Moretonville Junior Football Club

1. Club Ethos and Coaching Philosophy Published September 2014 Moretonville Junior Football Club

2. Contents Club Ethos Junior’s 5-11 Coaching Philosophy Player Development Senior’s 12-16 Our club ethos is a written declaration that sets out how we want to run as a club. It’s simple and concise and can be understood by players, parents and officials. Our clearly defined coaching philosophy provides direction, purpose and guidance to the process of coaching young players. We promote a holistic approach based upon the FA’s four-corner model for long- term player development. Coaching recommendations for players aged 5-11 years. Coaching recommendations for players aged 12-16 years.

3. Club EthosOur club ethos is a written declaration that sets out how we want to runas a club. It’s simple and concise and can be understood by players, parents and officials.

4. MJFC Club Ethos • To provide football to children of all ages and abilities, in a safe and friendly environment. • To reach the highest standards in all elements of the club. Endeavour to be a ‘beacon’ of excellence. • To deliver high quality age-appropriate coaching to support long-term player development. • To encourage all players to try their best and make the most of their abilities. • To offer a challenging but supportive environment where children can learn from their mistakes without undue pressure and anxiety. ‘safe to fail environment’. • To promote good behaviour and respect for others. CLUB ETHOS

5. MJFC Coaching PhilosophyOur clearly defined coaching philosophy provides direction, purpose and guidance to the process of coaching young players. Fact: The best sports coaches in the world spend 80% of a coaching session in silent observation.

6. Coaching Aims • Make training and game’s safe, fair and enjoyable. • Provide age-appropriate coaching (5-11, 12-16, 17+). • Create a positive environment where players are encouraged to take risks and try new things. • Develop the whole player across all four corners of the Football Association’s LTPD model. • Improve the player’s movement skills: agility, balance, co-ordination and speed (ABCs). • Develop the player’s technical skills. • Increase the player’s decision-making capabilities. • Teach the player life skills (co-operation, teamwork, communication and friendship). COACHING PHILOSOPHY

7. Roles of a coach • Mentor Listen to players, give advice and extend their thinking. • Motivator Set appropriate challenges to inspire the players. • Friend Make the environment welcoming and inclusive. • Facilitator Allow players to enjoy playing the game. COACHING PHILOSOPHY

8. A Good Coach….. • Encourages players to try new skills. (It’s ok to fail- this helps learning) • Creates a positive, challenging playing environment. • Enthuses and motivates players. • Supports and inspires regular practice. • Encourages players to be the best that they can be. • Enables all players to reach their potential. • Considers how children learn as well as issues ofself-esteem and motivation. • Understands issues that impact upon young playerdevelopment. • Fosters a life-long love of the game. COACHING PHILOSOPHY.

9. Coaches Conduct Coaches are required to strictly follow the RespectCode of Conduct: • Players must be free to play during matches, withpositive encouragement from parents and coaches. • Information from the touchline should be in theform of occasional questions or concise instructions from the coaching staff. • Don’t be afraid to talk to a player on the touchline during the game-this will be an valuable learning experience. • Patrolling the touchline giving continuous shoutedinstructions must be avoided. • Players always try their best and will learn from theirmistakes without being told they have done wrong. COACHING PHILOSOPHY

10. Player DevelopmentA holistic approach based upon the FA’s four-corner model for long-termplayer development: Technical, Physical, Social and Psychological.

11. What does a Moretonville player look like? • Comfortable and brave in possession. • Wants to pass the ball (a long ‘punt’ up field should be the last resort for all players including the goal keeper) • Plays with his head up. • Committed to being part of the team- always give their best. • Works hard off of the ball to create passing angles. • Works hard when defending to win the ball back/ get into defensive shape. • Embraces a challenge. Is happy to take calculated risks and isn’t afraid of mistakes/failure. • Wants to learn and improve as a player and sportsman. • Respects all players and officials. Never argue with the referee-allow them to do their job. • Wins and loses with the same grace and dignity. PLAYER DEVELOPMENT

12. FA Four Corner Model Psychological Practicing, Learning, Experimenting Decision making Learning styles Relevant to the needs of the player Target: Increasing Learning Technical Unopposed – technique practice Uneven Sides – Skill practice, e.g. 2 v 1 / 4 v 2, etc. Even Sides – game, e.g. 3 v 3 / 4 v 4/ 5 v 5, etc. Game Craft , Game as the Teacher Target: Developing Technique Player Learning Social Are the players: Enjoying the work? Included in the process? Challenged? Supported when necessary (visually, orally, practically)? Given ownership, trust and responsibility? Target: Enjoying Football Physical Generic Movement Skills: Agility, Balance, Co-ordination, Speed Football Functional Movement Skills: Receiving the ball, Running with the ball, Dribbling, Turning, Kicking and Heading. Target: Improving Movement PLAYER DEVELOPMENT

13. Coaching recommendations for 5-11 year oldsCreating a positive and enjoyable learning environment which prioritises skill development, decision-making, fundamental movement skills and experimentation is crucial for young players in this age-group who are learning how to play.

