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Scottish Qualifications Authority 1 Exemplification Advanced Higher Physical Education: Football: Project Report

Advanced Higher Physical Education

Project Report

‘Can a development programme in Decision Making for a Goalkeeper in Football bring about an improvement

in overall performance?’


Project Report ‘Can a development programme in Decision Making for a Goalkeeper in Football bring about an improvement in overall performance?’ This project will concentrate on the importance of decision making for a Goalkeeper in football and whether a development programme devised to improve decision making will ensure an improvement in overall performance. I believe that decision making is closely linked to performance and this project will explore this aspect in detail. Goalkeeper is the position that I play and decision making is the area which I consider most significant in marking the fundamental difference in performance between the top professionals and the recreational players. I believe that if I am able to improve my decision making then my overall performance will improve and I will be able to make a much more valuable contribution to the whole team.


Contents Page(s) Rationale 4 - 5 Project Proposal 6 - 9 Research 10 -12 Interpretation and Discussion 13 - 16 Application to Personal Development 17 - 18 Evaluation 19 - 20 Bibliography 21 Appendices Appendix 1 - SFA Football Development Department

Curriculum Pie’ for Goalkeeper practices

Appendix 2(a) - The Decision Web Appendix 2(b) - The Decision Web Chart Appendix 3 (a) - Observation Schedule for assessment of a Goalkeepers’ performance in Football Appendix 3(a)(cont) - Results of Coaches Observation Schedules Appendix 3(b) - Post Match Questionnaire for Coaches Appendix 3(b)(cont) - Results of Post Match Questionnaires for Coaches Appendix 4 - Results of Reaction and Anticipation Tests Appendices 5(a) & (b) - Descriptions of Training Drills Appendix 5(c) - Monitoring results of Training/ Development programme


RATIONALE "Football is a team game until the goalkeeper makes a mistake and then it becomes an individual sport." .....................John Keeley (Ex-professional goalkeeper Oldham and Brighton & Hove Albion) This quote from an ex-professional footballer perhaps sums up the unique role and the importance of the goalkeeper within the team game of football. A clear understanding of the basics of goalkeeping within football assists me in putting into context the features which characterise a quality performance by a Goalkeeper. The area which I will concentrate on is that of decision making as it is the area which I consider most significant in marking the fundamental difference between the top professionals and the recreational players. It is these decision making qualities which I wish to improve upon. The truly great Goalkeepers possess exceptional talents. They invariably have extraordinary physical strength combined with a high level of physical fitness, flexibility, mobility and incredible bravery. They possess highly technical skills unique to the position and a perceptual quickness and speed of reaction which can turn a game to the team’s advantage. Their decision making is of the highest level. They have an ability to read the game to an extent that they see a situation an instant before it actually takes shape and they initiate a response before the ball has been delivered. This accurate perceptual anticipation of events means that even in a highly pressured environment the most difficult of tasks are carried out apparently effortlessly. For example a through pass beats the defence. A speedy winger is running onto the ball and a shot is imminent. Then, apparently out of nowhere, the goalkeeper courageously slides through and intercepts the ball just as the winger is reaching it. Their response not only instils confidence within their team and prevents the opposition from scoring but in an instant can turn the last line of defence into the first line of attack with devastating effect. A skilled goalkeeper is able to deal with a number of factors in a given situation and dominate the penalty box. They have an ability to assimilate all that is going on and in a split second to make a correct decision and respond which I feel is the greatest difference between the professional and the recreational player. The performance of the goalkeeper has an influence on the whole team with a sound performance instilling confidence in the rest of the team. Poor decision making by a goalkeeper can have a disproportionate impact on the team performance with an error often leading to a goal being scored by the opposition. I play as a goalkeeper for both my school football team and the regional representative team, a role which I believe is crucial for the success of the whole team. I believe that I have many of the physical attributes necessary for the position. I have the basics of height and good handling ability and also a good level of fitness; strength; mobility and agility.


I know that my performance in a match is closely linked to decision making. It is important that I am entirely focused on the whole match, that I am able to read the game, identify the strengths and weaknesses of the opposition and my own defence and remain calm and confident throughout the match. I am aware that I must be able to process all information and respond correctly to the various stimuli whilst being able to control my emotions. I am being constantly asked to make split second decisions and it is this area that my study will focus on. Having played as goalkeeper for a number of years I have always been dedicated towards training, however, the coaching I received was limited. It was rightly concentrated on the sound basics of shape, mobility, catching, positioning and distribution. Training sessions invariably reverted back to simple shooting practice for outfield players and as a consequence my shot stopping was always tested. Through this my shot stopping has become one of my great strengths clearly illustrating that training can positively impact on performance. As my skills have developed I have realised that there is much more to the role of goalkeeper. The ability to ‘read the game’; to identify the cues that exist as a situation develops and to process all the information that is available and to react correctly in a given situation was an area which was alien to me. I obviously did ‘read the game’ to some extent, however, I was not aware of the importance of doing so and my training was not designed to improve this aspect. I became aware that some of the apparent ‘weaknesses’ in my game were closely linked to decision making. This motivated me to explore the whole area with a view to understanding the processes involved. In order that I may emulate the actions of the top professionals I wish to develop a deeper understanding of the whole decision making process; to examine the internal and external influences which impact upon making correct decisions in the match situation and to gain a greater insight into the ability to properly read the game. In order to achieve improvement in performance this insight will be the basis for relevant training programmes which will concentrate on improving my decision making and be directly aimed at eradicating errors in my game.


PROJECT PROPOSAL Given the importance of the goalkeeper position I want to improve my decision making ability to an extent where it improves my performance and the overall performance of the team. This study will assist me to achieve this goal through the following key concepts: Skills and Techniques – Key Concept 1 The concept of skill and skilled performance with the emphasis on

- An understanding of how skill(s) are learned/performed through the information processing model including:

• Input information • Selecting information • Making decisions • Output action • Receiving feedback about performance • Using received information as new input information.

And Structures, Strategies and Composition – Key Concept 2 & 3

• identifying strengths and weaknesses The concept of information processing, problem-solving and decision making when working to develop and improve performance with emphasis on

- The importance during performance of continually: • being perceptive • being creative • making effective decisions under pressure • exercising effective solutions.

“Some people think football is a matter of life and death. It is much more important than that”. Bill Shankly This famous quote from the legendary Bill Shankly perhaps sums up the attitude for many people towards football. It clearly illustrates the passion that he had for the game and his devotion to be the best. It is an attitude which I share. Football is my passion and as I strive to be a top performer my targets and goals linked to my training will be demanding although they will also be realistic and achievable.


