ffa national curriculum
TRANSCRIPT
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FFA NationalCurriculum
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CONTENTS
Foreword rom Ben Buckley 2
Purpose and Objectives 3
Research 6
Identifed Gaps 8
Analysis 10
FFA Curriculum Rationale 11
FFA Curriculum Framework 14
Implementation 30
Message rom the Technical Director 39
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Foreword rom Ben Buckley
The National Curriculum was one o the key
initiatives put orward in the FFAs National
Football Development Plan, released in
November 2007. Since that time, a substantialamount o work has been undertaken in order
to create a curriculum that will provide national
guidance and an integrated and consistent
approach to the development o players and
coaches throughout the country.
On behal o the Board and management o
FFA, I am delighted to present the FFA National
Curriculum to the entire ootball community.
This document, and its associated pathways,programs and resources which will be developed
over the coming months and years, is an
Australian model which seeks to maximise the
strengths o our existing ootball culture.
The National Curriculum reects the unique
challenges o our country and draws on
research on the major ootball countries,
Ben Buckley
CEO, Football Federation Australia
in particular their respective approaches to
player and coach development.
Underpinning the implementation o the
National Curriculum will be the adoption o a
consistent structural approach within each
State and Territory which will include the
appointment o a Technical Director responsible
or rolling out the Curriculum in their particular
geographical region.
This Curriculum is o critical importance i we
are to achieve our objectives and realise a major
improvement in the quality and perormance o
Australias best players, coaches and teams,
as well as ostering a lielong support o the
game amongst its participants.
The challenge now is to bring this plan to
lie which will rely on the cooperation and
contribution at every level o the game. As a
valued member o our ootball amily we look
orward to your support o this Curriculum.
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FFA National Curriculum | 3
F F A N A T I O N A L C U R R I C U L U M
Purpose and Objectives
Purpose
The Curriculum provides or a soundly based,
consistent, coordinated nationalTalentDevelopment and Identifcation Program or
ootball in Australia that aims to achieve a major
improvement in the quality and perormance o
Australias top players, coaches and teams.
Objectives Toproducethebestplayers(gaugedin
terms o international competitiveness)
primarily or:
the Qantas Socceroos
the Hyundai A-League
the Westfeld Matildas
the Westfeld W-League.
Toproduceateamthatisconsistentlyranked in the top 20 in the mens FIFA
rankingsystemby2015(andstrivefora
position in the top 10 by 2020), and a top
10 team in womens ootball by 2012.
To create a Talent Development and
Identifcation Program that achieves success
or generations to come.
Tocreateacoachdevelopmentsystem
in Australia that produces quality coachesthat are able to bring the content o the
Curriculum to lie to realise the targets.
Tocreateayouthdevelopmentsystem
in Australia that is ully operational
nationwide by 2015 and renowned as
one o the worlds best.
Toorganisethe2018or2022mensFIFA
World Cup and compete at the highest level,
striving to win the tournament.
Tobeamedalwinneratthe2019womens
FIFA World Cup and the 2020 Olympic
Games.
To achieve what the FFA has determined:
a set o principles that will guide action
a national ootball philosophy and a detailed
Curriculum with specifc content.
Curriculum DevelopmentThe key gaps in Australias current development
o players and coaches have been identifed. The
Curriculum has been developed to make a big
impact on closing the gaps.
The development has involved learning rom
what is done elsewhere, and the results. The
Curriculum is actually and analytically based
(notacompilationofopinions!)
The FFA has consulted widely to ensure all
relevant ideas and thinking are considered.
The resulting Curriculum is an Australian
solution.
A undamental transormation o
Australian ootball is needed to
achieve the objectives!
Current Status
A structured pathway is in place or the
identifcation and development o Australias elite
playersinthe14to19yearsagegroup(mensand
womens).(RefertoAchievementsandProposed
Initiatives no. 5: Talented Player Pathway).
A uniorm nationwide structure is to be put
inplaceforthe8to14yearsagegroup.
The structure and technical contento this
Talented Player Development Program is
provided by the National Curriculum.
Implementation must be nationwide.
The Member Federation Charter(and
through this Charter the appointment o the
State Technical Directors) is vital or
bringing the Curriculum to lie.
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Purpose and Objectives
National Talented Player PathwayMens
610
1012
1214
21
1820
1617
1415
FFA Accredited Clubs, Schools and Academies
FFA Accredited Clubs, Schools and Academies
FFA Accredited Clubs, Schools and Academies
State Institutes (Hyundai A-League Link)AIS
AIS or Hyundai A-League YouthState League Clubs
Hyundai A-League Youth Hyundai A-LeagueState League ClubsOverseas Clubs
Hyundai A-League ClubsOverseas Clubs
Asian Champions LeagueHyundai A-LeagueOverseas Leagues
National Futsal Championships
Qantas SocceroosQantas Olyroos (U/23)Futsalroos
Hyundai A-LeagueNational Youth LeagueState League (Senior)National Futsal Championships
Qantas Olyroos (U/23)Qantas Young
Socceroos (U/20)
State Youth LeagueInstitute ChallengesNational Youth ChampionshipsNational Futsal Championships
National Youth LeagueState League (Senior)National Futsal Championships
State CompetitionNational Youth Championships
Club or State CompetitionNational Futsal Championships
Optus Small Sided FootballIncluding Futsal
National Futsal Championships
Joeys (U/17)State InstitutesState Teams
Qantas Young
Socceroos (U/20)AIS
State TeamsNational U/13-U/14 Team
AGE
GROUP
DEVELOPMENT
PATHWAY
COMPETITION
PATHWAY
REPRESENTATION
PATHWAY
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F F A N A T I O N A L C U R R I C U L U M
Purpose and Objectives
National Talented Player Pathway
Womens
AGE
GROUP
610
1012
1214
21
1920
1718
1516
FFA Accredited Clubs, Schools and Academies
FFA Accredited Clubs, Schools and Academies
FFA Accredited Clubs, Schools and Academies
State InstitutesState League Clubs
AISState InstitutesState League Clubs
AIS / State InstitutesState League ClubsOverseasClubs / Universities
AISOverseasClubs / Universities
State League Clubs
DEVELOPMENT
PATHWAY
COMPETITION
PATHWAY
Westfield W-LeagueOverseas LeaguesNational Futsal Championships
Westfield MatildasWestfield W-League(Futsal National Team)
Westfield W-LeagueInstitute ChallengeState League (Senior)National Futsal Championships
Westfield MatildasWestfield Young Matildas (U/20)State Institutes
Westfield W-League
Westfield W-LeagueState CompetitionNational ChampionshipsNational Futsal Championships
Westfield W-LeagueInstitute ChallengeState League (Senior)
National ChampionshipsNational Futsal Championships
State CompetitionNational Championships
Club or State CompetitionNational Futsal Championships
Optus Small Sided FootballIncluding Futsal
National Futsal Championships
National U/17 TeamState InstitutesState Teams
Westfield Young Matildas (U/20)State Institutes
Westfield W-League
State TeamsNational U/13-U/14 Team
REPRESENTATION
PATHWAY
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F F A N A T I O N A L C U R R I C U L U M
Research
Conduct o Research
Reviewteamwithdiverseexpertise
Reviewofscienticresearch
ResearchonAustraliandata
Visitstoaselectionofotherfootball
ederations
ConsultationwithotherAustraliansports
bodies
Submissionsfrominterestedparties
Consultationwithlocalfootballexperts
and representatives
Extensivediscussionwithinreviewteam
InputbytheTechnicalDirector.
