Issue 53, October 2011
Roberto Landi
Liberia national team coach
Become a
SoccerCoachingInternational
reseller
SoccerCoachingInternational launched a formal reseller program for the complete online soccer coaching experience!
The reseller’s program allows individuals and businesses to resell SoccerCoachingInternational subscriptions. Our yearly subscription includes 10 eMagazines, full website access (exercise database, library, eDVD) and access to MySoccerExercises.com. SCI, offers resellers up to 66 percent discount and the ability to receive recurring revenue on a product that SCI has primarily sold directly to customers in the past. SCI resellers will receive up to €29,95 per year on a €44,95 per-user, per-year subscription fee, and they’ll also maintain the billing relationship with the customer and pre-pay SCI in advance for each one-year subscription. For more information go to our website and click on eOpportunities!
contents
18 Philosophy
the editor 5 FROM “A new coach.....” In Holland we often say, ‘we have 16 million football coaches.’ This identifies the fact that we all think we are coaches, making judgements and casting opinions about teams, clubs, the national team, players and, of course, the actual coaches that manage the teams.
Coaching Behaviours: Silence is Golden
32 Training Sessions Attacking phases; part 1
42 Technique
The new kind of creativity for today’s football
48 Goalkeeping
6
Thiago Mehl, Goalkeeping coach Atletico-PR U17
COVERSTORY
54 NEW IN ONLINE
Roberto Landi,
SHOP
Liberia national team
In almost 21 years of professional coaching, Roberto Landi has left his mark on many National teams and clubs around of world. Roberto is one of those rare coaches who has the gift of being able to transform average players into good players, and good players into great players. He started his professional coaching career 1990, as goalkeeper coach for USA National team (World Cup 1990, Italy)....
56 Brazilian Corner
No. 53 October 2011
3
No. 53 October 2011
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. Chief editor Paul van Veen Beatrixlaan 21, 2811 LZ REEUWIJK THE NETHERLANDS paul@soccercoachinginternational.com Publisher Sportfacilities & Media BV Visiting address: Steynlaan 19 B-D ZEIST THE NETHERLANDS Postal address: P.O. Box 952, 3700 AZ ZEIST THE NETHERLANDS info@soccercoachinginternational.com Phone: +31 (0)30 697 7710 Fax: +31 (0)30 697 7720 Project Manager Floris Schmitz f.schmitz@sportfacilities.com
Managing Editor and Translations Maaike Denkers maaike@soccercoachinginternational.com Copy Editing Michael Francis Pollin Graphic Design Anton Gouverneur Tania Dimitrova Rumen Krastev studio@sportfacilities.com Editorial Staff Bruno CamarĂŁo, Rogier Cuypers, Maaike Denkers, Hanne Meijers, Matthias Nowak, Dusan Petrovic, Michael Francis Pollin, Paul van Veen. Copyright All rights reserved. Contents may not be reprinted or otherwise reproduced without written permission of the publisher.
ISSN 1571 - 8794
From the Editor
“A new coach.....” In Holland we often say, ‘we have 16 million football coaches.’ This identifies the fact that we all think we are coaches, making judgements and casting opinions about teams, clubs, players and, of course, the actual coaches that manage the teams. It is quite easy to ‘know best’ when you are sat in the stands, in a bar or at home watching Holland’s No. 1 sport, but we all do it, and very often it is without knowing all the facts and information that the ‘actual coach’ needs to deal with. Nevertheless, it is still a fun aspect to be able to express one’s perspective and opinions about our beautiful game. We can make predictions, form opinions, and also change our opinions, based upon results and events. Let’s take my favorite club in Holland, Feyenoord, they had a terrible season last year, with financial trouble, struggling with a very young and inexperienced team. At times they were battling to stay in the Dutch Premier league! At one stage they were 15th position (out of 18) but they managed to battle their way through, and ended up with a 10th place finish, which reflects a dramatic situation for a club like Feyenoord to find themselves in. Just before the start of the new season, Feyenoord released their previous coach Mario Been, and subsequently hired Ronald Koeman. Everyone was anticipating an indifferent and somewhat unpredictable start to the season for Feyenoord, with a couple of young talents departing and veteran Giovanni van Bronckhorst retiring; they did
not recruit enough replacements. However, so far so good! They are currently 5th, and the general opinion has now shifted from; ‘will Koeman survive past Christmas?’ to ‘the Koeman effect!’ The team is performing better and Koeman is being heavily praised for his good work with the team, but is there such a thing as a ‘Koeman effect?’ Will Ronald Koeman actually do any better than Mario Been would have done? There are many equations and permutations that could determine which way it goes, and of course there are always our opinions. Could the current success be due to the groundwork implemented by the previous coach, just the change to the current system, or is it a combination? Regardless of the reasons why Feyenoord might play better under Ronald Koeman than they did under Mario Been, the fact is; they do, and it is an interesting phenomenon that I will be following all season. Now back to this issue, which again provides you with a multitude of perspectives and visions of coaching, training and playing (as well as the aforementioned conundrum) at many levels of the beautiful game from all around the World. By presenting such a rich and varied spectrum of coaching, SCI will inform you as the coach, so you will be able to learn for yourself and appropriately apply the right methods, styles and resources to suit you, the players and the team. Yours in Soccer Maaike Denkers - Managing Editor
No. 53 October 2011
5
6
Cover story
In almost 21 years of professional coaching, Roberto Landi has left his mark on many National teams and clubs around of world. Roberto is one of those rare coaches who has the gift of being able to transform average players into good players, and good players into great players. He started his professional coaching career 1990, as goalkeeper coach for USA National team (World Cup 1990, Italy). He also coached the Lithuanian and Georgian Under-21s National teams and also the Qatar National Team. As a club coach, he had some great success with clubs in variety of different countries, amongst others Belgium, Italy and Scotland. Now as a head coach for the Liberia National team, he has got some great results, and has lifted team play and also their position in African football. By: Dusan Petrovic Edited by Michael Francis Pollin
No. 53 October 2011
Cover story
Roberto Landi, Liberia national team coach
Training the team like a harmonious symphony Introduction “My philosophy and vision of football is to let the team play a good, enjoyable match in order to entertain the fans whilst achieving the best possible result.’ I do not believe that football is the same all over the world, with one of the main differences being the role of the coach, who, without re-inventing the wheel, needs to be able to improve the qualities of the players and build a winning team. The team is everything, with every individual player contributing his personal knowledge and quality to the team.”
Main goal ”My main goal is to shape a team, and I do not mean just eleven players, but the entire team. It is my job to help them develop further as professional football players. I think it is crucial for a coach to understand the weaknesses and strengths of each player,
and a good coach should be able to aid the player to transform the weaknesses into strengths. As a coach I am always trying to improve the playing characteristics of every player and help them develop in such a way that they know their role in every phase of the game, and on every part of the field.”
System of play ”My favourite system of play is 4-4-2, because (for me) it guarantees the right balance and cooperation among all the team during the match. However, I do constantly experiment with different combinations during the training session (4-3-3, 4-4-1-1), because I want the team ready to play with other systems if it is necessary. When playing in a 4-42 system the most important thing is for the players to know their roles and responsibilities and that they execute them in a match. Before every match we discuss all the func-
No. 53 October 2011
7
8
Cover story
“The main focus in all my training sessions is fitness and working with real match situations” tions and tasks (as roles and responsibilities) of every player and in every line. We also analyse the opponents, and their strengths and weaknesses. This information will help us to prepare with the right match strategy, without jeopardising our approach and our philosophy of playing.”
Match preparation “The main focus in all my training sessions is fitness and working with real match situations. In order to accomplish this I always try to work with the entire team or with a specific line at least. The reason I want to work with the entire team is because from my past experience I have learnt that the team needs to be coached as a compact structure in order to accomplish coordina-
No. 53 October 2011
tion and cooperation. I want my team to be like a symphony where all the musicians know and play the music harmoniously. In order to achieve that I coach ball possession, team technique and many small-sided games; focussing on several tactical strategies. Those exercises are fundamental because they simulate the forthcoming match. Along with the fitness coach, I also focus a lot on the physical conditioning of the players. Core stability, endurance, speed, particularly stressing explosive power are frequent exercises in my sessions. The result is very apparent, as my teams are known for deciding matches (in our favour) in the last 15 minutes. The fitness coach has a lot of experience as an athletics coach, and he has
Cover story
designed several football specific exercises for our players, we rarely use gym exercises. During the training sessions, I prepare the player for the next match, trying to let him understand the strengths and the weaknesses of the opponent without changing our own strategy. Such an approach allows me to work on all the available players all week long, and allows me to try to increase the value of the substitute players, as every player plays an important role in the team. Keeping all players focussed and fit keeps the team strong, united and focused on the team’s objective. In addition I also spend lot of time on building a good level of confidence with my players.”
