Page 1

Issue 63, April 2013

article from Serbia

Dejan Antonić:

“Ideas cannot survive if we do not fight for them every day”


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No.63 April 2013

April 2013


5 Letter from the Editor 6 Cover Story: Dejan Antonić –Coach of FC Arema



(Indonesia) and former Hong Kong National Team Coach:


“Ideas cannot survive if we do not fight for them every day” 16 Article from ????? Philosophy of a Coaching Curriculum; Conceptualising approach in line with the Game practice for Goalkeepers 26 Training Sessions Coaching Sessions

article from Serbia

from around the world Possession

34 Article from Brazil Paulo Roberto Falcão The Player, the Television Pundit and the Football Coach

Dejan Antonić –Coach of FC Arema (Indonesia) and former Hong Kong National Team

40 ????? Dan Minutillo Attaining Game-offensive and Game-defensive Balance

“Ideas cannot survive if we do not fight for them every day,”

46 Article from Holland Eddie Pasveer, Goalkeeper Coach Heracles Almelo

The Goalkeeper is like an extra player 54 Brazilian Soccer Corner 58 Next Issue



THE EDITOR Dear SoccerCoachingInternational Community, Now we are suddenly looking at many

tive for goalkeepers to join in and be in-

football season coming to their climax,

clusive of the outfield activity, and this

with only the last few games to play

continuing rich tradition has proven its

to decide who will be Champions, who

worth in producing goalkeepers to play

will be relegated, who will claim a UEFA

at the top level.

Champions’ League (UCL) or Europa League place.

The goalkeeping theme is continued within our Philosophy of a Coaching


The cover story features Aleksandar

Curriculum series with Ben Bartlett, as

Janković of Red Star Belgrade inter-

we continue to model and start practice

viewed by Dusan Petrovic, in which we

from small-sided games but also intro-

seeing growing potential prominence of

duce some coaching methodology and

the team from the Serbian capital.

apply to goalkeeping coaching practice.

Goalkeeping and the coaching of keep-

There is Brazilian nostalgia as we talk

ers features strongly in this issue, Eddie

to Falcao, World Cup star of 1982 and

Pasveer Goalkeeper coach presents his

1986. Following a dazzling playing ca-

philosophy and approaches at Heracles

reer and some coaching that has been

Almelo. This article presents the impera-

inter-dispersed with media commentary

No.63 April 2013

Issue 63, April 2013 SoccerCoachingInternational is an e-magazine for soccer coaches all over the world from the publisher of TrainersMagazine, the Dutch magazine for soccer coaches. The magazine publishes 10 Issues per year.

and punditary, it is clear that the Brazilian still feels he lots to offer to the game, and with the World Cup Finals in Brazil next year (2014), let us see if there is a clue where he might turn up next. The regular Brazilian Corner offers an update of events through the Universidade do Futebol, with proposals of Coach rating indexes, changes in Ethics policy and news of Neymar. We trust that you enjoy reading Issue 63 of SoccerCoachingInternational.


Chief Editor Paul van Veen Beatrixlaan 21, 2811 LZ REEUWIJK THE NETHERLANDS Publisher Sportfacilities & Media BV Visiting address: Steynlaan 19 B-D ZEIST THE NETHERLANDS Postal address: P.O. Box 952, 3700 AZ ZEIST THE NETHERLANDS Phone: +31 (0)30 697 7710 Fax: +31 (0)30 697 7720 Project Manager Floris Schmitz

Managing Editor Michael Francis Pollin Translations Maaike Denkers, Hanne Meijers and Michael Francis Pollin Editor and Copy Editor Michael Francis Pollin Graphic Design Anton Gouverneur Tania Dimitrova Lina Fituri Encho Dimitrov Editorial Staff Rogier Cuypers, Maaike Denkers, Tom van den Heiligenberg, Jeroen de Laat, Hanne Meijers, Dusan Petrovic, Michael Francis Pollin, Lars van Soest, Paul van Veen Copyright All rights reserved. Contents may not be reprinted or otherwise reproduced without written permission of the publisher. ISSN 1571 - 8794

Michael Francis Pollin (Chief Editor)


By Dušan Petrović Edited by Michael Francis Pollin

article from Serbia Dejan Antonić –Coach of FC Arema (Indonesia) and former Hong Kong National Team Coach

”Ideas cannot survive if we do not fight for them every day,” cites Dejan Antonić 6

No.63 April 2013

Dejan Antonić had much success as a player. He was in the Yugoslavia National Youth Team that were World Champions in Chile (1987) playing with the likes of Zvonimir Boban, Predrag Mijatović, Davor Šuker and Zvonimir Boban. The with FC Red Star Belgrade he won The European (Champions) Cup in 1991 and also the FIFA World Club Cup in that same year. He has put his experience and coaching/managing philosophy to good use in Asian football, with an excellent record of results with Hong Kong club sides Kitchee, Pegasus and Tuen Mun, as well as being positively influential with the Hong Kong National Team. Following that, as Head coach of FC Arema Indonesia he was voted Coach of the Year in 2011-12 in the same season as winning the title in Indonesia Premier League. Coaching philosophies and vision “I am very practical and pragmatic, as with attention and putting it to practical use, I analyse the performance data of players with the coaching staff on a regular (time-tabled) basis. In addition to player analysis, we all, as coaches, are encouraged to be reflective upon performance to improve that aspect; to make it the best it can be. This enduring sense of dedication and perseverance is the foundation for building that winning mentality, to dominate the game according to game systems and strategies, to instill discipline within the group that maintains that focus on performance and winning. There is a great presence of respect and reciprocity of relationships within the squad and club, and for me, every day I give to them the benefits of my experience and knowledge.”

“Ideas cannot survive if we do not fight for them everyday” Thomas Mann

“My main vision for my football and is strongly based on team play. We practice different tactics during the course of a week (as preparation to the game), working to connect the whole team organization (of individuals and units). As well as being inclusive to physical training aspects, skill and technique; there is an individual consideration to player improvement along with challenges for the team to achieve.”

My Favourite Game System “In today’s modern game that is ever-changing, fast and fluid; it is important to be considerate of different systems of play to cater for different eventualities. These variations can have their strengths and weaknesses, and therefore, for the coach it is very important to implement the best system for his team, in which the players will know and recognise their role and responsibility within that system and within that game. There is an imperative to be flexible in approaching a 7

game, and also to be adaptable if changes are necessitated within that match (as thing change). As a playing philosophy, I would recommend basing the fundamental systems upon close variations so players gain a better understanding of their roles, what is expected of them and are more amenable to implemented changes. I base mine around my years of coaching experience, working with 4-3-3 or 4-1-4-1.” “Football is (for me) a sport which is so very different form another sports, and there are so many aspects (good and bad) which can contribute to the improvement of performance and results. All aspects are important in modern football, but the team who possesses the following attributes has the advantage: 8

No.63 April 2013

• Passing game – will be conditioned to play comfortably under pressure (in big tournaments and in the strongest leagues in the world) maintain a focus (to win) with resilience and patience. • Pressing game (in compact/organised formations) – as the characteristic of the big clubs (Manchester United, Barcelona, Bayern Munich) and national teams (Spain, Italy, Argentina); to press to win ball and/or force play and opponents to make mistakes. • Preparation of the strategy and tactical plan (analyse the opposing team, identifying their strengths and weaknesses) to implement a playing system that is understood by all and that can be played with purpose.