Research Foundation
Veryextensivebodyofscienticresearch
about talent development and identifcation: or sport in general
or ootball in particular
much o it validated multinationally
Distinctionbetweengiftedness(natural
ability)andtalent(developedability)
Limitationsontalentprediction:
implications or early identifcation o uture
talented players Age-relateddevelopmentstages
Timeandefforttodevelopfootballmastery:
the importance o long-term dedication.
SquanderingthetalentpoolRelativeAge
Eect & fnancial barrier
Geographicdifferencesingenerating
athletes
Generallygenderneutral.
Implications o Research
Tobecomeanoutstandingadultfootballerit
generally takes at least 10 years o sustained,deliberate practice rom a young age:
the vast majority o development occurs in
training/practicenotincompetition
typically, the bulk o training occurs
during personal practice, without
proessional supervision. This is
where touch is developed
Thisrequiresnotjustgoodcoachingand
training opportunities but exceptional,enduring personal commitment.
Ingeneral,recognisinggiftednessiseasy;
it is much more difcult to identiy players
that may become top players with the
appropriate training environment.
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F F A N A T I O N A L C U R R I C U L U M
Research
Asaconsequence,manyplayerswithreal
potential are excluded rom developmentopportunities and drop out o the talent pool.
It is also crucial to recognise dierences in
ability and not simply maturation dierences.
Thisisexacerbatedwhenprevailing
practices or young players emphasise
winning competitions rather than skill
development.
Thereareparticularage-relatedstagesin
the natural development o children whenacquisition o certain types o ability is
relatively easy. This aects the ideal ages
or developing particular ootball skills and
the type o training experiences appropriate
at dierent ages.
Thereisaparticularstyleofplayand
playing system best suited to the overalldevelopment o players.
Theemphasisoncoacheducationis
extremely strong in the most established
and powerul ootball nations.
Largecitiesaremuchlesseffective,per
capita, at generating talented athletes than
are regional localities.
Thereislikelytobemultiplepathwaysfor
talenttoemerge(latedevelopers),notjust
a single, prescribed pathway.
Research and Overseas Practices
While similar development considerations
apply around the world, the most practicaldevelopment arrangements vary as a
consequence o dierences in actors such as
population, population concentration, climate,
auence, attitudes to sport, overall sporting
environment, and government involvement in
sport, history, tradition and ootball culture.
So, in examining practices o other ederations,
we saw the combined eect o general youth
development dynamics and the specifcnational conditions. In learning rom those
other ederations, we have disentangled the
components and then identifed which practices
are likely to be most eective in Australia, given
its particular national conditions.
The optimum practices and approach or
Australia turn out to be a combination o what
was observed in more than one country.
Implications o Research (cont.)
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A. Technical skills are defcient in players in elite programs / competitions.
B. Defcient game skills and game hardness evident in mid-teens and later (particularly 1518 age years group).
C. Loss o potential talent due to Relative Age Eect.
D. Loss o potential talent due to the fnancial barrier.
E. Omission o a lot o potential talent rom regional Australia.
F. Abilities o coaches or talented young players and or senior teams.
Gap A: Defcient Technical Skills
Technical skills:
all skills required when in contact with the ball
the ability to treat the ball as a coordinated extension o sel.
Australias top players are seen as very competitive and physically eective
footballersbutarenotpraisedfortheirtechnicalexcellence(FIFAtechnical
reports).AustralianInstituteofSport(AIS ),NationalTrainingCentre(NTC)
and national coaches fnd the players they receive are weak on technical skills.
The worlds best players start developing technical skills at a young age.
Strong technical skills are needed beore developing strong game skills.
Australia cannot produce a signifcant number o world-class ootballers
until it is world class in developing technical skills, that persist under
pressure,initsyoungplayers(whilepreservingtheircurrentstrengths).
Gap B: Defcient Game Skills
Game skills / game hardness:
neuro-physiological adaptation to playing high intensity ootball at a high
standard with the commitment and ability to get results
beyond technical skills although needed as the oundation
comes rom extensive, regular, meaningul, high-level competition.
Inthemostsuccessfulfootballcountries,byage17or18,thebestyoungplayers
arecompetinginprofessionalseniorenvironments(withadultprofessionals).
A typical league season in major ootball countries covers 10 to 11 months.
Talented young players who develop game skills and are game hardened
earliest, get the highest level club competition opportunities beore others
ofthesameagefurtherextendingtheirgameskills/hardnessand
continuously increasing their competitive lead.
For our best young players to mature, in a ootball sense in line with top
overseas counterparts, they require a high-level coordinated year-round
training and competition environment.
Gap C: Loss of Potential Talent due to Relative Age Effect (RAE)
Individuals born earliest within certain age groups tend to have size, speed,coordination, mental and emotional advantages over those born later in the
same age group, even when they have the same innate potential. This is
particularly the case in the U/14, U/15 and U/16 age groups because o the
growth spurt.
This period o the players development coincides with the selection
processes or the respective State and age-group national teams as well
as the NTC and AIS programs.
In a competitive environment, those born later within this age cohort tend to
be selected out. As a result in later stages o youth development, and entry
into proessional ranks, the remaining talent pool is heavily dominated by
playersbornearlyinthegroupingyear(s).
Extensive research provides evidence o this eect or ootball and other
sportsinAustraliaandthroughouttheworld(particularlyformen).
With the age group selection o the U/17 and U/20 national teams,
individuals born in the wrong years get reduced development
opportunities.Forthisreason,commencingin2009theAISprogram
intake now comprises 2 age groups. Similar measures are required to beundertaken around the country.
It is the expertise o the coach to be able to notice and rule out the negative
inuence o RAE and to identiy the real talented player. In some cases it
could also be advisable to leave a talented but physically slow developer or
acertainperiodoftimewithayoungeragegroup(regulationsmayneedto
be modifed).
A nationwide education program is the key to ensuring that those entrusted
with selecting the players or our development programs are in act making
decisionsbasedonthelong-terminterestsofAustralianfootball(playerdevelopment) and not short-term results.
F F A N A T I O N A L C U R R I C U L U M
Identifed Gaps
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Gap D: Loss o Potential Talent due to Financial Barrier
Across the world, ootball is very easy accessible or every child, rich orpoor.Thisisoneofthemainreasonswhyithasbecometheworldsgame;
you only need a ball, even i it is one made o rags. Traditionally the talented
children have oten come rom a lower socioeconomic environment.
