go forward.

Personality Pass

Feeder and Receiver both know where pass is going.

If the receiver makes an angled run and his team-mate delivers the ball within two metres of his body, this is a personality pass as the two players and the ball know where the ball is going.

‘1.2.3’ Sideline Free

Retains possession and momentum to create penetrative movement forward.

See ‘1.2.3’ game in chapter 2.

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Principle

Desired Outcome

Supporting Outcome

Turn Away From Trouble

Opening up game by disguised switch of play.

A player soloing diagonally away from the middle and going forward often is running into ‘traffic’. If a pass is made within the ‘traffic’ the team often loses possession as the play becomes crowded. The solution is to suck your marker into the tackle and as he starts to make the tackle, you simply roll away from his back and you will find open space on the other side of the field for a penetrative pass or run.

POH – Play Game in Opponents Half

Better chance of scoring, less chance of conceding if game is played mostly in opponents half.

2 stop watches in the stand.

1. Measures actual match time.

2. Measures time spent in opponents half.

Calculate percentage. It tells its own tale.

ARV (All Round Vision)

Keep using SCS,

Means less chance of being caught on ball, able to see where your team-mates are and how close an opponent is coming from behind as well as in front.

SCS (Sideline, Crossbar, Sideline)

Enhances peripheral vision, can see what’s ahead of you in panoramic mode.

Scanning like this gives you more options to think of and enhances your spatial awareness at that time.

HUG

Generates width in a team, spreading defence.

To open up a defence, ‘HUG’ means players should ‘hug’ the side line because if play is bunched in the centre, it makes it easier for the defending team to dispossess you.

Ten Second Restart

Possession from kickouts is vital

With your regularly practised kick outs, put your opponents on the back foot by not allowing to close-up on weaknesses. You must get kick out completed within 10 seconds.

Make Second Runs

Possession from kick-out is vital in our game. Work on it.

Remember a kick out involves goalkeeper, receiver and several dummy running team-mates.

All players from 2-12 should be moving while making individual trained runs for kick-outs which gives the goalkeeper greater choice.

Sideways and backwards. This means your field of vision is 360 degrees which enhances your spatial awareness both in where your team-mates are and in where your opponents are.

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chapter 4: teamwork centred principles

Principle

Desired Outcome

Supporting Outcome

Stay the line

Wherever the chest targets after kick is made is where the ball will go. Once the ball leaves your foot either hold your chest on the target or run to follow the line of the ball on the blackspot.

When shooting to score, once ball leaves foot, run straight so chest is on target and thus shot is more likely to hit its target.

Hit The ‘H’

Simply as – you can score between the posts.

Master your kicking technique, from all angles.

Pass it Over the Bar

Running the Line – Keeps chest on target.

Running Straight, shoot to score by hitting ball off laces as if passing straight to team-mate thus creating a better chance to score.

Daisy Goals

A goalkeeper’s nightmare is a low shot to the net – a daisy cutter.

Hit the ball under the tape in play. See game in chapter 2 -Daisy Goals.

On the Move (TIG)

Every player should be always moving when team is in possession.

Standing still is like a dog on a lead for a defender. It’s under control. By moving all the time, his attention is more on you then the ball.

1 in 3

1 in 3 scores to attacks is the most likely return for winning games.

See chapter 6.

1 in 3 scores to attacks or better has a more likely chance of winning than a higher ratio. Not getting 1 in 3 is a situation where team-mates will say once a ball was cleared it came straight back in. This suggests that an attacking team is missing scores due to its own failings rather than good defending.

Kick it through the gate

Running the line, specifically holding with both hands, to keep chest on target.

Running for a straight on shot, hold ball with both hands to create a gate pillar shape. Kick the ball through the imaginary gate ensuring chest is facing the black-spot and follow the ball through the gate.

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Chapter 5: Deal With it - Reading the Game Principles Principle Used

Desired Outcome

Supporting Outcomes

One Thing Done.

Another to do

Deliver ‘one’ thing, go for another. Pass the ball, then support it.

When a player enters any zone or area on the field, look for work i.e. do something.

‘Next’

All our ‘nexts’ bring advantage to our team.

Next ball is ours.

Next ‘5’- our players gaining possession over opponent.

Next whistle is our free.

Next man available gets my pass.

Next Move – creates scores.

7/8

Always think ‘I’m possible’.

Never think impossible.

Fall down seven times, get up eight.

Recycle

Own the ball – win it, keep the ball – possession until you score.

Any team is only as strong as its weakest link, don’t be the player that loses the ball.

NOBLE

No BLame Ever

Blame destroys a team.

Encouragement lifts a team.

Mind The House

If a player leaves a specific and important position, a team mate must cover for him/her.

If centre half back moves forward, another man must move in to cover the centre back’s area. Never compromise your middle space in front of goals.

Close the Door

When a vulnerable central position is being attacked by a wave of defenders. The wing backs move in to cover the middle.

A forward chasing back should not target the ball carrier but should occupy wing-backs position if they have moved out to meet the ball carrier.

CAB – Crossbar and Above

When not on ball, move with eye line on or higher than opposite crossbar.

Always in game have your head up where your sight line is on the opposite crossbar or above it. This is a confident body stance. Slouched shoulders and head down looking at your feet suggest you are off your game, if you are then ‘pull your trigger’.

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chapter 5: reading the game

Principle Used

Desired Outcome

Supporting Outcomes

B.P (Break-ball off post)

Prevent scores against your team after the ball hits your post.

Always anticipate that a shot will hit the goalposts you are defending.

Make sure you are ready to be first to react to the rebound.

That’s a score

Enables team-mate to score when not aware that they are in a position to score.

When a teammate is on the ball and is in a position to score but they are unaware of it, the call of ‘that’s a score’ alerts him to take a scoring shot.

Get Another

When your team scores, raise the team by a collective ‘get another’ call.

Using this call can affect the concentration of your opponent and focuses your team on getting a score.

Are you all brave enough to call it?

Get it Back

When your opponents score, this collective call allows your team to focus on negating its effect and stop opponents building a lead.

With your team calling ‘get it back’, it unnerves, even panics the opposition due to the eagerness of your shouting.

Three Runs a Run

In the run to gain possession, make 3 smaller angular dummy runs to confuse and evade your opponent.

In training do this regularly as teammates will learn to read your run.

Running the same straight line for a pass becomes predictable and easily dispossessed. Have your opponent say ‘Where are you going now?’

Recycle

Keep possession until an opening for a score or a long and relieving pass appears.

Patience breeds scores more than panic.

Never Predictable

Always make your game variable and unpredictable.

When making runs or tackles or using any skill, never become predictable so that you can be exploited. Use the ‘3 runs a run’ principle.

Pull your trigger

When you realise or your teammates realise that you are off your game e.g. shouting at the referee.

Your next step is to pull your trigger, either physically, mentally or verbally.

To bring yourself back into the game – physically slap your thighs, chest and head; loudly say to yourself ‘stop this’.

Thus pull yourself together.

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See chapter 6 exercise on ‘How you know you are off your game?.’

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creative game sense

Principle Used

Desired Outcome

Supporting Outcomes

Drop your anchor

To get into the game, recite quietly to yourself your game strengths and start using them.

Other anchors could include:

Give them Negative

Destroying your opponent’s game by targeting their weak links as well as preventing them from using their strengths.

Find out before a game or during a game what your opponent’s weaknesses and dislikes are and ensure you force them to do these instead of what they like to do on a pitch. See chapter 6 – ‘Stronger, Weaker Challenge Game’.

Control the Controllable

All you can and need to deliver is your strengths. Play to your strengths. Forget about the crowd,weather,pitch etc.

Know and focus on your game strengths and deliver them. See every ‘mistake’ as a learning opportunity even in a game and ‘Deal With It’

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Saying to yourself ‘I am the best’ or adopting a confident pose.

chapter 6: deal with it games

Chapter 6: Deal With It Games 2. Tandem Tennis: ADD/DAD

These games are designed to ‘make players think creatively for themselves’.

The coach outlines the situation and the players respond with their own creative solutions.

1. No positions Game

3 minutes

This game can be carried out in two ways. (a) The first way is ADD; here you split the team into teams of three who stand along the side line as follows. One of the player’s takes two footballs and stands on the side line and in front of him stand two defenders one behind the other with 3-5 metres between them, each with two tennis balls (with tennis balls you cannot pull a jersey and their use is more to develop feet movement as well as hand movement). When the whistle is blown, the attacker takes on the first defender across the field as he sets off to get to the other side line of the pitch without being dispossessed. If one of the defenders lets the attacker past them, they should communicate to the defender behind them to step up and engage the attacker. The beaten defender will then sprint back behind the now first defender (formally the second defender in tandem formation). If the attacker is dispossessed, the exercise simply starts again at the spot in which he/she was dispossessed. Once the attacker has reached the other side line, one of the two defenders now becomes the attacker and goes back across and so on. The amount of rest time can be decided by the players themselves but the challenge is to do six crossing runs in 3 minutes.

The manager should always promote feet first into the tackle and look to target the ball when tackling and not the body.

3 minutes

Ideally, you would start this game with young children and early days in secondary school. Tell the children that there no positions at all and play away. The thinking behind the game is that children will naturally gravitate towards their preferred positions based on watching their favourite footballers to date. The coach should then attempt and record what qualities each child has as they play in their favourite position and decide whether their chosen position suits the qualities they have of that position. Giving all your young players experience in every position is a must and sometime later you will play ‘No Positions Game’ again. It will be of interest as well as needing assessment to see if the young player still gravitates towards their earlier chosen position rather than all the other positions they have had experience in with the coach. (The principles – chapter 3/4/5- you apply to these games are completely up to you if you use them at all).

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(b) The second way is DAD: here the attacker has only one football and each defender has no tennis balls.

One defender on the side line starts with the ball (where you have an attacker sandwiched between two defenders). Once the whistle is blown, the defender with the ball gives a ‘bad pass’ to the attacker before sprinting behind his team-mate defender who is already tackling the attacker. As before, the attacker has to eventually make his way to the other side line having to start again at any spot they were dispossessed at during the crossing.

The challenge is again six crossing in 3 minutes.

The coach will then assess with the players if their tackling became better after having used two footballs and two tennis balls in the previous game because in this game the attacker has one football and each defender has no tennis balls. These games allow players to discover whether their discipline and precision in their tackling was any better. It may take two or three weeks before anyone notices a different particularly with their feet movement and touching the body less.

3. The Tennis ball ring

creative game sense

To end, remove the tennis balls from the game to see what progression has been made.

•

At the same session, the same six games can be run off, the only difference being, the defender has no tennis balls. Again over time, assess according to heads, hands and feet to see if there has been an improvement in the players tackles.

4. Stronger/Weaker Challenge Game 15 minutes •

I would advise this game to be played once every three months during the season and once every three weeks in pre-season. On a Monday, two teams are picked for an in-house challenge game for the following Thursday.

Each player will know exactly who they will be marking and they are the only one they have to mark.

•

Between the Monday and Thursday, each player will assess the strengths and weaknesses of the player they will be marking. During the game on the Thursday, each player will look to perform their strengths whilst looking to minimise the effect of their opponent’s strengths and thus capitalise on their weaknesses, Using the mantra - ‘’Give them negative’’ that is, make them do the things they don’t like to do.

•

After the game or on the Saturday, there will be a team meeting and each player will be asked to discuss how they performed to their strengths whilst also giving their opponents ‘negative’. As each player finishes tallying how they performed, all players and coaches are invited to share how they thought all players did.

•

Over time, players will get into the habit of trying to find any possible strengths and weaknesses of their future opponents so that their performances will show considerable improvement. If time is an issue, then try it with four sets of players per in-house game.

6 minutes

• This game is marked out in grids of 10/12 metres with feeders at every corner of the grid.

• Two players in the middle of the grid, an attacker with one ball and a defender with two tennis balls.

For one minute, the player with the ball runs around and can feed footballs to any of the players on the corners.

• The player (the defender) with the tennis balls must try and dispossess the attacker.

