(Skill Development)

It is important when working with junior and senior players on individual skill development, that you do not make their programs confusing.

The old theory of keeping it simple certainly applies to the players in these programs, as often their confidence is low or they are feeling pressured. Always keep your explanations simple and give the player constant encouragement and feedback. One of the biggest challenges for coaches is to design drills for small groups of players (2-3) that are effective. We need to remember that players are going to need to spend many hours on their own practising the changes to their skills, so we must set easy programs that they will enjoy and benefit from without supervision.

Following are some principles for each of the main skills that players need to learn. Give feedback to remind and encourage players and be aware that information given to players’ needs to be correct. You will have an influence on your players and bad instruction will lead to bad habits.

Kicking – Monitor the following points when looking to improve a player in the technique of kicking:

(a) Positioning of hands on the ball

Players must be aware that the hands must be level and the weight of the ball controlled. Players with smaller hands must move their hands further apart and under the ball to control it. Fingers should be spread evenly over the ball for better control. Allow for the fact that the player is going to remove one hand as they guide the ball down, so they must learn to control the ball by having their hands in the correct position. An easy technique for players new to the game is; get them to place one hand directly under the ball and tilt the wrist to get the best angle on the ball. As they remove the hand, they must follow through and kick the ball. As they gain confidence, they bring their hand further around the ball. This is a good teaching exercise for players of all ages to learn to kick on the non-preferred side of their body.

(b) Angle of the ball

For younger players or even older players who have trouble kicking drop punts, it is important that they learn to use the correct angle on the ball as they direct it to their kicking leg. A simple way to explain the angle would be this; have the point of the ball where the seams cross, facing the ground over the kicking leg and the other point which is facing you, should be aimed at the chest area. Players need to learn to create this angle with the wrists. Younger players who cannot create this angle can turn the ball further down so that they cannot see the lace because it is facing the target. Remember that for young players it is a good idea for them to place a hand under the ball for control until they gain confidence. They will achieve the correct angle by tilting the palm of the hand down as they kick.

(c) Body balance and shoulders square to target

The importance of running straight at the target and having body weight balanced is vital to accuracy, height and distance of your kicks. Coaches should discourage players who want to kick around corners, or run at angles to kick for goal, as this develops very bad habits that are hard to break as the players develop.

For accuracy . . .

Teach the player to select a target behind the goals and encourage him to run straight towards it as he kicks. Watch that they achieve a straight follow through kicking action. A simple way to check would be, to get the player to close his eyes and hold his hand at shoulder height, straight out in front, and over the leg that he is going to kick with. Then get him to lift the leg and kick through the air and see how many times his foot touches his fingers.

For height and distance . . .

The player must remember that body balance is the key. If he leans back too early, he will get height not distance. If he stays too far forward on impact, he will lose height and distance because the upper body restricts the leg movement through the ball. Players must learn to find the right balance. Watch closely, some of the best kicking players in the game such as; Tony Lockett at goal and Nathan Buckley on the run, and study their body balance and follow through. What you will find is, similar to a good golf swing; the transfer of weight is vital. Talking through the process with players learning to kick is difficult as it may confuse them. Watch for body balance and that the player is running straight at the target. Look to adjust the player where necessary to assist his development. The ideal balance would be for players to lean forward as they walk or run to kick the ball. As they guide the ball onto the boot, they should have their head over the ball. At the point of contact with the boot, they should be transferring body weight back as the leg follows through. A common fault in kicking action is moving the arms across the body in a sideways movement. This should be strongly discouraged.

(d) Control of head movement

The head must be kept as still as possible. It is important that players look to the target as they are running to kick to ensure that they are heading in the right direction. They must keep their head still and over the ball as they release from hand to foot. Coaches need to remind players of the importance of watching the ball leave the hand and watching contact being made with the boot. This will also help the player to keep the body balance correct, as it is very difficult to keep the head over the ball if body weight goes back too early. Players need to practise this technique and learn to relax, so that they do not become too tight in the upper body because this may affect ball control from hand to foot.

(e) Follow through

Often players with poor technique stab at the ball and do not follow through after contact. This is due to poor body balance or a lack of confidence in their own kicking style. Players must be taught to kick through the ball, follow through high, and aimed straight at the target. Use the hands to balance the body on follow through and do not let the players kick the ball too hard. In short players must relax, line up the target, balance correctly, control the head movement and follow through with a straight leg to complete a successful kick. Challenge players by getting them to kick along the lines around the center square with a partner. Make sure the player analyses every kick and that the ball travels straight. Watch for kicks that start straight and then curve as the ball loses pace. This is a result of poor kicking action or not completing the above steps correctly.

Marking –

Monitor the following points when teaching players’ overhead or chest marking.

(a) Positioning of hands

As with kicking, holding the ball for marking also requires the hands to be even and level on the ball. Encourage players to put their hands up early and watch the flight of the ball through the thumbs and forefingers (the thumbs should be even, but do not need to be touching). Remind them to spread their fingers and recommend that they do not look to snatch at the ball as it arrives. Instead, they must allow the ball to come to their thumbs, as they rap their fingers around it. The ball must be watched all the way into their hands. For the chest mark it is important for players to keep their elbows in close to their sides and not push the arms too far forward of the body.

