B LICENSE PRE-TEST COURSE MANUAL

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CONTENTS Introduction

4

BC Soccer Association Coach Education Program

4

BC Soccer Coaching Certification Pathway

5

B Pre-Test Course Schedule

8

B License Grading and Assessment Procedures

9

B Pre-Test Practical Topics used for Assessment

12

Glossary of Technical / Tactical Terms

13

Planning and Conducting a Session (GAG Methodology)

15

Coaching Methodology and Teaching Styles

18

Principles of Play

22

Template Session Planner

25

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ACKNOWLEDGEMENTS

The British Columbia Soccer Association would like to extend its appreciation to the following people and organizations for their contribution(s) to the production of this manual. Contributors: Editor and Layout / Desktop Publishing:

Rob Csabai (Manager of Coaching Development) Michael Findlay (Director of Soccer Development) Ray Clark (Canadian Soccer Association) Tony Waiters (World of Soccer) Rob Csabai (Manager of Coaching Development) BC Soccer Development Department Contributors: Markus Reinkens (Manager of Soccer Science) Luca Dalla Pace (Goalkeeping Coordinator/LTPD Liaison) Andrew Haines (Grassroots Coordinator)

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INTRODUCTION

The B Pre-Test is an assessment course that is a mandatory pre-requisite for any coaches wishing to pursue the Canadian Soccer Association’s B License Program. The main purpose of this course is to assess a coach’s basic competency in the following areas:

Plan and prepare a practice on a session planner

Run a practice based on pre-selected technical (Analytical) and tactical (Final Game) coaching topics

Use methodology to detect and correct errors within a practice All course participants will receive a written assessment on the sessions that they run. Successful participants will be eligible to move forward in pursuing B Provincial License certification. BC SOCCER ASSOCIAITON COACH EDUCATION PROGRAM

BC Soccer Association’s Coach Education Program supports and fosters the development and education of coaches from the grassroots to elite levels of play throughout British Columbia. The series of clinics within the program will not focus on teaching coaches how to play the game, so much as preparing coaches to impart their knowledge more efficiently and effectively to the players they work with on a daily basis. The goal of the BC Soccer Development Department is to provide coaches across British Columbia with the tools necessary to build the future of soccer in British Columbia and to help coaches be the leading force for positive change in the lives of the athletes. Regardless of the personal aim and goals of a coach, the primary goal of coaching is to facilitate a learning environment that is fun, challenging, educational, and that develops a love for the game that enables the sport to retain as many players as possible. Unlike other areas of coaching, which may be predominantly physical or entirely mental, the coach also has the potential to profoundly affect an athlete’s cognitive awareness, psychomotor abilities, emotional awareness, health and wellness, as well as social and teamwork skills. If coaches strive to be successful in providing the best experience possible to the athlete, they will need more than excellent technical ability, or experience and a desire to teach. Being a successful soccer coach is as much about a personal desire towards continuing their own education as it is about what they have to offer to players. Just because a coach has excellent technical skill or a wealth of playing experience, does not necessarily mean that they can convey their knowledge (to a willing athlete) in an effective manner. Consequently, if coaches wish to become truly successful at what they do, it is important they acquire the skills required of a successful teacher and leader. This is where the BC Soccer Association’s Coach Education Program can help. We are here to help in the process of becoming a better coach. It is the coaches’ journey and the coaches’ path; we are merely providing the leadership and tools to help along the way. Please remember that the BC Soccer Coach Education Program is your program. We welcome and value your input, opinions and feedback. As the coaches are the people who represent the development of the game on the front line, and are the primary builders of the game in British Columbia, we want to know how we can help you do a better job. Ultimately, OUR success will be measured by the growth of the game in British Columbia.

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BC SOCCER COACHING CERTIFICAITON PATHWAY

As the governing body for soccer in Canada the Canadian Soccer Association is responsible for training coaches from grassroots to national team level. With the increasing number of players registering with clubs across the country this represents a considerable challenge. In order to meet this challenge the Association has developed a Long Term Player Development (LTPD) Model and tailored the Coach Education Program to this Model. As a result a two-streamed education program (COMMUNITY SPORT and LICENSING STREAMS) have been developed in conjunction with NCCP (National Coaching Certification Program) which included the provincial/territorial partners in order to meet the needs of both developing coaches and the sport itself.

