The FA Licensed Tutor Brochure by john heeler

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The Future Game The Future Game

GRASSROOTS

The Football Association, 2010 The FA Technical Guide for Young Player Development. Complete with over 200 age-appropriate coaching practices and DVD, The Future Game – Grassroots provides a guide to The FA’s playing and coaching philosophy for grassroots football. “The Future Game philosophy is something we want all coaches coaches and players for the future,” explained Sir Trevor Brooking, Director of Football Development, The FA. Over the 350 detailed pages grassroots coaches are given extensive practical tips for capturing their players’ imagination and igniting their enthusiasm for the game.

The Future Game – Grassroots is packed with expert research on young players and is filled with advice on: Price: £29.99 To order your copy, visit: www.FALearningshop.com or contact: 0113 279 1395 / enquiries@FALearningshop.com

• • • •

How to create a positive learning environment Nurturing a development mindset Opportunity and birth bias issues How to manage young players’ behaviour

The Future Game

ELITE

The Football Association, 2010

A guide for young player development in professional football. The Future Game – Elite is the blueprint for the future of football in this country, outlining the anticipated requirements young players will need to play the game at the highest levels in the future.

This book includes:

• The FA’s playing and coaching philosophy • Guidelines for player development in age-specific sections There are over 100 practice sessions included in this 275-page guide, all of which have been worked up collaboratively with expert coaches from the professional game.

Price: £20.00 To order your copy, visit: www.FALearningshop.com or contact: 0113 279 1395 / enquiries@FALearningshop.com

CONTENTS

Welcome To St George’s Park .......................................................................................................................... 4 The Future Game ............................................................................................................................................................. 6 Coaching Intervention Methods ................................................................................................................. 8 Methods, Values And Purpose .......................................................................................................... 10 The FA Learning ‑ Methods Explained ........................................................................................... 12 The FA Learning Values ...................................................................................................................................... 14 Understanding The Fa Learning Values ....................................................................................... 16 Practising The FA Learning Values ...................................................................................................... 17 Sharing The Learning ...................................................................................................................................... 18 Inspire ....................................................................................................................................................................................... 20 Ten Tips To Inspire Your Learners ......................................................................................................... 22 Commit .................................................................................................................................................................................... 24 Ten Tips To Help Your Students Commit To Learning ................................................ 27 Embark ..................................................................................................................................................................................... 28 Ten Tips To Help Your Students Embark On Learning ................................................ 30 Support .................................................................................................................................................................................... 32 Ten Tips To Support Learning .................................................................................................................... 34 Sustain ...................................................................................................................................................................................... 36 Ten Tips To Sustain Your Development ......................................................................................... 38 Commit To Your Own Learning & Development ............................................................... 40 St. George’s Park And Hilton Hotels ................................................................................................... 44 Perform Complex At St. George’s Park ........................................................................................... 46 Proposed Coaching Matrix ............................................................................................................................ 48 The FA Learning Code Of Conduct For Licensed Tutors ......................................... 50 Tessa Payne Licensed Workforce Manager

Jenny Morley Licensed Workforce and Programmes Coordinator

Tessa.Payne@TheFA.com External: 01283 576245 Internal Ext: 7245 Mobile: 07943 842496

Jenny.Morley@TheFA.com External: 01283 576242 Internal Ext: 7242

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ST GEORGE’S PARK:

WELCOME TO THE NEW HOME OF ENGLISH COACH EDUCATION

Eleven years after the 330-acre site was first acquired, St George’s Park, The FA’s new National Football Centre in Burton-Upon-Trent, is now open.

a practice. Two on‑site hotels house guests, including those from businesses and other sports will be actively encouraged to use the site.

£100 million pounds of investment have brought impressive facilities: 12 full‑size training pitches – including a full‑sized indoor 3G pitch and a grass replica of the Wembley surface – an indoor Futsal sports hall as well as multiple gymnasiums, rehabilitation, medical and sports science areas. The site is equal to the specification of any equivalent across Europe. Video analysis technology is equipped throughout –course candidates, coaches and teams having the opportunity to receive video feedback on conclusion of

Oﬃces for all FA Learning Staff and Sir Trevor Brooking’s Football Development Department are based at the centre along with England Manager, Roy Hodgson, U21 Head Coach, Stuart Pearce, and Hope Powell, Women’s Head Coach. Also The League Managers’ Association [The LMA] and the Professional Footballers’ Association [The PFA] both have oﬃce space. With these major stakeholders all under one roof it is hoped partnerships will be strengthened and developed.

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The site will be the training home for England’s 21 national teams – including England women’s and disability teams. It will not, however, be a Lilleshall‑styled residential training centre for the country’s most talented players. Instead England players will use the centre to prepare for International fixtures. All national coach education courses will be held at the centre, providing a base for the further development of The FA Youth Award and other additions to the FA coaching pathway including positional specific courses and the Elite Coaches’ Award.

The centre must become the platform from which The Future Game is brought to life and communicated to the whole game

£100 million pounds of investment have brought impressive facilities Although much of the discussion generated by the centre is focused on the effect the site will have at the top level of the game, the centre is not reserved solely for the elite. Grassroots football and young players’ introduction to the game is also a priority. Community pitches will house local grassroots teams and the site will offer opportunities to communicate and further research the detail of the successful Youth Development Review, which has seen significant changes to the grassroots player pathway.

For Sir Trevor Brooking, FA Director of Football Development, the purpose is simple: the centre must become the centre‑point from which The Future Game , which outlines a playing and coaching philosophy for English football, is brought to life and communicated to the whole game.

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THE FUTURE GAME In 2010, The FA launched The Future Game, The FA Technical Guide for Young Player Development. Two guides, one for the grassroots and one for the elite game, were published outlining a playing and coaching philosophy for the future of the English game. With the opening of St George’s Park, The FA’s new national football centre, set to provide a platform for the communication of The Future Game vision, we hope that as a FA Licensed tutor you share the philosophy and can help us deliver the changes to grassroots football prompted by the Youth Development Review that will help encourage a more technical approach to developing English players. Central to the message are the principles of creativity and innovation, for both coaches and players, and a playing philosophy based on quality passing, possession and building play through the three‑ thirds of the pitch. Out of possession, the philosophy calls for a tactical approach to defending in which all players contribute. Numerous reasons prompted publication. At the highest level of the men’s game, there was a belief that English players had fallen behind their global counterparts with regard technical competence and decision‑making capability. Statistics backed up the notion; other than success at the U17 and U18 European Championship’s in 2010 and 1993, England had not won an international competition, at any level, since the World Cup in 1966.