This game of football which has captured my heart is widely considered to be the most popular sport in the world. It is a highly competitive team game which crosses all boundaries and exists at all levels from the street ‘kick about’ to the Professional game which is played in every continent and in the vast majority of countries in the world. One of the great attractions of the game is that there are opportunities for everyone to be involved in football, regardless of ability, race, religion or background. The players have a variety of individual skills and strengths which can be unique to the position that they play. The whole essence of the game is to score goals against the opposition with the team that has scored more goals at the conclusion of the game being the winner. It therefore follows that preventing the opposition from scoring is equally important. The goalkeeper is the most specialised position in football and it is the position that I play and the one I will be focusing on. The goalkeeper’s job is mainly defensive: to guard the team's goal from being breached. Throughout the duration of a game, goalkeepers are only as good as their defence. A mediocre goalkeeper can look brilliant when his team-mates raise their game and vice versa. It is very much a last line of defence and the emphasis should always be on preventing the opposing team from having the opportunity to attempt a shot at goal. The ex manager and now football pundit, George Graham, sums it up – “The goalkeeper is the jewel in the crown and getting at him should be almost impossible. It's the biggest sin in football to make him do any work”. This overview of the game of football enables me to gain a greater perspective of the various roles and the unique position of the goalkeeper. However, a fuller insight into the role of the goalkeeper and the demands placed on the role are essential to put into context my understanding of what is required in a skilled performance. When football is played at its lowest level, the kick-about, the person selected to play in goals is often the person who is assessed as not having sufficient skill to play outfield or indeed the person who does not have the fitness levels for outfield play. In many instances the goalkeeper is thus the unskilled, overweight person who lacks self belief and confidence and for many this has become the misplaced perception of the requirements for a goalkeeper. Nothing could be further from the truth. The goalkeeper occupies arguably the most important, most technically demanding and often the most rewarding position on the football pitch. With little margin for error, the quality goalkeepers are those that can maintain high standards of performance for the full ninety minutes of every match in the season. Such high levels of performance and consistency can only be achieved by a technically sound, tactically aware, mentally tough, physically fit and athletic goalkeeper. The ex-professional footballer and writer Eamonn Dunphy in describing the attributes of a goalkeeper hits the mark- “Somewhere in there the grace of a ballet dancer joins with the strength of an SAS squaddie, the dignity of an ancient kind and the nerve of a bomb disposal officer”.


These physical and mental demands of a goalkeeper will be the basis for my research as my project develops. Many ‘experts’ in the field view the successful goalkeeper as having a ‘natural ability’ while others see him as a result of coaching. Having attended goalkeeper coaching courses and actively coached young goalkeepers this is a view that I have some affinity with. Whatever the case, most now recognise that the position of goalkeeper is of the utmost importance to the team. In describing the role of the goalkeeper the manager Brian Clough said that- “A good goalkeeper is as important to a great team as a good striker”. It is now widely accepted that the physical demands of a goalkeeper include mobility and quickness, flexibility and agility, quick reaction speed with a high level of physical fitness, strength and stamina. To some this may seem strange as a goalkeeper can be relatively inactive for long periods during a match. However, when called upon they must be capable of instantly acting at the highest level. In essence the physical demands of the goalkeeper are for repeated short, explosive movements performed in combination with highly technical skills. For example, accelerating out of goal to gather or clear a dangerous through ball; stepping sideways across goal and exploding into a dive to pluck the ball out of the air or recovering backwards at high speed to turn a shot over the bar. These high levels of explosive speed and agility must be built on a solid foundation of strength & stability, flexibility & mobility and explosive power. For the goalkeeper to be successful he must be able to dominate and to cover all areas of the goal, with the endurance capacity to repeatedly perform these movements at the highest level throughout a match. The mental demands of goalkeeping are also very important; the successful goalkeeper requires high levels of concentration, confidence, tactical awareness and mental toughness. He has to be able to read and react to the play in front of him, making fast, accurate decisions, organising the defence and coping with mistakes and the pressures of goalkeeping. Mistakes made by a Goalkeeper usually have consequences for the whole team and are not readily forgotten. “Fighting Terrorism is like being a Goalkeeper. You can make a hundred brilliant saves but the only shot that people remember is the one that gets past you” - Professor Paul Wilkinson The successful goalkeeper relies heavily on sound decision making. It is my experience that my own performance is also closely linked to decision making which essentially relies on me being entirely focussed and maintaining calm and confident throughout the game. The decisions I make are influenced by several factors such as my ability to accurately process information from various stimuli; my confidence; my ability to ‘read the game’; the skill level of my opponents; my response to intrinsic and external pressures and most importantly the effectiveness of my defence.


I work hard during every game however I am conscious that my decision making is not always of the high standard it should and could be. I am aware that, while I concentrate on what is happening in a game, I do not always correctly anticipate the unfolding play with the result that my positioning is sometimes not what it should be. Similarly, when dealing with corner kicks or free kicks when I have time to actually think about the situation my chosen response is not always the correct one. I think this is linked in some way to the sense of responsibility or indeed failure that I experience. This is in direct contrast to my ability to deal with evolving play and a final cross ball which I invariably deal with correctly and effectively. This may in some part be due to the pressures I feel when I have time to think about the situation whereas when I have to react instinctively I do respond both calmly and appropriately. It is this whole area of decision making, defined in the encyclopaedia as ‘the process of making a selective intellectual judgment when presented with several complex alternatives consisting of several variables, and usually defining a course of action or an idea’ that will be the basis for my research and investigation and which I hope will, in turn, enable me to improve my overall performance as a goalkeeper.


