ffa new national curriculum

8/2/2019 FFA NEW National Curriculum

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FFA NationalCurriculum


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4/44F F A N AT 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 keyinitiatives put orward in the FFAs NationalFootball Development Plan, released inNovember 2007. Since that time, a substantialamount o work has been undertaken in orderto create a curriculum that will provide nationalguidance and an integrated and consistentapproach to the development o players andcoaches throughout the country.

On behal o the Board and management oFFA, I am delighted to present the FFA NationalCurriculum to the entire ootball community.

This document, and its associated pathways,programs and resources which will be developedover the coming months and years, is an

Australian model which seeks to maximise thestrengths o our existing ootball culture.

The National Curriculum re ects the uniquechallenges o our country and draws onresearch on the major ootball countries,

Ben BuckleyCEO, Football Federation Australia

in particular their respective approaches toplayer and coach development.

Underpinning the implementation o theNational Curriculum will be the adoption o aconsistent structural approach within eachState and Territory which will include theappointment o a Technical Director responsibleor rolling out the Curriculum in their particulargeographical region.

This Curriculum is o critical importance i weare to achieve our objectives and realise a majorimprovement in the quality and per ormance o

Australias best players, coaches and teams,as well as ostering a li elong support o thegame amongst its participants.

The challenge now is to bring this plan toli e which will rely on the cooperation andcontribution at every level o the game. As avalued member o our ootball amily we look orward to your support o this Curriculum.


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Purpose and Objectives

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 YoungSocceroos (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 YoungSocceroos (U/20)

AIS

State TeamsNational U/13-U/14 Team

AGEGROUP

DEVELOPMENTPATHWAY

COMPETITIONPATHWAY

REPRESENTATIONPATHWAY


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FFA National Curriculum | 5

F F A N AT I O N A L C U R R I C U L U M

Purpose and Objectives

National Talented Player Pathway

Womens

AGEGROUP

610

1012

1214

21

1920

1718

1516




State InstitutesState League Clubs

AISState InstitutesState League Clubs

AIS / State League InstitutesState League ClubsOverseasClubs / Universities

AISOverseasClubs / Universities

State League Clubs

DEVELOPMENTPATHWAY

COMPETITIONPATHWAY

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 InstitutesWestfield 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 InstitutesWestfield W-League

State TeamsNational U/13-U/14 Team

REPRESENTATIONPATHWAY


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Research

Conduct o Research

Review team with diverse expertise

Review of scienti c research

Research on Australian data

Visits to a selection of other footballederations

Consultation with other Australian sportsbodies

Submissions from interested parties

Consultation with local football experts and representatives

Extensive discussion within review team

Input by the Technical Director.

Research Foundation

Very extensive body of scienti c research

about talent development and identifcation: or sport in general

or ootball in particular

much o it validated multinationally

Distinction between giftedness (naturalability) and talent (developed ability)

Limitations on talent prediction:

implications or early identifcation o uture

talented players Age-related development stages

Time and effort to develop football mastery:

the importance o long-term dedication.

Squandering the talent pool Relative AgeE ect & fnancial barrier

Geographic differences in generatingathletes

Generally gender neutral.

Implications o Research

To becomean outstanding adult footballer it

generally takes at least 10 years o sustained,deliberate practice rom a young age:

the vast majority o development occurs intraining / practice not in competition

typically, the bulk o training occursduring personal practice, withoutpro essional supervision. This iswhere touch is developed

This requires not just good coaching and

training opportunities but exceptional,enduring personal commitment.

In general, recognising giftedness is easy;it is much more di fcult to identi y playersthat may become top players with theappropriate training environment.


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Research

As a consequence, many players with real

potential are excluded rom developmentopportunities and drop out o the talent pool.It is also crucial to recognise di erences inability and not simply maturation di erences.

This is exacerbated when prevailingpractices or young players emphasisewinning competitions rather than skilldevelopment.

There are particular age-related stages in

the natural development o children whenacquisition o certain types o ability isrelatively easy. This a ects the ideal agesor developing particular ootball skills andthe type o training experiences appropriateat di erent ages.

There is a particular style of play and

playing system best suited to the overalldevelopment o players.

The emphasis on coach education isextremely strong in the most establishedand power ul ootball nations.

Large cities are much less effective, percapita, at generating talented athletes thanare regional localities.

There is likely to be multiple pathways fortalent to emerge (late developers), not just a single, prescribed pathway.

