Our club ethos is a detailed statement that sets out how we want our club to run.
The clubs detailed coaching philosophy looks to provide our volunteers with a strong direction and guidance in the process of teaching young players.
Our coaching approach is based on the Football Association 4-corner model to encourage the long term player development, while utilising the appropriate recommendations for players aged between 5-11 and 12-16.
Our coaching approach is based on the Football Association 4-corner model to encourage the long term player development: Technical, Psychological, Physical and Social.
Players should be encouraged to try new skills in practise and work out where and when they can be used in a game.
Where appropriate (age and experience dependant) practise should replicate the demands of the game, encouraging players to think and make decisions just as they would in a match.
Vary the difficulty to match the needs of the individual, by altering the Space, Task, Equipment or Players (STEP).
The interruption by the coaches should be kept to a minimum to allow players to experience the flow of the game and practise. Where interruption is necessary, it should be relevant and positive.
Appropriate movement skills which develop agility, speed, balance and co-ordination should be encouraged through enjoyable games such a tag.
Through well designed practise, all coaching activities can include physical outcomes.
Remember players grow at different rates and may need support and patience as they develop, both at the start of their playing career and when they reach puberty.
Children are not mini-adults and should not be subjected to laps of the pitch or press-ups.
Recognise that different children learn best with different learning methods and ensure that all methods are used when communicating instructions.
Visual (seeing): Tactic boards, posters, diagrams, cue and prompt cards, as well as cones on the pitch.
Auditory (hearing): speak with players, ask questions, encourage discussion in groups amongst the players to solve game-related problems.
Kinaesthetic (doing): Demonstration to the team by the coach or a player to their team mates.
Create a positive and welcoming environment.
Be a good role model for the players.
Praise players for their efforts as well as their ability.
Manage mistakes to the players advantage – understand what they were trying to do. Sometimes they will have the right idea but just fail in the execution of the technique or the skill. This could be used to identify training needs.
Make sure football is fun, but with a purpose. Ensure development of skills and game understanding.
Recognise that all players will be maturing and growing at different rates, at different ages and according to gender.
Recognise that physical maturity will not always develop at the same rate as maturity in other areas.
Do not over burden the players that are either an extremely early or late developer.
All players in the squad will need patience, support and encouragement.
Recognise that the current success or failure of a player is not necessarily an indicator of on-going proficiency.
Understand that all some players need is ‘time’.
By planning in advance the coach can create an environment that minimises distractions and helps players to stay ‘on-task’ for longer.
Organise sessions that are interesting, challenging, varied and fun.
Avoid players standing in line or asking them to wait around for too long without a focus.
Plan arrival activities so players can begin practising as soon as they arrive.
Ensure that all players are aware of, have read and understood the club’s code of conduct for players and their responsibilities outlined within it.
Give time to players that are behaving well, rather than those misbehaving, and make sure to praise and reward them.
When you intervene, do so in a calm and controlled manner.
If boundaries are consistently broken, then there should be a consequence.
As a coach, remember the only person’s behaviour you can control is your own, so set a good example.
Create a positive and enjoyable environment which prioritises skill development, decision making, fundamental movement skills and trial & error is critical for young players in this age group.
It is important to recognise the difference between technique and skill and the different requirements for developing each.
Technique: The basic movement of performing a physical activity combined into a pattern of movement.
Ability: The possession of the capability of performing a specific technique.
Skill: The ability to choose and perform the right techniques at the right time, successfully, regularly and with a minimum of effort.
Try and link the different parts of coaching practise together. 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 appropriately sized pitch.
Game – any 4v4 game with focus on passing or through-the-thirds game.
Between the ages of 5-11 players have a ‘window of opportunity’ to develop their Agility, Balance, speed and Coordination, ABCs.
Coaches should be creative in their practice design and build in a physical benefit for the players to ensure that these are fun and maintain the players enthusiasm and motivation, e.g. tag games, running and dodging, throwing and catching, jumping and balancing.
Young players will not enjoy being shouted at, having there mistakes highlighted or having to stop playing to listen to the coach talk at length.
A vanity of coaching methods should be used to help players learn the game and coaches need to learn where and when each are appropriate. For example…
– Command (directive)
– Question and Answer
– Observation and Feedback
– Guided Discovery
– Trial and Error
Coaches should consider how their decisions will impact upon a young players self-esteem and motivation then their enjoyment of the game. For example, what would it feel like to repeatedly be used as a substitute?
Coaches should praise effort and positive behaviour as well as good play.
Coaches should continue to practice 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.
Introduce players to 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 phases.
As players get older, they will begin to recognise the significance of practice sessions to their role within the team.
– Some specific positional practices should be introduced as appropriate.
– This should be balanced with experience playing and practicing in different positions.
Players should be encouraged to reflect on their effectiveness in practice and games, and challenge to think how they may improve next time.
This process maybe carried out individually , in small groups or collectively.
It maybe enhanced if the team/player and the coach discuss realistic and achievable challenges and goals to work towards.
Coaches should continue to encourage players in this age group to be creative by designing challenging practice sessions.
Master the skill of posing effective questions to develop players active involvement in the training and learning process.
Encourage players to think, examine and evaluate to find their own solutions.
The club will endeavour to provide a weekly coaching session.
All members will be encouraged to attend regardless of ability or playing standard.
Practice of the game should replicate the demands of the game as much as possible. Giving the players a view of as many different aspects of the game to improve their decision making.
Small sided games to be played on appropriately sized pitches relevant to the practice.
The Club will use Match > Analysis > Plan > Train > Play model to formulate the coaching sessions.
Players will be encouraged to be self-reflective and judgemental on their own performance.