RESEARCH I relied a great deal on my research to design a decision making training programme. As discussed earlier in my project proposal, quality decision making is a major factor for a quality goalkeeper. While it is not the only issue it is the factor which marks the difference between the recreational player and the professional. The Scottish Football Association (SFA) has prepared a ‘curriculum pie’ which describes the type of practice a goalkeeper has to complete and also the amount of practice relevant to each aspect. A number of these are closely related to decision making, underlining the importance of this for a goalkeeper in football. (See APPENDIX ‘1’). If I am to improve my performance as a goalkeeper then it is vital that I improve my decision making in certain scenarios. There are specific criteria which are key in decision making. I found the work of Dave Collins, Head of United Kingdom Athletics to be particularly helpful in clarifying these criteria and how the concept of decision making relates to the competitive situation. He prepared a ‘decision web’ and a diagram which I found helpful. (See APPENDIX 2(a) and APPENDIX 2(b)). This ‘Decision Web’ set the tone towards my decision making analysis and training programme, as I was aware that I would have to improve these parts of the decision making process to become the quality performer I know I can be! During my further research I found that there has been relatively little work undertaken into decision making in sport due to difficulties with the mechanics of producing valid and reliable tests of decision making. I found that subjective assessment by coaches has been the favoured method for a number of researchers and, for me this formed the basis of an appropriate method of monitoring my decision making in goalkeeping. In order that the process may be controlled as much as possible I developed guidelines for an observation schedule for the coaches with specific criteria which are entirely relevant to decision making performance for the role of goalkeeper. (See APPENDIX 3(a)). The table is based on the ‘Guidelines for testing decision making performance in soccer’ from McMorris 1986. I also prepared a ‘Post Match Questionnaire’ for completion by my coaches and used more than one coach to monitor my performance and to provide me with more reliable results. (See APPENDIX 3(b)). Coaches were asked to note the number of times during the match that the descriptions in the guidelines mirrored my actions and were separately asked to complete the questionnaire where they could include their own subjective comments. This gave me a clear insight as to what was expected from me, from someone that has had experience in the game. The comments from my coach included my strengths and weaknesses and along with my results helped me select an appropriate training schedule with the emphasis on improving the accuracy of my decisions and my speed of response. Additionally I decided to use the most reliable monitoring system and to video my performance. I arranged for a camera to record my every move. This gave me very valid and reliable feedback and an insight into my decision making and how it affected the team as a whole. Finally I completed a reaction time test and a test of my level of anticipation as during my research I confirmed that both are closely linked to decision making. I researched this area and found a number of different tests of reaction time through the internet.


I settled on a test through the website www.topendsports.com, in which it was a very simple measurement of a response – pressing a button – to a changing visual event. I also found a simple anticipation test which involved standing in front of a wall and throwing a tennis ball against the wall with the right hand and catching in the left hand and then throwing with the left hand and catching with the right. This was repeated as fast as possible for a period of one minute and the number of completed catches and the number of failures recorded. (See APPENDIX (4)). I set about to gain a greater understanding of the processes involved in decision making during skilled performance and the other factors which impact on accurate decision making and on overall performance such as skill; ability; perception; reaction time; anticipation and arousal. I found the research gave me a greater understanding of decision making and that it assisted me to create a suitable training programme tailored specifically to my needs. Monitoring my performance and my progress during my training schedule made my findings more reliable. I found the research to be very helpful especially the work of Barbara Knapp who described decision making quite simply as ‘knowing which technique to use in a given situation’ (Barbara Knapp 1963). Also the fact that experience in the game can have a major advantage in terms of decision making, ‘we use perception and past experience to determine what action to take in any given situation’ (McMorris 1986). McMorris also concluded that experienced players have generally been shown to be faster in their decision making than inexperienced players. I have read much about information processing theories concerning decision making. A major part of the decision making process involves reaction time which is described by Oxendine (1968) as ‘the time that elapses from the sudden onset of a stimulus to the beginning of an overt response’. Once the overt response is commenced then the motor aspects of the performance are carried out. Also the work of Hick (1952) and Hyman (1953) whose individual research had the same conclusions and the resultant Hick-Hyman Law which states that ’as the number of possible stimulus-response couplings are increased so reaction time increases’. Also Yerkes and Dodson (1908) established that moderate arousal produces the fastest reaction times. This taught me that your arousal state and the stimulus-response are very important in information processing. More recent research including that by Easterbrook has looked closer at specific aspects linking arousal and performance. Easterbrook found that ‘at low levels of arousal attention is focused on relevant and irrelevant information; at moderate level of arousal, attention is on relevant cues only and at high levels of arousal, attention narrows to focus on relevant cues but not all of them’. This all shows me that decision making is complex and that you process the information; carry out an action and then have an end product. I also found that your level of experience has a great emphasis on your information processing ability, ‘the less experienced athletes fixate long on more aspects of environmental information, irrespective of the circumstances’ (Williams and David). From my research it was apparent that the experience in these types of situations (processing information in short space of time) is very important and also that experience for a goalkeeper is extremely important.


I learnt that there is unique pressure on goalkeepers which can heavily affect their decision making. I found that being a goalkeeper you feel the greatest amount of pressure. ‘Goal keeping is definitely the most mentally demanding position in all of sports. The burden on the man between the posts is great. He has the power to determine between the winners and the losers. Thus, the pressure is immense’ Keith MacLean, Mental Training Coach for Athletes Research has given me an insight into many aspects of goalkeeping which I had not previously been aware off. While I have specifically focussed my attention on decision making I have also covered all other areas and the exercise has been very beneficial in improving my depth of knowledge and in giving me a greater understanding of all the requirements for a successful goalkeeper. I found some difficulties in the particular area of researching decision making, partly due to the lack of previous research in this specific area and partly due to the differing views held by the many theorists and scientists. It was however evident that all were in agreement that decision making was of huge importance in ensuring a quality performance. I also found that my research confirmed that decision making is of great importance for a goalkeeper. The reading of the game; identifying and reading the signals and cues involved; an awareness of the strengths and weaknesses of both team-mates and opposition and the ability to absorb all these stimuli and to respond both quickly and correctly are of the utmost importance for a goalkeeper. I learned that there is agreement that the level of arousal has a direct impact on the decision making process and that controlling emotions in a match situation does much to improve the effectiveness of my performance. The test for me was to improve my decision making and in order to do so to create an appropriate development programme. I relied heavily on the results of the monitoring of my performance in the two initial matches and the post match questionnaires prepared by the coach to identify the areas that required the greatest attention. I decided early on that my programme must reflect the match situation whenever possible and this figured highly in order that I may accurately assess any improvement in my overall performance. My training was designed to recreate pressure match situations and ideally was practiced with team-mates so that I was able to achieve the maximum benefits from the training. Following the conclusion of the training programme the most challenging part of my research was to properly evaluate improvements in my decision making and to link that improvement back to my research and training schedule. I used the same tests at the end of my training schedule to ensure validity and to compare and contrast against my initial findings and to make a judgement on the extent of my improvement in terms of decision making as a goalkeeper in a match situation. Once this had been achieved the impact on my personal performance would be the measure as to whether or not a development programme for decision making for a goalkeeper in football can bring about an improvement in overall performance.


