The document provides information about a football program for parents. It summarizes the program's philosophy and methodology. The program aims to holistically develop children's character and life skills through 60 hours per year of football training focused on technical, tactical, physical and cognitive development. It emphasizes long-term development over short-term results and creating good people in addition to good footballers. The coaching is to be player-centered, empowering, and focused on guided discovery learning through game-based training.

1. FFS
Program information for parents
2019

2. OUR PROGRAMS
• Preparatory program for ambitious children.
• Holistic development, teaching and building character
for life skills. Not just football skills.
• Training 40 sessions per year, approximately 60
hours of tuition.
• Detailed Curriculum and methodology

4. Rules
• No parent is to enter the training pitch at any
time
• Absolutely no coaching from the sidelines at
any time
• No sugary drinks – water only.
• Kids MUST wear their uniforms at all times
• PARENTS No smoking at any time

5. Marathon not a sprint
• When entering this program you must
understand that what we do is part of a long term
plan, years not weeks or months. We have seen
many, many children come through our doors
only to be tempted by the robot factories in the
perception that they can offer your child a long
term development pathway. Please consider the
long term pathway as opposed to choosing a
system with no assurance that your child will be
reselected year after year. No detailed curriculum
in a system built on winning not development.

6. METHOD
Aim: To create a highly technical, tactical skillful
and creative footballer an intelligent thinking player.
Coaching: Unified based on our methodology and
football philosophy. Problem based learning PBL
Resourcing: We make the best use of our training
facilities, equipment and Multimedia
Character: We aim to instill values in our aim to create
not only good footballers but good people in our
community. Leaders! The 4 c’s Critical thought,
communication, collaboration, Creativity, Community

7. OUR MISSION
• The mission of FFS is to help foster young
players’ physical, cognitive and social growth
so they can reach their potential in life
through their participation in football. The
school will aim to provide the highest quality
staff, facilities, environment and curriculum to
give players the tools to succeed.

9. SCHOOL PHILOSOPHY
The philosophy is founded on a set of core
principles that govern the policies, direction,
actions and structure. These core principles are:
– Develop the Person, Not Just the Athlete
– Individual Development
– Intrinsic Motivation, Enjoyment and Natural Ability
– Playing Philosophy
– Staff in Harmony with the schools Philosophy

11. CHARACTER DEVELOPMENT
1. Develop self confidence.
2. Demonstrate the value of sportsmanship and humility.
3. Teach the value of hard work and perseverance.
4. Promote leadership and taking responsibility for one’s
actions.
5. Teach respect for mentors and elders as well as
opponents.
6. Promote academic education and school study.

12. FOOTBAL SPECIFIC SKILLS
1. Teach individual technique and develop a comfort level with the ball.
2. Develop 1v1 skills that allow players to dominate opponents and win
individual duels which occur constantly during a game.
3. Develop tactical problem solving skills.
4. Develop creativity, versatility and adaptability.
5. Develop the ability to play in various playing systems but in particular
the 12323 as this system is the best for learning positioning.
6. Develop a self-reliant player who can make his/her own
decisions on the field and in life.

14. 4 MAIN AREAS OF DEVELOPMENT
1 Psychological and emotional (Top Priority)
2 Sports progression (learning The Sport)
3 Educational entertainment (Fun and
Enjoyment in Learning = intrinsic motivation)
4 Formation (Discipline, Structure, Guidance,
Respect)

15. STAGES OF DEVELOPMENT
In the Building Block approach, there are 4 main phases of individual player’s
development:
• Body & Ball Mastery Phase: Player and his/her ball (ages 4-16)
•
• Individual Duel Phase: Player versus opponent (ages 6-18)
• Partner Phase: Player and partner versus opponent (ages 8-18)
•
• Team Phase: Player uses ball mastery to help team (ages 12-18)
1. Develop technique, implement through Skills
2. Use skills in real situations.
3. Use skills in Tactical game situations

17. Football Methodology
It all comes down to our methodology, how we
approach and deliver our method of education.
This is the key to the successful outcomes we
have managed over the years with so many of
our children reaching their goals. The first fact
that one needs to understand is that we do not
have a magic wand that miraculously transforms
a child into an elite footballer. It takes time, hard
work and an environment that is conducive to
learning.

18. Playing Environment
What we do is provide training under constant
thought provoking intensity. The players are by and
large in game related exercises that ask them to
solve problems whilst developing their individual
technique. Therefore the environment is always one
of chaos and their job is to adapt to the pressure
and make sense out of chaos. Our teaching method
is a mixture of guided discovery and Divergent
thinking. Rather than bark out constant instructions
we ask constant questions and provide challenges.

