1. Club Ethos and Coaching Philosophy AFC Alsager FA Community Charter Standard Club 1

2. Contents Club Ethos Our Club Ethos is a written declaration that sets out how we want to run as a club. It is simple and concise and can be understood by players, parents and officials. Coaching Philosophy Our clearly defined coaching philosophy provides direction, purpose and guidance to the process of coaching young players. Player Development We promote an holistic approach to player development based on the FA’s four- corner model for long term player development. Age Groups 5-11 Coaching guide for players aged 5 to 11 years. Age Groups 12-18 Coaching guide for players aged 12 to 18 years. 2

3. Club Ethos Our club ethos is a written declaration that sets out how we want to run the club. It is simple and concise and can be understood by players, parents and officials. 3

4. Club Ethos Our club ethos is a written declaration that sets out how we want to run the club. It is simple and concise and can be understood by players, parents and officials. Club Ethos o To provide football for children of all ages and abilities in a safe and friendly environment. o To deliver age-appropriate coaching to support long term player development. o To encourage all players to try their best and make the most of their abilities. o To offer a challenging but supportive environment where children can learn from their mistakes without extra pressure or anxiety. o To promote good sportsmanship, behaviour and respect for others. 4

5. Club Ethos The great fallacy is that the game is first and last about winning. It is nothing of the kind. The game is about glory, it is about doing things in style and with a flourish, about going out and beating the other lot, not waiting for them to die of boredom. Club Ethos 5

6. Coaching Philosophy Our clearly defined coaching philosophy provides direction, purpose and guidance to the process of coaching young players. 6

7. Coaching Philosophy Our clearly defined coaching philosophy provides direction, purpose and guidance to the process of coaching young players. o Make the game safe, fair and enjoyable. o Provide age-appropriate coaching (5-11; 12-16; 17+). o Develop the whole players across all four corners of the FA’s Long Term Player Development model. o Develop the player’s technical skills. o Increase the player’s decision making capabilities. o Improve the player’s movement skills; agility, balance, co- ordination and speed (ABC’s). o Teach the player life skills (co-operation, teamwork, communication and friendship). 7

8. Role of the Coach Coaching Philosophy o Mentor – Listen to players, give advice and extend their thinking. o Motivator – set appropriate challenges to inspire the players. o Facilitator – allow players to enjoy playing the game. o Friend – make the environment welcoming and inclusive. 8

9. A Good Coach … Coaching Philosophy o Encourages players to try new skills. o Enthuses and motivates players. o Supports and inspires regular practice. o Encourages children to be the best that they can be. o Prioritises the unique individuality of the child. o Puts the child and their needs at the centre of all activities. 9

10. A Good Coach Also… Coaching Philosophy o Understands issues that impact on young player development. o Considers how children learn. o Factors in self esteem and motivational issues into their coaching. o Communicates using age-appropriate language and instructions. o Understands children are not mini adults. o Uses a long term development process. o Fosters a life-long love of the game. 10

11. Coaching Qualifications Coaching Philosophy o As a minimum all coaches at our club will undergo the following training courses: o The FA Level 1 Award in Coaching Football. o FA Emergency Aid. o FA Safeguarding Children. o Coaches will be encouraged to join the FA Licensed Coaches Club and attend CPD events. o A clear pathway through the FA Youth Awards and onto FA Level 1 will be made available. o All our coaches have FA Enhanced DBS checks. o The FA requires everyone who works or volunteers in children’s football and regularly cares for, trains, supervises or is in sole charge of children to apply for a FA CRB Enhanced Disclosure. 11

12. Coaches’ Behaviour Coaching Philosophy o Coaches are required to strictly follow the FA Respect Code of Conduct. o Players must be free to play during matches, with positive encouragement from parents and coaches. o Information from the touchline should be in the form of occasional questions from the coach. o Patrolling the touchline giving constantly shouted instructions should never happen. o Players will learn from their own mistakes and being given an opportunity to correct rather than being told that they have done wrong. 12

13. Coaches’ Behaviour Coaching Philosophy If you can't explain it simply, you don't understand it well enough. 13

14. Player Development We promote an holistic approach to player development based on the FA’s four- corner model for long term player development. 14

15. The FA Four Corner Model Player Development Technical Unopposed – technique practice Uneven sides – skill practice Even sides – game related practice Game craft, game as the teacher Target : Developing Technique Psychological Practising, learning, experimenting Decision making Learning styles Relevant to the needs of the player Target : Increase Learning Physical Generic movement skills Football functional movement Receiving, running with the ball Dribbling, turning, kicking, heading Target : Improving Movement Social Are the players enjoying the work? Are they included and challenged? Are they supported? Are they given ownership, trust and responsibility? Target : Enjoying Football 15

