Borders Sport and Leisure

& Scottish FA

Schools
of
Football
2013 - 2016

PURPOSE
To report on the proposal for a School of
Football Programme in the Scottish Borders.

November 2012

schools &
communities

www.bslt.org.uk Borders Sport and Leisure Trust Registered Charity No. SCO34227
SCHOOL OF FOOTBALL PROGRAMME OUTLINE

Welcome, it is my pleasure to introduce to you the School of Football project.

In 2008 the Scottish FA developed a partnership with the Scottish Government’s Community Safety department to
create ‘Cashback for Communities’ – a unique initiative that invests monies seized from criminal activity back into
communities across the country. The Scottish FA’s School of Football project was born from the fund.

The project is first and foremost a scheme designed to develop young boys’ and girls’ social and academic skills using
daily football coaching. It is this vehicle that can complement the young person’s school life to assist them in becoming
confident, respectful and well-rounded individuals both within and out with the school.

Similar projects were started in 2008/09 with 6 schools and due to its success we have grown that to 22 from the start
of the 2012/13 academic year. The following information will hopefully answer any questions you may have, however I
personally would like to say how valuable your profession and care to young people is. As I mentioned, the initiative is
designed to complement what you as deliverers and providers of education do on a daily basis for hundreds of pupils.

I hope that together we can provide a thoroughly comprehensive environment for those involved in the School of
Football to build their skill set and flourish in academia where they might not have done previously.

I thank you again for everything you do and hope that the School of Football at your school can be used as another
resource to provide a bright and positive future for those young people involved.

Best Wishes,
Jim Fleeting
Director Football Development
Scottish Football Association

PARTNERSHIP

The School of Football provides a perfect example of BSLT working in partnership with Scottish Borders Council
Education Department to deliver physical activity while supporting the Curriculum for Excellence and helping improve
links between schools and local clubs in the community.

As well as the Schools of Football in neighbouring authorities, there has also been the very successful School of Rugby
programme delivered in 3 of the Scottish Borders secondary schools, (Hawick High School, Peebles High School and
Selkirk High School) and the Scottish Borders School of Football looks to take a similar format.

The following information looks to explain how the Schools of Football function within the education system and also
includes a number of testimonials from parents, teachers and pupils from other areas.

BSLT and the Scottish FA endeavour to make use of every resource we have and develop partnerships that will look
after and nurture, not only our elite players, but every young person who has an interest in our national sport.

This partnership should not only increase the number of pupils registering and playing football in the area and create
stronger clubs with greater memberships, but hopefully also develop even more players from the Scottish Borders to
play at the higher levels of the sport.
PRESTIGE

The introduction of Schools of Football in the Scottish Borders would go part way in helping achieve the Scottish FA’s
mission to encourage more young people to play the game, more often.

Any secondary school in the Scottish Borders, who participates in this initiative, would join list of only a select few in
Scotland who have had the opportunity to benefit from this prestigious football coaching programme.

The Scottish FA put an importance on quality coaching with this programme and both Scottish FA Development Officer
Drew Kelly and Football Coordinator Lee Makel (who lead this initiative), as well as holding other Scottish FA Licences,
have attained the Scottish FA Youth Coaching Licence which is specific to this youth age.

WHAT IS THE SCHOOL OF FOOTBALL?

The School of Football is first and foremost a project aimed at developing the social and academic skills of young
people during their first and second year of high school. We work on the basis that many skills developed while working
in a football environment are transferable to school work and social situations.

Communication skills, following instructions, being creative and problem solving are skills either naturally acquired or
developed when learning to play football, but can also be applied in classroom situations, in the playground, at home or
in the street.

For many young children, football is an activity that captures their imagination and brings joy and happiness to their life.
This is why through the School of Football project we use the sport to engage participants in school life as a whole.

The primary focus of the School of Football project is to develop the person as a whole, not just as a football player.
However, in order for the coaching sessions to run smoothly and efficiently the ability of the player must be of a
competent standard. Having said this, it is important to understand that it is not simply about selecting the most
talented players. Football is more than just an elite or recreational sport, it is an activity that can motivate and inspire
people to achieve more in their life.