• After 1 minute, the players in the middle swap with the players on the corners and repeat the exercise and do it again for a third time.

5. No Fouls inside 45 Metres

• The game is played 3 more times only the original attackers become defenders and the defenders become attackers.

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10 minutes

•

This game can be played with 12 v 12 right up to 15 v 15. If a foul is committed inside your own 45 metre line, a free is naturally given. After the ball goes dead from the legitimately given free, the team which took the free gets to take another free inside the ‘D’ in a spot of their choosing with the opportunity to double their score.

•

Overtime in a game by the extra frees and increasing scores against you will find players on both sides will become very wary of giving away frees inside their own 45 metre line and will attempt to become more disciplined in their tackling.

chapter 6: deal with it games

NO FOULS

head up too early, arms not locking on the target, poor strength on the kick, poor contact on the kick etc. The kicks can be taken from the ground or from the hands, not mixed.

NO FOULS

•

•

If a player gives away more than three frees inside the 45 metre line, his team-mates and coach will certainly reinforce to him the idea of ‘No fouls’. This extra punishment will reinforce the idea to the team of having no fouls inside their own 45 metre line.

The reason or reasons for missing the kick are then recorded and sent or text to the coach as follows: ‘26/33 – didn’t rotate my chest enough’. Doing this regularly shows progress in the number of kicks being converted but also flags up the reason(s) which have been causing missed frees and these can be strengthened in a one to one clinic with the coach. Once you have missed a free, do your recording, get dressed and go home as the pictures in your head are of successful kicks.

Recorded and published in the dressing room stats from training and competitive games will highlight overtime if fouling inside their 45 metre line is being eradicated.

6. Creating Better Free taking Accuracy – ‘33s’ no time limit

If a player persists with this free taking practice, they will become disciplined, confident and more accurate with their free taking.

This activity is designed to assist a free taker to hone their skills and technique as a free taker. The layout of the activity is as follows:

7. How do you know you are off your game?

(1). Place a cone facing the blackspot and 20 metres from goals.

This game begins off the field and will help you discover what it is you need to turn to when things are not going your way on the field of play e.g. you start to shout consistently at the referee or your team-mates, you are walking around looking at your feet or you are easily distracted by the crowd. The Coach at a team meeting early in the year should have the individual and then the collective squad knowing the signs of when each player is off their game. This should be done in a positive and enabling group discussion.

(2). Place a second cone 25 metres from goals and 5 metres to the left OR right of the goals.

(3). Place a third cone 30 metres from goals and 10 metres to the left OR right of the goals.

(4). Place three further cones anywhere inside the half.

The free taker will start by taking ten frees from the 20m line, ten more from the 25 metre and five metre right or left spot, ten more from the 30 metre and 10 metre right or left spot and finally from the three longer distance spots.

If the player or team-mates recognise that he is off his game, the player or team-mate or coach should use the phrase ‘Pull Your Trigger’ to him. This means that you must immediately do something physically or mentally e.g. slap your thighs or just simply shout ‘Stop’ or imagine the best ever game you have played or simply recite your strengths or to really pull yourself together say ‘Who is the best player here and why am I?’

Note: If you choose to kick from the right, every kick after the 20 metre kicks must be taken from the right side and if starting on the left, you continue on the left.

The kicker will start and the first time they miss a free, they don’t take anymore even if it’s the first free.

They then, either themselves or their coach work out the reasons why they missed that kick e.g. poor rotation,

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or decide that the next tackle, catch or kick is the best one you have ever executed. Doing this should make you pull yourself together. After your trigger has pulled you together, then use your anchors which are positively reminding yourself of your strengths and use the ‘Next’ ball principle (Chapter 5 –Reading the Game Principles).

creative game sense

35M RADIUS

35M RADIUS

That is one or all of the following to yourself: yy

‘Next ball is mine’

yy

‘Next five balls are mine’

yy

‘Next whistle is to my advantage’ (won a free).

yy

‘Next man available gets my pass’

yy

‘Next move will be started by me and we will score from it’

(iv) Held onto ball too long, ran into a tackle and dispossessed. (v) Dropped ball and ‘fouled’ it on ground. (vi) Pass hit too long and went to a defender. (vii) Superb defending by opposition and intercepted the pass. (viii) Needlessly over carried the ball.

How to run the game: On crossing the half-way line with the ball, an attack is recorded. As in the description how to play the game, tick for a score; ‘x’ for failure to score and log reason why in detail. Once either team records 3 ‘x’s in a row, call a halt to the game and detail reasons for failure and things to work on in training or in ‘one to one’ clinics.

8. ‘1 in 3’ or 1:3 Maximises Scores 15-18 minutes

How to play the game:•

This is a concept or prompt game used to correct or trigger a team which is not maximising their scoring chances or attacks in a game.

•

It involves 15 a side, full pitch, full rules apply. Every time a team crosses the halfway line that is deemed an attack.

•

The target in this game (as the name suggests) is to get one score, goal or point in every 3 attacks.

•

Failure to do so means there is a decreased chance of winning the game. A coach on the side line records every time a team does or does not score from an attack.

•

When the team scores it is marked with a tick, and when marking a missed opportunity it is marked with an x.

When marking an x the reason why the attack broke down in as much detail as possible is also recorded, such as turned over, bad pass, over carrying.

•

It is usually found that missed opportunities are due to the attacking team’s mistakes as opposed to the opposing teams defending.

•

It is important to be detailed in reasons for failed attacks, for example:

A variation is to separately or together with ‘x’s reasons, it’s advisable to record all the reasons why an attack ended in a score. This flags up your team’s strengths and allows you to create ways to strengthen them. Your strengths win games. Taking ‘stats’ in training helps players avoid similar mistakes in next competitive game. After each break, restart the game, until allotted training time runs out.

The best way to run this game is also to operate 3 minutes playing to principles, 3 minutes without use of principles and repeat. Thus in a 15 minute game period, principles used 3 times, not used 2 times ( or vice-versa). For 18 minutes, it’s 3 times each.

Remember, the reason for these part session is to assess your performance skills, i.e were you they done well, at speed, under fatigue, under pressure, consistently under championship conditions.

(i) Two brilliant instinctive reaction saves by goalkeeper but forward could have taken point or shot low to either corner. (ii) Probing pass over hit, wrong ‘weight’ of passes. (iii) Caught the ball standing still, easily turned over.

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chapter 7: decision making games

Chapter 7: Decision Making Games Some believe excellent decision makers are born. In most cases, effective decision making comes from many hours of deliberate practice.

• •

A good mantra for learning to make decisions is ‘look, see, decide, and act’. Great players scan the pitch regularly to assess what options are available. Quickly they ‘see’ an opportunity to use in a developing situation.

•

Quicker again they weigh up the options in their brain, decide on one and act on it. Decision making essentially has three parts:

This game will help develop your team’s ability to communicate effectively in a chaotic situation.

After playing for three minutes, the two teams will have a two minute meeting to talk about what they have done well and can do better.

The teams will then play another three minutes again before finishing up with a talk between players and coaches as to how the game went.

Game (B): Decision making in warm- up

(i) Deliberate Focus (attention) 3 players per group, each initially 20 metres plus apart. (i) A has the ball, B is awaiting a pass, C is reading the situation knowing he’ll be getting a pass from B who will then try to close him down and dispossess him e.g.

C is judging when to move and get ready for B’s pass (ii) A passes to B, then sprints in follow- up to close him down and stop his pass to C.

(ii) Anticipation (weighing up the options) and (iii) Memory (the pictures in your memory bank created habitually/repetitively from training and game situations).

Everything in sport begins with a decision, i.e. ‘Thinking’ becomes ‘deciding’ becomes ‘action’ becomes ‘behaviour’ (i.e. action repeated several times) becomes habit (i.e.

Behaviour repeated often).

Game (A): Two Ball Game

3 minutes

•

This game can be played with 6 vs 6 and up to 8 vs 8.

•

In this game, the goalkeeper will take a kick out and immediately after will take a second.

This means two balls are now in play and the two teams will battle to win the ball and work a score.

This game is all about ‘decisions’ as the team needs to try and work out who will be attacking/defending the first ball and attacking/defending the second ball.

• •

B

A

C Thus A decides how to pass the ball to B- to chest, or bounce it 2 metres in front or to either side. On chasing his pass A is weighing up best way to close ‘B’ down under pressure. B is concentrating on positioning himself for good first touch.

Then B is deciding whether to let the ball bounce or attack the ball while also pre-scanning to see where C is now moving to anticipate the best place for B to deliver to him.

So as A passes and chases, B collects and decides where to pass with C anticipating to where is the best run to make to take an advantage ball pass. Coach must encourage movement and focus on the different decisions each player has to make during what is essentially a series of ‘passes’, and ‘closing down’ runs, based on positional awareness by all, between three players. At all times players must be moving and can only give a 20 metre or more pass.

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Game (C): Two – Minutes to go, defend a one point lead 8 minutes

creative game sense

Game (D): Dealing with the changing shape of the pitch – The diamond, the egg-timer and the trapezium 8 minutes

Pitch set out as follows:

Defenders in possession love the fact that they have the full width of the field to work the ball safely out, thus helping to create gaps to be exploited in their opponents set-up.

Forwards tend to want to score from in front of the goals, the ‘D’ in particular, but they use the width of the pitch to (i) pull defenders out of key central positions so teammates can exploit the direct middle route and (ii) they switch play by passing back and forth across the field, again to spread the defence so that when the final shot arrives in front of the goal, there’s an easier shot on.

The game above is played as two separate activities, one in each half. A line of footballs balls are played across the field along the half way line.

These three pitch shapes will help players work out creating space whenever wide and central space are closed off.

Order of game: six defenders & one midfielder will defend a one point lead against six forwards and a midfielder for two minutes. Instead of a throw in, on the start whistle one forward/ or their midfielder runs forward to take possession of a ball from the midfield line of balls. They then attack the goals to try initially to score an equaliser.

(i) The Diamond

A

If they score, hit a wide or kick the ball over the side-line, a kick-out or side-line free is not taken. Instead, one of the attacking team must run to the middle line for a ‘new’ ball to start again their attacks. If defenders dispossesses the attackers they try to work the ball past the near 45 metre line and then kick the ball along the ground to the line of balls in the middle while an opposition forward runs to the middle to get another ‘new’ ball. After two minutes, the forwards become the backs and vice versa. The game is played again for two minutes.

B

A1

B1

As the diagram shows, cones or flags run from A to B and from A1 to B1 via the half way line creating a ‘rough’ diamond shape. The shaded area is out of bounds to play.

The distance (A to A1) and (B to B1) – same or different e.g. 20 metre each side of goal etc. are the choice of you, the coach. In this shape, the shape narrows as forwards attack. Initially, the defenders also have less width to use when breaking out of defence but the pitch widens for them. The forwards too have width around the middle of the goals but find space becomes limited as they approach closer to the goals; something they do not like either. The ‘games’ you play again are chosen by the coach e.g. full game; full game with principles; specific purpose games with or without principles.

After two further minutes, a third game is played as the forwards lines switch ends. The forwards then play their ‘new’ defenders again and after another two minutes, the roles are reversed as before.

These four games over 8 minutes can be very competitive as they realise they’re dealing with common competition game situations. Decision making abounds in the players, individually and collectively. It’s a game where maturity levels in decision-making become very obvious.

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chapter 7: decision making games

(ii) The Egg Timer A

A

A1

A1

a C

C

C1

b

C1

B

B

B1

B1

Here defenders find they have less and less space as they work the ball out of defence and they really don’t like that but here they have to learn how to cope with it. Conversely, forwards have the full use of the pitch to exploit their opponents down the wings; through the middle and through switching of play.

A

A1

C2

C1

c C3

C4

d

The shaded area is again out of bounds to play. Usually (A to A1) and (B to B1) would remain constant, although the coach is free to shorten both lengths so the pitch width can be varied. (C to C1) is the distance to work from e.g. 10m or 20m apart or a width of the coach’s choosing.

