TALENT

DEVELOPMENT
PROGRAMME
MANUAL
 TALENT
DEVELOPMENT
PROGRAMME
MANUAL

Editorial staff: New Zealand Football Development Department.

Printed March 2018. Design by Sidekick Creative Ltd. © New Zealand Football

2 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

CONTENTS
Purpose and Objectives 4
What is the New Zealand Football Talent Development Programme? 6
New Zealand Football Talent Development Programme Delivery Methods 8
- Talent Development Programme 9
- Federation Talent Centre (FTC) 10
- New Zealand Football National Age Group Teams 11
Guiding Principles 12
Characteristics of a Youth Footballer 14
- Considerations for identifying players with high potential 15
How to run a New Zealand Football Talent Development Programme 16
Role of the Director of Football 17
New Zealand Football Talent Development Programme Curriculum 18
Planning a New Zealand Football Talent Development Programme 22
Role of the coach 30
New Zealand Football Talent Development Programme Session Library 31

APPENDICES 44
A1. Minimum Operating Requirements 46-48
A2. Step by Step Guide 49-50
A3. Risk Assessment Form 51
A4. Incident Report Form 52-54
A5. Medical Consent Form 54
A6. Player Registration Form 55
A7. Annual Review 56-59
A8. Questionnaires 60-62

3
 PURPOSE & OBJECTIVES
WHAT IS THE PURPOSE OF THE NZF TALENT DEVELOPMENT PROGRAMME?

The New Zealand Football Talent Development It is highly likely that the game in the future will be
Programme provides an aligned, co-ordinated quicker, more technical and tactical, and the demands
approach to the development of high potential on our younger players will be elevated. Through
youth footballers, aged 13-17 years. The programme a planned, consistent approach to training, based
outlines the standards that clubs must meet as a part around principles of Long Term Player Development,
of gaining a New Zealand Football Regional Youth the New Zealand Football Talent Development
League Club License. Its main aim is to provide a Programme will provide a platform for players
challenging, structured programme for players, in wishing to reach their potential.
an enjoyable environment that maximises player
development.

4 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

5
 WHAT IS THE NZF TALENT DEVELOPMENT PRO
New Zealand Football’s National Player Development
Framework provides a cohesive structure in order to
meet the needs of players across all levels of the game.
There is a clear distinction between the progressive
stages within the framework, with each stage having
clear objectives, guidelines and structures so that the
workforce is better equipped to meet the needs of our
players, right up to adult football.

Regardless of motivation or ability levels, players

should enjoy a high-quality experience at all stages.
The framework aims to meet the needs of all players,
while ensuring they can move across the spectrum from
community recreational football right through to the
talented perform pathway.

As you can see from the framework diagram, the Youth

Framework offers programmes across all four pathways
in order to cater for players in different stages of their
development.

The “Talent Perform” and “Talent Excel” pathway should

offer players, who are showing potential, a higher level
of provision that meets their development needs and
challenges them at an appropriate level. The New
Zealand Football Talent Development Programme will
provide a season long extensive training and games
programme under the guidance of appropriately
qualified coaches and will be the expected standard of
those clubs operating in the Regional Youth Premier
Leagues and wishing to obtain a New Zealand Football
Regional Youth League Club License.

New Zealand Football, in partnership with our seven

regional Federations use the Federation Talent Centre
(FTC) Programme as a national talent identification
network. The primary environment to identify players
will be the Regional Youth Premier Leagues and each
Federation with have their own identification network
to scout players within their region.

The FTC Programmes around the country will have a

consistent connection to New Zealand Football’s Technical
Staff and National Age Group Coaches. Regionally
identified players will be brought into age group national
teams at various times throughout the year to work with
the National Age Group Coaches in order to expose the
players to the foundations of the All Whites and Football
Ferns.

The Regional Youth Premier Leagues will be the

foundation for quality player development and in
conjunction with the FTC and National Age Group
Teams will form the structure of the youth talented
player pathway.

6 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

OGRAMME?

7
 NZF TALENT DEVELOPMENT
PROGRAMME DELIVERY METHODS
NZF TALENT DEVELOPMENT PROGRAMME DELIVERY METHODS

WHAT IS IT? NUMBER AGE GROUPS CONTACT TIMING

National Age 1 National Boys: U15, U16, Camps April and October
Group Teams Programme U17, U20 Tours School holiday camps
Girls: U15, U17, U20 NAGT July school holiday
tour option
December NAGT

Federation Talent 7 Federation Boys: U13, U14, Camps April, October school
Centre (FTC) Networks U15, U16 Tours holiday camps
Girls: U14, U16 NAGT July school holiday
tour option
December NAGT

Talent Dependent on Boys: U13, U14, Full year Full year programme
Development those meeting U15, U17, programme from February to
Programme criteria Girls: U14, U16, Tours November

8 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

TALENT DEVELOPMENT PROGRAMME
New Zealand Football will encourage players with Players will be challenged appropriately with and
high potential and who wish to progress their football against players of a similar ability. This will help to
to the next level to access a club or regional entity that accelerate player development as players will be
holds a Regional Youth League Club License. This will required to operate at a standard that involves a
allow these high potential players to train and play higher level of performance across all four corners of
together in the same environment with the assurance player development.
that they are in a development environment that
meets high standards.

TALENT DEVELOPMENT PROGRAMME CRITERIA

Playing Philosophy Must have a Playing Philosophy and Team Model

Age groups offered One team per age-group for girls, boys or both in the youth competitions
organised by NZF’s Federations
Number of players per age group Maximum 18 players
Player Eligibility 12/18 home grown* players
RAE offset Must have no more than 10 players in each age group if duel banded
Number of training contacts 3 minimum – 4 maximum sessions per week**
Number of game contacts 1-2 games per week
Injury prevention contacts Minimum of 2 per week
Total number of contacts Maximum of:
4 trainings + 1 game + 2 Fit4Football sessions
3 trainings +2 games + 2 Fit4Football sessions
Programme duration Minimum of 30 contact weeks annually
Training area Half pitch minimum
Mandatory shut down period 6 weeks during December and January
Player to coach ratio Maximum of 12:1
Programme Administrator Administration point of contact
Qualification Accredited OFC/NZF B License
Team Coach Qualification Head Coach: Accredited Youth Level 3 Coaching Award + Emergency Aid
Assistant Coach: Accredited Youth Level 2 Coaching Award + Emergency Aid
Goal Keeper Coach: GK Level 1 Coaching Award
Curriculum Delivered NZF Talent Development Programme or equivalent
Player feedback meetings Minimum of 2 meetings annually
Player Education Workshops Minimum of 2 meetings annually
(Federation can deliver)
Support/Evaluation Visits from Minimum of 3 visits annually
Federations
Club/School Link Must have signed MOU agreement with local clubs and schools
Players released for Federation Selected players released from first week of November for NAGT
preparation, unless otherwise agreed

* Home grown players are players that have been registered with the club or MOU club/school for 2 or more seasons.
**There will be an expectation that Clubs have facilities available to ensure trainings are not cancelled. This could include, floodlit,
artificial or indoor (futsal) venues.
9
 NZF TALENT DEVELOPMENT
PROGRAMME DELIVERY METHODS cont...
FEDERATION TALENT CENTRE (FTC)
The role of the FTC is to identify and (where relevant) opportunities to challenge themselves at a higher
develop players within the federation. Federations will level and will enable Federation and New Zealand
develop a scouting network in conjunction with New Football staff to continually monitor player progress.
Zealand Football in order to identify high potential
players and invite them in to short periods of contact Any activity held by the Federation will not conflict
with other players of similar ability. Activities such as with the Regional Youth Premier League competition
training, camps and tournaments will provide players and will be conducted with the following criteria.

FEDERATION TALENT CENTRE PROGRAMME CRITERIA

Playing Philosophy Follow the NZF Playing Philosophy and Team Model
Age groups offered Boys U13, U14, U15, U17 Girls U14, U16
Number of players per group Maximum 32 players (4 GK’s)
Number of contacts per year Maximum 20 days per year plus NAGT
Training area Full field minimum
Programme duration Maximum of 3 days for camps
Maximum of 10 days for tours/tournaments
Player to coach ratio Maximum of 12:1
Programme Administrator Administration point of contact
FTC Director Accredited OFC/NZF A License
Coach Qualification Head Coach: Accredited OFC/NZF B License + Emergency Aid
Assistant Coach: Youth Level 3 Coaching Award
Goal Keeper Coach: GK Level 1 Coaching Award
Curriculum Delivered NZF Talent Development Programme or equivalent
Player feedback meetings Minimum of 1 meeting annually
Support/Evaluation Visits from Minimum of 1 visit annually
New Zealand Football

10 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

NZF NATIONAL AGE GROUP TEAMS
New Zealand Football will operate a number of and be assessed by the National Age Group Coaches
National Age Group Teams. These will have contracted, and National Technical staff for the purpose of being
dedicated coaches. The National Age Group Teams selected for future National Teams. This programme
will be for identified players from across New Zealand could include camps, tournament and tours and will
to come together at a national level to work with be conducted using the following criteria:

NZF NATIONAL AGE GROUP TEAM CRITERIA

Playing Philosophy Follow the NZF Playing Philosophy and Team Model
Age groups offered Boys U15, U16, U17, U20. Girls U15, U17, U20
Number of players per group Maximum 32 players (4 GK’s)
Number of contacts per year Maximum 20 days per year
Training area Full field minimum
Programme duration Maximum of 5 days for camps
Maximum of 10 days for tours/tournaments
Player to coach ratio Maximum of 12:1
Programme Administrator Administration point of contact
New Zealand Football Technical Accredited Pro License
Director
Coach Qualification Head Coach: Accredited OFC/NZF A License + Emergency Aid
Assistant Coach: Accredited OFC/NZF B License + Emergency Aid
Goal Keeper Coach: GK Level 2 (when applicable)
Curriculum Delivered NZF Talent Development Programme or equivalent
Player feedback meetings Minimum of 2 meetings annually
Support/Evaluation Visits from Minimum of 1 visits annually
Sport New Zealand

11
 GUIDING PRINCIPLES
PROVIDING A PLATFORM FOR PLAYER DEVELOPMENT
All New Zealand Football talent programmes, corner model. The Technical, Tactical, Mental and
including New Zealand Football Talent Development Physical components are distinguishable but not
Programme, are designed to help players reach their separable. They should be developed in a challenging
potential and also to enhance the quality of the environment where age appropriate values create a
next generation of All Whites and Football Ferns. culture that promotes learning and enjoyment.
Therefore, guidance provided is focused on producing
players who are able to play the game in the “New The following principles ensure the appropriate
Zealand Football Way”, stated in our Playing Style training environment for holistic player development
Statement: within the New Zealand Football Talent Development
Programme:
“A proactive, effective, controlled and incisive
possession based style of attacking play using individual
1. TRAINING THAT LOOKS LIKE THE
and combination play to create and score goals.
GAME
Football is a game of constant, quick-changing
Underpinned by a quick transition mentality and situations. Not one situation is the same as the one
defending through aggressive, collective, intelligent before or after. The complexity of football situations
pressing. is determined by football specific resistances. The
The point of difference is our superior team culture player has to do something with the ball, which
and traditional Kiwi strengths combined with astute requires technique or without the ball which requires
tactical cohesion.” positioning and communication. This will be based
on what they perceive (P) through seeing, hearing
New Zealand Football recognise the importance of and feeling (how much time and space they have; the
coaching in the long term development of our young direction to go; the position of the ball, teammates
football players and therefore put a large emphasis or opponents, etc). Based on these football specific
on coach education. Coaches should develop our resistances, the player has to then decide (D) which
footballers as players as well as people and the action to take (pass, travel with the ball, tackle, run
focus of training should cover all areas of the four into space, etc). Finally, the player must execute (E)
the action.

