FFA Self-Assessment Session Planner Name:
Adam Pengelly
Course
A
Date
6/8/18
Assessment
Link to Video: Match Analysis Details Team: Brisbane Roar Women’s NPL Opponent:
Lions FC
Opponents style:
Competition and Date
NPLW - 3 August 2018
Opponents Formation:
1-4-3-3
Key Principle:
Combination Play to Create/Convert
Main Moment:
Ball Possession
What?
Unable to find free player in wide or central areas behind the defensive line
Who?
9, 7/11, 10s, 2/5
When?
When looking to break the defensive line
Where?
Final Third
Why?
Movement and passing not coordinated once we had a free player in the middle third
Summary
We were unable to find a free player behind the defensive line successfully to allow clear-cut chances to be created. Fullbacks quite often are effective in possession when in the middle third due to allowing 10’s and wingers to receive higher. 1
Football Problem Illustrate the football problem below (you may include a screen capture to emphasize the problem or additional slides)
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Football Problem Illustrate the football problem below (you may include a screen capture to emphasize the problem or additional slides)
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Football Problem Illustrate the football problem below (you may include a screen capture to emphasize the problem or additional slides) Video 1: • Player crossing under pressure but has 2v1 wide with fullback. Must create free player to create a crossing opportunity by using combinations and drawing before passing/changing speed. • Cross is made against a set defensive line. By the time the cross comes in, the areas are protected for the ball across the face of goal so a better option is a cutback. However, this is very difficult to execute Video 2: • Free player in middle third and 9 drops to feet instead of threatening in behind. • Attacking players too deep when free player is present in possession • If we cannot get a player facing forward, we may use others as a bounce however if we can, we can threaten behind • When the ball is played, desired recipient of the ball is at a dynamic disadvantage More clips are highlighted in the video frame shown to players.
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Session Objective: Today we will look to improve our ability to find a free player behind the defensive line to create and/or convert goal-scoring opportunities. For guidance on how to use this Self Assessment Session Plan please refer to page 23 Plan Define Assessment Guide
Design Comment
Assessment Guide
Comment
The 5 W’s have been used to define the Football problem clearly
The session uses the Game Training 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 GT components The GT element is designed to deliver the objective The Team Task is linked to the Objective The Player Tasks are linked to the Team Task Coaches Cues are evident for each player task
Is a relevant and realistic solution to the football problem
Illustrate your football problem on the template on page 2 Prepare People
Equipment
Environment
22 players 20 outfield, 2 GK
Markers, Balls, Bibs
Full Pitch (Grass)
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Conduct Foundation – Passing Practice Organisation
Explanation/Progression
All players are placed on a marker according to their position and follow the passing sequences. Each player stays in their own position (switches sides every two actions). Both sides are worked in every action.
- Technical execution of actions (chipped pass) - Timing of movement (10 appearing, 9 drawing) - Execution of movement pattern (curved run)
Variation 1: Winger starts with the ball and plays to the ball-side attacking midfielder who plays a wall pass with the striker before a ball in behind. Runners come from second line (opposite AM) and winger. Variation 2: Winger starts with ball and plays to the 9 who makes a movement from the opposite CB inside/deep to draw. Ball is played to the ball-side 10 who chips the ball in behind to the opposite AM or winger making runs to break the defensive line Variation 3: 10 plays 9 who plays opposite 10 before winger receives and plays the overlapping fullback. Runners go into box.
Assessment Guide
Comments
Influencing the following actions:
Passing practice The Passing Practice: Allowed the players plenty of opportunities to develop passing and first touch Allowed the players to practice passing and first touch related to the session objective Place the players in their positions relative to the session objective 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
Although the practice was in an unopposed/pattern play context, players were getting repetition of the technique required for the session objective. Each player was in their preferred position (or closest position relevant to them) and were getting practice repeating this. It also allowed me as a coach to talk in detail about the technique required for actions such as the curved run, timing of the run and chipped passing technique. Players were given an adequate opportunity to work on first touch and striking the ball elements related to the session objective. Players were given the chance to warm up properly and perform dynamic flexibility exercises during breaks and the intensity was increased steadily.
