I arrived at THA with the lowest confidence towards coaching I had ever faced throughout my 3 years at university. They had offered me a chance to coach with them as apart of my University degree in Sports Coaching as a placement coach.
I had lost motivation, was struggling to keep myself focused with something that I had wanted to do since I was a young teenager. I was welcomed with open arms at THA, who promised to provide me with the help and support to get me to my hidden coaching potential that I didn’t think I could achieve.
After a tough start to life at THA, lacking the motivation and drive they needed, I found myself in a tough place, where all I needed was some tough love and an eye opening to kick start my coaching life once and for all. I gradually excelled my ability, growing in confidence and putting all my effort into making sure I gave back to the THA family what they gave to me: Effort, hard work, and support when needed.
Now I’m a lead coach for the 8-11 group, something I can be really proud of. Being able to coach my own group and watch these players grow the THA way: “The All Rounded Player” is nothing but special towards my coaching achievements. I can’t thank everyone associated with THA enough for supporting me and helping me get to where I am now.
These opportunities have helped me grow as a coach and have helped me gain the knowledge, confidence and experience to excel further, even expanding my coaching journey into coaching a football team.
If you’re looking to grow as a coach, learn new skills, and work with some fantastic people, there’s nothing like THA to help you achieve just that.
I must confess I wasn’t too sure whether to write this blog post…
It has now been several months since I left Leeds Beckett University Women’s football club.
After 2 full seasons at the club I felt it was the right time to move on for several different reasons. I had originally planned to stay on and coach the first team and even went as far as designing the development programme for the whole club with some help from the former head of football and the coaches at the time.
I spoke previously about my first year in charge of a team, that being the Leeds Beckett University Womens football third team. This blog is going to focus on my second year in management with the first team.
To provide some context for the step up to the first team, after my first season in charge with the third team the head of football Ruth Brazier organised a meeting with each coach to catch up and find out their plans for next year. I approached this meeting with an open mind, I had originally told Ruth that I would be leaving due to receiving a job offer to manage the u13’s academy team at Kickabout performance centre in Sheffield. However, I had learnt so much that it seemed more beneficial to stay in this environment and perhaps move up teams, this made sense with my plans to study a masters degree at the University.
During the meeting I expressed that I would like to stay, maybe expecting to be asked to coach the second team perhaps, but to my shock Ruth said she wanted me to experience the opposite end after being chucked in the deep end with the third team. This wasn’t set in stone as Ruth was actually leaving but she had put my name forward as she wanted to leave everything in place for the next head of football. I must admit I left the meeting surprised. Prior to leaving Ruth had mentioned that she needed to talk to the other coaches who may also want to step up or coach the first team.
The way things worked out myself and one of my good friends who assisted with the first team were give the roles of joint head coaches of the women’s first team or so we thought.
After a couple of initial meetings and phone calls trying to get to grips with the idea of managing things as joint head coaches we both came across a job advert for our position!
The role had been put out without any contact to myself or my colleague. After several days of trying to figure out what had gone on we found out that we would have to interview for the role as they wanted higher level coaches – We had never spoken to the lady who put the job advert out nor did she even know our names.
At this point we had talked about the amount of work we would need to do to prepare the squad for the season and the importance of recruitment, let alone getting used to coaching in a joint capacity and this was all now delayed having to wait for an interview and decision.
I was at this point hesitant to accept the job should we get it, there was so much going against us in what was already going to be a challenging season. Fast forward a month and a half and we find out we had got the job a whopping 3 weeks before the return. Myself and my colleague talked and decided to take on the challenge. I think we were that relieved we took it without thinking or talking with the lady in charge.
So we are now 3 weeks away from the start of a very short pre season (we hadn’t been able to organise one to start early and for players to get back to Leeds due to not having the job). In this time we have to organise our squad, figure out returns dates, set up trials, figure out how we want to play, get used to coaching with each other, find a third team coach all for a role that pays us less than minimum wage whilst sorting out things in our own lives such as preparing for our masters degrees and sorting out living arrangements.
Our initial problem was getting players back to training from summer as we hadn’t had much contact with them, but before we knew it we had two weeks until trials and 3 weeks until our first game with the 1s. We spent a full day organising trials with the club captain and the set date by the higher ups was a week before our first game. This meant we had to do a training session with the 1s to somewhat prepare and the trials would be left to a single coach. Imagine that, 1 coach to look and assess over 100 players in a week, but it was the situation we had been left in and one we had to work with.
