#GOFORIT Curriculum - MyTeam - 29/50

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My Team 29/50 Life-Skills topic: Thinking critically about friends Football topic: Short and Long-Range Passing

AMANDLA

EduFootball

SUPPORT Life-Skills Outcomes

FOOTBALL OUTCOMES

1. Players understand the difference between healthy and unhealthy friendships.

1. Players have improved their short range passing.

2. Players have identified one of their healthy friendships.

3. Players have identified one of their unhealthy friendships.

2. Players have improved their long range passing.

4. Players take responsibility for maintaining healthy friendships.

PARTICIPANTS

SESSION TIME

NUMBER

AGE

gender

20

10-14

Boys/Girls

Maximum

45-60 Minutes

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MY TEAM 29/50 Life-Skills topic: Thinking critically about friends Football topic: Short and Long-Range Passing

THE GOLDEN THREAD

FOUNDATION OF TRUST & BELONGING

VISION

GOALS

1ST STEP

MY POSITION

MOTIVATION

IMPROVEMENT

DETERMINATION

REVIEW & CONCLUSION

#2 Commit to my team

#3 My coach and me

#4 Who am I

#5 My background

#6 I am unique

#8 Building my strengths

#9 Managing my weaknesses

#10 My goals

#11 Things I cannot control

#12 Puberty

#13 Things I can control

#16 Managing my feelings

#17 Motivation from within

#18 Motivation for my surroundings

#19 Right and wrong

#20 Improving myself

#21 Doing my best and understanding my limits

#22 Determination to beat substance abuse

#23 Being resilient

#7 My unique vision

#14 How I present myself

#15 Taking the first step

#28 My friends

#29 Thinking critically about friends

#24 Review of My Position

#25 Who do I care about?

#26 Who cares about me

#27 My support structure

#31 Conflict and me

#32 Conflict resolution

#33 Dealing with defeat

CELEBRATION

#34 Rewarding myself

#35 My role models

#36 Celebrating with my team

REVIEW & CONCLUSION

#37 Review of My Team

#38 Knowing my rights and responsibilities

#39 My interests and hobbies

#40 Committing to education

#41 Choosing my career

#42 Giving back to my community

#43 Problem solving

#44 Being creative

#45 My dreams for the future

#46 Keeping my hope alive

#47 My future goals

SUPPORT

DEFEAT

MY TEAM

#1 Get to know my team

KNOWLEDGE

WAY FORWARD

MY GAME

AMANDLA

EduFootball

#30 Peer pressure

#48 Planning to achieve my goals

#49 My way forward

REVIEW & CONCLUSION

#50 Review of My Game

“GO FOR IT!“ – CURRICULUM OVERVIEW

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MY TEAM 29/50 Life-Skills topic: Thinking critically about friends Football topic: Short and Long-Range Passing

AMANDLA

EduFootball

1. Pre-Game Review

SAfE Zone

6-8

Minutes

Step 1: Coach reviews last week’s session.

Step 2: Coach shares a football story highlighting a healthy friendship and an unhealthy friendship.

Step 3: Coach explains the Session Outcomes and explains the difference between healthy and unhealthy friendships.

Step 4: Coach facilitates team football stories highlighting healthy and unhealthy friendships.

6

KEY:

Minutes of activity

Balls

Cones

Envelope

Whistle

Bibs

Goal

Coach

Participants

ball movement player movement

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MY TEAM 29/50 Life-Skills topic: Thinking critically about friends Football topic: Short and Long-Range Passing

2. Warm-Up Activity

AMANDLA

EduFootball

1. SET-UP, 2. ACTIVITY,

Before beginning any physical activity, coaches need to make sure that players have stretched 2x Balls 4x Cones

7-10

Minutes

2.

2.

3.

3.

4.

SET-UP

4.

1.

1.

1. Using 4 cones, create two separate 20m lines.

2. Divide players evenly between the two lines.

3. Give each line 1 ball.

Activity 1. Players divide themselves evenly between the two cones.

2. The first player in Line A with the ball (Player #1) makes a long pass to the first player in Line B (Player #2) 3. As .soon as Player #1 passes the ball he/she runs toward Player #2.