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Conduct Passing Practice – Variation 1
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Conduct Passing Practice – Variation 2
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Conduct Passing Practice – Variation 3
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Conduct Animation – Positioning Game Organization
Explanation/Progression
Two groups doing the same exercise with slightly different numbers. Group 1 (left): Front 3, 10 and Fullbacks vs. Back 4 and 6. Group 2 (right): Front 3 and fullbacks vs. Back 3 + Joker (10)
Attacking team aims to score and can have the fullbacks join attack. If fullbacks join attack, the goal must be scored on the opposite side (from a cross).
Script Team Task: Create free player behind the defensive line to create and/or convert goal-scoring opportunities Player Tasks: - 9: Start on blindside of opponent and appear diagonally inside to draw; start on blindside of opponent and appear in behind having started in 2nd position - 7/11: Provide width on the switch of play/if you are the ballside winger; Break the defensive line if you are on the opposite side - 10’s: Provide an option between lines; Break the defensive line if you are the opposite midfielder; Provide an option for a bounce-pass from 9 drawing - 2/5: Appear to break the defensive line after receiving in 2nd position (shoulders); Create GSO through crossing situations
Coach’s Cues: - 9: Where can you start to ensure the CB cannot see you before you make a movement between the lines? Where can you move to draw the opposite CB without occupying the ballside CB instead? What movement can you make to get in behind if the 10 is between the lines facing forward? - 7/11: How can you allow more space centrally if the ball is on your side? What can you look to do if the ball is on the opposite side and the player on the ball is facing forward under no pressure? - 10’s: How can you position yourself allow you to receive 1v0? If you are between the lines under no pressure, where can you look to play to allow a player in behind? - 2/5: When is the best time for you to make an overlapping run? How can you find a free player once you are in behind?
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Conduct Foundation – Positioning Game
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Conduct Animation – Positioning Game Full Pitch View
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Conduct Animation – Positioning Game Assessment Guide
Comment
Did the Positioning Game: Provide the players opportunities to develop passing and first touch against realistic opposition? Give the players an opportunity to repeatedly position themselves against game-related resistances linked to the Session Objective? Provide a clear link between the Passing Practice and Game Training working towards the Session Objective?
Yes, players were in a game context and players had the opportunity to use the patterns from the passing practice in an opposed context and realistic opposition. The practice represented the game due to the shape. I believe there was a clear link between the PP and PG. The session objective was constantly recurring throughout the session (get a player in behind).
CHECKLIST The START to the practice was relevant to the Session Objective and the Moment as identified by the 5W process The practice allowed the main moment/s 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 both teams was established to ensure realism and a clear link to the Session Objective and Football Problem The Coach managed the ‘SELF’ aspect before coaching
Start was quick as I used the whiteboard to show teams and fields, with bibs being laid out beforehand to allow quick transition into the game. This practice allowed the behaviours from the passing practice to occur naturally. Players enjoyed the small-sided games therefore attitude was good and it was easy for them to understand what the shape, organisation and rules of the game included. All aspects were linked to football problem throughout.
Teaching Process Was a Team Task: - Set and managed throughout? - Observed with appropriate feedback given? Were Player Tasks - Identified from the Team Task? - Set for the key players, as outlined in the Session Plan - Set at appropriate times? - Observed and appropriate feedback given? Was the play stopped at appropriate times? Were pictures and words used well during feedback? Did the players have opportunities to try to do what had been asked ?
The Team Task was kept constant with that of the GT and all elements of the passing practice were in line with this. I followed the Task – Observation – Intervention principle and allowed players to explore the context whilst providing tasks and cues to influence the behaviours I desired. The teaching strategy I used was in line with the topic - there are many different ways to get in behind the defensive line therefore I used divergent questioning as well as point the players in the direction I thought was necessary. I chose the Q&A method as I believe it is important for players to think 13 creatively to solve the problem and explore the context.
Conduct Animation – Game Training Organization 11v11 with end-zone that defenders cannot go in until the ball goes inside.
Explanation/Progression 11v11 match.
