RAFC APP 2 Coaching Handbook 19 20

Rochdale AFC Academy
Coach Handbook
2019 - 20
1
Part 1
• Club and Academy staff structure

• First team playing philosophy
• Academy playing philosophy
• Phase information
• Club targets for the Academy
• Resources available on PMA
- Footage of philosophy
- Constants/non-negotiables
- Academy graduates (PMA)
2
Organisational Structure
Dale in the Community Academy Andrew Kilpatrick- Chairman First Team Denehurst Park Stadium
Sports Trust ROCHDALE AFC BOARD OF DIRECTORS Company
David Bottomley
Chief Executive Officer
John Smallwood Tony Pockney Frances Fielding Andrew Kelly Graham Rawlinson David Bottomley
Associate Director Director Executive Director Academy Director Director Director
Brian Barry
Murphy
Manager
Jeannette Bond Keith Hicks Tony Ellis John Smallwood Richard Jan Marsh Brian Slater Frances Fielding Steven Stadium
Accounts Dale Academy Club Blackburn Office Manager Safety Sales and Nolan Manager
Manager Community Manager Secretary/Supporter Lee Riley Club Officer Marketing Bars Paul
Sports Trust Liaison Officer 1st Team Coach Groundsman Manager Manager Swarbrick
Darren Edmondson
Head of Coaching Kevin Gibbins Jenna Lee Leighanne Ray Parry David Smith-
Josh Haigh
Karen Appleton Siobhan Nicola Toolan Head of Apprentice Laycock Ball Lotteries Markl
Accounts McElhinney Sarah Ashton PA to Chief Football Science Groundsman Admin Assistant Media Manager Retail
Assistant Dale Academy Secretary Executive & and Manager Manager
Community Directors Performance
Sports Trust Craig Chappell Kirsty
Fearnehough Cliff
Academy Operations Ben Ekins Greg Jones
Admin Assistant Broadley
Sports Science Assistant Lotteries
Media Assistant
Chris Brown
Steve Collis Anya Johnston Officer
PDP Lead Coach
Goalkeeping Admin Assistant
Coach
Michael Flynn
YDP Lead Coach Richard Bradley Mark
Callum Jones Club Chaplain Wilbraham
Analyst Programme
Mark Read Editor
FP Lead Coach
Andy Thorpe
Physio Dave
Larry Redmond David Manning Ryan Ball Steve Alistair Linden Sweetmore
Chief Scout/ Craig Chappell Goalkeeper Wensley ELO Public Address
Kit Manager
Academy Head Danny Lloyd Coach Head of SSM Announcer
of Recruitment EDS
P/T Coaches Simon Callum Ryan- Jack Northover Dr Wes Tensel
Brett Baxter Bowles Jones Player Welfare Club Doctor
FP Lead scout P/T Physios S & C Coach S & C Coach Officer
BOARD (AK)
Andrew Kelly is a member 1st Team + CEO (DB) Liaison Coach
Manager (LR)
of the Board, TB, AMT & (BBM)
Full Academy to ensure the Academy
Academy Manager (TE) Academy
flow of information is Secretary (SA) Operations
(CC)
consistent and decisions
are made in consultation
with all stakeholders
Head of Sport
Science, Head of
Head of Education Medicine & Talent ID &
(AL) PDP & YDP Senior Academy PDP Coach Head of
Academy Recruitment (LR)
S&C Physio (CB) Coaching
Doctor
(CRJ) (SW) (DE)
(WT/IS)
Head of PDP Coach
FP / YDP FP Recruitment
Ass. Physio (TE)
S&C (BB)
(SB) (CRJ)
SPOTTERS
Academy Ass. Physio

Analyst (CJ) (KB)
Academy GK FP Lead Coach YDP Lead

Coach (RB) (MR) Coach (MF)
Coaches x 8
Pre Academy
D Manning Coaches x 8
Academy Staffing U7 & 8
Elite Development
Coaches x 3
Full Time
J Entwistle
J Preston
C Brown
T Ellis
S Bowles M Flynn
Model Mark Read
David Manning
D Manning
C Chappell
D Lloyd
K Lovelady
K Kisimba
D Armstrong
C Chappell
D Lloyd
VACANCY x2
Danny Lloyd
S McElhinney
M Read
RAFC Academy Management Team
Board Member
Andrew Kelly
Academy Manager
Tony Ellis
Head of Head of Head of YDP Lead

Head of Sport Science and FP Lead PDP Lead
Education Recruitment Coaching Coach
Medicine Coach Chris
Alistair Larry Darren Michael
Steve Wensley Mark Read Brown
Linden Redmond Edmondson Flynn
13-16 U18
LFE Update Spotters CCF Injury Individual 7-12
Update, progress
Welfare issues Links with Qualifications Update Programmes update,
potential both
Safeguarding clubs Coaching Treatment Prehab & G&T’s,
scholars, football
Accommodation Partnerships Programme & Rehab potential
G&T’s and and
Prevention Programmes releases
releases education
Andrew Kelly is a member of the Board, TB, AMT & Full Academy to ensure the flow of information is consistent and decisions are
made in consultation with all stakeholders
Callum Ryan Jones is invited to attend as required to feedback on Sport Science specifically.
1 st Team Philosophy
6
Rochdale AFC
RAFC Chairman and fellow Board Member’s support the 1st Team Manager, Players and Staff alike in creating and implementing an Elite
Winning Environment. RAFC will represent themselves and the local community in a Professional manner, competing at the highest
attainable levels playing entertaining winning football.
The philosophy of Rochdale AFC 1st team is to play:
“Possession based, fast attacking football”
In order to achieve this, we will endeavour to develop and produce players who are highly competent in Attacking, Defending and the
Transitional aspects of the modern game.
We will encourage all teams to “Control & Dominate” Attacking & Defending situations, whilst always looking to “Regain & Retain”.
We will utilise the Principles of Attacking & Defending
Attacking
The 1st team at Rochdale AFC will endeavour to play fast attacking football using the traits of the football club, body shape,
soft touches and fast passing. Constant Movement is a fundamental trait of the Attacking play and practices, formations and individual
roles are designed to encourage players to:
Run to Receive
Run to Deceive
Run To Retrieve
The 1st team will try to play out from the goalkeeper penetrating through the thirds (whilst occupying the 5 zones/ lanes).
Whilst making the pitch expansive we will look to support, create overloads, utilise rotation and play through, round or over opponents
whilst maintaining balance. We will look to create space throughout our play with multi-movements and support; players will be
encouraged to drive and slide, drive and shoot, the players have the licence to express themselves and ‘come alive’ in the final third with
end product.
7
Defending
The 1st team will be encouraged to deny the opposition space and time pressing the ball in numbers when possession is lost.
This emphasises the constant movement philosophy, especially:
Run To Retrieve
With the attacking philosophy of being expansive, we will look to regain the ball quickly, whilst recovering and being compact into 3
zones/ lanes. In the attacking and mid thirds areas of the pitch we will encourage the players to show the opposition outside where
possible, working on triggers, keeping the play one sided and preventing the switch of play. If the opposition play though the press the
next phase of our defending would be to recover, deny, delay, control and restrain the opposition’s penetration with the emphasis on
regaining the ball.
Transition
The 1st team will be encouraged to play with a high intensity in the transitional period by looking to be compact to 3 zones/
lanes, regain possession as quickly as possible in order to counter attack with an end product (expanding the pitch to 5 zones/ lanes).
Constant Movement is a fundamental trait of the Transitional play and practices, formations and individual roles are designed to
encourage players to:
Run to Receive
Run to Deceive
Run To Retrieve
The preferred formations we play are 4-4-2 & 4-3-3 which allows us to attack in numbers knowing we have the safety that the defensive
midfielder will protect the centre of the pitch. However we may have to revert to a 4-2-3-1, 4-5-1, 3-5-2 or 4-4-2 Diamond depending on
personnel available or the state of the game we are playing.
This philosophy provides the opportunity for players to develop their Technical attributes alongside their Tactical understanding
of the game. Required Psychological skills support the Physical aspect to prepare players for the modern game.
The philosophy is aspirational and is not prescriptive, as we will encourage players to make decisions based on the situations and areas
of the pitch they find themselves in.
8
“RAFC Player DNA” and “RAFC Playing Style”
RAFC Club’s philosophy is to play football endorsing our Club’s Values and Visions. Clear “Elite Player Profiles” in specific
positions are defined in the “Performance Plan” representing “RAFC Player DNA”. Tactical influences along with beliefs and principles are
encouraged to achieve a common goal, shaping a style which can be clearly defined as “RAFC Playing style - Fast attacking creative free
flowing football, playing out from the goalkeeper, through, round or over opponents, overloading areas and breaking lines with an end
product”.
RAFC Chairman and fellow Board Member’s recognise to underpin the successes of the 1st Team both the “Academy Structure” and
“Development Pathway” need to be supported by the 1st Team Manager. Encouraging and developing “Home Grown Talent” with “RAFC
Player DNA” traits in “RAFC Playing Styles” are Key Performance Indicators to the growth and sustainability of RAFC Football Club.
9
The RAFC 1st team Playing Philosophy has not made many changes over the last 3 years.
• The main change from the start of the 2016-17 season was to introduce a set of Non Negotiables:
RUN
PRESS
COMPETE
BODY CONTACT
REGAIN
RETAIN 1st-2nd-3rd PASS
• During the 2016-17 season the manager was to focus on Basic Skills:
Heading
1st Touch (Surfaces)
Passing
Finishing
• During the 2018-19 the Basic Skills developed into Defending specific aspect:
Awareness of attackers
Mark player not space
Clearances
• The main change for the 2019-20 season was to introduce the zones/ lanes and enforce terminology:
Non negotiables/ Constants – terminology and messages
5 Zones/lanes at P.D.P./ Y.D.P. & 4 zones/lanes at F.P.
Start position, keep play one side and press.
The changes will always filter down through the Academy into the coaching programmes and coaches handbook.
10
Academy Philosophy
11
The philosophy of Rochdale AFC Academy is to play:
“Possession based, fast attacking football”
In order to achieve this, we will endeavour to develop and produce players who are highly competent in Attacking, Defending and the
Transitional aspects of the modern game.
We will encourage all teams to “Control & Dominate” Attacking & Defending situations
We will utilise the Principles of Attacking:

Dispersal- 5 zones/ lanes (make the pitch expansive)
Penetrate- Drive/slide/switch play/ through, round or over
Movement- multi/rotations
Support- Man in possession
Creativity- innovation 1v1 opportunities/ overloads / end product
We will utilise the Principles of Defending:

Compact- 3 zones/lanes
Press or Delay- Triggers to press/ Show one side/ keep one side/ Recovery
Deny- space/shut passing lanes
Balance/Cover/Support- Angles/distances
Depth- line relation to the ball
12
The Academy Philosophy links to the 1st team Playing Philosophy, especially in the following areas:
Non-Negotiables/ constants:
RUN
PRESS
COMPETE
BODY CONTACT
REGAIN
Basic Skills:
Ball Mastery (Turns/Dribbles/Heading/1st Touch -Surfaces).
Passing/ Receiving/ Possession
Defending (Awareness of attackers/ Mark player not space/ Heading/ Clearances/ Tackling/ Interceptions)
13
Attacking
We will encourage all teams to play fast attacking football using the traits of the football club, body shape, soft touches and
fast passing. Constant Movement is a fundamental trait of the Attacking play and practices, formations and individual roles are designed
to encourage players to:
Run to Receive
Run to Deceive
Run To Retrieve
All Academy teams will try to play out from the Goalkeeper, who will be the focal pivot of the start of our attacking play,
highest pass first, and try to penetrate through the thirds whilst occupying the 5 zones/ lanes. Whilst making the pitch expansive we will
look to support, create overloads, utilise rotation and play through, round or over opponents whilst maintaining balance. We will look to
create space throughout our play with multi-movements and support; players will be encouraged to drive and slide, drive and shoot,
and the players have the licence to express themselves and ‘come alive’ in the final third where end-product is a must.
14
Defending
All Academy teams will be encouraged to deny the opposition space and time pressing the ball when possession is lost. This
emphasises the constant movement philosophy, especially:
Run To Retrieve
With the attacking philosophy of being expansive, we will look to regain the ball quickly, whilst recovering and being compact into 3
zones/ lanes. In the attacking, mid and defending thirds of the pitch we will encourage the players to show the opposition outside where
possible, working on triggers, keeping the play one sided and preventing the switch of play. If the opposition play though the press the
next phase of our defending would be to recover, deny, delay, control and restrain the opposition’s penetration with the emphasis on
regaining the ball.
Transition
All academy teams will be high intensity in the transitional period by looking to be compact to 3 zones/ lanes, 2 at F.P. Try to
regain possession quickly, retain or counter with an end product (expanding the pitch to 5 zones/ lanes, 4 at F.P.).
Constant Movement is a fundamental trait of the Transitional play and practices, formations and individual roles are designed to encourage
players to:
Run to Receive
Run to Deceive
Regain / Retain
Our Academy Football Philosophy will be broken down into the 3 Phases but will always have a consistent thread to link them together and
even up into the 1st Team.
15
Foundation Phase – Learning to Love the Game
We believe the foundation phase is a fundamental stage in the Player Performance Clock and this is where we can nurture players to
prepare them for the bigger and more complex game as they get older.
Therefore, we believe academy foundation players need to have the following mix of Technical, Physical, Psychological and Social attributes:
Good, quick feet