In Australia however, ootball is becoming an expensive sport and thereore
not aordable or some amilies. When a child is identifed as being
talented and selected or participation in State and National Championships
the threshold becomes even higher because o the user pays system.
Sometimes this is exacerbated by distance rom the main ootball centres.
Thereore, the assumption is justifable that this situation causes a
substantial loss o potential talent.
It is the (moral) responsibility o the ootball community to
level this barrier and make ootball accessible or every child.
Gap E: Omission o Talent rom Regional Australia
FormostAustraliansportsrurallocationsaremuchbetter(percapita)than
big cities at generating athletes. Unlike other ootball codes in Australia,
footballhasbeenpredominantlyacitygame(75%ofAustralianA-League
players develop in large cities).
Thisisconsistentwithfootball(soccer)inAustraliahavingbeenfosteredby
20th-century European immigrants and their children, who tended to cluster
in the capital and industrial cities. The historical immigration dynamic that
has underpinned ootball in Australia appears to be weakening. This poses a
major threat to Australias uture talent pool unless oset by a much greater
share o young athletes rom rural areas.
Since players need to be inducted into the game at an early age, this would
require initiatives that make ootball much more accessible in rural Australia
and at the same time, would also draw many more Indigenous Australians
into the game.
Gap F: Ability o Elite Coaches
On average, Australian coaches available or elite youth development andor State and national competition teams have less relevant experience and
consequently less expertise than their counterparts in top ootball countries.
Australia has some good coaches but it can boast ew world-class coaches
comparable to those commonly ound in the best ootball nations.
There is a chicken and egg dynamic at work:
top players and top teams need top coaches
but top coaches emerge over time rom extensive experience with top
players, top teams and top competitions
since Australia has lacked top competitions, there has been limited
development o its coaches, despite their potential.
This constraint has been partially oset by the very high standards o
coaching generally at the AIS combined with the inusion o some high
quality coaches rom overseas either as migrants or short-term appointments.
Nonetheless, Australias capacity to be an internationally competitive ootball
nation will continue to be severely constrained until it can sel-generate a
substantial body o world-class development and competition coaches.
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F F A N A T I O N A L C U R R I C U L U M
Identifed Gaps
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F F A N A T I O N A L C U R R I C U L U M
Analysis
An analysis o Australian ootball
provides an insight into what
technical aspects need to be
addressed and improved inorder to realise the National
Curriculum objectives.
AnalysisStrengths
Australianfootballplayersarephysically
strong and competitive.
Australianplayershaveawelldeveloped
winners mentality.
Australianplayersareingeneralmatureata
young age and have a strong determination
to succeed.
TheAustralianfootballpreferenceisfor
an attacking, open game which is the
characteristic style o the A-League and
W-League.
AnalysisCause and Eect
Both strengths and weaknesses are caused by
the strong emphasis in Australia on results andwinning at too young an age.
Winning is the purpose o ootball but
the manner and importance diers!
I we want to take our ootball to the worlds
top level, youth development will need to
ocus more on:
development instead o results
the skilul instead o the powerul
mistakes being learning moments instead o
mistakes being punished
encouraging individual play instead o
orbidding individual play
encouraging taking initiatives / risks instead
o orbidding taking initiatives / risks
playing out purposeully instead o the long
ball etc.
In other words it is the choicebetween: short-term losing, long-term
winning or short-term winning,
long-term losing.
AnalysisWeaknesses
Overall technical GAME skills,
in particular: individualattackingqualities(creativity)
frst touch under pressure
short passing game
handling speed in tight areas.
Ball possession/positioning play,
in particular:
playing out rom the back
controlling / changing the speed o the game successul attacking combinations.
Tactical maturity,
in particular:
tacticalawareness;readingthegame
leadership;decision-makingonthepitch
gamecleverness;beingstreetsmart.
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Rationale
The ollowing principles guide this Curriculum:
1. Using the experience o the worlds best ootball nations.
2. Adjusting their visions to the specifc Australian circumstances.
3. Using the strengths o the Australian sport and ootball culture.
4. Taking evidence based rational acts into consideration.
5. Using a practical total ootball approach with:
age-related development goals
game-related approach as the major ocus o training
a proactive style o play
auniformsystemofplay(formation)
an emphasis on technique beore tactics and conditioning
a guided discovery approach in player and coach development .
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Rationale
1. Talented Player and Coach Development Program
Thereareaverysmallnumberofsupertalented(thegifted)playerswho
will almost always succeed.
There is a larger group o talented players who do not attract attention at
frst glance. They can reach top-level i identifed early and provided with
quality training and coaching in a stimulating and challenging environment.
The Talented Player and Coach Development Program ocuses on these two
groups. This program provides clear guidelines on how to train Australiastalentedplayersfromage8to19,aswellasthedevelopmentofcoachesin
order or the players and coaches to appropriately and eectively compete
at the worlds top level.
2. Community Player and Coach Development Program
There is no magic trick and there are no magicians who can make a
superstar rom an untalented child. The vast majority o children do not have
the talent to reach the top but they are still very important. They are entitled
to a stimulating and entertaining environment where they can reach their
personal potential.
The Community Player and Coach Development Program ocuses on this
group. This program provides clear guidelines on how to train Australias
community players and guide coaches to teach, play and learn ootball in a
stimulating and entertaining environment. The ultimate aim is to enable them
to reach their personal potential and stay committed to the game or lie.
The Curriculums philosophy is that the most
appropriate way or teaching and learning
ootball is to:
Leave the total ootball structure as much
as possible intact so its relationship to the
game is always recognisable or players
in all training situations and exercises.
The game is complex and unpredictable
(notonesituationoractionisthesame).
Every ootball action in the game is defned
by various actors such as the ball, the rules,
opponents and teammates, space, time,
direction, the score etc.
By isolating parts rom this total context they
lose their signifcance, in other words, the
ootball structureis lost.
This is the essence o unorganised street /
park ootball where the oundations o every
top player can be ound.
Asaresulttheessenceofteaching(training)isto
always think o the actual game situation as the
starting point and then simpliy / modiy the game
situation or training. This is achieved by reducingthe game-specifc resistances until the training
aim can be realised by the players.
Thereore a coach must be able to:
analyse ootball
defne the ootball problems o the
team and / or the individual players in
ootball-actinglanguage
design and implement exercises torealise the training aims.
The starting point is a particularly practical
approach. As a result the terms that are used
are mostly in ootball-acting language instead
o clichs and semi-scientifc language withoutthe ootball context.
The Curriculum works with 2-year age group
blocks where there are specifc development
objectives related to the mental and physical
development phase.
There are competence profles and assessment
orms per position that outline the basic tasks
and skills.
Theoretical and scientifc oundation underpinning
the Curriculum can be ound in various
publications. These, alongside a variety o books,
DVDsandreferencedarticleswillbelinkedtothe
Curriculum.
