Rochdale AFC Academy Coach Handbook 2018-19
1
Rochdale AFC Academy
Coach Handbook 2018-19
2017/18
BOARD (BG)
+ CEO (BG)
Academy
Manager (TE)
Academy
Secretary (SA)
1
st
Team
Manager (KH)
Liaison Coach
(CB)
Head of
Coaching
RA
YDP Lead
Coach (LR)
FP Lead Coach
(MR)
Academy GK
Coach (RB)
PDP Coach
(TE)
Coaches x 8
D Manning
S McElhinney
D Armstrong
A Bilal
M Read
J Entwistle
S Bowles
VACANCY
Coaches x 8
C Brown
K Gibbins
T Ellis
L Riley
C Bell
C Chappell
D Lloyd
M Flynn
Coaching Staffing
Model
PDP Coach
(CB)
Elite Development
Coaches x 4
Full Time
D Manning
C Chappell
D Lloyd
M Flynn
Academy
Operations
(CC)
Pre Academy
U7 & 8
Mark Read
David Manning
Danny Lloyd
3
1
st
Team Philosophy
RAFC Chairman and fellow Board Member’s support the 1st Team Manager, Players and Staff alike in creating and
implementing an Elite Winning Environment. RAFC will represent themselves and the local community in a Professional
manner, competing at the highest attainable levels playing entertaining winning football.
Rochdale AFC
The philosophy of Rochdale AFC 1st team is to play:
“Possession based, fast attacking football”
In order to achieve this, we will endeavour to develop and produce players who are highly competent in Attacking, Defending
and the Transitional aspects of the modern game.
We will encourage all teams to “Control & Dominate” Attacking & Defending situations, whilst always looking to “Regain &
Retain”.
We will utilise the Principles of Attacking & Defending
Attacking
The 1st team at Rochdale AFC will endeavour to play fast attacking football using the traits of the football club, body shape, soft
touches and fast passing. Constant Movement is a fundamental trait of the Attacking play and practices, formations and
individual roles are designed to encourage players to:
Run to Receive
Run to Deceive
Run To Retrieve
The 1st team will play out from the back penetrating through the thirds. On entering the middle third of the pitch we will look to
create overloads, utilise rotation and play through central areas, this will also provide a base for balance and security. We will
look to create space throughout our play with multi-movements and support; players will be encouraged to drive and slide, drive
and shoot, the players have the licence to express themselves and ‘come alive’ in the final third with end product.
4
Defending
The 1st team will be encouraged to deny the opposition space and time pressing the ball in numbers when possession is lost.
This emphasises the constant movement philosophy, especially:
Run To Retrieve
With the attacking philosophy of overloading central areas, we will look to regain the ball as quickly as possible. In the attacking
and mid thirds areas of the pitch we will encourage the players to show the opposition inside, in the defending third show away
from goal. If the opposition play though the press the next phase of our defending would be to recover, deny, delay, control and
restrain the opposition’s penetration with the emphasis on regaining the ball.
Transition
The 1st team will be encouraged to play with a high intensity in the transitional period by looking to regain possession as quickly
as possible in order to counter attack with an end product. Constant Movement is a fundamental trait of the Transitional play
and practices, formations and individual roles are designed to encourage players to:
Run to Receive
Run to Deceive
Run To Retrieve
The preferred formations we play are 3-5-2 & 4-3-3 which allows us to attack in numbers knowing we have the safety that the
defensive midfielder will protect the centre of the pitch. However we may have to revert to a 4-2-3-1, 4-5-1 or 4-4-2/Diamond
depending on personnel available or the state of the game we are playing.
This philosophy provides the opportunity for players to develop their Technical attributes, to develop a Tactical understanding of
the game which in turn requires Psychological skills, and develops a Physical aspect to prepare players for the modern game.
The philosophy is aspirational and is not prescriptive, as we will encourage players to make decisions based on the situations
and areas of the pitch they find themselves in.
5
“
R
A
F
C
P
l
a
y
e
r
D
N
A
”
a
n
d
“
R
A
F
C
P
l
a
y
i
n
g
S
t
y
l
e
”
RAFC Club’s philosophy is to play football endorsing our Club’s Values and Visions. Clear “Elite Player Profiles” in specific
positions are defined in the “Performance Plan” representing “RAFC Player DNA”. Tactical influences along with beliefs and
principles are encouraged to achieve a common goal, shaping a style which can be clearly defined as “RAFC Playing style -
Fast attacking creative free flowing football, playing out from the back, through the thirds, overloading areas and breaking
lines with an end product”.
RAFC Chairman and fellow Board Member’s recognise to underpin the successes of the 1st Team both the “Academy
Structure” and “Development Pathway” need to be supported by the 1st Team Manager. Encouraging and developing “Home
Grown Talent” with “RAFC Player DNA” traits in “RAFC Playing Styles” are Key Performance Indicators to the growth and
sustainability of RAFC Football Club
6
The RAFC 1
st
team Playing Philosophy has not made many changes over the last 3 years.
The main change from the start of the 2016-17 season was to introduce a set of Non Negotiables:
RUN
PRESS
COMPETE
BODY CONTACT
REGAIN
RETAIN 1
st
-2
nd
-3
rd
PASS
These filter down through the Academy into the coaching programmes and coaches handbook.
During the 2016-17 season the manager was to focus on Basic Skills:
Heading
1st Touch (Surfaces)
Passing
Finishing
New for 2018-19 the Basic Skills developed into Defending specific aspect:
Awareness of attackers
Mark player not space
Clearances
These will filter down through the Academy into the coaching programmes and coaches handbook.
7
8
Academy Philosophy
The philosophy of Rochdale AFC Academy is to play:
“
P
o
s
s
e
s
s
i
o
n
b
a
s
e
d
,
f
a
s
t
a
t
t
a
c
k
i
n
g
f
o
o
t
b
a
l
l
”
In order to achieve this, we will endeavour to develop and produce players who are highly competent in Attacking, Defending
and the Transitional aspects of the modern game.
We will encourage all teams to “Control & Dominate” Attacking & Defending situations
We will utilise the Principles of Attacking:
Dispersal
Penetrate
Movement & Support
Creativity
End Product
We will utilise the Principles of Defending:
Press or Delay
Balance
Depth
Compact
Self-Control & Restraint
Concentration
9
The Academy Philosophy links to the 1
st
team Playing Philosophy, especially in the following areas:
Non Negotiables:
RUN
PRESS
COMPETE
BODY CONTACT
REGAIN
RETAIN 1
st
-2
nd
-3
rd
PASS
Basic Skills:
Ball Mastery (Turns/Dribbles/Heading/1st Touch (Surfaces))
Passing/Receiving/Possession
Defending (
Awareness of attackers/Mark player not space/
Heading/Clearances/Tackling/Interceptions)
10
A
t
t
a
c
k
i
n
g
We will encourage all teams to play fast attacking football using the traits of the football club, body shape, soft touches and fast
passing. Constant Movement is a fundamental trait of the Attacking play and practices, formations and individual roles are
designed to encourage players to:
Run to Receive
Run to Deceive
Run To Retrieve
All Academy teams will try to play out from the Goalkeeper, who will be the focal pivot of the start of our attacking play, highest
pass first, and try to penetrate through the thirds. On entering the middle third of the pitch we will look to create over-loads,
utilise rotation and play through central areas. This will also provide a base for balance and security. We will look to create
space throughout our play with multi-movements and support; players will be encouraged to drive and slide, drive and shoot,
and the players have the licence to express themselves and ‘come alive’ in the final third where end product is a must.
11
D
e
f
e
n
d
i
n
g
All Academy teams will be encouraged to deny the opposition space and time pressing the ball when possession is lost. This
emphasises the constant movement philosophy, especially:
Run To Retrieve
With the attacking philosophy of overloading central areas, we will look to regain the ball as quickly as possible. In the attacking
and mid thirds areas of the pitch we will encourage the players to show the opposition inside, in the defending third show away
from goal. If the opposition play though the press the next phase of our defending would be to recover, deny, delay, control and
restrain the opposition’s penetration with the emphasis on regaining the ball.
T
r
a
n
s
i
t
i
o
n
A
l
l
a
c
a
d
e
m
y
t
e
a
m
s
w
i
l
l
b
e
e
n
c
o
u
r
a
g
e
d
t
o
p
l
a
y
w
i
t
h
a
h
i
g
h
i
n
t
e
n
s
i
t
y
i
n
t
h
e
t
r
a
n
s
i
t
i
o
n
a
l
p
e
r
i
o
d
b
y
l
o
o
k
i
n
g
t
o
r
e
g
a
i
n
p
o
s
s
e
s
s
i
o
n
a
s
q
u
i
c
k
l
y
a
s
p
o
s
s
i
b
l
e
i
n
o
r
d
e
r
t
o
c
o
u
n
t
e
r
a
t
t
a
c
k
w
i
t
h
a
n
e
n
d
p
r
o
d
u
c
t
(
T
r
y
t
o
:
R
e
g
a
i
n
t
h
e
b
a
l
l
i
n
4
s
e
c
o
n
d
s
,
g
e
t
a
n
a
t
t
e
m
p
t
o
n
g
o
a
l
i
n
6
s
e
c
o
n
d
s
)
.
C
o
n
s
t
a
n
t
M
o
v
e
m
e
n
t
i
s
a
f
u
n
d
a
m
e
n
t
a
l
t
r
a
i
t
o
f
t
h
e
T
r
a
n
s
i
t
i
o
n
a
l
p
l
a
y
a
n
d
p
r
a
c
t
i
c
e
s
,
f
o
r
m
a
t
i
o
n
s
a
n
d
i
n
d
i
v
i
d
u
a
l
r
o
l
e
s
a
r
e
d
e
s
i
g
n
e
d
t
o
e
n
c
o
u
r
a
g
e
p
l
a
y
e
r
s
t
o
:
Run to Receive
Run to Deceive
Run To Retrieve
Our Academy Football Philosophy will be broken down into the 3 Phases but will always have a consistent thread to link them
together and even up into the 1
st
Team.
12
F
o
u
n
d
a
t
i
o
n
P
h
a
s
e
–
L
e
a
r
n
i
n
g
t
o
L
o
v
e
t
h
e
G
a
m
e
We believe the foundation phase is a fundamental stage in the Player Performance Clock and this is where we can nurture
players to prepare them for the bigger and more complex game as they get older.
Therefore, we believe academy foundation players need to have the following mix of Technical, Physical, Psychological and
Social attributes:
Good, quick feet
A good bank of skills
Good passing & receiving skills
Good A-B-C’s
Be confident and comfortable on the ball
Good Decision Makers
A desire to learn
A desire to be the best
Professionalism
13
To help players develop these key traits, we must develop and work to an enriched, flexible curriculum, with resources and
sessions to nurture future first team players through their individual and collective journey.
The Rochdale AFC Foundation Phase Age Specific Coaching Programmes, and more importantly the Individual Learning Plans,
incorporate the”4 Corner Development Model” and will always refer back to the reference point of Attacking/Defending/Transition.
However, this is the key stage for “Windows of Opportunity” and therefore the Physical, Psychological and Social Corners can be
truly developed.
This can be done in the Foundation phase, however, it needs to be broken down to align to the age group characteristics and
development of Key Stage 2 children (U8 – U11), and Learning Objectives must reflect this.
To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be
exposed to all situations and areas of the pitch and not be position specific in the foundation phase. That said, some players will
excel in a certain position or unit and should be nurtured to enhance their development. Also, players must be prepared for the
bigger game, and this can take place mostly at U11 & U12. (Our Under 12’s are mainly supported through the Foundation Phase
but through our Phase Transition Strategy we also plan for their development into the Youth Development Phase).
In the Foundation Phase, the coaching programme should provide the framework for coaches to source challenging sessions to
enable players to develop and put their learning to the test in 5 v 5, 7 v 7, or 9 v 9 development games.
Sessions should be motivating for all, enriching and productive. A high proportion of contact time of each session should be made
up of Technique – Ball Mastery – Passing, Receiving & Possession, with the remaining time used for game understanding and
maybe reviewing the previous game.
Game formats in the Foundation Phase are usually 5 v 5 and 7 v 7 at Under 9 and 10, and 9 v 9 at Under 11 and 11 v 11 at Under
12.
In the 5 v 5 game we would usually play 1-2-1 rotating. This gives players the basic shape and backbone of the team with a
Goalkeeper, Centre Half, 2 x Central Midfielders and a Centre Forward.
In the 7 v 7 game we are flexible with formations but we tend to play 2-3-1 adding another Centre Half and a Midfielder to build up
to the 11 v 11 game with the Right and Left Midfielders acting as wing backs. In the 9 v 9 games we add 2 x Midfielders as
Number 8’s or 10’s to make up a 2-3-2-1.
14
Y
o
u
t
h
D
e
v
e
l
o
p
m
e
n
t
P
h
a
s
e
–
L
e
a
r
n
i
n
g
t
o
C
o
m
p
e
t
e
We believe the youth development phase is the core stage in the Player Performance Clock and this is where we can further
nurture players to prepare them for the competitive element of the game.