Coaching staff “My staff consists of; one fitness coach, who is responsible for all the physical aspects; one assistant coach, who focuses on the individual technique of all players during the training session, with specific exercises and helps me with the tactical strategies for the official match. Last, but not least, I also have a goalkeeping coach who specifically trains the goalkeepers. Having a good staff is important for a coach. I am constantly discussing with my assistants during the training sessions and the matches about all areas. Together we analyze the strengths and weaknesses and look at how we can improve the individual players and the team as a whole.”
No. 53 October 2011
9
National team “A good coach is one whom succeeds in turning the defects and faults of a player into valuable qualities. With the Liberia national team, I specifically work with the local players to continuously develop them tactically and technically. I organise a training camp with all the local players every month for about a week and we end the training camp with a friendly match against a local team to see the progress. When we have official FIFA matches, I gather our best players from around Europe and mix them with the local players. During the training camps with the local players I always have 2 training session per day; morning and afternoon. Normally, we begin Monday morning after the local players have played in the league, and return to the club on Friday to play Saturday or Sunday league matches. Before, during and after the training I do everything to motivate my players working hard with every aspect of individual character, always trying to lift their motivation to the highest level for every game.�
No. 53 October 2011
Cover story
Training week The training sessions are divided in two sessions morning and afternoon. Monday morning (physical session): - 20 minutes core stability - 20 minutes warm up with the ball (technical exercise) - 15 minutes footwork with the low obstacles - 20 minutes speed exercise with various distances (max. 30m) - 10 minutes stretching Monday afternoon (tactical session): - 20 minutes warm up with the ball (technical exercises) - 30 minutes small sided games (5v5, 6v6, 8v8) with one, two or three touches to accustom the players to play compact - 30 minutes tactical exercise 11v0 to train movements of the ball and positioning in different situations - 15 minutes free match
Tuesday afternoon (tactical session): - 20 minutes warm up with the ball (all the types of controlling and passing the ball) - 3x5 minutes 10v7 pressing exercise (team of 10 plays with 1 touch, team of 7 plays free touches) - 20 minutes 11v0 for the team movement - 20 minutes small sided games with a quick finish on goal - 10 minutes stretching - Wednesday morning (physical session): - 20 minutes core stability - 20 minutes warm up with the ball (free exercise) - 30 minutes finishing exercises - 20 minutes agility training with the poles - 10 minutes stretching
Tuesday morning (physical session): - 20 minutes core stability - 20 minutes warm up with the ball (exercise in pairs) - 12 minutes resistance to speed with change of rhythm - 20 minutes circuit training - 20 minutes small sided games max two touches - 10 minutes stretching
No. 53 October 2011
11
“A good coach is the one whom succeeds in turning the defects and faults of a player into valuable qualities�
No. 53 October 2011
Cover story
Wednesday afternoon (tactical session): - 20 minutes warm up exercise (handball game) - 30 minutes line training exercise for defence, midfield, attack - 2x 20 minute matches 10v10 (without goalkeepers). Max. 3 touches to stimulate pressing Thursday morning (set plays): - 20 minutes core stability - 20 minutes speed and agility - 30 minutes set plays -10 minutes stretching Thursday afternoon (match): - 90 minute friendly match
Friday morning (review session): - Review of the mistakes in the friendly match and previous matches - 20 minute warm up to correct the mistakes - 20 minute possession exercise 11v11 - 10 minute stretching Friday afternoon (strategic session): - 20 minutes warm up with the ball - 20 minutes10v0 for tactical movements (starting 10 field players) - 20 minutes 10v10 for tactical movements with opponent - 20 minutes free 11v11 game - 10 minutes stretching
Roberto Landi Name: Roberto Landi Date of birth: 20th February 1956 Place of birth: Forli (Italy) Experience: 19 years Professional Football Coach, 16 years Professional Player (goalkeeper) Qualifications: UEFA Licence A Pro
No. 53 October 2011
13
14
Cover story
Roberto Landi Playing career: Landi started his playing career as a goalkeeper and joined the Bologna and Piacenza youth academy at a young age. In 1966 he joined the first team of Piacenza and played in the Serie C1. He later moved to Modena as a second goalkeeper, and then played for Ravenna and Siena, before leaving Italy to join the North American Soccer League (NASL) in 1979, at the age of 23. During his time in North America, he played for Vancouver Whitecaps and Chicago Sting, before signing for South African side Kaizer Chiefs FC, and returning in the United States with New York Cosmos in 1983. Landi returned to Italy and played for a number of amateur sides (Cervia, Morciano and Ospedaletto) before retiring at the age of 30.
Coaching career: 2011 – current Liberian National team coach Royale Union Saint-Gilloise; Head coach (Belgium) 2009 - 2010 2008 - 2009 Livingston F.C. Manager (Scottish First Division) 2006 - 2007 F.C Sopron; Head coach (Hungarian Premiership) Qatar national U20 team; Head coach 2005 - 2006 F.C. NATIONAL BUCHAREST (Romanian Premiership) 2003 - 2005 2002 - 2003 F.C. Peloro Messina; Head coach (Italian Serie B) 2001 Lithuanian national team Georgia National U21 team; Head coach 1998 - 2000 1992 - 1994 F.C. Marignano; Head coach (Italian 3rd and 4th divisions) 1990 - 1994 USA National team; Goalkeeping coach
Personal Attributes: Roberto has exceptional organisational and motivational skills. He has a rare gift that all the “great managers have,” the ability to turn average players into good players, and good players into great players. His confidence in management always inspires and instils self-belief into the teams. He speaks English and has excellent communication and media skills
No. 53 October 2011
Organisation
3v2
• • • • •
Progression
1
Pitch size: 20X30 1 goalkeeper 2 defenders 2 strikers 1 midfielder
• The two attackers and the midfielder play against the two defenders • The defender must read the situation and decide whether to pressure the ball or play zone defence • Play for 3 minutes, then the next teams play (recovery time 3 minutes) • Total duration: 15 minutes
1
2
3
9
11
8
No. 53 October 2011
15
EXERCISES
Cover story
Cover story
Organisation
3v3+3
• • • • •
Progression
2
• The defenders are positioned in zone 2, but may move freely in all zones • The 3 attackers in zone 1 have the ball and must try to get the ball to the attackers in zone 3. The attackers may not leave their zone. • The defenders try to prevent the attacker from zone 1 to pass the ball to zone 3 • When the ball is passes into zone 3 the defenders will try to prevent the attackers in zone 3 from scoring on goal • Play for 3 minutes, then the next teams play (recovery time 3 minutes) • Total duration: 21 minutes
7v4
Organisation
3
Pitch size: 40X50, divided into 3 zone 1 goalkeeper 3 defenders in zone 2 3 attackers in zone 1 3 attackers in zone 3 (long area)
• Pitch size: half a field • Team of 7: 1 goalkeeper, 4 defenders, 1 midfielder, 1 striker • Team of 4: 3 attackers, 1 midfielder
Progression
EXERCISES
16
• The 4 defenders have to quickly pressure the ball, gain possession and pass the ball to the striker on the other side (=1 point) • The team of 4 tries to score on the goal with the goalkeeper (=1 point) • Play for 4 minutes, with 1 minute rest • Total duration: 20 minutes
No. 53 October 2011
No. 53 October 2011
18
PHILOSOPHY Michael Francis Pollin, University of Southampton (England), carried out research throughout 2010-11, with the aim of revealing a greater knowledge and understanding of coaching behaviours and what really works. The research project was conducted with English Academy and Grassroots coaches who had participated in coach education in England. It looked beyond just identifying the technical and tactical coaching inputs and interventions, and it became evident that; within a conciliatory blend of coaching methods and styles, behaviours were exhibited that were appropriate to permit learning and development of more Independent Learning. Capacitating this opportunity for players within the realms of Coaching Behaviours; ‘Silence’ was identified as the behaviour that accommodated and permitted this level of Independent Learning. In Independent Learning (IL), players are able to be creative, imaginative, uninhibited to experiment; without fear of making mistakes. This also lends itself to better anticipatory skills, decision-making, problemsolving as Game Intelligence. Silence, as a coaching behaviour is nothing new, but it is becoming apparent that it is the coaching behaviour that capacitates the players’ opportunity to self-initiated, self-motivated and un-predetermined Independent Learning journey. Therefore with Silence as a coaching behaviour, it is possibly as much about what coaches do not do, as much as what they actually do? ‘Silence’ is golden.
