TEACHING FOOTBALL SKILLS - DRIBBLING

TEACHING FOOTBALL SKILLS - DRIBBLING

INTRODUCTION

Education in Malaysia is an on-going effort dedicated to developing the potential of individuals holistically in an integrated manner so that their development, based on the belief in God, is intellectually, spiritually, emotionally and physically balanced and harmonies. Such an effort is designed to produce Malaysian who are knowledgeable, possessing high moral standards and are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the harmony and betterment of the society and the nation large.

Malaysia education attempts to form and nurture a human being to become a whole complete and holistic individual in which is belief in God grace and well-equipped with strong humanistic characters that pose an integrated manner rooting from a balance of intellectual, spirit, emotion and the physical. All the focuses from national curricular designations till to the basic floor foundation of school teaching process must be able to access and embrace the big picture of national philosophy.

 As a result, in the 1998 the New Secondary Curriculum (KBSM) as a continuation of the New Primary Curriculum (KBSR) was launched. The planning of KBSM is meant to help students to develop their intellectual, spiritual, emotions, as well as physical potentials in comprehensive and integrated manner with high moral values (Hassan, 1996). However, there was plenty of ineffectiveness of KBSM educational execution noted till raising the awareness of new planning scheme to shift Malaysia Educational System more aligning with National Education Philosophy.

MALAYSIA NEW EDUCATIONAL SYSTEM, KSSR, KSSM AND KSSR

During the year of 2010, Malaysia Educational Minister, Datuk Muhyiddin announced and introduced the new curriculum system KSSR into Primary School, the pioneer batch of students under the transformational new scheme of education system are primary one students from year of 2011.At the same time, KSSM as the continuation of KSSR was introduced to Secondary school, the pioneer batch of secondary students are the Form one students from year of 2012.

KSSR and KSSM are the new curriculum scheme with more likely interpretation of our national educational philosophy and literally contribute a better pragmatic implementation to actualize educational goal, whereby it is a formulation in needed to amend the weaknesses of KBSR and KBSM which is over exam-oriented and teacher-centered curriculum scheme.

This is the reason of why it is referred as a transformational educational system in Malaysia. The principles of these two curriculums primordially intend to shift from teacher-centered teaching to students-centered teaching and emphasis on inquiry-based learning.

Under the system, the public exam for primary school, UPSR and the PMR for secondary school will be abolished. All the evaluation and assessment shift from summative assessment to the formative assessment. KSSR and KSSM are conductive curriculums to enhance the pragmatism of national educational philosophy which pervasively exercise and practice in school. The scheme assessment of KSSR and KSSM not restricted to individual curriculum performance only, whilst it is embrace the significant of students’ involvement in physical activities as well as the healthiness of psychology. Each student is evaluated and improved their performance via criterion-based assessment with six bands, Band 1 (the lowest achievement) to Band 6, (the highest achievement). Consequently, the new curriculum of KSSR and KSSM demonstrates a blue print document to direct our national education in achieving the principles and goals of our national educational philosophy.

IMPORTANT OF TEACHING SKILLS IN GAMES

The teaching of skills for use in a variety of sports, games and recreational activities has historically formed an integral part of a comprehensive physical education program.

Whilst  there has been a push towards lifetime fitness and physical activities that require minimal skill development, different ways of thinking about teaching related skills allow sport and game play to remain as two of many important physical activity options available to students. In essence, all children should be provided with the opportunities to develop the confidence and competence to choose not to play sports or games at a later stage in life, rather than be forced from them because of a lack of opportunity. Skilled performance in this context is not merely focusing on the technical (physical) execution of an action but is inclusive of the cognitive and affective skills required for successful participation in games and sport.

The space available within physical education for learning these many different aspects is limited. “While many traditional physical education programs emphasise skill development and mastery, few students are able to master the many skills in the short amount of time available during physical education class” (McCracken, 2001). The multisport approach to physical education curriculum, where sports such as football, basketball, volleyball, netball, tennis and so on are introduced on a cyclical basis (usually around four week blocks) has been identified as problematic.  Whilst students are exposed to lots of different sports and their many associated skills, they are not given the opportunity to develop competence and therefore confidence. Those that enter the class with more ability thrive at the expense of less skilled participants. Many students enthusiastically greet the new activity but are soon asking ‘what are we going to do next?’ A volleyball lesson that has students performing isolated, dislocated and tedious drills (20 digs against a wall, followed by

20 sets against the wall) succeeds in producing students who, when eventually confronted with a game, are anchored to one spot and are focused only on getting the ball over the net. They aren’t exactly sure why they practiced the set, when it is supposed to be used or how to get in the correct position to use it.

