NA FIANNA CLG

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PLAYER PATHWAY. Acknowledgements:. Dublin GAA. Fingallians. GAA. Carrigaline. GAA . INTRODUCTION. There are 5 key stages in the player pathway which have detailed player characteristics and describe the practical elements that must be coached during these ages. The 5 stages are: . ID: 310131 Download Presentation

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NA FIANNA CLG




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Presentations text content in NA FIANNA CLG

Slide1

NA FIANNA CLG PLAYER PATHWAY

Acknowledgements:

Dublin GAA

Fingallians GAACarrigaline GAA

Slide2

INTRODUCTION

There are 5 key stages in the player pathway which have detailed player characteristics and describe the practical elements that must be coached during these ages. The 5 stages are:

STAGE

AGE

EMPHASISLearning to master the ball 4-6 yearsShould be about fun and participation with key emphasis on physical literacy and fundamental movement skills with the ballLearning to use the ball well 7-9 yearsMajor skills learning phase where all the basic skills in football & hurling are learned. Emphasis on the fundamental movements.Learning to play together 10-12 yearsEmphasis on understanding how to play and work together as a teamLearning about positions 13-15 yearsThe principles of play and applying good game sense increaseLearning to perform 16-18 yearsCombining all aspects of performance including decision making, higher physical demands of the game and coping with competition

It provides a framework for the development of skills, physical focus and game sense that coaches can follow stage by stage. This pathway should not be viewed as a rigid framework but as a guide to optimise player development.

Slide3

THE FAMILY OF GAMES

The reason we play games is to get players to work together as a team and understand what to do, how to do it and when to do it. A game provides increased opportunities for players to make decisions and solve problems. The traditional method of teaching skills and developing players was through drills. The drawback of this approach was that when the skill was learned it then had to be transferred to the game situation.

GAME

EMPHASIS

CHASING

GAME

These games

involve tagging and chasing where players perform skills, such as fleeing and dodging. These games are particularly appropriate for warm up activities

TARGET

GAMES

The simplest form of a game which challenges players to use the technique previously learnt is to aim into or at a target. Players have lots of time to perform the task without any distraction from other players. There is a low level of decision making.

COURT GAMES

Divided

c

ourt games require players to pass ball over an obstacle like a net or zone to a receiver. The level of decision making has increased but is limited. The use of other skills essential for team work such as communication, anticipation and spatial awareness become more apparent.

FIELD GAMES

These are games which require one team to act as the strikers/kickers and the opposition become the fielders retrieving the ball. The fielding team tries to limit the runs or scores

by the striking/kicking team and at the same time try to get the opposition players out.

Greater decisions have to be made in relation to where, when and how to move or play the ball and good spatial awareness is more important.

PART INVASION

These games require players to complete a task with limited or direct opposition. Such games encourage awareness of time and space but also help develop characteristics of team play e.g. support play and communication. Part invasion games allow players to develop positional sense and decision making with limited pressure from opposition.

FULL INVASION

The core objective here is to move into an opponents territory in order to score. To achieve this, players must maintain possession of the ball, create & use space and attack a 'goal. The key element with invasion games is the number of players involved. The less space a player has, the less time he/she has, the more skill is required.

Slide4

NURSERY 4 – 6 YEARS OF AGE

Learning to Master the Ball

PLAYER CHARACTERISTICS

 

Children

of this age are self-

centred

and co-operation is largely absent

At

this age many still think that the ball is their own ‘toy’, so they will try to run with the ball and score rather than pass.

They

will respond to partner work and skills practice for a short time. This helps introduce they to team work and cooperation.

These

children will only watch the ball. They cannot and will not look for space to run into.

They

usually enjoy being asked questions and this should give the coach plenty of opportunities to check for understanding

When

their team is not in possession they find it difficult to understand defending a goal. To them they are merely chasing a ball

They

respond best to target games and races (Hitting and throwing, running)

Slide5

Learning to Master the Ball

 

T

A

B

L

E

1

4

-

6

Y

E

A

R

O

L

D

S

 

S

K

I

L

L

E

M

P

H

A

S

I

S

 

P

H

Y

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A

L

F

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S

 

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I

F

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H

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R

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I

N

G

 

F

O

O

T

B

A

L

L

 

A

B

C

&

R

J

T

s

 

 

Handling

Correct

hurley

size

-

Grip

(Hurley

hand)

-

Swing-elbow

up

-

Read

y

,

Lock,

Lift,

Positions

-

Pick

up

(Catching

hand

one hand)

 

Send

&

Receiving

-

One

Hand

Dribble

-

T

wo

Handed

Dribble

-

Ground

Strike

T

yre

Ball

-

Ground

Stop

-

Run

Strike

stationary

Ground

ba

ll

 

Handling

-

Throw

Bowling

Ball

T

wo

handed

Bounce catch

One

hand

bounce

-

Body

Catch

-

Pick

Up

stationary

&

moving

 

