National Talent Centre

Assessment Rubric Goalkeeper Coach Manual October 2011

The Assessment Rubric

A rubric is an assessment tool used to measure players ability. It is a rating guide that seeks to evaluate a performance based on the sum of a full range of criteria. A rubric is a working guide for players and coaches which is handed out before the NTC begins in order to get players to think about the criteria on which their performance will be judged. The competences contained within the rubric can also be used by coaches in their session planning as detail to be covered. The New ealand !ootball NTC rubric is designed to breakdown the key habits that make up a "orld Class football player. It is a formative type of assessment because it becomes an ongoing part of the teaching and learning process over the course of the NTC programme and for future development. #layers themselves are involved in the assessment process through both self$assessment and review of the rubric. This involvement empowers the players and as a result% their learning becomes more focused and self$directed. Why Use Levels of Performance & Clear e'pectations are very useful for the players and the coaches if the criteria are identified and communicated prior to completion of the NTC. #layers know what is e'pected of them and coaches know what to look for in the performance. (imilarly% players better understand the e'pectations if levels of performance are identified% especially if descriptors for each level are included. )ore consistent and objective assessment% in addition to better communication from coaches on clear e'pectations and levels of performance. This allows the coach to distinguish between novice% competent% proficient and advanced performance% when evaluating the player. Identifying specific levels of players performance allows the coach to provide more detailed feedback. The coach and the players can more clearly recognise areas that need improvement and promote further learning.

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The Advantages & & & & & & & & & *ubrics improve performance by clearly showing the players how their work will be evaluated and what is e'pected *ubrics help players become better judges of the +uality of their own work *ubrics allow assessment to be more objective and consistent *ubrics force the coaches to clarify the criteria in specific terms *ubrics reduce the amount of time coaches spend evaluating players work *ubrics promote player awareness about the criteria to use in assessing peer performance *ubrics provide useful feedback to the coach regarding the effectiveness of their coaching *ubrics provide players with more informative feedback about their strengths and areas in need of improvement *ubrics are easy to use and e'plain

How to Use the Assessment Rubric

The rubric is a rating scale used to assess a players performance against a set of criteria and competences related to four habits, & & & & (hot (topping !undamentals - !ootwork . /andling (hot (topping - 0iving (aves 0ealing "ith 1alls #layed Into the 23 4ard Area 5oalkeeper as the 22th player

If re+uired for player review purposes% there will be a score attached to each rating. 6ach habit would then be out of 78 9:ision and Awareness would be out of 23; for a total score of <=. The rubric is comprised of three components, technique criteria, ey com!etences and rating scale. !or each habit% the coach will observe the performance looking for the key competences detailed in the rubric matri'. The competences spell out what is e'pected of the players for each habit. They inform the players what the performance looks like and the areas that they will be assessed on. (imilarly% the competences and rating scale help the coach more precisely and consistently distinguish between players performance. Any competences that are rated low will become part of the goal setting criteria. The Assessment Process The assessment process is completed in two parts ensuring that both the player and the coach assess the performance. Coaches observe% analyse and rate the performance of each player in their group against the criteria and competences detailed in the rubric. 6ach player will carry out this same task to self$evaluate their own performance. "te! #$ "tudy the %riteria, %om!etences and Rating "cale 1oth players and coaches familiarise themselves with the techni+ue criteria% key competences and rating scale. "te! &$ 'bserve(Analyse the Performance Coaches observe the players for any key competences detailed in the assessment rubric under each criterion. #layers self$evaluate their performance. "te! )$ Use Rating "cale to Assess Performance Coach uses colour coded rating scale to rate the performance of the player against each key competence. #layers rate their own performance using the same colour coded system. "te! *$ Performance "ummary and Recommendations Coach fills in the performance summary and recommendations sections in the rubric for each player. "te! +$ 'ne on 'ne ,eeting The coach and player meet and compare their respective rubrics. competences and work through any inconsistencies they encounter. They discuss all key

Shot Stopping Fun amentals ! Foot"ork # $an ling

Technique Criteria >ey Competence >ey Competence >ey Competence >ey Competence

-stablishing a set !osition and effective use of footwor

Establishes a technically Effectively uses both a correct set position and shuffle step and can adjust this position crossover step to move appropriately depending around/across the on the position of the ball goalmouth

Effectively uses a full Effectively re"establishes range of movement the appropriate set (shuffle, crossover, position, in line and down running and the line of the shot, at the forward/backward correct time movement) to move around the ! yard area

Handling .catching the ball/

Effectively e#ecutes a Effectively e#ecutes a mid Effectively e#ecutes a low Effectively catches a high high save (catches the save (catches the ball ball (above the head, save (catches the ball ball above the sternum, below the sternum but below the knees or on the jumping off both feet or without the need to jump) above the knees) in shot ground) in shot stopping one foot) in activities or in shot stopping activities activities or games games stopping activities or or games games

6ach criterion is broken down into a set of key competences. 6ach player must be assessed against each key competence and be given the appropriate colour to reflect their performance, 0eveloping @ No colour% Competent @ *ed% #roficient @ 4ellow% Advanced @ 5reen