Other factors also contributed. With the development of the Premier League and the significant influence of foreign coaches and players, the landscape and culture of English football had changed unrecognisably to that of the early 1990s. European and International football, the arena in which young English players must compete, had accelerated too. Above all, there was some feeling that In comparison to other high‑performing countries at international level, England lacked a DNA, or clear vision for the future development of elite youth players. The publications provided this response answering a growing number of calls for The FA to outline its beliefs on how the game should be played and how young English players should be developed. The communication of The FA playing philosophy also serves to respond to a number of misconceptions. In some quarters it is still believed that The Football Association coach education pathway champions a direct method of play, based on a long‑ball approach. This is not the case.

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The vision: players and coaches

The Future Game vision is intended for the whole game, with the same underpinning values applicable for coaches from grassroots to elite level. A vision for players: To produce technically excellent and innovative players with exceptional decision‑making skills. A vision for coaching: To train, develop, qualify and support more innovative coaches, who are excellent teachers of the game. Innovation is a theme embedded in both vision statements, underlining the aim for a more progressive and original approach to player and coach development, one which understands and predicts the trends and demands of the ever‑changing modern game.

Playing philosophy

Additionally, the playing philosophy actively encourages the individualistic player. Players with varied and unique dribbling skills and the dexterity to go past defenders, particularly in the final‑third, are fundamental to success in the future game.

The Future Game playing philosophy is broken down into the following principles:

Approaches to the game continue to evolve and The Future Game, as the title suggests, looks to the future, predicting the changes and developments in the game. How these changes should inform the development of the next generation of players contributes much of the content of both guides.

The Future Game playing philosophy outlines an overarching vision for the English game, a statement for coaches and clubs to develop their own bespoke and individualised coaching programmes.

In possession: • A possession‑based approach played through the three‑thirds of the pitch • Quality passing and intelligent movement and support off the ball • Penetrative, incisive and varied attacking play, allied to good finishing • Counter‑attacking whenever opportunities arise Out of possession: • A tactical approach to defending, in which all players contribute • A controlled, calculated and assertive approach when and where necessary

The Future Game playing philosophy reflects many of the styles and approaches demonstrated by high‑performing teams at European and world level. It is important to note, however, that The Future Game philosophy isn’t a replica of any particular country’s philosophy, and is underpinned with England’s own DNA in which desire, work‑rate and competitiveness are continually encouraged.

Coaching philosophy

The Future Game publications outline guidelines for coaches, at all levels, to begin developing players with the necessary skills to play in this way. Specialist age‑appropriate coaches, with the knowledge and skills to work effectively with specific age‑groups, are central to the plan. Effective youth coaches possess the skill to make the game relevant, appropriate and enjoyable to the players in their care. This can be a complex process, requiring appropriate technical knowledge and an appreciation of the affect that age, stage and level of development have on a young player. Coaches should work to understand individual players: the areas in which they require support and the best methods for helping them develop and learn. It is understandable then, that coaches of senior football, where results are one indicator of coach effectiveness, may adopt different methods than a youth coach who works with a development focus. As such, The Future Game does not promote any one prescriptive method for coaching the game. Coaching approaches depend on a whole host of variables, all of which require different responses. The intricacies of adapting method and approach according to circumstance and situation are integral to The Future Game coaching philosophy. Flexibility and adaptability are crucial skills for effective coaches of young players.

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COACHING INTERVENTION METHODS There is one FA Coaching philosophy which recognises the need for coaches to adapt to the ages and stages of development of the players in their charge. There are five recognised intervention strategies which will be used selectively by coaches as appropriate. Each defined strategy will have greater or lesser relevance based on the situational dynamics (players, age group, situation). The use of intervention strategies cannot be prescriptive as each situation is unique. Can you pick the right intervention for the right player at the right time?

“Eﬀective coaches are those who adapt their behaviour to meet the demands of their particular coaching environment.” Career Development of Expert Coaches, Nash and Sproule (2009)

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“Mastery of all the diﬀerent coaching methods and communication styles is the mark of a gifted coach, and will be an essential requirement for the coach of the future.” Career Development of Expert Coaches, Nash and Sproule (2009)

COACHING CONTINUUM COACHING METHODOLOGY

COMMAND

QUESTION & ANSWER

OBSERVATION & FEEDBACK

Player/coach interventions

Coach tells & shows required solution

Coach leads with question to gain response from players

Example

“I want you to..!”

Description

Coach tells, explains & shows how to do something

GUIDED DISCOVERY

TRIAL & ERROR

Coach & players observe

Coach asks a question or issues a challenge

Players and/or coach decide on the challenge

“What do you think?”

“Let’s watch this!”

“Can you show me..?”

“Try for yourself..!”

Coach poses question & players oﬀer verbal solution to challenge

Players & coach observe & discuss feedback

Coach challenges & players oﬀer visual demonstration of possible solution

Players are encouraged to ﬁnd solutions with minimal support from coach

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METHODS, VALUES AND PURPOSE

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METHODS, VALUES AND PURPOSE

“In times of change the learners will inherit the earth, whilst the knowers will be beautifully prepared for world which no longer exists.”

THE FA LEARNING – METHODS EXPLAINED The FA are committed to improve the learning experience in all coaching and training provision. In order to do so, we actively promote an approach to learning underpinned by a set of principles. Understand the principles and you can begin to improve your tutoring. Taken together, these principles give ‘shape’ to any learning experience delivered on behalf of The FA. They derive from what we know about eﬀective learning.

Risk taking

Structured variety

Variety for its own sake is confusing. Over reliance on structure is monotonous. Great tutors balance a repertoire of strategies to actively engage and challenge the learners. The FA Learning model allows the tutor to do this in an informed way.

Enquiry

The best learners ask the best questions. Supplying all the answers in a pre‑packaged way kills curiosity.

All meaningful learning involves negotiating a degree of risk. Learners will need to experience the challenge of being at the edge of the ‘comfort zone’. Great tutors sell the benefits of doing so whilst scaffolding the challenge. Learners make incremental progress.

Problem solving

Active engagement

To be useful, feedback needs to be meaningful to the learner. There are three sources of feedback and in order of worth they are: self‑evaluation, peer‑evaluation and tutor‑evaluation. To be useful it needs to be informed, timely and manageable. It also needs to relate to agreed success criteria.

No one ever learned anything of lasting value without being actively involved in the process. Passivity breeds compliance. Great learning requires the learner to see the point of what they are doing, buy into the activity and to be challenged.

Great tutors provide problems to be solved rather than information or drills to be rehearsed. The real tutor skill lies in the design of the problem scenario and the subsequent unpacking of the solutions.

Feedback

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De-brieﬁng

De‑briefing is at the heart of great learning. The best learners are reflective and the best tutors take time to explore what has been learned, how it was learned and why. This formula offers the best possible combination of learning outcomes: content, process and benefits. Quality de‑briefing helps the learner acquire independent learning skills.