A good bank of skills
Good passing & receiving skills
Good A-B-C’s
Be confident and comfortable on the ball
Good Decision Makers
A desire to learn
A desire to be the best
Professionalism
16
To help players develop these key traits, we must develop and work to an enriched, flexible curriculum, with resources and
sessions to nurture future first team players through their individual and collective journey.
The Rochdale AFC Foundation Phase Age Specific Coaching Programmes, and more importantly the Individual Learning Plans, incorporate
the”4 Corner Development Model” and will always refer back to the reference point of Attacking/Defending/Transition. However, this is the
key stage for “Windows of Opportunity” and therefore the Physical, Psychological and Social Corners can be truly developed.
This can be done in the Foundation phase, however, it needs to be broken down to align to the age group characteristics and development of
Key Stage 2 children (U8 – U11), and Learning Objectives must reflect this.
To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be exposed to all
situations and areas of the pitch and not be position specific in the foundation phase. That said, some players will excel in a certain position or
unit and should be nurtured to enhance their development. Also, players must be prepared for the bigger game, and this can take place
mostly at U11 & U12. (Our Under 12’s are mainly supported through the Foundation Phase but through our Phase Transition Strategy we also
plan for their development into the Youth Development Phase).
In the Foundation Phase, the coaching programme should provide the framework for coaches to source challenging sessions to enable
players to develop and put their learning to the test in 5 v 5, 7 v 7, or 9 v 9 development games.
Sessions should be motivating for all, enriching and productive. A high proportion of contact time of each session should be made up of
Technique – Basic skills– Passing, Receiving & Possession, with the remaining time used for game understanding and maybe reviewing the
previous game.
Game formats in the Foundation Phase are usually 5 v 5 and 7 v 7 at Under 9 and 10, and 9 v 9 at Under 11 and 11 v 11 at Under 12.
In the 5 v 5 game we would usually play 1-1-2-1 rotating. This gives players the basic shape and backbone of the team with a Goalkeeper,
Centre Half, 2 x Central Midfielders and a Centre Forward.
In the 7 v 7 game we are flexible with formations but we tend to play 1-2-3-1 adding another Centre Half and a Midfielder to build up to the
11 v 11 game with the Right and Left Midfielders acting as wing backs.
In the 9 v 9 games we add 2 x Midfielders as Number 8’s or 10’s to make up a 1-2-3-2-1.
Additional tournaments, in-house games and formats will be used alongside different constraints to produce an enriched and varying games
programme. This is to build on and develop the game experiences the players receive, help in the transition between the numbers, with a
focus on the different aspects of the game we are coaching at that time.
17
Youth Development Phase – Learning to Compete
We believe the youth development phase is the core stage in the Player Performance Clock and this is where we can further
nurture players to prepare them for the competitive element of the game.
Therefore, we believe academy youth development players need to further develop their mix of Technical, Tactical, Physical, Psychological
and Social attributes.
To help players develop these key traits, we must develop and work to an enriched, flexible curriculum and syllabus, with resources and
The Rochdale AFC Youth Development Phase Coaching Programme incorporates the”4 Corner Development Model” and will always refer
back to the reference point of Attacking/Defending/Transition.
This can be done in the Youth Development phase, however, it needs to be broken down to align to the age group characteristics and
development of Key Stage 3 & 4 children (U13 – U16), and Learning Objectives must reflect this.
(Our Under 12’s are mainly supported through the Foundation Phase but through our Phase Transition Strategy we also plan for their
development into the Youth Development Phase).
To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be exposed to
all situations and areas of the pitch and start to refine position specifics in the youth development phase. That said, some players will excel
in a certain position or unit and should be nurtured to enhance their development. Also, players must be prepared for the bigger game.
In the Youth Development Phase, the syllabus should provide the framework for coaches to source challenging sessions to enable players to
develop and put their learning to the test in 9 v 9 and 11 v 11 development games.
Sessions should be motivating for all, enriching and productive. 30% of each session should be made up of Technique – Ball Mastery –
Passing, Receiving & Possession, with the other 70% used for themed game understanding and maybe reviewing the previous game.
Game formats in the Youth Development Phase are 9 v 9 and 11 v 11. At Under 12 we utilise the same formation as at Under 11,
2-3-2-1. At 11 v 11 we add the 2 Full Backs and our vision is to play 4-3-3, 4-4-2 to mirror the first team, but the formation can change
depending on the personnel we have available and can also be 3-5-2, 4-5-1, 4-4-2 Diamond and 4-2-3-1.
Additional tournaments, in-house games and formats will be used alongside different constraints to produce an enriched and varying games
programme. This is to build on and develop the game experiences the players receive, help in the transition between development and
winning, with a focus on the different aspects of the game we are coaching at that time.
18
Professional Development Phase – Learning to Win
We believe the professional development phase is the most crucial stage in the Player Performance Clock and this is where we can enhance
the development of players to prepare them for the competitive and results driven element of the professional game.
Therefore, we believe academy professional development players need to enhance their mix of Technical, Tactical, Physical, Psychological
and Social attributes.
To help players develop these key traits, we must develop and work to an enriched, flexible curriculum and syllabus, with resources and
The Rochdale AFC Professional Development Phase Coaching Programme incorporates the”4 Corner Development Model” and will always
refer back to the reference point of Attacking/Defending/Transition.
This can be done in the Professional Development phase, however, it needs to be broken down to align to the age group characteristics and
development of Key Stage 5 students (U17 & U18), and Learning Objectives must reflect this.
To add to that, we also believe in order to develop players who are confident and comfortable in possession, players should be exposed to
all situations and areas of the pitch and pin down their position specifics in the professional development phase. That said, some players
will excel in a variety of positions and should be nurtured to enhance their development. Also, players must be prepared for the
professional game.
In the Professional Development Phase, the syllabus should provide the framework for coaches to source challenging sessions to enable
players to develop and put their learning to the test in 11 v 11 league games. Sessions should be motivating for all, enriching and
productive. 30% of each session should be made up of Technique – Ball Mastery – Passing & Receiving, with the other 70% used for
themed game understanding and maybe reviewing the previous game.
In the Professional Development Phase our vision is to play 4-3-3, 4-4-2 to mirror the first team, but the formation can change depending
on the personnel we have available and can also be 3-5-2, 4-5-1, 4-4-2 Diamond and 4-2-3-1.
Additional tournaments, in-house games and formats will be used alongside different constraints to produce an enriched and varying
games programme. This is to build on and develop the game experiences the players receive, help in the transition between development
and winning, with a focus on the different aspects of the game we are coaching at that time. 19
RAFC Traits Themes:
Basic Skills •1 V 1’s
Passing & Receiving •Small Numbers
Possession •Units
•As a Team
RAFC Academy values the specific traits of

Traits the football club which are Basic skills,
Passing & Receiving and Possession.
RAFC Fundamentals are specific skills and

attributes associated to players and
Fundamentals positions to complement with RAFC Traits /
Themes.
Themes RAFC Themes are designed to be

transferable through the 3 Key Areas:
Defending
Attacking
Transition
This philosophy provides the opportunity for players to develop their Technical attributes, to develop a Tactical understanding of the game
which in turn requires Psychological skills and develops a Physical aspect to prepare players for the modern game.
The philosophy is aspirational and is not prescriptive, as we will encourage players to make decisions based on the situations and area,
20
they find themselves in
Club Set Academy Annual Performance Targets
+ 21 Pros
U21 1. Produce x1 U21 Home grown Player to
Appear regular in 1st Team Squad
PROFESSIONAL
DEVELOPMENT 2. Achieve x1 U21 Home grown Player every
PHASE 3yrs Transferred
U17-21 3. Produce x2 U18 Players turning Professional
4. Develop x2 U18 Players to make Debut
YOUTH DEVELOPMENT 5. Recruit 50% Full Time Scholars from

PHASE Youth Development Phase
U13-16
6. Recruit 50% Youth

FOUNDATION Development players from
PHASE Foundation Phase
U8-12
7. Produce x2 players
U8 in FP to progress annually
through to PDP 21
Resources
• First team philosophy
• Academy philosophy
• Non-negotiables/ constants
• Academy Graduates
All available on PMA under the video tab
22
Part 2 – Game based
• Games programme review.

• Shapes, systems and concepts.
• Principles – defending, attacking, transition,
playing out and constants.
• Positional understanding.
• Set plays
• Squad management.
• Warm up and cool down.
• Basic skills into game.
• Academy coaching philosophy.
• PMA records and footage.
23
Consider these points to go into the game program 2019-20
What type of additional games programme do we want for the phases / ages?
What do we target (Cat 1 / 2 & 3 / 4, Town team, grass roots, older, open age)?
How many game experiences when the players are led by older boys Vs leading younger players (benefits of the psych /
social challenges)?
How many tournaments / competitive games do we want at each age?
How do the game experiences piece together year on year?
Tracking the individual players- how much football are they experiencing, considering injuries and playing half a game?
24
Game Experiences
Below are the current fixture types available through the phases this season. Players who are identified as having a potential career may require further
challenges / experiences, these are highlighted in red:
Foundation Phase: Youth Development Phase: Professional Development Phase:
EFL games program EFL games program CAT 1 / 2 / 3 / 4 friendlies

CAT 1 / 2 / 3 / 4 friendlies EFL competitive games In house games
Competitive tournaments CAT 1 / 2 / 3 / 4 friendlies Youth team friendlies
Futsal tournaments Floodlit tournaments (U15) Youth team league & cup fixtures
In house games Own Floodlit tournaments (U15 / U14) Non league loan
Format variety In house games Format variety
Peer learning games Format variety 1st team friendlies
Youth team friendlies 1st team competitive fixtures
Youth team league & cup fixtures
1st team friendlies
1st team competitive fixtures
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Foundation Phase
The F.P. plan to give the players a variety of game experiences, the traditional games from the EFL program, friendly games from CAT 1 / 2 / 3 / 4, grass roots
opponents, in house games, tournaments and a Futsal competition for U9s - U11s. The Foundation Phase has seen an increase in the total number of games
played during the last 2 seasons, The team average being 46 games in 2018 - 19 season V 34 games in 2017 - 18 season Vs 24.3 games in 2016 – 17 season.
During this season the F.P. will undertake additional games built into the program. These will be held on training nights and be related to the topic
of work (1x game per Attacking / Def / Tran = 3 games per 10-week block). The format of the games will be made up of different numbers, rules and constraints
related to the topic. The games generated will be selected from – pitch sizes, cage football, futsal, +1 to -1, mixed age, grass roots, all being tournament based.
Tracking, monitoring and planning of the different types of games experience the players receive will continue through the game mapping report and
evaluation.
Management of playing opportunities

• Squad makeup, numbers and not blocking pathways for players.
• All players in the Foundation Phase U9-U12 have access, subject to fitness, to 1 Academy game per week, subject to the fixtures supplied, and will play 50%
of that game.
• All players will, on average over the season, play at least half the playing time of games in the season.
• This is to be recorded by age group coaches in each players PMA and monitored by the Foundation Phase Lead Coach.
• The load, challenge and experiences being managed on an individual basis by the player, coaches, Phase Lead, Academy Manager and Sport scientist (own
age group, playing up, down, mixed age groups, opponent types, competition, etc).
26
Youth Development Phase
The Y.D.P. plan to build on the players previous game experiences. Playing in the traditional games from the EFL program, friendly games from CAT 1 / 2 / 3 / 4,
town team opponents, in house games, tournaments and competitions. The Y.D.P. has seen an increase in the total number of games played during the last 2
seasons. The team average being 30.25 games V 33.75 games in 2017 - 18 season V 27.8 games in 2016 – 17 season.
During this season the Y.D.P. will undertake additional games built into the program. These will be held on training nights and be related to the topic of work (1x
game per Attacking/ Defending / Transition = 3 games per 10-week block). The format of the games will be made up of different numbers, rules and constraints
related to the topic. Tracking, monitoring and planning of the different types of games experience the players receive will continue through the game mapping
report and evaluation.
The experience of Youth team / 1st team football in friendlies or competition may be required for a select few who have potential to develop into career
professionals and require this challenge.
• Squad makeup, numbers and not blocking pathways for players.
• All players in the Youth Development Phase U13-U16 have access, subject to fitness, to 1 Academy game per week, subject to the fixtures supplied, and will
play 50% of that game.
• All U13-U14 players will, on average over the season, play at least half the playing time of matches in the Games Programme.
• All U15-U16 players will play, subject to fitness, at least half the playing time of 20 games in the season.
• This is to be recorded by age group coaches in each players PMA and monitored by the Youth Development Phase Lead Coach.
• The load, challenge and experiences being managed on an individual basis by the player, coaches, Phase Lead, Academy Manager and Sport scientist (own age
group, playing up by a number of years, down, mixed age groups, opponent types, competition, etc).
27
Professional Development Phase
The P.D.P. plan to build on the players previous game experiences. Playing in the traditional games from the EFL program (League and Cups), friendly games
from CAT 1 / 2 / 3 / 4, Non league opponents, in house games and potentially different styles of foreign opponents on the L.F.E. Erasmus trips. The
introduction of the F.A. Youth Cup looks to build on the previous floodlit cup experiences.
The opportunity to compete with the 1st team players in the Lancashire Senior Cup and friendly fixtures scheduled throughout the season is a new
experience available for the players to learn and develop. The development of an additional games programme will be introduced this season and be made
up of different numbers, rules and constraints related to the topic adding variety for the players. Tracking, monitoring and planning of the different types of
games experience the players receive will continue through the game mapping report and evaluation.
The experience of 1st team competitive football may be required for a select few who have potential to develop into career professionals and
require this challenge. Player loans may be considered however they are not common practice.

• Squad makeup, numbers below 19 and not blocking pathways for players into the Youth Team environment.
• All players in the Professional Development Phase U17 & U18 have access, subject to fitness, to 1 Academy game per week.
• All U17 players will play, subject to fitness, at least half the playing time of 15 games in the season.
• All U18 players will play, subject to fitness, at least half the playing time of 10 games in the season.
• This is to be recorded by age group coaches in each players PMA and monitored by the Professional Development Phase Lead Coach.
• The load, challenge and experiences being managed on an individual basis by the player, coaches, Phase Lead, Academy Manager and Sport scientist.
• Loans to some clubs maybe considered on an individual basis.
28
TRACKING & MONITORING PREVIOUS GAME EXPERIENCES - REVIEW OF SEASONS 2016 -19
A review of into the games experiences was conducted from the information on P.M.A. for the seasons 2016 – 2017, 2017 – 2018 & 2018-2019.
Please be aware that there may be slight discrepancies in the data due to coaches input and pre-season/ friendly/tournament games missing. Competitive
football has been recorded in the number of games and number of events (number of separate times of competition experiences).
The data can allow clearer planning /mapping into the total number of games played through the Academy experience, track number of games
cancelled/scheduled and highlight the need to plan for the different game experiences R.A.F.C. Academy can offer. The game experience planning can help
with the challenge level needed for the team / individual, allow players to take leadership qualities when playing with younger players, map competitive
football experiences and the opportunity to plan for the year considering all eventualities (e.g. average games usually called off, G & T leader/follower,
playing against different football types).
Currently the data shows the following for phase based averages:
• Over the first two seasons the Academy has had on average 8 / 9 EFL fixtures cancelled.
• Number of games each season has gone up. Average = F.P. 46 Vs 34 last season, Y.D.P. 29.75 Vs 27.8 last season. P.D.P. played 51 Vs 41 this season.
• Average 19 / 20 EFL games = F.P. 24.25, Y.D.P. 15.5 (joint 15 / 16 games). P.D.P. 28.
• Average Competitive number of games = F.P. 11, Y.D.P. 9.5, P.D.P. 9 cup (plus league).
• Average Competitive number of events = F.P.2.5, Y.D.P. 2, P.D.P. 9 cup (plus league).
29
GAME TOTALS FOR TEAMS - REVIEW OF SEASONS 2016 -19
SEASON TOTAL GAMES EFL COMPETITIVE COMPETITIVE– FRIENDLY FRIENDLY G. ROOTS / PEER
GAMES GAMES No. EVENTS CAT 1 / 2 CAT 3 / 4 TOWN FOLLOWERS
2018 - 2019 46 27 9 2 5 4 1 1
UNDER 9’s
2017 - 2018 38 18 7 2 4 4 4 1
2016 - 2017 - - - - - - - -
LAST SEASONS
UNDER 9’S 38 18 7 2 4 4 4 1
2018 - 2019 51 28 13 3 5 5 0 1
UNDER 10’s
2017 - 2018 35 17 5 1 4 4 4 1
2016 - 2017 22 16 2 2 2 - 2 -
TOTALS
EXPERIENCED 89 46 20 5 9 9 4 2
LAST SEASONS
UNDER 10’S 35 17 5 1 4 4 4 1
30
UNDER 11’s 2018 - 2019 42 21 9 2 6 5 0 1
2017 - 2018 36 18 3 1 3 4 7 1
2016 - 2017 20 14 5 2 1 - - -
TOTALS
EXPERIENCED 98 53 17 5 10 9 7 1
LAST SEASONS
UNDER 11’S 36 18 3 1 3 4 7 1
2018 - 2019 45 21 13 3 6 4 1 1
UNDER 12’s
2017 - 2018 27 18 0 0 3 4 2 -
2016 - 2017 28 17 8 2 1 2 0 -
TOTALS
EXPERIENCED 100 56 21 5 10 10 3 1
LAST SEASONS
UNDER 12’S 27 18 0 0 3 4 2 -
31
UNDER 13’s 2018 - 2019 32 17 12 3 1 2 4 1
2017 - 2018 47 17 16 2 7 4 2 1
2016 - 2017 27 16 4 1 6 - 1 -
TOTALS
EXPERIENCED 87 52 20 5 5 8 6 1
LAST SEASONS
UNDER 13’S 47 17 16 2 7 4 2 1
2018 - 2019 44 23 15 3 2 4 0 1
UNDER 14’s
2017 - 2018 46 18 15 2 7 4 1 1
2016 - 2017 27 21 0 0 3 2 1 -
TOTALS
EXPERIENCED 148 55 35 6 15 8 3 1
LAST SEASONS
UNDER 14’S 46 18 15 2 7 4 1 1
32
UNDER 15’s 2018 - 2019 21 5 10 2 2 3 1 0
2017 - 2018 24 8 11 9 3 2
2016 - 2017 31 18 7 2 2 2 2 -
TOTALS
EXPERIENCED 96 44 22 4 12 9 3 1
LAST SEASONS
UNDER 15’S 24 8 11 9 3 2
2018 - 2019 22 17 0 0 1 3 1 0
UNDER 16’s
2017 - 2018 18 15 0 0 1 1 1 -
2016 - 2017 29 15 10 8 1 3 - -
TOTALS
EXPERIENCED 77 43 18 11 6 7 3 0
LAST SEASONS
UNDER 16’S 18 15 0 0 1 1 1 -
33
SEASON TOTAL GAMES EFL COMPETITIVE COMPETITIVE FRIENDLY FRIENDLY G. ROOTS / INTER- PEER
GAMES GAMES – No. EVENTS CAT 1 / 2 CAT 3 / 4 TOWN NATIONAL FOLLOWERS
2018 - 2019 51 28 9 9 5 4 2 3 0
2017 - 2018 41 26 6 6 4 4 1 - 0
UNDER 18’s
2016 - 2017 46 27 9 9 9 - 1 - -
2nd Yr. TOTALS
EXPERIENCED 121 69 25 23 10 11 4 3 0
1st Yr. TOTALS
EXPERIENCED 98 58 19 17 7 8 5 3 0
LAST SEASONS
UNDER 18’S 41 26 6 6 4 4 1 - 0
Consider the joint U15 / 16 fixtures over the season.
The figures are complied in the following way:
• Total games = The number of games the players have experienced (tournaments being included as a single game).
• Totals experienced= The number of games the players have experienced year on year.
• Competitive
Events = the number of separate days the players prepare for tournament football.
Games = the number of separate games the players prepare for (during tournaments, duration of games irrelevant).
The new format of games coming in for 2019-20 season. How to record these moving forward? 34
The game totals allow the a comparison of the experiences provided yearly to an age group through the games programme.
These are different to the totals each age group has experienced (in the tables above).
YEARLY GAMES PROGRAMME PROVIDING TOTALS