20. Fun the underlying factor
Why do children want to play football, there is
no one single answer to this question but if we
were to ask them they would all include the Fun
factor. As adults we sometimes forget that kids
just want to have fun, fun and learning go hand
in hand with football and the majority of kids
and adults if given the option would rather just
play the game than train individual parts of the
game.

22. When teaching kids you must factor in the cognitive
development of children. Over the years we have learn first-
hand about children’s emotions and learning capacity. We have
invested time and research into how children learn and we use
this knowledge in how we treat and teach the different age
groups. With children confidence is a very powerful tool.
Therefore we shout praise and whisper criticism. Many children
that come to us quite often arrive from being told that their not
as good as others or coached by individuals whom believe that
discrimination by characteristic is a perfectly normal thing to do
to a child because he or she is not as tall/fast or as talented as
the others. They treat some kids as little superstars whilst
neglecting others. Children’s football is no place for adult
agendas.
Cognitive Development

24. Research has shown that children who play sports have
greater academic success, increased self confidence and
lower levels of depression. More positive body image,
higher states of psychological well being. Opportunities to
learn team work, strategic thinking and assertiveness.
These are but a few important development tools that
children need to foster a positive self image, coping skills
and leadership skills. So apart from the obvious fact that
children who go through our programs become better
players we are more focused on the principle that
children become better people. Not all footballers will
make it to the top so it is more important that they
balance sport with a good level of academic education.
The Power of Sports as a Learning Tool

25. Our training area is considered a classroom, we
have a curriculum and specialised
teachers/coaches that follow our methodology.
No parents are allowed on the training pitch at
any time without prior consent, strictly no
coaching from parents at any time.
The Classroom

26. FFS with Lionel Messi

27. TRADITIONAL COACH
COACH-CENTRED
• The player is considered an “Empty vessel”
• The Coach as the font of all wisdom
Players are not as engaged
WINNING AT ALL COSTS Short term winning all important
• Must have immediate results on the pitch
• The next game is all that matters
• The adult game is forced on children
• Early specialization to win games
• Bigger stronger players get most play
Obedient competitors but lacking in flair
RANDOM TOPICS ONLY RELATED TO WINNING
• A collection of hints, tips and drills
• Not usually age-appropriate
• Pressured approach to winning
• Topics mainly related to winning
Talent is often wasted
DRILLS ORIENTED
• Analytical Method (Drills) for “closed” skills
• Segmentation of each element
• Conditioning using exercises
• Game usually as a reward at the end
• Conditioning drills before the game
• Little motivation for players in training
Poor transfer to the real game
INSTRUCTIONS
• Passive Learning
• Monologue
• One-way instructions
• Often counter-productive
• Poor retention of learning
Create obedient robotic players
COACHING SKILLS
• Usually focused on winning
• Focused on winning topics mainly
• Usually does not use variables
• Less aware of his players progress
• Doesn’t usually ask questions
• Often limited and rigid topics
• Demands obedience and conformity to the accepted norms
Constant instruction frustrates creativity in players
MILITARY BOOTCAMP
• Fixing “mistakes”
• Limited variety
• Pressure
• Games and training often not age-appropriate
De-motivated players

28. MODERN COACH
PLAYER-CENTRED
• The player’s innate potential is valued
• Collaborative learning with the coach
Players empowered through involvement
DEVELOPMENT FIRST
• Long term development strategy
• Recognizes the time it takes to develop
• Model with progressive curriculum
• Children are allowed to be children
• Players experience all positions
• All players get a fair chance
• More rounded, creative players
• HAS A PLAN A complete Model for Optimal Development
• Age-oriented curriculum
• Creative game based approach to coaching
• Covers all topics comprehensively
Players can reach their full potential
GAME-ORIENTED
• Global Method (Games) for “open” skills
• Integration of technical, tactical, physical and cognitive elements
of the game
• Teaching Games for Understanding (TGfU)
• Simplified Games at the heart of training
• Exercises for correction after the game
• Greater motivation for players in training
Greater transfer to the real game
GUIDED DISCOVERY
• Active learning
• Dialogue
• Effective questioning
• Deeper learning experience
• Greater retention of learning
Create Decision Makers
COACHING SKILLS
• Knows how to get the most from his players
• Knows his topics very well
• Modifies conditions/rules to suit his players
• Knows when his players are ready to progress
• Skilled at asking questions
• Uses a wide variety of stimuli
• Gives players opportunities to discover things for themselves
Creates a healthy environment to stimulate creativity and game
intelligence
POSITIVE ENGAGING ENVIRONMENT
• Stimulation
• Great variety
• Encouragement
• Progressive - Success builds on success
• Motivated players

