1. Technical Proficiency 2
GAA Award 1 1

2. GAA Award 1 – Technical Proficiency and communication Outcomes
By the end of this Module participants will be able to:
introduce the step model to go from pressure to non pressure
coach a skill from non pressure situation to pressure situation
Tutor Notes:
Tutor to outline the outcomes to be achieved in this module.
Note that this session is mostly practical, with some theoretical aspects initially. The majority of the theory to this session should be completed through the practical session.
Suggested timing:
Introduction/Initial Theory 15 minutes
Practical Session
Tutor Demonstration 30 minutes
Participant Work 90 minutes
Altering Activities 15 minutes
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3. How can Technical Proficiency be developed?
Individual Practices
Full Match
How can Technical Proficiency be developed?
Skill Drills
Modified Games
Tutor Notes:
Tutor Led Discussion/Flip Chart Group Work to identify the different types of activity that can be used to develop Technical Proficiency.
Tutor to use this slide as back up/summary slide once feedback has been noted from each group/discussion.
The Skill Development Model Document should be used as support for the Tutor.
Conditioned Games
Against a Wall

4. Decision Making Reduced Space/Time Movement Speed Opponent
How can we change the activities?
Decision Making
Reduced Space/Time
Movement
Speed
Tutor Note:
Drills can be boring and monotonous. How can the coach make these more game like and more exciting for players?
Tutor to teese out what other methods of setting up an activity there are. Use these as examples and try to get the group to draw the various types of organisation that is possible.
Key issue to be explored is the integration of these external factors into skill development and when this should take place – which should be introduced first – movement, opposition, other skills etc.
Tutor to introduce the idea that external factors introduced too early can affect skill development – remember the phases of learning from the Foundation Award.
Opponent
Other Techniques
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5. An Easy Way of Remembering this?
S Space More space or less?
T Time Limit the time or give more time
Task Change the skill performed, add in an extra one, or alter the rules/conditions of the activity.
E Equipment Different type of ball?
P Personnel More players, or less
Tutor Note:
An easy way of remembering how to alter any activity that a coach knows – STEP.
Space Increasing the space can make the activity less intense or pressurised. Decreasing the space can make it more intense/pressured
Time Limit the time – challenge players to complete a certain amount within the time frame. Increase the time places a larger physical demand on the players
Task Change the skill to be performed, add additional skills. Alter the rules or conditions of the activity. It might be necessary to suspend one aspect of the game to develop another.
Equipment Use different size footballs/sliotars, Hurleys etc.
Personnel Add or decrease opposition. More players in the same space results in increased intensity and pressure.
Remember that not all coaches are going to have a huge bank of activities in their head, but by following this formula they can alter any activity that they have in an almost unlimited fashion.
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6. Lets Go and Do It! Take a 15 minute session with the group
Using the skill allocated and referring to your prompt card, familiarise yourself with the coaching points (the how to do the skill).
Follow the IDEA model and coach the skill to the group.
Set up an appropriate activity to allow participants to practice – coach the skill as they practice.
Develop two progressions with the group
Use STEP model to progress
Tutor Note:
The major Practical Component of this Module. Coaches to take a 15 minute session with a group of peers. Tutor to demonstrate firstly, as a modeling exercise for the coach to work with. Tutor can use the How to Coach Skills that were introduced in the Foundation Award as a prompt or reminder for the Coaches.
There are skill cards available as prompt or reminders for the Coach. Coach to follow the IDEA model and organise an appropriate activity for the participants. Coaches to use the STEP model to make two adaptations to the activity.
Tutor to obeserve, analyse and provide feedback to each Coach.

