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Long Term Player DevelopmentWomen’s and Girls’ Football

An Introductory Guide

Forward

Introduction

Sporting System Issues

Stage One - Fundamentals

Stage Two - Learning to Train

Stage Three - Training to Train

Stage Four - Training to Compete 1

Stage Five - Training to Compete 2

Stage Six - Training to Win 1

Stage Seven - Training to Win 2

Stage Eight - Retirement/Retention

Conclusion

Matrix

System Chart

Trainability Chart

Periodisation Chart

Bibliography

Contents

5

6-7

8

9

10

11

12

14

15

15

15

16

17-19

20

21

22

23

Contributors to this guide also include

John Allpress - National Player Development Coach, The FA

Dr Istvan Balyi - Consultant LTAD

Andy Cale - Head of Player Development, The FA

Jim Hicks - PFA Coaching Department and Millwall Lionesses F.C.

Tony McCallum - Girls and Women’s Football Development Officer Somerset

John McDermott - Academy Manager, Tottenham Hotspur F.C.

Hope Powell - Women’s National Coach, The FA

Graham Ross - Senior Development Manager - Talent, SportEngland

Dawn Scott - Exercise Scientist, The FA

Craig Simmons - Player Development Advisor, The FA

Kelly Simmons - Head of National Football Development, The FA

In association with

Brent HillsAssistant National Coach, Women’s Football

The Football Association iscurrently engaged in the re-designof a Long Term PlayerDevelopment strategy which willinform all stakeholders workingwith players of all ages andabilities. As part of this strategy FAstaff in the Football Division havebeen working with Sport Englandand Dr Istvan Balyi to bring someof the benefits of Dr Balyi’s LongTerm Athlete Development (LTAD)model to women’s football. Thishas been done in the hope ofproducing a player developmentphilosophy which is tailored to thewomen’s game in England and willmeet the varying needs.

This document is the result of thatwork and is an introductory guideto Long Term Player Developmentin Women’s Association Football. It is in no way supposed to be adefinitive work, indeed playerdevelopment systems by their verynature are evolutionary and willdevelop as experience andresearch influence them. It isenvisaged that this guide willsupport the work beingundertaken in Long Term PlayerDevelopment and will inform anydebates that take place as to thenature and philosophy of LongTerm Player Development.

Scientific research supports thereasoning that it takes eight to twelve years of training for atalented athlete to reach elitelevels. There are no short cuts ifthese elite levels are to be reachedand maintained (Bloom 1985,Ericsson et. al., 1993, Ericsson andCharness, 1994). For all concernedin the players development thistranslates to slightly more thanthree hours of daily practice for ten years (Salmela, 1998). At present many involved in the development of young players continue to approach theplaying and training in a way thatcan be described as “Peaking bySunday”. Research indicates that along-term commitment based onsound and demonstrable scientificprinciples is needed for trainingand practice to produce eliteathletes in all sports.

To ensure optimum developmentthroughout an athlete’s career a specific, progressive and well-planned training, practice,competition and recoveryprogramme must be in place. Thegreater the quality of preparationthe more likely it is that the peakwill be higher and be maintainedover a greater period. Rushing into competition will result in shortcomings in technical, physical,tactical, psychological

and emotional preparation and will actually detract from performance.

The three ways that youngfootballers will improve theirperformances are by:• Training and Practice;• Application of Growth,

Development and Maturation Principles.

• Providing an optimal structure for a games programme for all stages of LTPD

LTPD will assist in promotingoptimal performances throughoutan athlete’s career andparticularly during the adolescentgrowth spurt when performancescan become unstable and canlead to actual dropout.

The Aims of the LTPD System

• To map out a clear development pathway for female footballers

• To identify and fill current gaps in the development pathway

• To adjust and integrate the current programmes available to talented female footballers in England

• To provide a scientifically based planning tool for coaches, educationalists and administrators

• To be used as the guiding light in planning for optimal performance

Introduction

5

We all want to see a continuedimprovement in players at alllevels and only by improvingcoaching knowledge, andoutlining a clear Long Term Player Development system, can we achieve this aim.

Players must be given theopportunity to become moretechnically accomplished, at whatever level that is, butespecially if we want to be at theforefront of international football.It is extremely important for thegoverning body to lead in settingguidelines for achieving therequired progress and so thisdocument will help everyoneinvolved in women’s and girlsfootball to focus on the keyfactors in the development of female players.

Our goal is to help all playersreach their true potential andfrom this produce a steady stream of world class femaleinternationals who can competesuccessfully at the highest levelsof the game. We hope that thisdocument provides the catalystfor us all to help our playersmaximise their potential andmove women’s football on to thenext level.

Sir Trevor Brooking

Director of Football Development

Forwards

6

To ensure the continued progressof girls and women’s football inEngland it is vital that we continueto support all the good work thatis taking place at all levels of thegirls and women’s game. Anincreased emphasis on the use ofthe latest research and appliedknowledge of how to developfemale players is crucial to ourcontinued progress.

This introductory booklet isdesigned to inform and stimulatedebate and give guidance forcoaches. Also, to give an overviewof how the Football Associationsees the player pathwaysdeveloping in the future to ensurethe continued enjoyment andprogress of all female players.Having a coherent and

comprehensive Long Term PlayerDevelopment strategy will ensurethat female players are betterprepared and technically moreaccomplished. This will lead togreater adherence to the game and to all players achieving greater enjoyment throughsuccess and satisfaction.