#layers Name,

Age ?evel,

0ate,

Shot Stopping ! %i&ing Sa&es

Technique Criteria >ey Competence >ey Competence >ey Competence

0iving saves in technical drills 1 low level of s!eed(!ower

Effectively e#ecutes a Effectively e#ecutes a Effectively e#ecutes a technically accurate technically accurate, non technically accurate, non collapse save to both the e#plosive low diving save e#plosive mid diving save left and right sides to both the left and right to both the left and right sides sides

0iving saves in shot sto!!ing activities 1 high level of s!eed(!ower

Effectively e#ecutes a Effectively e#ecutes a Effectively e#ecutes a technically accurate, technically accurate, technically accurate, e#plosive low diving save e#plosive mid diving e#plosive high diving (whole body momentarily save (whole body save (whole body not in contact with the momentarily not in contact momentarily not in contact ground) to both the left with the ground) to both with the ground) to both and right sides the left and right sides the left and right sides

6ach criterion is broken down into a set of key competences. 6ach player must be assessed against each key competence and be given the appropriate colour to reflect their performance, 0eveloping @ No colour% Competent @ *ed% #roficient @ 4ellow% Advanced @ 5reen

#layers Name,

Age ?evel,

0ate,

%ealing 'ith (alls )la*e into the 1+ ,ar Area

Technique Criteria >ey Competence >ey Competence >ey Competence >ey Competence

Ta ing %rosses

Effectively uses the Effectively uses the Effectively uses the Effectively uses the correct jumping techni$ue correct jumping techni$ue correct techni$ue to catch correct techni$ue to punch to deal with a cross by to deal with a cross by a crossed ball, under (one or two hand) a using both feet using both feet pressure in activities or crossed ball, under simultaneously or the simultaneously or by games where the ball is pressure in activities or dominant foot only using either the left or served with a kick (not games where the ball is right foot comfortably thrown) served with a kick (not thrown) Effectively e#ecutes a Effectively e#ecutes an Effectively makes the Effectively e#ecutes a technically correct (safe technically correct (safe effective techni$ue to correct decision to block and aggressive) right and aggressive) left sided block a close range shot or go to ground to make a sided dive at the feet of an dive at the feet of an from an attacker in a vs% vs% save, in games or attacker to prevent the situation (stays as big activities re$uiring realistic attacker to prevent the attacker from scoring decision making attacker from scoring as possible for as long as possible)

,a ing # vs2 # saves

6ach criterion is broken down into a set of key competences. 6ach player must be assessed against each key competence and be given the appropriate colour to reflect their performance, 0eveloping @ No colour% Competent @ *ed% #roficient @ 4ellow% Advanced @ 5reen

#layers Name,

Age ?evel,

0ate,

Goalkeeper as the 11th )la*er

Technique Criteria >ey Competence >ey Competence >ey Competence >ey Competence

3ield !ositioning and 4 ee!er(swee!er

Effectively adopts an Effectively adopts a field Effectively uses the right Effectively uses the left appropriate field position position that allows the foot to pass or clear the foot to pass or clear the that allows a ball played keeper to provide the ball and correctly makes ball and correctly makes behind the back & to be appropriate depth of the appropriate decision the appropriate decision dealt with safely by the support and angle of (to pass or clear) (to pass or clear) keeper (keeper/sweeper) support to their team depending on support depending on support mates to receive a back options from team mates options from team mates pass Effectively uses the Effectively uses the Effectively uses a correct Effectively uses the dominant foot to e#ecute dominant foot to e#ecute correct roll techni$ue to throwing techni$ue to goal kicks with the range either a volley or half distribute the ball with the distribute the ball with the and accuracy associated volley with the range and range and accuracy range and accuracy with the current age of the accuracy associated with associated with the associated with the goalkeeper current age of the current age of the the current age of the goalkeeper goalkeeper goalkeeper

0istribution

6ach criterion is broken down into a set of key competences. 6ach player must be assessed against each key competence and be given the appropriate colour to reflect their performance, 0eveloping @ No colour% Competent @ *ed% #roficient @ 4ellow% Advanced @ 5reen