Research and Overseas Practices

While similar development considerations

apply around the world, the most practicaldevelopment arrangements vary as aconsequence o di erences in actors such aspopulation, population concentration, climate,a uence, attitudes to sport, overall sportingenvironment, and government involvement insport, history, tradition and ootball culture.

So, in examining practices o other ederations,we saw the combined e ect o general youth

development dynamics and the specifcnational conditions. In learning rom thoseother ederations, we have disentangled thecomponents and then identifed which practicesare likely to be most e ective in Australia, givenits particular national conditions.

The optimum practices and approach or Australia turn out to be a combination o whatwas 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 E ect.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 e ectivefootballers but are not praised for their technical excellence (FIFA technicalreports). Australian Institute of Sport (AIS), National Training Centre (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 be ore developing strong game skills.

Australia cannot produce a signifcant number o world-class ootballersuntil it is world class in developing technical skills, that persist underpressure, in its young players (while preserving their current strengths).

Gap B: Defcient Game Skills

Game skills / game hardness:

neuro-physiological adaptation to playing high intensity ootball at a highstandard with the commitment and ability to get results

beyond technical skills although needed as the oundation

comes rom extensive, regular, meaning ul, high-level competition.

In the most successful football countries, by age 17 or 18, the best young players are competing in professional senior environments (with adult professionals).

A typical league season in major ootball countries covers 10 to 11 months.

Talented young players who develop game skills and are game hardenedearliest, get the highest level club competition opportunities be ore othersof the same age further extending their game skills / hardness andcontinuously increasing their competitive lead.

For our best young players to mature, in a ootball sense in line with topoverseas counterparts, they require a high-level coordinated year-roundtraining 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 thesame age group, even when they have the same innate potential. This isparticularly the case in the U/14, U/15 and U/16 age groups because o thegrowth spurt.

This period o the players development coincides with the selectionprocesses or the respective State and age-group national teams as wellas the NTC and AIS programs.

In a competitive environment, those born later within this age cohort tend tobe selected out. As a result in later stages o youth development, and entryinto pro essional ranks, the remaining talent pool is heavily dominated byplayers born early in the grouping year(s).

Extensive research provides evidence o this e ect or ootball and othersports in Australia and throughout the world (particularly for men).

With the age group selection o the U/17 and U/20 national teams,individuals born in the wrong years get reduced developmentopportunities. For this reason, commencing in 2009 the AIS program

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 negativein uence o RAE and to identi y the real talented player. In some cases itcould also be advisable to leave a talented but physically slow developer ora certain period of time with a younger age group (regulations may need tobe modifed).

A nationwide education program is the key to ensuring that those entrustedwith selecting the players or our development programs are in act making

decisions based on the long-term interests of Australian football (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. This is one of the main reasons why it has become the worlds game;you only need a ball, even i it is one made o rags. Traditionally the talentedchildren have o ten come rom a lower socioeconomic environment.

In Australia however, ootball is becoming an expensive sport and there orenot a ordable or some amilies. When a child is identifed as beingtalented and selected or participation in State and National Championshipsthe threshold becomes even higher because o the user pays system.Sometimes this is exacerbated by distance rom the main ootball centres.

There ore, the assumption is justifable that this situation causes asubstantial loss o potential talent.

It is the (moral) responsibility o the ootball community tolevel this barrier and make ootball accessible or every child.

Gap E: Omission o Talent rom Regional Australia

For most Australian sports rural locations are much better (per capita) thanbig cities at generating athletes. Unlike other ootball codes in Australia,football has been predominantly a city game (75% of Australian A-Leagueplayers develop in large cities).

This is consistent with football (soccer) in Australia having been fostered by20th-century European immigrants and their children, who tended to clusterin the capital and industrial cities. The historical immigration dynamic thathas underpinned ootball in Australia appears to be weakening. This poses amajor threat to Australias uture talent pool unless o set by a much greatershare o young athletes rom rural areas.

Since players need to be inducted into the game at an early age, this wouldrequire initiatives that make ootball much more accessible in rural Australiaand at the same time, would also draw many more Indigenous Australiansinto 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 andconsequently less expertise than their counterparts in top ootball countries.

Australia has some good coaches but it can boast ew world-class coachescomparable 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 topplayers, top teams and top competitions

since Australia has lacked top competitions, there has been limiteddevelopment o its coaches, despite their potential.

