29/11/07
Following correspondance with the manager, coupled with his attendance in training, the decision to punish offending players by leaving them out of the team for future games was implemented. Because of these persistent interruptions by a minority of the squad, the decision that another course of action to take would be to allow the players to incorperate the first 5 minutes of training with communicating on a social level. It was explained to the squad that if any interruptions occured past the allotted time then the reprecussion would be a suitable punishment depending on the severity. This consisted of either the offender or the innocent parties partaking in menial exercise such as shuttles or sit-ups. Also the threat of being excluded from the remainder of the session or dropped from any forthcoming games were employed as a scare tactic. With punishment comes understanding and a sport discipline to athletes and teams to help them learn and grow as people and players (Lynch, 2001).
The playing side of the session looked at developing the drill worked on previously whereby the attacker and defender worked 1v1. The adaptation was the inclusion of another attacker and defender. The main areas of progression were the closing down and marking by defenders, and the intricate, tight passing, and use of agility by attackers to lose their markers. For the defenders, I introduced zonal marking which requires communication as standard in order to work effectively. It is seen by many as a more efficient and effective technique than man marking, as less players are dragged out of position ensuring that structure is maintained (Bangsbo, 2002). The mandatory requirement of the drill was the use of simple verbal commands by both parties in order to succeed. This required the children to use learned techniques ranging from technical ability, spacial awareness, and communication. As Reed (2004) stated ‘Communication is a vital component in football as it assists players in making vital decisions at decicive times and maintains motivation. A team lacking in simple communication skills are less likely to progress together, therefore ensuring that the team have a cohesive understanding is essential’.
Despite the weather having a bearing on players balance, the drill was conducted in a positive manner. The aim of the pep talk at the beginning of the session was to spark a response by the whole squad, and to hopefully restore some degree of professional output by individuals whom we felt required a decent performance to justify their inclusion in the team.
Bibliography;
Bangsbo, J.(2002) Defensive Soccer Tactics: How to stop players and teams from scoring. Human Kinetics.
Lynch, J. (2001) Creative Coaching: New ways to maximize athlete and team potential in all sports. Champaign Ill: Human Kinetics Publications
Reed, L. (2004) Basic Team Coaching, The F.A. Learning Ltd., Hodder and Stoughton Educational
Saturday, January 12, 2008
22/11/07
As the weather on the Sunday had dictated all league games in the region to be postponed, we decided upon using the time constructively in the form of extra training. This consisted of progressing the shooting drill explored in the previous session, and including a defender to put added pressure on the attacker. The inclusion of this element was an obvious and essential addition, as it gave a distinct depth of realism to the situation a player may experience during a game. This was important for both sets of players, attackers and defenders, as both were independent of assistance by a team-mate, therefore required the recruitment of their full skill based capabilities.
The focus of the task was concentration by participants, as being associative learners (Fitts & Posner, 1967), and actions not being of an autonomous nature, tended to rely on a verbal instruction as reinforcement of ability. Hogg (1995) describes how the coach’s practice should evolve from a more directive relationship with young performers to a progressively sharing relationship, and ultimately, independence for the performer. However, at this stage of development where the players are still learning new skills, I felt that the best way to assist with their progression would be to maintain the coach/athlete control balance.
In order to eradicate the self complication of the task, I instructed the players to maintain the simple nature, and ensure it was carried out effectively. This required the attackers to receive the ball, beat the defender, and attempt a shot on target. Meanwhile, the defenders duty was to prevent the attempt on goal by means of closing down play rapidly, and ensure the ball was distributed to an area away from danger. The drill progressed well, as both parties carried out instructions as requested, with all forwards forcing a save by the goalkeeper, and all defenders preventing a goal scoring opportunity once or more. One problem experienced during the session was the interruptions by some players. Such disruptions, as talking when I was directing instructions to follow during drills. This became an issue mainly due to the length of the sessions. Sharp (1992) recommended that drills are kept short due to limited attention span of young performers which makes it impossible to sustain repetitive practices for long periods. He also describes variety as being an important factor in any session for young children. However, as the players are at a level where they as individuals, and we as coaching staff feel they should be mentally mature enough to give active feedback from a drill without negative deliberation.