(b) Line of body

Another common difficulty for players at all levels. Coaches must continually reinforce, teaching players to get their body in line with the flight of the ball. The body can be very helpful in a contest; by correct positioning the body can cut the vision of the opponent and make it difficult for him to reach the ball. Too many players come in from the side or do not line their body up and as a result, drop the mark and spills the ball behind the contest. In keeping the body in line with the ball, at least it will land in front if the mark is uncontrolled. Players must pick up the flight of the ball early and adjust the line of the body quickly and then attack the ball strongly.

(c) Position of head

The number of players who do not keep their head still and behind the ball is a big concern. Players must get in behind the ball quickly and line the ball up with their head. A common problem is that players will position their body correctly but as they take the ball in their hands, they move their head to one side and end up trying to mark it over a shoulder. The player is taking his eye off the ball at potentially the worst possible time and if he drops the mark it is more than likely going to fall behind, instead coming to the front of the pack, where we teach our crumbers to position themselves. It also gives the opponent a good look at the ball and the opportunity to punch. The importance of players keeping their heads still can not be underestimated. Players who have the habit of dropping their heads in a contest, fear being hit and that is an area that opposition coaches will exploit continuously. Be positive with players who do this and stress the importance of keeping their heads up, as it is the only way they can keep their eyes on the ball.

(d) Elevation to ball

Players should be taught very early to attack the ball. When marking, they must have the thought of reaching the ball at it’s earliest point, by judging the flight, positioning the head and body in line, getting the hands up level in position and timing their jump. Players should be discouraged from standing and waiting for the ball to come to them or trying to out body their opponent. They should focus on getting up to the ball and meeting it early with the right technique. This will in turn make it even more difficult for the opponent in a contest as they can rarely make good position let alone reach the ball from behind the player who is jumping well, getting the hands up full stretch and using his body to block the opponents vision.

PLAYERS MUST ALWAYS LOOK TO CONTEST FROM FRONT POSITION.

Handball – As a player and a coach, I have always worked on the theory that a bad handball will cost your team a goal. The following points must be observed when players are completing drills or learning to handball.

(a) Positioning of body

Today’s football dictates that players must be on the move in the direction in which they are going to handball, so that they can shepherd and protect the player receiving the ball. Encourage players to handball within their vision and they should square the shoulders where possible, directing at the handball target. Their will be times when young players learning to handball from a stationary position will turn side on to handball. They should be encouraged to step towards the target as they handball. The easiest way to explain this is firstly, get them to hold the ball in the hand they are not going to hit the ball with (platform hand). Secondly if their platform hand is the left hand, then they step forward with their left leg as they hit the ball. The head should be still and the eyes on the player he is going to handball to.

(b) Height of ball

Players should keep the ball around the hip/waist region to allow for the hand to flow through the ball. Discourage any player who is looking to hold the ball higher as it is a poor habit and too restrictive. Keep the ball in close to the body and if pressured during a game, use the body by turning as a way of keeping it away from the opponent.

(c) Backswing

There are a number of variations to the backswing of the hand you are going to use to make contact with the ball. Remember that the further back you take your hand, the longer it is going to take to complete the handball. This may be a problem in a game when an opponent applies the pressure. Most coaches encourage shorter handballs so players have shortened their backswing to move the ball quicker. Some players bring the platform hand back towards the striking hand for more power and quicker disposal, while others don’t have a backswing at all, preferring to gain power from the elbow and shoulder area.

(d) Types of handball

There are a number of different handballs that can be given. Firstly the Rocket Handball that is tilted back in the platform hand and hit above the seams to give the affect of a backspin through the air. Secondly the Overspin Handball that is hit below the seams and will spin end over end forward. The most commonly used handball is the Rocket Handball. It is easy to control and is used when there is no opponent between where you are and the player you want to handball to is. It is a flat handball and players must be encouraged to follow and protect after they give the ball off. The Overspin Handball has the advantage of elevating quickly (similar to a topspin in tennis) and dropping quickly. The use in a game for this handball would be when an opponent is coming at you, or is between where you are with the ball and the player you are looking to handball to. Teach your players to try different handballs, such as the Underground Handball. Use these sessions as fun as they may only get to use the Underground Handball on the odd occasion in a game.

(e) Speed of handball

An important issue when teaching players to handball. Always encourage soft handballs as it makes it easier for the player receiving the ball to control. Remember that accuracy is far more important than speed.

Ground skills – My personal opinion is that if a player is going to have any chance of long term success at the highest level, then he must be a one grab player or in football jargon, clean below the knees. Players will survive better as they master this skill because by not fumbling, they are less likely to have pressure applied on disposal. The principles involved in picking up the ball from ground level are similar to that of marking. Watch your players closely and remind them constantly in the following areas.

