Comhairle Uladh 2006 1 : Ulster Club Coaching and Games Underage Development Programme How to Plan and Implement an Efficient and Effective Club Coaching Structure Tutor: Terence McWilliams: Terence McWilliams: Ulster Games Development Manager Ulster Games Development Manager
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Comhairle Uladh 2006 1
:
Ulster Club Coaching and Games Underage Development Programme
How to Plan and Implement anEfficient and Effective Club Coaching Structure
Tutor:
Terence McWilliams: Terence McWilliams: Ulster Games Development ManagerUlster Games Development Manager
Comhairle Uladh 2006 2
Aim Aim To help coaches plan and implement a sustainable,
effective and efficient Coaching and Games
Development Structure with in their club.
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OutcomeOutcomeAt the end of this session you should
be able to go back to your club and implement a Coaching and Games Structure.You will know how to……
1. Use the right ingredients at the right time.
2. Help coaches select the right ‘Menu’ for a specific age group.
3. Put the whole programme together in an annual plan.
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Comhairle Uladh 2006 5
GAA Games Development Strategy
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SKILL DEVELOPMENT MODEL
3 T’s
3 P’s
The Body follows where the Mind goes
J. Morrison
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A. Gaining Possession:A. Gaining Possession:
Non Possession – DefenceNon Possession – Defence
B. Exploiting Possession:B. Exploiting Possession:
Possession - AttackPossession - Attack
To help coaches plan their programme these may be sub divided into four components:To help coaches plan their programme these may be sub divided into four components:
1. Receiving Skills:
a. Catching:-
b. Low, Bounce (Half-Volley), Tummy, Head-High, Overhead, One-Handed
b. The Lift:
Crouch (Stationary and Rolling)
Jab Lift, Chip & Assist
2. Playing Skills: Possession Skills, Passing, Breaking Ball
a. Kicking:
Ground – Short & Long
Volleying & Half Volleying
Punt – Drive (Front of in step)
Hook (Inside of in step) - Swerve (Outside of in step)
Drop, Overhead, Tap-on
b. Handling –Hand/Fist Pass
c. Travelling Skills:
The Solo – Hand To Toe & The Bounce
d. Evasion Skills:
Dodging, Side-Step, Feint and Side Step, Swerve, The Roll, Ball Feints (Hand and Feet)
e. Scoring Skills:
Direct – Feet, Fist - Deflected – Hands ETC. - Free Kicks & Penalties
3. Defending Skills:
a. Tackling:
Side – Near Hand Tackle
Front – ‘The Fencer Tackle’
b. Blocking – From the Feet & The Dive Block
c. Interceptions
d. Man To Man Marking
e. Marking Space
f. 3 D’s - Delay, Deny & Dispossess
4. Non Playing Skills:a. Spatial Awareness: Scanning: On/Off The Ball
b. Running Off The Ball: Calling The Play
c. Marshalling Your Defence
Technical …The SKILLS of Gaelic FootballKILLS of Gaelic Football
Comhairle Uladh 2006 8
Introduction: The Skills of Camogie & Hurling:The Skills of Camogie & Hurling:A. Gaining Possession: Non Possession - Defence B. Exploiting Possession: Possession - Attack
To help coaches plan their programme these may be sub divided into four components:
1. Receiving Skills:
Ready, Lock & Lifting Positions
a. Catching:-
b. Chest, Low, Head-High, Overhead, One-Handed
b. The Lift:
Roll: Stationary and Rolling
Jab Lift, Chip & Assist
2 Playing Skills: Possession Skills. Striking: Grip & Swing
a. Ground: Stationary & Moving Ball
Passer: Stationary & Moving to strike - Both sides
Doubling Back – Striking moving ball
Doubling Forward – Striking on ground (Both sides)
b. Airborne: Both Sides
Batting a ball overhead
Sideline Cut
The Puck Out
c. Hand Pass/Palming
d. Travelling Skills:
Dribbling
The Solo: Balance ball on hurley & Ball hopping
e. Evasion Skills:
Dodging, Side-Step, Feint and Side Step, Swerve,
The Roll, Ball Feints (Hand and Feet)
f. Scoring Skills:
Direct: Hurl/Foot/Hand / Deflected – Hurl, Hands
Frees & Penalties / Drop Shot
3. Defending Skills: a. Tackling:
The Clash: 1. Ground : Side
2. Frontal
b. Blocking: Ground/Above Ground
( Below Head Level & Above the head
c. Hooking
d. Interceptions
e. Man To Man Marking
f. Marking Space
g. 3 D’s - Delay, Deny & Dispossess
4. Non Playing Skills: a. Spatial Awareness
Scanning: On/Off the ball
b. Running Off The Ball
Calling The Play
c. Marshalling Your Defence
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A Plan Never Goes To Plan Unless…
You set Long , Medium, and Short term GOALS
Goals provide the DirectionDirection and a TargetTarget to focus your efforts and measure your success
Goals let you:Goals let you:Make the most of your talents
Get more out of your timeGet better results
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Club Audit?
