MoF Coaches Meeting
Tuesday 29th March 2016
7.45pm to 9.30pm
Agenda
1.Player pathways in MoF
2.Last term’s Coaching Programme
3.Next term’s Coaching Programme
MoF Player Pathways
See handout
“Both Danny and Boril have
“Both Maisie and Louis have
significantly improved their skillsfootball
in the skills which they wouldn't
have if not training with you guys.
4 years since they have been attending
MoF sessions. Whilst they have That builds their confidence when
significantly improved they have playing
done
in“Great
the park
with otherfor learning
environment
so at a great pace because they love
children! football
This, I find,
is a very
without
the fear factor.
Overall
feedback
=
positive
“Aidan's
confidence
has
grown
attending. Going to 'Ministry' is the one
positive
outcome”
Both
of
my
older
children
play
for
Better
enjoyment
scores
from
parents
than
any
other
previous
MoF
andduring
only
session
every
week
that
cannot
the programme and we can
and the fun seems to be
only
29
responses
overall)
be missed.
is the perfect
way
end
seeterm
realIt(although
improvement
into
his
skill teams
drilled
out
of
them
early
on,
MoF
Sunday and the kids always get a great
and approach to the game. Cody
night sleep afterwards!!!”
teaches enjoying having the ball
Last term: new Coaching
Programme
has found a love of the game
and
the
value
of
good
control
as
through it, having not shown any
well
as
having
a
calm
approach
to
interest previously. He now joins
playing the game”
in at school and really looks
forward to Sunday sessions”
What did the coaches think?
Get coaches feedback on new programme:
a. Same group per week
b. Same topic per week
c. Using session templates
d. Coach-coach observations and feedback
USE 1-10 SCALE
WHERE
0 = “Dreadful! Who’s idea was this?”
to
10= “Brilliant! A work of great genius”
Each coach to describe best non-SSG but opposed activity they used
in the term
1v1 Defending
1v1
Pass into Square
player to score,
then replace
Square player.
Square player
then comes out
to play 1v1
against defender.
Mark’s thoughts
Positive
I felt I got to know the children better, and sessions
could be linked = better learning.
By end of term I felt some of my 5pm Red class had
certainly improved in the topic.
Session templates worked for me, as kept a journal
of my coaching (e.g. for future use)
Shaun’s feedback from observation was useful
Programme level: All groups working on same topic
allowed easier and better comms with parents
about what we are doing
Problem statements = good way to frame the
session
Learning points
Both 4pm groups are different
from all others and need a
separate approach.
Programme level: More
variety needed in activities we
run and session types.
Better planning of childspecific interventions.
Mark’s thoughts (2)
Shaun-Mark observations
Interventions:
Best ones where one group watched another
perform (I have since taken this on as a way of
helping one group understand task and
improve)
At whiteboard, pair up to discuss rather than
Q&A
How to get all children listening in group
discussions – where they sit is important
Chris-Pete observations
Interventions:
In group Q&A and discussion:
Give children time to discuss and think. Tell
children: “I will be asking Tom, Matt and one other
for their answers” before they discuss with partner.
Have the group face away from distractions.
Challenging children:
Can give individual challenges or goals, but we
need to then help children reach them
Challenges and teaching:
When we help a child or give them some advice,
we then need to stay with that child to check they
use it, understand it, and improve
Specific parent feedback
Of 25 parents whose children have been attending more than 1 term:
Awful
Not as good
Average / no
difference
Good / better Brilliant
New Coaching Programme
(overall)
0
1
5
12
7
Having same coach each
week
0
3
4
7
11
Focusing on one topic for
the term
0
2
7
10
5
Specific parent feedback
First theme: If same coach each week, then parents
want discussion with them on child’s development
“Would be great
to meet the
coach”
“I think the challenge I have is in actually assessing its impact on my child's learning. Children are very
poor communicators with their parents generally of what they've learned and what they need to work
on. As parents, we don't get any personal feedback from the coaches on what the kids have learnt each
week so it's really hard to assess the merits of the new approach. It would be really great if the coaches
could either let each parent know (even occasionally) what their child has been working on and needs to
focus on, or even if they just spent 2 minutes at the end of the session gathering the parents in for a
'debrief'. At the moment, I feel rather disenfranchised in terms of my child's learning and how I can get
more involved in understanding what they've learnt and helping develop those skills outside of the
session. I really love MOF and my kids do too, but in over a year of attendance, not once has any coach
come over and said anything to me about my either of my children.”
