The Boot Room


Issue 10 August 2014


All, some and few Assessment for learning is key to understanding the levels of the players involved within the session. When designing a session it is important to understand the current levels of the players and appreciate that while all of them might be able to complete task a, some might be able to complete task a and b, and only a few may be able to complete task a, b and c. For example: all players may be able to travel comfortably with the ball (task a), some may be able to travel with the ball comfortably at pace and change direction (task a and b), and some may be able to travel with the ball comfortably at pace and change direction with disguise and a variety of skills.


Learning objective v Learning focus There is a difference between the learning focus and the learning objective. When designing a session it is important to understand the difference. The focus of the session may be around developing short passing, so the objective would include steps to help the players develop their understanding of what is required to pass the ball effectively. Coaches are often drawn to technical outcomes such as ‘turning with the ball’. So when designing a practice and deciding on the focus for the session, try to vary the approach and concentrate on social and psychological outcomes – ‘understanding when and where to change direction’. Once again, there is no right answer, it is all about understanding who the session is for, what they require individually and ensuring the objectives directly support the learning focus.


"Your session plan acts as a blueprint for your session, but once you start the practice circumstances can change and you may have to react and improvise"


Assess on progression not achievement We often judge the success of the session by how a child is able to complete tasks that the coach/teacher has set. However, prior experiences and knowledge may put an individual child at a more advanced stage, giving the impression that they are able to complete the tasks due to the session. Through assessing the progression that a child makes within the session, or the progression they need to make, provides a better picture of how to structure sessions in order to challenge and support individual player development. By understanding and knowing your players on an individual basis, you get to know their capabilities and will be able to effectively challenge and therefore develop them within your practice.


Don’t be afraid to take risks Your session plan acts as a blueprint for your session, but once you start the practice circumstances can change and you may have to react and improvise. By stepping out of your own comfort zone and trying new things within your session you will learn about yourself as a coach which will help you advance your sessions to ensure they are effective practices. For example: have two pitches crossing each other so players have to deal with interference or use scenarios for matches such as your team is 2-1 down in the World Cup Final and your best player has gone off injured, ask the players to show you what their strategy would be. Taking risks and trying new things will hopefully encourage your players to feel comfortable enough to do the same.


Man in the mirror Reflection is important when designing practices as our ability to build upon success or to learn from our own mistakes can shape our understanding of what is required to really get the best from the players. Were you able to challenge the players effectively? Was the STEP (space, time, equipment, players) principle utilised to good effect? Did the players enjoy the session?


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