I hope you find the informationcontained in this publication foodfor thought and helpful whenworking with players. I would liketo thank Sport England for theassistance they have given in thepreparation of the documentparticularly Graham Ross and Dr Istvan Balyi. Their input hasbeen invaluable.

Hope PowellWomen’s National Coach

"I have been very impressed atthe commitment to girls andwomen's football in England, aswell as the standard of play. At the elite end of the game,Hope is already looking to buildon the success at the World Cupin China and create a winningmentality from the top down.Like the men's game, long-termdevelopment is very importantand this booklet outlines howfemale players - of all levels - can improve their game. With your help, the informationhere should contribute to morewomen playing better football,building on its growing popularityin England."

Fabio CapelloNational Team Coach

7

The following reflect issues ofconcern for a number of youngfemale footballers, which arecommon around the world, notonly to England:• Young players under train and

over compete;• Competition to practice/training

ratio’s are too high particularly in the early years;

• Young players often follow adult competition schedules;

• Young players often follow adult training/practice schedules;

• Young female players often follow programmes designed for males

• Training/practice in the developmental years often focuses on winning and not on performance (process versus outcome)

• Chronological age influences coaching and selection rather than biological age (readiness)

• The so-called critical periods of accelerated adaptation are under utilised

• Poor programmes between the ages of 6-16 result in athletes never reaching their genetic potential

• The “best” coaches are encouraged to work at the elite levels

• Coach Education tends to “skim” the growth, maturation and development of young females

• Parents/Guardians/Partners need to be re-educated in LTPD principles and implications

• Administrators and officials need to be re-educated in LTPD principles and implications

Women’s football has grownenormously in the last 5-10 yearsand the people at grass roots aremore responsible for this growththan anyone. At present women’sfootball is characterised byfantastic support but is stillplagued by too littlepreparation/practice and toomuch competition at all levels.Most young players do not spendenough time developingfundamental movement skills orfundamental sports skills at anearly age and therefore miss outon developing their full geneticpotential. They also miss out ondeveloping a love of the gamethrough the development andmastery of skills, as much of their

practice is in the form ofcompetitive games and a win atall costs environment. Manycoaches, through no fault of theirown, do not understand that thewindows of opportunity fordeveloping certain qualities arenot being utilised and the deficitscreated can never be replaced infull. This issue if tackledsympathetically and with foresight can make a significantimprovement to women’s footballat all levels.

Through an innovative andenlightened physical education and sport programme young girlswill also be experiencing anumber of other beneficialactivities whether they areformalised or informal play. These will all have a cumulativeeffect and support the notion ofdeveloping females who aremovement and sports literate.

Sporting Systems Issues

8

Dr Istvan Balyi’s model for LTADin late specialisation sports is afive stage model e.g., • FUNdamental - fundamental

movement skills• Learning to Train - fundamental

sports skills• Training to Train - building the

engine and sport specific skills;• Training to Compete -

optimising the engine including skills and performance;

• Training to Win - maximising the engine including skills and performance.

We have adapted this model totake account of the social fabric offemale sport and the associatededucational requirements and aresuggesting an eight-stage modeldetailed below:

STAGE ONE

FUNDAMENTALS

(FUNDAMENTAL

MOVEMENT SKILLS)

At this stage of LTPD (6-9)children begin the majority oftheir involvement in Association

Football through school, club and Local Authority experiences(daily physical activity should beencouraged i.e. physical education,out of school activities).

Philosophy• The philosophical atmosphere to

be created is one of “Freedom and Fun”. The ethos is one of “striving to win”. Winning at all costs is counter productive. Young people want to win when they play so we don’t need to promote this nor do we need to discourage it. We just need to keep it in perspective in the overall development system.

• Creating a Stimulating Learning Environment (SLE) should be paramount in the planning of coaches and teachers.

• The game should be the teacher whenever appropriate tofoster an atmosphere ofFreedom an Fun.

• As players respond repetition is important in fostering a love of technical mastery.

• Coaches and teachers shouldstrive for multiple outcomes

from all parts of sessions i.e., can more than one goal be achieved through the creative planning of practice sessions.

• Ball manipulation and mastery is a worthwhile achievement within this SLE.

• Simple decision making practices can also be used.

• All players should experience all positions including that of goalkeeper.

Emphasis should be ondeveloping fundamentalmovement skills. • ABC’s (Agility, Balance,

Co-ordination and Speed) • RJT (Running, Jumping,

Throwing)• KGB’s (Kinesthetics, Gliding,

Buoyancy, Striking with the body part)

• CPK’s (Catching, Passing & Kicking, Striking with an implement).

The FA LTPD Model forWomen’s Football

FUNdamental Learning toTrain

Training toTrain

Training toCompete Stage 1

Training toCompete Stage 2

Training to Win Stage 1

Training to Win Stage 2

Retirement -Retention

6-9 8-11 10-14 13-16 +/- 16-18 +/- 19-21 +/- 22 +/- Any age

9

In order to foster thedevelopment of all round physicalliteracy, participation in as manysports and movement activities aspossible should be encouraged.

