Issue link: http://digitaleditions.uberflip.com/i/1391459
Nursery (6-8 years) • Jumping • Catching - Body • Throwing • Rolling • Bouncing the ball • 4 steps • Pass (hand & fist) • Punt kick • Pick Up • Solo • Shadowing • Encourage both sides • Regular testing of above basic skills • Developing all skills on both sides: • Hand and fist pass • Punt and hook kick • Soloing • Near hand tackle • Blocking • Evasion skills – side step, roll off • Angles of run • Timing of pass • Importance of getting 'head up' • Regular testing of skills • Perform multi-functional roles –play maker, decoy, distributor • Reinforcement of skills • Minimise weaknesses in individual game by correction of error using feedback & self-analysis • Consolidate and enhance strengths • Competition specific training • Catching – High • Soloing – both sides • Pass (hand & fist) –both sides • Punt kick – both sides • Hook kick • Tackle with hand (basic) • Introduction to blocking • Regular testing of above skills • Perform multi-functional roles –marking role, target player • Close correction of mistakes; technical and rule based with constructive criticism • Skill development within small sided games • Sports specific skills – free taking, penalties etc. • Regular testing of skills • Learn the basic skills if not already acquired or re-develop Technical Technical Technical Technical Technical Technical Tactical Tactical Tactical Tactical Tactical Tactical Mental Mental Mental Mental Mental Mental Physical Physical Physical Physical Physical Physical Coaching Style Required Coaching Style Required Coaching Style Required Coaching Style Required Coaching Style Required Coaching Style Required Lifestyle/ Personal Lifestyle/ Personal Lifestyle/ Personal Lifestyle/ Personal Lifestyle/ Personal Lifestyle/ Personal Learning required for Str and • FUN games • Fair play • Friendly competition • Spatial awareness • Introduction to team games • Awareness of basic positional roles • Increased awareness of competition rules • Support play for ball carrier • Identify and address strengths and weaknesses • Appreciation of consequences of actions • Spatial awareness under pressure • Awareness of oppositions tactical strengths and weaknesses • Use of conditioned games to assist in teaching of tactical moves • Adaptation of different situations i.e. environment, opponents etc. • Implement performance analysis • Ability to adapt tactical strategies during a game • Consideration of tactical developments within a game • Identify opponents game plan and develop counter tactics which are practised • Basic rules of Go Games • Awareness of opposition • Team play – basic attack and defence • Basic support play • Continued spatial awareness • Full rules of 15-a-side game • Introduction of the 'Sin Bin' • Understand game plans • Implement patterns of play • Develop positional requirements • Basic performance analysis with progression • Retain recreational involvement • Awareness of basic rules if have no previous experience • FUN games • Enthusiasm • Self esteem • Self confidence • Increased attention span • Introduction to team rather than self-centred • Increase concentration • Achieve success and be praised for it – basic targets • Setting short term goals • Sportsmanship encouraged and fostered • Increased decision making opportunities • Players take own responsibility for preparation for training and match activity • Use of imagery and relaxation techniques in match • Individualised warm up routines • Concentration and focus • Self-coping strategies – regaining focus during a match • Continued enthusiasm • Build confidence and motivation • Positive attitude to sport • Build concentration • Goal setting – long and short term • Self-motivation • Taught how to prepare for matches; pre-match, half time and post-match • Basic mental preparation techniques – relaxation • Capable of teamwork and taking advice • Coping strategies during a game encouraged by coach • Adjustment to team environment or re-adjustment to non-competitive environment • Self-confidence • Self-esteem • Agility • Balance • Coordination • Introduction to warm up and cool down • Running • Jumping • Landing • Introduction to basic fitness techniques • Importance of proper hydration at training emphasised • Introduction to speed and acceleration • Maintenance and improvement of fitness to optimise performance • Structured strength and conditioning • Careful planning and phasing of training • Use of conditioned games to develop aerobic capacity for sports specific activity • Well established recovery routines • Further agility, balance and co-ordination • Increased understanding of warm up and cool down • Introduction to flexibility and mobility • Continued jumping and landing techniques • Develop fitness – anaerobic and aerobic • Basic strength and conditioning • Multidirectional runs • Explanation of training system: how to train for speed, strength, endurance etc. • Periodisation training system • Establish recovery routines • Keep active through participation in programme • Establish recovery routine direct • Players need to be led or shown • Instructions