INTERPRETATION AND DISCUSSION My focus is on my decision making within the match situation, decision making was brought to my attention in the first questionnaire my coach completed (See APPENDIX 3(b)(cont)), the Team B game. It showed areas of poor decision making and was critical in one case, this gave me the incentive to improve this area as also my own intrinsic feelings after that game was frustration and a willingness to improve. In order to make an initial assessment of my performance my coach used the Observation Schedule contained in APPENDIX 3(a) to complete two match observations (See APPENDIX 3(a)(cont)). The results were interesting in that they were subjective assessments although they were controlled to a great extent by the schedule. While there were some variations in the numbers, the overall findings when charted showed a pleasing similarity. They showed that the majority of my decision making within the match situation was good and that the coaches were in agreement with this. However there were mistakes made in both matches which were considered to be the result of poor decision making on my part. Given the importance of the goalkeeper position poor decision making, even the low incidence highlighted, can have a disproportionate impact on the team performance and it was evident that it was an area that I must address. I also had my coach complete two initial Post-Match Questionnaires for competitive matches (See APPENDIX 3(b)&3(b)(cont)). The questionnaires from my coach confirmed that I had particular strengths in shot stopping and the ability to deal with ‘one on one’ attacks. However they also identified areas of weakness which were my ability to deal properly with the aerial ball from cross balls and corners and my ability to read the play correctly and to take prompt and correct action. From my research I was aware that this latter weakness was closely associated with information processing. I also had my performance video recorded and it highlighted all the scenarios within the game. The video concentrated on my performance and positioning and assisted with diagnosing my response to specific situations. The panning of the video proved very effective at identifying the initial stages of an attack and my response to it. Examination of the video confirmed that some cross balls were effectively dealt with some were not. Those that were not were invariably as a result of a crowded penalty area and either an apparent reluctance for me to attack the ball or a delay in making my move towards the ball making a clean catch or punch difficult possibly through taking a wrong initial position. The video also showed that in the cross ball situation I relied upon my height and reach to get to the ball and did not give myself a better opportunity to reach the ball through jumping and thereafter using my physical attributes. The video also confirmed that my information processing of the opposition attacking was not always what it should be. On one occasion my delay in moving towards an attacking player allowed him to compose himself and score a goal. I appeared indecisive and when I did make the decision it was too late leaving me in a very vulnerable position. Further discussion with my coaches on these points highlighted a need to develop my jumping ability and my upper body strength. It was agreed that both would assist me to deal with the aerial ball in a competitive situation and with the added confidence I would gain through such development my decision making would improve. In addition it was agreed that I should embark on a suitable training programme devised to simulate the game situation with regards to a variety of attacks and cross balls.


This should allow me to improve my information processing of the attack situation and improve my ability to deal with the cross ball. In order to expand on the results which came from the match observation schedules I completed basic reaction time and anticipation tests. I considered these tests to be both valid and relevant as these aspects are closely linked to decision making. (The outcomes of all the tests are shown at APPENDIX 4). The reaction test showed that my reactions lie within the top 17% of those tested and are significantly above average. The anticipation tests resulted in no failure to catch the ball in the four tests completed and an improvement in the number of completed catches in each of the four tests. The tests showed that my perceptual anticipation ability is sound. Since both anticipation and reaction time play a major role in helping us to respond to situations the results showed that I possessed the basic qualities for sound decision making. Most coaches and experts would expect another test on reaction time and anticipation but I considered it was unnecessary as the tests were only relevant in establishing whether or not I possessed the basic qualities for sound decision making. My training programme lasted 10 weeks and consisted of small games and conditioned games, also drills specific to cross balls, all devised to enhance my decision making. I also trained out with the programme using a variety of exercises to build on my overall physical fitness and some more specialised exercises to improve areas which I considered required additional work, like exercises to improve my ‘spring’ from a standing position. Finally I completed weekly training sessions with the first team of a professional football team which built on my programme and allowed me to test my improvements at the highest level. My training drills were designed as a direct result of my research and the responses from the questionnaires which highlighted specific areas for improvement. The drills consisted of a variety of conditioned games. One of the training drills considered most appropriate to improve specific parts of my game were small length games, 2v2 with a goalkeeper in each goal and outfielders having to score. Once a goal is scored then two new players come in to replace the losing team and the game continues. This drill helped improve my information processing as I had to be fully aware of the player’s positions, movements and particular abilities and select the correct approach to prevent a goal being scored. It also brought particular benefits in my reaction times as it is a fast moving game with lots of participation from the goalkeeper. It improved my ability to turn defence into attack making me react quickly and feed my team the ball to create a goal scoring chance. The drill tested my shot stopping ability as the shots were hit hard and fast from close distance. The drill closely resembled the game situation and, with the speed of the drill and the ever changing opponents made me better able to respond to a wide variety of situations and to adapt my response appropriately. (See APPENDIX 5(a)) Another drill which was developed focused primarily on cross balls. This addressed a specific area of decision making which had been highlighted during my research. The format was a series of conditioned games where the opposition team can only score following a cross ball. This drill improved my decision making on cross balls as it properly simulated game like pressures and had the added advantage in that I practised the skill of collecting a cross ball. (See APPENDIX 5(b))


This drill properly simulated the game like pressures of being in a real match and was repetitive ensuring that practice was becoming experience and gradually helping me gain the confidence and ability to reach the stage where my response was almost ‘automatic’. The often repeated training drills assisted me in gaining more experience in these situations and, following positive feedback from my coach and my team-mates, made me much more confident and better able to control my emotions. It also improved my ability to ‘read’ the play as it developed and to react quicker to the situation. As the training developed the drills also developed in line with the principles of training. The drills becoming more and more complex and being adapted to ensure that I was constantly challenged and that my improvement was continuous. For example, five weeks into my training programme I increased the complexity of the game by changing from 2v2 to 3v3, this gave me more cues to deal with and my scanning of play required to be increased as there were more players in the game. This approach also assisted with my personal motivation. Monitoring throughout my training programme was essential to ensure accurate comparison of results and to validate any improvements or non-improvements. Each week I selected one training session for recording results and used these results for comparison purposes (See APPENDIX 5(c)). This gave me good indications as to whether or not my training programme was successful and specific to my training needs. Once I met my targets on the cross ball drill, I set higher ones. I completed this training programme with the help of my dedication and my willingness to succeed and stuck to my tasks completing everything thrown in my way! Part of my training included monitoring my performance while playing for the school in a competitive situation in both league and cup games. Critical analysis of my performance by both my coach and team mates along with my own self analysis allowed me to adapt my training drills to ensure the training was appropriate. Finally following the conclusion of my specific training/development my coach completed two further match assessments during competitive matches again utilising the Observation Schedule contained in APPENDIX 3(a) to complete two match observations (See APPENDIX 3(a)(cont)). I also had my coach complete two further Post-Match Questionnaires for these competitive matches (See APPENDIX 3(b)&3(b)(cont)). The results appeared to confirm a significant improvement in my overall performance. Following my training/development programme I had all but eradicated the critical weaknesses in my game. Not only was the feedback from my coach and team mates much more positive but I felt a more complete player after addressing decision making. Training sessions have become much more meaningful and rewarding as it is no longer all about the strikers shooting ability and my shot stopping ability. The training has challenged more of my game and addressed problems that I wasn’t aware could be addressed before this project. I now feel myself naturally scanning the play in front of me, my communication has increased, as I feel more organised and, importantly, I no longer feel like a lone player but truly part of a more cemented defensive unit and of the whole team. This personal reflection is to a large extent mirrored by the feedback from my team mates and from my coach (See APPENDIX 3(b)(cont)) Team D game.