4. Player #2 receives the pass and makes a short pass back to Player #1.

5. Player #1 makes another short pass back to Player #2 6. Player #2 makes a long pass back to the next player in Line A. 7. Repeat the cycle.

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MY TEAM 29/50 Life-Skills topic: Thinking critically about friends Football topic: Short and Long-Range Passing

3. Main Activity 2x Balls

AMANDLA

EduFootball

1. SET-UP, 2. ACTIVITY, 3. Progression, 4. TEAM TALK

10-12 Minutes

8x Cones 3 x Sets of different coloured Bibs

1.

4.

5.

2.

SET-UP

3.

7.

1. Create a 20mx20m area with a 2m wide channel dividing the area in half.

6.

7.

7.

7.

2. Divide players into three even teams.

Activity 1. Position one team in each half of the area and one team in the middle channel.

PROGRESSION

•

Limit pla yers to

two tou

ches.

2. The ball will start with one of the teams occupying a half of the area.

3. Two players from the middle channel will enter the half as defenders.

4. The team with the ball will try to complete five consecutive passes.

5. Once they complete five consecutive passes they will try to pass the ball to the team in the opposite half of the area.

GOAL MOMENT The Coach could use the opportunity at the end of each drill cycle to ask players to identify a positive and negative characteristic of one of their friends.

6. If this pass is successful, the two defenders return to the middle channel while two players from the middle channel enter the area with the ball as defenders.

7. If defenders win possession of the ball or kick the ball out of bounds, the team that gives up possession becomes the defending team.

Team Talk STEP 1: COACH asks What were some examples of healthy friendship during the drill?

STEP 2: Coach facilitates A discussion highlighting what makes a healthy friendship on the football field.

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MY TEAM 29/50 Life-Skills topic: Thinking critically about friends Football topic: Short and Long-Range Passing

4. Game Situation 2x Balls

15-18

1 Min

AMANDLA

EduFootball

1. SET-UP, 2. Team cheer, 3. ACTIVITY, 4. Progression, 5. Cool Down Team cheer Each team to should perform perform their their Teamteam Cheer song before the start of the each Game trainig Situation. session.

Minutes

16 x Cones 2 x Sets of different coloured Bibs 2x Goals

SET-UP 1. Create a 30m x 30m pitch.

2. Create six 1m wide gates throughout the pitch.

3. Divide players into two even teams.

Activity GOAL MOMENT Coach could use the opportunity during the drill to draw similarities between moments of friends supporting on the football field and friends supporting in life.

1. Two teams will compete against each other in a match-like situation.

2. Teams score 1 point by connecting a pass with a teammate through one of the gates.

3. Teams score 3 points by scoring a goal.

ION

PROGRESS

s. uche wo to t to a yers nnect imit pla to co • L e r o teams e bef quire a gat h g • Re u hro oal. pass t the g g in k attac

1 Min

Cool down Players take a light jog around the field followed by a quick, light stretch.

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MY TEAM 29/50 Life-Skills topic: Thinking critically about friends Football topic: Short and Long-Range Passing

AMANDLA

EduFootball

5. Post Game Review

SAfE Zone

13-15

Minutes

Step 1: Coach reviews the Game Situation by asking players: What were some examples of healthy friendship during the drill? Coach then facilitates a discussion highlighting what makes a healthy friendship off the football field.

TAKE AWAY MESSAGE Step 2: Coach shares

Think about the consequences of your friendships.

a personal story of a friendship that has had unhealthy consequences, and of a friendship that has had healthy consequences.

Step 3: Coach explains the importance of thinking about the consequences of our friendships.

Step 4: Coach facilitates players’ personal stories highlighting one friendship that has had unhealthy consequences, and one friendship that has had healthy consequences.

FINAL TEAM TALK STEP 1: COACH cONCLUDES with a final Take Away Message: Think about the consequences of your friendships.

STEP 2: COACH REMINDS that this is a Safe Space and that the coach is there to support players at all times.

STEP 3: Team Shout

Life-Skills topic: Thinking critically about friends Football topic: Short and Long-Range Passing

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My TEAM 29/50

AMANDLA

EduFootball

NOTES & FEEDBACK

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AMANDLA

© 2013 - Developed by AMANDLA EduFootball e.V. in cooperation with the Oliver Kahn Foundation and with support of the University of the Western Cape

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