(a) Getting in low and close to the ball

Players must learn to get in low to the ball and the best way for this is to teach them to bend at the knees and not rely totally on the back. This is not as easy as it sounds, as often the ball is moving in different directions and bouncing awkwardly. The thing that I have found is that players commit to the ground ball too early and as a result lose speed through the ball and end up stopping to gain control. Timing is important and getting in very close to the ball is vital. Practise is the only way for players to get better in this area.

(b) Head over the ball

This is a basic principle and a problem area. A large number of players lift their head too early because they fear what is coming at them or look to use the ball before they have control of it. The head must be perfectly still and over the top of the ball. The last six inches before the ball is in the hands are vital; players must watch the ball come in closely. As players perfect this, they should be taught to handball from ground level when they have total control of the ball. Remember it is important to get in low to the ball.

(c) Position of the body and hands

Years ago we were taught to run to the side of the ball bend down with one hand and scoop the ball up. This technique is fine for a ball that is stationary and when there is not a lot of pressure. In today’s football it is important that players are taught to centre the body with the ball and run straight at it, so if the ball takes a bad bounce, body movement can be controlled easier and the ball can be covered. Bending at the knees and not committing too early will allow the player to get in close and down low enough to get both hands under the ball, from behind. Another reason for centring the body is that when running hard to pick up a moving ball, should it take a bad bounce it will, at the worst hit the body or legs and at least stay in front, so that the players can have another go at it.

(d) Handball/Give position

Players of all ages need to practice ball control below the knees. Getting control of the ball without fumbling is the most important step. The next trick is decision making and disposal. Most players will be required to handball once they gain control of the ball as pressure is on them very quickly. Work your drills so that the player is encouraged to handball from ground level, once the ball is controlled. Some of the drills in this manual can be modified by getting players to mark the ball, let it drop down to ground level and then picking it up without fumbling and then handballing off.It might only be at one particular marker (remember colour coding) that you give this instruction, but it is important for players to master this skill as the ball spends so much time on the ground. Remember the instruction, get in close, bend at the knees, do not commit too early, watch the ball into the hands, square the body and handball on the up when the ball is controlled and always

follow your handballs to protect your team-mates.

Well it’s that time again for our pre season training to begin. Fitness obviously is the early key component. The old saying put miles in the legs.

I believe each club or individual should have an aim for pre season.

The  aim:

to be fitter than any opposition side in the league

to be disciplined in everything I attempt to do or I am asked to do by my fitness adviser

Commitment and Consistency.

Commitment and consistency are another two necessities of a successful team. Commitment to a goal and commitment to your team depends on your consistency. Just as you rely on your family and friends, so we come to rely on each other because of our consistency and commitment. Reliability builds respect and trust.

Commitment and consistency build self-confidence and team confidence.

Commitment and consistency

Ø in all our football habits

Ø in our preparation

Ø in our training

Ø in our development of skills

will make us consistent and successful performers.

These few areas will make your side super competitive and will breed enormous confidence for the whole season.

I also believe our early training, forms new and will strengthen established friendships.

Pre season will help you build on a strong developed comradarie in the team and a feeling of belonging.

Have a great pre season “Swooper”

Off Season maintenance Training

It doesn’t take much effort or discipline, it depends how serious you are, about being the Best you can be.

One of the sad things about being fit is that if you do nothing you become unfit very rapidly.

Hence the old saying “if you don’t use it you lose it”.

In the four week period (festive season) it would be quite possible to lose significant amount of your fitness and condition.

Fortunately a small amount of training can maintain much of your conditioning.

One or two weight sessions per week or two thirty minute aerobic sessions (running, cycling, swimming, boxing) should ensure that you start pre season at a higher level than in previous years.

Don’t waste the off season and then make excuses.

Idea, go to previous article: Pre Season training Ideas

We as coaches, spend so much time looking for the perfect training drill and developing our players potential, that safety is not always foremost in our minds.

It is amazing how often players injure themselves at training and it is just considered bad luck. I wonder how much bad luck as opposed to bad planning and execution of training drills? We have all been guilty at some time trying to increase the intensity of a training session by including an extra football into a drill. We have all seen drills that challenge players to change direction and avoid on coming traffic, or reposition to present again for the football (second effort).

Remember as coaches, we have an absolute responsibility to ensure that training is a safe environment for all players. Take a walk around your venue to ensure that there are no pot holes or sprinkler covers missing. Make sure that other teams training on the oval at the same time do not run their drills into your part of training.

Double check all your drills to guarantee that you are not potentially placing your players at risk. Do not complicate your drills without thought to the risk of potential injuries and always think about the safety aspect of things like, allowing your players to wear a hat in warmer weather and have plenty of drink break during a session.

Understand the negative aspect to our sport via parents, teachers and players when a person is injured in a training session. Think about the possible repercussions to the sport if players are lost to other codes as a result of being injured.

Continually remind yourself that there are enough potential dangers with poor lighting, not having any sufficient training staff and having to do everything for your players from pumping up the balls, organizing the drinks, through to ensuring your players are stretching up before training and down at the completion.