B

In both the diamond and the egg-timer; (i) the ball cannot be passed from game space over the shaded/ out of bounds shape – the ball is out of play if it does resulting in a side-line free (ii) Or the shaded portion can be passed over but if the ball lands in the shaded area as it passes over – a side-line free results. Successfully kicking over the shaded area helps players develop the right weight of their pass.

B2

e f

The games played here are again at the choice of the coach with or without principles.

(iii) The Trapezium Although the full pitch games can be used in the trapezium shapes above for full pitch, trapeziums a,b,c,d,e are used for half pitch-pitch activities e.g.

In each, three defenders start with the ball to work in through middle gates, if forwards dispossess defenders then they try work a score in all the half pitch shapes.

That’s 12 players involved at either end for whatever time activity set at e.g. 3, 5, 7 or 10 minutes.

A useful exercise in using the changing shapes is to assess the quality of your kick-outs, especially how dead space can be avoided or even exploited. Enjoy testing your players in those shapes and perhaps you can make some ‘changed’ pitch shapes yourself e.g. In games ‘E’ and ‘F’ the goals could be placed outside the trapezium so you have to kick an angled score.

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Game (E): Tandem (3) using tennis balls and 2 footballs to perfect the decision making sequence of Look, See, Decide, Act 3x1 minute

Also look for the defenders concentration on targeting the ball and not the body, and being able to use their feet more effectively in order to contain the attacker’s progress until they win the ball back.

The rest times during the three minute exercise is at the discretion of the player. The activity only lasts for three minutes allowing player to note that initially they struggled to make three crossings but well into the season they are able to complete the six crossings with ease or more importantly under fatigue, under pressure and consistently under championship conditions.

Tandem (3) was introduced, together with tandem 5 and tandem 7 in the book ‘Advanced Game Sense’.

There are three scenarios of tandem (3) using tennis balls and two footballs.

Scenario (i) yy

Two footballs

yy

Two tennis balls

creative game sense

The other two scenarios are slightly different to scenario (i).

Scenario (ii)

The attacker ‘A’ has two footballs (using the BAD principle, the defender is only allowed to target the far (outside hand) ball.)

The activity is carried out in the exact same way except the attacker this time has only one football. Coach can then assess if they have learnt to change their solo onto the other foot more consciously.

Thus, each time, the attacker is being ‘tackled’, they must solo the ball from that side’s hand i.e. holding in left hand, solo with left foot and vice-versa.

(In scenario (i), having two footballs demanded they change their solo foot if ball targeted as in other hand).

The defenders still defend with two tennis balls.

The defenders with a tennis ball in each hand will then try to ‘win the ball back’ by targeting the ball with the ‘meaty’ part of either hand. If they do dispossess the attacker, the activity starts again from the spot the ball was dispossessed. The objective of the attacker is to go from one side-line to the other without being dispossessed while the objective of the defenders is to ‘win the ball back’ cleanly by targeting the body and avoiding all but ‘shoulder to shoulder’ contact with their opponent.

Scenario (iii) Here the attacker has one football and the defenders have ‘no’ tennis balls. Time for players and coach, collectively in questioning mode, assess whether both sets of players have learnt to avoid dispossession ‘versus’ win the ball back dispossession much better.

This time all these tandem scenario games concentrate on the ‘win the ball’ back tackler. In playing these games, player’s decision making evolves as a sequence.

Each time the attacker reaches the opposite side-line, one defender takes the two footballs and the previous attacker takes their two tennis balls. (With two tennis balls, it is difficult even impossible to hold or pull a jersey, arm, hand or shoulder and players tackling hands rarely go above midriff height. Notice that defenders will learn to, slightly in front as they run side by side, move feet first and run across the path of the ball carrier, targeting the ball and knocking it away to their advantage.

(i) Look: Look how your opponent is approaching (ii) See: See opportunities to guide opponent to a position where you can dispossess him by the effective use of feet first into the tackle followed by hands targeting the ball and not the body. (iii) Decide: Decide on when his solo will have the ball free in the air to be targeted.

In this activity, the group aim to complete six crossings of the field inside three minutes, where each of the three players has had ‘2’ crossings of the field with two footballs.

(iv) Act: Act and move running across the player to take or rob his space and the ball (Rip and Rob).

My advice is to either:(a) Start with scenario (i) and then go to scenario (ii)

As a coach, look for a more effective use of defending players feet as well as the attacker being able to change their solo easily from one foot to another to make it BAD (i.e. harder to dispossess) for the defender.

(b) Start with scenario (ii) and then go to scenario (iii) That’s a total of ‘6’ minutes work at high intensity.

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chapter 7: decision making games

Game (F): Possession really counts game

Game (G): Self-assessment session Self-assessment is a good way of looking at oneself and one’s own game as a sportsperson. In doing so decisions about yourself and your game must be made about the future direction you and your game are going.

These games are an extension of the game ‘Possession Hurts’ on Page 22 and 24 of Advanced Game Sense.

Follow the guidelines set out there and use these three extra stipulations as a development of the game.

Teenagers from 13 upwards to adult level all have the ability to self-appraise.

Example A: It involves a session of eight ‘7’ minute games, which were a mix of principles (see chapter 3, 4, 5) underpinning a standalone game e.g. ‘5 to 2’ or variations of the ‘3 part pitch’ (see fig. 1 in order of games).

At the end of each 7 minute game, the players when into the dressing room where there was an assessment form on which they were to mark themselves out of 10, the quality they thought they achieved for the two learning outcomes listed.

Game (1) was ‘up to 6 passes to score’ and underpinned by the principles ‘3 seconds and give & go’. Having played to the conditions of up to 6 passes, 3 seconds on the ball, and then give a pass to then go to support your pass, the players were asked to assess themselves on the two learning outcomes set- in this game-case they considered how well they had carried out their off the shoulder support passes and how fast was their thought process and execution while on the ball. Their assessment lasted three minutes and they quickly moved back out to play the next seven minute games and so the process continued until all eight games and assessments were completed – an 80 minute session.

(i) Extension One – Possession with ‘Men Down’ As before, the ball is thrown up to start, the team in possession then works the ball ‘end to end’ gaining a score at each end. When they go three scores ahead, they go to a man down and if they then continue and go six scores ahead they lose a second player and so on. Both teams are forced to decide in each case, ‘how to keep possession and still keep scoring with a man or men down, while the other team have to decide how to deploy their extra man or men to regain possession quickly so as to overturn the oppositions score before they can start scoring themselves. Who is sent off each time from the scoring team is the choice of either the coach or the team who is leading or even the team who’s behind – this decision, should be made before the game starts.

The coaches chose a sample of players in each game to compare their assessments with those of the young player sampled. This allowed coaches to find out if the players over scored or underscored when compared to coaches assessments. As well, the coaches watching over the course of the eight games could make a collective judgement as to how well, at speed, under fatigue, under pressure consistency at the intense pace the young players generally performed the skills of the game. This method of assessment is the personal creation of one coach.

(ii) Extension Two – Possession with ‘Men Extra’ The only difference here between extension one and two is that unlike extension one – it is the team not in possession who lose a man and not the team which has gone 3, 6 or even 9 scores ahead but the team who is behind that loses a player.

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1

creative game sense

Up to Six Passes to score – Principles ‘3 seconds’; ’Give and Go’ Assessment Scores: (i) Quality of ‘Off the shoulder support runs’ ________ (ii) Quality of your ‘speed of thought’ ________

2

3

4

5

6

7

8

‘5 to 2’ – Principles – ‘Give before Hit’; ‘Switch Play’ Assessment Scores: (i) Level of ability in ‘Not running into tackles’ ________ (ii) Ability to switch play with diagonal pass ________

3 Passes or less to score – Principles – ‘3 Seconds Game’;’On the Run’.

Assessment Scores: (i) Ability to give pass into space to teammates advantage ________ (ii) Ability to make telling angled runs to easily receive pass ________

3 Part Pitch (3/3 Secs/2) – Principles- ‘3 Seconds thought’; ’Vision’; ’SCS’; ‘ATB’ Assessment Scores: (i) Ability to go for the ball and win cleanly ________ (ii) Ability to keep head up and scan pitch ________ (iii) Effective use of body language ________

3 Part Pitch (3/5 secs/2) – Principles – ‘3 Secs thought’; ‘Good First Touch’ Assessment Scores: (i) Ability to catch ball and ‘hold with excellent 1st touch ________

3 Part Pitch (3/8 secs/1) – Principles – ‘Advantage ball’; ‘2 metre space’ Assessment Scores: (i) Ability to hit accurate pass to bounce 2 metres in front into stride of a teammate ________

‘9 Seconds to score; 6 seconds to get it back’ – Principles – Centre breathing; CB.NOB (Centre Breathing, never out of breath) Assessment Scores: (i) How well did you keep pace, avoid fatigue recover breath ________ (ii) Were you able to perform consistently well all game ________

‘2 Mins to go, defend 1 point lead’ – Principles – ‘Pull your trigger’.

Assessment Scores: (i) Did you stay calm, with clear mind all game (ii) Did you feel under pressure, overwhelmed or couldn’t perform

Now, try devise some self-appraisal methods you could use with your players as well as using the example given.

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chapter 7: decision making games

9. Is he a short or long-sighted? (Works in the now Vs has vision or two moves ahead)- knows where the ball will be.

Example B: Self-assessment for competitive games This method can be used from minor level upwards. It can be completed by players only, coach only, or both coach and player separately but then meet some time after to swap findings (probably the best way). By these methods players rarely need to ask ‘how well am I performing?’ The self-test is set out as in Fig 2 which outlines the questions to be asked and which explains the scoring and recording system (Also done here now).

What are his physical capabilities?

10. Is he an easy and fluent mover? – comfortable on the ball/both sides.

11. Does he have good agility? – evasion skills for example.

12. Has he got a good change of pace or outstanding pace? Can he turn on high levels of sustained work rate if he needs to?

There are 20 questions, worth 4 marks each for coach and/or player to answer under the four headings of ‘Does he/she play the game skilfully?’, ‘Does he/she command the game?’, What are his/her physical capabilities?’, ‘What sort of competitor is he/she?’.

13. Does he use athletic ability or does he depend on it.

14. Is he a strong player in ONE TO ONE SITUATIONS? – Calm/composed/decisive/creative.

Quality Player Performance – A Self-Test

What sort of competitor is he?

15. Does he set out to impose his will on opponents? (step up for example)

The modern game requires players to be highly competent, all round players. It is necessary to inspire those players to experiment freely – to take the risk.

They must be encouraged to find out what they can do.

They should be taught what they can’t do – they’ll find out soon enough. (Award 1 mark if full question or ½ mark if in two parts if performed well) per question.

16. Does he react to intimidation? Yes or No? 17. Does he react to cheating? Yes or No? 18. Does he have physical courage? Can he take it?

Yes or No? 19. Does he have the mental toughness to see him through situations that are going against him?

As a player regularly ask yourselves these questions.

Does he play the game skilfully?

20. When his team are losing or have lost, is he still a WINNER?

1. Does he have good touch and tight control when receiving and when ‘on the ball?’

2. Can he make time and space for himself when pressured by opponents?

3. Does he have deceptive techniques or is he an ‘obvious’ player?

4. Can he get himself out of difficulty using an individual skill? Eg. Good evasion skills or variations in hand-pass or switch feet mid solo

Box 1

Box 2

Box 3

Thriving

Surviving to Producing

Diving or Parked

(Excellent)

(Above Average to very good)

(Average to below average)

Performance Rating 9 or 10 Performance out of 10 e.g. 1.9 rating e.g. 6,7,8 out of 10 = 2.7

Performance Rating 5,4,3,2,1 out of 10 e.g. 3.4

How does he command the game?

All players should strive for at least 2.7, 2.8 or above in every game.

5. Does he play for himself or does he play for others?

6. Does he cause opponents problems when he doesn’t have the ball?

7. Can he free himself from tight marking and can he free other players?

8. Does he react to the play as it develops or is he usually a move or two ahead?

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How to score each question:

creative game sense

Question 12: 1/3 mark for change of pace; 1/3 for outstanding; 1/3 for high workrate!