This disruption resulted in cutting the session short, with the threat that should this behaviour be repeated in the future, training would consist of fitness exercises, and general non-ball related drills. This acted as a threat due to the outspoken unpopular feedback given by the players on the subject. It was then made clear that should the players continue with this poor level of behaviour then they were also putting their place in the team at risk. This threat acted as an awakening to the children as they seemed to realise the implication of their actions. I found that this approach to combating their rebellious conduct could help in the short-term, however, as I was the sole management representative during the session, I felt unable to make a decision regarding long-standing punishment of the players regarding their behaviour, therefore felt the best course of action would be to consult with the manager and express my opinion.
Bibliography;
Fitts, P.M. & Posner, M.I. (1967) Human Performance, Belmont, CA, Brooks/Cole
Hogg, J. M. (1995) Mental Skills for Swimming Coaches. Edmonton, Al: Sport Excel Pub
Sharp, B. (1992) Acquiring skill in sport, Sports Dynamics
As the weather on the Sunday had dictated all league games in the region to be postponed, we decided upon using the time constructively in the form of extra training. This consisted of progressing the shooting drill explored in the previous session, and including a defender to put added pressure on the attacker. The inclusion of this element was an obvious and essential addition, as it gave a distinct depth of realism to the situation a player may experience during a game. This was important for both sets of players, attackers and defenders, as both were independent of assistance by a team-mate, therefore required the recruitment of their full skill based capabilities.
The focus of the task was concentration by participants, as being associative learners (Fitts & Posner, 1967), and actions not being of an autonomous nature, tended to rely on a verbal instruction as reinforcement of ability. Hogg (1995) describes how the coach’s practice should evolve from a more directive relationship with young performers to a progressively sharing relationship, and ultimately, independence for the performer. However, at this stage of development where the players are still learning new skills, I felt that the best way to assist with their progression would be to maintain the coach/athlete control balance.
In order to eradicate the self complication of the task, I instructed the players to maintain the simple nature, and ensure it was carried out effectively. This required the attackers to receive the ball, beat the defender, and attempt a shot on target. Meanwhile, the defenders duty was to prevent the attempt on goal by means of closing down play rapidly, and ensure the ball was distributed to an area away from danger. The drill progressed well, as both parties carried out instructions as requested, with all forwards forcing a save by the goalkeeper, and all defenders preventing a goal scoring opportunity once or more. One problem experienced during the session was the interruptions by some players. Such disruptions, as talking when I was directing instructions to follow during drills. This became an issue mainly due to the length of the sessions. Sharp (1992) recommended that drills are kept short due to limited attention span of young performers which makes it impossible to sustain repetitive practices for long periods. He also describes variety as being an important factor in any session for young children. However, as the players are at a level where they as individuals, and we as coaching staff feel they should be mentally mature enough to give active feedback from a drill without negative deliberation.
This disruption resulted in cutting the session short, with the threat that should this behaviour be repeated in the future, training would consist of fitness exercises, and general non-ball related drills. This acted as a threat due to the outspoken unpopular feedback given by the players on the subject. It was then made clear that should the players continue with this poor level of behaviour then they were also putting their place in the team at risk. This threat acted as an awakening to the children as they seemed to realise the implication of their actions. I found that this approach to combating their rebellious conduct could help in the short-term, however, as I was the sole management representative during the session, I felt unable to make a decision regarding long-standing punishment of the players regarding their behaviour, therefore felt the best course of action would be to consult with the manager and express my opinion.
Bibliography;
Fitts, P.M. & Posner, M.I. (1967) Human Performance, Belmont, CA, Brooks/Cole
Hogg, J. M. (1995) Mental Skills for Swimming Coaches. Edmonton, Al: Sport Excel Pub
Sharp, B. (1992) Acquiring skill in sport, Sports Dynamics
01/11/07
When planning the session on reflection from the previous games, I found it relatively tasking to target one area in need of drastic attention. Due to the unfaltering performance of the team, and their professional displays, it became a case of working on the problems which individuals encountered, and inclusively exploring the solution.
After searching for areas which would benefit the whole team, it was decided that transferable skills such as shooting with accuracy, and short passing were to be the focus of the session. Luhtanen et al (2001) stated that in order to win a match, a team must have effective ways to win the ball, create successful attacks first by reaching the attacking third of the field, create scoring chances and to complete them by scoring goals with a high efficiency.
Although many games this season had concluded with large deficits in our favour, it was the opinion of the manager and I that several opportunities should have resulted in a goal. It was also our opinion that when in possession, many players off the ball were not offering the correct options to their team-mates, whereby their expectation of the player in question was to maintain possession of the ball when a simple pass would suffice, and invariably create an opportunity to shift the play.