I think its safe to say trails wasn’t the greatest success, by the end of it we took on around 25/30 players across the club and had two new players in the first team in a season where we were meant to rebuild the squad. Things weren’t looking good.
Fast forward four games, we’ve lost all our games which were quite close but we have subsequently lost 3 players who have left for various reasons. At this stage training isn’t the most enjoyable for me, I am starting to feel more and more like an assistant coach which I had suspected might happen being new to the first team set up and in a joint capacity. With everything we had to sort out we hadn’t actually sat down and talked about how we want to play which meant we were bringing different ideas to the table and on the side-line I wasn’t exactly aware of what to say or what I should be looking for.
What followed shortly was my motivation when coaching both at training and matches was at an all time low, I enjoyed the sessions and match days the coaching was lack lustre for myself and I wasn’t getting out of the role what I wanted. My options were to try and provide the best assistance I could or step up and lead, my issue with the latter was I didn’t want to step up and challenge against my colleague who I had respect for and at the same time I didn’t feel like that would do the players any good if we were up against each other, so I did my best to assist.
A month or so later the motivation switched my colleague was struggling and while I wasn’t satisfied I didn’t feel as low as before so I decided to step up. However, I soon realised the biggest issue, we hadn’t really identified how we wanted to play and I myself didn’t know what we were aiming for and so in terms of training and matchdays the information I could pass on was limited.
Is this an issue we overlooked? perhaps but I think when you consider everything we had to work through it was difficult to have time to establish that. We were both masters students alongside this and I ran another Sunday league team as well as my own business so our time was limited. Any time we could dedicate towards the role was taken up by other responsibilities we shouldn’t have had or at least had more time to complete. We were last resort coaches.
What did I realise?
Whilst I’m not the biggest fan of coaching in a joint manager operation as I believe it requires a massive amount of communication, open mindedness and time this was not the main issue here.
Myself and my colleague did not place ourselves in the right circumstances to coach and be successful. We accepted a role in a short time frame which had many roles and responsibilities we had to complete (due to the head of football not being in place) that forced us to neglect our roles as first team coaches.
While I don’t believe this is our fault, I think it is something we can both take into account when accepting roles in the future.
And so this is the reason I decided to leave my role at Leeds Beckett university despite the utter enjoyment the role gave me and the great relationships I built with the players
In recent years, the coaching philosophy known as Teaching Games for Understanding (TGFU) has gained significant traction in football. This approach moves away from traditional drills that focus solely on skill repetition, instead emphasizing game-based learning where players engage in tactical and strategic decision-making. By focusing on the game itself, players develop a deeper understanding of football concepts, improving not only their technical abilities but also their decision-making skills in real match situations.
Here’s a closer look at how Teaching Games for Understanding works and how it can be implemented effectively in football coaching.
What is Teaching Games for Understanding (TGFU)?
TGFU is an approach to coaching where players learn and understand football concepts by actively engaging in modified game situations. The primary goal is to help players understand the why behind the actions they perform, rather than just the how.
This coaching method is structured around four key principles:
Game Appreciation: Players are encouraged to see the game as a whole, understanding tactics and strategies from the perspective of a match scenario. They are not just executing isolated drills, but engaging in game-like environments where they learn to read the game and make decisions in real-time.
Tactical Awareness: Instead of just focusing on individual technical skills, TGFU fosters the development of tactical awareness. Players start to understand how their decisions affect the team’s shape, possession, and attacking or defensive strategies.
Decision Making: The key element in TGFU is decision-making. Players must decide when and how to pass, shoot, or dribble based on the conditions of the game, the movement of their teammates, and the positioning of the opposition. This encourages critical thinking and enhances a player’s ability to adapt during real matches.
Skill Development Through Context: Skills are developed within the context of the game. Instead of repetitive drills, TGFU utilizes small-sided games, where players must execute technical skills in a more dynamic and realistic environment.
Benefits of Teaching Games for Understanding in Football
1. Improved Tactical Understanding
One of the greatest advantages of TGFU is that it helps players develop a deeper understanding of the tactical side of football. Instead of simply practicing isolated skills, players experience game situations where they must understand how to position themselves, create space, and read the game.