160
138
140
117
120 108 106
98 100
GAMES
100
84
77
80 70
60 51 51 47 46
46 42 45 44 46
38 35 36 41
40 32 28 27 27 31 29
27 25
21 22 22 20
20
18-19 total 17-18 total 16-17 total 16-19 Total
U9 46 38 0 84
U10 51 35 22 108
U11 42 36 20 98
U12 45 27 28 100
U13 32 47 27 106
U14 44 46 27 117
U15 21 25 31 77
U16 22 19 29 70
U18 51 41 46 138
Games and experiences totals
U9 U10 U11 U12 U13 U14 U15 U16 U18
35
The game totals allow the a comparison of the competition experiences provided yearly to an age group through the games programme. Event total is a way in
which we can evaluate the number of separate occasions that the players have had to prepare for competition over multiple seasons.
These are different to the totals each age group has experienced (in the tables above).
YEARLY GAMES PROGRAMME PROVIDING TOTALS

35 COMPETITION
32
30
28
25 24
21
20
20
GAMES
17
16 16
15 15 15
15
13 13 13
12
11
10
10 9 9 9 9 9 9
8
7 7
6 6 6 6
5 5 5 5
5 4 4
3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2
1 1 1
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0
18-19 Total 18-19 Event 17-18 Total 17-18 Event No 16-17 Total 16-17 Event 16-19 Total 16-19 Event total
Number of experiences
U9 U10 U11 U12 U13 U14 U15 U16 U18
36
Systems & Concepts
5v5 to 11v11
Defending Third
Middle Third
Attacking Third
37
Playing out from Goalkeeper – 1-2-3-1
Creating Space – Make the pitch big
as quickly as possible
1 GK to scan area and look for the
highest pass first
“Principles of Attacking”
• Dispersal (Create Space)
• Penetration
• Movements & Support
• Creativity
5 6 • End Product
LOCK DOWN
• Forward 1st look
• Technique
4 • Distribution Type
• Distribution Range,
(Short/Medium/Long)
• Decision
2/ 3/ • End Product
7 11 • Balance & Cover
• Communication
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
• Decision
• End Product
2/ 3/
• Balance & Cover
7 11 • Communication
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
• Decision
3/ • End Product
2/ • Balance & Cover
7 11
• Communication
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
• Decision
3/ • End Product
11
7 • Communication
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
• Decision
2/ • End Product
9
Playing out from Goalkeeper
• The goalkeeper will always look to play the highest pass first which has been
demonstrated with the diagrams above.
• The diagrams above demonstrate the philosophy of Rochdale Academy goalkeepers
and how they should distribute from any situation i.e. Goal Kick, Out of Hands or
Pass Back.
• The diagrams demonstrate the consistent message that will be taught to academy
goalkeepers from U9-U16.
• The slides below will demonstrate patterns of play which will be used by the
academy to allow the goalkeeper to play out from a goal kick situation.
2/7 or 3/11 drops deep
2/7 or 3/11 drops deep towards the 18 yard highest pass first
towards the 18 yard line to receive
line to receive “Principles of Attacking”
Goalkeeper plays the highest pass 2/3 • Penetration
• Creativity
5 LOCK DOWN 6 • End Product
5 or 6 Rolls inside towards the edge of the D

4 • Technique
• Distribution Type
2/ 3/
(Short/Medium/Long)
7 11
• Decision
• End Product
• Balance & Cover
• Communication
9
2/7 or 3/11 drops deep 2/7 or 3/11 drops deep highest pass first
towards the 18 yard towards the 18 yard
line to receive line to receive “Principles of Attacking”
• Creativity

4 • Technique
2 2 • Distribution Range,
(Short/Medium/Long)
• Decision
• End Product
• Balance & Cover
• Communication
9
2/7 will remain high and wide

1 3/11 will remain high and wide GK to scan area and look for the
highest pass first
5/6 roll inside to create space for the 4/8/10 to drop in to receive • Penetration
• Creativity
5 6 • End Product
LOCK DOWN
2/ 3/ • Forward 1st look
4 • Technique
7 11
(Short/Medium/Long)
• Decision
• End Product
• Balance & Cover
• Communication
9
Goalkeeper plays the safest pass 1 GK to scan area and look for the
highest pass first
Midfield Rotation between the 4/9 to receive of the goalkeeper • Penetration
• Creativity

4 • Technique
3/ • Distribution Type
2/ • Distribution Range,
11
7 (Short/Medium/Long)
• Decision
• End Product
• Balance & Cover
• Communication
9
highest pass first
Rotation between the 4/2/3/7/11 to receive of the goalkeeper • Penetration
• Creativity

4 • Technique
3/ • Distribution Type
11
• Decision
• End Product
• Balance & Cover
• Communication
9
highest pass first
• Penetration
• Creativity
• End Product

• Technique
5
• Decision
• End Product
4 • Balance & Cover
• Communication
2/ 3/
7 11
9
All players
push up field. highest pass first
2/3 drops back
down to “Principles of Attacking”
receive. • Dispersal (Create Space)
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
• Decision
5 6
• End Product
• Balance & Cover
• Communication
2/ 4 3/
7 11
9
highest pass first
• Penetration
•Kick long after Delay • Creativity
•GK – In control • End Product
•Starting Position
•Win 1st Ball + movement
•2nd Balls Regains
•2 or 7 head ball forwards • Forward 1st look
•Others support. • Technique
(Short/Medium/Long)
6 • Decision
5
• End Product
• Balance & Cover
• Communication
2/ 4 3/
7
11
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
Space • Distribution Range,
Created Space (Short/Medium/Long)
Created • Decision
2/ 3/
• End Product
• Communication
9
Space Created Space Created
Space In Space In
Behind Behind
highest pass first
GK to scan area and look for the highest pass first
• Penetration
5 and 6 split wide when the goalkeeper is on the ball
Body shape to play forward
• Creativity
5 6 • End Product
LOCK DOWN
• Technique
3/11 goes wide creating
space inside / Rotation
4 - Offset angle to receive from GK to play (Short/Medium/Long)
forward • Decision
• Communication
2/7 goes wide creating
space inside /
Rotation
9
9 stretches the pitch as high

as possible / Rotation
Playing out from Goalkeeper – 1-2-3-2-1
highest pass first
• Penetration
• Creativity
4 • Forward 1st look

• Technique
2/ 3/ • Distribution Range,
7 11 (Short/Medium/Long)
• Decision
8 • End Product
• Communication
9
highest pass first
• Penetration
LOCK DOWN • Creativity
5 6 • End Product
4
• Technique
3/ (Short/Medium/Long)
7 11 • Decision
• End Product
• Communication
9
highest pass first
• Penetration
• Creativity
4
• Technique
7 11 • Decision
• End Product
• Communication
9
highest pass first
• Penetration
• Creativity
4
• Technique
7 11 • Decision
• End Product
• Communication
9
highest pass first
• Penetration
• Creativity
4
• Technique
7 11 • Decision
• End Product
• Communication
9
highest pass first
• Penetration
• Creativity
4
• Technique
7 11 • Decision
• End Product
• Communication
9
highest pass first
• Penetration
• Creativity
4
• Technique
7 11 • Decision
• End Product
• Communication
9
Pass Back.
2/7 drops deep 3/11 drops deep highest pass first
• Creativity

4 • Technique
8
2/ 3/ (Short/Medium/Long)
• Decision
7 11
10 • End Product
• Balance & Cover
• Communication
9
2/7 drops deep 3/11 drops deep highest pass first
• Creativity

4 • Technique
8
3/ • Decision
7 11
10 • End Product
• Balance & Cover
• Communication
9

highest pass first
5/6 split wide to create space for the 4/8/10 to drop in to receive • Penetration
• Creativity

4 • Technique
2/ 8 3/
(Short/Medium/Long)
7 11 • Decision
10 • End Product
• Balance & Cover
• Communication
9

highest pass first
• Creativity
5 6 • End Product
LOCK DOWN
4 • Technique
8 3/
(Short/Medium/Long)
11 • Decision
2/
10 • End Product
7
• Balance & Cover
• Communication
9
highest pass first
Midfield Rotation between the 4/8/10 to receive of the goalkeeper • Penetration
• Creativity

4 • Technique
8
(Short/Medium/Long)
2/ 3/ • Decision
7 11 • End Product
10
• Balance & Cover
• Communication
9
highest pass first
• Penetration
• Creativity
• End Product

• Technique
5
• Decision
7 4 11 • Balance & Cover
• Communication
10
8
9
All players push up
field. 2/3/7/11 drops highest pass first
back down to receive.
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
• Decision
5
6 • End Product
• Balance & Cover
• Communication
4
2/ 3/
10
7 11
8
9
highest pass first
• Penetration
(Short/Medium/Long)
• Decision
5 6 • End Product
11 • Communication
2/ 4
7
10
8
9
highest pass first
• Penetration
• Creativity
5 Space 6 • End Product
Created
4 Space • Forward 1st look

• Technique
Created • Distribution Type
2/ 8 3/ (Short/Medium/Long)
7 11 • Decision
• End Product
Space 10
• Balance & Cover
Space Created Space • Communication
Created Created
Space Space
9
Created Created
Space in Space in
Behind Behind
highest pass first
• Penetration
5 and 6 split wide when the goalkeeper is on the ball • Creativity
5 Body shape to play forward 6 • End Product
4 and 8 Offset angle to

receive from GK to • Forward 1st look
play forward
4 • Technique
8 10 Rotation with 4 3/ (Short/Medium/Long)
7 and 8 to receive ball / 11 • Decision
pockets
2/7 goes high and 10 3/11 goes high • End Product
wide creating and wide creating • Balance & Cover
space inside / space inside / • Communication
Rotation Rotation
9 stretches the pitch as high as

possible / Rotation
highest pass first
• Penetration
• Creativity
5 6 • End Product
LOCK DOWN • Forward 1st look

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

4 • Technique
8 • Decision
• End Product
• Balance & Cover
• Communication
7 11
9
10
highest pass first
• Penetration
• Creativity
5 6 • End Product

4 • Technique
8 • Decision
• End Product
• Balance & Cover
• Communication
7 11
9
10
highest pass first
• Penetration
• Creativity
5 6 • End Product

4 • Technique
(Short/Medium/Long)
8 • Decision
• End Product
• Balance & Cover
• Communication
11
7
9
10
highest pass first
• Penetration
• Creativity
5 6 • End Product

4 • Technique
8 • Decision
• End Product
• Balance & Cover
• Communication
7 11
9
10
highest pass first
• Penetration
• Creativity
5 6 • End Product

4 • Technique
8 • Decision
• End Product
• Balance & Cover
• Communication
7 11
9
10
Pass Back.
2 or 3 drops deep 2 or 3 drops deep highest pass first
5 or 6 Rolls inside towards the edge of the D • Movements & Support
• Creativity
5 6 • End Product

• Technique
2 4 8 3 (Short/Medium/Long)
• Decision
• End Product
• Balance & Cover
• Communication
7 9 11
10
Goalkeeper plays the highest pass 2/3
• Penetration
• Creativity
5 6 • End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
7 11
9
7/11 go wide to receive 10 7/11 go wide to receive


highest pass first
6 • Movements & Support
5 • Creativity
• End Product

• Technique
2 3 • Distribution Type
• Decision
• End Product
• Balance & Cover
• Communication
7/11 go wide to receive 7/11 go wide to receive
7 11
9
10

highest pass first
• Creativity
5 6 • End Product

• Technique
2 3 • Distribution Type
• Decision
• End Product
• Balance & Cover
• Communication
7 9 11
10
highest pass first
• Creativity
5 6 • End Product

• Technique
2 3
• Decision
• End Product
• Balance & Cover
• Communication
7 11
9
10
highest pass first
• Penetration
• Creativity
• End Product

• Technique
5 • Distribution Range,
3 • Decision
2 • End Product
• Balance & Cover
7 11
9
10
All players push
up field. 7/11 highest pass first
goes wide on the
opposite side to “Principles of Attacking”
receive • Dispersal (Create Space)
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
5 6 • Decision
2 • End Product
• Communication
4 8
7
11
10
9
highest pass first
• Penetration
(Short/Medium/Long)
• Decision
5 6
• End Product
• Balance & Cover
8
4
7 11
9 10
highest pass first
• Penetration
• Creativity
5 6 • End Product
Space
Space
Created Space • Forward 1st look
Created • Technique
4 8 3 (Short/Medium/Long)
• Decision
Space • End Product
Space • Balance & Cover
Created • Communication
Space Created
Created
7 Space Space 11
Created 9 Created
Space in 10 Space in
Behind Behind
highest pass first
• Penetration
5 5 and 6 split wide when the goalkeeper is on the ball 6 • Creativity
Body shape to play forward • End Product

play forward • Technique
10 Rotation with 4 (Short/Medium/Long)
4 8
and 8 to receive ball / • Decision
pockets
2/7 goes high and 3/11 goes high • End Product
Rotation Rotation
9 11
7
10
possible / Rotation
highest pass first
• Penetration
• Creativity
4
2 2 • Technique
8
(Short/Medium/Long)
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
4
• Technique
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
4
• Technique
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
4
• Technique
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
4
• Technique
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
4
• Technique
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
Pass Back.
• Creativity

4 • Technique
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
• Creativity

4 • Technique
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11

highest pass first
• Creativity

4 • Technique
8
(Short/Medium/Long)
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11

highest pass first
• Creativity
5 6 • End Product
LOCK DOWN
4 • Technique
8
(Short/Medium/Long)
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Creativity

4 • Technique
8
(Short/Medium/Long)
• Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
• End Product

• Technique
5
• Decision
• End Product
10
8
7 9 11
All players
2/3 drops back
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
• Decision
5 6
• End Product
• Balance & Cover
2 • Communication
4 3
10
8
7 11
9
All players push
goes wide on the
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
• Decision
5 6
• End Product
2 • Communication
4
10
8
7 11
9
highest pass first
• Penetration
(Short/Medium/Long)
6 • Decision
5
• End Product
• Balance & Cover
3
2 • Communication
4
8
10
7 11
9
GK to scan area and look for the

▪ GK – Ball placement to left – then 1
highest pass first
GK will kick down the Middle.
▪ Team to squeeze the ball and catch “Principles of Attacking”
up to play quickly to support in • Dispersal (Create Space)
relation to the ball. • Penetration
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
• Communication
10
7 9 11

▪ GK – Ball placement Middle– then 1 highest pass first
GK will kick Left.
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
• Communication
10
7 9 11
1 ▪ GK – Ball placement to Right– then GK to scan area and look for the
highest pass first
GK will kick Right.
▪ Team to squeeze the ball and catch
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
10 • Communication
7 9 11
highest pass first
• Penetration
• Creativity
Created
4 Space • Forward 1st look

• Technique
2 8
(Short/Medium/Long)
• Decision
• End Product
Space 10
• Balance & Cover
Space Created Space • Communication
Created Created
Space Space
Created Created
7 Space in 9 Space in 11
Behind Behind
highest pass first
• Penetration
5 Body shape to play forward 6 • End Product

play forward
4 • Technique
8 and 8 to receive ball / • Decision
pockets
10 space inside / • Communication
space inside /
Rotation Rotation

possible / Rotation
7 9 11
Playing out from Goalkeeper – 1-4-4-2 Diamond
highest pass first
• Penetration
• Creativity
4
• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
9 11
highest pass first
• Penetration
• Creativity
5 6 • End Product
4
• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
9 11
highest pass first
• Penetration
• Creativity
5 6 • End Product
4
• Technique
7 • Decision
• End Product
• Balance & Cover
• Communication
10
9 11
highest pass first
• Penetration
• Creativity
5 6 • End Product
4
• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
9 11
highest pass first
• Penetration
• Creativity
5 6 • End Product
4
• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
9 11
highest pass first
• Penetration
• Creativity
5 6 • End Product
4
• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
9 11
Pass Back.
• Creativity