No. 53 October 2011
By: Michael Francis Pollin Photography by Tina Francis Pollin
PHILOSOPHY
Coaching Behaviours:
Silence is Golden Introduction/Background When observing coaches’ behaviour, one is more likely to identify inputs and interventions involving technical and tactical coaching aspects, as; Demonstration and Instruction, Scold and Re-modelling or another physical or verbal coaching communication. Where learning and development is key; it has been noted that the identified (and defined) coaching behaviour of ‘Silence’ is more predominant than many might think. For some also, it might be difficult to comprehend that football learning and development would be occurring whilst the coach is exhibiting Silence (as behaviour), but think again, it is far from doing nothing. Silence is active as it capacitates the accommodation of self-initiated learning incorporating; creativity, imagination, uninhibited experimentation and anticipatory skill development through the learning experience. These are all facets of Independent Learning, which has been identified (in youth players’ learning) as an emerging paradigm that is representative of the ‘innate curiosity’ of young players to learning; exhibiting the aforementioned attributes. Silence also exhibits a
reciprocal aspect, as it capacitates an opportunity for the coach to observe, evaluate and manage the players learning and development, and also the whole coaching session (Francis Pollin, 2010).
Identifying Coaching Behaviour Silence, as an identified behaviour has been sub-defined differentially as; Silence: ontask – with the coach non-verbal, but still involved in the actions and participation of players within the practice, and, Silence; off-task – coach is non-verbal, but involved in tasks not directly related to the practice (Lombardo 1987). These two sub-categories need not be explicitly segregated, although in research, Silence (as definitions combined) was found to be the most predominant coaching behaviour in systematic observations, evidencing Silence as a key requisite to accommodate potential player learning and development. As defined and identified, it is now possible to conceptually represent Silence as a coaching function, as well as contextualising it in football learning and development (Francis Pollin, 2011; Smith & Cushion, 2006). No. 53 October 2011
19
20
PHILOSOPHY
Silence, as a ‘purposeful action’ and ‘functional coaching behaviour,’ further signifies a shift away from the dominance of didactic and instructional coaching, notably traits of autocratic behaviours. And although Silence has become more recognisable, it still needs to be supported by other coaching behaviours to deliver the objectives of the session and also serves to meet the needs and objectives of player learning and development, as well as session management. The interpretive perspective for players of Silence as behaviour, may not be completely as players would perceive. Therefore, there is still an imperative to an apposite equilibrium of coaching behaviours to ensure players are appropriately engaged and objectively focussed, and that learning and development objectives remain in focus. In this way, management of individuals and the team are maintained through other behaviours; Instruction, to deliver objectives and conditions; Demonstration, to ensure technical and tactical understanding; Hustle, to encourage, stimulate and motivate; Re-modelling, to appropriately intervene and directly coach within coaching facilitation spectrum (player-led, guided discovery, question and answer or direct instruction). Affirmation to the efforts and successes of players through whichever phase of coaching behaviour, particularly Silence, is also
No. 53 October 2011
important. The coaching behaviour of Positive Reinforcement, as praise, will inform the player that they are doing something right, that they have applied themselves and/or the technique and skill to the scenario with levels of success and/or effort. Within the phases of Silence as behaviour, Positive Reinforcement is very important as instantaneous formative feedback for the players, where precise objectives within the practice are possibly not set as targets; as the accommodation of un-predetermined learning nature of Independent Learning. Within the accommodating nature of Silence, players initiate their learning processes with; creative, imaginative, uninhibited experimenting of self-initiated aspects of Independent Learning, but require feedback and praise as Positive Reinforcement more than in other phases of behaviour. A deeper level of learning and development is achieved that construct and consolidate; decisionmaking, problem-solving, experience and anticipatory skills of Game intelligence. Silence, as behaviour, possibly exhibits a pedagogical skill, which capacitates a more player-centred methodology. This exhibits awareness to the needs of players, accommodating the intrinsically motivated learning and developmental opportunity, within the notions of Independent Learning as an emerging paradigm, and a pedagogical innovation to enhance player learning in the context of football coaching.
PHILOSOPHY
Independent learning By definition, Independent Learning is, not a shift from instructed and facilitated learning to an autonomous level, but rather a self-initiated, self-motivated, intrinsic and innovative cognitive process. In football practice context, it is neither a transition nor a switch via practice, rote or repetition to an autonomous competency. Players (as learners) are able to
be creative, imaginative, uninhibited to experiment, without fear of making mistakes, with learning and development becoming more meaningful as a result. This self-initiated perspective is correlative to the notion that there is an ‘innate curiosity’ (especially of young players) to learn; this is something that coaches (or any teacher) should not serve to educate out of any player.
No. 53 October 2011
21
22
PHILOSOPHY
No. 53 October 2011
PHILOSOPHY
The capacitating nature of Silence as a coaching behaviour, promotes the objective for learners to have control, choice, un-predetermined learning structure, expressionism, ownership of learning and a reflective ability, developed via their learning experience (Edwards, Forman & Gandini 1998). Phases of the coaching practice (as Silence behaviour) permits the players’ opportunity to the aforementioned and allows emancipation, experimentation and participation of independently initiated and applied learning, as; decision-making, problem-solving and anticipatory skills. This leads to deeper dimensional game experience as Game Intelligence (Wein, 2007). Independent Learning, as it applies to Youth Football Coaching, could capacitate the conceptualised notions and contextualised practice; not only the learning dimensions, but also the objective coaching behaviours in the search for optimal and apposite levels to maximise learning and developmental goals. Players can be empowered through appropriate coaching behaviours that capacitate independency to improve the cognitive football elements of; decision-making, problemsolving and anticipatory skills through variant tactical exposure and, thus, enhancing understanding.
Silence as a behaviour Silence has been identified as a significant and prominent coaching behaviour, accounting for 40% of some coaches’ total behaviour in observation (Francis Pollin, 2011; Smith & Cushion 2006). Previously, a coach that was silent could be interpreted as passive and off task, but to give clarity to these circumstances; a coach cannot be continuously ‘active’ in behaviours without some capacity of Silence, either as a purposeful enactment of capacitating Independent Learning, or to accommodate other aspects of coaching, as managing, preparation of progressions, evaluation and analysis. Silent behaviour is also the coaches’ opportunity to observe, evaluate and check learning, in addition to the accommodation of Independence Learning. Therefore, Silence is a method for promoting and capacitating learning and development through nonverbal and non-demonstrative behaviours, but also the basis for instantaneous and formative feedback to construction of learning. This is conducive to Constructivism as a pedagogical perspective for young football players’ learning and development that sees players build upon, and add to existent knowledge and ability. Silence is a crucial behaviour to accommodate the constructivist nature of player cognition that; builds learning and development, with both new
No. 53 October 2011
23
24
PHILOSOPHY
objectives and transference of prior knowledge, whether aims relate to; technical performance and tactical understanding or skill in the game (Siedentop, 2000). Silence as behaviour can be inter-dispersed with ‘cues’ as; instructions, corrections, hustles and feedback, and most definitely Positive Reinforcement. Within the coaching behaviour of Silence, there is the interaction of intentional on-task aspects of observation, analysing and monitoring to check learning that represents; accommodation to player-centred learning, creativity and imagination, emancipation to experiment (have a go) and (game-related) decision making opportunities. This accommodation prompts the ‘cues’ of coach-player interactions for feedback and facilitation; which are underpinned by the conciliatory blend of other behaviours. Silence could easily be interpreted as a passive element of coaching, and some would indeed advocate that Instruction and Demonstration are imperative within a more autocratic coaching approach. Although Instruction (as required to manage coaching) is very apparent within coaching behaviours, periods of non-injection by the coach as identifiable phases of Silent behaviour; permits and accommodates opportunities to practice, experiment, demonstrate and exhibit, to be creative and imaginative,
No. 53 October 2011
whilst capacitating development of decision-making, problem-solving and anticipatory skills of Game Intelligence. Therefore, Silence is an intentional mode of coaching behaviour that accommodates and facilitates the direct and conscious behaviours (as instructional, facilitative feedback), and also indirect (subconscious) behaviours (as opportunity for creativity and imagination, emancipation to experiment). There is also permissibility for mistakes as learning opportunities and further enhancing decision making, problem-solving and anticipatory skills through experience.