The sessions delivered by the coach aim to assist each participant in the achievement of Curriculum for Excellence
outcomes including an ability to communicate effectively, being responsible for actions, contributing to their own and
others learning experiences and becoming more confident people. Football can deliver these outcomes and they will be
reinforced daily to every participant for the two year duration they are in the project.

Pupils are made aware of the opportunity to be involved in the School of Football while still at primary school. If
the pupil and parent or guardians are interested they are encouraged to apply and are then invited to take part in a
selection process that comprises of the following:
• Primary Teacher Recommendations
• Interviews with parents, pupil, teachers and guidance staff
• Technical selection days (playing ability)

Through the players involvement in the programme we aim to improve their ability to communicate effectively, take
responsibility for their actions and contribute to their own and others learning experiences and become more confident
individuals.
Football will be used as a method of providing social and cultural inclusion as well as behavioural benefits. It should
contribute to the enhancement of achievement and improved attendance and also developing skills for learning, work
and life.

Participation in the School of Football can add value over the participant’s wider life and not just sport;
• Responsibility
• Communication
• Leadership
• Discipline
• Following instruction / Team Working
• Creativity
• Developing strategies / Problem solving
• Self confidence

We hope that together we can provide a thoroughly comprehensive environment for those involved in the School of
Football to build their skill set and flourish in academia where they might not have done previously.
CURRICULUM FOR EXCELLENCE

The sessions delivered by the coach aim to assist each participant in the achievement of Curriculum for Excellence
outcomes including an ability to communicate effectively, being responsible for actions, contributing to their own and
others learning experiences and becoming more confident people. Football can deliver these outcomes and they will be
reinforced daily to every participant for the two year duration they are in the project.

In the area of Health and wellbeing the School of Football will deliver the following experiences and outcomes.

Mental, emotional, social and physical wellbeing

I am developing my understanding of the human body and can use this knowledge to maintain and improve my
wellbeing and health. HWB 3-15a

Planning for choices and changes

I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the
relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and
learning. HWB 3-19a

Movement skills, competencies and concepts

As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to
select, adapt and apply movement skills and strategies, creatively, accurately and with control. HWB 3-21a

I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of
fitness. HWB 3-22a

Cooperation and competition

I am developing the skills to lead and recognise strengths of group members, including myself. I contribute to groups
and teams through my knowledge of individual strengths, group tactics, and strategies. HWB 3-23a

Evaluating and appreciating

I can analyse and discuss elements of my own and others’ work, recognising strengths and identifying areas where
improvements can be made. HWB 3-24a

Physical activity and sport

I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical
activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in
the wider community. HWB 3-25a

Physical activity and health

I can explain the links between the energy I use while being physically active, the food I eat, and my health and
wellbeing. HWB 3-28a

Food and health

Through practical activities using different foods and drinks, I can identify key nutrients, their sources and functions, and
demonstrate the links between energy, nutrients and health. HWB 3-31a

Substance misuse
I understand the positive effects that some substances can have on the mind and body but I am also aware of the
negative and serious physical, mental, emotional, social and legal consequences of the misuse of substances. HWB 3-38a

I understand the impact that ongoing misuse of substances can have on a person’s health, future life choices and
options. HWB 3-43a
PHILOSOPHY: DEVELOPING THE PLAYER

Expert advice concerning sport and other activities detail that 10,000 hours (20 hours for 50 weeks a year for ten years
= 10,000) of deliberate practice is required to become an expert in any field. While this is a difficult enough task to
achieve, it can be compounded by the fact that the practice MUST be deliberate, relevant and correct. Repetition of a
practice alone is not sufficient, it is the conditions that surround the repetitive practice that will assist in achieving “habit
strength”.

The philosophy behind the School of Football is to make a major contribution in continuing the development of
technique and game understanding in players.

The School of Football has devised practices that develop a player’s decision-making abilities in and out of possession
and team tactics. It will foster individual physical development, competitiveness and commitment to set goals. It
should promote commitment to maintaining intensity in training sessions. The School of Football will continually provide
objective and constructive feedback for the players as this is important in maintaining confidence and focus.

The player will be more easily identified as a committed athlete during this stage and this commitment should be
reflected in the player being self-motivated, being able to work towards goals and being able to realistically evaluate
their own ability.

