FULL TIME

Edition 1 April 2010

Dear North West AFCA Member,

Welcome to season 2010 and the first edition of the revamped North West AFCA newsletter “Full Time”.

As you may or may not be aware that previous NWAFCA executive Andrew Johnston has accepted a full time role with AFL Queensland/Gold Coast Football Club as their NEW Gold Coast Academy Manager and has since relocated to the Gold Coast. I have recently been appointed as Andrews’s replacement and am looking forward to working with you all closely after assisting Andrew in his role over the past 5 years.

I trust that you have received and are enjoying a Rob Wileys “AFL: Coaching for the Future” DVD which was recently posted out to you. I would like to encourage all of you to take up as many of the initiatives presented to you by the NWAFCA committee throughout the year, particularly the FEATURING “NWAFCA Coaching Seminars” and “Coach of the Month/Year Awards”.

What is AFCA? In closing, I am looking forward to another successful year in the North West/Calder Region and wish all of you and your fellow coaches all the best for 2010. Coaching Kids With Flair— Regards, Len Villani From Little Things Big Community Football Development Manager Things Grow—Jimmy North West/Calder Region Bartel UPCOMING EVENTS Team Talk AFCA SEMINARS

Tackling & Evasive Skills Seminar presented by Melbourne Storm Tackling Coach The S.P.I.R Method Tony Adams (Date: TBA @ Highgate Reserve, Craigieburn)

Rucks-Backs and Mids Seminar Night presented by Richmond FC Coaching Staff AFL Flavour including , Justin Leppstich & Wayne Campbell (Date: TBA— Coburg Football Ground) Drill of the Month NWAFCA Coach of the Year Night Calder Cannons News Date: Monday 23rd August Venue: Windy Hill FG, Napier St Essendon

NWAFCA Executive Officer: Len Villani Tel: 9350 7407 Fax: 93505551 E-Mail: [email protected]

Page 1 2010 NORTH WEST AFCA COMMITTEE

Dear Coaches,

Summer training always presents problems with grounds and heat President: and last summer was no different. The beginning of footy in the Marty Allison North West Region is always exciting with all footy teams itching to commence. The first of our coaching seminars was fantastic with Executive Officer: assistant coach Paul Williams and champion player Len Villani Lindsey Gilbee demonstrating and teaching coaches across North West and Western Regions the finer points of kicking. Two more seminars are planned so keep reading these newsletters because Committee: when we receive confirmation, we will advertise here in the next edi- Frank Johnson tion. I certainly encourage all coaches to access these seminars or go Kevin Quinn to the AFL Vic website and access the Coaching resource section. We Mick Overman welcome Len Villani as our new NWAFCA Executive Officer and I en- Phil Hawkes courage all coaches to contact Len at [email protected] if you Rocky Iannello need any coaching resource. A number of accreditation coaching Eddy Cattapan courses is in progress for coaches in the North West Region with sen- Rob Beatson ior level finalised. If your accreditation has just or is about to expire then you will need to contact Len Villani very quickly. I strongly urge you to be accredited as a coach as NWAFCA supports all football leagues to ensure all coaches of all teams from all clubs are accred- ited. Sanctions against your team may be applied by your league for coaches who are not accredited. Professional development is vital if you are to be the best coach you can be and consequently optimise your player’s development.

I hope you enjoy the first North West AFCA Newsletter for the 2010 football season.

Regards & have fun while coaching,

Marty Allison Pg2 WHAT IS AFCA?

OBJECTIVES

The objectives of the organisation are as follows:

a) to organise and co-ordinate the most ex- tensive coach education program to enable all coaches to achieve a minimum Level 1 Accreditation under the guidelines of the Australian Coaching Accreditation Scheme.

b) to enable coaches to be professionally recognised by the public, media and admin- istrators.

The Australian Football Coaches The Association is administered c) to maintain a register of accredited Association (AFCA) Victorian under the umbrella of the Foot- coaches at all levels of football in Victoria. Branch was formed in December ball Victoria Development (FVD). d) to act as a reference point for coaches to 1987, with Allan Jeans as the in- FVD is the development arm of access research, resources and innovations augural president. Between 1996 Football Victoria and links with in Australian Football and coaching in gen- and 2002, David Parkin held the Victorian metropolitan leagues, eral. position of Chairman presiding the Victorian Country Football e) to formulate and disseminate relevant over a 10 member executive League (VCFL), Victorian Ama- coaching information (verbal, written and committee. In 2002, Stan Alves teur Football Association (VAFA) audio-visual) to all members of the Associa- was elected into the role as and various government agen- tion. Chairman and is currently serving cies. f) to enable coaches to establish networks this role. within their peer group.

