Category: Irish Grassroots Football

  • What is PLAY?

    What is PLAY?

    One thing I’ve learnt over the last number of years is that all children learn at different stages. Some children are ready for school and other are not. Some are ready to play in an organised coaching structure and others are not. One thing will never change, – all children develop at different stages and we must not force that process.

    What does Play mean to children? 

    Ideally kids should play every day, often without supervision. Just like in times gone by, street football, or games that happen naturally are a great environment for kids to develop on their own without being over-coached by adults.

    Play is recognised as a basic human right for all children. The importance of play has been reaffirmed by the UN’s convention on the Rights of the child, which Ireland ratified in 1992. Article 31, set out the child’s right to play:

    “Parties recognise the rights of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and participate freely in cultural life and the arts: parties shall respect and promote the rights of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity”

    Article 7 of the same convention states,

    “The child shall have full opportunity to play and recreation, which should be directed to the same purpose os education; society and public authorities shall endeavour to promote the enjoyment of this right.”

    What is Play? 

    Play is an essential part of a child’s life and vital to their development. It is central to all aspects of young children’s development and learning. It is the way children explore the world around them and develop and practice skills. Play is essential for physical, emotional, and spiritual growth, for intellectual and educational development, and for acquiring social and behavioural skills.

    Play does not always involve equipment or have an end product. Kids can play on their own and with others. Play can also be boisterous and energetic or quiet and contemplative, light-hearted or very serious.

    When kids play they learn about themselves, others, their environment and the whats around them. Play enables them to explore and practice the roles and experiences that they will meet and fulfil in later life.

    “It is through play that children develop their imagination and creativity”.

    Types of Play: 

    • Structured play is play that has been pre-arranged.
    • Free play is play that is spontaneous, this happens when children choose and use materials and resources in their own way.

    Given today’s changing lifestyles, children have fewer opportunities to play freely with other children in their locality and on the streets than did children in the past. Parked cars has been a major factor for children not playing on the streets. This in no way takes from the range of opportunities which still present themselves for children in the 21st century and a well planned active school & after school curriculum will ensure that these opportunities for play can still happen.

    Many studies have looked at the importance and role of play, the following are a few of the common themes.

    The Role of Play: 

    • Play promotes children’s development, learning, creativity, independence, confidence and well being.
    • Play keeps them active and healthy and this carries into adulthood;
    • Play develops social inclusion. Helps them understand people and places in their lives, learn about their environment and develop their sense of community;
    • Play helps them learn about themselves, their abilities and interests;
    • Play is good for the mind It helps children deal with difficult or painful circumstances, such as emotional stress or medical treatment;
    • Play allows children to let off steam, de-stress and have fun.
    • Play and Fun are the same to children.

    In any organisation working with children there should always be an element of spontaneous play. This opportunity provide for exploration, experimentation and manipulation, all of which are essential for the construction of knowledge.During play a child learns to deal with feelings, to interact with others, to resolve conflicts and gain a sense of competence. It is through play that children develop their imagination and creativity.

    “Physical exercise turns our brain on, so get out and get moving or you will turn your brain off” tcd

    The role of Risk in Play: 

    Children by their nature will always seek out opportunities for risk taking while at play. Therefore it is seen as an essential method of teaching a child how to assess and take calculated risks. Risk taking can be essential to the development of a child’s confidence and abilities both in childhood and later in life.

    The quality of any programme should therefore respond by creating an exciting and stimulating environment that balances risks in an appropriate manner. However of course we must understand the distinction between acceptable and unacceptable risks and must ensure that the children are not exposed to unacceptable risk. Learning new skills involves an element of risk and  coaches must be capable of exercising their judgement about the level of risk that is acceptable and appropriate and also to exercise their judgement as to when it is necessary to intervene to prevent potentially harmful situations happening.

    Risk helps them to understand that things don’t always work our right –  sometimes things can go wrong but the right coaching, they can put it right again or at least learn to live with mistakes.

    In a recent study, Children were asked ‘How does playing make you feel?” – 8 out of 10 children said, it makes them ‘Happy’.

    All of the above underlines the importance of play, and its influence on the well being and development of children today, and for the future of its communities.

    Research: National Children’s Office Strategy, Playwork Scrutiny Group, Cardiff 2005.

    Worth a read: Wise Words with Dr. R Bailey

    -End

    I always like to hear your opinions. Please comment below or email me info@thecoachdiary.com, if you don’t have anything to add then please forward this on to a friend.

    Thanks for reading. I’m also on twitter @Coachdiary

  • Mistakes are how they learn….

    Mistakes are how they learn….

    Probably the most difficult part of coaching or parenting is knowing when to step in after a mistake or step away and say nothing.

    The other day I let my daughter cut some cheese with a very sharp knife……Well, she had already started before I noticed, so I let her finish and then I stepped in to show her were she should place her fingers…… Last year I may have stepped in a lot sooner to prevent her from cutting herself…….. On this occasion I felt she wasn’t in any danger and looked in control of what she was doing. However, a yell to protect her, may have changed all that….

    The fact of the matter is  young children aren’t afraid of messing up.

    Below is a great article from Psychologies UK >

    As we grow older and become more conscious that we see mistakes as failure. ‘Children only dread making mistakes as a result of their parents’ responses,’ says family psychologist Dr Randy Cale…

    ‘For example, if we show anger or disappointment.’ Most of us can recall a childhood telling-off where we felt desperately humiliated, and these are the times that led us to link failure with fear’

    According to Cale, many parents jump in to correct their child’s mistakes, not realising that natural consequences do 90 per cent of the teaching for them. ‘There’s a strong tendency to feel shame present in children that you don’t need to accentuate,’ he says. ‘If you allow a child to process the emotions, you may not need to do or say anything else.’