Question 1: ¼ mark for each of (i) good touch/receiving, (ii) good touch/on the ball, (iii) tight control/receiving, (iv) tight control/on the ball.

Question 13: Full mark if uses athletic ability Question 14: ¼ mark for each calm, composed/ decisive, creative in ‘one too one’ situations

Question 2: ½ mark each for (i) time for himself when pressured by opponents (ii) space for himself when pressured by opponents

Question 15: Full mark if imposes will Question 16: Full mark if doesn’t react to intimidation

Question 3: Full 1 mark if is ‘deceptive’ player

Question 17: Full mark it doesn’t cheat

Question 4: Full 1 mark if player can get out of difficulty

Question 18: ½ mark if courageous; ½ mark if can take it

Question 5: Full 1 mark if they player plays for others

Question 19: Full mark if mentally in control

Question 6: Full 1 mark if player can cause problems

Question 20: Full mark if always a winner

Question 7: ½ mark if player frees themselves and ½ mark if player frees others

A player’s mark is then totalled out of 20, then divided by 10 and the players score mark is from 0 to 10. A mark of 9 or 10 puts player in Box 1 – the thriving/excellent box and recorded ‘1.10’ or ‘1.9’. A mark 6,7 8 puts player in Box 2 – the surviving to producing box/above average to very good and is recorded as ‘2.6, 2.7, 2.8’. A mark of 5 or below is the parked or diving box/ average to below average and is recorded as ‘1.0’ , ‘1.1’, ‘1.2’ etc.

Question 8: Full 1 mark if usually 1 move or two ahead Question 9: Full 1 mark if players know where ball will be Question 10: ½ mark if comfortable on 1 side; Full mark if comfortable 1 mark.

Question 11: Full mark if agile through evasion, turning etc.

Game 1

Game 2

Game 3

Game 4

Game 5

Player A

1.9

1.9

2.7

2.7

1.9

Player B

-

2.6

2.7

3.5

2.8

Player C

2.7

1.9

3.5

3.4

2.6

Player D

1.9

2.8

2.6

3.4

2.8

Player E

1.9

2.6

2.8

3.5

2.8

Player F

3.4

2.7

1.9

2.6

3.2

Player G

-

2.6

1.9

2.7

1.9

Player H

-

3.4

2.8

-

2.6

Player I

2.7

3.4

2.8

-

1.9

Player J

2.6

3.3

2.7

1.9

2.7

Player K

1.9

2.8

3.3

2.6

1.9

Player L

-

2.7

1.9

2.6

2.8

Player M

3.5

2.8

2.6

1.9

-

Player N

2.8

2.6

3.3

2.7

-

Player O

1.9

2.6

1.9

2.8

2.7

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chapter 7: decision making games

The coach then asks the player what final score did he/she give himself/herself and the coach in return announces his score for the player. The player is then asked which score they want recorded – their own score or the coach’s. That score is then recorded and every 6 weeks the teams total (agreed by all) are given to all, see Fig. 3 for a club team I worked with. It’s amazing how effective and developing this process is if carried out over a season for players and team.

How to use the results: For effective use of this assessment test, it’s best if both players and coach initially assess each player separately.

Then, say, if 3 coaches take 6 players each week, if 18 were used in the previous game (including subs), it makes the process quicker to operate. (Coaches should vary their chosen players each week to get to know all). Coach will contact player and discuss last game with player by asking player for 6-10 areas of their game where they felt they did well. In reply, the coach lets player know what they felt the player did well. They then discuss one or two areas of players’ game which needs to be worked on either a strength or skill supporting their strength. Once one or two are agreed on then a one to one clinic can be set up for the player over a range of sessions.

Again, it’s only my own way of assessing players; you should devise your own method or use this one on your players. Remember Goals are rarely achieved if they are (i) not set (ii) not measured and (iii) feedback not given. If one of these elements is missing that goal setting is flawed.

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creative game sense

Chapter 8: A Successful Approach to Delivering Quality ‘Advantage’ Long Ball Passing •

•

These games promote using the minimum number of passes needed to reach from one end of the field to the other end.

These passes must be ‘advantage ball’ passes. In other words, give the receiver the ball to their belly button via the ball bouncing a couple of metres to the front or either side of the player so that he can collect the ball on one bounce.

Game 1: 5: 2 (5 to 2) 6 minutes • • •

•

The game starts with a throw up.

The team which gains the ball in their own half has up to 5 passes to get a score.

If the team gains possession in then opponents half through a turnover etc. Then they have up to 2 passes to score.

If in any half, they have completed more than passes than required i.e (6 passes in one or 3 passes in the other), then you blow the whistle and say “it’s up to 5 or 2 passes, now deal with it!”

•

•

This game requires intense off the ball running and good communication. This game promotes good advantage ball movement from all players.

All passes in this game most definitely need to be “advantage ball” in order to ensure good scoring returns.

Game 3: 6 passes to score

Game 2: 3 passes to score • •

This is a high pressure game.

This game can be played under the principle of “3 second rule.”

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6 minutes

•

This game is a scaled down version of the three passes to score game and if using this game with younger teams.

•

It can be scaled down even further to 7 or 8 passes to score. Most scores in Gaelic Football are scored in 6 passes or less.

•

Both this game and ‘5 to 2’ passes cuts out the number of opportunities a team has to turn you over.

•

This game encourages less panic and better decision making.

•

Once the ball is thrown in, the team has up to 6 passes to score. If a team completes more than 6 passes then a foul is blown and the rule is repealed to the team.

chapter 8: long kick passing

2. 3 passes in the keep ball zone.

3 seconds in the T2.

1 pass in the SB zone.

3. 2 passes in the K.P.

3 seconds in the T2.

1 pass in the SB zone.

4. 2 passes in keep ball zone.

5 seconds in the T2.

0 passes in the score.w 5. 2 passes in K.B

3 seconds in T2

0 passes in S.B

Game 4: Zone to Zone • • • •

•

•

6. 3 seconds in K.B

5 seconds T2

5 seconds to score ball zone.

9 minutes

In this game 3 zones are laid out.

To make a pass from zone to zone players will need to play a 20 - 40 yard pass.

Composition of each group can be mixed. Each group plays in each of the zones. Goalkeepers are involved.

The game begins with a throw ball. The team that gains possession can attack either end. Once they have possession in the end zone they must kick it back to the middle zone, where it’s worked to the other side.

This is an intense game; breeding movement, long range passing and players having to get on the ball which is played in 3x3 minute games, to allow each group get the experience of playing in each zone.

No points, goals only. Goalkeeper plays for the team in possession each time, to practise working the ball out.

•

•

•

Game 6: weighted pass

Game 5: Variations on 3 part pitch

• •

6 minutes • • • •

These games are targeted for seasoned adults and the number of passes and seconds given must be appropriately increased if using these games with a younger team.

In chapter 1 & 2, the ‘3 part pitch’ games where used to assess each player’s skills under fatigue, under pressure, consistently under championship conditions.

Here, in this chapter, for seasoned players, the ‘3 part pitch’ games will assess the quality of play and intensity of play in each zone and where each pass, catch and tackle to your team’s advantage.

3 part pitch is created by a line of white cones about 10 - 12 metres apart along the middle of the field.

Ten metres up from each 45 m line, you put a line of yellow cones across the field.

If you are playing up the field. The zone from your goal line to the yellow cones is called the keep ball zone”.

This is called home: the zone from the first yellow line to the white line is called away and is the transition zone”. From the away line of yellow cones to the opposition goal is called score ball zone”.

• •

• •

These are the Variations which you can apply to the games

•

1. 3 passes in the keep ball zone.

5 seconds in the transition ball zone.

2 passes in the score ball zone.

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6 minutes

In this game, three players assemble on the 20m line.

The middle player stands with the ball directly in front of the blackspot with two players flanking him 15m each side. All players facing up towards the far set of goalposts.

Player A in the centre begins by completing one or two solos before passing it to the advancing Player B. The goal is for player A to play the ball with the correct weight so that player B can collect the ball without breaking stride.

When player B receives the ball, they will then switch the ball to Player C again with the correct weight.

Player C will then play the ball back to Player A who will then attempt to score a point.

This exercise is designed to have three correctly weighted passes played before a score is taken.

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Chapter 9: Transition games from defense to attack It’s often been advised that one be careful with their words to get a message firmly across – e.g. If I’m going forward, I’m advancing [attacking] and I’m going backwards, I’m NOT retreating [defending] as I’m simply going forward in a different direction. The ‘transition zone’ in Gaelic is now the area of the field which teams must pass through rapidly from their own half into their opponents half in order to score. This chapter looks at game which enable rapid ‘transition’ for teams.

a) Tag Teams

A very intense game played through the transition zone of the field. Communication is vital, about where to go to after 1 game ends. Principles such as 3 sec; on the run; play before your hit; vision etc. can/should be applied in this game as it proceeds.

b) Quick Transition – Grubber Start 5 minutes

yy Yellow lines of cones at 10 or 12m interval are laid across field either side of halfway line 55 or 60m. yy Thus grid of 30 X 12 (10) or 30 X 24 (20) are created.

Each grid now looks like:

C

A

•

Two teams will take part in this game. Team A will line up on the half way line and face team B who will stand on the 45m line.

•

Team A will kick the ball over the heads of team B and force them to retreat close to their goal in order to retrieve the ball.

•

Team A will look to pin Team B into that space and prevent them from working the ball out of their defensive zone.

•

Team B will look to create angled runs and off the shoulder movement in order to create gaps and transition the ball out of their half of the field.

•

The teams should consist of no more than 5 players.

If team A turns over the ball, they can go in search of a score. Encourage them to go for the jugular and go for goals.

5-7 minutes

D

B

Search Questions:

4 teams of 4 or 5 players are involved each grid (2 with bibs) yy A and b in grid waiting for game start yy C and d wait at a pole at opposite ends of grid. yy Whistle goes, a attacks b end b tries to turnover to attack A end yy Eventually, one team say A takes the ball over the others (B) end line. yy Immediately an (A) player drops the ball (winning score) over end line and the ‘a’ team move to wait at the nearest pole (in this case where D stood) and wait for C V D to end. At a score, B must quickly run around nearest pole (D) and head for the opposite end pole to wait for C V D to end. yy Immediately the ‘A V B’ ball is dropped at one end (in this case the D end), Team D will quickly take control of the ball dropped and start to attack C’s end. And so it goes until the allotted time.

(i) Where should Team ‘A’ try to get to immediately on Team ‘B’ kick-starting the game? (ii) Should ‘B’ wait on the ball and work in a straight line or are there alternatives?

A

B

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chapter 9: transition games

c) Over the top to build triangles into scores 5 minutes This pitch layout of grids is as in games (A) and (B). This time two teams (A+B) meet

A

with P1 taking a pass now at the end of the line. P1 then passes longer advantage ball to P2 and passing process as P1 starts again.

B

When the line reaches B, line B heads for C then C for D then D for E Here, unlike in chapter 2, the challenge for the 5 teams is to give advantage pass with a good first touch until ALL FIVE teams have completed 2 full circuits, i.e. back to their original starting point (i.e. when E finishes) inside ‘8’ minutes (note; if you think about it, there are variations on how to make envelope run) e.g. go the opposite way and the hand pass used will be delivered by the opposite hand to the run in the opposite direction.

They start the game with one team in position standing 2 metres inside their half of the grid facing ‘B’ standing 2m in ‘B’ half both in a straight line. ‘A’ kicks a ball over ‘B’s head who turn and race after the ball to take possession so that they can attack ‘As’ end line. (Avoid kicking the ball over the end line) What can they do to turn their line into a more penetrating triangle shape in order to attack A’s end line? (Hint: Think of danger when defender ‘b’ is in possession facing their own goals.)

e) 9 seconds to score, 6 seconds to get it back 5 minutes

Have them avoid a Flat ‘4’ approach or straight line formation as they attempt to take possession as that player can only turn into trouble. So ‘B’ team makes a triangle as 1 player breaks ahead of the player now in possession e.g.