are important • Allowed to make mistakes • Encouraged to use both sides • Use of target games progressed to court games and finally field games delegate • Begin to understand rules and competition • Start to compare to each other • Spot and fix from coach is important • Coach can start to use open questions to increase decision making • Transition from Go Games to Full sided games involve • Involvement of players in decision making for the team or consultation process • Strong on self-evaluation • Challenging sessions with full decision making • Develop style of play guide • Huge emphasis on skill development • Depend on coach for feedback, Look & Observe • Coach as commentator during games • Begin to form small friendship groups so keep all involved • Invasion games and emphasis on Go Games excite • Training for competition • Stimulating training • Use of conditioned games • Group opinion important for evaluation • Coach the players to look, see, decide and act – Increased decision making • Set team standards • Individual programmes required to work on weaknesses Social • Instructions, demonstrations, fun games are important • Short, varied sessions to ensure maintaining interest • Coach/Player consultation for activities • Taught value of being on time • Co-operation – positive response to discipline structure • Awareness of health and safety issues • Promote practicing skills at home (Refer to LGFA Skills Booklet) • Inclusion of sport in lifestyle • Good health and hygiene • Established self-identity • Basic nutrition and hydration • Promote practicing skills at home or in own time • Role model for all players in club • Openness to further development opportunities • Positive use of influence or power • The pursuit of excellence • Full integration of sport, career and life goals • Well developed, self-monitoring lifestyle • Taught value of playing on a team • Identification with positive role models • Accepts discipline structure • Teamwork/ interaction skills • Promote practicing skills at home • Ambition – commitment to develop • Stressed importance on team work • Role model for younger players in club • Life balance – integration of sport, study and life goals • Importance of rest and recovery • Increased knowledge of nutrition and hydration issues • Coping with set-backs/ failures • Sport taking less of focus on life if past player but more focus if have not played • Importance of social activities and having fun • Break from hectic life schedule! U-9 to U-11 U-12 to U-14 U-19 to Adult U-15 to U-18 Gaelic4Mothers &Others The'LGFA Player Development Competencies Chart' is a guide for mentors, parents and players in clubs to provide advice on what areas they need to develop in every player at key stages of their careers in the club. It is aimed to increase enjoyment and stimulation at the key stages with player welfare as they key component. We hope that this will assist clubs around the country in the development of their players to reach their full potential and encourage clubs to adapt this into their own plans. Teams and players will develop at different rates and it is important that coaches are aware of this and adapt the pathways where required for their own club. The below is just a guideline on competencies of players at the various ages and new players can enter this pathway at any stage. LGFA Club Player Competencies Chart • Acceleration / Deceleration / Stopping • Technical • Jumping • Catching - Body • Throwing • Rolling • Bouncing the ball • 4 steps • Pass (hand & fist) • Punt kick • Pick Up • Solo • Shadowing • Encourage both sides • Regular testing of above basic skills Tactical • FUN games • Fair play • Friendly competition • Spatial awareness • Introduction to team games • Awareness of basic positional roles Physical • Agility • Balance • Coordination • Running • Jumping • Landing / Stopping • Introduction to warm up and cool down Psycho-Social Mental • Enthusiasm • Self esteem • Self confidence • Increased attention span • Introduction to team rather than self-centred • Increase concentration Lifestyle/ Personal • Taught value of being on time • Co-operation – positive response to discipline structure • Awareness of health and safety issues • Promote practicing skills at home (Refer to LGFA Skills Booklet) Coaching Style Required Direct • Players need to be led or shown • Instructions are important • Allowed to make mistakes • Encouraged to use both sides • Use of target games progressed to court games and finally field games Technical • Catching – High • Soloing – both sides • Pass (hand & fist) – both sides • Punt kick – both sides • Hook kick • Tackle with hand (basic) • Introduction to blocking • Regular testing of above skills Tactical • Basic rules of Go Games • Awareness of opposition • Team play – basic attack and defence • Basic support play • Continued spatial awareness Physical • Further agility, balance and co-ordination • Increased understanding of warm up and cool down • Introduction to flexibility and mobility • Continued jumping and landing techniques • Acceleration / Deceleration Psycho-Social Mental • Continued