Basic Skills of Football

BASIC SKILLS OF FOOTBALL

Footy is often described as one of the greatest games in the world. Spectacular high marks, long kicking, running and tackling are all features of the game.

How does a new player advance from the uncertain beginner stage to the highly skilled footballer?

Like all training, the process of learning skills is a long-term process. Skilled movements such as kicking, marking and handball only come about through correct teaching and practice.

The coach who understands the factors that affect learning will be able to teach skills to all age groups.

DEVELOPING SKILLS

New players pass through various stages from first learning a skill to mastering it. The length of time this takes will depend on the individual player and the quality of coaching.

Factors to be considered include:

• The ability of the coach to teach or demonstrate the skill.
• The skills must flow from simple to complex.
• Some players will learn at a faster rate.

Phases of Skill Learning

In general, footballers pass through 3 stages of skill learning.

1. Early Stage
Where large numbers of errors occur as the player attempts to perform the skill. The learner at this stage relies heavily on demonstrations and verbal instruction from the coach.

2. Intermediate Stage
Where the player has achieved a basic level of competence and can start to perform the skill at a faster rate and practise it in an appropriately structured competitive situation.

3. Advanced Stage
Where the skill becomes automatic with the player performing the skill under pressure. The player can then work on advanced skills and team plays.

INDIVIDUAL SKILLS

Skill can be categorised as an individual skill or team skill.

Once the player has learnt the basic individual skills they should be further developed into game-like situations at training. The player is then required to make decisions about what to do with the ball, when to do it and how to execute the skill under pressure.

However it is vital that the basic skills of the game are taught correctly. The effective coach must break the skill down into simple manageable segments before progressing to more advanced skills.

The Skills of Australian Football

Individual skills in Australian Foootball can be classified under 3 general headings:

• Disposal Skills – Kicking, Marking
• Possession Skills – Marking, Bouncing, Picking Up, Evasion (Baulk, Side Step, Spin)
• Checking Skills – Tackling, Bumping, Shepherding, Smothering, Spoiling

TEACHING FOOTBALL SKILLS

A great deal of training and coaching is based on the misguided notion that practice makes perfect. This is not necessarily true. Practice makes permanent and this applies equally to both good and bad practice.

In preparing a training program an effective coach should be able to:

• Know how to introduce a skill;
• Know the key points to emphasise;
• Recognise skill errors; and
• Know how to rectify skill faults.

S for SHOW
Name the skill
Demonstrate the whole skill
Give your teaching points
(no more than 3 points)
Ask if there are any questions

P for PRACTISE
Demonstrate the skill once again
Send the players out to practise immediately

I for INSTRUCT
Use only small groups
Stand back and observe each performer
Offer Advice
Keep repeating the key points about the skill

R for REWARD
Praise players for good efforts

1. How to introduce a skill

To become a better and more efficient coach, some of your training sessions must be devoted to skill teaching. A simple formula for a coach to follow when teaching a new skill is the S.P.I.R. method.

After some practice the coach will find this procedure becomes second nature. It is efficient and follows the major principles of learning.

2. Know the key points to emphasise

To create an effective learning situation the coach must take into account the following points:

• Minimise the number of teaching points. Don’t confuse the player with a long list of instructions – keep it simple. Likewise, when teaching an advanced skill e.g. kicking for goal on the run, break the skill down into simple manageable stages.
  Ensure the skill is being performed correctly. During a training session a coach should spend time observing and analysing various aspects of the session. Not only should the coach observe the general performance of the team, they must also analyse the specific performance of individual players within the group. The coach must also possess a good understanding of the skills of the game.
  • Finally, the ability to organise and observe counts for very little if the coach lacks the ability to communicate. In teaching skills a coach can communicate:

  – by showing or demonstrating and
  – by speaking

  3. Recognising skill errors

  The most important part of skill teaching is to determine whether correction is necessary. The preferred procedure in identifying skill error is as follows:

  • Watch the player carefully to identify what the problem is.
  • Break down the basic technique of what is actually wrong – for example eyes, hands, feet, follow through.
  • Work out what is required to overcome the problem.
  • Take the player aside – be positive and gain his confidence.
  • Demonstrate the correct technique.
  • Have the player practise, practise and practise.

