SCP 2012 Presentation - FFA National Curriculum
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Transcript of SCP 2012 Presentation - FFA National Curriculum
FFA National Curriculum
A review of current practice, the
underpinning literature and the implications for
coachesBy Aidan Brown for Sports Coaching Pedagogy 2012
This presentation is intended to provide a general
insight into the current Football Federation
Australia national curriculum for players and
coaches. Underpinning literature and theories
will be reviewed to explore the rationale behind
the principles within the national curriculum.
Suggestions and recommendations will be made
in regards to coaching implications.
Overview
Creation of the National Curriculum
1 (Football Federation Australia ,2007)2 (Football Federation Australia, 2011)
National Football Development Plan (2007)[1]
• Prior lack of ‘investment’ in this area.
• ‘At the heart of FFA strategic direction’ [1, 2]
Talent Development and Identification Review [1]
• Deficiency in technical and game related skills.
• Strength: Physical and mental competitiveness
- Over-emphasis on winning attributed to deficiencies.
• Creation of a National Curriculum to ‘close the gap’.
Purpose• Provide a consistent, coordinated national Talent
Development and Identification Program for football
in Australia, aiming to achieve major quality and
performance improvements in Australia’s top
players, coaches and teams.
(Football Federation Australia ,2009a)
National Curriculum Philosophy
“Leave the total football structure as much as possible intact so its relationship to the game is always
recognisable for players in all training situations and exercises.”
(Football Federation Australia ,2009a)
Total Football Structure• Total Football Structure
The Main Moments of the game are:1. Ball possession (BP): Building up, attacking and scoring (team tasks).2. Transition: BP to BPO (team tasks).3. Ball possession opponent (BPO): Disturbing and defending (team tasks).4. Transition: BPO to BP (team tasks).
Thus the philosophy holds that any training exercise should where possible incorporate these 4 components.
(Football Federation Australia ,2009a)
Key Principles ‘Guiding’ the National Curriculum
(Football Federation Australia ,2009a)
1&2. Reviewing youth development systems in strong football
nations and tapering these to suit Australian circumstances
3. Building on the pre-existing strengths of Australian sport
and football culture (physical and mental competitiveness)
4. Taking evidence based rational facts into consideration
(literature)
5. The ‘total football’ approach:
• Age-related development goals
• Game-related training as major focus
• Tactics and conditioning secondary to technique
Technical Component Summary
Football Federation Australia. (2009b) The National Football Curriculum: The Building Blocks
Supporting LiteratureNational Curriculum
• The sport development continuum = progression from a broad base of
foundation participation (grassroots level) tapering off up to elite
competition (national teams) (Bailey, Collins, Ford, MacNamara, Toms
and Pearce, 2010)
• Bailey et al (2010) suggest that one flaw of the pyramid model is that the
quality of performers at the higher level, is dependent on the quality of
experiences and resources provided at the lower level.
• Introducing a framework for development (the national curriculum) aims
to achieve high quality elite performance, by providing a high quality,
consistent structure of development from the ‘discovery phase’ all the
way through to the ‘performance phase’.
Supporting LiteratureLong Term Athlete Development (LTAD) Model
• The LTAD model by Balyi & Hamilton (2004) suggests that ‘a
specific and well-planned practice, training, competition and
recovery regime will ensure optimum development through an
athlete’s career.’
• 6 stages/phases of progression1. FUNdamental stage2. Learning to Train3. Training to Train4. Training to Compete5. Training to Win6. Retirement / retainment
Supporting LiteratureLong Term Athlete Development (LTAD) Model
• Age-related development goals and phases for football
development offer a ‘football fitted’ version of Balyi &
Hamilton’s (2004) Long Term Athlete Development Model.
• The Football Association of England has also adapted a
‘football fitted’ variation of the LTAD model in its Long Term
Player Development model (The Football Association, 2011).
• Balyi & Hamilton (2004) warn against using chronological age
as a basis for athlete development models. The national
curriculum suggests coaches use their own knowledge to
determine situational appropriateness of age related goals.
Supporting LiteratureSport-specific training and conditioning
• A major point made throughout the national curriculum is the
requirement to keep the ‘total football’ structure recognisable
during training. This is underpinned by the basic training principle
of specificity (Baechle & Earle, 2009).
• As a general rule, it is said that a minimum of 10 years or 10,000
hours of sport specific practice is required for the development of
expertise in team sports (Baker & Cote, 2003)
• With more sport-specific practice, players can develop tactical
skills, which are shown to be related to improved performance
( Kannekens, Eflerink-Gemser & Visscher, 2009).
Supporting LiteratureSport specific training and conditioning continued
• A large focus has been put on small sided games.
• Variations of the traditional 11 v 11 game – 4 v 4, 7 v 7 etc.
• The FFA (2009a) suggests that small sided games provide maximum
exposure and an increased transfer of functional game skills.