Therefore, we believe academy youth development players need to further develop their mix of Technical, Tactical, Physical,
Psychological and Social attributes.
To help players develop these key traits, we must develop and work to an enriched, flexible curriculum and syllabus, with
resources and sessions to nurture future first team players through their individual and collective journey.
The Rochdale AFC Youth Development Phase Coaching Programme incorporates the”4 Corner Development Model” and will
always refer back to the reference point of Attacking/Defending/Transition.
This can be done in the Youth Development phase, however, it needs to be broken down to align to the age group
characteristics and development of Key Stage 3 & 4 children (U13 – U16), and Learning Objectives must reflect this.
(Our Under 12’s are mainly supported through the Foundation Phase but through our Phase Transition Strategy we also plan for
their development into the Youth Development Phase).
To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be
exposed to all situations and areas of the pitch and start to refine position specifics in the youth development phase. That said,
some players will excel in a certain position or unit and should be nurtured to enhance their development. Also, players must be
prepared for the bigger game.
In the Youth Development Phase, the syllabus should provide the framework for coaches to source challenging sessions to
enable players to develop and put their learning to the test in 9 v 9 and 11 v 11 development games.
Sessions should be motivating for all, enriching and productive. 30% of each session should be made up of Technique – Ball
Mastery – Passing, Receiving & Possession, with the other 70% used for themed game understanding and maybe reviewing the
previous game.
Game formats in the Youth Development Phase are 9 v 9 and 11 v 11. At Under 12 we utilise the same formation as at Under
11, 2-3-2-1. At 11 v 11 we add the 2 Full Backs and our vision is to play 4-3-3 to mirror the first team, but the formation can
change depending on the personnel we have available and can also be 3-5-2, 4-5-1 4-4-2, 4-4-2 Diamond and 4-2-3-1.
15
P
r
o
f
e
s
s
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
P
h
a
s
e
–
L
e
a
r
n
i
n
g
t
o
W
i
n
We believe the professional development phase is the most crucial stage in the Player Performance Clock and this is where we
can enhance the development of players to prepare them for the competitive and results driven element of the professional
game.
Therefore, we believe academy professional development players need to enhance their mix of Technical, Tactical, Physical,
Psychological and Social attributes.
To help players develop these key traits, we must develop and work to an enriched, flexible curriculum and syllabus, with
resources and sessions to nurture future first team players through their individual and collective journey.
The Rochdale AFC Professional Development Phase Coaching Programme incorporates the”4 Corner Development Model”
and will always refer back to the reference point of Attacking/Defending/Transition.
This can be done in the Professional Development phase, however, it needs to be broken down to align to the age group
characteristics and development of Key Stage 5 students (U17 & U18), and Learning Objectives must reflect this.
To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be
exposed to all situations and areas of the pitch and pin down their position specifics in the professional development phase.
That said, some players will excel in a variety of positions and should be nurtured to enhance their development. Also, players
must be prepared for the professional game.
In the Youth Development Phase, the syllabus should provide the framework for coaches to source challenging sessions to
enable players to develop and put their learning to the test in 11 v 11 league games.
Sessions should be motivating for all, enriching and productive. 30% of each session should be made up of Technique – Ball
Mastery – Passing & Receiving, with the other 70% used for themed game understanding and maybe reviewing the previous
game.
In the Professional Development Phase our vision is to play 4-3-3 to mirror the first team, but the formation can change
depending on the personnel we have available and can also be 3-5-2, 4-5-1 4-4-2, 4-4-2 Diamond and 4-2-3-1.
16
17
RAFC Academy values the specific traits of
the football club which are Basic skills
,
Passing & Receiving and Possession.
RAFC Fundamentals are specific skills and
attributes associated to players and positions
to complement with RAFC Traits / Themes.
RAFC Themes are designed to be
transferable through the 3 Key Areas:
Defending
Attacking
Transition
R
A
F
C
T
r
a
i
t
s
Basic Skills
Passing & Receiving
Possession
This philosophy provides the opportunity for players to develop their Technical attributes, to develop a Tactical understanding of
the game which in turn requires Psychological skills, and develops a Physical aspect to prepare players for the modern game.
The philosophy is aspirational and is not prescriptive, as we will encourage players to make decisions based on the situations
and areas they find themselves in
T
h
e
m
e
s
:
•
1 V 1’s
•
Small Numbers
•
Units
•
As a Team
18
Developing Creativity &
Decision Making
D
e
v
e
l
o
p
i
n
g
C
r
e
a
t
i
v
i
t
y
,
P
r
o
b
l
e
m
S
o
l
v
i
n
g
a
n
d
D
e
c
i
s
i
o
n
M
a
k
i
n
g
T
r
a
i
n
i
n
g
:
Practices that include and encourage random, opposed practices
Coaching styles - Guided Discovery, Q+A etc
Shapes – new shapes for players to adapt and understand Allow players to identify needs for change of strategy
- I.E. press a trigger if unconditional press not working in game
Flexibility - playing in pressure and out of pressure – work out where the spaces are, behind or in front?
Playing out from the goalkeeper variations - make the right decision, choose the right one
Playing players in new positions that expose them to different situations for problem solving/decision
making/creativity.
Scenarios, 1-0 up or down etc, or club styles
"Fix it"
“Silent" coaching
19
D
e
v
e
l
o
p
i
n
g
C
r
e
a
t
i
v
i
t
y
,
P
r
o
b
l
e
m
S
o
l
v
i
n
g
a
n
d
D
e
c
i
s
i
o
n
M
a
k
i
n
g
(
c
o
n
t
i
n
u
e
d
)
G
a
m
e
s
:
Shapes – new shapes for players to adapt and understand
Allow players to identify needs for change of strategy - I.E. press a trigger if unconditional
press not working in game
Flexibility - playing in pressure and out of pressure - work out where the spaces are, behind
or in front?
Playing out from the goalkeeper variations - make the right decision, choose the right one
Playing players in new positions that expose them to different situations for problem
solving/decision making/creativity.
Team talks - ask for creativity especially in the final third, Guided Discovery/ Q+A in the team
talk, asking players to problem solve and come up with solutions.
Always creating a platform for players to express themselves and play with freedom within
the framework of the training/game.
Constantly putting players in situations in game and training where problem solving and
decision making is key and trying not to tell them all the answers...
20
21
Connection between
playing & coaching
philosophy
C
o
a
c
h
f
r
e
e
d
o
m
,
s
e
l
f
d
e
v
e
l
o
p
m
e
n
t
a
n
d
p
l
a
y
e
r
d
e
v
e
l
o
p
m
e
n
t
Coaches are expected to use all the tools in their toolkit to ensure the coaching and playing
philosophies are delivered against.
Whilst the philosophies are a framework and not prescriptive, the Academy expects coaches
to develop players through the 4 cornered age specific coaching programmes, player
profiles, position specifics and the coaches handbook and their personal CCF development
plan.
The coaching philosophy encourages coaches to utilise a mix of age specific knowledge and
understanding, the UEFA coaching qualifications they have attained, along with the FA Youth
Awards.
22
23
Systems & Concepts
5v5 to 11v11
Defending Third
Middle Third
Attacking Third
OWN THIRD
IN POSSESSION
ATTACKING
Highest pass first / penetrate / limited
risk / limited rotation- through, round,
over, GK pivot.
MID THIRD
ATTACKING THIRD
Highest pass first / penetrate / more
risk / more rotation chances- through,
round, over.
Highest pass first / penetrate / more
risk / more rotation chances- through,
round, over. End product.
DEFENSIVE THIRD
OUT OF POSSESSION
DEFENDING
Body contact, mark / cover and show
away from goal. Tackle, intercept,
block shots and crosses. Recovery.
MID THIRD
ATTACKING THIRD
Press, support the press, body
contact, mark / cover. Show which
way? Shape and numbers? Tackle,
intercept and stop penetration /
screen. Recovery.
Press, support the press, body
contact, mark / cover. Show one way.
Tackle, intercept and stop penetration
screen. Recovery.
DEFENSIVE THIRD
ABOUT TO / LOST POSSESSION
TRANSITION
Recognise danger, limit opportunities,
deny space, time, options, shots /
crosses. Press / support / cover
.
Recovery.
MID THIRD
ATTACKING THIRD
Recognise danger, limit opportunities,
deny space, time, options. Press /
support / cover / recover. Show which
way? Shape and unit numbers?
Recognise danger, limit opportunities,
deny space, time, options. Press /
support / cover / recover. Show which
way? Shape and unit numbers?
DEFENSIVE THIRD
ABOUT TO / IN POSSESSION
TRANSITION
MID THIRD
ATTACKING THIRD
Recognise opportunities to penetrate,
retain-limit risk, pass choice,
movement options for self / others. .
Team / unit balance
.
Recognise opportunities to penetrate,
retain- more risk, pass choice,
movement options for self / others.
Team / unit balance
. Opponent
balance.
Recognise opportunities to penetrate,
more risk,
movement options for self /
others.
Team balance.
End product.
5v5 Team Shape – 1-2-1 – Linked to 7v7, 9v9 & 11v11
7v7 Team Shape
- 2-3-1 linked to 9v9 & 11v11
LOCK
DOWN
9v9 Team Shape
- 2-3-2-1 linked to 11v11
LOCK DOWN
Team Shape
4-3-3 / 4-5-1
LOCK DOWN
Team Shape
4-4-2 Diamond
LOCK DOWN
Team Shape
4-2-3-1
LOCK DOWN
Team Shape
4-4-2
LOCK DOWN
Team Shape
3-5-2
LOCK DOWN
36
Positional Understanding
11v11
See attachments
37
Positional Understanding
SSG’s
See attachments
38
Squad & Position Specific Management
7v7
The Academy endeavours to carry around 10-12 players per age group, to ensure balanced
game time. Players are encouraged to master a position after trialling 1, 2 or 3 positions to
suit their skill set
9v9
The Academy endeavours to carry around 12-15 players per age group, to ensure balanced
game time. Players are encouraged to master a position in readiness for 11v11
11v11
The Academy endeavours to carry around 15-18 players per age group, to ensure balanced
game time. Players are encouraged to master one position to aspire to be in the gifted and
talented bracket
39
Academy
Coaching Philosophy
40
Coaching Philosophy Vision 2017-2020
The RAFC Academy vision is to continue to evolve the philosophy in line with the 1
st
team and Academy needs
whilst embedding the clubs’ values, principles, traits.
The focus on more personal development support for the staff is an area which will enhance the delivery of the
program, this is through aligning the C.C.F., C.P.D., E.H.O.C. and supporting programmes. The recent success of
the non-negotiables is an example of a subtle change to a stable philosophy which can be beneficial to the
coaching department and players. Potential holistic development of both players and coaches is to be explored.
The use of a video library and it’s potential to be used at training for the benefit of both coach and player will be
explored / developed.
The culture is to promote through the coach pathway and assist individuals to self-learn, self-develop and self-
reflect whilst striving to continually improve and take ownership for their development. This individual learning
focus is evident in the strategies used for both the player and coach with the view to explore the potential for new
research based studies and learning. Therefore, the need to further explore and develop through external
parties, research and technology is apparent.
41
Coaching Philosophy Vision 2017-2020
continued
OBJECTIVES
To continue to retain and develop the coaches with inclusivity.
To utilise more multi-disciplinary methods to develop coaching.
To identify and explore more support, qualifications and crossover from external sectors for coach development.
To identify and explore potential Academic studies towards coach and player development.
To collaborate, identify and explore potential football specific movement patterns for defending and attacking.
Align and produce video library of skills for specific movements.
To collaborate, identify and produce a video library for defending, attacking, transition principles and patterns to
be viewed from the different areas of the pitch. Explore the use of these through mobile electronic devices.
Try to improve the department through research and innovation.
DIFFERENTIATION - COACHING BEHAVIOURS FOR A POSITIVE LEARNING ENVIRONMENT
INSTRUCTION
- Used pre-post-during practice. Can cut down time and interference within practice due to visuals, demo’s and clarity.
QUESTIONING
- Open / Closed / 2ndry. Open questioning is preferred by coach and player. Limitations of use can be due to lack of planning / self-awareness. This contributes towards
independent thinkers and responsibility taking.
FEEDBACK
- Video, oral, demonstration. Immediately, post event. The type / tone used and timing of feedback is critical along with the intervention type.
CORRECTION
– Strategies, types, timing of correction. Do you need to stop at all. Can it be delivered in break. Individual / unit / group / team.
CHALLENGES
- individual / team / scenario for practice / work it out = problem solving / setting up / opposition strength & weaknesses.
COMMUNICATION
– Verbal & non-verbal = Expressive of thoughts/ feelings and predominantly used.
Specific = more clear, player understands and neurologically stimulating. Preference for player and coach.
General = can be obvious but also elusive as lacks detail / clarity for young players.