    Leaping in to correct mistakes can also be counter-productive. ‘Imagine a giant looking down at you with anger or upset in their eyes,’ says Cale. ‘If your child is wired in an oppositional way, you’ve just fired up their fight mechanism. They’re ready to dig their heels in.’

    Further to this, research shows that negative feedback is mostly futile for children under 12. A study of eight- and nine-year-olds by psychologist Dr Eveline Crone revealed that the area of their brain responsible for cognitive control reacted strongly to positive feedback, but hardly at all to negative feedback. However, this changes at 12 years of age, when children start to pay attention to negative feedback as well.

    In fact, there are only two mistakes that call for your input. First, if your child’s physical safety is under threat, and second, when the consequences of bad behaviour won’t be apparent for some time, for example if you hear your daughter lying to another child, but the effect of the lie won’t come out until next week. ‘If you spot your child doing something worrying but can’t see an instant repercussion, create one,’ says Cale. You could expose the fib with an apparently innocent question, to show your child you have noticed without shaming her.

    How do you see the world?

    What’s your job as a parent?

    If you answered ‘To protect my child’ then your parenting style is likely to be fear-based. ‘ 

    Whenever a parent makes decisions based on trying to avoid something, they create anxiety for the child,’ says Cale. It can also lead to hyper-vigilance, with parents constantly reminding their child what to do. ‘Brush your teeth. Get out of the car. Pack your bag.’ This kind of prompting can unknowingly teach a competent, capable child to believe they can’t do anything unless told to.

    If, on the other hand, you answered ‘To raise a child who’ll thrive in any situation’ then you believe he/she can learn from their mistakes. Children are more resilient than we think and are rarely scarred by early experiences. ‘They can’t grasp the gravity of situations like adults can and don’t dwell on things to the same extent,’ says paediatrician Dr Jennifer Cunningham.

    Do you see your child as a miniature version of you, or as a one-of-a-kind individual?

    No matter how many of your qualities they’ve inherited, they are not destined to repeat your mistakes. One of the best gifts you can give your child is the independence to make their own decisions. ‘Many of us were managers before we were parents, so it can help to think of it as delegation,’ says Gardner. ‘ When you delegate something, you don’t expect the other person to do it precisely as you would. So when you hand over decisions to your children, don’t expect them to make the choices you want them to.’

    Ask, too, is it really a mistake? A child’s picture of success is different from yours, so be careful not to impose your values on them. ‘If they make an Airfix model and all the parts are attached in the wrong order, you may see mistakes but they see something they’re proud of,’ says Gardner. ‘Do these mistakes really need correcting?’

    Letting your child make mistakes doesn’t just strengthen their resolve. It also builds your confidence. Through reassuring them that they can handle life, you begin to see it’s true – they can. ‘You want to instil in a child the sense that whatever life throws at them, they can handle it,’ says Cale. ‘The core of what we want to communicate to our kids is that they’re equipped and competent.’

    -End

    WHAT TO DO WITH MISTAKES: 

    Recognise it, admit it, learn from it and then forget it!
    Mistake are the stepping stones to achievements.
    You should always give encouragement after mistakes are made.
    Never highlight mistakes with anger. (They know they did it)
    If the players know how to correct a mistake, than encouragement alone is suffice.
    Mistakes are what kids worry about the most.
    If we can create an environment where mistakes are ok and part of the learning process, it will help to develop mental toughness.
    Reducing fear of mistakes allows the player to focus more of his/her energy in the game.
    A great mistakes ritual is the Superman Power Pose see Amy Cuddy TEDTalk

    -end

    I always like to hear your opinions and views. If you feel you have something to say, please comment below or email me info@thecoachdiary.com and if you don’t have anything to add, please pass this on to a friend.

    As always, thanks for reading. I’m also on twitter  @Coachdiary

     

  • 20 ways parents can help their children have a better sports experience

    20 ways parents can help their children have a better sports experience

    As the seasons go by more and more parents are attending their child sports. Whether it be organised football or sports day in school, you can be sure parents will be there. Parents have a right to watch their children but they should also respect the fact that many people give up their spare time to help children succeed and stay in sport.

    In the past, a lot of coaches were teachers so they had a degree and a background in childhood development. Now, coaches are mostly parents and/or committed adults and they may know a lot about the game but in many situations very little about how children learn. Kids sports has changed drastically since we were kids and learning the game is one of the biggest changes of all.

    Sport itself requires teamwork, fair play, respect and problem-solving skills that transfer into life skills. In some cases, therefore, sport is a preparation for life.

    Here are 20 things that will help you and your child have a great sports experience:

    1. Don’t push them into anything, ask them and if they say ‘yes’, go for it.
    2. Do not focus on winning. Teach your child the emphasis of participating is giving their best effort, having fun & learning. If we focus on those areas we will not strain our relationship with our children.
    3. Support them irrespective of their success and failure.
    4. Don’t pressure your child with adult values and ideas. Children play sport for different reasons.
    5. Let the game belong to them, because it doesn’t belong to you.
    6. By allowing them to take control of their game will keep them committed for longer.
    7. Never show your disgust for their performance by criticising them and don’t go through the game on the way home in the car. Win or lose the game is over to them and they aren’t thinking about it anymore. “There could not be a less teachable moment in your child’s sporting life then the ride home, yet it is often the moment that well intentioned parents decide to do all of their teaching” – John O’Sullivan See ‘The Ride Home’
    8. If they enjoy the game. Try and get them to develop an interest outside of organised training. This way they will take it upon themselves to work hard and get better (More success) and value the game more.
    9. If you control everything your child does they will never take responsibility.
    10. Model good behaviour on the sideline, be a good role model for your child.
    11. Don’t distract your child by continually shouting their name. Be enthusiastic, but don’t yell instruction and don’t get emotionally involved with the game. Sometimes silence is the best praise of all.
    12. What children see on a sports pitch and what adults see, is a completely different picture.
    13. Help children understand the importance and benefits of a good education in addition to developing their sporting interests. Coach Wooden said, Education comes ahead of sport and sport comes ahead of your social life. In any other order you won’t have very much.
    14. Provide them proper equipment and clothing to play.
    15. Stay interested in what they are doing.
    16. Allow them to set their own goals.
    17. Respect the coach. He or she might not always get it right but every decision is another opportunity for you child to learn something.
    18. If your child makes a mistake in the game, the first thing they will do is look to the line for your support. Don’t show your disgust, always be supportive. Develop a mistake ritual with your child so that they can move away from the mistake and focus on the next play.
    19. Children play sport because it’s fun. Play and fun mean the same thing to children.
    20. Sometimes “I love watching you play”, is all you need to say.

    Coaching and instructing from the sidelines will distract your child from the flow of the game, make him/her more nervous, kill his/her enjoyment and, as a consequence, insure that he will consistently play badly. Eventually they will leave the game and not return until adult hood.

    “Children make two conscious decisions per second. Sideline information prevents children from making a quick decision or deciding on one”.

    According to Dan Gould at the Michigan State University Institute for the Study of Youth Sports, kids want to have fun, to get better, and to be with their friends. They want parental support and encouragement.  They want you to watch them play and praise them for their effort.  They want you to be realistic about their ability and they want you to be present, and interested in what they are doing.  They do not want you to shout at them the coach and the officials.  They don’t want you to put too much pressure on them, or be overly critical.  They want the game to be theirs!

    John  O’Sullivan from Changing The Game Project said recently at a workshop in Dublin,

    “Parents need to look at what these coaches do, how much effort they put into helping other peoples children. Without them we would not have a game, so don’t be quick to judge them. As a parent, once you are confident that your child is in a safe learning environment, one of the most important things you can do as a parent of a young player is to let them go and let their sports experience belong to them”.

    Finally, how a parent behaves before, during and after a game can cause great anxiety on the child and consequently affect performance, development and enjoyment. Many parents will need educating in modern approaches to coaching, and how children learn, which is essential if they are to constructively support their child’s development through sport.

    As parents, be patient.

    Not all kids progress at the same rate and learning any game takes more time than most people realise. Allow them to be children, enjoying all the FUN elements of the sport, so that they can mature into the adult game naturally, learning each step along the way. Sports benefits not only builds kids physically and mentally it also builds and bonds relationships.

    Reference: Coach John Wooden, Changing the Game Project, Timson-Katchis 2007, Woodward 2012, Horst Wein.

    -End

    I always like to hear your opinions and views. If you feel you have something to say, please comment below or email me info@thecoachdiary.com and if you don’t have anything to add, please pass this on to a friend.

    As always, thanks for reading. I’m also on twitter  @Coachdiary

  • The Future Of Learning

    The Future Of Learning

    What is going to be the future of learning? Could you imagine a future where kids didn’t go to school, read books and learn to write! The way we teach is changing.

    This is an inspiring talk by Dr. Sugata Mitra, towards the middle of the talk he refers to the threat of learning and refers to neuroscience studies about the reptilian part of our brain which sits in the center of the Brain.

    He says,

    “When it’s threaten it shuts down everything else, it shuts down the prefrontal cortex the parts which learn. It shuts all of that down. Punishment and examination are seen as threats”

    I’ll let you listen to the rest of the talk below: talk by Dr. Sugata Mitra

    “It’s not about making learning happen, it’s about letting it happen”

    Here is a counter argument by Martin Robinson 

    -End

    See also : Every Kids Needs A Champion 

    I always like to hear your opinions and views. If you feel you have something to say, please comment below or email me info@thecoachdiary.com and if you don’t have anything to add, please pass this on to a friend.

    As always, thanks for reading. I’m also on twitter  @Coachdiary

  • He was hoping to put 17 goals (u11s) past the opposition!

    He was hoping to put 17 goals (u11s) past the opposition!

    Whilst tonight was absolutely fantastic for both the Republic and the North, our game at Grassroots level is still a long way away from being perfect. I received this email yesterday from a fellow coach.

    Start>

    I frequently go on your site to check out what is happening around the country regarding schoolboy soccer etc.

    I saw something at the weekend and it’s made a big impression on me. Sadly, it’s all bad. And if things are like this in other parts of the country then football in this country is doomed. I don’t want to be too obvious and I don’t want to name the league so please bear with me.

    To make a long story short a club coach rang me on a Friday afternoon asking if I could possibly referee an under 11 game on the next Saturday morning. I didn’t really want to do it but told him if he was really stuck that I would step in for him. The coach who rang me, I’d like to add is also an Inter League coach who I know quite well. I know he is “competitive” so in my conversation with him I asked him if both teams were of similar ability. He told me that they weren’t and that his team were much better and that he was hoping to put 17 goals past the opposition. With this I decided I wanted nothing to do with it as I think this sort of attitude from any coach and especially an underage coach is ridiculous.