Think safety and you will need very little luck keeping your players fit for game day.

Let me reiterate that it is important for coaches not to fall into the trap of conducting a training session without markers (cones). Even at senior level, it is not good enough to use positions of the oval or signs on fences as starting points for drills.

Players must learn the importance of timing their leads and the only clear way to do this is with the use of markers. We use a rule that players must start one metre behind the markers to ensure that they keep the drill work spaces open.

Different colored markers make every ones job so much easier, not only explaining the drill, but also in modifying it when necessary. You may have a simple session where players are rolling and handballing to each group in single lanes.

Use different colored markers and have players in lanes of equal ability. Have tests, where players who have improved, progress to the next color and a more skilled group.

Carefully go through the following checklist and tick the appropriate
column for each item.

CHECKLIST
ALWAYS / USUALLY / RARE

Do this at  the end of each of these months                                       FEB      APR      JUN        AUG

1. TRAINING – ON FIELD

(Preparing for the next game)                                                       Always              Usually               Rare
1. My attendance is regular
2. If unable to attend I notify the appropriate person promptly
3. I am punctual for training
4. I have the correct gear for training
5. I tape up in time
6. I attend pre-training treatment if needed
7. I do 3 laps to warm up properly
8. I concentrate during warm up
9. If I’ve warmed up early, I work on a particular skill
10. I tune in to listen to the Coach’s talk
11. If I don’t understand something I ask straight away
12. During drills, I am eager and really put in
13. I am prepared to try at drills
14. I have the courage to work on my weaknesses
15. I communicate with other players with authority
16. I am not hesitant when I communicate
17. I give good clear instructions
18. I avoid purposeless yelling and shouting out
19. I am pleased with my skills in:
- kicking
- marking
- handball
20. My disposal skills are good
21. I support other players
22. I follow on
23. I pay attention to warming down
24. I do my weight training as required
25. I seek and attend post-training treatment if required

2. TRAINING – ON FIELD

(Preparing for the next game)
1. If treatment is recommended then I make sure I do it.
2. In the weight room I am disciplined in my approach and “put in” to my exercise routine
3. I am aware of my dietary needs
4. I have developed good dietary habits
5. I sleep well
6. I keep a fairly regular pattern in my lifestyle
CHECKLIST
ALWAYS / USUALLY / RARE

FEB APR JUN AUG
All Usu Rare

2a. TRAINING – OFF FIELD (cont)

7. If I feel doubt or lacking in confidence I take control of my thoughts and actively work on myself to become more positive
8. I hate the idea of failure
9. I try to assist other team members with their training
10. I avoid whingeing, complaining or bitching about things around the Club
11. I happily involve myself in the social commitments of the Club

3. GAME PREPARATION

At the team meeting on the final training night I:
- offer input
- listen attentively
- understand and absorb the information shared
- ask questions if I’m in doubt about anything
1. When receiving the opposition Team report I:
- study it carefully
- get clear in my head the key features of opposition players
- go over the information in my mind so I absorb it and can use it
2. At Pre-Match Meeting I:
- am happy to contribute to the meeting
- focus on the opposition strategies
- make sure that I am clear on such things as positional play, centre packs, boundary throw-ins, knock-outs etc

4. MATCH

1. In the rooms I make good mental use of time when I am getting treatment, taping up, getting changed
2. I focus my mind and concentrate during warm-up
3. I tune into the coach’s briefing
4. I’m switched-on when doing the skill warm up
5. When I take my position I recall, in my mind, the information from the opposition team report, about the player(s) I’m on
6. During the match I just concentrate on the immediate task and don’t think about the next quarter
7. I listen for team-mate instructions
8. I communicate with authority
9. I mentally work on my “hunger” to get the ball and play well
10. I can focus my mental and physical energy to play well
11. During ‘red-time’ I can push myself even harder

5. POST MATCH

1. After a match I take the opportunity to mentally review what I have done, while it is fresh in my mind.

2. As I warm-down, I get clear in my mind, my commitment for the next week.

3. During social engagements I can handle the positive and negative comments of Club members.
-

Step 1

Now you’ve completed the checklist, go through and re-read it again.

Anything you want to change?

Look specifically at the items that you have marked usually or rarely. These are the ones that you need to focus on. Decide whether you need a plan of action to attend to them.
STEP 2

“The only person you can change is yourself”

Choice 1: Focus on self – “I choose to change myself”

The only person you have real power over is yourself. The only person you can be totally responsible to and for – is you.

Focus on yourself.

Put your own mirror up. Have a look. Throw some of your energy into making you better at what you do. Focusing on what you’re doing, rather than the other guy, will eventually earn you the respect of others.

STEP 3

“The thought is the father of the action”

 Put food into your stomach and it will change into energy.
 Put a thought into your mind and it will trigger an action.
 Put a negative thought into your mind and a negative action will come out. You’ll stuff up.
 Put a positive thought into your mind and a positive action will arise.
 Put a positive thought into your mind and a positive action will arise.

Take time to think about the truth in this:
If you think you can, you’re right,
If you think you can’t, you’re also right.