Positive = more motivating, confidence boosting and neurologically stimulating.
Negative = Required progressively more although after consideration of choice of communication.
DEMONSTRATIONS
– by coach / player / group / television examples / other group training or playing. Affect the psychology of the player.
INTERVENTIONS
– Allow for self-learning, reflection through using Q & A, secondary questioning, group & individual task learning, guide & discovery. Individual challenges can help the
player succeed / learn. Command / show & tell may be required.
AGE GROUP CHALLENGES
– Have your interventions / questions / challenges planned to use, however the order of use may change. The length of time spent in each of these type of
behaviours is key- consider visual/ audio/ kinaesthetic learners and how explaining can be minimised allowing other behaviours to become more prominent / efficient. Check and reinforce
learning with all.
P
R
A
C
T
I
C
E
T
Y
P
E
S
U
S
E
D
&
B
E
N
E
F
I
T
S
F
O
R
A
P
O
S
I
T
I
V
E
L
E
A
R
N
I
N
G
E
N
V
I
R
O
N
M
E
N
T
C
O
N
S
T
A
N
T
–
N
o
t
v
a
r
i
e
d
,
a
l
l
o
w
s
r
e
p
e
t
i
t
i
o
n
,
m
u
s
c
l
e
m
e
m
o
r
y
,
l
o
w
e
r
m
o
t
i
v
a
t
i
o
n
.
H
i
g
h
c
h
a
n
c
e
o
f
s
u
c
c
e
s
s
/
l
e
s
s
c
h
a
n
c
e
o
f
f
a
i
l
u
r
e
.
V
A
R
I
A
B
L
E
–
V
a
r
i
e
t
y
u
n
d
e
r
l
e
s
s
c
o
n
t
r
o
l
l
e
d
c
o
n
d
i
t
i
o
n
s
.
M
o
r
e
t
y
p
e
s
o
f
m
o
v
e
m
e
n
t
/
a
c
t
i
o
n
/
s
k
i
l
l
.
M
e
d
i
u
m
c
h
a
n
c
e
o
f
s
u
c
c
e
s
s
a
n
d
f
a
i
l
u
r
e
.
R
A
N
D
O
M
–
L
e
a
r
n
i
n
g
o
c
c
u
r
s
b
e
s
t
b
e
c
a
u
s
e
o
f
v
a
r
i
e
t
y
a
n
d
h
i
g
h
e
r
m
o
t
i
v
a
t
i
o
n
.
E
n
a
b
l
i
n
g
l
o
n
g
t
e
r
m
m
e
m
o
r
y
.
M
o
r
e
c
h
a
n
c
e
o
f
f
a
i
l
u
r
e
/
l
e
s
s
c
h
a
n
c
e
o
f
s
u
c
c
e
s
s
.
B
A
S
I
C
S
K
I
L
L
S
–
R
e
p
e
t
i
t
i
o
n
(
N
L
P
)
,
s
p
o
r
t
s
p
e
c
i
f
i
c
t
a
s
k
,
o
p
p
o
s
e
d
,
b
o
d
y
c
o
n
t
a
c
t
,
c
a
n
b
e
t
a
k
e
n
i
n
t
o
g
a
m
e
s
.
P
A
S
S
I
N
G
/
R
E
C
E
I
V
I
N
G
–
R
e
p
e
t
i
t
i
o
n
p
r
a
c
t
i
c
e
.
M
a
n
i
p
u
l
a
t
e
s
i
z
e
/
s
h
a
p
e
s
/
a
r
e
a
s
o
f
t
h
e
p
i
t
c
h
a
n
d
s
i
m
p
l
e
r
u
l
e
s
.
P
o
s
i
t
i
o
n
s
p
e
c
i
f
i
c
o
r
g
e
n
e
r
a
l
.
S
h
o
r
t
e
r
/
M
e
d
i
u
m
/
l
o
n
g
e
r
p
a
s
s
i
n
g
r
a
n
g
e
s
,
d
i
s
g
u
i
s
e
/
r
e
c
e
i
v
i
n
g
/
r
e
l
e
a
s
i
n
g
s
k
i
l
l
s
.
U
s
e
o
f
b
o
d
y
a
n
d
m
o
v
e
m
e
n
t
s
t
o
r
e
c
e
i
v
e
.
P
O
S
S
E
S
S
I
O
N
-
D
e
c
i
s
i
o
n
m
a
k
i
n
g
,
c
l
o
s
e
t
o
t
h
e
g
a
m
e
,
a
l
l
o
w
s
t
o
s
e
l
f
-
l
e
a
r
n
a
n
d
d
e
v
e
l
o
p
.
D
i
r
e
c
t
i
o
n
a
l
/
n
o
n
-
d
i
r
e
c
t
i
o
n
a
l
,
M
a
n
i
p
u
l
a
t
e
s
i
z
e
/
s
h
a
p
e
s
/
a
r
e
a
s
o
f
t
h
e
p
i
t
c
h
a
n
d
s
i
m
p
l
e
r
u
l
e
s
.
P
o
s
i
t
i
o
n
s
p
e
c
i
f
i
c
o
r
g
e
n
e
r
a
l
.
S
h
o
r
t
e
r
/
M
e
d
i
u
m
/
l
o
n
g
e
r
p
a
s
s
i
n
g
g
a
m
e
,
d
i
s
g
u
i
s
e
/
r
e
c
e
i
v
i
n
g
/
r
e
l
e
a
s
i
n
g
s
k
i
l
l
s
.
U
s
e
o
f
b
o
d
y
a
n
d
m
o
v
e
m
e
n
t
s
t
o
r
e
c
e
i
v
e
.
F
U
N
C
T
I
O
N
S
/
P
H
A
S
E
S
/
C
O
N
D
I
T
I
O
N
E
D
G
A
M
E
S
(
e
.
g
.
W
H
O
L
E
-
P
A
R
T
-
W
H
O
L
E
)
–
D
e
c
i
s
i
o
n
m
a
k
i
n
g
,
c
l
o
s
e
r
t
o
t
h
e
g
a
m
e
,
a
l
l
o
w
s
t
o
s
t
r
i
p
b
a
c
k
t
o
s
m
a
l
l
e
r
g
r
o
u
p
s
a
n
d
/
o
r
a
l
l
o
w
s
p
e
c
i
f
i
c
f
o
c
u
s
.
R
e
a
l
i
s
t
i
c
s
i
t
u
a
t
i
o
n
s
.
S
M
A
L
L
S
I
D
E
D
G
A
M
E
S
–
D
e
c
i
s
i
o
n
m
a
k
i
n
g
,
r
e
a
l
i
s
t
i
c
t
o
t
h
e
g
a
m
e
,
a
l
l
o
w
s
t
o
s
e
l
f
-
l
e
a
r
n
a
n
d
d
e
v
e
l
o
p
.
S
c
e
n
a
r
i
o
a
n
d
s
t
r
a
t
e
g
i
e
s
f
o
r
l
e
a
r
n
i
n
g
.
E
l
i
t
e
Y
o
u
t
h
p
l
a
y
e
r
s
b
e
n
e
f
i
t
f
r
o
m
m
o
r
e
o
p
p
o
s
e
d
o
p
e
n
p
r
a
c
t
i
c
e
s
(
p
o
s
s
e
s
s
i
o
n
,
c
o
n
d
i
t
i
o
n
e
d
a
n
d
s
m
a
l
l
s
i
d
e
d
g
a
m
e
s
)
t
h
a
n
u
n
o
p
p
o
s
e
d
t
e
c
h
n
i
c
a
l
p
r
a
c
t
i
c
e
s
.
E
l
i
t
e
Y
o
u
t
h
p
l
a
y
e
r
s
b
e
n
e
f
i
t
f
r
o
m
a
s
a
f
e
,
c
h
a
l
l
e
n
g
i
n
g
e
n
v
i
r
o
n
m
e
n
t
w
i
t
h
a
m
o
r
e
p
r
o
g
r
e
s
s
i
v
e
u
s
e
o
f
p
o
s
i
t
i
v
e
a
n
d
n
e
g
a
t
i
v
e
s
p
e
c
i
f
i
c
f
e
e
d
b
a
c
k
.
I
n
d
i
v
i
d
u
a
l
/
u
n
i
t
/
t
e
a
m
–
I
n
c
r
e
a
s
e
f
r
o
m
t
e
c
h
n
i
c
a
l
c
l
u
b
t
r
a
i
t
s
t
h
r
o
u
g
h
t
o
t
h
e
m
e
b
a
s
e
d
t
a
c
t
i
c
a
l
l
e
a
r
n
i
n
g
i
n
r
e
l
a
t
i
o
n
t
o
t
h
e
g
a
m
e
.
1
1
v
1
1
.
A
G
E
G
R
O
U
P
C
H
A
L
L
E
N
G
E
S
–
A
G
E
G
R
O
U
P
C
H
A
L
L
E
N
G
E
S
–
R
A
F
C
s
e
s
s
i
o
n
s
h
o
u
l
d
a
l
l
o
w
t
h
e
p
l
a
y
e
r
s
t
o
l
e
a
r
n
w
i
t
h
l
i
m
i
t
e
d
i
n
t
e
r
r
u
p
t
i
o
n
.
T
h
i
s
a
l
l
o
w
s
m
o
r
e
d
e
t
a
i
l
t
o
b
e
c
o
a
c
h
e
d
a
n
d
m
o
r
e
t
i
m
e
f
o
r
p
o
s
i
t
i
v
e
/
n
e
g
a
t
i
v
e
s
p
e
c
i
f
i
c
d
e
t
a
i
l
e
d
f
e
e
d
b
a
c
k
f
o
r
l
e
a
r
n
i
n
g
!
B
a
l
a
n
c
i
n
g
t
y
p
e
s
o
f
p
r
a
c
t
i
c
e
t
o
m
a
x
i
m
i
s
e
r
e
t
u
r
n
s
f
o
r
t
h
e
r
e
q
u
i
r
e
d
r
e
p
e
t
i
t
i
o
n
f
o
r
y
o
u
n
g
p
l
a
y
e
r
s
w
h
i
l
s
t
a
t
t
a
i
n
i
n
g
t
h
e
d
e
c
i
s
i
o
n
m
a
k
i
n
g
p
r
o
p
e
r
t
i
e
s
n
e
e
d
e
d
.
Developing the individual to self-learn through practice- work through, experiment & solve problems. The increasing nature of learning to compete in the team,
developing more tactical understanding, dealing with failure whilst displaying emotional control Ownership, responsibility and consequences are important allowing
the transition from learning to compete to learning to win. Support networks and challenges pre-during-after maturation.
COACHING STYLES - PRACTICE
There are “pros and cons” for all styles and coaches would have covered these on their UEFA B/A and FA Youth Modules courses and understand when and where to use appropriately.
COMMAND / DEMAND – Coach tells and shows required solution. Coach takes players there with encouragement and enthusiasm.
QUESTION & ANSWER – Coach leads with questions to try and gain response from player.
OBSERVATION & FEEDBACK – Coach and player observe
GUIDED DISCOVERY – Coach asks a question or issues a challenge
TRIAL & ERROR – Player and/or coach decide on challenge
Elite Youth Players
have shown to respond more to
Command, Question & Answer & Guided Discovery.
Please refer to age specific coaching philosophies for recommended styles per age
group/phase.
These styles are preferred to enhance player learning during this phase as Good Practice and should be the majority of the styles directed for the individual.
COACHING STYLES - GAME ENVIRONMENT
In addition to the above recommendations for practice, the Academy includes the following good practice for the games environment.
‘Good practice’
has been refined to include the following for
Elite Players
:
•
Allow players to relax, drink, eat, and chat before, during breaks in play and post-game.
•
Non-verbal cues, signals as the player enter / leave pitch or dressing room.
•
Focus on learning objectives from LTPD perspective.
•
Awareness of language, tone and delivery type. Strategies for support during game, code of conduct, club values and ethics.
•
Match-day protocols.
•
Address individual / unit / team together or separately accordingly.
•
Playing experiences / positions / positional / variety
SUMMARY
•
Coaches to portray a Positive Learning Environment in Practice and Games.
•
Coaches to use recommended Coaching Styles in accordance to the individual and group.
•
Maximum benefit for
Elite Youth Players has shown to come
from more opposed open practices (possession, conditioned
and small sided games) than unopposed technical practices.
RAFC Academy requires a more progressive nature of practices aligned to enhance tactical knowledge through the Youth
Development phase.
The game / practice when structured correctly can allow for maximum returns, with interventions / coach behaviours,
strategies allowing players to self-learn and focus whilst developing.
Challenges are required with progressive focus on ownership, responsibility and consequences.
Differentiation is required to suit the individual before / during / after puberty with the progressive use of specific individual
information and more use of specific negative feedback. This builds upon the emphasis of the players developing psycho-
socially.