NEW COMMUNITY SPORT STREAM

As of January 2012, the following Community Coaching Certificate Courses will have ceased to exist:

Enhancing these courses in replacement is content development which was based on the Wellness to World Cup Long-Term Player Development Program (LTPD) developed by the Canadian Soccer Association focused on age and stage relevant training:

NEW Courses AGES COURSE LENGTH

Active Start U4-U6 3.5 hrs

FUNdamentals U7-U9 7.5 hrs

Learn To Train U10-U12 14.0 hrs

Soccer For Life U13-U18+ 14.0 hrs

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COMMUNITY SPORT STREAM (Long Term Player Development Stages 1, 2, 3 and 7)

ACTIVE START (Stage 1 ‘First Kicks’ U4-U6) At this stage, players should participate in stimulating practices and games that develop basic technical skills in a FUN atmosphere. The emphasis should be movement exercises and games that promote a feel for the ball while teaching basic principles of play within a fun but structured setting. Informal games can be set up at the end of practices or as part of a jamboree mixing exercising and games. Play equal time and try all team positions, including goalkeeper, and equal time should be allotted to practices and games. FUNDAMENTALS (Stage 2 ‘Fun with the Ball’ U7-U9) At this stage, players should participate in stimulating practices and games that develop basic technical skills in a FUN atmosphere. The emphasis should be movement exercises and games that promote a feel for the ball while teaching basic principles of play within a fun but structured setting. Mini game formats are used, ranging from 3v3 to 5v5 and a basic league schedule can be created but no standings should be kept. All players should play equal time and try all team positions, including goalkeeper, and equal time should be allotted to practices and games. LEARNING TO TRAIN (Stage 3 ‘The Golden Age of Learning’ U9-U12) This stage introduces players to disciplined training and begins to develop their understanding of principles of play alongside their skills practice. Repetitions are important to develop technical proficiency, but creating a fun and challenging environment is still paramount to stimulate learning and promote a love of the game. Game formats can range from 6v6 to 8v8 as players advance through this stage, and again a simple league schedule can be created, but no standings should be kept – the emphasis is still FUN. All players play equal time and try all team positions, including goalkeeping, and the training to competition ratio should be 2 to 3 training sessions for every game.

SOCCER FOR LIFE (Stage 7 ‘Soccer for Health & Grassroots Growth’ U13 - U18+) At this stage, skill training demands and training loads are increased to develop and refine skills and tactics. Tactical awareness becomes an increasingly important facet of training, alongside mental toughness, concentration, and diligence. Elite soccer groups may express interest in recruiting talented young players, but coaches and parents should be careful to recognize and protect the long-term interests of each athlete. Game formats develop from 8v8 to 11v11 (although no 11v11 prior to 13 years of age) as players grow through this stage, and the season moves toward year-round play that includes appropriate rest and recovery periods. GOALKEEPING DIPLOMA This course introduces team coaches to the art of goalkeeping. The contents of this course are designed to give team coaches some basic knowledge about the techniques and skills involved in being an effective goalkeeper and most importantly, giving the coaches enough information and direction to be able to effectively introduce goalkeeping into their weekly team training sessions. Previous goalkeeping experience is not required. This is not a NCCP certification course.

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HIGH PERFORMANCE STREAM (Long Term Player Development Stages 4, 5 and 6) B PRE-TEST The B Pre-Test is a non-certification course that is a mandatory pre-requisite for any coaches wishing to pursue the Canadian Soccer Association’s B License Program. The main purpose of this course is to give coaches the proper methodology needed to detect and correct errors in technical development and small-sided game situations. This course does involve some theory components, but is heavily geared towards the ability of the coach to plan and run effective sessions based on pre-selected technical and tactical coaching topics. Successful participants will be eligible to move forward in pursuing B Provincial License certification. B PROVINCIAL The B Provincial License (B License - Part 1) focuses on working with high performance youth soccer players U13 and older. This course involves both theory and practical coaching work. The theory components include: stages of development, methodology of training, session planning and the laws of the game (11-a-side). The practical components are heavily geared towards the ability of the coach to plan and implement effective training sessions based on a variety of pre-selected technical and tactical coaching topics. Each participant will undergo two (2) practical coaching assessments. Successful participants will be eligible to apply for completion of Part 2 of the B License Program. B LICENSE RE-ASSESSMENT BC Soccer Association's Coaching Development Department is pleased to provide Re-Assessment opportunities for any coach who was unsuccessful in reaching the required standard at a B Pre-Test or B Provincial Level Course only. All coaches who were unsuccessful in their practical assessments are required to re-take the respective course but will only be charged for the re-assessment course fee. When registering, coaches must indicate their re-assessment status to receive the reduced course fee. Pre-requisite: must re-take the full course to receive re-assessment (training and evaluation components) B NATIONAL The B National License (B License - Part 2) focuses on working with high performance youth athletes and older ages. This course involves both theory and practical coaching work. Each participant will undergo two (2) practical coaching assessments. Successful participants will receive a Canadian Soccer Association B License. A LICENSE The CSA 'A' License Program is divided into two annual periods of ten days. Both parts will be conducted as residential courses, approximately twelve months apart, at the National Training Centre in Toronto. Each candidate will be required to complete a limited number of assignments between parts 1 and 2. Both Part 1 and Part 2 will include practical and theoretical aspects of study with the Final Practical assessments being held during Part 2 of the course. See Canadian Soccer Association website for detailed information www.canadasoccer.com