• Saturday: - Game. • Sunday: - Pitch. Duration: 60-80 minutes - Morning: Recovery training for those who require it (who played in game and those recuperating) Game intensity for those that did not play the game. • Monday: - Pitch. Duration: 80-90 minutes - Afternoon (option 1): Training with the aerobic power and work with the various technical exercises. Training is conducted in low and medium intensity (not exceeding 75% HR max.). - Day Off (option 2) • Tuesday: - Morning: Gym. Duration: 80 minutes. 10-12 stations on circuits, duration: 20-30 seconds. - Afternoon: Pitch. Duration:

90 minutes. Working time for the exercise: 2-3 minutes (active rest) Repeat exercise: 4-6 times Training (high intensity), but in short bursts and in small spaces. Focus is on speed and power • Wednesday: - Morning: Pitch. Duration: 80-90 minutes Work cycles of exercise: 3-5 minutes. Repeat exercise: 6 times Training (high intensity), with the objective to maintain functional abilities at a high level, with running and/or games. This is very important training in micro-cycle - Afternoon: Pitch. Duration: 90 minutes. Working time for the exercise: 8-10 minutes. Repeat exercise: 4-6 times. * First option: Focus of the training is high intensity and working in a bigger area with more players. Try to maintain the rhythm of the training to keep at a high tempo. the high in-

tensity * Second option: Play friendly games. • Thursday: - Afternoon: Pitch. Duration: 90 minutes. Working time for the exercise: 6 minutes Repeat exercise: 4-6 times This is low intensity training based on active recovery from Wednesday’s training. This session, I focus upon tactics and technique (working either with all the players or separately with defensive & attacking units) The focus also switches to preparing the tactics for the Saturday game • Friday: - Afternoon: Pitch. Duration: 60-80 minutes. Working time for the exercise: 5-10 seconds. Repeat exercise: 3-5 times The day before the game, the training intensity is medium, focussing on psychological preparation and any specific aspect that might feature in the game.

Training preparation (weekly cycles)

Plan of load in competitive micro-cycle (from Saturday to Saturday)


System Selection “Determining and selecting the system for the game is very important and has to be appropriate to deal with the opposition and deliver the right result. There, as already mentioned, needs to be a consideration and flexibility to adapt in approach to a game, and also to change that within the game (subject to opposition’s tactics, injuries or what is working etc.). It is for the players to be able to understand and implement their roles and responsibilities within that system of play, as part of the playing vision and philosophy.”

Roles and Responsibilities Depending on the game, the players will get specific roles and responsibilities that will help them and the team during the game. Through the dif10

No.63 April 2013

ferent positions of the team (defensive line, midfield line and attacking line) there will be different instructions that will vary within the systems, formations and strategies;. • Defensive line: needs to be always compact and organised. Maintain discipline and focussed to deal with opposition’s threats. • Midfield line: keep the team active by passing the ball and controlling the pace of play. Maintain communication, offer support in attack and pressing quickly in transition (loss of possession) • Attacking line: focus positively on scoring goals. Press high as first line of defence, keep disciplined with patience working together with co-striker and linking with other units.

Coaching staff and their input during the game Every member of the coaching staff (assistant coach, fitness coach, goalkeeper coach, doctor) are as equally important as the head coach during the training sessions and also the games. All the coaching staff have specific tasks during the game that will assist the head coach, before during and after the game. This assists in analysing performance and well-being. Some examples include: • Focus on passing game; percentage of successful pass rate or decision-making • Fulfilment of specific roles and responsibilities; pressing high, showing inside, running at fullbacks etc. • Identifying opponents strengths and

nesses • Shots at goal (on/off target) • Physical performance/fitness or psychological

The psychological aspect of the preparation of the game Psychological preparation is very complex and the systematic process is very important in today’s football. We need to work with the players on the psychological aspect, to ensure they are focussed, positive, emotionally stable and confident. Also for the team, preparation in the psychological sense (as well as the technical and tactical) is imperative for team spirit, building strong relationship within the personalities and characters that form the focussed and purposeful vision with positive impact on play to win. 11

DEJAN ANTONIC Biography CAREER AS A COACH Kitchee FC - Hong Kong (as a head coach) Hong Kong League Cup 2005-2006, Winners Senior Shield Cup 2005-2006, Winners Hong Kong League Cup 2006-2007, Winners Asian Football Championship 2008, qualified Hong Kong “Coach of the Year 2005-2006 Hong Kong League 2006-2007, runners-up Senior Shield Cup 2007-2008, runners-up Kitchee FC friendly results: - AC Milan FC (Kitchee won 2-1) - Newcastle United FC (2-2) Kitchee won in penalty shot 7-6 - Shanghai Shenhua FC (Kitchee was the winner of Canon Cup)


PLAYING CAREER Red Star Belgrade - Yugoslavia European Cup Winners (1991) FIFA World Club Cup (1991) Yugoslavia U-24 National Team (48 caps, 20 goals) World Youth Cup Championship (Chile, 1987) Winners Beveren FC - Belgium Obilic FC - Yugoslavia Napredak Krusevac - Yugoslavia Persebaya Surabaya - Indonesia Instant Dict FC - Hong Kong Sun Hei FC - Hong Kong


No.63 April 2013

Appointed as a coach of Hong Kong League XI for the Lunar New Year Cup 2007 (Carlsberg Cup) Appointed to be Hong Kong National Team head coach 2007-2009 * won the 1st place of Guangdong Cup 2008 * won against India 2-1 * won against Macau 9-1 TSW Pegasus FC – Hong Kong 2009-2010 (as a head coach) Tuen Mun FC Hong Kong 2010-2011 (as a head coach) Arema Indonesia FC 2011-2012 Defeated Kitchee FC in the knockout stage of AFC Cup 2012, and went through to the quarter final The Best Coach of Indonesian Premier League 20112012 The Coach of The Month” (May 2012) by the AFC

Objective: Learning to time runs and passes A

D 1


Number of players: 10 6

Area: 15 meters x 15 meters Time: 15 minutes

5 2




Equipment: 4 cones, 1 ball

3 C






- Player A passes ball to player B, who shows for ball. Player B plays ball back to player A and makes run around cone. Player A passes ball to player C. Player C plays ball to player B. Player B passes ball to player D. Player C makes run around the cone and shows for ball from player D. Finish with diagonal pass to A - Concentrate on accurate passing - Communicate - Make quick runs to ball and around the cones (fast footwork) - Make grid smaller/bigger - Play one touch or two touch - Play with two balls in the same time


small sided games



Objective: Improving transition offense to defence and vice versa. Number of players: 14 Area: 3 zones, 20 meters x 15 meters Time: 20 minutes



Equipment: 8 cones, 2 goals, supply of balls


- 3 v 2 in attacking zone. Three attackers try to score on goal.

