In 2019, I wrote an article about my ‘Levelled Progression’ model. 

This model is a framework for both goalkeepers and coaches to use
during development as a way of signposting progression/regression. The
framework is in no way to be used as a rigid system of attainable
levels but more of a set of guidelines for the goalkeeper to assess
each of the skills that they possess to ensure that they are being
performed at the best of the goalkeeper’s ability.

This system allows the goalkeeper or coach to assess a skill and
assign it to a level. Once the skill has been honestly assigned, then
the ‘Progressional Pathway’ can be created to ensure that the skill is
developed or maintained. Please note that the inclusion of an age
range is not to be applied rigidly but gives the ‘keeper/coach a rough
estimation to follow about when to progress their goalkeeper as well
as using it as a starting point for initial assessment.

In the previous article, written over two editions, I briefly
explained each of the Seven Levels of Progression. For the next seven
weeks I will be dedicating my articles to fully explain each of the
seven levels in full to give both coaches and goalkeepers alike an in
depth insight to how exactly this model works.

Level 1 – Learn the Skill & Perform the Skill Very Well [AGE: 6-10yrs]
At this level the goalkeeper gets their introduction to the skill they
are trying to learn. This will be their ‘first touch’ of the skill and
from here, they will want to progress it from a ‘Textbook Skill’ that
they complete in the form of the skill’s basic components into a
‘Performance Skill’ whereby they will have developed new variations of
performing the skill (mastery).

It is human nature to be competitive, so it will be important for the
goalkeeper, and the coach especially, to ensure they fully understand
that ‘life happens’, meaning things will not always go as planned.
Learning to accept failure is important BUT, learning the value of
perseverance is so much more important, especially in regard to
learning new skills.

Both the goalkeeper and the coach need to be patient and understand
that learning new skills does take many agonising and pain staking
hours of repetition until the mind and body of the goalkeeper begin to
work in unison and the skill is learned. From here the skill can be
progressed into the Performance skill.

To learn any skill, there are five different stages that the
goalkeeper must complete before it is learned:

1) ABSORB THE WHOLE SKILL (TEXTBOOK SKILL)
At this stage the goalkeeper learns the complete skill as a whole
without it being broken down into smaller parts. The ‘keeper and coach
repeat the whole skill over and over again to allow the body’s ‘muscle
memory’ system to begin to get a FEEL for the skill. The human body
has a fantastic proprioception system that gives the brain feedback to
where exactly we are in space. This system allows us to develop
balance, agility, manoeuvrability and adaptability. It will be
essential for the goalkeeper when learning such skills like catching,
diving, kicking, SET position as well as the basic play elements of
running jumping, throwing, crawling, falling, weight transfer, balance
and counterbalance.

2) COLLAPSE THE SKILL
By collapsing the skill, we segregate it into its various smaller
components. Collapsing the skill therefore allows the goalkeeper to
focus on the different micro-skills housed within the whole skill.
Again, by breaking the whole skill down into smaller parts, the
goalkeeper improves each of these micro-skills individually while also
improving the whole skill as well. It also allows the goalkeeper to
work on imperfections of any skill they have learned already. They may
have an issue with a certain part of their technique and focusing on
this one micro-skill allows them to improve the global skill as a whole.

3) MASTERY OF THE MOVEMENT
Once the skill has been collapsed and learned in full, allow the
goalkeeper to develop the skill by themselves. If they are kids just
let them play especially if you think they are completing the skill
incorrectly. Children will intuitively begin to experiment with new
skills they have learned to and this is the process of turning a
‘textbook’ skill into a ‘performance’ skill e.g. -learning to kick the
ball is a textbook skill but learning to kick the ball on the turn is
a performance skill. As the coach, allow the goalkeeper time to
experiment with their abilities and encourage them to do so. Watch
what they are trying to do and see if you can assist them in achieving
their goal.

4) PERFORM THE PROCESS (PERFORMANCE SKILL)
Whatever variations or ‘Performance Skills’ your goalkeeper has
evolved from their textbook skills, encourage their use but always be
vigilant for imperfections and look for ways that you the coach/
goalkeeper can improve these newly formed skills further. By again
collapsing these newly formed performance skills down into their
various components, it will allow the goalkeeper to focus on the micro-
skills and progress the skill as a whole. Create/provide situations
for the goalkeeper to use these performance skills so that they can
develop them in the correct game related setting.

5) LEARN TO ‘FEEL’ THE SKILL
Teach (coach or learn (‘keeper) how to ‘FEEL’ what the skill feels
like whenever it has been performed optimally. Whenever you perform
the skill very well it is a necessity that you (coach and goalkeeper)
supply praise to reinforce that the skill has been performed
optimally. Teach/Learn how to feel on both sides and remember that all
skills should be taught ambidextrously meaning that left and right
should be of equal/similar ability. Starting this from a younger age
will ensure a more fluid, natural movement in adulthood.

The most important element of this stage is COMMUNICATION. Mainly, the
communication of feedback. Remember to be the ‘Guide on the Side’ and
not the ‘Sage on the Stage’ because you will find that the goalkeeper
will progress much quicker if they feel they are both in control and
incorporated into their development as opposed to being instructed how
to do things.

When giving feedback I use the ‘Three Feels’ method. (How do you feel
that went? Why do you feel it went like that? What do you feel we
should do now?) Ask the goalkeeper those three questions and each time
allow them time to think and answer. Do not supply your feedback until
the ‘keeper has answered all three questions. Offer your feedback and
then formulate a combined plan about how to move forward together. But
first you must ‘Learn the Skill, Perform the Skill.’

        Want more advice for goalkeepers? Contact Patrick now.
        Email: pmgoalkeeping@hotmail.com
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