Script Team Task: Create free player behind the defensive line to create and/or convert goal-scoring opportunities Player Tasks: - 9: Start on the opposite side so you can appear from the blind side; Start on the opposite side so you can appear in behind from 2nd position; Bounce to ball-side AM if dropping between the lines to draw - 7/11: Provide width if you are the ball-side winger; Break the defensive line if you are the opposite winger - 10’s: Provide an option between lines; Break the defensive line if you are the opposite midfielder; Provide an option for a bounce-pass from 9 drawing - 6: Provide an option underneath the ball whilst blocking the 9 with your positioning; Balance underneath the ball when we are looking to progress; Play chipped pass to opposite side if you are on the ball with no pressure and the defensive line is high - 2/5: Overlap to become free man in behind; balance behind the ball - 3/4: Provide a deep option underneath the ball to allow us to conserve possession; Look to find our furthest, safest option with a forward pass; Organise balance behind the ball early when we are looking to conserve possession and progress - 1: Find a player facing forward in possession; Organise balance
Coach’s Cues: - 9: Where can you start to ensure the CB cannot see you before you make a movement between the lines? Where can you move to draw the opposite CB without occupying the ball-side CB instead? What movement can you make to get in behind if the 10 is between the lines facing forward? - 7/11: How can you allow more space centrally if the ball is on your side? What can you look to do if the ball is on the opposite side and the player on the ball is facing forward under no pressure? - 10’s: How can you position yourself allow you to receive 1v0? If you are between the lines under no pressure, where can you look to play to allow a player in behind? - 6: Where can you look to receive to allow us to maintain possession if we cannot progress? How can you aid the transition if we lose ball (before we do)? - 2/5: When is the best time to make forward run? How can we create space outside? How can you assist in balance behind the ball when we are attacking? - 3/4: How can you use the space effectively to allow us to maintain possession? How can you aid the defensive transition before we lose possession/if we lose possession? - 1: Who are the best options to find a player facing forward? How can you aid our balance behind the ball?
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Conduct Animation – Game Training
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Conduct Animation – Game Training Assessment Guide
Comments
Game Training: Focused on solving the football problem Presented the opportunity to develop the Session Objective Was organised so that the relevant players were involved The Goals for both teams were appropriate to the Session Objective and recreating the key moment/s Established and maintained the realism required to address the problem and Session Objective (as illustrated in the animations on this form)
I think the session allowed success in that the football problem was recreated on many occasions. It was highly focused on recreating the football problem from the weekend’s game. Due to the 11v11 context, the football problem was present throughout and the context was realistic. There were goals for both teams in that the defensive team could attack if they won the ball back and the attacking team had to create chances as well as recover when the ball was lost (hidden learning). All relevant players in the football problem were involved and the o
Checklist The START to the practice was relevant to the Session Objective and the Moment identified by the 5W process The practice allowed the main moment/s to develop naturally The ORGANISATION created a problem-solving environment 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’ UNDERSTANDING of the organization and rules was checked The SHAPE of both teams was established to ensure realism and a clear link to the Session Objective and Football Problem The Coach managed the ‘SELF’ aspect before moving on to the Teaching Process element
Start of the practice was quick (within 2 minutes of players being allocated teams) and restarts were relevant to the football problem – CB deep in possession and looking to build-up through the thirds. Due to the 11v11 context, the main moment developed naturally whilst allowing a representative practice. The attitude of players was managed throughout however they had to be drawn in prior to the start due to an injury prior to the GT starting. Ability of the players was matched and the context/opposition was good enough to challenge both teams. Shape was managed and realistic to the football problem with the line being used to ensure space behind. I was in the right head space to take the session and felt I matched the players intensity.
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Conduct Animation – Game Training Assessment Guide
Comment
Teaching Process The Team Task was: - Clearly set - Observed and appropriate feedback provided - Led the Players towards attempting the required Player Tasks Players Tasks were: - Given to the key players - Given at the appropriate times - Observed, with appropriate feedback given - Used effectively to improve the players ability to undertake the Team Task Coach’s Cues were used to support players in undertaking their tasks Play was stopped at appropriate times Feedback was given using pictures and words effectively 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
At 6:31 the 10 makes a run in behind and scores – this shows from the beginning of the session until this point, the chain of learning has been evident. Players were shown clips of this beforehand in the frame, before representative practice in both the PP and PG components of the session. At 7:05 a cross is played however execution (moment and direction) was not good and runs in the box were not in effective areas. In this moment the balance behind the ball was good and this was something I spoke about later in the session. At 7:32 there was clear intent to get in behind by forward players when we had a free player in the middle third with time and space. The run from the 9 was mistimed and in the wrong area however the run from the 10 was good as she appeared from the opposite side to almost win the space in behind. Further evidence of the chain of learning and behaviour change from start to finish of the session. At 8:08 I introduced the team task. I tried to link the importance of finding a free player in the middle third to the overall session objective of finding a free player in behind to create or convert goal-scoring situations – free player to convert a chance themselves or pass to another player to convert (to allow the objective of scoring from wide areas to also be included). At the end of the task I gave quick feedback to reinforce the forward run when we have a free player (one of the tasks however I framed this as positive feedback as it was already starting to occur).
