Welcome

Licensed Level 3 + 4 CoachesHuntingdon Regional College

The Day Ahead

10:15am – 11:15am LearningJohn Allpress - National Player Development

11:15am Break (Cafeteria available)

11:30am Goalkeeping – How Goals are ScoredAndy Poole – Senior Regional Coach

12:45pm Lunch

1:30pm UEFA A Masterclass – 11 vs 11Geoff Pike – National Coach Educator

2:45pm Questions and Licensed Coaches Feedback

3:00pm Home

What’s Good & How Can We Help More?

• Please let us know what is useful from today and what could enhance the programme at the point of delivery

• Use post it’s• Ben.Bartlett@TheFA.com

Learning Workshop

John Allpress

Whole – Part - Whole

• Whole Versus Part Practice

• The whole method of practice is obvious: The whole technique is practiced intact. The part method is actually the whole-part-whole method. You can teach the whole method as just outlined, practice it in parts, and then may wish to recombine the parts back into the whole via practice.

• What’s the best method to use? When possible, it’s best to practice the whole technique; this avoids spending time combining the parts back into the whole and helps your athletes learn how to use the technique in the context of a contest. However, if the technique is so complex that athletes can’t develop a good mental plan (the first stage of learning), then you may wish to break the technique into parts.

• Consider that we want the players to get better at playing the game of football; and that the parts may help this; but be careful of the players get good at the practice; not the game of football

Building Attacks – The Whole-Part-Whole

1 – Keeping & Risking

1. Three groups – 2 of 5, 1 of 4 (or whatever numbers you have)

2. GK’s included in a team as players (need to be able to use their feet)

3. Keep ball practice. Blues try to keep it from yellows. 5 passes equals a goal – can use red players to help keep possession but if it is played to the outside your passing score counter returns to 0 (and you start again).

4. Help players recognise when to play a scoring pass and when to make sure you keep possession

5. Swap outside players

2 - Keeping Possession

1. 1 ball – 8 vs. 4 + GK’s (rotate 4 defenders regularly)

2. Yellows – try to keep the ball and utilise the GK’s in doing so (back pass law applies). One point for every 5 passes made.

3. Reds – try to win it and keep it for 3 passes – if they do, then they get to swap with 4 yellows and become attackers

3 – Building Attacks

1. 8 vs. 4 + 2 GK’s

2. Yellows – Keep possession and use GK’s to help and try to get to 5 passes. When you get to the 5th pass – attack the goal which is farthest away from where the 5th pass is completed (half-way line acts as guide for players to see which goal is farthest away). Remind it isn’t essential that they attack on the 5th pass- it may take more passes to set up the opportunity to attack (6 or 7 or 8 or more)

3. Reds – try to win ball back and counter attack into either goal

Game

1. Yellows vs. Reds – 7 vs. 7 – in a 1-3-2-1 formation. Recognise when to play forward and when not to.

2. Players are not locked into their areas. Can move freely.

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3

Challenges + Coaching Points to help your Players

Examples of Challenges Around Possession Other Challenges that may suit Individuals

1. Try to let the ball run across your body 1. Try to recognise when to follow an opponent short and when to hold your position

2. Try to face forward before you receive the ball 2. Try to identify when to mark space and when to mark players

3. Try to leave the ball playable for the next player3a. Try to lend it to someone else and get it back (1-2’s)

3. Try to recognise when to press and when to drop

4. Try to recognise when to risk it and when to keep it 4. Try to mark ball-side

5. Try to play forward (pass, run with)5a. Try to pass between opponents5b. Try to bypass as many opponents as you can

5. Look for opportunities to switch play

6. Try to recognise when to support behind the ball and when to support in front of the ball6a. Try to recognise when to join the attack and when not to

6. GK – when to push defence up6b. GK – when to play short and when to play long

7. Try to look for passes into the forwards feet7b. Try to link up passes from midfield

7. When to use skills and tricks to beat an opponent

Notes for Coaches

1. Try to use the challenges to help the players to decide the best thing to do for the situation

2. Try to select challenges that fit the area of work

3. Try to recognise which player(s) needs a new/different challenge (recognise when to stop the whole group and when you can speak to an individual

4. Allow players to choose their own challenges (even if it doesn’t link directly to the theme - so it’s their own syllabus)

Questions

• What did you notice about that?• What is going to stop you from...........?• How do you know if or when you can......?• What or who can help you to .............?• Are there any other ways to.........?• What made your mind up to make that decision?• What might you try next time?• What the hardest bit about this?• How does this link to the game?

