LTAD Session Notes
12th May 2005The listing was posted by ASB - Cricket
BCB Coaches Association LTAD Session
ECB Performance Manager
LTAD
The Fundamental Stage
The 28 coaches moved to the sports hall, where Keith introduced himself.
He explained that the FUNdamentals stage of LTAD covered boys and girls in the 6-10 year old age group.
The ECB (along with rugby, football and tennis) was investing heavily in work at the FUNdamentals stage, and was encouraging coaches to specialise at this level.
The key requirements in working with youngsters at this stage are; communication skills, motivational skills, ability to create fun.
Keith explained that he had laid out some equipment – nothing unusual at all – in 8 Drill stations. He would demonstrate the drills at each station – we could all have a go – then we could feedback in a plenary end-session.
Keith showed us on a whiteboard some principles of the FUNdamentals stage, as follows;
¨ Fun and participation
¨ Involvement of kids in many activities other than just cricket, including activities like cycling and skateboarding
¨ Agility, Balance and Co-ordination and Speed (ABC’s) – in cricket context
¨ Intorduction to basic cricket skills (striking, catching and throwing)
¨ Inculcate an early love of the game
¨ Introduce simple rules of the game
From the group came a mention of the need to teach children spatial awareness and a question for Keith about length of time for sessions. Keith said that there had to be flexibility here, particularly with multi ability groups.
Keith stressed the need for coaches to reward EFFORT.
ECB are piloting FUNdamentals programmes in six areas to be tested over a long period.
The challenges for coaches were how to deal with mixed-ability classes, to keep all involved at an appropriate level to avoid loss of interest at one extreme – because tasks are too difficult – and at another extreme – because tasks are too easy. Matching task difficulty and child ability is not easy.
Keith stressed that at this age-level boys and girls could be coached together. Initially girls do better at ABC’s.
In any programme Keith recommended that one should start with balance, then move to co-ordination then agility and finally speed.
There follows a description of the 8 skill station activities.
Station 1 – Focus: Balance
|
A D X B C |
¨ ABCD All have a ball ¨ A throws to X who throws back, then ¨ X turns 900 to face B, who throws to X, who throws back then, ¨ X turns 1800 to face D, who throws to X, who throws back, then ¨ X turns 2700 to face C, who throws to X, who throws back then, ¨ X Faces A and jumps turns 3600 to face A – and repeats as above |
Station 2 – Focus: Balance (Important to stress safety on this one)
A stands balanced on a bench; B throws catches and receives returns. In various progressions A can hit balls back to B with a tennis racket, then A can hit balls back with a bat (perhaps stepping forward along the length of the bench for front foot shots). Simplification: use balloons. For further balance enhancement the receiever can balance a bean bag on his / her head. Further progression: invert the bench, the receiver to balance on the narrower base.
Station 3 – Focus: Co-ordiantion
Simply bouncing balloons / balls on a tennis racket, then on a bat. Progression, walk along a line whilst keeping the ball up, or change the rhythm of the bounce according to a clapped rhythm.
Station 4 – Focus: Co-ordiantion
In twos players throw close catches to each other. Start with one ball between two (bounce and catch for beginners) then two balls, then three balls in a circuit i.e. A’s right hand to B’s left hand as B’s right hand is throwing to A’s left hand.
Progression; make one of the three balls a certain colour – and this one must be caught with fingers pointing upwards.
Station 5 – Focus: Agility
Balloons. Player must keep one balloon up in the air, by hand, then two, then three etc. (This is good for developing fast feet e’g as required at cover point.
Station 6 – Focus: Agility
5 spaced cones are arranged, with a ball on each, facing a target area (in this case the whiteboard). The player must move quickly, picking up each ball and throwing to the target. Progression: reduce the target area, increase the time pressure, introduce scores
Station 7 – Focus: Speed (and agility)
|
B D A C |
4 cones, batter (with bat in hand) runs from A to B to C to D to A. There are different types of speed needed in cricket – straight line speed (ruuning between the wickets, chasing ball to the boundary), turning speed (running between wickets, turn and chase), speed of reaction (slip catching) |
Station 8 – Focus: Speed of Reaction
Player faces the wall and the coach, standing behind, throws rebound catches. Progression: move closer to the wall to reduce reaction time.
The coaches then split into groups and had turns on each station, with time to discuss the virtues, adaptation possibilities, progressions for each activity. There was creativity seen in the activity variations on display.
During the plenary feedback session Keith suggested that ideally there would be a coach / assistant on each station.
Activities could be competitive on each station, or even as a competition across all 8 stations. However, with those aged 6-10 we should be careful, particularly not to discourage the less able. Competition against oneself might be a good option.
Demonstrations are important ‘a picture paints a thousand words’.
Keith mentioned the ‘set up and shut up’ strategy which involves leaving children to develop their own games. Sometimes their games are very creative but for the coach this strategy can be high risk.
There was some talk of small sided, developmental games. Off-side Kwik cricket was mentioned. Strategies to avoid children non-involvement during games should be considered.
Keith said that games for understanding were an area under development. Understanding, or decision making, was important in all aspects of cricket e’g when to run, to play or leave, to attack or defend, play forward or back, throw to the keeper or bowler. We should create games to develop decision making.
Keith showed one such decision making simple game. From a bounced serve the batter pulled to try to hit gaps between fielders (2 at the front, 1 at the back), each fielder protecting their own zone. The batter (to avoid batters blasting it) was required to hit through the field on the bounce, with a target bounce area. Starting with a bigger ball simplified the game for beginners.
The coaches went into groups to try to discuss games.
In the final plenary session Keith demonstrated how throwing could be developed – start with feet position – make an underarm throw – progress to hitting a balloon with a tennis serve style hand action – progress to throwing.
We were reminded that children of this age were more susceptible to heat and to cold than older children. Frequent breaks were advisable. Plenty of drinks too.
In answer to a question Keith said that ECB were working with a company to produce colourful equipment for FUNdamentals work. It was likely to be available by the end of the summer, purchasable through the ECBCA website. Although it might be a little expensive its long-term usefulness should make it worthwhile. Coaching cards and a CD / video were also in the pipeline.
Notes compiled by Stephen Goldthorpe