SWOT Analysis?
We need to know were we We need to know were we currently are currently are beforebefore
we can plan for the future !we can plan for the future !
Where do we start?Where do we start?
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Club Audit - Where Are We Now?What factors would you consider in carrying out an
audit in your club?
• Current status of club
• Time Scales –
• Who Leads The Process?
• Where are we Heading – Where would you like to be in 10/20 yrs.?
• How will we get there?
• How do we develop sustainable structures?
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Club Audit - Where Are We Now?• What do we do to make it happen?
• Where do we start and finish?
• Key issues that need to be addressed
• What do we coach them?
• Where do we coach?
• When do we coach the ‘What’?
• What do we Need to coach the ‘What’?
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Club Coaching & Games StructureClub
Coordinator
Administrator
CoachingCoordinatorHead Coach
EquipmentCoordinator
JuniorHead Coach
SeniorHead Coach
Under 14Head Coach
Under 12Head Coach
Under 10Head Coach
SeniorTeam Manager
ReservesO.30/35’s(U.21’s)
Under 18Head Coach
Under 8Head Coach
Under 16Head Coach
School/ClubLiaison OfficerChildren’s
Officer
Parent Helper
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MENU – Building Your Programme
1. The Physical Stuff – 5’s
2. The Technical Stuff – ‘The How’
3. The Tactical Stuff – ‘When to use the How’.
4. The ‘Thinking Bits’ – Decision Making
5. Putting all the bits together in an annual programme.
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MENU
1. The Physical Stuff – 5’s
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Group Work
1. In Groups of 3/4 discuss each area and select what activities you feel are
appropriate to your age group.
2. From the following menu select and rank the parts you feel are appropriate to your age group.
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Group Work
1. U. 6’s2. U.83. U.10
4. U.12
5. U.14
6. U.167. U.18
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Discuss the words, interpret them and rank their importancewhen working with Children, Youths or Teenagers - No 1 most important – Discuss:
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Ranking: Children
1
2
3
4
5
1
2
3
4
5
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Ranking: Youths
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Ranking: Teenagers
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MENU
2. The Technical Stuff – ‘The How’
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Discuss the words, interpret them and rank their importancewhen working with Children, Youths or Teenagers - No 1 most important – Discuss:
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The Technical Stuff: Children
1
2
3
4
5
6
1
2
3
4
5
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The Technical Stuff: Youths
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The Technical Stuff: Teenagers
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MENU
3. The Tactical Stuff – ‘When to use the How’.
Comhairle Uladh 2006 28
Discuss the words, interpret them and rank their importancewhen working with Children, Youths or Teenagers - No 1 most important – Discuss:
Comhairle Uladh 2006 29
Ranking Tactical: Children
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Ranking Tactical: Youths
1
2
3
4
5
6
7
1
2
3
4
1
2
3
4
5
6
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Ranking Tactical: Teenagers
1
2
3
4
5
6
1
2
3
4
5
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MENU
4. The ‘Thinking Bits’ – Decision Making
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GAMES = PROBLEMS
EYES SEE THE PROBLEM
VISIONBRAIN SOLVES THE PROBLEM
DECISION
BODY ACCOMPLISHES THE TASK
PRECISION
Passing = A visual agreement between the Passer and the Receiver.