During this stage of development, players enter peak height velocity (PHV: the growth spurt associated with the onset
of puberty), which means that coaches will differentiate between early, normal and late maturing players. Whilst a
player may be 14 years old chronologically, they can be physically still 11 (late maturer) or up to 17 (early maturer). The
physical development age of the player will dictate the physical input into their programme. As players’ skill and game
competence develops, technical - tactical development becomes more emphasised.

Being able to regulate the training more at this stage will prevent overloading of the players capacities, and provide
equitable playing opportunities for young players regardless of their ability. This means taking a player centred approach
to balancing the demands put on talented players who may be approached to play for school, junior club, professional
club, regional squads and Scottish age-group teams.

The focus of the School Of Football is still on development: players’ natural desire to win on the park should be fostered
by the coaches, but training should not just be focused on preparing a team to win, but on developing the individual
players within the team.

CAN YOU HELP US?

We have been very fortunate to have great support from Education

departments in all areas of Scotland and hope you can see that it is
worthwhile in supporting this initiative in the Scottish Borders and making
it a success.

We are keen to stress that the young people involved in the School of
Football should not be seen as ‘special cases’ or ‘privileged’ in any way,
hence the stipulation that the kit they wear is for the project and nothing
else. Regardless of this we do also understand that they are being allowed
to leave class to take part and as such have implications on how their
missed education is provided for.

There are some key areas where we would ask for your help;
• Support in assisting the pupils catch up with their missed work
• Communication of any issues to the appropriate person (either
Guidance or the Coach)
• Behaviour
• Badly falling behind
• General attitude to work
• Any other concerns

We appreciate that schools work and coordinate their approaches to these points in different ways however it is vital that if
we can assist the performance of the pupil in your classroom via the scheme then on-going communication is a must.
CAN WE HELP YOU?

We have had great success in the past by contributing to Curriculum for Exellance outcomes within the school too. Our
‘Diet and Nutrition’ presentations have been practically applied in the Home Economics departments of schools and
we have provided free coach education to senior pupils and school staff who have an interest in coaching. The coaches
delivering the initiative are well qualified and are very approachable, if there are instances where you feel that the School
of Football can assist you with any of your outcomes please let them know and I am sure they will do their best to
support you.

We view ourselves as key deliverers of football and as it is a sport that captures the imagination of so many of our
country’s youths we hope that this project can leave its participants with a range of skills that are transferable beyond
the pitch. We are also very aware that we are guests in your school and would like to thank you for the support we have
received already. If there is anything we can do for you please do not hesitate to let us know.

COMMITMENTS

Scottish FA / BSLT
• An annual financial contribution toward the costs associated with the programme
• Technical expertise for football coaching content and physical development /competencies
• Coaching Courses and on-going CPD for staff where required
• Monitoring and evaluation framework
• Links to Scottish FA Regional Squads and professional youth club structures
• Youth coaching resources for pupils
• Links with and support from local clubs
• Further opportunities for football development within the school

School
• Football supported in curriculum / extra curriculum time
• Flexibility in curriculum for S1/S2 pupils where required
• Where relevant integration of DO/Coach
• Establish pathway link to local football club
• Support S1/S2 football team to participate in games with other schools
• Commitment to the Scottish FA Long term Player Development Programme
• Commitment to support the assessment, measurement and development of the School of Football programme
to help improve its contribution to learning and achievement through sport

WHO WE ARE LOOKING FOR

The two year programme is exciting and enjoyable, but demanding and requires focus so it is important that throughout
the selection process you demonstrate that you:

• enjoy football, be passionate & enthusiastic about their football

• have a reasonable ability level
• behave appropriately during coaching and meetings

We want to make it clear we hope to encourage young boys and girls who feel they would benefit from the project
regardless of their previous academic ability or history of behaviour. A new start comes at high school and within the
School of Football we aim to give you a helping hand no matter what your background. This in turn will ensure that
BSLT meets a key objective with increasing the number of athletes performing at regional and national level.
SCHOOL OF FOOTBALL CONTENT

Each daily coaching session has four main components which focus on the development of:

• Technical skills (passing, shooting, control, finishing etc.)

• Tactical skills (defending, attacking, 4v4 etc.)
• Physical skills (stamina, strength, speed, agility etc.)
• Mental skills (mental strength, focus, discipline etc.)

The coach delivers these components over the course of the programme in a clear manner while also focusing on
making the sessions enjoyable.