Authentic experience

An imperative of any learning is authenticity. For the adult learner particularly, the experience needs to relate in some way to their lives and develop from their experience.

Transfer

By its nature, the work of FA Learning comes to life in practical contexts so the links between training room and workplace need to be assured. We use case studies and learners’ real life experiences to develop transfer.

Inclusion

The work of FA Learning takes place in a range of communities and the learners on our programmes reflect the diversity of modern life. Tutors understand the need in some cases to differentiate by outcome, by task, by grouping and by method.

“We are drowning in information and thirsting for understanding.”

Our Learning Cycle

The learning cycle is a way of organising any learning experience to make it more effective and engaging. It is best described as a learning ‘cycle’ with a sequence of different types of engagements taking place in turn. The cycle brings all our understanding of learning into one system.

CONNECT Connect to the content Share outcomes

CONSOLIDATE What has been learned? How will it be used

Underpinned by a professional understanding of the factors which lie behind the behaviours of individuals and groups, and what helps and hinders their readiness and ability to learn

ACTIVATE Pose a problem Invite solutions

DEMONSTRATE Learners provide their solutions Tutors provide feedback

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METHODS, VALUES AND PURPOSE

THE FA LEARNING VALUES 14

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“In Italy, they are very good at teaching you how to play good football and be a much better footballer… in England they teach you the right values.” Marcel Desailly

The importance of Values

Before the team at FA Learning ever began to talk about learning methods or about their practical application, they sat down and worked out what doing the right thing might look like for any coach or tutor. The result was a set of values. It is our hope that anyone who delivers any programme on behalf of The FA will live these values.

Challenging

Creative

Inclusive

Passionate

FA Learning programmes will be active, engaging and develop responsibility, flexibility and an understanding of learning in learners. FA Learning programmes will be inclusive, accessible and respectful of learner needs.

Coherent

FA Learning programmes will be innovative and imaginative in design and delivery whilst being aligned to the national development strategy. FA Learning programmes will demonstrate a love of football, be up to date, well researched and reviewed for improvement.

FA Learning programmes will have clear progression routes, appropriate accreditation and recognition of prior learning.

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METHODS, VALUES AND PURPOSE

“Example is not the main thing in influencing others. It is the only thing.” Albert Schweitzer

UNDERSTANDING THE FA LEARNING VALUES Influencing others

FA Learning tutors are given genuine opportunities to change the lives of others for the better. If you are able to model The FA Learning values in how you teach and how you help others develop, then you will have demonstrated the integrity of a true influencer.

Challenging

• Model the learning behaviours espoused • Be sensitive to process, to relationships and to content • Share responsibility for learning through the learning processes used • Help participants learn about learning • Be flexible themselves.

Inclusive

• Ensure that all client groups can be catered for through flexible provision • Design and deliver programmes utilising a range of different learning and teaching styles • Design and deliver programmes to foster an enthusiasm for lifelong learning • Audit the accessibility of programmes with regard to client groups, timings, accessibility of venue, appropriateness of materials and resources used.

Coherent

• Be knowledgeable about the matrix of educational provision • Know and work with the accreditation and qualifications framework • Be able and willing to show how learners can build a balanced portfolio of accredited provision appropriate to their needs • Be able to guide and support learners in selecting and then navigating their way through the matrix.

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Creative

• Be aware of the best thinking on the design and delivery of learning programmes • Be flexible in their use of modern learning ideas and the use of supportive technologies • Show understanding of the wider needs of the national game and be able to align the design and delivery of learning programmes to support those needs.

Passionate

• Be willing to undertake their own research and seek their own evidence within the agreed framework • Be capable of, and willing to, review for improvement, including improvement of personal performance • Involve others in reflecting on, and reviewing learning programmes for improvement • Display enthusiasm for all aspects of the game.

PRACTISING THE FA LEARNING VALUES

“Learning is not compulsory... but neither is survival.” W. Edwards Deming

Ask yourself these questions… Challenging

• When you coach, what behaviours do your players see you modelling? • Do you explain to your players why they are doing what you are asking of them? • Do you get them involved in decision‑making? • Will they be able to understand your key messages when they leave? • Do you change your plans if things aren’t working?

Inclusive

• Do you get everyone involved? Are you 100% sure? Have you got favourites? • Do you vary your tutoring methods depending on who’s there? • Are they keen to come back the next day? • Can everyone get the most out of your sessions?

Coherent

Passionate

Creative

Notice the omission of words like ‘experienced’, ‘knowledgeable’, ‘authoritative’, ‘skilled’ and ‘qualified’. They are important but sometimes can get in the way of ‘doing the right thing.’

• If you are tutoring a course do the participants know what’s possible next? • Do you ‘teach’ to the needs of the course or to the needs of the learner? Can you do both? • Do you sell the long‑term benefits of what you are doing? • Can you direct participants where to go next and do so honestly? • Are you up to date? How do you know you are up to date? • Do you apply your up to date knowledge in your tutoring? • Can you read trends in the game and introduce them into your tutoring? • Do you ever construct a session that is entirely original? Is it possible? Is it desirable?

• Do you go off on your own and find out more? • Do you review your own performance and get the opinions of others to help you? • Are you actively trying to improve? • How do your players know you are genuinely enthusiastic about the game?

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SHARING THE LEARNING

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Inspire

The FA Learning Tutor is excited by the possibilities offered by the development journey and, in turn, provides a role model for others to follow.

Commit

The FA Learning Tutor understands, anticipates and plans for, the diďŹ&#x192;culties which are likely to be faced by others who commit to the journey.

Embark

The FA Learning Tutor is fully prepared for all the complexities of the development journey.

Support

The FA Learning Tutor deploys a repertoire of skills to help others feel good about themselves, their contribution and their achievements.

Sustain

The FA Learning Tutor stays professionally informed and positive about the difference they make.

SHARING THE LEARNING

INSPIRE Where are you going on your journey?

Adults who take on the responsibility of developing others rarely do so for the glamour, the kudos or the money. They are more likely to be driven by the notion of making a difference. By making a difference in someone else’s life they add to their own. Making a difference implies that we help someone move from a to b; a is where they currently are and b is where they want to, or need to, go. The idea of the journey is inherent in all teaching, tutoring and development but as with all journeys the traveller needs to be fully persuaded of the value in making the journey. This is where the inspiration comes in. Many of you will be on the FA Learning journey because of the influence of a significant presence in your life. This person, or persons, helped set you on your way. They maybe did so by their passion, or their insight, or their belief. Whatever it was, they played a part in making you believe the journey was worthwhile.

How will you inspire others to join you on the journey?

