FFA Advanced Coach Education Practical Assessment Form Candidate Name: Andrew Holmes Assessment Date: June 2018 Accreditation Level: B Licence Assessment Attempt Number: 2 Plan – Define Not Evident -‐ 0 Use of the 5Ws to breakdown -‐The 5Ws have not and outline the football been used. It isn’t clear problem/opportunity. what the football problem is.
Use of visual/s to outline problem.
-‐There is no visual provided.
Session Objective.
-‐There is no session objective provided.
Developing -‐ 1 The 5W’s have been used. -‐There is little detail and doesn’t clearly outline the scenario. -‐There is no reference to the opposition. -‐A visual is provided. -‐The visual doesn’t match the scenario outlined in the 5Ws. -‐The visual provided offers little insight into how or why the scenario occurred.
Proficient -‐ 2 -‐The 5W’s have been used. -‐The detail provides a clear understanding of the scenario. -‐There is no reference to the opposition. -‐A visual or movie is provided, possibly both. -‐The visual offers detail to strengthen the understanding of the scenario. -‐ If video is used, it is does not show a clear trend however. -‐The session objective -‐The session objective is provided is not clear clear and offers a well-‐ -‐The session objective defined outcome. does not offer a well-‐ -‐There is a good link to defined outcome. the scenario outlined in -‐There is little link to the the 5W’s or visual/s. scenario outlined in the 5W’s or visual/s.
Expert -‐ 3 -‐The 5W’s have been used. -‐The detail provided shows a high level of analysis that is concisely outlined. -‐There is reference to the opposition and how they influence the scenario. -‐A visual or movie is provided, possibly both. -‐Where video is provided, it clearly outlines a trend linked to the scenario outlined in the 5Ws. -‐The video or images are animated. -‐The session objective is clear and concisely articulated offering a well-‐ defined outcome. -‐The session objective/outcome links closely with the detail in the script.
FFA Advanced Coach Education Practical Assessment Form Comments
Andrew please note as the assessor on your previous attempt I refer to your Points: progress across both attempts through out this assessment. -‐ SB 4/9 In your previous assessment, the first point of your Action Plan regarded the 5Ws. Whilst it is good to see a drawing of the problem, the written content and image does enough to define exactly how this issue arises, especially in regards to the choices of the opposition. A stronger level of detail such as the below is required: OPPOSITION DETAIL • Deep, compact 1:4:4 block • Space between horizontal lines 10 metres or less • Space between vertical lines 8 metres or less • Wide players on opposite side shift across to vertical halfway • 2/5 close down our 7/11 very quickly • 7/11 drop deep to cover our 2/5 • 10 stays very high, dropping either side of our 6 to receive exit pass If we do not get to this level of detail in defining the problem, the work that follows risks becoming generic in nature.
Plan -‐ Design The Passing Practice design.
Not Evident -‐ 0 -‐No evidence that the practice links to the session objective and would allow for repetition of passing and first touch.
Developing -‐ 1 -‐The practice will allow passing and first touch to occur -‐Is not well linked to the specific actions that players will be required
Proficient -‐ 2 -‐The practice will allow passing and first touch to occur -‐Clear link to the session objective where key actions specific to the
Expert -‐ 3 -‐The practice will allow passing and first touch to occur -‐A high degree of thought and creativity to allow key actions linked to the
FFA Advanced Coach Education Practical Assessment Form -‐The practice will not prepare the players physically or psychologically for the game. -‐Players will have no opportunity for decision making (PDE). The Positioning Game design.