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B LICENSE PRE-TEST COURSE SCHEDULE

DAILY SCHEDULE Day 1

TOPIC LOCATION TIME

Welcome/Introductions/Expectations

Classroom 6:00 – 9:00 PM

Assessment Process

Coaching Methodology

Principles of Play

Session Planning

Review of Session Plans

Day 2

TOPIC LOCATION TIME

Coaching Practice On-Field

9:00 – 5:00 PM LUNCH BREAK

Practical Coaching Assessments On-Field

Day 3

TOPIC LOCATION TIME

Coaching Practice On-Field

9:00 – 5:00 PM LUNCH BREAK

Practical Coaching Assessments On-Field

The Course Facilitators reserve the right to change this Course Schedule.

PARTICIPANT EXPECTATIONS AND COURSE ASSESSMENT PROCESS

1. Complete pre-course work a. Complete Laws of the Game On-line Exam b. Prepare a practice plan for each of you 2 pre-assigned topics

2. Participate in on/off field sessions (if you have a medical condition that prevents you from participating as a “player” in the field sessions, please notify the Facilitator)

3. Submit your session plans (session planners available at the end of this manual) to the Assessor prior to each on-field evaluation.

4. You will be evaluated for approximately 15 minute duration for each topic you have been assigned

a. Topic #1 Technical (Analytical Practice) - A practice progression that may begin with an unopposed situation into an opposition environment making it game related

b. Topic #2 Tactical (Final Game Practice) – A small sided game 4v4 with no GK’s (20x30yds) coaching in the game

*Plan for approximately 8 players as needed and a session planner template is found at the end of this manual

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B LICENSE GRADING AND ASSESSMENT POLICY

The B Licensing Program is based on the ability of participating coaches to have a sound understanding of the game and to be able to apply that understanding to the players they are working with by using the coaching methodology that is covered throughout the program. Unlike the Community Coaching Certification Program, coaches at this level must display the ability to be competent in their communication with and instruction to players on a variety of techniques and tactics and must perform to a certain standard in order to pass B Licensing courses. Final assessments are based on the instructors’ analysis of the participant’s performance and their potential to move to the next level of certification. B Pre-Test (Passing Grade = 60/100) *Assessment Grade is based on “Total” of two (2) sessions

Category Grade Recommendations

Re-Assessment < 59 Apply for Re-Assessment in 12 months

Satisfactory Pass 60-69 Apply for B Provincial in 12 months

Good Pass 70-79 Apply for B Provincial in 6 months

Excellent Pass 80-100 Apply for B Provincial immediately

B Provincial (Passing Grade = 120/200) *Assessment Grade is based on “Total” of two (2) sessions

Category Grade Recommendations

Re-Assessment < 119 Apply for Re-Assessment in 12 months

Satisfactory Pass 120-139 Apply for B National in 12 months

Good Pass 140-159 Apply for B National in 6 months

Excellent Pass 160-200 Apply for B National immediately

It should be noted that the 6 (six) and 12 (twelve) month waiting periods are intended to allow coaches to work further on their coaching methodology and to work with a mentor coach. The purpose of this is to ensure that coaches are competent and ready to be successful at the next level of certification. Coaches requiring re-assessment will be notified and can arrange the details through the BCSA Technical Office.

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Name:

Session: Final Mark: ____

Course/Date: 50

Preparation:

1. Has produced a comprehensive session plan. 2 1 2. Outlines the nature of the session to the group. 2 1 3. Checks all safety factors relative to the coaching situation. 2 1 4. Appearance. 2 1 8

Organization:

1. Appropriate organization of areas, equipment and players for the session. 2 1 2. Creates realistic practice objectives and pace to the session. 3 2 1 3. Organizes quickly, efficiently and accurately. 3 2 1 4. Stops the session effectively and at the correct time. 2 1 10

Observation:

1. Takes up correct position to observe performance. 3 2 1 2. Recreates situations accurately and diagnoses key faults in performances. 3 2 1 3. Corrects key faults and provides effective alternatives. 3 2 1 4. Understands how and when to progress to the needs of the players. 3 2 1 12

Instruction:

1. Demonstrates technically sound knowledge and understanding of content. 3 2 1 2. Provides clear and accurate demonstration. 3 2 1 3. Provides clear and accurate explanations. 3 2 1 4. Employs alternative coaching styles effectively. 3 2 1 12

General Impression:

1. Has a confident and enthusiastic manner. 2 1 2. Establishes a positive personal rapport with the group. 2 1 3. Creates a positive working environment 2 1 4. Establishes and maintains control of the session. 2 1 8

Comments:

Assessor: _________________

B License Coaching Program Practical Examination: Pre-Test Course Assessment Form

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BPRE-TEST ASSESSMENT GUIDELINES

The following notes are intended to assist coaches in better understanding what is expected of them when they are assessed by the instructors. Under each assessment category is a list of questions that each coach should ask themselves before and after they have run their session.

