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Football Development at Sandbach United FC


Should you wish to coach, manage, play or referee with Sandbach United please contact Dan Allman, Football Development and Site Manager on 07971-526793.

Sandbach United have teams for boys and girls, starting at 5 and covering all ages through to the Vets team. New players are always welcome. Please browse the age groups to contact the Manager directly for any specific team information.

School-Club Link

The FA School–Club Link Programme is football’s commitment to the delivery of the Physical Education and School Sport Club Links (PESSCL) strategy document, which sets out to ensure that all children, whatever their circumstances or abilities, should be able to participate in and enjoy physical education and sport. 

Through the delivery of The FA National Framework, the project sets out:

  • to increase the number of young people playing in an FA accredited Charter Standard or Ability Counts Club.
  • to develop sustainable relationships between schools and local clubs to provide a clear pathway to enable young people the chance to continue their football participation.

The project is entering its third year, with full representation across the country and all County FA’s delivering this core element of their football development programme. Many projects have included the delivery of curriculum and after-school 3 Lions FC coaching courses by FA Charter Standard clubs in their local primary and secondary schools, culminating in a festival for the School Sports Partnership.

Funding is available, via the County FA, to support the running of these coaching courses and festivals, to provide bursaries for coaching courses and club development as well as supporting liaison work for schools wishing to become FA Charter Standard. Coaching Packs and Festivals. Packs are available to provide promotional material to market and support delivery, as highlighted below. Equipment Packs are also available, including Futsal and Soccability, to be utilised by schools and clubs in the school-club link programme.

Dealing with Accidents & Illness

The over-riding procedure for dealing with accidents and illness, whether major or minor would a ‘SALTAPS’, this process is defined below.

S – Did you see it happen?

A – Ask what happened?

L – Look & assess the extent of the injury

T – Touch the area affected, look to if it is giving off heat as this could identify the injured area, for example a muscle strain.

A – Active, ask the injured party if they can move the injured part

P – Passive, ask they to try some gentle stretching or manipulation of the injured area.

S – Strength, ask them if they can carry on, can they put their weight on the injury.

Examples scenarios for putting this process in to action can be seen below

  An adult player suffers a minor injury, in this example a cut to the leg.

  1. Remove player from field of play to assess the injury applying the ‘SALTAPS’ process.
  2. Clean the wound, stop the bleeding and apply dressing.
  3. Complete incident report form.

  An adult player suffers a major injury, in this example a broken leg.

  1. Remain calm.
  2. Stop game to assess the injury applying the ‘SALTAPS’ process, however the extent of the injury would be identified at the either the S, A or L stage of the process. This would negate the need proceed any further.
  3. Call for the emergency services, applying the L.I.O.N.E.L system. Provide the location (identifying any access problems), the type of injury, is any other services required, the number of casualties, the extent of the injury and then repeat the location.
  4. Keep the injured player warm and as comfortable as possible until the emergency services arrive to take control of the situation. Keeping watch for any signs of shock, dizziness or vomiting. If the player is lying on their back and begins to feel sick it maybe advisable to move them into the recovery position, on the basis that nobody ever died of a broken leg but if they are sick lying on their back the danger of hypoxia is high.
  5. Advise the other players to return to the dressing rooms until emergency services have dealt with the removal of the player from the field.
  6. Either assign a colleague or accompany the player to hospital and inform immediate family of situation.
  7. Complete incident report form and feedback to the appropriate person at the club your feedback on the procedure to see if there is anything that could be improved in case of similar incidents occurring in the future.
  8. Make call later in day or evening to enquire about the player and his condition.

  A child player becomes ill, in this example vomiting.

1.    Stop the game to remove player from field of play and apply ‘SALTAPS’. It will in this instance not be necessary to do anymore than to ask them how they are feeling and keep them comfortable and warm. With any kind of vomiting the danger is hypoxia; as such there is a need to be mindful of any dizziness or nausea. If the is the case get child into the recovery position and call the emergency services.

2.    Call parents, if they are not at the game to inform they of situation. If there are no signs of dizziness or nausea, ask them if they would collect the player. If there is a need to call the emergency services, let them know once the emergency services have arrived and reassure them that the situation is under control.

3.    Assign another parent or ask the opposition coach to keep the other team members supervised if there is a need to stop the game.

4.    Complete an incident report.

5.    Make a follow up call later in the day / evening to enquire as to the players condition.


Following Emergency Procedures



Scenario – Missing Child


  Remain calm and stop the game or training session to ensure the safety of the other players.