In order, the influencers in our lives tend to be family then friends then figures. The figures can be public figures or individuals we come across regularly in our everyday lives. We are all different in how we make sense of our experience, but those who genuinely inspire us tend to be closer to home. Learners benefit from being on the shared development journey with someone with whom they can find some sort of aﬃnity. Tutors are not there to make friends but nor are they drill sergeants in Boot Camp. Here are seven qualities which learners of all ages consistently say they look for in inspirational tutors and teachers: 1. Advocacy: the tutor should be an advocate for the student, looking out for his or her best interests. The welfare and well‑being of the student comes before the welfare of the tutor 2. Integrity: the tutor believes in what he or she does and also believes in the power of development to transform. Doing it ‘for the ticket’ inspires no‑one 3. Consistency: the tutor is consistent in their behaviour, how they manage relationships and deal with diﬃculties

“It’s a shifting dynamic. Teaching, coaching, advising: it changes on a particular day. Some days I’m going to have to teach, sometimes coach, sometimes advise.” Tony Minichiello, Coach of Olympic Gold Medallist, Jessica Ennis

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4. Instinctive intelligence: the tutor has a ‘feel’ for the topic and can convey their insights in a natural manner 5. Empathy: the tutor understands and plans for any diﬃculties the student may have 6. Warmth and openness: students prefer tutors who give something of themselves 7. Learning professional: the tutor organises learning in an engaging, insightful and orderly way.

“If you have a dream you can make it happen.” Ellen MacArthur, then aged 24

Inspiring others is not a high testosterone endeavour. In a learning situation, your triathlon times, England caps and degrees from the Sorbonne will count for little once the door closes behind you.

Adult learning

Adults learn differently to children! It may seem obvious but the differences have a significant influence on how we design training programmes and conduct ourselves as tutors.

1. Prior experience

The first and most significant point is that adults come to any training programme with prior experience of learning. In many cases it is associated with school. For a significant proportion of those who come on FA Learning programmes the experience of learning in school is a mixed one at best and a negative one at worst. Because so many adults associate school with authority figures, rote learning and testing, there are perceptions that any learning experience will be more of the same. The FA Generic Tutor Training programme avoids the ‘authority figure’ trap. It teaches tutors to recognise and build from the prior experience which is in the room.

2. Attitudes

Children will be patronised by some of their teachers and they will tolerate it. Adults are unlikely to do so for very long!

3. Diﬀerence

The range of abilities, experiences and motivations amongst any adult group are likely to be wider than a class full of children. To be successful a tutor needs to recognise, acknowledge and plan for this. Adults want to know how they benefit from the experience.

4. Needs and oﬀers

Adults can, and do, vote with their feet if they feel a mismatch between their needs and the training you are providing. As a tutor you will need constant and open dialogue and feedback. Children rarely vote with their feet!

5. Scepticism

Scepticism should not be confused with cynicism. Adults want their questions answered – but do not always feel confident about asking them. As a tutor you succeed when you create safe opportunities for doubts and concerns to be aired.

6. Time

An adult values time differently to a child. Similarly, an adult values the big picture or overview of what is to be done and by when, differently to a child. For an adult the structure of an experience is important. In The FA Generic Tutor Training we often refer to the processes being as important as the content but not every adult will automatically recognise this. In our training we use a lot of preview and review, connecting to learner outcomes and pointing out the significance of different learning processes as we go.

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SHARING THE LEARNING

TEN TIPS TO INSPIRE YOUR LEARNERS Write down and regularly revisit your personal philosophy of coaching

Monitor your coaching behaviours to ensure they are consistent with your written philosophy

Keep a cuttings diary with stories of people who have made a difference

Develop your ‘presence’ by practising voice control, maintaining positive body language and by slowing things down Recognise the learners in front of you – their circumstances, their aspirations and their starting points – and recognise your responsibility in helping them develop 22

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Allow your coaching to ‘evolve’ from your personal philosophy – avoid ‘session collecting’ or trying to replicate others

Ask yourself the hard questions – for example, ‘are my sessions worth behaving for?’

Model the FA Learning values and test yourself against them after each session

When preparing sessions, check them out beforehand by envisaging the experience through the eyes of three very different participants

Understand that it is easier to de‑motivate any individual or group than it is to motivate them. 23

SHARING THE LEARNING

“I always think the player plus the environment equals the performance. If you have a player who wants to learn and you put them in an environment that allows you to be creative and build, then you hopefully get the performance level. That’s an equation I’ve always looked at.” Brendan Rodgers, Manager of Liverpool FC

COMMIT What’s the one thing that tutors should know about? In learning, after controlling other variables, the one thing which has the most significant impact on achievement is self-theory. In other words, the factors to which the individual attribute his or her success plays the biggest part in shaping success. Your beliefs about your ability shape your ability. Self theory is an aspect of attribution theory and a key thing for tutors to know about.

Some learners attribute success or failure to external circumstances. “I would have scored but the wind blew the ball at the last minute.” Others attribute success or failure to internal factors. “I missed the penalty because I didn’t adjust my standing foot at the last minute.”

Attribution, persuasion and reinforcement

For example, in a small scale research project conducted over eight days with primary age maths pupils, teachers used before and after tests to look at what might contribute to changes in performance. Simple scripts were developed for the teachers to use in giving feedback to pupils. There were three types of scripts: attribution, persuasion or reinforcement.

The attribution scripts attempted to link performance with the individual’s efforts: “You seem to know your numeracy assignments very well.” “You really work hard in maths.” “You’re trying more, keep at it!” The persuasion scripts attempted to link performance with perceived ability: “You should be good at numeracy.” “You should be getting better grades in maths.” “You should be doing well in numeracy.” The reinforcement scripts attempted to link performance with the teachers response: “I’m proud of your work.” “I’m pleased with your progress.” “Excellent progress.”

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So, in the attribution training, the children are told that their maths performance is due to internal factors. In persuasion they are told it is to do with ability levels and with reinforcement it is about achieving suﬃciently to please the teacher. After the intervention all children had measurably higher self‑esteem. In maths tests given immediately after the intervention and then again two weeks later, children with attribution training averaged 17.5 on the first test and 17.8 on the second test. Children with persuasion training averaged 15.5 and 15.0. The children with reinforcement training averaged 16 and 16. What’s the significance of this for tutors? In a learning situation, your students will not make the dramatic improvements necessary if they attribute any improvements to factors over which they believe they have no or little control. Similarly, they will not improve ‘continuously’ if they invest in the view that it is done in order to please the tutor, feel good about themselves or pass a test.