enthusiasm • Build confidence and motivation • Positive attitude to sport • Build concentration Lifestyle/ Personal • Taught value of playing on a team • Identification with positive role models • Accepts discipline structure • Teamwork/ interaction skills • Promote practicing skills at home Coaching Style Required Guide • Huge emphasis on skill development • Depend on coach for feedback, Look & Observe • Coach as commentator during games • Begin to form small friendship groups so keep all involved • Invasion games and emphasis on Go Games Technical • Developing all skills on both sides: • Hand and fist pass • Punt and hook kick • Soloing • Near hand tackle • Blocking • Evasion skills – side step, roll off • Angles of run • Timing of pass • Importance of getting 'head up' • Regular testing of skills Tactical • Increased awareness of competition rules • Support play for ball carrier • Identify and address strengths and weaknesses • Appreciation of consequences of actions • Spatial awareness under pressure Physical • Introduction to basic fitness techniques • Importance of proper hydration at training emphasised • Introduction to speed and acceleration Psycho-Social Mental • Achieve success and be praised for it – basic targets • Setting short term goals • Sportsmanship encouraged and fostered • Increased decision making opportunities Lifestyle/ Personal • Inclusion of sport in lifestyle • Good health and hygiene • Established self-identity • Basic nutrition and hydration • Promote practicing skills at home or in own time Coaching Style Required Delegate • Begin to understand rules and competition • Start to compare to each other • Spot and fix from coach is important • Coach can start to use open questions to increase decision making • Transition from Go Games to Full sided games Technical • Perform multi-functional roles – marking role, target player • Close correction of mistakes; technical and rule based with constructive criticism • Skill development within small sided games • Sports specific skills – free taking, penalties etc. • Regular testing of skills Tactical • Full rules of 15-a-side game • Introduction of the 'Sin Bin' • Understand game plans • Implement patterns of play • Develop positional requirements • Basic performance analysis with progression Physical • Develop fitness – anaerobic and aerobic • Basic strength and conditioning • Multidirectional runs • Explanation of training system: how to train for speed, strength, endurance etc. • Periodisation training system • Establish recovery routines Psycho-Social Mental • Goal setting – long and short term • Self-motivation • Taught how to prepare for matches; pre-match, half time and post-match • Basic mental preparation techniques – relaxation • Capable of teamwork and taking advice • Coping strategies during a game encouraged by coach Lifestyle/ Personal • Ambition – commitment to develop • Stressed importance on team work • Role model for younger players in club • Life balance – integration of sport, study and life goals • Importance of rest and recovery • Increased knowledge of nutrition and hydration issues • Coping with set-backs/ failures Coaching Style Required Excite • Training for competition • Stimulating training • Use of conditioned games • Group opinion important for evaluation • Coach the players to look, see, decide and act – Increased decision making • Set team standards • Individual programmes required to work on weaknesses Technical • Perform multi-functional roles – play maker, decoy, distributor • Reinforcement of skills • Minimise weaknesses in individual game by correction of error using feedback & self-analysis • Consolidate and enhance strengths • Competition specific training Tactical • Awareness of oppositions tactical strengths and weaknesses • Use of conditioned games to assist in teaching of tactical moves • Adaptation of different situations i.e. environment, opponents etc. • Implement performance analysis • Ability to adapt tactical strategies during a game • Consideration of tactical developments within a game • Identify opponents game plan and develop counter tactics which are practised Physical • Maintenance and improvement of fitness to optimise performance • Structured strength and conditioning • Careful planning and phasing of training • Use of conditioned games to develop aerobic capacity for sports specific activity • Well established recovery routines Psycho-Social Mental • Players take own responsibility for preparation for training and match activity • Use of imagery and relaxation techniques in match • Individualised warm up routines • Concentration and focus • Self-coping strategies – regaining focus during a match Lifestyle/ Personal • Role model for all players in club • Openness to further development opportunities • Positive use of influence or power • The pursuit of excellence • Full integration of sport, career and life goals • Well developed, self-monitoring lifestyle Coaching Style Required Involve • Involvement of players in decision making for the team or consultation process • Strong on self-evaluation • Challenging sessions with full