    I agreed to do the game only if there was absolutely no-one else available. I told the coach that if I had anything to do with the game his team were not going to absolutely murder the opposition. I tried my best to get my point across that a beating like this was of no value to either team (Please remember, this guy is an Inter-League coach responsible for developing our underage players).

    Saturday Morning

    So, 11 o’clock came on Saturday morning. Boots checked, shin guards checked, both Managers met and spoken to. The weaker team put up a valiant effort for the first 5-7 minutes and then the onslaught came. I, as Referee tried to help the weaker team as much as I could, rightly or wrongly. Not blatantly but in a quiet way. I probably could have given a few penalties to the stronger team but didn’t, could have given some free kicks for hand balls but didn’t, I also disallowed a goal for the strong team for a player who kicked the ball out of the GK’s hands but he actually didn’t. I quietly tried to advise the weaker team when the opposing team were doing short corners etc.

    Second Half

    In the second half of the game I asked the Manager of the stronger team when they were 9-0 up to sort it out. I asked the manager to come up with something, anything. Left leg only, count consecutive passes but no, he continued to drive on. (Not the kids fault I might add) I should have already mentioned that the strong team started what would be considered their very best 11 and only made changes in the last 15 mins. Should this not have been an occasion to start their weaker players and bring on the stronger guys if it was necessary? I really don’t need to answer that because I know the answer. What was even more frustrating was that I could sense that some parents were buying into this coach’s methods and ideas. With the score at 11-0 I blew the game up 5 mins early after the losing team’s manager asked me.

    After the game I asked could I speak to both teams in the dressing rooms. To the losing team I mentioned that these things happen and not to be so down. I tried to explain that we’ve all been through it and they’ll laugh at it in 10 years time.  But the fact of the matter is that these little guys might not stick around that long. Would you if you were being beaten 11-0? And in the winning team’s dressing room I tried to explain to the 11 year olds why I was possibly helping the other team. I tried to explain that the game was a little easy for them and that I was trying to challenge them. This was as much for the coach’s ears as theirs. 11 year olds will be 11 year olds and they just want to score goals, I understand that totally.

    I spoke with the coach after the game and tried to put my point across and I know it fell on deaf ears. As long as this continues in Irish football we are going nowhere. And we’re getting there fast. I think in the case above both teams just wasted 1 hour of their lives. It would have been very easy for this coach to challenge his players to make them better. You can’t shoot unless you get 10 consecutive passes or left leg shots only. Concentrate on playing out from the back, two touch passing etc. Would or could this challenge his players and prepare them for future better opponents? Yes it could.

    I know it could be argued that both teams shouldn’t have been in the same league and this is another issue. I agree that they shouldn’t. But it could have been handled better. Coaches like this should not be anywhere near schoolboy/grassroots football. I’m 100% convinced that the players are not number 1 priority here. Who gives a shit who wins the under 11 orange League. In ten years time will anyone care? There is so much wrong in current grassroots football that it’s hard to know where to start. But I do think that the SFAI need to get their heads out of their backsides and sooner rather than later.

    From an Unnamed coach.

    -End

    It’s important we highlight the wrongs of this coach. He may mean well by his players. No one wins in these situations. Maybe the coach himself might be reading this and hopefully this can change he’s focus on what’s important in relation to developing players. Big numerical beatings certainly are not!

    I always like to hear your opinions and views. If you feel you have something to say, please comment below or email me info@thecoachdiary.com and if you don’t have anything to add, please pass this on to a friend.

    As always, thanks for reading. I’m also on twitter  @Coachdiary

  • El Rondo

    El Rondo

    I first heard of the meaning of ‘Rondo’ back in 2011, when Albert Benagies (Former head of Youth Development) came to Ireland with two FC Barcelona coaches. They put on two magnificent days of coaching for over 300 coaches.

    It was unbelievable experience to get that close to the Barca ethos & philosophy (particularly at a time when they were dominating football). Much of that was seen in Albert Benaiges, one of the men responsible for this footballing philosophy at the club. Benaiges was the head of Barca’s Youth Academy (La Masia) for two decades, responsible not only for seven of the 11 that won the Champions League final 2011 (and Pep Guardiola, the coach) but for the Barcelona way.

    “I pass and I move, I look, I open up the pitch,” Xavi said as a tribute. “The one who has the ball is the master of the game. That’s the school of … Albert Benaiges …”

    The most remarkable thing of all was that Albert didn’t speak a word of English, yet he was able to control, teach and entertain for two full days by merely teaching, demonstrating, pointing and occasionally grunting. He was warm, affectionate and he made you want to listen. He had a commanding presence that made everyone gravitate towards him. I’ll never forget how amazing the weekend was.

    I still have the handbook from the event and it includes the most simple game related exercises of which the majority are ‘Rondos’ possession games.

    “At Barcelona, there has been a formation of historical players,” says Benaiges. “When I was 18, a coach called Laureano Ruiz arrived in 1970. Later [Johan] Cryuff arrived. Then there was [Jose Ramon] Alexanko. The result of all those collaborations is what you see in today’s Barcelona.”

    What is a Rondo? It’s a game where one group of players has the ball while in numerical superiority (generally the most popular are 3v1, 4v2, 5v2, 6v3…etc) over another group of players. The basic objective of  the players with the ball is to keep possession of it while the objective of the players chasing the ball is to win the ball back as quick as possible.

    Rondos differ from say regular possession games in that the rondo is a game where the players occupy a preset space as opposed to various spaces with a possession game. Generally you are static in a possessional sense, but moving on the balls of your feet and reacting to the space and pass.

