26 INSIGHT ISSUE 2, VOLUME 7, SPRING 2004

THE COMFORT ZONE

CRAIG SIMMONS, Player Development Advisor, The FA

In todays dynamic world of football, the principles of development have to consider not only chronological age but also the players biological age and maturational phases of growth and development.
One example of a structured approach is demonstrated by The 4 Corners long term player development model consisting of; technical, psychological, physical and social components. Each corner has to be considered for ongoing development although the priorities will vary during the players different ages and phases of maturity and in a variety of order. There are a number of additional contributions as shown in the diagram below. Activity in any corner will produce a reaction throughout all aspects of the model, eg a technique practice may impact physical balance and coordination whilst producing increased confidence and enhance social standing within the group. Therefore very few aspects of the programme are considered in isolation. In addition, the range and depth of the players daily activities should be taken into account for any possible accumulative effect. These contributions may be the result of numerous activities both inside and outside football and need to be accounted for.
THE 4 CORNERS

Choice Life in the comfort zone of development may be enjoyable in the short term, but will inevitably impact the principle of maximising the potential of the player. With this factor in mind, it is important to remember that the player has the choice of meeting new and increasing challenges or resisting this change. The potential feature will be dependant to some extent on genetic legacies which may be beneficial; however, we also have to be aware of the limitations within genetic inheritance. The development outcome will also be influenced by the players opportunities, experiences and lifestyle. THE CHALLENGE PRINCIPLE In order to affect beneficial change, a degree of challenge is a requirement of the development programme. This feature applies to all of the changing demands placed on the individual player and may be generated by a

number of people; the player, parents, coaches and significant others may influence the thinking, although not solely in a football context. Reminder; Increased challenges at young ages often involves little more than the players own enthusiasm and/or self image. The players tolerance to stress in all 4 corners has to be considered when comparing the comfortable and enjoyable options of minimal loading; against suitable, progressive and appropriate challenge. This acceptance is often born from the players experiences gained over time and will represent the individual players right of choice and usually determine the level of participation. As we challenge and stretch the players capabilities we may decide to ere on the side of caution in three corners of the programme, whilst appropriately loading in the fourth. There may of course be other loading ratios of the corners being addressed at any specific time. It is at this point that identifying the priorities for developmental progress within the four corners at any given time is established. WINDOWS OF OPPORTUNITY We must keep in mind that the involvement in football is intended to be an enjoyable experience and to ensure that the age and stage of development is programmed for a safe and logical progression. Table 1, although by no means complete or rigid, offers a simple reminder that the appropriate windows of opportunity are an essential consideration. The appropriate programme has to be established in order for progressive development to occur. This consideration has to address all 4 corners and is described in the following physical example. This corner of development provides a simple example of a process which highlights the windows of opportunity as well as describing the increasing challenges.

Technical corner
(guidelines) Age

PARENTS Development TEACHERS

COACHES CLUBS

Psychological corner
(guidelines) Age

THE GAMES PROGRAMME Learning THE COACHING PROGRAMME

THE PLAYER

PRACTICE TO GAMES RATIO Key Phases ALTERNATIVE ACTIVITIES

Physical corner
(guidelines) Age

WHAT? Evaluation? WHY?

WHEN? HOW?

Social corner
(guidelines) Age

INSIGHT ISSUE 2, VOLUME 7, SPRING 2004 27

Physical post pubertal phase (approximately 17 to 19 years old) example In order for muscle size to increase and performance to improve the structure has to undergo a degree of demand, it is this progressive and appropriate loading process which, following an adaptation phase, will establish a beneficial change. Intensity, frequency and duration are factors which can be manipulated and offer an option for applying the appropriate challenge for effective developmental response. Whilst the specific type of exercise used (eg running) has to be relative to the current needs of the player. One example may be to increase intensity whilst reducing frequency and duration. A simple example of increasing physical challenge includes Increased resistance or increased repetitions or reduced recovery times, and when suitable; a combination of these options. The use of these features has to be balanced and progressive and is important for effective physical development. HOWEVER There are periods of maturity when applying increased challenges may be more beneficial than others and this issue is of vital consideration. The timing of applying specific programmes represents the windows of opportunity during which the most effective outcomes are achieved. Basic physical examples of this feature include pre-pubertal (primary school ages) motor control and coordination

pubertal (secondary school ages) aerobic capacity and flexibility post pubertal (school leaver ages) strength and power REMINDER Attempting to force change in the wrong age and time zones is likely to be nonproductive and may be occasionally damaging. Failing to understand the principle of physical challenge can easily shift from beneficial adaptation; --- to adverse overuse outcomes. The overuse stress reaction to; bone, ligament, tendon and muscle structures occurs when appropriate loading with progressive benefits; --- then shifts to excessive overload which produces an overuse response which if not corrected may lead towards subsequent injury. An examples of overuse causes are; excessive/unsuitable resistance or excessive repetition or both. Seeking the balance of suitable challenges whilst avoiding overuse reaction is the ideal scenario. EXAMPLES OF AGES Foundation period Begins in a range from seven to ten years Three to four years in durations. Developmental period Begins in a range from eleven to fifteen years Four to six years in durations.

Period of mature participation Begins in a range from sixteen to twenty-two years Not often before sixteen or after twenty-two years. THE WHOLE CHILD The principles of appropriate challenge needs a consistent approach within The 4 Corners programme. Therefore at this point, consider the cornerstones (Technical / Psychological / Physical / Social) for how you might introduce effective challenges in these domains. Unfortunately, establishing and prescribing the point of maximal developmental effectiveness in each corner is almost impossible all of the time. However, the proposal is to strive for this scenario and is the ideal we seek. LEARNING The vital aspect of development is the players ability to learn and this feature impacts all of The 4 Corners. Whichever elements of the programme we are focused on at any time: learning is paramount. Its important to define what learning is. Nigel Pearson, National Coach for The Football Association offers the following points: Learning is not just the ability to mimic (although this may help) but to understand and apply. Coaches, parents and teachers need to be mindful that players may not learn in the same way as themselves, therefore a variety of teaching techniques and styles will help the appropriateness of the challenge.