My understanding of the whole process of decision making makes me analyse my performance differently. I no longer base performance on whether or not the team has won or whether the opposition had scored a certain number of goals. I am much more aware of my role which sadly I was not before this project, and I find I am much more honest in my self analysis after a game. I examine my performance in detail and no longer make excuses for mistakes. Instead I try and fully understand why a mistake was made and set about working at practice or training with the team to ensure that the chance of it happening again is unlikely. The whole experience has been highly beneficial for me. My improvement in overall performance has brought higher levels of expectations from others and I feel I have responded positively to this and indeed enjoy the situation I now find myself in. I now feel a top player and worthy of being captain of my team!


APPLICATION TO PERSONAL DEVELOPMENT ‘Can a development programme in Decision Making for a Goalkeeper in Football bring about an improvement in overall performance?’ All my research and subsequent training and development were geared towards answering this question. Due to meaningful feedback and personal reflection, I had been given the incentive for the planning of my training programme. With the research I have completed and my improved understanding of decision making I have now become more critical about my own performance and understand that there is always ‘room for improvement’. I am sure this will help me develop into a quality performer. I have gained a good understanding of information processing and how to react to ‘cues’ on the playing field and I now have a clear idea of ‘scanning the play’. This research has encouraged me to learn more about the game. I have enjoyed the research and found new interests in my sport that I never previously appreciated. I view things from a different perspective when watching football, I now appreciate the amount of work and mental fitness it takes to be a top professional and how they are learning every day through their training and their experiences, be they good or bad. I realise the dedication and motivation of the top professionals and I feel I have replicated that to become a quality performer. After ten weeks of dedicated training and research I approach my game in a different manner. I now settle my nerves before a game with some mental preparation. I go over scenarios that are likely to produce the most pressure and that I might have to deal with in the game. These scenarios are of the areas which require the greatest amount of scanning and processing of information. I create a vision of cross balls, free kicks, one-on-ones and other situations and how I will approach them, for example, positioning, communication and application of skill. This five minute mental preparation helps me relieve some pressure and helps me focus. It, importantly, also establishes an appropriate level of arousal. I use the experiences of the training and development programme to build on the mental preparation with a much more meaningful warm up. I use cross ball drills before a game. This gives a great feel of how I am going to approach the game and it tests my level of arousal. I feel more comfortable after doing these drills in the warm up as not only does it warm me up physically it prepares me mentally as well. It gives me great indicator of how the ball will travel in the game that is to follow, for example, the weather can influence the high ball. This and other hazards that are hard to read during a game, gives me a great head start in having knowledge of the potential hazard before the game. This calms my nerves and helps me make the right decision when it matters (during the game). I am very influenced by the work of Barbara Knapp and her famous quote on decision making which I have earlier stated in this project ‘knowing which technique to use in a given situation’ (Barbara Knapp 1963). I can now relate to this quote! When the ball is too wet and hard to catch, I punch, when the ball is dry I try to catch, this is a simple example of my approach on cross balls. My dealing with the cross ball has become much better due to my training drill. The training drill gave me cross balls from different situations: open play cross, corner and set piece. I feel after the ten weeks I can safely say I am comfortable in dealing with all kinds of cross ball scenarios.


The training also helps me manage my emotions, which has carried onto my match performances. I can blank mistakes from my head much easier now, and strive to make up for the loss of a goal or a mistake. This managing of emotions is down to game like pressures of a game I was experiencing through my training drill. During a game I am now aware when to apply a skill and when not to and I now do this without really having to think about it. My in-depth thinking takes place prior to the game during my mental preparation. I use my scanning ability much more effectively; I now scan continuously throughout a game almost like checking your mirror when driving. Again it has become automatic and I have benefited greatly from it. This increased scanning has resulted from the 2v2 drills and 3v3 drills I used in my training programme. Scanning is definitely now routine when playing, it helps me relax and gives me greater awareness when making decisions. The increased scanning I do during a game has helped me communicate with and organise my defence better and helps the team as a whole as I am the player who sees the whole game in front of me. The work from the theorists, Oxendine; Yerkes and Dodson; Hick and Hyman and Easterbrook has taught me the importance of scanning, cues, stimuli response and level of arousal. All these important factors were developed in the 2v2 and 3v3 drills as they were fast moving games with many cues requiring quick responses. In a game I deal with goalmouth scrambles much better and general ‘busyness’ in my penalty area. I do this by reacting to cues, for example, if the player is going to pass to the unmarked player or going to shoot. I am now more able to read the body language of the opposing players and to anticipate the action they are going to take and I am therefore much more able to react. This, like the earlier areas I have described, has developed as a consequence of my training/development programme and was previously nearly non existent in my performance. The work from Williams and David, show me a way of improving without training - experience! I feel that I gained a lot of experience throughout the ten weeks and this has undoubtedly improved me as a player. My extra training with a professional team allowed me to test my ability at the highest level. This was valuable experience and increased my confidence as a player as I did not feel out of my depth against top performers. I feel more experienced after I walk off the pitch after every game. This added experience makes me more able to deal with situations before, during and after matches. I feel the application of quality decision making to my performance has been the most successful part of the whole project. It has undoubtedly paid off in performance and has been nothing but a success. This also showed the importance of the research as my training programme and mental development was based on what I had read from theorists. I feel safe, confident and a more complete player in applying these new factors of my game.