Speed, and endurance can bedeveloped using fun games. Basic rules and the historicalethics of the sport can beintroduced. This is also the 1stSpeed window (agility andquickness)

As integration is a major themerunning through the whole ofLTPD technical work, involvingassociated fundamentalmovement patterns, should takeaccount of the following themes:

Level 1Core/individual skills (these aretechniques which are fundamentalto the individual if they are tomaster and enjoy the sport. Theyshould be over learnt and will bein constant use throughout thesport e.g. close ball manipulation,juggling, volleys etc)Receiving the ballPassing <25mIndividual attacking moves(turning - dribbling - running withthe ball)Heading (soft touch ball)Finishing

Counter attack Defending Goalkeeping Small sided games (4v4 to 6v6).

STAGE TWO

LEARNING TO TRAIN

(FUNDAMENTAL SPORTS SKILLS

INCLUDING FOOTBALL SKILLS)

This stage (8-11) players will bemoving towards playing moreformalised football matches.These games will be for the club,school etc but should remaindevelopmental in ethos. Gamesprogrammes becoming resultsdriven will not enhance theenjoyment or experience of thesport, can lead to early drop out,and should be avoided.

Early developers often stand outduring childhood but researchdoes suggest that many latedevelopers have greater potentialto reach and maintain elite levelsof performance in the long term.These players will greatly benefitfrom spending longer on the typesof activities suggested during this stage.

Philosophy• The philosophical atmosphere

should be the same as in the FUNdamentals stage and revolves around “Freedom and Fun”.

• The ethos is one of ‘striving to win”. Winning at all costs is counter productive. Young people want to win when they play so we don’t need to promote this nor do we need to discourage it. We just need to keep it in perspective in the overall development system.

• This stage coincides with peak motor co-ordination and is often referred to as “the goldenage of skill learning”. It is vital therefore, that coaches focus on techniques and skills development whenever possible. The terms techniques and skills refers to both the physical and psychological components of learning

• Players can be introduced to general physical conditioning at an awareness level butcombining this with technicalwork is an ideal scenario.

10

Technical/Tactical themes will include:Level 1/2• Core/individual skills• Receiving• Passing <25m• Individual attacking moves

(turning - dribbling - running with the ball)

• Heading (soft touch ball)• Finishing• Combination plays• Counter attack• Defending• Goalkeeping• Small sided games (4v4 to 7v7).

STAGE THREE

TRAINING TO TRAIN

(BUILDING THE ENGINE

INCLUDING FOOTBALL

SPECIFIC SKILLS AND

DECISION MAKING SKILLS)

This is a crucial stage (10-14) andplayers during this stage will needto train for endurance, speed andstrength in addition to ABC’s andbuilding up a greater repertoire offootball related movements. Some experts refer to this stage as “building the engine”.The maximum competition totraining/practice ratio should be 1:3 and greater (1:4+) if possible Philosophy

• The philosophical atmosphere created should be one of “Understanding and Skill”.

• Creating a Stimulating Learning Environment (SLE) continues to be of paramount importance.

• Repetition is important to refine and develop technical excellence.

• The committed coach will continue to strive for multiple outcomes, where appropriate, from all parts of sessions to maximise the efficient use of time. However, where specific work is needed for example, to address a particular need, then this should be undertaken

• Ball manipulation and mastery continues to be a theme.

• As the players become more sophisticated decision making can take on new broader concepts.

• Players should continue to experience all positions including Goalkeeper but most will have settled on one or two positions by the end of this phase. It is also recognised that genetics can influence the issue of final playing position/s. Late developers can sometimes settle on a different position much later and the coachshould be aware of this fact.

It is at this stage that the youngtalented player can be calledupon by a number of interestedbodies to represent them.However, with effectivecommunication and a recognitionthat the interests of the playermust lay at the heart of anydecisions taken, these issues canbe resolved to ensure that thesystem remains “Player Centred”. Occurring in this phase are thewindows of acceleratedadaptation of aerobic andstrength training. Stregth trainingshould not be undertaken at anytime with young players exceptunder the supervision of qualifiedstaff. In-service training of staff atall levels should be undertaken(The Football Association takesexpert advice on this subject).Optimal aerobic training beginswith the onset of Peak HeightVelocity (PHV), more commonlyknown as the adolescent growthspurt. Strength training has twowindows of acceleratedadaptation in this phase. Window1 is immediately after PHV andwindow 2 begins with the onsetof menarche.

11

Speed Window 2 (anaerobic alactic power) will also fall withinthis phase (please refer to thetrainability chart).

Double periodisation will be used to include a mid winter break for reconditioning andtechnical/tactical work and toemphasise the continued ratio’s of competition to practice. This should be planned with anindividual’s needs in mind.

Warm-up and cool down will playan added part in preparing andrecovering from performance. The links between hydration,nutrition and performance can be emphasised further. Mentalpreparation, recovery andregeneration, tapering andpeaking, pre, during and postgame routines should beintroduced and established.

Biological differences can be asmuch as four years towards theend of this phase. This will applyin all four corners of development(technical, psychological, physicaland social). Coaches should bevery aware of this whenattempting to assess players.Continued emphasis on athleticdevelopment and technicalmastery should be the mainstays

of the programme. The wholeprogramme should be holistic innature and seek to influence allfour corners of the playersdevelopment. For example, the social relationship between a rightback- right midfield -centre forward could be adetermining factor in the progresseach individual makes and their ultimate performance levels.