  Repetition is the key to learning.

  4. Rectifying skill faults

  There are techniques which coaches should use to remedy problems in the performance of a skill:

  • Rebuild the skill – if the performance of the skill in no way resembles the desired outcome
  • Repair the skill – when the performance of the skill only partially deviates from the desired outcome

  FIXING ERRORS

  Skill errors do occur. Many players are taught skills incorrectly and subsequently perform them poorly under match conditions. Individualised coaching can rectify many of these problems. Some common skill errors and suggested remedies follow. In all instances it is preferable to break the skill down into its simplest form to ensure the skill can be performed at the basic level.

  Kicking – Ball Guidance

  Problem: Using two hands to slam the ball onto the kicking foot.
  Remedy: Using the one-handed technique – the ball is held in the palm and fingers of one hand underneath its bottom end. The other hand is placed behind the player’s back.

  Problem: Using both hands to guide the ball onto the kicking foot.
  Remedy:
  1. Walk 2-3 steps, drop ball onto a mark on the ground.
  2. Repeat, bringing kicking foot through.
  3. Repeat with one finger of opposite hand on the side of the ball.
  4. With one hand behind the player’s back, use the one hand drop.
  5. Hold the ball with two hands, walk through the kick, guide the ball down with one hand.

  Kicking – Goal Kicking

  Problem: Inconsistency.
  Remedy:
  1. Focus on a target behind the goals.
  2. Begin a short distance from the goals (about 5 metres) and increase as the kick improves.
  3. At all times, player’s optimum power should be used. (Optimum power is the power at which player kicks comfortably).

  Marking – Overhead Marking

  Problem: Incorrect positioning of fingers and thumbs.
  Remedy:
  1. Pretend to mark without the ball (stress fingers spread and correct position of thumbs behind the ball).
  2. Player grabs ball from coach’s hand held above player’s head.
  3. Throw ball from hand to hand.
  4. Throw in air and catch.
  5. Increase frequency of catches and introduce opposition.
  6. Run, jump and mark. Adjust your hands as the ball approaches.

  Handball

  Problem: Repetition – Repeated handball can cause pain to the hands.
  Remedy:
  Both hands can be used to minimise the pain of hitting the ball. Use the platform hand to help propel the ball. Develop movement with the platform hand before the ball is hit.

  Problem: Throwing the ball in the air / Dropping platform hand before hitting the ball
  Remedy:
  ‘Catch the Fist’. Player grabs punching fist with platform hand after punching the ball.

  Bouncing – Ball Guidance

  Problem: Ball not returning.
  Remedy:
  1. Show player what part of the ball must hit the ground.
  2. Player holds hands in correct position to bounces.
  3. Bounce in stationary position – begin down on one knee to minimise distance. Progress to walking.
  4. Introduce a relay race to make it fun and competitive.

  Tackling

  Problem: Bad tackling can give away free kicks.
  Remedy:
  1. Begin with the opponent stationary and the tackler walking in.
  2. Have the tackler jogging in.
  3. Extend this further to both the tackler and the opponent moving.

  Smothering

  Problem: Ineffective smothering through incorrect technique.
  Remedy:
  1. The hands are brought from hip level, close together.
  2. The arms and the hands are extended at about 45 degrees over the kicking boot.
  3. The person smothering must keep their eyes on the ball at all times.

  Spoiling

  Problem: Infringing while attempting to spoil.
  Remedy:
  1. Practise spoiling without infringing on opponent.
  2. Have players calling for ball from the spoil.
  3. Direct the spoil to these players.

  Bump

  Problem: Bumping incorrectly giving away a free kick.
  Remedy:
  1. Lean towards the opponent pushing hard from the foot.
  2. The arm is bent with the elbow tucked into the side.
  3. Make contact with the shoulder and upper arm – preferably when an opponent is settled on one foot, i.e. so that they are easier to unbalance.
  4. The bumping player should keep their feet on the ground at all times. Only bump when an opponent does not have the ball. If they do not have the ball, apply a tackle.

  SUMMARY

  • understand the process of skill learning
  • know the basic concepts in teaching a skill
  • be able to identify and rectify skill problems in players