14. Positive Learning Environment • Encourage players to be creative and takeconsidered risks in both practice and games. • Remember – mistakes do happen. • Let players make some of the decisions. • Let them know that their opinions count too. • Create opportunities for players to explore, questionand foster their natural curiosity and imagination. • Ensure the coaching environment is positive and challenging. • Coaches should praise effort and positive behaviouras well as good play. • Allow all players to experience success. PLAYER DEVELOPMENT ‘JUNIORS’

15. Let the Players Play • All children should be given equal playing time on match-day wherever and whenever possible. • Help players develop their game-understanding by rotating positions during practice and games. • Players should not have ‘positions.’ • Ensure players are given the chance to play a ‘game’ during every practice session. PLAYER DEVELOPMENT ‘JUNIORS’

16. Skill Development and Decision Making • Practice should replicate the demands of the ‘game’as much as possible. Give lots of opportunities topractice different elements of the game (shooting,dribbling, tackling, passing, receiving, goalkeeping), in a variety of context. • Sessions must have progressions to allow skill development to take place. • Players should be clear what the ‘focus’ of the session is. • ‘Goals’ (or targets) should be used in practice as often as possibleto help players’ enjoyment and motivation. • Coaches should use uneven sides in practice as atool to challenge the players. • Small-sided games on appropriate sized pitchesprovide young players with opposition, decision-making and challenge, all of which help their skill development. PLAYER DEVELOPMENT ‘JUNIORS’

17. Themed Practice • Try and link the different parts of a coaching practicetogether. For example; • Warm-up: Players work in twos passing through a variety of different sized gates, using different techniques and surfaces of the foot. • Skill development: Play a small-sided possession game (e.g. 3v1 or 4v2) on appropriate sized pitch. • Game: Any 4v4/5v5 game with a focus on passing or a through-the-thirds game. PLAYER DEVELOPMENT ‘JUNIORS’

18. Appropriate Challenge • Set challenges in practice sessions, e.g. Use yourweaker foot when you feel confident on your strong foot. • Reinforce the learning focus from practice sessionson match day. • Set players specific challenges that link to the themeof a recent practice session, which can be discussedat half-time and after the game. • During practice sessions try to ‘match’ players up inlots of different ways in order to challenge them as well as meet theirindividual needs. PLAYER DEVELOPMENT JUNIORS

19. Develop Fundamental Movement Skills • Between the ages of 5-11 players have a ‘window ofopportunity’ to develop their agility, balance, co-ordination and speed (ABCs). • Coaches should be creative in their practice design and build in a physical benefit for the players, e.g. • Tag Games • Running and Dodging • Throwing and Catching • Jumping and Balancing • Players can develop fundamental movement skills for football, without having to play football! PLAYER DEVELOPMENT ‘JUNIORS’

20. Be a Brave Coach: Use Different Coaching Styles PLAYER DEVELOPMENT ‘JUNIORS’

21. Things to Avoid • Don’t impose unrealistic adult expectations onyoung players. • Don’t be so intent on winning games that young players miss out on the opportunities to learn anddon’t fall in love with the game. • Don’t apply ‘out-dated’ coaching methods withyoung players. • Always avoid children standing in lines or queuing. • Stretching before players have raised their pulses. • Play matches for a whole session. PLAYER DEVELOPMENT ‘JUNIORS’

22. Coaching recommendations for ‘seniors’ (12-16) • Coaches should continue to prioritise a positive learning environment (as recommended in the 5-11 section), ensuring methods and content are made appropriate to the age and ability of the players in this age-range. PLAYER DEVELOPMENT SENIORS

23. Ensure Practices are Relevant and Realistic • Realistic passing, receiving and possession practiceswhich create appropriate pressure, interference and distraction will help young players develop their awareness and game understanding. • Become more effective ‘off the ball’. Develop anunderstanding of movement to support team-mates and how to create and exploit space. • Develop scanning, predicting and assessing skills toform a ‘picture’ before receiving the ball. PLAYER DEVELOPMENT SENIORS

24. Develop Tactical Understanding • Introduce and develop players understanding and awareness of the 6 phases of the game: • Attacking when opponents are ‘in balance’ • Attacking when opponents are ‘out of balance’ • Defensive play whilst ‘in balance’ • Defensive play whilst ‘out of balance’ • The finishing phase • Goalkeeping PLAYER DEVELOPMENT SENIORS

25. Introduce Some Position Specific Practices • As players get older they will begin to recognisethe significance of practice sessions to their role withinthe team. • Some specific positional practices should beintroduced as appropriate. • This should be balanced with experience playing andpracticing in different positions. • Players will continue to develop best as they get experience of a variety of positions in practice and matches. PLAYER DEVELOPMENT SENIORS

26. Encourage Players to be Self-Reflective • Players should be encouraged to reflect on their effectiveness in practice and games, and challengedto think about how they may improve next time. • This process may be done individually, in smallgroups or collectively. • It may be enhanced if the team/player and the coach discuss realistic and achievable challenges and goals to work towards. • Goals should be realistic and not just outcome driven. PLAYER DEVELOPMENT SENIORS

27. Encourage Creativity • Coaches should continue to encourage players in this age group to be creative by designing challenging practice sessions. • Maintaining the ‘safe to fail environment’ will give players the confidence to try new things and get out of their comfort zone. • Master the skill of posing effective questions todevelop the players’ active involvement in the training and learning process. • Encourage players to think, examine, judge andevaluate to find their own solutions.

28. “Only those who dare to fail greatly, ever achieve greatly” R. F. Kennedy • “Good imagination, good intensity and work ethic in training sessions. These three things marry together to make a good coach.” Sir Alex Ferguson • “Purposeful practise and good coaching make you a winner, not talent” Matthew Syed