Player Assessment Portfolio

Name:

Age Level:

Assessment Summary
Performance Summary:

Recommendations:

NZ Coach Administrator:

Date:

NZ Coach Signature:

Player Signature:

The Assessment Rubric

A rubric is an assessment tool used to measure players ability. It is a rating guide that see s to evaluate a performance based on the sum of a full range of criteria. A rubric is a !or ing guide for players and coaches !hich is handed out before the N"# begins in order to get players to thin about the criteria on !hich their performance !ill be $udged. "he competences contained !ithin the rubric can also be used by coaches in their session planning as detail to be covered. "he Ne! %ealand &ootball N"# rubric is designed to brea do!n the ey habits that ma e up a 'orld #lass football player. It is a formative type of assessment because it becomes an ongoing part of the teaching and learning process over the course of the N"# programme and for future development. Players themselves are involved in the assessment process through both self(assessment and revie! of the rubric. "his involvement empo!ers the players and as a result) their learning becomes more focused and self(directed. Why Use Le els o! Per!ormance * #lear e+pectations are very useful for the players and the coaches if the criteria are identified and communicated prior to completion of the N"#. Players no! !hat is e+pected of them and coaches no! !hat to loo for in the performance. Similarly) players better understand the e+pectations if levels of performance are identified) especially if descriptors for each level are included. ,ore consistent and ob$ective assessment) in addition to better communication from coaches on clear e+pectations and levels of performance. "his allo!s the coach to distinguish bet!een novice) competent) proficient and advanced performance) !hen evaluating the player. Identifying specific levels of players performance allo!s the coach to provide more detailed feedbac . "he coach and the players can more clearly recognise areas that need improvement and promote further learning.

The Ad antages * * * * * * * * * Rubrics improve performance by clearly sho!ing the players ho! their !or !ill be evaluated and !hat is e+pected Rubrics help players become better $udges of the -uality of their o!n !or Rubrics allo! assessment to be more ob$ective and consistent Rubrics force the coaches to clarify the criteria in specific terms Rubrics reduce the amount of time coaches spend evaluating players !or Rubrics promote player a!areness about the criteria to use in assessing peer performance Rubrics provide useful feedbac to the coach regarding the effectiveness of their coaching Rubrics provide players !ith more informative feedbac about their strengths and areas in need of improvement Rubrics are easy to use and e+plain

"o# to Use the Assessment Rubric

"he rubric is a rating scale used to assess a players performance against a set of criteria and competences related to four habits: * * * * .ision and A!areness Receiving and "urning /fficiency Proactive Passing and 0ne "ouch Play Proactive 1efending

If re-uired for player revie! purposes) there !ill be a score attached to each rating. /ach habit !ould then be out of 23 4.ision and A!areness !ould be out of 567 for a total score of 89. "he rubric is comprised of three components: techni$ue criteria% &ey com'etences and rating scale. &or each habit) the coach !ill observe the performance loo ing for the ey competences detailed in the rubric matri+. "he competences spell out !hat is e+pected of the players for each habit. "hey inform the players !hat the performance loo s li e and the areas that they !ill be assessed on. Similarly) the competences and rating scale help the coach more precisely and consistently distinguish bet!een players performance. Any competences that are rated lo! !ill become part of the goal setting criteria. The Assessment Process "he assessment process is completed in t!o parts ensuring that both the player and the coach assess the performance. #oaches observe) analyse and rate the performance of each player in their group against the criteria and competences detailed in the rubric. /ach player !ill carry out this same tas to self(evaluate their o!n performance. Ste' (: Study the Criteria% Com'etences and Rating Scale :oth players and coaches familiarise themselves !ith the techni-ue criteria) ey competences and rating scale. Ste' ): *bser e+Analyse the Per!ormance #oaches observe the players for any ey competences detailed in the assessment rubric under each criterion. Players self(evaluate their performance. Ste' ,: Use Rating Scale to Assess Per!ormance #oach uses colour coded rating scale to rate the performance of the player against each ey competence. Players rate their o!n performance using the same colour coded system. Ste' -: Per!ormance Summary and Recommendations #oach fills in the performance summary and recommendations sections in the rubric for each player. Ste' .: *ne on *ne /eeting "he coach and player meet and compare their respective rubrics. competences and !or through any inconsistencies they encounter. "hey discuss all ey