EVALUATION I had no idea of the amount of work, research and organisation this course held. I feel that words can’t describe how big the jump is from the higher course to this. That said, the hard work has been very enjoyable and a huge learning curve in my life. This has been a very rewarding course in so many ways. My task posed the question, ‘Can a development programme in Decision Making for a Goalkeeper in Football bring about an improvement in overall performance?’ It has been answered! The question could only be answered after extensive research, and learning about the all the factors associated with decision making which I had been so naïve about before this project. The knowledge of cues, scanning, reaction time, anticipation, levels of arousal, information processing, perception and stimulus response has been pivotal in my project. My dedication and motivation to learn more about these factors helped me improve my research and stay on course. I found it mighty challenging to keep on going throughout the course as at times I felt myself becoming frustrated. I found the challenge of this topic very demanding as there has been no significant research in this area, certainly none for goalkeeping in football. I realised that opinion played a major part in the assessment of decision making. This led to many debates and discussions with my coach on what was a right decision and what wasn’t when looking back on my performance. This was a very enjoyable experience as my coach became greatly interested in my development area. Video playback with my team-mates was also an enjoyable experience and brought up many further debates. I think that this project has proved that decision making can be improved with research and appropriate training. Although decision making is down to opinion and that makes it hard to analyse it doesn’t make it impossible! I feel if my team is happy with my decisions; my coach is happy with my decisions and, most importantly, I am happy with my performance then I must be making the right decisions. I now feel I have the acquired knowledge to critically analyse my own performance and with this knowledge I am able to monitor my decision making after each game For those who hold the view that decision making is hard to analyse I would say this - when a goalkeeper makes the wrong decision everyone is aware of it, spectators, opposing players, team-mates, coaches and the goalkeeper. However, it is also the case that when a goalkeeper makes a good decision the same parties are aware of this! For me this shows that decision making for a goalkeeper can be analysed and measured. After each game I know I gain more experience. After the research for this project I feel I have gained experience without actually playing the game. I am now able to have the confidence to analyse my performance after each game. This is all down to experience which I feel plays a part in decision making, as, after all, you can only learn from your mistakes. I feel I rectified my hesitation in making decisions as my experience grew over the ten weeks.


The hardest factor for me was how I dealt with high pressure situations, I did this through learning more about the psychological aspects of decision making and I am now more relaxed and can look forward to playing without my nerves getting the better of me. This control of my level of arousal has improved through my training and through the experience gained. My ability as a goalkeeper has improved significantly for the better after this ten weeks. I am a much more focussed player, and I try to use as much of the knowledge I have gained from this project to help me improve. I feel I have an intimidating presence when playing and this can affect 50/50 situations to my advantage. This improvement has given me a great sense of achievement and has given me extra determination to become a top quality performer. Another plus from this project is I value the opinions of others and now take on board criticism and use it constructively. I am also able to honestly self criticise which I found hard to do as I had too much pride and was always full of excuses. I hope to continue playing football throughout my life and strive to play at elite level and I feel this project has given me a significant helping hand for coping with the pressures at that higher level. I will definitely continue to develop my decision making and other parts of my game throughout my playing life. I will also use the knowledge to pass on to others as I pursue my other passion of coaching. If anyone had to pick a course to prepare them for University, this would be it! It left me alone to research and develop my thoughts and findings and was the first time I had worked on such an independent piece of work. The knowledge I have gained has already proved beneficial as, following interview, I have been selected for a University course leading to a BA in Sports and Physical Activity. I am sure that it will also assist me during my University studies and in the future as it is my intention to follow a working life geared towards sport. To conclude, my task was ‘Can a development programme in Decision Making for a Goalkeeper in Football bring about an improvement in overall performance?’ the answer quite simply is yes!


BIBLIOGRAPHY ‘Acquisition & Performance of Sports Skills’ – Terry McMorris - 2004 ‘Handbook of Sports Medicine and Science – Football (Soccer) – Bjorn Ekblom -1994 ‘Sport and PE – a complete Guide to Advanced Level study’ – Kevin Wesson, Nesta Wiggans, Graham Thompson and Sue Hartigan - 2002 ‘Psychology and Performance’ – The National Coaching Foundation -1996 ‘Goalkeeper’ – The Scottish Football Association - 2005 www.topendsports.com www.jbgoalkeeping.com


APPENDIX 1

‘CURRICULUM PIE’ FOR THE PRACTICES FOR A GOALKEEPER IN FOOTBALL

TECHNIQUE

GAME APPRECIATION

FITNESS

MOBILITY/AGILITY

SHOOTING PRACTICE

SPEED WORK

KICKING, PUNCHING, HANDLING, TOUCHVISUALISATION

CROSSING WITH OPPONENT INBOXCROSSING WITH NOOPPONENT/TIMING

It can be argued that, with the exception of Fitness and Speed Work, all practices contain elements of Decision Making.

SFA FOOTBALL DEVELOPMENT DEPARTMENT


APPENDIX 2(a)

THE DECISION WEB

TECHNIQUE

KEEP CHECKING

LOOK AT THE PICTURE

CHECK ON THE PICTURE

COMMUNICATE

Dave Collins, Head of UK Athletics


APPENDIX 2(b)

THE DECISION WEB

SUPPORT PRE-SCAN & COMMUNICATE TECHNIQUE RECEPTION CHECK SCANNING POSSESSION QUICK MOVE

Dave Collins, Head of UK Athletics


APPENDIX 3(a)

GUIDELINES FOR OBSERVATION SCHEDULE FOR ASSESSMENT OF A GOALKEEPERS PERFORMANCE IN FOOTBALL

Rating Description 5 Knows how and where to position himself for a given situation Can anticipate the oppositions play during attacks Gives verbal information to other players Knows how to deal with a ‘one on one’ attack Knows how to deal with two attackers 4 Knows how to deal with an aerial ball Knows how and when to catch or punch the ball Knows where to position a ‘free kick wall’ 3 Knows when, where and how to distribute the ball to initiate an attack Knows when and how to delay distribution of the ball Knows when to assist defenders with another option for a pass Knows how to support and cover a defender who is pressurising an attacker Knows when to control the ‘pass back’ and when to play it first time 2 Makes wrong choice of where to distribute the ball Controls the ‘pass back’ in situations that demand first time play Fails to perceive opposition’s options for attack Fails to perceive attackers shooting opportunities Fails to deal with an aerial ball 1 Makes wrong choice of position for a given situation Makes wrong choice of where to distribute the ball