The Game Training design.
to make to achieve the session objective. -‐The practice will adequately prepare the players physically or psychologically for the game. -‐Little evidence of PDE
football problem come to life. -‐The practice will prepare the players well, both physically and psychologically for the game. -‐Evidence of PDE
session objective emerge and start implicit learning -‐The practice will prepare the players well, both physically and psychologically for the game. -‐Evidence of PDE with clear progressions -‐The practice will not -‐Allows positioning to -‐Links well to the -‐A high degree of thought allow basic positioning be improved/coached. session objective and and/or creativity allowing principles, passing or -‐Key behaviours linked will allow for repetition key actions linked to the first touch to be to the session objective of the main moment session objective emerge executed. will not come to life and football problem to to start implicit learning. -‐There is no link to the -‐Link in chain of learning come to life (with an -‐Offers a good opportunity session objective. is not clear. emphasis on passing, to develop positioning first touch and (emphasising passing, first positioning L-‐R-‐M-‐F). touch and positioning L-‐R-‐ -‐Offers clear link in M-‐F). chain of learning. -‐Offers clear link in chain of learning. -‐The practice will not -‐The main moment and -‐The practice will allow -‐A high degree of thought allow the main football problem may for repetition of the and/or creativity which moment and football come to life but not main moment and allows the main moment problem to come to regularly or in a realistic football problem to and football problem to life. fashion. come to life in a realistic come to life with a high -‐There is a major -‐Key players may be fashion. degree of realism. inconsistency with the missing or not utilised -‐Implicit learning could -‐Implicit learning will occur number of players used effectively. occur due to the design. due to smart design. in this practice -‐All players are utilised -‐All players are utilised
FFA Advanced Coach Education Practical Assessment Form
component compared to other components. The Script (for Positioning Game -‐There is no script and Game Training). provided or any indication of what will form part of the coach’s interventions.
-‐Evidence that a script is provided indicating some element of planning has been attempted. -‐There is a shallow level of detail with no specific link to the session objective offering little insight into the coaches football knowledge.
The Training Game Design
-‐There are some inconsistencies that don’t allow for a seamless link or easy transition from prior practice components into the training game.
-‐No link from previous practice components. -‐The game won’t allow the coach to assess if player behaviour and learning has been affected.
effectively in the practice.
effectively in the practice
-‐Good evidence of detail in the script showing a clear breakdown of potential coaching interventions made in the practice. -‐There is a clear link to the session objective. -‐Cues use specific language like ‘As/If/When’ to highlight the moment that a player action will occur. -‐An effective transition into the final game allowing the coach to observe if player learning has occurred. -‐The constraints may allow learning to continue even in the absence of coach interventions.
-‐Evidence of a high degree of detail and excellent football knowledge. -‐There is a clear link to the session objective. -‐Where Tasks / Challenges are provided, they are not explicit (and give all the answers away). -‐Cues use specific language like ‘As/If/When’ to highlight the moment that a player action will occur. -‐The progression into the final component is seamless, perfectly completing the chain of learning allowing the coach to observe if behaviour has changed. -‐The constraints may allow learning to continue even in the absence of coach interventions.
FFA Advanced Coach Education Practical Assessment Form Comments
PP – no need for coach to start the play. The actions in this practice are Points: direct contrast to the intention of the session objective, as BPO players are 9/15 only reacting as individuals to random passing. Even at this early stage of training it would be preferable to see players acting in small groups to affect the passing decisions of the opposition. PG – scale of drawings is not appropriate – the width of area listed as 15m but drawn to width of 18 yard box (48m). This will have an impact on your own and assistant coaches’ ability to read the plan and prepare properly. Vital to get this information right. In 5Ws BP team played long, so ensure that they are encouraged to play long in this exercised when pressed too quickly. Language of Actions/Cues is too similar. Based on information present, prioritise: Player Actions – All BPO Players • Encourage BP team to play short passes • Force ball into wide areas • Don’t let them switch the play Cues – need to be of a When/If/As nature, example: • As they attempt a short pass into central areas, jump to the ball side to make an interception • If they switch the play, get compact and shuffle across as a group GT – Overall game design is appropriate. Difficult to advise whether correct BP/BPO players have been selected as 5Ws detail is not deep enough, especially regarding the opposition. Excellent to see a very detailed script -‐ as above, take note of arranging your
FFA Advanced Coach Education Practical Assessment Form
points in the correct order with the appropriate language to ensure that players are challenged according to what they need at the time. Tasks and Cues on page 13 of the plan are the best example of appropriate language -‐ use this as a strong foundation for future sessions Andrew! Spacing and positioning on diagrams needs to show how the action begins and how it animates. Work on this as it can be a powerful learning tool when shared with players. Throughout the plan there are some good ideas on progressing speed and competitiveness of play, maintain this going forward! Prepare -‐Safe training environment -‐Adequate preparation/planning -‐Contingency planning (if required)
Not Evident -‐ 0 -‐There is no thought to how the environment is prepared or for the safety of those involved.