4 • Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
9 11
• Creativity

4 • Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
9/11 go wide to receive
9 11 9/11 go wide to receive


highest pass first
• Creativity

4 • Technique
7
(Short/Medium/Long)
• Decision
8 • End Product
• Balance & Cover
• Communication
9 11

highest pass first
• Creativity
5 6 • End Product
LOCK DOWN
4 • Technique
• Decision
• End Product
• Balance & Cover
• Communication
9 11
highest pass first
Midfield Rotation between the 4/8/7/10 • Dispersal (Create Space)
to receive of the goalkeeper • Penetration
• Creativity

4 • Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
9 11
highest pass first
• Penetration
• Creativity
• End Product

• Technique
5
• Decision
• End Product
10
8
7 9 11
All players
2/3 drops back
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
6 • Decision
5
• End Product
• Balance & Cover
2 • Communication
4 3
10
8
7 11
9
All players push
goes wide on the
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
6 • Decision
5
• End Product
• Balance & Cover
4
10
8
7 11
9
highest pass first
• Penetration
(Short/Medium/Long)
6 • Decision
5
• End Product
• Balance & Cover
4
10
8
7 11
9
Playing out from Goalkeeper – 1-4-4-2 – Diamond

highest pass first
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
• Communication
10
7 9 11
Playing out from Goalkeeper – 1-4-4-2 - Diamond

GK will kick Left.
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
• Communication
10
7 9 11
Playing out from Goalkeeper – 1-4-4-2 - Diamond
highest pass first
GK will kick Right.
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
• Communication
10
7 9 11
highest pass first
• Penetration
• Creativity
Created
2 4 2 • Technique
• Decision
• End Product
Space Space • Balance & Cover
• Communication
Created 10
Created
Space 11
9
Created
highest pass first
• Penetration
5 and 6 split wide when the goalkeeper is on the ball • Movements & Support
Body shape to play forward • Creativity
5 6 • End Product

2 play forward
4 2 • Technique
7 10 Rotation with 4 8 (Short/Medium/Long)
and 8 to receive ball / • Decision
pockets • End Product
2/7 goes high and 3/11 goes high and
wide creating wide creating • Balance & Cover
Rotation 10 Rotation
9 9 stretches the pitch as high as 11

possible / Rotation
highest pass first
• Penetration
• Creativity
5 4 6 • End Product
LOCK DOWN
• Technique
(Short/Medium/Long)
8 10 • Decision
• End Product
2 3
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
LOCK DOWN
• Technique
(Short/Medium/Long)
8 10 • Decision
• End Product
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
LOCK DOWN
• Technique
(Short/Medium/Long)
8 10 • Decision
• End Product
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
LOCK DOWN
• Technique
(Short/Medium/Long)
8 10 • Decision
• End Product
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
LOCK DOWN
• Technique
(Short/Medium/Long)
8 10 3 • Decision
2 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
LOCK DOWN
• Technique
(Short/Medium/Long)
8 10 • Decision
2 3 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
LOCK DOWN
• Technique
(Short/Medium/Long)
2 8 10 3 • Decision
• End Product
• Balance & Cover
• Communication
7 9 11
Pass Back.
• Creativity

LOCK DOWN • Technique
(Short/Medium/Long)
• End Product
• Balance & Cover
• Communication
7 9 11
• Creativity

• Technique
(Short/Medium/Long)
• End Product
• Balance & Cover
• Communication

9 11
7

highest pass first
• Creativity

LOCK DOWN • Technique
(Short/Medium/Long)
• End Product
• Balance & Cover
• Communication
7 9 11

highest pass first
• Creativity

• Technique
(Short/Medium/Long)
• End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Creativity

4 • Technique
(Short/Medium/Long)
• End Product
• Balance & Cover
• Communication
9 11
7
highest pass first
• Penetration
• Creativity
• End Product

• Technique
• Decision
• End Product
• Balance & Cover
2 8 10 3 • Communication
7 9 11
All players
2/3 drops back
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
5 4 6 • Decision
• End Product
• Balance & Cover
2 • Communication
3
8 10
7 11
9
All players
2/3 drops back
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
5 4 6 • Decision
• End Product
• Balance & Cover
2 • Communication
3
8 10
7 11
9
highest pass first
• Penetration
(Short/Medium/Long)
5 4 6 • Decision
• End Product
• Balance & Cover
2 • Communication
3
8 10
7 11
9

highest pass first
• Creativity

• Technique
2 3 • Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11

GK will kick Left.
• Creativity

• Technique
(Short/Medium/Long)
2 8 3 • Decision
10 • End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
GK will kick Right.
• Creativity

• Technique
2 3 • Decision
10
• End Product
• Balance & Cover
• Communication
7 9 11
highest pass first
• Penetration
• Creativity
Space
Space Space • Forward 1st look
Created
Created Created • Technique
(Short/Medium/Long)
8 10 3 • Decision
2 • End Product
Space Space Space • Balance & Cover
• Communication
Created Created Created
Space Space
Created Created
7 Space in 9 Space in
11
Behind Behind
highest pass first
5 and 6 split wide when the goalkeeper is on the ball • Penetration
Body shape to play forward
• Creativity

2 10 3 • Distribution Range,
8 and 8 to receive ball / • Decision
pockets 3/11 goes high
2/7 goes high and • End Product
and wide creating • Balance & Cover
wide creating space inside /
space inside / • Communication
Rotation
Rotation

possible / Rotation
9 11
7
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
7 10 11
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
4 8
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9
highest pass first
• Penetration
• Creativity
5 6 • End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
7 10 11
9
Pass Back.
• Creativity
5 6 • End Product

• Technique
2 3
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9
Goalkeeper plays the highest pass 2/3
• Penetration
• Creativity
5 6 • End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11

9 7/11 go wide to receive

highest pass first
6 • Movements & Support
5 • Creativity
• End Product

• Technique
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9

highest pass first
5/6 roll inside to create space for the 4/8/10 to drop in to receive
• Penetration
• Creativity
5 6 • End Product

• Technique
2 3
• Decision
• End Product
• Balance & Cover
• Communication
7 11
9
highest pass first
• Creativity
5 6 • End Product

• Technique
2 3
• Decision
• End Product
• Balance & Cover
• Communication
10
7 11
9
1
highest pass first
• Penetration
• Creativity
• End Product

• Technique
5
3 • Decision
2 • End Product
• Balance & Cover
10
7 11
9
All players push
goes wide on the
• Penetration
• Creativity
• End Product

• Technique
(Short/Medium/Long)
5 6 • Decision
2 • End Product
• Communication
4 8
7
11
10
9
highest pass first
• Penetration
(Short/Medium/Long)
6 • Decision
5
• End Product
• Balance & Cover
4
8
7 11
10
9

highest pass first
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
• Communication
10
7 9 11

GK will kick Left.
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
• Communication
10
7 9 11
highest pass first
GK will kick Right.
• Creativity
5 6 • End Product

• Technique
(Short/Medium/Long)
2 3 • Decision
• End Product
• Balance & Cover
• Communication
10
7 9 11
highest pass first
• Penetration
• Creativity
5 6 • End Product
Space
Space
Created Space • Forward 1st look
Created • Technique
• Decision
• End Product
Space Space • Balance & Cover
Created Created • Communication
10
7 Space Space 11
Created Created
Space in Space in
9
Behind Behind
highest pass first
• Penetration
5 6
Body shape to play forward • End Product

2 4 8
and 8 to receive ball / 3 • Decision
pockets
Rotation 10 Rotation
9 11
7
possible / Rotation
Y.D.P. Concepts
Through the 1/3’s
Defending Third
Middle Third
Attacking Third
174
R.A.F.C. PRINCIPLES – OUT OF POSSESSION = Compact to 3 zones/ lanes
DEFENSIVE THIRD
• Compact to 3 zones / lanes – press, mark, cover
MID ATTACKING & reduce the distance between players / units.
• Press- show outside. Tackle, intercept, block shots
D •
and crosses.
Mark, cover & support– Support the press,
defend the unit. Body contact, positioning.
E • Recovery – Recover player, unit shape, zones/
lanes. MID THIRD
F • Compact to 3 zones / lanes – press, mark, cover
& reduce the distance between players / units.
• Press – show outside. Stop the switch of play/
E forward passes. Support the press, defend the unit.
Triggers.
N • Mark, cover & support– Support the press,
D • Recovery – Recover player, unit shape, zones/
lanes. ATTACKING THIRD
I & reduce the distance between players / units.
• Press – show outside. Stop the switch of play/
N forward passes. Support the press, defend the unit.
Triggers.
• Mark, cover & support– Support the press,
G defend the unit. Body contact, positioning.
• Recovery – Recover player, unit shape, zones/
lanes.
R.A.F.C. PRINCIPLES - IN POSSESSION = Expand to 5 zones/ lanes
DEFENSIVE THIRD
MID ATTACKING • Fill 5 zones/ lanes - Highest pass first.
• Penetrate - limited risk / limited rotation- (dribble /
pass – detail, timing, through, round, over).
A • Balance – team shape / protect centre of pitch.
• Overloads – wide and central areas, ahead of play.
T • GK pivot – spare man, retain and switch play.
MID THIRD
•
T •
Fill 5 zones/ lanes - Highest pass first, switch play.
Penetrate - more risk / more rotation- (dribble / pass
- detail, timing, through, round, over).
A • Rotation – same / different unit – opposite
movements.
C • Balance – team shape / protect centre of pitch.
• Retain to penetrate – switch the play.
K ATTACKING THIRD
• Penetrate - more risk / more rotation- (dribble /
I pass - detail, timing, through, round, over).
• Rotation – movements for self / others. Goal
N •
scoring movements.
Balance – team shape / protect centre of pitch.
• Overloads – wide and central areas, ahead of
G play.
• End product – switch play, crosses, shots, create
chances for others.
R.A.F.C. PRINCIPLES – ABOUT TO / JUST LOST POSSESSION = Recover to 3 zones/ lanes
DEFENSIVE THIRD
MID ATTACKING • Recognise danger - limit opportunities, switch
T of play.
• Press - show outside. Support the press,
R •
defend the unit.
A • Recovery - Recover player, unit shape, zones/
lanes. MID THIRD
N • Recognise danger - limit opportunities, switch
of play.
S • Press - show outside. Support the press,
defend the unit.
•
I Mark, cover & support– Support the press,
• Recovery - Recover player, unit shape, zones/
T lanes.
ATTACKING THIRD
• Recognise danger - limit opportunities, switch
I of play.
O •
defend the unit.
N • Recovery - Recover player, unit shape, zones/
lanes.
R.A.F.C. PRINCIPLES – ABOUT TO / REGAIN POSSESSION = Expand to 5 zones/ lanes
DEFENSIVE THIRD
MID ATTACKING • Recognise opportunity – penetrate or retain?
T Other team in-balance?
• Movement – options to break lines for self /
R •
others.
Overloads – wide and central areas, ahead of
play.
A • Unit / Team balance – aware of numbers
MID THIRD
N • Recognise opportunity – penetrate or retain?
Numbers +1, even, -1?
S • Movement – options to break lines for self /
others. Disrupt shape / numbers. Fill the 5 zones
I play.
• Unit / Team balance – aware of numbers.
T ATTACKING THIRD
• Recognise opportunity – penetrate or retain?
I Numbers +1, even, -1?
O •
play.
N • End product– crosses, shots, create chances
for others.
F.P. Concepts
Through the 1/3’s
Defending Third
Middle Third
Attacking Third
179
R.A.F.C. PRINCIPLES – OUT OF POSSESSION = Compact to 2 / 3 zones/ lanes
DEFENSIVE THIRD
DEF MID ATTACKING & reduce the distance between players / units.
D • Press- show outside. Tackle, intercept, block shots
and crosses.
E • Mark, cover & support– Support the press,
F lanes. MID THIRD
E •
Press – show outside. Stop the switch of play/
forward passes. Support the press, defend the unit.
N Triggers.
• Mark, cover & support– Support the press,
D defend the unit. Body contact, positioning.
I •
lanes. ATTACKING THIRD
Compact to 3 zones / lanes – press, mark, cover
N • Press – show outside. Stop the switch of play/
forward passes. Support the press, defend the unit.
G •
Triggers.
lanes.
R.A.F.C. PRINCIPLES - IN POSSESSION = Expand to 4 zones/ lanes
DEFENSIVE THIRD
MID ATTACKING • Fill 4 zones/ lanes - Highest pass first.
• Penetrate - limited risk / limited rotation- (dribble /
A •
pass – detail, timing, through, round, over).
T •
•
Overloads – wide and central areas, ahead of play.
GK pivot – spare man, retain and switch play.
. MID THIRD
T • Fill 5 zones/ lanes - Highest pass first.
• Penetrate - more risk / more rotation- (dribble / pass
A - detail, timing, through, round, over).
• Rotation – same / different unit – opposite
C •
movements.
K • Retain to penetrate – switch the play.
ATTACKING THIRD
I • Penetrate - more risk / more rotation- (dribble /
pass - detail, timing, through, round, over).
• Rotation – movements for self / others. Goal
N scoring movements.
• Balance – team shape / protect centre of pitch.
G • Overloads – wide and central areas, ahead of
play.
• End product – switch play, crosses, shots, create
chances for others.
R.A.F.C. PRINCIPLES – ABOUT TO / JUST LOST POSSESSION = Recover to 2 / 3 zones/ lanes
DEFENSIVE THIRD
DEF MID ATTACKING • Recognise danger - limit opportunities, switch
T of play.
R •
defend the unit.
A • Recovery - Recover player, unit shape, zones/
lanes. MID THIRD
N • Recognise danger - limit opportunities, switch
of play.
S • Press - show outside. Support the press,
defend the unit.
•
I Mark, cover & support– Support the press,
• Recovery - Recover player, unit shape, zones/
T lanes. ATTACKING THIRD
• Recognise danger - limit opportunities, switch
I of play.
O •
defend the unit.
N • Recovery - Recover player, unit shape, zones/
lanes.
R.A.F.C. PRINCIPLES – ABOUT TO / REGAIN POSSESSION = Expand to 4 zones/ lanes
DEFENSIVE THIRD
DEF MID ATTACKING • Recognise opportunity – penetrate or retain?
T Other team in-balance?
R •
others.
play.
A • Unit / Team balance – aware of numbers
MID THIRD
N • Recognise opportunity – penetrate or retain?
Numbers +1, even, -1?
S • Movement – options to break lines for self /
I play.
• Unit / Team balance – aware of numbers.
T ATTACKING THIRD
• Recognise opportunity – penetrate or retain?
I Numbers +1, even, -1?
O •
play.
N • End product– crosses, shots, create chances
for others.
Squad & Position Specific Management
7v7
The Academy endeavours to carry around 10-12 players per age group, to ensure balanced game
time. Players are encouraged to master a position after trialling 1, 2 or 3 positions to suit their skill
set
9v9
time. Players are encouraged to master a position in readiness for 11v11
11v11
time. Players are encouraged to master one position to aspire to be in the gifted and talented
bracket
184
Academy
Coaching Philosophy
185
Coaching Philosophy Vision 2017-2020
The RAFC Academy vision is to continue to evolve the philosophy in line with the 1st team and Academy needs whilst
embedding the clubs’ values, principles, traits.
The focus on more personal development support for the staff is an area which will enhance the delivery of the program,
this is through aligning the C.C.F., C.P.D., E.H.O.C. and supporting programmes. The recent success of the non-negotiables/
constantsis an example of a subtle change to a stable philosophy which can be beneficial to the coaching department and
players. Potential holistic development of both players and coaches is to be explored.
The use of a video library and it’s potential to be used at training for the benefit of both coach and player will be explored /
developed.
The culture is to promote through the coach pathway and assist individuals to self-learn, self-develop and self-reflect whilst
striving to continually improve and take ownership for their development. This individual learning focus is evident in the
strategies used for both the player and coach with the view to explore the potential for new research based studies and
learning. Therefore, the need to further explore and develop through external parties, research and technology is
apparent.
186
Coaching Philosophy Vision 2017-2020 continued
OBJECTIVES
To continue to retain and develop the coaches with inclusivity.