2. Better Decision Making
Football is a fast-paced sport that requires players to make decisions in the blink of an eye. TGFU helps players develop this crucial skill by presenting them with situations where they must quickly analyze the options available to them and make the best possible decision based on the context of the game.
3. Increased Engagement and Motivation
Traditional drills can sometimes feel repetitive and disengaging for young players. However, when learning is embedded within fun and challenging game-like scenarios, players become more engaged. The game itself provides the motivation for players to think critically and apply themselves to the task at hand.
4. Holistic Player Development
TGFU doesn’t just focus on developing technical skills in isolation. It encourages holistic player development by integrating tactical, physical, and mental aspects of the game. Players are given the tools to think and act like footballers, not just practitioners of isolated skills.
Implementing TGFU in Your Football Sessions
To implement the Teaching Games for Understanding format in your football sessions, follow these steps:
1. Start with a Game
Instead of starting with a long warm-up or technical drills, introduce a small-sided game at the beginning of the session. Let the players experience the challenges of the game firsthand. For example, play a 3v3 or 4v4 match with specific conditions, such as only allowing passes to be made with one touch. This will get players thinking about their decisions right from the start.
2. Modify the Game
After a few minutes of play, stop the game and assess what’s happening on the field. Ask questions like:
“What are your options when you have the ball?”
“What can we do to create more space?”
“How can we defend against this attack?”
Modify the game based on your observations. For instance, if the players are struggling with space, make the pitch smaller to encourage them to find creative solutions.
3. Introduce Key Principles
Once the game has been modified, start introducing the key principles you want the players to learn. This might include:
How to support the ball carrier
When to pass, dribble, or shoot
How to press and defend as a unit
Use your observations from the game to highlight specific areas that need focus. The more the players are involved in this learning process, the more they’ll be able to apply the concepts in real match scenarios.
4. Encourage Reflection
At the end of each small-sided game or practice, allow time for players to reflect on their performance. Ask them to identify the decisions they made, what went well, and what could have been done better. Reflection encourages self-awareness and helps players improve both their technical and tactical abilities.
5. End with a Realistic Game
Finish your session with a more open, realistic game, allowing the players to put into practice what they’ve learned. This can be a full-sided game or another modified format, depending on your focus for the session.
Key Takeaways
Teaching Games for Understanding focuses on developing tactical awareness, decision-making, and skill application within real game scenarios.
It promotes a more holistic and engaging approach to football coaching, encouraging players to learn through play rather than repetitive drills.
By fostering an understanding of game principles, players are better equipped to make decisions in real-time during matches.
Coaches should integrate small-sided games, modify the environment to highlight specific learning points, and encourage reflection to ensure the development of both technical and tactical skills.
By implementing the TGFU model, coaches can nurture well-rounded football players who understand the “why” behind their actions, ensuring they are not just skilled players, but intelligent, tactical thinkers on the field. So, next time you coach, consider shifting from isolated drills to game-based learning — and watch your players flourish in both their skills and their football understanding.
Grassroots football refers to football (soccer) played at the community level,
This is typically organized and run by local volunteers and community organizations rather than professional clubs. It involves players of all ages and skill levels, from children just learning the basics of the game to adults playing in amateur leagues.
Grassroots football is often seen as a vital component of the sport, as it provides opportunities for people of all backgrounds and abilities to get involved in the game and stay active. It also serves as a pathway for young players to develop their skills and potentially progress to higher levels of competition. At THA Football Centres, we have a new way of thinking.
Many grassroots football programs are organized through local clubs and leagues, which may be affiliated with national or international governing bodies such as the Football Association (FA) in England or FIFA globally. These organizations often provide guidance, support, and resources to help local volunteers and coaches deliver safe and effective football programs.
Grassroots football pitfalls
While grassroots football can be a great way for people to get involved in the sport and enjoy its many benefits, there are also some potential pitfalls that can arise. Here are a few examples:
Lack of resources: Grassroots football programs are often run by volunteers with limited resources, which can make it difficult to provide quality coaching, equipment, and facilities.
Safety concerns: Grassroots football programs may not have the same level of safety protocols and training as professional clubs, which can put players at risk of injury.
Inequality: Grassroots football programs may not be equally accessible to all members of the community due to factors such as cost, location, and cultural barriers.
Overemphasis on winning: Grassroots football programs can sometimes become too focused on winning at all costs, which can lead to a negative environment for players and coaches alike.