Better personal action or performance starts with the thought. The thought is the father of the action.

Right thought  right action.

Eg Right Thought Right Action
“This will be a good kick” Improved Accuracy

Listen to the thoughts that go through your head. Surprisingly, most people have little awareness of what goes through their head. Become very aware of what you’re thinking. Listen, listen, listen to yourself. Train yourself to do this daily. Listen, listen, listen to you. It’s not important. It is vital if you are going to improve.

STEP 4

“Plan and take action” – I choose to improve my performance in:

Keep it simple – start with one or two things:

My Choice My Action

Eg Improve Fitness Seek help and develop a revised training program.

Choice 1 Action 1

Choice 2 Action 2

 Think the thought.  Plan what’s needed.
 Take the step and do something about it.  Use your checklist as a guide.

Being a professional means doing what needs to be done !

STEP 5

“Ask for help”

 You’re an individual.
 We are a team.
 One weak link in the chain means that it will break – no matter how strong the other links might be.
 Ask for help to improve yourself.
 We will say ‘yes’.
 Whatever we can share that is positive with each other will help us all to improve.

The Club has people with expertise in:

 All the skills needed as a player
 Diet
 Health
 Welfare
 Employment
 Confidence development
 Physical fitness
 Spiritual and personal matters
 And many other areas

No matter what your need – ASK ! !

Take the initiative . . . We’ll find the support . . . Don’t dwell on it – act on it !
STEP 6

“Look in the mirror again”

 Reassess your actions.
 Check your list.
 Have you achieved what you set out to do?
 If not – look in the mirror.
 Be honest in your assessment.
 If you’ve failed on something, don’t punish yourself or go on a guilt trip. This is a waste of time and emotional energy.
 Keep it simple.
 Target the area that you know that you’re not doing well in and get started.
 Start now and simply change it.
 Don’t know how?
 Go back to Step 5.
 Ask for help!

TODAY’S CHOICES DETERMINE TOMORROW’S ACHIEVEMENTS

Team Mission Statement

Measurable, Achievable and Realistic

1. To play with intensity and passion throughout each minute of every quarter.

2. We are brothers.

3. What can I do to help the team.

4. Making an effort power run and shepherd a team-mate, who has the courage to put the body on the line for the team.

5. No daylight between myself and my opponent and when spoiling, spoil with conviction and purpose.

6. Must stay focused and concentrate all the way until the end of each quarter, any lapse is too costly.

7. Continually urging and encouraging my team-mates in my area. Always constructive and positive, no bullshit talk.

8. Everyone to use voice/communication at all times (more than usual), particularly at breaks in play – eg centre bounce after goal, boundary throw-ins.

9. Working at all times with absolute camaraderie and support for each other. Encourage, encourage, encourage, talk, talk, talk. Demonstrate unity.

10. Caring more about our team-mates than our own personal success.

HOW DO YOU RATE AS A LEADER?

L LEARNS FROM HIS OWN EXPERIENCE
and continues to develop personally

E EVERY PLAYER TAKING PERSONAL RESPONSIBILITY
- for your own and your team performance

A LEADER OFFERS A HIGH CONTRIBUTION
- to achieve the task
- to building and maintaining the team
- to motivating others around him
- always contributing to the team

D DECISION MAKER
- you generally make the right decision under pressure
- you make team decisions by instruction

E EXTRA EFFORT
- finding that special something when the going gets tough
- working hard to maximise your strengths and eliminate weaknesses

R RESPECTED AND TRUSTED
- by practicing what you preach
- feared by opponents

S STRONG WILL STRONG CHARACTER
- commitments to your aspirations minute by minute, quarter by quarter
- 120 minutes of hard football, week by week

H HAVING A VISION
- a clear goal in your mind and working extremely hard to achieve your goals

I INSPIRE OTHERS
- to follow your example and direction

P PASSION FOR ACHIEVEMENT
- know what he wants
- super competitive (energy) drive and desire

If I could go back to the early years of my coaching, one thing I would do is regularly test the skills of my players, so that I could establish the strengths and weaknesses of the group.There have not been many skill test documented in our sport and the best that would be done is players having 10 shots a goal from different angles to give them a score for accuracy. Over the last few seasons it has been necessary to test players for the All Australian pre-draft camp and players on AFL club lists.

Tests have included vertical jump, shuttle running, agility circuits, weights and fitness. I have no doubt that these tests will become a feature of coaching football sooner rather than later. I believe that tests for both junior and senior players should be completed in small groups, so that players are not intimidated by team mates standing and watching.
It is also important that players understand why the tests are being done and the benefits to their football development. The environment should be relaxed and whilst you want the players to do the tests correctly, look to take the pressure from them by having a fun environment when resting between tests. Results should be documented and players should be tested at the start of the season, and at least twice during the in season time frame.