For a player to develop the ability to perceive, decide

NZF CULTURE
and execute well, they should be exposed to the
UNITY, PRIDE, PASSION, RESPECT
random, variable and externally paced nature of
football. In order to do this, training should involve all
four moments (Attacking, Defending and Transitions)
and place players in scenarios that they will face in
the game. Linking this PDE chain on a consistent basis
is a key attribute of footballers at the highest level
TECHNICAL PHYSICAL and all New Zealand Football Talent Development
Programmes should incorporate this.

2. RECOGNISING DEVELOPMENT AGE

The timing and tempo of maturation vary greatly
between individuals during puberty and individual
TACTICAL MENTAL differences in development age will emerge within
the same chronological age group. Players with
the same chronological age can differ by two to
four years in their development age. Due to this,

12 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

player development is dynamic and non-linear and 6. ONE ENVIRONMENT
it is important that these differences are taken New Zealand Football believes the development
into consideration during the identification and of players with high potential should take place in
development of players with high potential. Late one environment. This enables the philosophy and
maturers should be given as much attention as early methodology of coaching to be aligned throughout
maturers so that all players have the chance to reach the programme which ensures consistency of
their development potential. learning. It also enables coaches to better monitor the
physical work load of players throughout the training
3. REACHING AN UNKNOWN programme to ensure players are challenged and
POTENTIAL progressing physically whilst maintaining a balance
An environment of learning and development across of training and playing.
the four corners of player development needs to be
created in order to help players constantly strive Where players operate across multiple environments,
to reach an unknown potential. Coaches are to it is vitally important there is quality communication
encourage players to focus on long term development across those environments to ensure the best
over immediate outcomes by consistently asking development outcome for each individual.
them to operate at the limit of their current abilities.
Players take part in task based exercises with a focus
on building a growth mind-set that embraces mistakes
as key learning opportunities.

4. PERIODISED TRAINING PROGRAMME

Periodisation is the division of your overall training
into periods to accomplish different goals. Youth
development programmes should focus on the long-
term development of the player in order to prepare
players to play a specific style of football. Detailed PRINCIPLES
periodised planning should be undertaken by coaches
and clubs in order to meet the long term technical,
tactical, physical and mental needs of players in order 1 TRAINING THAT LOOKS LIKE THE GAME
to prepare them for senior football. The New Zealand
Football Talent Development Programme uses the
New Zealand Football playing style statement and 2 RECOGNISING DEVELOPMENT AGE

team model as the reference point from which our

coaches develop players who can play according to
the NZF playing style.
3 REACHING AN UNKNOWN POTENTIAL

5. EFFECTIVE FEEDBACK FOR PLAYERS

Players in the youth stage will have accelerations
4 PERIODISED TRAINING PROGRAMME

and decelerations in their development. In order

to support their progress, coaches should provide 5 EFFECTIVE FEEDBACK FOR PLAYERS
informed feedback that is linked to the playing
philosophy and the team model and is relevant to the
task being performed and the overall objective of the 6 ONE ENVIRONMENT
practice. Players are instilled with a growth mind-
set through coaches providing feedback based upon
player effort as well as the successful/unsuccessful
outcome of the task.

13
 CHARACTERISTICS OF A YOUTH FOOTBALLER
During their youth years, players are in or entering intellectual development means they have the ability
puberty, a phase of radical mental and physical to operate within and understand far more complex
change. It is important to know that, on average, situations as well as increase their understanding and
females enter puberty about two years earlier than appreciation for teamwork. It is also vitally important
males. that there is a focus on player welfare. The inclusion
of programmes such as ongoing injury prevention,
While this decrease in coordination and strength appropriate strength and conditioning, mental skills
can lead to a temporary slowdown in a player’s techniques and nutrition will contribute to the overall
physical and technical development, the rapid development and welfare of the player.

CHARACTERISTICS AT
THIS AGE INCLUDE:

Sudden acceleration in growth leading

to a temporary deterioration in co-
ordination and strength

Prone to overuse injuries

Accelerated intellectual development

A greater desire to be a part of a group

or team

Physically and mentally ready for more

structured activities

Prone to sudden mood swings,

impulsiveness and becoming more
independent

14 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

CONSIDERATIONS FOR IDENTIFYING PLAYERS WITH HIGH POTENTIAL
Selection is a natural component of team sport, This then becomes a self -fulfilling prophecy. We must
however; coaches should be aware of individual player therefore be more careful when selecting players by:
differences when selecting and retaining players. Late - Looking at their PDE abilities.
maturers should be given as much attention as early - Ensuring a balanced selection spread across the
maturers so that all players have the chance to reach whole year (or both years if duel banded)
their development potential.
- Select players in each quarter of the age grade
- Avoid selecting solely on physicality
There are some factors that all coaches should be
aware of when selecting players. - Avoid using physical tests on young players in the
selection process
RELATIVE AGE EFFECT (RAE)
ICEBERG EFFECT
The RAE refers to the scenario where the more mature
players within an age group are selected. Typically The Iceberg Effect is where ‘child geniuses’ seem to
this is evident through a bias to the first quarter of the have ‘natural talent’. These players have often already
selection window (i.e. when players are selected on year accumulated an extraordinary amount of practice in
of birth then there is a disproportionate bias towards comparison to their peers. They may have an older
players born in January, February and March). This is sibling or access to regular training that others don’t.
especially evident when groups are dual age banded. Caution should be taken when measuring others
against these players. We must allow others who
This in turn leads to the selected players; have yet accumulate the same amount of practice
an opportunity to do so. There also needs to be
- Accessing better coaching
care taken in how we encourage these advanced
- Working with more challenging team mates
players. Focus should be put on praising effort and
and against more challenging opponents
not talent as this has been found to lead to a growth
- Having access to more mind-set, which is an important factor in long-term
competitive games. development and achievement.

15
 HOW TO RUN A NZF TALENT
DEVELOPMENT PROGRAMME
The New Zealand Football Talent Development It’s vital to ensure a consistent standard throughout
Programme outlines the standards that clubs must New Zealand. One key safeguard are the New
meet as a part of gaining a New Zealand Football Zealand Football Talent Development Programme
Regional Youth League Club License. templates provided at the back of this document that
aim to make consistent delivery as easy as possible,
The New Zealand Football Talent Development e.g. the Minimum Requirement Form (Appendix 1). In
programme is developed by New Zealand Football addition to this, a Member Federation staff member
and monitored by New Zealand Football’s seven will visit those clubs wanting to meet the New
regional Member Federations. The regional Member Zealand Football Talent Development Programme
Federations throughout New Zealand are responsible Criteria and use Appendix 1 as the quality control
for supporting clubs to meet the standards of the New form during appraisals. Clubs are also expected to
Zealand Football Talent Development Programme. use the New Zealand Football Talent Development
The model of setting up a New Zealand Football Talent Programme curriculum provided, or create sessions
Development Programme is outlined in the diagram that are in line with the New Zealand Football Talent
below. To cover all aspects of the programme, a Development Programme curriculum and principles
contract is signed between the football club, Member and that are agreed by the Member Federation.
Federation and New Zealand Football.

16 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

THE ROLE OF THE TECHNICAL DIRECTOR

The role of the Technical Director is to oversee the The Technical Director should be the point of
Talent Development Programme and ensure that all contact for all footballing matters and liaise with
aspects of the programme are running smoothly and the federation on a consistent basis in regards to
to the required standard including: all aspects of the programme including all minimum
requirements of the New Zealand Football Talent
· Programme Development
Development Programme.
· Player Development
· Coach Development There is an expectation that the Technical Director
works onsite at the club for a minimum of 20 hours
· Parent Development
per week.
· Club Development

17
 NZF TALENT DEVELOPMENT
PROGRAMME CURRICULUM
CREATING THE PLAYER OF THE FUTURE
New Zealand Football encourages coaches to
the senior framework the foundation of practice
consider the Technical, Tactical, Physical and Mental
completed at the 13-17 year age groups should give
components of an individual’s development when
them the ability and confidence to play in line with
designing and conducting training sessions. It is
New Zealand Football’s philosophy in the context of
important to understand that the four corners
the modern football game.
are distinguishable but not separable and while a
particular training sessions may focus on one of Within the game training phase the curriculum
the corners, coaches must challenge all corners in a focuses on the four Main Moments of the game, the
challenging, safe and enjoyable training environment. Key Principles within each of the Main Moments and
the tasks of the team and the individuals (across all
Players of the future will be faced with limited time
four corners) within that moment all derived from the
and space and will need to be able to consistently
New Zealand Football Playing Style Statement;
perceive any given situation, decide what to do and
execute the necessary action quickly and successfully. “A proactive, effective, controlled and incisive
It is important for players to consistently experience possession based style of attacking play using
these problems during training and that they are individual and combination play to create and score
related as closely as possible to real game situations. goals.

New Zealand Football’s phased approach, aligned Underpinned by a quick transition mentality and
to a national curriculum, will help create players of defending through aggressive, collective, intelligent
the future. The Game Training phase is designed to pressing.
enable players to learn how to use the core skills they
developed in the Skill Acquisition phase to play the The point of difference is our superior team culture
game within the structure of 11 v 11. This will help and traditional Kiwi strengths combined with astute
prepare players for the Performance Phase when tactical cohesion.”
they reach senior football. As players progress into

18 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

 MAIN TRANSITION TRANSITION
ATTACKING TO DEFEND DEFENDING
MOMENT TO ATTACK

Key Controlled Press the ball Win the ball back Quick forward
Principle Possession - Build immediately as close to the passing and
up play opponent’s goal movement
Prevent forward as possible
Incisive passing Quickly into
Possession - Deny time and attacking
penetration into Quickly into space positions
the middle and defending
final third positions Limit goal scoring
opportunities
Combination Play
in the middle and
final third

Individual
Play to create
goal scoring
opportunities

Team Task Fundamental Tasks to make the key principles happen

Player Task General and Specific

Player Actions Positioning, Receiving the Ball, 1 v 1, Travel with the ball, Striking the Ball,
Communication

Please refer to the player profiles in the NZF National Curriculum to see some examples of the player tasks and
actions expected of players in order to execute the NZF playing style.

