2012 Youth Coaching Manual - AFL Community

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The Whitehorse School Focused Youth Service provides the following insight into the tasks of adolescence and developing self-esteem. Key factors in self-esteem Connectedness – one of the most important factors in helping children grow into healthy adults is the quantity and quality of their relationships with others. Having a valued connection to at least one other adult is the rock by which adolescents maintain their faith in themselves and feel they are connected to something. Good relationships connect the adolescent to family, peers, school and society at large. Uniqueness – adolescents can become obsessive about their looks. Their bodies are changing at an alarming rate, selfconsciousness is at a peak and they are consequently very sensitive to comments about their appearance. Appearance is often the way a teenager expresses individuality and/or belonging. Clothing, haircuts and make-up are used as signals. They help to define the individual, often seeking to identify with someone outside the family. This is part of seeking an adult identity. Lack of interest in personal hygiene or appearance usually indicates low self-esteem. However, an unkempt look, dreadlocks or torn jeans may be just a part of the individual’s search for identity. Power – a person must have the resources, opportunities and capabilities to influence their world, to have a sense of control. It is important to include adolescents in decision-making and the responsibility of owning their choices. Completing the tasks of adolescence – The tasks of adolescence include: 1. Successful separation from parents. 2. Completion of puberty, which starts earlier and lasts longer with each generation. 3. Establishing work identity and economic independance. 4. Establishment of self-identity. Key factors for coaches in encouraging a positive self-esteem • Build on strengths and be more accepting of mistakes. • Learning is a process, emphasise the process. Acknowledge the amount of work that is put into achievements rather than just the finished product. • Value appropriate risk-taking. • Provide opportunities for responsibility to be practised. • Have positive, realistic expectations of the adolescent. • Maintain a positive outlook. Maintaining the self-esteem of individual players As players move through the age groups, it does not take long to realise that they lack ability when they are given less time in the game than others, are played in positions that have the least impact on the result and/or lose the majority of their contests. The increasing role of parents and the potential for placing undue pressure on players must also be carefully monitored. These outcomes are characteristic of competitive activities where the player is under the control of a coach. In these situations some useful strategies for coaches include: 1. Providing opportunities and personally assisting lesser players to improve their skills. 2. Playing lesser players in prominent positions when playing against weaker opposition. The coach can then play better players in less prominent positions and encourage them to use their limited opportunities to have a positive impact on the game. This will eventually give the team greater flexibility against stronger teams. 3. Explaining to players that differences in ability are more the result of players being at different stages of development and having different natural abilities than being due to a lack of effort or worth. 4. Stressing the importance of players acknowledging the positives of their teammates’ play rather than the mistakes, particularly in public. 5. Stressing to the player the value of being loyal to club, coach and teammates when discussing with others their involvement in the game. 170 AFL Youth Coaching Manual
Promoting emotional well-being One of the most critical approaches to promoting emotional well-being is to provide adolescents with the opportunities and skills to genuinely participate in all aspects of community life. This sends a strong message to young people that what they say is valued and that their contributions are worthwhile. The most important traits that characterise resilient adolescents are social competence, problem-solving skills, autonomy and a sense of purpose. Caring and support, high expectations and encouragement of participation are also important. Expecting too little will undermine young people’s motivation more so than when too much is expected. Adolescents are frequently denied opportunities to take responsibility. They need to have opportunities to individually and collectively take responsibility for shaping their world. Many opportunities exist for adults to notice adolescents and make them feel that they and their contributions are valued. Coaches and other significant adults should do this through encouraging them, helping them, putting yourself out for them, showing interest in their lives and generally conveying to them that you, as coach, like them and that you are genuinely interested in their well-being. The power of simple feedback like a smile, a verbal thank you or a note of thanks should not be underestimated. Adolescent needs Some of the things adolescents need that coaches should be mindful of includes: • A chance to experiment. • To be accepted for themselves. • Security. • People to take an interest. • Praise. • Understanding. • To be trusted. • To do adult things. • Space of their own. • To have friends. • To make their own decisions. • Independence. • To feel useful. • Appropriate affection. • Reasonable rule limits. • To test boundaries. • Flexibility. • Responsibility. • Their own privacy. • To be successful. • To be taken seriously. • Consistency. • To be listened to. • To choose their own friends. • For it to be OK to fail. • To be fashionable on their own terms. • Not to be made to feel awkward. • Not to be always criticised. • Help and advice when asked. • To try out new things. AFL Youth Coaching Manual 171
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Youth Coaching manual
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Keeping them playing By Michael O
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Contents The manual aims to provide