TESTING SENIOR PLAYERS

Make sure that the players understand the benefits to the team, and to the individual, of testing skill levels at various times of the season. As mentioned earlier, revolve the session around challenging the players and also having a bit of fun between tests.
Unlike the basic tests for junior players, (where they are working on technique more so than speed), we need to challenge the senior players and combine both area. I have included a test record sheet to assist you in charting the progress of your players throughout the season. The tests listed are conducted at the All- Australian pre draft camp and are suitable for all players above the age of 16 who have a reasonable skill l level.

Test 1. Speed and Accuracy Kick – This test is set up approximately 35 meters form goal, the second is 5 meters further back and the third is 5 meters further again. The lines need to run parallel to the goals and should be about 10 meters in width. Place 10 balls on the middle line. The goals are set up with 2 cones placed evenly in between each behind and goal post as well as between each goal post. The scoring system is, if the ball is kicked between the behind post and first cone it is 1 point. Between goalpost and second cone is 2 points. Between first cone and second is 5 and back down the other side (Refer diagram) Should the ball hit a post, the lower score counts. The player doing the test starts on the middle line with the balls. He has 80 seconds to complete 10 shots at goal. He is to run to the back line and touch the furthest line, and then repeat the process. Remember that he must alternate between left and right foot kicks, so that the test will give you a gauge on where he needs to improve. The player is only allowed 80 seconds so he must keep working. Any kick after 80 seconds in not recorded.

Test 2. Speed and Accuracy Handball – This test will require 2 handball targets which you may need to purchase, or borrow, if you do not have them. Set up the target approximately 6 meters in front of where the player stands and slightly to the left or right of the player. (There needs to be enough room between the targets for an assistant to stand and pass the balls to the tested player. The handball targets should be marked with circles and numbered 10 through the middle, 7 at the next circle followed by 5 then 3. The player being tested is thrown 10 footballs one after the other by the assistant and must alternate between left hand then right hand. He has 20 seconds to complete the 10 handballs and his score is then recorded. (Refer diagram) I is important the assistant throwing the ball to the player aims for the chest area. Players will have a score out of 100 after 10 handballs are completed.

Test 3. Ground Skills - Set up a grid measuring 3 meters in width and 8 meters in length and mark it out with cones. The player doing these test stands at one end of the grid and the person rolling or kicking the ball is at the other end, 8 meters away. It is a test where the player is not timed, but he is expected to move back to the start point after each ball quickly. The person throwing or kicking the ball will roll it hard at the player running at him. Remember when rolling the ball it must be at ground level and it is fine to kick the ball instead of throwing it (Refer diagram for setting up this test)
Scoring
. 3 points for clean pick up
. 2 points for two grabs
. 1 point for more than 2 grabs
. 0 points if ball goes behind or outside of the grid

Test 4. Marking Skills – Very similar in set up to test 3, except the grid is moved out to 5 meters in width by 10 meters in length. Scoring this test is also similar. The player marking will receive 2 points for a one grab controlled mark, 1 point if he should double grab and 0 score should he drop the ball. The player kicking the ball should vary the speed of the kicks, but make sure that they are all drop punts aimed around the head or chest area. This is another test where the players are not timed, but are expected to keep moving back quickly after they handball. They have a total of 10 attempts to mark and will be given to total score out of 20.

Test 5. Kicking Distance – Preferred Leg – Very basic test in which the measuring gauge is set up to cover 6 meters. Set up a 5 meter kicking area where the tested player starts from and then measure and mark out 30 meter and every 5 meters there after. The player may not run any further back than the designated 5 meter area. He will have 2 kicks on his preferred eg and will score only with his best kick. Let the ball hit the ground and stand where it bounced to then gauge how far the kick traveled using the 5 meter markers.

Test 6. Kicking Distance – No Preferred Leg.
(Same as test 5 except using the no preferred leg).

Test 7. Tackling – Set up 4 tackling bags in a diamond shape or a square, approximately 5 meters apart. The player doing the test starts in the middle and tackles as many of the bags as he can in 30 seconds. He must go to ground with each bag and recover quickly to attack the next bag. He can go in any direction he likes, but the tackles must be legal and not too high. Average score should be around 12-13 tackles and the players will need to push hard towards the end when they get tire.

Test 8. Tackling and Goal kicking – Set up 3 tackle bags approx 35 meters from goal at thee different angles. Place a ball on top of each of the bags. The player being tested must run away from the goal, tackle the bag, spill the ball, get up, recover the ball and kick for goal. They are to have ten shots at goal and must be moving at all times. They should have three shots art the two angles and four directly in front. They are not to tackle the same bag twice in a row. Total score is the number of goals kicked.

Skill Testing – Individual Results
Test

Teams of all ages operate on a basic set of rules.
Following are a number of rules that may assist your club or school.
Example (Ideas) Season 200?

BASIC TEAM RULES
DISCIPLINE
Follow – Team rules and plans.
Responsibility – For your team role.
Stay – With the process.
Respect – For team mates and their individuality.
Umpires – Don’t argue, you’ll never win.
Behaviour – Remember our heritage and traditions.

COMMUNICATION

Creates – Excellent Teamwork.

Use to -Paint a Picture – On your team mates screen of his mind. (TV)

Call – The action required.