- When goal is scored, goalkeeper restarts game by throwing ball to previous defenders. They play 2 v 2 and try to bring ball upfield to next zone where another 2 v 2 is created. Eventually the same 3 v 2 is created on opposite side of field.

No.63 April 2013


1 2

2 3











- Player 1 and 2 play wall-pass, pass to player 3 - Player 3 dribbles to 18 yard line and takes shot on goal


Objective: Improving passing and shooting from dribble

Instructions: Let players switch position

Number of players: 8 - 12 - Pass into player C run/path - Dribble with speed - Shoot from dribble

Area: Full field Time: 15 – 20 minutes

- Introduce defenders

Equipment: 2 goals, supply of balls


By Michael Francis Pollin and Ben Bartlett Photography by Alex Prior (SCFA)

Philosophy of a Coaching Curriculum:


‘conceptualising approach in line with the Game practice for Goalkeepers ’ Part 3 Considerate of the relative theory for a Philosophy of a Coaching Curriculum and Syllabus (Parts 1 & 2) in SoccerCoachingInternational (Issues 6162); essentially we have proposed utilising the context of a Small-sided game as the practical hub for coaching sessions. This instantly puts the objectives, but more importantly the players into game-related context, accommodating players to explore, develop and demonstrate understanding and ability in game-real situations. This is the evaluative tool to enable the coach to individualise the learning and development perspective for individual players, and for the team to deconstruct the tasks (possibly as skills and techniques), and then to objectively and constructively develop and thus strengthen that game aspect. Essentially, this represents a ‘whole-part-whole’ approach to practice. Within the ‘whole,’ the objectives are embedded within a game or very strongly game-related practice to involve all players wherever possible. The ‘part’ aspect is the identified de-compartmentalised/fragmented 16

No.63 April 2013

objectives as the skill, technique and tactic that relates to the ‘whole;’ this can be the tailored and individualised component to facilitate a player’s strength or weakness, or an aspect that needs implicit detail/repetition to lend itself to the inclusion within the ‘whole.’ The ‘part’ aspect accommodates success in practising related skills and techniques, where the pressure of decision-making may be reduced, opposition removed to hone physical dynamic movement experience within more time and space, then building and varying from that point, incremental progression can be introduced to further individualise learning but towards the common team goal set within the ‘whole.’ The ‘part’ aspects could be representative of (three) possible variations, depending upon the theme and what needs developing (refer to Parts 1 & 2; Distributing through the Midfield). Then ultimately moving back into the ‘whole’ game or game-related practice, conditions could be implemented (numbers of touches, remain in zones or number of passes for just a few examples) to enhance learning, as could challenges

such as, can you play a pass between two opposing players (offensive) or can you press as early as possible to effect the opposition’s first touch (defensive). This type of approach is in line with such methodology as Teaching Games for Understanding (TGfU) (Bunker & Thorpe, 1986; Butler & Griffin, 2003) and the evolved notions of Tactical Games Approach (TGA) (Mitchell, Oslin & Griffin, 1995) and Game Sense (Light, 2005). Traditionally, the coaching method for so many coaches (across many disciplines) is to work in a linear fashion; with a defined start and finish. This

would exhibit incremental learning steps (linking session-to-session), building from a technique practice (defined as unopposed), into a skill practice (with some opposition/pressure), then into a game-related practice (often with a directional objective), where there is opportunity for players to gain a sense of how much they have learnt and developed (technique and skill) and how much that has improved game play. This approach suggests that once technique and skills have been mastered, that players should be in a position to transfer those aspects into ‘a game situation’ (Rink, 1996). 17

Within this Part (3) we will present the theme of goalkeeping, with the principles of such considerate approaches that include TGfU and evolved methodology alike. As an approach to teaching/learning games that present a problem and/or challenge as the vehicle for developmental transition (motor and cognitive), situated technique and skill development is inclusive. This ensures that through considerate and accommodating design of the game along with the use of conditions/rules, that technique and skill practice will be a natural by-product of in-context game practice. Although, as Bunker and Thorpe (1996) suggest, this approach to practice does not assume tactical and strategic awareness in games must come after the development of complex skills. There are benefits to this type of practice method approach: • Motivation often remains high as players practice the game in context 18

No.63 April 2013

• Players (naturally) practice skills in the actual context that they occur within the game of football, which alleviates concerns (for some) of how the ‘practised aspects of some technical/skill practices/drills transfer or fit in to the real game (square peg –round hole?) • Potentially, this can break down the established inhibitions of previous experience, and for re-cognition through complex learning theory to develop greater decision-making and problem-solving than transfer to any a given situation Now, the suggestion here is that TGfU is another approach to coaching that coaches may wish to utilise, it isn’t suggested as The Way to approach coaching. However, coaches can sometimes feel pressure from the players to play games and find it difficult to align any focus of learning to the game. Further, goalkeepers are too often regarded as a specialised position and often individual but within a team game. Then, too often in practice, they are disregarded or at least afforded a dispropor-

tionate amount of time and only included for the benefit of the rest of the team. Time and practice can be spent on (very) individual (GK) movement and technique development, that whilst this aids some development can limit the opportunities for real decision-making and problem-solving. Here the purported methodology and practice are fully inclusive to goalkeepers with realistic aspects and objectives for other team members. The games have conditions/rules that encourage GK’s to practise each of the four elements – (i) Dealing with back passes to include switching play, (ii) One on One scenarios, (iii) Crosses, and, (iv) Shot stopping; whilst providing a wealth of objective benefits for the whole team.

The games incorporated here provide an opportunity for coaches to establish games with their players that provide opportunities for ‘play’, in line with the Development Model of Sports Participation (DMSP), in which Cote (2003), suggests is a key part of a young persons sporting experience, whilst the subtle design of the games encourages players to work at solving particular problems and rehearse particular skills but actually in the context of the game of football. There is also opportunity for self-directed practice as another way to provide opportunities for players to take responsibility for themselves and their learning. From the coaching spectrum first exemplified by Mosston & Ashworth (1986) and often evident in TGfU and other teaching/coaching models, the following points can be used as the coaching style framework for the practice sessions.