To utilise more multi-disciplinary methods to develop coaching.
To identify and explore more support, qualifications and crossover from external sectors for coach development.
To identify and explore potential Academic studies towards coach and player development.
To collaborate, identify and explore potential football specific movement patterns for defending and attacking. Align and
produce video library of skills for specific movements.
To collaborate, identify and produce a video library for defending, attacking, transition principles and patterns to be viewed
from the different areas of the pitch. Explore the use of these through mobile electronic devices.
Try to improve the department through research and innovation.
187
DIFFERENTIATION - COACHING BEHAVIOURS FOR A POSITIVE LEARNING ENVIRONMENT
INSTRUCTION - Used pre-post-during practice. Can cut down time and interference within practice due to visuals, demo’s and clarity.
QUESTIONING - Open / Closed / 2ndry. Open questioning is preferred by coach and player. Limitations of use can be due to lack of planning / self-awareness. This contributes towards
independent thinkers and responsibility taking.
FEEDBACK - Video, oral, demonstration. Immediately, post event. The type / tone used and timing of feedback is critical along with the intervention type.
CORRECTION – Strategies, types, timing of correction. Do you need to stop at all. Can it be delivered in break. Individual / unit / group / team.
CHALLENGES - individual / team / scenario for practice / work it out = problem solving / setting up / opposition strength & weaknesses.
COMMUNICATION – Verbal & non-verbal = Expressive of thoughts/ feelings and predominantly used.
Specific = more clear, player understands and neurologically stimulating. Preference for player and coach.
General = can be obvious but also elusive as lacks detail / clarity for young players.
Positive = more motivating, confidence boosting and neurologically stimulating.
Negative = Required progressively more although after consideration of choice of communication.
DEMONSTRATIONS – by coach / player / group / television examples / other group training or playing. Affect the psychology of the player.
INTERVENTIONS – Allow for self-learning, reflection through using Q & A, secondary questioning, group & individual task learning, guide & discovery. Individual challenges can help the
player succeed / learn. Command / show & tell may be required.
AGE GROUP CHALLENGES – Have your interventions / questions / challenges planned to use, however the order of use may change. The length of time spent in each of these type of
behaviours is key- consider visual/ audio/ kinaesthetic learners and how explaining can be minimised allowing other behaviours to become more prominent / efficient. Check and reinforce
learning with all.
PRACTICE TYPES USED & BENEFITS FOR A POSITIVE LEARNING ENVIRONMENT
CONSTANT – Not varied, allows repetition, muscle memory, lower motivation. High chance of success / less chance of failure.
VARIABLE – Variety under less controlled conditions. More types of movement / action / skill. Medium chance of success and failure.
RANDOM – Learning occurs best because of variety and higher motivation. Enabling long term memory. More chance of failure/ less chance of success.
BASIC SKILLS – Repetition (NLP), sport specific task, opposed, body contact, can be taken into games.
PASSING / RECEIVING – Repetition practice. Manipulate size / shapes / areas of the pitch and simple rules. Position specific or general. Shorter / Medium/
longer passing ranges, disguise/ receiving / releasing skills. Use of body and movements to receive.
POSSESSION - Decision making, close to the game, allows to self-learn and develop. Directional / non-directional, Manipulate size / shapes / areas of the pitch
and simple rules. Position specific or general. Shorter / Medium/ longer passing game, disguise/ receiving / releasing skills. Use of body and movements to
receive.
FUNCTIONS / PHASES / CONDITIONED GAMES (e.g. WHOLE-PART-WHOLE) – Decision making, closer to the game, allows to strip back to smaller groups
and/or allow specific focus. Realistic situations.
SMALL SIDED GAMES – Decision making, realistic to the game, allows to self-learn and develop. Scenario and strategies for learning.
Elite Youth players benefit from more opposed open practices (possession, conditioned and small sided games) than unopposed technical practices.
Elite Youth players benefit from a safe, challenging environment with a more progressive use of positive and negative specific feedback.
Individual / unit / team – Increase from technical club traits through to theme based tactical learning in relation to the game. 11v11.
AGE GROUP CHALLENGES – AGE GROUP CHALLENGES – RAFC session should allow the players to learn with limited interruption. This allows more detail
to be coached and more time for positive / negative specific detailed feedback for learning! Balancing types of practice to maximise returns for the required
repetition for young players whilst attaining the decision making properties needed.
Developing the individual to self-learn through practice- work through, experiment & solve problems. The increasing nature of learning to compete in the team,
developing more tactical understanding, dealing with failure whilst displaying emotional control Ownership, responsibility and consequences are important allowing
the transition from learning to compete to learning to win. Support networks and challenges pre-during-after maturation.
COACHING STYLES - PRACTICE
There are “pros and cons” for all styles and coaches would have covered these on their UEFA B/A and FA Youth Modules courses and understand when and where to use appropriately.
COMMAND / DEMAND – Coach tells and shows required solution. Coach takes players there with encouragement and enthusiasm.
QUESTION & ANSWER – Coach leads with questions to try and gain response from player.
OBSERVATION & FEEDBACK – Coach and player observe
GUIDED DISCOVERY – Coach asks a question or issues a challenge
TRIAL & ERROR – Player and/or coach decide on challenge
Elite Youth Players have shown to respond more to Command, Question & Answer & Guided Discovery. Please refer to age specific coaching philosophies for recommended styles per age
group/phase.
These styles are preferred to enhance player learning during this phase as Good Practice and should be the majority of the styles directed for the individual.
COACHING STYLES - GAME ENVIRONMENT
In addition to the above recommendations for practice, the Academy includes the following good practice for the games environment.
‘Good practice’ has been refined to include the following for Elite Players:
• Allow players to relax, drink, eat, and chat before, during breaks in play and post-game.
• Non-verbal cues, signals as the player enter / leave pitch or dressing room.
• Focus on learning objectives from LTPD perspective.
• Awareness of language, tone and delivery type. Strategies for support during game, code of conduct, club values and ethics.
• Match-day protocols.
• Address individual / unit / team together or separately accordingly.
• Playing experiences / positions / positional / variety
SUMMARY
• Coaches to portray a Positive Learning Environment in Practice and Games.
• Coaches to use recommended Coaching Styles in accordance to the individual and group.
• Maximum benefit for Elite Youth Players has shown to come from more opposed open practices (possession, conditioned
and small sided games) than unopposed technical practices.
• RAFC Academy requires a more progressive nature of practices aligned to enhance tactical knowledge through the Youth
Development phase.
• The game / practice when structured correctly can allow for maximum returns, with interventions / coach behaviours,
strategies allowing players to self-learn and focus whilst developing.
• Challenges are required with progressive focus on ownership, responsibility and consequences.
• Differentiation is required to suit the individual before / during / after puberty with the progressive use of specific individual
information and more use of specific negative feedback. This builds upon the emphasis of the players developing psycho-
socially.
Gifted & Talented - RAFC Definition
Gifted & Talented at Rochdale AFC Academy is defined as:
“players who have the potential to develop beyond what is expected for their
age”
The key traits for being classed as Gifted & talented within the RAFC Academy environment are:
Non Negotiables/ Constants
Compete
Press
Run
Contact
Retain 1st – 2nd – 3rd Pass
Technical & Tactical Ability in and out of possession
Psychologically strong
Socially intelligent
192
These traits are closely monitored when the Talent ID spotters are assessing potential Academy players
Basic Skill Acquisition
Techniques into Games
193
BASIC SKILL ACQUSITION INTO GAME
Rochdale AFC have multiple principles and guidance for coaches to assist players on transferring practice into game. The
element of decision making in practices is required with limited interruptions, use of individual challenges and varied
intervention types being used.
The need to practice skills and mastering the ball are good in isolation however the learning takes place within the game.
This is the focus for most practices however the need for repetition and technical work may be required at times. The
coaching program highlights working individually, small numbers, units and team, which enables players to take more
responsibility and accept challenges.
This guidance is in the program, coach handbook and below is some of the relevant information:
Training:
• Practice design - Basic Skills into Small sided games (SSG’s), random opposed practices, rules, scenarios.
Elite Youth players benefit from more opposed open practices (possession, conditioned and small sided games)
than unopposed technical practices.
Elite Youth players benefit from a safe, challenging environment with a more progressive use of positive and
negative specific feedback.
• Coach behaviour and differentiation - communication both verbal / non-verbal, styles.
INTERVENTIONS – Allow for self-learning, reflection through using Q & A, secondary questioning, group & individual
task learning, guide & discovery. Individual challenges can help the player succeed / learn. Command / show & tell
may be required.
• AGE GROUP CHALLENGES – these are documented in all the above areas and consider the age group
characteristics.
Games:
Guidance on the environment set and good practice.
Academy Vocabulary
195
Academy Vocabulary
The Academy vocabulary is consistent across the phases and linked to the 1st team.
General
“Learning Objective” – The desired outcomes from the session/game/player
“Team Learning Objective” – The agreed desired outcomes for the team
“Non Negotiables/ Constants”
RUN
PRESS
COMPETE
CONTACT
REGAIN
196
DEFENDING
RUN Squeeze
Press Narrow
Triggers Recover
Compete Concentrate
Tight early Arms
Contact Discipline
Screen 2nd Balls
Stop the cross Decision
Balance Regain
197
ATTACKING TRANSITION
RUN RUN
Tempo Press (try to regain within 4 seconds)
Multi Movements Track
Stretch Recover
1v1’s Regain Retain / Secure
Body Shapes Counter
Soft touches / Fast Passes Balance
Combine / 2’s Decision Making
Drive & slide / drive & shoot
Target
End Product
2nd Balls
Balance
Decision Making
198
Coaching Vocabulary
DEFENDING: ATTACKING GENERAL GOALKEEPING Non Negotiables”
RUN
RUN RUN RUN AWAY PRESS
Press Tempo Press (try to regain within 4 seconds) Don’t drop COMPETE
Triggers Multi Movements Track SCREENER CONTACT
Compete Stretch Recover GET OUT REGAIN
Tight early 1v1’s Regain Retain / Secure HOLD (the line) RETAIN 1st-2nd-3rd PASS
Contact Body Shapes Counter KEEPERS
Screen Soft touches / Fast Passes Balance See it out
Stop the cross Combine / 2’s Decision Making Man on left/right shoulder
Balance Drive & slide / drive & shoot Down the line
Squeeze Target Inside
Narrow End Product Turn
Recover 2nd Balls Time
Concentrate Balance
Arms Decision Making
Discipline Retain 1st-2nd-3rd Pass
2nd Balls
Decision
Regain
199
Warm Up &
Cool Down
200
Match-day Warm-up 7 v 7
Organisation:
9
• 3 v 3 +2 (subs) .
• Possession practice.
• Play and move.
• Play is 5 v 3.
• Option of GK’s on outside, subs, etc if needed.
(1) Play for 1 min.
(2) Changeover quickly- 1 floater change with
player from each team.
(3) Repeat the process x 3 (all float). F
16
201
Organisation:
10
• 4 v 4 +2 (subs) .
• Play and move.
• Play is 6 v 4
(1) Play for 1 min.
20
202
Organisation:
12
• 4 v 4 +2 .
• Play and move.
• Play is 6 v 4
(1) Play for 1 min.
24
203
The Academy Management Team realise the importance of preparing players for a positive match day experience.
All coaches must arrive 30 minutes before players to ensure changing rooms are prepared in a professional manner, with full kit
hung up, tactics boards on view and equipment clean and tidy ready for use.
All coaches must devise a Team Learning Objective for the match, relating to the work they have covered with players in the
current Micro/Meso cycle, from the syllabus. This could also include tactics linked to the Academy Football Philosophy and set
pieces Attacking & Defending.
Coaches must also carry a tactics board to pitch side in order to support players in their team and individual LO’s during breaks in
the game or when they are not playing.
Coaches must ensure a structured warm up and cool down take place to support injury prevention. This will be devised by the
Sport Science and Medical department.
Coaches are responsible for all match day logistics from a squad perspective, supported by the Academy Management Team and
Academy Administration
204
The Match Day logistics begin on the Monday morning following the previous Sunday Game. The normal timeline looks like this:
Monday - U18 & Schoolboys

Academy Administrators from both clubs swap fixtures including age group game format, playing surfaces, kit colours, kick off times,
venues and postcodes, contact names and numbers and any specific details
Monday - Academy Administrator enters all these details onto the Academy Fixtures page of the individual age groups on the Academy
website
Saturday - U18
Venue Match day Co-ordinator opens/locks venue, players/coaches/officials changing rooms and Guest areas,
puts up/takes down netting, corner flags, crowd barriers and checks pitch
Saturday - Schoolboys
Hopwood Hall to contact CC with state of pitches, if required
Hopwood Hall Check List
Weekly check of pitches and marking – No holes in playing area, lines marked out every 2 weeks unless extra needed due to weather.
Check Toilets are cleaned and paper available.
Changing and Game Times:

• 4 teams (2 home/2 away) to change in Sports Pavilion (possible 4 home teams if match co-ordinator in place).
• 2 teams (1 home/1 away) to change in Parkside (U11/12 RAFC in Female) (possible 2 away teams if match co-ordinator in place).
• 2 teams (1 home/1 away) to change in Sports Arena (U9/10 both teams in Male – make sure signage up after toilet door) (possible 2
away teams if match co-ordinator in place).
205
Venue to be open before 8.45am
8.30am – HH Staff
All changing rooms to be open
Officials changing rooms to be open
All goals to be unlocked
Litter pick
All goals to be locked up
8.35am – RAFC Operations – Callum Ryan Jones/Ryan Ball/Rick Ashcroft/Coaches/ Matchday Co-Ordinator Alec Gibbons
NO MEDICAL APPOINTMENTS UNTIL AFTER THESE HAVE BEEN COMPLETED

Cone off Emergency Vehicle spaces - CRJ
Collection of the keys for changing rooms - CRJ
Signage to be put up – RB/CRJ
Parking A board signage put on entrance road - RB
Signage to be put up at Arena – RB
Parking A Board moved to Pitch Signage path - RB
Welcome & Guide Visiting players and staff to changing rooms – CRJ
Welcome and guide officials to changing and payment sign off - CRJ
Respect barriers placed at edge of pitches – Coaches
Goals placed in position and corner flags – Coaches
Technical area set up - Coaches
206
8:45 / 9.00am – Academy Coaches (At least 30 mins before players arrive at away fixtures)
Kit out
Individual & Team LO’s on display
Tactics Board ready for team talks
Drinks and clothing suitable
All teams out on pitches 25 mins before KO
Academy warm up – Physical & Technical
Use of Tactics board pitch side
Structured cool down
Revisit / recap in or outside (weather considerations)
Players / staff / parents take down barriers / flags / netting, push goals together – return equipment to the container
Coaches ensure all players are collected safely before leaving venues
Remember – Phase Leads have an age group on Match Days so we rely on all above being completed
COACHING STYLES - GAME ENVIRONMENT

In addition to the above recommendations for practice, the Academy includes the following good practice for the games environment.
‘Good practice’ has been refined to include the following for Elite Players:
•Allow players to relax, drink, eat and chat before, during breaks in play and post-game.
•Non-verbal cues, signals as the player enter / leave pitch or dressing room.
•Focus on learning objectives from Individual needs perspective.
•Awareness of language, tone and delivery type. Strategies for support during game, code of conduct, club values and ethics.
•Match-day protocols.
•Address individual / unit / team together or separately accordingly.
•Demonstrate examples in position as the ball moves as often as possible.
•Playing experiences / positions / positional / variety 207
ANALYSIS - Game footage
• Games filmed and uploaded to P.M.A.