Voice – Loud with authority and instruction.

Support – Nominate the player for the action.

ATTACKING OPTIONS – Front Half Movement
Quick – Ball movement.
Look – For corridor options.
Strong – Genuine leads.
Handball to receiver looking goal wards.
Don’t – Overuse the ball.
First Option – Quick hands or positional kick.
Follow – First option with second effort.
Handball Up – Off ground, creates run past.

MIND SET
Strong – In mind and body.
No Deviation – Eyes on ball.
First – To the loose ball.
Standards – In honesty and effort.

DISPUTED BALL
First Option – Win the ball – create a clearance.
Ball still in dispute.
Second Effort – Back at the ball, make body contact.
Third Effort – Pressure opponent, inspire others.
Force – A contest and turnover.
Stay – With the contest until the ball leaves the area.

CRUMBS, CRUMBS, CRUMBS.
Timing – Don’t arrive too early – judge flight.
Strong Contest – Verbal and physical support.
Front and Square All by-passed players become crumb gatherers.
Nearest Position Player – Supports at rear or side.

OPPOSITION’S BALL
First aim – Win back possession.
Run – At the ball carrier with strong commitment.
Allows – Team mate to cover next receiver.
Cause – A stoppage at every opportunity.
Stop – Opponent running off from the immediate action.
On The Mark Arms up, attempt to intercept the ball.

SHEPHERDING AND BLOCKING
Creates – Match winning one precentors.
Crucial – For team play.
Creates – Player confidence.
Go Hunting – Take out the chaser.

RED TIME
Time on Period – Control game tempo.

Man on man – Play hard and tight.

Stay – Controlled.

Focussed – Mentally alert.

Communicate – Supportive and responsible.

Concentrate – Until the siren sounds.

DISCIPLINE

Follow team rules and plans.

Take responsibility for your role within the TEAM.

Everyone must accept their role within the structure.

Stay with the process.

Respect your team mates.

Team sport has many individuals with different personalities, trust and respect for each other is the most important ingredient in team sport.

Don’t Argue with UMPIRES. It’s an argument you can NEVER win.

Behaviour- The team comes First.

Remember on and off the field we are a representative of the famous ____________________________________ Football Club

Too often we hear that our local top performer was not able to duplicate his fair ground performances at the top competitive level. There are always many reasons given for this inability to perform under stress but generally, it condenses down to one fact; he was distracted from his normal degree of concentration by factors which were not common in his home practice environment .
Being able to concentrate is basically the ability to keep one’s mind concerned only with a single purpose to the exclusion of all other distracting influences. These distractions are not always the product of the venue of the competition but are often cleverly contrived plots to reduce the effectiveness of rival competitors. While it is not desirable to resort to this type of tactic to win, we must be ready to recognize such an action and render it invalid by means of our ability to ignore it by using superior concentration.
Both Zen and Yoga have many exercises which involve the practice and perfection of this valuable attribute. Without going into minute details on this principle of concentration, the process could be illustrated with an example of a Yoga concentration exercise. The purpose of this exercise is to train the mind to concentrate on a specific point to the exclusion of all others. Once the pupil has experienced this ability, he can expand the potential and direct it toward almost any phase, or any sport, to his great advantage.
The instructor has the pupil sit or lie down and relax completely. He then describes a scene in great detail and asks the pupil to imagine he is in a huge field of flowers. The colours and varieties of the flowers are described as is the scent and texture of the blooms .The pupil is asked to pick his favourite bloom, note its colour, smell, texture, and size, closely observing every detail of its form. When he has fully examined and noted all these things, the instructor asks him to look closer and observe the finer details of his bloom. As he looks (in his mind’ s eye) he now begins to see each petal which forms the flower, sees the minute variation in size and shape of each petal. Soon even more minute details become apparent and the pupil begins to notice the veins on each petal and how they spread from the base to the outer edges. Next he will become aware of how the petals join in the centre, each over lapping the other. In the very centre he sees the pistil and the stamen. The curvature up and out from the heart of the flower is noted. At the end of these protrusions, he sees the tips which hold the pollen. All the while he is actually aware of the texture and smell of this beautiful flower. By now he is completely unaware of any other flower in the field because his full concentration is centred on the middle of his flower. Soon he becomes part of that flower and completely relaxes in the beauty and depths of its form. ”
To some this may seem to border on the occult but only the uninitiated see it this way. Those who have experienced this deep concentration will readily see how it can be used to great advantage in many areas of sport .
In order to illustrate how a particular sport could apply this concentration, I will describe a method related to archery. The reader is encouraged and challenged to apply it to other sports. The competitive archer must be able to concentrate on his objective, that is, to hit the centre of the target each time he shoots an arrow. If he sees the whole line-up of targets and shoots at one, he will not get nearly the effectiveness from his aim that he would if he trained himself to see only the one “centre” .Therefore he trains himself to find the middle of the middle in the same manner used with the flowers. First he sees the whole line-up of targets and picks his special target. He sees the whole form of it; the stand, the boss and the face. Next he sees the pins that hold the face to the boss; then the ten rings of the target. He sees the colours of the face; the white, the black, the blue, the red and the centre gold. His eye pinpoints the centre gold ring with its dividing line and the inner gold area. He concentrates on that with his full attention until all he can see is the very centre to the exclusion of all else. Now he further divides this centre ring and picks a spot in the very middle of this area. He may even try to see the black spot which is, in fact, at the very centre point.
This is, then, the centre of the centre toward which all the archer’s attention should be directed. In this state of full concentration he could be anywhere in the world and distracters would be eliminated. His purpose then is to re-create this concentration for the short time he is required to aim each shot. This archer’s sequence should be so well understood that he should only be aware of its various sections if one does not come up to the standard required. In this manner he shoots each arrow as a separate achievement, concentrating fully for the short period required to fire that shot. The periods between should always be relaxation periods where all tension, muscular and mental, is dissipated and the mind freed from the last arrow is preparation for the next one-arrow effort.
These guidelines can be applied quite easily to shooting, and single individual type performances associated with “closed” skills such as high jumping, throwing and gymnastics. More difficult, but entirely possible if sufficient time is allocated to concentration practices, are game situations and longer duration individual performances.
The greater the degree of purposeful concentration that is used to direct our efforts, the greater will be the degree of success accompanying this effort. If our concentration is divided between two or more things we will not be able to achieve ideal results in any area.
The previous sentence, while being highly applicable to the “closed skill ” events like archery and shooting, needs to be modified somewhat when applied to “open skill” activities like soccer, tennis and basketball. In these situations there has to be a carefully selected compromise. The most important aspects of the performance requirements at any given time has to be selected, and appropriate concentration has to be given to each. For example in open field play in soccer, a player about to receive the ball has to devote an appropriate amount of concentration to the task of receiving and controlling the ball while concentrating also on the type of pass or shot he will make, and while diverting sufficient attention to the positioning and movement of both his own and opposing players .
In this example it is the careful selection of priori ties which is important. Having determined priorities the optimum amount of concentration for each is of great importance. The ability to concentrate appropriately is a prime requisite of a good performer and many competitions have been lost by technically good performers who have “lost concentration “.
Whether we concentrate “on the target” as in archery, the take-off movement pattern in the high jump -or any other specific part of any other sport function the results could be the same. To fully control and direct all our energies in a desired direction is to maximize the results obtainable from the particular athlete.