Lack of diversity: Grassroots football programs may not reflect the diversity of the community they serve, which can lead to a lack of inclusivity and representation.
To mitigate these pitfalls, it’s important for grassroots football programs to prioritize safety, inclusivity, and player development over winning at all costs. This can involve investing in coaching education and resources, creating a welcoming and diverse environment, and ensuring that all players have access to the resources and support they need to succeed.
Grassroots Plus – Scanning for a Pass
Grassroots positive influence
Grassroots football can have a positive influence on individuals and communities in many ways, some of which include:
Physical health: Football is a great way to stay active and improve physical fitness. Grassroots football programs provide opportunities for people of all ages and abilities to engage in regular physical activity, which can have a positive impact on overall health and well-being.
Social connections: Football is a team sport that encourages social connections and fosters a sense of community. Grassroots football programs bring people together from diverse backgrounds and provide opportunities for social interaction and support.
Skill development: Football requires a range of skills, including coordination, teamwork, and decision-making. Grassroots football programs provide a safe and supportive environment for players to develop these skills and improve their overall game.
Mental health: Engaging in regular physical activity, such as playing football, can also have a positive impact on mental health. Grassroots football programs provide opportunities for individuals to reduce stress, improve mood, and develop a sense of achievement.
Cultural exchange: Football is a global sport that can bring people from different cultures and backgrounds together. Grassroots football programs can provide opportunities for cultural exchange and promote understanding and acceptance between communities.
Overall, grassroots football can have a positive influence on individuals and communities by promoting physical health, social connections, skill development, mental health, and cultural exchange.
Grassroots plus programme for Clubs
The Grassroots Plus programme is a football development initiative that aims to provide additional support and resources to grassroots football programs. The programme is typically run by national football associations and is designed to help local clubs and leagues deliver high-quality coaching, player development, and administrative support.
The Grassroots Plus programme may include a range of initiatives and resources, depending on the needs of the local football community. Some examples may include:
Coaching education: Grassroots Plus programmes may provide additional coaching education and resources to help local coaches improve their skills and knowledge.
Player development: Grassroots Plus programmes may provide additional player development opportunities, such as camps or clinics, to help young players improve their skills and reach their full potential.
Facilities and equipment: Grassroots Plus programmes may provide funding or resources to help local clubs and leagues improve their facilities and equipment, such as by providing new goalposts or upgrading playing surfaces.
Administrative support: Grassroots Plus programmes may provide administrative support to help local clubs and leagues run their programs more efficiently and effectively. This may include guidance on finance and governance, as well as access to tools and resources for managing players and teams.
The Grassroots Plus programme is designed to help local football communities deliver high-quality programs and provide opportunities for players of all ages and abilities to develop their skills and enjoy the benefits of the sport. By providing additional support and resources, the programme aims to create a more inclusive, accessible, and sustainable grassroots football environment.
How can you help grassroots football?
There are several ways in which we can help grassroots football, including:
Volunteer: Grassroots football programs often rely on volunteers to help with coaching, administration, and other tasks. By volunteering our time and expertise, we can help these programs run more smoothly and provide more opportunities for young players.
Donate: Grassroots football programs may struggle to fundraise or secure funding for equipment, facilities, and other resources. Donating money or equipment can help support these programs and provide opportunities for players who may not otherwise have access to the sport.
Promote: Grassroots football programs may struggle with visibility and awareness within the community. By promoting these programs through social media, word-of-mouth, and other channels, we can help raise awareness and encourage more people to get involved.
Attend games and events: Attending grassroots football games and events can show support for the local football community and provide a sense of pride and camaraderie among players, coaches, and supporters.
Advocate for change: Grassroots football programs may face challenges such as lack of funding, safety concerns, or inequalities. By advocating for change and working to address these issues, we can help create a more inclusive and supportive grassroots football environment.
Overall, supporting grassroots football can help provide opportunities for young players to develop their skills, stay active, and build social connections within their communities. By volunteering, donating, promoting, attending games and events, and advocating for change, we can all help make a positive impact on grassroots football programs.
What are THA doing to help support Grassroots Football?
We have developed a specific grassroots programme designed for 8-11 year olds to give them additional support training over and above their existing coaching.
Our player academy provides:
Supplemental quality coaching, equipment, and facilities.
We have risk assessed our activities and provide level of safety protocols and training in line with professional clubs.