Comments
Developing -‐ 1 -‐The practice environment is prepared. -‐There are elements that could be improved to aid the quality of the session.
Proficient -‐ 2 -‐Clear evidence of planning and preparation ensuring the practice will flow and is safe.
Expert -‐ 3 -‐Clear evidence of a high level of detailed planning and preparation ensuring the session flows seamlessly between practice components and is safe for all. -‐There are contingencies in place if/when any issues arise in conduct stage. Points: 2/3
FFA Advanced Coach Education Practical Assessment Form
Conduct -‐ Foundation Session Frame/Introduction.
Comments
Not Evident -‐No frame is offered. -‐A frame/introduction is provided but offers no link to the session, is either far too long or too short and offers no visual that impacts on the quality of the session start.
Developing Proficient -‐The introduction -‐A strong introduction reinforces the session that reinforces the focus with the use of session focus with the words and possibly use of clear words and a pictures clear picture/s. -‐Too much detail about -‐Minimal to no coaching points or engagement with or practice rules are from players. provided wasting time. -‐ -‐No engagement or moving pictures are offered. Good to see a frame, really focused on how the problem arose – and some interesting interactions with the players without giving away too many answers…until the board is turned around revealing the Team Task! The frame could have ended before that. A couple of considerations – distance of the players away from the board and colours of markers are similar.
Expert -‐An excellent introduction setting the scene for players that establishes context, generates buy in and engages possibly using effective Q and A. -‐Clear and concise words are matched with clear moving pictures (or video). -‐Tone and body language are adjusted. No Points Allocated.
FFA Advanced Coach Education Practical Assessment Form
Conduct -‐ Checklist Checklist (Start-‐Organisation-‐ Attitude-‐Ability-‐Understanding-‐ Shape-‐Self)
Not Evident -‐ 0 -‐No evidence that the coach has attempted to work through the checklist. -‐May not have identified key issues that impacted the quality of the practice.
Developing -‐ 3 -‐The checklist was observed but didn’t adequately re-‐create the scenario outlined in the plan by managing the team/s shape. -‐There may be issues not addressed that impact the quality of the practice either at the start or throughout.
Proficient -‐ 6 -‐Good evidence that the checklist was observed. -‐The shape has been adjusted to ensure the scenario identified in the plan comes to life. -‐The coach continues to monitor the checklist during the session.
Comments
There is a checklist observed, though it is compromised by the delivery of the Team Task within the first two minutes of play. The adjustment of BPO team starting shape proves the checklist is in use – it is after this point that we would expect a TT to arise. The lack of detail in the BP team’s build up restricts the realism of the practice. Change to score in less than 10 seconds probably not needed.
Expert -‐ 9 -‐Clear evidence the checklist has been observed. -‐A high level of detail and effort made to re-‐create the scenario outlined in the planner by managing the shape of both teams involved at the start and throughout the practice. -‐The practice flows seamlessly. Points: 6/9
Conduct –Task/Observe/Intervene
Not Evident -‐ 0 Team Task/Collective Challenge -‐No reference or evidence to a collective team challenge/task.