    Things that happen in a Rondo and how the players benefit:

    • You pass and stay or move.
    • One or two touch passes.
    • Fast rhythm and tempo.
    • You create good passing lines.
    • Improved passing and control.
    • Short passing.
    • Passing lines.
    • Improvisation.
    • Good Habits.
    • You communicate with your hands, eyes and voice.
    • You have less time to think.
    • To create space you try and pass to the furthest foot away from the defender.
    • Play into feet or into space.
    • Disguise passes.
    • Keep the ball rolling.
    • Nearest player presses.
    • Pressing systematically.

    “One of the core principles taught at the Barcelona school is that results are secondary always.”

    The Rondo is great warm-up game! While you set-up your session, the game allows the kids to chat and joke amongst themselves before the session starts. It also allows them to get plenty of touches of the ball in a tight area. You should always start your session with a rondo.

    Rondo

    “Everything that goes on in a match, except shooting, you can do in a rondo. The competitive aspect, fighting to make space, what to do when in possession and what to do when you haven’t got the ball, how to play ‘one touch’ soccer, how to counteract the tight marking and how to win the ball back.” Johan Cruyff 

    How does the ‘Rondo’ help our players:

    BRAIN TRAINING : In rondos the player is constantly perceiving and making decisions with respect to his teammates, opponents, position of the ball etc. … For this reason the capacity to make the correct decisions, at speed and with minimal touches will help define and develop their game intelligences, quickness and cognitive skills. You have to think on your feet and know where to place the pass in a split-of-a-second.

    TECHNICAL : Due to the way that the rondo is set up, it is necessary to have good physical movements and technical skills otherwise you will spent quit a lot of your time chasing the ball. Players have to be fully concentrated, moving and thinking on the balls of their feet. This fast paced game punishes those who aren’t fully concentrated.

    COMPETITIVENESS : In the development of the rondo, the player’s competitive nature is improved. Players have to fight to make space, learn how to counteract marking and how to win the ball back. Nobody wants to be the one making the mistake which leads to more time in the middle.

    TEAM ENVIRONMENT : With the type of work done in rondos, the understanding and bond between teammates is improved, and the sense of “team cohesion” is also built. There are very few games that get all the players laughing, joking and improving at the same time. Coaches can also get involved and players love any opportunity to humiliate (nutmegs come to mind) the coach. Above all this game is a lot of fun.

    CREATIVITY : The nature of the rondo, with its limited time and space, forces the players to use various technical and tactical abilities in order to solve constantly changing problems within the game. This helps develop creativity. However you won’t see this improvement unless you consistently do Rondos.

    PHYSICAL : With rondos a team may work anaerobic resistance by varying the space, time and number of players involved. Rondos should always lead into a progression with bigger area and various  conditions.

    Below is footage from FC Barcelona’s warm-up Rondo in Champions League Final 2011

    Rondos don’t need to be the main part of your session and can be used after the warm up to begin to implement certain aspects, under pressure in a condensed setting, before moving into a bigger area of the pitch or even an attack v defence directional practice. The great thing about Rondo is that their are so many variations for what your trying to achieve.

    I know we can’t adapt everything from the Spanish game but this is one exercise we can and it will certainly benefit our players. The most important thing to remember is repetition, repetition, repetition.

    I highly recommend this book Possession: Play Football The Spanish Way

    -End

    I always like to hear your opinions and views. If you feel you have something to say, please comment below or email me info@thecoachdiary.com and if you don’t have anything to add, please pass this on to a friend.

    As always, thanks for reading. I’m also on twitter  @Coachdiary

  • The Real problem with Irish football…….. @MiguelDelaney

    The Real problem with Irish football…….. @MiguelDelaney

    Miguel Delaney writes a great piece on the problems within Irish Youth Football and the disconnect between the FAI (Football Association of Ireland) and SFAI (Schoolboy Football Association of Ireland).

    For anyone reading this from outside of Ireland, basically the SFAI run schoolboy football in our country and the Schoolboy clubs have more pull & power than League of Ireland clubs.

    We have a completely disjointed pathway, yet still able to produce good players. Imagine what we could produce with a national pathway that everyones buys into!!! Iceland are an example of how it can be done with very small numbers.

    *Headings (apart from the first one) are not part of the original article.

    Miguel starts here:

    Part One: Politics of failure

    It was the moment when Wim Koevermans, the man that John Delaney had in 2009 described as the most important appointment in Irish football history, first wondered whether the job was worth the trouble.

    In February 2010, the recently-installed FAI High Performance Director was at a meeting with the Schoolboy Football Association of Ireland to discuss the implementation of 51 recommendations from the 2009 underage review. Most of the items were “common-sense stuff” like small-sided and non-competitive games for children under 11. As one figure at the meeting explained about the benefit of such changes, “they’re the kind of the things the Spanish and Germans have been doing for years”.

    The response to that from a senior SFAI official was alarming: “What the fuck would they know about Irish football?”
    It could be argued that very quote reveals enough about Irish football, except for the merciful fact it is a single administrator. That obstinate resistance did ensure the guidelines were shelved, however, and that in itself points to a crux that has conditioned our game.

    What we definitely do know about Irish football are a number of broad truths. If Germany have put in place the perfect football structure, Spain the finest coaching, and Belgium and Holland have found a way to apply both for smaller countries, Ireland still remain some way off such ideals.

    “I’m here because I’ve come from a country with a big history in youth development. I’m not here to copy that system but I’m here to instil some principles of development, which are all over the world the same… you need to have a pyramid structure, one way or another”

    One widely respected European official said in 2011 he’d “never seen a football structure as crazy” as in this country. That framework ensures we are still ultimately producing a competitive international team by accident rather than design, despite some admirable changes to coaching across the spectrum.