19
 NZF TALENT DEVELOPMENT
PROGRAMME CURRICULUM cont...
STRUCTURING PRACTICE
New Zealand Football Talent Development Programme sessions are designed using the Game Training methodology.
All four Main Moments will be evident, however, there will be a specific focus on a Key Principle within a particular
Main Moment from when the player arrives at practice until they leave. This will result in players understanding
how to execute the key principle in the context of the whole game.

BEFORE TRAINING. FIFA 11+ WARM UP

• New Zealand Football recommend players arrive 30 minutes prior to training & perform the FIFA 11+ in order to prepare
themselves for the training ahead
• New Zealand Football endorses the principle of safe warming up and promote the use of the FIFA 11+ programme prior to
two training sessions a week.
• It is designed to be delivered by the team coach or by the players.
• It incorporates running, active stretching, balance and strengthening exercises.
• Wherever possible, include a ball.

PART 1. PASSING PRACTICE

• This time is used to prepare the players for the upcoming activity, technically and mentally, as well as physically.
• This time is also used to introduce the tactical theme of the session, providing hidden learning and introducing the specific
passing, first touch and football-related movements designed to help achieve the session objective.

PART 2. POSITIONING GAME

• The theme is developed by the introduction of limited opposition, providing opportunities for appropriate perception,
decision and execution in a realistic setting.
• Passing practices with added game-related resistances.
• Designed to further develop passing and first touch under pressure.
• Players are now required to develop, improve or reinforce their positioning, handling speed and decision-making.
• They are always opposed, but usually with numerical superiority to the attacking team. The degree of opponent resistance
can be gradually increased.
• The coach structures the exercise to encourage specific behaviours and achieve specific outcomes, related to the session
objective.

PART 3. GAME TRAINING

• Specific and game-related exercises designed to develop, improve or reinforce team understanding and player roles.
• Has direction and includes realistic opposition that can be gradually increased.
• Is situated in the area of the field where the desired actions usually take place.
• Challenges such as modifications and constraints can be placed on the players (corridors, additional boundary lines,
limited touches, restricted areas, etc).
• Each team plays towards targets (small goal, big goal, cross a line in possession, etc).

PART 4. TRAINING GAME

• A game involving two even teams (or a neutral player
working with the team in possession) used to conclude the session.
• These should involve teams with even numbers or one neutral so the team in possession has a one person advantage.
• Goals for both teams (either big or small goals).
• The 4 main moments for both teams (attack, defend, transition).
• Players in game-specific positions and areas.
• A real game or a section of it, with as many of the 11v11 rules present as possible.

20 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

USE FOOTBALL TO GET FIT4FOOTBALL DEVELOP THE PERSON AS WELL AS
THE PLAYER
The football season in New Zealand is shorter than
in many established nations. It is therefore vital to The holistic approach also develops the mentality
maximise the time that players train and play. of the player, helping them to maximise their
opportunity for development. Particularly in the
If the purpose of training is to improve match higher levels of the game, player mentality is key
performance then training activities must be and can be the determining factor in unlocking
football-related and resemble the match. If all of player potential.
the training is related to achieving a clear objective
then the chance of transferring this objective into When the game resistances are present the
the match performance is greatly increased. player’s mental skills are being developed. With
the correct level of challenge and good feedback
This is also true of physical conditioning and the confidence, composure, concentration and
coaches should aim to ensure that players are character of each player can be developed.
allowed to develop in this corner whilst taking
part in football-related activity. This will result in Football Training = Football Thinking
multiple benefits from training across more that Football Thinking = Football Training
one of the Four Corners.

Football Training = Football Conditioning

Football Conditioning = Football Training

21
 PLANNING A NZF TALENT
DEVELOPMENT PROGRAMME
PLANNING GUIDELINES
The Game Training phase presents us with an Underpinned by a quick transition mentality and
opportunity to utilise a four-year programme to defending through aggressive, collective, intelligent
develop an understanding of the Key Principles, Team pressing.
Tasks and Player tasks within all four Main Moments,
The point of difference is our superior team culture
as well as consistently improving the core skills within
and traditional Kiwi strengths combined with astute
the team setting.
tactical cohesion.”
By working backwards we can outline in a structured
New Zealand Football would like to develop players
way the logical steps required to produce players at
who can play a proactive, effective, controlled
17 years of age (the end of the Game Training Phase)
and incisive possession based style of football and
who can play according to the Playing Style.
therefore recommend more time is allocated to the
attacking moment.
In other words, coaches have four years help teach
skilful 13 year-old players how to use functional
Whilst focusing more on attacking play we must be
game skills in the context of the Team Model, better
careful not to neglect the other Main Moments. New
preparing them for Performance Phase football.
Zealand Football believe that pro-active, creative
attacking, is more difficult to learn that aggressive,
In order to do this, detailed planning should be
collective and intelligent defending and that the
undertaken and New Zealand Football recommend
two transition moments can be addressed in the
the following:
same training session, because when one team is
in transition to attack, the other is in transition to
• Create a season template for your Training
defend.
Programme
• Divide the Game Training Phase into four separate Coaches should incorporate the transition moments
years within every attacking and defending session so
players are conditioned to see the links between the
• Divide each year into 6-week cycles
main moments. It is also important that this structure
• Label each cycle and week (for example, ‘Cycle 3, is evident in order to develop players with great PDE.
Week 4’)
Our rough guide on Main Moment allocation is that
• Insert the competition games and expected pre-
for every 6 sessions the following applies:
season games
• Mark the days on which training sessions for that
age-group will take place
• Plan the tactical, tactical mental and physical 20%
content for each cycle TRANSITION

To help us determine which Main Moments we

prioritise we should refer to our playing style 50%
statement:
ATTACKING
“A proactive, effective, controlled and incisive
30%
possession based style of attacking play using DEFENDING
individual and combination play to create and score
goals.

22 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME



There is no magic order, but here is an example for a

MAIN MOMENT KEY PRINCIPLES
team that trains 4 times per week:
ATTACKING Controlled Possession –
DAY MON TUES WED THURS build up
Incisive Possession –
Week 1 Attack Attack Defending Defending
penetration into the middle
and final third
Week 2 Attack Attack Defending Transition
Combination Play – in the
middle and final third
Week 3 Attack Attack Defending Transition
Individual Play – to create
Week 4 Attack Attack Transition Defending goal scoring opportunities

Week 5 Attack Attack Transition Defending

We now have a series of main headings for attacking

Week 6 Attack Defending Attack Transition
training sessions. Following these headings ensures
that we are working towards developing the Team
A whole range of possible considerations might lead Model according to the Playing Style.
to a different order to this, but the key points are:
• Training is planned in 6-week cycles A youth coach in the Game Training phase should
always know which Main Moment and which Key
• The Main Moments are rotated using a designated Principle they are working on in every single training
allocation which is based on the Playing Style session they conduct.

Teaching the Key Principles within the four Main

Before we add the Key Principles to the attacking
Moments to develop the Playing Style
sessions we must now decide how to rotate the Key
Principles e.g. should there be equal time or weight-
We have allocated Main Moment themes to every
ed, in relation to the 6-week cycles? It is a good idea
training session, and the breakdown was based on
to determine a main focus for each cycle and to al-
the Playing Style statement.
locate the Key Principles according to that.
Now we can add more detail to the contents of each
session by choosing which Key Principle will be Below is a hypothetical example of a six week cycle
developed. where a team trains four times per week with one
game on Saturday (24 total sessions):
Using attacking as an example, we refer back to the
Team Model and find the Key Principles:

23
 PLANNING A NZF TALENT
DEVELOPMENT PROGRAMME cont...
CYCLE 1
ATTACK Total Sessions per cycle = 12

CYCLE 1 MAIN FOCUS: Develop ability to play out from the back

KEY PRINCIPLES ALLOCATION

Cycle 1 2 3 4 5 6

Controlled possession - Build-Up 6 2 2 2 3 3

Incisive Possession – Penetration in The Middle Third 2 6 2 2 3 3

Combination Play in the middle and final third 2 2 6 2 3 3

Individual Skill to create and convert scoring chances 2 2 2 6 3 3

We can now apply the same process to the other Main Moments

DEFENDING Total Sessions per cycle = 7

CYCLE 1 MAIN FOCUS: Win the ball back as close to the opponents goal as possible

KEY PRINCIPLES ALLOCATION

Cycle 1 2 3 4 5 6

Win the ball back high up the field 4 1 2 3 3 3

Deny opponents time and space to build up 2 4 1 2 2 2

Limit opponents’ ability to create scoring chances 1 2 4 2 2 2

TRANSITION Total Sessions per cycle = 5

MAIN FOCUS: Transition to Attack

KEY PRINCIPLES ALLOCATION

Cycle 1 2 3 4 5 6

Transition into defence 2 3 2 3 2 3

Transition into attack 3 2 3 2 3 2

24 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME



We can now allocate our Main Moments and Key Principles to the cycle:

DAY Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

ATTACK ATTACK ATTACK ATTACK ATTACK ATTACK

Monday Controlled Controlled Controlled Controlled Combination play Individual Skill to
build up build up Build Up Build Up score goals

ATTACK ATTACK ATTACK ATTACK ATTACK DEFENDING

Tuesday Controlled Controlled Penetration in the Penetration in the Combination play Preventing goal
build up build up middle third middle third scoring opportunities

DEFENDING DEFENDING DEFENDING TRANSITION TRANSITION ATTACK

Wednesday Winning the ball Winning the ball Winning the ball to Defending to Defending Individual Skill to
high up the field high up the field high up the field score goals

DEFENDING TRANSITION TRANSITION DEFENDING DEFENDING

Thursday Winning the ball To Attack To Attack Denying time Denying time Transition
high up the field and space and space to Attack

Saturday Pre-season Game Pre-season Game Pre-season Game Pre-season Game Game Game

A key point to remember is that devoting more time These are the challenges for Technical Directors and
to a specific aspect of the Team Model for six weeks Coaches and there is no magic formula to follow.
will lead to better learning of that aspect. However, some guidelines are:

Cycle 2 can be planned to focus on other Key • Planning is critical

Principles, or to further reinforce and extend the
• Use a step-by-step and year-by-year approach to
learning of Cycle 1 by repeating the programme (or
develop players for the Performance Phase
a combination of both, depending on team progress).
• The plan is your guide, but do not be too strict in
The decisions to be made next are: following it, you may need to adjust it based on
how the players are developing
• How to progressively develop the Main Moments • Your annual plans will improve from year to year
and Key Principles over the cycles of one season with experience and learning from mistakes
• How to progressively develop the Main Moments
and Key Principles over the four years of the phase Please see an example on the next page of an entire
36 week (9 month) training programme. The six week
cycles are based on the assumption of four training
sessions per week on Monday-Thursday, and one
game on a Saturday.