Technical/tactical themes willinclude:Level 2/3• Core/individual skills• Receiving• Passing <30m> • Individual attacking moves


• Heading (soft touch ball)• Finishing• Combination plays• Counter attack• Defending• Goalkeeping• Small sided to full games

(6v6 to 11v11).

Other sports continue to play a role, both for variety and cross-training, but the balance now begins to shift firmly infootball’s favour (the generalrecommendation is that theprogression of number of sports

in various phases is: FUN - 6, LtT -3, TtT - 2, TtC - 1. In TtT football isthe main sport with one other).Careful monitoring of growth,development and maturation is of critical importance during thisphase and phases four and five.Ensure appropriate training isintroduced at the most beneficialtime and remember that growthand development can affectsocial, technical and psychologicalstates as well.

Careful monitoring of growth and development is of criticalimportance during this phase to ensure appropriate training is introduced at the most beneficial time.

STAGE FOUR

TRAINING TO COMPETE 1

(BUILD & OPTIMISE THE ENGINE,

POSITION SPECIFIC (WHERE

APPROPRIATE)

TECHNICAL/TACTICAL AND


The Training to Compete Stage(13-16+/-) has been divided intotwo sections in Women’sAssociation Football. Thereasoning behind this decision isgiven below. • Talented players will be

training/practicing with elite

12

clubs and centres of excellence. This phase leads up to the GCSE examinations and there isa natural split at sixteen in that this denotes the end of compulsory full-time education.

• It is important that we as the governing body give regard to the social fabric within which our players operate and splitting this phase to take account of a momentous life event would allow those peoplesupporting players development to be fully aware of circumstance. They would also be in the best possible position to support the player.

• As the women’s game becomes more professionalised in the future it is likely at this stage that elite young playersmay be able to become full-time trainee players and this would also herald a break in theway their lives are organised.

Philosophy• The philosophical atmosphere

to be created at this stage continues to be “Understanding and Skill”.

• Repetition continues to be important (deliberate practice is crucial to hone skills and fitness).

• Strive for multiple outcomes from all parts of sessions where appropriate.

• Ball manipulation and mastery continues to be a goal.

• Decision making skills are developed with continued sophistication.

• Encourage variety in positional experience to develop a greater awareness of other roles and for experimentation.

• Encourage variety in systems of play to cope with a variety of situations.

• Encourage individualisation of practice where appropriate to cater for the individuals needs.

• Playing through thirds of the field (both attacking and defending) will allow repetition of tactical situations and aid understanding.

• Introductory experience of tournaments by the end of this phase should be a priority.

The technical/tactical emphaseswill be on:Level 3/4• Core/individual skills• Receiving• Passing <30m>• Individual attacking moves


• Heading

• Finishing• Combination plays• Counter attack• Goalkeeping• Defending• Games (6v6 to 11v11)In this stage the training tocompetition and competitionspecific training ratio now changeto 50:50. This means thatapproximately 50% of training isdevoted to the development oftechnical/tactical skills and fitnessdevelopment, and 50% is devotedto competition specific training toimprove tactical and technicalproficiency. This does not imply a 1:1 training/game ratio. It meansthat half training is designed towork on more generalised aspectsand half training is related toactual skills and tactics neededfor the competitive game. Highintensity and individually sportspecific training is provided yearround. Emphasis is placed onoptimum preparation for training and competition and isindividually tailored whereappropriate.

13

During this stage there will be acontinued emphasis on physicalconditioning. Double periodisationwill continue to be used ingeneral, although at the upperend triple periodisation may beneeded for players who havegraduated into the National U17team and have a UEFA/FIFAtournament. Coaches will place a greater emphasis on theindependence and autonomy ofthe individual player in order toencourage players to play agreater role in their development. Individual physical and mentaldevelopment programmes will becreated including a strengthtraining programme. Research now suggests that a carefullyplanned and monitored strengthdevelopment programme is inmost sports including football.

STAGE FIVE

TRAINING TO COMPETE 2

(OPTIMISING THE ENGINE,

POSITION SPECIFIC



The second stage of Training toCompete (16-18 +/-) slots easilyinto the time when all playershave the opportunity to finish full-time

compulsory education. It is ourintention to encourage all playersto take the educational andtraining opportunities availableand these may vary according toability, location and opportunities.Genetics will have a majorinfluence on assessment at thisstage. Coaches must allow forgenetic limitations whenassessing progress. Movingtowards position specific workwhilst recognising possiblegenetic ceilings is crucial inassessment.

Philosophy• The philosophical atmosphere to

be created at this stage is now one of “Learning To Win”. The ethos is one of “striving to win”. Winning at all costs is counter productive. Young adults want to win when they play so we

don’t need to promote this nor do we need to discourage it. We just need to keep it in perspective in the overall development system.

• Repetition continues to be important.

• Strive for multiple outcomes from all parts of sessions.

• Decision making skills are developed with continued sophistication.

• Encourage variety in positional experience to develop a greater awareness of other roles and for experimentation.

• Encourage variety in systems of play to cope with a variety of situations.