    Quite simply, the current structure is not making efficient use of the talent that is there. Irish football remains hugely dependent on English clubs to finish the coaching of players older than 16, yet the statistics indicate fewer are going across than 15 years ago, and even fewer still to the top teams. That may well be down to fact so many of those top teams are now global super-clubs recruiting talent from all over the world, but that then raises the question of whether the mean standard of Irish player has risen at the same rate.

    One university study indicated that, between the crucial formative ages of six and 16, central European players get an average of 14 times more touches than those from Ireland. Needless to say, that has a multiplying effect on fundamental technique, with the difference arguably seen at Euro 2012 and a number of recent squad call-ups. Research also indicates that a lack of playing time has led to a huge drop-off by the age of 11. These young players similarly suffer from a paucity of coaches consistently laying down modern training, given that there are estimated to be 10 times more coaches per player in the elite countries.

    A current Premier League manager confided that most Irish underage players “struggle to adapt”. The worry, as a Uefa analyst put it when asked to survey Ireland in the context of continental football, is that the country is “not keeping up”.

    “What matters at the moment is that there are better players coming from so many more countries than Ireland,” he said. “That must be tackled.”

    No Structure

    Alan Kinsella, who is seen as one of the most progressive underage coaches in the country and has recently moved from Templeogue United to Everton, echoes that concern.

    “I have a fear we’re going to be left behind… the bottom line is our kids don’t get enough contact time with the ball.”
    In theory, there should be no reason Irish football cannot do what Spain, Germany and so many other countries have done on our own scale. In theory, there is no reason Ireland cannot make the changes that see other countries talk about our technical ability in 10 years’ time the way they do about Belgium now. The question is whether that is actually possible in reality.

    Many within Irish football insist that finally sorting out the sport’s infrastructure and youth production is now the single most important issue the FAI face.

    At the least, it seems to be a view finally shared at the top of the association. The subject was the main item at a late 2013 board meeting, which was not the case at the previous eight. There is said to be a new will about the issue, and that many of the problems raised here are starting to be addressed.

    That’s what the FAI maintain.

    Almost four years on from that meeting that saw Koevermans get so frustrated, his replacement is sitting in a Dublin hotel lobby. Ruud Dokter is, by contrast, very optimistic.

    The new High Performance Director isn’t in the job long but recognises an atmosphere for change.
    “It’s a good time,” the 57-year-old Dutch official says. “We have a new management team, with Roy [Keane] and Martin [O’Neill].

    “There’s a huge desire to take it to the next level, that’s what I have found speaking to people, to leagues, observing games.

    “I’m here because I’ve come from a country with a big history in youth development. I’m not here to copy that system but I’m here to instil some principles of development, which are all over the world the same… you need to have a pyramid structure, one way or another.

    “You can do it.”

    The caveat to such a positive sense of purpose is we have heard such plans before, we have heard what must be done for so long, but we have so far seen no real effects.

    The wonder, and hope, is whether that is finally changing…

    At the very least, Dokter’s focus is clear, even if Irish football is not.

    “It’s about putting a point on the horizon and saying this is where we’re going to go and this is how we’re going to play it.”

    That end point is currently an ideal, but one Dokter has a fully rounded image of: it is the “uniform pyramid structure” that has been talked about since the Genesis Report.

    “That’s something very important,” Dokter says. “If you want to develop, we need to have certain principles, and a pathway from six to 21. You need a common philosophy.

    “How we play at the age of eight, 10, 12 should be in any league the same; same size of the field, same size of the goal, same size of the ball.

    “Anyone speaking publicly nearly has to have every phrase siphoned through a lawyer – one word could cause a political bomb.”

    “For me, it’s an important part of the puzzle, the pyramid structure. There should be national leagues for under-19s, 17s, 15s; at every level there must be a competition structure that allows, if you’re good enough, to go [to the next step].”

    Fundamentally, that means a local club playing in Bushy Park should be a certain number of promotions away from the League of Ireland. Similarly, a young player starting out in Bushy Park should – if good enough – have a clear pathway through schoolboy football to either a foreign club or League of Ireland academy.

    As it stands, and as elementary as that sounds, none of that is the case. Kinsella says there is still “no real alternative to England” for elite 16-year-olds. The feeling persists that positive initiatives like the Emerging Talent Programme still run alongside the structure rather than through it, that they are not a true tier.

    If the ideal is a pyramid, it is actually very difficult to describe what the current shape of Irish football is. It doesn’t even have fully joined-up lines.

    The polictical pillars of the game

    Broadly speaking, there are three main pillars: schoolboy (the SFAI), junior (the provincial FAs) and senior (the League of Ireland). Between those pillars, the links are unclear. Within them, there are even more disparate blocks and often multiple different leagues in the same county, some of them with no defined place in the structure.

    A kind view would call it an Escher painting. A harsh one would call it a mess.

    Rather than clear steps, there have traditionally been gaps and ceilings everywhere, with the situation historically complicated by endless political issues.

    It is for that reason that, while Dokter’s end point may be clear, the path there is not.

    One FAI employee tells the story of a meeting he was at in 2008, when a pyramid structure was being discussed. “Why bother,” came one response. “It’s a political nightmare.”

    That description would appear to be backed by the fact that, of 31 people approached to speak for this article, 11 would only do so off the record. As that same employee says, “anyone speaking publicly nearly has to have every phrase siphoned through a lawyer – one word could cause a political bomb.”