For this work I choose dribbling skills in the football game. The skills that I explained in this work can be used for all  primary and secondary school pupils.

Dribbling the ball is the predominant method in soccer for moving the ball around the field in order to set up passes and goal shots. You can practice a variety of dribbling techniques with several parts of both feet to help you learn better control of the ball and maintain better movement and balance to move the ball downfield during a game.

Soccer History

Soccer is one of the most popular sports in Europe and the Americas. It has a vivid and interesting history in the world of sports. Early evidence of soccer being played as a sport finds occurrence in China during the 2nd and 3rd centuries BC. In China, it was during the Han dynasty that people dribbled leather balls by kicking it into a small net. Recorded facts also support the fact that Romans and Greeks used to play ball for fun and frolic. Some facts point to Kyoto in Japan where kicking of ball was a popular sport.

It is said that early growth of the modern soccer started in England. Some amusing facts even mention that the first ball used was the head of some Danish brigand. It is said that during medieval times, the old form of soccer used to allow many ill practices like kicking, punching, biting and gouging. The main aim was to carry the ball to a target spot. People grew so fond of the game that they would throng the field all day long. Sometimes the competition grew fierce and masses got so wild that there were frequent incidents of violence during the game. It is also said that soldiers admired the game so much that they missed archery practice to watch it.

King Edward III banned soccer in 1365 owing to the growing incidents of violence and military indulgence in the sport. In 1424 King James I of Scotland also proclaimed in the Parliament— "Na man play at the Fute-ball" (No man shall play football) When and where exactly did soccer start is a question that has no precise answer to it. You can easily say that this popular game has been played for more than three thousand years. The nativity of modern-day soccer must be credited to Britain. It was also known as the association football, with Scotland and England being the co-founders of the systematic game of soccer.

TEACHING FOOTBALL SKILLS

DRIBBLING

Dribbling is the skill of running with the ball at your feet. The player is speeding forward through open space, maneuvering out of tight situations and feinting to beat opponents. It is perhaps the most expressive and exciting part of the game.

ATHLETE READINESS

The beginner player typically kicks the ball some yards away and runs after it, rather than keeping it close and under control. Dribbling under control tends to be difficult because the player dribbles with the toe. These players can change direction slowly but will often lose the ball when pressured by an opponent. The intermediate player can move the ball forward with the toe pointed down, keeping the ball close and under control. The player can change direction, using the inside or outside of the foot to beat opponents, but may have difficulty executing fakes to beat opponents.

TEACHING DRIBBLING

When dribbling, the most important aspects are balance and coordination. To be able to go around a player, the body must be flexible enough to change direction by shifting weight quickly, while still maintaining balance and the ability to think quickly. When asking a player to jog round the field to warm up, it is better to do this with a ball at his/her feet to help increase confidence in ball control when running. A lot of skill in dribbling develops from players’ confidence, therefore it is important to praise and motivate at training. Dribbling essentials are close control, changing direction or pace, and disguise. Players are not robots; always encourage them to express themselves.

1.         To help develop touch and control of the ball, the player dribbles forward using the top of   the foot along the outside of the laces.

2.         Point the toe down toward the ground.

3.         Keep the ball close, within one yard from the body.

Key Words

Keep It Close - Light Touches

Toe Down

FAULTS & FIXES CHART

Error	Correction	Drill/Test Reference
Cannot control ball when running.	-       Player walks and dribbles -       Slowly increase to light jog then to a run.	Player dribbles around half of the field while running.
Loses ball when moving to right and/or left.	-       Player slowly dribbles around            cones. -       Increase speed as player develops better touch on the ball.	Keep time as player dribbles around cones. Award one point for the best time or best change in time.
Ball always runs away from player.	-       Slow down. Have the pace related            to ability.	Cone dribbling

DRIBBLING  DRILLS

Lower Ability – Dribble in the Square

Purpose of the Drill

·         Player awareness.

