Storm FC Club Coaches Technical Guide by StormFutbol

The Storm FC Way Technical guide

a club playing philosophy & coaching framework Long and Short Term Young Player Development Program Plan

Investing IN OUR Youth

CONTENTS

6. The Practice Curriculum

Club vision & misision

Club values & commitments

1. Foreword and Introduction

10 11 13 14 15

63 65

Aims and purposes Philosophy and context The evolving game

7. Coaching practices

66 67

Charter of Quality

Pillars of success

Performance planning

2. Club Philosophy

8. Devoloping the practice

28 Purpose and context

3. Playing Philosophy

Statement and overview

33 34 38

77 78 Skill workout

Developing a healthy lifestyle

9. Coaching framework

41 4. The Young Player

12-16 & 15+ years syllabus in 5 chosen phases

5. Coaching Philosophy Guiding coaching principles

51 52 54 55 56 58

© Storm FC 2017 This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner.

122 123

46 47

83 86

44 - Goalkeepers

139 - Defending against teams when ‘in balance’

151

- Defending against teams when ‘out of balance’

166

- The ﬁnal ﬁnishing phase

179

Generic syllabus for Goalkeepers

200

10.Reference Acknowledgement

239 240 240

Storm FC Mission “To create an environment conducive to learning for players, coaches & Parents through a family faith based community experience. To provide sound principles of the game for the player to excel and create their own path of success and necessary life tools to become a person our community is proud of.”

Storm FC Player Vision “To produce more players that are consistently competent, technically excellent and create players that are innovative through exceptional decision-making skills.”

Storm FC Staff Vision “To develop, teach, qualify and support our growing number of coaches who will have a player centered approach with sound knowledge of game principles and excellent teachers of the game and for instilling tools for players life skills.”

Technical guide Storm FC Club Values Storm FC core and sustainable values

Investing IN OUR Youth

Y T I L A QU D E Z I N D ORGA E R E T N E C R E Y A L P D E N I L P I C S I D S S E C SUC T S E N HO

Our club and coaches are committed to...

QUALITY • APPEARING THE BEST • ASPIRING TO BE THE BEST • CHALLENGE EVERYONE TO BE THE BEST • MAINTAIN AND GO BEYOND THE HIGHEST STANDARDS • QUALITY TRAINED STAFF & COACHES, QUALITY PLAYERS

ORGANIZED • BE RELIABLE • DELIVER HIGH STANDARDS • TAKE RESPONSIBILITY • PLAN AND BE PREPARED, REVIEW, MONITOR AND EVALUATE

PLAYER CENTERED • CREATE AN ENJOYABLE AND CARING ENVIRONMENT • DEVELOP STAFF, DEVELOP PLAYERS • TRY TO CREATE THE BEST FACILITIES, EQUIPMENT AND RESOURCES • FULLY DEVELOP ALL MEMBERS OF THE CLUB • STAFF - MOST IMPORTANT VALUE IS CHILD, NOT COACH, CLUB, ETC.

DISCIPLINED • ACTIVELY PROMOTE GOOD SELF & TEAM DISCIPLINE • ADHERE TO RULES, REGULATIONS AND GUIDELINES • REWARD AND RECOGNIZE THOSE WHO WORK HARD

SUCCESS • EXCEED EXPECTATIONS OF SUSTAINABLE VALUES • ENJOY WHAT WE DO • EXPECT TO MAKE MISTAKES AND LEARN FROM THEM • BELIEVE IN OURSELVES, ACHIEVE OUR POTENTIAL • DEFINE SUCCESS BEFORE TRYING TO DELIVER IT

HONEST • ENCOURAGE DEBATE • TRUST EACH OTHER • BE OPEN AND FRANK • COACHES ARE APPROACHABLE, WE ALL WORK TOGETHER

QUALITY APPEARING THE BEST

CHALLENGE EVERYONE TO BE THE BEST

• Players/coaches/staff must wear appropriate kit • Bring correct kit to all coaching and matches • Coaches must ensure all facilities & equipment are kept clean and tidy i.e. all balls returned after sessions bibs put away goals to be put back. • Be smart in appearance

• Be punctual • Be polite • Remain composed • Take responsibility i.e. for your behavior, dress and performance, don’t blame others • Be prepared i.e. uniform, equipment and time keeping (arrive one hour before matches and 30 minutes before coaching)

ASPIRING TO BE THE BEST • Pay attention to detail • Applaud good play • Play by the rules • Focus on performance rather than the outcome • Encourage and respect ofcials • Monitor conduct of players i.e. encourage, reward good play; do not condone violent or unsupporting behaviour • Coaches continue personal & professional desire for knowledge

MAINTAIN AND GO BEYOND THE HIGHEST STANDARDS • Eat sensibly, get plenty of rest • Reply early to all communications • Pay attention to detail i.e. if you don’t understand, ask • Be positive i.e. provide feedback • Set high standards for playing and behaviour i.e. can you challenge yourself further set challenging but realistic goals

ORGANIZED BE RELIABLE

TAKE RESPONSIBILITY

• Perform well • Confer with each other • Support others • Learn from others i.e. ask questions about your performance - watch, listen and learn • Provide help and cooperate i.e. what can you do for your team mates

• Value the abilities and opinions of others • Work together i.e. no cliques • Commit to a team ethos • Be well trained i.e. ask questions - what are we doing and why how can we improve nd a solution • Always look at yourself rst

DELIVER HIGH STANDARDS

• Your performance • The team’s performance • Can we set the pace? • Think ahead, anticipate needs and try to nd a solution • Undertake duties professionally i.e. prepare for practices, evaluate and record outcomes share your knowledge ask everyone to contribute

• Focus on you own performance • Be aware of safety issues i.e. check equipment and facilities before playing • Adhere to high standards of individual conduct i.e. not only at Storm FC, but at school, work or at home • Protect the environment i.e. leave Kernow Storm FC training facilities clean, tidy and ready for play • Communicate i.e. be honest, respect condentiality

PLAN, PREPARE, REVIEW, MONITOR & EVALUATE

PLAYER CENTERED CREATE AN ENJOYABLE & CARING ENVIRONMENT TOP CLASS FACILITIES, EQUIPMENT & RESOURCES • Perform well • Be pleasant and polite • Have time for each other i.e. ask about non-related soccer matters • Talk and ask questions i.e. was the coaching session good, bad or relevant • Smile, enjoy what we all do

QUALITY STAFF, QUALITY PLAYERS

• Your performance • The team’s performance • Can we set the pace • Think ahead, anticipate needs and try to nd a solution • Undertake duties professionally i.e. prepare for practices, evaluate and record outcomes share your knowledge ask everyone to contribute

• How can you improve i.e. what are your needs • Play to your strengths, develop your weaknesses • Spend time on self improvement i.e. use the facilities to advance your skills • Attend as many sessions as you can i.e. in-service is provided for your benet

PLAN, PREPARE, REVIEW, MONITOR & EVALUATE

DISCIPLINED ACTIVELY PROMOTE GOOD SELF DISCIPLINE • Help others to maintain good standards i.e. by being prompt, on time, well turned out and enthusiastic • Be proud to be associated with Storm FC i.e. support your team, take advantage and get behind every club team ADHERE TO THE RULES, REGULATIONS AND GUIDELINES • Make sure you have a copy of the playing rules i.e. how many games should each player play • Be familiar with the club publications and guides i.e. long term players pathway and development models do you know the programs available once signed with the club? • Be aware of individual team guidelines i.e. do not play with people unless you are evenly matched physically REWARD THE INDIVIDUAL • Seek to excel i.e. can you perform in different roles - defender - attacker • Put the player rst • Respect the individual i.e. respond to feedback, encourage positive play

SUCCESS EXCEED EXPECTATIONS

EXPECT TO MAKE MISTAKES & LEARN FROM THEM

• Clear action plans i.e. for individual for the team • Set targets i.e. individual team • Recognize success i.e. reward good performances • Contribute to communication channels

• Mistakes acknowledged, lessons learned and communicated • Be inventive i.e. try different things, play in different positions, seek advice • Be open, communicate and discuss issues • Believe ourselves, achieve our potential • Culture of self improvement i.e. ask questions, look and respond to good practice • Take ownership • Lead by example • Be professional i.e. know your role, set high standards and maintain them

ENJOY WHAT WE DO • Do your best • Meet objectives • Work hard, but enjoy contributions to the team effort • Be proactive i.e. friendly, willing, constructive

HONEST ENCOURAGE DEBATE

BE OPEN AND FRANK

• Feedback given regularly and honestly • Share knowledge openly i.e. regular meetings, communicate information • Allocate time for team building • All ideas and contributions sought, encourage, valued, acknowledged.

• Club condentiality maintained i.e. Club issues discussed openly, but only when appropriate • Remove barriers to maintain trust • Be constructive when offering criticism i.e. try not to blame people for mistakes. • Be sensitive to individual needs i.e. when dealing with players have an adult present

TRUST EACH OTHER • Keep promises • Value differences • Issues confronted and dealt with appropriately • Regular reviews to nd cutting edge coaching methods & practices, provide constructive feedback.

BE APPROACHABLE, WORK TOGETHER • When approached give your time freely & listen. • Positive body language, listen and take action • Discuss issues in the right environment i.e. with players and parents in the club ofces. • Support the club teams & be positive! new initiatives and ideas

We invest in our youth for the future of our community 9

Technical guide Section One Club Aims & Purpose

Investing IN OUR Youth

GOOD CANNOT BE AN ACCEPTABLE SUBSTITUTE FOR GREAT

SECTION ONE: FOREWORD AND INTRODUCTION

~ Antony Penna Director of Soccer Operations/Technical Director

It is a cliche to say that the future belongs to our youth. But no cliche runs as true as this one. Youth development will remain a key issue for every youth organization around the world. Each soccer club develops its own initiatives in which they hope will be the model that gives them success. Most models are developed through the person driving the club forward, the leagues they participate in and the philosophy of the club.

Storm FC since its inception has believed in more than just being a soccer club that lists about having player development on their website. The truth is, we are in the business of developing players, as are every other club in North Texas or the country. We have a duty to develop players which unfortunately can be lost in translation within our leagues and coach centered approach here in North Texas. There are many models out there with just a quick click

SECTION ONE: FOREWORD AND INTRODUCTION

of the mouse on each clubs website. Modelâ&#x20AC;&#x2122;s on each clubs website could be mistakenly thought to be the same as the previous clubs players development model. Below you can see a selection of the models that are promoted around the country.

Fig 1: The myriad of pyramid player models available

Storm FC believes that by looking at these models one point is alarmingly clear, that each club systematically are promoting the loss of players to their club, so for every 100 players entering their club system (bottom of the pyramid) only 1 (one) player will still be at the club by the end of their career (Top of the pyramid). Although it is realistic to assume that very few players make it to the higher echelons of the game, it is not acceptable to think that other players that either enjoy playing for the club, do not have the ambition of playing for a professional club or even that they just want a more organized and higher level of coaching and opposition. Is it right that these players are cast aside? As a youth organization Storm FC believes it is our duty and the families right to have more than just a pyramid system that only takes into account the talent of a youth player. We believe that when a player joins

Storm FC Player Development Pathway to Success Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

Phase 6

Phase 7

Pre-Academy

Junior Academy

Academy

Competitive

Pre-Elite/Comp

Pre-College/comp/Elite

Retention

Initial Stage

Basic Stage

Intermediate Stage Advanced Stage

Performance Stage Retention Stage

STORM FC: AIMS & PUPOSES

AIMS & PURPOSES 1. To produce top quality soccer players and citizens for Kernow Storm Futbol Club. 2. To promote a caring environment in which young players may fulll both their educational and playing potential. 3. To develop and promote football education within both the local and wider community. ACTIVITY PROGRAM: 4 TO 23 AGE RANGE 1. Developmental skills training: one and two evenings per week. 2. Under 3-6s: one program session per week. One block of Saturday morning including game 3. Under 7-10s: Two sessions per week. One game typically on a Sunday plus camps throughout summer 4. Under 11-19s: two to three practices a week annual program with yearly tryouts in June/July with camps 5. Under 17s-23s: Summer League options with tryouts for Semi Pro NPSL or Futsal PFL (Upon acceptance). OUTFIELD PLAYERS Coaching will be held at the Storm FC Training Ground at Waxahachie and other training facilities at Various cities including Arlington, Weatherford and Grand Prairie. With the increased time available for coaching, emphasis will be placed on the following areas: • Technical mastery of the ball, i.e. passing • Tactical awareness • Mobility and exibility training • Football tness, including ‘aerobics for football’, balance, co-ordination and speed work

and enjoyable, other activities, which will be used to develop soccer ideas, such as quick play. However, what is important is that each session will be challenging and coaches will insist upon quality performance. The aim of the coaching syllabus is to help young players achieve excellence in soccer. This document outlines some of the coaching ideas which will be used to develop technical and tactical competence. GOALKEEPING The technical aspects of goalkeeping will be covered continuously throughout the season, with the emphasis being placed on: • Basic handling

• Shot stopping

• Dealing with crosses

• Footwork

• Distribution

• Spreading and blocking

The importance of a goalkeeper’s ability to deal with back passes will be constantly reinforced. Modern goalkeepers need to devote plenty of time to receiving and passing the ball. Training in isolation on technical work which will be supplemented by sessions developed to facilitate tactical awareness, decision making and positional play. Regular sessions with the professional coaching staff will promote continuity in approach and ensure that goalkeepers are fully prepared for the demands of modern goalkeeping. All coaching will involve physical preparation, i.e. endurance work, speed, reaction and body management.