46
Gifted & Talented - RAFC Definition
Gifted & Talented at Rochdale AFC Academy is defined as:
“
p
l
a
y
e
r
s
w
h
o
h
a
v
e
t
h
e
p
o
t
e
n
t
i
a
l
t
o
d
e
v
e
l
o
p
b
e
y
o
n
d
w
h
a
t
i
s
e
x
p
e
c
t
e
d
f
o
r
t
h
e
i
r
a
g
e
”
The key traits for being classed as Gifted & talented within the RAFC Academy environment are:
N
o
n
N
e
g
o
t
i
a
b
l
e
s
Compete
Press
Run
Contact
Retain 1
st
– 2
nd
– 3
rd
Pass
Technical & Tactical Ability in and out of possession
Psychologically strong
Socially intelligent
These traits are closely monitored when the Talent ID spotters are assessing potential Academy players
47
Basic Skill Acquisition
Techniques into Games
BASIC SKILL ACQUSITION INTO GAME
Rochdale AFC have multiple principles and guidance for coaches to assist players on transferring practice into game. The
element of decision making in practices is required with limited interruptions, use of individual challenges and varied
intervention types being used.
The need to practice skills and mastering the ball are good in isolation however the learning takes place within the game.
This is the focus for most practices however the need for repetition and technical work may be required at times. The
coaching program highlights working individually, small numbers, units and team, which enables players to take more
responsibility and accept challenges.
This guidance is in the program, coach handbook and below is some of the relevant information:
Training:
Practice design - Basic Skills into Small sided games (SSG’s), random opposed practices, rules, scenarios.
E
l
i
t
e
Y
o
u
t
h
p
l
a
y
e
r
s
b
e
n
e
f
i
t
f
r
o
m
m
o
r
e
o
p
p
o
s
e
d
o
p
e
n
p
r
a
c
t
i
c
e
s
(
p
o
s
s
e
s
s
i
o
n
,
c
o
n
d
i
t
i
o
n
e
d
a
n
d
s
m
a
l
l
s
i
d
e
d
g
a
m
e
s
)
t
h
a
n
u
n
o
p
p
o
s
e
d
t
e
c
h
n
i
c
a
l
p
r
a
c
t
i
c
e
s
.
E
l
i
t
e
Y
o
u
t
h
p
l
a
y
e
r
s
b
e
n
e
f
i
t
f
r
o
m
a
s
a
f
e
,
c
h
a
l
l
e
n
g
i
n
g
e
n
v
i
r
o
n
m
e
n
t
w
i
t
h
a
m
o
r
e
p
r
o
g
r
e
s
s
i
v
e
u
s
e
o
f
p
o
s
i
t
i
v
e
a
n
d
n
e
g
a
t
i
v
e
s
p
e
c
i
f
i
c
f
e
e
d
b
a
c
k
.
Coach behaviour and differentiation - communication both verbal / non-verbal, styles.
I
N
T
E
R
V
E
N
T
I
O
N
S
–
A
l
l
o
w
f
o
r
s
e
l
f
-
l
e
a
r
n
i
n
g
,
r
e
f
l
e
c
t
i
o
n
t
h
r
o
u
g
h
u
s
i
n
g
Q
&
A
,
s
e
c
o
n
d
a
r
y
q
u
e
s
t
i
o
n
i
n
g
,
g
r
o
u
p
&
i
n
d
i
v
i
d
u
a
l
t
a
s
k
l
e
a
r
n
i
n
g
,
g
u
i
d
e
&
d
i
s
c
o
v
e
r
y
.
I
n
d
i
v
i
d
u
a
l
c
h
a
l
l
e
n
g
e
s
c
a
n
h
e
l
p
t
h
e
p
l
a
y
e
r
s
u
c
c
e
e
d
/
l
e
a
r
n
.
C
o
m
m
a
n
d
/
s
h
o
w
&
t
e
l
l
m
a
y
b
e
r
e
q
u
i
r
e
d
.
A
G
E
G
R
O
U
P
C
H
A
L
L
E
N
G
E
S
–
t
h
e
s
e
a
r
e
d
o
c
u
m
e
n
t
e
d
i
n
a
l
l
t
h
e
a
b
o
v
e
a
r
e
a
s
a
n
d
c
o
n
s
i
d
e
r
t
h
e
a
g
e
g
r
o
u
p
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
.
Games:
Guidance on the environment set and good practice.
49
Academy Vocabulary
A
c
a
d
e
m
y
V
o
c
a
b
u
l
a
r
y
The Academy vocabulary is consistent across the phases and linked to the 1
st
team.
G
e
n
e
r
a
l
“
L
e
a
r
n
i
n
g
O
b
j
e
c
t
i
v
e
”
–
T
h
e
d
e
s
i
r
e
d
o
u
t
c
o
m
e
s
f
r
o
m
t
h
e
s
e
s
s
i
o
n
/
g
a
m
e
/
p
l
a
y
e
r
“
T
e
a
m
L
e
a
r
n
i
n
g
O
b
j
e
c
t
i
v
e
”
–
T
h
e
a
g
r
e
e
d
d
e
s
i
r
e
d
o
u
t
c
o
m
e
s
f
o
r
t
h
e
t
e
a
m
“
N
o
n
N
e
g
o
t
i
a
b
l
e
s
”
RUN
PRESS
COMPETE
CONTACT
REGAIN
RETAIN 1
st
-2
nd
-3
rd
PASS
50
51
D
E
F
E
N
D
I
N
G
R
U
N
P
r
e
s
s
T
r
i
g
g
e
r
s
C
o
m
p
e
t
e
T
i
g
h
t
e
a
r
l
y
C
o
n
t
a
c
t
S
c
r
e
e
n
S
t
o
p
t
h
e
c
r
o
s
s
B
a
l
a
n
c
e
S
q
u
e
e
z
e
N
a
r
r
o
w
R
e
c
o
v
e
r
C
o
n
c
e
n
t
r
a
t
e
A
r
m
s
D
i
s
c
i
p
l
i
n
e
2
n
d
B
a
l
l
s
D
e
c
i
s
i
o
n
R
e
g
a
i
n
A
T
T
A
C
K
I
N
G
R
U
N
T
e
m
p
o
M
u
l
t
i
M
o
v
e
m
e
n
t
s
S
t
r
e
t
c
h
1
v
1
’
s
B
o
d
y
S
h
a
p
e
s
S
o
f
t
t
o
u
c
h
e
s
/
F
a
s
t
P
a
s
s
e
s
C
o
m
b
i
n
e
/
2
’
s
D
r
i
v
e
&
s
l
i
d
e
/
d
r
i
v
e
&
s
h
o
o
t
T
a
r
g
e
t
E
n
d
P
r
o
d
u
c
t
2
n
d
B
a
l
l
s
B
a
l
a
n
c
e
D
e
c
i
s
i
o
n
M
a
k
i
n
g
52
T
R
A
N
S
I
T
I
O
N
R
U
N
P
r
e
s
s
(
t
r
y
t
o
r
e
g
a
i
n
w
i
t
h
i
n
4
s
e
c
o
n
d
s
)
T
r
a
c
k
R
e
c
o
v
e
r
R
e
g
a
i
n
R
e
t
a
i
n
/
S
e
c
u
r
e
C
o
u
n
t
e
r
B
a
l
a
n
c
e
D
e
c
i
s
i
o
n
M
a
k
i
n
g
53
Empowering Learning
RAFC Academy believe Self Learners tend to become professional footballers.
We call them “thinking footballers”.
Since the whole Academy has been on the FA Youth Module journey, this has
been at the forefront of the academy planning.
The formulating of Individual Learning Plans, developing Social and Psychological
objectives, including “Become an Independent Learner”, the use of the Learning
Cycle and more emphasis on Individual and Gifted & Talented, has given the
player more ownership to empower learning.
This puts the player at the centre of his own learning.
The introduction of Gifted & Talented groups has allowed the better players to
accelerate their learning.
54
55
Fair Play
Academy players are taught the values and the philosophy of the club from an early age.
The Club Values described are communicated in a number of ways to players, coaches and parents, through the Academy
website, the coaching programmes and for match days on changing room walls.
Furthermore, these values are tried and tested by the Academy not providing officials for the U9 & U10 games. This allows
the young players to learn the values and fair play.
We promote professionalism and fair play at all times through our communications, coaching team, coaching styles and
code of conducts. This allows agreed expectations to be met.
Our players are taught to respect themselves, fellow players, coaches, officials and all other adults.
We encourage players to play and enjoy the game in the spirit of football and to accept all decisions made by officials.
We demand all players shake hands of opponents at the end of games, regardless of the result.
56
57
Development or
Winning?
Rochdale AFC is first and foremost a player development
environment.
Winning is the product of development and is further encouraged
from U14
58
Differentiation
D
i
f
f
e
r
e
n
t
i
a
t
i
o
n
We believe that all players at the Academy have the right to achieve their full potential and should be developed
as individuals within a group environment. Therefore, Managing Difference is key to successful delivery.
Our Coaching syllabus, and our Phase Transition Strategy allows our higher achievers to progress through the
age specific programmes and even through the transitional phases if relevant. This cohort will be grouped
during technical sessions to ensure they are not held back in their development.
We also ensure all players are challenged and supported in line with their current 4 corner ability levels, so one
player showing good technical ability, might be low on physical attributes, so the practices will have to support
these needs.
Practices are designed to be realistic to the game and relevant to the individual and the group he is working in.
We also support the Birth Bias theory and move players up and down specific ability and age groups to ensure
the player has the best chance of achieving his maximum potential.
59
D
i
f
f
e
r
e
n
t
i
a
t
i
o
n
–
c
o
n
t
i
n
u
e
d
Therefore, regular practices at the Academy, through all age groups, might look like this:
P
r
a
c
t
i
c
e
-
T
e
c
h
n
i
c
a
l
/
T
a
c
t
i
c
a
l
/
P
h
y
s
i
c
a
l
/
S
o
c
i
a
l
–
T
o
s
u
p
p
o
r
t
a
l
l
p
l
a
y
e
r
s
,
a
n
d
u
t
i
l
i
s
i
n
g
t
h
e
A
c
a
d
e
m
y
S
e
s
s
i
o
n
P
l
a
n
(
a
t
t
a
c
h
e
d
)
h
i
g
h
l
i
g
h
t
i
n
g
i
n
d
i
v
i
d
u
a
l
n
e
e
d
W
h
o
l
e
–
e
v
e
n
l
y
b
a
l
a
n
c
e
d
t
e
a
m
s
,
a
n
d
r
e
l
e
v
a
n
t
i
n
r
e
l
a
t
i
o
n
t
o
p
o
s
i
t
i
o
n
s
p
e
c
i
f
i
c
p
l
a
y
e
r
s
(
5
v
5
/
6
v
6
/
7
v
7
)
P
a
r
t
–
s
m
a
l
l
e
r
g
r
o
u
p
b
a
s
e
d
a
c
t
i
v
i
t
y
(
p
o
s
s
i
b
l
y
s
t
a
r
t
i
n
g
w
i
t
h
3
a
b
i
l
i
t
y
g
r
o
u
p
s
)
.
T
h
i
s
a
l
l
o
w
s
t
h
e
c
o
a
c
h
t
o
d
i
f
f
e
r
e
n
t
i
a
t
e
t
h
e
c
h
a
l
l
e
n
g
e
s
o
f
i
n
d
i
v
i
d
u
a
l
s
,
g
r
o
u
p
s
a
n
d
u
n
i
t
s
Using this process as a guide, coaches can use a variety of interventions to challenge and support individuals,
units, and teams. For instance, if a player is not quite using the right body shapes to receive to play forward, the
coach could walk into the practice and show the individual various body shapes in relation to the ball/pass/front
or back foot or other surfaces/player etc. This allows the practice to continue and the player is not highlighted.
Or if it is a tactical practice, the coach could work with the small numbers/units whole team to get his point
across.
Coaches are advised and encouraged to use their training skills between UEFA A/B and the FA Youth Modules
when appropriate, and never highlight a negative to one player, in a group setting. They are also encouraged to
use the Academy Learning Styles document as a guide to differentiation and player understanding.
60
61
Early/Late
Developers
The Academy realises not all players mature at the same rate and therefore we support the Birth Bias theory and always
refer to the 4 Corner and Long Term Player Development theories when making important decisions around the recruitment
of young boys.
Talent ID & Recruitment
The Spotter Standard Assessment Criteria form has provision for the recording of Date of Birth (Birth Bias) and
Early/Normal/Late Developer (Physical Maturation), in order for the department to make an informed judgement and
possible recommendation. The Physical identification can only be done on a visual against his peers of the same age, due to
the lack of pre information on the player.
The Academy has a close relationship with local professional clubs and throughout the phases will always look at players
released because of late maturation. Rochdale AFC Academy will always give players a chance if they meet the
recommended criteria and fit with our ethos and philosophy.
Games/Training
One example to support Late Developers is that we regularly allow players of this nature to play an age group down in the
games programme, but train with their own age group to ensure they don’t fall behind their peers.
