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Technical Proficiency

Technical Proficiency. GAA Award 1. GAA Award 1 – Technical Proficiency and communication Outcomes. By the end of this Module participants will be able to: Be able to identify different types of activities which can be used to develop Technical Proficiency

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Technical Proficiency

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  1. Technical Proficiency GAA Award 1

  2. GAA Award 1 – Technical Proficiency and communication Outcomes • By the end of this Module participants will be able to: • Be able to identify different types of activities which can be used to develop Technical Proficiency • Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Technical Proficiency • Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity Presentation title in footer

  3. Feedback to Children…How much?, where, when & what kind? • As much as you feel is necessary – but if there’s nothing to say – say nothing! • Make it meaningful • Don’t lie – it does no-one any good • When coaching: little and often is good! • If only going to give feedback at the end – keep it short

  4. Feedback is a powerful tool when it’s…. Accurate Relevant Positive 4 Presentation title in footer

  5. Effective Feedback • Rewrite them into more effective feedback • Accuracy, Relevance and Positivity : • What was he doing? Loads of players were supporting him and he did nothing! • Great score, t’was a tough angle but you managed it! • Do you really need to be told what to do again?! • The start and the end of the half were good, but you got lost in the middle!

  6. Individual Practices Full Match How can Technical Proficiency be developed? Skill Drills Modified Games Conditioned Games Against a Wall

  7. Lets Go and Do It! • Take a 15 minute session with the group • Using the skill allocated and referring to your prompt card, familiarise yourself with the coaching points (the how to do the skill). • Follow the IDEA model and coach the skill to the group. • Set up an appropriate activity to allow participants to practice – coach the skill as they practice. • Develop two progressions with the group • Use STEP model to progress

  8. How can we change the activities? Decision Making Reduced Space/Time Movement Speed Opponent Other Techniques Presentation title in footer

  9. An Easy Way of Remembering this? S Space More space or less? T Time Limit the time or give more time Task Change the skill performed, add in an extra one, or alter the rules/conditions of the activity. E Equipment Different type of ball? P Personnel More players, or less Presentation title in footer

  10. GAA Award 1 – Technical Proficiency Outcomes Review By the end of this Module participants will be able to: Be able to define Technical Proficiency Be able to identify different types of activities which can be used to develop Technical Proficiency Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Technical Proficiency Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity 10 Presentation title in footer

  11. LEVEL 1 CHILD Tactical Prowess

  12. Outcomes By the end of the session you will: Understand what is tactical prowess/ decision making Know how to develop decision making Understand the principles behind the different types of Games for Children Implement a range of games from target games to field games that include non invasion to part and full invasion Know how to run the GO Games

  13. The Ability to Weigh Up Match Situations and Decide on What Option to Take and When to Take It The OTú Model – Tactical Prowess • What do we mean by Tactical Prowess? 13 Skill Development

  14. Limitations of drill-based coaching What are the limitations of using drill based activities? • Players are told who to strike the ball to • Players are told when to strike it • Drill and skill still has to be transferred to game • Movement is prescribed by coach or cones • Little decision making • May not be fun 14 Presentation title in footer

  15. Who? To pick up To pass to When? to stay or go Tactical Prowess What? To pull or catch Where? To run To strike to A Player has to make thousands of decisions in a game It is equally important to know when as to know how

  16. Activities to help in developing Tactical Prowess? How to help players to make good decisions? • Create situations that give them options • Gradually increase the options that are available until you have a normal game! • Coach uses an ‘asking’ style of coaching rather than a ‘telling’ style 16 Presentation title in footer

  17. Activities to help in developing Tactical Prowess? What type of activity do we need? • Fun Game For example: Over the river • Game Play Routine For example: One v One, two v one • Conditioned game 17 Presentation title in footer

  18. Take a 15 minute session with the group Using the skill card allocated and referring to your prompt card, familiarise yourself with the coaching points (the how to do the skill). Follow the IDEA model and coach the skill to the group. Set up an appropriate activity to allow participants to use this skill activity to develop Tactical Prowess – coach the skill as they practice. Identify the principle of Attack or Defence (on the ball and off the ball) Develop the activity to work on a different principle of Attack or Defence Use STEP model to progress Lets Go and Do It!

  19. Thank you

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