During several sessions this season, the goalkeepers had been relatively neglected in terms of position specific drills, due to the absence of the goalkeeping coach. Therefore, it was thought that the shooting drill would provide the players with some much required handling and agility practice. The session was also the ideal chance for the outfield players who rarely attempted shots, to develop their skills without the pressures a match day delivers. The point made to the team, was that initially they were required only to ensure an accurate, flighted pass was made to the goalkeeper. The instructions also stated that once the pass was made, the player sprinted to join the end of the queue, with no time allowed to admire the pass. This instruction was included simply as it was a problem the manager and I had observed during previous sessions and games. The drill then progressed to shooting, with the emphasis being placed on the importance of ensuring the goalkeeper was made to attempt a save.
The response from the players was positive, and resulted in several of the less flamboyant, and ostentatious individuals developing the skill rapidly. Whether this was due to the fact that they had been afforded time, space, and an atmosphere which held no pressure, I was unsure of. However, all players ensured that they completed the drill with success, as the intention was hitting the target.
The session concluded with a confined game of 2 touch football, whereby playing a long-ball, or taking more than the allotted 2 touches, resulted in a free-kick. This restriction was implemented to hopefully eradicate the irrational distribution of the ball when under pressure. Behavioural training such as this can be very useful in developing the skills of novice performers (Vickers et al, 1999). It was explained to the players before, and during the drill that space progression was the responsibility of the whole team, and not only the individual in possession.
The session as a whole worked well, particularly due to the transferability of the skills worked on. The next training session, I would include a drill that looks more closely on the off-the-ball work, as the response to the conditioned game was of a high standard. To incorporate such a style of play to their game, would be a stage of progression that I would look at over the coming months, and hope to have implemented, and established by the close season.
Bibliography;
Luhtanen et al (2001) A computer aided team analysis of the Euro 2000 in soccer. International Journal of performance analysis sport (Electronic), 1, 69-77
Vickers, J.F., Livingstone, L.F., Umeris-Bohnert, S., Holden, D. (1999) Decision training: The effects of complex instruction, variable practice and reduced delayed feedback on the acquisition and transfer of a motor skill. Journal of Sports Sciences. 17, 357± 367
When planning the session on reflection from the previous games, I found it relatively tasking to target one area in need of drastic attention. Due to the unfaltering performance of the team, and their professional displays, it became a case of working on the problems which individuals encountered, and inclusively exploring the solution.
After searching for areas which would benefit the whole team, it was decided that transferable skills such as shooting with accuracy, and short passing were to be the focus of the session. Luhtanen et al (2001) stated that in order to win a match, a team must have effective ways to win the ball, create successful attacks first by reaching the attacking third of the field, create scoring chances and to complete them by scoring goals with a high efficiency.
Although many games this season had concluded with large deficits in our favour, it was the opinion of the manager and I that several opportunities should have resulted in a goal. It was also our opinion that when in possession, many players off the ball were not offering the correct options to their team-mates, whereby their expectation of the player in question was to maintain possession of the ball when a simple pass would suffice, and invariably create an opportunity to shift the play.
During several sessions this season, the goalkeepers had been relatively neglected in terms of position specific drills, due to the absence of the goalkeeping coach. Therefore, it was thought that the shooting drill would provide the players with some much required handling and agility practice. The session was also the ideal chance for the outfield players who rarely attempted shots, to develop their skills without the pressures a match day delivers. The point made to the team, was that initially they were required only to ensure an accurate, flighted pass was made to the goalkeeper. The instructions also stated that once the pass was made, the player sprinted to join the end of the queue, with no time allowed to admire the pass. This instruction was included simply as it was a problem the manager and I had observed during previous sessions and games. The drill then progressed to shooting, with the emphasis being placed on the importance of ensuring the goalkeeper was made to attempt a save.
The response from the players was positive, and resulted in several of the less flamboyant, and ostentatious individuals developing the skill rapidly. Whether this was due to the fact that they had been afforded time, space, and an atmosphere which held no pressure, I was unsure of. However, all players ensured that they completed the drill with success, as the intention was hitting the target.
The session concluded with a confined game of 2 touch football, whereby playing a long-ball, or taking more than the allotted 2 touches, resulted in a free-kick. This restriction was implemented to hopefully eradicate the irrational distribution of the ball when under pressure. Behavioural training such as this can be very useful in developing the skills of novice performers (Vickers et al, 1999). It was explained to the players before, and during the drill that space progression was the responsibility of the whole team, and not only the individual in possession.