Pedagogical skills and an understanding of coaching behaviours
Coach behaviour is subject to a multitude of factors that are impacted by; role objectives, player development, expectation, success or achievement goals or ambition, and also; philosophies (beliefs, meanings and values), experience and personal expectations (Lyle, 2002). The formation of these beliefs and enacted coaching behaviours, are in-line with traditional coaching and can also be applied within the teaching spectrum (Mosston & Ashworth, 1986). This witnesses a conciliatory blend of more democratic behaviour applications, which go beyond role or achievement objective, as a responsibility agent to affect young player learning and performance.
PHILOSOPHY
Role objective pressure (development targets, results, parent and stakeholder pressures) preside, and will inevitably effect the coach and subsequent behaviours. This may witness coaching behaviours that focus on athletes’ competence and specific performance, through Instruction (as a transmission of knowledge) which limits the behaviour interaction of coach and players. Coaching behaviour, also represents a ‘social process,’ reflecting the dynamic interactions and relationships, possibly as ‘inter-related and inter-connected’ between coaches and the players within the contextualised practice, which is still present even in Silence. This incorporates the cognitive aspect with the social interaction of reciprocity in participation of coaches and players, as learning is accommodated as more learner-centred, witnessing a shift from an instructional basis but inclusive of democratic behaviours; inclusive of Silence. As practice, coaching is a process of behaviours that are delivered, received, witnessed and interpreted as words, actions (Silence) and non-actions (Silence) that affect the social and emotional condition of the young player, as well as performance (Lyle & Cushion, 2010) This will impact on the players’ behaviours, cognitions and affected responses (as stimuli); portrayed in the form of confidence, attitudinal aspects and self-initiated/directed ‘motivational ori-
entation’ (Mageau & Vallerand, 2003). Again, combined with the cognitive processes in the social context, this contributes to social and emotional well-being (self-esteem and confidence), very important premises to young players as well as the sporting performance. The coach is a powerful socialising agent, who not only has an impact upon the physical (psychomotor) domain but also upon players’ confidence, self-esteem, motivation and performance. The entwinement of cognitive processes within social practice recognises that learning really is a social interaction, and that; communication (as language-physical, sign or demonstrative) and interaction (as social activity). Within the conciliatory blend of behaviours, phases of Silence will be present as a functional aspect of the aforementioned.
No. 53 October 2011
25
26
PHILOSOPHY
Too many autocratic coaching behaviours could mean that players are conditioned or socialised as ‘reliant or expectant’ upon instructional inputs, thus becoming resistant to other behaviours (Potrac et al. 2002). This can also lead to players remaining less independent in learning and development, devoid of creativity, imagination and emancipation, to remain predominantly coach-dependent, not only in training but also during matches. Socialisation conditions the coach through participative experience of football coaching ‘lifeworlds’ to understand the experiential, social and contextual factors, which impact upon interactive instructional processes in sport, and to establish beliefs and traditions that validate and acknowledge certain behaviours as effective. Silence, as a coaching behaviour, accommodates and actively encourages experimenting to promote; development and learning of creativity, innovation and inventiveness, hallmarks of the best and most effective footballers (Allpress, 2006).
Education towards accommodating behaviours
Despite more interest being afforded to pedagogy within sports coaching communities, there seems to be insufficient recognition of potential curriculum shift, to impart an understanding and applied experience of appro-
No. 53 October 2011
priate pedagogy and/or apposite coaching behaviours. In pursuit to condition coaches to; instruct, intervene and correct players, a behaviourist (motivational) curriculum model based on Instruction and exhibiting an autocratic balance, has for too long been the only coach education choice. This has suggested a rigidity of ‘expectant decision-making’ and ‘stringent obedience’ within a predominantly autocratic base of coaching behaviours (command style – stop, stand-still to re-model, and coach-centred elements of demonstration and instruction). Footballing associations as learning providers are now realising the imperative of curriculum content that better educates and informs coaches of (age) appropriate pedagogy. In research (Francis Pollin, 2011), it has been identified that coaches’ (in practice) perspectives are changing to capacitate democratic methods, more player-centred and exhibiting behaviours that accommodate self-initiated learning that is creative, imaginative, uninhibited to experiment, as within the notions of Independent Learning.
Accommodation ‘Learning’ then, through Independent Learning of self-initiated, self-discovery and emancipatory experimentation of an unpredetermined learning journey is therefore, a reaction to risk (Beck, 1992). With the unprescribed parameters for the players as a fundamental reaction to what they perceive
PHILOSOPHY
as ‘new’ or ‘uncertain situations,’ ‘having the courage of our doubts, of our uncertainties, means participating in something [such as football] for which we take responsibility’ (Rinaldi, 2006).
Experimenting is therefore the uninhibited risk undertaken to develop and learn new knowledge, and within this environment, mistakes are permissible and are seen as learning opportunities.
An independence of learning as an intrinsic concept of participation accommodates these aspects, but the coaches’ behaviours must serve to accommodate and nurture a climate that permits active experimentation, which both allows players to make mistakes within a supportive environment, and to feel comfortable with the coaches’ behaviours.
Accommodation is an important aspect of behaviour, and may not necessarily reflect a technical, skilful or tactical input. The ability of the coach to accommodate the players within learning and developmental dimensions; is to accommodate Independent Learning through Silence. The question is; how it is best realised? is it already instilled
No. 53 October 2011
27
28
PHILOSOPHY
in coaches as a process of socialisation (that which influences or impacts upon coaches’ behaviours as experience and knowledge), or is it initiated through the objectives of coach education?
Conclusion With Silence identified and defined as a coaching behaviour that is positively implemented in football learning and development, it is possibly as much about what coaches ‘do not do,’ as much as what coaches ‘actually do.’ In research circles, a greater understanding is being acquired of coaching behaviours and what they actually mean. This knowledge now needs to be disseminated through coach education to instil pedagogical skill and ability to better accommodate the learning and development for players. Although coach education cannot actually teach ‘Silence,’ it could seek to instil the pedagogical skill and awareness of the benefits of its accommodating nature to the attributes of Independent Learning. Beyond being technically and tactically astute (to impart coaching), there is now an imperative for coaches to be more pedagogically skilled. They need to develop (through coach education) a conscious awareness of democratic coaching behaviours, including Silence, which permits them to accommodate player-centred learning.
No. 53 October 2011
In this context, coaching essentially is a conciliatory blend of apposite behaviours, incorporated in methods and styles. This definitely does not negate autocratic dimensions of coaching such as Instruction and Demonstration, which still have positive effects on players’ learning and development. As part of the conciliatory blend of behaviours, others such as; Instruction, Demonstration, Re-modelling, Hustles and Positive reinforcement (as instantaneous feedback) are all required to manage and facilitate the learning environment. This is also supportive to the balance of autocratic and democratic coaching behaviours as a more social learning, as the determinate of intrinsic motivation that would possibly fulfil a propensity to playing and learning more independently. The identification of Silence exhibits stages of the coaching process (as part of a conciliatory blend of coaching behaviours) that are not passive phases, but ‘active accommodation’ for players to self-initiate and self-motivate an un-predetermined learning journey. Silence (as a coaching behaviour) is absolutely imperative to afford players the opportunities to be; creative, imaginative, and uninhibited in experimenting. This in turn, on a deeper and more meaningful level of football learning, will develop decision-making, problemsolving and anticipatory skills for a greater Game Intelligence through the principles and notions of Independent Learning.