8 GOOD REASONS FOR JOINING THE NWAFCA

1. Level One Re-accreditation eligibility: 5. Victorian Coach Of The Year Awards: Level one coaching accreditation expires after 4 years. The Victorian branch of AFCA selects outstanding indi- If you are actively coaching and have been a member viduals for his or her dedication and service to the sport of AFCA over a four year period this will automatically of Australian Rules Football in the categories of Auskick, make you eligible for Re-accreditation. Once Re- Junior, Youth and Senior levels. All winners from the accreditation you will receive a new four year accredi- Northern Reign Coach of the Year Awards are eligible for tation of level 1, 2 and 3. State coach’s awards. 2. National Coaching Update: 6. Coach Education: 3 issues each year offers articles of coaching Victorian An accredited program of coach education course is pro- and National information (meetings, special topic vided to all coaches. Level One coach education offers course, annual conferences ect). Members have the an introduction to coaching – role of the coach, planning opportunity to submit articles for publication. Adver- training sessions, organisation, skills and drills, fitness tisement provides information on equipment, books, for football etc. These courses are age group specific, videos and football programs. tailored to the need of coaches and players they are 3. Region Coaching Newsletters: coaching. As the coach continues to develop his or her 3 issues each year offer articles on coaching, skill de- coaching, Level Two and Three courses are conducted to velopment, motivation, drills, all with a local flavour. advance their coaching knowledge. Members are encouraged to submit articles drills and 7. Coach Update Program: skills for publication. A variety of seminars and workshops are provided on a 4. North West Region Coach Of The Year Awards: regional basis to continue the updating of coaches All year AFCA members are eligible to be nominated knowledge and understanding of new developments in for coach of the year awards in Auskick, Junior, Youth the rules of Australian Rules. and Senior levels for the North West Region. Coaches 8. Coaches Information And Resource Centre: are recognised at the Coach of the year dinner and Access to a coaching video and a book library is avail- successful coaches are eligible for State coach’s able to all members. Information and advice is also awards. available on current resources and equipment. Coaching Kids with Flair: How To Harness The Natural Flair In Your Young Players? Nathan Buckley

Picture it. A young player According to Buckley, coaches should also work on a has just arrived in your player’s decision-making so they know when to go for team. He’s skilful and can the big play versus when to play the percentages. ignite your team with some of the flashy things Decision making is about exposing the young player to he does. But sometimes different game-based situations at training. Knowing his flair gets in the way when to kick short or long… where to run… picking the and instead of doing the best option when under pressure… These decisions are team things; he goes for best developed through game based scenario drills. that high flying mark or tries for the goal of the Most coaches base these drills in different areas of the year when there are better ground. For example, a coach may design a stoppage team options available. drill in the defensive 50m area so his players can prac- tice how to defend and bring the ball out. What do you do? Encour- age the flair knowing that As Buckley told us, “It is important to ensure the player it can inject life into your plays to the circumstances of the game. Some players team? Or rein it in and are certainly capable of pulling this off more often than encourage more team ori- not. You may as the coach, give some players a hand in ented play at the expense of that player’s creativity? developing that flair and help them make better deci- sions, and maybe you have to reign a few others in. It’s My search for the answer to this question took me to Ade- a definite balancing act in the art of coaching.” laide for the AFL Coaches Conference where I was lucky enough to speak with Collingwood legend Nathan Buckley. # 3 – Work On Their 1%’ers I asked Buckley whether a young player’s ability to do Nathan’s unique standing in our game means he needs no something special can improve his chances of being introduction. He is a winner, 6 times drafted compared to a similar type of player who does Collingwood Best & Fairest winner, 6-time All-Australian not possess the same x-factor. and Norm Smith medallist, as well as a Magarey Medal and Jack Oatley medal winner in the SANFL. Nathan emphasized that while that x-factor certainly at- tracts attention, it’s the hard things a player does that Before taking on the job of assistant coach with Colling- matter most, particularly when being considered by an wood, Nathan had been working with a number of up-and- AFL team. coming kids at the Australian Institute of Sport in Can- berra. As Nathan explained, “A great is example of that is at Collingwood. He kicked a bag of goals in the # 1 - Encourage Flair, But Within Team Rules TAC Cup Grand Final and played exceptionally well be- I started by asking Nathan the big question most coaches fore being drafted. He does a lot of flashy things, but I face with young players: Do you promote the flair aspect hope and believe that he was selected on the hard things within kids or do you rein it in? he did around kicking the goals.”

