Introduction

The current study has highlighted my role in the coaching sessions of my team for the football coaching created by our office team members. The section plan was designed to provide blocks of coaching sessions of football and gave an insight into the different roles and methodology of the sport. The functions of each member along with the strategy for approaching the session will be identified in the current study. The group and individual approaches of the project will be analysed along with the portfolio of the session plan of the football team.

Section-1

The Description of the Team and Roles

The football club was designed by all members of my office colleagues for participating in different tournaments with the objective of developing the skill of supporting angles and movement, developing the skill of playing out of the black and developing a sense of possession within the team members. The team utilised the changing method along with the whole part whole method for providing the session. And it aimed for providing the ability to use the game as a starting point for a planning session and also the objectives of the game within the context of learning (Silva et al., 2022). I was in charge of providing coaching assistance to the members created by my office colleagues and had different roles and responsibilities that involved the practice session and planning strategies for improving the player skills. It was my responsibility to create a positive environment for encouraging team working and flexibility among the team members by fostering their morale and providing their understanding of teamwork. I was the main coach in the club.

The major objective of the club was to evaluate the solution to problems, generate new ideas and approaches and share good practices of football by acting as a method of information exchange. This also provided the team member with access to information and resources for developing the club. The club secretary's role is played by the manager of our organisation and the main purpose is to supervise the various roles of the club with a general involvement. The club secretary performs the task of attending the meetings, organising sessions, and representing the club (Nikolaienko et al., 2021). Our club has 11 players that involve the goalkeeper, defenders, and outside fullback. central defenders, midfielders, forwards and centre forward. Our goalkeeper is the strong player in our club with a high level of experience in the game and plays the most crucial role in the club.

The main role was to coordinate with the defence goalkeeper on the field and distribute the ball. The goalkeeper was also in charge of facilitating communication and protecting the goal by preventing the other team from scoring. Another significant member of our club is the position of quarterback played by one of our colleagues. This position received the most admiration for being the focal point and leading ability. The quarterback of our team had a direct impact on the outcome of the game and their role on the field was performed by lining up in the backfield behind the centre and snapping the ball behind the offensive line. the main roles were reading the differences directing other players, limiting the mistakes and also taking responsibility for the entire game by applying the quarterback traits.

It involves intelligence, leadership, competitiveness and throwing precision along with mobility. The centre player of our football club is the innermost member and has the main role of hiking or snapping the ball towards the quarterback, promoting an environment of communication related to the blocking adjustment by the opponent team. The centre has also the role of countering the opposite team, a defensive lying player and protecting the quarterback from being by creating a gap for the ball carrier. The running back of the club performed the role of blocking line breakers and the defensive members, getting open for passes, running with the ball and serving as the call for action. The running back also had the quality of hand-eye coordination for making impressive catches and having the speed to prevent tackles and also the overall idea and understanding of the different formations the running play.

The roles played by full-back members were positioned in the defensive line to maintain tackling discipline and defend the goal using the ball effectively and also providing assistance to the attacking players and promoting communication. The primary role of the wide receiver of our club was in charge of getting the scope of passing plays and rushing down to the field for getting scope after the quarterback throws, a forward pass for being an eligible receiver and passing the ball to a position player. It also performed the function of being a blocker in the field. Every member of our club played a significant role in maximising the skills of the whole club. The session plan was created to enable skill development and strategic changes in the different roles for increasing efficiency and more skills for the development of the team and larger opportunities.

Section-2

Strategies for Approaching the Brief

The main strategies for maximising the efficiency of the club members were aligned with the main objective and enabled a different level of progression and management of the club. Our club implemented simple strategies for approaching the brief and maximising the efficiency of all the team members (Rago et al., 2021). It involved focusing on allocating different roles to the club members based on their capability and skills and identifying the different strengths of the player, by focusing on individual players. Another strategy is setting clear goals for winning and continuous improvement (Haddad et al., 2021). The optimisation of the schedule with a clear starting and ending time has the potential to control the functioning of the club members and their progress. Another strategy can be the management of the risk with the approach of mitigation. Contingency can be helpful as mitigation will make the risk less likely with practice and proper coaching and the improvement of the club for reducing the mistake. The contingency will make the risk less damaging and it can involve the backup player for effective communication, which can enhance the skill of both the team members and the coach (Otte et al., 2020). As it will provide an open channel for the execution of the plan and continuous scope for improvement, and develop strategies for and maximise the position it will involve the steps of designating the steps considering the position and level of the club. utilising the available resources and focusing on the major objectives. The most important step is to monitor and regulate the plan on a regular basis based on the position of the team.

Section-3

Individual and Group Approaches for the Project

I believe the entire club members and I have played a significant role in the project under the coaching session of the football team and the collaborative approach has contributed to the success of the team and focused on the strategic development and achievement, and maximisation of the efficiency of the training session of the football team. The session was curated effectively with a strategy of maximisation of individual strength and emphasising practice and application for continuous improvement (Ilxomovich, 2022). As a coach, I was engaged in providing training on new skills and developing the progress of the members through planning and preparation and promoting a pragmatic and practical approach to the session. The main strategy of the team members was to plan the actions and focus on each session. We also emphasised our timing on the ball and running multiple drills to a variety of skills (Blackett, Evans and Piggott, 2021). The team members applied high-energy practice sessions and each session was based on specific players of the club by making the session more competitive.