The session as a whole worked well, particularly due to the transferability of the skills worked on. The next training session, I would include a drill that looks more closely on the off-the-ball work, as the response to the conditioned game was of a high standard. To incorporate such a style of play to their game, would be a stage of progression that I would look at over the coming months, and hope to have implemented, and established by the close season.
Bibliography;
Luhtanen et al (2001) A computer aided team analysis of the Euro 2000 in soccer. International Journal of performance analysis sport (Electronic), 1, 69-77
Vickers, J.F., Livingstone, L.F., Umeris-Bohnert, S., Holden, D. (1999) Decision training: The effects of complex instruction, variable practice and reduced delayed feedback on the acquisition and transfer of a motor skill. Journal of Sports Sciences. 17, 357± 367
24/10/07
On reflection from the past few games, it became clear that competition for the league title would be contested by no more than 3 teams. This realisation came as results established that many of the other teams in the league were unable to resist the attacking footballing threat posed by the stronger clubs. As our previous wins read 14-1, 15-0 and 16-1, the manager and I felt that, although the performances were of excellent quality, the long-term progression of the players skills and understanding of football required the team to experience a more competitive aspect of the game. Several options were made available; replacing the more skilled individuals with fringe players, switching positions, ie. Defender-attacker, and another was to practicing drills explored during training until they were perfected. The problem found with some of the ideas was that they were simply not practical, or were unfair. For example, should a gifted individual be dropped from the team for another who is not starting due to the fact that he is either not as gifted, or being punished, then he may question the methods and rebel against the reasoning.
The tactic chosen in order to benefit the players development, was simply to play with restrictions, such as limited numbers of touches before passing, or number of passes made before a shot was taken (Vickers et al, 1999). It was made clear to the players that this style of football was to be used only when instructed, and it was essential that under no circumstances were the opposition to be told about the tactic. The danger of the opponents gaining knowledge would be a physical reaction due to what they may see as ridicule or lack of respect. A management decision determined that this system would only be used when a game looked as though it would result in a demoralising defeat for the opposition. As several games this season had been ended prematurely by the referee due to the score-line, it was felt that utilization of this method would be beneficial to all parties.
Subsequent to explaining the additional instructions to follow in future games, the remainder of the session consisted of maintaining the general fitness of the players, and geared them towards being primed for the coming match. This area had been somewhat neglected the previous game due to it being prematurely cut short. Focus of the drills was on anaerobic endurance, agility and flexibility, which are the main components I felt had been ignored because of the short match duration.
As a reward for playing beyond expectations, and professional behaviour during the session, we decided that after intense bouts of exercise by the team, we would allow half an hour of free-time for the players. This free-time was to be used constructively, and was decided by the players, to stage a skills contest, by which their flair skills, such as ball juggling, was the focus. Lynch (2001) sees rewarding players for good work an important step in nurturing their talents. Allowing certain games that children deem as a pleasure rather than a chore is one way to ensure this will happen.
The players reacted well to the inclusion of an element which they view as fun, and the response was that future sessions could benefit from using such ability-based contests as a bargaining tool should the players demonstrate uncooperative behaviour.
Bibliography;
Lynch, J. (2001) Creative Coaching: New ways to maximize athlete and team potential in all sports. Champaign Ill: Human Kinetics Publications
Vickers, J.F., Livingstone, L.F., Umeris-Bohnert, S., Holden, D. (1999) Decision training: The effects of complex instruction, variable practice and reduced delayed feedback on the acquisition and transfer of a motor skill. Journal of Sports Sciences. 17, 357± 367
On reflection from the past few games, it became clear that competition for the league title would be contested by no more than 3 teams. This realisation came as results established that many of the other teams in the league were unable to resist the attacking footballing threat posed by the stronger clubs. As our previous wins read 14-1, 15-0 and 16-1, the manager and I felt that, although the performances were of excellent quality, the long-term progression of the players skills and understanding of football required the team to experience a more competitive aspect of the game. Several options were made available; replacing the more skilled individuals with fringe players, switching positions, ie. Defender-attacker, and another was to practicing drills explored during training until they were perfected. The problem found with some of the ideas was that they were simply not practical, or were unfair. For example, should a gifted individual be dropped from the team for another who is not starting due to the fact that he is either not as gifted, or being punished, then he may question the methods and rebel against the reasoning.
