ffa national curriculum

7/30/2019 FFA National Curriculum

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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


4/44F F A N A T I O N A L C U R R I C U L U M

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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National Talented Player PathwayMens

610

1012

1214

21

1820

1617

1415

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


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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National Talented Player Pathway

Womens

AGE

GROUP

610

1012

1214

21

1920

1718

1516




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 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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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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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.


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.



Identifed Gaps


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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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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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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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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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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.

FFA N ti l C i l | 15


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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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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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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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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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|



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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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



23/44



8years

12

16

19

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


24/44



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



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


TIC

TIC

TIC

TIC



25/44



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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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


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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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.


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:


Maximumdurationpertrainingsession

=75minutes.

Remarks

Links to:

S2S

OSSFtrainingDVD

Skills test

Functional game skills

and skills transer




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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


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:



=75minutes.

Remarks

Links to:

S2S

1433formation

Basic game training



General passing drills.



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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


Functionalgameskillsandpassingdrills(basic)

Positioninggames(basic)

Traininggames(basic)

1433gametraining(basic).

Transitioning:

Intraininggames,positioninggamesand1433

game training.

Others:

Dynamicstretchingandcorestabilityexercises



=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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U/16U/1711 x 11

1433 formation: Extending development on oneposition related to the teams output


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.


Positioninggames(specic/advanced)

Passingdrills(specic/advanced)

1433gametraining(advanced)

Traininggames.

Transitioning:


game training.

Others:

Dynamicstretchingandcorestabilityexercises.

Football Conditioning:



=90minutes.

Remarks

Links to:

S2S

1433formation

Basic game training

Advanced game training

Advanced positioning

games


Specifc passing drills.


FFA C i l F k


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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


Positioninggames(specic)

Passingdrills(specic)

1433gametraining(advanced)

Individualtraining

Traininggames.

Transitioning:


game training.

Others:

Dynamicstretchingandcorestabilityexercises.

Football Conditioning:

Numberofsessionsperweek:46

(+minimum1game)


=90minutes.

Remarks

Links to:

S2S

1433formation

Basic game training

Advanced game training

Advanced positioning

games


Specifc passing drills.

Implementation


32/44


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


Implementation


33/44


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


34/44


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


Implementation


35/44


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

Implementation


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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).


Implementation


37/44


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.

Implementation


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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



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


Implementation


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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)

Implementation


40/44

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.


Message rom the Technical Director


41/44

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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ffa national curriculum

Documents