·         Confidence in holding ball in tight situations.

Steps

1. Designate a 15-yard-by-15-yard square.

2. Every player has a football.

3. Players dribble around inside of the square, avoiding collisions with other players.

4. Encourage the use of both feet.

5. Encourage changing direction while looking up.

6. Introduce different dribbling techniques.

7. Coach can play as a chaser. Players must try to avoid being kicked out of the    square.

8. Play for 30 seconds.

X*                   X*                   X* X*                   X*                   X* X*                   X*                   X*

9. Award one point for keeping the ball safe.

Points of Emphasis     :    Be aware of surroundings

When to Use               :    As a fun exercise while still teaching techniques

 CONE DRILLS

Purpose of the Drill

Encourage players to keep close control without the pressure of an opponent.

Steps

1. Set up seven cones in a straight line.

2. Place a gate, using cones at either side.

3. Demonstrate first without ball, then with ball.

4. Have players weave through cones slowly without the ball, then with the ball.

5. Correct players who lose control or weave too wide.

6. Encourage players to use both feet.

	Sometimes, it is better for the athlete to begin walking through the cones and then progress to teammate passing drills.

                                                                                                               

  

Points of Emphasis:      1. Close control                                       2. Awareness of body positioning when weaving

When to Use:                 Build players confidence where the emphasis is on praise                                         and confidence

INTERMEDIATE ABILITY – IMMEDIATE ATTACK

(THREE VS. THREE WITH DRIBBLING CONDITION)

Purpose of the Drill

Player under pressure in confined space.

Player must learn to think quickly.

Steps

1. Play on a minifield of 20 yards by 15 yards with 4-yard-wide goals.

2. Form two teams of three players. One is a goalkeeper.

3. Play a regular game, except that when a player gets possession of the ball, the  

    player must immediately dribble against an opponent and try to get past the layer.

4. A player cannot pass the ball until this is done.

5. Award one point for successfully dribbling past an opponent and three points for

    each goal scored.

Points of Emphasis:     Learn the ability to think and react quickly under pressure

When to Use           :    Players who are beginning to express themselves on the field

COACHES TIPS FOR DRIBBLING – AT-A-GLANCE

Tips for Practice For lower energy players who will not dribble very much, it is important for the coach or an assistant to work individually with them, and use gentle physical prompting (e.g., hand on the          middle of the back) to create some forward motion. For higher energy players who dribble out of control and kick the ball 10 yards or more ahead, start by walking with the player and concentrate on dribbling under control before speeding up. For players that have mastered dribbling, have them dribble with their head up, viewing the field of play. Have players dribble, using imaginary players.      5. Start by instructing the player on how you want them to go            around the opponent, then allow them to express themselves.      6. Encourage the use of individual tricks, as in dummies and           stopovers, turns and dragging the ball back. This will keep the           player interested and also increase their confidence.

Tips for Competition 1.    Encourage players to dribble and try to make a move to beat an opponent.  The only way to improve your moves is to use them. 2.    Play game-like situations and give the player the option to            dribble or pass. 3.    Encourage players to dribble to create space.      4.  Players need to be aware of teammates’ positions before            dribbling.

BIBLIOGRAPHY

McCracken, B. (2001). It's Not Just Gym Anymore. Champaign, IL: Human Kinetics.

Burrows, L. (2004). 'Developing' Athletes. In T. Cassidy, R. Jones & P.Potrac (Eds.), Understanding Sports Coaching. The social, cultural,and pedagogical foundations of coaching practice. (pp. 82-89). Abingdon, Oxon: Routledge.

en.wikipedia.org/wiki/Association_football_tactics_and_skills

www.gaa.ie/coaching-and-games-development/.../the-skills-of-football/

www.wikihow.com › ... › Sports and Fitness › Team Sports › Soccer

http://www.teslmalaysia.com/tag/kssm

http://www.fp.utm.my/ePusatSumber/pdffail/ptkghdfwP2/Chan%20Shin%20Woan.

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