The Curriculum is divided into two streams:
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Rationale
In every youth training session the ollowing
questions should be answered with YES:
1) Is ootballbeing played?
2) Is footballbeing learned and thereore taught?
3) Is ootballbeing experienced and enjoyed?
4) Do the players understand the ootball
purpose o the exercise?
5) Do the players recognise the
game-relatedintention?
6) Are the players challengedto improve both
individually and as a team?For the vast majority o children this game-
related approach is the most enjoyable, logical
and scientifcally proven child-sport way o
learning to play ootball, enabling them to reach
their personal potential and stay committed to
the game or lie.
For the talented players a modifcation
is being made temporarily to this
approach in the 8 to 12 years
age group in order to perect andaccelerate the development o basic
skills. This age group is universally
acknowledged to be the optimal
mental and physical phase in which
children are able to learn motor skills.
It is however, vital to ocus on
unctional game skills and not conuse
these with non-game related tricks.Also a permanent and immediate
skills transer into positioning and
small sided games is an absolute
requirement (whole part whole).
The passing exercises are an
essential and very specifc part o
the unctional game skills and will
thereore be maintained permanently
throughout all age groups.
This choice or a temporary modifcation is
strictly limited to unctional ball skills. Although
versatile moving(general,non-footballspecic
coordination) is also important and can bedeveloped quickly at this age, the ocus must be
on skill development.
In Australia the development o general physical
attributes is already strongly emphasised outside o
thefootballenvironment(school,outdoorlifeetc.)
The credo thereore is:
No waste o precious FOOTBALL
training time!
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
The total STRUCTURE OF FOOTBALL is always the starting point.
The Main Momentso the game are:
1. Ball possession (BP):Buildingup,attackingandscoring(teamtasks).
2. Transition:BPtoBPO(teamtasks).
3. Ball possession opponent (BPO):Disturbinganddefending(teamtasks).
4. Transition:BPOtoBP(teamtasks).
A game o ootball is a constant repetition o these 4 main moments, each with its characteristic team tasks.
At the individual player level the team tasks lead to individual skills and competencies that are position
specifc and partly depend on the style o play / ormation. These are always defned by Technique,
Insight and Communication.
Theball rsttouch
Rules playingout Technique(technicalability,skills)
Direction creativity
Opponents decision-making
Space handlingspeed Insight(awareness,vision)
Time gamereading
Teammates tempochange
Score gamecleverness Communication
Pressure leadership
Technique,InsightandCommunicationaredistinguishablebutinfootball(training)notseparable.
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
The Structure o
FOOTBALL
Main Moments
Transitioning
Ball Possession
Opponent(BPO)
Ball Possession
OwnTeam(BP)
Transitioning
Team Tasks
Individual Skills& Competencies
DeendingDisturbing
PositionSpecifc
PositionSpecifc
PositionSpecifc
PositionSpecifc
Attacking / ScoringBuilding Up
Technique Insight
Communication
Technique Insight
Communication
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FFA Curriculum Framework
Learning to master the ball U/6U/7 Getting a TIC for football
U/8U/9
U/10U/11
U/12U/13
U/14U/15
U/16U/17
U/18U/19
Learning to act with the ball purposefully
Learning to play together purposefully
Learning the positions and basic tasks in 11 v 11
Learning how the basic tasks link together
Learning how to play as a team
Performing / winning as a team
DEVELOPMENT GOALS AGE GROUP TIC
TIC
TICTIC
TIC
TIC
TIC
The size and colour o the 3 charactersTIC
indicate which o the 3 aspects, Technique,
Insight and Communication is being emphasised
(not isolated!) in training during that particulardevelopment phase.
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
In order to defne the individual tasks / skills in
detail and thus provide a concise and structureddevelopment pathway, the Curriculum provides
clarity on:
a style o play
agameorganisation(ormation) suitable
to train the style o play rom the moment
the 11 v 11 game is being played.
To tackle the identifed shortcomings in
Australian ootball and also opt or a style o play
that corresponds with the Aussie mentality /preerence, a proactivestyle o play using the
1433 formation will be introduced.
This style will therefore be mandated for
all FFA-controlled development teams.
In the 1433 ormationthere are 3 lines
with a balanced spread o players over the pitch
(trianglesofplayers)whichisanimportant
condition or:
manicured positioning play, playing out,
combination ootball
creative and varied attacking play, using
the width o the feld
early disturbing /pressing ater losing
possession.
For youth players the positions and
accompanying basic tasks are logical and
recognisable and thereore playing as a
teamis easier to develop.
The1433formationhasseveralshapesand
variations, making it a exible up-to-date ormation.
TheOptusSmallSidedFootball(OSSF)formats
7v7(133)and9v9(1323)leadupto
the1433formationinalogicaland
methodical manner.
As a consequence o the philosophy, physical
ftnessisalsoaninseparable(conditional)
component o ootballs structure which leads
to the proposition: conditioning is ootball training
ootball training is conditioning.
Analysis o ootball conditioning shows:
Footballisbecomingmoreandmorecompact:
less space on the pitch / time on the ball.
Becauseofthisthenumberofexplosive
ootball actions(footballsprints/duels
etc.) in proessional ootball has increased
by40%overthelast8to10years.
As a result o this, Football Conditioning
is all about:
increase o explosive power in ootball
actions
increase o explosive power stamina
(explosivecapacity)
decrease o recovery time between
two explosive actions
increase o recovery stamina
(recoverycapacity).
The Football Conditioning Method:
The4keyindicatorsaretrainedin6-week
cycles.
Overloadprinciple:increasingtime/series,
decreasing rest / intervals per 6 weeks.
Only game related ootball exercises.
Noconditiontestingthatgivesnonrelevant
inormation or ootballcondition.
Dynamic stretching instead o static
stretching(noscienticevidenceforits
signicance!).
Footballconditioningcontinuesthewhole
season.
So: No waste o precious ootball
training time.
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
Football Condition
Increase o explosive
power stamina
(explosivecapacity)
Decrease o recovery
time between twoexplosive actions
Increase o
recovery stamina
(recoverycapacity)
Increase o
explosive power inootball-actions
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|
F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
The consequence of this for the actual technical content of the Curriculum:
Skill/techniquetrainingisthefoundation(8to12years) Positioninggamesandpassingexercisesareessentialdailydrills(12to19years)
Ineverytrainingsession/exercisetherelationshipwiththegamemustberecognisable(12to19years)
Footballtraining=Conditioning;Conditioning=Footballtraining(15to19years)
Thedevelopmentof:
tacticalinsight,readingthegame(12to19years)
independentproblem-solving(12to19years)
creativeindividualplay(8to19years)
... which are vital elements.
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
The Curriculum structure diagram below details the associated web-based links that orm the practical
component o the two development streams.