Preparation and Organization:

Have you planned and prepared for the session on paper?

Have you checked for safety factors affecting the session and the players?

Is your playing area the correct size, neat and realistic for the activity and numbers of players involved?

Do you have a central and/or perimeter supply of balls ready and the correct amount of pinnies?

Did you outline the nature of the session to the players and start the session quickly?

Was a demonstration used to SHOW the players what is expected of them?

Did you look like a coach? Different color top from the players and look tidy?

Did I stop the session in a timely manner to allow for effective coaching opportunities? Observation and Instruction

Did you recognize coaching opportunities and STOP play?

Were you in the correct “coaching position” during the session?

Did you use the correct coaching methodology in correct sequence?

Did you use demonstrations to SHOW the CORRECT technique/skill?

Did you coach ALL of the players (when applicable)?

Did you progress the session if required? How and When?

Did you communicate using various coaching styles effectively?

Were your demonstrations and explanations clear, brief and correct?

Did you understand your content thoroughly so the players got the message? General Impression

Did you use a variance in your voice and show enthusiasm during the session?

Was the session enjoyable and beneficial to the players involved?

Did you stay “on topic” during your session?

Were you a presence during the session?

Were you in control of the session?

Were you able to connect with the players in a positive manner? Good rapport?

Were you able to demonstrate correctly and efficiently?

Were you able to coach your topic in a small-sided game situation?

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B PRE-TEST PRACTICAL COACHING ASSESSMENT TOPICS

The following sample coaching topics will be used for the B Pre-Test. All coaches have been pre-assigned one topic from each category and must prepare a practice plan to be brought to the course (template planner available at the end of the manual).

ANALYTICAL TOPICS (TECHNICAL)

Develop a session on basic shooting technique.

Develop a session on receiving the ball in the air.

Develop a session on 1v1 attacking leading to a shot on goal.

Develop a session on basic inter-passing.

Develop a session based on the technique of long passing.

Develop a session that introduces proper defensive heading technique.

Develop a session that stresses basic passing techniques.

Develop a session that introduces two (2) dribbling/feinting techniques.

Develop a session on the technique of basic diving for goalkeepers.

Develop a session on shielding the ball.

Develop a session on wall-passing that leads to a shot on goal.

Develop a session on finishing off of crosses.

Develop a session that stresses basic dribbling technique.

Develop a session on goalkeeper distribution.

Develop a session on odd-number attacking leading to a shot on goal.

Develop a session that introduces proper attacking heading technique.

Develop a session on basic crossing techniques.

Develop a session on receiving the ball in the air using the feet.

Develop a session on 1v1 defending.

FINAL GAME TOPICS (TACTICAL)

Coach the attacking principle of “penetration” in a 4v4 game.

Coach basic overlapping situations in a 4v4 game.

Coach the sweeper in the defensive phase in a 4v4 game.

Coach the defending principle of “concentration” in a 4v4 game.

Coach shooting in a 4v4 game.

Coach the attacking principle of “mobility” in a 4v4 game.

Coach the 2nd (second) attacker(s) in a 4v4 game.

Coach players to use cross-over runs in a 4v4 game.

Coach the defending principle of “depth” in a 4v4 game.

Coach players to use width and depth in a 4v4 game.

Coach players to switch the play in a 4v4 game.

Coach combination play in a 4v4 game.

Coach the 1st (first) attacker in a 4v4 game.

Coach the 1st (first) defender in a 4v4 game.

Coach overlapping situations in a 4v4 game.

Coach players to use wall-passing in a 4v4 game.

Coach players when to mark man and/or space in a 4v4 game.

Coach the players to use “width in attack” in a 4v4 game.

Coach players to create space in a 4v4 game.

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GLOSSARY OF TECHNICAL / TACTICAL TERMS

Inter-passing: A series of consecutive passes used by two or more teammates in

order to maintain possession of the ball and build up an attack.

Feinting: The process of an attacker throwing his/her opponent off balance and creating space for movement or play by using deceptive moves to assist in dribbling or shielding the ball.

Shielding: The player in possession of the ball keeps his/her body between the ball and the opposing player (defender) in order to maintain possession of the ball.

