Programme Curriculum:
NZ Football has identified four phases for players learning the game:
- The discovery phase, ages 2-8,
- The skill acquisition phase, ages 9-12,
- The game training phase, ages 13-19,
- The performance phase, ages 20+,
The TDP sits within the game training phase, which is designed to enable players to learn how to use the core skills they developed in the skill acquisition phase, and play the game within the structure of 11 v 11. This will help to prepare them for the performance phase when they reach senior football.
The curriculum focuses on the four ‘main moments’ in the game: attacking, transitioning to defend, defending and transitioning to attack. Players develop an understanding of the key principles, team tasks and player tasks within all four main moments, as well as consistently improving the core skills within the team setting.
To develop confident and creative players, as well as create an attacking and effective style of football, the greater emphasis is put on the attacking main moment. The transition moments are incorporated in attacking and defending sessions so the players can understand the link between the main moments. Although defending is not prioritised in the ‘Game Training’ phase, it is still covered in detail.
Programme methodology:
Whilst we focus on development, we will provide the most appropriate competitive game-day experience for players. The focus at all our training sessions is to create a positive learning environment. This takes away players’ fears of making a mistake, and instead invites proactivity and willingness to try new skills. Our training sessions are player-centred, where questions are welcomed and opinions respected. The training is based around four main areas of player development: technical, tactical, physical and mental. The areas of development are prioritised according to players’ development stages, e.g. technical aspects are prioritised over tactical in the early stages of development. The sessions are also designed to simulate what players will face in the game. They are challenging with clear player and team tasks incorporated, as well as having a degree of opposition to overcome in order to achieve set tasks.
The coaching philosophy is to give a player in possession of the ball, responsibility to decide based on what he/she sees rather than what he/ she hears. This philosophy encourages continuous work on vision and awareness, gives players freedom to decide without instructions, and enhances cognitive learning. Our coaches pay great attention to details and do not move on from one technical aspect to another until a high level of competence is achieved.
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