APPENDIX 3(a) (cont)

Results of Coaches Observation Schedules

My performance was assessed using the Observation Schedule and the following chart shows the number of times the coaches scored the individual ratings where my actions compared to the descriptions on the Observation Schedule during a game. The ratings 1 and 2 describe critical weaknesses for a goalkeeper, the ratings 4 and 5 describe critical strengths for a goalkeeper and rating 3 describes sound actions required of a goalkeeper. Games 1 and 2 Games 1 and 2 were assessed prior to the commencement of the training/development programme. Games 3 and 4 Games 3 and 4 were assessed following the conclusion of the training/development programme. The results for all games have been shown on the same chart for comparison. They show that for Games 1 and 2 I scored 1s and 2s in each game which showed decision making faults in each game. For Games 3 and 4 there were no 1s recorded. There was only one 2 recorded for Game 3 and none for Game 4.

0

5

10

15

20

25

30

35

40

45

50

Game 1 Game 2 Game 3 Game 4

12345


APPENDIX 3(b)

Decision Making for a Goalkeeper in Football

Post-match Questionnaire for Coaches Please complete the following table relative to his overall performance during the game. Grade his performance for each aspect as follows: Very Strong 5 – 4 – 3 – 2 – 1 Very Weak Handling skills Positioning Communication with other players Shot-stopping ability Ability to deal with the aerial ball Ability to deal with the ‘one on one’ attack Distribution of ball off ground Distribution of ball from hand Please complete the following questions: 1) During the game what area of his decision making do you think was his main strength? 2) During the game what area of his decision making do you think was his main weakness? 3) During the game did any weakness in decision making have critical consequences for the team? 4) Please highlight the area(s) which in your opinion would bring about the biggest improvement in his overall performance.


APPENDIX 3(b)


Post-match Questionnaire for Coaches Please complete the following table relative to his overall performance during the game. Grade his performance for each aspect as follows: Very Strong 5 – 4 – 3 – 2 – 1 Very Weak Handling skills Positioning Communication with other players Shot-stopping ability Ability to deal with the aerial ball Ability to deal with the ‘one on one’ attack Distribution of ball off ground Distribution of ball from hand Please complete the following questions: 1) During the game what area of his decision making do you think was his main strength? 2) During the game what area of his decision making do you think was his main weakness? 3) During the game did any weakness in decision making have critical consequences for the team? 4) Please highlight the area(s) which in your opinion would bring about the biggest improvement in his overall performance.


APPENDIX 3(b)(cont)


Post-match Questionnaire for Coaches PRE TRAINING/DEVELOPMENT PROGRAMME OPPOSITION Team A SCORE 3 – 3. CONDITIONS Cloudy, Calm and Dry Please complete the following table relative to his overall performance during the game. Grade his performance for each aspect as follows: Very Strong 5 – 4 – 3 – 2 – 1 Very Weak Handling skills 4 Positioning 4 Communication with other players 3/4 Shot-stopping ability 5 Ability to deal with the aerial ball 3/4 Ability to deal with the ‘one on one’ attack 4/5 Distribution of ball off ground 4 Distribution of ball from hand 4 Please complete the following questions: 1) During the game what area of his decision making do you think was his main strength? The first half performance was slightly concerning. You were not as focussed in the first 10-15 minutes. In the second half you performed better and your skill selection was good and your shot stopping sound with one fantastic save. 2) During the game what area of his decision making do you think was his main weakness? Dealing with cross balls. A cross ball in the first half to the near post resulted in a flick on and left you indecisive and you did not react to the situation. 3) During the game did any weakness in decision making have critical consequences for the team? The situation I have described above. I felt your lack of ability to control the near post situation resulted in a soft goal. 4) Please highlight the area(s) which in your opinion would bring about the biggest improvement in his overall performance. Communication in the second half was slightly better. The back division seemed to have a stronger feeling of unity. At times your ability to scan and select the correct skill was not adequate enough. Can we get to the faultless decision making game?


APPENDIX 3(b)(cont)


Post-match Questionnaire for Coaches PRE TRAINING/DEVELOPMENT PROGRAMME OPPOSITION Team B SCORE 7 – 3 (Win) CONDITIONS Sunny, Calm and Dry Please complete the following table relative to his overall performance during the game. Grade his performance for each aspect as follows: Very Strong 5 – 4 – 3 – 2 – 1 Very Weak Handling skills 4 Positioning 3/4 Communication with other players 4 Shot-stopping ability 4 Ability to deal with the aerial ball 3 Ability to deal with the ‘one on one’ attack 4 Distribution of ball off ground 4 Distribution of ball from hand 4 Please complete the following questions: 1) During the game what area of his decision making do you think was his main strength? Shot stopping – quick reflexes – a natural ability to react to close range shots, rebounds and shots from distance. Ball distribution of good standard – consistent in direction. 2) During the game what area of his decision making do you think was his main weakness? The long ball over the top caused problems. You were worried about leaving yourself exposed and your starting point was much too close to the six yard line. Cross balls – need to look at the decision to punch or catch. A crowded box seems to disadvantage you – seems to slow down and affect the correct response – indecisive at times. You really need to work on this area. 3) During the game did any weakness in decision making have critical consequences for the team? I believe on this occasion two of the goals lost today were as a result of indecision on your part. A slow movement to the on running striker allowed him time to judge the situation and compose himself with regards to his finish. I would suggest that with hindsight , you could have stood taller and taken a more central position with regards your goal, thus allowing defenders, who were tracking back, to supply depth and cover. For the second goal you had a complete misunderstanding of the situation, you failed to judge the cross ball and your positioning was not correct (standing to your back post). This goal could have been avoided with an incisive claim and you commanding your box.


Post-match Questionnaire for Coaches PRE TRAINING/DEVELOPMENT PROGRAMME OPPOSITION Team B (continued) 4) Please highlight the area(s) which in your opinion would bring about the biggest improvement in his overall performance. Traffic situations in the box – being able to make clear selections on skill choice. Your 1 v 1’s are good where you stand and dominate the attacker – we need to bring this to cross/corner and dead ball situations. We need clear, concise decision making in these areas. Let’s look at positioning from these situations as well as commanding the box. Let’s make the penalty box your domain.


