A strategy outlining a tactical plan is prepared for each fixture and event.
HAWKS FC IS COMMITTED AS A KEY FUNDAMENTAL VALUE TO FAIRNESS & EQUALITY IN PLAYING TIME OPPORTUNITIES FOR ALL ITS PLAYERS.
Planning the game-strategy is the first part of the Plan, Do, Review process that is followed to ensure each game is part of a wider learning strategy intended to maximise player development.
Preparing young players to implement a game-strategy is a key aspect in developing future winning teams. The approach to games will need to be a consistent part of a young player’s education as they progress through the age-groups.
Based on availability we will select sides to give maximum playing and positional opportunities for all players. In advance of the game we will send to the players the tactical, formation and positional plans for the match and for individuals.
Devise a specific tactical plan for each fixture
Use recommendations and evaluation from previous fixtures and training to inform planning
Set individual and group learning objectives using The FA Four Corner Player Development Model and the Hawks DNA playing philosophy
Collaborative working between coaching and playing teams on matchday
Display excellent observation skills and management to make any relevant tactical changes
Half-time: use concise feedback and facilitate individual and unit discussions
Demonstrate professional touchline communication and conduct throughout
Review the game against the intended learning objectives and the Hawks DNA playing philosophy
Conduct a collaborative review after games after a period of reflection.
Agree recommendations for future fixtures
Communicate honest feedback in an age appropriate way at the right moment.
The game-strategy requires each individual within the team, including the coaching and support staff, to work to their individual and collective potential to carry out the agreed strategy.
Why is the delivery of the game-strategy important?
Approaching games with a clear and agreed strategy ensures all eventualities are prepared for and players enter into events with the highest level of detail and confidence in order to be successful.
Working to a game-strategy ensures coaching is focused on a series of learning objectives increasing the development potential.
How is the game-strategy delivered?
Coaches are expected to demonstrate excellent touchline management to make tactical changes as required by the state of the game and our DNA.
Half-time is used for concise feedback and the facilitation of individual and unit discussions. Professional touchline communication and conduct is expected throughout.
Similarly, Hawks players are challenged to carry out the agreed game-strategy displaying excellent game management according to the state of the game. Excellent conduct, sportsmanship and a good attiude to teammates, opponents, coaches and match officials is expected throughout all aspects of the game.
After each fixture the effectiveness of the game-strategy is reviewed against individual and team objectives. The review process utilises all available data and statistics and is supported by all performance service functions.
Why is the game-strategy review important?
The review process helps to emphasise strengths and also identify areas for improvement.
A balance of objective and subjective analysis is used in the review process and helps to support the development of individuals, units and the team. The game-strategy review informs further target setting and planning for future events.
How is the game-strategy review implemented?
Match debriefs with the full squad, as well as smaller-group discussions with units of players and individuals, are all used to review the game and will often take place at the next session after a period of reflection.
We don't encourage a large scale post mortem after the game and instead prefer some brief observations. Parents should not be involved present at these discussion as they are a time for players and coaches to collectively work to together giving praise, feedback and looking at problem solving.