16. Technical Player Development o Encourage players to try new skills in practice and work out where they can be used in games, o Practice should replicate the demands of the game and encourage players to think and make decisions just as they would in a match. o Match the needs of the individual by altering the difficulty using the STEP principle (Space, Task, Equipment, Players). o Use the “stop, stand still” intervention but not too much and make coaching points during a suitable break in play, letting players experience the flow of the game. 16

17. Physical Player Development o Appropriate movement skills which develop agility, balance, co-ordination and speed through enjoyable games. o Using well designed practices, all coaching activities should include physical outcomes. o Allow for differing growth rates between the players and cater for the needs at both ends of the growth scale. o Children are not mini-adults and sessions should not include laps of the pitch and press ups. 17

18. Psychological Player Development o Use different methods of communication to engage with different types of learners. o Visual (seeing) – session plans, tactics boards, cue and prompt cards as well as cones on a pitch. o Auditory (hearing) – Speak with players, ask questions and encourage discussion among team- mates to solve game related problems. o Kinetic (doing) – demonstration to the team by a coach or by a player to their team-mates. 18

19. Social Player Development o Be a good role model for the players. o Create a positive and welcoming environment. o Praise players for their effort and endeavour as well as abilities. o Use descriptive praise to pinpoint what the players have done well. o Manage mistakes to the player’s advantage – understand what they were trying to do. Sometimes they will have the right idea but just fail in the execution of the technique or skill. o Make sure the sessions are enjoyable but with a purpose. Ensure the development of skills and game understanding. 19

20. Ability and Opinion Player Development o Always keep in mind that football is a late developing sport and young players will have huge peaks and troughs during their time with you. o A player’s performance in practice and matches can be influenced by the following factors, all of which need to be considered when forming an opinion of a player’s true ability. o Date of Birth o Body Type o Adolescent Growth Spurt o Physical Maturity o Psychological Maturity o Social Maturity o Previous Experience o Opposition o Own Team’s Playing Standard o Position Suitability o Instructions Given to Player o Recent Playing Experience 20

21. Ability and Opinion Player Development Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. 21

22. Growth and Maturation Player Development o Appreciate that all players are growing and maturing at different rates. o Be patient, supportive and encouraging with ALL the players in your squad. o Understand that all some players need is ‘time’. o Don’t mistake levels of physical maturity for maturity in other areas. o Don’t assume that the current success of a player is an indicator of on-going proficiency. o Don’t over-burden the players that represent the extreme early or late developer. o Recognise when players are going through a learning spurt and challenge them to continue to grow. 22

23. Relative Age Effect Player Development o Recruitment trends in professional academies show a bias towards players born between Sept-Dec, making them the older players in their age group. o Encourage the younger players to use technique rather than try to compete physically, they will catch up physically through puberty. o Design and deliver challenges which offset the relative age effect; o Consider changing the pitch size, the size of the ball, rules of the practice/game, the game format. o Consider grouping bigger and physically developed players to compete against each other in practice. 23

24. Minimising Distractions Player Development o By planning ahead the coach can create an environment that minimises distractions and helps players to stay ‘on-task’ for longer. o Organise sessions that are interesting, challenging, varied and enjoyable. o Avoid players being stood in line or asking them to wait around for too long without a focus. o Plan arrival activities so players can begin practising as soon as they arrive. 24

25. Managing Behaviour Player Development o Outline rights and responsibilities to players. o Praise and reward good behaviour. o If you have to intervene, do so in a calm and controlled manner. o If boundaries are consistently broken then there should be a consequence. o Be consistent in dealing with behaviour issues. o As a coach, remember the only person’s behaviour you can control is your own, so set a good example. 25

26. Formats of the Game Player Development o Young players should be exposed to a variety of games they can actually play rather than struggling to understand a game created for adults. 26

27. Coaching Recommendations for Players 5 to 11 Creating a positive and enjoyable learning environment which prioritises skill development, decision-making, fundamental movement skills and experimentation is crucial for young players in this age-group who are learning how to play. 27

28. Positive Learning Environment Age Group 5 to 11 o Encourage players to be creative and take considered risks in both practice and games. o Remember – mistakes do happen. o Let players make some of the decisions. o Let them know that their opinions count too. o Create opportunities for players to explore, question and foster their natural curiosity and imagination. o Allow all players to experience success. 28

29. Let the Players Play Age Group 5 to 11 o All children should be given fair playing time on match-day. o Help players develop their game-understanding by rotating positions during practice and games. o Ensure players are given the chance to play a ‘game’ during every practice session. o Use part-whole-part method of coaching during sessions o Don’t let the children’s arena become dominated by adults. You are the coach not the parents. 29