In the Community Player and Coach Development section there are links that will be accessible during
2009.Thesewillinclude:
S2S:Aweb-basedtoolwithaccesstomorethan1,600trainingexercises.
From this platorm there will be preselected exercises conveniently organised
or the specifc age group characteristics
OSSF:Brochures,informationandtrainingDVDsrelevanttoOptusSmallSidedFootball
1433formation:Informationonthe1433systemforcommunitycoaches
Skillstest:Introductionofskillteststoreinforceattentiontoskilldevelopment.
The Talented Player and Coach Development section will have a sequential program specifcally
designed by the FFA Technical Department that provides in-depth inormation and practices or the
talented player and coach. This section will only be accessible to an identifed number o coaches that
are responsible or the development o players in the talented player pathway.
NATIONAL CURRICULUM
Community Player and Coach Development Program links to: Talented Player and Coach Development Program links to:
National Curriculum Structure
S2Sexercises
OSSFbrochure
OSSFDVD
Skillstest
OSSFtrainingDVD
1433
Functionalgameskillsandskillstransfer
Passingdrills general
specifc
Positioninggames basic
advanced
Traininggames basic
advanced
Gametraining basic
advanced
1433
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
8years
12
16
19
Preselected S2S exercises or community program
Preselected S2S exercises or community program
Preselected S2S exercises or community program
Basic game training
Positioninggames(basicoradvanced)General passing drills
Traininggames(basicoradvanced)
Football conditioning
Advanced game trainingAdvanced positioning games
Specifc passing drills
Advanced training games
The pyramid above represents the age group ocus o the Community and Talented Player Pathway programs. As the players progress up the
pyramid the online links provide specifc examples o practices that are relative to their development stage.
Basic positioning games
Basic training games
Functional game skills + Skill transer
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
The ollowing diagrams represent the total structure o the National Curriculum. The two year age group blocks detail the specifc development objectives
related to the mental and physical development phases.
Learning to master the ball
Learning to act with the ball
purposefully
Learning to play together
purposefully
Learning the positions and
basic tasks in 11 v 11
Learning how the basic tasks
link together
Learning how to play as a team
Performing / winning as a team
U/6U/7
4 x 4
U/8U/9
7 x 7
U/10U/11
9 x 9
U/12U/13
11 x 11
U/14U/15
11 x 11
U/16U/1711 x 11
U/18U/19
11 x 11
No formation / tactics consist of only very
general instructions
133 formation / basic tactical instructions /
everyone plays allpositions
1323 formation / limited tactical instructions / talent
for specific positions more clear (but still flexible)
1433 formation: Extending tactical instruction
explaining the positions and basic tasks
1433 formation: Choice / specialising for a position
+ corresponding tactical instruction
1433 formation: Extending development on oneposition related to the teams output
1433 formation: Perfection per position and as
a team: result-oriented team-work
Getting a TIC
for football
Football Conditioning
Football Conditioning
TIC
TIC
TIC
TIC
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
Learning to master the ball
U/6U/74 x 4
No formation / tactics consist of only verygeneral instructions
Getting a TICfor football
General Description
Veryshortconcentrationspan
Quicklydistracted(theynoticealittleofalot)
Theyallwanttohavetheball(eventaketheballfrom
a teammate)
Noabilityyetforteamplay
Notabletopass/makecombinations(donottryto
changethis!)
Abletounderstandvery simple rules
Abletounderstandverybasiccoachinglikestay
inside the feld do not use your hands go with the
ball to the goal etc.
Learningthroughtrialanderror
Thebiggestchallengeisdiscoveringhowtocontrol
that rolling and bouncing round thing with your eet.
Relevant Training Content
All sorts o FUN games involving ball mastering /
runningwiththeball(ifpossible,eachchildwith
a ball)
All sorts o small sided games, 1 v 1, 2 v 2,
3 v 3 and 4 v 4 The various games should last no longer than 10
minutes and appeal to the childrens antasy
No queue exercises
No stretching
Numberofsessionsperweek:2(+1game).
Maximum duration per training session
=45minutes1hour
Remarks
Links to:
S2S
OSSFtrainingDVD
Skills test.
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
Learning to act with the ballpurposefully
U/8U/97 x 7
133 formation / basic tactical instructions /everyone plays allpositions
TIC
General Description
Theplayersnowunderstandthatthegamespurpose
is winning by scoring more goals than their opponent
Stillalotofindividualplaybuttheplayersstartto
understand that acting with the ball purposeully is
necessary in order to be successul Nowplaying7v7onapitch,feelingforteamplay,
direction and opponent is developing
Preferenceandtalentforaspecicpositionstartsto
show(butencourageeveryonetostillplayinevery
positionregularly!)
Biggergoalswithgoalkeepersautomaticallyappeals
to aiming and shooting
Relevant Training Content
Ballmastery(duringthewarmup).
Runningwiththeball,1v1,shooting,passingand
receiving, frst touch in various short FUN games.
Variationsof4v4and7v7.
Noqueueexercises.
No stretching
Numberofsessionsperweek:23(+1game)
Maximumdurationpertrainingsession=1hour
Remarks
Links to:
S2S
OSSFtrainingDVD
Skills test
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
Learning to play togetherpurposefully
U/10U/119 x 9
1323 formation / limited tactical instructions / talentfor specific positions more clear (but still flexible)
TIC
General Description
Moreandmoreunderstandingandfeeling
or teamwork
Understandingofindividualroleinrelationto
teamwork is developing
Understandingforactingwithouttheball(runningtoorofftheball)develops
With8outeldplayersatighterandmorestrict
task allocation is required
Preference/abilityforspecicpositionsbecomes
clearer and clearer
Perfectmentalandphysicalabilityfordeveloping
motor skills.
Relevant Training Content
Functionalgameskillsinpossessionoftheball:
Passing and receiving, running with the ball, 1 v 1,
frst touch
Defensivegameskills:1v1;blocktackle;sliding
tackle Skillstransfer:Executingthegameskillsin
correspondinggame-relatedsituations(1v1,4v4,
basic positioning games)
Traininggames:Varioussmallsidedgamesto
develop ball possession objectives.
Transitioning:
Learningthegeneralprinciplesintraininggames.
Dynamic stretching in warming up:
Numberofsessionsperweek:3(+1game)
Maximumdurationpertrainingsession
=75minutes.
Remarks
Links to:
S2S
OSSFtrainingDVD
Skills test
Functional game skills
and skills transer
Basic positioning games
Basic training games
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
Learning the positions andbasic tasks in 11 v 11
U/12U/1311 x 11
1433 formation: Extending tactical instructionexplaining the positions and basic tasks
TIC
General Description
Idealmentalandphysicalconditionsinthisagegroup
Firsthighpointinthelearningofmotorskills,well
built/ideal proportions, good coordination
Sociallyaware,criticalofownperformanceandthat
o others
Likestocompeteandcompare
Imitatesidols
Thestartofplaying11v11onthewholepitchwith
real game rules demands a big reorientation on
almost all aspects that were learned in earlier phases
Focusonlearningthepositionsandbasictasksin
playing11v11ina1433formation
Relevant Training Content
Functionalgameskillsandskillstransfer(special
attention or passing drills and heading)
Positioninggames:theprimalforms(basic)
Traininggames
1433gametraining(basicformation)
Functionalgameskillsandskillstransferin
possession o the ball
Defensivefunctionalgameskillsandskillstransfer.