25
 PLANNING A NZF TALENT
DEVELOPMENT PROGRAMME cont...
CYCLE 1
DAY Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

ATTACK ATTACK ATTACK ATTACK ATTACK ATTACK

Monday Controlled Controlled Controlled Controlled Combination play Individual Skill to
build up build up Build Up Build Up score goals

ATTACK ATTACK ATTACK ATTACK ATTACK DEFENDING

Tuesday Controlled Controlled Penetration in the Penetration in the Combination play Preventing goal
build up build up middle third middle third scoring opportunities

DEFENDING DEFENDING DEFENDING TRANSITION TRANSITION ATTACK

Wednesday Winning the ball Winning the ball Winning the ball to Defending to Defending Individual Skill to
high up the field high up the field high up the field score goals

DEFENDING TRANSITION TRANSITION DEFENDING DEFENDING Transition

Thursday Winning the ball To Attack To Attack Denying time Denying time to Attack
high up the field and space and space

Saturday Pre-season Game Pre-season Game Pre-season Game Pre-season Game Game Game

CYCLE 2
DAY Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

ATTACK ATTACK ATTACK ATTACK ATTACK ATTACK

Monday Penetration in the Penetration in the Penetration in the Penetration in the Combination play Individual Skill to
middle third middle third middle third middle third score goals

ATTACK ATTACK ATTACK ATTACK ATTACK DEFENDING

Tuesday Penetration in the Penetration in the Controlled Controlled Combination play Winning the ball high
middle third middle third Build Up Build Up up the field

DEFENDING DEFENDING DEFENDING TRANSITION TRANSITION ATTACK

Wednesday Denying time Denying time Denying time to Defending to Defending Individual Skill to
and space and space and space score goals

DEFENDING TRANSITION TRANSITION DEFENDING DEFENDING Transition

Thursday Denying time To Attack To Attack Preventing goal Preventing goal to Defending
and space scoring opportunities scoring opportunities

Saturday Game Game Game Game Game Game

CYCLE 3
DAY Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

ATTACK ATTACK ATTACK ATTACK ATTACK ATTACK

Monday Combination play Combination play Combination play Combination play Combination play Individual Skill to
score goals

ATTACK ATTACK ATTACK ATTACK ATTACK DEFENDING

Tuesday Combination play Combination play Penetration in the Penetration in the Controlled Denying time
middle third middle third Build Up and space

DEFENDING DEFENDING DEFENDING TRANSITION TRANSITION ATTACK

Wednesday Preventing goal Preventing goal Preventing goal to Defending to Defending Individual Skill to
scoring opportunities scoring opportunities scoring opportunities score goals

DEFENDING TRANSITION TRANSITION DEFENDING DEFENDING Transition

Thursday Preventing goal To Attack To Attack Winning the ball Winning the ball to Attack
scoring opportunities high up the field high up the field

Saturday Game Game Game Game Game Game

26 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME



CYCLE 4
DAY Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

ATTACK ATTACK ATTACK ATTACK ATTACK ATTACK

Monday Individual Skill Individual Skill Individual Skill Individual Skill Combination play Controlled
to score goals to score goals to score goals to score goals Build Up

ATTACK ATTACK ATTACK ATTACK ATTACK DEFENDING

Tuesday Individual Skill Individual Skill Penetration in the Penetration in the Combination play Preventing goal
to score goals to score goals middle third middle third scoring opportunities

DEFENDING DEFENDING DEFENDING TRANSITION TRANSITION ATTACK

Wednesday Winning the ball Winning the ball Preventing goal to Defending to Defending Individual Skill to
high up the field high up the field scoring opportunities score goals

DEFENDING TRANSITION TRANSITION DEFENDING DEFENDING Transition

Thursday Winning the ball To Attack To Attack Denying time Denying time to Defending
high up the field and space and space

Saturday Game Game Game Game Game Game

CYCLE 5
DAY Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

ATTACK ATTACK ATTACK ATTACK ATTACK ATTACK

Monday Controlled Controlled Penetration in the Combination play Combination play Individual Skill to
Build Up Build Up middle third score goals

ATTACK ATTACK ATTACK ATTACK ATTACK DEFENDING

Tuesday Controlled Penetration in the Penetration in the Combination play Individual Skill to Limiting goal scoring
Build Up middle third middle third score goals opportunities

DEFENDING DEFENDING DEFENDING TRANSITION TRANSITION ATTACK

Wednesday Winning the ball Winning the ball Denying time to Defending to Defending Individual Skill to
high up the field high up the field and space score goals

DEFENDING TRANSITION TRANSITION DEFENDING DEFENDING Transition

Thursday Winning the ball To Attack To Attack Denying time Denying time to Attack
high up the field and space and space

Saturday Game Game Game Game Game Game

CYCLE 6
DAY Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

ATTACK ATTACK ATTACK ATTACK ATTACK ATTACK

Monday Controlled Controlled Penetration in the Combination play Combination play Individual Skill to
Build Up Build Up middle third score goals

ATTACK ATTACK ATTACK ATTACK ATTACK DEFENDING

Tuesday Controlled Penetration in the Penetration in the Combination play Individual Skill to Limiting goal scoring
Build Up middle third middle third score goals opportunities

DEFENDING DEFENDING DEFENDING TRANSITION TRANSITION ATTACK

Wednesday Winning the ball Winning the ball Denying time to Defending to Defending Individual Skill to
high up the field high up the field and space score goals

DEFENDING TRANSITION TRANSITION DEFENDING DEFENDING Transition

Thursday Winning the ball To Attack To Attack Denying time Limiting goal scoring to Attack
high up the field and space opportunities

Saturday Game Game Game Game Game Game

27
 PLANNING A NZF TALENT
DEVELOPMENT PROGRAMME cont...
Here is an example of how a 30 week training programme could be inserted into the New Zealand context using
five of the six cycles:

January February March April May June

Sunday 1

Monday 1 NY’s Day 2 Easter Monday Easter Monday

Tuesday 2 Day after NY’s 3 Attack P 1 Attack P

Wednesday 3 4 Defending DTS 2 Defending DTS

Thursday 4 OFF 1 1 Transition A 5 Transition A 3 Transition A

Friday 5 2 OFF 2 6 4 1
Saturday 6 3 3 Game 7 Game 5 Game 2 Game

Sunday 7 4 4 8 6 3
Monday 8 5 5 Attack CBU 9 Attack P 7 Attack IS 4 Queen’s BDay

Tuesday 9 6 Waitangi Day 6 Attack P 10 Attack CBU 8 Defending PH 5 Attack CBU

Wednesday 10 OFF 7 7 Transition D 11 Defending DTS 9 Attack IS 6 Transition D

Thursday 11 8 8 Defending DTS 12 Transition A 10 Transition D 7 Defending PH

Friday 12 9 9 13 11 8
Saturday 13 10 10 Game 14 Game 12 Game 9 Game

Sunday 14 11 11 15 13 10
Monday 15 12 Attack CBU 12 Attack CBU 16 14 Attack CP 11 Attack IS

Tuesday 16 13 Attack CBU 13 Attack CP 17 15 Attack CP 12 Defending DTS

Wednesday 17 OFF 14 Defending PH 14 Transition D 18 OFF 16 Defending PGSO 13 Attack IS

Thursday 18 15 Defending PH 15 Defending DTS 19 17 Defending PGSO 14 Transition A

Friday 19 16 16 Pre Season 20 18 15

Saturday 20 17 Game 17 Club 21 School Holiday 19 Game 16 Game

Sunday 21 18 18 Tournament 22 Middle Weekend 20 17

Monday 22 19 Attack CBU 19 Attack IS 23 Attack P 21 Attack CP 18 Attack IS

Tuesday 23 20 Attack CBU 20 Defending PGSO 24 Attack CBU 22 Attack CP 19 Attack IS

Wednesday 24 OFF 21 Defending PH 21 Attack IS 25 ANZAC Day 23 Defending PGSO 20 Defending PH

Thursday 25 22 Transition A 22 Transition A 26 Defending PGSO 24 Transition A 21 Defending PH
Friday 26 23 23 27 25 22
Saturday 27 24 Game 24 Game 28 Game 26 Game 23 Game

Sunday 28 25 25 29 27 24
Monday 29 26 Attack CBU 26 Attack P 30 Attack CP 28 Attack CP 25 Attack IS

Tuesday 30 OFF 27 Attack P 27 Attack P 29 Attack P 26 Attack IS

Wednesday 31 28 Defending PH 28 Defending DTS 30 Defending PGSO 27 Defending PH

Thursday 29 Defending DTS 31 Transition A 28 Transition A

Friday 30 Good Friday 29

Saturday 31 Game 30 Game

Sunday
Monday

28 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME



July August September October November December

1 Sunday
2 Attack IS 1 Monday
3 Attack IS 2 Youth Tuesday
4 Defending PH 1 Transition D T 3 Tournament Wednesday
5 Transition A 2 Defending DTS 4 1 Thursday
6 3 5 2 Friday
7 Game 4 Game 1 Game 6 3 1 Saturday
8 5 2 7 4 2 Sunday
9 6 Attack CP 3 New Zealand 8 5 3 Monday
10 7 Attack CP 4 Secondary 9 Youth 6 NAGT 4 NAGT Tuesday
11 Tour Window 8 Transition D 5 Schools 10 Tournament 7 Training 5 Training Wednesday
12 9 Defending DTS 6 Tournament 11 8 6 Thursday
13 10 7 Week 12 9 7 Friday
14 School Holiday 11 Game 8 Game 13 10 8 Saturday
15 Middle Weekend 12 9 14 11 9 Sunday
16 13 Attack CBU 10 Attack CP 15 12 10 Monday
17 14 Defending PGSO 11 Attack CP 16 13 NAGT 11 Tuesday
18 Tour Window 15 Attack CBU 12 Transition D 17 14 Training 12 Wednesday
19 16 Transition D 13 Defending DTS 18 15 13 National Age Thursday
20 17 14 19 Postseason 16 14 Group Friday
21 Game 18 Game 15 Game 20 Club 17 15 Tournament Saturday
22 19 16 21 Tournament 18 16 (NAGT) Sunday
23 Attack IS 20 Attack CBU 17 Attack CP 22 Labour Day 19 17 Monday
24 Attack P 21 Attack CBU 18 Attack IS 23 20 NAGT 18 Tuesday
25 Defending PGSO 22 Defending PH 19 Transition D 24 21 Training 19 OFF Wednesday
26 Transition A 23 Defending PH 20 Defending LGSO 25 22 20 Thursday
27 24 21 26 23 21 Friday
28 Game 25 Game 22 Game 27 24 22 Saturday
29 26 23 28 25 23 Sunday
30 Attack IS 27 Attack CBU 24 Attack IS 29 26 24 Monday
31 Attack P 28 Attack P 25 Defending PGSO 30 27 NAGT 25 Christmas Day Tuesday
29 Defending PH 26 Attack IS 31 28 Training 26 Boxing Day Wednesday
30 Transition A 27 Transition A 29 27 Thursday
31 28 30 28 OFF Friday
29 29 Saturday
30 30 Sunday
31 Monday

29
 THE ROLE OF A COACH
Being the coach of talented players should be viewed are made aware of the specific team and player tasks
as a privilege. You have been recognised as being a to help the team perform during the Main Moments
specialist in your field and have been tasked with and Key Principles with the focus on the development
the development of the players who play under your of the individual within the team setting. Training
guidance. You will have an everlasting influence not only should resemble the game as much as possible so
on how the players train and play the game, but also the players execute what they have learnt during training
mind-set in which they approach their development. when playing.