APPENDIX 3(b)(cont)


Post-match Questionnaire for Coaches POST TRAINING/DEVELOPMENT PROGRAMME OPPOSITION Team C SCORE 6 – 5 (win) CONDITIONS Extremely windy and wet Please complete the following table relative to his overall performance during the game. Grade his performance for each aspect as follows: Very Strong 5 – 4 – 3 – 2 – 1 Very Weak Handling skills 5 Positioning 4 Communication with other players 4 Shot-stopping ability 4 Ability to deal with the aerial ball 4 Ability to deal with the ‘one on one’ attack 4 Distribution of ball off ground 4 Distribution of ball from hand 5 Please complete the following questions: 1) During the game what area of his decision making do you think was his main strength? Team went 3 – 0 up - very easy - little to do. However responded to situations and made important stops. 2) During the game what area of his decision making do you think was his main weakness? Organisation at corners/positioning in relation to set up in view of prevailing weather conditions. 3) During the game did any weakness in decision making have critical consequences for the team? No – slightly slow in performing some actions - but overall performance has been raised. 4) Please highlight the area(s) which in your opinion would bring about the biggest improvement in his overall performance. Could have worked better as a complete defensive unit although your performance was sound.


APPENDIX 3(b)(cont)


Post-match Questionnaire for Coaches POST TRAINING/DEVELOPMENT PROGRAMME OPPOSITION Team D SCORE 2 – 1 (Lost) CONDITIONS Windy and dry Please complete the following table relative to his overall performance during the game. Grade his performance for each aspect as follows: Very Strong 5 – 4 – 3 – 2 – 1 Very Weak Handling skills 5 Positioning 4 Communication with other players 5 Shot-stopping ability 5 Ability to deal with the aerial ball 5 Ability to deal with the ‘one on one’ attack 4/5 Distribution of ball off ground 5 Distribution of ball from hand 4 Please complete the following questions: 1) During the game what area of his decision making do you think was his main strength? Dead ball situations – far more confident applying correct skills for the contexts of the situations. Mental awareness was extremely high and as a consequence it helped make clearer and incisive decision making. 2) During the game what area of his decision making do you think was his main weakness? By far the best performance of the season. Development programme has assisted awareness and impacted on the whole performance. No weaknesses were evident 3) During the game did any weakness in decision making have critical consequences for the team? No. On the contrary your decision making assisted in ensuring an extremely strong performance from the team. A captain’s performance! 5) Please highlight the area(s) which in your opinion would bring about the biggest improvement in his overall performance. Consistency of approach – Focus on level of arousal – keep thinking, scanning and high level of skill selection.


APPENDIX 4 Results of Reaction Test The test was accessed via the website www.topendsports.com and was a simple measurement of a response – pressing a button – to a changing visual event. It was completed four times and the times taken shown below. The final results were compared to a chart on the same website which listed the results of over seventeen thousand people who had previously completed the test.

Test A Test B Test C Test D 0.119s 0.135s 0.15s 0.134s 0.15s 0.15s 0.135 0.165s 0.14s 0.118s 0.145s 0.14s 0.15s 0.134s 0.135s 0.15s 0.125s 0.119s 0.11s 0.135s

Average 0.1368 0.1312 0.135 0.1448 Results of Anticipation Test The anticipation test consisted of standing in front of a wall and throwing a tennis ball against the wall with the right hand and catching in the left hand and then throwing with the left hand and catching with the right hand. The test was completed on four occasions and counted the completed catches in one minute and the number of failed catches in the same timescale. Test A Test B Test C Test D Completed 64 68 74 76 Failures 0 0 0 0


The conditioned games were played within the penalty box with the goals situated on the goal line and the 18 yard line. The goalkeepers are restricted to the area within the 6 yard box. The object of the game is to score against the opposing team and when a goal is scored new outfield players come on to replace the outfield players from the team which has lost the goal. This fast moving game played in a restricted area and with ever changing players means that the goalkeepers are subjected to continual scanning of the play and are called upon to process the information before them and make decisions in a drill that closely resembles the match situation. Five weeks into the training/development programme the teams were changed from 2 v 2 to 3 v 3 as shown in the diagram. This ensured that the complexity of the drill was increased and, with the increased numbers playing in the relatively small area, the goalkeepers had to focus on relevant information and ignore irrelevant cues in order to make correct decisions.

APPENDIX 5(a)

TRAINING DRILL – 1 (Conditioned Games)

(2 v 2s and 3 v 3s)

- Goalkeeper - Outfield - Team 1 - Outfield - Team 2


The training drill was specifically devised to test the goalkeepers ability to deal with the cross ball. The goalkeeper and defenders are restricted to the area of the penalty box. One whole half of the pitch is used and the attacking team is given the ball. The attack must progress using the wingers to provide a cross from the area outwith the penalty box but between the goal line and the 18 yard line. The object of the game is for the attacking team to score in each attack. The drill was devised to ensure that it closely resembled the match situation. Following each attack a system of rolling substitutes was used with one attacker leaving the pitch and a replacement joining the attack. This variation continually tested the ability of the goalkeeper to read the play correctly and assess the individual capabilities of players in an ever changing attack. As the training/development programme progressed the ratio of defenders to attackers and the total numbers involved changed as follows :- 3 to 3; 3 to 4; 4 to 4; 4 to 5; 4 to 6; 4 to 7 and finally 3 to 7 as shown in the diagram. These changes ensured that the complexity of the drill was progressively intensified and that the role of the goalkeeper was tested to the full.

APPENDIX 5(b)

TRAINING DRILL – 2 (Cross Balls)

- Goalkeeper - Defenders - Attackers (Strikers and Midfield)

- Wingers


APPENDIX 5(c)

RESULTS OF MONITORING DURING TRAINING/DEVELOPMENT PROGRAMME

CROSS BALLS DEALT WITH EFFECTIVELY (Out of 20 balls faced per training session)

Week Target Achieved

1 12 11 2 12 13 3 14 14 4 14 14 5 16 16 6 16 15 7 18 17 8 18 19 9 20 20

10 20 19

The table shows that, while the targets set were not always achieved there was a steady improvement in performance over the ten week period.

SAVES MADE AND GOALS CONCEDED (Out of 20 attacks faced in 2 v 2 training games (3 v 3 after week 5))

Week Saves Made Goals Conceded Other

outcome 1 11 6 3 2 9 8 3 3 13 3 4 4 14 3 3 5 15 3 2 6 13 5 2 7 16 1 3 8 16 1 3 9 17 0 3

10 18 0 2

The table again shows that there was a progressive and overall improvement in performance over the ten week period.

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