PHILOSOPHY
MICHAEL FRANCIS POLLIN 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 Youth Football Coaching (5 – 11 year olds). He has taken the ideas to the wider range of age groups (youths to adults), and is now researching the pedagogical principles of Independent Learning as it relates to coach education and coaching behaviours; to create more ‘pedagogically skilled coaches.’ 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 at; michaelfrancispollin@hotmail.com
Glossary Apposite; appropriate Autocratic; Coach-centred, instructional with little or no input from players Coaching Behaviours; observable behaviours that relate to the coaching practice/input Conciliatory; bringing together (possibly) opposing ideas Democratic; Player-centred, balance on input and ideas Cognitive (cognition); processes of learning Emancipation; free from restrictions or conditions Lifeworlds; learning and evolving from experiential participation in a community Paradigm; notional model Pedagogy; theory and notions of teaching and learning Reciprocity; affecting two parties equally (to each other) Traditional; Command and Instruction style coaching
No. 53 October 2011
29
30
PHILOSOPHY
MICHAEL FRANCIS POLLIN Bibliography Allpress, J. (2006) Managing mistakes to the players’ advantage: lessons from coaching in football Developing and Learning in Organisations Vol. 20:4 pp6-9 Beck, U. (1992) Risk Society, Towards a New Modernity London Sage Edwards, C. Gandini, L. Forman, G. (1998) The Hundred Languages of Children, The Reggio Emilia Approach – Advanced Reflections USA Greenwood Francis Pollin, M. (2010) Coaching Philosophy of Independent Learning Soccer Coaching International No. 41 pp45-51 Francis Pollin, M. (2011) An Investigation of Coaching Behaviours as a Function of Participation in The Football Association Youth Awards MSc Siedentop, D. & Tannenhill, D. (2000) Developing Teaching Skills in Physical Education USA Mayfield Jones, R., Armour, K. & Potrac, P. (2004) Coaching pedagogy: sports coaching cultures; from practice to theory London Routledge Lombardo, B. (1987) The Humanistic Coach, from theory to practice Springfield III, CC Thomas Lyle, J. (2002) Sports Coaching Concepts: a framework for coaches’ behaviour Oxon Routledge
No. 53 October 2011
PHILOSOPHY
MICHAEL FRANCIS POLLIN Bibliography Lyle, J. & Cushion, C. (2010) Sports Coaching: professionalism and practice UK Elsevier Mageau, G. & Vallerand, R. (2003) Creating an Optimally motivating environment Universite du Quebec Metzler, M. (1990) Instructional Supervision for Physical Education USA Human Kinetics Mosston, M. & Ashworth, S. (2nd Edition) (1986) Teaching Physical Education USA Charles Bell and Howard Potrac, P., Jones, R. & Armour, K. (2002) ‘It’s all about getting respect:’ The coaching behaviours of an expert English soccer coach Sport, Education and Society Vol. 7:2 pp138-222 Rinaldi, C. (2005) In Dialogue with Reggio Emilia UK Routledge Smith, M. & Cushion, C. (2006) An investigation of in-game behaviours of professional, top-level youth soccer coaches Journal of Sports Sciences Vol. 24:4 pp355-366 Wein, H. (2007) Developing Youth Football Players USA Human Kinetics Wein, H. (2004) Developing Game Intelligence in Soccer USA Reedswain
No. 53 October 2011
31
Training Youth Academy Sessions
training sessions
32
Training Sessions from around the World
Attacking phases, part 1 Edited by Michael Francis Pollin
No. 53 October 2011
TRAINING SESSIONS
Anyone who knows anything about football will know that it is one of the only sports in which a team can dominate an entire match and still lose. A team can dominate possession, the number of chances, the number of set plays, and yet fail to win the match. Football, like all invasion sports, can be broken down into ‘phases of play,’ with the team that demonstrates competence in most of these phases theoretically having the better opportunity to emerge victorious. By definition, a phase of play involves at least two lines of a team, such as the defensive and midfield lines, or the midfield and forward lines; very often at least part of all three lines are involved. In this part of Training Sessions from around the world, we will briefly explain some key phases of attacking play and provide you with a number of exercises to help you help your players to value and participate in a more constructive game. These sessions are not suitable for younger youth as they required a certain level of technical skills and an understanding of tactical organisation.
No. 53 October 2011
33
34
Training Sessions
training sessions
The Attacking Phases
• • • • • •
Attacking and build-up play Build-up from the back Transitioning to attack Build-up on the opponent’s half The moment of transition Counter-Attacking
In this part of training sessions from around the world we will focus on the first of these six phases: attacking and build-up play.
Zone 1: Attacking and build-up play
Soccer is a game of passing and dribbling, with the objective of scoring more goals than the opponent. When a player gains possession, their first thought should be whether they can score a goal. If scoring is not possible, the player should look whether an assist is possible. If an assist is not possible, they should look to move the ball forward towards the opponent’s goal.
In most circumstances, looking to advance the ball forward is preferred to moving the ball wide or backwards. However, when a forward option is not available, the objective is to keep the ball in possession until a forward dribbling, passing or shooting option does become available, so circulate the ball and maintain possession. This is called the build-up (play), and it is the phase of play most lacking and perhaps least understood in soccer. The following exercises will help you team to better understand and execute this phase of play. No. 53 October 2011
Training Sessions
Warm-up
Team function: Attacking Team task: Build up Objective: Improve passing technique Age: U15-Adults
Organisation
Phase: Attacking and build-up play
• 5 v 2 • Team of 5 (yellow) consists of 2 centre backs, a left and right Back, and a defensive centre midfielder • Team of 2 (blue) consists of two strikers • Team of 5 have possession and can score by making 10 consecutive passes • Team of two score by winning possession and dribbling between the two cones.
Coaching
training sessions
1
35
• Eye Contact with team-mates • Pace of pass • Leading the player into the pass • Open up the hips • First touch into space • Read the options
No. 53 October 2011
36
Training Sessions
7 v 4 to 2 v 1
Organisation
• 7 v 4 to 2 v 1 • Team of 7 (yellow) try and posses the ball and play to the two players in the grid • If they play the ball over, 5 players move over and 3 from the other team • Possession cannot be kept in the middle third • The team of 7 scores a point for every 10 consecutive pass • If the other team wins the ball they score by dribbling through one of the goals on either end
Coaching
training sessions
2
• Selection of pass - Driven, Lofted, Instep • Technique of Pass • Team Shape - Width & Depth • Supporting Runs
Phase: Attacking and build-up play Team function: Attacking Team task: Build up Objective: Improve passing technique Age: U15-Adults
No. 53 October 2011
Training Sessions
Passing and shooting 1
training sessions
3
37
D
C
B
Objective: Improve passing and shooting technique Age: U15-Adults
• A passes to B • B turns open and passes to C • C turns open and passes to D • D initiates give-and-go with C
Variations
• 10 - 12 players • 6 cones • 6 sets of 3,5 minutes • 30 seconds rest after every set • Plenty of balls
Coaching
Team function: Attacking Team task: Build up
Progression
Phase: Attacking and build-up play
Organisation
A
• Add give-and-go between B and C • Add give-and-go between A and B & B and C • Pass to C wall pass to B
• On the ball: Correct ball speed, wall pass with feeling, lob with feeling • Off the ball: pre-move, asking for the ball
No. 53 October 2011
38
Training Sessions
9v8
training sessions
4
Team function: Attacking Team task: Build up Objective: Improve passing technique in a match related activity Age: U15-Adults
Coaching
Organisation
Phase: Attacking and build-up play
No. 53 October 2011
• Play 9 v 8 • Just over half a pitch • Team of 9 (8 field players and a goalkeeper - yellow), score by passing through the counter goals to a target player. They must be past the half-way line to score • Team of 8 without a goalkeeper (blue) score on the big goal, they have no restrictions • Play regular rules, including offside • Dispersal - Width & Depth • Goalkeeper Distribution - Width & Depth
Training Sessions
6 + gK against 6 + gK
1
2
3 7 6
5
4
6
4
5
7 3
2
Opponent role: Pressing to gain possession and counterattack
Organisation
Team function: Attacking Team task: Improve the build-up and the attack
• Half a pitch • 4 blocks of 6 minutes • 1 minute rest per block • Add limitations to the ball (1 touch, 2 touch, etc.)
• Both team play 1 - 2 - 3 - 1 Coaching
Phase: Attacking and build-up play
Progression
1
Pitch size: half a field
No. 53 October 2011
training sessions
5
39
40
Training Sessions
9v9
Opponent role: Pressing to gain possession and counterattack
Organisation
Team function: Attacking Team task: Improve the build-up and the attack
• Full pitch • Normal rules, including offside
• Add limitations to the ball (1 touch, 2 touch, etc.)
Coaching
Phase: Attacking and build-up play
Progression
training sessions
6
Pitch size: half a field
No. 53 October 2011
• Yellow plays: 1 - 4 - 3 – 1 (coach this team) • Blue plays: 1-3-3-2 (opponent)
Youth Academy
41
This online application, is called MySoccerExercises.com 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.
MySoccerExercises.com The best part of this application is probably the price. All SoccerCoachingInternational
Our new
editor
.
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!
All subscribers will receive access to this editor FREE of charge!
is available
NOW!