Then it is how (and when) the coach chooses to intervene, but consider the following examples which link directly to coaching style methodology that relate to the goalkeeper receiving game;


‘I want you to use the GK to switch play.’ Question & Answer:

‘If you are playing back to the GK, how can you help them to be able to play quickly?’ Observation & Feedback:

‘Watch Sam. See how she moves outside the line of the post to receive the ball, before switching to Andy.’ Guided Discovery:

‘Show me the different ways you can play out from the back.’ (e.g. to the Full Backs, the Centre Backs, the holding Midfielder, further forward or dribbling the ball out from the box) 20

No.63 April 2013

Trial & Error:

‘Try to recognise when to use the GK to keep possession.’ There are four game-related practices herein, with all exhibiting variant conditions and rules that can link into a larger scale session, or deconstructed to

smaller practices (technique/skill); whichever way the principles and objectives remain. As the coach, it is important to remember and maintain that players may not succeed immediately, and that some failure, frustration and struggling may ensue before the processes of trial-and-error, having-ago and problem-solving yield valued achievement. This was known to Vygotsky (1978) as the Zone of Proximal Development (ZPD), where from a standing of a certain level of learned understanding and

ability, an unknown period or zone of (discomforted) learning development/transition needs to be overcome to realise objective progress. Be mindful that the practice may need to be varied to meet the differing needs of players, and that a challenge will maintain the tempo of the session. Also it is to be aware that success breeds confidence, so maintain a balance of, a) success and difficulty, and, b) a range of ways of measuring success (not only with actual goals).


Game 1 - Goalkeepers Receiving to Feet EXERCISES

Game 1

1. Outfield players can Only enter end areas when their team is inpossession 2. Try to use GK to set up attacks

Game 2

1. As per game 1 2. Offside applies in end area 3. If you score a goal having played through your GK (3 goals)

Game 3

1. As per game 2 2. Team out of possession can send someone into the end area to pressure the GK on receiving a back pass 3. GK – Spot when to play out & when to dribble past the opponent

Game 2 - Goalkeepers Advancing and Dealing with 1 v 1 Game 1

1. 6 vs. 3 + 2 GK’s in boxes (10 x 10) 2. Outfield players – Score by running balls through the box 3. GK’s try to save the ball or force player out of side of box – 1 goal

Game 2

1. As per game 1 2. GK can score 3 goals if they can leave their box to intercept a pass or take from a players feet (with their hands)

Game 3

1. As per game 2 2. If GK leaves box, they can only gain ball with their feet 3. If whites regain the ball, try to keep it and use GK’s to do so (5 passes = 1 goal)


No.62 March 2013

Game 1

1. Outfield players try to score from crosses 2. GK’s try to intercept and start attacks 3. Players restricted to channels

Game 2

1. As per game 1 2. Full backs try to join the attack to create 2 v 1 (and likely) different types of crosses


Game 3 - Goalkeepers Coming for Crosses

Game 3

1. Players can move freely 2. Goal from a cross equals 3 goals 3. GK securing a cross = 1goal 4. GK securing a cross and starting an attack = 2 goals

Game 4 - Goalkeepers Saving Shots Game 1

1. 3 v 3 in one end, 2 v 2 in other – which is larger (more space may lead to different types of shot) 2. Use ‘S’ to set up attacks

Game 2

1. As per game 1 2. S can join in to support team in possession, which may lead to more set backs and longer shots

Game 3

1. As per game 2 2. Attackers try to shoot within 5 seconds of entering attacking area (may lead to more quick fire shots) 3. GK can serve straight into attacking area if appropriate


Ben Bartlett Biography Coaching career

• The FA Professional Clubs’ Coach Educator (2012 – Present Day) • Regional Coach Development Manager – East – The Football Association (2011 – Present) • Regional Coach Development Manager (5-11) South East - The Football Association (2007 – 2010) • Chelsea Football Club: Coach Education Manager/ Women’s & Girls Operations General Manager (2006 – 2007) • County Football Development Manager - Berks & Bucks County Football Association (2005 – 2006) • Colchester United Football Club: Assistant Chief Executive/Football Development Manager (2000 – 2005) • Football Project Co-ordinator - National Association for the Care and Resettlement of Offenders (NACRO) (1999 – 2000) • Colchester United FC: Assistant Football in the Community Officer (1997 –1999) • • • •

FA Advanced Coaching Licence (UEFA ‘A’) FA Youth Award Module 1, 2 & 3 FA Coach Educator Level 1, 2, 3 (UEFA B) FA Youth Award Tutor – Module 1, 2 & 3

Playing career

Witham Town FC (Ryman League) (1997 – 2005)


No.63 April 2013

Interviewer Biography Michael Francis Pollin

has worked, studied and researched in a number of fields of education, which of course includes football coaching. Whilst collaborating with a number of Grassroots clubs and Academies, he has carried out extensive research with The (English) Football Association (The FA) on Coaching Behaviours, and how these may be affected through participation in coach education. Michael has developed the notion and paradigm of Independent Learning from academic research of Early Years and Primary education in Italy and England, and has conceptualised and applied the ideas to Football coaching and Coach education. Michael has applied and research the ideas across many age groups that includes adults, and is now more specifically researching the pedagogical principles of Independent learning as it relates to coach education and coaching behaviours; to create more ‘pedagogically skilled coaches.’ Within Independent Learning and his further advanced and developed proposals in Football Coaching and Coaching Education; it is essentially and fundamentally conceptualizing and contextualizing ‘best (considerate and accommodating) practice’ that is pedagogically underpinned to realise an ideology and emerging paradigm that capacitates creativity, imagination and experimentation in football learning and development. To all coaches, managers and players with a passion for learning and developing in football coaching; if you would like to contact Michael with any feedback, thoughts, ideas or proposals, you can contact at;

This online application, is called and was developed for soccer coaches. This application will allow coaches to easily draw their own diagrams, exercises and training sessions, archive them and most importantly save and print them. The best part of this application is probably the price. All SoccerCoachingInternational

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subscribers receive FREE access for as long as they remain subscribers. This includes all future updates and new features! Not a SoccerCoachingInternational subscriber: no problem! You can still gain access to the editor. Non-subscribers pay â‚Ź29,99 / year. Go to our website to watch our demo or click on Start editor to access this new application!

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By Michael Francis Pollin

training sessions

Possession 26

No.63 April 2013

The mention of possession or playing possession football, initially only conjures up images of the likes of Barcelona and Spain, with players such as Messi, Iniesta, Xavi and Fábregas. Undoubtedly, they do exhibit exemplary ‘possession football,’ or is that ‘football in possession?’ For possession can occur anywhere on the pitch and takes many different forms, but then it is not how much possession your team might register, but what type of possession, and also what they do with possession that possibly counts most.