Making sense of your successes and failures

“I used to think that [using more] ‘decibels’ was good coaching. But the quieter I am the more the more they learn. I’ve got to make them as independent as possible, because in a split second they’ve got to make the decision not me.” Tony Minichiello, Coach of Olympic Gold Medallist, Jessica Ennis

One way of looking at it is to separate learners into fixed and growth mindsets. One academic, Carol Dweck, argues that from childhood, the fixed mindset or ‘entity theorists’ build in the limits to their own achievement, believing that you have either got it or you haven’t. They think that gifts – which are largely inherited are what will see them through. They like praise which focuses on their successes, enjoy comparisons with others and spend time showing oﬀ their skills rather than struggling with new ones. People with growth mindsets or ‘incremental theorists’, have a view of themselves that they may not be as good as their peers but with some extra effort they can get there. They attract more task related praise which focuses on their efforts. As they learn to manage frustration, they develop a wider range of coping strategies. They practice more at what they need to improve upon. When faced with genuine frustration and complexity, entity theorists tend to crumble ‑ blaming themselves as they do so ‑ incremental theorists tolerate frustration and stick at it.

An example of a learning attributes approach - The 5 Rs

If you want more of a behaviour, then reinforce it ‑ and do so in the moment. Be 100% sure of what it is you want to reinforce. In a learning situation, there are clusters of well researched personal attributes which typify an outstanding learner. To help the individual be a better all‑round learner, help them understand the mechanics of their own progress. Do so by breaking down the attributes of great learners. Here’s my model.

The 5 R’s (smith, 2001) are a blueprint for helping an individual become a better all round learner.

Resilient:

Do you encourage your learners to • stick at it? • stay positive? • get involved? • set targets and practise?

Responsible:

Do you encourage your learners to • know right from wrong? • challenge themselves? • help others? • think ahead?

Resourceful:

Do you encourage your learners to • show initiative? • learn and adapt? • ask good questions? • involve others?

Reasoning:

Do you encourage your learners to • think things through? • explain their thinking? • consider all the evidence? • make careful choices?

Reflective:

Do you encourage your learners to • stay curious? • measure their progress? • seek feedback? • benefit from experience? Each attribute offers an opportunity for the tutor and students to examine what great learning behaviours actually look like. This dialogue takes the relationship beyond ‘effort’ and ‘behaviour’ and into the world of the growth mindset.

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SHARING THE LEARNING

“Learning is not a spectator sport.”

A focus on attributes will move learners from dependence to independence

Dependence

• Gives up easily • Requires others to set targets and initiate practise • Is over‑reliant on the coach • Awaits answers rather than asks questions • Is preoccupied with own welfare and progress, often at the expense of that of others’ • Acts without thinking • Makes poor choices based on rash judgements • Poor at problem solving • Finds diﬃculty in describing their own progress • Unable or unwilling to learn from mistakes.

Independence

• Persists in the face of complexity • Sets personal targets and practises • Shows initiative and will assume responsibility • Asks questions and builds on the ideas of others • Has a strong sense of what’s important and is an asset to any group • Plans ahead • Makes informed choices based on evidence • Adept at problem solving • Can readily describe their own progress and what to do next • Learns from mistakes. So now, a learner might make sense of ‘failure’ by saying to themselves – ‘I need to be more resilient and resourceful’ and can be guided towards some of the characteristic behaviours of resilient and resourceful learners. By using these tools as a focus for dialogue, the tutor helps the student develop a vocabulary of learning, a strong sense of how to make specific step by step improvements and a means of making sense of any diﬃculties. They become more independent and better all‑round learners.

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TEN TIPS TO HELP YOUR STUDENTS COMMIT TO LEARNING Near the beginning of any learning experience share what will be learned, how it will be learned and sell the benefits of doing so At the end of the session revisit these outcomes – the what, how and why – and ask your students about each As you go through your sessions, landmark the learning journey by telling the group where you are going and where you have been Gradually build up the challenge of any activity so that the learner can experience the edge of their comfort zone Utilise and draw on the experience of your group, especially adult learners Use the moments when participants are struggling as opportunities to develop their learning attributes Encourage your learners to talk themselves through their decisions and get used to thinking about their thinking! Talk about the attributes of a great learner and encourage your group to exhibit those qualities and recognise them in others Create opportunities for participants to give and receive feedback in pairs and small groups. Teach the explicit skills of giving and receiving feedback Acquaint yourself with attribution theory – if you like it and want more, read Ellen Langer, Albert Bandura, Arthur Costa and Carole Dweck. 27

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EMBARK “The real competitive advantage lies in being able to learn faster than your opponents.” Arie de Guess

How to design learning experiences

Start with the end in mind

Having a great session plan or providing a ‘whizzbang’ learning activity does not, of itself, guarantee any learning will occur. In designing really great learning experiences a tutor needs to start with the end in mind. Ask yourself ‘what outcomes do I want?’ Put yourself in the place of one of your students leaving your session and ask, ‘what will they be able to do which they couldn’t do beforehand?’ It may be they think differently or they have acquired a skill or they have raised self‑belief. Then ask yourself, ‘how easy will it be for them to continue to apply this changed state?’

What knowledge will my students acquire?

To design great learning experiences start with the outcomes, then use the learning cycle to organise your chosen activities and provide structure.

Think about the whole experience when deciding what outcomes you want. For example: Knowledge, Attributes, Skills and Experiences (KASE).

What personal attributes will they develop? What skills will they be able to apply? What experiences should they have? You could choose outcomes which were more specific to your discipline, such as the Four Corners model What technical improvements will my players acquire? What social skills will they develop? What mental toughness strategies will they demonstrate? What physical qualities will be stretched?

Use the learning model

The learning model (page 13) has four phases which follow in sequence. Having decided on the outcomes we want from our programme or session, we build in activities to this sequence. In the Connect Phase we ‘connect’ the learner to the topic we are about to work on. For example, we might ask ‘what do we already know about this?’ or, better still have an activity which brings out any prior knowledge. At the same time we explain or discuss the outcomes – this is what we will do, this is why and this is how we benefit. In the Activate Phase we pose problems to be solved. We do this, rather than present information to be remembered or a skill to be observed, in order to actively engage the learner. For example, we might ask ‘what are the best ways to recognise and diagnose an injury to a player? or, ‘how would you design a learning aid to help a student remember the offside laws?’ In the Demonstrate Phase learners provide their solutions. They show what they know and can do. They are given feedback which is used to fine tune and improve. For example, a young player demonstrates how many different turns with the ball are possible. Or a referee demonstrates the best positions to stand in at a corner. In the Consolidate Phase learners reflect on what has been learned and how it can be used. They are encouraged to transfer the learning into their practice. For example, ‘what have we learned about this topic? how will it change what we now do?’ or, ‘what are the three most important things we need to remember about this topic? If I watched you now, how would I know you were better? What would I see you doing differently?’