We provide and reflect the diversity of the community we serve, with emphasis on inclusivity and representation.
We promote equality in our programs making them equally accessible to all members of the community for both coaches and players.
Grassroots Plus at our Leeds Centre
Benefits of our grassroots plus programme:
Our grassroots PLUS football programs provide opportunities for people of all ages and abilities to engage in regular physical activity,
As a team sport Football encourages social connections and creates a sense of community. Our Grassroots PLUS Football programs bring players together from diverse backgrounds and provide opportunities for social interaction
Player development opportunities through our monthly topical training plans that help young players improve their skills and reach their full potential.
Our equipment is up to date with the correct size footballs per age group as directed by the Football Association, mini goals and exercise equpment to provide varied drills and improvement programmes.
Providing volunteering initiatives for University trained students to use their skills, time and expertise on our programs to run more smoothly and provide more opportunities for young players to develop with ongoing and improving coaching methodologies.
Nick recently conducted a personal 1:1 session with one our regular attendees to our Development 2 (12-16) sessions. A player who plays every Saturday for a local girls team. Here is an account of how Nick ran the session from a pre meeting to design and delivery of the session.
To give added value to our personal football training sessions, we discuss with the player the areas that they would like to improve on. This particular player is a defensive minded with good technical ability and a natural athlete.
This particular player had identified dribbling as a key skill she wanted to improve, giving an added threat going forward during a game.
Nick designed a session focussing on aspects of the game that will improve the players “on the ball” skills and add attacking elements to her game. To start the session Nick worked on ball control, predominantly the first touch. This was paired with a reaction element to increase awareness of surroundings.
The session then progressed to control and passing, addressing the players composure on the ball. passing accuracy and consistency as well as side to side movement.
Nick running the 1:1 Personal Football Tuition Session in Leeds
As the player had identified dribbling as a key skill she wanted to improve, Nick focussed on ball mastery skills in a figure 8 shape. These are simple but effective drills that will improve the players co-ordination and footwork. During the drill, the player was encouraged to keep her head up and scan the environment while performing the dribbling drills. This will allows the player to function in the game with greater awareness and composure.
The final period of the session was a focus on shooting drills. Nick ran multiple different variations of the drill, some shots taking place with a first time from a layoff. Others after a short dribble through a cone section. Here the player is encouraged to use both feet, which improves co-ordination, balance, and allows her to confidently play the ball wherever it may arrive to the player.
We hold 1:1 personal football training sessions every Friday night with two specialist coaches. Please contact us here for more details here….
While studying for my sports coaching degree at Leeds Beckett University, I had worked part time in a number of roles within football and sporting environments to build my level of coaching experience with children and coaching children in football. Following my successful Graduation from the course, I accepted a role as a PE team leader within primary schools. This gave me an opportunity to discover how I could utilise and transfer my current skill set whilst at the same time taking the new experiences working with different children and a different level of focus. This, I felt, would give me an opportunity to gain valuable experience to add to my coaching skills bank.
The transition was not as easy as I had first thought and I am sure many people starting out in a new area of work, particularly sports coaching, would say the same. What I discovered, is that there are some key differences in the style and delivery of the sessions between a School and a Football Academy setting.
As we are working in a School environment, there is much more emphasis on behaviour management for children at this age. This is to ensure that all the children are showing the correct attitudes towards the lessons. This then gives them a base line to not only understand, but also a platform to work from. This allows both themselves and other children to be able play and develop safely during the lessons. In essence, they can fully commit their attention to the session and take the full benefit of the learning experience.
In terms of teaching scenarios, there is a substantial emphasis on the amount of time children are physically active during the session. This follows and links well with behaviour management. Having set the standards expected of the child’s behaviour level, it is equally important to ensure that the physical side of the education lesson is put into focus.
Physical activity for children has many health benefits, as well as improvements to their overall health, it can also help improve their mental health and cognitive development.
Identified key benefits of physical activity are as follows:
An improvement in a child’s social interaction with others and improved confidence.
Children can learn new skills from the subject sport they are involved in but also life skills.
Anatomically, it allows the child to strengthen both muscle groups and bones.
Improvements can be made in a child’s coordination.
Learning can be improved along with levels of concentration leading to an increase in productivity and success.
Children feel better for physical activity and can improve their mood.
Positive attitudes are developed along with tolerance for others.
Stress levels can be reduced and a harmonising of mental and emotional wellbeing.
