Thursday, 21 May 2015
Wednesday, 20 May 2015
Monday, 11 May 2015
FRANK LAMPARD ON HARD WORK PAYING OFF & AN INTERVIEW WITH LEE WADDINGTON BURNLEY FC LEAD FOUNDATION COACH
http://www.uefa.com/trainingground/spotlight/video/videoid=1651191.html?autoplay=true#latest
Masterclass: Putting the child at the centre of your approach
Lee Waddington is a coach who values research.
The Burnley academy foundation phase lead coach – the man responsible for overseeing the development of the Premier League side’s 5-11 players – has used the findings of leading educationalists and psychologists to shape and underpin a philosophy that has been 15 years in the making.
At the heart of that philosophy is the child. And in this Masterclass Interview, Lee offers an insight into this approach and details some of the research he has used to anchor his work.
What are the defining characteristics of your approach?
The work our coaches do is defined by the way in which they care about the child and the person way before we even get on to talking about the child and the player.
We don’t have a one size fits all approach. Every child is an individual and we have worked extremely hard at working out what each individual child needs across the four corners and identifying what that individual need is first, what support they need to develop as a person and then as a player.
It is still a work in progress. We still haven’t finalised where we going and I don’t think we ever will. But where we are at today compared to two years ago is that we have a more personalised learning structure.
We have also created a nice environment. It’s a secure environment that I think children are really keen to come to.
And, ultimately, I think if you love what you do you will improve. If you have talent you can improve to a higher level, and sprinkled with a bit of luck I think we can produce players and elite people that will have the coping strategy to play in front of thousands.
>> View a copy of Burnley U8s' 12-week learning pathway
You have been in the role for two years now, can you give us an insight into how you went about implementing some of these ideas at Burnley?
When I first came in things were heavily influenced by the technical and physical.
So we have just put that in as a model to really try to help all the children become better learners, to manage their behaviour and introduce a Montessori way of teaching where children become more patient to take their turn to talk, to be patient in whatever exercise or practice we are doing and it leads to a less chaotic environment.
How have you seen a greater focus on the psychological and social corners benefit players’ development?
It has been a real eye opener for us that more psychological and social coaching may have benefits for the technical corner further down the road.
For example, what we found in a boy who needed help in say communication is because he has asked for the ball more, he has actually received the ball more and has manipulated it or dribbled it more.
So what we are seeing is because we worked on communication a lot with him that has improved.
He has also then become a better learner because of that, so we are in to the social element, but the real surprising element was in his technical corner.
As a by-product on working on the psychological corner, his first touch improved because his communication improved. He asked for the ball more, so he got it more which gave him more opportunity to practice.
How is all of this underpinned by research?
Two or three years ago I got in touch with Dr Angela Duckworth who created the Grit scale test and we discussed how it might be utilised in our environment. What that is helping us to do is underpin some of our decision-making or observations of players in terms of their grit and resilience.
I must note that we would never sign or release a boy based on this. It is just one of the things we look at, certainly in the psychological corner.
What other research do you use?
One of the key aspects of research we have used is from Dr Robert Bjork, who is an education expert, and one of his key areas we have worked on is called Interleaving.
This is a way of dissecting each session so that we are giving the players the opportunity to have a different start and different end to the practice.
What we tend to do is split an hour-and-a-half session into 15-minute time zones where they will play and practice for around 12-13 minutes and then have a two-minute break where will do some reflective learning as well as some forecasting on the next practice.
We stay very true to the game but it is a way of spacing different elements of the game - that can be anything from passing and receiving to 1v1s, 4v4 games, unconditioned and conditioned games. This allows the players experience lots of different beginning and endings.
And what we are finding is the enjoyment levels and participation level from the children is very high and the learning outcomes we are looking for are, so far, fantastic.
What have the results been like?
We are starting to see the results of the personal development on the field, not so much in terms of results in games because they are not important to us. It is the manner of how we play and how each player develops in the game structure following on from the coaching which is really important to us.
Lee Waddington is a coach who values research.