7. Tactical Prowess
GAA Award 1 7

8. Outcomes By the end of the session you will be able to:
Define tactical prowess/ decision making
Demonstrate simple routines on decision making
To devise and implement decision making activities for children

9. The OTú Model – Tactical Prowess
What do we mean by Tactical Prowess?
The Ability to Weigh Up Match Situations and Decide on What Option to Take and When to Take It
Tutor Note:
Tactical Prowess –
Tutor to ask what we mean by Tactical Prowess? Use Definition – ‘The Ability to Weigh Up Match Situations and Decide on What Option to Take and When to Take It’ Tactical Prowess is based on the players ability to take in all of the information from around him and choose the correct option to take. Is an individual decision making thing, not the same as team tactics, or a teams style of play
In this clip it is DJ’s ability to see that not taking possession of the ball but striking it on first time is the best option as he would have been tackled. Players need to have the ability to see that the pass is an option and have the technical ability to strike it for the move to work correctly. If DJ had miss hit the pass would it have been the wrong option?
Tutor to focus on when is it the correct time to either 1) take the ball into possession, 2) play it on, either in the air or on the ground, 3) make a dummy run to create space for other players
Tutor can ask the group if they have any other examples of this type of play 9
Skill Development 9

10. Limitations of drill-based coaching
What are the limitations of using drill based activities?
Players are told who to strike the ball to
Players are told when to strike it
Drill and skill still has to be transferred to game
Movement is prescribed by coach or cones
Little decision making
May not be fun
Tutor Note:
Refresher on the Technical Proficiency Module – types of activities outlined. Tutor to question whether there is decision making in these set ups.
There is little decision making in these set ups. The following slide has examples of activities where there is more decision making. 10
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11. What? To punch or catch Where? To run To kick to Who? To pick up
A Player has to make thousands of decisions in a game
What?
To punch or catch
Where? To run To kick to
Who?
To pick up
To pass to
When?
to stay or go
Tactical Prowess
Tutor Note:
Tutor Led discussion on these situations that a player finds themselves in during games.
It is equally important to know when as to know how

12. Activities to help in developing Tactical Prowess?
How to help players to make good decisions?
Create situations that give them options
Gradually increase the options that are available until you have a normal game!
Coach uses an ‘asking’ style of coaching rather than a ‘telling’ style
Tutor Note:
To help develop Decision Making in players, Coaches must put players in situations where they have decisions to make. Players must be aware of what their options are and be able to (technically and physically) perform the correct option. Start out by giving a player more than one option and then graudually increase it until there are no limits on what a player can do. 12
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13. Activities to help in developing Tactical Prowess?
What type of activity do we need?
Fun Game
For example: Over the river
Game Play Routine
For example: One v One, two v one
Conditioned game
Tutor Note:
Two examples of the type of game that encurages decision making:
Over the river – simple game but players must decide where, when and how to strike the ball to ensure that it travels over the ‘no mans land’ and their opponents cannot get it, while also keeping it in the court. To further increase this you can place a member of each team in the opposite court and players must play keep ball between the courts.
One on One – simple activity where players must decide whether to take the ball into possession, and how best to score/prevent a score, whether to blook, hook etc. To further increase this game you can make it 2 v 1, 2 v 2, 3 v 2 etc until you have a full 6 v 6 or backs and forwards situation. 13
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14. Lets Go and Do It! Take a 15 minute session with the group
Using the skill card allocated and referring to your prompt card, familiarise yourself with the coaching points (the how to do the skill).
Follow the IDEA model and coach the skill to the group.
Set up an appropriate activity to allow participants to use this skill activity to develop Tactical Prowess – coach the skill as they practice.
Identify the principle of Attack or Defence (on the ball and off the ball)
Develop the activity to work on a different principle of Attack or Defence
Use STEP model to progress
Tutor Note:
The major Practical Component of this Module. Coaches to take a 15 minute session with a group of peers. Tutor to demonstrate firstly, as a modeling exercise for the coach to work with. Tutor can use the How to Coach Skills that were introduced in the Foundation Award as a prompt or reminder for the Coaches.
There are skill cards available as prompt or reminders for the Coach. Coach to follow the IDEA model and organise an appropriate activity for the participants. Coaches to identify the principles of Attack or Defence being worked on and use the STEP model to adaptation the activity.
Tutor to obeserve, analyse and provide feedback to each Coach. 14

15. Thank you