Over the previous four issues of SoccerCoachingInternational, we have focussed upon defending phases within the game; aspects that principally involve the skill, technique and tactics of what you do when your team in out of possession. Conversely, now we turn our attention to possession phases of play; the skill, technique and tactics your team performs (for both players with and without the ball) as the team in possession.

Consider that, in the UEFA Champions’ League (UCL) 2008/09, Barcelona won the title with (an average of) 63% possession per game and between 600-700 passes, then in 2009/10 Inter Milan won the title with 45% possession (and only 32% in the final) and a shade over 400 passes, 2010/11 saw Barcelona lift the trophy again with 68% possession and 791 passes, but then in 2011/12 Chelsea were crowned Champions with an average 47% possession. Therefore, it is not to say that dominating possession will always win games, but more necessarily what you do



when your team has possession. This is inclusive to the team’s strategy and game plan, and also dealing with the opposition. It may be considerate of the strengths and abilities of players to implement your playing (and coaching) philosophy, but all will experience possession of some kind at some time. Interestingly, a lower rate possession game may involve using some of the principles from the defending phases, possibly allowing the opposition to play or have the ball in certain areas and then implementing a strategy with a turnover or on winning possession. Within the aforementioned UCL examples, Barҫa will ‘press-to-play’ (defending all over the pitch to win ball) or play-out from the back. Then with possession, will play through the thirds (of the pitch) with shorter passes, using space, support and movement – then breaking lines with one-twos, third-man-runs, or

passes supported by runs and possibly followed by a shot at goal or a pull-back/box-side cross. Conversely, lower possession may often allow the opposition to play or have the ball in certain areas of the pitch (possibly with a counter-attack strategy), then when in possession of the ball, the team will use longer passes; over-the-top to be chased or knocked-on, raking long cross-field passes or long into feet – to be held-up. Then all of these require movement (often long runs) of players in support. Both exhibit your team in possession, and, whether a high or low percentage of possession, it is ultimately how the team uses the possession that will tell. Of course, there may also be occasions when the shorter passing (Barҫa) example may not yield such a high percentage of possession, and conversely also for the longer passing game. Despite depicting these as prime examples, it is to remember that possession is not completely passing orientated, but equally can be more than indicative of a player (or players) just holding on to the ball, retaining it to manipulate, manoeuvre whilst anticipating the next action. In this series of coaching sessions we will present Possession in its contrasting forms, but whether in a higher percentage of possession and passing or lower, there are common principles that arise. With (in possession of the ball) recognising when and where to pass, when and where to move with the ball, and then the movement and support in, around and away from the ball, that accompanies it. This should considerate and accommodating to the skill and technique of passing and receiving to control.


No.63 April 2013

4 against 4, play on ball possession after a goal Phase: Combination Play Objective: Improve combination play


Players: 8



- Game exercise 4 against 4 on a field of 25 x 40 meters - When you score 1-0, you will have to play ball possession for 1 minute and in this phase you may not score - If the opponent does not score, they will receive a bonus and may try to score from their own goalline. When they score the score will be 2-0 and the other team will have ball possession again - If the score as well they will likewise get one minute to retain ball possession


Possession game 4 against 4 with colour bound neutrals



Phase: Learning phase Objective: Improving possession play and passing


16 players, size: 25 by 25 meters 4 against 4 Players may use the neutral players of their colour for wall passes Neutral players are allowed to touch the ball twice Neutral player may not pass to another neutral player



- Neutral player only has 1 touch



Players: 16

- Coach on: wall pass, through pass, give and go combination or receiving the ball

No.63 April 2013

Position game 6 against 6 plus 4 neutral players Phase: Learning phase Objective: Improve combination play




Players: 16



- Position game 6 against 6 with 4 neutral players - Area: 25 x 25 meters


Free game, neutral players direct 2 touches, neutral players direct 2 touches, neutral players direct only to the third man 2 touches mandatory third man, neutral players direct play and mandatory third man

- This exercise is a continuation on passing and shooting


Small sided games 4 against 4 with 2 neutral players



Phase: Game phase Objective: Improve combinations



Players: 12


- 4 against 4 on two goals with goalies - Two neutral players on the flank - The neutral players may only touch the ball 1x

- The neutral players may only touch the ball 1x in the beginning - Later on they may also give high passes

No.63 April 2013

8 versus 8 (Liverpool FC) Phase: Learning phase Objective: To improve combination play



Players: 16



Small sided game 8v8 Field size: 25m (w) x 30m (l)

- Keeping the play wide - Building up from the back


article from brazil

Paulo Roberto Falc達o:

the Player, the Television Pundit and the Football Coach


No.63 April 2013

Bruno Camarao and William Yoshida, Soccer University Translation by Thales Peterson Edited by Michael Francis Pollin

A star on the field and an icon of a generation that was marked by his exhibition of playing “football art,” Paulo Roberto Falcão, now looks to make history off the pitch as a Coach. At 59, the former hub of the Brazilian World Cup teams of 1982 and 1986, has traded a comfortable career of almost 20 years as a commentator for TV Globo to take on the challenge of returning to coach the beautiful game, the game he helped to make such a spectacle. He has previously coached the national team in the early 1990s, and now attitude and intent to prove he has the capacity to succeed as manager is mainly due to his beliefs and philosophies for coaching football. “Learning and development in football playing and also in coaching can be achieved through informal as well as formal sources. I had many experiences in and around the game from all around the world. I used to look to learn as much as I could as a player, and then also as a coach. Then travelling when working for television I established good relationships and would always speak with coaches and pundits, to learn as much as I could; it is so important to learn, and to know that learning does not stop,” Falcao pointed out in an exclusive interview with Soccer University. The dynamic between professional sports press in Brazil has given Falcao an insight and sense of how the media influences understanding and opinion of the general public and the directors and owners of the clubs, which can have a massive impact on performance and results. However, Falcao does not disregard the perspective of the owners and directors who work within football. For him, the executives


(position holders) should have more sense about who they hire for the role of coach, so that there is more accordance in the working relationship and the methods employed; for more success on the pitch. “Obviously, that type of working re36

No.63 April 2013

lation would still have to be trialed and tested, with appropriate changes if required. If avoidable, this should be done without interference from the media, especially if things are not going quite that well,� he said.

when he played in Italy. He remembers those days fondly, and interlaces his own experiences seamlessly with talk of the youth academies in Brazil, Jose Mourinho, and why Lionel Messi is so good-with and without the ball. Falcao, who has also coached the Internacional, America in Mexico, but is currently without a club, believes the time to show results in Brazilian football have never been better. “The president or director of the club, should have a sense of who they would be employing as the manager. They need to understand them and form good working relations, as well as having a similar vision and mission for the team and the club. The manager needs to fit in with the club, the players and all others, say Falcao. “ If it does not work out, then it is the way of the world in football, that change will happen. There, as with all news these days, the impact of general media and social media is very evident. This speeds that process up, so you could go from; not doing well, to rumours, to being sacked, or from speculation to a transfer – and it all become yesterday’s news very quickly.”