Well according to Buckley, it should most definitely be pro- “He has great discipline, great team orientation and moted, but only within the context of your team rules and whilst he looks like he plays with a lot of flair, and he game-plan. does, he also backs that up with a lot of grunt and team actions. From that, he gained a lot of respect from the According to Buckley, “You want kids to enjoy their foot- playing group and a lot of trust from the coaches.” ball and have the opportunity to show off in some re- spects, the certain skills of the game they have got. You In this context, players should be expected to do the want to be confident in them when they go out to play, basic 1% things all coaches expect. The gut running, that you get the players to utilise those skills within the blocking, tackling, chasing, smothers, spoils, doing the game plan.” team things such as sharing the ball with a player in a better position. Team rules (or disciplines) apply to all players in your side – regardless of who they are. Your young players need to They should also be able to know and play to their role understand this and only utilize their unique skills within within the team structure. those rules. And finally, they need to work hard when they don’t # 2 – Improve The Player’s Decision-Making Abilities have the ball. Statistics indicate a good player only has Sometimes, backing yourself as a player to go for that big the ball about 4-5 minutes in a 100 minute game of mark or shoot for that improbable goal can be the right footy. So what he does when he doesn't have the ball is decision in the context of a game situation. Other times, it vitally important. can be the wrong decision. www.coachafl.com Pg4 And finally, they need to work hard when they don’t have the ball. Statistics indicate a good player only has the ball about 4-5 minutes in a 100 minute game of footy. So what he does when he doesn't have the ball is vitally important.

# 4 – Reward Performance When players don’t perform to your game plan, it usually comes down to one of two factors – a) they don’t have the abil- ity, or b) they don’t have the motivation. So far we’ve focused on improving a player’s decision making abilities and hard work to compliment their flair.

But Nathan also feels it’s important to address a player’s motivation as well, particularly when it comes to the 1%’ers.

In Nathan’s own words, “I would encourage coaches to find a way to harness a player’s flair and natural instincts. You do not want to put a lid on it as that may inhibit the player from finding that extra 10% in performance which is crucial if you want to succeed at the top level or wins games of footy. It is also vital to encourage and reward them for the harder aspects of the game. Be careful what you coach and ensure you balance it up with your own philosophies as coach and the way you want your team to play.”

Attitude is the big thing and I am sure that at the AFL level, players would just be expected to show up with the correct one.

But for players outside that arena, praising in public can be an effective way to reinforce performance. On the other op- posite end, you can also highlight examples of things that went wrong because a player didn't follow the team structure.

The Team Talk

It is thought that players can recall only up to three points from the coach’s address. At one AFL club, the players were surveyed before they ran out onto the ground to as-

sess their recall.

Some 30 per cent could recall the three points, another 30 per cent or so could recall one or two points and another 30 per cent could recall things not actually -match address. raised in the pre

Pg5 From Little Things Big Things Grow

Jimmy Bartel

I STILL remember playing footy as a kid in the pour- ing rain at eight in the morning.

A lot of those kids I ran around with, completely soaked on those cold mornings, are still my mates today.

So many people have great memories of their junior foot- ball days, and the relationships that were formed in those years. I could go on for days about the amazing and time- consuming work that our coaches and football department do that makes us into the players we are at .

But the players they get to work with when they're drafted into the club are the product of some unsung heroes of the football world - junior football coaches.

It's the coach who sets the atmosphere who can make it a positive experience.