Another example is that we utilise our Academy Development Centres to provide a drop back to a less intense environment
if players are struggling in their current development programme, and to watch and nurture potential players.
Also, utilising the important strategies, such as the Positive Learning Environment, Age Group Characteristics, Differentiation
and Coaching Styles philosophies, Academy coaches portray a calm and understanding environment for all.
62
The Academy realises not all players mature at the same rate and therefore we support the Birth Bias theory and always
refer to the 4 Corner and Long Term Player Development theories when making important decisions around the recruitment
of young boys.
Talent ID & Recruitment
The Scout Standard Assessment Criteria form has provision for the recording of Date of Birth (Birth Bias) and
Early/Normal/Late Developer (Physical Maturation), in order for the department to make an informed judgement and
possible recommendation. The Physical identification can only be done on a visual against his peers of the same age, due to
the lack of pre information on the player.
The Academy has a close relationship with local professional clubs and throughout the phases will always look at players
released because of late maturation. Rochdale AFC Academy will always give players a chance if they meet the
recommended criteria and fit with our ethos and philosophy.
Games/Training/ I.L.P./ Strategies
One example to support Late Developers is that we regularly allow players of this nature to play an age group down in the
games programme, but train with their own age group to ensure they don’t fall behind their peers. Another example is that
we utilise our Academy Development Centres to provide a drop back to a less intense environment if players are struggling
in their current development programme, and to watch and nurture potential players.
Early developers can be challenged by training up through the age groups, the opportunity to play up is available also.
Players I.L.P. can also be adjusted for early developers to support new challenges when needed. Other considerations are
to match up the player with another to enhance his challenge / development.
Also, utilising the important strategies, such as the Positive Learning Environment, Age Group Characteristics, Differentiation
and Coaching Styles philosophies, Academy coaches portray a calm and understanding environment for all.
63
64
Birth Bias
The Academy realises not all players mature at the same rate and therefore we support the Birth Bias theory and always
refer to the 4 Corner and Long Term Player Development theories when making important decisions around the recruitment
of young boys.
Talent ID & Recruitment
The Scout Standard Assessment Criteria form has provision for the recording of Date of Birth (Birth Bias) and
Early/Normal/Late Developer (Physical Maturation), in order for the department to make an informed judgement and
possible recommendation. The Physical identification can only be done on a visual against his peers of the same age, due to
the lack of pre information on the player.
The Academy has a close relationship with local professional clubs and throughout the phases will always look at players
released because of late maturation. Rochdale AFC Academy will always give players a chance if they meet the
recommended criteria and fit with our ethos and philosophy.
Games/Training
One example to support Late Developers is that we regularly allow players of this nature to play an age group down in the
games programme, but train with their own age group to ensure they don’t fall behind their peers.
Another example is that we utilise our Academy Development Centres to provide a drop back to a less intense environment
if players are struggling in their current development programme, and to watch and nurture potential players.
Also, utilising the important strategies mentioned in KPI 3, such as the Positive Learning Environment, Age Group
Characteristics, Differentiation and Coaching Styles philosophies, Academy coaches portray a calm and understanding
environment for all.
65
66
Training & Playing
Up & Down
The Academy will sometimes ask players to train or play up or down. This is only
after careful consideration of the needs of the player.
Training or playing up is more common and needs managing. A meeting is set up
with player/parent, phase lead coaches and the Academy welfare officer. This is to
ensure all safeguarding is in place, including coaches understanding of age
specific child developments. More importantly, realistic expectations need to be
discussed as there will inevitably be a point where the player will return to his own
age group. Therefore, players must be educated on keeping their feet on the
ground.
Similarly, a meeting will be held if a player is asked to train or play down, which
sometimes has a more negative perception. This needs to be managed very
carefully, again with the needs of the player coming first.
67
68
Player Competencies
Framework
Player Competencies are set by the Academy for players using 4 key
areas:
1.
4 Cornered Age Specific Coaching Programmes – 2.3.2abc
2.
Age Specific Player Profiles – 2.1.1d
3.
Positional Understanding – 2.1.5abc
4.
Principles of Play – In and Out of Possession Through the Thirds
– 2.1.3abcd
69
70
Session Planning
Academy Procedure
All coaches in the Academy must produce session plans for every session. These must be carefully planned
together as age group coaches and in line with the relevant period and coaching programme.
Coaches are given autonomy to choose the relevant themes linked to the period.
The Academy Management Team provide a variety of resources to support coaches, including the online
session planner on PMA and the library of best practice sessions on PMA.
Session plans should show overall Learning Objectives and Individual Learning Objectives through the 4
corners and be linked to player ILP’s.
All sessions must show that they cover the Academy Philosophy through:
Basic Skills
Passing, Receiving & Possession
Theme
In the Foundation Phase the sessions are focussed on Ball Mastery and Passing & Receiving technical work,
for approximately 70% of the session, with 30% focussed on the current theme.
In the Youth and Professional Development Phases, it is vice versa with 70% of the session focussing on the
current theme.
All sessions plans should be available to view on PMA and be evaluated following the session and attendance
added to the players performance clocks
71
72
Extend & Consolidate Learning
The Academy provides ILP’s through the PMA system. All players are advised to work
on these away from the Academy. When consolidated using the Academy Learning
Cycle, players can accelerate onto higher level learning objectives.
To further extend players the Academy has a phase transition strategy which allows for
players to work on a higher age group coaching programme, or even play and train up.
Different strategies used for the player:
Play / train up or down.
I.L.P. (no time frame).
Individual challenges in training.
Managing difference
The Academy uses the education framework of the Learning Cycle (see following
slide)
Players are only consolidated, moved on or accelerated if consistent in their learning
objectives. Players may need to re-connect, be re-activated or demonstrate more
73
CONNECT
CONSOLIDATE ACTIVATE
DEMONSTRATE
L
E
A
R
N
I
N
G
C
Y
C
L
E
75
Match Preparation
The Academy Management Team realise the importance of preparing players for a positive match day experience.
All coaches must arrive 30 minutes before players to ensure changing rooms are prepared in a professional manner,
with full kit hung up, tactics boards on view and equipment clean and tidy ready for use.
All coaches must devise a Team Learning Objective for the match, relating to the work they have covered with players in
the current Micro/Meso cycle, from the syllabus. This could also include tactics linked to the Academy Football
Philosophy and set pieces Attacking & Defending.
All players must also have Individual Learning Objectives or key coaching points. These LO’s must be on view in the
changing rooms using the Individual/Unit/Team/Area of Pitch resources and tactics boards.
Coaches must also carry a tactics board to pitch side in order to support players in their team and individual LO’s during
breaks in the game or when they are not playing.
Coaches must ensure a structured warm up and cool down take place to support injury prevention. This will be devised
by the Sport Science and Medical department.
Coaches are responsible for all match day logistics from a squad perspective, supported by the Academy Management
Team and Academy Administration
76
The Match Day logistics begin on the Monday morning following the previous Sunday Game. The normal timeline looks
like this:
M
o
n
d
a
y
-
U
1
8
&
S
c
h
o
o
l
b
o
y
s
Academy Administrators from both clubs swap fixtures including age group game format, playing surfaces, kit colours,
kick off times, venues and postcodes, contact names and numbers and any specific details
Monday - Academy Administrator enters all these details onto the Academy Fixtures page of the individual age groups
on the Academy website
S
a
t
u
r
d
a
y
-
U
1
8
Venue Match day Co-ordinator opens/locks venue, players/coaches/officials changing rooms and Guest areas,
puts up/takes down netting, corner flags, crowd barriers and checks pitch
S
a
t
u
r
d
a
y
-
S
c
h
o
o
l
b
o
y
s
Hopwood Hall to contact AT with state of pitches, if required
H
o
p
w
o
o
d
H
a
l
l
C
h
e
c
k
L
i
s
t
W
e
e
k
l
y
c
h
e
c
k
o
f
p
i
t
c
h
e
s
a
n
d
m
a
r
k
i
n
g
–
N
o
h
o
l
e
s
i
n
p
l
a
y
i
n
g
a
r
e
a
,
l
i
n
e
s
m
a
r
k
e
d
o
u
t
e
v
e
r
y
2
w
e
e
k
s
u
n
l
e
s
s
e
x
t
r
a
n
e
e
d
e
d
d
u
e
t
o
w
e
a
t
h
e
r
.
C
h
e
c
k
T
o
i
l
e
t
s
a
r
e
c
l
e
a
n
e
d
a
n
d
p
a
p
e
r
a
v
a
i
l
a
b
l
e
.
C
h
a
n
g
i
n
g
a
n
d
G
a
m
e
T
i
m
e
s
:
4 teams (2 home/2 away) to change in Sports Pavilion
2 teams (1 home/1 away) to change in Parkside (U11/12 RAFC in Female)
2 teams (1 home/1 away) to change in Sports Arena (U9/10 both teams in Male – make sure signage up after toilet
door)
77
V
e
n
u
e
t
o
b
e
o
p
e
n
a
t
8
.
4
5
a
m
8
.
4
5
a
m
–
H
H
S
t
a
f
f
All changing rooms to be open
Officials changing rooms to be open
All goals to be unlocked
Litter pick
All goals to be locked up
8
.
4
5
a
m
–
R
A
F
C
O
p
e
r
a
t
i
o
n
s
–
C
a
l
l
u
m
R
y
a
n
J
o
n
e
s
/
R
y
a
n
B
a
l
l
/
R
i
c
k
A
s
h
c
r
o
f
t
/
C
o
a
c
h
e
s
NO MEDICAL APPOINTMENTS UNTIL AFTER THESE HAVE BEEN COMPLETED
Cone off Emergency Vehicle spaces - CRJ
Collection of the keys for changing rooms - CRJ
Signage to be put up – RB/CRJ
Parking A board signage put on entrance road - RB
Signage to be put up at Arena – RB
Parking A Board moved to Pitch Signage path - RB
Welcome & Guide Visiting players and staff to changing rooms – CRJ
Welcome and guide officials to changing and payment sign off - CRJ
Respect barriers placed at edge of pitches – Coaches
Goals placed in position and corner flags – Coaches
Technical area set up - Coaches
78
9
.
0
0
a
m
–
A
c
a
d
e
m
y
C
o
a
c
h
e
s
(
A
t
l
e
a
s
t
3
0
m
i
n
s
b
e
f
o
r
e
p
l
a
y
e
r
s
a
r
r
i
v
e
a
t
a
w
a
y
f
i
x
t
u
r
e
s
)
Kit out
Individual & Team LO’s up on walls
Tactics Board ready for team talks
Ask parents to put out goals and corner flags and to bring in after and put goals together
U9/10/11/12 To walk to pitches safely (1 coach in front 1 behind)
All teams out on pitches 30 mins before KO
Academy warm up – Physical & Technical
Use of Tactics board pitch side
Structured cool down
U9/10/11/12 To walk back to changing safely (1 coach in front 1 behind)
Coaches ensure all players are collected safely before leaving venues
R
e
m
e
m
b
e
r
–
P
h
a
s
e
L
e
a
d
s
h
a
v
e
a
n
a
g
e
g
r
o
u
p
o
n
M
a
t
c
h
D
a
y
s
s
o
w
e
r
e
l
y
o
n
a
l
l
a
b
o
v
e
b
e
i
n
g
c
o
m
p
l
e
t
e
d
79
80
Warm Up &
Cool Down
M
a
t
c
h
-
d
a
y
W
a
r
m
-
u
p
Organisation:
Organisation:
2 sets of cones are positioned at 0, 5 & 10 yards; directly between these 2 sets of cones are 2 cones positioned at
2.5 & 7.5 yards.
Players form 2 lines starting at cones positioned at 0 yards for
stage 1
stage 1
. Players form 2 lines starting at cone positioned at 2.5
yards for
stage 2
stage 2
.
Warm-up procedure:
Warm-up procedure:
Stage 1 - Heart rate raiser, dynamics, & fundamental movement patterns;
Stage 1 - Heart rate raiser, dynamics, & fundamental movement patterns;
(*unless stated*, when players are returning from 10 yard cone to 0 yard cone, players are jogging)
(1)
Straight-line forwards running (0-10 yards) × 2
(2)
Straight-line backwards running (0-5 yards) into forwards running (5-10 yards) × 2
(3)
Forwards jockeying (0-5 yards) into backwards jockeying (5-10 yards)
(4)
Lateral side-stepping (0-5 yards) into opposite direction (5-10 yards)
(5)
Forwards skipping (0-10 yards) – *forwards skipping with hip & trunk rotation (10-0 yards)*
(6) ‘
Over the gate’ forwards into squat (i.e. hip adduction; 0-5 yards) & ‘over the gate’ backwards into squat (i.e. hip abduction;
5-10 yards)
(7)
Forward lunge with trunk rotation (0-10 yards) – *reverse lunge (10-0 yards)*
(8)
Lateral lunge (0-10 yards) – *carioca (10-0 yards)*
(9)
Straight-leg kick through (0-10 yards) – *straight-leg extension behind (10-0 yards)*
(10)
Hamstrings walk-through & reach (0-5 yards) into diagonal leg swings (i.e. opposite arm/leg; 5-10 yards)
(11)
Kick across body with controlled deceleration of kicking leg (0-10 yards) – *lateral jump with hip abduction (10-0 yards)*
(12)
Straight-line forwards running @ 75-80% (0-10 yards)
(13)
High knees (0-2.5-5 yard cones) into butt kicks (5-7.5-10 yard cones)
`
(14)
Bounding (0-5 yards) into straight-line running @ 80-85% (5-10 yards)
(15)
Forwards cutting running (i.e., 0-2.5-5-7.5-10 yard cones) @ 75-80%
(16)
Lateral stepping (0-2.5-5-7.5-10 yard cones)
(17)
Straight-line forwards running @ 85-90% (0-10 yards)
5 yards
5 yards
10 yards
M
a
t
c
h
-
d
a
y
W
a
r
m
-
u
p
Organisation:
Organisation:
2 sets of cones are positioned at 0, 5 & 10 yards; directly between these 2 sets of cones are 2 cones positioned at
2.5 & 7.5 yards.