• Player learning linked to positions and other examples. Uploaded to
P.M.A., coach and analyst combine.
• Player led analysis- team performance, unit performance and review
evidence.
• Footage taken from games is available for staff and players to use,
feedback on.
• Can be used to review the program.
208
PMA- Game information
• Game time/ positions (including as a sub) and each fixture must be
recorded after games on PMA. These contribute to the players
individual performance clock.
• Games in tournaments or multiple games must be recorded as
separate fixtures.
• The additional games programme should be used and recorded in the
same manner.
• Each game should consist of a team Learning Objective. This should
be what topic the players are working on or is a current focus.
feedback on.
209
F.P. Player journey Y.D.P. Player journey
Block 1 7v7 1v1 Block 1 11 v 11 Small No’s
UNDER Block 2 7v7 Small No’s UNDER Block 2 11 v 11 Units
9’s Block 3 7v7 Team 13’s Block 3 11 v 11 Team
Block 4 7v7 1 v 1 & Small No’s Block 4 11 v 11 Team
Block 1 7v7 Team Block 1 11 v 11 Small No’s
UNDER Block 2 7v7 1 v 1 & Small No’s UNDER Block 2 11 v 11 Units

10’s Block 3 7v7 Units 14’s Block 3 11 v 11 Team
Block 4 8v8/9v9 Team Block 4 11 v 11 Team
Block 1 9v9 Team Block 1 11 v 11 Units
UNDER Block 2 9v9 1 v 1 & Small No’s UNDER Block 2 11 v 11 Team

11’s Block 3 9v9 Units 15’s Block 3 11 v 11 Units
Block 4 10 v 10 / 11 v 11 Team Block 4 11 v 11 Team
Block 1 11 v 11 Team Block 1 11 v 11 Units
Block 2 11 v 11 1 v 1 & Small No’s UNDER Block 2 11 v 11 Team
UNDER
12’s Block 3 11 v 11 Units 16’s Block 3 11 v 11 Units
Block 4 11 v 11 Team Block 4 11 v 11 Team210
Part 3 – Training, approach & records
• Basic skills
• Coaching block dates / Gk link
• Weeks
• Session planning
• Games - additional
• PMA- diaries, reviews, footage, etc.
• Ultimate player HQ
211
WEEK(S): 1-40
NON THEME: BASIC SKILLS - BALL MASTERY HONESTY
NEGOTIABLES
Different surfaces / heights / bounce / spin
1. Inside Cut/Hook SHORT TERM
2. Outside Cut/Hook) LEARNING4. OBJECTIVES
3. Step Over Drag Back 5. Cruyff 6. No Touch Turn
1. RUN INTEGRITY
1. Feint Left – Push 2. Feint Right – Push USE FOR: MASTERING THE BALL / MOVEMENT EFFICIENCY BOTH SIDES
Right Left CONSIDER: AREAS OF THE PITCH – DO THEY HELP PROTECT THE BALL OR CREATE?
2. PRESS TECHNICAL TACTICAL PSYCHOLOGICAL REALISM

Areas of the ball Opportunity 1 v 1
Commitment
Running with the ball - surfaces Retain
Confidence
Body surfaces Risk
Concentration
3. COMPETE Both sides (left & right)
Ball retention
Protect
Area of the pitch
Emotional Control TEAMWORK
Communication
Repetition State of the game
Consistency
Development Invite opponent to tackle
Consistency
4. BODY PHYSICAL SOCIAL RESPECT
CONTACT Movement efficiency (i.e. fundamental movement patterns) Be a focused learner
Neuromuscular control / motor development / muscle memory Behave well
Change of direction Understand the aspects of teamwork
Symmetry Team relationships
5. REGAIN Acceleration Independent focus and self learner ENJOYMENT
MEDIUM TERM LEARNING OBJECTIVES
6. RETAIN BODY POSITION AWARENESS CREATIVE/ POSITIVE DECISION MAKING TOUCH EFFICIENT
1st 2nd 3rd Approach
Open / Closed
Eyes up
Distance
Attitude
Variety
Retain
Risk
Comfortable
Control
Speed
Intensity
SPORTSMANSHIP
PASS Low to the ground
Arms
Space Skill Choice Areas Both Feet
212
DOMINATE, CONTROL, COMPETE
WEEK(S): 1-40
NON THEME: BASIC SKILLS - PASSING, RECEIVING, POSSESSION HONESTY
NEGOTIABLES Different surfaces / heights / bounce / spin
SHORT TERM LEARNING OBJECTIVES
1. RUN INTEGRITY
TECHNICAL TACTICAL PSYCHOLOGICAL
Awareness - scan Movements – Multi
Decisions – Dribble /Pass Timing of movements Commitment
Confidence
2. PRESS
Body shape to receive (side on)
Receiving – Soft/Where/Back
Offset – Angles & Distances of
support Concentration
REALISM
Foot/ Front Foot Underlaps / Overlaps Emotional Control
Deceptive Support from behind/ front/sides Communication
Short / Medium / Long Passes Rotation Consistency
Increased passing types Recognise space / ball / opposition
3. COMPETE Pass detail / team
TEAMWORK
Finishing techniques / surfaces Penetrate / retain / Protect / Risk
End product Directional
Retain / Releasing skills/ throw ins

Fundamental (multi-)movement patterns (change of direction) Be a focused learner
CONTACT Neuromuscular development / muscle memory Behave well
Symmetry Understand the aspects of teamwork – support/ manage
Breaking lines Team relationships- success / adversity / dynamics
Independent focus and self learner ENJOYMENT
5. REGAIN Pressing (body contact)

6. RETAIN BODY SHAPE COMBINE POSITIVE RECEIVING RELEASING DECISION MAKING SPORTSMANSHIP
1st 2nd 3rd PASS Side on Link Play Attitude Any surfaces Pass Ranges Vision
Open / Closed Quick Touch Touch types Pass types Consistency
Disguise Movements Reaction Retain Disguise Early / Late
213
WEEK(S): 1-40
NON THEME: BASIC SKILLS - DEFENDING – heading / clearances HONESTY

1. RUN INTEGRITY
Assess the ball – speed / flight Movements – Timing of Commitment
Confidence
2. PRESS
Movement – multi directional
Align body position to jump– side
movements
Offset – Angles & Distances Concentration
REALISM
(left & right) / front on Support / cover / balance Emotional Control
Opponent / contact pre- post jump Recognise space / ball / opposition Communication
Ball contact – Different surface / team Consistency
types / highest earliest point Safer area / retain / Out of play /
3. COMPETE Clearances – surface variety (left & High & wide
TEAMWORK
right) /distances / heights React / Organise
Finishing techniques
Landing mechanics

Fundamental defensive movement patterns Be a focused learner
CONTACT Neuromuscular development & coordination / muscle memory Behave well
Power Team relationships- success / adversity / dynamics
5. REGAIN Body contact

214
WEEK(S): 1-40
NON THEME: BASIC SKILLS - DEFENDING – tackling / intercepting HONESTY

1. RUN INTEGRITY
Assess the ball – speed / opponent Movements – Multi directional Commitment
Confidence
2. PRESS
Movement – multi directional
Align body position to dictate–
Timing of movements
Offset – Angles & Distances of Concentration
REALISM
side (left & right) support Emotional Control
Intercept – show passes/ Support / cover / balance Communication
anticipate Recognise space / ball / opposition Consistency
Tackle -Front foot /allow touch to support / danger
3. COMPETE tackle Area of the pitch/ tackle to stop or
TEAMWORK
Body contact regain
Tackling techniques / types
Decisions - retain

Fundamental movement patterns Be a focused learner
CONTACT Neuromuscular development Behave well
Body contact (timing of) Team relationships- success / adversity / dynamics
5. REGAIN Response time

215
BLOCK 1 WEEK(S): 1-4
THEME: SHOT STOPPING HONESTY
Try to DOMINATE & CONTROL SHORT TERM LEARNING OBJECTIVES
TECHNICAL TACTICAL PSYCHOLOGICAL INTEGRITY
Balanced Set Position
Begin 1 Touch Handling Counter Attacking Concentration
Movements & Angles Make Simple Saves (Refocuses after break in play)
Techniques of Handling Start Position (Makes good decisions – Press/Drop) REALISM
Understand When to Catch/Parry
Understanding Parry Zones
(Safe/Unsafe)
PHYSICAL SOCIAL
TEAMWORK
Linear periodisation Try to be a Good Learner
Linear, progressive overload (high volume, low-intensity) Try to be Well Behaved
Capacity (aerobic: extensive endurance) Try to Build Relationships
Velocity-preparatory forms Try to Understand the Importance of Teamwork
Maintaining the pace of the game (actions & recovery)
Quantity of actions & recovery
Try to be an Individual Learner RESPECT
MEDIUM TERM LEARNING OBJECTIVES ENJOYMENT

DECISION REACTION REGAIN & COUNTER
Catch 1st Phase Technique
Parry 2nd Phase Areas
SPORTSMANSHIP
216
THEME: DISTRIBUTION HONESTY
TECHNICAL TACTICAL PSYCHOLOGICAL INTEGRITY
Be able to play out from the GK
Body Shape to Receive Start Position Concentration
Receive Soft/Where Pivot in Possession (Refocuses after break in play)
Range of Distribution (Hands) Counter Attacking (Makes good decisions – Press/Drop)
Detail of Pass Angles & Distances REALISM
Range of Passing (Short/Med)
Understand when to play 1 touch
PHYSICAL SOCIAL
TEAMWORK
Linear periodisation Try to be a Good Learner
Maintaining the pace of the game (actions & recovery)
Try to be an Individual Learner
RESPECT
DECISION MAKING REGAIN & COUNTER BODY SHAPE PASSING & RECEIVING
Away from pressure Scan highest pass first Angle to Recive Quick/Slow
Safe Side Technique of pass Back foot take Under Pressure
Weight of Pass Technique
SPORTSMANSHIP
217
THEME: CROSSING HONESTY
TECHNICAL TACT PSYCHOLOGICAL INTEGRITY
Set Position (Crossing) Start Position
Highest Point Counter Attacking Concentration
Approach Decision Making (Refocuses after break in play)
(Makes good decisions – Press/Drop) REALISM
PHYSICAL SOCIAL
Linear periodisation Try to be a Good Learner TEAMWORK
Maintaining the pace of the game (actions & recovery) Try to be an Individual Learner
RESPECT
DECISION MAKING REGAIN & COUNTER END PRODUCT POSITIONING

Catch the cross Scan highest pass first Catch the ball Aggressive start position
Drop in for the shot Technique of pass Keep the ball out of the net
Pass choice
SPORTSMANSHIP
218
Annual Coaching Programme – F.P. & Y.D.P
The Training programme runs in 4 blocks over the season
A block equates to a 10 week period

Each block of work consists of:
4 weeks defending (1 week defending transition),
4 weeks attacking (1 week attacking transition),
and 2 weeks transition (1 week defending, 1 week attacking transition),
incorporating periods of RAFC Traits, Fundamentals and Themes.
The blocks are strategically planned for each age group working on 1v1, small numbers, units and in team.
BLOCK 1 WEEKS 1 - 10 W/C 15th July 2019

BLOCK 2 WEEKS 11 - 20 W/C 16th September 2019
BLOCK 3 WEEKS 21 – 30 W/C 25th November 2020
BLOCK 4 WEEKS 31 - 40 W/C 17th February 2020
219
Annual Coaching Programme – P.D.P
The Training programme runs in 4 blocks over the season
A block equates to a 10 week period

Each block of work consists of:
4 weeks defending (1 week defending transition),
4 weeks attacking (1 week attacking transition),
and 2 weeks transition (1 week defending, 1 week attacking transition),
incorporating periods of RAFC Traits, Fundamentals and Themes.
The blocks are strategically planned for each age group working on 1v1, small numbers, units and in team.
BLOCK 1 WEEKS 1 - 10 W/C 15th July 2019

BLOCK 2 WEEKS 11 - 20 W/C 16th September 2019
BLOCK 3 WEEKS 21 – 30 W/C 25th November 2020
BLOCK 4 WEEKS 31 - 40 W/C 17th February 2020
220
F.P. Player journey Y.D.P. Player journey
Block 1 7v7 1v1 Block 1 11 v 11 Small No’s
UNDER Block 2 7v7 Small No’s UNDER Block 2 11 v 11 Units
9’s Block 3 7v7 Team 13’s Block 3 11 v 11 Team
Block 4 7v7 1 v 1 & Small No’s Block 4 11 v 11 Team
Block 1 7v7 Team Block 1 11 v 11 Small No’s
UNDER Block 2 7v7 1 v 1 & Small No’s UNDER Block 2 11 v 11 Units

10’s Block 3 7v7 Units 14’s Block 3 11 v 11 Team
Block 4 8v8/9v9 Team Block 4 11 v 11 Team
Block 1 9v9 Team Block 1 11 v 11 Units
UNDER Block 2 9v9 1 v 1 & Small No’s UNDER Block 2 11 v 11 Team

11’s Block 3 9v9 Units 15’s Block 3 11 v 11 Units
Block 4 10 v 10 / 11 v 11 Team Block 4 11 v 11 Team
Block 1 11 v 11 Team Block 1 11 v 11 Units
Block 2 11 v 11 1 v 1 & Small No’s UNDER Block 2 11 v 11 Team
UNDER
12’s Block 3 11 v 11 Units 16’s Block 3 11 v 11 Units
Block 4 11 v 11 Team Block 4 11 v 11 Team221
TEAM WEEKS 1-4 DEFENDING WEEKS 5-8 ATTACKING WEEKS 9-10 TRANSITION
G.K.’s 1 V 1 (shot stopping) 1 V 1 (distribution and support) 1 V 1 (crossing)
U9 1 V 1 (1 week defensive transition 1 V 1 (1 week attacking transition 1 V 1 (1 week defensive- 1 week

based) based) attacking)
U10 Team (1 week defensive transition Team (1 week attacking transition Team (1 week defensive- 1 week
U13 Small No’s (1 week defensive Small No’s (1 week attacking Small No’s (1 week defensive- 1
transition based) transition based) week attacking)
U15 Units (1 week defensive transition Units (1 week attacking transition Units (1 week defensive- 1 week
based) based) attacking) 222
G.K.’s Small No’s (shot stopping) Small No’s (distribution and Small No’s (crossing)
support)
U10 1 v 1 & Small No’s (1 week 1 v 1 & Small No’s (1 week 1 v 1 & Small No’s (1 week
defensive transition based) attacking transition based) defensive- 1 week attacking)
G.K.’s Units (shot stopping) Units (distribution and support) Units (crossing)
G.K.’s Team (shot stopping) Team (distribution and support) Team (crossing)
Developing Creativity &
Decision Making
226
Developing Creativity, Problem Solving and Decision Making
Training:
Practices that include and encourage random, opposed practices
Coaching styles - Guided Discovery, Q+A etc, player prompts.
Shapes – new shapes for players to adapt and understand Allow players to identify needs for change of strategy - I.E. press
a trigger if unconditional press not working in game
Flexibility - playing in pressure and out of pressure – work out where the spaces are, behind or in front?
Playing out from the goalkeeper variations - make the right decision, choose the right one
Playing players in new positions that expose them to different situations for problem solving/decision making/creativity.
Scenarios, 1-0 up or down etc, or club styles
"Fix it"
“Silent" coaching
227
Developing Creativity, Problem Solving and Decision Making (continued)
Games:
Shapes – new shapes for players to adapt and understand
Allow players to identify needs for change of strategy - I.E. press a trigger if unconditional press not
working in game
Flexibility - playing in pressure and out of pressure - work out where the spaces are, behind or in
front?
Playing out from the goalkeeper variations - make the right decision, choose the right one
Playing players in new positions that expose them to different situations for problem
solving/decision making/creativity.
Team talks - ask for creativity especially in the final third, Guided Discovery/ Q+A in the team talk,
asking players to problem solve and come up with solutions.
Always creating a platform for players to express themselves and play with freedom within the
framework of the training/game.
Constantly putting players in situations in game and training where problem solving and decision
228
making is key and trying not to tell them all the answers...
Connection between
playing & coaching
philosophy
229
Coach freedom, self development and player development
Coaches are expected to use all the tools in their toolkit to ensure the coaching and playing
philosophies are delivered against.
Whilst the philosophies are a framework and not prescriptive, the Academy expects coaches to
develop players through the 4 cornered age specific coaching programmes, player profiles, position
specifics and the coaches handbook and their personal CCF development plan.
The coaching philosophy encourages coaches to utilise a mix of age specific knowledge and
understanding, the UEFA coaching qualifications they have attained, along with the FA Youth Awards.
230
Empowering Learning
231
RAFC Academy believe Self Learners tend to become professional footballers. We call them
“thinking footballers”.
Since the whole Academy has been on the FA Youth Module journey, this has been at the
forefront of the academy planning.
The formulating of Individual Learning Plans, developing Social and Psychological objectives,
including “Become an Independent Learner”, the use of the Learning Cycle and more
emphasis on Individual and Gifted & Talented, has given the player more ownership to
empower learning.
This puts the player at the centre of his own learning.
The introduction of Gifted & Talented groups has allowed the better players to accelerate
their learning.
Learning is also available in peer form through the crossover of age bands, player led
approaches in training/ games and the additional games programme.
Footage of training / game is available to use for development tracking by players and self
reflection of their learning focus. 232
Fair Play
233
Academy players are taught the values and the philosophy of the club from an early age.
The Club Values described are communicated in a number of ways to players, coaches and parents, through the
Academy website, the coaching programmes and for match days on changing room walls.
Furthermore, these values are tried and tested by the Academy not providing officials for the U9 & U10 games. This
allows the young players to learn the values and fair play.
We promote professionalism and fair play at all times through our communications, coaching team, coaching styles
and code of conducts. This allows agreed expectations to be met.
Our players are taught to respect themselves, fellow players, coaches, officials and all other adults.
We encourage players to play and enjoy the game in the spirit of football and to accept all decisions made by officials.
We demand all players shake hands of opponents at the end of games, regardless of the result.
234
Development or
Winning?
Rochdale AFC is first and foremost a player development
environment.
Winning is the product of development and is further encouraged