These wonderful people volunteer their time all because they love the game so much. They don't have to do it. It was as serious as it had to be, but it didn't go too far They have families, work and many other life commit- that you lost the enjoyment for it. ments. Once you get into senior footy, it all becomes too serious, They would be tired during the week when they front up on so junior coaches just need to let kids play and enjoy the those frosty nights to put some young chargers through game. their paces in the depths of winter. Sure, I learnt to play all positions, and to kick on both I'm sure they would like to sleep in on a weekend, but in- sides of the body, but it wasn't drilled into you in army- stead they're getting up at the break of dawn to steer their style, it was always a bit of fun. budding young footballers to victory. I think parents have their role to play in all of this, too. Neil Lynch, Greg Riddle, Craig Stack, Brad Lee and John There's no point putting pressure on young kids. You've Bright are some of the names you might know around Gee- just got to let them develop, and let them want to play long, but for everyone else, these are the men I owe a the game. great deal of gratitude to for teaching me the right way to play football, as well as being respectful off the field. You don't want them resenting the game because that'll cause problems afterwards. Never underestimate the role of a junior coach in any sport as a role model to young minds. Let them have fun with their mates and know that you don't have to be the best player or a future champion. If I was very fortunate to not only have great coaches, but they've got mates around, you're much more likely to even better people to look up to. They taught me about want to keep going. playing football the right way - play the ball hard, train hard and work hard. They instill that old theory in you - the I might be talking about experiences from my club, Bell harder you work, the luckier you get. Park, but every club in Geelong could rattle off a list of names of similar people who help keep their club ticking But even with all the junior coaches I had, it was still al- over. ways about fun. I think that's really important for all kids and junior coaches to remember. Every player should never forget where they've come from because that same club you ran out for when you were a youngster has always been proud to say that you are theirs. Geelong Advertiser Pg6 6

The S.P.I.R Method

A particularly successful teaching method for assisting children to learn new skills is the S.P.I.R method.

S Show Name the Skill; Demonstrate three times; & Provide three coaching points (maximum) P Practice Have players practice immediately via an appropriate activity I Instruct Give feedback on their performance based on what they have been taught R Reward Encourage and reward effort and achievement

S for Show (demonstrate) I for Instruct (or Intervene to cor-  Name the skill. rect errors)  Show the whole skill first.  Observe each group for 15-30 seconds  Show again while making the instructional  Keep repeating key points about the skill. points  Provide further instruction.  Make no more than three coaching/ instructional points. R for Reward  Ask if there are any questions.  Praise good efforts.  Demonstrate once more, asking the children  Show pleasure. to watch for the coaching points.  Make every player feel his/her efforts are valued.

P for Practice  The learners copy what has been shown.  Practice immediately.  Practice the whole skill first.  Revise parts of the skill if problems.

Using S.P.I.R effectively

During the Show (demonstration)  Select appropriate learning information.  Each skill demonstration requires a formation which allows every individual to obtain a clear view of the key aspects of the skill.  Use simple precise instructions.

During the Practice  Let the players freely experiment without much feedback at first.  Get children practising as soon as possible so they don’t lose their mental picture or the sense of how the skill is performed.

When Instructing  Provide feedback as this lets children know how they are going.  Allow them to practice for a time before offering any feedback.  Offer specific, constructive, clear and positive feedback.

When providing Reward  Encourage freely, particularly when an individual’s progress seems slow.  Set standards according to the capability of each individual.  Understand and allow for the fact that each child will improve at a different rate.  Only compare individuals with themselves - what they could do and now what they are doing.

AFL Junior Coaching Manual Pg7 AFL FLAVOUR

AFL ASSISTANT COACHES STATISTICS 2009

Full Time, Average Age and AFL Playing background: Coached their own team: • Number of full time = 97 • 58 Assistants had coached a team in their own right • Average age = 38 years, 5 months and had • 39 Assistants had not coached their own team. coached at an average of 1.6 clubs • 74 came from an AFL playing background Changing Clubs: • 23 came from a non-AFL playing background. • 14 Assistant Coaches left their club at the end of 2008 (Average age: 41 years) AFL clubs: • 10 found roles in Coaching at another club (Average • 57 Assistants were with their 1st AFL club age: 38 years, 5 months) • 24 Assistants were with their 2nd AFL club • 1 Assistant went into football management at an- • 13 Assistants were with their 3rd AFL club other club (Age 41) • 4 Assistants were with their 4th AFL club. • 3 left the AFL system (Average age 49 years).