High quality coaching plays a crucial role in the It is important coaches combine their knowledge of
long term development of youth players. Creating the game with an understanding of the characteristics
a positive learning environment, designing relevant of youth players in order to create a culture of
training sessions and providing appropriate feedback excellence which helps players to build a growth
will instil high levels of intrinsic motivation in players. mind-set that embraces mistakes as key learning
opportunities to ensure players have the best possible
The Game Training Phase focuses on taking the chance of reaching their potential.
core skills developed during the Skill Acquisition
Phase and learning how to apply them within a team Becoming an effective team coach, like learning to
environment. This phase introduces 11v11 football be a player, is a process that takes a lot of time, effort
to prepare the players for the senior game. Players and practice. It is important that coaches, like players,
adopt a growth mind-set and challenge themselves by
accessing ongoing learning and education.

30 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

TALENT
DEVELOPMENT
PROGRAMME
SESSIONS LIBRARY
Provided in the following section are examples
sessions using the game training methodology.
All sessions are designed with the aim of creating
players for the future game, in line with New Zealand
Football’s playing philosophy.

All practices can be altered to change the Main

Moment (i.e. when a team is building from the back
the opposing team will be pressing from the front)
and can be progressed or regressed easily to meet
player ability. The role of the coach is to bring the
sessions to life.

Coaches are encourage to design their own practices

based on the principles of the New Zealand Football
Talent Development Programme and using the Game
Training structure.

All sessions provided have been designed using 18

players (16 outfield and 2 goal keepers). Examples
have been given that show how goal keepers may or
may not be involved in all parts of the session.

31
 SESSION 1
PLAYING MOMENT ATTACKING | FOCUS BUILDING FROM THE BACK

1. WARM UP / PASSING PRACTICE

ORGANISATION EXPLANATION
• Create an area up to 44x44m. Modify the area depending on the • Each team is facing a different direction (N, S, E, W)
number and ability of your players
• Divide the pitch in quarters using cones • Ball starts from the deepest player
• Using different colour cones, create gates as in the diagram • Each team is trying to progress through the gates (cones) by
• Divide the players into 4 even teams
• Each team of 4 start in a different half of the area the wide player receiving the ball and dribbling through the
• Place spare balls around the outside gate
• As the wide player travels through the gate, all players transfer
to the other half and organize themselves into starting
positions to start the pattern again the opposite way
• Teams in opposing directions should try and go through the
gates at a similar time (i.e. if the team opposite you goes
through a gate then your team should quickly try and go
through a gate also)

POSSIBLE PROGRESSIONS
1. The wide player must travel through the gate using their first
touch
2. Opposing teams cannot travel through the same gate at the
same time
3. If a gate is blocked from natural player movement, you are
unable to travel through it and must quickly find the other gate
4. If both gates are blocked, you can dribble over half way
anywhere along the line

2. POSITIONING GAME
ORGANISATION EXPLANATION
• Create an area up to 44 x 44m. Modify the area depending on the • Ball is played in from the target player to their team
number and ability of your players
• The team in possession (blue) is trying to progress the ball over
• Divide the pitch in half using cones
half way
• Divide the players into 3 even teams and one neutral player
• Have a target player on each end which should be the GK • The defending team (red) can have 4 players trying to win the
• Place spare balls behind the target players ball and one player in the opposite half
• Once the team in possession (blue) goes over half way, they
are now trying to pass the ball into the opposite target player.
The remaining defender is active throughout this process
• If the team in possession (blue) successfully get the ball into
the opposite target (yellow 1) the blue team retreats back to
their half and the red team are now defending the yellows.
• If the defending team (red) win the ball at any time, they
can score by getting the ball into the target player ahead of
them. If this happens, the team that just won possession (red)
becomes the team playing out and the team that just lost
possession (blue) becomes the defending team
• The game is always in transition and should not stop unless the
ball goes out
• At all times, players can use defensive target players to keep
the play moving
• If the ball goes out, start with the target player of the team
who’s throw in it would have been

POSSIBLE PROGRESSIONS
1. Players must travel over half way with their first touch
2. Players must receive the ball over half way (through ball)

32 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

 3. GAME TRAINING
ORGANISATION EXPLANATION
• Create an area up to 65x65m. Modify the area depending on the number
and ability of your players
• Create a 20m x 10m zone on the half way line • Play always starts with the GK defending the single large goal.
• Divide the players into 2 even teams The blue team is trying to build up from the back to either
• The team building from the back plays a 1-4-3-1 formation score in the small goals or get a player in possession in the zone
• The team pressing plays a 1-3-2-3 formation on half way
• A large goal at one end and a large goal and 2 small goals at the other end
• Place spare balls in the goals
• If the blue team win the ball they are trying to score in the
single large goal

• If the ball goes out the play starts with the GK again.

POSSIBLE PROGRESSIONS

1. If the blue team tries to score in the small goal and misses, a
coach at half way quickly plays another ball into the reds to
attack

2. Play throw ins if the ball goes out

4. TRAINING GAME
ORGANISATION EXPLANATION
• Create an area up to 55x55m. Modify the area depending on the
number and ability of your players • Regular game with regular rules
• Divide the players into 2 even teams
• Teams play in a 1-3-2-3 formation
• Large goals OUTCOMES
• Place spare balls in the goals
• Passing, receiving, dribbling, awareness
• Playing under pressure
• Understanding of how to spread out within a space to
maximize ball movement and to spread the opposition
defenders
• Understanding combinations within the back four and midfield
players
• Understanding how speed of play can be used to create space
when building from the back

33
 SESSION 2
PLAYING MOMENT ATTACKING | FOCUS COMBINATION PLAY IN WIDE AREAS

1. WARM UP / PASSING PRACTICE

ORGANISATION EXPLANATION
• Create an area up to 44 x 36m or double the 18 yard box Pattern 1
• Divide the area in half • Both balls start at the same time with player 1 passing the ball
• Put flags or mannequins on the corner of the 18 yard box into player 2
• Split players up so there are even numbers to the side of the goals, one • Player 2 receives the pass outside the flag, dribbles down the
player at each flag and players in the middle to finish on goal edge of the 18 yard box and crosses to players 3 and 4 who try
• Balls to the side of the goals with the players and score
• Player 1 moves to player 2’s starting position. Player 2 moves
to the back of the line closes to the goal they just crossed the
ball towards.
Pattern 2
• Both balls start at the same time with player 1 passing the ball
into player 2
• The two players perform a wall pass around the flag.
• Player 2 should then try and cross the ball in one touch to
players 3 and 4 who try and score.
• Players rotate the same.
Pattern 3
• Both balls start at the same time with player 1 passing the ball
into player 2
• Player 2 passes inside to player 3 or 4 while player 1 overlaps
player 2.
• Player 3 or 4 then pass back out wide to the overlapping player
1.
• Player 1 crosses to players 3, 4 and 2 who try and score.
• Players rotate the same
Pattern 4
• Players can choose any of the above three patterns
Rotate the players who are attempting to score
Rotate which side the crosses are coming from

2. POSITIONING GAME
ORGANISATION EXPLANATION
• Create an area up to 44 x 36m or double the 18 yard box
• Divide players into 2 teams, one with right sided players, and the other with • Balls are played in at the same time from the players beside the
left sided players. goal to the wide player
• Divide the pitch in half
• Put flags or mannequins on the corner of the 18 yard box
• Create 4 wide areas 8 x 18m • When the wide player takes their first touch, the game is live
• Balls to the side of the goals with the players
• Using the combinations from the passing practice, the blue team
of 3 (numbers 6, 2 and 9) try to create a goal against the red
team of 2 (numbers 5 and 4)

• Deep player in possession should be on 2 touch

C • Players always start from the same starting positions and rotate
with others in the same starting position.

• After a set time period, switch the defending and attacking

teams with the red team attacking in the opposite direction (i.e.
down the left side)

POSSIBLE PROGRESSIONS

1. Wide players must try to beat their defender 1v1

2. 1 touch finish

34 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

 3. GAME TRAINING
ORGANISATION EXPLANATION
• Create an area up to 44 x 50m. Modify the area depending on the number
and ability of your players • Ball starts with the GK
• Create wide areas 8 x 50m with cones
• Divide the players into 2 even teams with 2 neutral players in the wide areas • Normal game played with wide channels
that play in both directions for both teams
• Teams play a 1-3-3-1 formation with neutral wide players • Team gets 3 points for a goal from wide channels and 1 point
• Balls in the goals for a goal from normal play
• Only one player can defend in the wide area
• Wide players do not have to stay in wide areas but must begin
their movement from the wide area
• If the ball goes out, start with the GK of the team who’s throw
in it would have been

POSSIBLE PROGRESSION
1. If the ball goes wide, players must try to beat their defender
1v1
2. 1 touch finish

4. TRAINING GAME
ORGANISATION EXPLANATION
• Create an area up to 60x55m. Modify the area depending on the
number and ability of your players • Regular game with regular rules
• Divide the players into 2 even teams
• Teams play in a 1-3-2-3 formation
• Large goals OUTCOMES
• Place spare balls in the goals • Passing, receiving, dribbling, crossing, timing of runs, finishing,
1v1
• Understanding how to support the wide player based on their
movement
• Combinations between wide and central players