SECTION ONE: PHILOSOPHY AND CONTEXT

SECTION ONE: Player Development Model Overview

Looking at our model above you can see that there is a clear and concise “Journey” with Storm FC Phase 7 Retention

24+ Years

Retention College Studies; College to play; Enter the work environment; Compete on National leagues

Pre-College/comp/Elite

18-23 Years

Phase 5

15-18 Years

Phase 6

Pre-Elite/Comp

Phase 4 Competitive

Phase 3 Academy

Phase 2 Junior Academy

Phase 1 Pre-Academy

11-14 Years 9-10 Years 7-8 Years 3-6 Years

Education City FC Semi-Pro Under 23 League Coach Active for life Stage College Selexion program; Player Combines for NSCAA, MLS, USL, NASL, NPSL, etc.; Showcases

City FC Try outs

CompetitiveTrain Teams - Pre college to win Stage

Competitive Teams (Pre-NPL) Training to compete Stage

SDS

Development Squads

SDS

Development Squads

Pre-Select Academy Training to train Stage

Junior Academy Basic Stage

KickStart FUNdaMINIs Fundamentals Stage

- Pro Camps 2 - iD & PDP Camps - Community work - Pro Camps - Skills Sessions - Community work - Motor Learning - Fundamentals - Mini Leagues - Skill Acquisition - Fundamentals - To love the game

Storm Fc’s players development pathway (PDP) starts from the ages Under 4 through to our retention of players to then re-invest in our youth again. PHASE ONE Phase one starts with the Under 4 through Under 6 boys and girls. The program within Storm FC is a stand alone program, which means that, our players that sign up for the “Kickstart FUNdaMINI’s FC” have one practice a week that will also end in their game for the week. Our model is based upon child development motor skill acquisition and psychological capabilities for their age. Learning how to move properly through a games based approach, understanding change of direction, running correctly, changing speeds, stopping, eye hand/foot coordination and posture. At the end of each session a game/s will be played incorporating their parents as part of the playing touch lines. The games will be 2:2 3:3 style games promoting maximum participation and touches on the ball. A series of goals will be used and as the players improve so there will be less goals and a direction placed to shoot into. This phase is to instill a love for the game and will incorporate an end of season recognition parade

PHASE THREE

PHASE TWO

PHASE FOUR

PHASE SIX

PHASE FIVE

Phase six is the performance stage. This phase is for Under 19 through Under 23 players boys and girls. This phase is the active for life stage, those players that remain close to home, opted to join the workforce are able to continue their development and playing career. Storm FC commitment to a full service club will be creating leagues and opportunities for players at these ages. Within the City FCâ&#x20AC;&#x2122;s combine & Expo week, will be a combine for those players who express an interest in playing at the NASL, UAL, NPSL, MLS and equivalent leagues as a semi professional or professional player. For those players who just wish to play in an organized league we will create the U23 summer league, to maximize players returning from college.

PHASE SEVEN Retention is important to us. After coming through the clubs system we have created players that can teach the game from their past youth career. These players understand our philosophy in both playing and our club, to pass onto the next generation.

SECTION ONE: THE MODERN GAME

THE EVOLVING GAME

Our dedication to forward thinking is by devising both programs and training methods that will equip our players for future enjoyment of the game irrespective of their end goals. A player that understands the game holistically will enjoy the game more and continue to love the game. Frustrations can appear with a lack of knowledge and a clear path of development or clear playing styles & philosophy.

Technical guide Section Two

Player Development Pathway Overview of the Long and Short Term Player Development Process

Investing IN OUR Youth

SECTION TWO: CHARTER of QUALITY

Charter of Quality: Framework for our Players Development Pathway to Success (PDPS)

In order to understand our playing player development there needs to be a clear and concise message that outlines how our clubs ideals will be employed. We know parents are key to the process of the development of the player and by producing this document we aim to make clear the message to ourselves, the players, staff and parents on how Storm FCâ&#x20AC;&#x2122;s Charter of Quality is performed and evaluated.

~ Liam Brady, Arsenal FC

PRODUCING THE CONSISTENT PLAYER In order to produce a consistent player we need to understand at which level. Storm FC has programs for players who simply want to have quality coaching, in a set team with good organization and communication tendencies from the team manager through to the parents to players who wish to play in college and further. Our vision of consistency begins with the equal opportunity afforded to each player from the earliest moment they join one of our club programs. The consistency must emanate from the clubs philosophy through to our coaches delivery and their ability to use innovative and modern techniques. Every player may not reach the levels they strive for but each and every player deserves the opportunity to do so. Every player deserves individual attention throughout the long term process in order to completely comprehend the session, to improve their knowledge or skill and also to listen when a player needs support in life situations. By instilling the core values for each and every player we stand a chance of producing a more consistent player at each level of play. To produce better player on a more consistent basis our club supports and develops the following. STAFF - Develop a leading coaching fraternity. - Provide a complete support program to allow coaches to continue their development. - Retain past players to become coaches

PLAYERS

ENVIRONMENT

- Develop technically sound players starting to increase talent pool for City FC by twelve

- Develop well rounded educated players through an holistic approach.

- Players who are tactically astute, aware and intelligent

- Provide facilities and programs that will inspire the young players.

- Players who can make good decisions in the face of pressure - Fully equip a player to play at the very highest level (City FC ).

- Deliver an experience that innovates and creates an emotional attachment for generations to come.

In order to achieve these gains we use the six principles of achieving sustained player consistency model. Six principles in achieving sustained consistency

Increase quality of players

Improve coaching provision through support service

Create more time to play & be coached

of our community. The performance pathway from phase four is vital to create an environment attainable that creates players higher chances of not just making the City FC squad but to be the core unit of the team that can compete on the national stage.

Value for Effective money measurement programs & quality & strategic Assurance investment to systrem achieve value

ENVIRONMENT

PILLARS TO SUCCESS To achieve our environment aims Storm FC employs a player centered method which incorporates a four corner approach.

4 Corner Approach

Fig. #: the four corner approach model

On each of the phases key objectives such as time and space to develop, challenging programs, a multi discipline approach, independent decision makers through an age appropriate curriculum will produce consistent players that can perform from the highest level to a proud citizen

MARGINAL GAINS

~ Dave Brailsford, British Cycling

Summed up, it means that the aggregation from a number of small gains that will result in large gains in overall performance. Simply put, how small improvements in a number of different aspects of what we do can have a huge impact on the performance of the team (Slater, 2012).

â&#x20AC;&#x153;A healthy DNA helps to make the club sustain and prosper for the youth and organizations in our community. What makes our club live is our DNAâ&#x20AC;?. ~ Antony Penna, Storm FC

Modernizing our programs, operating methods and thinking including investment in youth excellence by being transparent on goals and needs will allow our club to achieve and sustain our performance outcomes. Performance Planning Process To maximize performance outcomes, a clear understanding of the coaching process is paramount. For consistent performance our club needs to be better prepared, better equipped, better educated with high ethical standards as well as integrity.

IMPLEMENT

To maintain performance the coaching process must be considered to be integrated with the player centered approach key to the core of our Storm FC philosophy.

I NN

A PL

TIF

The coaching process comprises of a continuous cycle of performance.

PERFORMANCE MEASUREMENT The performance clock is a process in which we can monitor the quality and progression of coaching staff, player progression, strengths and weaknesses across all areas. Key points to be included within the Performance clock: - Measure: Quality of progression of coaching staff that each player is engaged with. - Monitor: Player progression within games program and from training sessions with each coach. - Record: Record the information to carry forward each year. Evidence of the progression towards the long term goals. Create a â&#x20AC;&#x2DC;Record of Achievementâ&#x20AC;&#x2122; build a portfolio of playing and community achievements. - Access: Players strengths and weaknesses across all areas to include their performance from the four corners approach. - Evaluate: Three cycles during the soccer season for evaluations pre-fall, post fall, post spring. evaluate goals set, attained, areas to improve, further options to improve the players development. - Availability: Make available the players performance clock information at any time. Document successful progression

ARTICULATING THE PROCESS The process in modernizing our club and to articulate the process of our Player Development Pathway to Success (PDPS) can be seen below. Club vision & Strategy

Soccer Philosophy

Identify performance targets

Provide templates for management of these

Articulate the clubs culture in terms of holistic youth development

This document has attempted to underline our commitment to detail on how we are dedicated to the development of players that decide to make Storm FC their home, and show our key success is from the investment is in our youth.

College Work Post Youth Life Retention

U15+

College USL, NASL, PDL, NPSL

U12-15 City FC elite environment

U9-11

Storm FC environment

City FC elite environment

Storm FC environment

The purpose of this is to guide the players on improving their weaknesses to increase their chances on being successful when it comes to City FC tryout season. Players are given feedback and will be exposed to the environment required at this level to become more successful as a player and for the club to constantly

SECTION TWO: FOREWORD AND INTRODUCTION

PURPOSE AND CONTENT This document aims to dene and describe an attacking and defending game concept and offers an outline view of what encompasses a proposed way of playing the game. It seeks to provide a player and game development model for the enhancement of technical expertise, tactical understanding and decision-making prowess for both individual players and the team in general. Supporting this general concept is a view of the suggested game characteristics: the technical, tactical, ethical, attitudinal and faith factors that will be the distinguishing features of the way in which the game is played. Also included is a view of the anticipated attributes required to play at the higher levels of the game with City FC and higher in their future years. This includes positional proles that indicate the playing qualities and attributes to operate as forward, mideld, defensive players and goalkeeper.

Similarly: as with the adoption of any playing style: both attacking and defending strategies are outlined, underpinned by appropriate technical and tactical practice content to support it. The technical practice content embedded in the playing style is laid-out around six chosen phases of the game (below), with a brief introductory text to further explain the circumstances and meaning of each phase prior to the suggested practices.

THE 6 CHOSEN PHASES OF THE GAME 1 Attacking when opponents are ‘in balance’ or have recovered to an organized and compact defense. 2 Attacking when opponents are ‘out of balance’ and are disorganized in their defensive structure. 3 Defending when our team is ‘in balance’. 4 Defending when our team is ‘out of balance’. 5 The nal and nishing phase where goalscoring is the intended outcome. 6 Goalkeeping, both in and out of possession.

Technical guide Section Three Storm FC Playing philosophy

Investing IN OUR Youth

PROVIDE FOR OPPORTUNITY & EXCELLENCE 32

KERNOW STORM FC PLAYING PHILOSOPHY

The game style will allow and encourage all players to contribute to the attacking phase with variety, audacity and with considered risk taking and in the defending phase with understanding, assertiveness Soccer should be played and decisiveness. with an efď&#x20AC; cient, economical, measured, possession based approach, where pass quality combined with intelligent and timely support and movement lead to progress and penetration through the thirds of the ď&#x20AC; eld to provide goal-scoring opportunities IF counter attacking possibilities To defend effectively and are denied. efď&#x20AC; ciently: a team should display a controlled, calculated and assertive approach where all players contribute and have a clear understanding of the tactical principles being used to regain possession of the ball.

SECTION THREE: PLAYING PHILOSOPHY

OVERVIEW By combining the underpinning practice curriculum and philosophy of Storm FCâ&#x20AC;&#x2122;s coaching and development strategy, We have formed the overall belief system of what we set out to achieve. We understand and recognize that as we modernize and evolve so will the curriculum in order to stay as relevant to the outcomes we are striving to achieve in the future game.

â&#x20AC;&#x153;PROVIDE FOR OPPORTUNITY & EXCELLENCEâ&#x20AC;?