Between them B, to B2 ,B3 or B2 finds it more easy in breaking out as B1 is facing towards opponents goal and break out triangular passes allows the B team to attack A’s end line. Defenders coming back all facing their own goals is always a dangerous shape to be caught in. The game is brought to conclusion and re- started (in the middle) in the same way as the as the grubber game re-started.

d) The Envelope Run

•

This game starts with a throw in. When one team gains possession, one coach loudly counts out in seconds 9-8-7-6 etc. until team in possession scores or hits the ball wide before coach shouts 0 (zero).

•

If, however, the team has been dispossessed or hits the b all over the side line, the ‘same’ coach (may have reached say ‘5’ with the team that lost possession immediately starts called 9-8-7-6 etc.) again for the team now in possession.

8 minutes GET IT BACK IN 6

Remember the yellow cones laid out in the middle of the field. 5 teams: A, B, C, D, E of 4 to 6 player’s line out as follows. With a run route shown: Just like the back of an envelope, each team has one ball.

‘Team 1’ starts the run e.g.

9 SECS TO SCORE

On the coach’s whistle all sprint forward in line with the Player with the ball passing to P2, Once P1 has passed to P2, P1 sprints along the back of the others to receive the ball again while his team-mates hand pass at speed

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•

The moment a team loses possession or hasn’t shot for a score inside 9 seconds, the other coach immediately calls out loudly 6-5-4-3-2-1 as the team is allowed just six seconds to try win the ball back.

•

High intensity play, speed of thinking, accuracy of passing and scoring plus a very rapid transition delivery, (known for teams to regularly in this game to score with just 3 passes down the field). As well as letting teams know ‘timewise’ in seconds, the loud calling is a good distraction in training which helps teams to cope with the crowd or often loud noises during the game.

f) Times Pressing

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g) End to End (breaking through transition) 8 minutes For this game, the pitch is set out as follows

6 minutes

This is another use of the ‘3 part pitch games’.

KEEP BALL

Can be played as 15 V 15 or 12 V 12 15 V 15 yy

Game starts with a kick-out, keeper or a defender in possession within the bottom third.

yy

Defenders return possession in bottom third until the coach/referee whistle goes. (30 seconds/1 minute/8 passes etc.)

yy

When the whistle is blown, defenders must play ball to a teammate in the middle 3rd (1 of 2 midfielders) within one pass (has to give backward pass if facing his own goals) or less (kicks immediately to middle third as already facing that way)

yy

3 of the six defenders must support this pass once the ball is played to middle third.

yy

Ball must be delivered to the top third within 2 passes or less, and the defenders are now in the middle third.

yy

The 3 supporting defenders must cross into top third before any scoring shot can count.

yy

As supporting defenders scurry back, together with opposing forwards who went forward in opposition, there is an immediate restart as before with a kick out or opposition team in defence until whistle goes again.

SETUP BALL

SCORE BALL

•

•

This game starts via the normal start routine, except the challenge is two-fold – (i) If you gain possession (from kick outs to open play) in your own ‘Keep Ball’ zone you have 11 seconds to work the ball into your opponents keep ball zone, otherwise a ‘free is blown’; (ii) If you gain possession in the Transition Ball Zone your team has 6 seconds to work the ball into your opponents keep ball zone. A free is the result if over 6 seconds.

At any time in any of the games in this book, the principles from Chapter 3, 4, 5 can all or partly be used to enhance the thinking and playing well qualities of your players. If through the transition zone you have 10 seconds or less to score inside the Score Ball Zone.

In the 15 V 12 version, the team with 12 starts without ‘3’ half forwards so 3 defenders have to be in the third zone very quickly to help the three full forwards to secure scrapes. After a period 3 defenders cross over to join the team who were short so they can experience the situation of ‘Men Short’.

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chapter 10: what to do with leads

Chapter 10: What to do with leads Taking the lead in a game is a plus for teams in any sport.

Maintaining that lead, losing that lead or chasing that lead each carry different mind-sets. In Gaelic games, it is often said that a 2 point lead is the most dangerous lead as 2 points can be overcome, if there’s time to do so.

Sustained pressure can often lead to a goal which turns out to be the winning score.

Only after the discussion, will each other’s scores be revealed to the other teams. This is the time to discover if there is a definitive response to definitive leads. Let’s now consider four situations where different leads/deficits are found and try to assess at the end of each 10 minute set of two games what players were thinking and doing when affected by each lead or deficit.

Anywhere between a two and eight point lead is dangerous .When a team goes nine points ahead, that’s the most likely time that supporter’s seats will tip up as they leave the ground. So here are four scenario games for you to test.

Leads Games Situation 1: 7 up v 6 down Questions (Set 1) what they saw/felt

The group of players and management is to be split up into three teams: (i)

Team 1

(ii)

Team 2

(i)

Which team in the first game looked as they were showboating and complacent?

(ii)

Which team in the first game looked the more relaxed and less stressed?

(iii) In the game which team suffered from going from having options to one which seemed to be taking the wrong options or in fact had no options – they were playing Frank Sinatra – i.e. ‘doing it their way’?

(iii) Coaching staff and non-participating players.

Each scenario to be assessed involves 2x5 minute games. After the first game the teams are given the other team’s first game score – neither team knows what score situation the other team is dealing with whilst playing the game. The team in the stand also don’t know the situation each team is playing to. After both games, the head coach assembles all three groups and asks a series of questions to each group. This explores if what the coaches saw matches what the players felt in the games.

(iv) Which team looked as if they were ‘bursting a gut’ or trying very hard yet at the crucial moments such as when taking a score, they tightened up? (v)

In the first game, which team looked not under any pressure?

(vi) Which team looked under pressure? (vii) Which team looked as if they were playing as a collective unit and which team were playing as individuals?

How the games are operated: At all times, the coach overseeing the games is the only person who knows what score each team is working on.

Each game will present a different situation for each team, e.g. one will be told they are seven points ahead with 5 minutes to play while the other team will be told they are 6 points behind with 5 minutes to play. Neither team will know of the other team’s situation.

Situation 2: 4 UP vs 2 UP (i)

In each game, which team looked more relaxed?

(ii)

Which team played more defensively?

(iii) Who looked as if they were really pushing for a win? (iv) What other contrasts in decision making, body language, and way of playing between the two teams were evident.

The ‘team’ in the stand has no knowledge of either team on the field’s score situation. After each two game tenminute spell, all three ‘teams’ meet to discuss the questions.

(v)

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Did either team go looking to score a goal?

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Situation 3: 1 UP vs 1 DOWN (i)

(ii)

The two point down team tend to rush their game and to try and salvage something from the game, but they tend to look the nervier of the two.

Did the teams use a different approach in each game e.g. adventurous in one, cautious in the other?

That’s enough of my findings. After setting the lead and deficit scores and as a coach learn from how your team reacts so that you can coach them and yourself how to react to certain leads or deficits in the future.

What patterns of play did they tend to follow?

(iii) Did either team give the impression of being in the lead or being behind in any of the games? (iv) Was either team looking to press high and attack or did they look to attack on the break? (v)

In either game, did one or both of the teams go looking to score a goal?

Situation 4: A DRAW (i)

Did each team in both halves adopt the same approach, e.g. looked as if going for a bigger win or did both look as if they would defend position they were in?

(ii)

Who looked cautious and who looked defensive in both games.

(iii) Did one or both teams try to speed the game up or slow it down? (iv) Did either team make positional or tactical changes to their game? (v)

creative game sense

Did one or both teams look as if they were willing to take risks?

I’ve used lead games with many teams and I have found a remarkable similarity across all the teams in how they think and react when facing a particular lead or deficit at crucial parts of the game.

I now want you to try these above scenarios for yourself to find out yourself if your teams generally react the same way. In the seven/six down games, by watching the teams, I’ve concluded the seven up team (a big lead) began to play as individuals creating no team options and become complacent and could be caught, whereas the six down team bust a gut but under pressure in chasing the lead tended to tighten up on shooting and thus they don’t score enough.

All of us feel a four point lead is the insurance point lead and our teams tend either to defend better or relax feeling safe. These are the common two options of a team who feels its two major scores to win as time is running out.

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chapter 11: goalkeeping

Chapter 11: Goalkeeping The 11 Goalkeeping Principles

The modern day Gaelic football goalkeeper has become one of the, if not thee, most important person on a Gaelic football pitch. Their role has evolved immensely over the past 15 to 20 years, so much so that the winning of games can actually depend on their actions alone. From being able to be comfortable in possession of the ball to kicking dead ball free kicks for scores, the array of skills that have become accustomed with the modern day goalkeeper have dramatically increased.

1. HANDS A goalkeeper’s hands lead him to the ball by having them pointed towards it. For optimum results, a goalkeeper must present the maximum palm and finger area to the ball. Remember that when making a save, relaxed [Soft] hands absorb shots, preventing and reducing any opportunity for rebounds. And strong [Hard] hands are used to parry balls away from danger and are used for shots that are not going to be easily controlled with soft hands. It is vitally important that any goalkeeper has exceptional handling whenever it comes to dealing with high balls or shots that drop short below the crossbar.

Today, we can break modern day goalkeeping into five main areas 1) Technical Skills 2) Restarts [Kickouts] 3) Situations 4) React, Recover 5) Footwork

2. STANCE

These five areas are invariable factors as a goalkeeper will always remember the skills learnt in these areas whereas environment, psychological conditioning and physical fitness are all variable factors, often changing and influenced by extrinsic factors. To maximise goalkeeping ability in these five areas a goalkeeper must use the 11 Goalkeeping Principles.

The stance of any goalkeeper is a very important component in ensuring a positive outcome in any situation he may find himself in. The ‘Set Position’ is the fundamental layer for all of the other principles to build from. The core components of the set position are: - - - - - -

On the balls of the feet; Knees slightly bent; Upper body and bodyweight forward; Hands are forward towards the ball; Ensure you are positioned “In the Line, Down the Line.”

When comfortable in the stance stay relaxed and controlled.

These components are a guideline and as a goalkeeper it is important to use them to find a set position that feels right for you personally.

3. FEET Good footwork is vital for any goalkeeper to achieve optimal positioning in his goal area. Whether rushing off his line to close attackers or collect loose balls, quick feet are important as it reduces the time taken to execute these skills. It is also worth noting that the primary phase of the dive begins with the feet [feet first], shoulder width apart, remembering to take one last forward step towards the shot to ‘narrow the angle.’

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4. HEAD

8. RECOVERY

Due to the nature of the goalkeeper position it is important to have a strong psychological manner. Decisions are best completed using logic, instinct and/or past experiences to determine what is the optimal action and/or reaction to certain situations, while also continuously evaluating ever-developing situations. It is also important to keep fully focused throughout training and games as well as being decisive with decision making, carrying them out with full confidence. Indecision will only lead to mistakes and mistakes have consequences.

After any save a goalkeeper must be able to recover back to the set position [Stance], as quickly as possible.

If the save means that the goalkeeper has had to go to ground, recovery back to the set position must be completed without the use of the arms if possible. This allows the arms to be free for any follow up shots while recovering to the set position. One technique to achieve this would be the Pendulum Technique which involves being able to land hip to shoulder and then using the hips and legs, like a pendulum, to swing back into the set position without using the arms.

5. DISTRIBUTION

9. COMMUNICATION

As the last line of defence and first line of attack, how the ball is distributed from both the dead ball [restarts & free kicks] and from play [in hand] is essential to the effectiveness of a team’s possession. Regular practice must be completed in regards to retaining restarts [kick-outs].

Goalkeepers must also be comfortable being in possession of the ball and must be able to deliver accurate passes with both hands and feet [both sides] consistently, at speed, while also under pressure, in a competition environment.