35
 SESSION 3
PLAYING MOMENT ATTACKING | FOCUS ATTACKING USING THE 9 IN THE FINAL THIRD

1. WARM UP / PASSING PRACTICE

ORGANISATION EXPLANATION
• Create 2 areas up to 15m x 30m. Modify the area depending on the 1. Start with the ball being passed between all players in each
number and ability of your players half
• Divide the area in half using cones
• Large goals at each end • General movements after each pass
• Divide the players into 2 even teams • Introduce touch limits, 1, 2 or 3
• Have one player from each team join the team in the other half • Ask players to find a longer pass after there have been 2 or 3
• Place spare balls in the goals or around the outside
shorter passes
2. Start with the ball being passed between all players in each
half
• On the coaches whistle the ball should be transferred to the
team with more numbers in that half
• At this point, the player with the ball should then try and find
their lone player in the other half of the field
• Players should support the lone player both underneath and
beyond and finish with a shot on goal
• All but one player should transfer to the opposite side of the
field so the teams are now on opposite sides to where they
started
• The pattern now repeats in the opposite direction

PROGRESSION
• Same as 2 above but now when the coach blows his whistle the
players are on one touch

2. POSITIONING GAME
ORGANISATION EXPLANATION
• Create an area up to 20 x 40m. Modify the area depending on the • Game is started by a blue player on one side of the goal passing
number and ability of your players to a blue player on the other side of the goal
• Divide the pitch in half using cones
• Divide the players into 2 even teams • Those blue players plus one more blue player become
• Players start on each side of the goal with one player operating as a attackers
striker in the opponents half • The 3 blue players can only progress over half way with a pass
• Place spare balls in the goal to the striker
• The red striker can only defend in the attacking half of the field
• The blue striker is free to receive the ball and must pass the
ball back to a supporting blue player in one touch. At this point
the game becomes live
• Blue are now 4v3 trying to score in the goal
• The play continues in both directions until a goal is scored or
until the ball is out
• At all times, players can only progress over half way with a
pass to the striker
• Whichever team is defending at the time the ball goes dead (eg
red) must go back to their lines. The team that was attacking
(eg, blue) become the defenders and the play starts with the
new red players at the start of the line

POSSIBLE PROGRESSIONS
1. Striker can now receive and turn with the ball (first touch is
still free)
2. One touch finish
3. One touch in the attacking half

36 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

 3. GAME TRAINING
ORGANISATION EXPLANATION
• Create an area up to 55 x 50m. Modify the area depending on the number
and ability of your players • Play starts with the neutral player playing in to the blue 6 or 8
• Put a line 5m outside the 18 yard box
• Red team plays in formation 1-4-3-1 with the 1 up front being the yellow neutral • Blue team is trying to score in the big goal
player
• Blue team plays in formation 1-3-2-3 with the 1 at the back being a neutral player • The blue full backs (2 and 5) cannot both join in the attack at the
• Place spare balls in the goal same time
• The red team must not drop deeper than the line until the ball is
played into that area
• If the red team wins the ball they score by scoring in the little
goals or getting the ball into the neutral player

POSSIBLE PROGRESSIONS
1. The attacking team plays with a two touch limit once they are
over the dotted line

4. TRAINING GAME
ORGANISATION EXPLANATION
• Create an area up to 60x55m. Modify the area depending on the
number and ability of your players • Regular game with regular rules
• Divide the players into 2 even teams
• Teams play in a 1-3-2-3 formation
• Large goals
• Place spare balls in the goals OUTCOMES

• Passing, receiving, dribbling, finishing, 1v1

• Combination play

• Understanding how to support the forward player

37
 SESSION 4
PLAYING MOMENT DEFENDING | FOCUS PREVENTING PASSES THROUGH THE BACK 4

1. WARM UP / PASSING PRACTICE

ORGANISATION EXPLANATION
• Create 2 areas up to 30 x 20m. Modify the area depending on the • Ball starts with the blue team who are trying to score by
number and ability of your players passing the ball through or around the red team into one of the
• Divide the pitch in half using cones small goals
• Divide the players into 4 teams of four
• Red team must move as a unit to prevent the ball being played
• Place spare balls with the coach through them
• If the blue team successfully play the ball through the red team
and score in one of the small goals then the blue team start
again with a ball from the coach.
• If the blue team miss the goal and the ball goes out then the
red team start with a ball from the coach.
• If the red team intercept the pass then the game continues
with the red team now trying to score.

POSSIBLE PROGRESSIONS
1. Pass to the other side must be in one touch
2. Make the area wider
3. One player on the defending team can now enter the opposing
half to win the ball (make sure players are fully warmed up for
this)

2. POSITIONING GAME
ORGANISATION EXPLANATION
• Create an area up to 30 x 20m. Modify the area depending on the
number and ability of your players • The play begins with the blue team receiving the ball from the
• Divide the players into a defending four and an attacking four coach
• Place a small goal centrally down one end and flags in wide areas to • The blue team gains two points by scoring in the small goal and
create gates at the same end 1 point by dribbling through the flags
• Place spare balls at each end of the area
• The red team is trying to stop them. If the red team wins the
ball they are trying to dribble over the end line opposite to
where the goal is
• If the ball goes out, the blue team start again with a ball from
the coach

POSSIBLE PROGRESSION
1. Red team must score in one touch or dribble through the
cones on their first touch
2. Make the area wider

38 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

 3. GAME TRAINING
ORGANISATION EXPLANATION
• Create an area up to 65 x 50m. Modify the area depending on the • Ball starts with the blue number 4
number and ability of your players
• The blue team are trying to score in the big goal
• Create 3 zones just before the half way line (20, 25 and 20 x 8m)
• Red team plays in formation 1-4-3 • Only one of the 2, 4 and 5 for the blues is allowed out of their
• Blue team plays in formation 3-3-3 zone at a time both in and out of possession
• Place spare balls in the goals • If the red team win the ball they are trying to score in the small
goals
• The game only stops if the ball goes out in which case it starts
again with the blue 4

4. TRAINING GAME
ORGANISATION EXPLANATION
• Create an area up to 60x55m. Modify the area depending on the number
and ability of your players • Regular game with regular rules
• Divide the players into 2 even teams
• Teams play in a 1-4-3-1 formation
• Full backs should try and be high up the field when attacking and dropped off
when defending OUTCOMES
• Large goals
• Place spare balls in the goals • Passing, receiving,
• Recognising when to press and when to provide cover
• Working in a defensive unit to limit balls being played in
between defenders

39
 SESSION 5
PLAYING MOMENT DEFENDING | FOCUS WINNING THE BALL IN THE ATTACKING HALF

1. WARM UP / PASSING PRACTICE

ORGANISATION EXPLANATION
• Create an area up to 30 x 20m Pattern 1
• Balls start simultaneously from each end
• Place flags and cones as shown
• Players are trying to progress the ball from one end to the
• Place spare balls at each end other and can do this with any combination of forward passes
(ball cannot be played square across the area)
• Both balls should not end up at the same cone, therefore
players must be aware at all times where the other ball is and
chose the correct pass accordingly
• Players follow their pass to the next cone or to the end of the
line at each end
Pattern 2
• Same as pattern 1 above
• After a player makes the final pass to the end player, they must
cut off one of the passing options or “show the player receiving
the ball one way”
• The player who just received the ball must play the pass to the
player that is not cut off

PROGRESSION
1. 2 touch limit

2. POSITIONING GAME
ORGANISATION EXPLANATION
• Create an area up to 50 x 40m
• Divide the pitch into thirds (20, 5 and 20 x 45m) • The ball always starts from the coach
• Divide the players into three even teams with the extra player being a
• The red team plus the neutral can score 2 points for dribbling
neutral player
• Create 2 gates on halfway using flags the ball through the central gates and 1 point for dribbling
• Spare balls on half way with the coach through the middle zone in wide areas.
• If the reds score, they must transfer the ball to the blue team,
yellow now must try and defend the blue team in the same
team shape.
• The yellow team is trying to win the ball and stop the blue
team from scoring. The yellow player remaining in the middle
zone can tackle the player trying to dribble through the gates
or wide areas.
• If yellow win the ball, they score by dribbling over the end line
opposite to where the gates are. If this happens, red would
become the defending team and yellows would be trying to
score.

POSSIBLE PROGRESSIONS
1. Limit the teams to 2 touches

40 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

 3. GAME TRAINING
ORGANISATION EXPLANATION
• Create an area up to 50 x 65m. Modify the area depending on the
number and ability of your players • Play starts with the blue GK
• Create an end zone of 65 x 6m at the half way end
• Large goals at one end and 2 small goals at the half way end • Blue score either in the small goals or by playing the ball into the
• Blue plays a 1-4-3-1 formation GK’s feet from their defending half and getting it back. If they
• Red plays a 1-2-3-3 formation score the game starts again.
• Place spare balls in the goals
• GK on half way is free to move anywhere within their zone
• If the red team successfully win the ball back they try and score
in the large goal as quickly as they can.
• The red numbers 3 and 4 must stay in realistic positions and not
push forward into the midfield.

POSSIBLE PROGRESSIONS
• Limit the blue team to 2 touch
• When red wins the ball in the attacking half, they must try and
score within 5 seconds
• Create zones where you want the red team to win the ball and
give extra points if they can win the ball in these zones

4. TRAINING GAME
ORGANISATION EXPLANATION
• Create an area up to 50x50m. Modify the area depending on the
number and ability of your players • Regular game with regular rules
• Divide the players into 2 even teams
• Teams play in a 1-3-2-3 formation
• GK operates as a second centre back when the team is in possession OUTCOMES
• Place spare balls in the goals
• Understanding how to “show players one way” towards support
• Working as a unit to win the ball
• Quickly attacking or keeping possession once the ball is won

41
 SESSION 6
PLAYING MOMENT TRANSITION

1. WARM UP / PASSING PRACTICE

ORGANISATION EXPLANATION
• Create 2 areas up to 15 x 30m • Ball starts with player 1 playing to player 2
• Place flags at one end to form a gate • Player 2 then passes the ball to player 3 with players 1 and 2
• Players set up as shown in the diagram both supporting that pass
• Place spare balls where the players line up • The three players combine to find a “third man run” who then
passes the ball through the end gate to the red player 4
• The ball going through the gate indicates the blue team has
lost the ball. Players 1 and 2 now have to put immediate
passive pressure on the red player 4 and “show them one way”.
• The red player 4 now must play the ball to another red player
in the direction they are being shown by the blue players.
• The red players involved in the play must circulate the ball
back to the start and join the back of the line.
• The blue players take up the positions of the red players
(rotate the yellow player)

POSSIBLE PROGRESSIONS
1. Try different passing combinations i.e. player who plays it
across must overlap