from U14
235
Differentiation
236
Differentiation
We believe that all players at the Academy have the right to achieve their full potential and should be developed as
individuals within a group environment. Therefore, Managing Difference is key to successful delivery.
Our Coaching syllabus, and our Phase Transition Strategy allows our higher achievers to progress through the age specific
programmes and even through the transitional phases if relevant. This cohort will be grouped during technical sessions
to ensure they are not held back in their development.
We also ensure all players are challenged and supported in line with their current 4 corner ability levels, so one player
showing good technical ability, might be low on physical attributes, so the practices will have to support these needs.
Practices are designed to be realistic to the game and relevant to the individual and the group he is working in.
We also support the Birth Bias theory and move players up and down specific ability and age groups to ensure the player
has the best chance of achieving his maximum potential.
237
Differentiation – continued
Therefore, regular practices at the Academy, through all age groups, might look like this:
Practice - Technical/Tactical/Physical/Social – To support all players, and utilising the Academy Session Plan (attached)
highlighting individual need
Whole – evenly balanced teams, uneven teams and relevant in relation to position specific players (5v5/6v6/7v7)
Part – smaller group based activity (possibly starting with 3 ability groups). This allows the coach to differentiate the
challenges of individuals, groups and units
Using this process as a guide, coaches can use a variety of interventions to challenge and support individuals, units, and
teams. For instance, if a player is not quite using the right body shapes to receive to play forward, the coach could walk
into the practice and show the individual various body shapes in relation to the ball/pass/front or back foot or other
surfaces/player etc. This allows the practice to continue and the player is not highlighted.
Or if it is a tactical practice, the coach could work with the small numbers/units whole team to get his point across.
Coaches are advised and encouraged to use their training skills between UEFA A/B and the FA Youth Modules when
appropriate, and never highlight a negative to one player, in a group setting. They are also encouraged to use the
Academy Learning Styles document as a guide to differentiation and player understanding.
238
Early/Late
Developers
239
The Academy realises not all players mature at the same rate and therefore we support the Birth Bias theory and always refer to the 4
Corner and Long Term Player Development theories when making important decisions around the recruitment of young boys.
Talent ID & Recruitment

The Spotter Standard Assessment Criteria form has provision for the recording of Date of Birth (Birth Bias) and Early/Normal/Late
Developer (Physical Maturation), in order for the department to make an informed judgement and possible recommendation. The
Physical identification can only be done on a visual against his peers of the same age, due to the lack of pre information on the player.
The Academy has a close relationship with local professional clubs and throughout the phases will always look at players released
because of late maturation. Rochdale AFC Academy will always give players a chance if they meet the recommended criteria and fit with
our ethos and philosophy.
Games/Training
One example to support Late Developers is that we regularly allow players of this nature to play an age group down in the games
programme, but train with their own age group to ensure they don’t fall behind their peers.
Another example is that we utilise our Academy Development Centres to provide a drop back to a less intense environment if players
are struggling in their current development programme, and to watch and nurture potential players.
Also, utilising the important strategies, such as the Positive Learning Environment, Age Group Characteristics, Differentiation and
Coaching Styles philosophies, Academy coaches portray a calm and understanding environment for all.
240

The Scout Standard Assessment Criteria form has provision for the recording of Date of Birth (Birth Bias) and Early/Normal/Late
Games/Training/ I.L.P./ Strategies

programme, but train with their own age group to ensure they don’t fall behind their peers. Another example is that we utilise our
Academy Development Centres to provide a drop back to a less intense environment if players are struggling in their current
development programme, and to watch and nurture potential players.
Early developers can be challenged by training up through the age groups, the opportunity to play up is available also. Players I.L.P. can
also be adjusted for early developers to support new challenges when needed. Other considerations are to match up the player with
another to enhance his challenge / development.
Also, utilising the important strategies, such as the Positive Learning Environment, Age Group Characteristics, Differentiation and
Coaching Styles philosophies, Academy coaches portray a calm and understanding environment for all.
241
Birth Bias
242

The Scout Standard Assessment Criteria form has provision for the recording of Date of Birth (Birth Bias) and Early/Normal/Late
Games/Training
programme, but train with their own age group to ensure they don’t fall behind their peers.
Another example is that we utilise our Academy Development Centres to provide a drop back to a less intense environment if players
are struggling in their current development programme, and to watch and nurture potential players.
Also, utilising the important strategies mentioned in KPI 3, such as the Positive Learning Environment, Age Group Characteristics,
Differentiation and Coaching Styles philosophies, Academy coaches portray a calm and understanding environment for all.
243
Training & Playing
Up & Down
244
The Academy will sometimes ask players to train or play up or down. This is only after careful consideration of the
needs of the player.
Training or playing up is more common and needs managing. A meeting is set up with player/parent, phase lead
coaches and the Academy welfare officer. This is to ensure all safeguarding is in place, including coaches understanding
of age specific child developments. More importantly, realistic expectations need to be discussed as there will
inevitably be a point where the player will return to his own age group. Therefore, players must be educated on
keeping their feet on the ground.
Similarly, a meeting will be held if a player is asked to train or play down, which sometimes has a more negative
perception. This needs to be managed very carefully, again with the needs of the player coming first.
245
Player Competencies
Framework
246
Player Competencies are set by the Academy for players using 4 key
areas:
1. 4 Cornered Age Specific Coaching Programmes

2. Age Specific Player Profiles
3. Positional Understanding
4. Principles of Play – In and Out of Possession Through the Thirds
247
Extend & Consolidate Learning
248
Extend & Consolidate Learning
The Academy provides ILP’s through the PMA system. All players are advised to work on these away from the
Academy. When consolidated using the Academy Learning Cycle, players can accelerate onto higher level learning
objectives.
To further extend players the Academy has a phase transition strategy which allows for players to work on a
higher age group coaching programme, or even play and train up.
Different strategies used for the player:

Play / train up or down.
I.L.P. (no time frame).
Individual challenges in training.
Managing difference
The Academy uses the education framework of the Learning Cycle (see following slide)
Players are only consolidated, moved on or accelerated if consistent in their learning objectives. Players may need
to re-connect, be re-activated or demonstrate more
249
CONNECT
CONSOLIDATE LEARNING ACTIVATE

CYCLE
DEMONSTRATE
250
Session Planning
Academy Procedure
251
All coaches in the Academy must produce session plans for every session. These must be carefully planned together as
age group coaches and in line with the relevant period and coaching programme. Support from the Sport scientist in
document guidance and real terms must be used.
Coaches are given autonomy to choose the relevant themes linked to the period.
The Academy Management Team provide a variety of resources to support coaches, including the online session planner
Ultimate player HQ, PMA session planner, access to other coachs session plans and the library of best practice sessions
on PMA. Session plans should show overall Learning Objectives and Individual Learning Objectives through the 4 corners
and be linked to player ILP’s.
All sessions must show that they cover the Academy Philosophy through:
Basic Skills
Passing, Receiving & Possession
Theme
In the Foundation Phase the sessions are focussed on Ball Mastery and Passing & Receiving technical work, for
approximately 70% of the session, with 30% focussed on the current theme.
In the Youth and Professional Development Phases, it is vice versa with 70% of the session focussing on the current
theme.
All sessions plans should be available to view on PMA and be evaluated following the session and attendance added to
the players performance clocks
252
All sessions plans should be available to view on PMA and be evaluated following the session and attendance added.
This contributes to the players performance clocks.
ILP’s – Players have target setting for their ILP’s at the beginning of the season or upon signing. These are chosen from
the menus which have both tactical and technical elements. These are reviewed against in their diaries and reviews. Be
mindful of them for in session feedback / evaluations.
PMA – diaries to be initiated / evaluated each week. Please call the diaries = Week 1- defending, Week 5- attacking, etc.
Feedback on the ILPs and anything more general. Please be aware of the words and language you use! If possible, can
you add questions to encourage the players to find the answers! Encourage the players to watch the games/ training
footage, feedback on their ILP’s, build evidence from the footage on PMA.
Reviews – Every 6 week for U12-16, Every 12 week for U9-U11. Please have the review up on PMA the week before (not
available to the player), make them active on the week of the review. Review around the ILP’s plus anything else. If
possible, reference some game / training footage. Encourage the players to watch the games/ training footage, feedback
on their ILP’s, build evidence from the footage on PMA.
Player parent meetings:

Week 1- Player/parent induction target setting meetings Week 15- player/parent meeting w/c 16/9/19
Week 30- player/parent meeting w/c 17/2/20 End of season w/c 4/5/20
Please have the review up on PMA the week before (not available to the player), make them active on the week of the
review.
253
ANALYSIS - footage
• Games/ training filmed and uploaded to P.M.A.

• Player learning linked to positions and other examples. Uploaded to
P.M.A., coach and analyst combine.
• Player led analysis- team performance, unit performance and review
evidence.
feedback on.
• Can be used to review the program.
254
Additional Games Programme
255
Additional Game Information
Objective - to provide support for learning, variety, competition and more game
experiences for the player’s journey.
1 game (set of fixtures) every block of work (attacking/ defending/ transition)
throughout the season.
• Record and use the games as you would do the fixtures (on PMA). Games in
tournaments or multiple games must be recorded as separate fixtures.
• Each game (tournament) will have constraints for more specific outcomes or
support the current topic / focus/ players needs.
• The games may also be used to support the transition through numbers 7v7 -
11v11.
256
Part 4 – Expectations and development
• Process
• CCF – Coach support
• Expectations – hols, time off, additional
info
• Tickets, testing, catch up inductions,
257
Safety / welfare
and communication
258
WELFARE
To work at Rochdale AFC Academy all staff need to be DBS checked.
• It is essential that when you’re DBS is due for renewal that you update your DBS before it expires.
The Club and Academy have a raft of policies covering all aspects of Safeguarding Procedures and Health & Safety. These
are available to view on the Club and Academy websites. Although we do not expect you too read all the policies
immediately there is an expectation that you acquaint yourself with them over a period of time.
• However it is essential that you read the Safeguarding Policy and in particular the section that includes ‘Part 1 of
Keeping Children Safe in Education’.
The Academy uses the online Safeguarding system Tootoot for reporting issues.
If you have any concerns about a child please talk to your Phase Lead who can alert the DSO, Alistair Linden via the app.
You can also contact Alistair directly for player/ parent/ concerns and any personal issues.
• Please do not be reticent in asking for advice and help, you will find lots of help available from colleagues. If in doubt
ASK!
You will also be asked to complete a online Safeguarding Basics course which can be found on the EFL’s CPS site.
Logon details will be provided for you after you start working. The course takes about 45 minutes to complete.
259
Trialist / Development Plan /
Release Protocols
260
1. Scout/Spotter Coach invites player in
with communication. Phase lead to start
the generic email and email chain with
relevant staff included. Welcome pack
sent / handed out.
6. Support when signing – 2. Registration and medical

signing pack and details complete. Phase
induction. If going out of Lead, scout, parent & Coach
the Academy -Phase lead informed of start date
and scout assistance.
5. Official trial, 3. Parent & Trialist

paperwork and process or informed of 3 possible
above. Welcome packs outcomes. Scout to
sent / handed out. TRIALIST PROTOCOL perform meet and greet at
training if possible.
4. Phase Lead / Coach/ HOC / AM /

Scout consult through the process.
Trialist decision after 2 week
familiarization period.
261
1. Phase Lead to
inform Parent of
8. Phase Lead to development issues
with a phone call 2. Offer a meeting to
provide regular
discuss development
feedback and
plan
outcome
7. Try to implement 3. Coach & Phase

ILP into Lead insure all PMA
games/sessions & verbal feedback is
without impacting evidenced &
negatively highlights the issues
DEVELOPMENT PLAN PROTOCOL

4. Phase Lead/Age
6. Add new ILP
Coach/AM at meeting
changes to PMA if
(Welfare/Sport
changes have been
Science if required)
made 5. Set new agreed
targets at meeting
262
1. Phase Lead to inform
Parent of development
issues with a phone call
6. Offer thinking time, 2. Offer a meeting to

support in telling player. discuss
Plan next steps – grass roots
/ academy referral
5. Advise all possible 3. Coach & Phase Lead

pathways, support the insure all PMA & verbal
next steps for parents feedback is evidenced &
and their decision RELEASE PROTOCOL highlights the issues
4. Phase Lead/Age
Coach/AM at meeting
(Welfare/Sport Science if
required) 263
Trialist
Decisions made by consulting H.O.C., Phase lead, Age group coaches

- Sport Scientist and Medicine consultation welcome
Welcome packs and Induction meeting to be completed.
Catch up Inductions to be scheduled for the first Tuesday of the month
264
Sport Science and Medicine
Injuries / Illness
• Physio must be first point of contact at training – Not Coaches

• Text or book via online system (below)
• Appointments available – Tuesday & Thursday (6:30pm-8:00pm) & Saturday (9am-12pm) at Matthew
Moss High School or Hopwood Hall College
• No Injury is too small
• Parents responsibility to report injury – physio will have no contact with child – Child Protection
• No Injury will be assessed unless appointment made
• Any injury sustained away from RAFC Academy will be regarded as lower priority.
• Club doctor available Monday mornings 9-10am
• Any medication must also be declared – Anti-doping
• 48-hour window – Players with illnesses can not return to training until player has had 48 hour period of
no illness.
• Physio booking link https://rochdaleafc.setmore.com
265
Sport Science and Medicine
Medication
• Inhalers / Medication / EpiPen
• Must be labeled and put into the coach's medical bag before training/games – or
get extra one to be kept with coach for the season.
• No inhaler / Medication / EpiPen = No Play/Training
RAFC Academy believe that children who partake in multiple sport / activities have a
greater opportunity to develop holistically.
Psychological, social and physical development can transfer between sports to

benefit the confidence, competence of the individual.
Recommendation from RAFC x2 other sports. Generic or can be assigned through

Simon to compliment your needs.
266
Contacts
Brett Baxter- Head of FP Recruitment – 07860 833 085
brett.baxter@rochdaleafc.co.uk
Michael Flynn - YDP Lead Coach 07946 609 298

michael.flynn@rochdaleafc.co.uk
Mark Read- FP Lead Coach - 07749 343 516

mark.read@rochdaleafc.co.uk
Ryan Ball - GK Lead Coach - 07749 343 516

ryan.ball@rochdaleafc.co.uk
Sarah Ashton - Academy Secretary

sarah.ashton@rochdaleafc.co.uk
267
Sport Science and Medicine Contacts
Steven Wensley - Head of Sports Science & Medicine
steven.wensley@rochdaleafc.co.uk
Callum Ryan Jones – Academy Sports Rehabilitator & Sport Science U15 – U18
07446 961 623 callum.ryan-jones@rochdaleafc.co.uk
Simon Bowles – Sport Science U8 – U14

simon.bowles@rochdaleafc.co.uk
Karly Bland – Academy Sports Rehabilitator

karly.bland@rochdaleafc.co.uk
268
Player I.D. Cards
Please check and ensure that players have there I.D. Cards at all times.
Please check, communicate with coaches and the phase lead to ensure the card kept
by the age group coach moves around internally with the player
if playing/ training up and down.
269
COACH COMPETENCY FRAMEWORK
PERSONAL ACTION PLANS
APPRAISAL
COACH SUPPORT
270
271
To obtain an action plan Coaches score themselves across the 6 areas below (spreadsheet / word document):
1. Club Philosophy, Values and DNA

2. Football knowledge and game Understanding
3. Planning Reviewing and organisation
4. Communication
5. Mind-set, experience, personality
6. Learning and development
The grading is from 1 – 9 (C- = 1, C = 2, C+ = 3, B- = 4, B = 5, B+ = 6, A- = 7, A = 8, A+ = 9).