The tactic chosen in order to benefit the players development, was simply to play with restrictions, such as limited numbers of touches before passing, or number of passes made before a shot was taken (Vickers et al, 1999). It was made clear to the players that this style of football was to be used only when instructed, and it was essential that under no circumstances were the opposition to be told about the tactic. The danger of the opponents gaining knowledge would be a physical reaction due to what they may see as ridicule or lack of respect. A management decision determined that this system would only be used when a game looked as though it would result in a demoralising defeat for the opposition. As several games this season had been ended prematurely by the referee due to the score-line, it was felt that utilization of this method would be beneficial to all parties.
Subsequent to explaining the additional instructions to follow in future games, the remainder of the session consisted of maintaining the general fitness of the players, and geared them towards being primed for the coming match. This area had been somewhat neglected the previous game due to it being prematurely cut short. Focus of the drills was on anaerobic endurance, agility and flexibility, which are the main components I felt had been ignored because of the short match duration.
As a reward for playing beyond expectations, and professional behaviour during the session, we decided that after intense bouts of exercise by the team, we would allow half an hour of free-time for the players. This free-time was to be used constructively, and was decided by the players, to stage a skills contest, by which their flair skills, such as ball juggling, was the focus. Lynch (2001) sees rewarding players for good work an important step in nurturing their talents. Allowing certain games that children deem as a pleasure rather than a chore is one way to ensure this will happen.
The players reacted well to the inclusion of an element which they view as fun, and the response was that future sessions could benefit from using such ability-based contests as a bargaining tool should the players demonstrate uncooperative behaviour.
Bibliography;
Lynch, J. (2001) Creative Coaching: New ways to maximize athlete and team potential in all sports. Champaign Ill: Human Kinetics Publications
Vickers, J.F., Livingstone, L.F., Umeris-Bohnert, S., Holden, D. (1999) Decision training: The effects of complex instruction, variable practice and reduced delayed feedback on the acquisition and transfer of a motor skill. Journal of Sports Sciences. 17, 357± 367
11/10/07
This session was my first alone with the squad this season, without the guidance from the manager. Therefore, the main object was to gain and maintain control of the situation, and ensure the team were aware of the outcome of the task in hand, and were able to implement the learned skill into their game. As their technical ability, in terms of ball work, positional play, spacial awareness, and general reading of the game was at a level the manager and I were pleased with progression-wise, I felt that certain elements noted from the previous match were a cause of immediate concern. Although the team won the game without being forced to play to their full potential, the commitment of many players to the cause was questioned. On several occasions when the opposition were in possession of the ball, the players seemed content with allowing the opposing player to gain control and assess his options regarding ball distribution. This remained a problem throughout the game and, although an uncharacteristic trait in the children’s behaviour was still an area which required attention. When quizzed about the reasons behind this trait change, general consensus concluded that the players felt the competition were beaten after 20 minutes, due to the score being 5-0 at that point. It appeared that subconsciously, many of the players whom were representing other teams the week ahead, were aware that a committed tackle may result in an injury to themselves, therefore were cautious in their approach. I attributed this problem to a lack of confidence, stemming from low intrinsic motivation. In a study by Smith et al (1979), they found that extrinsic motivation in sport, in this case playing for a more prestigious honour (county level), may damage intrinsic motivation levels and lead to a decrease in performance. As a reaction, it was made clear by myself and the manager to the whole squad, that such behaviour was unacceptable, and a repeat in the future could lead to certain personnel being replaced in the team by those showing more commitment. As commitment was the issue, I decided the players may respond well to an exercise which involved them competing with one another for ball possession. This would hopefully result in an increased effort load by the team and instil a new confidence when competing in future games. As Baker et al (2003) noted, sports-specific practice is important for the development of decision making. This decision making would be key to assisting the performers in how they approach certain problems in a match.
The drill, ‘4 corners of aggression’, required two players to compete against each other for possession of a static ball. Attributes such as speed, concentration, ball control and aggression were important factors in order to succeed at the drill. The basis was that the players would confront each other following a short burst of pace. The objective was to use all legal means to gain possession of the ball. That included fair tackling and the use of upper body strength to gain an advantage over the opponent. Once the ball was under control, the player with the ball was then required to maintain possession for 5 seconds by means of dribbling, turning and again, using the upper body as a shield. Following the timed possession, the player was then required to return the ball to his team. During the drill, it was made clear that the increased competition environment which training created, sparked a positive response to the aggressive nature in question. This was attributed to the fact that pride amongst team mates often results in effort boost by athletes. The session debriefing reiterated the mandatory requirement by all squad members to maximally exert themselves in all competitions.