Years of Experience: New to AFL coaching: 1 Year = 12 Assistants 9 Years = 6 Assistants • 12 new Assistants were in place for 2009 2 Years = 19 Assistants 10 Years = 5 Assistants • The average age was 35 years and 11 months 3 Years = 16 Assistants 11 Years = 2 Assistants • 3 of these had come directly from an AFL playing 4 Years = 6 Assistants 12 Years = 2 Assistants career 5 Years = 6 Assistants 13 Years = 2 Assistants • 2 had come from an AFL background after several 6 Years = 4 Assistants 14 Years = 1 Assistant years away but haven’t coached 7 Years = 7 Assistants 15 Years = 1 Assistant • 2 had an AFL playing background and have coached 8 Years = 7 Assistants 16 Years = 1 Assistant their own team • Over 48% were in Year 1 – 3 as an Assistant • 5 did not have an AFL playing background but all Coach. had coached their own team. • Years 1 – 3 47 Assistants 48.5% • Years 1 – 8 77 Assistants 73.4% • Years 1 – 10 88 Assistants 90.7% Only 9 Assistants had been in the system for more than 10 years.

2009 AFL Assistant Coaches (left to right) Dale Amos (Geelong), Chris Maple (Western Bulldogs), David Wheadon (AFLCA), Robert Harvey (Carlton), Brendon Bolton (Hawthorn), Luke Beveridge (Collingwood)

Pg8 WHAT DO YOU COACH? Paul Donohue

How can ‘what do you coach?’ be a This is a far greater commitment than Coaches today, as they have always trick question? I once answered in any other life endeavour I can think been, are considered to be leaders ‘rugby league’ — to which the smart of outside of the home and the school! who have an enormous influence over alec’s reply was ‘surely you coach the development of their athletes’ the kids, not the sport!’ Even though The coach who focuses only on the sporting and social skills. There are this was meant as a bit of light- technical and the tactical aspects of the numerous examples of talented indi- hearted fun, the comment offered sport may pay the price of waning in- viduals and teams who have faced some food for thought. terest. These days, most coaches focus criticism and problems due to poor on training, playing skills and tactics, decisions made both inside and out- Obviously, coaching covers both the but recognise that they also have to be side of the sporting arena. Who is acquisition of skill and the personal an entertainer, social worker, big responsible for providing guidance to development of each player. Too of- brother or sister, minder and all- these athletes? There are coaches ten, the publicity about who is a knowing confidante to the players in who are recognised as having sus- ‘good’ or ‘bad’ coach centres only on the team. tained long-term success by adopting the record of recent wins and losses. a holistic approach with their athletes However, if you reflect on whom it However, more thought needs to be and working with them to instil posi- was you admired most as a coach given to supporting the coach in this tive principles and values. This has so when you were young, you will role. While many sports teams will en- often led to greater-than-expected probably focus on the person who gage strength and conditioning assis- results on the playing field and, more nurtured you the most. The person tants, physiotherapists, masseurs and importantly, also left a legacy for sport and the Australian community. who understood you, had time to psychologists to ensure their athletes listen, helped you recognise right perform on the track, court or field to While most coaches agree that it is from wrong and was quite strong their physical potential, they are now important to have ‘well-rounded’ ath- about what they would accept as also starting to address proactively appropriate behaviour. Players who character-building and life-skills issues letes, those who do not allocate suffi- respect and admire their coach will in order to assist athletes to realise cient time, or know how to approach be ready and willing to perform as their ‘life’ potential. complex social issues, end up leaving well as they can for them. it to someone else to deal with. Eve- Coaches must commit time and energy ryone in sport must acknowledge that hard issues must not be ignored. After thinking about your own posi- at training to discuss issues such as Sometimes we may not have the tive childhood experiences, it may playing within the spirit of the rules, or skills to deal with a particular crisis be worth reflecting on whether you understanding what it means to be a and an expert may need to be called are a coach of both your sport and positive role model, or why it is impor- in to assist, but everyone has a role your players. What role do you play tant to treat everyone with respect. to play in teaching and reinforcing the in ensuring good behaviour prevails Coaches must also recognise that ath- principles of fairness, respect, re- in your team? Athletes will be watch- letes want to learn how to deal with the sponsibility and safety. All coaches ing you and learning from your atti- social and sporting issues that arise have this leadership responsibility … tudes and behaviours, whether you through their sporting experiences. so make a resolution — do not add to are aware of it or not. So consider When they are able to make honour- the problem by ignoring your duty. whether you are a positive role able decisions and take responsibility Rather, be a powerful part of the so- model for your athletes. for their actions, they have come of age lution! as athletes. Coaches must be always mindful that they play a lead role in develop- ing the ‘good sport’ culture as well as in ensuring fair play and develop- Sport Ethics, Australian Sports Commission ing leadership qualities in their sport.