decision making • Develop style of play Technical • Learn the basic skills if not already acquired or re- develop Tactical • Retain recreational involvement • Awareness of basic rules if have no previous experience • FUN games Physical • Keep active through participation in programme • Establish recovery routine Psycho-Social Mental • Adjustment to team environment or re-adjustment to non-competitive environment • Self-confidence • Self-esteem Lifestyle/ Personal • Sport taking less of focus on life if past player but more focus if have not played • Importance of social activities and having fun • Break from hectic life schedule! Coaching Style Required Social • Instructions, demonstrations, fun games are important • Short, varied sessions to ensure maintaining interest • Coach/Player consultation for activities Foundation Phase One (F1) – Fundamental Movement Skills Foundation Phase Two (F2) – Extension & Refinement of Movement Foundation Phase Three (F3) - Commitment to Gaelic Games and Active Lifestyle Nursery (6-8 years) • Jumping • Catching - Body • Throwing • Rolling • Bouncing the ball • 4 steps • Pass (hand & fist) • Punt kick • Pick Up • Solo • Shadowing • Encourage both sides • Regular testing of above basic skills • Developing all skills on both sides: • Hand and fist pass • Punt and hook kick • Soloing • Near hand tackle • Blocking • Evasion skills – side step, roll off • Angles of run • Timing of pass • Importance of getting 'head up' • Regular testing of skills • Perform multi-functional roles –play maker, decoy, distributor • Reinforcement of skills • Minimise weaknesses in individual game by correction of error using feedback & self-analysis • Consolidate and enhance strengths • Competition specific training • Catching – High • Soloing – both sides • Pass (hand & fist) –both sides • Punt kick – both sides • Hook kick • Tackle with hand (basic) • Introduction to blocking • Regular testing of above skills • Perform multi-functional roles –marking role, target player • Close correction of mistakes; technical and rule based with constructive criticism • Skill development within small sided games • Sports specific skills – free taking, penalties etc. • Regular testing of skills • Learn the basic skills if not already acquired or re-develop Technical Technical Technical Technical Technical Technical Tactical Tactical Tactical Tactical Tactical Tactical Mental Mental Mental Mental Mental Mental Physical Physical Physical Physical Physical Physical Coaching Style Required Coaching Style Required Coaching Style Required Coaching Style Required Coaching Style Required Coaching Style Required Lifestyle/ Personal Lifestyle/ Personal Lifestyle/ Personal Lifestyle/ Personal Lifestyle/ Personal Lifestyle/ Personal Learning required for Str and • FUN games • Fair play • Friendly competition • Spatial awareness • Introduction to team games • Awareness of basic positional roles • Increased awareness of competition rules • Support play for ball carrier • Identify and address strengths and weaknesses • Appreciation of consequences of actions • Spatial awareness under pressure • Awareness of oppositions tactical strengths and weaknesses • Use of conditioned games to assist in teaching of tactical moves • Adaptation of different situations i.e. environment, opponents etc. • Implement performance analysis • Ability to adapt tactical strategies during a game • Consideration of tactical developments within a game • Identify opponents game plan and develop counter tactics which are practised • Basic rules of Go Games • Awareness of opposition • Team play – basic attack and defence • Basic support play • Continued spatial awareness • Full rules of 15-a-side game • Introduction of the 'Sin Bin' • Understand game plans • Implement patterns of play • Develop positional requirements • Basic performance analysis with progression • Retain recreational involvement • Awareness of basic rules if have no previous experience • FUN games • Enthusiasm • Self esteem • Self confidence • Increased attention span • Introduction to team rather than self-centred • Increase concentration • Achieve success and be praised for it – basic targets • Setting short term goals • Sportsmanship encouraged and fostered • Increased decision making opportunities • Players take own responsibility for preparation for training and match activity • Use of imagery and relaxation techniques in match • Individualised warm up routines • Concentration and focus • Self-coping strategies – regaining focus during a match • Continued enthusiasm • Build confidence and motivation • Positive attitude to sport • Build concentration • Goal setting – long and short term • Self-motivation • Taught how to prepare for matches; pre-match, half time and post-match • Basic mental preparation techniques – relaxation • Capable of teamwork and taking advice • Coping strategies during a game encouraged by coach • Adjustment to team environment or re-adjustment to non-competitive environment • Self-confidence • Self-esteem • Agility • Balance • Coordination • Introduction to warm up and cool down • Running • Jumping • Landing • Introduction to basic fitness techniques • Importance of proper hydration at training emphasised • Introduction to speed and acceleration • Maintenance and improvement of fitness to optimise performance • Structured strength and conditioning • Careful planning and phasing of training • Use of conditioned games to develop aerobic capacity for sports specific activity • Well established recovery routines • Further agility, balance and co-ordination • Increased understanding of warm up and cool down • Introduction to flexibility and mobility • Continued jumping and landing techniques • Develop fitness – anaerobic and aerobic • Basic strength and conditioning • Multidirectional runs • Explanation of training system: how to train for speed, strength, endurance etc. • Periodisation training system • Establish recovery routines • Keep active through participation in programme • Establish recovery routine direct • Players need to be led or shown • Instructions are important • Allowed to make mistakes • Encouraged to use both sides • Use of target games progressed to court games and finally field delegate • Begin to understand rules and competition • Start to compare to each other • Spot and fix from coach is important • Coach can start to use open questions to increase decision making • Transition from Go Games involve • Involvement of players in decision making for the team or consultation process • Strong on self-evaluation • Challenging sessions with full decision making guide • Huge emphasis on skill development • Depend on coach for feedback, Look & Observe • Coach as commentator during games • Begin to form small friendship groups so keep all involved • Invasion games and emphasis on Go Games excite • Training for competition • Stimulating training • Use of conditioned games • Group opinion important for evaluation • Coach the players to look, see, decide and act – Increased decision making • Set team standards • Individual programmes Social • Instructions, demonstrations, fun games are important • Short, varied sessions to ensure maintaining interest • Coach/Player consultation for activities • Taught value of being on time • Co-operation – positive response to discipline structure • Awareness of health and safety issues • Promote practicing skills at home (Refer to LGFA Skills Booklet) • Inclusion of sport in lifestyle • Good health and hygiene • Established self-identity • Basic nutrition and hydration • Promote practicing skills at home or in own time • Role model for all players in club • Openness to further development opportunities • Positive use of influence or power • The pursuit of excellence • Full integration of sport, career and life goals • Well developed, self-monitoring lifestyle • Taught value of playing on a team • Identification with positive role models • Accepts discipline structure • Teamwork/ interaction skills • Promote practicing skills at home • Ambition – commitment to develop • Stressed importance on team work • Role model for younger players in club • Life balance – integration of sport, study and life goals • Importance of rest and recovery • Increased knowledge of nutrition and hydration issues • Coping with set-backs/ failures • Sport taking less of focus on life if past player but more focus if have not played • Importance of social activities and having fun • Break from hectic life schedule! U-9 to U-11 U-12 to U-14 U-19 to Adult U-15 to U-18 Gaelic4Mothers &Others The'LGFA Player Development Competencies Chart' is a guide for mentors, parents and players in clubs to provide advice on what areas they need to develop in every player at key stages of their careers in the club. It is aimed to increase enjoyment and stimulation at the key stages with player welfare as they key component. We hope that this will assist clubs around the country in the development of their players to reach their full potential and encourage clubs to adapt this into their own plans. Teams and players will develop at different rates and it is important that coaches are aware of this and adapt the pathways where required for their own club. The below is just a guideline on competencies of players at the various ages and new players can enter this pathway at any stage. LGFA Club Player Competencies Chart • Acceleration / Deceleration / Stopping • The LGFA Player Competencies Chart is aligned to the Foundation Phases (F1, F2 and F3) of the Gaelic Games Player Pathway, which is designed primarily to ensure that everyone has an opportunity to participate and become involved in our club. It is aimed to increase enjoyment and stimulation at the key stages with player welfare as they key component. We hope that this will assist clubs around the country in the development of their players to reach their full potential and encourage clubs to adapt this into their own plans. Teams and players will develop at different rates and it is important that coaches are aware of this and adapt the pathways where required for their own club. The below is just a guideline on competencies of players at the various ages and new players can enter this pathway at any stage.