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Conduct Animation – Game Training Assessment Guide
Comment
Teaching Process The Team Task was: - Clearly set - Observed and appropriate feedback provided - Led the Players towards attempting the required Player Tasks
9:56 shows first intent of getting the winger in behind and crossing in between the goal and defensive line while they are still dropping. Although the 9 is offside, the cross from the winger is well placed after becoming a free player.
Players Tasks were: - Given to the key players - Given at the appropriate times - Observed, with appropriate feedback given - Used effectively to improve the players ability to undertake the Team Task
At 10:32 I made my first intervention in the form of a player task for the 9 and wingers when we have a player facing forward under no pressure in the middle third. I effected all three players at the same time because it is more time efficient and the roles are interdependent of each other. I reinforced the task (through positive feedback) at the very beginning where I mentioned the ball in behind when we have a player facing forward. I believe there is strong use of questioning here as I did not tell players where to be or what the solution was, however I did use convergent questioning to draw the answer – I also involved the defensive team in the questioning process. I used freeze replay well as the players made their runs, however the pass was not well executed.
Coach’s Cues were used to support players in undertaking their tasks Play was stopped at appropriate times Feedback was given using pictures and words effectively 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
At 14:09 I made my second intervention. I stopped play intentionally after the crossing situation because I wanted to give the players a chance to score after getting in behind. I rewound back to the moment and gave the task to the winger. I used the ball to create a clear picture and got players to walk through what had just happened. I believe this worked well because immediately following the intervention at 16:03 we scored from a cut-back situation after having creating a chance for a cross. This is part of the session objective: free player in behind to create and convert chances.
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Conduct Animation – Game Training Assessment Guide
Comment
Teaching Process The Team Task was: - Clearly set - Observed and appropriate feedback provided - Led the Players towards attempting the required Player Tasks Players Tasks were: - Given to the key players - Given at the appropriate times - Observed, with appropriate feedback given - Used effectively to improve the players ability to undertake the Team Task Coach’s Cues were used to support players in undertaking their tasks Play was stopped at appropriate times Feedback was given using pictures and words effectively 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
At 16:22 I believe we partly achieved another area of the session objective as there is a free player (10) and the 9 starts on blindside shoulder of the CB and winger is played in behind. At 18:19 I think the session objective was partly achieved also when we found the winger in behind who crossed and we scored when the ball was put between the dropping defensive line and the goal. The 9 started on opposite shoulder and executed the goal-scoring situation well. At 18:50 I placed another task that was referred to in the frame. If we were not able to find a free player facing forward in the middle third, it was necessary for us to use another player as a bounce to do so. I questioned the CB (and the group) as to who the best option was. In the moment of intervention the 9 was on the opposite shoulder (as per the task) and walks over as I am questioning. The 9 was identified as the player who could bounce in another player facing forward and then Q&A was used, as well as movement of the ball, to show a clear picture of the task. As per previous task, I gave a group of players similar tasks at the same time as they are all interdependent. A good solution building up against a team pressing with three (oranges were in this context) is to have the fullbacks go inside to receive as if they were a second 6. I mentioned this to the fullback at 21:08 however I did not think this was a point for intervention during this topic as I believe we were successful in building-up on most occasions.