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“Who do you think is better at thinking, processing information and making decisions? The brain of one manager, or the brains of eleven out on the pitch striving towards one common goal.” Jorge Valdano, quoted in The Italian Job, Gianlucca Vialli

Adapt great learning activities and make them your own

Many of you will be really skilled in taking an idea and turning it into something to help your students get excited about learning. Adaptations of television shows are an obvious winner – Dragons Den where candidates present their new ideas before a panel; so you want to be a millionaire, where groups can phone a friend, take a 50/50 or ask the audience for the correct answer; Blind Date where you meet someone for the first time and they tell you three things they have just learned.

Here are some more:

Connectors – get the group started • Draw how you are feeling now on one side of A4 and how you expect to be feeling when we have finished. Explain your drawings • Here is a photograph, ask three other people what they think about this photograph • One thing you already know about this topic, swap it and move on – collect at least seven things from seven different people. Explain this – get the group thinking • Put an unusual shape or graphic on the screen and ask the group to try and explain its significance to the topic • Put up a cartoon without the text and ask the group to supply the text • Show a video and stop it – ask the group to decide what happens next.

Work the space – use the space to reinforce your message • Use continuum lines – strongly agree stand at this end, strongly disagree stand at the other • Living graphs based on response to questions – for example number of matches refereed • Get people up and moving. Reviews – lots of them to keep recall and engagement high • 90 second explanations • Three things I will now do differently • What, how and why explanations. What if scenarios – problem solving based on real situations • Design relevant case studies and get group solutions • Role play and then freeze it at the vital moment then get the groups to offer advice • Have students become the tutor and teach an element of a topic to someone else. Sort it – sorting activities generate discussion and debate • Sort by similarity or difference – the tutor provides the categories • Choose the ideal – select cards from a pack: the ideal medical bag; the perfect contents of the referee’s holdall; qualities of a teacher • Sequence an intervention – treatment of an injury; child protection intervention; rehabilitation routine; match day experience.

Groups – use group work to secure involvement • Allow the groups to settle then re‑organise by birthday (not age!) or distance travelled or time out of bed that morning • Use home and away groups – friendship and task specific • Use envoying where ‘envoys’ go to other groups to explain their solutions.

CONTINUE THE JOURNEY – SHARING THE LEARNING

SHARING THE LEARNING

TEN TIPS TO HELP YOUR STUDENTS EMBARK ON LEARNING Design any learning with your outcomes in mind

Share any success criteria early

Review regularly but remember it’s the students who do the reviewing!

Explain the process and purpose of any activity – no secrets

Drastically reduce the content of your PPT slides

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Use KASE or a similar model to help you think about the whole learning experience

Build in lots of mini beginnings and endings and use these moments to get up and move around and share learning

Walk through the experience from the point of view of your students

Keep any activity focussed by duration or outcome or task completion

Become an ‘activities magpie’ – take something which is enjoyable and easily understood and adapt it for your tutoring. 31

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SUPPORT

“Your students won’t care how much you know until they know how much you care.”

Tutor behaviours

As a presenter, tutor or developer you model the practices you espouse. Doing so ensures integrity of promise. Match what you say with what you do. An audience will be unsettled when there is an obvious mismatch. It is good practice to have congruence at all levels of your work.

A checklist

• Is my message consistent with my own values and beliefs? • Is my lifestyle consistent with my declared values and beliefs? • Does my appearance match with my message? • Is my body language positive? • Are my relationships with participants positive and purposeful? • Am I using language which can be understood? • Is my choice of case study and exemplar material consistent with my message? • Do my training methods match those I am commending? • Do I clearly demonstrate good practice? • Is my skill level consistent with those I advocate for the participants?

Match

• The referee tutor who is prepared to look again at some evidence and admit they got it wrong • The national coach who gets on as many management and coaching seminars as possible because he/she sees themselves as a learner • The tutor who starts from where the learner is at and not where he/she thinks they ought to be • The tutor who regularly reviews both method and material • The fitness tutor who swims every day.

Mis-match

• The referee tutor who is forgetful, overruns and cannot keep time • The performance psychologist who just won’t listen • The insensitive child protection tutor • The national coach who constantly harks on about how it was much better in the old days • The medical tutor who does eight bottles of rioja a week • The fitness tutor who cannot resist the bread and butter pudding • The tutor whose examples and case studies are out of date.

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Use the space

Here are some basics for getting the best from the teaching space you are given 1. Talk through your room requirements beforehand 2. Specify start and finish times and list any breaks 3. Request refreshments available in a separate space beforehand; provide water 4. Get there early 5. Check heating and ventilation: too hot or too cold and your day is ruined 6. Be very proactive in getting the space exactly how you want it 7. If you are working with new material record the order on a flip chart and have it within your sight as aide memoir 8. Remove all clutter including extra chairs from the room 9. Check sightlines – yours and theirs 10. Bring as much of your own equipment and bits and pieces as you can manage 11. Use lots of prominent visual displays to reinforce key messages and provide smaller versions of display posters as table top discussion tools.

“Having an open dialogue with your players is crucial. I speak to them often and I have to say it really does enrich me in so many ways: culturally, tactically, technically, socially… these are the things which improve a manager.” Marcello Lippi, former Italy manager

Scaﬀolding

Avoid binge learning. Space out the challenges, ideally around a maximum of 20 minutes and then some sort of diffusion – maybe a review or change of activity. Humans are not good at giving sustained attention to one set of stimuli for extended periods of time. Limit the duration and break things up. To improve any performance, space out the rehearsals. A little and often is best. Build in regular review to your tutoring sessions. Avoid cramming the content because recall will decline dramatically over time.

Feedback

Make any assessment criteria explicit and weave its use into the learning experience. Pair students up and have them review each other against their understanding of the criteria. Then have these pairs do the same again with another pair. Being clear about what success looks and feels like is key to learning. Use flourishing ratios. There is good research to show that a feedback ratio of 3:1 appears again and again where people have successful coaching relationships. Use www – what went well – and ebi – even better if to provide focus. Simplify task related feedback into easily manageable chunks so that the learner feels able to improve.

Questioning

The best learners ask the best questions but some never get the chance! Avoid tutor questions which are about power, for example questions which try to: • • • • • •

Catch someone out Parade the tutor’s strengths Isolate weakness in the learners Demonstrate authority Keep group members listening Fill the space with noise.

Encourage questions from your group and try to create safe opportunities for doing so. For example: 1. What if? 2. If you were... what question would you ask? 3. Tell someone else the answer to... 4. You have got 90 seconds to find the best answer to... 5. What would you do next? 6. Has anyone ever experienced this? 7. Who would be a good person to ask this question... 8. Questions to which the tutor does not know the answer 9. What’s this like? 10. How would you use this? 11. What are the five most common answers given to this question?