  Conduct a headcount using the team-sheet or register of names to identify exactly who is missing.

  Ask the other children / spectators if they have seen the child, if so when and where.

  Check the immediate vicinity and the obvious areas, e.g. the changing rooms.

  If you are unable to find, call the emergency services. Parents should be called as a last resort to avoid causing unnecessary panic.

  If alone, keep the rest of the group together with you at all times.

  Complete incident report form and feedback to the appropriate person at the club your feedback on the procedure to see if there is anything that could be improved in case of similar incidents occurring in the future.


Roles, skills, qualities and ethical values of the coach


·         Roles of the Football Coach



   Fitness Trainer









   1st Aider






   Social Worker



Bold = Top 5



  • Skills and qualities of a good coach

The beliefs, expectations and personal qualities will have influence on the style and method of coaching employed, however a commonality of knowledge and skills can be identified that underline and underpin quality and effective coaching. These include:


   Teaching players how and when to use skills and techniques in football matches.

   Asking appropriate questions, using demonstrations, providing clear explanations, active listening and observing what players do.

   Improve performance through a progression of guided practices.

   Actively leading and motivating players before, during and after training sessions & matches.

   Promote fair play and maintain the spirit as well as the laws of the game.

   The planning and preparation of sessions designed to meet the needs of the players under their supervision and ensure all the health safety aspects in doing so.

   Motivate through being enthusiastic, encouraging and by setting SMART targets.

   Delivering and controlling each coaching session to ensure safe practice.

   Analysing and evaluating performances (both players and own) and guiding the appropriate progression and any remedial correction.

   The organizational and administrative skills to ensure that all arrangements, paperwork and specific requirements are delivered accurately and on time.

   Respecting the needs of individuals and treating all players fairly.

   Developing their players’ independence by encouraging and not being afraid to let players contribute to a shared responsibility for their learning.

   Developing individuals as people as well as footballers.

   Adapt coaching style to meet individual needs of players.

   Being able to develop a mutual trust, respect and commitment.

   Positive recognition of achievement and progression, however small.

   The ability to communicate effectively & clearly with players, officials, parents, coaches and any other people or organisation that has an interest in any of the players under your supervision.

   Adhere to the FA, FACA and Sports Coach UK Codes of Practice.

   Alongside these skills, personal qualities of enthusiasm, patience (with all players, particularly with children), open-mindedness, fairness, knowledge of the game, reliable, persuasive, responsive to changing needs, desire for on-going learning, confident, be able to empathise, non discriminatory and have a pride in personal appearance.



  • Rules defining conduct and behaviour

Running alongside the Laws of the Game, the Football Association Code of Conduct is designed to set the standards of acceptable behaviour of ALL those involved in the game at every level. Amongst it’s expectations and aspirations are;


  •    Being a vital part of the community.
  •    Opposed to discrimination of any kind and promotes measures to prevent it from being expressed in whatever form.
  •    Committed to fairness in dealings with all involved in the game.
  •    Rejects violence of any nature by anyone in the game.
  •    Demands the highest standards in financial and administrative behaviour.
  •    Recognises the sense of ownership shared by all participants in the game at any level including supporters.
  •    Uphold any relationship between all involved in the game based on mutual trust and respect.

 Whilst this Code of Conduct covers all participants involved in football at all levels it is a broad charter and each relevant participant has a duty of care to abide by its expectations and spirit. To this end specific codes have been written to reflect the standards outlined by the FA Code of Conduct, for coaches, players, match and team officials.


Coaches are expected to abide by in addition the FA Code of Conduct, the FACA (the FA Coaches Association) Code of Conduct that is designed to provide guidelines for coaches to promote fairness and equality in football and the Code of Conduct for Sports Coaches (Sports Coach UK).



Key Factors from Values Statement

  •   Ensure participants have positive experiences
  •   Demonstrate honesty, integrity and competence
  •   Understand and act on your responsibilities
  •   Protect the concept that participation is also for fun & enjoyment as well as    achievement.
  •   Promote a professional image


Influences on Coaching Style & Behaviour

  • Avoid discrimination of any kind
  • Encourage decision making in players
  • Provide lots of encouragement & positive feedback
  • Always be seen to be fair
  • Make sure that sessions and progressions are appropriate for age and experience of participants.
  • Always have a session plan, be prepared to adapt it if it isn’t working as expected and evaluate honestly after every session for continuous improvement.
  • Adhere to all health & safety regulations to maintain a secure and safe environment in which players can enjoy their sessions
  • Encourage involvement regardless of ability
  • Focus on personal development rather than solely competition.
  • Be punctual and look the part. Always have clean kit, as first impressions are important. 

