2012 Youth Coaching Manual - AFL Community

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Coaching styles In a study of over 500 coaches, five distinct categories of coaching styles were identified. There is, however, no one perfect style that leads to success. Most coaches often possess certain characteristics of each coaching type, but should be aware of the advantages and disadvantages of the various coaching styles. If a coach is able to identify some of his/her shortcomings, they are in a position to improve. Coaching style Authoritarian coach Business-like coach Nice-guy coach Intense coach Easy-going coach Characteristics • Strong disciplinarian. • Well organised. • Good team spirit when winning. • Dissension when losing. • May be feared or disliked. • Intelligent, logical approach. • Well planned and organised. • Up to date with new techniques. • Expects 100 per cent effort all the time. • May set goals too high for some team members. • Well liked. • Players sometimes take advantage of the coach’s co-operative nature. • Gets on well with the players of similar temperament. • Emphasises winning. • High anxiety often transmitted to players. • Very casual. • Gives impression of not taking the game seriously. • May not be prepared to drive his/her team at training. • Well liked but may seem to be inadequate in some situations. Coaching philosophy Coaches have a significant impact on both the quality of performance and the quality of enjoyment that players achieve in football. Coaches largely determine whether the experience in football is a positive or negative, and whether the players gain or lose self-esteem. It is important that coaches develop a general approach or philosophy towards coaching that will ensure a consistent, positive impact on their players. It is imperative that a coaching style and philosophy takes into consideration the age and ability of players in the team. A coaching philosophy is individual and reflects both the coach’s personality and coaching objectives. However, it should be reasonably constant over time and for different groups of players. The goals of each player or group may vary and the achievement strategies associated with those goals may also vary, but the underlying philosophy of coaching should remain constant. It is unrealistic to expect someone who is starting coaching to have a clear philosophy to apply, however, developing a successful coaching philosophy should be based on: • Knowing why you coach. • Knowing why players participate. • Considering the opinions of others. • Developing a set of personal guidelines on how you will operate as a coach. Developing a philosophy of coaching also centres on the concept of respect. Essentially: • A coach must respect the players and provide all participants with equal opportunities. A coach should also encourage players to: • Respect the principles of fair play. • Respect opponents. • Respect officials and their decisions. 22 AFL Youth Coaching Manual
In developing a coaching philosophy, players must be the overriding consideration. The sport belongs to the players and coaches should therefore have a player-centred approach. It is the coach’s responsibility to assist players to set and achieve goals. Coaching goals may be as simple as creating enjoyment or as demanding as striving to win. The coach should endeavour to ensure that the goals set by players are both achievable and in line with the overall coaching philosophy. It may help coaches to clarify their coaching philosophy by writing it down. The content will be based on the values and beliefs that come from your experience and direct your coaching. It is not enough to merely have a coaching philosophy. As coach, you must also consider how the philosophy will be communicated to players, parents and administrators. It is also reasonable to consider how to ensure that the coaching philosophy is followed and what you will do if your coaching philosophy is challenged. That is, how will you deal with the different values of different people? Coaching qualities of successful coaches Coaching qualities 1. Professional preparation Examples 1.1 Knowledge Knowledge of football and ability to use it in coaching. Knowledge of coaching technique. 1.2 Planning Plans for each practice. No surprises, players know where they stand in the team. Establishes rules and regulations for players. Flexible – able to handle disruption to the coaching format, playing personnel, training venues, travel etc. Players lose respect for a rigid thinker unable to change with the times. Encourages players to set personal goals. Continually seeks ways to strengthen the program. Pre-plans the use of staff and facilities. 1.3 Mental and physical well-being of players Shows concern for the physical and mental well-being of the players. Is a trouble shooter – keeps on the lookout for warning signs. 2. Control of emotional environment 2.1 Self control Maintains self control at all times. Is stable, honest and straight forward. Maintains some distance with players while encouraging a warm congenial atmosphere. Does not play the role of a dictator and run the squad like an army drill instructor. Does not succumb to apathy and start believing that other things in life are more important. Shows ‘strength of character’ e.g. When a key player or two is lost, the coach does not write off the season. Is not easily intimidated by disgruntled supporters. Does not become more irritable and short-tempered while coaching than at any other time. Does not give up when things go wrong during a contest. Does not hold grudges against certain players. AFL Youth Coaching Manual 23
Page 1: Youth Coaching manual
Page 5 and 6: Keeping them playing By Michael O