    Officials from the SFAI did not return calls, those from the Dublin District Schoolboys League did not want to talk because of the dispute with the SFAI over the contentious radius rule – whereby players are only allowed join a club within a certain distance of their registered school.

    That row actually reflects the entire problem. It would just never have existed if the structures were correct.
    Eight different figures, some of them currently working for the FAI, boiled the issue down to this: the FAI traditionally have not governed football in the way the German or Dutch federations do.

    All of them pointed to the crucial first step in the structure as one of the most important examples. The absolute key ages of development are between six and 12, yet the affiliation immediately in charge of those players have not always proven the most progressive. The SFAI rejected 44 of the 51 guidelines in that 2009 underage review, which remains untouched. Despite how important and obvious it seems, a significant number of leagues around the country for players under the age of 12 still involve 11-a-side matches as well full-size pitches and goals.

    Speaking in general, Kinsella says “it’s a crazy situation the SFAI have one rule and the governing body another.”
    When one FAI employee was asked why that was, he responded “you’d have to ask the schoolboy bodies”.

    “Power? Some within the SFAI seem fearful of the FAI having any proper control of underage football. If John Delaney tried to railroad those changes through, they could just say no, and then turn around to thousands of volunteer administrators and say ‘we’re against this’.

    “The Mé Féinism at local level goes right up, where you then have people at council not concerned about their county or affiliate, just their own club, and that’s of no value to a strategic approach to development.”

    The Leagues, SFAI & FAI

    One notorious story has rippled around coaching circles, and was repeated verbatim by four different sources. In January 2013, the coaches of the under-15 Irish team staged seminars in Dublin and Limerick to inform Kennedy Cup managers what they were looking for, since that squad is the first international age group. It was a logical and encouraging move, and should have precipitated wider integration.

    The SFAI, however, were not initially consulted about this. So, shortly afterwards, the affiliation sent a memo to their 32 leagues to disregard the seminars.

    The sessions went ahead, with 76 coaches attending in Dublin and 35 Limerick, but a number explained they wouldn’t be going because the SFAI had instructed them not to.

    “We have to get everybody more working together, collaboration.”

    As recent as that story is, the FAI insist things are changing. Senior figures stridently deny the association is as “political” as historically outlined. “The FAI run football in this country,” one official asserted when some of the above stories were put to him.

    For the FAI’s part, there is evidence supporting their stance. Early in Delaney’s tenure as chief executive, the voting power at council was changed. The SFAI lost out and the League of Ireland gained, but this always had to be a first step in re-aligning the power balance along European lines so the senior game becomes more influential than the amateur.

    One FAI figure also cited how the progressive DDSL wanted to leave the SFAI, but the governing body blocked that. Only a few years ago, too, the FAI would not have been able to put an exact number on the amount of clubs under their jurisdiction. It was much easier for a club to be formed out of nowhere to sidestep a political dispute or increase the voting power of a league. That has been tightened.

    On a player level, the FAI has remarkably never had a full central registration system for the amateur and underage game – preventing statistical analysis – although a deal was signed in mid-November 2013 for the implementation of necessary software.

    Leading FAI officials also believe criticism of the SFAI is “hugely unfair”, that there are a number of progressive people in the affiliation, and that the schoolboy body has “historically been very good for Irish football”.

    That history is relevant, and there is no escaping how much a complicated political past has conditioned the current situation. When the major sports were first codified over a century ago, football was unfortunate the GAA and rugby had more fixed foundations, particularly in schools. From that, their structures were more smoothly built. As the League of Ireland clubs have repeatedly found, the GAA almost completely appropriated local representation.
    Football had to find a different way to grow around such monoliths, which explains the formation of so many disparate affiliations, from the FAI Schools to the WFAI. While such a structure makes no sense compared to the modern fluency of the Dutch and German federations, it was an inevitable consequence of how football first laid roots in Ireland.

    One of many catch-22s at the core of any reform is that it may require a lot of individual bodies and competitions to decide whether they must exist.

    Evolution is rarely painless. Belgium found that during their own 2002 revolution. As their technical director Michel Sablon explained recently, “it took more than five or six years before everyone could bring themselves to accept… in the beginning it was terrible, but eventually they began to see it.”

    Before that, in the mid-90s, the Dutch federation took 20 regions all working independently and combined them into just six. Dokter was involved in that process, alongside the legendary Rinus Michels, but does not necessarily feel a combative approach is the right way here.

    “These competition structures are obviously a complex area,” he says.

    “It’s about consultation, a professional discussion. Yes, you need sometimes to think outside the box, and that’s the challenge.

    “We have to get everybody more working together, collaboration.”

    Structure

    That collaboration could be key because there is still so much separation and discord within Irish football. Even if every player under 12 was to enjoy the perfect coaching environment, the next step is fraught with further political complications.

    If the ideal is that elite kids go through a schoolboy club to either England or a League of Ireland academy, many involved can still not stomach the idea of linking up with traditional rivals for players. There is a historic lack of trust – even “hatred” – from schoolboy and junior clubs towards the senior domestic league.

    One primary aspiration for some clubs is to make money from selling players on, but one corresponding major fear is other teams poaching the finest candidates. Disputes over compensation remain rife.

    Again, actual blame is somewhat difficult to apportion given the situation is so shaped by history as well as the gravitational pull of England, but that also makes it harder to untangle.

    To begin illustrating the dilemma, there is the very fact the five biggest schoolboy clubs are not also five of the biggest Airtricity League clubs. That is another situation almost unique to Ireland. Instead, those clubs are found at the top of the DDSL, and have produced the key proportion of internationals over the past few decades. In terms of pure coaching and style, outfits like St Kevin’s Boys and Belvedere are shining examples to the rest of Ireland – another factor in the dispute over the radius rule.