Whilst we focus on the development of the players’ skills it is important to note that the School of Football is not a team
and will never play as a team in a competition.

There is also a recovery session generally at the beginning of the week. This is to aid the body’s healing process after a
weekend of activity or games away from school.

THEORY

As well as the practical content of the project there are up to 30 theory sessions on a variety of themes:

• Diet and Nutrition

• Positive Coaching Scotland
• Code of Conduct
• Sport Psychology
• Health and Wellbeing
• Performance Analysis – Video / Written
• Literacy & Numeracy
• Behaviour and Performance Management

We aim to cover a broad spectrum of topics that can integrate into wide areas of the curriculum already being delivered.

For example,

Goal Setting:

• What areas of your game do you feel you need to improve?

• Identify these key areas
• Identify goals using the SMART framework
HOW A TRAINING DAY MAY LOOK

Time and scheduling constraints will have a bearing on the School of Football’s implementation however there are still
possibilities of how this initiative can be made to work.

Here is an example of how the timetables may look:

Group 1 January 2013

Due to the aforementioned constraints, initially the School of Football could operate around the school day with
sessions before school, at lunchtime or after school. This would require the cooperation of the PE staff at the school,
in enabling access to facilities and showers for the pupils. There would also require an agreement with the other staff
members regarding registration etc. to ensure pupils were not having the rest of their school day disrupted. This model
could be implemented immediately and could therefore start from Jan 2013 to Aug 2013. This group would be made up
from existing S1 and S2 secondary pupils.

Group 1

Group 2 August 2013

Planning and implementation would start in January 2013 for the new School of Football and be aimed at this stage
around the cluster P7 pupils. The School of Football would mirror the existing School of Rugby model, with the school
affording greater time in the curriculum and timetable for pupils to access football as well as extracurricular time. This
will obviously mean great cooperation with school staff and Scottish FA staff. This option is only really fully feasible prior
to school timetables being drawn up to ensure School of Football pupils follow the same timetable. Therefore this may
be the model for S1 pupils from Aug 2013 onwards.

Group 2

This is only an example and the creation of an appropriate timetable is developed by the school.
EXAMPLE STRUCTURE

The selected pupils will be allocated to relevant classes to make timetabling more manageable. Pupils will receive one
period of football per day this may involve pupils missing one period per week from some subjects to accommodate
the football sessions. These subjects will be chosen from discussion with the school and pupil. Pupils are expected
to catch up with their work in these other subjects and failure to do so can result in their participation in the football
programme being suspended.

A typical week will follow the following structure

Monday Rest and Recovery Session

Tuesday Football Session 1 & Athletic Movement
Wednesday Game Related Activities
Thursday Theory
Friday Football Session 2 & Athletic Movement

MONITORING AND EVALUATION

In order to monitor the effectiveness of the programme we use the following:

• Academic report cards

• Guidance reports
• Attendance figures (both at the class and at school)
• CAT Tests
• Skill tests
• School Of Football Report Cards (Appendix 1)
• Parent evenings

The results are monitored regularly to provide support to the pupils’ development from both a playing, academic and
social point of view.

ATTENDANCE 2010/11 School Of Football vs. S1 average

A marker of the progress made by the participants can be seen in the average attendances of the players against their
year group. In every case the classes’ average attendance is better than the year group. The table below shows a small
selection from last year.

Attendance HS 1 HS 2 HS 3 HS 4 HS 5 HS 6

School of Football 97 96 96 97 95 98

S1 Pupils 93 96 91 94 91 92
FINANCIAL BREAKDOWN

The following figures are based on those used by the Scottish FA when delivering the existing School of Football
programme along with the information provided by colleagues in the Scottish Borders Rugby Development Department.

Pupils selected will be guaranteed a mini mum of 2 years of activity as part of the School of Football programme.