I maximised the practice and session more effectively by welcoming the team members and setting out the aims of the session setting up the drill according to the time. Explaining the drill to the members and praising them at regular intervals. Also providing them with constructive feedback helps them to address the issues. I also prioritised dealing with behavioural issues and listening to the player. All the steps maximized the coaching session and effective planning. Also, the team members had a positive approach towards the session as they had the motion to develop themself in an interactive and fun way and contribution towards the planning (Baptista et al., 2021). They contributed to the development and success of the coaching session in order to improve the team members' counter-attacking ability, the coaching session focused on building a competitive position against the opponents and improving the team members' counter-attacking ability as the sole priority.

Conclusion

The coaching session is intended to provide learning from the initial level to the freshman players and as a motive for skill acquisition and developmental change. The team members contributed to a fun engaging development with their fascination towards the sport and the scope of further learning opportunities. All these aspects contributed to the technical and practical development, game implementation development area from previous games and final application.

Portfolio

In six weeks we developed the skills through the sessions and with designated plans. I assisted my colleagues in different aspects of their skill development through the coaching session.

In Week 1

Our focus was on practising and defending. The first week emphasised more practice on developing skills in regard to building a strong defence mode. The purpose of the first week was to gather the team together and be compatible with each other and follow through with a strong defence to work on.

In Week 2

The main focus has shifted to practise on 'diamond passing ball' mechanism. With four midfielders in the middle of the field, the 'diamond midfield' framework gives an edge over the opponent and we worked on this framework in the second week as much as possible for a better future approach.

In Week 3,

Our focus was on improving our techniques and skills of attacking. Attacking is considered one of the integral steps of scoring goals against opponents and better team coordination is seen as the ideal approach to implicate attacking against opponents. Therefore this week, we worked on team coordination to improve our skills in attacking for a better approach.

In Week 4,

Our main focus was on counter-attacks. A fast and direct attack occurring from a moment of transition in the game always demonstrates how significant it could be in defining crucial game points. We worked on creating goal-scoring opportunities as transforming a half-chance into scoring goals can result in putting a lot of pressure on the opposition. As a result, the objective of this week was to work on better strategies and implement counter-attack policies for maintaining better consistency in the field.

In Week 5,

I worked on practising individually and with the entire team of my colleagues as skilful development on self would mean providing a better contribution to the team effort resulting in better scopes and opportunities. Working on self and acting on weakness is considered essential for understanding one's own potential. When one would understand their own potential and act in accordance with that, only then a better contribution to the team effort could have been expected. We personally enjoyed practising individually as it also tested our skills and emphasised which area we need to focus more for better team coordination and shine better in the field.

In Week 6,

We focused on creativity and maintaining a freestyle of team position and playing. The free form of playing was to make ball passing and field operations smooth. The purpose of the sixth week was to make the team play together and create a strong bond to better function and we worked on that.

Reference

Baptista, I., Johansen, D., Figueiredo, P., Rebelo, A. and Pettersen, S.A., 2019. Positional differences in peak-and accumulated-training load relative to match load in elite football. Sports, 8(1), p.1.

Blackett, A.D., Evans, A.B. and Piggott, D., 2021. Negotiating a coach identity: A theoretical critique of elite athletes’ transitions into post-athletic high-performance coaching roles. Sport, Education and Society, 26(6), pp.663-675.

Haddad, G., O'Connor, D. and Burns, K., 2021. The decision to adopt a formal athlete leadership group: Qualitative insights from professional football coaches. Psychology of Sport and Exercise, 52, p.101803.

Ilxomovich, M.F., 2022. Features of the educational and training process of young football players at the stage of initial training. Web of Scientist: International Scientific Research Journal, 3(02), pp.1314-1320.

Nikolaienko, V., Maksymchuk, B., Donets, I., Oksom, P., Verbyn, N., Shemchuk, V. and Maksymchuk, I., 2021. Cycles of Training Sessions and Competitions of Youth Football Players. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), pp.423-441.

Otte, F.W., Davids, K., Millar, S.K. and Klatt, S., 2020. Specialist role coaching and skill training periodisation: a football goalkeeping case study. International Journal of Sports Science & Coaching, 15(4), pp.562-575.

Rago, V., Brito, J., Figueiredo, P., Krustrup, P. and Rebelo, A., 2019. Relationship between external load and perceptual responses to training in professional football: effects of quantification method. Sports, 7(3), p.68.

Silva, H., Nakamura, F.Y., Beato, M. and Marcelino, R., 2022. Acceleration and deceleration demands during training sessions in football: A systematic review. Science and Medicine in Football, pp.1-16.

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