Since beginning my Football education journey, the planning and reviewing of my sessions has improved. I would have an idea of what I wanted to achieve in a training session before but now I am planning sessions that are linked to Matchday and with the knowledge of my players I am able to plan more engaging sessions that are appropriate to them and focus on their needs with a greater understanding of them. This more holistic approach has been a great addition to my learning and a very beneficial part of my UEFA B learning.
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The practice spectrum that I was introduced to on my UEFA C is something that I used especially with the younger players who require that more technical work. Its important to level that up however so they can ultimately perform that technical aspect in a matchday situation so starting the process unoppsed then going up the scale to add interference then again to an overload or matched up practice really helped me in terms of sessions planning and structure.
The Principles of play I was introduced too on my UEFA C, are now the building blocks of my session design and help me to form and plan with a clear objective in terms of these principles both in and out of possession. This again shows the step up in terms of knowledge from the UEFA C to B.
As my knowledge grows through my UEFA B learning, I now think of achievement of the In Possession and Out of Possession Principles of Play in my practices. This is something (now my players are older) That I can introduce to them using this terminology and have done in terms of hand outs for them (as per the below and left)
My coaching Style was initially a more command based style. I would demonstrate an exercise or activity for the players and then get them to do it. Whilst at times this does have certain advantages through my UEFA B learning and further into my coaching I now firmly believe a more Holistic coaching style is the best way forward. This is a player centred approach taking into consideration the players needs using the 4 corner model as a reference point.
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If I know my players through profiling them and completing development plans with them, I know what they can and cant do technically. I understand Psychologically what's important to them and what drives them. I can support their social needs and Physically understand what they are capable of.
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I have found this approach using this model particularly helpful in my players as they become adolescence. Throughout this period its easy to think in terms of Physcial changes in the players as this is what is most visable. Players grow and mature at different rates. However it is important to take into consideration the Social and Psychological changes they have or the impact on them socially and psychologically.
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For example a player of mine who technically excelled with ball mastery has had a growth spurt and the mechanics of doing certain tasks with the ball now he was dealing with this different frame changed. Not only meaning he was not able to manipulate the ball as he did before but it also impacted him Psychologically as he thought he was "just rubbish as football now"
Also Socially, other players in the team began to make comments when he couldn't do these things anymore. It was important for me to allow more time for the player to perform the technical elements of the game and also support him Psychologically and Socially, and communicate with the sqaud as as a whole that this is something that they may all encounter and we need to support each other.
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With my command based style before this could of had a more adverse effect on the player as would of been constantly asking him to do an exercise he couldn't do anymore and not fully supporting him.
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When designing a practice its important to think about the 3 R's. Realism, Repetition and Relevance. This is a great way to think about how our sessions linked to matchday.
REALISM - How does our session look in terms of the game we play on a Sunday? Designing a practice with realism helps players learn as it makes it easier for them to transfer their knowledge from the training to a competitive environment. This can be difficult at times when we are looking to refine a technique as elements of our training may sit lower on the practice spectrum. However it is important to then level up this practice with an end goal of making it as realistic and linked to matchday as possible, and explain that to the players.
REPETITION - This is in simple terms how often a players gets the chance to repeat an action in a session. It may not just be the repetition of a pass in a technical unopposed activity - it may be a series of Small Sided Games giving players the repeated opportunity to solve a problem.
RELEVANCE - This compact of session design focuses on how relevant your session is to the player. Is it relevant for their age, their stage of development, their position on the pitch. For example if our block of sessions is focussed on out of posession compactness and restraint can our lead in practice marry up to this.
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Using Plan Do Review, The Practice Spectrum, The 4 Corner Model and the Principles of Play are all key components to helping me ensure practice design helps me to achieve the desired outcome. The STEP Model which is something taught right at the start of Level 1 is still a club in the golf bag that I use.
However the UEFA B course has introduced me to a number of new concepts that aid me in my practice design. In terms of types of practice available. Below are some of the types of practice in my session design, what their aim is and why are good tools to use!
Pattern Practice
This involves rehearsing specific sequences of player movements and passing combinations with the goal of creating tactical advantages. These practices are designed to improve players' understanding of specific tactical scenarios and to help them execute pre-determined movements and passes effectively. Examples include rehearsing passing combinations to play out from the back, attacking down the wings, or creating space for a central midfielder to receive the ball.
Lead In Practice
Lead-in practices aim to enhance players' technical skills and tactical awareness before introducing them to more intricate game scenarios. They often isolate specific skills like passing, receiving, dribbling, or shooting, and then incorporate decision-making challenges related to those skills. Lead-in practices help players develop a solid foundation in key skills, improving their confidence and decision-making ability when transitioning to more complex game situations.
Functional Practice
A Functional Practice is a situation in which a player or a small group of players develop an understanding of their attacking and/or defending roles, responsibilities and accompanying skills. Practice will be best sited in the area of the field where the player operates in a game and only players who are primary or secondary in the development of role understanding at involved in the practice. An example of this may be "Finishing from Crosses" Working with you primary players who will deliver the cross 7/11 and the secondary players who help create the opportunity to cross the ball/finish the cross and the players who will oppose them in these area so for example in possession 7, 11, 8, 6, 9 out of Possession 3,2,4,5, 6 an 1. This can be done in the final third of the pitch if available or an area marked out to replicate this space.
