In preparing a training program an effective coach should be able to:

• know how to introduce a skill,
• know the key points to emphasise,
• recognise skill errors, and
• know how to rectify skill faults.

S for SHOW Name the skill (or Demonstrate) Demonstrate the whole skill Give your teaching points (no more than 3 points) Ask if there are any questions

P for PRACTISE Demonstrate the skill once again Send the players out to practise immediately

I for INSTRUCT Use only small groups (or Correct Errors) Stand back and observe each performer Offer Advice Keep repeating the key points about the skill

R for REWARD Praise players for good efforts

1. How to introduce a skill

To become a better and more efficient coach some of your traing session must be devoted to skill teaching. A simple formula for a coach to follow when teaching a new skill is the S.P.I.R. method.

After some practice the coach will find this procedure becomes second nature. It is efficient and follows the major principles of learning.

Obviously with senior players the amount of information you give is greater than with junior players.

2. Know the key points to emphasise

To create an effective learning situation the coach must take into account the following points:

• Minimise the number of teaching points. Don't confuse the player with a long list of instructions - keep it simple. Likewise, when teaching an advanced skill eg. kicking for goal on the run, break the skill down into simple manageable stages.
• Ensure the skill is being performed correctly as practise makes permanent. During a training session a coach should spend time observing and analysing various aspects of the session. Not only should the coach observe the general performance of the team, he must also analyse the specific performance of individual players within the group. The coach must also possess a good understanding of the skills of the game.
• Finally, the ability to organise and observe counts for very little if the coach lacks the ability to communicate. In teaching skills a coach can communicate:

- by showing or demonstrating and

- by speaking

3. Recognising skill errors

The most important part of skill teaching is to determine whether correction is necessary. The preferred procedure in identifying skill error is as follows:

1. Watch the player carefully to identify what the problem is.
2. Break down the basic technique of what is actually wrong - for example eyes, hands, feet, follow through.
3. Work out what is required to overcome the problem.
4. Take the player aside - be positive and gain his confidence.
5. Demonstrate the correct technique.
6. Have the player practise, practise and practise.

Repetition is the key to learning.

4. Rectifying skill faults

There are broad teachniques which coaches should use to remedy problems in the performance of a skill:

• Rebuild the skill - if the performance in no way resmbles the desired model.
• Renovate the skill - when the performance only partially deviates from the desired model.

Fixing Errors
Skill errors do occur. Many footballers are taught skills incorrectly and subsequently perform them poorly under match conditions. Individualised coaching can rectify many of these problems. Some common skill errors and suggested remedies follow. In all instances it is preferable to break the skill down into its simplest form to ensure the skill can be performed at the basic level.