    “You cannot argue with how successful the DDSL have been to mine players,” says Dave Henderson, who has worked as a scout for Shelbourne and Aston Villa. “There’s something working there.

    “The Belvederes, the [Cherry] Orchards and Kevin’s, they’ve kept the international team going, so you can’t just say go away.”

    The crux is the long-term benefit of Irish football as a whole may require them to go a slightly different way. As many interviewed for this article state, the historic success of such teams has blurred the line between whether they are still just schoolboy clubs or effective “businesses” selling players abroad.

    In an ideal structure, those teams would be linked to League of Ireland academies. The likes of Cork City and Sligo Rovers should be umbrellas for all the clubs in their region, serving as a defined tier in the pyramid.
    Dokter supports this.

    “Building strong clubs is very important: financially – which is a problem – but also in terms of organisation, logistics, facilities.”

    The problem is not just asking the most successful schoolboy clubs to make a financial sacrifice. There is also the the reality that so many League of Ireland teams remain afflicted by necessarily short-term approaches, but that only reveals another crux. Initial small investments in youth structures would begin to have long-term benefits, gradually breaking the endless cycle of strife. Only a few clubs to do it, most notably Shamrock Rovers, Limerick and Waterford United.

    That tension between short term and long term runs right through this entire issue of restructuring Irish football, right to the core of taking hard decisions.

    When the idea of lowering the League of Ireland under-20s to under-19s was first broached a few years ago, there was “uproar”. Schoolboys clubs feared it was an encroachment into their territory; senior clubs worried about extra expenditure.

    Gradually, reform came. The under-19 Elite League of Ireland was announced in 2011, and is now encouragingly being filled by Emerging Talent Programme graduates. It stands to reason that, over the next few years, the technical level of the League of Ireland will rise.

    The FAI maintain that is proof Delaney’s gradual approach is the correct way to about this plan, and will secure sturdier foundations. “John will only make a move on something once he’s put the building blocks in first,” one association source said. “Things cannot just be done overnight.” Those close to the chief executive state he is conscious never to “burn a bridge with anyone involved”.

    The other factor that can’t be overlooked is the FAI cannot exactly afford to burn money either. Even the implementation of small-sided games from the 2009 underage review would have cost around €3m, and that at a time when funding was being cut. That slowed the process, but there is still the dilemma that the limited money invested will be used inefficiently while the structure has so many gaps. That, again, makes reform imperative.

    Critics of Delaney’s gradual approach argue that makes it all the more important he starts taking harder decisions with people; that the glacial pace will only lead to more rock-faces being formed, all while other countries stream away. Despite Delaney’s reluctance to risk future negotiations with a hardline attitude, some involved believe that is unavoidable. Three different high-profile sources stated that the chief executive now has a “golden opportunity”. They insist, however, that it is necessary to “grasp the nettle”, to draw a defined line in the sand like Germany in 2000 or Belgium in 2002.

    The FAI maintain that juncture was the appointment of Dokter as High Performance Director.
    of course, similar sentiments have been heard about his predecessor, but FAI sources explain they have learned from the 2012 departure of Koevermans; that they are now ready to rectify previous mistakes.

    For one, the job description has changed, given that Dokter’s requirements are now 70% domestic. Secondly, there is his personality. Whereas Koevermans would get frustrated with disagreement, Dokter is much more conciliatory.

    “I’m not here to say this is my law, so do this and this,” he states. “That’s rubbish. Our common point is the game – what is good for football.”

    “It’s about persuading, and that’s why I’m here – for the football, not the personal. We have to stand above that.”
    There are signs that may be having an effect. Previously, figures within the SFAI have been resistant to the idea of the Emerging Talent Programme incorporating players under 14. In January, however, Dokter’s recommendations that be changed will be put to the FAI board. It is expected to be waved through, in what one former association figure describes as a “big step”. It is also hoped the under-19 national league will be under-laid by an under-17 competition, as Dokter completes his technical plan. He will be assisted by a committee of coaches, and it is anticipated the SFAI will put forward John Devine, whose own proposals have earned praise.

    “There is a desire for change,” the optimistic Dokter re-iterates. “It has to be step by step, how we can implement the good things.”

    With Irish football, it’s hard to know.

    You can read Part Two Here: Why arguments about populations don’t add up

    -end

    The Coach Diary would like to thanks Miguel Delaney for allowing us to post his article. You can follow Miguel on twitter @MiguelDelaney or check out his blog migueldelaney.com 

    Here are some stats from a recent study by the Icelandic FA:

    • Iceland has a population of just over 323,000 and over 41% of their coaches hold a UEFA B licence.
    • They want every single coach in Iceland to hold a UEFA B license.
    • That’s 245,000 less people than Dublin City.
    • They have 71,500 players age 5-34
    • They do PE twice a week for 6-19 years
    • All children must learn how to swim (1x per week, 6-17yrs)

    We don’t need 20million people to make a large pool of quality footballers, what we need is a quality coach education (Huge improvements in this area are happening) pathway (that is age specific) which aim is to produce quality coaches. These coaches (clubs & leagues) then work off a national developmental pathway that is rolled out by our governing body (FAI) across Ireland.

    You can download the German FA’s 14 year plan > Germany 14 year plan

    I always like to hear your opinions and views. If you feel you have something to say, please comment below or email me info@thecoachdiary.com and if you don’t have anything to add, please pass this on to a friend.

    As always, thanks for reading. I’m also on twitter  @Coachdiary