Vision with Decision and then Precision
Comhairle Uladh 2006
Principles of Play in Invasion Games – ATTACK: Problem Solving For The Principles of Play in Invasion Games – ATTACK: Problem Solving For The Attack:Attack:
Attacking PlayAttacking Play Skills RequiredSkills Required
ProblemProblem SolutionSolution On The BallOn The Ball Off The BallOff The Ball
1. Solo2. Select Receiver3. Pass: Short/Long4. Practice Deception Learn all evasive techniques
1. Make yourself available: Move laterally to the sides, in front or behind2. Practice deception e.g. ‘Cut’ i.e. pretend to go one way and then suddenly go the other.
1. Penetrate the defence2. Spread the attack3. Support the attack
1. To pass diagonal2. To pass forward3. To move forward
1. Move to the sides2. Move behind the defence3. Move in front of opponents4. ‘Dummy Run’ Run from one space to create space for a team mate.
1. Create a scoring space2. Exploit a shooting space3. Attack the target
1. Evade a defender2. To pass or shoot3. Decide when and where to Shoot and Score.
1.Pull defenders from the shooting zone2. Provide support3. Present options for passer.
Comhairle Uladh 2006
Principles of Play in Invasion Games – ATTACK: Problem Solving For The Principles of Play in Invasion Games – ATTACK: Problem Solving For The Attack:Attack:
Attacking PlayAttacking Play Skills RequiredSkills Required
ProblemProblem SolutionSolution On The BallOn The Ball Off The BallOff The Ball
1. How might we
Keep possession?
1. Hold the ball
2. Pass the ball
1. Solo
2. Select Receiver
3. Pass: Short/Long
4. Practice Deception
Learn all evasive
techniques
1. Make yourself available: Move laterally to the sides, in front or behind
Principles of Play in Invasion Games – DEFENCE: Problem Solving For The Defence:Principles of Play in Invasion Games – DEFENCE: Problem Solving For The Defence:
Defending PlayDefending Play Skills Required
ProblemProblem SolutionSolution Near The BallNear The Ball
1. Stay arms length from attacker2. Anticipate the pass or move
1. Know when to tackle2. Know where to tackle3. Know how to tackle
1. Get behind the ball2. Close down the spaces3. Man to Man marking4. Double mark gifted player
1. Stop forward passes2. Block forward movement3. Close down the ball carrier4. Mark the ‘nearest pass’
1. Build numbers in support2. Don’t rush into the tackle3. Stay ball and goal side
1. Close down shooting space2. Defend the target3. Get your players behind the ball
1. Stay goal side2. Block the pass3. Know where the ball and your ‘marker’ are at all times
1. Don’t be pulled out of position2. Anticipate the pass or run3. Support the ‘Nose Defender’ i.e. nearest defender to the ball4. ‘Cover’ defender – anticipate through passes
Comhairle Uladh 2006 39
Principles of Play in Invasion Games –Principles of Play in Invasion Games – DEFENCE DEFENCE:: Problem Solving For The Defence: Problem Solving For The Defence:
Defending PlayDefending Play Skills Required
ProblemProblem SolutionSolution Near The BallNear The Ball
Vary the training Load by manipulating the:• Volume…..500m to 8,000m• Intensity….70% - 95%• Frequency…1 Session – 4/9Sessions - Week• Duration of Sessions….15min. – 90mins.• Number of Exercises….5/6 - 14• Weeks of Training……1 – 16 Weeks max.• Months of Training…… 4/5 - 11• Years of Training (10 year rule)• Step Loading…..3 Week Cycles – 3 yr. Cycles
• Game related and skills based activities can raise the heart rate into the training zone.