MySoccerExercises.com is a product of No. 53 October 2011
42
Technique
In today’s age of a ‘more physical and technically demanding game that is played at a high tempo, and even to the point of being aggressive,’ the need for creative players all in positions is higher than ever. But, what do we mean by creative? Is it possible to coach creativity at all, and if so, how? Matthias Nowak is the ‘creative and technique’ coach of the FC Bavaria Munich Women’s team, and he explained his perspective in an interview with Günther Netzer (former German player, football expert and entrepreneur) about the lack of creativity in the football.
Photo: www.fcb-ff.de
By: Matthias Nowak with Editing by Michael Francis Pollin
No. 53 October 2011
Technique
Matthias Nowak The new kind of creativity for today’s football A brief history The ‘Brazilian Samba’ players of 1970, the ‘German Precision’ team of 1972 or the ‘Dutch Total Football’ of 1974 are all very memorable and shining examples of creativity in football. Pele, the infamous ‘King of Football,’ epitomised the creative domain with his natural talent that seemed so relaxed and effortless, exhibiting seamless improvisation and great creativity. His way of playing followed no pre-determined pattern or structure, but was a flow of natural and highly tuned skill, enthralled by enthusiasm and pure creativity. Can this type of creativity be replicated in today’s game, or is it an artefact of the past just to reminisce about?
Today’s situation In today’s game the playing area is the same size with the same number of players on the pitch. But the parameters and boundaries of time and space have changed, as players
and systems have become physically more effective and efficient, and also the pace of the game has certainly increased. In the days of Pele, Netzer, and Cruyff, ball contact time (the time span between a player receiving the ball and passing the ball) was certainly higher; a good couple of seconds to several seconds in range. Whereas, in today’s physically, aggressive and fast-paced game, it optimally could be between 0.8 and 1.1 seconds. In an attempt to meet the requirements for today’s game, for individuals and the team, the coaching emphasis is now upon more creative ability of technique and skill; both on and off the ball. This new kind of creativity for the game of today can be coached, and is applicable to all players. But within this lies a paradox; Players nowadays need regular and systematic creative training to be able to be creative at all!
No. 53 October 2011
43
44
Technique
Photo: www.fcb-ff.de
Creative training, as I understand it, rests on the following principles: • Physical body movement coaching and
crucial time coaching • Speed and quick (re)action • Stress reduction • Synergy-docking points • Stimulus • Principle of relaxation • Balance • Visual perception • Sustainability • Person-oriented training Some of these principles may seem familiar, while others are not, and within this article I will attempt to define and explain the less familiar in more detail, and link them in when relevant to the already more familiar principles.
No. 53 October 2011
Principle of physical body movement coaching and crucial time coaching
The foundation for creative football lies in the principle of physical body movement and an awareness of the (optimal) body positions, both static and dynamic. Thus, creativity is the physical movement portrayed through the feet, and requires a repertoire of agility, skill and technique patterns. Through the development of this repertoire, the player is able to initiate their ‘own process’ to pursue the objective, and thus developing their optimal body awareness. As the (optimal) physical body movement improve through experience, so does the ability to implement more naturally occurring agility, skill and technique, possibly seamlessly like Pele. Crucial-time coaching includes the constant modification of phases of play in variant
Youth Technique Training
parameters of time and space within the playing area. By simulating and imposing the same pressures of today’s game with the physical and high-paced aggression; it is more realistic to see the transfer of the agility, skill and technique (with optimal body movement) transferred creatively to the real game situations.
Principle of stimulus / Principle of ‘relaxation’
‘The brain runs on fun!’ Maintaining a fun coaching environment and atmosphere will promote motivation and aspiration in players and all, and this will stimulate the learning process which yields a very positive playing perspective. The principle of ‘relaxation’ refers to fact that; players feel comfortable to initiate and exhibit creative agility, skill and technique (in practice) to naturally re-enact them on the field of play. Within the development of creativity and improvisation of performing the skill and technique individually, it is also worth considering that players need to be able to adapt with systems of play and team environments and cultures. Consider how players like Messi or Klose adapt what they do for their clubs, then for their national teams? This also may be influenced by the position, or the role within a position, the opposition or the mere circumstance of what the match represents.
With the goal of allowing a creative player to develop, the coach should be aware that the player is the centre of the learning process, and whilst the circumstances of the modern game need to be replicated to make the coaching session as real as possible, the coach should not over-instruct players, as this type of environment would be deficient of creative opportunity. ‘When I don’t practice one day’, I notice it. When I don’t practice for two days, the team notices it, and when I don’t practice for three days, the public notices it’. (Air Jordan)
The coach needs to exhibit a comprehensive knowledge and understanding of the balance between ‘creative playing opportunity and appropriate playing approaches,’ as in behaviour and attitude. This addresses the ‘principle of balance and sustainability’ and is blended with the principle of crucialtime coaching.
Principle of quick action / stress reduction / visual perception / synergy-docking points
These principles are responsible for creativity also being visible within the field of play. Considering the somewhat emotional context of football, my question is, are vic-
No. 53 October 2011
45
46
Technique
able to analyse many the multitude of alternative actions in the shortest time; and then to decide quickly which of the alternatives is the most appropriate. The more information the player has available in advance of this decision from his perception, the more likely it is that his decision might be correct.
Stress reduction
tories determined psychologically, or within a higher level of play? Here I will call upon the aforementioned principles to look at the possibilities of alternative football action in game situations; this is to help understand why ‘thinking’ alone is not enough. The individual phases of a typical action could be: a) Considering and deciding on alternative actions b) Planning the chosen action c) Executing the action d) Evaluating the outcome of the action
Quick action Creative football requires players who are
No. 53 October 2011
As mentioned, football is a highly emotional game. Every player has an individual ‘inner stress level.’ Mental toughness and sufficient protection against stress therefore play a important role when it comes performance. Stress produces delays in action, wrong decisions, and imprecise actions. My proposed concepts enable the players to call upon their full performance potential through reduced stress levels. Dr. Stefan-Raadts concurs, saying, ‘Recent research on the character of young football talents shows that in particular the ability for emotional control is a key to success.’ Creative training therefore enables the player to be creative in the quickest time, to make the right decisions, and to execute them properly.
TECHNIQUE
The goal is therefore the maximum increase in qualitative performance characteristics (quickness of action, accuracy of action, and correctness of action) with consideration of stress reduction.
Principle of synergy-docking points
Within reciprocal learning processes, the players can learn, develop and exhibit their creative potential, and the communicative relationship is imperative to bring the best creative agility, skill and technique out of the players. I am still obligated to give you an explanation of my statement ‘All players need creative training.’ Why? Because I have to confess something to you (and now at the end of the article it is easier for me); I also believed for years that only certain play-
ers need individual creative training. Now, I know that creativity and quickness in play can be coached, but only in a group.
Principle of ‘person-oriented training’
This principle relates to the necessity to provide a level of support for football aspects, and also in a more pastoral way. This provides players with a forum space for issues and matters not directly related to football, but possibly on a more personal level, such as anxiety, pressure, and frustration. This is a good way to form reciprocal trust, fundamental to a good relationship and understanding towards a more effective yield of learning and development. If you have any questions or feedback of this article, you can contact the author at; mn66@hotmail.de
Bibliography Burow O.A. (2000) I am good, - we are better. Success model of creative groups. Stuttgart: Klett-Cotta. Burow O.A. (1999) The individualisation cases. There is creativity only in the plural Stuttgart: Klett-Cotta. Cummings A. & Oldham G.R. (1998) Where creativity thrives the best In Harvard Business manager 4 Stefan Raadts, Emotional regulation and quick action
No. 53 October 2011
47
48
Goalkeeping
In Brazil, until recently, goalkeeping coaches were former goalkeepers without any formal coaching training, normally performing highly technical training that is distant from the reality of the game, and with no integration with the model of team play, but this situation is starting to change. Thiago Mehl is one of the positive example of this, and with his work he is becoming a prominent coach contributing to development of the future number 1’s. We talked to Mehl about his role. By: Bruno Camarão and Thales Peterson (Universidade do Futebol) Edited by Michael Francis Pollin
No. 53 October 2011
Goalkeeping
Thiago Mehl, Goalkeeping coach Atletico-PR U17 Introduction Paranaense by birth, Thiago has worked for several teams from Coritiba to AtleticoPR’s (where he currently works). Realising that he would not fully succeed as a professional goalkeeper, he decided to focus on academia and studied physical education at a university in his hometown. “As soon as I entered college, I decided I wanted to be a goalkeeping coach, and knew it would be hard at that time to get back in with a good team. It was one of the best decisions in my life, because I started early in this career (at only 18 years old) I was able to gain more experience faster,” he said. The good record at Atletico-PR, earned him an important invitation: to be part of the coaching staff of the U-17 national team that competed in the World Cup this year in Mexico. The 4th place was celebrated and commended by the group led by Emerson Avila, despite feeling that it was possible to do even better. In this interview with Univer-
sidade do Futebol, Thiago talks extensively about the development of new goalkeepers, the peculiarities of everyday activities and how to fit specific goalkeeping exercises into the whole team plan.