GAME CHARACTERISTICS Game characteristics are the predominant factors displayed by a team as it plays effectively. They summerize what is observed when a team is operating successfully and provide an overall impression of the individual and team performance capabilities. These characteristics may be technical, tactical, attitudinal, ethical or spiritual ATTACKING GAME CHARACTERISTICS

DEFENDING GAME CHARACTERISTICS - Defending in a team can only be successful if a clear understanding of the defensive principles of play are understood. - All players have a sound understanding when in the loss of possession occurs and clearly show a defensive mentality. - Regaining the ball through tactically intelligent and skilled players, working in a group and team objective within the parameters required of group and team defending principles . - Players are adaptable and understand the roles and responsibilities when faced in ever-changing roles and positions. - Players are able to understand and adapt when asked to mark in a zonal or man-marking defensive structure. - Players can change and adapt and are capable when operating in different modes of play, for example, knowing when to press high, defend early or drop and defend deeper to not allow the space in behind to be penetrated. - All defensive individual and collective methods are assertive but fair, working within the parameters and spirit of the laws of the game.

SECTION THREE: PLAYING PHILOSOPHY

SHOOTING

PASSING: TEAM/PLAYER 1. Be positive and put at least one opposing player out of the game with your pass. 2. Be realistic with your pass and don't be over ambitious. 3. Look to keep the ball moving early.

PRESSURE

ORGANIZATION

SECTION THREE: PLAYING PHILOSOPHY

As a rst priority, counter attack with speed, control and directness into the attacking third of the eld. Alternatively, build attacks carefully through accurate and controlled ball retention and incisive use of possession. Support, player movement and interchanges of position to be employed to free receivers of the ball in alternative and unusual eld and goalscoring positions. As appropriate, progress the play early, quickly and efciently through all areas of the eld in order to enter the attacking third and reach goal-scoring positions.

Tactics - Individual, group or team methods used to out-maneuver opponents to achieve pre-determined results Strategy - The process of planning games, programmes, curriculum, with an end to achieve desired results.

ATTACKING

All players must be able to recognize, understand and employ the necessary skills to: •

•

Counter-attack quickly from all situations and to enter the attacking third and produce strikes on goal, whilst ensuring defensive security. - If counter-attack is not possible: create scoring chances through measured, controlled, accurate and incisive passing allied to intelligent support and creative movement. Develop attacks from possession in the defending third with the goalkeeper and players in the back initiating attacks. Where possible: players around and forward of the ball provide pressure-free outlets for the player in possession, across the width and length of the eld. Retain possession of the ball in all phases of the game and where necessary, change the play from congested areas to less-congested approach areas in order to progress play. Employ individual player and combination play, movement and interchanges to create positions in the attacking half of the eld. Expose space in and around oppostion defenders (especially forwards) and in defences in order to receive the ball and penetrate to goal-creating or goal-scoring positions in central approach areas of the eld.

Understanding Terms Position governed - A playing approach that places delivering the ball into the attacking third of the eld as the rst tactical priority, often with passes that concede possession but gain territory. Free receivers - Players able to nd good support positions to receive possession in space, away from opponents.

by numbers of players. Clever play – Inventive execution of movement and ball skills that make it difcult for opponents to predict the player’s intention

• positions and provide accurate service to players in the penalty area. •

•

channels through combined movements or clever player movement and incisive, accurate passing. Vary speed of attacking play to suit team tactical objectives or playing circumstances.

39 FA Technical Guidelines

SECTION THREE: PLAYING PHILOSOPHY

DEFENDING STRATEGY • Recover possession as early as appropriate, by employing team-pressing, support and compactness in order to disrupt the opponent’s build-up play. • Understand how to defend with controlled and intelligent intensity as early and high-up the eld as is feasible. • Alternatively: recover quickly to organize a compact defensive block (including the goalkeeper), behind the ball when early defending is inappropriate.

•

Minimize the number of opposition entries into the penalty area from all positions in the defending half of the eld. • Protect the space behind the backline (of players) and in front of the goalkeeper, as a defensive priority. • Secure the space ahead of the back line and behind the mideld defensive line as a major defensive priority. • Ensure defensive safety when counter-attacking.

DEFENDING

DEFENDING TACTICS All players must be able to recognize, understand and employ the necessary skills to: •

•

Defend again stop position counter-attacks when team arrangements are disorganized and individual or team units are isolated.

Attempt to regain the ball on loss of possession in the attacking half of the eld by applying pressure on the ball-holder and immediate pass outlets, as early as possible. Concede possession only when opponents establish composed and controlled possession in their defending half and it is not possible to apply effective team pressure. Recover quickly to regroup goalside and ball side on loss of possession if pressing is not tactically appropriate.

Defensive block - Concentration of several defending players who have good spacing and coverage in their half of the eld when their opponents are in possession.

- i.e. front edge of the center circle or half way line. Construct a compact defensive unit of at least 7/8 out eld players, before sustained teampressing commences.

Team pressing – A coordinated team tactic where all players participate together in pressing the ball, marking spaces or players and tracking opponents.

• •

•

Understanding Terms

Early defending – Realization of team opportunity to pressurise and challenge to regain possession or restrict passing options as near to the opponent’s goal as possible.

•

to deny access to and protect all the team’s defensive third, shooting and crossing areas. Control and direct opponents in possession (where possible) into strategically agreed areas and positions within the defending half of the eld. Mark, press and track key opponents who are tactically signicant suppliers of the ball in opponents attacking play. Allow no unsecured space behind the back defending line with defending depth and essential goal keeper support. Tactically manage the space between the back defending line and the mideld unit. - e.g. use of holding mideld player(s) reducing space between the two units. Closely mark key opponents in potential goal scoring positions in and around the penalty area, as play develops.

Style - How a team chooses to play, as revealed by its technical and tactical solutions to meet the challenges presented within a game.

Technical guide The young Player Foundation Phase 1

Investing IN OUR Youth

ASPIRING & BUILDING TOWARDS MAXIMUM POTENTIAL

SECTION FOUR: THE YOUNG PLAYER

YOUNG PLAYER CHARACTERISTICS Player characteristics describe the preferred attributes of a young player operating within a suggested style of play. Characteristics are the sum of qualities drawn from the technical, tactical, athletic, attitudinal, ethical and spiritual domains. Positional proﬁles overview In order to play with the proposed playing style the suggested performance criteria for each position is outlined. This is certainly not denitive, but it states the technical and tactical competences thought necessary to perform at a high level within the playing framework. Coaches will, of course, dene the requisites for their chosen way of playing and the necessary competences that accompany the method and style of play.

Technical •

Displays versatility and ingenuity to meet the demands of the game. • Assured basic techniques along with an assured and extensive range of ball skills. • Outstanding range of skill in some aspects. - Especially the ability to distribute and receive the ball; retain possession and make personal time and space at all times. • varying distances. • Clean ball contact skills whilst passing, receiving and traveling with the ball. • Operates skillfully at optimum and varying speeds, even in congested areas. • Runs with the ball effectively and recognizes opportunities to do so. • Ability to turn with the ball in a variety of ways. • Preferably two-footed,with some degree of unorthodoxy. • touch techniques. • Where appropriate can eliminate opponents alone or in combined play with others. • Can defend alone. • in the right place at the right time.

“ASPIRING & BUILDING TOWARDS MAXIMUM POTENTIAL”

Tactical • Intelligent for self and the team. - Learns and understands personal playing role and capability through practice and experience. - Understands team attacking and defending strategies. • Knowledgeable and capable in preferred playing position. • Versatile and comfortable in other playing positions. • Anticipates rather than reacts to the events of the game. • Constantly monitors the development of play whilst on the move; building mental pictures that assist in effective decision making prior to receiving the ball. • Assured and intelligent decision-maker. • Effectively retains and protects the ball from opposing players. - Competent in 1 versus 1 situations. • Aware and understand show to gain personal tactical advantage. - Reads, understands and responds to game events.

Terminology Clean ball contact - Precise execution of ball contact techniques. Coachable player - Responds positively to the coaching environment and learns quickly from experiences. Other playing positions - Unaccustomed roles within the team structure.

Physical • Equipped to meet the demands of the game. - e.g. possess agility, speed, appropriate levels of endurance and changes of pace. Psychological • Eager to learn (coachable player). • Psychologically controlled and adaptable. • Reliable, enthusiastic and self-disciplined. • Winning mentality throughout the game and does not concede defeat. • Understands the state of the game and operates accordingly. • Demonstrates good spatial awareness and is quick to respond and adjust to unfolding game events. • Deals with disappointment, criticism and errors with resilience and a positive outlook. • assurance.

SECTION FOUR: THE YOUNG PLAYER

SPECIFIC ATTRIBUTES OF GOALKEEPERS Technical • Excellent basic handling and make very good decisions on when to use appropriate catching, deecting and parrying techniques. • Ability with both feet and be able to receive and pass with composure. - Passing techniques appropriate for using over the various distances. • congested areas. - e.g. Set Plays. Tactical • Understand the principles of good start position when in and out of possession. • Effective communicator and uses commoinly understood terminology. • Appreciation of the state of the game and adopt a no risk mentality. • Recognize and initiate counter-attack opportunities for the team.

Physical •

• •

move around the goal/pitch with speed, balance and co-ordination. Quick reactions, both in temrs of thought and movement. Power and strength to deal with physical contact when dealing with crosses.

Psychological • Courageous when required to dive at feet and smothering. • Demonstrate good powers of concentraion to be alert when called into action. • Able to cope with errors (i.e. personal mistakes) and criticism.

Terminology Start position – Initial position taken up in relation to the ball and goal. State of the game – Appreciation and understanding of the personal, team and game circumstances at any given time during a match. Read the game – Anticipate and show good awareness of the development of play whilst adjusting personal position accordingly.

POSITION SPECIFIC REQUIREMENTS

SPECIFIC ATTRIBUTES OF DEFENDERS Technical • Ability to position accurately and read the game. • Mark opponents from different distances according to game circumstances. • Press opponents in possession of the ball with the intent to intercept passes, spoil possession and contain attackers. • Defending 1v1 situations in both relatively-static and uent circumstances, such as counter-attacks. • Track opponents movements and where necessary pass on opponents to other defenders. • Challenge decisively and fairly. • Know how to cover other defenders and mark spaces as appropriate. • control and speed. • Make accurate passes to forward players in front and behind the opposing defence. • Deliver passes with both feet and any surface over a variety of distances with deception and spin, if necessary into mideld and forward areas. • Have a safe trick on demand. Tactical • Understand the individual and collective priorities of defending and the concepts of defensive safety and risk. • Defend with composure and accuracy. • Read and anticipate play and then be a decisive decision-maker. • Support, receive and play in and from the defending third with composure and understanding. • on entering mideld areas. • Change the ball-position and play as required.

Physical • Speed and explosiveness in general movement, particularly over short distances. • Have leaping ability (spring) with precise timing if not height when competing in aerial challenges. • Upper body strength for contact situations. Psychological • Mentally adaptable and tactically capable in a variety of defending circumstances. • Courageous and concentrated throughout the game. • Display composure and competitiveness

Terminology Safe trick - A skillful and assured move with the ball executed effectively and efciently by a player in an opposed situation to relieve pressure. Spoiling – Deecting the path of the ball (sometimes over short distances), just before or as an opponent receives, without the defender securing possession.

SECTION FOUR: THE YOUNG PLAYER

SPECIFIC ATTRIBUTES OF MIDFIELD PLAYERS Technical • Support and offer to receive the ball in all circumstances. • Receive, secure and priotect the ball under pressure. • Turn with the ball whenever possible in a variety of ways. • Varied one-touch skills with both feet and all surfaces over a wide passing range. • Deliver passes to forward or forward moving players with sensitivity and accuracy, either aerially or on the ground over varied distances with deception and variety. • Ability to eliminate immediate opponent alone or in combined plays with teammates. • Strike accurate shots on goal from distances of up to 25 yards from goal. Tactical • Understand playing the game side-on. • Visionand awareness to observe options available. • orthodox passing skills on demand. • Can disguise play with: showing one option, but performing another. • Move into goal scoring positions inside the penalty area as play dictates and score with varied techniques. • Read opponents attacking play and position appropriately. • Recover, press, track and mark as necessary. • Awareness and understanding of unfolding game events.

Physical • Endure a full game period, demonstrating excellent aerobic and anaerobic capacity. • Possess explosive speed over short distances in both attacking and defending phases. Psychological • Awareness of state of game and ability to adapt playing style in pressure situations. • Displays intensity and composure throughout the game. • Reveals a positive, controlled competitiveness.

Terminology Side-on - Half-turn body position to increase a player’s range of vision and improve ability to readily assess tactical options. Mentally adaptable and tactically capable – Application of rationalized thinking in differing situations appropriate to meet game demands at the time.