Proactive Passing and One Touch Play

Technique Criteria ;ey #ompetence ;ey #ompetence ;ey #ompetence ;ey #ompetence

/ffective team play Thin&ing more than one ste' ahead

Passes effectively to allow Uses minimum touches to Executes opportunities to team-mates to receive play as quickly as perform successful one facing forward or maintain possible (affords teamtouch combinations possession mates more time and (wall pass! third man runs! space) round corner etc )

"aintains high pass completion ratio

Positivity and creativity Attac&ing and 'ositi e mindset

Uses a variety of creative Passes ahead! through #aries passing length to $ees and attempts to play passing techniques to reduce predictability in the most penetrative and between players exploit opposition passing option at the (can thread balls between possession (mixes game (outside of foot! passing up) earliest opportunity and behind units of on move! reverse pass! players) flicks! no-look passing! scoops! round the corner etc )

/ach criterion is bro en do!n into a set of ey competences. /ach player must be assessed against each ey competence and be given the appropriate colour to reflect their performance: 1eveloping < No colour) #ompetent < Red) Proficient < =ello!) Advanced < >reen

Players Name:

Age Level:

1ate:

Vision and Awareness

Technique Criteria ;ey #ompetence ;ey #ompetence ;ey #ompetence

:ody shape and loo ing Seeing more o! the game more o!ten 0"o# and #hen to loo&1

%dopts an open body &ooks over shoulder &ooks consistently when shape when receiving the before receiving team in possession ball ('ow much time and (constantly aware of (can see as much pitch as space do ( have) *here changing picture) possible and the ball) is pressure coming from))

Plays in relation to observations Where to loo& and #hat to loo& !or

(s aware when to play forward quickly and when to keep possession

(s able to scan and +onstantly ad,usts body assess with the ball at shape and position in their feet order to receive in time (plays with head up on or and space (constantly after first touch) ad,usts in relation to the play)

/ach criterion is bro en do!n into a set of ey competences. /ach player must be assessed against each ey competence and be given the appropriate colour to reflect their performance: 1eveloping < No colour) #ompetent < Red) Proficient < =ello!) Advanced < >reen

Players Name:

Age Level:

1ate:

Receiving and Turning Efficiency

Technique Criteria ;ey #ompetence ;ey #ompetence ;ey #ompetence ;ey #ompetence

Receiving /o ement and &ee'ing 'ossession

-akes first touch into "oves effectively to space when receiving receive in time and space (positive touch! away from defender)

.eals effectively with aerial balls to turn or secure possession

"aintains possession of ball when receiving

"urning Un'redictable and 'ositi e

-urns with speed and fluency into space or away from opponent

(s able to use both feet to Uses minimum touches to Uses a variety of effective turns turn effectively both ways perform most efficient turn at right time (/ touch! 0 touch or multiple touch turn)

/ach criterion is bro en do!n into a set of ey competences. /ach player must be assessed against each ey competence and be given the appropriate colour to reflect their performance: 1eveloping < No colour) #ompetent < Red) Proficient < =ello!) Advanced < >reen

Players Name:

Age Level:

1ate:

Proactive Defending
Technique Criteria ;ey #ompetence ;ey #ompetence ;ey #ompetence ;ey #ompetence

#hallenging .efends effectively in 0 v Uses body effectively to +loses down at pace and +hooses correct time to Positi e and 0 situations to come away get ahead of! or applies appropriate level go to ground or stay on aggressi e de!ending with ball or force outmuscle opponent to of pressure to force feet to challenge for ball backwards come away with ball (cut mistakes or come away off line! gets shoulder and with the ball arm in front etc ) (speed and distance)

Anticipation and attitude Regain and counter

1ecognises and takes "aximises opportunities .isplays willing attitude to *orks as part of unit to opportunities to intercept to initiate counter attacks not be beaten or concede keep play in front or or spoil and regain ball goal regain ball after regain (penetrate (defends off front foot) (shape! double teams! pass! touch etc ) press etc )

/ach criterion is bro en do!n into a set of ey competences. /ach player must be assessed against each ey competence and be given the appropriate colour to reflect their performance: 1eveloping < No colour) #ompetent < Red) Proficient < =ello!) Advanced < >reen

