AFL Coaching Manual - Western Bulldogs Football Club

the coach
chapter 2 – basic skills
TEACHING
FOOTBALL
SKILLS
TRAINING should be based
on the notion that perfect
practice makes perfect.
The coach is responsible for
conducting practices that
achieve the objectives for the
practice session.
In preparing a skill teaching episode
within the training session, an
effective coach should:
ppKnow how to introduce a skill,
ppKnow the key points to emphasise,
ppRecognise skill errors, and
ppKnow how to rectify skill faults.
1. How to introduce a skill
Players must understand the need to learn and practise skills. As a coach it
is essential to highlight the importance of why a skill needs to be practised.
Using video from match-day, or after consultation with the player, the coach
can establish with a player the reasons why certain skills need to be practised.
2. Know the key points to emphasise
To create an effective learning situation, the coach must take into account the
following points:
a) Minimise the number of teaching points. Don’t confuse the player with a
long list of instructions – keep it simple.
b) Likewise, when teaching an advanced skill, e.g. kicking for goal on the run,
break the skill down into simple manageable stages.
c) Ensure the skill is being performed correctly as practise makes permanent.
During a training session, a coach should spend time observing and
analysing various aspects of the session. Not only should the coach observe
the general performance of the team, he must also analyse the specific
performance of individual players within the group. The coach must also
possess a good understanding of the skills of the game.
d) Finally, communicate with the player using as many senses as possible.
In teaching skills, a coach can communicate:
ppby showing/demonstrating or by asking the player to see their
own movement.
ppby providing instructions or by asking the player to listen to the
sounds associated with their movement.
ppby asking the player to feel the movement.
The SPIR method for teaching skills
S
for
SHOW
(or Demonstrate)
Name the skill.
Demonstrate the whole skill.
Give your teaching points
(no more than three points).
Ask if there are any questions.
3. Recognising skill errors
An important part of skill teaching is to determine whether correction
is necessary.
One procedure in identifying skill error is as follows?
a) Watch the player carefully over a period of time.
b) Compare the player’s performance with a model of correct performance.
c) Identify where there is a difference between the player’s performance
and the desired performance.
d) If possible, video the player to confirm these observations.
e) Identify under what conditions the problem occurs.
f) Measure the extent of the problem.
g) Determine whether the problem needs refining that is, is the problem
restricting the player’s development?
h) Determine whether the problems is only a reflection of the player’s
individual style.
i) If there are multiple causes of the problem, decide on what error
to correct first.
Repetition with corrective feedback, praise for effort and encouragement
enables learning to occur.
4. Rectifying skill faults
There are broad techniques that coaches should use to remedy problems
in the performance of a skill:
a) Rebuild the skill.
When the performance deviates markedly from the desired model.
b) Renovate the skill.
When the performance only partially deviates from the desired model.
Correct the component that is causing the error or the one component that
is easiest to correct.
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P
for
I
for
R
for
PRACTISE
instruct
(or Correct
Errors)
reward
Demonstrate the skill once again.
Send the players out to practise
immediately.
Use only small groups.
Stand back and observe each performer.
Offer advice.
Keep repeating the key points about
the skill.
Praise players for good efforts.
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