This constraint has been partially o set by the very high standards ocoaching generally at the AIS combined with the in usion o some highquality coaches rom overseas either as migrants or short-term appointments.

Nonetheless, Australias capacity to be an internationally competitive ootballnation will continue to be severely constrained until it can sel -generate asubstantial body o world-class development and competition coaches.



Identifed Gaps


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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

a uniform system of play (formation)

an emphasis on technique be ore tactics and conditioning

a guided discovery approach in player and coach development .


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l l |


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FFA Curriculum Framework

The Structure o

FOOTBALL

Main Moments

Transitioning

Ball Possession

Opponent (BPO)Ball Possession

Own Team (BP)

Transitioning

Team Tasks

Individual Skills& Competencies

De endingDisturbing

PositionSpecifc

PositionSpecifc

PositionSpecifc

PositionSpecifc

Attacking / ScoringBuilding Up

Technique Insight Communication

Technique Insight Communication


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In order to defne the individual tasks / skills in

detail and thus provide a concise and structureddevelopment pathway, the Curriculum providesclarity on:

a style o play

a game organisation ( ormation ) suitableto train the style o play rom the momentthe 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 / pre erence, a proactive style o play using the1433 formation will be introduced.

This style will therefore be mandated forall FFA-controlled development teams.

In the1433 ormation there are 3 lineswith a balanced spread o players over the pitch(triangles of players) which is an importantcondition or:

manicured positioning play, playing out,combination ootball

creative and varied attacking play, usingthe width o the feld

early disturbing /pressing a ter losingpossession.

For youth players the positions andaccompanying basic tasks are logical andrecognisable and there oreplaying as a team is easier to develop.

The 1433 formation has several shapes andvariations, making it a exible up-to-date ormation.

The Optus Small Sided Football (OSSF) formats7 v 7 (133) and 9 v 9 (1323) lead up to the 1433 formation in a logical andmethodical manner.

As a consequence o the philosophy,physical ftness is also an inseparable ( conditional )component o ootballs structure which leads

to the proposition: conditioning is ootball training

ootball training is conditioning .

Analysis o ootball conditioning shows:

Football is becoming more and more compact:less space on the pitch / time on the ball.

Because of this the number ofexplosive ootball actions (football sprints / duelsetc.) in pro essional ootball has increasedby 40% over the last 8 to 10 years.

As a result o this, Football Conditioning is all about:

increase o explosive power in ootballactions

increase o explosive power stamina(explosive capacity)

decrease o recovery time betweentwo explosive actions

increase o recovery stamina(recovery capacity).

The Football Conditioning Method:

The 4 key indicators are trained in 6-weekcycles.

Overload principle: increasing time / series,decreasing rest / intervals per 6 weeks.

Only game related ootball exercises.

No condition testing that gives non relevantin ormation or ootball condition.

Dynamic stretching instead o staticstretching (no scienti c evidence for itssigni cance!).

Football conditioning continues thewhole season .

So: No waste o precious ootballtraining time.


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Football Condition

Increase o explosivepower stamina(explosive capacity)

Decrease o recovery

time between twoexplosive actions

Increase orecovery stamina(recovery capacity)

Increase o

explosive power inootball-actions



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The consequence of this for the actual technical content of the Curriculum:

Skill / technique training is the foundation (8 to 12 years) Positioning games and passing exercises are essential daily drills (12 to 19 years)

In every training session / exercise the relationship with the game must be recognisable (12 to 19 years)

Football training = Conditioning; Conditioning = Football training (15 to 19 years)

The development of:

tactical insight, reading the game (12 to 19 years)

independent problem-solving (12 to 19 years)

creative individual play (8 to 19 years)

... which are vital elements.


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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 ballpurposefully

Learning to play togetherpurposefully

Learning the positions andbasic tasks in 11 v 11

Learning how the basic taskslink together

Learning how to play as a team

Performing / winning as a team

U/6U/74 x 4

U/8U/97 x 7

U/10U/119 x 9

U/12U/1311 x 11

U/14U/1511 x 11

U/16U/1711 x 11

U/18U/1911 x 11

No formation / tactics consist of only verygeneral instructions

133 formation / basic tactical instructions / everyone plays all positions

1323 formation / limited tactical instructions / talentfor specific positions more clear (but still flexible)

1433 formation: Extending tactical instructionexplaining 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 asa team: result-oriented team-work

Getting a TICfor football

Football Conditioning

Football Conditioning

T IC

T I C

T IC

T I C


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Learning to act with the ballpurposefully

U/8U/97 x 7

133 formation / basic tactical instructions / everyone plays all positions

T IC

General Description

The players now understand that the games purposeis winning by scoring more goals than their opponent

Still a lot of individual play but the players start tounderstand that acting with the ball purpose ully is

necessary in order to be success ul Now playing 7 v 7 on a pitch, feeling for team play,

direction and opponent is developing

Preference and talent for a speci c position starts toshow (but encourage everyone to still play in everyposition regularly!)