Wall-Passing: Inter-passing between two or more players, where the player acting as the wall plays the ball first time (one touch) off at a similar angle at which the ball was received. The pass is must eliminate a defender or an opponent.

Over-lapping Runs: The support player makes a run from behind the player with the ball into an advanced position on the flank to receive a pass.

Cross-Over Runs: Two players interchange attacking positions to counter correct defensive coverage. The player without the ball makes a diagonal support run behind or in front of opponent(s) to create space for a through pass.

Long passing: The technique of passing the ball over long distances (25 yards or more). This is a driven ball using various surfaces of the foot that can be played either along the ground or in the air.

First (1st) Attacker: The player on the attacking team who is in possession of the ball.

First (1st) Defender: The player on the defending team who is closest to the ball.

Second (2nd) Attacker: The second attacker is the attacker(s) closest to the first attacker. The primary function on the second attacker is to either create an angle of support or a pass, or to make a run that either opens up a passing channel, or creates space for the first attacker.

Second (2nd) Defender: The second defender supports the first defender in a position where they can intercept the attacker if the first defender is beat 1v1 and may also assist the first defender in forcing the attacker to play to a certain direction.

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Combination play: Players maintain possession by varying between a variety of passing or dribbling techniques. (Wall-pass, cross-over, over-lapping, etc.)

Switch Play: Change the point of attack by playing the ball from an area where opponents are well positioned to an area where space is available to continue attacking.

Attacking Heading: Using the proper heading to strike at goal.

Defensive Heading: Using the proper heading technique clearing away from danger. Zonal vs Man to Man Marking:

Understanding the priorities of when to mark man and when to mark space or both.

Give and Go (1-2 Pass): Inter-passing between two players, where a player passes the ball to a teammate and receives the ball directly back. The player that played the first pass will typically move into open space to receive the ball back.

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PLANNING AND CONDUCTING A SESSION

There are various ways of preparing or piecing a session together which is dependent on the objective(s) set out by the coach for a particular practice. For example, whether it is simple technical station work, position specific activities, etc., in essence, a coach should always keep in mind to offer players the right learning activities in logical sequence and progression which aim at improving the skills and qualities that they need for the game. It is important when you teach players that you choose one theme and progress throughout the session so effective learning can take place. Here is an example of how to piece an entire session (Ie. 70-90min session) together based on GAG Methodology (Global-Analytical-Global) which is the standardized methodology used throughout the Canadian Soccer Association’s coach education programs. It employs the progressions of Initial Game, Analytical and Final Game practices.

GLOBAL ANALYTICAL GLOBAL

INITIAL GAME ACTIVITY FINAL GAME

One ball

Bi-directional on goals (or zones/targets if

needed)

Two teams (although neutral players may be

used if needed)

Conditions may be added to emphasize the theme

Exercise to simplify the game (complimentary

theme)

Activity is placed in the area of the field it occurs in the game (if possible)

Could be simple or

complex (closer to game situation offering

progressions)

One ball

2 goals

Rectangular field

2 equal teams

Regular rules of the

game

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Why use GAG Methodology? It is FUN for the players to begin with an Initial Game (after a thorough warm up) as this keeps to the true form of “the game” that involves high decision making despite its imposed conditions. It presents the two basic elements of cooperation and opposition that allows for a more simplified practice activity with a high degree of repetition of a skill required in a game situation. The next progression is the Analytical practice which allows players to practice the key technical elements of the game which are broken down into simplified activities whether unopposed, opposed or more game related depending on the theme and necessary organization. The choice of activity is often placed in the area of the field as it occurs in the game so players can related it back into the game. This part of the session allows players to repeat the skill often and if possible sequenced with a shot on target or an end result of some sort (as in the game with a purpose). The last progression is called the Final Game which should have no restriction in order to stay true to the game but players are asked to play in the spirit of the theme being emphasized. This part of the progression should prepare players for the tactical side of the game which now relates closest to the “big” game the players play in real competition (Ie. 11 a side game on the weekend). General laws of the game, such as, off sides, throw-ins, etc. should be employed to keep the realism. What about my assessment procedures? For the purposes of this course, you will only be expected to produce a practice plan for each of your topics that should include any necessary progressions and the associated key factors or coaching points to demonstrate your understanding in your preparation of your activity. SAMPLE SESSION PLANS: These are two examples of developing a session plan for each topic.

ANALYTICAL PRACTICE FINAL GAME PRACTICE

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DEFINITIONS OF PRACTICE TYPES AND PROGRESSIONS

G INITIAL GAME PRACTICE

Is a directional, game-type practice situation in which the playing area may be appropriately divided or zoned to suit the numbers and the needs of the activity. Goals on either end are employed to signify the successful end of

attacks and these practices can be used for the development of either individual, group or unit technical or tactical elements of the game.