• Encourage individualisation of practice where appropriate to cater for the individuals needs.

• Playing through thirds of the field (both attacking and defending) will allow repetition of tactical situations and aid understanding.

• More demanding in depth experience of tournaments by the end of this phase should be a priority.

The technical/tactical emphaseswill be on:Level 4/5• Core/individual skills

14

• Receiving• Passing <30m>• Individual attacking moves


• Heading• Finishing• Combination plays• Counter attack• Goalkeeping• Defending• Games (8v8, 11v11, 10v11, 11v10).

The underlying principles ofFrequency, Intensity, Duration andType of training during this stagewill build on the Training toCompete Stage 1 and will seek touse the same guiding philosophy.

STAGE SIX

TRAINING TO WIN 1

(MAXIMISING THE ENGINE &

POSITION SPECIFIC



This penultimate stage (19-21+/-)sees the emphasis firmly focussedon “Training to Win”. The majority, if not all, of the players physical,technical, tactical, psychological,social and ancillary capacities arenow fully established and the focusof training has shifted tooptimisation of performance. Theremay still be a need for the

development of tactical experiencein major tournaments. Training ischaracterised by high intensity,high quality and relatively highvolume. Frequent “prophylactic”breaks help to prevent physicaland mental burnouts. Increasingthe number of games continues tobe possible due to the earlierplanned and progressive nature oftraining and practice. Tripleperiodisation is mostly employedto cater for the season (includingmid-winter re-conditioning break)and the UEFA/FIFA tournaments,which take place.

Philosophy• The philosophical atmosphere is

now one of “Training to Win”. • Repetition continues to be

important. • Coaches continue to strive for

multiple outcomes from all parts of sessions. • Decision making related to

tournament pressure is a focus. • Position specific experience

becomes a major focus. • Encourage flexible systems of

play at will in order to solve the tournament scenarios

• Encourage individualisation of practice where appropriate.

• The modelling of tournament play is the major theme of all preparation.

The technical/tactical emphaseswill be on:• The maximisation of all

capacities;• Individualised training where

appropriate;• Technical and tactical work

emphasises high quality;• Tactical emphasis is on

modelling tournament play in all scenarios.

STAGE SEVEN

TRAINING TO WIN 2

(MAXIMISING THE ENGINE &

POSITION SPECIFIC


DECISION MAKING SKILLS

This stage (22+/-) will see theadult player focus on themaximisation of all capacities.Practices with multiple outcomesmay well prove most useful at thelater stages when much of thepractice/training is allied totactical and teamwork outcomese.g. a corridor practice underpressure will have incidentaleffects on the social, physiologicaland psychological corners ofdevelopment as well as the mainoutcome of game related technicalrepetition under pressure.

15

STAGE EIGHT

RETIREMENT/RETENTION

It is hoped that elite players willserve the sport after retiring fromfull-time training and will get thesupport where appropriate topursue careers within the sportthrough coaching, sport sciencesupport, mentoring, refereeing oradministrating. Others maychoose to re-train for a careeroutside women’s football. It would be beneficial to the game in general and thegoverning body if identification of suitable individuals couldformally take place before theyleave the elite arena. Support can then be provided in order to retain these people within the fabric of the game

CONCLUSION

The LTPD pathway for playersshould be an integrated systemwhich will take account of theindividual player’s needs first andforemost and will also encompasscalendar planning, the gamesprogramme, coach education andparental education. Withoutaddressing all of these issues thegaps outlined earlier will continueto arise and negate any otherproactive developments achieved.

16

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on s

peci

ficsk

ills

& fi

tnes

s to

war

ds th

een

d of

this

pha

se

• U

ND

ERST

AN

DIN

G

& S

KIL

L•

Spor

t and

indi

vidu

al

spec

ific

phys

ical

co

nditi

onin

g un

der

com

petit

ive

cond

ition

s•

Intr

oduc

tion

of

indi

vidu

al

into

mor

e ad

vanc

ed

tact

ical

uni

ts•

Indi

vidu

alis

atio

n of

te

chni

cal/

tact

ical

ski

lls.

• D

evel

opm

ent o

f m

enta

l pre

para

tion.

• Sp

ort a

nd in

divi

dual

sp

ecifi

c “a

ncill

ary

capa

citie

s” (

know

ledg

e an

d ex

perie

nce)

.•

Spor

ts e

thic

s

Chr

onol

ogic

al/

Dev

elop

men

tal

16-1

8 +/

-

“Opt

imis

ing

the

Engi

ne”

&

posi

tion

spec

ific

skill

s &

fitn

ess

• LE

ARN

ING

TO

WIN

• Sp

orts

spe

cific

an

d pl

ayin

g sk

ills

unde

r co

mpe

titiv

e co

nditi

ons

• Te

stin

g ta

ctic

al

prep

in

com

petit

ion

• A

dvan

ced

men

tal

prep

arat

ion

• Po

sitio

n sp

ecifi

c co

nditi

onin

g•

Spor

t and

in

divi

dual

sp

ecifi

c “a

ncill

ary

capa

citie

s”

(kno

wle

dge

and

expe

rienc

e).