Year 1
• Coaching: £15ph x 7hrs x 38wks = £3,780
• Apparel: £60pp x 20 pupils = £1,200
• Medicals: £60pp x 20 pupils = £1,200
• Equipment: Balls, bibs, markers etc. = £300
• Physical and Technical testing: £1,000

TOTAL: £7,480

Year 2
• Apparel: £60 x 20 pupils: £1,200
• Coaching: £15ph x 7hrs x 38wks: £3,990
• Equipment: Balls, bibs, markers etc. = £150

TOTAL Year 1 (£7,480) + Year 2 (£5,340) = £12,820

Financial Profile
• 2012/13: 20 Pupils £7,480
• 2013/14: 40 Pupils £12,820*

* Thereafter the yearly running costs for 40 pupils will total £12.820

COMPARISON TO SCOTTISH BORDERS SCHOOLS OF RUGBY

Scottish Borders Council Education Department and Scottish Rugby have worked in partnership over the last year and
a half, at three secondary schools (Hawick High School, Peebles High School and Selkirk High School) to improve and
re-establish rugby in the area.

There has been great success with each of these programmes and the partnership programme has benefitted both
schools and clubs alike, through improving not only the players sporting development but also their wider school life
e.g. communication, team working, leadership, discipline and creativity.

There has also been a noted improvement in school attendance across all schools in comparison with national averages
and teachers reported on greater commitment and improved discipline as well as heightening the aspirations of
participants.

The Schools of Rugby programme is seeing an increase in the number of pupils playing rugby with the number of
registered players increasing by 27% and it is hoped in the future to have rugby (along with the other target sports)
offered in this format at every secondary school in the area.
COMMENTS OF SUPPORT

“The School of Football was based upon a model designed to develop talented players. It is quite clear to see that this
model can be tweaked and changed to suit people from different backgrounds. If football is the tool then the School of
Football is definitely the vehicle that can lead these kids to a brighter future both personally and professionally.”
Neil Macintosh Scottish FA Performance Manager

“Our Schools of Football programme is now entering its 5th year and with 5 schools in the South East Region already
involved in this initiative, the programme is going from strength to strength. The key focus of the programme (which is
supported by the Scottish FA Player and Coach Development Officer) is using football to engage pupils in school life as
a whole and reports are very encouraging on the impact the programme is having on the individuals involved.”
David Drummond Scottish FA Regional Manager (South East)

‘The schools of rugby in the Borders have been a huge success since starting in the summer of 2011 with Hawick,
Selkirk and Peebles all running the programme, the benefits of school attendance, behaviour and personal development
within rugby has been the biggest outcome. We are particularly impressed with the attitude of the young men and
women who are on the programmes especially for the early morning fitness sessions’
Brian Renwick Regional Development Manager (Scottish Rugby)

“The School of Football’ success has seen it grow from six to twenty two high schools across Scotland with each
school reporting improvements in areas of attitude, attendance, behaviour & personal development. The programme’s
technical sessions on the pitch and theory sessions in the classroom where we cover the topics of literacy, numeracy,
nutrition & psychology provide each player with a unique opportunity to develop their capacities as successful learners,
confident individuals, responsible citizens and effective contributors.”
Chris Smith Scottish FA Player & Coach Development Officer (South East)

“The idea of a school of football is appealing in that it provides a continued pathway for identified athletes to further
improve their skills and utilizes sport as the vehicle to achieve numerous health & wellbeing outcomes in relation to
Curriculum for Excellence. I would hope that many other young people see their peers as part of this programme and
aspire to achieve and develop into healthier more confident individuals.”
Graeme Murdoch Active Schools Assistant Manager (Scottish Borders)

FEEDBACK

“He is really enjoying his time with the Scottish FA and feels he is improving. The coach is working on his weaknesses
as well as his skills. We feel this can only improve him.”

“Her skill level is really improving, attitude and fitness are all coming on leaps and bounds.”

“He has forged some great friendships in the School of Football, whilst still enjoying spending time with his old friends.
I think the Scottish FA programme made it easier for him to settle in to secondary and he has made some really good
friends.”

“Her skills and fitness levels have improved over the past few months. However the most
noticeable improvement has been in her confidence.”
Teachers/Parents feedback