The position the goalkeeper has on the field of play enables him to see all that is developing in front of him. For this reason is essential that all goalkeepers are in constant communication with his teammates to supply vital game commentary in real time. It helps if a goalkeeper is a good reader of a game and can see formations and patterns of play unfolding. He must also not be afraid to challenge any players on the team that are not performing to the standards expected. Encouragement and praise should always be communicated from the goalkeeper whenever players execute decisions effectively.

6. CLOSE THE GAP

10. PRESENCE

When an attacker is through on goal, narrowing the distance as quick as possible will increase the chances of preventing a score. Rushing the attacker like this forces them into a quick, hurried decision to shoot. The aim is to get as close to the attacker as possible in order to ‘take his space’ and narrow his shooting angle. A goalkeeper must ensure they are ‘In the Line’ of the shot at all times and move ‘Down the Line’ towards the attacker when closing them down. Timing the run and staying upright as long as possible are also important components as diving too early gives full advantage to the attacker.

A strong, confident presence is a must for any goalkeeper.

It should be first, felt within himself and then felt by his teammates and also the opposition. With a larger than life frame, positive body language and being intimidating in both word and deed, a goalkeeper is able to influence his teammates positively while adversely affecting an opponent’s decision making and tactics. The goalkeeper must always attack the ball with confidence and aggression.

11. C.A.N.I. [CONSTANT AND NEVER-ENDING IMPROVEMENT] A goalkeeper must always be forensic in his on and off field training to become the best possible goalkeeper he can be physically, mentally, tactically and technically. Selfappraisal and peer appraisal are vital for all goalkeepers as well as being able to admit and deal with mistakes while also accepting being challenged from other players when playing badly. There are a whole multitude of different methods that can be used in order to improve goalkeeping ability. Such methods include using statistics, match analysis, video analysis, up to date training methods, regular testing with recorded results, actively focusing on problem areas and individual/group training sessions.

7. MANIPULATE Rather than anticipating, manipulating attackers helps to limit the amount of options they have available. A combination of the Close the Gap and the Manipulate Principles allows a goalkeeper to have a better idea of where the attacker is going to shoot due to the elimination of the attacker’s options. Some examples of manipulation would be showing more of one side of the goal; adjusting the angle of approach to the attacker; talking to the attacker as he approaches and letting the attacker believe he has rounded you making him shoot.

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Level 2 – PERFORM THE SKILL VERY WELL, AT SPEED [11-12yrs]

These 11 Principles give a fantastic blueprint for any goalkeeper to follow and are by no means to be rigid in their application. They should be used as a guideline to aid goalkeepers in creating their own unique goalkeeping style.

This stage of development is a continuation of Level One but with more complexity introduced to the basic techniques. The main difference between Level One and Two is the speed at which the techniques are carried out.

The goalkeeper should now have a good understanding of the basic techniques and so must further these by increasing the pace at which they are performed.

Levelled Progression It is the role of the goalkeeping coach to ensure that his goalkeeper is developing in a positive fashion. He must be able to understand the abilities of the goalkeepers he works with as well as their limitations. Once he understands these then he can decide what level his goalkeepers are currently at.

It is important for the coach to take into account that the goalkeeper will need appropriate physical development to be able to perform at this higher level while also understanding that the goalkeeper will also require adequate recovery between performing skills.

It is possible for some goalkeepers to develop quicker than others and for them to move onto a higher level before they are supposed to. The Levelled Development system is more of a framework than a commandment and should be used as a guideline to help coaches decide what the best training requirements for their goalkeepers are. For me, there are seven Levels of Development:

Level 3 – PERFORM THE SKILLS VERY WELL, AT SPEED AND UNDER FATIGUE [13-15yrs] The coach will continue the development of the goalkeeper’s skills with the later beginning to look like a competent goalkeeper. He will also be introduced to tactics and in particular possession restart [kick outs] strategies.

Level 1 – Learn the Skill & Perform the Skill Very Well [6-10yrs] At this level the goalkeeper gets his first touch in goal and progressively learns the skills to become a goalkeeper. He learns the basic techniques of goalkeeping and, through training, develops them further. Children at this age only have eyes for winning so it is important for the coach to teach them to deal with defeat and install coping mechanisms for this, at an early age. The coach shows his patience with young goalkeepers as he allows them to take their time to execute the skills. This also allows him a good platform to view mistakes and correct them.

The coach will focus on more difficult techniques and also begin to strengthen the goalkeeper’s ability to catch high balls. Again, the goalkeeper will need to increase his physical attributes to be able to cope with the increased intensity in workload. The coach will begin to introduce basic game related situations that the goalkeeper will find himself in and use training techniques to coach good decisions in these situations.

The development of the psychological side of the goalkeeper will also be developed further as the coach will allow the goalkeeper to make some of his own decisions and teach him responsibility of his own physical wellbeing [conditioning, hydration, rest etc.], while also being able to follow instructions.

There are five stages of learning in first touch: -

Absorb the whole skill;

-

‘CHUNK’ into global parts;

-

Master the Movement;

-

Exercise the Process [take it slow];

-

Learn to FEEL it [both sides].

The coach will encourage the goalkeeper to ask questions, as they now begin puberty, which may make them reluctant to ask questions due to possible embarrassment, whereas as younger children tend to ask questions more frequently. Accepting criticism and constructive comments will be very important at this level as well as learning to deal with negative comments or performances.

A coach ensures mastery of the skills with: i. Regular practice; ii. Quality Coaching Feedback [coach’s eye/ spot & fix methods]; iii. Using other Performance Analysis Methods to aid development.

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Level 4 - PERFORM THE SKILLS VERY WELL, AT SPEED, UNDER FATIGUE AND UNDER PRESSURE [15-16yrs]

creative game sense

The goalkeeper ensures that he is in his best possible physical condition with an understanding that he will soon be moving up to the senior ranks and the performance levels that will be required once he moves up. He also prepares himself mentally for that step up as he may not be automatically chosen as first choice goalkeeper straight away.

At this stage the goalkeeper will continue to develop his goalkeeping techniques with more complex exercises, but, the coach will now add in game related pressures to increase the difficulty and level of importance for effective skill execution at speed and also when tired.

This will include not parrying balls back into play or catching high balls under contact. As emotional stress effects skill execution, learning to control his emotions is important for the goalkeeper at this progression level.

At this transitional level, the goalkeeper may also have the opportunity to step up to County Minor and/or U21 level where football becomes more like a profession than an actual hobby. The coach will need to help the goalkeeper learn to be able to manage trivial levels of fame, how to handle media exposure and encourage social interaction between goalkeepers from different clubs.

The goalkeeper will be able to make his own decisions and take responsibility for his own actions, being able to explain his rationale for the decisions he makes to his coach. He will also be able to self-evaluate and use criticism and constructive comments to his advantage to better his ability. He will develop a strong mental game both tactically and emotionally and will be ambitious to progress himself further.

The goalkeeper, whether playing for Club or County or both, will need to find a harmonious balance between football and the different aspects of his life. These being family, relationships, work, academia, travel plans etc.

Level 6 - PERFORM THE SKILLS VERY WELL, AT SPEED, UNDER FATIGUE, UNDER PRESSURE, CONSISTENTLY, IN COMPETITION CONDITIONS [22+yrs]

The goalkeeper will develop a healthy lifestyle and be fully responsible for his own physical development which will be important to maintain the standards required for both games and training. The goalkeeper will be expected to learn how to deal with the added pressures in training which becomes more demanding and poses complex new challenges.

Now fully matured, the goalkeeper should have the full mastery of all techniques and continue to accumulate more experience while at the same time, understanding when to use it. The coach and goalkeeper should now have maximum physical ability and be able to regularly keep this at a high level working with intense workloads while allowing for efficient recovery.

It is poorly skilled critical movements that cause defeat, so the coach will need to highlight mistakes or fine tune imperfections in technique correctly to ensure best possible results.

The goalkeeper may have to show patience to deal with not being automatic first choice and adapt to the higher skill levels of seasoned senior players who play faster, smarter football. He must learn from the experienced goalkeepers and his goal must ultimately be to become first choice. This may mean taking any opportunity to play games like for reserve teams etc., as well as regular appraisal to improve his performance.

Level 5 - PERFORM THE SKILLS VERY WELL, AT SPEED, UNDER FATIGUE, UNDER PRESSURE, CONSISTENTLY [17-21yrs] This level is seen as a transitional level as the goalkeeper moves through both minor and U21 grades where there is more emphasis on winning. This means that the goalkeeper will be expected to perform very well on a more consistent basis. The goalkeeper learns that consistency in his skill execution both from the hand and foot, are vital to performance and to ‘Give It All’ in competition, he must first ‘Give It All’ in training. The work is completed from Monday to Saturday and the goalkeeper must learn to enjoy Sunday [Game Day] while using his ‘Competition Brain,’ not his ‘Training Brain.’

There may also be opportunities for the goalkeeper to make the step into senior Inter-county football which will also require psychological adjustments. If this happens, the goalkeeper will need to be able to deal with greater media exposure and the pressures it can bring, managing higher levels of fame and being able to manage limited time between all aspects his life will become important. A stable family life always is a sturdy platform for consistent performances.

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Both the coach and the goalkeeper work in harmony to recreate intensive game scenarios in every training session. In these sessions the goalkeepers makes decisions in real time or ‘In the Now,’ as opposed to reacting to stimuli from his environment or the coach.

The coach ensures that the goalkeeper works on Whole Game Management as well as Part Freeze Frame/ Critical Movement analysis to spot mistakes and fix them effectively. The goalkeeper will develop a unique language and rapport with his team and together they will draw up a set of Principles of Play to ensure cohesive success.

be a great void created with more available time and it is very important for the goalkeeper to have planned accordingly for this to ensure he has a positive physical, psychological and spiritual conclusion to his playing career as well as a structured focus and fresh purpose for what he wishes to do within his retirement.

Technical Goalkeeping Arc: Start with a piece of rope at least 40m in length, tying an end to each goalpost. Stretch out the rope as far as it will go from the centre of the goal. The goalkeeper, starting from the middle of the goal, comes out to the point where he can comfortably lay down (left & right) and touch each rope, then marks that spot between the two ropes with a cone. Move the ropes, at full stretch, to the left and the right of the goal marking it with cones, as above, until there is a distinctive arc. This arc gives the goalkeeper a visual idea of where he needs to be to cover the angles.

At this level Performance Practice Makes for Perfect Performance, Which Makes for Regular Success.

Level 7 – GOALKEEPERS AGED 32+ YEARS At this level, goalkeepers begin to harbour thoughts, however slight, about life after football. With the right training regime a goalkeeper will be able to cope with the demands of the game and continue to compete at a high level successfully. A smart daily training schedule can maintain a high level of performance and increasing the intensity of exercises while decreasing reps can maximise this. He will also learn to use experience to compensate for reductions in physical capabilities such as speed or agility.

It is important the goalkeeper, now more than ever, listens to his own body and understands how it feels ensuring to adapt recovery time to suit his body. The coach and the goalkeeper will draw up a coaching plan that embraces the physical limitations of the goalkeeper as well as discuss the best ways to return from injuries at this stage.

Pendulum Technique: This technique is used by goalkeepers to bring them back to their Set Position as quickly as possible after diving to make a save. There are 4 stages of the Pendulum Technique which are:

It is also important for the goalkeeper to appreciate his playing time, however frequent it may be, and learn to savour every moment that he gets to spend on the field of play as his career draws to a close. As a more senior member of his team he can take on a more leadership role, especially with younger goalkeepers, by offering opinion and being open to discussion from younger, inexperienced teammates.

i. Land hip first while rolling up onto the shoulder to reduce the force of the impact with the ground; ii. Bend the leg closest to the ground at 90 degrees in preparation for recovering back to your feet; iii. Using your hips and legs, like a pendulum, pull the legs downwards to gather momentum to pull your body onto your knee with your other foot planted on the ground into the proposal position;

Ultimately, it is the goalkeeper’s decision when he would like to retire from the game and it is definitely not an easy decision to make. For this reason, it is very important that the retiring goalkeeper gives thought to preparing for his coming retirement and more specifically design a retraining plan or life plan for what he intends to do after his retirement. After retirement there will always

iv. From the proposal position return to your standing/set position.