Players Name:

Age Level:

1ate:

Rating Scale "he ey competences detailed in the rubric brea do!n the ey habits of 'orld #lass players. "hey are used to highlight the players ability and to assist all parties !ith goal setting and self refection. &or each ey competence the player and coach !ill use the colour coded system to assess the performance of the player. "he colour coded system is designed to inform the player of their ability against each ey competence to help !ith future development and goals setting. "here are 3 rating options available for the coach and player to use: No Colour 2 No ice 41isplays in less than 2?@ of occasions7 "he player is at the very early stage of development of this competency. "hey sho! a poor level of a!areness and do not demonstrate the ability to carry out this competency consistently. "his is a particular !ea ness of their game and should be a priority for any future development or goal setting. Red 2 Com'etent 41isplays in 2?(?9@ of occasions7 "he player sho!s a basic level of competency. "hey sho! a limited a!areness and fail to demonstrate this competency more often than not. "his is a !ea ness of their game and should be included in any future development or goal setting 3ello# 2 Pro!icient 41isplays in ?5(A?@ of occasions7 "he player sho!s a good level of performance for this competency. "hey are a!are of the importance of this competency and demonstrate it more often than not. "his area still re-uires attention and should be included in any future development or goal setting but other areas re-uire more attention. 4reen 2 Ad anced 41isplays in AB(599@ of occasions7 "he player sho!s an e+cellent level of performance of this competency. "hey instinctively carry out this competency in a consistent manner. "he player should continue to !or on this strength along !ith the !ea nesses already identified. "he rating achieved by individual players) age groups and genders !ill vary bet!een the football ages of 52(5B. "herefore) it is important to continually goal set and self reflect against the standardised scale. "his !ill ensure the players are on trac throughout maturation and sliding up the continuum to!ards an advanced level. "he purpose of the rubric is to provide feedbac to each individual player on their performance for future development and goal setting. &rom past e+perience) players and parents have made comparisons !ith other players on their final results !hich have caused confusion and disappointment. Co!ever) a comparison is not valid at this stage as each player !ill be at different maturation states and assessed on personal habits at a specific time. Players must self(evaluate) ta e on board feedbac and focus on the feed for!ard recommended by the coaches. "he formative assessment made throughout the !ee is based on individual player performance Should N%& need to allocate a score to players rubrics) this !ill be ept internal in order for the rubrics to serve their intended purpose.

"o# to 5ill in Per!ormance Summary and Recommendations Some parentsDguardians of the N"# players may see the Eperformance summary and Erecommendations as the most important part of the information they receive. It is therefore important that these are in!ormati e) meaning!ul and 'ersonal6 'hen completing these sections) coaches should start !ith something positive) follo!ed by some constructive criticism and finish !ith something positive. :elo! are e+amples of ho! these comments could be constructed. Per!ormance Fosh performed !ell in the proactive passing and one touch play sessions. Ce supports !ell after passing for!ard and his passes allo! team(mates time and space to receive. Ce can also pass effectively !hen ma ing short or long passes. :$orn sho!ed improvement !ith each session and applied himself to each habit !ell. Ce impressed in the proactive passing and one touch sessions) moving for!ard to provide support at every opportunity. Ce also re(ad$usts his position constantly to offer an option to his team( mates. Ross correctly identified that he has the ability to play one and t!o touch passes) particularly G!allG passes in !ide areas. Cis passing !as generally tidy but sometimes lac ed accuracy) especially off his left foot. Although his Gsmall pictureG a!areness is good) his game !ould benefit from greater appreciation of the Gbig pictureG and attention to focusing on identifying more penetrative options. Recommendations It !as pleasing to note in our one on one meeting that Lu e identified that he needs to improve his positioning in relation to the play. "his can be helped by constantly ta ing pictures of the game by scanning left H right every 2 seconds. ;ieran needs to focus on improving his vision by constantly scanning so that he is more a!are of pressure from opponents. "his !ill also help him to ad$ust his position so that he can create space for himself and others. 1ave needs to pay attention to achieving a much greater ratio of one and t!o touch passes. Ce needs to improve his vision and a!areness to allo! him to be a!are of his passing options. Receiving !ith an open body shape !ould help this immensely.