“Their academic progress has been steady throughout the year, with high levels of
participation, discipline and behaviour in all subjects. The programme fits in well with
the school’s Curriculum for Excellence development work, which strives to produce
high quality pupils and citizens. Every child in the squad loves football, and
this programme is an ideal opportunity to develop so many other skills and
personality traits.”
Head Teacher feedback
Appendix 1 Scottish  Borders  School  of  Football
Player  Assessment  Form  
Scottish  Borders  School  of  Football
Player Tom  Brown
School Player  Assessment   Form  
?????  High   School
Year  Group S1
Player
Date Tom   Brown
01/11/2012
School
Coach ?????   High  
Lee   School
Makel
Year   GroupFoot
Dominant   S1
Right
Date 01/11/2012
Coach
Technical Dominant Non  DomLee  MLifestyle
akel Grade
Dominant  
Inside  Foot  Foot
Pass 3 2 Right Eats  Correctly 2
Driven  Pass 2 1 Hydrates  Correctly 2
Technical
Lofted  Pass Dominant
3 Non  1Dom Lifestyle
Pride  in  your  Appearance Grade
1
Inside  
Control  Foot   Pass
-­‐  Ground 3
3 2
1 Eats   Correctly
Always   remembers  Kit 2
2
Driven   P ass
Control  -­‐  Air 2
2 1 Hydrates  
Time  Keeping Correctly 2
2
Lofted  
Finishing Pass 3
2 1 Pride   i n   y our  
Positive  School   Appearance
Reports 1
2
Control  
Dribbling-­‐  Ground 3
3 1 Always  
Attendance remembers  Kit 2
3
Control  
Heading-­‐  Air 2
2 Time  Keeping 2
Finishing
Ball  Mastery 2
2 Positive  
Social School  Reports 2
Grade
Dribbling 3 Attendance
Shows  Respect 3
3
Heading
Physical 2
Grade Communicates  Well 3
Ball  
Agility Mastery 2
2 Social
Shows  leadership Grade
2
Balance 2 Shows   Respect
Willingness   to  Help 3
3
Physical
Co-­‐ordination Grade
3 Communicates  
Self  ConfidenceWell 3
2
Agility
Reaction  Time 2
2 Shows  leadership 2
Balance
Flexibility 2
1 Willingness  
Rating  Indexto  Help 3
Grade
Co-­‐ordination
Strength 3
2 Self  
ExcellentConfidence 2
3
Reaction  
Speed Time 2
3 Generally  Good 2
Flexibility
Running  Technique 1
2 Rating  
Needs  W Index
ork Grade
1
Strength 2 Excellent 3
Speed
Tactical 3
Grade Generally  Good 2
Running  
Decision  TMechnique
aking 2
2 Needs  Work 1
Awareness 1
Tactical
Positional  Inteligence Grade
2
Decision  
Attacking  MPaking
rinciples 2
3
Awareness
Defending  Principles 1
2
Positional  Inteligence 2
Attacking  Principles 3
Defending  Principles 2

Technical 27 39 69%
Physical 17 24 71%
Tactical 10 15 67%
Technical
Lifestyle 27
14 39
21 69%
67%
Physical
Social 17
13 24
15 71%
87%
Tactical 10 15 67%
OVERALL 81 114 71%
Lifestyle 14 21 67%
Social 13 15 87%
OVERALL 81 114 71%

schools &
communities
 Scottish  Borders  School  of  Football
Player  Assessment  Form  

Player Tom  Brown

School ?????  High  School
Year  Group S1
Date 01/11/2012
Coach Lee  Makel
Dominant  Foot Right

Technical Dominant Non  Dom Lifestyle Grade

Inside  Foot  Pass 3 2 Eats  Correctly 2
Driven  Pass 2 1 Hydrates  Correctly 2
Lofted  Pass 3 1 Pride  in  your  Appearance 1
Control  -­‐  Ground 3 1 Always  remembers  Kit 2
Control  -­‐  Air 2 Time  Keeping 2
Finishing 2 Positive  School  Reports 2
Dribbling 3 Attendance 3
Heading 2
Ball  Mastery 2 Social Grade
Shows  Respect 3
Physical Grade Communicates  Well 3
Agility 2 Shows  leadership 2
Balance 2 Willingness  to  Help 3
Co-­‐ordination 3 Self  Confidence 2
Reaction  Time 2
Flexibility 1 Rating  Index Grade
Strength 2 Excellent 3
Speed 3 Generally  Good 2
Running  Technique 2 Needs  Work 1

Tactical Grade
Decision  Making 2
Awareness 1
Positional  Inteligence 2
Attacking  Principles 3
Defending  Principles 2

Technical 27 39 69%
Physical 17 24 71%
Tactical 10 15 67%
Lifestyle 14 21 67%
Social 13 15 87%
OVERALL 81 114 71%

schools &
communities