A

ANALYTICAL PRACTICE (UNOPPOSED)

Is an unopposed practice with the emphasis on the development of a game technique. Challenges to the development of the technique may be gradually introduced and will be

in the form of increased or decreased time, area, target or degree of difficulty in practice

depending on the rate of improvement in the players’

performance.

ANALYTICAL PRACTICE (OPPOSED) Is an opposed practice with the

emphasis on developing the bond of technique and decision making. The practice contains objectives for all players which are derived from the

technical theme being practiced. Appropriate areas, the number of

players involved and imposed “conditions” will vary around the skill

theme for development.

G

FINAL GAME PRACTICE Is a directional game-practice situation involving Goalkeepers playing in

teams less than eleven-a-side. It can be utilized for the coach to work technically or tactically and is ideal for developing the principles of play and

team understanding. Working areas are adapted to suit the reduced numbers of players and official game rules are applied although some may be modified. The coach will usually work with one team and on one theme

of work.

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COACHING METHODOLOGY: It is a systematic process to assist the coach in creating, organizing, implementing, stopping and correcting play while allowing the players to learn by doing.

In addition to demonstration, the following teaching styles assist the coach in communicating to a player or group of players. A coach needs to discern which approach is best utilized to achieve successful learning opportunities for immediate and long term performance improvement of the player(s).

TEACHING STYLES EXAMPLES

COMMAND “Stop! Stand still! I want you to always shoot

using your instep like this...”

QUESTION AND ANSWER “Stop! Stand still! In this situation, how many

passing options do you have and which one do you think would be best?”

GUIDED DISCOVERY In a context – giving time to players to achieve a

task (how many times can you score after a penetrating passes to a player running onto?”

KEY FACTORS (COACHING POINTS): The logical and sequential building blocks leading to performance success in coaching sessions. A coach plans for and uses these key factors in the event of the performer not processing or understanding the successful performance factors. It is applied by the coach with clarity, precision and it’s appropriately timed.

WHAT ARE THEY? WHY ARE THEY USED?

Technical & Tactical building blocks

Logical teaching steps towards successful performance

Sequential behaviors leading to performance

success

To structure the logical thought & behavioral process towards successful performance

To ‘break down’ the successful performance

factors into manageable events for the performer

To focus the attention of the performer on

selective and sequential performance factors to the exclusion of other interferences

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COACHING METHODOLOGY

The major focus of the B License program is to evaluate the ability of the coach to recognize errors in the technical or tactical play of a player or team and to have the ability to effectively and positively correct the error that is being made. There is a process for doing this that allows coaches to re-create situations in play in order to correct errors in play and allow the players to ‘learn by doing’. The following coaching methodology is to be used in your session after a short period of assessing the play and the identification of error(s):

1. Stop the session 2. Re-Creation of Situation 3. Demonstrate 4. Rehearse 5. Go ‘Live’

Assessment of Play and Identification of Error(s) It is important that the coach has a written lesson plan and a mental map of what they want to achieve from the session. This will allow the coach to develop a sharper eye for what they are looking for and will make their coaching points much more effective. It is a good idea to allow play to develop for a couple of minutes before making any coaching points. The coach should look for patterns in play (repeated errors) and then wait for a situation to develop where a perfect ‘picture’ of the point that they want to get across is painted. Remember to only coach one point at a time and to be persistent as the players may take some time to do what you want them to do the way you want it done. Coaches should also be sure to stay on topic to ensure a good flow to the session. This also allows the coach to check their organizational details (number of players, field size, equipment, rules, etc) to ensure that the activity/game is an effective learning environment. Stop the Session Once a coach detects an error in play that he/she identifies as needing correction, it is important to stop play immediately in order to capture the ‘picture’ of the coaching point that the coach wants to make. Depending on the age of the players, there are several different commands or cues that can be used to stop play. While some coaches may use a whistle to do this, others may use cue words such as; “STOP!”, or “STOP! - STAND STILL!” A cue that is common among younger (mini) players is the word “FREEZE!” This is a word that all mini players can understand and have some fun with at the same time. What ever command or cue a coach chooses to use, it is important that the players know what it is so that there is an understanding between the coach and player during the session.