29. • The coach should emphasise development more than results!
• He should know and respect the rights and needs of his players at each age group and also
their individual needs.
• He should have a good knowledge of the game of football and the appropriate curriculum for
the age group he is working with.
• He should act fairly and evenly with all the kids under his care to help all of them reach their
full potential.
• He should use words and actions of encouragement towards the players, creating an
enjoyable and friendly environment for them to blossom.
• He should use less instruction and more active learning, empowering the players through
giving them responsibility and welcoming their opinions.
• He should use games more than drills in training, so that the game itself becomes the
teacher.
• He should use the Guided Discovery method of learning with his young players, employing
more questions/problems which they must answer/solve for themselves. This ensures
greater participation and attention, deeper knowledge of the game and greater retention of
lessons learnt, helping to create decision-makers on the pitch.
• He should be able to use different games/variables/progressions in training to keep his
players interested and ensure steady progress, always challenging the players, but not
overstretching them, so they develop in a continuous experience of success.

30. • The right to enjoyment both in training and in competitions, with a wide variety of
activities that promote fun and easy learning.
• The right to play as a child and not be treated like an adult, either on or off the
playing field.
• The right to participate in competitions with simplified rules, adapted to their level
of ability and capacity in each stage of their evolution.
• The right to play in conditions of greatest possible safety.
• The right to participate in all aspects of the game.
• The right to be trained by experienced and specially prepared coaches and
developers.
• The right to gain experience by resolving most of the problems that arise during
the practice.
• The right to be treated with dignity by the coach, their team-mates, and by their
opponents.
• The right to play with children of their own age with similar chances of winning.
• The right not to become a champion.
Players rights as developing children must be respected

31. • The need for new experiences
• The need for recognition and encouragement
• The need to be given responsibility
• The need for play
• The need to socialize with others
• The need to be active
• The need to live in the present
• The need for variety
• The need to be understood by adults
Players needs as developing children must be considered:

33. • Too often, we as coaches want to control every move and we
develop robotic, nervous players on the pitch, often
distracting them from playing the game through a constant
barrage of instruction and criticism.
• If the enjoyment of the game is taken away by adults who rant
and rave on the touchline and the grassroots game becomes,
in effect, a computer game controlled by dad’s,
• the opportunity for young players to plant the seeds of a
lifelong love affair with the game will be diminished.
Players should be the decision-makers on the pitch.

35. Players allowed to learn by mistakes.
Making mistakes is part of the lifelong learning
experience for every human being, but in football,
especially with young players who are still learning
the game, this is not a “luxury” afforded them by
adults. Sadly, criticism does not correct mistakes
but creates even greater pressure and consequently
more mistakes.
“From the brain’s point of view, mistakes are
stepping stones on the journey to deeper
knowledge and success.”

36. Players encouraged to try new things
Young players are very inquisitive and are
naturally inclined to explore and discover new
things, the game of football should be a safe and
enjoyable environment for them to experiment
in.

38. Players encouraged to find their own solutions.
Nobody likes taking instructions, especially young
people, and often the coaches constant instructions
are counterproductive. Far better to let young
people find their own solutions. Guided Discovery
as a coaching style brings greater attention and
retention than the traditional monologue of the
coach. Quite often we, as coaches, hinder the
player’s development rather than aid it.
The term “over-coaching” has often been used
about this effect.

39. Players are allowed to dribble.
• Everyone complains about the lack of
dribbling despite all the drills and moves that
are being taught, but the biggest factor is that
players are not given the freedom to express
themselves through dribbling. In our anxiety
to rush the adult passing game, we restrict the
players’ individual freedom and in later years
we end up with players who cannot beat a
man or use their skills to devastating effect in
attack.

41. C.H.A.M.P.S
• Commitment
• Hard work
• Ambition
• Motivation
• Passion
• Support

42. R.E.S.P.E.C.T
• Responsibility = Respect, honesty & trust
• Enthusiasm = motivation, passion
• Skill = creativity/self-expression/divergent
thinking
• Passion = culture & philosophy
• Excellence = high standards, attitude &
presentation
• Commitment = work ethic, character, humility
• Technique = Teamwork, execution & evaluation