| When a new skill is learned there are three stages of | | | | players on how well they are performing the |
| the development, the mental, practice and automatic | | | | technique. |
| stage. | | | | For example, when under 6's practice dribbling just |
| Throughout these three stages your input into the | | | | keeping the ball close is a major battle, any |
| learning cycle will differ according to the phase the | | | | adjustments they make can often lead to the ball |
| player is in. | | | | being toe poked away even further! |
| The Mental Stage | | | | But as the young players see the ball moving away |
| When a player first learns a new skill their key goal is | | | | from them, and make small jumpy movements to |
| to understand what to do to perform the technique | | | | keep the ball under control, all of the feedback signals |
| correctly. They draw upon all of their awareness to | | | | will be computing and assisting in their development. |
| search for information to map the correct technique. | | | | Coaching in the Practice Stage |
| It's more about internalizing "mentally" the physical | | | | Observation, accurate feedback, encouragement and |
| technique of what's to be done. The mental map is | | | | praise are all key skills during this phase. |
| made from previous activities, similar actions and | | | | Very young players will need more feedback |
| looks, visual input as the player attempts to make | | | | whereas youth players should be able to self analyse |
| neural connections so that their physical body can | | | | their performance; some well structured questions |
| perform. | | | | can also assist. |
| Coaching during the Mental Stage | | | | The Automatic Stage |
| Patience is the key. Some players will make the | | | | As practice continues so the players become far |
| connections a lot quicker and will be able to perform | | | | more proficient at the technique; this then frees up |
| the technique sooner than others. | | | | some mental capacity to take the learning even |
| Only key information should be given to the players | | | | further. |
| at this stage as there is a tendency for player to | | | | This is why some techniques lend themselves to a |
| become overwhelmed with information if they are | | | | chaining type coaching method, or when using a |
| given too much instruction. | | | | functional phase practice and build it through to |
| Visual indicators are very important during this | | | | extended play. |
| development phase, which is why we encourage you | | | | Players in the automatic stage know when they have |
| to demonstrate new techniques and skills. | | | | made mistakes and also have the knowledge |
| The Practice Stage | | | | internally on how to put things right without much |
| The next phase of mastering a technique is to have | | | | input from the coach. |
| a go. | | | | However, complacency can creep in, so to can |
| There is some overlap with the mental stage here as | | | | over-analyzing a technique which can be harmful to |
| the players will be having a go at the technique, but | | | | performance. |
| they will still be making mental connections as the | | | | Coaching in the Automatic Stage |
| neural paths start to give information too. | | | | Rather than coaching specifics, the coaches duty |
| Refinement is the key here and so the more | | | | now shifts to present more challenging situations to |
| opportunities that the players have to execute the | | | | practice the technique and develop it into a full |
| skill the better. | | | | functioning skill. |
| As players practice the errors they make should | | | | Refinement is the key to develop truly magnificent |
| start to reduce over time as the sensory, visual and | | | | players. |
| touch functions will start to give feedback to the | | | | |