30. Skill Development & Decision Making Age Group 5 to 11 o Practice should replicate the demands of the ‘game’ as much as possible. Give lots of opportunities to practice different aspects of the game (shooting, dribbling, tackling, passing, goalkeeping), in context. o Learn to coach the AFC Alsager way – “one theme one team” o Avoid “big goal syndrome” – this helps avoid one dimensional coaching. o Small-sided games on appropriate sized pitches provide young players with opposition, decision-making and challenge, all of which help their skill development. 30

31. Themed Practice Age Group 5 to 11 o Try and link the different parts of a coaching practice together. For example; o Warm-up: Players work in twos passing through a variety of different sized gates, using different techniques and surfaces of the foot. o Skill development: Play a small-sided possession game (e.g. 3v1 or 4v2) on appropriate sized pitch. o Game: Any 4v4 game with a focus on passing or a through-the-thirds game. 31

32. Appropriate Challenges Age Group 5 to 11 o Set challenges in practice sessions, e.g. Use your weaker foot when you next can in practice. o Reinforce the learning focus from practice sessions on match day. o Set players specific challenges that link to the theme of a recent practice session, which can be discussed at half-time and after the game. o During practice sessions try to ‘match’ players up in lots of different ways in order to meet their individual needs. 32

33. Develop Fundamental Movement Skills Age Group 5 to 11 o Between the ages of 5-11 players have a ‘window of opportunity’ to develop their agility, balance, co- ordination and speed (ABCs). o Coaches should be creative in their practice design and build in a physical benefit for the players, e.g. o Tag Games o Running and Dodging o Throwing and Catching o Jumping and Balancing. 33

34. Use a Variety of Interventions Age Group 5 to 11 o Young players don’t enjoy being shouted at, having their mistakes highlighted or having to stop playing the game to listen to the coach talk at length. o A variety of coaching methods should be used to help players learn the game, for example; o Command (Directive) o Question and Answer o Observation and Feedback o Guided Discovery o Trial and Error 34

35. FA Intervention Wheel Age Group 5 to 11 35

36. Coaching Methods ‘5 Pillars’ Age Group 5 to 11 36

37. Use Small Sided Games Age Group 5 to 11 o Players should experience a variety of formats of the game, played on appropriately sized pitches. o The game is essentially a series of different scenarios (1v1, 2v1, 1v2, 3v2 etc.) and players should experience a variety of these game-like challenges during practice sessions. o Coaches should use uneven sides in practice as a tool to challenge the players. 37

38. Appreciate What it’s Like to be Young Age Group 5 to 11 o What the game of football ‘looks’ like for a group of 7 and 8 year olds will be significantly different to the game played by older players and adults. o If a coach tries to ‘fast-forward‘ young players to this level too quickly, important stages of development may be missed. o Young players shouldn’t be benchmarked against adult professional players. 38

39. Things to Avoid Age Group 5 to 11 o Don’t impose unrealistic adult expectations on young players. o Don’t be so intent on winning games that young players miss out on the opportunities to learn and fall in love with the game. o Don’t apply ‘out-dated’ coaching methods with young players. o Avoid children standing in lines or queuing. 39

40. Coaching Recommendations for Players 12 to 18 Coaches should continue to prioritise a positive learning environment (as recommended in the 5-11 section), ensuring methods and content are made appropriate to the age and ability of the players in this age-range. 40

41. Deliver Relevant and Realistic Practices Age Group 12 to 18 o Realistic passing, receiving and possession practices which create appropriate pressure, interference and distraction will help young players develop their awareness and game understanding. o Become more effective ‘off the ball’. Develop an understanding of movement to support team-mates and how to create and exploit space. o Develop scanning, predicting and assessing skills to form a ‘picture’ before receiving the ball. 41

42. Develop Tactical Understanding Age Group 12 to 18 o Introduce players to the 6 phases of the game: o Attacking when opponents are ‘in balance’ o Attacking when opponents are ‘out of balance’ o Defensive play whilst ‘in balance’ o Defensive play whilst ‘out of balance’ o The finishing phase o  Goalkeeping 42

43. Introduce Position Specific Practices Age Group 12 to 18 o As players get older they will begin to recognise the significance of practice sessions to their role within the team. o Some specific positional practices should be introduced as appropriate. o This should be balanced with experience playing and practising in different positions. 43

44. Encourage Players to be Self-Reflective Age Group 12 to 18 o Players should be encouraged to reflect on their effectiveness in practice and games, and challenged to think about how they may improve next time. o This process may be done individually, in small groups or collectively. o It may be enhanced if the team/player and the coach discuss realistic and achievable challenges and goals to work towards. 44

45. Encourage Creativity Age Group 12 to 18 o Coaches should continue to encourage players in this age group to be creative by designing challenging practice sessions. o Master the skill of posing effective questions to develop the players’ active involvement in the training and learning process. o Encourage players to think, examine, judge and evaluate to find their own solutions. 45