Bigger goals with goalkeepers automatically appealsto aiming and shooting

Relevant Training Content

Ball mastery (during the warm up).

Running with the ball, 1 v 1, shooting, passing andreceiving, frst touch in various short FUN games.

Variations of 4 v 4 and 7 v 7.

No queue exercises.

No stretching

Number of sessions per week: 23 (+ 1 game)

Maximum duration per training session = 1 hour

Remarks

Links to:

S2S

OSSF training DVD

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)

T I C

General Description

More and more understanding and feeling or teamwork

Understanding of individual role in relation to teamwork is developing

Understanding for acting without the ball (running to or off the ball) develops

With 8 out eld players a tighter and more strict task allocation is required

Preference / ability for speci c positions becomes clearer and clearer

Perfect mental and physical ability for developing motor skills.


Functional game skills in possession of the ball:Passing and receiving, running with the ball, 1 v 1,frst touch

Defensive game skills: 1 v 1; block tackle; sliding

tackle Skills transfer: Executing the game skills in

corresponding game-related situations (1 v 1, 4 v 4, basic positioning games)

Training games: Various small sided games todevelop ball possession objectives.

Transitioning:

Learning the general principles in training games.

Dynamic stretching in warming up:

Number of sessions per week: 3 (+ 1 game)

Maximum duration per training session = 75 minutes.

Remarks

Links to:

S2S

OSSF training DVD

Skills test

Functional game skillsand skills trans er

Basic positioning games

Basic training games


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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

T IC

General Description

Ideal mental and physical conditions in this age group

First high point in the learning of motor skills, wellbuilt/ideal proportions, good coordination

Socially aware, critical of own performance and that

o others Likes to compete and compare

Imitates idols

The start of playing 11 v 11 on the whole pitch withreal game rules demands a big reorientation onalmost all aspects that were learned in earlier phases

Focus on learning the positions and basic tasks inplaying 11 v 11 in a 1433 formation


Functional game skills and skills transfer (specialattention or passing drills and heading)

Positioning games: the primal forms (basic)

Training games

1433 game training (basic formation)

Functional game skills and skills transfer inpossession o the ball

Defensive functional game skills and skills transfer.

Transitioning:

Learning the general principles in training games and 1433 game training.

Dynamic stretching in warming up: Number of sessions per week: 34 (+ 1 game)

Maximum duration per training session = 75 minutes.

Remarks

Links to:

S2S

1433 formation

Basic game training

Basic positioning games

Basic training games

General passing drills.


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Implementation


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Implementation

5: Talented Player Pathway

The talented player pathway is in place or theidentifcation and development o Australias elite

players in the 14 to 19 years age group (mensand womens). This is achieved through the:

respective State Institute / NTC programs;

AIS Program (residential for U/15 & U/16boys - camp-based or womens)

age group national teams

National Youth League (mens)

W-League.

A uni orm nationwide structure will beimplemented for the 8 to 14 years age group.This is a crucial period to address one o themajor identifed player development gaps.

The Elite Coach Development Scholarship Program has been established and:

targets individuals and provides with 3-yearscholarships

intended for roles working with talentedplayers in the felds o :

player development

coaching o high per ormance teamsin competition

specialty coaching.

Selected coaches are being individually casemanaged, with intensive investment to provide

experience and training that is as good as topoverseas coaches. Arrangements have beenmade or a substantial amount o experience inoverseas coaching assignments.

FFA will:

actively promote and take action to increasethe number o ull-time coach positions in

Australia

require minimum licence levels for the maincoaching positions in Australia.