Integrated work “Atletico-PR is an excellent goalkeeper training club, having trained Flavio, Vinicius (now in Bulgaria), Joao Carlos, Renan Rocha, Santos, and more recently Neto, who plays for Fiorentina (Italy). The goalkeeping training department has never been so well organised. We always share a lot of ideas, and when possible, the goalkeeping coach of the first team attends training and games and I attend their sessions and games. Some time ago we sat down to draw up the ideal profile of a goalkeeper for Atletico-PR. We now apply this in our training, helping our goalkeepers to identify with this objective profile, and this is having an effect. Today we have great goalkeepers in the academy that will eventually play for the first team.”
No. 53 October 2011
49
50
Goalkeeping
Opportunity “At the academy, we have more time to work. We usually play one game a week and then we can divide the rest of the time into several training sessions. This somehow makes it easier because there is always time to work on all the content. However, the timetable requires a lot of variety and creativity applied within the exercises, so they do not become repetitive. In the first team, time is short, usually two matches per week and it is important to consider postmatch recovery and training focused upon game situations, stimulating only the (daily) physical capacities necessary for the goalkeeper.” “Because we are developing players (as athletes), I defend the view that one should create opportunities for all goalkeepers and give them all a chance to play, after all, there is no development without games, especially when it comes to goalkeepers.”
What kind of goalkeepers are Brazilian clubs looking for?
“First of all, it is interesting to draw-up a physical profile of the player (goalkeeper) that the club wants to develop, for example, a tall goalkeeper, a fast goalkeeper, a strong goalkeeper, etc. Then, once the desired keeper has been signed, according to the profile, the technical part would be developed at the club. Most notably, Victoria and Palmeiras, but also Atlético-MG, Cruzeiro, Internacional and Atletico-PR display a clear methodology for developing goalkeepers.”
Height Vs Vision “The biggest concern for many and without doubt, is height. However, we must understand that this has to be considerate of dealing with youth players (16 and under), who are not yet physically mature and can still have some growing possibly to do. The first thing to note is the technique, or at least the probability of improvement and development that the player has. An example in recent years is Neto, he joined Atletico-PR measuring 1.56m, but he had great technical ability and was a fast learner. When he reached the U15s, he was sold to Fiorentina measuring 1.92m, and went on to win 3 caps for the National team. “
Courage “Another important factor to be assessed is the personal attributes of the goalkeeper,
No. 53 October 2011
Goalkeeping
“It is easier to develop a goalkeeper who is brave”
especially in game situations. It is easier to develop a goalkeeper who is brave and not afraid of making mistakes, than a goalkeeper who is introverted, shy and takes little risk; making ‘courage’ a desirable attribute.” Perception, decision and motor response “The first thing to do is try to improve as much as you can the number of technical foundations for a goalie, because the high-
er the technical capacity of a goalkeeper, the greater the ease of performing a save, whether or not unpredictable. The second concern is to train the game situations, like crosses into the box, front and diagonal shots, bouncing balls, deflected balls, saves after a rebound, and as many other situations that would occur during a match. This is something that you can coach for them to experience.”
No. 53 October 2011
51
52
Goalkeeping
“For goalkeepers, making quick decisions is fundamental”
No. 53 October 2011
Goalkeeping
Decision making is fundamental “For goalkeepers, making quick decisions is fundamental. I see it more from the physical and mental perspective rather than the tactical view; it is about the ‘reaction times.’ There are several exercises to develop this physical capacity, which deals mainly, with what is called goalkeeper’s ‘reflex’. The speed of reaction need regular coaching and should be trained on a weekly basis. These activities will help the keeper to make a correct decision in a fraction of time; whether it is anticipating a cross, holding or deflecting a shot, long or short goal kicks, quick response with the hands or feet, etc. The goalkeeper who has the ability to make decisions quickly and react with speed is more complete and ends up performing actions in the game with ease. More importantly, these workouts are very enjoyable for the goalkeepers.”
Psychology “The goalkeeper’s responsibility is quite unique compared to the rest of the team, and the pressure that the goalkeeper has to be able to deal with throughout his career will always be there. I believe that psychological support is fundamental, but the question of how to do this is still being debated. I believe we should work on this preventively, and not react by dealing with failure and pressure after the event. I think a more concentrated goalkeeper, psychologically stronger and
more understanding of his actions, may find it easier to deal with errors. With this all in mind, and considering and applying the aforementioned, this will prepare the coach and the goalkeeper for learning, development and playing; where the keeper will stop and save many, but not every one!” This article is a contribution from Universidade do Futebol Edited by Michael Francis Pollin
No. 53 October 2011
53
54
Goalkeeping
-SHOP Visit the SoccerCoachingInternational shop on our website to receive 7.5% subscribers discount on all your shop purchases.
Price:
€23.99
Passing and Receiving to Create Time and Space (DVD)
This outstanding DVD emphasizes all the important factors that make for good accurate passing and ease of control. Full of interesting exercises that will teach and reinforce the quality and weight of the pass, passing away from the defender, which foot to pass to, passing and receiving with either foot, movement off the ball, one touch receiving and passing, keeping the head up and looking before receiving the ball and moving off the line of the defender to create time and space.
TION G PREVEN INJURYENGTH TRAININ
AND STR
TION G PREVEN INJURYENGTHCERTRAININ R ST IN SOC D AN
Price: .95
€49
Injury Prevention and Strength Training in Soccer (DVD) This DVD is a guide for soccer-trainers, clubs and players: how can mobility and flexibility-training be used as a tool to prevent injuries and be the fundamental for strength-training? Where do you start your training? How do you build your training session? Static stretches ... or dynamic? And why? How can you train your abdominal muscles in a useful and efficient way? Buy this DVD and receive access to a database of 70 functional exercises for FREE!. will NOT play on European or other non-Region 1 DVD set top players. For customers in those areas, it may be possible to view these DVDs on your computer equipped with a DVD drive and DVD software.
Small-Sided Games of the ams (DVD) World`s Top Te the y small-sided games used by
This DVD contains man emies like Manchester Uniworld`s top teams and their acad Women`s World Cup Team, ted, Juventus, Liverpool, U.S. as MLS teams and USYSA well as gers Ran Chelsea, Glasgow National Champions.
No. 53 October 2011
Price: .99
€29
Goalkeeping
www.soccercoachinginternational.com One Touch and Combination Play (2-DVD set)
Price: .95
€39
Peter Schreiner and Schalke04 U-19 Coach Norbert Elgert present a high energy effective program for developing one touch and combin ation play for advanced players. PART 1: FAST BREAK ATTACK PART 2: FINISHING Note: These DVDs are Region 1 (USA, Japan and others) and will NOT play on European or other non-Region 1 DVD set top players. For customers in those areas, it may be possible to view these DVDs on your computer equipped with a DVD drive and DVD software.
VD) occerse(D skills needed to trationSoS ries covers the ld pene ills Dr er cc Midfiepa g llin se stbe rs. the ye rt in eld pla
This third ertion of midfi k through the ins develop the attac s the key to midfielder, show former England trates how d ns an h mo ac de co vis nal youth gressive drills, Da pro of Paul Davis, Arse s n into fastrie sio se es a ss n po tion. Through d immediately tur an ks midfield penetra nts have a ac ne att po ion op down opposit nities before the to quickly break scoring opportu al go in ing ult break offense res er. comes chance to recov field, this video be middle third of the d how to ted an es n ng itio co ns the tra o of enses int the moment central As soccer cond players to learn ss to either the rtant for midfield timed through pa ll we , ever more impo ick qu a de open with split a defense wi or wing strikers.