Developing -‐ 4 -‐A team task/challenge was referenced or delivered but not at an appropriate time, effectively
Proficient -‐ 6 -‐A team task/challenge was delivered in the moment where the problem/opportunity takes place.
Expert -‐ 8 -‐A team task was delivered in the moment where the problem/opportunity takes place.
FFA Advanced Coach Education Practical Assessment Form
communicated or done in -‐Communication is a timely manner. clear.
Player Tasks/Player Challenges
-‐No player tasks/challenges are delivered or referenced.
Cues/Actions/Coaching Points
-‐No cues are delivered in the moment. -‐There was little evidence that the coach could communicate their football knowledge effectively.
-‐Evidence that player tasks/challenges were delivered. -‐The tasks could have been more effectively communicated or completed at more appropriate times. -‐Tasks delivered may not have been required or were not based on good observation.
-‐A number of tasks/challenges were delivered to players at good moments and in varied ways that link clearly to the session objective. -‐Communication is effective.
-‐Communication is clear and concise. -‐The team task/challenge is reinforced throughout the practice.
-‐A number of tasks/challenges were delivered at appropriate times and in varied ways (in the moment, in breaks in play or on the run) that clearly linked to the session objective. -‐Tasks were only offered to players that needed help in order to achieve the team task, showing excellent observation. -‐Some cues/coaching -‐Cues are delivered in -‐Cues are delivered in the points are delivered but the moment, use clear moment, use clear and are not completed in the words and often concise words with moment, use football pictures that are clearly moving pictures, are only action language linked to the session used when players/team (as/if/when/before/after) objective. need guidance and clearly or are based on good -‐Good football work toward achieving the observation. knowledge offered. session objective. -‐Some football -‐Excellent football knowledge is offered. knowledge that is effectively communicated.
FFA Advanced Coach Education Practical Assessment Form
-‐There is some flow during the session but is hindered due either to too many interventions or continual/constant communication. -‐Player engagement and intensity is sufficient.
Observation (and Game Flow)
-‐There is no flow to the practice and no evidence that coaching interventions are based on good observation. -‐Player engagement and intensity is poor.
-‐There is good flow during the session that ensures interventions are based on good observation. -‐There is a strong level of player engagement and game like intensity.
Comments
Team Task is delivered at 3:45 – this is far too early as there is no pattern of play established, especially by the BPO team. In each of the primary Player Tasks delivered to BPO 9 and BPO 7, both players have actually executed this correctly – this should be met with reinforcement on the run, no need to stop the play. The use of the BPO 9, especially during intervention in 18:05, heavily risks being vulnerable to a switch of play using the BP 6 or GK. Information to the far-‐sided 7/11 could be used to help prevent this. Highlighting intervention 24:25 – whilst the observation and information is good, the situation isn’t replayed, and the player is not given time to respond to the question. The process of delivering a higher quality Q&A with Freeze Replay would be: Freeze the Play and wind back one step. Replay the scenario exactly as it occurred. Go back to the start of the play. Now ask the BPO 10 for one or two different choices she might make.
-‐There is an enjoyable flow throughout the practice that offers good opportunity for observation and coaching interventions, ensuring a high level of player engagement/intensity that replicates match day Points: 24/32
Conduct -‐ Communication Words
Not Evident -‐ 0 -‐Words delivered to players are not
Developing -‐ 4 -‐Some evidence of the use of clear or concise
Proficient -‐ 6 Expert -‐ 8 -‐Good use of clear and -‐Excellent use of clear and concise words that uses concise words that uses
FFA Advanced Coach Education Practical Assessment Form
Pictures
Non-‐verbal Communication / Interaction / Behaviour
Comments
effective, clear or concise. -‐No impact on player learning or understanding.
words. -‐Delivery isn’t adjusted regularly to cater to individuals, the group or certain situations throughout. -‐Q and A may be used but not to good effect.
effective language to reinforce key messages. -‐Delivery is adjusted at certain points throughout. -‐Q and A is used at appropriate times to good effect.