Falcao was, and is still regarded the “eternal” number 5 for Internacional, with whom he won the Brazilian National Championship as a player in 1975, 1976 and 1979, and then he was adorned the famous nickname “King of Rome,” given

Falcao revealed that he would like to take on a team from the very start, to include all the preseason preparation, ready for the whole season from the first game. He says that, “it is very difficult to get a squad/team in January or February, and develop a work plan for the entire season. Ideally, you take time to assemble and shape your team, acclimatizing to your ideals and your way of playing,” believes Falcao. 37

Brazilian Youth Academies Falcao himself, learned and developed at the Internacional youth academy and he believes that it is necessary to have great professionals (ex-players) as role-models working with the youth teams to best aid and influence their development, and to also prepare them for the potential of playing at the top professional level. “There are players might be eligible to play for the first team but don’t actually know how to head the ball properly, don’t know how to shoot, can’t pass the ball, and although deficient technically, they might psychologically be there. Conversely, there might be a player who is skillfully brilliant, with every trick in his repertoire and all the attributes of tactical awareness, but psychologically he might not be able to cope (for some reason) with making that step. A shame in both instances, which is why you need to develop the ‘whole’ player and the person, and therefore we must implement a level of pastoral attention to compliment the comprehensive tactical culture in the youth academy; something not evident at every club these days. To ensure you cover the basics of skills, techniques, positional practices and tactical aspects should all be part of the learning plan. The coach who works with the youth has to be, above all, an educator, it is a very important phase for young people, and it is more than just playing alone, especially considering that not all will become professional players,” says Falcao. “A huge improvement in Brazil has been the goalkeeper training. For many years we have had good competent players in that position, now with that influence Brazil is developing and producing many prominent professional keepers to play at the top level.” 38

No.63 April 2013

Game Intelligence “I believe that, compared to my time, the current player has to have more tactical awareness. There is nowadays the need for a greater understanding [of the whole game] because the important

thing is that he understands what you [the coach] wants. There needs to be that understanding and communication to potentialise and optimize player learning and development. There is now greater emphasis upon that aspect, and as well

as the level of pastoral care afforded to the young players to help them prepare them for life, we are now accommodating them to develop anticipatory skills in order to deal with forever changing tactical demands, says Falcao. 39

By Dan Minutillo Edited by Michael Francis Pollin


Attaining Game-offensive and Game-defensive Balance

Dan Minutillo has 23 consecutive years of football coaching experience, across the age groups and both male and female. He holds the National diploma from the NSCAA among other California State licenses, and he is the author of the best seller, ‘Formation Based Soccer Training.’ He has written and published articles about ‘Third man runs,’ ‘Plyo-metrics,’ ‘Speed of play,’ ‘Player motivation,’ ‘Differences in coaching Club soccer versus high school soccer’ inter alia. He is presently the head coach of the Men’s Varsity team at Leland High School in San Jose, CA. 40

No.63 April 2013

Coaches of great soccer teams like Barcelona, Real Madrid and Arsenal struggle to find and maintain game-offence and game-defence balance on match day. This can be measured by a number of analysed statistical comparatives, such as goals for compared to goals against of transitional losses and gains of possession based on decision-making as just two examples). Arsène Wenger, long-time coach of Arsenal, said as late as April 2013, over 30 games into the English Premier League (EPL) season that Arsenal had only now just found the proper balance between offence and defence during League games; too many goals against, not enough goals for. Statistics may have been up on attack, high in the attacking third of the pitch, but down in the middle third of the pitch when defending on a transition (loss of possession).

Game-offensive and game-defensive balance is a tactical manoeuvre, no matter what formation is used, to ensure that a team plays high enough up the pitch with enough numbers offensively to provide scoring opportunities, but with players in a position behind the ball to ensure that an opportunity to score is not presented to the opponents from a loss of possession resulting from poor decision making contributing to ineffective offensive and defensive balance. Using Arsenal as the example, television commentators and pundits had a field day in the early part of Arsenal’s 2012-2013 season, claiming that the team had a very leaky defence. They mentioned how their defence was not solid enough to make it into the top four in the EPL in order to qualify for Champions League.

Offensive balance means that a team has not over committed players higher up pitch when going forward on attack, losing the ball and having to recover from defending out of balance or outnumbered. Defensive balance means that a team has maintained (or quickly regained) shape and organisation and has committed enough players or the right players behind the ball as the team is attacking to slow transition in the event the ball being lost. Defensive balance promotes the free movement of the attacking players during an attack, but offensive balance does not necessarily influence defensive balance. This will make more sense as the theme of this article is developed. What is game-offensive and game-defensive balance, and how is it attained by a team?


ing third of the pitch and not enough players, or, the wrong players supporting the attack were inadequately positioned (in balance) to deal with the transition. This offensive and defensive balancing act can be solved tactically in a few ways. For example:


As Arsenal moved closer to 4th place, the pundits said that the same Arsenal defenders had “stepped up� and more effectivly assumed their responsibilities at the back!? What really happened is that Wenger changed the system of play to create offensive and defensive balance in the later part of that EPL season.

1. Add more (speed) in support of the attack; replace faster players in deeper positions in the formation for slower players 2. Hold a deeper line of defence when attacking 3. Attack high but with fewer players 4. Using the Barcelona method of to immediately pressure the man with the ball, double up on him, and put players around the ball cutting off all short passing options. Get the ball back quickly to avoid quick transition by the opponent.

Wenger realized that Arsenal’s high line used in attack was easily exploited upon quick transition because offensive and defensive balance during the run of play was not quite right. Too many players were positioned in the attack-

How does each of these potential solutions (mentioned above) help a team balance a high powered, numbers-up offence with a solid defence, so that quick transitional play by an opponent does not result in a threat?

No.63 April 2013

First to consider game day strategy as it relates to: 1. Formation 2. System of play within a formation, including: A. Large group tactics (like tactical positioning for midfielders or backs for example) B. Small group tactics (the players immediately around the ball) and, C. Individual tactical play, or as it relates to this article, changing player personnel (substituting) and changing individual defending tactics. And then, explain how each of these elements promotes offensive and defensive balance.

BALANCED SYSTEMS OF PLAY WITHIN A FORMATION Large Group Tactics Various systems of play can be used within any formation to attain a balanced offence and defence to avoid an threat upon transition. In regards to Point 2A and B above, large and small group tactics are system oriented ways to play the game in any formation to balance offense and defence on attack.