• Sp

orts

eth

ics

Chr

onol

ogic

al/

Dev

elop

men

tal

Age

: 19-

21+/

-

“Max

imis

ing

the

Engi

ne”

& p

ositi

onsp

ecifi

c sk

ills

&

fitne

ss

• TR

AIN

ING

TO

WIN

• M

aint

enan

ce o

r Im

prov

emen

t of

phys

ical

ca

paci

ties.

• Fu

rthe

r de

velo

pmen

t of

tech

nica

l and

ta

ctic

al u

nits

• M

odel

ling

all

poss

ible

asp

ects

of

trai

ning

and

pe

rfor

man

ce.

• Fr

eque

nt

prop

hyla

ctic

br

eaks

.•

Adv

ance

d ta

ctic

al

prep

arat

ion

• A

dvan

ced

men

tal

prep

arat

ion

• A

ll as

pect

s of

tr

aini

ng

indi

vidu

alis

ed.

• D

evel

op fu

rthe

r “a

ncill

ary

capa

citie

s”

(kno

wle

dge

and

expe

rienc

e)•

Soci

al

psyc

holo

gy a

nd

team

dyn

amic

s•

Spor

ts e

thic

s

Chr

onol

ogic

al/

Dev

elop

men

tal

22 +

/-

“Max

imis

ing

the

Engi

ne”

&po

sitio

n sp

ecifi

csk

ills

& fi

tnes

s

• TR

AIN

ING

TO

WIN

• M

axim

isat

ion

of a

ll ca

paci

ties

STA

GES

FUN

DA

MEN

TAL

STA

GE

1LE

AR

NIN

G T

O

TRA

INST

AG

E 2

TRA

ININ

G T

O T

RA

IN(G

row

th &

Dev

elop

men

t)ST

AG

E 3

TRA

ININ

G T

O

CO

MPE

TE 1

STA

GE

4

TRA

ININ

G T

OC

OM

PETE

2ST

AG

E 5

TRA

ININ

G T

OW

IN 1

STA

GE

6

TRA

ININ

G

TO W

IN 2

STA

GE

7

+ Th

e ov

erla

ppin

g of

chr

onol

ogic

al a

ges

in e

arlie

r ph

ase

are

due

to e

arly

, ave

rage

and

late

dev

elop

ing

play

ers

thro

ugho

ut th

ese

phas

es

RETI

REM

ENT

& R

ETEN

TIO

NST

AG

E 8

Gro

wth

and

Dev

elop

men

tC

onsi

dera

tions

Foot

ball

Spec

ific

Skill

s

Peri

odis

atio

n

Emph

asis

on

deve

lopm

ent

of m

ovem

ent s

kills

.1s

t Spe

ed W

indo

w(a

gilit

y/qu

ickn

ess

PSpV

1);

6-8

yrIn

trod

uctio

n to

flex

ibili

tytr

aini

ng

Cor

e/in

divi

dual

ski

lls.

Rece

ivin

g, p

assi

ng,

indi

vidu

al a

ttack

ing

mov

es 1

v1, h

eadi

ng,

finis

hing

, cou

nter

atta

ck,

defe

ndin

g, G

K, S

SG’s

(4v

4-6v

6)

No

perio

disa

tion

but

flexi

ble,

pro

gres

sive

and

stru

ctur

ed s

essi

ons

Peak

mot

or c

o-or

dina

tion

(PM

CV

), em

phas

is o

nat

hlet

ic a

nd s

kill

deve

lopm

ent

Dev

elop

spo

rt s

peci

ficra

nge

of m

otio

n

FUN

dam

enta

ls o

f tac

tical

prep

arat

ion.

Cor

e/in

divi

dual

ski

lls.

Rece

ivin

g, p

assi

ng,

indi

vidu

al a

ttack

ing

mov

es1v

1, h

eadi

ng, f

inis

hing

,co

mbi

natio

n pl

ays,

cou

nter

atta

ck, d

efen

ding

, GK

,SS

G’s

(4v

4-7v

7)

Dou

ble

Perio

disa

tion

July

-Nov

/Feb

-Apr

il (M

ay-

June

alte

rnat

ive

spor

ts).

Dec

-Jan

rec

ondi

tioni

ng m

id-

win

ter

brea

k, fu

rthe

r ov

eral

lte

chni

cal a

nd a

thle

ticde

velo

pmen

t

Gro

wth

spu

rt (

PHV

),em

phas

is o

n ae

robi

cde

velo

pmen

t 11-

12 y

ears

(WIT

H T

HE

ON

SET

OF

PHV

)2n

d Sp

eed

(ala

ctic

) W

indo

w(P

SpV

2 11

-13

yrs

1st S

tren

gth

Win

dow

(PS

V);

at e

nd o

f PH

V d

ue to

grow

th s

purt

Rem

edia

l lat

e en

try

prog

ram

mes

if n

eede

d,es

peci

ally

flex

ibili

ty

Dev

elop

men

t of t

actic

alpr

epar

atio

n.C

ore/

indi

vidu

al s

kills

.Re

ceiv

ing,

pas

sing

,in

divi

dual

atta

ckin

g m

oves

1v1

, hea

ding

,fin

ishi

ng, c

ombi

natio

n pl

ays,

coun

ter

atta

ck, d

efen

ding

,G

K, S

SG’s

(6v

6-11

v11)

.Ro

tate

pos

ition

s (p

ositi

on to

be d

eter

min

ed b

y en

d of

pha

se)

Dou

ble

Perio

disa

tion

July

-Nov

/Feb

-Apr

il (M

ay-

June

alte

rnat

ive

spor

tsin

clud

ing

tran

sitio

n).