-‐No use of pictures that support the words used to effectively communicate the coaches message. -‐No interventions are conducted in the moment. Poor body language. -‐No evidence of an attempt to adjust or modify coaching approach to suit the players needs.
-‐Some use of a ball and/or players, demonstrations or interventions in the moment to offer a picture to players.
-‐Good use of a moving ball and players, demonstrations or interventions in the moment for most interventions/coaching points.
-‐Some evidence of an attempt to adjust body language or coaching position to maximise interaction with individuals or the group.
-‐Good body language, movement and positioning throughout the practice.
Delivery is a strength, your voice and energy really comes to life during the play. Words and interventions are usually very concise, could leave more room for Q&A, as described above.
descriptive language to reinforce messages. -‐Tone, timbre and volume of voice is adjusted to suit the context of messages delivered. -‐Q and A is used at appropriate times to excellent effect. -‐Excellent use of a moving ball and players, demonstrations or interventions in the moment that offers a clear picture for players (matching clear words). -‐Positive body language and movement throughout the practice, taking up strong positions to either engage or observe players. -‐The coach clearly adjusts to meet the needs of the group or individuals. Points: 15/24
FFA Advanced Coach Education Practical Assessment Form
Evaluate Self-‐Assessment
Comments
Not Evident -‐ 0 -‐No self-‐assessment completed.
Developing -‐ 4 -‐The review does not delve deeply into key areas that could have been improved or is not well detailed showing an understanding of the coaches ability to adequately self-‐reflect.
Proficient -‐ 6 -‐A strong review that shows evidence of an ability to be self-‐critical and/or highlight positives. -‐Time stamps of moments in the practice video may be noted. Fantastic review Andrew, shows commitment to self-‐improvement and a good understanding of the coaching process. Well done
Expert -‐ 8 -‐Insightful, detailed and shows a strong understanding of where and how to improve in the future. -‐Time stamps of moments in the practice video are used to reinforce comments. Points: 8/8
Final Comments: The assessment submission meets the competency required at B Licence level. There are key elements outlined in the Action Plan (below) that you will need to address before considering application for involvement on an A Licence. Andrew, congratulations on providing a high quality submission that finalises the achievement of your B Licence. The Action Plan is very similar to that which I provided you in your previous assessment. Your delivery is of a standard that ensures your sessions at this level will be productive, and I’m sure that by carefully following the information below, you will improve your foundation of knowledge of the opponent to underpin this. Best of luck moving forward! Stefan
FFA Advanced Coach Education Practical Assessment Form
Coaches Action Plan: Define/Design 1. 5Ws – continue to use the 5Ws, to ensure that you know the exact reasons for your football problem. The choices of the opposition and our players all contribute to this, and must be accounted for in the 5Ws. As it’s World Cup time, consider how you might have had to adapt your BPO pressing to deal with the characteristics of Spain, who use two right footed centre backs, with a number six who plays in-‐between with the support of two free roaming midfielders Koke/Isco/Thiago, and Iniesta who always sits in the left half-‐space. Here’s a good video from a March friendly to consider: https://www.youtube.com/watch?v=BXKLrlZy4G4
2.
Diagrams and Video – these are perhaps the biggest opportunity for you to improve your communication, especially relevant to current/future generations of staff and players. Ensure that they are lively and as specific as possible to the 5Ws, showing accuracy in scale and animation.
Points Breakdown/Total: Define: 4/9 Points Design: 9/15 Points Prepare: 2/3 Points Conduct -‐ Checklist: 6/9 Points Conduct -‐ Task/Observe/Intervene: 24/32 Points Conduct -‐ Communication: 15/24 Points Evaluate: 8/8 Points Total: 67/100 Competent þ Assessor Stefan Busso
Needs more practice Signature Stefan Busso