Transitioning:
Learningthegeneralprinciplesintraininggamesand
1433gametraining.
Dynamic stretching in warming up:
Numberofsessionsperweek:34(+1game)
Maximumdurationpertrainingsession
=75minutes.
Remarks
Links to:
S2S
1433formation
Basic game training
Basic positioning games
Basic training games
General passing drills.
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
Learning how the basic taskslink together
U/14U/1511 x 11
1433 formation: Choice / specialising for a position+ corresponding tactical instruction
TIC
General Description
Pre-adolescence:Obstinate,rebelsagainstauthority
and provokes conicts
Self-overestimatingandself-absorbed
Developmentofotherinterestsandhobbies,
reassesses the place o ootball in his / her lie andsometimes puts it into another perspective
Suddenbigincreaseinheightlimitsphysicalcapacity
(injuryprone)
Stagnationorregressionofcoordination(clumsy)
Inthisphasetheintellectuallearningabilityisbigger
than the physical learning ability
Relevant Training Content
Functionalgameskillsandpassingdrills(basic)
Positioninggames(basic)
Traininggames(basic)
1433gametraining(basic).
Transitioning:
Intraininggames,positioninggamesand1433
game training.
Others:
Dynamicstretchingandcorestabilityexercises
Numberofsessionsperweek:4(+1game)
Maximumdurationpertrainingsession
=7590minutes.
Remarks
Links to:
S2S
1433formation
Basic game training
Basic game training
Positioninggames(basic
or advanced)
Traininggames(basicor
advanced)
General passing drills.
FFA C i l F k
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
Learning how to play as a team
U/16U/1711 x 11
1433 formation: Extending development on oneposition related to the teams output
Football Conditioning
General Description
Post-adolescence,pre-maturity
Morebalanced,moresenseofreality,less
emotional / aggressive
Criticalofownperformance,abletoshare
responsibilities and to make sacrifces or the team
Returnofgoodcoordinationandtechnique
Forboys:Productionoftestosteronehasbegun,
conditioning is now possible.
Relevant Training Content
Positioninggames(specic/advanced)
Passingdrills(specic/advanced)
1433gametraining(advanced)
Traininggames.
Transitioning:
Intraininggames,positioninggamesand1433
game training.
Others:
Dynamicstretchingandcorestabilityexercises.
Football Conditioning:
Numberofsessionsperweek:46(+1game)
Maximumdurationpertrainingsession
=90minutes.
Remarks
Links to:
S2S
1433formation
Basic game training
Advanced game training
Advanced positioning
games
Advanced training games
Specifc passing drills.
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F F A N A T I O N A L C U R R I C U L U M
FFA Curriculum Framework
Performing / winning as a team U/18U/1911 x 11
1433 formation: Perfection per position and asa team: result-oriented team-work Football Conditioning
General Description
Periodofmentalstabilisation(withexceptionof
incidental felds o tension especially with regards to
the balance between group and individual)
Secondhighpointinthelearningofmotorskills
Optimalconditionsforsystematictraining
Contributingtoateamachievement(andbeing
recognised or it) is important
Relevant Training Content
Positioninggames(specic)
Passingdrills(specic)
1433gametraining(advanced)
Individualtraining
Traininggames.
Transitioning:
Intraininggames,positioninggamesand1433
game training.
Others:
Dynamicstretchingandcorestabilityexercises.
Football Conditioning:
Numberofsessionsperweek:46
(+minimum1game)
Maximumdurationpertrainingsession
=90minutes.
Remarks
Links to:
S2S
1433formation
Basic game training
Advanced game training
Advanced positioning
games
Advanced training games
Specifc passing drills.
Implementation
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F F A N A T I O N A L C U R R I C U L U M
Implementation
FFA and the Member Federations will:
Employanage-relateddevelopmentapproach starting at U/6 that:
initially emphasises un, building a love
o the game and acquisition o individual
technique
progresses in the early to mid-teens
to greatly extend technique, with skill
development during this period taking
primacy over winning matches
introduces talented mid-teens into pro-level
environments that can hone their competitive
and team skills.
Achieveasituationwhere,byage15,
thetechniqueofourbestplayers(saytop
30 in age group) places Australia in top
20 countries or men, top 10 or women.
Gradually(atappropriateage)instillin
developing players a team-oriented attitude
and sense o responsibility to the game.
Implementtheidentiedmeasuresto
greatly reduce the loss o talented players
due to RAE, fnancial barrier and other
eects.
Provideopennessfortalentedplayersto
be recognised and appropriately developed
whatever their age or entry age and
whatever the path they have ollowed.
Installabestpracticecoachingframework
that fts the age grade principles.
Developtrueinternationalexcellenceamongthe coaches who have intensive involvement
with the development o talented young
players while establishing a system that
allows other coaches / supervisors generally
to achieve outstanding results in the specifc
coaching roles they fll.
Strivetowardsayear-roundseamless and
appropriate competition environment or
identifed talented players throughout the
pathway with due regard or the needs o
the wider ootball community.
Ensuretalentedyoungplayersareidentied
and drawn into the preerred development
pathways or talented players rom the
ageof8.
Createanaccreditationsystemwhich
harnesses the elements o sel-interest
among players, parents, coaches, clubs
and others in order to meet the Curriculum
priority objectives.
Applytheseprinciplesnationallyatalllevels.
Execution may need to take account o local
circumstances.
Instillanapproachofcontinuous
improvement.
Broad Principles to Apply
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F F A N A T I O N A L C U R R I C U L U M
Implementation
Achievements & Proposed Initiatives
In recent years a number o important
achievements or the development o ootball
have been put in place such as:
1: The Hyundai A-League
2: The National Youth League
3: The Westfeld W-League
4: Optus Small Sided Football
5: Talented Player Pathway
(boys & girls)
6: Talented Coach Pathways
This Curriculum is the next important stepin this process.
All these initiatives need to be constantly
evaluated and reviewed and new ones
implemented in order to catch up with the
rest o the world. This approach will ensure
that progress in the development o ootball
in Australia will occur more rapidly.
1: The Hyundai A-League
The Hyundai A-League is moving into its
5th season and expanding to 10 teams in
2009/2010.Thegamesaregenerallyattacking,open and entertaining but the overall technical
and tactical quality needs improvement to be on
par with international top-level standards.
Future coach education initiatives include
instruction and development opportunities
(overseasscholarships)alongsidetheobligation
or Hyundai A-League coaches to have Pro-
Licencelevelaccreditation(refertoInitiative3:
Coach Accreditation Timeline)
Promoting the use o young players in the
Hyundai A-League is to be encouraged.