Dec

-Ja

n re

cond

ition

ing

mid

-w

inte

r br

eak

Peak

Str

engt

h de

velo

pmen

t(P

SV),

emph

asis

on

stre

ngth

deve

lopm

ent;

2nd

stre

ngth

win

dow

at o

nset

of

men

arch

e

Rem

edia

l lat

e en

try

prog

ram

mes

if n

eede

d

Mai

ntai

n fle

xibi

lity

Intr

oduc

tion

to to

urna

men

tsby

end

of p

hase

.C

ore/

indi

vidu

al s

kills

.Re

ceiv

ing,

pas

sing

,in

divi

dual

atta

ckin

g m

oves

1v1

, hea

ding

,fin

ishi

ng, c

ombi

natio

n pl

ays,

coun

ter

atta

ck, d

efen

ding

,G

K, S

SG’s

(6v

6-11

v11)

Dou

ble

Perio

disa

tion,

Trip

leif

UEF

A/F

IFA

com

p. J

uly-

Aug

pre

para

tion,

Sep

t-N

ovga

mes

, Dec

-Jan

reco

nditi

onin

g m

id-w

inte

rbr

eak,

Feb

-Apr

il ga

mes

,M

ay-J

une

alte

rnat

ive

spor

ts+t

rans

ition

.

All

prog

ram

mes

base

d on

diag

nost

ical

lyte

sted

nee

ds

Mai

ntai

n fle

xibi

lity

Refin

e to

urna

men

tex

perie

nce.

Cor

e/in

divi

dual

skill

s. R

ecei

ving

,pa

ssin

g, in

divi

dual

atta

ckin

g m

oves

1v1

,he

adin

g, fi

nish

ing,

com

bina

tion

play

s,co

unte

r at

tack

,de

fend

ing,

GK

,SS

G’s

(8v

8,11

v11,

10v

11,

11v1

0).

Dou

ble

Perio

disa

tion,

Trip

le if

UEF

A/F

IFA

com

p. Ju

ly-A

ugpr

epar

atio

n, S

ept-

Nov

gam

es, D

ec-

Jan

reco

nditi

onin

gm

id-w

inte

r br

eak,

Feb-

Apr

il ga

mes

,M

ay-J

une

alte

rnat

ive

spor

ts+t

rans

ition

.

Dev

elop

men

t of

stam

ina,

str

engt

h,sp

eed,

ski

ll an

dsu

pple

ness

.

All

prog

ram

mes

base

d on

diag

nost

ical

lyte

sted

nee

ds

Mai

ntai

n fle

xibi

lity

Max

imis

atio

n of

all

capa

citie

sIn

divi

dual

ised

trai

ning

whe

reap

prop

riate

Tech

nica

l and

tact

ical

wor

kem

phas

ises

hig

hqu

ality

Tact

ical

em

phas

ison

mod

ellin

gto

urna

men

t pla

y in

all s

cena

rio’s

Dou

ble

Perio

disa

tion,

Trip

leif

UEF

A /

FIFA

com

p. J

uly-

Aug

prep

arat

ion,

Sep

t-N

ov g

ames

, Dec

-Ja

n re

cond

ition

ing

mid

-win

ter

brea

k,Fe

b-A

pril

gam

es,

May

-Jun

eal

tern

ativ

e sp

orts

+tra

nsiti

on.

Max

imis

atio

n of

all

capa

citie

s

All

prog

ram

mes

base

d on

diag

nost

ical

lyte

sted

nee

ds

Mai

ntai

n fle

xibi

lity

Max

imis

atio

n of

all

capa

citie

s

Dou

ble

Perio

disa

tion,

Trip

leif

UEF

A /

FIFA

com

p. J

uly-

Aug

prep

arat

ion,

Sep

t-N

ov g

ames

, Dec

-Ja

n re

cond

ition

ing

mid

-win

ter

brea

k,Fe

b-A

pril

gam

es,

May

-Jun

eal

tern

ativ

e sp

orts

+tra

nsiti

on.

FUN

DA

MEN

TAL

STA

GE

1LE

AR

NIN

G T

O T

RA

INST

AG

E 2

TRA

ININ

G T

O T

RA

IN(G

row

th &

Dev

elop

men

t)ST

AG

E 3

TRA

ININ

G T

OC

OM

PETE

1ST

AG

E 4

TRA

ININ

G T

OC

OM

PETE

2ST

AG

E 5

TRA

ININ

G T

OW

IN 1

STA

GE

6

TRA

ININ

G T

OW

IN 2

ST

AG

E 7

Prac

tice

Sess

ion

Det

ails

Sess

ion

Leng

th(m

ax)

Trai

ning

Hou

rs

Num

ber

of G

ames

Com

petit

ive

Even

ts

Com

petit

ion

Type

s

Gen

eral

spo

rt p

artic

ipat

ion

4 tim

es p

er w

eek.

Foo

tbal

lsp

ecifi

c se

ssio

ns 2

tim

es(5

0% A

BC’s

etc

.)