The players responded well to the drill and verbal direction given by myself, as a level of commitment was evident throughout the session by all athletes. I summarised that this skill, approached with the mentality held by the players during the sessions, should integrate well into their game, as most teams Redheugh compete with contain several individuals the players associate with from school and home life.
I see this element in the short-term not having a detrimental effect on the development of the players aggressive nature, however, the long-term effects could be catastrophic, as the individuals may feel overwhelmed by the opposition due to their unknown attributes, and therefore revert back to the level of commitment experienced previously.
My aim in future sessions will be to revisit this drill, and ensure players are implementing the skills learned into their game.
Bibliography;
Baker, J. & Cote, J. (2003) Sport-Specific Practice and the Development
of Expert Decision-Making in Team Ball Sports, Journal of applied psychology,
1041-3200/03
Smith, R.E. et al (1979) Coach effectiveness training: A cognitive behavioural approach to enhancing relationship skills in youth sports coaches. Journal of Sport Psychology, 1, 59-75.
This session was my first alone with the squad this season, without the guidance from the manager. Therefore, the main object was to gain and maintain control of the situation, and ensure the team were aware of the outcome of the task in hand, and were able to implement the learned skill into their game. As their technical ability, in terms of ball work, positional play, spacial awareness, and general reading of the game was at a level the manager and I were pleased with progression-wise, I felt that certain elements noted from the previous match were a cause of immediate concern. Although the team won the game without being forced to play to their full potential, the commitment of many players to the cause was questioned. On several occasions when the opposition were in possession of the ball, the players seemed content with allowing the opposing player to gain control and assess his options regarding ball distribution. This remained a problem throughout the game and, although an uncharacteristic trait in the children’s behaviour was still an area which required attention. When quizzed about the reasons behind this trait change, general consensus concluded that the players felt the competition were beaten after 20 minutes, due to the score being 5-0 at that point. It appeared that subconsciously, many of the players whom were representing other teams the week ahead, were aware that a committed tackle may result in an injury to themselves, therefore were cautious in their approach. I attributed this problem to a lack of confidence, stemming from low intrinsic motivation. In a study by Smith et al (1979), they found that extrinsic motivation in sport, in this case playing for a more prestigious honour (county level), may damage intrinsic motivation levels and lead to a decrease in performance. As a reaction, it was made clear by myself and the manager to the whole squad, that such behaviour was unacceptable, and a repeat in the future could lead to certain personnel being replaced in the team by those showing more commitment. As commitment was the issue, I decided the players may respond well to an exercise which involved them competing with one another for ball possession. This would hopefully result in an increased effort load by the team and instil a new confidence when competing in future games. As Baker et al (2003) noted, sports-specific practice is important for the development of decision making. This decision making would be key to assisting the performers in how they approach certain problems in a match.
The drill, ‘4 corners of aggression’, required two players to compete against each other for possession of a static ball. Attributes such as speed, concentration, ball control and aggression were important factors in order to succeed at the drill. The basis was that the players would confront each other following a short burst of pace. The objective was to use all legal means to gain possession of the ball. That included fair tackling and the use of upper body strength to gain an advantage over the opponent. Once the ball was under control, the player with the ball was then required to maintain possession for 5 seconds by means of dribbling, turning and again, using the upper body as a shield. Following the timed possession, the player was then required to return the ball to his team. During the drill, it was made clear that the increased competition environment which training created, sparked a positive response to the aggressive nature in question. This was attributed to the fact that pride amongst team mates often results in effort boost by athletes. The session debriefing reiterated the mandatory requirement by all squad members to maximally exert themselves in all competitions.
The players responded well to the drill and verbal direction given by myself, as a level of commitment was evident throughout the session by all athletes. I summarised that this skill, approached with the mentality held by the players during the sessions, should integrate well into their game, as most teams Redheugh compete with contain several individuals the players associate with from school and home life.
I see this element in the short-term not having a detrimental effect on the development of the players aggressive nature, however, the long-term effects could be catastrophic, as the individuals may feel overwhelmed by the opposition due to their unknown attributes, and therefore revert back to the level of commitment experienced previously.
My aim in future sessions will be to revisit this drill, and ensure players are implementing the skills learned into their game.