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Restarts: Restarts are Restarts, not Kickouts!! Changing the wording also changes the mind-sets of the players involved. The objective of all restarts is ‘to gain primary possession as far down the field as possible.’ The further down the field possession is gained the more beneficial it is for that team. There are three main components involved and they are the 3 R’s of Restarts.

1. REHEARSALS – this is the most important component and are the routines that a team practices regularly at every training session with, if possible, two full teams lined out.

2. RECEIVERS – are the second most important component involved and they initiate the restart with their movement. They must ensure they make 2-5 multi-directional runs to break free to receive the restart.

Underhand/Overhand: Goalkeepers and coaches alike often ask ‘which hand is the best t use for a particular save?’ Some say near-hand some say far-hand but in truth it doesn’t matter as long as the ball stays out of the goal. There is however an optimal hand for certain saves which allows for a better chance of making that all important save when required. The diagram shows which hand gives the goalkeeper the optimal reach for shots to particular areas of the goal.

3. RESTARTER – the goalkeeper is the last component involved and executes the final stage of the restart, the kick. Once the movement commences the restarter analyses the options available and takes the most viable option he feels comfortable kicking to.

It is the Receivers (Movement) that begin the Restart and not the Goalkeeper (the Kick). This means that if the movement is limited the importance of the kick increases, which in turn lowers the margin for error, pressurising the goalkeeper to kick an increasingly perfect kick.

OVERHAND

UNDERHAND

Goalkeeper Warm Up “If you spend too much time warming up you’ll miss the game. If you don’t warm up at all you’ll not finish the game.” - Anonymous

Kicking Technique: Whenever goalkeepers are kicking the ball, whether it be for a restart or a free, there are two areas to understand in order to develop your kicking.

These two areas are Accuracy (Flexion) and Distance (Rotation). Accuracy is created by keeping the body front on during the kick while limiting the amount of rotation.

Although reducing rotation does increase accuracy it does however, decrease the distance or range of the kicker. Distance, as many believe, is not determined by the length of a kicker’s approach to the ball. The distance of any kick is produced by a quick last step and the speed at which the kicking leg can be swung through the ball.

This is generated by rotation of the body driven mainly by the hips. The ultimate skill is being able to combine both flexion and rotation as an incorporation of the approach to the ball. This is something that will require hours of painful and sometimes frustrating practice to master.

Any good goalkeeper will know just how important it is to warmup before any session or game. It is essential to do so to prepare the body for exertion and reduce the risk of injury. But what you may not already know is that it is also used to activate the muscle memory system housed within the muscles. This system readies all of your various techniques and learnt experiences that have been embedded via game time or training sessions.

With this in mind it is vitally important that any goalkeeping warmup comprises of movements, techniques and situations the goalkeeper will find themselves in during training and or games. Always remember that the exercises used in goalkeeper warmup MUST be explosive in nature with low reps and maximum intensity. They must also include fast footwork games that will prepare

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the legs for exercise as well as game related situations focusing on the technical areas of the game.

ARMS LENGTH

G

Below are a number of examples of exercises that can be used in a goalkeeper warmup but any of the exercises in the following sessions can be used within a goalkeeper’s warmup.

F

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Short Ladder Games: using a 3-5 rung ladder incorporate coming through the ladder (using the techniques in the Footwork session) before making a save. These are maximum effort with low reps.

F

5 and a Block: Feeder begins with the ball with the keeper facing him. The feeder will throw the ball to the side at a dives length for the keeper to collect. The keeper dives to collect and throws to the feeder as he returns to his feet.

Once the feeder receives the ball back he immediately throws the ball out a dives length again for the keeper to collect again. This happens for five dives in a row and on the fifth the goalkeeper makes a save at the feet of the feeder who attempts to kick for goal.

Side On: Goalkeeper stands at a 90 degree angle to the feeder. Once the feeder signals to turn, the keeper turns to face the feeder to catch the ball. The feeder will kick the ball at the goalkeeper, at a good pace, as he signals for the keeper to turn.

F

F

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Work the Hips: Keeper lays on the ground with arms stretched above his head with ball in hand and the feeder sits on his knees level with the goalkeeper’s knees. The goalkeeper will roll the ball to the feeder along the ground and will then swivel on his hips to the opposite side to collect the ball at full stretch from the feeder. Once the feeder receives the ball he throws the ball along the ground to an approximate position the keeper’s arms would be at full stretch above his head. This process is repeated, without the use of the arms if possible, until the goalkeeper feels he has done enough.

Catch, Catch, Dive: Both goalkeeper and feeder start with a ball each. They decide when to start and continuously swap the balls between themselves. The feeder will, at random, throw the ball to either side, a length away for the goalkeeper to collect. The keeper dives for the ball and returns to continue swapping the ball with the feeder.

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Around the D: Set out 15 cones in the positions shown in the diagram. Starting with a receiver on the cone at either 21m line the keeper kicks the ball to the receiver who returns the ball and moves to the next numbered cone.

The keeper kicks to the receiver again who again returns the ball and moves to the next numbered cone. The keeper repeats this process until he kicks to every cone then he takes a short break and the repeats the game starting from the opposite side. Focus is on being as accurate as possible for these short, high risk kickouts and aims to bed in the feel of these kicks to the muscle memory.

Hoopla: Secure a hula-hoop to the end of a brush shaft and place it into the ground 5 metres from the ball. Kick 5-10 balls through the hoop while recording your score.

After your 5-10 kicks place the ball at 8m and repeat 5-10 kicks again recording your score. Move the ball out 3m after each round and take 5-10 kicks while recording your score up until 30m. Once you have completed this you can change the angle of the kick to simulate kicking to the left and right sides. Aims to increase kicking accuracy over a 5-30m distance.

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5-30m

Five Box Restarts: Set up five boxes like in the diagram with 5 footballs at each goalpost. The keeper starts on his goal line and when the game starts he retrieves a ball from the right hand post. He jogs to his the 14m line and sets the ball up for a kickout. The keeper kicks to Box 1 first then immediately after the kick goes to the right hand post, retrieves another ball and sets up to kick to Box 2. The keeper repeats this until he reaches Box 5 where he then retrieves a ball from the left post sets it up and kicks to Box 5 again. The keeper then kicks to Boxes 4-1, takes a 1 minute rest and repeats the game. The keeper decides how many sets he feels he can complete.

The focus is for the goalkeeper to retain accuracy and distance consistently as he fatigues.

Traffic Lights: Set 6 slalom poles approx. a metre apart in the order of red, orange, green, green, orange and red.

Start your kick directly in front of the gap between the green poles at 5m distance. Take 5-10 kicks and record your score. To score the ball must travel through the green poles at chest height for 2pts but if below chest height it is 1pt; if it travels between the green and orange poles it is 0pts; if it travels between the orange and red poles it is -1pt. If the ball is kicked outside of the red poles or over the height of the poles it is -2pts. Keeper then moves out at 3m intervals until he reaches 20m, recording his score at each. This mimics hitting a man in the chest with a ball, anything to either side of him can be a loss of possession so accuracy is important.

Scoring yourself adds pressure from previous trainings to be consistent or better.

3 2 1

-2pts +2pts -2pts

0pts

0pts

-2pts

+1pt

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React Recover Session

If he smothers the ball he recovers to his feet to clear the danger. If he parries the ball he must immediately get to Feeder 2 to block the second shot. With two options of smothering or parrying the ball, fatigue can cause the goalkeeper to become confused. It is essential that the keeper recovers fast for the second shot if he does parry the ball. To increase the difficulty of the game you can have someone block the sight of the first shot.

Hi / Lo: Keeper starts side shuffling between the posts with his back turned to the feeder. The Feeder calls for the goalkeeper to turn and throws/kicks a ball for the keeper to save. Once the keeper has saved the first shot the feeder takes a second shot for the keeper to recover and save. If the feeder throws/kicks the first shot Lo, then the feeder’s next shot must be Hi and vice versa.

The focus is to react well to the first shot and recover better for the second shot.

ot

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2

Sho t1

Sh

F2

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Lo

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2

Tennis: This game is fairly simple and aims to work on the hand speed of the goalkeeper. It requires one feeder with a tennis racket and as many tennis balls as possible (30+ of different sizes would be optimal). The feeder stands about 20m from the goals and serves tennis balls at the goalkeeper about arm’s length to the left and right.

The balls are served at a continuous at a good speed without any delay and the keeper must do his best to get his hand to as many as he can. To increase the difficulty of the game the feeder can serve balls to the corners to force the keeper to dive and recover before eth next ball is served. The feeder will allow sufficient time for the goalkeeper to recover to his feet before serving again.

Ricochet: The goalkeeper stands facing the wall/ rebound at a distance of 5m with two feeders behind him on either side. The feeders decide who is going to shoot at any given time but they may both shoot together to confuse the keeper. When shooting the feeders kick (from hand or on ground), at a reasonable pace, at the wall/rebound at different angles and the keeper must save the rebounds coming at him. The aim is for the keeper to save as many ricochets as he can and get straight back to his feet for the next shot. If two balls come at the same time he must choose one over the other or save both if he can.

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Wrong Footed: the keeper starts at one of the posts with a feeder in front of the goals. There is a cone in the centre of the goal. The keeper must side shuffle past the cone at which point the feeder shoots to the corner the keeper has just came from. After the shot the keeper must recover to his feet to deal with the second shot from the feeder. Repeat this on both sides of the goal.

Double Save: the keeper starts in goal with feeder 1 to the right of the goals and feeder 2 just in front of the goals. Feeder 1 has a ball in his hand and Feeder 2 has a ball at his feet. Feeder 1 shoots across the goal to the opposite corner and the keeper makes a diving save.

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and running dive or simple catch depending on the type of service. He returns the ball to the feeder who moves to a different cone and repeats the exercise again. The aim is to improve the keeper’s reaction and turning time in order to improve recovery from the lob.

This focuses on recovering from being wrong footed and recovering back to feet for follow up shots.

Situations Session High Ball: 1-3 feeders about 30m out spread across the training area. Feeders play high balls in on top of the goalkeeper simultaneously for him to deal with unopposed at first. The next stage is all feeders will feed their balls at the same time so keeper must choose a ball to collect. Feeders will try and keep the balls as close to the same spot as possible. The next stage of the game is one feeder feeding high ball in and other feeders are around the keeper as he catches. One could throw a ball passed the keepers line of sight while the other could rush at the keeper to distract him. The next stage is one feeder plays high ball in and other moves directly under the ball with arms above their heads so keeper must contest ball over them. The aim is to gradually increase difficulty, contact and distractions.

Rounded: set up 4 cones in front of the goals, one on the 21m line, one on the penalty spot and two 3m offset toward the goals to the left and right of the cone at the penalty spot (see diagram). Goalkeeper starts on his goal line and feeder starts at the cone on the 21m line. Both start the game by moving towards the cone on the penalty spot at a medium pace. When the two meet at the penalty spot the feeder will first move towards the cone to his right. The goalkeeper will side shuffle left shadowing the feeder up to the cone. The feeder will pass the cone by a step or two at most and then immediately shoot low, along the ground, under the keeper for goal. The goalkeeper must, upon reaching the cone, dive across the ground to block the shot from the feeder, taking another step if needs be. To increase the difficulty the feeder can dummy at the penalty spot cone or at the shooting cones and the keeper must react recover to block the shot or the game speed can also be increased. The goalkeeper can dispossess the feeder at any time during the game also. The focus of the game is to allow the feeder to pass the cone to shoot giving him slight room to shoot while this allows the goalkeeper to set him up for the block.