SPECIFIC ATTRIBUTES OF FLANK ATTACKERS Technical • Turn on receiving the ball to confront pressing defenders in ank positions. • Eliminate immediate opponents with none or one touch contacts on receiving the ball in front of ank defenders. • Produce accurate, measured crosses and passes into team-mates in goal scoring positions, whilst moving at optimum speed. • Score goals with varied surfaces and skills. Tactical • Where possible show for passes behind the defence as a rst priority in ank positions. • Elude tight marking opponents to receive passes in front of the defenses in ank and ineld positions. • Combine with support players to eliminate immediate ank defenders. • Attack opponents with the ball with the intention of eliminating them individually. • Read and interpret opponents’ defending circumstances and evade them with varied dribbling skills. • contribute to penetrative attacking play in and around the penalty area. • Perform defensive support role, recovering, pressing and tracking opponents. • Willingness to operate in defensive situations as part of team defensive strategy and tactics.

Physical • Display explosive acceleration and pace, both in and out of possession. • Possess agility with and without the ball. • Demonstrate speed endurance qualities throughout the whole game. Psychological • Positive approach to attacking opponents. • Have the courage and persistence to repeatedly attack the opponent. • Control and composure when supplying others with crosses, passes and when striking at the goal.

Terminology Flank - Wide positions taken up by players. Show - An individual moving into position and making himself readily available to receive a pass from team mates.

SECTION FOUR: THE YOUNG PLAYER

SPECIFIC ATTRIBUTES OF CENTRAL STRIKERS Technical • Score with ratios as close to 1:2 per shot or 1:1.5 goals per games • Score instantly with one and two touches playing with variety of skills from any incoming service, or loose ball. • Link with supporting players with a varied one and two touch passes. • Retain ball possession in tightly opposed situations while waiting for support. • Turn with the ball as frequently as possible. • Tactical • Show as a pass outlet for players in possession in the defending third and deep mideld areas. • Understand how to position against and around opponents to cause maximum disadvantage. • Make calculated movements and adopt positions that raise doubts in the minds of defenders of how to counteract these individual tactics. • Have awareness and ability to exploit the spaces between and behind defenses, to receive passes in goal-scoring and goal-creating positions. • Escape man-markers with timely and intelligent individual movement. • Understand positional movement and how to move opponents from good to poor defending positions, to allow others to exploit the space created. • Move into goal-scoring positions. • Channel, trap and contain opponents in possession in their defensive third. • Press, mark and track opponents as required.

Physical • Possess explosive speed and agility over short to medium distances (5-20 meters). • Possess sustained speed over longer distances and speed endurance throughout the full game period. • Have spring and timing (if not height), to contest aerial challenges for the ball. • Body strength to resist physical challenge. Psychological • Competitive and composed in all circumstances. • Willing to chase down forward passes delivered in behind opposing defenses. • Adaptable and aware of state of game situations. • Show bravery in potential goalscoring areas. • Display intelligent positioning and cunning especially in goal scoring situations.

Terminology Timely - Anticipation and selection of the most appropriate opportunity and time to become available for passes. Chase down - pursue passes into open space with aggression and commitment.

Technical guide Section Five Coaching Philosophy

Investing IN OUR Youth

CREATING ENVIRONMENTS THAT STIMULATE, EXCITE & CHALLENGE PLAYERS

COACHING PRINCIPLES

Outlined in the following section are the guiding coaching principles of Kernow Storm Futbol Club. These coaching principles including the coaching process are key concepts in which the club believes will lead to more consistent success. These qualities are important for our coaches to become effective.

Coaches should endeavour to: •

Create environments that enable players and coaches to fulll their potential.

•

Establish a learning-centered approach to coaching sessions.

•

Place the right player, with the right coach, at the right time.

•

Maximize opportunity for all players at all stages of development.

No matter the level or division in which the players are involved with, its these principles that will prevail. The knowledge and process in which our coaches teach will translate into holistic players.

•

Differentiate and provide for the needs of participation, performance and excellence.

•

Consider and use the long-term player development ‘4 corner model’ to meet

All players welcome a coach that pushes them to become better through well constructed sessions and competition provided by our coaches. Coaches guided by these precepts operating a deep understanding of the game and a keen sense of appropriateness to the sessions are required to become successful as both a player and the team

individual players’ needs. •

Provide leadership and integrity at all times when working with players.

•

Make coaching sessions challenging, educational and enjoyable.

SECTION FIVE: COACHING PHILOSOPHY

THE COACH AND OUR PLAYER DEVELOPMENT A breakdown of the four corner approach 1. Technical/tactical corner Technical practices and match play have to be appropriate to meet the needs of individuals within the group. Varying activities and optional positional roles for 7 to 10 year olds should be considered, along with some position-specic practices for those 11-18 years.

• • • •

2. Psychological corner Psychological development and self-concept in the growing child needs to be considered. This includes sports performance psychology and relates to Development and structured principles and concepts. behavioral learning together with state, trait and The learning program, including the coaching process. personality issues. The learning programme for Key phases of development in coach and parent team sports intelligence should be included in this education. subject area. Evaluation procedures within the club.

The following are important elements of our PLAYERS development pathway model: • Age group and soccer age - Typically players are organized by chronological age, however when they are young it is also important to consider their Soccer competence age. It can range for players 4-8 +/- 2 years difference. • Coaching time - The level of coaching exposure

• Training format - Small sided games are good at

3. Physical corner Physical growth and human performance is linked to chronological and biological age. It is therefore important to consider frequency, intensity and duration of activities when developing training programmes for young players. The physiology of growth includes developmental skills and progresses to structured, prescriptive physical adaptation programmes for the mature youth-aged player. 4. Social corner Social inuences are often an under-estimated factor. This element of the model is reviewed for life at home, school, in the street and at the Soccer Club. It includes the possible effects of the impact of peer group inuences together with professional and personal relationships as well as lifestyle management.

“ CREATING AN ENVIRONMENT THAT STIMULATES, EXCITES & CHALLENGES PLAYERS”

THE FOUR CORNER APPROACH Understanding the importance of the four corner approach and its position within our Player Development Pathway model is vital to the success of communicating and coaching of our philosophies. These philosophies are underpinning principles in the club administration, players, parents and coaches responsibilities, the processes are an integral part in the development process of the soccer player and the teaching, attainment of sustainable values also at the core heart of Storm FC. We can now see the importance of an holistic positioning of the four corners and how our members can be successful both as a player and in life as they graduate from our program.

Parents

Maturity?

4 Corner Approach

Coaches

Psychological Corner Maturity?

Development

Teachers

Clubs

The games programs

Practice to games ratio

Learning

Key Phases

The coaching program

Alternative activities

When?

What?

Evaluation

Physical Corner Maturity?

Why?

How?

Social Corner Maturity?

The player-centered model illustrated below demonstrates the inuences and support required to meet the needs of the young player at any point in time during the development process. Flexibility, multiple or specic outcomes and individual player needs can be met with this model.

SECTION FIVE: COACHING PHILOSOPHY

Coaches require specic qualities and understanding of the varying associated inputs and delivery methods when working with different age groups of players. Chronological age, ability, maturity, experience and gender are central factors linked with the thinking that allows for the management of difference between players.

Relevant communication skills to relate to teams/players •

How young children learn & attention span limitations

•

Understand adolescents, growth & maturity

•

Ability to deal with strong challenges of content

•

Show patience, provide encouragement & support

•

Awareness of peer group & social inuences

•

Managing individual ability in all aspects of training

•

Create non-threatening play environment

•

Account for gender issues in sporting & social context

•

External factors that affect the programme

•

Interacting with players & revisiting practice to check understanding

•

How players learn & the internal/external inuences that effect continuity

•

Recognizing & communicating potential future pathways for players with limited opportunity

INPUT & DELIVERY

Identifying & responding to learning issues within The Storm FC Four corner model •

Enthuse & excite by delivering age appropriate practice that emphasises technical competence

•

Create a safe & friendly environment that caters for all development needs

•

Ability to work realistically with different numbers

•

Encourage curiosity & experimentation through stimulating, imaginative & varied practice

•

Transition to11v11; phases of play; functional practice & application of skill

•

Principles of play & application of technical & tactical knowledge

•

Developing players through coaching & observation of performance in training & games

•

Developing match maturity & game understanding

•

Open-mindedness & building a challenging environment

•

Meeting the demands of results-orientated games

•

Developing personal responsibility & decisionmaking in games

•

Managing mistakes & success in both training & game situations

AGE SPECIFIC ISSUES AND REASONING The development of young players requires a complicated mix of structure, play, innovation and in some instances, good fortune and it needs to be taken into account that there will be an inevitable overlap in issues and reasoning highlighted below. The opportunity to access the commonly accepted 10,000 hours of practice and rehearsal over a 10-15 year period and the structured content delivered over this period by skilled coaches will have a lasting impact on the outcome of young player development.

•

• Early introduction to the concept of space and time is of value to young players who should be encouraged to build mental pictures during practice and in games of their position on the eld of play and in relation to others. Constant monitoring of the changing state of play is likely to lead to increased levels of awareness and ultimately support the decision-making and technical execution processes needed to become an effective player. 4-10 years • Early years technical development requires structured practice containing an element of potential distraction such as other players moving; other balls moving, or other things happening, to make practice more attuned to games. • This places emphasis on practice situations where other things are occurring, with the skill of the coach determining the intensity, to realistically challenge the player. • Improvements in players’ ability to scan, assess, anticipate and make good decisions provide the added-value gained by conducting sessions in this manner. • Naturally the need to practice and improve precision in techniques and skills should not be overlooked.

•

The combination of relevant practice conducted in a dynamic learning environment, will provide the vital foundation for player development and early game-understanding. Experimentation, decision-making and the encouragement to be expressive begins with this age group. Further rationale on considerations and needs for very young players is incorporated in the U11 section of the practice curriculum.

This age group has to meet two unique challenges in terms of development and understanding: the transition from small-sided games to 11v11 football at 11/12 years and the possible transition from development football to match-play where results are of primary importance (e.g. Reserve and 1st. team football). Vitally players must be allowed to continue to practice, experiment and compete in games in an environment that encourages decision-making, hones controlled competitiveness in players and nurtures clever, skillful and effective play. The issue of human growth and development (both physical and mental/social) must at all times be considered as difference in adolescence can rapidly change a perceived opinion of a player’s potential to succeed. It is vital, therefore, that a long-term view-point is taken with this age group.

SECTION FIVE: COACHING PHILOSOPHY

15+ year olds • As successful young players progress, they reach a period in their development where adjustment is necessary to a more intense environment of training and match play with adults in senior football at Reserve and First Team level. Here results are of paramount importance and there is an increase in the demand of the intensity with which players perform technically and tactically. For some: this can be as early as 17 years of age. • Training and games usually have a higher tempo than those at youth level, with the young player needing to rapidly adjust to the increase in speed and strength of the adult players along with the passage of the ball and the decision-making challenges presented. • The young player’s energy systems and athletic qualities are unlikely to be fully developed and constant monitoring and programming of these factors are essential. • Practice in this age group, therefore, needs to contain a careful and considered blend of adaptation to senior football and continued personal learning and reection both individually and in the presence of the knowledgeable coach who understands the challenges of the young player within the context of the adult game. • It is important to devise and provide practice that replicates the elements of adult football, to effect a gradual and realistic transition to the faster, more physical and often more intelligent way in which the game is played at senior level. • However, further development of technical excellence and the teaching of positional roles and responsibilities should not be abandoned at the expense of games and constant game-related practice. Teaching, coaching, mentoring and patience are essential ingredients during this nal phase of a young player’s development.

Terminology In balance - Teams that have established compact, well organized positions that are likely to result in effective denfensive security. Out of balance - Defensive circumstances where a team is disorganized, lacks compactness and is ill-prepared to effectively combat opponents attacks. Added value - Benecial non-coached byproduct derived by players from engagement in appropriate practice.

COACHING PROCESS AND METHOD The ‘Coaching Methods Continuum’ illustrated on the adjoining page, shows the range of coaching styles adopted by skillful coaches and teachers of the game.

The middle ground range of coaching options will involve both coach and player working collaboratively with an interplay and exchange of ideas and suggestions from both parties that lead the player towards the learning outcome.

In preparing and conducting any session, the coach or teacher will consider how best to direct, facilitate, communicate and stimulate the players to achieve the outcomes planned by the coach and at times by both coach and players.

The coach – player relationship in all the recommended coaching methods is of paramount importance. The ability to establish a working and personal rapport between player and coach will accelerate the learning process with the main onus resting with the coach to be adaptable and exible in both personal relationship approaches and teaching and learning strategies.