Pg9 Drill of the month

Defensive and infield switches

Skills: Kick (short, average, long), Handball (quick, long). Purpose: In the instance where opposition players have dropped a kick behind play, it's best to avoid kicking to this contest and instead switching sideways, creating space for players to lead into. This drill practices two switches - a long, wide switch in defense to create space, and a central switch to open up a forward's leading area.

1. (A) switches by playing-on across the goalface and kicking to (B) who is stationary on the cone

2. (B) marks and takes-off running hard before steadying and kicking to leading ©

3. After marking, (C) backpeddles and looks to kick further afield to forward (E), but sees coach (L) standing in the hole and obstructing the lead. Instead, (C) switches centrally with a low-trajectory kick to stationary (D)

Key Points: Important this kick is accurate and doesn't 'hang' - a turnover from a spoil could be criti- cal

4. (D) marks, steals a few yards, steadies and kicks to (E) who has lead from full-forward to the open- side

5. (E) marks, backpeddles then plays-on sideways before feeding a long handball to (F)

6. (F) looks ahead to see coach (L) in the way, but hearing (G) call from the opposite pocket, switches with a long kick that (G) can to run onto without breaking stride

7. (G) gathers, runs and kicks to wide-leading (H), who marks and gives a quick handball to (J) running past having made front and square position

8. (J) runs, bounces, steadies then kicks long to stationary (A), who Page 10 backpeddles after taking a defensive mark COACHES ESSENTIALS

Communication

The ability to communicate or relate to players is a Coach's greatest attribute. (Coaches are responsible to players. Players are responsible for action.)

Communication is a two way system. Message is given and only when the positive action or reply is evident, do you realise that you have communicated correctly.

Communication varies according to the situation and person.

SKILL OF THE MONTH Overhead Mark

This is the mark that fans and commentators love to see. It takes great skill and athleticism to launch yourself in the air, but a player who takes a consistent high mark can inspire teammates and bring other players into the game.

Main teaching points 1. Keep your eyes on the ball. Line up your body with the flight of the ball. 2. Jump off one foot and swing the other knee up to gain maximum height 3. Keep eyes on the ball, fingers outstretched and thumbs al- most together. 4. The ball is met slightly in front of the head with arms ex- tended—’long arms’. It should be firmly gripped in the fingers.

General Coaching Hints The ball should be pulled down quickly onto the chest when marking in front of an opponent.

Beginners  Have the beginner throw the ball in the air for himself.  Progress to the ball being thrown overhead from a short distance  Practise overhead marking in a stationary position, gradually progressing to a run-up. Advanced  Meet the ball with a running approach and jump to mark the ball  Practise against an opponent to develop the skills required to use the body to get front position. Pg11 This page is provided as a great teamwork/motivational resource to be placed on the wall in the change room at your club.

——————————————————–———Cut along the line———————————————————————

TEAMWORK

“There are plenty of teams in every sport that have great players and never win titles. Most of the time, those play- ers aren't willing to sacrifice for the greater good of the team. The funny thing is, in the end, their unwillingness to sacrifice only makes individual goals more difficult to achieve. One thing I believe to the fullest is that if you think and achieve as a team, the individual accolades will take care of themselves. Talent wins games, but teamwork and intelligence win championships.”

Michael Jordan CALDER CANNONS NEWS

The 2010 TAC Cup Season is well under way with the Cannons scoring two comprehensive wins and two narrow losses from its first four games. The Calder Cannons play its home games at Coburg Football Ground and Highgate Reserve, Craigieburn, log on to the Calder Cannons website for fixture and results each week.

Below is a flow chart of the Calder Cannons Talented Player Pathway for your benefit and under- standing. Players involved in their squads have been identified from Local; Representative and School games within the region. This is an extensive program and in no way 100% but we try to get it as perfect as possible. If coaches (and sometimes parents) think the Cannons have missed a player then we are more than happy to hear from you. This is not say that the player will be added to the squad but he will be added to our extensive data base and monitored the following season.