Sleep patterns become more settled along with energy levels.
Reduces the risk of morbidity and mortality from chronic non-communicable diseases
Overall health and fitness is improved which helps maintain a healthy weight to prevent child obesity.
By having a focus on the physical element of a teaching session, means that we ensure that the children are always active. As an example, for a 60-minute teaching session, we aim that the children are moving around and are actually being active for at least 55 minutes of that session.
As part of my own personal development, this meant I had to re-evaluate my approach and in particular I had to develop the way I deliver instructions to the children. I adopted an approach where my instructions had to be more concise and to the point and at a level of their understanding. This, then allowed the children more time to spend in activity engagement during the session. Physical activity time is massively important for children, particularly those at a young age. It allows them to learn more quickly by giving them the opportunity to actually play and discover. This is something I have definitely adopted and have translated to my approach to the football coaching of children in my sessions at THA Leeds.
Working within a School environment has allowed me to experience and be involved with the management of SEND (special education needs and disabilities) students.
This was completely new to me as I had always coached football in academy settings. This meant that I had to adapt to new, specific needs and this was extremely challenging but also extremely rewarding. This was a completely different scenario for me personally, but I am now fully aware of the needs of the SEND students. I have adapted my coaching and teaching style, so I am now able to involve and develop them in sporting fluency.
Once again, a development strategy for myself and my own development was the way I communicated to the children in these groups. I have analysed the way I give instructions. My approach now is to give specific and clear instructions which also caters to the individual needs of each student.
Through my studies at University, we are encouraged to seek out new areas of coaching practice. So with this in mind, I am also developing my ability to manipulate the environment in which we teach thes SEND students. By providing an environment where they feel comfortable , this allows SEND students to thrive and develop their physical approach and enjoyment of the sessions.
While delivering curriculum PE lessons and being the Lead Coach of the 5-7 age group at THA, I also oversee numerous other sessions for children which include after school clubs, lunch clubs, and specialist sports clubs to prepare for inter-school tournaments. All this experience is contributing towards my own personal and professional development, and I look forward to improving and growing even more as I progress through my career.
Nick Firth is the Lead Coach of the 5-7 Age Group at THA Leeds Centre based at Horsforth School every Saturday mornings 9.00am to 10am you can book your class here:
To further his educational learning and support his continual professional development, THA Football Centres are sponsoring Nick with an ADHD Awareness Course, learning about the different types of ADHD and how to recognise some key signs and symptoms along with some practical advice for supporting children with the condition. You can learn more about the course here
I have just recently finished my first season managing a women’s football team finishing the season with a formal celebration awards night.
How did the season go?
Quite honestly it has possibly been one of the most challenging yet enjoyable seasons coaching a team I have ever experienced. I started the season with a team of approximately 40 players (a lot I know!) to a third of a 3G training pitch. It was safe to say I was thrown in the deep end for my first season in charge and while at the time I found this difficult and at times frustrating, I am now so grateful to have received this challenge due to the sheer amount I have learnt both about coaching and myself.
Leeds Beckett University womens 3’s
It was clear to me early on that we had a tough season ahead and were probably the underdogs in our league. While we come from a popular and well known university we were still a third team in a league of first and second teams meaning we would face some good players.
To sum up our season, we started as a team of individuals struggling to create any chances and losing some games quite heavily. To then finish the season performing as a team and winning our last couple of games.
How did you manage to grow as a team and be successful?
I was aware that quite a few of our players were ‘freshers’ meaning they were new to the club and so it was a big task to create a team environment with so many players. After 5 games it was pretty clear we were in a-bit of a rut, losing games and arguing throughout causing even heavier losses. I knew this arguing was down to the pressure put on ourselves to win which was causing a breakdown in communication across the team and a-lot of unhappy players.
My first port of call was seeking advice from the head of football at Leeds Beckett Ruth Brazier and my brother Sam Holmshaw. After explaining the situation they both suggested it would be a good idea to redefine success. After a team meeting going through this my team defined the following as successful: After this each game was approached with positivity and a fight as a team. While we didn’t win every game I’m proud of each player and each team performance.
What were your favourite moments?
My personal favourite moment was in one of the latter games. We had a great chance of winning our keeper was unfortunately sent off in the first 20 minutes. For the following 70 minutes I’d never seen such a fight in my players as I did then, each battling for each other and doing their best for the team. While we didn’t get the result we wanted, I was one proud manager.