Problem solving

Work out the core learning challenges in your programme and turn them into problem solving situations. Using a combination of case studies, scenarios and questions devise problems for groups to solve. Rather than you, as tutor, sit on all the answers, go to the students for their solutions and build from there. If they do not have suﬃcient prior knowledge to solve the problem then make researching that information part of the challenge by, for example, creating information islands where key facts are summarised on cards. Encourage groups to identify the true nature of the problem before leaping to solutions. Help the process by demonstrating a variety of problem solving tools.

CONTINUE THE JOURNEY – SHARING THE LEARNING

SHARING THE LEARNING

TEN TIPS TO SUPPORT LEARNING Model the practices you espouse

Pay attention to the physical space and how you use it – people are very sensitive to basic needs of warmth, light, sound, food and drink

Go beyond simple recall and understanding questions

Set problems to be solved rather than drills to be rehearsed

Learn about problem solving tools and teach the group to use them 34

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Prepare thoroughly

Gradually build the level of challenge

Take the core learning challenges and turn them into problem solving scenarios

Use prominent visual displays and laminate small versions of posters for table top use

Debrief the problem solving method.

SHARING THE LEARNING

SUSTAIN

“Catch a man a ﬁsh and you feed him for a day. Teach him how to ﬁsh and you feed him for life.”

Challenge habits of mind

By taking part in The FA Learning Tutor launch you are already investing in your own professional development. I wonder to what extent you will continue to invest in yourself? Sometimes old habits die hard. There were five monkeys who had lived together for some time in a large cage in a municipal zoo. One day their keeper changed. The new keeper decided to try and dissuade the monkeys from eating their food at the end of the cage furthest from the general public. So when some of the monkeys tried to do this he hosed all of the monkeys with cold water. Quickly the monkeys realized that taking the food to the far end of the cage led to an uncomfortable soaking so they avoided doing so. Any monkey who attempted to take their food there was quickly and violently apprehended by the others. Gradually the monkey population aged and changed. Some died, others were moved, a few were brought in from outside. Eventually there were none of the original monkeys or their keepers left. One day the newest arrival grabbed his food and made for the far end of the cage. The others seeing what was happening, pounced on him, shrieking and biting and dragged him away. The new monkey, badly shaken by the ordeal, eventually recovered himself and asked why he had been stopped from eating where he wanted. He was told ‘That’s the way we’ve always done things around here ...’ Every organization has habits of mind and ways of working which are cherished. Which habits does your organisation have which are most cherished? Are they helpful? Are there habits of mind which need to be left behind in order for you or your organisation to develop?

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“At Chelsea our academy works by recreating street football ‑ no goals, no stress. The great players come from the street because the ball becomes part of their lives. They develop a street football intelligence which is essential.” Jose Mourinho, speaking whilst manager at Chelsea

Find time for yourself

The airline maxim of placing your own oxygen mask on first before attending to any children is a metaphor for your own professional development. It’s difficult to look after others when you are not yet ready to do so. The two finalists in the annual World Logging Championship were a Canadian and a Norwegian. The finals were held in British Columbia. Their task was straightforward. Each had a sector of the forest. Whoever could fell the most timber between 8 o’clock in the morning and 4 o’clock in the afternoon would be the winner. At 8 o’clock sharp, the whistle blew and the two lumberjacks set to with attitude. It seemed that they chopped stroke for stroke until at ten to nine the Canadian heard the Norwegian stop. Sensing his chance, the Canadian redoubled his efforts. At 9 o’clock the Canadian heard the Norwegian start chopping again. Once more it seemed as if they chopped stroke for stroke until at ten to ten the Canadian heard the Norwegian stop. Again the Canadian continued, determined to make the most of his opponent’s weakness.

At the stroke of 10 o’clock, the Norwegian began cutting again. Until at ten to eleven, the Norwegian paused once more. With a growing sense of confidence, the Canadian scented victory, and continued in his steady rhythm. And so it went on throughout the whole day. Every hour at ten to the hour, the Norwegian would stop and the Canadian would continue. When the whistle blew to finish the contest at 4 o’clock in the afternoon, the Canadian was supremely confident that the prize was his. You can imagine how surprised he was to discover that he had lost. ‘How did you do that?’ he asked the Norwegian. ‘Every hour at ten to the hour I heard you stop. How the hell were you able to cut more timber than me? It’s just not possible.’ ‘It’s really very simple,’ said the Norwegian bluntly. ‘Every hour, at ten to the hour, I stopped. While you continued to cut, I was sharpening my axe.’ Find time and space for your own development and growth.

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SHARING THE LEARNING

TEN TIPS TO SUSTAIN YOUR DEVELOPMENT Think about the habits of mind that have become seriously embedded and limit your thinking

Watch a great teacher in action

Get a personal mentor to help you deliver your personal development plan; meet the mentor regularly

Take part in online discussion forums

Find out about Edward de Bono, particularly his thinking tools 38

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Take your own development seriously

Write out your own personal development plan

Acquire a laptop and upskill in ICT

Use Google Alerts for daily updates on your chosen topics

Keep a diary or personal journal.

COMMIT TO YOUR OWN LEARNING & DEVELOPMENT SUGGESTED READING LIST FOR TUTORS & COACHES

The Future Game

Bounce

FA Learning

Matthew Syed

Inverting the Pyramid

The Talent Code

Jonathan Wilson

Daniel Coyle

Mindset

The Decisive Moment

Carol Dweck

Jonah Lehrer

Drive

Luck

Daniel Pink

Ed Smith

Outliers

Soccernomics

Malcolm Gladwell

Simon Kuper

The Genius in All of Us Talent is Overrated

Athlete-Centred Coaching: Developing Decision Makers

Geoff Colvin

Lynn Kidman

David Shenk

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Understanding Sports Coaching Robyn Jones

Chimp Paradox Steve Peters

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ST. GEORGE’S PARK AND HILTON HOTELS Whether you are taking part in an FA Learning coaching course, or visiting the state of the art medical facilities on site, visitors will also enjoy impressive accommodation with Hilton Worldwide operating two hotels under one roof. The FA is delighted to partner with the internationally respected Hilton Hotels & Resorts and Hampton by Hilton and this innovative concept will provide accommodation options to suit any budget, catering for individuals, groups or team bookings, along with major sporting or business conferences and banquets.