At one end of the continuum is an approach adopted by coaches where the session is planned, directed and conducted with the coach deciding when and how the players will participate and what they will be expected to learn during that session. The coach may tell, show and even demand that certain performance takes place. At the polar point on the continuum is a method whereby the coach will have a central session outcome in mind and in collaboration with the players will work towards that end. However if the needs of the player do not coincide with the intended learning outcome, then a diversion to meet those needs will take precedence. Additionally, the players may also decide what is needed to enhance their own performance and for part if not all of the session “set the agenda” for the session content and are supported throughout by the coach. As with all successful coaching and teaching, the astute coach will lead the player towards new ground but always mindful at the same time of the present capability of the player.

At no time should the coach sacrice personal or professional values and standards to attain this end. Those qualities should be communicated to the players through the subtle use of language, manner and gesture if and when required. Whilst moving players towards new ground: the skilled coach needs to gradually construct the path forward with this understanding no matter the chosen coaching method. The use of the different coaching methods will vary with the group of players, the intended learning outcome, the overall theme and content of the session and even in the delivery of a single coaching point. Mastery of these different coaching methods and of the varied communication styles to bring about the required outcome is part of the fabric of the gifted coach and will become an essential ingredient in coaching in the future

SECTION FIVE: COACHING PHILOSOPHY

COACHING PROCESS AND CONTINUUM We believe that although there are various coaching methodologies, there are certainly ones that work better than others depending upon the type of person/player/team you are addressing or coaching. A coach that can combine the various coaching methodologies can gain the most from each training session. Players need to be engaged and active. Good indication of understanding on younger players is through the question and answer method, while for the phase 1-3 observation and “painting a picture” is better than a thousand words. Depending on the session goals, all Storm FC coaches need to make the points required in minimum words and time. Get the players back to practicing the topic and session aims.

CONTINUUM

Coaching methodology

COMMAND (Directive)

QUESTION & ANSWER

OBSERVATION & FEEDBACK

GUIDED DISCOVERY

TRIAL & ERROR

Player/coach interventions

Coach tells & shows required solution

Coach leads with question to gain response from players

Coach & players observe

Coach asks a question or issues a challenge

Players &/or coach decide on challenge

Example

“I want you to..!”

“Can you tell me what you can do here?”

“Let’s watch this!”

“Can you show me..?”

“Try for yourself..!”

Description

Coach determines the chosen outcomes in practice

Coach poses question & players offer verbal solution to challenge

Players & coach observe & discuss feedback

Coach prompts & players offer visual demonstration of their personal solution

Players are encouraged to nd solutions with minimal support from coach

Technical guide Section Six Age appropriate short term and long term curriculum

Investing IN OUR Youth

PRACTICE WITH PURPOSE IN CONTEXT 60

SECTION SIX: THE PRACTICE CURRICULUM

REGULAR TECHNICAL PRACTICE CONTENT. (ATTACKING) • Development and retention of possession in opposed directional practice, especially in reduced space and/or congested areas, creating individual space and time. • Quality passing: - Quick and early ground passing using both feet and a variety of foot surfaces. - Forward passing (especially) with side and back spin, in the air and on the ground, over varying distances. - 20-60 yard passes to switch play, in the air and on the ground. - Single touch passing skills over varying distances. - Measured, penetrating through passes. - Unorthodox and improvised passes over 10-40 yards. • Receiving and support play: - Receiving ground and aerial passes on the move at speed. - Moving into position and rst touch skills to retain possession. - Protecting the ball, using ball manipulation and screening. • Movement: - Understanding and implementing relevant patterns of movement. - Individual, group and team interchange and movement skills. • Player-combination skills to in corporate wallpasses, take-overs etc. • Running with the ball, away from and towards opponents and into space.

•

Releasing and combining play with others on a run with the ball. • Dribbling. • Goal-scoring: - Crossing and nishing skills within a realistic and varied context, to include orthodox and inventive skills. - Striking at goal in realistic and varied circumstances, to include orthodox and unusual scoring skills.

“PRACTICE WITH PURPOSE IN CONTEXT”

REGULAR TACTICAL PRACTICE CONTENT (ATTACKING) • Counter-attack from regains of possession from the middle and defending thirds of the eld. • Developing play from goalkeeper’s possession. - Counter-attack from goalkeeper’s collection. - Use of full backs and central defenders as early outlets to initiate attacking play. - Dribble and drive on the diagonal. • Playing with three forwards (1 central & 2 wide forwards, as in a typical 4-3-3 formation). - Flank play with wingers. - Flank play with wingers and full-backs combining. - Flank players linking play with strikers. - Flank players moving ineld to vacate wide positions. - Playing with two central strikers (as in a typical 4-4-2 formation). - Flexible forward play and interchange. • Playing with a shadow striker. - Linking into mideld play. - Receiving possession and moving the play forward as a priority. - Linking with the lone striker. - Linking with ank players.

• Possession priorities: - Use of full backs in all phases of the game. - Use of center backs to initiate and progress the play into and through the mid-third of the eld. - Interchange of position and movement ahead of center backs and full backs who are in possession. - Mideld support play and runs up to and beyond forwards. - Flank attacking to produce crossing opportunities. - General and inventive attacking play in and around the attacking third. • the attacking half.

Terminology Flank positions - Wide areas of the pitch, alternatively referred to as ‘the wings’. Combination play – Two or more players linking passing and movement options in attacking play (e.g. wall-passes, overlaps etc.).

SECTION SIX: THE PRACTICE CURRICULUM

REGULAR TECHNICAL PRACTICE CONTENT (DEFENDING) • Delaying and denying progress: - Defending whilst relatively isolated in a counterattack context. - Channeling play ineld, outside and laterally. - Screening opponents preferred passing options. • Pressurizing opponents: - Pressing and containing opponents from front and rear. - Interceptions, spoiling, challenging, blocking passes, crosses and strikes. • Marking and tracking opponents. • Agility in tight defending situations. • Ball contact areas: - Heading from a variety of ball trajectories. - One touch clearance and passing skills using head, volley, half-volley etc. - Receiving and protecting the ball with use of the body in defensive areas.

REGULAR TACTICAL PRACTICE CONTENT (DEFENDING) • Reading, reacting, prioritizing and acting decisively in relation to tactical needs. • Defending early: - Pressing with 2, 3 or 4 forward players in the attacking half. - Team pressing and compression of play. • Where early defending is not feasible: - Recovering and defending from an appropriate deeper position. - Team defending in the defensive half and the defensive third. - Forward and mideld units defending together, as determined by game circumstances. - Back and mideld units combining to defend. - Back line defending as a unit. - Co-coordinated team movement in response to attacking play. - Maintaining a compact defensive unit throughout the defending phase of play. - Securing and protecting the space behind and ahead of the back line. - Establishing and understanding the importance of the 35 yard zero tolerance area. - Whole team 11v11 defending. • Defending a counter-attack: - Reaction and response to losing possession. - Defending with varied numbers between the ball and goal in differing counter-attack circumstances. • Defending set-plays in the defensive half. • On regaining possession: - Immediate recognition of the opportunity to counter-attack opponents.

Terminology Agility - The ability to move in a variety of directions whilst retaining balance; often in response to rapid changes of pace and direction of players or the ball. 35yd zero tolerance area – An imaginary arc drawn 35yds out from the center of goal in which assertive, intense but controlled individual and combined defending tactics are applied to prevent opponents’ shots, crosses and passes into goal scoring or goal creating positions.

SECTION SIX: THE PRACTICE CURRICULUM

The practice structures in the forthcoming sections aim to serve as a catalyst for the creation of further challenging practices to evolve from the technical and tactical themes presented. They intend to be challenging, interesting, enjoyable and educational for the players and invite problemsolving and decision-making skills from both players and coaches.

To assist the reader: the symbols presented in the box below are those used to describe the practices illustrated in this section and the practice curriculum

Symbols used in practice illustrations

Attacker/attacking team

Defender/defending team

Target/Neutral player/ Server/Coach

Cone/marker disc

Path/movement of player

Path/movement of ball

Player dribbling/running with ball

Ball

Supply of balls

Technical guide Section Seven Coaching Framework Sessions

Investing IN OUR Youth

PRACTICE DETERMINES OUTCOME Storm FC Technical Guidelines

SECTION SEVEN: COACHING PRACTICES

PRINCIPLES OF PLAY Underpinning all successful strategic and tactical play will be the timely and correct implementation of the accepted principles of play. These principles are the fundamental foundations on which successful attacking and defensive team-play are built. Attacking and defensive principles (listed in the adjacent table) must be taken into account when devising practices. One of the major functions of the junior/youth coach is to ensure that players understand the advantages of employing these principles.

Without a deep understanding of their function, a coach reduces teaching effectiveness and potentially denies players the vital insight into how the game can be played successfully. These principles of play are all explained and employed on Football Association coaching courses and should be well-understood by those moving through The FAâ&#x20AC;&#x2122;s coaching scheme.

“PRACTICE DETERMINES OUTCOME”

Attacking principles Support The ability of a team to provide passing outlets for the player in possession and is the key to all ball retention. Effective support play is dependent on outlets being at the correct angle, distance and being available at the appropriate time. Movement/mobility The intelligent and calculated movements of players to create opportunities to receive, or for others to receive the ball, whilst attracting attention and possibly dislocating the positions of defenders. Penetration The intelligent use of possession, support and movement to enter scoring areas with accuracy, timing and often deception. Teams will employ differing playing styles, tactics and skills to achieve this end.

The ability of a team to spread-out from side-to-side and end-to-end to create as much time and space possible in which to pass to others, or run with the ball.

Defending principles Delay The activity of defenders and defensive structures in reducing time, space and opportunities for opponents to penetrate the defence and gain entry into goal scoring positions. Depth The arrangements and activity of players to reduce opportunities for the opposition to pass to, or run in anticipation of passes to the back of the defense. Concentration (compactness) The grouping of players around the ball and specically the placement of players between the ball and the goal in numbers to reduce options to penetrate the defensive team structure. Balance The capability of a team to cover signicant spaces that may be used by opponents in build-up play, when not engaged in pressing, challenging, marking, covering or tracking duties. Control and restraint The adoption of composure, awareness and sound judgement, allied to understanding priority, responsibility and risk.

Improvisation (invention) The individual and combined activity of players to perform unexpected skills that eliminate opponents at appropriate moments in the game.

SECTION SEVEN: COACHING PRACTICES

TRADE-OFF IN PRACTICE Kicking a ball against a wall, ball juggling, or passing a ball between two players are the simplest forms of football practice. Playing a game is at the other end of the complexity scale and all other forms of practice lie somewhere in between. The constant repetition of an unopposed practice such as passing a ball between two players standing 10 yards apart for example is very specic and will return a specic outcome. In this instance: the development

of the players’ perception (understanding of the application of technique) will be minimal. The coach needs to consider all players’ needs when devising individual and blocks of sessions that challenge and nurture both knowledge and perception with equal balance. This balance or trade-off of time devoted to all aspects of practice serves to provide a rounded development of players. The diagram below illustrates the ‘trade-off in practice’.

Trade-off

LESS Random & variable Games for understanding Decision-making

MORE Constant practice Repetition

LESS Constant practice Repetition

MORE Random & variable Games for understanding

Decision-making

MANAGING INDIVIDUAL DIFFERENCE IN PLAYERS There can be no deď&#x20AC; nitive cut-off point on suitability of a practice, as it will often depend on individual development factors such as chronological age; ability; maturity; experience; opportunity and gender. Similarly: different groups will emerge from any given task within a session and require relevant and appropriate individual challenges.

Some may be striving to keep up

Moving to a different task (e.g. from a constant technique practice to a variable decision-making practice) will often have an effect on the players within the group and some playersâ&#x20AC;&#x2122; standing in the group will change. The model below illustrates this process

Some players will be average for the group

Others may be forging ahead

SECTION SEVEN: TYPES OF COACHING PRACTICES

STYLE AND DESIGN OF PRACTICES Suitability of practice Making choices regarding the suitability of practice structure and content is one of the characteristics of the discerning coach. Whilst all coaches benet from the use of practices shared by others: ideally, specically-designed practices are central to maximizing personal development and player progress. Practices can be categorised into 3 types, which are dened below. It is the role of the coach to determine the approach taken in designing practices that reect the aim of the session as well as the age, ability, maturity and experience of the players. i. Constant practice Appropriate when learning new techniques. It focuses on the same skills with the same conditions, is predictable and unopposed. e.g. Constantly passing over 10 yards.