• Small sided games enable participants to be more involved in the play
– gaining more ‘touches’ on the ball and making more passes (Small,
2006)
• Small sided games have also been identified and as a valuable tool for
football-specific conditioning and advised over isolated conditioning
training (Reilly, 2005; Katis & Kellis, 2009)
Coaching Implications• Essentially the introduction of a national curriculum
for football development should make a coaches job
easier. The curriculum provides a consistent and
clear direction for coaches of players in all levels of
the sport. As part of the national curriculum, the
FFA provides a number of resources for coaching
and information on further coaching development.
The hardest part may be to get coaches out of old
habits.
Coaching Implications• Under the ‘Total Football Structure’ it is essential
that coaches have the ability to dissect the major
components of football play in order to train specific
skills and competencies, yet still keep the overall
product relevant and recognisable.
• This is a skill that the Dutch are famous for, and it is
no surprise therefore that there is currently a heavy
Dutch presence in crucial development roles in
Australia.
Coaching Implications• Understanding
- One of the most important implications for coaches is to
understand the rationale behind the national curriculum in
order to appreciate the bigger picture that is football
development. The Australian culture of physical and mental
competitiveness is a strength, and coaches must ensure it
doesn’t continue also as a weakness. It’s important that this
understanding is transferred to the players so that they
understand the purpose of their training and overall
development. It may also help to retain these players in the
later stages of LTAD.
Coaching Recommendations• Over-emphasis on winning and old habits
- Coaches should focus on real technical education and development
rather than a culture based on results.
- The FFA (2009a) suggests coaches should:
Encourage the skilful over of the powerful
Think of mistakes being learning moments instead of being
punished
Encourage individual creativity instead of forbidding individual play
Encouraging taking risks over forbidding taking risks
Train to ‘play out’ from defense purposefully rather than panicked
clearances
Coaching Recommendations• LTAD and Age-related development goals
- Coaches require the ability to determine the development
characteristics of their athletes in order to establish the most
appropriate development training goals and objectives. Utilise
knowledge base of physiotherapists and psychologists where
available.
• Preserving the ‘total football’ structure (sport-specific
training)
- In training particular skills, coaches should always start with the
idea of an actual game situation and then simplify/modify the game
situation in a manner that emphasizes and creates maximum
opportunities to practice the skills.
Baker, J., Cote, J. (2003) Sport-specific practice and the development of expert
decision-making in team ball sports. Journal of Applied Sports Psychology, 15, 12-
25.
Baechle, T., Earle, R. (2009) Essentials of Strength Training and Conditioning (3rd
ed). Illinois: Human Kinetics.
Bailey, R., Collins, D., Ford, P., MacNamara, A., Toms, M., and Pearce, G. (2010)
Participant Development in Sport: An Academic Review. Retrieved from
http://www.sportscoachuk.org/sites/default/files/Participant%20Development
%20Lit%20Review.pdf
Balyi, I. and Hamilton, A. (2004). ‘Long-Term Athlete Development: Trainability in
Childhood and Adolescence. Windows of Opportunity. Optimal Trainability’,
Victoria: National Coaching Institute British Columbia and Advanced Training and
Performance Ltd.
Football Federation Australia. (2007). National Football Development Plan. Retrieved
from http://www.klufc.org.au/publications/ffa-national-football-development-plan
References
Football Federation Australia .(2009a). FFA National Curriculum. Retrieved from
http://www.footballaustralia.com.au/site/_content/document/00000099-source.pdf
Football Federation Australia. (2009b) The National Football Curriculum: The
Building Blocks. Retrieved from
http://www.footballaustralia.com.au/site/_content/document/00000100-source.pdf
Football Federation Australia. (2011). Football in Australia Strategic Plan Snapshot
2011-2015. Retrieved from
http://www.footballaustralia.com.au/site/_content/document/00000284-source.pdf
Kannekens, R., Elferink-Gemser, M., Visscher, C. (2009) Tactical skills of world-class
youth soccer teams. Journal of Sports Sciences, 27(8), 807-12.
DOI:10.1080/02640410902894339
Katis, A., Kellis, E. (2009) Effects of small-sided games on physical conditioning and
performance in young soccer players. Journal of Sports Science and Medicine, 8,
374-380.
References
Reilly, T. (2005). An ergonomics model of the soccer training process. Journal
of sports Sciences, 23(6), 561-72.
Small, G. (2006). Small-sided Games Study of Young Football Players in
Scotland. University of Aberdeen. Retrieved from
http://www.thefa.com/GetIntoFootball/FALearning/FALearningPages/~/
media/Files/PDF/Get%20into%20Football/FA_Learning_YouthModule2/
Small-sided%20games%20study%20of%20young%20football
%20players.ashx/Small-sided%20games%20study%20of%20young
%20football%20players.pdf
The Football Association (2011). Long Term Player Development. Retrieved
from
http://assets.ngin.com/attachments/document/0001/6827/LTPD_ThePage.p
df
References