I learnt very early on the value of unopposed practice- followed by interference eg. 7 vs 2 . Followed by a small side game as a session .
FA Youth module 2 /level 2 & the Coerver youth diploma all enforced this, as a perfect coaching session . Great piece below on tactics and giving players ownership of the session, my personal choice is conditioned games (the rules of the game dictate how they play) ie midfield rotation/ playing out from the back / wing play / switching play .There are endless games out there and most are free online. Great blog below for the interested :)
http://thecoachingjourney.org/2015/08/23/no-tactics-until-13-nonsense/
Monday, 24 August 2015
Monday, 10 August 2015
Early specialisation ! Joe Hart talks to the Coaching Manual
England and Manchester City Goalkeeper Joe Hart talks about growing up as a goalkeeper, the training 'keepers enjoy and how outfield players treat their stopper teammates.
Introduction
England and Manchester City Goalkeeper Joe Hart recently sat down with The Coaching Manual to talk about growing up as a Goalkeeper, the training 'keepers enjoy and how outfield players treat their stopper teammates .specialisation and Goalkeeper Coaching
The Coaching Manual : "How much specialist goalkeeper training did you receive growing up?"
Joe Hart : "At my first Sunday league club I got a little bit. Luckily the guy who ran the team was a goalkeeper so he took that part quite seriously, but there's only so much specific goalkeeper training you can do.
"When I was involved at Shrewsbury Town I had [goalie training] once a week but other than that we just played football and played for the love of it rather than trying to be the best."
TCM : "So did you know early on that you wanted to specialise as a goalkeeper?"
JH : "No not at all, I played everywhere!!
"When you're a kid you just want to play football whether you're in goal or you're outfield. I just played for the love of it with no pressure, no nothing, and just tried to enjoy the game wherever I played."
TCM : "When did you specialise and really concentrate solely on playing in goal?"
JH : "I think it was around 14 [years old]. I was always playing but when I was 14 I got involved with my local club at Shrewsbury Town and I was in goal from then on. But even then I still played outfield until I was 16 for my school.
"You know what it's like, when you're young you play for ten different teams so you can mix it up!"
TCM : "Which practices do you particularly enjoy as a goalkeeper?"
JH : "I enjoy it all. As a pro we're lucky enough to have the best coaches and best players around so everything is a challenge day in and day out."
"Obviously goalkeeper training can be a bit repetitive and can get a bit boring but at the same time if you you're always trying to get better you've got to constantly be working on different things."
TCM : "So do goalkeepers have to have a different mindset to outfield players on the training field? Is your routine more structured than theirs?"
JH : "Haha yeah! There's no understanding, you know [outfield players] don't really understand what we do!"
"I think we know more or less what they're trying to do but there's no love for the goalies."
"We don't care though, we know what we're there to do and what our job is and we just have to get on with it. The differences are a big part of football and part of the fun of it."
TCM : "Do you hate any practice where strikers line up and bombard your goal with shots as much as all grassroots goalies do?"
JH : "Yes! When it's just totally unorganised and you're just getting peppered is the worst thing!"
"I can be a bit childish but I've just walked out of those ones in the past. The gloves come off! I'm not interested in that one little bit!"
The Coaching Manual spoke to Joe Hart at the opening of a clubhouse in Manchester that was part-funded by The Football Foundation. Visit here for more information about their vital investment in grassroots football facilities.
Emma Norén / WikiMedia Commons Licenced under Creative Commons 3.0. Some rights reserved.
Thursday, 4 June 2015
Great piece shared on twitter by Nick Levett talent identification manager at the Fa
Woven into that is the idea of trying to find your fundamental purpose in life: and why would you be a coach? It’s a big question for everyone involved in coaching, particularly when you consider that you will be under the gaze of so many people who want results day-in, day-out. One of the key fundamental purposes to coaching is about helping people and if you like helping people, it certainly helps you to be a far better coach than if your fundamental purpose is just about achieving incredible results. I think a coach who is very focused on results can have success but I’m not sure that they have longevity – they’re possibly the coaches who move from club to club.”
Monday, 1 June 2015
Great book for the anal amongst us :)
http://whitehouseaddress.blogspot.co.uk/2014/09/the-way-forward-lesson-in-game.html?m=1
It is important however that the players are able to play in various positions and not be pigeon holed early, they must ‘learn the game’ from a variety of different positions in order to gain a deeper appreciation of the game as a whole as well as being offered different spatial problems and possibilities.
It is important however that the players are able to play in various positions and not be pigeon holed early, they must ‘learn the game’ from a variety of different positions in order to gain a deeper appreciation of the game as a whole as well as being offered different spatial problems and possibilities.
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.
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