2: The National Youth League
TheNationalYouthLeague(NYL)was
introducedinseason2008/2009forplayersage
1721thatingeneral:
areundercontractwithStateleagueclubs
duringwintercompeteintheirrespectiveState
Premier League competitions
duringsummerareassociatedwithHyundai
A-League clubs and compete in that ramework
during the Hyundai A-League season.
Theagegroupeligibilitywillbecome1620
commencingseason2009/2010withan
allowance or 2 players age 21.
The Hyundai A-League clubs are encouraged
to use the NYL teams as their development
squad. The reason is to not only assist in the
development o our elite younger players but
to avoid the costs o having to sign expensive
replacements or injured players.
The participation o the AIS in the National Youth
Leagueinseason2009/2010isabigstep
orward or both the AIS program and the NYL.
Implementation
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F F A N A T I O N A L C U R R I C U L U M
Implementation
3: The Westfeld W-League
The Westfeld W-League was introduced
inseason2008/2009with8teamsand
complements the respective State Leaguecompetitions and NTC / Institute programs.
Points o interest:
Similardevelopmentrequirementsfor
emales as males.
Uptoaboutmid-teensmostproposed
initiatives(includingthetechnicalcontentof
the National Curriculum) contribute equally
to both boys and girls. Athigherlevelsfromearlyteens,the
opportunities diverge because o strong
commercial dierences outside FFA control.
FortheNationalChampionshipsanU/13
team will be added to the existing U/15 and
U/17 competitions.
OSSF is in the process o being introduced
as the standard ootball ormat or children
under 12 throughout Australia. The age-relateddevelopment structure and team sizes are linked
to progressively changing capabilities and skill
levels o children.
Continuous emphasis on the purpose o OSSF
(skilldevelopmentthroughfun)isnecessary.
The OSSF ormats are being actively promoted
toproduce100%complianceby2012.
Futsalis a orm o small sided ootball.
This orm o the game will be more tightly
incorporated into the FFA structure and its
development potential maximised.
In every major ootball country every child,
talented or not, starts with playing small sided
football,eitherorganised(club)orunorganised(street/park).IncountrieslikeBrazilandSpain,
small sided ootball, in the orm o utsal, is
underpinning the youth development programs.
In order to bring the ormat o OSSF in Australia
in line with the age-related development goals
used in the Curriculum, some adjustments o
the present ormat are necessary commencing
season 2010.
OSSF structures will develop logical progression
towardsplaying11v11ina1433formation.
4: Optus Small Sided Football
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F F A N A T I O N A L C U R R I C U L U M
Implementation
5: Talented Player Pathway
The talented player pathway is in place or the
identifcation and development o Australias elite
playersinthe14to19yearsagegroup(mensand womens). This is achieved through the:
respectiveStateInstitute/NTCprograms;
AISProgram( residentialforU/15&U/16
boys - camp-based or womens)
agegroupnationalteams
NationalYouthLeague(mens)
W-League.
A uniorm nationwide structure will be
implementedforthe8to14yearsagegroup.
This is a crucial period to address one o the
major identifed player development gaps.
The Elite Coach Development Scholarship
Programhas been established and:
targetsindividualsandprovideswith3-year
scholarships
intendedforrolesworkingwithtalented
players in the felds o:
player development
coaching o high perormance teams
in competition
specialty coaching.
Selected coaches are being individually case
managed, with intensive investment to provide
experience and training that is as good as topoverseas coaches. Arrangements have been
made or a substantial amount o experience in
overseas coaching assignments.
FFA will:
activelypromoteandtakeactiontoincrease
the number o ull-time coach positions in
Australia
requireminimumlicencelevelsforthemaincoaching positions in Australia.
6: Talented Coach Pathway
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F F A N A T I O N A L C U R R I C U L U M
Implementation
Initiative 2: Skill Acquisition Trainers
FFAandMemberFederationswillappointone(ormore)skill acquisition
trainer(s)in every State / Territory to perect and accelerate the skill
developmentofidentiedtalentedplayersatthecriticalagesof8to12by:
organisingtrials on location (zones)in order to identiy talented players
startingatage8.
organisingandconductingtraining sessions on location(zones)
or the selected players.
educatingothertrainersandcoaches.
Features o the program are:
Thetrialsandtrainingsessionswillberee o chargeor
the participants.
Thelocationsaretobewithinareasonabletravellingdistance
or participants.
ASkillAcquisitionTrainerscoursetobeorganisedbyFFA
(minimum requirement: B Licence).
Anewgroupof8yearoldstocommencetheprogramannually.
This5-yeartechnicaldevelopmentprogramtoleadplayersinto
their respective Territory and State representative teams.
Identiedplayersthenprogressintotherespectivenational
U/13U14teams.
TheplayersthenprogresstoNTC/Instituteprogramstechnically
well equipped.
Players selected or this program, and their club and / or school will be
required to abide by the FFA National Accreditation and Rating Policy
guidelines(refertoInitiative5:AccreditationandRating).Thisprogram
supersedes all other programs and the guidelines will ensure that the
players development is undertaken in conjunction with his / her club in
a controlled manner.
Implementation Initiatives
The Curriculum will be mandated or all programs which are part o the
NationalPathwaynationalteams,AIS,NTCsetc.Furthermore:
1) All States will appoint a Technical Director who will work under
the direction o the National Technical Director to assist in the
implementation o the Curriculum
2) Skill Acquisition Trainers will be appointed in each State and Territory
to identiy and train talented players or specialised skill development
programs
3) Coaches or the main coaching positions will be required ,progressively, to have a specifc coaching licence
4) There will be adjustments to the Community and Advanced
Pathway Courses
5) Clubs, schools and academies will be accredited by FFA and Member
Federations i in compliance with the Curriculum
6) Comprehensive national skills testing program will be introduced within
the Community Development Pathway to emphasise the development
ofskillsfromages8to12.Additional material will be progressively added to the Curriculum to make it
the complete tool or all coaches and clubs.
Initiative 1: State Technical Directors
FFA and Member Federations will appoint a Technical Director in each State
and Territory who will work under the direction o the National Technical
Director to assist in the implementation o the Curriculum.
This newly created position will play a vital role in bringing the Curriculumto lie with a major ocus o ensuring that the Skill Acquisition Trainers, NTC
and State and Territory team coaches work in line with the guidelines o the
Curriculum.
The position o State Technical Director thereore requires a high level
footballtechnician(minimumAlicence).
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F F A N A T I O N A L C U R R I C U L U M
p
Initiative 3: Coach Accreditation Timeline
All uture coaching appointments must have the ollowing minimum accreditation.
Incumbents to have obtained the appropriate licence by the timeline below.