Stylish, innovative and elegant, Hilton at St George’s Park will feature: • 142 air‑conditioned guest rooms • 91 spacious Hilton Guest Rooms with four‑point bathrooms • 41 Hilton Executive Rooms • 14 Suites • Executive Lounge • Health Club and Spa including pool and gym • Three food and beverage outlets, including fine‑dining restaurant, brasserie and separate bar • 350 car parking spaces, shared with the St. George’s Park training facility • 500‑seat conference centre (convertible to a 400‑seat banqueting hall) • Dedicated 250‑person education complex featuring flexible meeting, tutorial and seminar rooms • State‑of‑the art equipment for functions of different types and sizes.

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Offering great quality at an economy price, Hampton by Hilton at St George’s Park will feature: • 86 air‑conditioned Guest Rooms with comfy Hampton beds • Free hot breakfast every morning • 24/7 Snack Area where you can enjoy a hot beverage, snack or light meal • Free high‑speed Internet access • Access to Hilton at St. George’s Park facilities, including car parking and health club. In the geographic centre of England, these hotels are ideally located for major conferences, meetings, product launches, AGMs and incentives, as well as providing an excellent base for short breaks and leisure stays.

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The Perform complex at St. George’s Park combines 25,000 square feet of cutting-edge technology with elite medical expertise to create the most advanced sports medicine, rehabilitation, performance science and training centre in the UK. Perform helps people maximise their performance – from elite athletes and corporate groups, to individuals needing rehabilitation from injury or simply wanting to improve their overall health and fitness. Perform is part of Spire Healthcare, a leading private hospital group with 38 hospitals across the UK. Any individuals who’ll require more specific medical treatment can be referred to Spire Little Aston Hospital, just 25 minutes away from St. George’s Park.

During your visit you can book individual services such as; • Sports performance and lifestyle assessment using advanced sports technologies • Physiotherapy • Rehabilitation including state‑of‑art hydrotherapy and an underwater treadmill • Biomechanical screening and movement analysis • Nutritional services And have access to; • Imaging services • Orthopaedic consultants • Podiatrists • Other specialists

The vast complex houses state‑of‑the‑art equipment and top‑class clinicians to offer a wide range of services, including: Performance science: Helping people achieve their maximum potential by accurately profiling individual needs through heart and blood profiling, lung function tests, nutritional analysis and psychology. Sports medicine: Our clinician led discipline involves the prevention, diagnosis and management of sport‑related injuries and issues. Rehabilitation: The rehabilitation and physiotherapy facility will use world‑class equipment to diagnose injuries and deliver a treatment plan. The hydrotherapy unit will be one of the best in the UK today.

For more information please contact Jake Keeling, Business Development Manager, 0128357 6336 or email jake.keeling@spireperform.com www.spireperform.com

Strength and conditioning: Perform will offer the latest strength and conditioning gym equipment along with expert staff to create bespoke fitness plans.

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THE FA JUNIOR FOOTBALL LEADERS AWARD

THE FA COACHING BLIND FOOTBALLERS

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THE FA LEARNING CODE OF CONDUCT FOR LICENSED TUTORS FA Learning acknowledges the importance and the potential impact of the tutoring role. Indeed, tutors have the primary responsibility of ensuring that participants have a positive learning experience on all courses. It is these experiences that will do much to increase participation levels and enhance the experience of people in football which can ultimately result in changes in behaviour. Best practice in tutoring promotes a professional image and demands that tutors demonstrate the highest levels of honesty, integrity and competence. This FA Learning Code of Conduct is a measure and a guide to best practice for tutors. A commitment to ‘living’ this code is an integral aspect of being an FA Learning Licensed Tutor. It is not exhaustive and any behaviour that conflicts with these principles may amount to unacceptable behaviour, in which case the disciplinary process could be invoked.

FA Learning Licensed Tutors should exhibit the following behaviours:

Personal responsibility

• Tutors should demonstrate exemplary personal behaviour and conduct at all times. This includes: • Being a positive role model • Refraining from smoking during a course • Refraining from drinking alcohol prior to and during delivery of a course • Refrain from using any illegal substances such as (Class A, B ,C ) • Inform FAL should any strong drugs be prescribed as they may impact on –driving/ alertness /vision/ balance /drowsiness etc • Being well prepared, punctual and reliable • Being appropriately and cleanly dressed, according to the environment in which they are working • Using diversity sensitive language • Being supportive and sensitive to all course participants • Acting in an honest and truthful manner • Being non-judgemental • Allowing others to state their own point of view • Refraining from any behaviour that is inappropriate or that may cause offence to individuals or which may bring The FA / CFA / FA Learning or the Approved Centre into disrepute • Abiding by the requirements of The FA’s Equality, Safeguarding Children and Safeguarding Vulnerable Adults Policies.

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Responsible and Ethical use of Social Media

• We live in a society that promotes free speech and freedom of expression; it is generally expected that an FA Licensed Tutor should reflect the values of the society that it represents. • Social networking is continuing to grow and it is in our interest to sensibly and proactively embrace it.

Do’s

• Be yourself, provide a positive representation of yourself, The FA and your employers • Share the positive learning experiences and achievements that are gained from your tutoring • Remember everyone can see you. Remember that it’s a public domain and that anyone can take your words and communicate your message further • Be responsible, you are personally responsible for your behaviour online and the content you write.

Don’ts

• Talk negatively about the organisation you work for, other organisations or individuals • Use inappropriate or foul language that could be considered offensive to others and ensure spelling and grammar or correct.

Professional responsibility

Tutors should act in a professional manner and with integrity at all times, this includes: Remembering they are representing FA Learning when delivering courses • Using course resources and delivering courses in the manner intended by FA Learning • Keeping up-to-date in the discipline specific areas • Being able to self-analyse and develop on personal performance • Committing to CPD • Committing to FA Learning philosophy on developing the game.

Practical responsibility

Tutors should strive to attain, and maintain a high level of competency at all times in the delivery of courses. This includes: • Arriving at least 30 minutes prior to the start of the course in order to set up the learning environment appropriately and to greet the course participants • Delivering all courses in a positive manner, abiding by the FA Learning values and philosophy including the Appeals process. • Maintaining confidentiality, anonymity and privacy within the course setting and beyond, unless doing so potentially compromises a child’s welfare i.e if a child is in danger, it is the tutor’s duty to breach the above. • Creating a supportive learning environment • Achieving a balance of facilitation and information giving to enable participants to learn • Employing a positive approach to best practice • Engaging participants in discussions and valuing their contributions • Challenging negative or inappropriate attitudes and behaviour in a constructive way • Being flexible and adaptable • Adhering to FA Policies, Rules and Regulations • Displaying and promoting high standards of behaviour • Promoting the FA’s Respect Programme.

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FA Learning St Georgeâ&#x20AC;&#x2122;s Park, Po Box 8012, Burton-Upon-Trent DE14 9JA Telephone: 0844 980 8212 E-mail: FALearning@TheFA.com Visit: TheFA.com/FALearning