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1 Youth Footballers - Youth CharaCt
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not grow at the same rate. The left
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Table 3: Emotional development Basi
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Social issues • Fewer physical ed
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Because adolescent sport does not h
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Chapter 2 Effective Coaching Role o
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In developing a coaching philosophy
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Coaching and the Law The law touche
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Measuring and improving your coachi
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13 Youth Footballers Coaching Youth
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2. Establish a club procedure Discu
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The following are approaches that c
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Identify acceptable comments for pl
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Mental discipline Discipline can be
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Chapter 4 Communication for Youth C
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communication through Demonstration
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Game-day coaching Communication and
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Chapter 5 Teaching and Improving Sk
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c) Work out what is required to ove
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During the Practice • Let players
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When developing games for a particu
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16 Youth Footballers Planning Chara
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Planning the training program Off-s
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Sample Training Diary - - - - 62 AF
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Recovery Optimal hydration, nutriti
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Short-term goals While long-term go
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Adolescents with disabilities Some
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17 Youth Footballers Conducting Tra
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Designing the training session Many
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Introducing a new drill Often coach
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Chapter 8 Team Play and Game Plans
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Danger Zone The reverse of the scor
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Centre Bounce Specific roles Ruckma
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Forwards: “Kick goals, keep ball
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Set plays Set plays are part of a t
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This process should be adopted at a
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Position Descriptions The full-forw
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19 Youth conditioning Footballers Y
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Whatever the details of the method
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Endurance The basic fitness require
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10 1 Prevention and Youth managemen
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Prevention of injury is better than
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• Side bendsStretch area: • Sho
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Environmental Conditions In managin
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First-aid and injury prevention pri
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When an injury occurs, remember S.T
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THE management of concussion in aus
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maintaining injury records Coaches
Page 119 and 120: Chapter 11 Nutrition The value of g
Page 121 and 122: A winning diet for football Carbohy
Page 123: 12 1 Talent Identification Youth Fo
Page 126 and 127: AFL Participation Pathway The AFL t
Page 128 and 129: NAB AFL DRAFT COMBINE TEST PROTOCOL
Page 130 and 131: 6. SKILLS TESTS Skills kicking test
Page 132 and 133: 2m Player starting point 3m Turn co
Page 134 and 135: Table A: Fitness results NAME: BALL
Page 136 and 137: AFL Recruiting Reports Another majo
Page 138 and 139: Key Performance Areas Scales Descri
Page 144 and 145: Similar To Me Effect This error is
Page 147 and 148: Chapter 13 Coach, Player, Umpire Re
Page 149 and 150: As a coach you are an influential r
Page 151 and 152: 2. Diving on the ball “The ball s
Page 153 and 154: Role of the goal umpire It is the r
Page 155 and 156: Role of the boundary umpire It is t
Page 157 and 158: AFL umpiring pathway Umpiring provi
Page 159: 14 1 Youth youth Footballers welfar
Page 162 and 163: Young people operate in four interc
Page 164 and 165: To the adolescent • Fun. • Chal
Page 166 and 167: Football clubs and alcohol use Play
Page 168 and 169: Personal factors (Andrew Fuller)
Page 172 and 173: Referring young people Situations m
Page 175 and 176: Chapter 15 Skills Guide Introductio
Page 177 and 178: Firm foot A firm foot refers to the
Page 179 and 180: Banana kick • The grip The ball i
Page 181 and 182: Overhead mark This is the mark that
Page 183 and 184: Picking up: stationary ball One-han
Page 185 and 186: The dummy Some players have an amaz
Page 187 and 188: Rolling Rolling is a form of fallin
Page 189 and 190: Tackling Nothing excites a crowd mo
Page 191 and 192: Being tackled It is well and good w
Page 193: COMBINING SKILLS VHD HD D I Uses ap
Page 197 and 198: REFERENCES AND FURTHER READING Chap
Page 199: 1 Youth Footballers APPENDIX CharaC
Page 202 and 203: Level 2 AFL Auskick Leader This cou
Page 204 and 205: AFL Coaching Development AFL AND st
Page 206: The AFL gratefully acknowledges the
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