In all grades of footy, but especially youth and junior levels of football, building competitiveness and aggressiveness can be extremley hard, not that everyone HAS to have both of these qualities at those young ages but if they can start told develop them then my personal opinion is that they will be more likely to...
Category: Training/Coaching Articles
GAME INTELLIGENCE – DAN ABRAHAMS
All sports contain 4 co-actives being psychological, physical, technical and tactical and they are all entwined where the decision you make to solve a particular problem via 1 specific co-active, is dependant on where the other 3 are at at that point in time, and this is an ever changing landscape throughout 4 quarters of...
PLAYER CONFIDENCE – DAN ABRAHAMS
Noone celebrates goals like one of my favourite Swannies Tom Papley and although it looks like showboating, if you were to dive a bit deeper, it’s about generating enthusiasm and celebrating small wins, both which help build great confidence within a game and throughout the entire team. And as you can see in the image...
PSYCHOLOGY OF THE PLAYER – DAN ABRAHAMS
If you’ve read anything on Dusty Martin than you’ll be well aware that he has done a tonne of work on his psychology and truly thinks of this work as going a long way to jumping up from very good player to one of the best ever. Psychology is hard to measure in a lot...
PSYCHOLOGY OF COACHING – DAN ABRAHAMS
Earlier this year I did a 3 part post of Dan Abrahams tweets (give him a follow!) and I’ll go again with plenty more here. Each day I scroll through my socials then copy a bunch of content that I want to read and paste it in my files and then go back and read...
HOW DO MELBOURNE DO IT?
2 weekends ago after Melbourne easily dispatched of the Western Bulldogs, Christian Petraka was very honest in what they wanted to do in a post game interview with Channel 7: The biggest points I noted were: 1 – “…we wanted to trust the tackler in 1v2’s” meaning let’s not have other players rush in to...
CONTRAST LEARNING 5/5
Simpler activities/games can serve to necessarily decrease the complexity/difficulty to enlighten situations/problems and guide decisions. Grouping players ensures you can meet most them where they are within training activities. The decision of how you teach the game lies in putting your team in place to win the next game v developing smart players over the...
CONTRAST LEARNING 4/5
Players will respond differently to the conditions of play based on the complexity/difficulty and player competency. This higher degree of required cognitive activity can delay execution/impulses to play so a balanced proposition of new content will help players perform without suffering delays for extended period of time whilst learning. The reinvestment theory suggests that relatively...
CONTRAST LEARNING 3/5
Those who have played a lot of “street ball” in tight spaces won’t have the tactical knowledge to receive passes outside of those tight area’s although they will excel at keeping the ball for themselves in those tight spaces. So they’ll succeed for themselves but not the team and they need to break the habit...
CONTRAST LEARNING PART 2/5
The development of shared/complementary knowledge (mental models) allows team members to do the right thing (know-what) at the right time (know-when) and for the right reason (know-why). Which of these do cone to cone drills focus on ya reckon? Game situations differ all the time and decision making in context of play is highly constrained...