“The boys are really enjoying it. They are still always wanting to go up a group when they see their
classmates in other classes and I am never sure what to say to them. Perhaps a personal goal would help
them be aware of the areas they need to improve”
Specific parent feedback
Second theme: One coach is only Brilliant if they like the coach
“In my sons group for at least 2 weeks of the 1 hour session
20+ minutes was spent with all kids in the group huddled
up listening to the coach talk - I know I timed it. This was
too long - the kids looked bored and after the long sessions
of instruction they still didn't know what they were doing.
Comparing to the other group ( with Same topic ) with
other coaches the instruction was done in smaller groups
(whilst the remainder practised /played) - as we left and
went home after these sessions he was not as excited and
enthused as he normally is”
“I wasn't convinced that having the
same coach each week made much
difference - sometimes it can simply
lead to a coach having a "fixed" idea
about what a player can do. There are
certain players I think who appeal
more to the coaches, and perhaps over
time start to get more attention.”
Specific parent feedback
Third theme: Mixed feelings on one topic
“I think focusing on one topic does
make a difference because I've
seen him start to think about
defending and talk about it more.
He watches matches on TV and
notices how players defend so I
think it gives kids who have short
attention spans at that age the
reinforcement of the message they
need to remember something.”
“I think for the 4/5 year olds
variety is needed to keep their
attention. He said he found it
boring because all they were
doing was defending, defending
and more defending. I think you
need to play to all kids different
strengths so some may lose
interest if you focus on one topic
for just one term.”
“A whole term on one
topic might be a bit
much for the kids and
they may prefer
maybe two topics
(maybe every other
week)in the term to
have a bit of variety.”
Overall /summary
A good start! Build on this:
Continue with same coach per group where possible
Separate 4pm classes from rest and work on different aspects
Interleave in-possession concepts with revision sessions on defending
Find ways of coaches meeting keen parents (ideas?)
Find better way of planning sessions – consider any template which
coaches want to use?
Sunday Rota (1st half of term)
Session
4pm Red
4pm Yellow
5pm Red
Coach
Mark
Pete
Pete
5pm Yellow
6pm Red
6pm Yellow
Mark
Chris
Shaun
7pm Red
7pm Yellow
Cover
Shaun
Chris
Michele
Discuss:
Tax and pay
Interleaving
‘Desirable Difficulties, Slowing Down Learning’ (video) – feedback
from coaches
Dr Robert Bjork, Professor of Psychology
‘Interleaving’ video
Interleaving
Interleaving next term
14 weeks of Sunday programme
4pm classes
Focus on:
1. Movement skills (ABCs)
2. Ball control
3. Good football behaviours (winning
and losing, taking turns, listening to
coach, working with others)
4. Understanding directional play (e.g.
trying to get from A to B) and attack v
defence
England FA DNA for
Foundation Stage
5pm, 6pm & 7pm classes
In possession:
1. Feints and dummies
• 1v1s, also in SSGs
Stay on the ball,
master the ball
• For dribbling, also for passing
2. Attacking rotations
• Play and move, or pass and move
• Off the ball runs and 3-player moves
• Four player combinations
Connect and combine
creatively with others
Aim is to prepare the children for the 5pm
classes
Out-of-possession
3. At least three revision sessions on Defending
Positive, enthusiastic,
intelligent defending
How will the 14-week term look?
First three sessions for all groups:
1. Fients & dummies
2. Attacking rotations and movements
3. Revision of defending (individual, pair and/or group)
After that, interleaved – within session; session to session
Attacking (feints and rotations)
(But with two more Defending revisionHow
sessions,
on same weeks for all groups)
to keep the ball
Problem statements
How to penetrate a defence
How to create space for team mates
Feints and dummies
How to beat a defender
How to create space for yourself
How to be unpredictable
Attacking rotations
How to keep the ball
How to penetrate a defence
How to create space for team mates
Coaches meeting Parents
How? BRAINSTORM IDEAS
Anything else?
Thank you for coming