Our first win came in a must win game against Huddersfield University first team, which was a bit of a local derby for me personally with our Advanced football lead coach Hasting Ellis also being the head coach of that team, and beating us in the reverse fixture earlier in the season. That day each player turned up ready and raring to go, with a positive mental attitude and a hunger as a team to win, and they did just that. After falling behind they fought back and battled for every goal resulting in a 4-2 win.
Final thoughts of this experience?
Unfortunately the season ended with our relegation due to our relegation rivals being awarded 3 points by another team. However, I think the most pleasing thing was the fact we would have survived had this not happened. At the same time I as a coach/manager had redefined success for my team and myself and was happy with what I had achieved. Each girl would fight and battle for the team and had my back no matter what. We had built a great environment to be apart of and I couldn’t be prouder. I think that my first season stepping up as a head coach was an amazing learning experience, a great success both on and off the pitch, and I cannot wait to get going next season!
The Holmshaw Academy will work with New Balance to provide NB teamwear to all our customers at all THA football centre’s.
As apart of this partnership, THA will be provided with a Club Shop, where customers will be able to purchase a range of THA X NB training kits and items. THA and NB have also collaborated to create the new THA Bespoke kit, coming this August.
The THA x NB bespoke kit – coming this August
Technical Director Sam Holmshaw noted “It’s great to have New Balance on board with us going forward. This is an amazing step for THA and I’m really excited to be working with them as our kit supplier.
Technical Director at The Holmshaw Academy – Sam Holmshaw
Now that sounds all well and good, but what does this actually mean?
Our Technical Director Sam Holmshaw was the first to introduce this aim, from his fundamental beliefs developed through his masters study, and his first hand experience from both youth grassroots and academy football.
Sam Holmshaw – Technical Director of THA
One thing that coaches and parents can be prone to, is thinking that their son and daughter is a first-team senior player. Youth players are often encouraged to only play in one or two positions throughout their youth careers, and encouraged to develop a certain set of ‘skill-sets’ attributed towards that position.
If we give an example, the ‘winger’ may be encouraged to play on the right or left, but usually their skill set will be focused around pace, speed, dribbling, ball control and crossing. If we take the centre-back as another example, their skill set may be focused around strength, power, tacking, jockeying, and generally how well they read the game from a defensive mindset.
Now all this may be familiar to you the reader, however at THA we believe that this way of thinking can actually be limiting to young players!
What’s the issue?
In the modern game, football is about adaptability. A widespread of systems and tactics and strategies mean that footballers need to be able to play in a wider range of positions. We now see CB’s being converted to CDM’s, or RW’s being covered to RWB’s. Yet, in order for players to be able to do this, they need to be able to perform a wider skill set.
For example at RWB, the players needs attacking traits such as pace, speed, ball control and crossing as well as strength, power, tacking and jockeying. If we take our RW example, who only possesses those attacking traits, then evidently they will struggle to get into the team. Likewise the modern day CDM position requires a player who can manipulate and pass the ball with variation, a difficult task for the centre-back who has never developed their passing ability.
This may seem quite obvious, but notably at grassroots level many coaches and parents fall into the trap of saying “he’s a RW” or “she’s a LB”. And for the next 10 years the players only players in that position. They may go on to be the best LB in the world, but if the LB is asked to play CB or CM to get into the team at senior level, they need to be able to at least have the skill set to cope in that position.
“It’s important in youth football that we don’t restrict players to one or two positions. If we do this they may only develop position-specific traits, and lack adaptability. We should encourage players to play in various positions throughout their youth careers, to help them develop a much wider tactical/technical skill set and play in a wider range of positions. Phil Foden is the prime example in modern day football, and I would argue his adaptability has contributed to his success early in his career.
Sam Holmshaw – Technical Director at THA
However, ‘the all-rounded football player‘ is just not about the technical and tactical, its also about developing our young footballers psychological and social skills too. These areas are often forgotten about or have little attention due to time resources. However, it is important to develop a range of ‘psycho-social’ skills, not just to help our youngsters develop as players, but also as young people. Skills such as leadership, concentration, emotional control, teamwork, respect, responsibility are hugely important in both the football game, but also in future adult life. Therefore at THA, we look to develop these skills within our sessions, to help create ‘the all-rounded person’.