• To keep the heart rate in or close to the training zone it is necessary to have active rest between activities.
• The game related activity (7v7) shows that the heart rate is at 86% of maximum for about 20 minutes.
• Increasing the numbers (11 v 11) reduced the heart rate to 83% maximum but still in the training zone.
Stamina - Shorter and Sharper (10 – 15 minutes) : with ball & game relatedStamina - Shorter and Sharper (10 – 15 minutes) : with ball & game related
2 V 2Blocking
Drill(3min)
2 V 2Hand
Passing Activity(3min)
8 V 8Small sided game
(15 min)
2 V 2Kick Passing& Follow Ball
(3 min)
2 V 2Agility workLadders and
Hurdles(3min)
Stamina GAA Circuit - 30 minutes, 1 minute for switching between activities Group A’s in corners and Group B in the game. Group A rotates every 3 min Group B in middle for 15 min - then switches with Group A’s
A A
A A
B
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Sample Yearly Plan: U. 8/10 & 12’sWeek Out Door Activity Sessions Key Dates
Self Monitoring Daily RecordMonth Club/ County Name
Day Date
Training Time (mins)
Game
Fatigue Index
Health & Well-being Heart
Rate(bpm
)
Weight
(kgs)
Nutrition3= Good 2= Okay
1= Poor
Hydration
Team
Own + = - Sick InjWorn out Qualit
yQuantity
Intake (lit)
Mon
Tue
Wed
Thu
Fri
Sat
Sun
Weekly Total
Mon
Tue
Wed
Thu
Fri
Sat
Sun
Weekly Total
Notes: Must be completed around 9pm every night
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Name
Exercise Resistance Reps Sets Rest
Warm Up
Work out
Super
Set
Super
Set
Super
Set
Interval Training
Individual Strength Training Programme
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Coaching Session Planner
Team Date: Start: Finish: Venue
Time Breakdown
Warm Up Warm Down Ball Work Stamina Set Pieces
Min’s Part Exercise Diagram
1
2
3
Notes:
Comhairle Uladh 2006 58
Long-Term Player Development For Playing Gaelic Games
Long-Term Development Pathway for Playing Gaelic Games
Stage 1
Age / Class
Group
Emphasis
Game Specifics
1. Active Start
3-5 Yrs.
Nursery
P.1 & 2
Pre School
Infants &
Higher Infants
U.5’s
This stage gives children an Active Start linking basic movement skills to form play.
ABC Nursery Programme
Resources:
Fundamentals Book
Fun Do Pack
•Unstructured Play leading to Guided Play.
•Target Games leading to trio tasks invented by children themselves.
•Individual and Partner Tasks leading from cooperative play to competitive play.
•Trio activities leading to Group Tasks.
•All children should be active for 60 minutes every day in an unstructured play situation.