Players form 2 lines starting at cones positioned at 0 yards for
stage 1
stage 1
. Players form 2 lines starting at cone positioned at 2.5
yards for
stage 2
stage 2
.
Warm-up procedure:
Warm-up procedure:
Stage 2 – SAQ
Stage 2 – SAQ
(players work over 5 yards & walk back to starting point after each exercise)
;
(1)
High knees
(2)
Butt kicks
(3)
Straight leg extension flicks
(4)
Power skip (forwards)
(5)
Power skip (lateral × 2)
(6)
Lateral side-stepping (× 2)
(7)
Carioca (× 2)
(8)
Head-&-sprint
(9)
Lateral shuffle-&-sprint (× 2)
5 yards
5 yards
10 yards
83
M
a
t
c
h
-
d
a
y
W
a
r
m
-
u
p
1
1
v
1
1
O
O
r
r
g
g
a
a
n
n
i
i
s
s
a
a
t
t
i
i
o
o
n
n
:
:
•
Set up playing area.
•
Place players in groups of 4 / 5 (2 balls).
•
Play and move.
•
Place 1 in the middle and play off outside men.
•
Play 10 v 3 / 4 (use / rotate subs) in sized areas.
Consider playing in team shape – any unit & individual
challenges, e.g. through units, miss units, rotation, ball to
travel as quick as possible.
(
1
)
P
l
a
y
o
n
2
t
o
u
c
h
(
5
p
e
r
p
l
a
y
e
r
)
.
(
2
)
P
l
a
y
o
n
1
t
o
u
c
h
(
5
p
e
r
p
l
a
y
e
r
)
.
(
3
)
P
l
a
y
3
v
1
(
c
h
a
n
g
e
p
l
a
y
e
r
s
a
f
t
e
r
1
0
s
e
c
)
.
(
4
)
P
l
a
y
1
0
v
3
/
4
(
2
0
x
3
0
)
f
o
r
1
m
i
n
s
.
(Defenders to keep if they regain = reaction)
(
5
)
P
l
a
y
1
0
v
2
/
3
(
2
0
x
2
0
)
f
o
r
1
m
i
n
s
.
(
6
)
P
l
a
y
1
0
v
2
/
1
(
2
0
x
1
0
)
f
o
r
1
m
i
n
s
.
(
7
)
P
l
a
y
1
0
v
1
(
1
0
x
1
0
)
f
o
r
3
0
s
e
c
.
(
8
)
P
l
a
y
1
0
v
3
/
4
/
5
(
2
0
x
3
0
)
f
o
r
1
m
i
n
s
.
(
9
)
I
n
d
i
v
i
d
u
a
l
/
u
n
i
t
w
o
r
k
f
o
r
5
m
i
n
s
.
20
30
9
D
D
7
11
8
10
4
2
6
5
3
D
D
D
84
M
a
t
c
h
-
d
a
y
W
a
r
m
-
u
p
9
v
9
O
O
r
r
g
g
a
a
n
n
i
i
s
s
a
a
t
t
i
i
o
o
n
n
:
:
•
Set up playing area.
•
Place players in groups of 4 / 5 (2 balls).
•
Play and move.
•
Place 1 in the middle and play off outside men.
•
Play 8 v 3 / 2 (use / rotate subs) in sized areas.
Consider playing in team shape – any unit & individual
challenges, e.g. through units, miss units, rotation, ball to
travel as quick as possible.
(
1
)
P
l
a
y
o
n
2
t
o
u
c
h
(
6
p
e
r
p
l
a
y
e
r
)
.
(
2
)
P
l
a
y
o
n
1
t
o
u
c
h
(
6
p
e
r
p
l
a
y
e
r
)
.
(
3
)
P
l
a
y
3
v
1
(
c
h
a
n
g
e
p
l
a
y
e
r
s
a
f
t
e
r
3
0
s
e
c
)
.
(
4
)
P
l
a
y
8
v
3
/
2
(
2
0
x
2
5
)
f
o
r
1
m
i
n
s
.
(Defenders to keep if they regain = reaction)
(
5
)
P
l
a
y
8
v
2
/
1
(
2
0
x
2
0
)
f
o
r
1
m
i
n
s
.
(
6
)
P
l
a
y
8
v
2
/
1
(
2
0
x
1
0
)
f
o
r
1
m
i
n
s
.
(
7
)
P
l
a
y
8
v
1
(
1
0
x
1
0
)
f
o
r
3
0
s
e
c
.
(
8
)
P
l
a
y
8
v
2
/
3
/
4
(
2
0
x
2
5
)
f
o
r
1
m
i
n
s
.
(
9
)
I
n
d
i
v
i
d
u
a
l
/
u
n
i
t
w
o
r
k
f
o
r
5
m
i
n
s
.
20
25
9
D
D
8
10
4
2
6
5
3
D
D
D
85
M
a
t
c
h
-
d
a
y
W
a
r
m
-
u
p
7
v
7
O
O
r
r
g
g
a
a
n
n
i
i
s
s
a
a
t
t
i
i
o
o
n
n
:
:
•
Set up playing area.
•
Place players in groups of 4 / 5 (2 balls).
•
Play and move.
•
Place 1 in the middle and play off outside men.
•
Play 6 v 3 / 2 (use / rotate subs) in sized areas.
Consider playing in team shape – any unit & individual
challenges, e.g. through units, miss units, rotation, ball to
travel as quick as possible.
(
1
)
P
l
a
y
o
n
2
t
o
u
c
h
(
6
p
e
r
p
l
a
y
e
r
)
.
(
2
)
P
l
a
y
o
n
1
t
o
u
c
h
(
6
p
e
r
p
l
a
y
e
r
)
.
(
3
)
P
l
a
y
3
v
1
(
c
h
a
n
g
e
p
l
a
y
e
r
s
a
f
t
e
r
3
0
s
e
c
)
.
(
4
)
P
l
a
y
6
v
3
/
2
(
1
5
x
2
0
)
f
o
r
1
m
i
n
s
.
(Defenders to keep if they regain = reaction)
(
5
)
P
l
a
y
6
v
2
/
1
(
1
5
x
1
5
)
f
o
r
1
m
i
n
s
.
(
6
)
P
l
a
y
6
v
2
/
1
(
1
5
x
1
0
)
f
o
r
1
m
i
n
s
.
(
7
)
P
l
a
y
6
v
1
(
1
0
x
1
0
)
f
o
r
3
0
s
e
c
.
(
8
)
P
l
a
y
6
v
2
/
3
/
4
(
2
0
x
2
5
)
f
o
r
1
m
i
n
s
.
(
9
)
I
n
d
i
v
i
d
u
a
l
/
u
n
i
t
w
o
r
k
f
o
r
5
m
i
n
s
.
15
20
9
D
D
4
2
6
5
3
D
D
D
M
a
t
c
h
-
d
a
y
C
o
o
l
d
o
w
n
Organisation:
Organisation:
Players perform gentle
heart rate reducer & mobility exercises
to begin the recovery process,
working across the width of the pitch. Players then perform
static stretching
.
Cool down procedure:
Cool down procedure:
Stage 1 - Heart rate reducer & mobility exercises;
Stage 1 - Heart rate reducer & mobility exercises;
Jogging & skipping (forwards & backwards)
Lateral walking squats
Lateral walking lunges
Roll-outs
Lying hip mobility
Stage 2 – Static stretching (30 s per stretch);
Stage 2 – Static stretching (30 s per stretch);
Hip abductors
Hamstrings
Adductors
Quadriceps
Lower & upper back
Calves
87
Trialist / Development Plan /
Release Protocols
1. Scout/Spotter Coach
invites player in with
communication
6. If Release, refer to
release procedures
and provide report
5. Phase Lead /
Coach/AM make
decision
4. Parent & Trialist
informed of 3 possible
outcomes:
Release/Full Trial/
Contract
3. Medical Form
completed and
returned
2. Phase Lead & Coach
informed of start date
and if
A
ssessment or 6 week
trial
TRIALIST PROTOCOL
1. Phase Lead to
inform Parent of
development issues
with a phone call
6. Add new ILP
changes to PMA if
changes have been
made
5. Set new agreed
targets at meeting
4. Phase Lead/Age
Coach/AM at meeting
(Welfare/Sport Science
if required)
7. Try to implement ILP
into games/sessions
without impacting
G & T
3. Coach & Phase
Lead insure all PMA &
verbal feedback is
evidenced & highlights
the issues
2. Offer a meeting to
discuss development
plan
8. Phase Lead to
provide regular
feedback and outcome
DEVELOPMENT PLAN PROTOCOL
1. Phase Lead to
inform Parent of
development issues
with a phone call
6. Offer continuous
tracking (age specific)
5. Advise all possible
pathways including
EDS
4. Phase Lead/Age
Coach/AM at meeting
(Welfare/Sport Science
if required)
3. Coach & Phase
Lead insure all PMA &
verbal feedback is
evidenced & highlights
the issues
2. Offer a meeting to
discuss release
procedures
RELEASE PROTOCOL
Rochdale AFC Academy Coach Handbook 2018-19 provides insights into the coaching staff structure, team philosophy, and the elite winning environment cultivated by the club. The handbook emphasizes a possession-based, fast attacking style of football and outlines key principles for attacking, defending, and transition play. It aims to develop players who are competent in multiple aspects of the modern game, focusing on controlling, dominating, and regaining possession effectively.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Rochdale AFC Academy Coach Handbook 2018-19 2017/18 1
BOARD (BG) + CEO (BG) 1st Team Manager (KH) Liaison Coach (CB) Academy Manager (TE) Academy Operations (CC) Academy Secretary (SA) PDP Coach (CB) Head of Coaching RA Coaching Staffing Model PDP Coach (TE) YDP Lead Coach (LR) FP Lead Coach (MR) Academy GK Coach (RB) Coaches x 8 D Manning S McElhinney D Armstrong A Bilal M Read J Entwistle S Bowles VACANCY Coaches x 8 C Brown K Gibbins T Ellis L Riley C Bell C Chappell D Lloyd M Flynn Pre Academy Elite Development Coaches x 4 Full Time D Manning C Chappell D Lloyd M Flynn U7 & 8 Mark Read David Manning Danny Lloyd
RAFC Chairman and fellow Board Members support the 1st Team Manager, Players and Staff alike in creating and implementing an Elite Winning Environment. RAFC will represent themselves and the local community in a Professional manner, competing at the highest attainable levels playing entertaining winning football. Rochdale AFC The philosophy of Rochdale AFC 1st team is to play: Possession based, fast attacking football In order to achieve this, we will endeavour to develop and produce players who are highly competent in Attacking, Defending and the Transitional aspects of the modern game. We will encourage all teams to Control & Dominate Attacking & Defending situations, whilst always looking to Regain & Retain . We will utilise the Principles of Attacking & Defending Attacking The 1st team at Rochdale AFC will endeavour to play fast attacking football using the traits of the football club, body shape, soft touches and fast passing. Constant Movement is a fundamental trait of the Attacking play and practices, formations and individual roles are designed to encourage players to: Run to Receive Run to Deceive Run To Retrieve The 1st team will play out from the back penetrating through the thirds. On entering the middle third of the pitch we will look to create overloads, utilise rotation and play through central areas, this will also provide a base for balance and security. We will look to create space throughout our play with multi-movements and support; players will be encouraged to drive and slide, drive and shoot, the players have the licence to express themselves and come alive in the final third with end product. 4
Defending The 1st team will be encouraged to deny the opposition space and time pressing the ball in numbers when possession is lost. This emphasises the constant movement philosophy, especially: Run To Retrieve With the attacking philosophy of overloading central areas, we will look to regain the ball as quickly as possible. In the attacking and mid thirds areas of the pitch we will encourage the players to show the opposition inside, in the defending third show away from goal. If the opposition play though the press the next phase of our defending would be to recover, deny, delay, control and restrain the opposition s penetration with the emphasis on regaining the ball. Transition The 1st team will be encouraged to play with a high intensity in the transitional period by looking to regain possession as quickly as possible in order to counter attack with an end product. Constant Movement is a fundamental trait of the Transitional play and practices, formations and individual roles are designed to encourage players to: Run to Receive Run to Deceive Run To Retrieve The preferred formations we play are 3-5-2 & 4-3-3 which allows us to attack in numbers knowing we have the safety that the defensive midfielder will protect the centre of the pitch. However we may have to revert to a 4-2-3-1, 4-5-1 or 4-4-2/Diamond depending on personnel available or the state of the game we are playing. This philosophy provides the opportunity for players to develop their Technical attributes, to develop a Tactical understanding of the game which in turn requires Psychological skills, and develops a Physical aspect to prepare players for the modern game. The philosophy is aspirational and is not prescriptive, as we will encourage players to make decisions based on the situations and areas of the pitch they find themselves in. 5
RAFC Player DNA and RAFC Playing Style RAFC Club s philosophy is to play football endorsing our Club s Values and Visions. Clear Elite Player Profiles in specific positions are defined in the Performance Plan representing RAFC Player DNA . Tactical influences along with beliefs and principles are encouraged to achieve a common goal, shaping a style which can be clearly defined as RAFC Playing style - Fast attacking creative free flowing football, playing out from the back, through the thirds, overloading areas and breaking lines with an end product . RAFC Chairman and fellow Board Member s recognise to underpin the successes of the 1st Team both the Academy Structure and Development Pathway need to be supported by the 1st Team Manager. Encouraging and developing Home Grown Talent with RAFC Player DNA traits in RAFC Playing Styles are Key Performance Indicators to the growth and sustainability of RAFC Football Club 6
The RAFC 1st team Playing Philosophy has not made many changes over the last 3 years. The main change from the start of the 2016-17 season was to introduce a set of Non Negotiables: RUN PRESS COMPETE BODY CONTACT REGAIN RETAIN 1st-2nd-3rdPASS These filter down through the Academy into the coaching programmes and coaches handbook. During the 2016-17 season the manager was to focus on Basic Skills: Heading 1st Touch (Surfaces) Passing Finishing New for 2018-19 the Basic Skills developed into Defending specific aspect: Awareness of attackers Mark player not space Clearances These will filter down through the Academy into the coaching programmes and coaches handbook. 7
The philosophy of Rochdale AFC Academy is to play: Possession based, fast attacking football In order to achieve this, we will endeavour to develop and produce players who are highly competent in Attacking, Defending and the Transitional aspects of the modern game. We will encourage all teams to Control & Dominate Attacking & Defending situations We will utilise the Principles of Attacking: Dispersal Penetrate Movement & Support Creativity End Product We will utilise the Principles of Defending: Press or Delay Balance Depth Compact Self-Control & Restraint Concentration 9
The Academy Philosophy links to the 1st team Playing Philosophy, especially in the following areas: Non Negotiables: RUN PRESS COMPETE BODY CONTACT REGAIN RETAIN 1st-2nd-3rdPASS Basic Skills: Ball Mastery (Turns/Dribbles/Heading/1st Touch (Surfaces)) Passing/Receiving/Possession Defending (Awareness of attackers/Mark player not space/Heading/Clearances/Tackling/Interceptions) 10