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Conduct Animation – Game Training Assessment Guide
Comment
Teaching Process The Team Task was: - Clearly set - Observed and appropriate feedback provided - Led the Players towards attempting the required Player Tasks Players Tasks were: - Given to the key players - Given at the appropriate times - Observed, with appropriate feedback given - Used effectively to improve the players ability to undertake the Team Task Coach’s Cues were used to support players in undertaking their tasks Play was stopped at appropriate times Feedback was given using pictures and words effectively 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
At 22:26 when the fullback becomes a free player in the middle third, the 9 makes a forward run conducive with the task set prior. I believe this shows behaviour change compared to before, however even though she was not played, the winger’s forward run and cross were also conducive of her set tasks. Although the chance was not converted, the tasks for the process of finding a free player behind were followed. I thought it was necessary to make the point of balance behind the ball explicit and clear, which towards the end of the GT I thought was effective use of the rest break. At 25:01 I made my final intervention around the 10 getting between the lines if the 9 makes a forward run and is not tracked. This would have been more effective as a ‘what if?’ scenario during the 9’s task of making a forward run from the opposite shoulder – this is because the space between the lines opens up. This would have allowed more time for observation however I still feel the point was valid. Overall, I feel the session objective was achieved. The players understood their roles and tasks, as confirmed during Q&A at the conclusion of the session. I believe there was marked behaviour changes throughout the session – particularly with the 9’s movement and wingers when crossing. I believe the grouping of tasks was beneficial as it allowed players more of an opportunity to do what they had been asked (more time on task) and it allowed the interrelatedness and interdependence of the tasks to be made clear.
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Conduct Conclusion – Training Game Organization
Explanation/Progression
Observation of player behaviours and evaluation of success of session based on team objective during training game. 11v11 match with normal rules, regulations and restarts.
Assessment Guide
Comments
Training Game The Training Game: Maintained the focus on the problem and Session Objective Had the relevant players involved and positioned appropriately Set Goals for both teams which were appropriate and maintained the focus on the Session Objective Maintained realism Demonstrated the players understanding and ability to perform the Team Task effectively as coached in the Game Training Allowed the coach to accurately assess the success of the training session and the likely transfer to match performance
Yes, as this was just an extension on the GT – players and shape the same. Restarts as normal in a match. Yes, Shape same as GT Yes Yes, positions and shape remained the same. Yes, behaviour change was noticeable. Explain why
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Conduct Conclusion – Training Game
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Conduct Conclusion – Training Game Assessment Guide
Comment
Application Wrap Up Did the players demonstrate the ability to solve the football problem without the Coach’s intervention?
Yes, players showed the change in behaviour towards the end of the GT and this carried over into the TG.
Did the players provide feedback to demonstrate an understanding of their roles in achieving the session objective without being prompted by the coach?
At the conclusion of the GT before the TG (during break) I Q&A’d the players about their roles/responsibilities in the session and questioned the defensive team on the implications imparted on them in doing so, all which were answered correctly in the detail required.
Evaluate Session Objective Achieved
Football Problem Solved
I believe the session objective was achieved. The objective was to find a free player in behind who could convert a goal-scoring opportunity or find a free player who could pass to another player to convert a goal-scoring opportunity. We scored a lot of goals and I believe that behaviour changed from start (video session) to finish.
The main problem from the weekend was that we could not find a free player in behind the defensive line once we had a free player in the middle third. We had a lot of success from the beginning around finding the free player in the middle third and behaviours were changed around the actions once we had that and also how we could find it if we are in a complex situation where it is difficult to find a free player in possession, facing forward in the middle third. 5W’s all came out naturally and I believe both the session objective was achieve and football problem solved.
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Summary I believe the session objective was achieved. The objective was to find a free player in behind who could convert a goal-scoring opportunity or find a free player who could pass to another player to convert a goal-scoring opportunity. We scored a lot of goals and I believe that behaviour changed from start (video session) to finish. The main problem from the weekend was that we could not find a free player in behind the defensive line once we had a free player in the middle third. We had a lot of success from the beginning around finding the free player in the middle third and behaviours were changed around the actions once we had that and also how we could find it if we are in a complex situation where it is difficult to find a free player in possession, facing forward in the middle third. 5W’s all came out naturally and I believe both the session objective was achieve and football problem solved. 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: - Use the 5 w’s approach to define your Football Problem and set your Session Objective (page 1) - Try to clearly illustrate your football problem (page 2) - In the organisation 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 problem and Session Objective. Repeat this process for each of the Game 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
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