Lobbed: set up the Goalkeeping Arc from the technical section. Goalkeeper starts on his goal line and the feeder starts about 5m from one of the cones marking the goalkeeping arc. The keeper rushes out to the cone that the feeder is opposite and upon reaching the cone the feeder kicks/throws the ball at pace over the goalkeeper’s head. The keeper must recover by back pedalling, turning

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One V One: Goalkeeper stands on the edge of the small square with the feeder at 14m, 21m or 25m out. The feeder begins the game by throwing the ball into the air and out in front of them to run onto, this is to simulate a fist pass over the last defender’s head. Once the ball is thrown up by the feeder the goalkeeper rushes out to meet him and gets as close as he possibly can. Once the feeder re-catches the ball he goes for goal by either shooting straight away or taking the goalkeeper on. The keeper must prevent the goal. Run the game for 1015secs from when the feeder re-catches the ball. It is best if the feeder tries a number of different approaches like shooting first time, lobs, dummying the keeper and/ or rounded.

Ricochet: The goalkeeper stands facing the wall/ rebound at a distance of 5m with two feeders behind him on either side. The feeders decide who is going to shoot at any given time but they may both shoot together to confuse the keeper. When shooting the feeders kick (from hand or on ground), at a reasonable pace, at the wall/rebound at different angles and the keeper must save the rebounds coming at him. The aim is for the keeper to save as many ricochets as he can and get straight back to his feet for the next shot.

If two balls come at the same time he must choose one over the other or save both if he can.

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F2

F1

Sample Mixed Session Tennis: This game is fairly simple and aims to work on the hand speed of the goalkeeper. It requires one feeder with a tennis racket and as many tennis balls as possible (30+ of different sizes would be optimal). The feeder stands about 20m from the goals and serves tennis balls at the goalkeeper about arm’s length to the left and right. The balls are served at a continuous and good speed without any delay and the keeper must do his best to get his hand to as many as he can. To increase the difficulty of the game the feeder can serve balls to the corners to force the keeper to dive and recover before the next ball is served. The feeder will allow sufficient time for the goalkeeper to recover to his feet before serving again.

Rounded: Set up 4 cones in front of the goals, one on the 21m line, one on the penalty spot and two 3m offset toward the goals to the left and right of the cone at the penalty spot (see diagram).

Goalkeeper starts on his goal line and feeder starts at the cone on the 21m line. Both start the game by moving towards the cone on the penalty spot at a medium pace. When the two meet at the penalty spot the feeder will first move towards the cone to his right. The goalkeeper will side shuffle left shadowing the feeder up to the cone. The feeder will pass the cone by a step or two at most and then immediately shoot low, along the ground, under the keeper for goal. The goalkeeper must, upon reaching the cone, dive across the ground to block the shot from the feeder, taking another step if needs be. To increase the difficulty the feeder can dummy at the penalty spot cone or at the shooting cones and the keeper must react recover to block the shot or the game speed can also be increased. The goalkeeper can dispossess the feeder at any time during the game also.

The focus of the game is to allow the feeder to pass the cone to shoot giving him slight room to shoot while this allows the goalkeeper to set him up for the block.

F2

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Chapter 12: Session Planning play. As skill sets in players have increased. Pre-session planning, either training session or competitive game, is now vital for team success.

It’s reckoned that planning, i.e. critical thinking and excellent time management is one of the seven traits of natural born winners. The seven traits include the following:

Fortunately, modern technology and other means of communication allow for ease of communication between management, coaching staff and players.

Despite technology and the rise of performance analysis within teams, here is a three stage example of how to plan sessions using basic technology, that will help engage players and bring understanding, direction, good self-esteem and routine to their sessions so that each session they are learning how to play in competitive games because they have rehearsed how they are to play regularly in training. Remember, if you don’t train the way you want to play, you will not play as well as you can.

1. Planning 2. Purpose 3. Goal Setting 4. Commitment 5. Confidence 6. No fear of failure 7. Celebration Planning aside, the other six traits are ‘attitude’ based, indeed and perhaps attitude grounded.

Planning is the key starter trait and an absence of planning can develop too early, an unproductive attitude. If a coach arrives at training unprepared and attempts a session taken ‘straight from his head’, then understanding of the session by players will be flawed as there is no definite direction about where the session is going. As a result, their self-esteem may suffer as they don’t really know what they are supposed to be doing.

Stage 1: Fail To Prepare, Prepare To Fail This adage advises that lack of preparation leads to failure, principally because players lose confidence when they have no knowledge of what is this they are to do.

Players will lose faith in the manager/coach if every training is ‘off the cuff’. Nowadays, most players have some form of instant messaging on their phone. So, two days before each session, a prepared coach will send all players a copy of the proposed session.

If a coach persists with this approach to planning, then there will be no routine in sessions which can lead to boredom, frustration, same old/same old mentality which results in players ‘going through the motions’, feeling they’ve learned nothing and in subsequent games will play ‘off the cuff’ as an individual, resulting in almost no team play.

(A). Sample session written out and sent to players.

Session 20/4

Many decades ago, the game was spontaneous and was won or lost as a result of 14 outfield individual battles. Coordinated team play was absent as players caught the ball, kicked it or soloed it, evaded or delivered shoulder charges as the ball went to the next ‘battle’ between two players.

• Warm Up – Active stretch • Game 1 – Envelope Run • Match 1 – 3 Second Rule

Formal coaching only became established in Gaelic sport in the mid 1990’s. As a result of huge investment and the certifying of coaches, Gaelic sport has become a sport of high intensity for players who have become faster, stronger and leap higher in their abilities. The game has evolved to become one based on team possession, excellent individual first touch (using both hands/both feet) and a performance perfect co-ordinated team

• Game 2 – Win ball back tennis • Match 2 – 3 passes to score • Cool down

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Stage 3: ‘Winning is important but preparation is everything’

The session has a heading to highlight the main theme of the session. Then, in order of delivery from the warm-up to the cool down, the various elements of the session are detailed via text and drawing. At the base of the session, the main points of play that the session will focus on are cited as EMPHASIS. Players are informed of what will happen but still have to ponder the actual workings of each activity.

This was said by multi-time Olympic champion Heile Gebresalaissie and it is a sentiment applicable to all sports, if not life itself. Once the session is complete, players and staff are given a hard copy of the session to store in their own personal files.

This creates a sense of discovery, excitement and contentment in players. They have a cleaner impression of order of activity, timescale of activity and are challenged to work out how each exercise works – the beginning of discovery learning applied to the upcoming session. The process ultimately will seem like delivering a lecture – you are being told what it is about; then in the session itself you find out what it’s about; then in the session itself you find out what it’s about and later when considering their hand copy they’ll be reminded of what they did in the session and how they cemented often as pictures in their mind what the session was all about.

This three-stage process allows management and players to: (a) Develop a team playing language (b) Develop an understanding of all that is required of players – physically, technically, tactically, mentally and game sense wise – in the team. (c) Review what has been done over a period and in doing so allows for an appraisal and assessment of the quality of the work done and how much has been learnt to date. (d) Ensure that management pre-planning rigorous and appropriate at all times.

This coach has: i.

Told them what will be done (picture)

is

(e) Promote individual review by each player and challenge them to be creative and varied in future in training and in the areas they have learnt to date.

ii. Now you’ve shown them (actual session) iii. You’ve reminded them what you’ve shown and told them and the hard copy of the session makes players reflect and commit what they did to memory

(f) Develop a sense of order, progression, appropriateness and full understanding by all that has been done to date.

Stage 2: The best preparation for tomorrow is doing your best today

I wish all the readers of this book to be creative in your thinking and to make sure that pre-planning of sessions becomes part of your managerial arsenal in the future.

Now, we are at the actual session where the earlier picture sent will become much clearer as the session unfolds.

As players arrive, they see the session plan posted up on the dressing room wall. This often produces dialogue between players, as they get ready, on how each has interpreted the session.

Eventually all take to the field and the session is run off according to the pre-session plan (Adjustments are allowed for and can be used depending on number of players, weather, etc.). Player’s questions, opinions and ideas should be addressed as doing so enhances learning and creates a tighter bond between manager and players.

If videos of sessions are made, this adds an even greater strength in assessing the extent to which players have understood and learnt the context of the session. (b) Session posted in dressing room (c) Part of the session is recorded on video so delivery by players from ‘paper to pitch’ can be assessed.

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RECENT PUBLICATIONS FROM THE DUBLIN GAA COACHING DEPARTMENT A unique skills and training guide for the game of hurling

Willie Coogan • Gerard O’Connor

BUILDING PHYSICAL SKILLS • ‘Building Physical Skills’ provides coaches with a variety of safe exercises—which can be done with little, or no equipment—that encourage working together using your own body resistance to develop strength. It contains warm up activities – pulse raisers, mobility & dynamic stretching. It also includes over 40 strength & resistance training exercises and activity cards detailing each exercise for on the field training.

All the right skills • There are so many different skills in hurling, knowing the right skills that will improve your game can be difficult to figure out. The role of the coach is to provide situations in training that mirror the game for the players; this should be done through activities that are games based. All The Right Skills is a book designed to assist coaches in team preparation. There are practical examples of all these skills, with key teaching points and tips as well as games based activities that can help improve your players.

3

k

Home Learning Activity Book

ildren ears old nursery

y child ning d and sing the he booklet.

d ISBN 978-0-9557650-5-6

Second Edition

k

Contains + Gaelic Games Activities + Illustrations

9 780955 765056

+ Home Learning Skills + Fun Facts

ADVANCED GAME SENSE • Is a book designed to assist coaches in team preparation. It provides 16 practical sessions for coaches/managers to follow, each session is designed to focus on a particular theme and take your coaching to a new level. Sessions are flexible and adaptable depending on the level of your team.

HAVING A BALL • Having a Ball is aimed at children between the ages of 4 and 7 years old who participate in a GAA club nursery programme.Each page has a simple activity and skill that encourages your child to practice at home. Each learning activity is simple to understand and children follow their progress using the progress check at the end of the booklet.

Home Learning Features: • Simple activity tasks related to Gaelic Games • Home Learning Skills activity • Fun Facts • Illustrations to engage all children

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resources

WALL BALL • This wall ball resource for football and hurling provides a range of activities that can be incorporated into any coaching session to improve individual practice.

No amount of motivating will make up for the lack of ball control. At the wall, the coach can set targets for individual players and teams of three and fours. This resource is packed with simple tips for improving first touch and basic control.

LESSON PLAN • A series of sample lesson plans appropriate for players from 7 to 18 years of age both in football and hurling. These lessons include such activities as warm-ups, skill drills and game based training recommended for each specific age. Each lesson plan focuses on a particular skill and develops that skill throughout the session. The lessons are fully illustrated to help coaches understand the activities.

A total of 12 football and 12 hurling lessons are available.

purchase any of these resources today Buy Online: www.dublingaagamesdevelopment.ie

READY TO PLAY • “Ready to Play” is a much needed resource which has everything you need to plan, prepare and successfully implement nursery programmes in any club. This book is packed with top tips and useful practical advice for your nursery activities.

Email: aileen@dublingaa.ie Phone: 01 8312099

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Creative Game Sense is the latest book in the series of decision making books developed by Dublin G.A.A. Creative Game Sense is an exciting and highly innovative approach to coaching which places the game and game like activities at the heart of every training session.

What they say Often coaches often need to modify training games to focus on particular aspects of play and place the players and team mates in a game situations where decision making and problem solving are critical. ‘Creative Game Sense’ is a coaches manual full of principles and thought provoking ideas.

Each chapter is constructed with a ‘Desired Outcome’ which explains in plain language the objective of each exercise.

Jim Gavin Dublin Senior Football Manager

It brings a level of thinking and strategy to game situations that I have not seen before in any coaching resource. I feel it would be an excellent tool for coaches who have the desire and determination to push their players to a different level in terms of thinking skills and game awareness.

Paddy Tally Senior Lecturer P.E. St. Mary’s University College, Belfast

An excellent resource, relevant information, well-illustrated and an excellent resource for the coach giving them loads of new ideas for their training.

Eugene Young Ulster Coaching Director

Brilliant book for any coach at any level. It gives some fantastic ideas and activities appropriate for a variety of settings.

Paul Earley Former International Rules Manager and Sky Gaelic Football Analyst