BALANCED FORMATIONS This is the easiest and clearest part of the analysis to attempt to avoid a goal-scoring opportunity against on transition by providing balance. Not considering a system of play within a chosen formation (just looking at a formation on face value), a flat back 3-4-3 should be easier to gain an advantage against (on transition), than say, a 4-3-2-1 because the 3-4-3 is more naturally top heavy leaving more space on the wings to get behind the line of defence, thus leaving fewer players overall to contend with on transition than the 4-3-2-1. Again, absent of a system of play countering this issue, the same can be said for the 4-3-3 and possibly the 3-5-2 when compared to a 4-3-2-1 or even a 4-2-3-1. More players are naturally available to form a line of defence or intercept the counter-attack quicker. Then, absent of a system to the contrary, with the 4-3 (seven players available to handle transition) or 4-2 (six players available to handle transition) and this still leaves 3 or 4 players high enough to attack in either formation.

With 2A, a large group tactic, holding a deeper line of defence on offense; this can be accomplished in a variety of ways. If the chosen formation calls for a flat back line in defence, then merely drop the line in attack a bit deeper with more space between the midfield players and the back line and more distance from the line of defence to the ball. On transition, players will already be in position to mark attacking players without having to quickly recover. A deeper, flat back line serves as a safety net making it more challenging to penetrate, and much easier to handle the transition. A deeper line of defence can also be accomplished in any formation by using a dedicated sweeper, deeper than the other defenders, or by repositioning other players (inside backs) a few yards behind to provide depth and cover. This additional depth when defending also makes it more difficult to penetrate on transition. Small Group Tactics In any formation, even the 4-3-3, using a high line of attack but with fewer numbers high up the 43

pitch is a small group tactic which will leave more players a little deeper for quicker pressing, covering and marking on transition. When the opponent gains the ball, less players in the attacking third of the pitch allows more players to mark deeper; this can be accomplished no matter what formation is used. As an example, in a 4-3-3, the wing forwards stay retracted leaving a striker (forward) up top, or, as Messi does over and over again, the striker could stay retracted, drifting deeper in to space in the goal channel during the attack with the wing forwards higher, either way, there will be more players behind the ball upon transition. Another small group tactic used by Barcelona is the six second rule on transition. Once Barcelona lose the ball, a player immediately pressures it, another player doubles-up, then adding at least


No.63 April 2013

a third. This results in all other Barcelona players near the ball either cut passing lanes off, or forming a fortress around the ball so there is no escape; without either an interception or a bad pass which either moves the ball backwards or out of bounds, attempting to do so within 6 seconds after losing the ball. Individual Tactics This is one of the few times that a coach can truly influence the outcome of a game as it relates to the transition; substitutions. Speed at the back and on the wings will always serve to counteract attack upon transition. The outlet pass for most transitional play is wide, to a winger who moves the ball up the pitch and into space. There is usually extra space in the outside channels during the run of play and wingers usually are the speed

Photos: demons on a team. Moving a ball from pressure inside to a wing, and then quickly up field wide, or moving the ball high to a lone striker or group of forwards is the essence of transitional play, especially after an attempt on goal. Why? By the very nature of attack, more of the attacking team’s players are up field after a shot on goal. If this shot on goal by the attacking team is saved by the keeper, this usually creates a good opportunity for the keeper to quickly start transition out of the back either wide or with a long kick/clearance up field. Focusing first on the long kick/clearance, a deeper line of defence or a retracted sweeper will help thwart the attack. If the keeper attempts to play wide out of the back to start transition, deeper holding, fast wingers (forwards or midfielders) will serve the same purpose. Another individual tactic to slow transition is substituting a speedy centre-back to keep up with the sole striker or substituting to provide more speed on the wings either in the forward or midfield position to prevent transition. Speed will

low the marking player to drop and mark quickly in order to delay the attack; one on one. Showing outside (or down the line) is another individual defensive tactic that helps avoid a threat from transition. In most cases, coaches will encourage players to show or steer a first attacker into help, to a teammate, so that the first attacker is pinned in and the ball can be taken 2 on 1. However, in the case of transition, it is best to show the first attacker wide, away from the goal channel and towards an outside channel, away from goal.

CONCLUSION Offensive and defensive balance during an attack can be accomplished by choosing a back heavy (but balanced) formation, or by using the large group, small group, or individual tactics detailed within this article. In any event, if you have one team with a line of defence comprised of the likes of Vidic, Kompany, Maicon, and Thiago Silva, this article would possibly not apply. 45

Text : Twan Epe Translated by XXXX Edited by Michael Francis Pollin

article from holland

Eddie Pasveer, Goalkeeper Coach Heracles Almelo

The Goalkeeper is like an extra player 46

No.62 March 2013

Heracles has been known as a team that likes to play offensive football, and that is reinforced by its emphasis upon positional play. Heracles focus is also upon the goalkeeper, who has an important role to play in that, as the often regarded ‘last line of defence,’ the goalkeeper is an essential field player; offensively and defensively. “When we have the ball, we do not play with 10 field players and one goalkeeper, but inclusively with 11 field players……because we can play the ball to the keeper at any time,” Eddie Pasveer stated.

Eddie Pasveer has been responsible for Heracles’ goalkeepers since 2006. During his career he mainly played for FC Twente and De Graafschap, but his enduring passion from playing as a goalkeeper ensured he would pursue an active career as a goalkeeping coach. Within his philosophy and work at Almelo, Pasveer shares his vision of training for goalkeepers; “In my opinion it is very important that a keeper can play with the ball as well, because then he can

help the team with playing with good positional play; offensively and defensively. Along with a good kick, a keeper can ‘pass’ the ball (offensively) over 60 or 70 metres, and is it always possible for the others to play the ball in towards him (in support) to switch play. Our goalkeepers have to develop anticipatory skills, to take risks with confidence and dare to play in front of goal; protecting, receiving, controlling and distributing anytime.” 47

Playing football as well “I would say that there are not many keepers in Holland who can play football, linking with, and being part of the outfield as well. Because we share our youth academy with FC Twente (also under the team from Enschede), we tend to have to scout for our keepers. Therefore, being able to play with the ball with the outfield is high on 48

No.63 April 2013

the scouting criteria. Remko Pasveer and Dennis Telgenkamp (loaned to Cambuur Leeuwarden) can both play with the ball in the way I have described. Telgenkamp was our reserve keeper last season (after Remko Pasveer), but he developed to a lgood , that is why we loaned him to Cambuur (Jupiler League, the Dutch 2nd Division). Initially, goalkeepers like all players need certain skills and

techniques which is then incorporated into the bigger tactical game picture,” Eddie Pasveer said. “Heracles play a 1-3-4-3 system nowadays and that is why our goalkeepers have to function and anticipate in the space behind the defenders; by playing in front of goal when in possession, effectively he is a sweeper. It’s very important to take a good position in the goal as well, so keepers

have to be able to read the game, so they have to know where the ball is going to fall and anticipate. When a keeper is looking for a good position, it strikes me that a lot of keepers leave the near post vulnerable, when it is easier to cover, thus requiring the shorter reaction time; so and cover work your strength first which will leave better prepared to deal with the other scenario (far post).” 49

‘It is very important that a keeper can play with the ball as well, because then he can help the team with playing with good positional play; offensively and defensively.’