Table 1 EXAMPLES OF WINDOWS OF OPPORTUNITY Ages Technical Corner Psychological Corner Physical Corner Social Corner

PLUS
SCHOOL LEAVER AGE 17 to 21 years (Chronological age) The Foundation Period

PLUS
PERFORMANCE Defending roles Tracking opponents Pressurising skills Team play Combination play

PLUS
PERFORMANCE Coping strategies Lifestyle skills Stable temperament Understanding Communication

PLUS
PERFORMANCE Muscle mass gains Strength improves Power increases Lactate training Recovery improves

PLUS
PERFORMANCE Emotional stability Socially responsible Cultural differences Dealing with conflict Assertive character

PLUS
SECONDARY SCHOOL AGE 12 to 16 years (Chronological age) Development Period

PLUS
CONSOLIDATION Individual roles Attacking principles Defending principles Groups and units Skill execution

PLUS
CONSOLIDATION Self concept Awareness Responsibility Goal setting Confidence

PLUS
CONSOLIDATION Adolescent growth spurt Aerobic development Changing shape Early / late maturation Athleticism changes

PLUS
CONSOLIDATION Accept responsibility Fair play Peer group features Values and beliefs Appropriate behaviours

PLUS
PRIMARY SCHOOL AGE 7 to 11 years (Chronological age) Period of mature participation

PLUS
START UP Participation Techniques Games as the teacher Learning Challenging

PLUS
START UP Enthusiasm Imagination Explore Enjoyment Learning

PLUS
START UP Motor control Balance Neural development Coordination Mixed activities

PLUS
START UP Enjoy the involvement Co-operate Form relationships Safe environment Be uninhibited

28 INSIGHT ISSUE 2, VOLUME 7, SPRING 2004

Some individuals may develop better in the technical and physical corners if allowed to stay in or around their psychological and social comfort zones. However, its important to recognise what the parameters of these comfort zones are. A young player may have learnt a lesson very well but may not be able to execute the learnt response on demand. In these cases demonstrating the lesson learnt may be affected by some influencing factors which lye outside the learning experience and will fall into place at a later time. A FOOTBALL EXAMPLE The observer may feel that a long diagonal pass is the most effective choice for the player. The player may be well aware of this choice from recent lessons learnt. However, he/she knows that at this phase of development the pass will be compromised through the lack of strength. The player selects a short pass which has less penetration. The team keeps possession, the player has recognised both options and selected accordingly. The decision made demonstrates the problem for the observer, as the transfer from learning to execution has not been apparent. The scenario shown here may have similar comparisons throughout The 4 Corners of the development programmes for young players. Therefore we need to be aware of these delaying features. As developers it is important to ensure that we establish realistic and appropriate expectations
THE DEVELOPMENT PATHWAY

with regard to the transfer of learning into the appropriate and effective execution. THE DEVELOPMENT PATHWAY This diagram reminds us of the changing needs of individual players at different ages. The examples shown demonstrate that establishing the players current status in each of The 4 Corners and at every phase of their development and maturational curve is difficult. However, by profiling the player in each corner and establishing the level of support required, a pattern will emerge which offers a point from which ongoing and appropriate development becomes relative to the individual. The challenging aspect of development may be a gradual progression or more immediate and either process is acceptable. QUESTIONS: 1 If we are to consider the benefits of appropriate and progressive challenge then we should also recognise some of the possible threats of moving outside the comfort zone. Do we appear to accept the more obvious physical developmental principles yet feel other aspects of The 4 Corners are somehow different? Is there a consideration for different teaching and learning styles whilst also recognising the varied phases of individual learning.

REVIEW At this point, please return to the windows of opportunity; The criteria listed in each box are an assortment of views taken from research and experience. Chronological age parameters shown are not rigid cut off points, but merely a framework for initial guidance. This windows structure recognises the continuum of all growth and development which presents different maturity stages for many children. The timing and tempo of these stages can vary significantly within the same chronological age group. Whilst some children may inherit more genetic benefits than others, some will mature faster than others. With this in mind please feel free to move the criteria, firstly to meet the needs of children, and secondly for the inevitable adult convenience, into the box or boxes you feel is most effective for the player. When you have established some order for the content in the table shown, please produce your own table and feel free to forward your views as shown below. We have recently established a discussion group for people interested in player development. Please feel free to contribute and forward your ideas on this subject to: craig.simmons@TheFA.com

Acknowledgment Nigel Pearson, The Football Association.

CHRONOLOGICAL AGE, GROWTH AND MATURITY PHASES: PLAYER DEVELOPMENT IN CLUB FOOTBALL The age ranges reflect the most effective windows of opportunity for the developing player in club football. Where are you starting? What are the players needs?

Psychology Technical

Technical

Psychology

What are the players needs in this phase?

What are the players needs now?

Social Physical

Opportunity and progress

Psychology Technical

Physical

Social

What are the players needs in this phase?

Physical

Social

Programming the development pathway.

IMPACT OF EARLY OR LATE MATURITY

VARIED RANGES OF ABILITY 5 6 7 * 8 9 10 // 11 12 13 * 14 15 16 // 17 18 * 19 20 21

AGES - Primary school

Secondary school

School leaver