45-6

0 m

inut

es

Sess

iona

l

20 fo

rmal

but

unl

imite

d fo

r fu

n

Min

i-soc

cer

Scho

ol

Clu

b C

entr

es o

f Exc

elle

nce

Roun

d Ro

bin

Fixt

ure

prog

ram

me

Fest

ival

s

Gen

eral

spo

rt p

artic

ipat

ion

4-5

hour

s. F

ootb

all s

peci

fic2

hour

s. C

ondi

tioni

ng 1

-2ho

urs

PW

60-7

5 m

inut

es

340-

440

20 fo

rmal

but

unl

imite

d fo

r fu

n

2 se

ason

s (d

oubl

epe

riodi

satio

n)

Min

i-soc

cer

Scho

ol

Clu

b C

entr

es o

f Exc

elle

nce

Roun

d Ro

bin

Fixt

ure

prog

ram

me

Fest

ival

s

Gen

eral

spo

rt p

artic

ipat

ion

2-4

hour

s. F

ootb

all s

peci

ficse

ssio

ns 3

-4 h

ours

.C

ondi

tioni

ng 2

-5 h

ours

PW

90 m

inut

es

480-

540

25 fo

rmal

. Fu

n ga

mes

to b

em

onito

red

2 se

ason

s (d

oubl

epe

riodi

satio

n)

Min

i-soc

cer

Scho

ol

Clu

b C

entr

es o

f Exc

elle

nce

U 1

5 N

atio

nal D

evel

opm

ent

Pool

Roun

d Ro

bin

Fixt

ure

prog

ram

me

Fest

ival

s/To

urna

men

tsLe

ague

s +

Cup

s

Foot

ball

spec

ific

sess

ions

5-7

hour

s. C

ondi

tioni

ng 5

-6ho

urs

PW

90 m

ins

580-

680

27 fo

rmal

. In

divi

dual

s’lo

adin

g m

onito

red

2 se

ason

s (d

oubl

epe

riodi

satio

n)

U 1

7 N

atio

nal T

eam

Cen

tres

of E

xcel

lenc

eSc

hool

Clu

b

UEF

A/F

IFA

Fixt

ure

prog

ram

me

Fest

ival

s/To

urna

men

tsLe

ague

s +

Cup

s

Foot

ball

spec

ific

sess

ions

9-1

1ho

urs.

Con

ditio

ning

4.5

-7

hour

s PW

120

min

s

730-

790

28 fo

rmal

but

subj

ect t

o pl

ayin

gle

vel a

ndde

velo

pmen

t

2/3

seas

ons

(dou

ble/

trip

lepe

riodi

satio

n)

U 1

7/19

Nat

iona

lTe

amN

atio

nal P

laye

rD

evel

opm

ent

Cen

tre

Scho

olA

cade

my

Clu

b

UEF

A/F

IFA

Leag

ues

+ C

ups

Tour

nam

ents

Foot

ball

spec

ific

sess

ions

10.

5-13

hour

s.C

ondi

tioni

ng 3

-7ho

urs

PW

120

min

s

840-

890

35 m

ax

2/3

seas

ons

(dou

ble/

trip

lepe

riodi

satio

n)

U 2

1 N

atio

nal

Team

Seni

or N

atio

nal

Team

Clu

bN

atio

nal P

laye

rD

evel

opm

ent

Cen

tre

UEF

A/F

IFA

Leag

ues

+ C

ups

Tour

nam

ents

Foot

ball

spec

ific

sess

ions

11.

5-13

hour

s.C

ondi

tioni

ng 3

-7ho

urs

PW

120

min

s

890

40 m

ax

2/3

seas

ons

(dou

ble/

trip

lepe

riodi

satio

n)

Seni

or N

atio

nal

Team

Clu

bN

atio

nal P

laye

rD

evel

opm

ent

Cen

tre

UEF

A/F

IFA

Leag

ues

+ C

ups

Tour

nam

ents

FUN

DA

MEN

TAL

STA

GE

1LE

AR

NIN

G T

O T

RA

INST

AG

E 2

TRA

ININ

G T

O T

RA

IN(G

row

th &

Dev

elop

men

t)ST

AG

E 3

TRA

ININ

G T

OC

OM

PETE

1

STA

GE

4

TRA

ININ

G T

OC

OM

PETE

2ST

AG

E 5

TRA

ININ

G T

OW

IN 1

ST

AG

E 6

TRA

ININ

G T

OW

IN 2

STA

GE

7

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Bloom, B. Developing Talent in YoungPeople. New York: Ballantines, 1985.

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Robinson, s. and Way, R: Long-termAthlete Development: A Made-in-CanadaModel. Coaches Report, Vol.11.No.3, pp. 6-12.

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Salmela, J.H., Young, B.W. and Kallio, J. “Within-career Transitions of theAthlete-Coach-Parent Triad.” InWylleman< p. and Lavallee, D., (Eds.)Career transitions in sport: A sourcebookfor practitioners and researchers.Morgantown, VA: FIT Publications, 1998.

Sanderson, L. "Growth and DevelopmentConsiderations for the Design of TrainingPlans for Young Athletes". Ottawa: CAC,SPORTS, Vol.10.No.2.1989.

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Selected Bibliography

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