FFA Skill Acquisition Phase Self Assessment Session Plan Name: Course Date Assessment Core Skill: Session Objective: Specific Aspect: Today I aim to improve the players ability in the following Tasks/Actions: Key Principle: For guidance on how to use this Self Assessment Session Plan please refer to page 23 Plan Define Design Assessment Guide Comment The Core Skill and Specific Aspect have been identified from the annual plan The session uses the Skill Acquisition components to achieve the Session Objective The session objective: - Establishes a clear expectation of what is trying to be achieved in this session   There is a clear link between each of the SA components The ST element is designed to deliver the objective The Exercise Task is linked to the Objective The Player Tasks/Actions are linked to the Exercise Task Coaches Cues are evident for each player task Prepare People Equipment Environment 1

3 Conduct Foundation – Skill Introduction Organization Explanation Assessment Guide Comments Skill Introduction The Skill Introduction: Allowed the players plenty of opportunities to develop the core skill/specific aspect related to the session objective (EXECUTION) Was there a football situation for the player to make sense of? (PERCEPTION) Was there more than one option/possibility? (DECISION MAKING) Fulfilled the principles of a Warm Up by: Providing a steady increase in the heart rate of the players Preparing the players for the activity by taking them through a range of dynamic movement Reaching the desired intensity in preparation for the exercise Including Dynamic Flexibility 3

Players and materials: Conduct Foundation – Skill Introduction Players and materials: 4

Players and materials: Conduct Skill Introduction- Progression Players and materials: 4

Players and materials: Conduct Skill Introduction- Progression 2 Players and materials: 4

7 Conduct Animation – Skill Training Organization Explanation/Step Up/Step Down Script Exercise Task: Player Tasks/Actions: Coach’s Cues: 7

8 Conduct Animation – Skill Training Script - continued Exercise Task: Player Tasks/Actions: Coach’s Cues: 8

Players and materials: Conduct Animation – Skill Training Players and materials: 4

Players and materials: Conduct Animation – Skill Training (Step Up) Players and materials: 4

Players and materials: Conduct Animation – Skill Training (Step Down) Players and materials: 4

12 Conduct Animation – Skill Training Assessment Guide Comment Did the Skill Training include the necessary elements to maximise skill learning: Perception – Was there a ‘football situation’ for the players to make sense of related to the Core Skill/Specific Aspect? Decision-making – Was there more than one option/possibility? Game Situation/Challenge – Did it look like a match scenario that had been simplified just enough to enable learning of the Core Skill.Specific Aspect, while retaining the true football context and providing ‘optimal’ challenge (not too hard and not too easy) Implicit Brain System Developed – Were the players placed in the learning situation often enough to influence subconscious behaviour of the Core Skill/Specific Aspect? Anticipation – Were players required to: Search for visual cues? Gather information from player and ball movements? Recognise patterns of play? CHECKLIST The START to the practice was relevant to the Session Objective and the Core Skill/Specific Aspect The practice allowed Core Skill/Specific Aspect to evolve naturally The ORGANISATION was linked to the Session Objective The ATTITUDE of the players was managed appropriately The session was adapted to meet the ABILITY of the players The players UNDERSTAND the organization and rules The SHAPE of the players relates to the Playing Style and Team Model The Coach managed the ‘SELF’ aspect before coaching 12

19 Conduct Animation – Skill Training Assessment Guide Comment Teaching Process The ExerciseTask was: - Designed to challenge the players in the specific aspect of the designated core skill. (It led the players towards attempting the required Player Tasks/Actions) - Clearly set - Observed and appropriate feedback provided Players Tasks were: - Given to the appropriate players at the appropriate times - Observed, with appropriate feedback given - Used effectively to improve the players ability to undertake the Exercise Task Interventions were made to provide feedback and guide players towards improved skill performance, and included: Clarifying the player actions required to achieve the task Giving players cues to support learning (to undertake their tasks) Giving feedback on performance using words and pictures Asking questions to stimulate and engage players ‘Step Up, Step Down’ if required Play was stopped at appropriate times Freeze replay was used appropriately Feedback during natural breaks was used appropriately Coaching on the run was used appropriately The interventions were well-timed and effective The coach allowed the players suitable opportunities to try and do what they had been asked 19

20 Conduct Conclusion – Skill Game Organization Explanation/Progression Assessment Guide Comments Skill Game The Training Game: Maintained the focus on the Core Skill/Specific Aspect and Session Objective Included as many elements of the real game as possible, but ensured that the Core Skill/Specific Aspect had to be used regularly Maintained realism Demonstrated the players understanding and ability to perform the Exercise Task effectively as coached in the Skill Training Allowed the coach to accurately assess the success of the training session and the likely transfer to match performance The Coach intervened to make key points and provide feedback only when absolutely required 20

Players and materials: Conduct Animation – Skill Game Players and materials: 4

22 Conduct Conclusion – Skill Game Assessment Guide Comment Application Wrap Up Did the players demonstrate the ability to consistently and perfectly execute the core skill/specific aspect at the right time? Did the players provide feedback to demonstrate an understanding of their tasks/actions in achieving the session objective without being prompted by the coach? Evaluate Session Objective Achieved? How much improvement in the specific aspect of the designated Core Skill (and which players did well, and which need more help)? Things to consider when planning for this Core Skill next time it appears in the program? 22

Summary Guidelines: Please complete this form for your assessment and submit with your video as per the assessment guidelines in your course folder The Assessment Guide and Comment Sections are there to allow you to Self Assess by helping you reflect on some of the key questions. Complete these sections as you see fit and add another slide if more space is required. How to use this form to plan your session: - In the oganisation section, set out what you require to undertake this component. E.g. number of players , balls, bibs, grids and grid sizes etc. - In the Explanation/Progression section explain what the activity will be and how it progresses. - Use the animation slides to illustrate your Organisation, Explanation/Progression. You can add as many slides as you like to ‘bring to life’ the Player Tasks / Actions in a variety of scenarios linked to your Core Skill/Specific Aspect and Session Objective. Repeat this process for each of the Skill Acquisition Training Components You can insert lines to illustrate your areas and make adjustments as you see fit; if you choose to indicate ball or player movement, please follow the Key below:- Illustrates ball movement Illustrates Player movement Illustrates Player movement with the ball 23