TAC CUP FINAL LIST

TAC CUP SUMMER TRAINING NOV (Approx 30 Training sessions and 4 Games) (MADE UP OF PREVIOUS YEARS LISTED PLAYERS; U17 DEV SQUAD; SM SQUAD AND UNDER 17 DEV SQUAD OTHER IDENTIFIED CLUB/SCHOOL PLAYERS) (12 Training Session)

UNDER 16/17 SQUAD AUGUST (5 Training sessions and 2 Games) UNDER 17 (MADE UP OF BARRY DAVIS SQUAD; SM TRIAL PRELIM SQUAD AND OTHER U16/17 PLAYERS GAME JULY IDENTIFIED FROM CLUB/SCHOOL PLAYERS) (1 Training session and 1 game)

PRELIM SIMON MADDEN SQUAD JULY (1 Training session and 1 game) UNDER 16 VIC (MADE UP OF U/16 PLAYERS IDENTIFIED FROM METRO CLUB/SCHOOL GAMES and POTENTIAL U17 )

UNDER 16 BARRY DAVIS SQUAD NOV to APRIL (5 Regional Champ Games) (MADE UP OF U15 DR SQUAD AND OTHER IDENTIFIED CLUB/SCHOOL PLAYERS)

UNDER 15 SQUAD AUGUST (Training and 2 Games) (MADE UP OF PLAYERS FROM U15 DEV SQUAD AND OTHER IDENTIFIED CLUB/SCHOOL PLAYERS)

UNDER 15 DEVELOPMENT SQUAD MARCH (Training and 2 Games) (MADE UP OF PLAYERS FROM U14 DEV DAY AND OTHER IDENTIFIED CLUB/SCHOOL PLAYERS)

UNDER 14 DEVELOPMENT DAY SEPTEMBER (1 Full day) (MADE UP OF PLAYERS IDENTIFIED FROM CLUB/SCHOOL GAMES) Pg 1313 2010 TAC CUP RESULTS

Round 10 (Metro Round) V Western Jets—Sunday 21st March – Visy Park

Calder Cannons 5.2 8.6 10.9 16.11-107

Western Jets 0.1 0.6 3.9 5.11-41

Goal Kickers: D. Meli 3, J. Schroder 2, T. Wright 2, F. Dale 2, H. Huntley 2, C. Guthrie, B. Grenfell, M. Watson, N. Robortella, A. McLeod Best Players: C. Guthrie, T. Liberatore, M. Watson, N. Robortella, M. Talia, D. Prestia

Team Targets: Prestia 10, Meli 9, McLeod 9

Round 1 V Northern Knights —Sunday 28th March – Visy Park Calder Cannons 3.1 3.5 9.10 13.11-89

Northern Knights 2.3 6.6 8.10 10.16-76

Goal Kickers: D. Meli 2, J. Schroder 2, B. Grenfell 2, A. McLeod 2, T. Liberatore, M. Watson

Best Players: T. Liberatore, J. Schroder, D. Prestia, A. McLeod, C. Guthrie, M. Talia

Team Targets: Liberatore 10, Prestia 10, Murphy 9

Round 2 V Dandenong Stingrays—Saturday 3rd April – Shepley Oval

Calder Cannons 5.5 8.6 13.10 14.13-97

Dandenong Stingrays 3.2 6.4 7.7 11.8-74

Goal Kickers: B. Grenfell 5, D. Meli 2, F. Dale 2, D. Prestia, D. Murphy, T. Wright, T. Liberatore, A. McLeod

Best Players: M. Watson, D. Prestia, A. McLeod, H. Hunter, T. Liberatore, B. Grenfell

Round 3 V Oakleigh Chargers— Sunday 11th April – Visy Park

Oakleigh Chargers 4.3 5.5 9.8 14.10-94

Calder Cannons 0.2 6.6 8.9 13.14-92

Goal Kickers: J. Schroder 3, D. Prestia 2, F. Dale 2, B. Grenfell 2, D. Murphy, D. Meli, A. Kefford, A. McLeod

Best Players: D. Prestia, C. Guthrie, M. Wallis, A. McLeod, M. Watson, H. Hunter

Team Targets: Watson 14, Wallis 11, Hunter 11

Round 4 V Sandringham Dragons— Saturday 24th April – Box Hill City Oval

Calder Cannons 1.1 5.4 7.6 11.11-77

Sandringham Dragons 3.3 6.4 8.6 9.9-63

Goal Kickers: D. Murphy 2, F. Dale 2, B. Grenfell 2, D. Meli, O. Uysal, T. Wright, M. Watson, H. Huntley

Best Players: C. Guthrie, A. McLeod, J. Schroder, O. Uysal, N. Daniher, M. Talia

Team Targets: McLeod 14, Guthrie 10, Schroder 8 Pg 1413