The criteria for the grading is as follows:
A = Highly skilled at aligning work, with seasonal consistency and developing/ adapting new ideas and challenges
B = Are skilled at aligning work accurately, with seasonal consistency
C = Can align work appropriately, competently.
An example of one criteria in area 1 is below:
272
Descriptors Competences Foundation Youth Professional Grading criteria
Phase Development Development
Phase Phase
Philosophy Understands, emulates - A + - A + - A + A = Highly skilled at aligning work to the club/ player/age needs with seasonal
and values and carries out all work in consistency and developing/ adapting new ideas and challenges to advance.
line with club football - B + - B + - B + B = Are skilled at aligning work accurately to the club/ player/age needs with seasonal
philosophy and values. consistency and implementing changes.
- C + - C + - C + C = Can specify, align work appropriately to the club/ player/age needs competently.
1. This then allows areas of development & strengths to be highlighted.

2. An action plan for the coach is built from this information in areas such as qualifications, personal characteristics,
football or club based demands (see examples on next page). These should be in appraisals / 6 month reviews.
The support for coaches then enables access to qualifications / support whilst studying qualification / self development
and reflection. This support is offered for coaches in sessions, games / mentoring and by Gareth Morgan (F.A.Y.C.D.).
Personal development is addressed however external support maybe required.
• Support dates scheduled by H.O.C. Additional F.A.Y.C.D. dates scheduled.

• Staff have a timetable of support for the year from Gareth, H.O.C. and includes C.P.D.
• Staff receive x 3 weekly support sessions from H.O.C. (filmed / audio / mentoring uploaded to P.M.A) and
feedback on an individualised session reflection template to H.O.C. (linked to Action Plans, within 2 weeks).
• Action plans reviewed by staff member after HOC support, during 6 month review and after 12 months.
273
RICK ASHCROFT
Action Plan STRENGTHS AREAS TO DEVELOP
Good understanding of • Develop more age-related knowledge / understanding in F.P.

• Philosophy
Apply for FA Advanced Youth Award • Player profiles
• Elite development
• Technical and tactical knowledge.

Listening • Player potential.
Follow process – step back / slow down when passionate. • Positional attributes.
• Matchday • P.M.A.
Actions and integrity – less prodding • Multi-disciplinary
• Oral. • Actions and integrity – less probing / prodding.

• Face to face. • Listening – follow process when passionate.
• Timing.
• Growth mindset. • Rapport across all ages.

• Professional capabilities. • Connection with key individuals in different ways.
• Life experiences.
• Differentiation. • Personal action plan.

• Self-development.
• Learning styles.
RICK ASHCROFT Apply for AYA Listening when passionate. Follow process – Actions and integrity – less
(applied for) step back / slow down prodding
Coach Advanced youth award Work well in combination with Steven Body language Setting realistic goals to scaffold
Watson development for struggling players and
teams.
Coach Complete FA Youth UEFA A Goalkeeping license Develop talent I.D. Communicate more effectively with
award coaches around GK development and
session design
Coach Apply for AYA Complete A licence Organisation / planning for what ifs Position specific - attacking side
(applied for)
274
Example of CCF detail within appraisal
What are your CCF/ CPD targets for your How will you achieve these objectives and How will you know if you’ve achieved these When do you expect to achieve them by? Please select the level / completion.
next season? what support / resources do you need to objectives? Add details,(R-A-G- rated)
help you achieve them?
1.Develop detail of coaching points but Self-reflection/Coach analysis. Regular reflection and noting down End of season To Start
keep them to below 90 seconds Coaching partner to time findings
interventions
2.Apply for AYA Look out for next release date. If I apply for the next set of courses. Next release date To Start
Support from club.
3.Gain confidence to step in to session Plan detail/intervention types. Reflection/peer opinions/coach Christmas To Start
regularly Support from observing coaches analysis
What are the departmental plan objectives for How will you achieve these objectives and How will you know if you’ve achieved these When do you expect to achieve them by? Please select the level / completion.
the next season? what support / resources do you need to objectives? Add details,(R-A-G- rated)
help you achieve them?
1.
2.
3.
275
PROCESS OF SUPPORT FROM H.O.C.
Film, discuss
Discuss session and upload H.O.C. & coach Repeat process
and any needs footage. Coach to discuss and for second
required to assess with share findings training night
documents
Coach to
Learning, Film pre, during
record
action plan, H.O.C. & coach and post game.
evidence,
appraisal to discuss and Discuss and
report back
assessed, assist coach / send to coach
and share
updated or repeat process to assess with
findings within
amended documents
2 weeks
276
EXAMPLE OF IN SESSION DATA / INFORMATION
Session date: 20 / 11 / 2018 – Individual coach videos and session overview on P.M.A.
In session coach interventions below:
FOOTAGE PRACTICE INTERVENTION TYPE ?? ?? Restart at

TIME previously live for (Time minutes / sec) (Time minutes / sec)
1:15 1:15 Arrival introduction 1:32 2:47
Warm up Physical preperation, tag with balls /
opponent
04:20 1:33 Stop all, instruction off pitch, change over 1:28 5:48
7:45 1:57 Stop all, instruction off pitch, change over 1:45 9:30
11:33 2:03 Stop all, instruction off pitch change 4:49 16:22
practice
LIVE FOR 11:33 mins. Ball rolling 6:48 out of possible 11:33 mins (Total = 6:48 / 11:33) 57.2 %
PRACTICE 1 = Start at 16:22 (4:49)
19:16 2:54 Stop all, changeover 0:51 20:07
22:45 2:38 Stop all, instruction, off pitch, changeover- 2:41 25:26
progression
35:50 5:30 Stop all, instruction off pitch change over 5:24 41:14

47:18 2:20 Stop all, instruction off pitch change 1:58 49:16
practice
PRACTICE 1 LIVE FOR 19:07 mins out of possible 30:56 mins (Total = 19:07 / 28:02) 62.5 %
277
Expectations
– opportunity and additional info
278
Tickets are available for the first team fixture – please contact Sarah by Friday morning to request (Cup games may
have a fee attached).
Youth Team games are free to attend. Ask Chris, Ryan or Mike if you would like to take in the dressing room – pre/
during/ post games.
The open door policy is there to attend all training sessions from U18’s down. Please contact the coach / phase lead.
Time off is available- please consult your phase lead and coaching partner at the earliest opportunity to arrange
cover. We expect that you are available for all sessions and games upon employment.
279
Part 5 – Additional information
280
RAFC Academy Introduction
Rochdale AFC Academy player progressions:
• We were ranked the number 1 Academy for player productivity at Category 3 and number 3 in the whole country (Source: The Premier League).
• Since 2013, Academy players/graduates have made in excess of 620 appearances for Rochdale AFC First Team, averaging over 100 appearances per season.
• Current and past players have progressed to be sold when it suits both the player and club.
• Current and past players have International Caps.
• Ex-Player progressions - Many go onto other clubs or Academies, college, University at home and full paid University scholarships abroad with a select few
progressing onto national organisations - LFE (League Football Association) and international organisations (Forbes 500 companies).
• Rochdale AFC BTEC pathways on leaving school, offered in 5 different locations available to all Academy players.
• Ex-players transitioning into Rochdale AFC Academy coaches.
Rochdale AFC Academy staff progressions:
• Progression of Academy staff into Rochdale AFC first team.
• Since 2013, more than 15 members of staff have progressed internally within the organisation in a variety of disciplines.
• Progression of Academy staff into other club’s first teams.
• We have a very illustrious list of staff who have progressed into national organisations, other clubs first teams worldwide plus working in Academies at all
Categories.
• Rochdale AFC staff running development centres in various locations.
We are looking for players, staff and volunteers to join us. Research and sponsorship opportunities are available. We are open to niche ways of working together
with partners to improve players, parents and staff whilst working to improve partners business / staff externally. 281
Opportunities
SEASON Younger Academy players U18s to U21/1st Team U18s training with 1st
in U18s Team
11 PLAYERS
2014 - 15 90 INCLUSIONS 124 INCLUSIONS 6 PLAYERS
1018 MINUTES 2030 MINUTES 254 SESSIONS
15 PLAYERS
10 PLAYERS
7 PLAYERS 15 PLAYERS
7 PLAYERS 17 PLAYERS 15 PLAYERS
2018 – 19 42 INCLUSIONS 99 INCLUSIONS 419 SESSIONS
2396 MINUTES
282
FIRST TEAM PATHWAY
Jamie Allen - signed at U9, made over 150 first team appearances before being sold to
Burton Albion £400;000 to play Championship football.
Callum Camps - signed as an U11 and made his debut in 2013. Played over 180 first team
appearances.
Andy Cannon - signed as an U16 and made his debut in 2014. Played in nearly 130 first
team games. Sold to Portsmouth £250;000 in 2019.
Dan Adshead - signed as an U9, was the youngest ever debutant at 16 years and 17 days
in 2017. Played numerous cup games including the FA Cup replay at Wembley, also scoring
on his league debut. 3 ENGLAND U18 caps and an international goal in November 2018.
Sold to Norwich City June 2019 for £300.000 +. 283
Luke Matheson – signed as an U11, the youngest ever debutant at 15 years and 335 days
in 2018. Luke has appeared in the first team on a number of occasions. He has 2 ENGLAND
U17 caps.
Aaron Morley – signed as an U14. Played an integral part of the successful youth team
2017/18 . Aaron made his debut on 4th October 2016 v Notts County. He has made 6 First
team appearance
Connor Ronan – signed as an U12, 20 year old sold to Wolves as a Youth Team player,
where he has made 7 Championship appearances plus appearances in League One while
on loan at Portsmouth and Walsall.
Matthew Gillam- Signed as an U16, first team debut v Hartlepool scoring the winning
goal in a 2-1 win. He has made 18 first team appearances.
Brad Wade – Signed as an U16, played in the FA Youth Cup as an U16 v Notts County.
284
U18’s to 1st Team = Signed Professional …
Player: Year Signed: Player: Year Signed:
Jamie Allen 2012-13 Matthew Gillam 2016-17
Scott Tanser 2012-13 Aaron Morley 2016-17 (Under 17)
Joel Logan 2012-13 Brad Wade 2017-18
Darcy O’Connor 2012-13 Dan Adshead 2018-19 (Under 17)
Callum Camps 2013-14 Lewis Bradley 2018-19
Andrew Cannon 2013-14 Fabio Tavares 2018-19
Jonathon Diba-Musangu 2014-15 Harrison Hopper 2018-19
James Hooper 2014-15
Billy Hasler-Cregg 2014-15
Nyal Bell 2014-15
285
Further Education
SCHOLAR RAFC FINISH FURTHER EDUCATION
JACK LENEHAN 2017 Edge Hill University - Sport and Exercise Science
KISIMBA 2016 University of Bolton – Sports coaching
BRANDON SMALLEY 2016 Florida Tech University
OMAR SINCLAIR 2015 Saginaw Valley State University (Michigan) - Dentistry
CONNOR COWAN-THOMPSON 2015 University of Indianapolis - Sports Business
DANNY WHITEHALL 2014 Hastings college (Nebraska) - Marketing
AARON ASHLEY 2014 University of Salford – Applied Sports Science
DIMITRI TUANZEBE 2014 University of Central Lancashire – Foundation Sports
CALLUM HILL 2013 James Madison University (Virginia) - Sports and Recreation Management
SAM MINIHAN 2013 Loughborough University – Sports Science
LAURIE BELL 2011 University of Wisconsin (Milwaukee) – Journalism & English
Further Football
PROFESSIONAL PROFESSIONAL CONTRACTS
SCHOLARSHIP
SAM ROSCOE @ TYRELL McKENZIE, KYLE HAWLEY @ RHYS LOVETT @ JOE PIGGOTT SCOTT TANSER @ PORT
BLACKPOOL GERRARD GARDNER @ MORECAMBE CHELTENHAM DUNDEE UTD & WIGAN VALE / ST. JOHNSTONE
FLEETWOOD TOWN
LOUIS MYERS, JORDAN JOSH HMAMI @ NATHAN CAINE @ GERRARD GARDNER @ SAM ROSCOE @ KYLE HAWLEY @
HANCOX @ FLEETWOOD ACCRINGTON STANLEY MANSFIELD FLEETWOOD TOWN ABERDEEN / AYR MORECAMBE
TOWN
KALLUM MANTACK, CHARLIE LEECH @ OLDHAM JAPHAT MATA & FLORIAN YONSIAN @
CALLUM SCULLION @ CALLUM SCHORAH SALFORD
OLDHAM IFK OSTERSUND 286
ROCHDALE ACADEMY PROGRESSION PATHWAYS
Bolton
Centre
Development Centres Elite Development Centres
U7 – U16 U17 – U18
Plus Education
Liverpool Bolton
Centre Centre
Buxton Manchester Burscough
E.D.S. E.D.S. E.D.S.
Manchester Rochdale ROCHDALE AFC ACADEMY

Centre Centre
U9 – U18 Rochdale Birmingham
1ST TEAM E.D.S. E.D.S.
Wythenshawe
Centre
287
ROCHDALE AFC ACADEMY SPONSORSHIP OPPORTUNITY
ENTIRE ACADEMY SPONSORSHIP
YOUTH TEAM SHIRT SPONSORSHIP ACADEMY SHIRT SPONSORSHIP
INDIVIDUAL YOUTH TEAM PLAYER SPONSORSHIP INDIVIDUAL ACADEMY PLAYER SPONSORSHIP
Reach hundreds of children and adults on a weekly basis. Packages include advertisement and contact at first team level.
GOT WHAT IT TAKES TO JOIN THE TEAM? For more information contact frances@rochdaleafc.co.uk / 01706 753 581
288
Follow us and find out more at:
www.rochdaleafcyouth.co.uk
Twitter: @RochdaleAcademy
www.rochdaleafc.co.uk
Twitter: @officiallydale
289

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Rochdale AFC Academy

• Club and Academy staff structure

Academy Ass. Physio

Academy GK FP Lead Coach YDP Lead

Model Mark Read

Head of Head of Head of YDP Lead

“Possession based, fast attacking football”

“Possession based, fast attacking football”

We will utilise the Principles of Attacking:

We will utilise the Principles of Defending:

Good, quick feet

RAFC Academy values the specific traits of

RAFC Fundamentals are specific skills and

Themes RAFC Themes are designed to be

YOUTH DEVELOPMENT 5. Recruit 50% Full Time Scholars from

6. Recruit 50% Youth

All available on PMA under the video tab

• Games programme review.

How many tournaments / competitive games do we want at each age?

How do the game experiences piece together year on year?

Foundation Phase: Youth Development Phase: Professional Development Phase:

EFL games program EFL games program CAT 1 / 2 / 3 / 4 friendlies

Management of playing opportunities

Management of playing opportunities

Consider the joint U15 / 16 fixtures over the season.

The figures are complied in the following way:

YEARLY GAMES PROGRAMME PROVIDING TOTALS

U9 U10 U11 U12 U13 U14 U15 U16 U18

YEARLY GAMES PROGRAMME PROVIDING TOTALS

U9 U10 U11 U12 U13 U14 U15 U16 U18

• Forward 1st look

• Forward 1st look

• Forward 1st look

• Forward 1st look

• Forward 1st look

• Forward 1st look

2/7 will remain high and wide

• Forward 1st look

• Forward 1st look

• Forward 1st look

• Forward 1st look

• Forward 1st look

9 stretches the pitch as high

4 • Forward 1st look

• Forward 1st look

• Forward 1st look

2/7 will remain high and wide

• Forward 1st look

2/3 will remain high and wide

• Forward 1st look

• Forward 1st look

• Forward 1st look

4 Space • Forward 1st look

4 and 8 Offset angle to

9 stretches the pitch as high as

LOCK DOWN • Forward 1st look

• Forward 1st look