6: Talented Coach Pathway


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Implementation


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Implementation

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

National Team Coaches (from Joeys up) Pro Diploma 2010

Asstistant National Coaches* A Licence 2011

A-League Head Coach A Licence 2011

A-League Asstistant Coach A Licence 2012

Youth League Head Coach B Licence 2010

W-League Head Coach A Licence 2012

W-League Asstistant Coach B Licence 2012

AIS Head Coach Pro Diploma 2010

AIS Senior Asstistant Coach A Licence 2010

AIS Asstistant Coach B Licence 2010

State Technical Directors A Licence 2012

NTC Head Coach A Licence 2012

NTC Asstistant Coach B Licence 2010

Junior State Team Coach B Licence 2010

Skills Acquisition Trainer B Licence + Skills Acquisition Trainer Licence

* Socceroos Assistant Coaches: Pro Diploma

By the start of season 2015/2016 all A-League coaches to have Pro Diploma accreditation.

By the start of season 2012/2013 all Youth League head coaches to have A Licence accreditation.

Goalkeeper coach accreditation is currently being reviewed in line with the restructured FFA Accreditation and Coaching Courses.


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Implementation


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p

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 andMatildas 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


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Initiative 5:

Accreditation and RatingMultiple entities (e.g. clubs, associations,schools, and private academies) are involvedin the development o talented players andwe expect that to continue. These entitiescan di er dramatically in the contribution theymake to talent development but currently thedi erences are o ten not readily apparent inadvance to potentially talented young players

and their parents.FFA will:

Introduce mechanisms that will make the relativecontribution visible, based on objective criteria.The indicators will take two orms:

Accreditation based primarily on inputs(e.g. employment of accredited coaches;adherence to FFA curriculum)

Rating based primarily on outputs (e.g. improvement in player skills; youngplayers selected or representative teams).

Entities or which talent development is a seriouspart o their role will want accreditation andrating and the mechanisms proposed willprovide them and their patrons with objectiveindicators o their suitability and success.

FFA and Member Federations will publiciseand actively promote those entities that attainFFA Accreditation and Rating.

Initiative 6:

Comprehensive Skills TestingIn the Community Pathway, FFA and Member Federations will:

Introduce and promote a ramework or skillstesting for boys and girls from age 8 to 12, itspurpose being to:

widely promote awareness of importance o sk ill development

focus attention on relevant skills andstandards or various age groups

provide feedback to individuals and coaches,to aid learning

provide visibility about developmentper ormance or players, coaches, clubs

ensure maximum accessibility andsupportiveness or all playersespecially in regional Australia.


Message rom the Technical Director


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Dear player, coach, parent and ootball an,

Football in Australia has seen signifcantprogress in recent years culminating in therecent successes o the Qantas Socceroosand Westfeld Matildas respective FIFA WorldCups. Not only did both national teams per ormwith distinction but the general public suddenlybecame aware o the act that our game is thebiggest sport in the world.

Reaching the knockout stages o the FIFA WorldCup is a great achievement, however or acountry like Australia with such a proud sportingculture and very impressive list o sporting

successes, is this enough? Having been in thecountry or only a relatively short time I cananswer that with a resounding NO. EveryoneI talk to dreams o going that step urther to become a world leader in the worlds gamelike Australia already is in many other sports.

This is a huge challenge considering the trueglobal nature o the sport and the act that thetraditional big ootball nations around the worldare still ahead o us in many aspects.

Qualifcation or the 2010 FIFA World Cup inSouth A rica will provide ootball with another

massive boost and the Australian winnersmentality and desire will again be on show orthe world to see.

This winners mentality, however is simply notenough, strangely enough; its actually one of thenations problems in relation to the developmento the game. At too young an age there is toomuch emphasis on winning. As a result theocus on tactics and conditioning instead o skilldevelopment and creativity takes precedence.

Dont get me wrong: winning is important, just as it is everywhere in the world, so thatwill never change, nor should it. What needs

to change is the way we go about developingour players and coaches to win. There isa difference!

At the world's top level all players are very ftand tactically well equipped but its the skill uland creative ones such as Lionel Messi,Christiano Ronaldo and Harry Kewell, thatmake the di erence.

This National Football Curriculum is aculmination o extensive research and providesthe guidelines or the changes in approach thatootball in Australia will have to take in order to

keep progressing towards realising the nation'slo ty goal o becoming one o the worlds best.

The only way to succeed is to bring thisCurriculum to li e in a uni orm manner nationwide.

Football in Australia is on the threshold o anexciting period and these developments inootball will continue to rapidly gain momentum.

There ore I invite every lover o our wonder ulgame to join orces in making Australia a worldleader in the world's game, an exciting challengeindeed!

Han BergerFFA Technical Director



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ffa new national curriculum

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