Bibliography;
Baker, J. & Cote, J. (2003) Sport-Specific Practice and the Development
of Expert Decision-Making in Team Ball Sports, Journal of applied psychology,
1041-3200/03
Smith, R.E. et al (1979) Coach effectiveness training: A cognitive behavioural approach to enhancing relationship skills in youth sports coaches. Journal of Sport Psychology, 1, 59-75.
Work Based Learning- Redheugh Boys Club Under 14’s
03/10/07
As part of team-cohesion building, the manager and I implemented on-going exercises whereby all players and coaching staff are required to adhere to a weekly rule set by a member of the squad. This week, the manager requested a turnip as the choice. Failure to arrive for the forthcoming game without the item would result in a £1 fine for any offender. After discussion with the manager regarding the first few weeks of the season, the topic of concern was that some of the squad players who often found themselves as substitutes were feeling secluded by means of selection policy. This reflected in their training ethic where they did not perform to the standard of expectation and previous performance from the last season. It was felt that by installing such an exercise as this would manifest itself into the players, and group as a whole, and help them realise their roles as important and valued members of an organization, and become closer as a team. The theory was that players would adapt their roles for the good of the team, and increase their power of oneness- the we not me approach as highlighted by Lynch (2001). This team-building approach linked well with this training session, as the theme for the present was communication. As it was an area of the teams game which concerned us as coaching staff the previous season, the manager and I were aware that there were several drills which the players responded to in a positive manner, and could be adjusted to develop their inter-communication skills. On assessment from the last game, I was immediately drawn to the quiet nature that the children had adopted between the close season and now. The first area which required attention was the relationship the children had with one another. As the club had recruited two new players in the summer, the relationships were not as reinforced as several of the players whom had been team-mates, and friends for several years. A strategy I felt would work well would be to partner the new, and introverted characters with the more vocal, forthcoming and extroverted members of the team. This way, the new players would be required to respond as such, and echo the commands set by their partner. Mead (1934), identified the influences by peers in a sports situation as being more accepted by the individuals, and therefore lead to conformity. The session was mostly non-ball related, and involved drills such as an assault course whereby the teams of two were set the task of verbally communicating, with the target being to complete the course with one member blindfolded in the best time possible. The timing was irrelevant to the exercise however, as the underlying objective was to ensure clear, concise and co-operative instructions were given by the member of the team who was given the benefit of sight. By the conclusion of the task, it was clear that the exercise had a lasting effect on most of the players, and that many had lost the apprehension held beforehand. I felt that the drill worked well as the team lost their inhibitions, and as a result anxiety levels in many seemed to drop. Communication will be an element revisited in future sessions as previous experience shows that the team are prone to relapses in certain areas. However, on a personal note I was pleased with the response from the squad from this session and will insist on their future performances during sessions being of this calibre.
As I was working alone in the next session, it was agreed that I would conduct the remainder of the session with the manager observing and taking any notes regarding my performance and other issues linked with it. I decided to play a forty minute conditioned game with the emphasis being put on player’s communication. It was an offence for the players to pass or receive the ball without verbal directions with their team-mates, which resulted in a free-kick being awarded to the opposition. The first ten minutes of the drill was very fragmented due to the poor communication between players. I viewed this as a performance error which, as Martens (1997) highlighted, occur not because athletes don’t know how to do the skill, but because they made a mistake in executing what they do know. This mistake may be caused by lack of attention or motivation or by a psychological problem of some type. However, once the children learned from their mistakes by means of punishment (a freekick against them), the game became vastly different, and was beginning to appear more representative of a real match. The players were all forced to give commentary of the situation surrounding them, therefore their play seemed to flow more efficiently. They were more aware of such elements as; their position, their team-mates position, the opposition’s movements, which pass to make, and the most effective option available which could result in a goal. The game took real shape as all individuals seemed to grasp the benefits of verbal communication in the sport.
During the next session and, more importantly implementing into a match, I will give reference to the conditioned game used in this session, and insist that it be revisited. As an outsider for much of training, the manager was pleased with the structure of the session. His feedback was positive and consisted of looking at ways which we could ensure the level of communication continued into a game.
He also felt that on a personal note, this gave him the added benefit of being able to see the session as a whole, and focus on certain individuals approach to training. Because of the successful way in which the session was conducted, the manager also agreed that his observations on regular occasions would allow a greater deal of issues to become resolved, by way of individual feedback to the children regarding their performances.
Bibliography;
Lynch, J. (2001) Creative Coaching: New ways to maximize athlete and team potential in all sports. Champaign Ill: Human Kinetics Publications
Martens, R.1997. Successful Coaching, Human Kinetics, Champaign, Illinois.