Attacking We will encourage all teams to play fast attacking football using the traits of the football club, body shape, soft touches and fast passing. Constant Movement is a fundamental trait of the Attacking play and practices, formations and individual roles are designed to encourage players to: Run to Receive Run to Deceive Run To Retrieve All Academy teams will try to play out from the Goalkeeper, who will be the focal pivot of the start of our attacking play, highest pass first, and try to penetrate through the thirds. On entering the middle third of the pitch we will look to create over-loads, utilise rotation and play through central areas. This will also provide a base for balance and security. We will look to create space throughout our play with multi-movements and support; players will be encouraged to drive and slide, drive and shoot, and the players have the licence to express themselves and come alive in the final third where end product is a must. 11
Defending All Academy teams will be encouraged to deny the opposition space and time pressing the ball when possession is lost. This emphasises the constant movement philosophy, especially: Run To Retrieve With the attacking philosophy of overloading central areas, we will look to regain the ball as quickly as possible. In the attacking and mid thirds areas of the pitch we will encourage the players to show the opposition inside, in the defending third show away from goal. If the opposition play though the press the next phase of our defending would be to recover, deny, delay, control and restrain the opposition s penetration with the emphasis on regaining the ball. Transition All academy teams will be encouraged to play with a high intensity in the transitional period by looking to regain possession as quickly as possible in order to counter attack with an end product (Try to: Regain the ball in 4 seconds, get an attempt on goal in 6 seconds). Constant Movement is a fundamental trait of the Transitional play and practices, formations and individual roles are designed to encourage players to: Run to Receive Run to Deceive Run To Retrieve Our Academy Football Philosophy will be broken down into the 3 Phases but will always have a consistent thread to link them together and even up into the 1st Team. 12
Foundation Phase Learning to Love the Game We believe the foundation phase is a fundamental stage in the Player Performance Clock and this is where we can nurture players to prepare them for the bigger and more complex game as they get older. Therefore, we believe academy foundation players need to have the following mix of Technical, Physical, Psychological and Social attributes: Good, quick feet A good bank of skills Good passing & receiving skills Good A-B-C s Be confident and comfortable on the ball Good Decision Makers A desire to learn A desire to be the best Professionalism 13
To help players develop these key traits, we must develop and work to an enriched, flexible curriculum, with resources and sessions to nurture future first team players through their individual and collective journey. The Rochdale AFC Foundation Phase Age Specific Coaching Programmes, and more importantly the Individual Learning Plans, incorporate the 4 Corner Development Model and will always refer back to the reference point of Attacking/Defending/Transition. However, this is the key stage for Windows of Opportunity and therefore the Physical, Psychological and Social Corners can be truly developed. This can be done in the Foundation phase, however, it needs to be broken down to align to the age group characteristics and development of Key Stage 2 children (U8 U11), and Learning Objectives must reflect this. To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be exposed to all situations and areas of the pitch and not be position specific in the foundation phase. That said, some players will excel in a certain position or unit and should be nurtured to enhance their development. Also, players must be prepared for the bigger game, and this can take place mostly at U11 & U12. (Our Under 12 s are mainly supported through the Foundation Phase but through our Phase Transition Strategy we also plan for their development into the Youth Development Phase). In the Foundation Phase, the coaching programme should provide the framework for coaches to source challenging sessions to enable players to develop and put their learning to the test in 5 v 5, 7 v 7, or 9 v 9 development games. Sessions should be motivating for all, enriching and productive. A high proportion of contact time of each session should be made up of Technique Ball Mastery Passing, Receiving & Possession, with the remaining time used for game understanding and maybe reviewing the previous game. Game formats in the Foundation Phase are usually 5 v 5 and 7 v 7 at Under 9 and 10, and 9 v 9 at Under 11 and 11 v 11 at Under 12. In the 5 v 5 game we would usually play 1-2-1 rotating. This gives players the basic shape and backbone of the team with a Goalkeeper, Centre Half, 2 x Central Midfielders and a Centre Forward. In the 7 v 7 game we are flexible with formations but we tend to play 2-3-1 adding another Centre Half and a Midfielder to build up to the 11 v 11 game with the Right and Left Midfielders acting as wing backs. In the 9 v 9 games we add 2 x Midfielders as Number 8 s or 10 s to make up a 2-3-2-1. 14
Youth Development Phase Learning to Compete We believe the youth development phase is the core stage in the Player Performance Clock and this is where we can further nurture players to prepare them for the competitive element of the game. Therefore, we believe academy youth development players need to further develop their mix of Technical, Tactical, Physical, Psychological and Social attributes. To help players develop these key traits, we must develop and work to an enriched, flexible curriculum and syllabus, with resources and sessions to nurture future first team players through their individual and collective journey. The Rochdale AFC Youth Development Phase Coaching Programme incorporates the 4 Corner Development Model and will always refer back to the reference point of Attacking/Defending/Transition. This can be done in the Youth Development phase, however, it needs to be broken down to align to the age group characteristics and development of Key Stage 3 & 4 children (U13 U16), and Learning Objectives must reflect this. (Our Under 12 s are mainly supported through the Foundation Phase but through our Phase Transition Strategy we also plan for their development into the Youth Development Phase). To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be exposed to all situations and areas of the pitch and start to refine position specifics in the youth development phase. That said, some players will excel in a certain position or unit and should be nurtured to enhance their development. Also, players must be prepared for the bigger game. In the Youth Development Phase, the syllabus should provide the framework for coaches to source challenging sessions to enable players to develop and put their learning to the test in 9 v 9 and 11 v 11 development games. Sessions should be motivating for all, enriching and productive. 30% of each session should be made up of Technique Ball Mastery Passing, Receiving & Possession, with the other 70% used for themed game understanding and maybe reviewing the previous game. Game formats in the Youth Development Phase are 9 v 9 and 11 v 11. At Under 12 we utilise the same formation as at Under 11, 2-3-2-1. At 11 v 11 we add the 2 Full Backs and our vision is to play 4-3-3 to mirror the first team, but the formation can change depending on the personnel we have available and can also be 3-5-2, 4-5-1 4-4-2, 4-4-2 Diamond and 4-2-3-1. 15
Professional Development Phase Learning to Win We believe the professional development phase is the most crucial stage in the Player Performance Clock and this is where we can enhance the development of players to prepare them for the competitive and results driven element of the professional game. Therefore, we believe academy professional development players need to enhance their mix of Technical, Tactical, Physical, Psychological and Social attributes. To help players develop these key traits, we must develop and work to an enriched, flexible curriculum and syllabus, with resources and sessions to nurture future first team players through their individual and collective journey. The Rochdale AFC Professional Development Phase Coaching Programme incorporates the 4 Corner Development Model and will always refer back to the reference point of Attacking/Defending/Transition. This can be done in the Professional Development phase, however, it needs to be broken down to align to the age group characteristics and development of Key Stage 5 students (U17 & U18), and Learning Objectives must reflect this. To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be exposed to all situations and areas of the pitch and pin down their position specifics in the professional development phase. That said, some players will excel in a variety of positions and should be nurtured to enhance their development. Also, players must be prepared for the professional game. In the Youth Development Phase, the syllabus should provide the framework for coaches to source challenging sessions to enable players to develop and put their learning to the test in 11 v 11 league games. Sessions should be motivating for all, enriching and productive. 30% of each session should be made up of Technique Ball Mastery Passing & Receiving, with the other 70% used for themed game understanding and maybe reviewing the previous game. In the Professional Development Phase our vision is to play 4-3-3 to mirror the first team, but the formation can change depending on the personnel we have available and can also be 3-5-2, 4-5-1 4-4-2, 4-4-2 Diamond and 4-2-3-1. 16
Themes: 1 V 1 s Small Numbers Units As a Team RAFC Traits Basic Skills Passing & Receiving Possession RAFC Academy values the specific traits of the football club which are Basic skills, Passing & Receiving and Possession. Traits RAFC Fundamentals are specific skills and attributes associated to players and positions to complement with RAFC Traits / Themes. Fundamentals RAFC Themes are designed to be transferable through the 3 Key Areas: Defending Attacking Transition Themes This philosophy provides the opportunity for players to develop their Technical attributes, to develop a Tactical understanding of the game which in turn requires Psychological skills, and develops a Physical aspect to prepare players for the modern game. The philosophy is aspirational and is not prescriptive, as we will encourage players to make decisions based on the situations and areas they find themselves in 17
Developing Creativity & Decision Making 18
Developing Creativity, Problem Solving and Decision Making Training: Practices that include and encourage random, opposed practices Coaching styles - Guided Discovery, Q+A etc Shapes new shapes for players to adapt and understand Allow players to identify needs for change of strategy - I.E. press a trigger if unconditional press not working in game Flexibility - playing in pressure and out of pressure work out where the spaces are, behind or in front? Playing out from the goalkeeper variations - make the right decision, choose the right one Playing players in new positions that expose them to different situations for problem solving/decision making/creativity. Scenarios, 1-0 up or down etc, or club styles "Fix it" Silent" coaching 19
Developing Creativity, Problem Solving and Decision Making (continued) Games: Shapes new shapes for players to adapt and understand Allow players to identify needs for change of strategy - I.E. press a trigger if unconditional press not working in game Flexibility - playing in pressure and out of pressure - work out where the spaces are, behind or in front? Playing out from the goalkeeper variations - make the right decision, choose the right one Playing players in new positions that expose them to different situations for problem solving/decision making/creativity. Team talks - ask for creativity especially in the final third, Guided Discovery/ Q+A in the team talk, asking players to problem solve and come up with solutions. Always creating a platform for players to express themselves and play with freedom within the framework of the training/game. Constantly putting players in situations in game and training where problem solving and decision making is key and trying not to tell them all the answers... 20
Connection between playing & coaching philosophy 21
Coach freedom, self development and player development Coaches are expected to use all the tools in their toolkit to ensure the coaching and playing philosophies are delivered against. Whilst the philosophies are a framework and not prescriptive, the Academy expects coaches to develop players through the 4 cornered age specific coaching programmes, player profiles, position specifics and the coaches handbook and their personal CCF development plan. The coaching philosophy encourages coaches to utilise a mix of age specific knowledge and understanding, the UEFA coaching qualifications they have attained, along with the FA Youth Awards. 22
Systems & Concepts 5v5 to 11v11 Defending Third Middle Third Attacking Third 23
IN POSSESSION A T T A C K I N G OWN THIRD Highest pass first / penetrate / limited risk / limited rotation- through, round, over, GK pivot. MID THIRD Highest pass first / penetrate / more risk / more rotation chances- through, round, over. ATTACKING THIRD Highest pass first / penetrate / more risk / more rotation chances- through, round, over. End product.