Kicking

-

Ground

Kick

-

Dribble

-

Punt

Kick(

T

wo

Hands) (Hard

foot)

 

T

ravelling

-

Knee

tap

solo

 

Agility

e.g

chasing

games, dodging,

e.g

shadow

running

 

Balance

e.g

Animal

walking

e.g

Hop

in

&

out

of

hoop

s

 

Co-ordination

e.g

Skipping

e.g

Bean

Bag

T

oss

e.g

pass

through

the

ladder

 

Running

Good

T

echnique

Forward,

Backward,

sideward

s

e.g

Marching

e.g

Stopping

 

Jumping

e.g

T

akeoff

&

Landing

Jump

Jacks

 

Throwing

e.g

T

arget

Roll

 

T

arget

Games

e.g

Skittles

Through

the

gate

T

ower

ball

 

Court

Games

e.g

Over

the

river

Hurling

tennis

 

Part

Invasion

Getting

through

the

traffic

4v4

(two

zones)No

Goalie Up

North

Down

South (Ball

each

scoring)

Slide6

Learning to Use the Ball Well

7 – 9 YEARS OF AGE

PLAYER CHARACTERISTICS

They will begin to look up when in possession and start choosing options [e.g. passing rather than shooting]

They will have difficulty tackling opponents but will kick the ball away from them and attempt to block any shots

They have a tendency to stand back in hurling so encourage them to get close to the opponents

Use questions to challenge and introduce decision making

Players will beg for a game at every opportunity, yet their technique is best improved through individual, paired and small group work. This is an ideal time to use the ‘Whole-Part-Whole’ approach to some sessions where the coach starts with a game, stops it after ten minutes, works on one technique for a short period then restarts the game

Coaches need to focus on positive feedback, this is the age where. drop-outs occur if children think they are no good.

At this age players will now try to win the game not only by scoring but also by attempting to deny the opposition the opportunity to score

They will also begin to understand the need to change the direction of a run or a pass to be more effective and they will begin to grasp the idea that a player may need support from behind and to the side as well as in front.

Coaches should continue to run small-sided games and conditioned games, one of the better games is called ‘Over the River’ and tennis

At this age players must also get used to attacking the ball [i.e. running and not stopping] and breaking tackles

First critical period for speed development

.

Slide7

 

T

A B L E 2 7 - 9 Y E A R O L D S S K I L L E M P H A S I S P H Y S I C A L F O C U S G A M E S P E C I F I C H U R L I N G F O O T B A L L A B C & R J Ts  Handling- Claw catch- Cupped catch Send & Receiving:- Ground striking(a moving ball) Left &Right- Ground doubling(same direction opposite direction)- Striking from the hand(Stationary)Jab lift (Stationary Ball) Travelling- Bean Bag balancing- Ball balancing Tackle- Ground Flick(backhand)- Ground clash- HookingFrontal & ground block(Hurl to Hurl) Handling- Body Catch- Low catch- High catch- Fist pass- Hand passCrouch lift (stationary ball) Kicking- Punt Kick(Front foot) Left & RightHook Kick(One Hand)- Pick up-foot Travelling- High bounce- Toe tap(stationary)- Soft foot- Roll Tackle- Near hand tackle- Shadowing- Frontal Tackle- Block Down Agilitye.g zig zag relayBalancee.g One leg hoppinge.g hop land on other legCoordination Target Gamese.g SkittlesThrough the gateTower ball Court Gamese.g Over the river Scout Ball Cúchulainn Fields Gamese.g RoundersFour hitters Part-Invasione.g 4v4 (zoned) No Goalie e.g line game Full-Invasione.g 4v4 (two touch)e.g 5v5 (Wide man) Running - Good Technique e.g On the spote.g Relay racese.g Hurdle running e.g StoppingJumpinge.g leap froge.g Donkey kicksThrowinge.g Dodge ball Conditioning Partner Resistance e.g Tug of ware.g Push & Pull partner e.g The BridgeWhole body exercisesIntroduce basic Flexibility

Learning to Use the Ball Well

Slide8

Learning to Play Together

10-12

Years of Age

PLAYER CHARACTERISTICS

 

Players

will now compete with greater intensity against each other

At

this age players will now try to win the game not only by scoring but also by attempting to deny the opposition the opportunity to score

They

will also begin to understand the need to change the direction of a run or a pass to be more effective and they will begin to grasp the idea that a player may need support from behind and to the side as well

as in front.

Coaches

should continue to run small-sided games and condition them to solve problems

During

training, these players must always feel part of the session. Coaches must be ready to pay as much attention to them as to other established players and always work to improve their skills [e.g. one-to-one coaching may be needed].

Coaches

must be quick to address the problem of one or two players dominating play and preventing others from developing their skills during games.

Many

players at this age fail to

recognise

the need to attack the ball and prefer to wait for the ball. If this is allowed to persist, that player will find it increasingly difficult to change his/her instincts.