Taking position “At Heracles we train a lot in close proximity to the goal, whereby we pay much attention to the position (taken) in and around the five metres in front of the goal. With these exercises the keepers have to react quickly and that’s how they discover if they have gift for anticipating taking a good position in relation to the ball or not. Then depending upon their level, we may test or challenge them further, just to see how good they really are. Our former keeper Martin Pieckenhagen is a good example of that, when he arrived at Heracles he tended to stay on his line, so we worked with him on anticipating on the ball and for him to adopt a better position. Reflectively he learned from mistakes and from training. Form for Pieckenhagen improved vastly, and he knew it could be attributed to the coaching and realisation of anticipatory positioning.”

Methods of training “When training keepers, just like other players, I implement a purposeful strategy and course of development. In the preparation of the season I always start to make sure the keepers are in good physical shape correct. I’m using my own method of functional power training using Varioband, resistance-elastic with three different lengths (of 2, 4 and 6 metres that can be varied for the individual and also the task); helping with strength, balance and positional posturing, with and without the ball. This also provides specific and appropriate reactionstrength ratio, speeding up and also strengthening the reactions.” 50

No.63 April 2013

“Further into the season it is more an issue of maintaining the levels of strength, fitness and the developed and coached good practice. The structure of training sessions during a week is tailored around, and working towards games. We also strategize and plan for the opponents that we will face during those games. FC Twente, for example, play a lot down the flanks/ wings, so we know that we would be dealing with wide play and balls from the wings. So, in that example, during the week before playing FC Twente, we would work (from a Goalkeeper’s perspective) on positioning in that 5-7 metres

area, dealing with crosses and protecting the near post etc. Besides that we would watch videos of match situations and discuss what the best approaches would be. By using video analysis a keeper can reflectively evaluate performance and learn from it. These days we play with only 3 defenders, whereby previously (with 2 centre-backs and 2 full-backs) a keeper had to cover the (2 central) defenders and have to instruct them positionally. We discussed these issues a lot, but it has made them aware of their behaviour and the outcomes of those choices; a good basis to learn and develop from.”

‘It’s very important to take a good position in the goal as well, so keepers have to be able to read the game.’




Moving on the goal line

1 2






Keeper 1 stands at the Start point Keeper 2 delivers a low cross Keeper 1 processes the ball and steps up Keeper 3 kicks the ball in to the far corner Keeper 1 processes the ball in to the far corner Keepers rotate after five repetitions

Anticipating position in relation to the ball - Move towards the ball - Start low to increase the strength-reaction (explosive)

No.63 April 2013

The processing of a cross









Keeper 1 stand at the Start point Keeper 2 delivers a high cross Keeper 1 processes the cross and finishes Keeper 1 throws the ball in to Keeper 3’s corner Keeper 3 processes the throw of Keeper 1 Keepers rotate after five repetitions


Open stance and set position in relation to the ball Processing: attack the ball Catch the ball on his highest point An overarm throw: well directed


By University of Football Edited by Michael Francis Pollin

Brazilian Soccer Corner

Brazilian coaches met to discuss ethics in the associations of Brazilian football.

Coaches from Brazil’s major football clubs recently gathered in Rio de Janeiro (11 March, 2013) to discuss ethics in the associations (and orgainisation) of Brazilian football. At an event organized by Abex (Associação Brasileira de Executivos de Futebol), the ethics forum that was initiated by Vagner Mancini (Nautico), formalised its first meeting with such names as Tite (Corinthians), Abel Braga (Fluminense), Dorival Júnior (Flamengo), Muricy Ramalho (Santos), Oswaldo de Oliveira (Botafogo), Falcao (no club), Cuca (Atlético-MG) and Caio Júnior (Vitoria). The process was intended to address issues of ethics within the professional game at that level, 54

No.62 March 2013

particularly to debate and propose to implement a code of conduct for professionals to adhere to. Initial discussions with executives heard how the process had so contributed to forming a recognised association, as a specific and purposeful body to deliberate, implement and maintain ethical codes of conduct for the professionals (players and coaches) working within that sector. One goal is to ensure that coaches are not completely dependent on clubs and that they do have a say and are supported, and also at the same time priority if afforded to create a comprehensive code of ethics for all the footballing professionals with respect and understanding.

Although only 21 years old, Neymar has an entourage of 22 employees (NR Sports, the family company, and the Institute Neymar JR) and reputably earns around $ 40million a year, that’s more revenue and employees than many companies operating in Brazil. Since the emergence and creation of the “Neymar product” in 2010, the image of the Santos starlet has became one of the most exponential

football assets that sees him linked to eleven lucrative endorsement or sponsor deals. In a recent interview with the newspaper Valor Economico, Neymar’s father, Neymar da Silva Santos who has effectively guided and managed his son’s career, stated that, ‘only 8% of the revenue come from football wages and wards and then 92% is derived from (image) endorsements and sponsorships.


Brazilian Soccer Corner

Soccer University launches index for evaluating Brazilian football coaches

In another motion that seeks to the improvement of the credibility of Brazilian soccer, the Soccer University will launch during this year a ranking assessment of coaches who work in Brazil’s most popular sport. Conducted in partnership with Pluri Consulting, the index will measure the effectiveness of the coaches based upon their achievements and performance in Brazil and also on a worldwide scale. In a second (proposed) stage, the ranking assessment will be expanded with the consideration of further defined standings and categories. The rankings will be published monthly as present standings, and will also No.63 April 2013

provide historical reviews of coaches standings, based on the previous two, five and ten years. At the end of each season, coaches will be an overall ranking, with an award for Coach of the Year. Initial worries from the coaching fraternity had concerns with formatting and methodological model of validation from the database. The issues were resolved to form a more objective assessment of the results and performance achieved by the coaches, and is also weighted in consideration of the level competition they are involved in.

In response to current growing popularity of social networking, SoccerCoachingInternational has decided launch its own Facebook page. Our Facebook page will be updated regularly, complementing the website, providing our fans with the latest offers, fun games, free articles, exercises and much more! Facebook also serves as an excellent discussion forum for our followers from around the world. To become our Fan on Facebook 'like us' on our website or search for us from your Facebook account.



Issue 64




…. Other features: • ???????

Sci 13.02  


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