Examples of Fair Play 


  •   Handshake prior to kick off between opposing teams, officials and coaching staff.
  •   Handshakes at the end of the game between participants.
  •   Accepting the decision of referee without complaint.
  •   Being supportive of other members of the team.
  •   Maintaining a positive attitude.
  •   Kicking ball out of play to allow treatment to injured player.


Examples of fair play in games


  • Paulo Di Canio (West Ham v Everton) – catching ball in penalty area when it was easy to put ball in the net to allow treatment to injured Everton keeper.
  • Gary Johnson (Manager of Yeovil) – instructed his players to allow opposition to score in a cup game when his team had scored directly from a ball that was put out of play for the treatment of player.


Examples of unfair play in games


  • Roy Keane (Manchester United v Manchester City) – horrific and deliberate knee high challenge on Alfie Haaland, resulting a red card.
  • Keith Curle and Mark Wright (managers of Chester City & Peterborough United) – refusing to shake hands after both games between the two teams, season 2005/06.
  • Paulo Di Canio – (Lazio v Roma) – celebrating a goal with a Nazi salute to Lazio fans.


Out of School Hours Learning

In 2005 the FA and Walkers will invest further into an Out of Hours Learning programme to underpin The FA School Club Link programme and support School Sport Partnerships to use football to encourage more young people that are not yet participating to get involved in sport and hopefully be encouraged to move into the School Club Link programme.

The overall target is for 5,000 schools to benefit from the programme that will run until July 2006.

What will the Schools receive?

  • Each school will receive an equipment package consisting of 10 footballs, a set of markers,
    a pump, a set of bibs and a ball bag for £100 will be available to each school to support them
    to buy in coaches to assist in the delivery of the programme.
  • Each School will receive an FA OSHL football manual including OSHL football curriculum’s
    developed by practising teachers and an OSHL LEA officer.

How will the FA support coaches working on the programme?

  • The FA has developed and is due to pilot an OSHL training course for coaches.
  • The FA will nationally coordinate and run a minimum of 50 training courses to train 1,000 coaches per annum to support the programme.
  • Each school will receive The FA OSHL football manual.
  • The FA will support Partnerships to identify coaches and assist in making links to FitC schemes.

Monitoring and Evaluation

  • The Institute of Youth Sport will be used to undertake monitoring and evaluation of the programme.

Out of School Hours Learning

What is Out-of-School Hours Learning (OSHL)?

OSHL is a learning activity outside normal lessons which young people take part in voluntarily.
Its purpose is to improve young people’s motivation, build their self-esteem and help them
to become more effective learners.

When should it take place?

OSHL can include any activity, which aims to raise achievement, as long as it takes place before or after school, during the lunch hour, at weekends or during the holidays. However, to achieve its full potential OSHL should be linked to the curriculum provision and part of a planned whole school development and improvement.

What are the benefits of OSHL?


Increase health and fitness
Increase self esteem/recognition
Work with teachers in a different environment
Develop communication skills
Learn at own speed and learn new skills
Integrating mainstream and SEN pupils

Teachers and school:

Extend learning experiences and raise standards of achievement
Enhanced relationships and motivation
Improve attendance
Help children from disadvantaged backgrounds
Learn to teach without formal assessments
Targeted support for specific pupils
Strengthening links between school and local community

Parents and Community:

Get more involved in the school
Develop better working relationship with teachers

The planning process:

Who are the target group?
What is the aim of the programme?
What activities will meet the learning objectives?
How do we make it happen and ensure that it is sustainable?
When will the activity start?

Learning objectives

When setting learning objectives we should ensure that they:

  • address the specific needs of the target group
  • focus on what we want the young people to achieve through the football activity
  • are specific and measurable

Example of a Learning objective:

Example Learning Objective: Develop a positive attitude towards the football session
Example Target: Improved attitude towards football in the session
Method of monitoring and evaluating: coach observation

Who should we be targeting?

  • Children with low physical literacy skills 
  • Young people who are economically disadvantaged 
  • Those who are rurally disadvantaged 
  • Young people with behaviour problems 
  • Those who are disaffected from school 
  • Young people with special needs 
  • Young people from disadvantaged ethnic group 
  • Those at risk of exclusion from school 
  • Underachievers 
  • Young disabled people 
  • Young people with low self-esteem and confidence 
  • Young people with poor communication or social skills 
  • Young people who do not normally participate in PE



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