OUT OF POSSESSION D E F E N D I N G DEFENSIVE THIRD Body contact, mark / cover and show away from goal. Tackle, intercept, block shots and crosses. Recovery. MID THIRD Press, support the press, body contact, mark / cover. Show which way? Shape and numbers? Tackle, intercept and stop penetration / screen. Recovery. ATTACKING THIRD Press, support the press, body contact, mark / cover. Show one way. Tackle, intercept and stop penetration screen. Recovery.
ABOUT TO / LOST POSSESSION T R A N S I T I O N DEFENSIVE THIRD Recognise danger, limit opportunities, deny space, time, options, shots / crosses. Press / support / cover. Recovery. MID THIRD Recognise danger, limit opportunities, deny space, time, options. Press / support / cover / recover. Show which way? Shape and unit numbers? ATTACKING THIRD Recognise danger, limit opportunities, deny space, time, options. Press / support / cover / recover. Show which way? Shape and unit numbers?
ABOUT TO / IN POSSESSION T R A N S I T I O N DEFENSIVE THIRD Recognise opportunities to penetrate, retain-limit risk, pass choice, movement options for self / others. . Team / unit balance. MID THIRD Recognise opportunities to penetrate, retain- more risk, pass choice, movement options for self / others. Team / unit balance. Opponent balance. ATTACKING THIRD Recognise opportunities to penetrate, more risk, movement options for self / others. Team balance. End product.
9v9 Team Shape - 2-3-2-1 linked to 11v11 LOCK DOWN
Team Shape 4-3-3 / 4-5-1 LOCK DOWN
Team Shape 4-4-2 Diamond LOCK DOWN
Team Shape 4-2-3-1 LOCK DOWN
Team Shape 4-4-2 LOCK DOWN
Team Shape 3-5-2 LOCK DOWN
Positional Understanding 11v11 See attachments 36
Positional Understanding SSG s See attachments 37
Squad & Position Specific Management 7v7 The Academy endeavours to carry around 10-12 players per age group, to ensure balanced game time. Players are encouraged to master a position after trialling 1, 2 or 3 positions to suit their skill set 9v9 The Academy endeavours to carry around 12-15 players per age group, to ensure balanced game time. Players are encouraged to master a position in readiness for 11v11 11v11 The Academy endeavours to carry around 15-18 players per age group, to ensure balanced game time. Players are encouraged to master one position to aspire to be in the gifted and talented bracket 38
Academy Coaching Philosophy 39
Coaching Philosophy Vision 2017-2020 The RAFC Academy vision is to continue to evolve the philosophy in line with the 1st team and Academy needs whilst embedding the clubs values, principles, traits. The focus on more personal development support for the staff is an area which will enhance the delivery of the program, this is through aligning the C.C.F., C.P.D., E.H.O.C. and supporting programmes. The recent success of the non-negotiables is an example of a subtle change to a stable philosophy which can be beneficial to the coaching department and players. Potential holistic development of both players and coaches is to be explored. The use of a video library and it s potential to be used at training for the benefit of both coach and player will be explored / developed. The culture is to promote through the coach pathway and assist individuals to self-learn, self-develop and self- reflect whilst striving to continually improve and take ownership for their development. This individual learning focus is evident in the strategies used for both the player and coach with the view to explore the potential for new research based studies and learning. Therefore, the need to further explore and develop through external parties, research and technology is apparent. 40
Coaching Philosophy Vision 2017-2020 continued OBJECTIVES To continue to retain and develop the coaches with inclusivity. To utilise more multi-disciplinary methods to develop coaching. To identify and explore more support, qualifications and crossover from external sectors for coach development. To identify and explore potential Academic studies towards coach and player development. To collaborate, identify and explore potential football specific movement patterns for defending and attacking. Align and produce video library of skills for specific movements. To collaborate, identify and produce a video library for defending, attacking, transition principles and patterns to be viewed from the different areas of the pitch. Explore the use of these through mobile electronic devices. Try to improve the department through research and innovation. 41
DIFFERENTIATION - COACHING BEHAVIOURS FOR A POSITIVE LEARNING ENVIRONMENT INSTRUCTION - Used pre-post-during practice. Can cut down time and interference within practice due to visuals, demo s and clarity. QUESTIONING - Open / Closed / 2ndry. Open questioning is preferred by coach and player. Limitations of use can be due to lack of planning / self-awareness. This contributes towards independent thinkers and responsibility taking. FEEDBACK - Video, oral, demonstration. Immediately, post event. The type / tone used and timing of feedback is critical along with the intervention type. CORRECTION Strategies, types, timing of correction. Do you need to stop at all. Can it be delivered in break. Individual / unit / group / team. CHALLENGES - individual / team / scenario for practice / work it out = problem solving / setting up / opposition strength & weaknesses. COMMUNICATION Verbal & non-verbal = Expressive of thoughts/ feelings and predominantly used. Specific = more clear, player understands and neurologically stimulating. Preference for player and coach. General = can be obvious but also elusive as lacks detail / clarity for young players. Positive = more motivating, confidence boosting and neurologically stimulating. Negative = Required progressively more although after consideration of choice of communication. DEMONSTRATIONS by coach / player / group / television examples / other group training or playing. Affect the psychology of the player. INTERVENTIONS Allow for self-learning, reflection through using Q & A, secondary questioning, group & individual task learning, guide & discovery. Individual challenges can help the player succeed / learn. Command / show & tell may be required. AGE GROUP CHALLENGES Have your interventions / questions / challenges planned to use, however the order of use may change. The length of time spent in each of these type of behaviours is key- consider visual/ audio/ kinaesthetic learners and how explaining can be minimised allowing other behaviours to become more prominent / efficient. Check and reinforce learning with all.
PRACTICE TYPES USED & BENEFITS FOR A POSITIVE LEARNING ENVIRONMENT CONSTANT Not varied, allows repetition, muscle memory, lower motivation. High chance of success / less chance of failure. VARIABLE Variety under less controlled conditions. More types of movement / action / skill. Medium chance of success and failure. RANDOM Learning occurs best because of variety and higher motivation. Enabling long term memory. More chance of failure/ less chance of success. BASIC SKILLS Repetition (NLP), sport specific task, opposed, body contact, can be taken into games. PASSING / RECEIVING Repetition practice. Manipulate size / shapes / areas of the pitch and simple rules. Position specific or general. Shorter / Medium/ longer passing ranges, disguise/ receiving / releasing skills. Use of body and movements to receive. POSSESSION - Decision making, close to the game, allows to self-learn and develop. Directional / non-directional, Manipulate size / shapes / areas of the pitch and simple rules. Position specific or general. Shorter / Medium/ longer passing game, disguise/ receiving / releasing skills. Use of body and movements to receive. FUNCTIONS / PHASES / CONDITIONED GAMES (e.g. WHOLE-PART-WHOLE) Decision making, closer to the game, allows to strip back to smaller groups and/or allow specific focus. Realistic situations. SMALL SIDED GAMES Decision making, realistic to the game, allows to self-learn and develop. Scenario and strategies for learning. Elite Youth players benefit from more opposed open practices (possession, conditioned and small sided games) than unopposed technical practices. Elite Youth players benefit from a safe, challenging environment with a more progressive use of positive and negative specific feedback. Individual / unit / team Increase from technical club traits through to theme based tactical learning in relation to the game. 11v11. AGE GROUP CHALLENGES AGE GROUP CHALLENGES RAFC session should allow the players to learn with limited interruption. This allows more detail to be coached and more time for positive / negative specific detailed feedback for learning! Balancing types of practice to maximise returns for the required repetition for young players whilst attaining the decision making properties needed. Developing the individual to self-learn through practice- work through, experiment & solve problems. The increasing nature of learning to compete in the team, developing more tactical understanding, dealing with failure whilst displaying emotional control Ownership, responsibility and consequences are important allowing the transition from learning to compete to learning to win. Support networks and challenges pre-during-after maturation.
COACHING STYLES - PRACTICE There are pros and cons for all styles and coaches would have covered these on their UEFA B/A and FA Youth Modules courses and understand when and where to use appropriately. COMMAND / DEMAND Coach tells and shows required solution. Coach takes players there with encouragement and enthusiasm. QUESTION & ANSWER Coach leads with questions to try and gain response from player. OBSERVATION & FEEDBACK Coach and player observe GUIDED DISCOVERY Coach asks a question or issues a challenge TRIAL & ERROR Player and/or coach decide on challenge Elite Youth Players have shown to respond more to Command, Question & Answer & Guided Discovery. Please refer to age specific coaching philosophies for recommended styles per age group/phase. These styles are preferred to enhance player learning during this phase as Good Practice and should be the majority of the styles directed for the individual. COACHING STYLES - GAME ENVIRONMENT In addition to the above recommendations for practice, the Academy includes the following good practice for the games environment. Good practice has been refined to include the following for Elite Players: Allow players to relax, drink, eat, and chat before, during breaks in play and post-game. Non-verbal cues, signals as the player enter / leave pitch or dressing room. Focus on learning objectives from LTPD perspective. Awareness of language, tone and delivery type. Strategies for support during game, code of conduct, club values and ethics. Match-day protocols. Address individual / unit / team together or separately accordingly. Playing experiences / positions / positional / variety
SUMMARY Coaches to portray a Positive Learning Environment in Practice and Games. Coaches to use recommended Coaching Styles in accordance to the individual and group. Maximum benefit for Elite Youth Players has shown to come from more opposed open practices (possession, conditioned and small sided games) than unopposed technical practices. RAFC Academy requires a more progressive nature of practices aligned to enhance tactical knowledge through the Youth Development phase. The game / practice when structured correctly can allow for maximum returns, with interventions / coach behaviours, strategies allowing players to self-learn and focus whilst developing. Challenges are required with progressive focus on ownership, responsibility and consequences. Differentiation is required to suit the individual before / during / after puberty with the progressive use of specific individual information and more use of specific negative feedback. This builds upon the emphasis of the players developing psycho- socially.
Gifted & Talented - RAFC Definition Gifted & Talented at Rochdale AFC Academy is defined as: players who have the potential to develop beyond what is expected for their age The key traits for being classed as Gifted & talented within the RAFC Academy environment are: Non Negotiables Compete Press Run Contact Retain 1st 2nd 3rd Pass Technical & Tactical Ability in and out of possession Psychologically strong Socially intelligent 46 These traits are closely monitored when the Talent ID spotters are assessing potential Academy players
Basic Skill Acquisition Techniques into Games 47
BASIC SKILL ACQUSITION INTO GAME Rochdale AFC have multiple principles and guidance for coaches to assist players on transferring practice into game. The element of decision making in practices is required with limited interruptions, use of individual challenges and varied intervention types being used. The need to practice skills and mastering the ball are good in isolation however the learning takes place within the game. This is the focus for most practices however the need for repetition and technical work may be required at times. The coaching program highlights working individually, small numbers, units and team, which enables players to take more responsibility and accept challenges. This guidance is in the program, coach handbook and below is some of the relevant information: Training: Practice design - Basic Skills into Small sided games (SSG s), random opposed practices, rules, scenarios. Elite Youth players benefit from more opposed open practices (possession, conditioned and small sided games) than unopposed technical practices. Elite Youth players benefit from a safe, challenging environment with a more progressive use of positive and negative specific feedback. Coach behaviour and differentiation - communication both verbal / non-verbal, styles. INTERVENTIONS Allow for self-learning, reflection through using Q & A, secondary questioning, group & individual task learning, guide & discovery. Individual challenges can help the player succeed / learn. Command / show & tell may be required. AGE GROUP CHALLENGES these are documented in all the above areas and consider the age group characteristics. Games: Guidance on the environment set and good practice.
Academy Vocabulary The Academy vocabulary is consistent across the phases and linked to the 1st team. General Learning Objective The desired outcomes from the session/game/player Team Learning Objective The agreed desired outcomes for the team Non Negotiables RUN PRESS COMPETE CONTACT REGAIN RETAIN 1st-2nd-3rd PASS 50