#layers Name,

Age ?evel,

0ate,

Rating "cale The key competences detailed in the rubric breakdown the key habits of "orld Class players. They are used to highlight the players ability and to assist all parties with goal setting and self refection. !or each key competence the player and coach will use the colour coded system to assess the performance of the player. The colour coded system is designed to inform the player of their ability against each key competence to help with future development and goals setting. There are 8 rating options available for the coach and player to use, 5o %olour 6 5ovice 90isplays in less than 7AB of occasions; The player is at the very early stage of development of this competency. They show a poor level of awareness and do not demonstrate the ability to carry out this competency consistently. This is a particular weakness of their game and should be a priority for any future development or goal setting. Red 6 %om!etent 90isplays in 7A$A=B of occasions; The player shows a basic level of competency. They show a limited awareness and fail to demonstrate this competency more often than not. This is a weakness of their game and should be included in any future development or goal setting 7ellow 6 Proficient 90isplays in A2$CAB of occasions; The player shows a good level of performance for this competency. They are aware of the importance of this competency and demonstrate it more often than not. This area still re+uires attention and should be included in any future development or goal setting but other areas re+uire more attention. 8reen 6 Advanced 90isplays in CD$2==B of occasions; The player shows an e'cellent level of performance of this competency. They instinctively carry out this competency in a consistent manner. The player should continue to work on this strength along with the weaknesses already identified. The rating achieved by individual players% age groups and genders will vary between the football ages of 27$2D. Therefore% it is important to continually goal set and self reflect against the standardised scale. This will ensure the players are on track throughout maturation and sliding up the continuum towards an advanced level. The purpose of the rubric is to provide feedback to each individual player on their performance for future development and goal setting. !rom past e'perience% players and parents have made comparisons with other players on their final results which have caused confusion and disappointment. /owever% a comparison is not valid at this stage as each player will be at different maturation states and assessed on personal habits at a specific time. #layers must self$evaluate% take on board feedback and focus on the feed forward recommended by the coaches. The formative assessment made throughout the week is based on individual player performance (hould N ! need to allocate a score to players rubrics% this will be kept internal in order for the rubrics to serve their intended purpose.

How to 3ill in Performance "ummary and Recommendations (ome parentsEguardians of the NTC players may see the Fperformance summary and Frecommendations as the most important part of the information they receive. It is therefore important that these are informative% meaningful and !ersonal2 "hen completing these sections% coaches should start with something positive% followed by some constructive criticism and finish with something positive. 1elow are e'amples of how these comments could be constructed. These have been taken from the general coaching e'amples - some more detailed Fkeeper specific comments can be found on the following page Performance Gosh performed well in the proactive passing and one touch play sessions. /e supports well after passing forward and his passes allow team$mates time and space to receive. /e can also pass effectively when making short or long passes. 1jorn showed improvement with each session and applied himself to each habit well. /e impressed in the proactive passing and one touch sessions% moving forward to provide support at every opportunity. /e also re$adjusts his position constantly to offer an option to his team$ mates. *oss correctly identified that he has the ability to play one and two touch passes% particularly HwallH passes in wide areas. /is passing was generally tidy but sometimes lacked accuracy% especially off his left foot. Although his Hsmall pictureH awareness is good% his game would benefit from greater appreciation of the Hbig pictureH and attention to focusing on identifying more penetrative options. Recommendations It was pleasing to note in our one on one meeting that ?uke identified that he needs to improve his positioning in relation to the play. This can be helped by constantly taking pictures of the game by scanning left . right every 7 seconds. >ieran needs to focus on improving his vision by constantly scanning so that he is more aware of pressure from opponents. This will also help him to adjust his position so that he can create space for himself and others. 0ave needs to pay attention to achieving a much greater ratio of one and two touch passes. /e needs to improve his vision and awareness to allow him to be aware of his passing options. *eceiving with an open body shape would help this immensely.

"!ecific Technical %omments that ,ay Add 0etail to Performance and Recommendation %omments (hot (topping !undamentals - !ootwork . /andling 0isplays a level of agility that allows the comfortable e'ecution of all of the fundamental footwork% handling and diving techni+ues Consistently re$establishes the set position% following the use of footwork% at the correct time before the ball is struck Consistently moves down the line of the shot to maintain the most appropriate distance from the goal 9difficult to be lobbed% difficult to be scored on either left or right - becomes as Fbig as possible; Consistently moves down the line while maintaining an appropriate Fset body position makes it as difficult as possible to be beaten

(hot (topping - 0iving (aves Consistently e'ecutes a technically sound 9safe and effective; FhighEmidElow diving save to the leftEright. The dive involves an e'plosive push off that produces enough lateral power for the Fkeeper to leave the ground while diving and cover significant height lateral distance

0ealing "ith 1alls #layed Into the 23 4ard Area Consistently adopts a starting position as high as possible up the pitch to cover the greatest range possible away from the goal when taking crosses 9without risking a successful shot taken from long range; Consistently makes the correct decision to either attempt to punch or catch the cross depending on the likelihood of mis$handling the cross 9based on the flight of the ball and number of players challenging for the ball; Consistently demonstrates the ability to dominate other players when coming to take crosses 9through use of physical presence% aggression and communication;

5oalkeeper as the 22th player Consistently adopts a starting position as high as possible up the pitch to cover the greatest range possible when a pass is played behind the defensive back four 9without risking a successful shot taken from long range; Consistently makes the correct decision to either come for a pass played behind the defensive back four or retreat toEnear the goal line to affect a save Consistently displays the correct footwork% agility and speed re+uired to retreat into a shot stopping position if the decision is made not to come for the pass played behind the defensive back four Consistently displays the ability to effectively receive the ball from one side of the pitch and open out to switch play with the right foot 9first touch taking across the body or otherwise

Consistently makes the correct decision to either attempt to play out and build play or play long to relieve pressure. 0ecision is based on risk involved in playing out due to lack of support andEor pressure from opposition

These should be used as a guide to adding more detail - feel free to use the same types of comments to add detail to recommendations concerning other areas of techni+ue or performance.