The Burnley academy foundation phase lead coach – the man responsible for overseeing the development of the Premier League side’s 5-11 players – has used the findings of leading educationalists and psychologists to shape and underpin a philosophy that has been 15 years in the making.
At the heart of that philosophy is the child. And in this Masterclass Interview, Lee offers an insight into this approach and details some of the research he has used to anchor his work.
What are the defining characteristics of your approach?
The work our coaches do is defined by the way in which they care about the child and the person way before we even get on to talking about the child and the player.
We don’t have a one size fits all approach. Every child is an individual and we have worked extremely hard at working out what each individual child needs across the four corners and identifying what that individual need is first, what support they need to develop as a person and then as a player.
It is still a work in progress. We still haven’t finalised where we going and I don’t think we ever will. But where we are at today compared to two years ago is that we have a more personalised learning structure.
We have also created a nice environment. It’s a secure environment that I think children are really keen to come to.
And, ultimately, I think if you love what you do you will improve. If you have talent you can improve to a higher level, and sprinkled with a bit of luck I think we can produce players and elite people that will have the coping strategy to play in front of thousands.
>> View a copy of Burnley U8s' 12-week learning pathway
You have been in the role for two years now, can you give us an insight into how you went about implementing some of these ideas at Burnley?
When I first came in things were heavily influenced by the technical and physical.
So we have just put that in as a model to really try to help all the children become better learners, to manage their behaviour and introduce a Montessori way of teaching where children become more patient to take their turn to talk, to be patient in whatever exercise or practice we are doing and it leads to a less chaotic environment.
How have you seen a greater focus on the psychological and social corners benefit players’ development?
It has been a real eye opener for us that more psychological and social coaching may have benefits for the technical corner further down the road.
For example, what we found in a boy who needed help in say communication is because he has asked for the ball more, he has actually received the ball more and has manipulated it or dribbled it more.
So what we are seeing is because we worked on communication a lot with him that has improved.
He has also then become a better learner because of that, so we are in to the social element, but the real surprising element was in his technical corner.
As a by-product on working on the psychological corner, his first touch improved because his communication improved. He asked for the ball more, so he got it more which gave him more opportunity to practice.
How is all of this underpinned by research?
Two or three years ago I got in touch with Dr Angela Duckworth who created the Grit scale test and we discussed how it might be utilised in our environment. What that is helping us to do is underpin some of our decision-making or observations of players in terms of their grit and resilience.
I must note that we would never sign or release a boy based on this. It is just one of the things we look at, certainly in the psychological corner.
What other research do you use?
One of the key aspects of research we have used is from Dr Robert Bjork, who is an education expert, and one of his key areas we have worked on is called Interleaving.
This is a way of dissecting each session so that we are giving the players the opportunity to have a different start and different end to the practice.
What we tend to do is split an hour-and-a-half session into 15-minute time zones where they will play and practice for around 12-13 minutes and then have a two-minute break where will do some reflective learning as well as some forecasting on the next practice.
We stay very true to the game but it is a way of spacing different elements of the game - that can be anything from passing and receiving to 1v1s, 4v4 games, unconditioned and conditioned games. This allows the players experience lots of different beginning and endings.
And what we are finding is the enjoyment levels and participation level from the children is very high and the learning outcomes we are looking for are, so far, fantastic.
What have the results been like?
We are starting to see the results of the personal development on the field, not so much in terms of results in games because they are not important to us. It is the manner of how we play and how each player develops in the game structure following on from the coaching which is really important to us.
Saturday, 2 May 2015
Aidy Boothroyd interview on the coaching manual podcast
Currently the England u/20 Manager Aidy Boothroyd discusses managing at every level of the game. The coaching manual is an online coaching resource that I have used for almost 2 years the podcasts are a great listen with in-depth interviews with some great coaches from around the globe. I met the editor Pavl Williams at a Psychology workshop hosted by Nick Levett who was the youth development officer at the Fa in January this year really nice fella who shares my passion for player development.
https://soundcloud.com/coachingmanual/tcm-010-aidy-boothroyd
https://soundcloud.com/coachingmanual/tcm-010-aidy-boothroyd
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