TECHNIQUE PRACTICE • Unopposed practice with the emphasis on the development of a game technique. • Challenges to the development of techniques may be gradually introduced and will be in the form of increased or decreased time, area, target and degree of difculty of task. • of player performance and rate of improvement. • Repetitive technical practice should be employed (at any age and stage of development) to hone muscle memory, enhance technical decision-making, develop and rene ball contact precision. • There 's a need to move from technical (constant) practice towards decision-making (variable and random) practice to develop understanding.

Basic dribbling and passing on the move

Ideal for developing and rening skills. It focuses on the same skills with different conditions, is less predictable and can be unopposed or partially opposed. e.g. Passing over varying distances and heights with varying speeds and techniques. iii. Random practice Appropriate when players have an understanding of techniques. It focuses on different skills with different and changing conditions, is unpredictable and can be partially or fully opposed.

SKILL PRACTICE • Opposed practice with the emphasis on developing the bond between technique and decision-making. • Practice contains objectives for all players derived from the technical theme. • Appropriate areas, numbers of players involved and imposed conditions will vary around the skill theme for development. • All players should set realistic targets and it is expected that all players will perform realistically.

Basic ball retention

SMALL-SIDED GAME • A directional game: practice involving goal keepers in teams less than 11-a-side. • Can be used by the coach to work technically or tactically and is ideal for developing the principles of play and team understanding. • Working areas are adapted to meet the session requirements, along with the needs and number of players involved. • may (and are often) modied. • The coach will usually work with one team and on one theme.

Recommend 9v9 on 80x55yds (system and area to suit needs of practice)

55 yds

Offside line

80 yds

10 yds GK

10 yds

SECTION SEVEN: COACHING PRACTICES

FUNCTIONAL PRACTICE Developing ﬂank play • Opposed practice in which a player or small group (unit) develops an understanding of attacking or defending roles, responsibilities and accompanying skills. • where players operate in the game.

•

Only players who are primarily or secondarily involved in the development of role understanding within the practice are included. Recommended that a maximum of 14 players are used and appropriate targets are set for players.

PHASE OF PLAY Building play into the ﬁnal third • Practice using the full width of the pitch, but with reduced length to suit the needs. • Involves two full team units of players, attacking or defending against opposition with selected players from the third unit.

• •

Is ideal for developing group, unit and team tactical understanding. Coach will work with one team on one theme of play and will set appropriate targets for all players.

SECTION SEVEN: COACHING PRACTICES

ELEVEN-A-SIDE PRACTICE • • Utilized to develop team tactical understanding and takes place on a full-size pitch with game rules applied.

•

• •

Seeks to establish understanding of player role and responsibility along with team tactical understanding in attacking or defending phases. Often most effective when work is conducted in the different thirds of the pitch. Coach will work with one team on one theme and players need to react realistically

Playing out from the back

GK GK

Technical guide Coaching Framework Objectives for long term training methodology

Investing IN OUR Youth

SECTION EIGHT: PHASE APPROPRIATE AIMS TO DEFINE AND DEVELOP COACHING PRACTICES AIM To help young players achieve excellence in Soccer. Introduce - Love of the game, Develop/practice - Learn to compete, Rene/challenge, Apply/Consolidate - Learn to win.

Objectives Outeld Players Technical Mastery Footwork

Introduce 7-8 Years Ball manipulation with all parts of the foot and both feet (e.g. basic turns, rolling, stopping, juggling).

Develop/Practice 9-10 Years

Rene/Challenge 11-14 Years

Apply/Consolidate 15+ Years

Develop and combine turns with both feet and all parts of foot. Advance juggling (more touches, more body parts).

Rene turns with both feet (quicker, more disguise, under pressure time and space). Advance juggling (more touches, more body parts, in pairs/groups).

Increase speed and consistency of turns. Transfer ball to other foot on rst touch (quick feet).

Using ball manipulation to keep possession of the ball Combine turns to keep when challenged. possession of the ball when challenged.

Passing

Passing along the ground over short distances with both feet (inside and outside of foot). Passing off the front foot.

Drive along the ground and swerve (20m), both feet. Lofted and chip pass. Passing off front foot at pace.

Accuracy, timing, Accuracy, timing, weighting and simple forms weighting and disguise of disguise when passing. under greater pressure (disguise when passing and receiving).

Running with the ball

Running with the ball and combined turning.

Practice turning to cross, shoot, pass.

Rene drive along the ground and swerve (20-30yds), both feet (inside/outside). Rene lofted and chip pass. Rene timing, weighting, disguise and selection of passes (accuracy should be displayed regularly). Passing to space/to feet in smaller areas, when less time. Creating angle/ space to pass forward or cross (short and long).

Running with the ball and Breaking with ball into combined turning. middle third or running with ball away from Running through space chasing player (to shoot with change of pace or cross). and control.

Consolidate turning away from players in tighter areas, spins (balance, use of arms) and sideways moves to make space to pass, shoot, cross. Longer and more lofted passes (30-40yds), both feet and under increasing pressure. Drive and bend. Selection of long/short passing. Emphasize disguise when accuracy consistent. One-touch passing and volleyed pass. Competitive/game related passing practices to increase pressure on technique. Long diagonal passing to space/to feet - timing to hit forward runners. Breaking with ball into nal and middle third, looking for gaps between players, running past or away from chasing players (to shoot or cross). Changes of direction at speed, with ball. Increase speed and pressure on technique. Smaller areas.

Dribbling

Dribbling with a change of speed, direction and using dummies and feints (e.g. scissors, Beardsley, Matthews).

Attacking opponent with change of direction, speed, feint.

Dribbling to create space to cross, shoot, pass under increased pressure (time, space, opponents).

Dribbling to create space to cross, shoot, pass. Rene selection of Practice to use all parts of dribbling technique (which, where, when). foot and both feet.

Dribbling to create space in attacking areas to cross, shoot, pass under increased pressure (time, space, opponents). Rene selection of dribbling technique (which, where, when).

Objectives Outeld Players Technical Mastery Receiving and Controlling

Introduce 7-8 Years

Develop/Practice 9-10 Years

Rene/Challenge 11-14 Years

Controlling the ball on the Controlling the ball with Receiving balls from ground with all parts of the both feet, thighs and different heights, chest to keep possession. speeds, angles to keep foot and both feet. possession and/or create passing angle. Receiving balls from Basic controlling with different heights and the thigh and chest angles. Receive and control (body position, inline, under increased time and cushion, etc.). Shielding the ball space pressure receiving and turning (+ back to goal). under pressure (1 v 1; 2 v 2). Shielding the ball receiving and turning Creating space to receive under increased time/ and keep possession space pressure under pressure (2 v 2; 4 v 4). (1 v 1; 2 v 2). Creating space to receive and pass forward under pressure (2 v 2; 4 v 4).

Shooting (and crossing)

Low driven strike at target Low driven strike with with both feet (to corners, both feet, varying service (ball rolling away, across goalkeeper). towards, from side).

Low driven strike with both feet (20m) under challenge (e.g. facing goalkeeper or chasing defender) and from Volleys, clips, overheads free-kick. (minimal opposition). Improvise volleys, clips, overheads under pressure and from variety of service (e.g. crosses, free-kicks).

Apply/Consolidate 15+ Years Receiving and controlling with back to goal to keep possession, lay off, make space to shoot/cross. Consolidate quality of ‘rst touch’ when receiving to feet, thigh, chest. Resist challenges. Increase pressure on awareness of space to receive ball, to play ball (with rst touch/layoff). Creating space to receive and pass forward under pressure (6 v 6; 11 v 11).

Power shooting in and around penalty area (15-25yds), with both feet. Finishing in penalty area (e.g. rst time, side footers, volleys, near post icks). Running on to ball and striking at goal (targets, decisions - when, where).

Set piece strikes (including Swerving and shooting off penalties, corners). front foot.

Challenging

Blocking shots/passes.

Sliding tackle to gain possession/make Block tackle with both feet ball safe. to gain possession. Staying on feet. Tracking.

Heading

Forehead contact to meet and direct ball. Service from in front, unopposed.

Intercepting (when, Intercepting (when, where) and gaining possession where) and gaining possession from challenge from challenge. Emphasis on not going to ground and moving forward/into Intercepting (how, when) Standing up, forcing play space with ball. in one direction Standing up, forcing play (1 v 1; 2 v 2). Standing up, forcing play in in one direction (1 v 1). one direction (1 v 1; 2 v 2) When and where to challenge or to delay. Forehead contact to meet and direct ball. Service from in front, unopposed. Use of upper body, jumping to head at goal, clear or pass. Angled, higher service (crosses, throws), opposed.

Increased use of upper body, jumping to head at goal, clear, pass and intercept (all under challenge). Timing, take-off, arms position and calling. Angled, higher service (crosses, throws, goal-kicks), increasing opposition.

Increased use of competitive situations/ games to emphasise defensive and attacking heading priorities (objectives). Consolidate timing, approach and calling under increased pressure (time, space, opposition). Diving headers.

Objectives Outeld Players Technical Mastery Team/Player in Possession

Introduce 7-8 Years

Develop/Practice 9-10 Years

Based on 2 v 2; 3 v 3; 6 v 6

Based on 4 v 4; 6 v 6; 8 v 8

When to shoot or dribble or pass or run with ball.

When to shoot or dribble or pass or run with the ball.

Support in front and behind ball in SSG (3 v 3; 6 v 6) - angle, distance. Finding space to receive and keep possession. When to pass to feet or into space. Improvising when facing opponents (attacking or defending areas).

Support in front and behind ball in SSG (4 v 4; 6 v 6) - basic shape, spreading out.

Rene/Challenge 11-14 Years

Apply/Consolidate 15+ Years

Based on 4 v 4 to 11 v 11

Based on 6 v 6 to 11 v 11

When to shoot or dribble or pass or run with the ball Support in front and behind ball in SSG (6 v 6; 8 v 8) - basic shape, spreading out (depth, width, cover).

When to shoot or dribble or pass or run with the ball. Support play when attacking the nal third (based on width, depth). Rotating and lling-in.

Rene forward passing selection (who to, when, where; into space or to Creating space to receive feet). and pass/dribble/shoot Crossing skills (e.g. across (e.g.feints, spins, checks). front/behind defenders, making space, targets). Creating space for others When and where to (running off the ball). switch play.

Overlaps, blind-side runs, Learning to play in a range crossovers. Rene forward runs of positions without the ball (how, when - e.g. timing, (basic awareness of Improvising when angle, third man running to playing space and attacking goal area. receive crosses). positions of team mates). Maintain experience of playing at least one other Rene running ball into/ position. through space (into mideld and attacking thirds).

Consolidate decision making on forward pass selection from all thirds (penetration, improvisation, risk). Emphasise creating space for others in attacking third - upback- through/third man running, overlaps, blind-side runs, crossovers, onetwos (8 v 8; 11 v 11). Diagonal runs and passes. Crossing to near and far post (attacking runs, timing, targets). When and where to switch play. Advanced set-pieces (disguise, deception).

Basic set pieces (throw-ins, Delivery, options, freekicks, corners - see players’ roles. crossing skills). Fast breaks, keeping Delivery, options and possession - changing players’ roles. the tempo (how, when, where). One-touch play (one - two’s, layoffs). Tactical AwarenessTeam/player not in possession

Based on 2 v 2; 3 v 3; 6 v 6

Based on 4 v 4; 6 v 6; 8 v 8

Challenging opponent Pressurizing and covering nearest ball (closing down). (3 v 3 to 4 v 4). Pressurizing and covering Marking players and (2 v 2; 3 v 3). marking space (how, Marking and tracking an when, where: passingopponent (goalside, inside, on; 3 v 3 to 4 v 4). body position). Channelling and forcing Blocking shots and forward as a unit (2 v 2/3 v 3) or passes. team (4 v 4/6 v 6).

Based on 4 v 4 to 11 v 11

Based on 6 v 6 to 11 v 11

Tracking and delaying opponents. Stop ball being played forward (4 v 4; 6 v 6).

Marking, tracking and delaying opponents. Stop ball being played forward (8 v 8; 11 v 11).

Challenge, cover and support (4 v 4; 6 v 6; 11 v 11 - who, when, where - angle, distance, communication).

Pressurising as a team (who, when, where). Consolidate forcing and channelling - making play predictable (defense, mid-eld, attack).

Forcing and channelling as a unit (mid-eld, defence, Recovery runs and lines. attack) and as a team Defending at set pieces Defending the goal area as Keeping possession when (6 v 6 to 11 v 11). (corners, free-kicks, throwa team/unit (3 v 3; 4 v 4). regained (support in Defending at set pieces in ins; 11 v 11). Roles and front/behind - depth). own half/penalty area responsibilities (players, (throw-ins, free-kicks, space). corners: 6 v 6 to 11 v 11). Roles and responsibilities. Communications Keeping possession when between goalkeeper regained (support play). and defenders. Recovering behind ball and When to delay/challenge supporting team-mates. and when to intercept.