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During training sessions coaches walk a fine line between trying to maintain the standards of the session (not allowing players and teams to develop bad habits in play) and disrupting the flow of play and the opportunity for players to improve. The timing of stopping the session is the key. Re-Create the Situation Once play has been stopped, the coach (if necessary) needs to move players and the ball back to where they were at the time of intervention to recreate the game ‘picture’. When necessary coaches can back the play up a bit further than it was and can manipulate the ‘picture’ a bit to exaggerate an important point to the players. Demonstrate As the old saying goes, “A picture is worth a million words.” Once play has been stopped the coach should immediately take the place of the player who is being coached. If it is a technique error then the coach should either be on the ball or receiving the ball from another player. If there was an error made with a run in a game situation the coach should take the place of the player making the run. Immediately demonstrate the correct skill/combination play to ‘paint a picture’ for the player(s). At this point in time a few cue words, or short commands can be used, but the majority of the learning needs to be done by the players WATCHING the technique/combination play being executed correctly. With that said, coaches, like players, can’t always be perfect. It is important that if the coach makes an error in the demonstration that they do the demonstration again. While the coach may take a temporary blow to their image, it is essential that the players see things done correctly. If the coach is unable to perform a demonstration correctly and effectively the use of players for demonstrations is periodically acceptable. DO NOT DEMONSTRATE THE MISTAKE! The player(s) knows why the session has been stopped, so there is no point in showing them again. In areas that focus on individual techniques, such as heading or other difficult skills, the use of “Mini Demo’s” are suitable. For example, Jane is struggling heading crosses. The coach stops the play to correct Jane’s heading technique. Instead of demonstrating from a cross, the initial demonstration is done by using a ball served in from a throw at a shorter distance. This is done so that Jane can be guaranteed success by practicing this technique in a controlled environment, meaning that Jane and the coach are not relying on a player to deliver a series of precise crosses that find Jane’s head. If Jane becomes confident and comfortable with the heading technique then the “mini-demo” has succeeded despite not being executed in an exact game-like situation. Rehearse Now that the player(s) has seen what is expected, allow them to perform the skill, or combination play in an unopposed situation. If it is not done to the appropriate standard the coach needs to be demanding and have the players(s) repeat it as many times as it takes for the skill or combination play to be properly executed. It is important that the player understands how to properly perform the skill and is comfortable doing so.

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Go ‘Live’ The coach has demonstrated and the rehearsal was perfect. It is now time for the game/drill to go ‘Live’, allowing the player(s) to perform the skill/combination play with opposition in a ‘realistic’ situation. The most important part of going ‘Live’ is the starting point of the ball and the players. It is essential that the play never starts from a dead ball situation and that, if necessary, the player is given the opportunity to be successful. Restricting the opposition will help reach this objective. For example, a coach is correcting Johnny’s ability to change the direction of play using his first touch. As with the rehearsal (and the demonstration), the ball should be played into Johnny as opposed to him starting with the ball at his feet. To ensure that the skill is performed correctly and realistically the coach stipulates that play will be ‘live’ when Johnny takes his first touch. Not only does this allow Johnny to perform the skill in a ‘live’ game situation, it also allows him to be successful. Remember, the other players have just watched what you want Johnny to do and will immediately take the opportunity away if a stipulation is not made. As with the demonstration and rehearsal, if Johnny is unsuccessful allow him to do it again. Post –Session Personal Analysis Good coaches need to continually challenge themselves to learn about the game and about the art of coaching. One of the best ways of doing this is by taking time to personally analyze YOUR performance, or have a peer review your session with you. By asking yourself the following questions you should be able to have an honest review of your session:

Was my organization correct?

Were the activities appropriate for the players involved?

Did I talk too much?

Did I have the correct start position?

Did I continually check team shape (if necessary)?

Did I identify mistakes and stop the session quickly?

Did I demonstrate, paint pictures and recreate situations?

Did I let the player do it ‘Live’?

Did I coach all of the players?

Did I progress the session/players appropriately?

Did I get into a small-sided game and coach within that game?

Did I coach – Individuals – Small Groups – The Whole Group?

Did I give myself time to re-check organization, understanding, ability and intensity of the session before I started to coach?

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PRINCIPLES OF PLAY

Courtesy of: World of Soccer (Tony Waiters)

The five Principles of Attack and five Principles of Defence were formalized by Allen Wade, Director of Coaching for the English Football Association, 1960, when he wrote, "The FA Guide to Coaching and Training". Every system of play takes into account these 10 principles. The Principles of Play revolutionized the thinking of soccer coaches the world over. These Principles of Play have since become a world standard in the development of team play. Other sports, such as rugby and field hockey adapted the Principles of Play to their own game. With Allen's permission, we are summarizing these principles to show just how important they are in developing a system of play. Some of the terminology from the original book in the 1960's may have changed, but nothing else has. Soccer is a game of "Cat and Mouse", and each team changes it persona when the ball changes hands. From being creative, fun-loving, skilled attackers, the team should become stingy, totally committed, deadly serious, get-the-job-done defenders. The Five Principles of Attack and Defence reflect this. For every principle of attack, there is a counter to it, with a corresponding and neutralizing Principle of Defence.