This feature was supplied by Dr Laurie Prosser and was written by Victor Krunrlick

“Athletic records continue to soar, and one hears outstanding professional athletes of the past claim that they could not make the grade today.”

MENTAL ATTITUDE by Victor Krunrlick
Supplied by Dr Laurie Prosser

Athletic records continue to soar, and one hears outstanding professional athletes of the past claim that they could not make the grade today. Even allowing for a certain amount of modesty, a check of the record books and a comparison of past and present height and weight charts would tend to substantiate the statement. Athletes today are faster, stronger, and bigger than their predecessors.

Certainly improved teaching and training techniques, and scientific nutrition are partially responsible. Unquestionably another reason for improved performances is that competitors in the past actually did not realize What their athletic potential could be .Today it is generally agreed that breaking the four- minute mile really involved breaking through a mental barrier that had existed for years in the sports world. The same hold true in swimming when 17 minutes was broken for 1500 metres. And today, as one talks to eminently successful coaches and athletes in all fields, time after time major emphasis is given to the importance of an athlete’s “mental attitude” .

By “mental attitude”, one undoubtedly refers to several more specific personality characteristics such as desire, confidence, “heart”, determination, fight, courage, drive, etc. However, these terms in turn are rather intangible, difficult to define, and have meanings that overlap. Moreover, a quick look at just the characteristics of “courage” illustrates the psychological complexity of the problem.
Obviously it takes courage to perform somersaults, while plummeting from a ten-meter platform into a pool below. Otto Schmidt, Who dives from heights of well over 100 feet, says that he must summon his courage for each dive and that it becomes no easier with time. Is this the same courage required by a boxer Who expects to withstand certain physical abuse, or the same courage required of a long-distance swimmer Who must undergo extreme physical discomfort, even agony? Even without exploring any Freudian aspects the problem may have, it becomes obvious that consideration of “mental toughness ” is not simple, yet it is vital to athletic success.

Another fascinating aspect of the psychological complications involved in the pursuit of championship performance is revealed by asking this question: “With two athletes of equal ability and opportunity, Why does one choose to pursue distance swimming , an individual sport, and the other basketball, a team sport?” Personality, motivation, and emotional attitude determine not only the degree of success of an athlete but also the sport in Which he is most likely to meet that success .

In the U.S.S.R. there are 16 athletic institutes using scientific methods to discover ways to further improve the performance of Soviet athletes . Prospects are given a battery of psychological tests to predict What sport a talented athlete is best suited for mentally and to try to determine his potential to “push himself”. Similar work is being undertaken at some schools in this country .

Supplied by Dr Laurie Prosser