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Active Start –Active Start – 4 yr. olds Physical:•Agility – Walks a straight line• Balance – Big Body Parts• Co-ordination – runs, jumps, hops & skips around obstacles • Speed-Tag Games (First Speed Window)• Running – Short distances – 10/20m• Jumping – 2 feet – 2 feet•Can jump over obstacles 15 – 18cm
Technical:Technical:•Play Through lots Of Play Through lots Of involvement in: CPKS:-involvement in: CPKS:-•Body & Equipment stationary Body & Equipment stationary initiallyinitially•Catch- Roll/bounce to air borne• Pass – Roll/Bounce• Kick – Ground to punt• Strike – Hand/Bat/Stick:•Through individual, partner tasks
Tactical:Tactical:•Unstructured play to Guided Unstructured play to Guided discoverydiscovery•Experimentation and Experimentation and FamiliarisationFamiliarisation• Spatial awareness• Co-operation – Individual before partner• Target Games – Aiming at/through/under/over onto various pieces of equipment•Make up own rules to suit as they go along
Mental:Mental:•Little attention span -10 -15 Little attention span -10 -15 secs.secs.•Develop self confidence•Physical – provide 1 Hour per Physical – provide 1 Hour per dayday•Own body strength exercises•Competition V SelfCompetition V Self
FUN and ParticipationFUN and Participation Physical Literacy through unstructured Physical Literacy through unstructured
playful movement involving:playful movement involving:
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Active Start - Active Start - 5 yr. oldsPhysical:• Agility• Balance – On either foot for 5/10secs.• Co-ordination – Learns to skip & capable of learning complex body coordination skills like swimming & riding a bike• Speed - Tag Games• Running – Can skip run on tip-toes• Jumping – Combinations of take offs & landings
Technical:Technical:• Play Through lots Of involvement in: Play Through lots Of involvement in: CPKS:-CPKS:-• Catch- Roll/bounce/airborne – bean bag• Pass – Roll/Bounce – Throw overhead• Kick – Ground/punt out of hands• Strike – Hand/Bat/Stick in a:• Multi Sport Environment• Link travelling with the ball• Left & Right hand dominance can be established
Tactical:Tactical:• Experimentation and Experimentation and FamiliarisationFamiliarisation• Spatial awareness• Co-operation involving partner and trios• Target Games – Invents games with Simple rules • Likes to test muscular strength and motor skills
*Not ready for competition
Mental:Mental:•Little attention spanLittle attention span•Develop self confidence•Physical – provide 1 Hour per Physical – provide 1 Hour per dayday•Embarrassed by mistakesEmbarrassed by mistakes•Plays without constant Plays without constant supervisionsupervision
FUN and ParticipationFUN and Participation Physical Literacy through playful Physical Literacy through playful
movement involving:movement involving:
Comhairle Uladh 2006 61
Long-Term Player Development For Playing Gaelic Games
Long-Term Development Pathway for Playing Gaelic Games
Stage 2
Age / Class
Group
Emphasis
Game Specifics
2. FUN
damentals
6-8 Yrs.
P. 3 & 4
First &
Second Class
U.8
•Overall Development
•Learn all fundamental skills and build overall Motor Skills.
•It should be well structured, positive and FUN.
•By passing this stage is detrimental to their future engagement in sport.
•Build the Fundamentals into:
Generic Sport Skills for use in All Sports.
•More advance Court Games.
•Build from Non Invasive games to
Part Invasion.
•Build from 3v3 to First Touch 7v7
with 3 Zones.
•They should play a wide variety of
sports.
•Perform Physical Activity 5/6 times per week
•Introduce simple rules and ethics.