2. POSITIONING GAME
ORGANISATION EXPLANATION
• Create 2 areas up to 8 x 16m • Play is started with the coach playing the ball to one of the
• Put a half way line in each area teams (red).
• Divide players up into 4 even teams
• When red touch the ball, blue can send 2 players to win the
• Place spare balls with the coach ball
• If the ball goes out, red get one “strike”. Three “strikes” and the
ball starts on the opposite side with blue now in possession
and red sending 2 players
• However, if blue can win the ball and transfer it to their other
players, they get to keep the ball and now red must send 2
players
• 6 passes can equal a goal. Play to a certain number of goals

PROGRESSION
• Make the space smaller or bigger
• Enforce a two touch limit

42 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

 3. GAME TRAINING
ORGANISATION EXPLANATION
• Create an area up to 55 x 50m. Modify the area depending on the • Play starts with the GK on halfway passing the ball into the
number and ability of your players attacking team
• Large goal at one end and two small goals at the other end • The attacking team (blue) is trying to score in the large goal. If
• Teams play a 1-3-2-3 formation they score they get the ball back from half way and attack again
• Place spare balls in the goals • If the defending team (red) wins the ball, they score by quickly
attacking the small goals. If they score in the small goals they
now turn around and attack the big goal
• The blue team must get into their defensive shape quickly
• GK on half way can try and stop players scoring in either small
goal.
• The GK on half way is also an option for the team attacking the
large goal to play back to. If this happens, the GK must play in 2
touches

EXPLANATION PROGRESSION
1. If the team defending the big goal wins the ball, they must score
within 5 seconds

4. TRAINING GAME
SETUP EXPLANATION
• Create an area up to 55x50m. Modify the area depending on the • Regular game with regular rules
number and ability of your players
• Divide the players into 2 even teams
OUTCOMES
• Teams play in a 1-3-2-3 formation
• Place spare balls in the goals • Reacting quickly to losing the ball
• Quickly attacking once the ball is won

43
 APPENDICIES

44 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

A1. Minimum Operating Requirements 46-48
A2. Step by Step Guide 49-50
A3. Risk Assessment Form 51
A4. Incident Report Form 52-54
A5. Medical Consent Form 54
A6. Player Registration Form 55
A7. Annual Review 56-59
A8. Questionnaires 60-62

45
 APPENDIX 1
MINIMUM REQUIREMENT OPERATING LIST

NZF TALENT DEVELOPMENT PROGRAMME

Requirement Details Evidence Req Met Notes
(Y/N)

Playing Philosophy and Must have a playing 1. Show evidence of own

Team Model philosophy and Team playing philosophy or
Model adoption of NZF’s
2. Show team model

Age groups offered One team per age-group 1. Players registered in

for girls, boys or both in National Registration
the youth competitions System
organised by NZF’s 2. Players observed during
Federations appraisals

Number of players Maximum 18 players per 1. Players registered in

age group National Registration
System
2. Players observed during
appraisals

Home Grown Players Must have 12/18 home 1. Players registered in

grown* players National Registration
System
2. Players observed during
appraisals

Relative Age Effect Must have no more than 1. Players registered in

Offset 10 of 18 players from one National Registration
year group in dual banded System
groups 2. Players observed during
appraisals

Minimum of 30 week Programme designed over 1. Training Programme

programme 30 weeks Submitted
2. Training Programme
Observed

Number of training Minimum of 3 / maximum 1. Training Programme

sessions per week of 4 training sessions per Submitted
week 2. Training Programme
Observed

Training Area Must have a half pitch Observed at training

minimum for each group

Curriculum delivered NZF Talent Development 1. Training Sessions

Programme Curriculum or Submitted
Equivalent 2. Training Sessions
Observed

Director of Football Accredited NZF B License DOF registered on National

Registration System

Coach Qualifications Head Coach: Accredited 1. Coaches registered on

Each top age-group team Youth Level 3 Coaching National Registration
must have the following Award System
coaches: Assistant Coach: 2. Coaches observed during
Accredited Youth Level 2 appraisals
Coaching Award
Goal Keeper Coach: GK
Level 1 Coaching Award

Emergency Aid Must have one person Observed during appraisal

at each session who
holds a current first aid
qualification

46 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

APPENDIX 1 cont...
MINIMUM REQUIREMENT OPERATING LIST
Requirement Details Evidence Req Met Notes
(Y/N)

Player to Coach Ratio Maximum of 12:1 ratio Observed during appraisal

Player/Parent Must hold an induction 1. Dates of meeting

Induction meeting meeting for players and provided
parents

Player feedback Minimum of 2 meetings 1. Dates of meeting

meetings annual provided
2. Player feedback
forms on National
Registration System

Mandatory shut down Must have a minimum of 1. Training Programme

period 6 weeks with no activity Submitted
during December and 2. Training Programme
January Observed

Player Education Must provide a minimum 1. Training Programme

Workshops of 3 meetings annually Submitted
2. Workshops observed

Coach Education/ Coaches must attend a 1. Coaches registered on

Player ID workshops minimum of 2 Federation National Registration
workshops per year System
2. Coaches’ attendance at
meeting

Agreed support visits Minimum of 3 visits Dates of meeting provided

from Federation annually

Club/School Link Must have formal link Schools assigned in

to all schools of players National Registration
within the programme System

*Home grown players are players that have been registered with the club or MOU club/school for 2 or more seasons.

REGISTRATIONS
Requirement Details Evidence Req Met Notes
(Y/N)

NZF Talent NZF Talent Development National Registration

Development Programme Registered System
Programme Registered on National Registration
System

Players Registered Each player registered National Registration

with NZF on National Registration System
System

Player Medical Details Medical details taken as National Registration

part of registration System

Coaches Registered Each coach registered National Registration

with NZF on National Registration System
System

Coaches Police Vetted Each coach Police Vetted Vetting forms observed at
appraisal

Minimum player Minimum of 30 weeks Registration Form

registration period

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 47

 APPENDIX 1 cont...
MINIMUM REQUIREMENT OPERATING LIST

TRAINING STANDARDS
Requirement Details Evidence Req Met Notes
(Y/N)

Session Duration Minimum 60 mins / Observed at Appraisal

Maximum 120 mins

Curriculum delivered NZF Talent Development Observed at Appraisal

Programme Curriculum or
equivalent

Type of training surface 1. Grass or Turf Football 1. Venue assigned on

Surface National Registration
2. Suitable Futsal Surface System
(if applicable) 2. Observed at Appraisal

Size of area used 1. Minimum of Half a pitch 1. Venue assigned on

per team National Registration
2. Appropriate Futsal System
Venue (if applicable) 2. Observed at Appraisal

Quality of area used Appropriate playing Observed at Appraisal

surface

Size of Footballs U13 – Size 4 Observed at Appraisal

U14-U17 – Size 5

Number of Footballs Minimum of 1 per player Observed at Appraisal

Quality of equipment Appropriate bibs, cones Observed at Appraisal

used & goals

First Aid First Aid Kit present Observed at Appraisal

Attendance records Weekly player register Observed at Appraisal

undertaken

ADMINISTRATION
Requirement Details Evidence Req Met Notes
(Y/N)

Risk Assessment Risk Assessment for Risk Assessment Form

venue undertaken completed

Incident Reporting Incident report and Incident Reporting

history to be recorded documents

Link to local Clubs and Signed MOU with feeder Signed MOUs
Schools Clubs and Schools

Club Signature ________________________________________________________________________________________ Date:

Federation Signature _________________________________________________________________________________ Date:

48 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

APPENDIX 2
STEP BY STEP GUIDE
BEFORE
Task Time Restraint Completion Date Completed Y/N

1 Hold meeting with Federation to No later than 8 weeks prior

plan NZF Talent Development to NZF Talent Development
Programme Programme commencing

2 Locate Venue No later than 8 weeks prior

to NZF Talent Development
Programme commencing

3 Venue Risk Assessment No later than 8 weeks prior

to NZF Talent Development
Programme commencing

4 Assess venue/coach cost No later than 8 weeks prior

breakeven point to NZF Talent Development
Programme commencing

5 Secure venue booking No later than 8 weeks prior

to NZF Talent Development
Programme commencing

6 Recruit head coaches No later than 8 weeks prior

to NZF Talent Development
Programme commencing

7 Recruit assistant and GK coaches No later than 6 weeks prior

to NZF Talent Development
Programme commencing

8 Inform local Federation of details No later than 6 weeks prior

of upcoming Talent Development to NZF Talent Development
Programme Programme commencing

9 Design Talent Development No later than 4 weeks prior

Programme programme, to NZF Talent Development
including training, parent & Programme commencing
player discussions

10 Purchase football equipment No later than 4 weeks prior

(Balls, Bibs, Cones, Goals, Flat to NZF Talent Development
Spots, Medical Kit) Programme commencing

11 Arrange Appraisal Visits with No later than 3 weeks prior

local Federation to NZF Talent Development
Programme commencing

12 Registration Deadline As per competition regulations

13 Ensure that players are As per competition regulations

registered on National
Registration System

14 Distribute Schedule and Playing No later than 2 weeks prior

Group Register to coaches to NZF Talent Development
Programme commencing

15 Check amount of football No later than 2 weeks prior

equipment in relation to to NZF Talent Development
registration numbers (Balls, Bibs, Programme commencing
Cones, Goals, Flat Spots, Medical
Kit)

16 Hold Parents and Player No later than 1 week prior

presentation to NZF Talent Development
Programme commencing

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 49

 APPENDIX 2 cont...
STEP BY STEP GUIDE
DURING
Task Time Restraint Completion Date Completed Y/N

1 Check area for hazards, Beginning of each session

record concerns where
necessary

2 Register attendees Beginning of each session

3 Record incidents / injuries Each session

4 Hold Parents and Player In line with designed

feedback meeting programme

5 Facilitate Federation In line with designed

appraisals programme

6 Organise review meeting During last 2 weeks of the

with relevant stakeholders NZF Talent Development
& Federation Programme programme

7 Distribute Player, Parent During last 2 weeks of the

and Coach review NZF Talent Development
questionnaires Programme programme

AFTER
Task Time Restraint Completion Date Completed Y/N

1 Collate information No later than 1 week after

provided from player, the completion of the
parent & coach review NZF Talent Development
questionnaires Programme programme

2 Hold review meeting with No later than 2 weeks

relevant stakeholders & after the completion of the
Federation NZF Talent Development
Programme programme

50 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

APPENDIX 3
RISK ASSESSMENT FORM
The form is used by the provider to help access the potential risks of the venue that is being considered for use as a NZF Talent
Development Programme venue.