SECTION EIGHT: DEVELOPING COACHING PRACTICES

Individual Skills home workout WORKOUT ONE

WORKOUT SEVEN

Sole of the right foot roll out, roll back with left foot in front of the body. Walking pace.

Square. Right foot draw back. Sole draws to left - hop.

1:30s

Out of feet with the sole. Draw back with right. 1:30s

WORKOUT TWO

WORKOUT EIGHT

Side to side across the body, right foot then left.

Walking with the ball. Right foot in front - use the sole. Stop the ball with the sole. Draw back with the right Stop - hop transfer to the left foot.

1:30s

WORKOUT THREE Side to side left foot on the ball, use the toe to draw the ball across the body. Stop the then use foot. 1:30s

WORKOUT FOUR Diagonal left to outside of right hop. Stop ball, drag back on right foot, draw ball, change feet to outside of the left

1:30s

WORKOUT NINE Across the body use the sole of the left foot, travel left and stop. Hop - travel right using the sole. Stop. Hop - travel right. 1:30s

WORKOUT TEN 1:30s

WORKOUT FIVE Diagonal left foot draw ball (hop) inside of right foot out of feet. 1:30s

WORKOUT SIX

Travel left, use outside of the left foot sideways. Get the right foot near to the ball. Use left foot to perform Cruff turn. Then use the opposite foot - hop. 1:30s

WORKOUT ELEVEN Hop on the ball. Two bounces, alternate feet.

Diagonal left foot toe heel roll over the ball and draw back. Stop with inside of left foot. Repeat with the right. 1:30s

SECTION EIGHT: DEVELOPING A HEALTHY LIFESTYLE

Eating more carbohydrate Include bread, rice, pasta, potatoes as the main items in your meal together with fruits & vegetables

Eating less fat

Breakfast cereal is good for anytime snacks Add fruit to your cereal Eat plenty of bread, but have variety. Try incorporating beans with your meal. Chickpeas, sweetcorn or canned vegetables. Increase your rice meals, try a variety of rice When eating pasta opt for more pasta than sauce. when choosing pasta try and aim for tomato, tuna or low fat. snack on fruits or milk shakes

Breakfast ENERGY Energy levels are maintained and sustained by eating carbohydrate foods which release their energy (glucose) slowly. Eat oats or whole meal toast. METABOLISM Missing breakfast tends to slow down metabolism and makes it harder for the body to burn fat. WEIGHT Eating a low fat, high carbohydrate breakfast is the best way to begin the day, it will kick-start your metabolism which in turn will keep body fat levels under control. MEMORY The most consistent ndings to date suggest that eating breakfast inuences the processes involved in the formation and retrieval of memories and in managing complex or challenging information. Breakfast achieves this through its ability to raise blood glucose levels, which makes sure brain cells are in top form. CONCENTRATION AND ALERTNESS Missing breakfast is an occupational hazard. Research has shown a much lower incidence of work-related accidents for people who eat breakfast. To boost concentration and alleviate tiredness the brain needs feeding to keep it satised and alert. HUNGER Slow release carbohydrates induce a feeling of satisfaction and fullness which prevents bingeing on high fat and sugary foods later on in the day. MOOD The mood-food connection is often ignored: feeding your brain at the appropriate time, such as rst thing in the morning and with the appropriate nutrients, i.e. a high carbohydrate low fat breakfast, will cheer you up!

STRESS Breakfast is a stress-buster! To help you get through the anxieties and problems of the day, eat foods rich in serotonin-enhancing carbohydrates and also B complex vitamins such as granary bread and oats, but avoid too much caffeine (especially in the form of coffee) as this will only enhance nervousness and irritability. HYDRATION Load up on uids by starting your day with water, fruit juice and/or weak tea. It is important to keep your uid intake high: drink at least two liters (eight glasses) of uid per day. IMMUNITY Begin the day with foods rich in vitamins A and C, B vitamins and zinc. Include some of the following in your diet: citrus fruit, berries, melon, eggs, oily sh, whole grain cereals, wheat germ and oats.

Technical guide Training Curriculum Player Framework Practices

Investing IN OUR Youth

MAXIMISE POTENTIAL THROUGH SEAMLESS, PROGRESSIVE & INTELLIGENT PRACTICE

SECTION NINE: PRACTICE SYLLABUS

PRACTICES AND TECHNICAL DETAIL Overview The technical content provided in this section does not intend to be prescriptive, exhaustive nor advocate one single way of playing the game. The aim is to provide a model for coaches who may be progressing their thinking on a player and team development strategy with a preferred fundamental game style. Technical detail The technical content is progressive and contains illustrations of suggested practices aimed at the 3 age categories (7-11 years; 12-15 and 16+ years). Speciﬁc practices and themes The practices illustrated in this section of the document are varied in content and structure and are age-related, but are all designed to meet the technical aims of the six chosen phases. The practices are intended to give insight into the playing philosophy and style and it is clearly understood that the role of the creative and enthusiastic coach is central, to bring the suggested practices to life. The recommended practices provide the opportunity to work towards mastery of individual ball techniques; to develop a team’s ability to control periods of the game through effective and efcient ball retention and to defend effectively in differing circumstances. Additionally: the sensible application of the principles of play will add extra value to the practices.

Some of the practices derived from the different practice types referred-to earlier, are suitable for and transferable to different age groups. Linked with coaches’ varying coaching styles, they can be tailored to suit the needs of players in most groups. All of the practices have at some stage been used by the FA National technical staff and most are likely to be familiar. However, they are intended to serve as a catalyst for the design of further practices that serve to meet the bespoke needs of players. The essential elements of education and challenge being met through the provision of realism and appropriate objective-setting, allied with the craft and excellent insight into young player development demonstrated by the enthusiastic coach will combine to produce the environment and philosophy needed to maximise the potential in players.

THE 6 CHOSEN PHASES OF THE GAME 1

Attacking when opponents are ‘in balance’ or have recovered to an organized and compact defense.

2 Attacking when opponents are ‘out of balance’ and are disorganized in their defensive structure. 3 Defending when our team is ‘in balance’. 4 Defending when our team is ‘out of balance’. 5 The nal and nishing phase where goalscoring is the intended outcome. 6 Goalkeeping, both in and out of possession.

“ MAXIMIZE POTENTIAL THROUGH SEAMLESS, PROGRESSIVE & INTELLIGENT PRACTICE”

The players aged 9 and under are at a critical phase in their development and it should be recognized that their development needs, in all 4 corners (ref: diagram on P.22), will be different from the older players engaged in 11-a-side soccer. Players who enter our program do so from 4 however the 7-11 year olds are in the golden period for learning. The environment for them needs to be supportive, positive, innovative and challenging. These young players are trying to make sense of the most complicated interpretation of the game and hence the skill of the coach will be to link the demands of the game to the needs of the players. In the very early years players need to be exposed to all elements of the game: its techniques, skills and transitions, to fully prepare them for when the emphasis becomes more related to the 6 themes detailed in the practice syllabus for players at nine years and older (Phase 3). In order to produce the exciting players of the future, young players need assistance and support in mastering the techniques and skills of the game but more importantly help in understanding the effective application of these, in games. Effective game players are good decision makers as well as good technicians. The ability to quickly and efciently process what is happening in the game (i.e. domain specic information) is a key feature of sporting expertise. This part of a young player’s development does not begin during the teenage years. The foundations should already be in place ready to be built upon as the game moves on to 11v11.

When players reach this point the coaching emphasis may well focus upon the themed approach outlined in the guidelines for older players. This subtle change is designed to continue to meet the needs of the maturing player, as is appropriate in moving them to the next stage of development which will further build upon the game craft acquired during those formative years. In this way the player will be better prepared for the differing demands of the full sized game. With this concept in mind: the guidelines that follow for age group nine years and under concentrate as much upon the development of this game craft as individual technique. The development of individual technique is fundamental to the development of our elite players. However, it should be something that players take a lot more ownership of. Homework may be given to encourage players to practice away from the Club. A benet being that when they come in to practice, the coach can focus more attention on understanding the game itself. Helping players make sense of the game can be best achieved by increasing the decision making demands in practice and ensuring that they are exposed to the important transitions between attack and defence in realistic settings. Similarly, the players need to be introduced to the changing trends in the modern game, such as counter attacking and our skillful coaches will allow these to be explored in a dynamic and enjoyable way. The singular nature of this practice section for the younger player recognises that players do have different needs depending upon their age, ability and stage of maturity. If this uniqueness is recognized and valued then there is a greater chance that appropriate teaching, learning and understanding will take place, thereby maximizing the potential in all players.

SECTION NINE: TRAINING CURRICULUM

Age group: 10 years and under

Dribbling & running with the ball

Practice organisation • Area 5x5yd square, as illustrated. • 2 players, ball each. • Start position in corners diagonally across from one another. • On signal: both players dribble their ball around the square, attempting to catch other player.

5 yds

Key coaching points

Detail

• Smaller/lighter touches around corners & accelerate out with a slightly bigger/heavier touch. • Work clockwise & anti-clockwise. • Each player has two opportunities to turn that can be used at any time to catch partner (think tactically).

• This basic activity will develop players’ability to move quickly with ball, under control. • as introducing an assessing & tactical element. • Simple progression for this practice is: - Change the shape of the organization. - Allow each player one opportunity to cut across one or more sides to try to tag partner.

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER PHASES 2-4

Dribbling & running with the ball II

Practice organisation

5 yds

• Area 5x5yd square, as illustrated. • 2 players, ball each. Start position: players begin dribbling through cones in pursuit of one another. • Objective is to catch partner. Players have two opportunities to reverse direction of play (tactical challenge) during the dened time (by coach) for practice.

Key coaching points

Detail

• Smaller/lighter touches around corners & accelerate out with a slightly bigger/heavier touch. • Work clockwise & anti-clockwise. Each player has two opportunities to turn that can be used at any time to catch partner (think tactically).

• This basic activity will develop players’ ability to move quickly with ball, under control. • as introducing an assessing & tactical element. • Simple progression for this practice is: - Change the shape of the organization.

SECTION NINE: PRACTICE FRAMEWORK

Age group: 11 years and under

Dribbling & running with the ball III

Practice organization

5 yds

• Area 5x5yd sq, set-out as illustrated. • 5 players, 4 have a ball. • Start position: Players with ball on outside of square, evenly-spaced. • Players attempt to dribble across square or through adjacent side, avoiding being tagged by player in middle. • Getting a cross gains 2 points; dribbling to adjacent side, gains 1. • Being tagged 3 times by player in middle means player goes into middle

5 yds

Key coaching points

Detail

• Looking-up to assess situation & capitalise on opportunities that open-up. • Making moves when player in middle is in a disadvantaged position. • Assessing risk & making positive moves that involve an element of risk to score high-tariff points.

• Different strengths of the contact touch on ball according to availability of space. • Ability to contact ball using both feet. • Ability to reverse or change direction quickly if confronted by an opponent. • Simple progressions for this practice are: • Condition the practice so that only one player is able to be on one side, at any one time. - This will increase need for movement & evaluation of positioning of team mates as well as central opponent. • Introduce a supporting player inside inner square as a passing option (coach or older player) to combine with, whilst moving across square.

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER PHASES 2-4

Dribbling & passing

Practice organization 20 yds

• • • •

Key coaching points • Looking-up to assess situation & identify clear passing opportunities. • Recognition of space & time to execute accurate passes to partner. • Ball protection important whilst seeking opportunity to pass. • Passes must be delivered through, rather than over players moving around square. • Recognition of different weights to put on passes relative to space & time available to execute.

20 yds

Area 20x20yd sq, as illustrated. 12-14 players with a ball each. 2 additional players with 1 ball between them. Start position: Players spread-out within the square. • Players move freely whilst dribbling within area. • The pair of players with one ball between them moves within square passing to one another, avoiding dribbling players.

Detail Passing players will need to assess appropriate techniques, passing rst time, moving ball under control to create passing angles & spaces etc. Players should been encouraged to be courageous & unorthodox on occasions in executing passes in tight situations to develop higher skill levels. Simple progressions for this practice are: - Reduce area within which players operate. - Add more dribblers. - Increase number of combining passing players (to 3’s, 4’s etc).