Price: .99
€23
Soccer Training: Developing the 360° Player (BOOK)
Price: .99
€9
Maximize your options! A soccer match is an ever-ch anging environment. With every movement of teammates, opponents or the ball a new playing “problem” is created, demanding each player on and off the ball to formulate and carry out appropriate playing “solutions”. Because most players rely almost exclusiv ely on their dominant foot, their repertoire of solutions is obviously limited. Unfortunately, in many cases players are presented with training sessions that cater to their dominan t side and their coaches rarely, if ever, train or even encourage the use of the weaker foot. In this book, Martin Bidzinski presents a training method that focuses on developing physically balanced players who are comfortable playing the ball with either foot to any direction of play, thus giving them the full 360° range of playing options. By Martin Bidzinski
No. 53 October 2011
55
56
Brazilian Corner
Edited by Michael Francis Pollin
Gremio’s FBPA Seminar proposes bre “Building the pillars of development in the youth academy,” was the theme that served as the backdrop to the theoretical and practical presentations of the Gremio’s Football Seminar (2nd edition) at the Olympic Stadium. This was supported by the Federal School of Physical Education from the University or Rio Grande do Sul. Five professionals were invited to present content related to the central theme but from different perspectives. Jordi Melero Busquets, former FC Barcelona player and current scouting manager of the technical football section, gave a demonstration of why the Catalan club is now considered as the archetypal global reference for football excellence. Among the many aspects addressed on the work within the academy, Jordi highlighted the player’s profile that Barca aims to produce; looking to have the same “language” among its professional football teams (first team and B) and the youth academy. The club seeks through its philosophy of play to select and develop athletes who not necessarily need to be just physically tall and strong, but fundamentally to have good individual technique, with emphasis on excellent passing skill and tech-
No. 53 October 2011
nique, intelligence and quick thinking, agility and movement in all positions, understanding of roles and responsibilities (defending and attacking), as well as the appropriate behavioural requirements. Antoni Lima Sola (Toni), also a former Barca player (former room-mate of coach Guardiola in academy days), is currently responsible for scouting players at Inter Milan, talked about some guidelines applied in the formation of players. He highlighting the peculiarities of the old La Masia, the residential accommodation of Barcelona and along with the newer facilities and more modern structure that the club has recently opened, the philosophy prevails. Nuno Alder, a former assistant coach of FC Porto and High Performance Specialist at University of Porto, presented ideas and practical proposals on the polemic approach, articulated by the Portuguese Prof. Dr. Victor Friar, and known as Tactical Periodisation. Nuno said that “the tactic is not physical, it is not technical, it is not psychological, but you need them to be embedded.” The essential approach of this methodological proposal, and one of the issues that cause most controversy - is the denial of physical and technical training conducted in isolation or separate from each other in game situations. The basic idea is that all the capabilities necessary for a football player can be acquired through training in different ways that simulate real game situations. It was left to Prof. Joao Paulo Medina, Executive Director of University of Football, to discuss the
eaking paradigms in football challenges of professional training in football nowadays. He spoke about the phenomena of globalization that has tended to dramatically alter the relationships between people, reflecting also on our social relationships and work. Finally, Albert Miller, a prominent professor of the School of Physical Education, at Federal University of Rio Grande do Sul (UFRGS) and a doctorate in Physical Education from the University of Minho (Braga, Portugal), pleased the audience by talking about ‘Excellence in sports performance: a proposal based on values.‘ Values such as courage, trust, honour, strength, discipline, perseverance and determination are key to succeeding in sport. However, overcoming that is not to be focused on your opponent, but in yourself. In other words, “more important than winning over the opponent, is that every day we are better than we were yesterday.”
Paraná praises work of internal marketing for players The marketing departments and the football departments do not usually work together on a daily basis for a conventional season. In Paraná, however, this scenario has been changed due to a concern for internal marketing, according to the club, has served to help the players’ union and the team’s performance at the Brazilian B Series Championship. The marketing director does not provide any details, but said deals with players and coaches to show what the club is and what is happening behind the scenes. “We try to align the expectations and efforts of inside and outside the field,” explains vice president of marketing, Wladimir Carvalho.
G4 intends to take São Paulo residents to the U.S. market
Brazilian Corner
Among whispers and plans to internationalise the brand of Brazilian football clubs, the G4 (composed of Corinthians, Palmeiras, Santos and Sao Paulo) has already initiated a plan that is ready to take all four teams from São Paulo to the United States. The likely destination is Orlando, Fla., amongst the amusement parks of Walt Disney Studios and Universal Pictures. The idea is to install a “branches” of the four clubs to market the clubs are provide better communication and information. “We wanted to enter the United States long ago, but we have never been so close,” says Jose Carlos Perez, CEO of G4, who was in Orlando to deal with these companies recently.
No. 53 October 2011
57
58
Brazilian Corner
Laurent Blanc sees ‘collective failure’ in the Brazilian national team
“Training a club and a national team are two completely different situations.” This opinion given by Laurent Blanc should be considered. After all, ahead of Bordeaux, the former central defender was named the best coach in the French championship after only his first season in 2007/08, and also won the cup the following year. He recently completed a year in charge of the full national team. Like Mano Menezes in Brazil, Blanc has been struggling in the reconstruction a squad from a group of younger talents. What is the secret for this transition process? Take one game at a
how to put that individual talent in to the collective, and not vice versa. Les Bleus coach believes that we must try to create a particular “sprit state,” and not only rely on young talent such as Lucas, Neymar and Ganso is not guarantee of success.
time, winning as many as possible and qualify Les Bleus for the next edition of the Euro Championship. “The life of a national team coach is never very long, like any coach as a matter of fact. Obviously there are national team coaches with more experience than me. What interests me is the qualification for the Euros. It is not good enough if you know the work well but do not qualify your team,” Blanc stated to the FIFA official website. For Blanc, in a team sport you must have individual talents; but above all, you need to know
No. 53 October 2011
“They are good young players, but we can see that the Brazilian team has struggled to impose themselves collectively, despite their individual talents. Just look at the last Copa America. there’s an example of players with outstanding individual talent that do not necessarily form an outstanding team,” described Blanc. “Argentina and Brazil are proof of that. Talent is not enough, although it is better to have it to form a great team. But when you have talent, and even genius, even then it does not mean you automatically have a great team. Fortunately really, otherwise Brazil would not have won five World Cups, but ten! ( he laughs) The Brazilians need to leave a little for others ...”, Blanc concluded.
The Brazilian Corner is a contribution from Universidade do Futebol Edited by Michael Francis Pollin
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.
NEW DVD SERIES! Dutch Soccer School Series (6 DVD SET)
Price:
€109.95
The bestselling training series ever! This 6-DVD set includes: • The Dutch Soccer School • Attacking from the Back • Defending • Conditioning for Soccer • Coaching the Dutch 4:3:3 • Set Plays
6-Minute Soccer Skills (10 DVD SET)
Price:
€ 69 .95
Introducing the 6-Minute Soccer Skills DVD Series from FineSoccer. No wasting time watching a one-hour soccer DVD to learn how to shoot, pass or head a ball. These 10 DVDs get right to the heart of teaching in just 6 minutes.Titles include:Volleys;Chips, Flips and Benders; Striking; Turning; Individual Defense; Heading; Trapping; Passing; Shielding, Shoulder Charges & Slide Tackling and Juggling. Coaches These 10 DVDs are a great teaching tool. Each DVD breaks down the skill step by step and clearly explains the main coaching points of the specific skill. This makes it simple to show and teach your players at practice.
www.soccercoachinginternational.com
Heroes of the Future The Ajax Education Series 6 DVD Set - Examines the world famous AJAX youth soccer training system from the playing style to the training concepts to the developmentally specific educational model. Includes: DVD 1 - The AJAX Playing Style DVD 2 - The AJAX Training Concept DVD 3 - 7 to 12 Year Olds DVD 4 - 12 to 15 Year Olds DVD 5 - 15 to 18 Year Olds DVD 6 - Bonus DVD with player interviews and an overhead look at a first team match
Price:
OUTSTANDING! Includes both ENGLISH and SPANISH audio
No. 50 June/July 2011
€ 89 .95
Next issue
SoccerCoachingInternational offers you a sneak preview into our next issue:
Available
online
November 2011! Ron Jans, sc Heerenveen:
“High pressure defence asks a lot from your team “
...Other features: - Training sessions - Brazilian Corner
Ron Jans does not like to be reminded of his, somewhat indifferent first season at SC Heerenveen. Nevertheless, the coach, who previously had 8 successful years at FC Groningen, does point out that the difficult year has strengthened him as a coach. “Last year I experienced things that I had never experienced before. In particular, the personal criticism I had to deal with. That made me stronger, both as person and as a coach.” SoccerCoachingInternational talked to Jans about the future for SC Heerenveen, and himself..
- and more ...