Page 7 and 8: Contents The manual aims to provide
Page 9: 1 Youth Footballers - Youth CharaCt
Page 12 and 13: not grow at the same rate. The left
Page 14 and 15: Table 3: Emotional development Basi
Page 16 and 17: Social issues • Fewer physical ed
Page 18 and 19: Because adolescent sport does not h
Page 21: Chapter 2 Effective Coaching Role o
Page 25 and 26: Coaching and the Law The law touche
Page 27 and 28: Measuring and improving your coachi
Page 29: 13 Youth Footballers Coaching Youth
Page 32 and 33: 2. Establish a club procedure Discu
Page 34 and 35: The following are approaches that c
Page 36 and 37: Identify acceptable comments for pl
Page 38 and 39: Mental discipline Discipline can be
Page 41 and 42: Chapter 4 Communication for Youth C
Page 43 and 44: communication through Demonstration
Page 45: Game-day coaching Communication and
Page 49 and 50: Chapter 5 Teaching and Improving Sk
Page 51 and 52: c) Work out what is required to ove
Page 53 and 54: During the Practice • Let players
Page 55 and 56: When developing games for a particu
Page 57: 16 Youth Footballers Planning Chara
Page 60 and 61: Planning the training program Off-s
Page 62 and 63: Sample Training Diary - - - - 62 AF
Page 64 and 65: Recovery Optimal hydration, nutriti
Page 66 and 67: Short-term goals While long-term go
Page 68 and 69: Adolescents with disabilities Some
Page 71: 17 Youth Footballers Conducting Tra
Page 74 and 75:
Designing the training session Many
Page 76 and 77:
Introducing a new drill Often coach
Page 79 and 80:
Chapter 8 Team Play and Game Plans
Page 81 and 82:
Danger Zone The reverse of the scor
Page 83 and 84:
Centre Bounce Specific roles Ruckma
Page 85 and 86:
Forwards: “Kick goals, keep ball
Page 87 and 88:
Set plays Set plays are part of a t
Page 89 and 90:
This process should be adopted at a
Page 91 and 92:
Position Descriptions The full-forw
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19 Youth conditioning Footballers Y
Page 96 and 97:
Whatever the details of the method
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Endurance The basic fitness require
Page 101:
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
Page 114 and 115:
THE management of concussion in aus
Page 116 and 117:
maintaining injury records Coaches
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Chapter 11 Nutrition The value of g
Page 121 and 122:
A winning diet for football Carbohy
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12 1 Talent Identification Youth Fo
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AFL Participation Pathway The AFL t
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NAB AFL DRAFT COMBINE TEST PROTOCOL
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6. SKILLS TESTS Skills kicking test
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2m Player starting point 3m Turn co
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Table A: Fitness results NAME: BALL
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AFL Recruiting Reports Another majo
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Key Performance Areas Scales Descri
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Page 142 and 143:
Page 144 and 145:
Similar To Me Effect This error is
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Chapter 13 Coach, Player, Umpire Re
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As a coach you are an influential r
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2. Diving on the ball “The ball s
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Role of the goal umpire It is the r
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Role of the boundary umpire It is t
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AFL umpiring pathway Umpiring provi
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14 1 Youth youth Footballers welfar
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Young people operate in four interc
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To the adolescent • Fun. • Chal
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Football clubs and alcohol use Play
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Personal factors (Andrew Fuller)
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The Whitehorse School Focused Youth
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Referring young people Situations m
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Chapter 15 Skills Guide Introductio
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Firm foot A firm foot refers to the
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Banana kick • The grip The ball i
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Overhead mark This is the mark that
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Picking up: stationary ball One-han
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The dummy Some players have an amaz
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Rolling Rolling is a form of fallin
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Tackling Nothing excites a crowd mo
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Being tackled It is well and good w
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COMBINING SKILLS VHD HD D I Uses ap
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REFERENCES AND FURTHER READING Chap
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1 Youth Footballers APPENDIX CharaC
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Level 2 AFL Auskick Leader This cou
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AFL Coaching Development AFL AND st
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The AFL gratefully acknowledges the
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