Mead, G. H. (1934) Mind, Self, and Society, University of Chicago Press, Chicago
As part of team-cohesion building, the manager and I implemented on-going exercises whereby all players and coaching staff are required to adhere to a weekly rule set by a member of the squad. This week, the manager requested a turnip as the choice. Failure to arrive for the forthcoming game without the item would result in a £1 fine for any offender. After discussion with the manager regarding the first few weeks of the season, the topic of concern was that some of the squad players who often found themselves as substitutes were feeling secluded by means of selection policy. This reflected in their training ethic where they did not perform to the standard of expectation and previous performance from the last season. It was felt that by installing such an exercise as this would manifest itself into the players, and group as a whole, and help them realise their roles as important and valued members of an organization, and become closer as a team. The theory was that players would adapt their roles for the good of the team, and increase their power of oneness- the we not me approach as highlighted by Lynch (2001). This team-building approach linked well with this training session, as the theme for the present was communication. As it was an area of the teams game which concerned us as coaching staff the previous season, the manager and I were aware that there were several drills which the players responded to in a positive manner, and could be adjusted to develop their inter-communication skills. On assessment from the last game, I was immediately drawn to the quiet nature that the children had adopted between the close season and now. The first area which required attention was the relationship the children had with one another. As the club had recruited two new players in the summer, the relationships were not as reinforced as several of the players whom had been team-mates, and friends for several years. A strategy I felt would work well would be to partner the new, and introverted characters with the more vocal, forthcoming and extroverted members of the team. This way, the new players would be required to respond as such, and echo the commands set by their partner. Mead (1934), identified the influences by peers in a sports situation as being more accepted by the individuals, and therefore lead to conformity. The session was mostly non-ball related, and involved drills such as an assault course whereby the teams of two were set the task of verbally communicating, with the target being to complete the course with one member blindfolded in the best time possible. The timing was irrelevant to the exercise however, as the underlying objective was to ensure clear, concise and co-operative instructions were given by the member of the team who was given the benefit of sight. By the conclusion of the task, it was clear that the exercise had a lasting effect on most of the players, and that many had lost the apprehension held beforehand. I felt that the drill worked well as the team lost their inhibitions, and as a result anxiety levels in many seemed to drop. Communication will be an element revisited in future sessions as previous experience shows that the team are prone to relapses in certain areas. However, on a personal note I was pleased with the response from the squad from this session and will insist on their future performances during sessions being of this calibre.
As I was working alone in the next session, it was agreed that I would conduct the remainder of the session with the manager observing and taking any notes regarding my performance and other issues linked with it. I decided to play a forty minute conditioned game with the emphasis being put on player’s communication. It was an offence for the players to pass or receive the ball without verbal directions with their team-mates, which resulted in a free-kick being awarded to the opposition. The first ten minutes of the drill was very fragmented due to the poor communication between players. I viewed this as a performance error which, as Martens (1997) highlighted, occur not because athletes don’t know how to do the skill, but because they made a mistake in executing what they do know. This mistake may be caused by lack of attention or motivation or by a psychological problem of some type. However, once the children learned from their mistakes by means of punishment (a freekick against them), the game became vastly different, and was beginning to appear more representative of a real match. The players were all forced to give commentary of the situation surrounding them, therefore their play seemed to flow more efficiently. They were more aware of such elements as; their position, their team-mates position, the opposition’s movements, which pass to make, and the most effective option available which could result in a goal. The game took real shape as all individuals seemed to grasp the benefits of verbal communication in the sport.
During the next session and, more importantly implementing into a match, I will give reference to the conditioned game used in this session, and insist that it be revisited. As an outsider for much of training, the manager was pleased with the structure of the session. His feedback was positive and consisted of looking at ways which we could ensure the level of communication continued into a game.
He also felt that on a personal note, this gave him the added benefit of being able to see the session as a whole, and focus on certain individuals approach to training. Because of the successful way in which the session was conducted, the manager also agreed that his observations on regular occasions would allow a greater deal of issues to become resolved, by way of individual feedback to the children regarding their performances.
Bibliography;
Lynch, J. (2001) Creative Coaching: New ways to maximize athlete and team potential in all sports. Champaign Ill: Human Kinetics Publications
Martens, R.1997. Successful Coaching, Human Kinetics, Champaign, Illinois.
Mead, G. H. (1934) Mind, Self, and Society, University of Chicago Press, Chicago
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