Comhairle Uladh 2006 62
Active Start – Active Start – 6yr. olds
Refine:• Agility• Balance – Good sense of balance• Co-ordination• Speed - Tag Games• Running – 20 to 30m• Jumping – over various obstacles• Strength – Use body weight - enjoys testing muscle strength & skills
Technical:Technical:Play Through lots Of involvement Play Through lots Of involvement in: CPKS:-in: CPKS:-• Catch- Can catch small balls• Pass & Catch – Partners – involve pass & move• Kick – Ground/punt• Strike – Hand/Bat/Stick in a:• Multi Sport Environment• Through individual, partner and group relays
Tactical:Tactical:• Spatial awareness –in simple target & court games• Progress through non invasion to part invasion and 2 v 2 – 3 v 3 • Develop a sense of team play *Simple rules and ethics become important
Mental:Mental:Longer attention spanLonger attention spanMore decision makingMore decision making• Develop self confidence• Can learn difference between right & left• Gains sense of security from organised play and club identity•Becomes more confident
FUN and ParticipationFUN and Participation Physical Literacy through playful Physical Literacy through playful
movement involving:movement involving:
Comhairle Uladh 2006 63
FUNdamentals FUNdamentals Under 8’s
Physical:Physical:
• Agility/Balance • Improved coordination & Reaction Time• Speed – First Speed Window• Running – 30 to 45m• Jumping •Strength using own body weight
Technical:Technical:
•Increased hand/feet/stick Increased hand/feet/stick dexterity especially least dexterity especially least preferred sidepreferred side•Can judge the flight of a Can judge the flight of a ballball•Better anticipationBetter anticipation
Tactical:Tactical:Capable of taking instructionsCapable of taking instructions• Spatial awareness• Co-operation through Court and then Non invasive games •Develop Part Invasion when ready• Progress to Go Games •First Touch – 5 v 5 to 7 v 7•No hard physical contact•They will want to play a game at every opportunity so use ‘whole part whole’ method of coaching• Simple rules and ethics
Mental:Mental:• Positive Attitude to Sport• Develop self confidence• Seeks a sense of security in groups & organised play
* Enjoys being asked questions through problem solving tasks
Physical:Physical:• Own body strength exercises• Well structured programmes• Coaching / Competition Ratios 75: 25 Mini Blitzes
Learn all the Fundamental skills before moving to the next stageLearn all the Fundamental skills before moving to the next stageDevelop Generic Movement Skills through FUN and Participation Develop Generic Movement Skills through FUN and Participation
involving:involving:
Comhairle Uladh 2006 64
Long-Term Player Development For Playing Gaelic Games
Long-Term Development Pathway for Playing Gaelic Games
Stage 3
Age / Class
Group
Emphasis
Game Specifics
3. Learning
To Train
1
U. 10’s
8-10 Yrs.
P. 5 & 6
Third &
Fourth Class
U.10
•Refine the Fundamental skills
•Learning overall sport specific skills to be able to play our Gaelic games.
•Players must Learn to Play before they Play To Win.
•Modify and Condition games to suit Ability Levels.
•Build from 5v5 to Quick Touch 9 a-side
•70:30 Ratio of Training To Competition .
•Play 3/4 other sports plus all Gaelic sports i.e.
•Hurling/Camogie/Gaelic Football/Handball
•Introduce and learn some of the rules and ethics
Comhairle Uladh 2006 65
TacticalTactical
• Spatial awareness – Better Scanning Ability – On & Off the Ball• Simple Attack & Defence – Support Play• Non invasive/Invasive games • Go Games – 9 V 9 Quick Touch• Simple rules and ethics• Play 4/5 sports• Coaching / Competition Ratios 75: 25 Mini Blitzes
MentalMental
• Positive Attitude to Sport• Develop self confidence• Perception of worth vital – Drop out• See effort = Success
TechnicalTechnical – – Motor Motor Development WindowDevelopment Window
•Continue bilateral development through this stage•Link ball into all physical skills
Comhairle Uladh 2006 66
Stage 3
Age/ Class
Group Emphasis Game Specifics
Learn
To
Train
2
U.12’s
10-12
Yrs.
P.7 & Yr.8
Fifth
& Sixth Class
U.12
•Build the General Sport Skills through playing Modified Gaelic games to progress team play in fun blitz competitions.
•The emphasis must be on individual performance in a team environment and not winning.
•Winning is not everything at this age but striving to win is.
•Cognitive and Emotional Development are central
•Build from 7v7 to Smart Touch 11 a-side.
•70:30 Ratio of Training To Competition .
•Basic Fundamental Tactics – Offence and Defence
•Structure competition to address differences in training age and abilities.
•Focus on 3 sports.
•Learn new rules and study others
•N.B. All the basic sport specific skills should be established before they leave this stage.
