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Stage One Developing Players Coach Education

Stage One Developing Players Coach Education. Why are we coaching?. Look in the mirror, what is your personal goal in coaching? What is the goal of the children you’re coaching?. SELECT THE BEST AT THAT MOMENT. COMMAND/ INSTRUCT. PLAY PLAYERS IN SET FORMATIONS FROM YOUNG WITH ‘JOBS’. COACH.

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Stage One Developing Players Coach Education

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  1. Stage One Developing Players Coach Education

  2. Why are we coaching? Look in the mirror, what is your personal goal in coaching? What is the goal of the children you’re coaching? SELECT THE BEST AT THAT MOMENT COMMAND/ INSTRUCT PLAY PLAYERS IN SET FORMATIONS FROM YOUNG WITH ‘JOBS’ COACH TAKE SHORT CUTS TO WIN OR DECREASE RISK COACH USING DRILLS, MAINLY FOCUSING ON PASSING AND SHOOTING DON’T ALLOW FREEDOM TO EXPERIMENT/ DRIBBLE TRY TO SET TEAMS TO WIN WITHOUT DEVELOPING

  3. DEVELOPING THE PERSON, DEVELPING THE PLAYER PROCESS OF BEING IN POSSESSION OF THE BALL ADDITIONAL FACTORS DO WE COACH THE WHOLE BODY OR JUST THE FEET? BRAIN EYES HEART CHEST LUNGS HIPS KNEES LEGS FEET SOLE PSYCHOLOGICAL THOUGHT PROCESS/ AWARENESS VISION AWARENESS BEHIND ME CORE STRENGTH POSTURE ACCELERATION? BALANCE AGILITY TRICK/ TURN? TECHNICAL

  4. LONG TERM CONSIDERATIONS PLAYER MADE TO PASS AND PLAY SET POSITION PLAYER WITH FREEDOM, SKILLS AND ENCOURAGED TO DRIBBLE/ MAKE OWN DECISIONS WILL LOSE THE BALL MORE WILL FACE MORE CHALLENGES WILL HAVE TO OVER COME NOT WINNING EARLY ON MIGHT NOT UNDERSTAND SHAPE AND FORMATIONS • INITIALLY MIGHT LOOK A BETTER PLAYER • MIGHT BE MORE EFFECTIVE IN A GAME IF BIGGER • MIGHT WIN MORE GAMES AGE 6/7 • WILL UNDERSTAND SPECIFIC RULES AND LOOK TO FOLLOW INSTRUCTIONS

  5. LONG TERM… COMMANDED PLAYER FREEDOM PLAYER Will be more agile, free flowing, move well Will be able to beat players and pass and adapt to changing situations as faced plenty previously Be confident and not look for instruction/ dads satisfaction Will challenge themselves not seek tangible rewards More likely to remain playing • Find it hard to adapt to different areas and challenges when older • Wont be as agile, quick off the mark, will be more sluggish • Wont be able to get out of lots of situations and rely on what they’ve been told • Long term more likely to quit/ fail/ rebel to command

  6. Are you still the same coach? Time for skills “SWEAT MORE, TALK LESS, FIRST BOOTS ON, LAST BOOTS OFF. AVERAGE ISNT SUFFICIENT AND COMPROMISES ARE FOR THOSE THAT FINISH SECOND” MR JOHN K DAVIES @renegadestyle

  7. SET UP AND ORGANISATION DO WE STICK TO RIGID LINES? CAN THE PLAYERS SET UP THE AREAS/ PITCHES? SIZE? SHAPE? AREA? DOES IT MATTER? DO CHILDREN SEE THE SAME SIZE AS ADULTS? DO WE MAKE IT TOO BIG? DOES IT HAVE TO BE FORMAL? • LINEAR THINKING LEADS TO LINEAR PLAY – FOOTBALL ISNT LINEAR • FOOTBALL IS PLAYED BETWEEN THE LINES, BREAKING LINES OF PLAYERS AND USING CREATIVITY – STAY OUTSIDE THE DRILLS • DEVELOP THE SESSION WITH INPUT FROM THE PLAYERS

  8. WHAT ARE WE TEACHING? IF WE TEACH 1V1 THEN DOES OUR SESSION INCLUDE ENOUGH? IS IT RELEVANT TO A GAME? DOES IT HAVE TO BE?