Training

needs to be moderately increased at this stage

Players

are now ready to develop general strength through own body weight and core

exercises

Slide9

 

T

A B L E 3 1 0 - 1 2 Y E A R O L D S S K I L L E M P H A S I S P H Y S I C A L F O C U S G A M E S P E C I F I C H U R L I N G F O O T B A L L   Handling- Overhead catch (hurl to protect) –hand passing (using both hands) Switch pass- Low catch Send & Receiving- Striking on the runShort stick left & right- Striking off hurl- First touch control- Jab lift (moving ball)- Roll lift moving ball- Lift & strike- Batting high ball- Side line cuts Travelling- Soloing at speed Tackle- Shouldering- Hooking on the move- Blocking (ground & air)- Doubling in the air Handling- High Catch- Hand passing (using both hands) Kicking- Punt Kick left & Right- Punt Kick outside footCrouch lift moving ball- Toe lift- Hook Kick left & Right Travelling- Solo Run left & Right- Low bounce- Dummy solo Tackle- Near hand tackle- Shadowing- Shouldering- Frontal Tackle- Block Down Speed- Further development of speed in warm ups (Efforts less than6 secs)e.g quickness and change of direction and reaction sprints Court Gamese.g Over the riverHit the corners Fields Gamese.g Crazy kicksBatter bonanza Part-Invasione.g 4v1 (Goid)e.g Pass and Attack Full-Invasione.g 4v4 (Split ends)e.g 5v5 Strength- Introduce Core strength e.g twist with partner- Own body strength exercises e.g Pull ups press ups etc….- Introduce plyometric training e.g bounding and hoppingStamina- Endurance related activities:e.g - Relay running- Small sided games & Ball drills- Circuit training with the ballFlexibility/Co-ordination- Introduction DynamicStretching & Mobility exercises- Warm up & Cool down concept

Learning to Play Together

Slide10

Learning about Positions

13-15 Years of Age

PLAYER CHARACTERISTICS

 

While

players in this stage my have the same chronically age they may differ significantly in terms of biological age

ie

one may be more physically developed than another.

 

The

onset of puberty usually occurs during the early stages of this cycle. Aerobic and strength

programmes

should be

individualised

or grouped according to their (P.H.V )N.B Only trained coaches to undertake this training

Broad

base skills and sport specific skills

Advanced

technical skill development Skill developed under pressure

Fitness

with the ball in skills drills

Gain

an understanding of the principles of attack and

defence

through grids and small sided games

Players

can be introduced to moderate anaerobic and strength training through ball work

Players

should be introduced to psychological training through games that promote concentration and better decision

making

Slide11

Learning about Positions

 

T

A

B

L

E

4

1

3

-

1

5

Y

E

A

R

O

L

D

S

 

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Ha

ndlin

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-

H

i

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h

C

a

t

c

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(pr

o

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ec

t

fr

o

m

fr

o

n

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&

b

e

hind

)

-

Ha

n

d

P

as

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o

f

f

th

e

hurl

e

y

-

Ch

es

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a

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S

e

n

d

&

Rece

i

v

in

g

-

Ja

b

lif

t

a

t

p

ac

e

-

Stri

k

in

g

o

n

th

e

ru

n

(M

ov

in

g

awa

y

fr

o

m

th

e

t

a

r

ge

t

)

-

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k

in

g

o

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th

e

ru

n

(hi

g

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&

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ow

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ublin

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l

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e

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oo

tin

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c

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dir

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ack

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(

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(

Sni

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)

 

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Slide12

Learning

to

Perform

16-18 Years of Age

PLAYER

CHARACTERISTICS

During

this phase players begin to reach their physical peak and those slow developers begin to catch up with their peers

Encourage

ideals of self-awareness and self-help within players

At

this stage a Functional Movement Screening (conducted by a

physio

) should be carried out on each player and the results along with their Critical Success Factors(CSFs) identified by each player in their Self-Assessment Profile should form the basis of their Personal Development Plan (PDP).

As

a result of the above each player should have a PDP, a component of which should be an

individualised

conditioning

programme

developed and delivered by a S&C Coach. Each player should be committed to their

programme

as they will have had an input into it through their Self-Assessment Profile.

Advanced

technical skill development Skill developed under pressure

Understand

the principles of game plays, tactics, and game sense

Accept

that the team is paramount and their role within the team structure

Encourage

positive lifestyle and build concepts of team ship and leadership

Instill

concepts of mental toughness and calmness under pressure(winning

behaviours

)

Encourage

flexibility and fine-tune the generic skills to play in a variety of positions

Players

should be encouraged to embrace positive life-skills i.e. time-management and to take control of their own athletic development

.

Slide13

Learning to Perform

 

T

A

B

L

E

5

1

6

-

1

8

Y

E

A

R

O

L

D

S

 

S

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M

P

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innin

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hi

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h-l

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