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Learning To Train 2:Learning To Train 2: Under 12
TechnicalTechnical
• Major skill learning phase•All basic sports skills should be learnt before entering next phase•Develop individual team play in a team performance rather than winning at all costs
Introduction to mental preparation Cognitive Development Emotional development Winning V Development
PhysicalPhysical
Medicine ball, Swiss ball, Own body strength exercises Speed & Agility development
Advanced Physical Literacy (PL)Incorporate the ball into the key PL components:Refine: ABC’S, RJTS, CPKS into ABC’S, RJTS, CPKS into Gaelic GamesGaelic Games
Comhairle Uladh 2006 68
Stage 4
Age/ Class
Group Emphasis Game Specifics
Train
To
Train
1
U.14’s
12-14 Yrs.
Yr.9-10
U.14
•Consolidate Sport Specific Skills by
•Progressing to the full Gaelic game to perform as a team player in formal competitions.
•Performance and Development should be the Focus rather than Winning.
•This and the previous stage are the most important in a player’s Development.
•During these stages we Make or Break a Player.
•Mental Preparation and Life Skills are Vital
•Build from 9v9 to15 a-side depending on skill ability.
•Learn to cope with the physical and mental challenge of competition.
•Tactical Awareness – ‘Reading The Game’ Decision Making
•60:40 Ratio of Training To Competition
•Structure competition to address differences in training age and abilities.
•Use PHV as an indicator
•Know most of the rules
Comhairle Uladh 2006 69
Train To Train 1:Train To Train 1: Under 14
Technical:Technical:
• Major skill learning phase•All basic sports skills should be learnt before entering next phase•Develop unit team play (half forwards) in a team performance rather than winning at all costs
Physical:Physical:
• PHV will determine strength PHV will determine strength programmeprogramme• Medicine ball, Swiss ball,• Own body strength exercises• Speed & Agility development
• Spatial Awareness-Creating & Exploiting Space• Develop ‘Game Sense’ through ‘ Problem Solving’
Mental:Mental: • Introduction to mental preparation• Cognitive Development• Emotional development• Winning V Development• Learn to cope with the physical and mental challenge of competition.
Comhairle Uladh 2006 70
Stage 4
Age/ Class
Group Emphasis Game Specifics
Train
To
Train
2
U.16’s
14-16 Yrs.
Yr.11 & Yr.12
U. 16
•Performing additional tasks in order to achieve more as a player.
•Year - round training e.g. weight training, lifestyle management, nutrition etc.
•Although players do their best to win the major Focus is on learning the basics as opposed to Competing to win at all costs.
•Full rules,15 a-side.
•60:40 Ratio of Training To Competition
•Structure competition to address differences in training age and abilities.
•Use PHV as an indicator
•Too much competition wastes valuable training time and conversely not enough inhibits the practice of technical and tactical and decision making skills.
•Learn to cope with the physical and mental challenge of Competition.
•Know all the rules to be able to play the game fairly
Comhairle Uladh 2006 71
Train To Train 2: Under Train To Train 2: Under 1616
Physical:Physical:• Year round trainingYear round training• Development of Strength:• Introduce lifts• Fitness within the games• Speed & Speed Endurance • Flexibility
Periodisation:Periodisation: Single or Double Training / Competition Ratios 60: 40
Technical:Technical:•Advanced Technical Skill • development• Skills developed under pressure• Fitness within skills drillsTactical:Tactical:•Understanding of Principles of Play in grids and small-sided games.•Application of skills in gameMental:Mental: • Understand the use of psychology• Use skills based goal setting• Use mental imagery training
Broad base skills & sport specific skills- Major fitness development phase - Anaerobic and Strength, (PHV is the reference point)
Comhairle Uladh 2006 72
Stage 5 Age/Class
Group
Emphasis
Game Specific
Train
To
Compete
U.18’s
16-18 Yrs.
Yr.13 & Yr.14
U.18
•Achieving potential in order to
succeed* others at a higher level e.g. senior club, minor, county etc.
•Change the training to competition and competition-specific to 40:60.