Goalkeeping Workshop

Andy Poole

Goalkeeping Workshop

• By the end of the session;

• Consider ‘how and where goals are scored’• Consider the implications for training and preparing your

goalkeeper/ outfield players for the game• Design practice based around the information • Observe and review practical work• Review workshop

Goalkeeping Workshop

• Housekeeping;

• Fire alarms• Toilets• Mobiles• Practical

Goalkeeping Workshop

• Task;• How are goals scored?

• Distance from goal?• How many touches?• What type of finish• Second phase?• Set plays?

• In your groups discuss the above – think back to your last game/s, Euro 2012?

(16)

40

(24)

EURO 2008 : 75 GOALS

•62 Goals 1 Touch

•40 within 12 yards of the goal (Central)

•1goal from the D, 5 from outside the box

•16 headers / 3 Penalties / 2 CFK’s

1

16 / 10R 8 / 0L

4

Goalkeeping Workshop

• How would this type of information effect your;

• Practice/ training sessions/ match preparation?

• For Goalkeepers, Defenders, Midfield and Attackers?

• Can you build into your sessions a benefit for the Goalkeeper?

Goalkeeping Workshop

• Task

• Based on the information

• In pairs/groups; design either

• Technique• Skill• Game Related Practice

• 1 pair/group to present 10/15 minutes, to the group

their ideas in each of the areas

Goalkeeping Workshop

• For example;• Increase the amount of practices with GK not

static and having to move into line of the ball• Reduce number of practices which are

predictable• Varying types of service• Strikes from inside v outside of the box?• ‘Reaction’ themed practices – GK on the move• Role of coaches? Is there a need to change

the type of practices used with players• Opposed v unopposed practices

Goalkeepers – Good Practice

• Include GK in your planning at the beginning – not as an after thought

• Give them relevant tasks – GK starts practice/server/score by getting ball into GK hands

• GK needs to make decisions for themselves• Make distances, angles, rules realistic?• Be ‘active ‘ in the practice• Ensure other players are aware of what the GK is

working on – playing from the back, throwing, goal kicks• Devise practices specifically for the GK• Give them confidence and deal with mistakes sensitively

Shooting Practices

• Some tips;

• Consider the area, size of goal, ground conditions..• Control the practice – don’t expect GK to make save

after save, allow time to ‘set self’• Work with right size ball• Consider the physical demands• One ball at a time• Need to be realistic• Involve other players – defenders, midfield…

UEFA A Workshop

Geoff Pike

UEFA A Objectives/Candidate Competencies

• Operate effectively in all coaching situations at the highest levels of youth and/or senior football.

• Plan, organise, conduct and evaluate practical coaching sessions on all aspects of play.

• Successfully employ various coaching and teaching methods and styles as appropriate, and relevant to the needs of the players and team.

• Understand the importance and timely application of the various theoretical aspects appropriate to, and relevant to, the role of coach at the highest level.

• Maintain the highest standards of personal and professional conduct to promote the game and The Football Association

UEFA A Framework

• From start to completion: 5 YEARS (including all re-assessments)

• From start to first assessment: 3 YEARS

• No limit to re-assessment opportunities.

• E.g.:

• Failure to comply results in requirement for candidate to undergo full course again.

Part 1 Part 2 Assessment Deadline

Candidate 1 2010 2011 2013 2015

Candidate 2 2010 2013 2013 2015

UEFA A Framework

Final Assessment

• Only marks generated at the final assessment count towards outcome.

SESSION 3• Squad Session: Work on a theme with 18 players related to the match play

problem for session 4.

SESSION 4 • Match play – Coaching in the game

Final AssessmentSession 4

Introduction (2 mins)

Game/Interventions (15 mins)

Half-Time (5 mins)

Game/Interventions (15 mins)

De-Brief

Final AssessmentSessions 3 and 4

• Example of Final Topic:

• Team (a) Your team operates with a 4-5-1 defensive system and first applies defensive pressure around the half way line. How will you regain possession of the ball and counter-attack from this defending strategy?

• Team (b) Your next opponent defends deep, with the first defending pressure points being applied around the half way line. How will you coach your team to attack against this ‘deep’ defending strategy in your 4-4-2 system of play?