1. LOCATION – SETTING THE SCENE

Location Division
Area / Activity / Person:
2. IDENTIFYING HAZARDS – WHAT CAN GO WRONG AND WHO WILL BE AFFECTED?
Hazard Something with the potential to cause harm Person at Risk
A Staff Player Other

B Staff Player Other

C Staff Player Other

D Staff Player Other

3. EXISTING CONTROL MEASURES – WHAT PRACTICAL STEPS ARE ALREADY IN PLACE?

Hazard Existing Control Measures
A
B
C
D

4. EVALUATING RISK – NOT ‘WORSE CASE SCENARIO’, TAKES INTO ACCOUNT EXISTING CONTROLS
Hazard Consequence (1-5) x Likelihood (1-5) = Risk Ration (1-25)
=
=
5. RISK PRIORITISED ACTION PLAN –APPLY CONTROLS: E=ELIMINATE, I=ISOLATE, M=MINIMISE
Hazard E/I/M Practicable Steps required to further control risk Responsibility

6. FURTHER INFORMATION: CROSS-SECTOR SAFETY RESPONSIBILITIES

Who is responsible for local monitoring?

Is further competent (clinical risk, manual handling) advice required Yes / No Comments:

Do third parties (agencies) require a copy of this risk assessment for their safety Yes / No Comments:

7. ASSESSMENT SIGN-OFF: ASSESSMENT MONITORING RESPONSIBILITIES

Assessor’s Name: Assessor’s Signature:
Date of Assessment: Review: Daily Weekly (tick one) Reassessment Date:
Manager’s Signature:
Notes:

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 51

 APPENDIX 4
INCIDENT REPORT FORM
This form is used in the event of an incident such as an injury sustained at a NZF Talent Development Programme Venue. It will
be used as a guide to prevent repetition of incidents, and kept on file by the provider.

Please print clearly and tick the correct box

Status: Coach/Staff Player Other Injury treated on site Further Treatment Required off site

1. DETAILS OF INJURED PERSON

Name: Phone (H): Phone (W):

Address:

Sex: Male Female

Date of Birth:

Position: Support Staff Coach Assistant Coach Player Other

2. DETAILS OF INCIDENT
Date: Time:
Location:
Describe what happened and how:

3. DETAILS OF WITNESSES
Name: Phone (H): Phone (W):

Address:

Email:

Name: Phone (H): Phone (W):

Address:

Email:

4. DETAILS OF INJURY
Nature of injury (e.g. sprain, cut, break, illness)

Cause of injury (e.g. fall, twist, knock)

Location on body (e.g. back, left forearm)

Type of Injury (e.g. field of play, another person, hot water)

5. TREATMENT ADMINISTERED
First Aid given: Yes No

First Aider name:

Treatment:

Referred to:

52 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

APPENDIX 4 cont...
INCIDENT REPORT FORM
SECTION 6-9 MUST BE COMPLETED BY CO-ORDINATOR

6. DID THE INJURED PERSON STOP FURTHER INVOLVEMENT?

Yes No If yes, sate date: Time:
OUTCOME
Treated on site: Treated by Doctor: Hospitalised: Returned to Activity: Alternative duties: Rehabilitation:

7. INCIDENT INVESTIGATION (comments to include causal factors):

8. RISK ASSESSMENT
Likelihood of recurrence:

Severity of outcome:

Level of risk:

9. ACTIONS TO PREVENT RECURRENCE

Action By Whom By When Date Completed

10. ACTIONS COMPLETED

Signed (Co-ordinator): Title:
Date:
Feedback to person involved Date:

11. REVIEW COMMENTS

Federation Development Officer:
Reviewed by Head Physio on Site (signed): Date:
Reviewed by Patient/Victim.(signed): Date:

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 53

 APPENDIX 5
MEDICAL CONSENT FORM
The form is to be completed by parents or guardians of children that attend a NZF Talent Development Programme. It needs to
be provided before the player takes part in any sessions.

I/We ...........…………………………………………………………….....................………......................………….. (Parent/Guardian) have registered

our child ……………………………..……………..………………………………………. to attend ...................……………..……………....................................

(programme) between .......................................................................... (start date) and ....................................................................... (end date).

I/We give permission for the administrators and/or staff Coaches to obtain necessary medical attention and treatment for my/our

child for any injury and/or illness during the training sessions.

Venue: …………………………………........…….........…….........…….............................…....…..... Date: ……….................................…….........……....……………..

Signed: ………………………………………………………..................…........ (Parent/Guardian)

My/Our child is taking the following medication (Please Specify)

Type of medication: …………………………………………………............................................................…………………...................................................…

Medical Condition: ………………................……………….............................................………………………………..................................................……….

Family Doctor’s Name: ……………………………........................................………… Doctor’s Ph No: …..……......................................…………

RECENT INJURY HISTORY

Date Injury (please describe) Injury Management & Treatment (please describe)

Other comments: (Please list any allergies or other concerns – and the treatment requirements)

54 NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME

APPENDIX 6
PLAYER REGISTRATION FORM
Before the session takes place, all registrations are gathered on this form and given to the coach together with a copy of the
medical consent form for each player.

First name ............................................................................................... Last Name.................................................................................................................

Date of Birth ................................................................. Place of Birth................................................................................Gender.....................................

Country of Birth (Mother) .......................................................................................................................................................................................................

Country of Birth (Father) .........................................................................................................................................................................................................

Phone Number (Home) .............................................................................................................................................................................................................

Phone Number (Mobile) ...........................................................................................................................................................................................................

Email Address ...............................................................................................................................................................................................................................

Emergency Contact Name .......................................................................................................................................................................................................

Emergency Contact Number ..................................................................................................................................................................................................

Emergency Contact Relationship .........................................................................................................................................................................................

Parent Guardian 1 First Name ...............................................................................................................................................................................................

Parent Guardian 1 Last Name ................................................................................................................................................................................................

Parent Guardian 1 Contact Number ...............................................................................................................................Gender.....................................

Parent Guardian 2 First Name ...............................................................................................................................................................................................

Parent Guardian 2 Last Name ................................................................................................................................................................................................

Parent Guardian 2 Contact Number ...............................................................................................................................Gender.....................................

Medical Form Filled ....................................................................................................................................................................................................................

Preferred Position .......................................................................................................................................................................................................................

Federation ......................................................................................................................................................................................................................................

Parent Grandparentage ............................................................................................................................................................................................................

NZ Residency ................................................................................................................................................................................................................................

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 55

 APPENDIX 7
TECHNICAL FEEDBACK & AGREED ACTIONS
COACHING - Consider the playing environment for those involved in the NZF Talent Development Programme sessions and improvements that can be made
to increase its quality.
Areas of Consideration Feedback Action Plan Responsibility Timescale

Qualification
of Coaches

Coach Development /
Additional Workforce

Facilities

Kit & Equipment

Other

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 56

 APPENDIX 7 cont...
TECHNICAL FEEDBACK & AGREED ACTIONS
CURRICULUM - Consider the programme that has been delivered to the players, specifically reflecting on meeting player needs, developing player ability. Think about
changes that could be made, that is relevant to your players, to maximise their development.
Areas of Consideration Feedback Action Plan Responsibility Timescale

Sessions focus on Main

Moments and Key
Principles

Focus on four corners of

player development

Duration of
programme

Additional
opportunities for player
development

Other

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 57

 APPENDIX 7 cont...
TECHNICAL FEEDBACK & AGREED ACTIONS
PLAYERS - Consider the group of players that are attending your NZF Talent Development Programme and if the programme is meeting their needs.

Areas of Consideration Feedback Action Plan Responsibility Timescale

Quality of players
involved

Enjoyment & motivation

Quantity of players
involved

Promotion &
Recruitment

Other

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 58

 APPENDIX 7 cont...
TECHNICAL FEEDBACK & AGREED ACTIONS
LOGISTICS - Consider the programme that has been delivered to the players, specifically reflecting on meeting player needs, developing player ability. Administration
procedures / Location & Time of practice / Financial / Policies & Procedures.
Areas of Consideration Feedback Action Plan Responsibility Timescale

Administration
procedures

Location & Times of

practice

Financial

Policies & Procedures /

Safeguarding players

Other

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 59

 APPENDIX 8
PLAYER QUESTIONNAIRE

1. Which age group are you in? 5. The coaches are friendly and enthusiastic:

U13 boys Strongly Agree

U14 boys U14 girls Agree
U15 boys U16 girls Disagree
U17 boys Strongly Disagree

2. The training sessions were enjoyable: 6. The coaches help me to learn how to become a better player:

Strongly Agree Strongly Agree

Agree Agree
Disagree Disagree
Strongly Disagree Strongly Disagree

3. The training sessions helped me to become a better player: Please add any additional comments that you feel will help us make the programme better in the future.

Strongly Agree
Agree
Disagree
Strongly Disagree

4. The training sessions provide me with problems to solve:

Strongly Agree
Agree
Disagree
Strongly Disagree

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 60

 APPENDIX 8
PARENT QUESTIONNAIRE

1. The communication in the lead up to the programme 5. My son / daughter’s ability has improved as a result of 9. We would recommend programmes to parents of
was sufficient: being part of the programme: other players:

Strongly Agree Strongly Agree Strongly Agree

Agree Agree Agree
Disagree Disagree Disagree
Strongly Disagree Strongly Disagree Strongly Disagree

2. The Player & Parent induction meeting was 6. The Player & Parent feedback meetings were Please add any additional comments that you feel will help us make
informative: informative and helpful for us, as parents, and for my the programme better in the future.
son / daughter:
Strongly Agree
Agree Strongly Agree
Disagree Agree
Strongly Disagree Disagree
Strongly Disagree
3. My son / daughter enjoyed being part of the
programme: 7. The programme is good value for money:

Strongly Agree Strongly Agree

Agree Agree
Disagree Disagree
Strongly Disagree Strongly Disagree

4. The coaching at the programme was to an appropriate 8. We, as parents, can clearly see what the programme is
standard: trying to achieve:

Strongly Agree Strongly Agree

Agree Agree
Disagree Disagree
Strongly Disagree Strongly Disagree

NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 61

 APPENDIX 8
COACH QUESTIONNAIRE

1. I have enjoyed coaching at the programme: 5. The facility provided by the club was to an appropriate standard:

Strongly Agree Strongly Agree

Agree Agree
Disagree Disagree
Strongly Disagree Strongly Disagree

2. Organising and administering the programme has been easy to do: 6. The players enjoyed being part of the programme:

Strongly Agree Strongly Agree

Agree Agree
Disagree Disagree
Strongly Disagree Strongly Disagree

3. The programme curriculum is appropriate for the players involved: 7. The programme club have provided opportunities for me to develop my coaching:

Strongly Agree Strongly Agree

Agree Agree
Disagree Disagree
Strongly Disagree Strongly Disagree

4. The kit & equipment provided by the programme club was to an appropriate standard: Please add any additional comments that you feel will help us make the programme better in the future.

Strongly Agree
Agree
Disagree
Strongly Disagree

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NEW ZEALAND FOOTBALL TALENT DEVELOPMENT PROGRAMME 63