•Devote 40% to the development of technical and tactical skills and improving fitness and 60% of training to competition and competition-specific training.
•Succeed = Take over From, Follow On from previous levels
•Advanced Mental Practice
•Coach players how to perform under a variety of competitive conditions in training.
•Place special emphasis on optimum preparation by ‘modelling’ high competition training.
•Optimise fitness preparation and sport – individual, and position specific skills as well as performance.
•Study and interpret all the rules
Comhairle Uladh 2006 73
Training to Compete Under 18Training to Compete Under 18
Technical Technical • Position specific technical playing skills preparation• Skill development within small sided games leading to full games
TacticalTactical• Position specific tactical and playing skills under competitive conditions• Refining Games SENSE•Model high performance in training
PhysicalPhysical• Specific physical conditioning• Light weights• Flexibility• Core Stability
Ancillary CapacitiesAncillary Capacities• Optimise Ancillary capacities• Hydration and Nutrition• Managing training loads• Managing Competition load• Performance Analysis• Recovery methods
PeriodisationPeriodisation Double/ Triple Periodisation Training / Competition Ratios 40: 60
Sports position specific skills
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Stage 6 Age/Class
Group
Emphasis
Game Specific
Train
To
Win
Seniors
18 + Yrs.
•This is the final stage of player performance
•Maximise fitness performance:
•All of the player’s physical, mental and lifestyle capacities are fully established.
•All training is of high intensity and relatively high volume.
•Individual and position-specific skills as well as team performance.
•The focus of training is now shifted to maximisation of performance.
•Change Training to Competition Ratios
to 25:75, with the competition
percentage including competition- specific training activities.
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Training To Win U21 to SeniorTraining To Win U21 to Senior
Technical:Technical:• Further refinement of technical• skills• Development within full games
Tactical:Tactical:• Further refinement of position• specific tactical and playing skills• in full games•Video Analysis
Mental:Mental:• Modelling all possible aspects of• training and performance
Physical:Physical:•Maximise Fitness PerformanceMaximise Fitness Performance•Majority of training should be high Majority of training should be high intensity to represent match intensity to represent match conditionsconditions• Weights program • Core Stability• Flexibility• Build rest into the program
Ancillary Capacities:Ancillary Capacities:• Training diary• Food diaries• Heart rate monitoring• Fatigue monitoring• Recovery Strategies• Hot and cold / pool• Health Check
Periodisation:Periodisation: Double, triple or multiple Training / Competition Ratios 20: 80
Position specific and team play skills
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Stage 7 Age/Class
Group
Emphasis
Game Specific
Active
For
Life
This can occur at any age
AIM:
•The age of transition from competitive sport to lifelong physical activity.
•Move from competitive sport to volunteering as coaches, referees or administrators.
•A positive experience in sport is the key to retaining players after they leave the competitive stream.
•All sports must make a paradigm shift from ‘cutting’ players to re-directing them to other activities where they might find lifelong enjoyment.
•Footballers/Hurlers/Camogs could be re-directed to rounders, hand ball or Master’s Games (Over 40’s).
•Jogging clubs at various age groups should be set up at all clubs.
N.B.
•You don’t stop playing games because you grow old.
•You grow old because you stop playing games.
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Conclusion:
• Schools, Clubs and County Boards must work in unison and not separately as is the case at present
• Implications for all future coaches – LTPD Training etc.
• Coaches of the future will be central to the sporting ambitions of all players
• The best coaches must be selected to coach the appropriate programmes at the right stage i.e. LTPDP must be aliened to our coaching courses
• Most players now need remedial action to improve their performance because of a lack of proper coaching at the appropriate stage
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• The most talented performers are not always being identified or identified too early
• Over-competing and under-training – not reaching potential by peaking too early
• Damage done between age 6-12 cannot be fully corrected
• Big drop out if children lack these fundamental skills
• Age appropriate competition with emphasis on development not winning