Coaching Position Coaching Licence Incumbents timeline
NationalTeamCoaches(fromJoeysup) ProDiploma 2010
Assistant National Coaches* A Licence 2011
A-League Head Coach A Licence 2011
A-League Assistant Coach A Licence 2012
Youth League Head Coach B Licence 2010
W-League Head Coach A Licence 2012
W-League Assistant Coach B Licence 2012
AIS Head Coach Pro Diploma 2010
AIS Senior Assis tant Coach A Licence 2010
AIS Assistant Coach B Licence 2010
State Technical Directors A Licence 2012
NTC Head Coach A Licence 2012
NTC Assistant Coach B Licence 2010
JuniorStateTeamCoach BLicence 2010
Skills Acquisition Trainer B Licence + Skills Acquisition Trainer Licence
* Socceroos Assistant Coaches: Pro Diploma
Bythestartofseason2015/2016allA-LeaguecoachestohaveProDiplomaaccreditation.
Bythestartofseason2012/2013allYouthLeagueheadcoachestohaveALicenceaccreditation.
GoalkeepercoachaccreditationiscurrentlybeingreviewedinlinewiththerestructuredFFA
Accreditation and Coaching Courses.
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F F A N A T I O N A L C U R R I C U L U M
p
Initiative 4: Restructure o Coaching Courses
The Curriculum presupposes a network o talented coaches who understand and accept
the principles and philosophy o the Curriculum and have the ability to implement the
program or the beneft o the players.
FFA will organise / restructure coaching courses in order to develop highly qualifed trainers
and coaches and work together with the Member Federations to create more employment
opportunities or specialised advanced level trainers and coaches.
Learning to master the ballGRASSROOTS
FOOTBALL
CERTIFICATE
ENTRY
POINT
ENTRY
POINT
ENTRY
POINT
ENTRY
POINT
JUNIOR
LICENCE
YOUTH
COACH
DIPLOMA
YOUTH
CERTIFICATE
SENIOR
CERTIFICATE
YOUTH
LICENCE
SENIOR
LICENCE
Learning to act with the ball
purposefully
Learning to play together
purposefully
Learning the positions and
basic tasks in 11 v 11
Learning how the basic tasks
link together
Learning how to play as a team
Performing / winning as a team
U/6U/7
4 x 4
U/8U/9
7 x 7
U/10U/11
9 x 9
U/12U/13
11 x 11
U/14U/15
11 x 11
U/16U/17
11 x 11
U/18U/19
11 x 11
RESTRUCTURE OF COMMUNITY PATHWAY COACHING COURSES
FFA National Curriculum | 37
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F F A N A T I O N A L C U R R I C U L U M
Restructure o Advanced Pathway Coaching Courses
Phase 1: Phase 2:
PRO DIPLOMA(International
Level)
B LICENCE
(State Level)
Socceroos and
Matildas fasttracked (C + B)
Skill Acquisition
Trainer Licence
A LICENCE
(National Level)
C LICENCE
(Fundamentals
of Coaching)
General Entry Point
PRO DIPLOMA
(International
Level)
B LICENCE
(Senior Football)
Socceroos and
Matildas fast
tracked (C + B)
A LICENCE
(Senior Football)
C LICENCE
(Fundamentals of
Coaching)
General Entry Point
B LICENCE
(Youth Football)
A LICENCE
(Youth Football)
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Initiative 5:
Accreditation and RatingMultipleentities(e.g.clubs,associations,
schools, and private academies) are involved
in the development o talented players and
we expect that to continue. These entities
can dier dramatically in the contribution they
maketotalentdevelopmentbutcurrentlythe
dierences are oten not readily apparent in
advance to potentially talented young players
and their parents.FFA will:
Introduce mechanisms that will make the relative
contribution visible, based on objective criteria.
The indicators will take two orms:
Accreditationbasedprimarilyoninputs
(e.g.employmentofaccreditedcoaches;
adherence to FFA curriculum)
Ratingbasedprimarilyonoutputs
(e.g.improvementinplayerskills;youngplayers selected or representative teams).
Entities or which talent development is a serious
part o their role will want accreditation and
ratingandthemechanismsproposedwill
provide them and their patrons with objective
indicators o their suitability and success.
FFA and Member Federations will publicise
and actively promote those entities that attain
FFA Accreditation and Rating.
Initiative 6:
Comprehensive Skills TestingIn the Community Pathway, FFA and Member
Federations will:
Introduce and promote a ramework or skills
testingforboysandgirlsfromage8to12,its
purpose being to:
widelypromoteawarenessofimportance
o sk ill development
focusattentiononrelevantskillsand
standards or various age groups
providefeedbacktoindividualsandcoaches,
to aid learning
providevisibilityaboutdevelopment
perormance or players, coaches, clubs
ensuremaximumaccessibilityand
supportiveness or all players
especially in regional Australia.
FFA National Curriculum | 39
Message rom the Technical Director
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Dear player, coach, parent and ootball an,
Football in Australia has seen signifcant
progress in recent years culminating in the
recent successes o the Qantas Socceroos
and Westfeld Matildas respective FIFA World
Cups. Not only did both national teams perorm
with distinction but the general public suddenly
became aware o the act that our game is the
biggest sport in the world.
Reaching the knockout stages o the FIFA World
Cup is a great achievement, however or a
country like Australia with such a proud sporting
culture and very impressive list o sporting
successes, is this enough? Having been in thecountry or only a relatively short time I can
answer that with a resounding NO. Everyone
I talk to dreams o going that step urther
to become a world leader in the worlds game
like Australia already is in many other sports.
This is a huge challenge considering the true
global nature o the sport and the act that the
traditional big ootball nations around the world
are still ahead o us in many aspects.
Qualifcation or the 2010 FIFA World Cup in
South Arica will provide ootball with another
massive boost and the Australian winners
mentality and desire will again be on show or
the world to see.
This winners mentality, however is simply not
enough,strangelyenough;itsactuallyoneofthe
nations problems in relation to the development
o the game. At too young an age there is too
much emphasis on winning. As a result the
ocus on tactics and conditioning instead o skill
development and creativity takes precedence.
Dont get me wrong: winning is important,
just as it is everywhere in the world, so that
will never change, nor should it. What needs
to change is the way we go about developingour players and coaches to win. There is
adifference!
At the world's top level all players are very ft
and tactically well equipped but its the skillul
and creative ones such as Lionel Messi,
Cristiano Ronaldo and Harry Kewell, that
make the dierence.
This National Football Curriculum is a
culmination o extensive research and provides
the guidelines or the changes in approach that
ootball in Australia will have to take in order to
keep progressing towards realising the nation's
loty goal o becoming one o the worlds best.
The only way to succeed is to bring this
Curriculum to lie in a uniorm manner nationwide.
Football in Australia is on the threshold o an
exciting period and these developments in
ootball will continue to rapidly gain momentum.
Thereore I invite every lover o our wonderul
game to join orces in making Australia a world
leader in the world's game, an exciting challenge
indeed!
Han Berger
FFA Technical Director
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