  9. TEACHING 1V1 TO BEAT PLAYERS FORWARD MOVEMENTS TO BE DIRECT OR TURNING GAMES TO INCREASE AWARENESS OF OTHERS AND SPACE? • HOW MANY GOALS? • MULTIPLE CHANCES TO SCORE? • SHAPE AND DIMENSION OF AREA USED • DIAGONAL OR STRAIGHT GOALS? • TARGETS INSTEAD OF GOALS? • TARGET PLAYERS THAT BECOME LIVE ONCE PLAYED TO? • MOVING AND ACCELERATING • FIRST TOUCH AND AWARENESS OF ATTACKING THE SPACE OR BEATING THE PLAYER? WHY AND WHEN? • NUMBER OF OPPORTUNITIES TO TRY, CHANGE AND EXPERIMENT • FEAR? ENCOURAGEMENT? CONFIDENCE? • PASSIVE, PRESSURE, GAME

  10. WHY STOP THERE? IF YOU CAN BEAT 1 THEN YOU HAVE TO BELIEVE YOU CAN BEAT MORE?

  11. GAMES TO DEVELOP THE WHOLE PLAYER SIZE CONSIDERATIONS, HOW MANY PLAYERS? WHAT DO THE PLAYERS NEED? CAN THEY HAVE INPUT?

  12. Design a game to teach Maximising touches on the ball, amount of 1v1 opportunities, movement opportunities and fun. Research by RikFenoglio and Paul Cooper proved that playing 4v4 provides 500% more touches of the ball Street football is played with multiple of numbers – strong culture in holland, chile, argentina, uruguay, belgium Directional games that teach and include movement will inevitably improve fitness, decision making and psychological aspects Coaching/ facilitating position is simple. Open your body to see it all and ask questions

  13. What are the secrets? When do you know when to step in and ask or coach and when to bring the group in? The more coaching exposure and the more small sided games you try, the more you will know when to stop, ask and change. STOP ASK CHANGE/ ADAPT PROGRESS TIMES TO STOP THE PRACTICE WHEN TO LET IT FLOW WHAT TO ASK AND WHEN? HOW TO CHANGE AND ADAPT WHAT AND HOW TO PROGRESS

  14. INSTRUCT OR GUIDE? • “WE ARE GOING TO” INSTEAD OF “I WANT YOU TOO” • WHAT IF….? HOW CAN….? • SCENARIO QUESTIONING • GRANDMA TECHNIQUE – ACT AS IF YOU DON’T KNOW THE ANSWER • EXPEL CONFIDENCE BY MAKING THEM COME TO THE ANSWER • DEVELOP TWO WAY COMMUNICATION WITH ALL PLAYERS • SHOW THAT SOMETHING THAT LOOKS DIFFUCULT SHOULDN’T BE MET WITH NEGATIVITY • NOT “WELL DONE” BUT “I LIKE HOW YOU” – ESPCIALLY FOR LESS CONFIDENT PLAYERS

  15. ASSESSMENT TIME 70% AND ABOVE PASS MARK • ENVIRONMENT CREATED • COACHING MANNER • STYLE OF DELIVERY • CONTENT AND FLOW • DEMONSTRATIONS AND EXPLANATIONS 20 POINTS FOR EACH • PICK 2 GROUND MOVES AND TEACH THEM – 5 MINUTES • COACH A 1V1 ACTIVITY – 10 MINUTES • COACH A 4V4 GAME – 10 MINUTES

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