Attack Defence

Penetration Transition Delay

Support

Depth

Width Concentration (Compactness)

Mobility Balance

Improvisation Discipline/Patience

Attacking Principle No.1 – Penetration As soon as the ball is re-possessed, the first thought should be, "Can we score?” If a forward player is unmarked or in an advanced one vs. one situation, the question then is "Can we play the ball to him or her?" This is not "kick-and-hope". This is the quick counter-attack that so often catches teams off-guard. Even the goal keeper, after making a save, or catching a cross, should look up field to see if a quick kick or throw could penetrate the opposition. The best and most free-flowing teams in the world always look forward first. How players are arranged in a team system of play will produce certain advantages and disadvantages to the principle of penetration, and we will discuss those later when we move into systems.

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Defending Principle No.1 – Delay The defending team must do everything possible to prevent a quick counter-attack after losing the ball. This may be accomplished by one player going to the attacker with the ball and preventing the forward passing angles, however unless the team cooperates, one player delaying will easily be bypassed by the ball being passed away from the pressurizing player. A defender moves in to close the space down and prevent a forward pass. The team needs to buy-in to a common philosophy for this tactic to work. Attacking Principle No.2 – Support To keep possession, and to be able to move the ball down the field, the player with the ball needs support. Forward support, back support, and side support, will allow the player with the ball options, and put doubts in the minds of the defending players. The first "shape" of the tactical formation is now beginning, with triangles emanating from the player with the ball and his/her immediate playing area. The player with the ball is sometimes referred to as the "first attacker". The players giving immediate co-support are called the "second attacker or attackers". Defending Principle No.2 – Support in Defence (or Depth) As the attacking team seeks to support their first attacker, the defending team supports their first defender – the delaying player. The defending support by the players nearest the challenging player try to give close support. Their distance of support will depend on the situation and what part of the field they are supporting the player on the ball, but generally speaking, the defensive support is much tighter than the attacking support, as attackers are trying create space, and defenders are trying to restrict space. Attacking Principle No.3 – Width Stretching the defence is always in the minds of the attacking team. A team can be stretched vertically and laterally. The front players will try to push the defence back as far as they will go, but the other way of stretching the defence is to use the width of the field. The exploitation of the width of the field pulls defenders out of position and big holes appear in the back line between players. On the other hand, leaving the wide space clear to allow players to exploit the wide space from deep positions is involved with the principle of width. Wider players on the side away from the ball produce the third attacker, or attackers.

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Defending Principle No.3 – Concentration If attackers are trying to stretch the defence, it behooves defenders to concentrate themselves in the most vulnerable areas. Concentration and balance work closely together, as do delay and support. If a defending team is in any way unsure of itself, it should fall back to cover the goal, stay compact, and give away space in less dangerous parts of the field. Players not in good defending positions will immediately recover by funneling back into the space shown in the graphic. Recovery runs are very important and need to be immediately performed when possession is lost. If a player is caught out on a transition from attack to defence, that player's immediate objective should be to recover as quickly as possible towards the goal in an attempt to get goal-side of the ball. As the player recovers, he/she assesses just how far the recovery needs to be and looks for and listens to the advice of the rear-most defenders. "Pick him up," "Come back," "Hold there." Attacking Principle No. 4 – Mobility Individual speed and the ability to interchange positions are so important in the modern game. As an attacker moves forward, sideways, or diagonally, with or without the ball, the opposing team has to adjust and this can unbalance the defence. Defending Principle No. 4 – Balance If mobility is used to unbalance teams then the principle of maintaining balance must be exercised to counter the attacking runs. Now the picture is becoming more complex as more players are needed to give the team a balance. Attacking Principle No. 5 – Improvisation This is the most exciting principle. Improvisation is not exclusively reserved for the attacking third, but this is where it is most effective. Twists, turns, back-heels, dribbles, volleys and overhead kicks all have a place here with only limited risks. If the ball is given up in the final third, the opposition still has to penetrate through two-thirds of the field to even get a shot on goal. Defending Principle No. 5 - Control and Restraint If a defending team has observed all the previous four defending principles, it will find itself, for the moment, in good shape to deal with most, if not all, continuances. Transition The word transition has become a key buzzword in today's game. What happens usually after possession has been re-gained or after the ball is lost can often determine the result of the game. This is when a quick counterattack can catch any team off-balance. As teams attack, they look to move out to open up spaces to become more creative and consequently take more chances, and therefore become more vulnerable if they give the ball away.

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NAME TOPIC G A G

INITIAL GAME

ANALYTICAL FINAL GAME

ORGANIZATION KEY FACTORS

AREA (DIMENSIONS)

NUMBER OF PLAYERS

ACTIVITY DESCRIPTION

B LICENSE SESSION PLANNER