2012 Youth Coaching Manual - AFL Community

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General remediation suggestions Coaches should refer to the main coaching points contained within the Skills Guide (Chapter 14 ) when setting out to teach the particular skills of the game. It is important to use the SPIR method and to introduce only two or three coaching points at a time. For instance, in teaching handball, the first coaching point might be: • Make a proper fist with the striking hand. • Hold the ball with the other hand forming a platform under the ball. • Strike the ball close to its point. Having mastered that, add a new coaching point: • Catch the fist in the hand and strike the ball. Master that, then add: • Step forward on to the front foot (same side as the hand holding the ball). And continue over a period of weeks to “build” the skill. It is a trap to try to teach it all at once. Be patient and allow players to master each point along the way. The SPIR method for skills teaching As previously identified, a particularly successful teaching method for assisting players to learn new skills is the SPIR method. S for Show (demonstrate) • Name the skill. • Show the whole skill first. • Show again while making the instructional points. • Make no more than three coaching/instructional points. • Ask if there are any questions. • Demonstrate once more, asking the players to watch for the coaching points. P for Practise • Practise immediately. • The learners copy what has been shown. • Practise the whole skill first. • Revise parts of the skill if problems. I for Instruct (intervene to correct errors) • Observe each group for 15-30 seconds. • Keep repeating the key points about the skill. • Provide further instruction. R for Reward • Praise good efforts. • Show pleasure. • Make every player feel his/her efforts are valued. S P I R Show Practise Instruct Reward Name the Skill Demonstrate three times Provide three coaching points (max) Have players practise immediately via an appropriate activity Give feedback on their performance based on what they have been taught Encourage and reward effort and achievement Using SPIR effectively During the Show (demonstration) • Select appropriate learning information. • Each skill demonstration requires a formation which allows each player to obtain a clear view of the key aspects of the skill. • Use simple, precise instructions. • A key word or cue should be used to emphasise the important parts of the skill. 52 AFL Youth Coaching Manual
During the Practice • Let players freely experiment without much feedback at first. • Get players practising as soon as possible so they don’t lose their mental picture or the sense of how the skill is performed. When Instructing • Provide feedback as this lets players know how they are going. • Allow them to practise for a time before offering any feedback. • Offer specific, constructive, clear and positive feedback. When providing Reward • Encourage freely, particularly when an individual’s progress seems slow. • Set standards according to the capability of each player. • Understand and allow for the fact that each player will improve at a different rate. • Only compare players with themselves – what they could do and now what they are doing. • Avoid comparing players with each other. Game sense and decision-making training Game sense is an approach to coaching that uses games as the focus of the training session. By focusing on the game (not necessarily the full game), players are encouraged to: • Become more tactically aware and be able to make better decisions during the game in pressure situations. • Start thinking strategically about game concepts. • Develop football skills such as kicking and handballing under pressure within a realistic and enjoyable context, rather than practising them in isolation. • Develop a greater understanding of the game being played. Game sense activities also aim to: • Increase individual and team motivation to training – players love to play games! • Physiologically prepare the body where conditioning is specific to that of a game. This approach to coaching is ‘game centred’ rather than ‘technique centred’. While most traditional coaching sessions have focused on the practise of techniques, the game sense session focuses on the game. In the past, technique has often been over-emphasised within training sessions. While technique is an important part of the overall skill, it has often been taught in isolation, without requiring players to think and apply the techniques to the situations required in the game. By using game sense, players are challenged to think about what they are actually doing, and why. Players are taught to use the appropriate technique at the right time and place in the pressure situations of a game. When designed well, mini-games appeal to the players’ (especially adolescents) ability to problem solve and process information and subsequently raise their levels of attention and desire to do well. Why use game sense? The fact that games are intrinsically motivating is probably the best reason why coaches should adopt game sense, but there are a number of other reasons for using this approach, including: • Encouraging a holistic approach to the teaching of games – players are taught to solve problems that arise in a game through tactical awareness and understanding; skills are developed in a more meaningful environment. • Promotes enjoyment for participation – a fun environment increases motivation levels and encourages participation. • Assists the beginner, who often has limited technical knowledge of a sport. For instance, for these coaches it is more appropriate to set challenges for players through games rather than conduct technique-based sessions that are based on unsound techniques due to a lack of technical knowledge. It helps avoid developing players with inflexible techniques, that is players who are unable to cope with change in the playing environment. AFL Youth Coaching Manual 53
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 and 22: Chapter 2 Effective Coaching Role o
Page 23 and 24: In developing a coaching philosophy
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: c) Work out what is required to ove
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
Page 93: 19 Youth conditioning Footballers Y
Page 96 and 97: Whatever the details of the method
Page 98 and 99: Endurance The basic fitness require
Page 101: 10 1 Prevention and Youth managemen
Page 104 and 105:
Prevention of injury is better than
Page 106 and 107:
• Side bendsStretch area: • Sho
Page 108 and 109:
Environmental Conditions In managin
Page 110 and 111:
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
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
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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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2012 Youth Coaching Manual - AFL Community

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