Phase of Play
A phase of play is a more game realistic practice over two-thirds of a pitch focusing on an aspect such as counter-attacking, build up play in the final third, Marking and Covering in the Defensive Third. The team that you are coaching is normally overloaded with players (e.g. 9 v 8 or 7 v 8). This makes it slightly easier for them and gives them (and you) more chance of having success in the aspect that is being coached. One team may have conditions placed on them such as limited touches so that they do not have possession of the ball as much. It is important for the team you are not coaching to have a target to aim for, e.g. two mini goals which they can dribble through to score points to keep them engaged too - but the team you are working with are your priority. You may also use a co coach to help keep the other team/unit motivated/ pose new problems to you.
Small Sided Game
An SSG is a directional game-practice situation involving goalkeepers playing in teams of less than eleven-a-side. It can be utilised for the coach to work technically or tactically and is ideal for developing the principles of play and team understanding. Working areas are adapted to suit the reduced numbers of players and official game rules are applied, although some may be modified. The coach will usually work with one team and on one theme of work. A co coach here will be beneficial to assist the desired learning outcomes and supporting the main coach.
LEADERSHIP - MANGEMENT - PEOPLE
Against the above model of Leadership Styles I sit between S3 and S2 I believe. My behaviour is definitely supportive, however I do like my players through guided discovery to learn rather then a command based style. I look ahead and see how we can achieve our goals and strive for my players to be the best for themselves but also their team mates. This requires high energy, positivity and passion. I look to create unity and a bond between myself and my players to enable me to do this. Effort Attitude and Teamwork is a key message I give my players. If they come to training and matchday with the right attitude to performance and learning, put the effort in and work well collectively - I'm happy.
On a matchday it is important for me to remain positive for my players so there is the continuity between training and match day. I will praise effort and attitude and be a support for my team. I feel its important to ensure your behaviour is consistent between the practice and competition. If I am asking them in practice to work hard, and work together and highly encouraging in practice then on a matchday critical and demotivating it will not only have an adverse effect on my players - but it will devalue the message I am giving in training.
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Through player profiling and development plans across the 4 corner model I am able to differentiate between players and meet their individual needs. I know who needs more praise and encouragement then others, and who thrives more in a leadership capacity.
It is important to listen to other peoples opinions and take them on board. When working with young players you also have a relationship with their parents. Hopefully my parents can see that I am striving for the best for them not only in football but in life. There are times of course when people opinions will vary.
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"My lad is a striker and doesn't play anywhere else" (8 Years old)
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Through effective communication, honesty and having an "open door" I can challenge things like this with parents and say things along the lines of, "I'm going to rotate him in different positions and give him different roles. This will not only enable him to develop his overall football ability but in terms of playing as a striker he can gain an understanding of what its like to play against one to help him when he is playing as one. Also think in terms of - he is right at the beginning of his journey now and its important we don't pigeon hole him and limit him. If we tell him he is only a striker are we telling him that he is not anything else - and cant be? how does this effect him mentally if he's not scoring?"
I'm very clear in my communication with parents and players and always explain the why. Ultimately I'm the person at the pointy end and I will make the decision - but I will always communicate my why. Again this is easier if you have a holistic understanding of your players. It is also important to have a team around you that you can work with and have honesty and transparency. My Coach and Club Chairman (above) are 2 people I can speak too, bounce ideas off and offer support to me. Other Coaches at Wolves (Left) are people I like to speak to engage with regarding ideas also. There are a lot of moving parts in football and its important to make sure that as the person who is trying to balance and look after everything you are balanced and are looking after yourself too. Ive met other coaches and Mentors on the UEFA B who I engage with and offer support too and receive support from.
Its important to remember that things take time. The players are U13 and taking their first steps into 11v11 football. There is spectrum of ablilities and we are working with them to develop them. We dont go out and buy players, we dont try and scour other clubs locally for players and poach them - we work with players who want to play football and try to develop their ability. We adopt a system accordingly based on how the players develop and at what rate. Reviewing each session is vital to this
​In terms of working with the players. We will have 1 training session per week, and a matchday. It takes time. We can support the players in other ways by offering school sessions as we do and also creating videos (Left) for publication to the parents whatsapp group to share with the players. This is again important to have that buy in from the parents also.
I'm very lucky with the parents I have. I want to create a "Football Family" within the team that transcends training and matchday. If we can support a parent we will, and have. Football is a powerful weapon that we can use for good.
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Again though this is about communication. I'm open and honest and always willing to explain "they why" behind any decision to a parent.
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SESSION PLANS
With the 2024/25 season now concluded, I can now using my increased knowledge and drawing from my ongoing UEFA B Learning to produce a block of sessions leading up to the new season. This plan is outlined below with specific session plans underneath. We will also have Friendly games where I can link matchday events further down.