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Dribbling

Practice organization

8 yds 4 yds 8 yds

• Area 20x20yds, with 4 corner grids, measuring 8x8yds, as illustrated. • 16players,ball each. • Players work in 4 groups of 4, with one group starting in each of corner grids. • Each group has a designated task for players to perform (e.g. 4 scissors moves; 4 turns with inside of foot; 4 turns with outside of foot, 4 kick-ups etc). • Coach designates a player who when he/she has completed task, triggers all groups to dribble to next corner grid. • Movement of groups around practice area (e.g. clockwise, diagonally etc) is determined by coach.

20 yds

Key coaching points

Detail

• Coach is looking for competition between groups to be rst to dribble to each corner grid. • Work clockwise & counter-clockwise. • As a ball familiarization activity: a variety of moves lifts & balances can be called-for. • Players need to concentrate on skills, but also be aware of need to react & move-on, triggered by designated player.

• Area to relate to ability of players. • This activity will develop players’ ability to move quickly with the ball under control & assess & respond to practice demands. • Precision is needed to master moves without being too distracted. • Simple progressions for this practice are: - Mix-up movement of groups (e.g. 2 groups swap diagonally whilst others rotate clockwise/ counter-clockwise). - Introduce passing players in each corner who pass & move within dribbling trafc. - Place a dribbling defender between each corner who tries to tag transferring players.

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Dribbling & turning

Practice organization

10 yds

• Area 10x10yds, with two 1 ydsq. boxes to either side of players. • 1 box (areaC), 3yds sq. behind Defender on edge of grid. • 2 players, 1 ball. • Start position: players facing one another separated by an imaginary line that player without ball cannot cross. • Player with ball attempts to dribble ball to marked zones A or B, before partner without ball can get there.

10 yds

Key coaching points

Detail

• Player with ball has advantage of planning moves to unbalance opponent & deceive with feints, changes of direction & pace. • Emphasis on foot-speed & clean contacts on the ball to change direction

• To be successful: players must move ball & link this with body shape & movement. • Quick changes of direction & pace are required to get away from partner. • Being unopposed allows player with ball to practice under regulated pressure. • Simple progression for this practiceis: - Include a goal (in area C) & GK to get past & beyond to score.

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Dribbling & running with the ball

Practice organization A

8 yds

B D

8 yds

25 yds

• Area (outer square) 25x25yd square, with an inner square 8x8yds, as illustrated. • 11 players, working in 3 groups of 3 Attackers, plus 2 Defenders in internal square. 1 ball per group. • Practice starts with: 2 players from each group work outside the large square, with 3rd player in area between the 2 squares. • 2D’s occupy the inner square. • In each group: A passes to B, who is inside the square. • B dribbles or runs the ball across & out of the inner square passes to C, who is outside the large square • B exits the playing area. • A now moves into the s square and recieves a pass from C • A attempts to repeat the exercise. • All groups work at the same time to outnumber D’s. • D’s try to win ball & dribble or run out of larger square. • Adopt a scoring system • Change D’s regularly

25 yds

Key coaching points

Detail

• Emphasis on the need to recognize space(s), time & position of D’s. • Body position to receive. • Changes in speed & direction. • Awareness of other game events, use of inventive touches, number of touches, & disguise.

• *Size of area(s) can be adjusted according to age & ability of players. • The sequence: - Pass in and go in to receive. - Receive and dribble or run. - Pass out and go out of square. • Pairs can work equally well providing the players get sufcient rest. • Simple progressions for this practice are: - Add opportunity for D’s to pass out of or move from the square. - Allow players who receive on the outside to drive in & through the inner square. - If players see the space: allow for more random patterning of movement between the 3 players.

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Dribble, run or pass

Practice organisation

40 yds

• *Area 40x40yds, with 3x5yd diameter target areas, large enough for 1v1, within the practice area, as illustrated. • 17 players organized into 2 teams of 7, plus 2 Target (T) players & GK (if available), 1 ball. • GK is able to move anywhere around the outside of the practice area. • Practice starts with: ball rolled into play by GK and teams play using T’s & GK to help them keep possession. • Teams score by either passing to a T or by dribbling in and out of an empty target area. • T’s cannot be challenged inside target areas & must move to another target area once they have received and passed. • Players entering into an empty target are a can be challenged as in open play. • T’s are able to make longer passes to GK to retain possession

40 yds

Key coaching points

Detail

• Early assessment of opportunities to dribble, run or pass. • Look for space(s), time & T’s. • of changing empty target areas. • Reinforcement of need for inventive & quick play if it can be effective. • Remind players of need to slow down before going quickly (changes of pace & direction).

• *Size of practice area & internal target areas can be adjusted to suit age & ability of players. • equals a goal). • Simple progressions for this practice are: - Develop the role of GK if included. - One touch into targets to score. - One touch only into GK. - Passes in to GK into hands only (off the ground). - Reduce size of area and/or add a goal set back from playing area, so that once players have built up a score one can attack GK 1v1.

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Passing

Practice organization

15 yds

12 yds

T 12 yds

15 yds

• Area 15x15yds, with an internal square 12x12yds, as illustrated. • 8 players,1 ball. • Practice starts with: 5 Attackers v 1 Defender within internal square, with 2 Target players on opposite sides of square ready to receive. • A’s within internal square look to pass ball accurately to one of outside T’s • Ball is transferred back in, once achieved & objective is to move the ball across internal square to opposite side.

Key coaching points

Detail

• Establishing an appropriate overload is important to provide challenge but also offer condence building through success. • A’s look to move into good supporting areas & consider when to move away to distract D & create opportunities to receive for team mates. • A’s look to receive & turn to pass in smooth movements, developing a side-on view of progression of play within internal square.

• Ratio can be adjusted to suitability. • If A’s in internal square are under pressure, they can dribble to ball into a safe zone outside the central 12yd square. • If this option is taken: player moving outside internal square changes places with a T player from outside. • To be successful: player must move ball link this with body shape & movement. • Simple progression for this practice is: - Allow A’s in internal square to pass to a supporting T player, who then takes ball inside (place changing) to join possession group.

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Passing & receiving

Practice organization

20 yds

10 yds

• Area 20x10yds with half way line marked, as illustrated. • 12 players, 2 balls. • Practice starts with: 4 Attackers versus 1 Defender* in each half, with 2 Target players on opposite sides of square ready to receive. • A’s within each internal square keep possession, looking for opportunities to transfer ball to a T player supporting play on the perimeter opposite. • Objective is to keep possession in own half, whilst looking for opportunity to transfer ball to far side T player. • Ball is transferred back to A’s by T to restart practice.

Key coaching points

Detail

• Maintaining good body position whilst looking to retain possession is important to assess opportunities to make penetrating pass to perimeter T player. • Emphasis on supporting play within shortrange (i.e. 4v1 situation), whilst looking for longer-range passes to open-up play. • Patience & continuous assessment needed to make decisions on appropriate time to play penetrating pass.

• *This ratio can be adjusted to suitability. • Ball must be passed to T player along ground (no aerial passing). • T player dribbles ball outside internal working area to transfer a pass back into A’s to restart practice. • Players need to be aware and assess opportunities to make penetrating passes through an ever-changing picture. • Simple progressions for this practice are: - T dribbles ball back to restart practice & becomes D once transferring ball into A’s. - Previous D then takes place of T on outside.

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Receiving, passing & ﬁnding space

Practice organization

20 yds 2

20 yds

• Area 20x20yd sq, as illustrated. • 8 players, 4 balls. • Practice starts with: 4 Target players on the perimeter with a ball each, paired-up on opposite sides of area. • In the middle are 2 Attackers who are each looking to receive a pass from their T support players. • Players in middle try to get away from Defenders, who mark man-for-man & receive a pass in an empty square to score one point. • If D is in same square at the time of reception: point does not count. • Target to reach 5 points & then change players from outside to in & vice versa.

2 1

Key coaching points

Detail

• A’s inside square attempt to deceive D’s to get free & receive a pass in an empty square. • Awareness of position of D inside square is important. • Communication & signaling to receive passes from perimeter necessary. • Timing, weight & release of pass vital to keep practice owing.

• Both passer & receiver need to communicate & understand body shape. • Quick changes of direction & pace are required to get away from D, but also to move into position to receive. • Each pair needs to receive a pass from perimeter in an empty square to score. • Co-ordination of movement within square is most important to succeed. • Simple progression for this practice is: - Double number of A’s in middle (to 2 pairs).

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Dribbling & passing 10 yds

Practice organization

15 yds

• Area 15x10yds with 4 goals in corners, as illustrated. • 7 players (incl. 2 GK’s),1 ball. • Practice starts with: 3 players in central safe zone & attack Defender & GK defending goal at either end. • If Attackers’ progress is blocked: they can take ball back into safe zone & attack in other direction. • Should GK save an attempt on goal: ball is rolled to D, who transfers ball into D in opposite half. • D receiver then attempts to turn & score against GK at that end.

Key coaching points

Detail

• Recognition of potential passing options when the central A player takes the ball-on towards goal. • Drawing D & moving with ball to create space for others to receive passes. • Delivering balls to supporting players & weighting passes into space for team mates to run onto. • Disguise passes to out-wit D. • Practice attacking with width. •

• After a GK save: rolling-out to D & transferring ball across allows recovery time for A’s. • D’s work hard to dispossess A’s and/or block attempts at goal. • D’s receive opportunity to pass, recieve turn & shoot for goal whilst A’s re-group. • Simple progressions for this practice are: - Increase ratio of A’s to D’s (3v2; 4v2 etc). - Defend one single goal, placed centrally, at each end.

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Developing possession

Practice organization

10 yds

• Area 10x10yds sq. as illustrated. • 6 players, 1 ball. • Practice starts with 4 players positioned on the outside of square (one on each side), 2 D’s in middle. • Objective of practice: complete a pass across the square, or across two sides. • Players in middle attempt to prevent this &/or intercept • All passes to be played along ground.

Key coaching points

• Look for passing angles & spaces to pass through. • Weight & type of pass to select to be successful. • Disguise passes & feints to pass to unbalance D’s.

• Rotate players to keep players in middle relatively fresh. • Players need to develop appreciation of spaces and opportunities to pass, which are constantly changing. • Simple progressions for this practice are: - Players on outside have a partner to whom receiving player tries to immediately make a set-up pass to deliver a quick cross-eld pass. - Introduce a support player inside grid who receives passes from outside & returns, before a cross-eld pass is made. - Allow player inside grid to receive from outside, turn & pass cross-eld, or elect to rebound back to a player on outside if challenged.

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Dribbling & passing 6 yds

Practice organization

15 yds

• Area 15x6yds, divided into two equal size grids, as illustrated. • 4 players, 1 ball. • Practice starts with: 2 Attackers & 1 defender in one half, with 4th. player in opposite half. • A’s play 2v1 with the objective of stopping ball dead on end line. • If D wins ball: it is passed to team mate in opposite half, who looks to turn, run with the ball & stop it on opposite end line. • A’s attempt to recover on losing possession. • If D’s are successful in achieving their objective: they become attackers in initial 2v1.

Key coaching points

Detail

• Players looking for best moment to pass. • Selection of when to pass to feet & when to pass to space (timing & accuracy). • Weight & type of pass: when to pass off front or back foot. • When to use individual moves to beat D to take ball-on to score. • Disguise passes & feints to pass to unbalance D.

• Explain a situation where player may not need to pass. • Quality of pass delivered from D gaining possession to partner (not a clearance). • Simple progressions for this practice are: - Increase number of players in each half to 3v2 in one direction (initial attack), with 2 A’s able to attempt to recover to stop turnover. - Build numbers to make 4v2 in each half.

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Dribbling & passing 10 yds

Practice organization

20 yds

• Area 20x10yds, divided into two equal size grids, as illustrated. • 4 players,1 ball. • 2 Attackers in possession, with 1 Defender on middle grid line & other on end line of opposite half. • Practice starts with: A’s play 2v1 with objective of getting past 1st D, who must stay in rst grid. • A’s then move towards opposite endline & attempt to get past 2nd D. • The objective is to get to endline & stop ball dead to score. • If either D is successful in gaining possession: both join-in to counter-attack to get ball quickly to opponent’s end line. • Both A’s attempt to recover on loss of possession. • If defending pair is successful in achieving this: they become attackers in initial 2v1 situation.

Key coaching points

Detail

• Players looking for best moment to pass or dribble with ball. • Selection of when to pass to feet & when to pass to space (timing & accuracy). • Weight & type of pass: when to pass off front or back foot. • When to use individual moves to beat D to take ball-on to score. • Disguise passes & feint stop as to unbalance D’s. • Speed of support from 2nd defender in counter attack move.

• If 1st D gains possession, team mate quickly gets forward to support in front half of grid, making a 2v2. • 2nd D gaining possession may elect to run with ball or play a direct & accurate pass out of defence to his partner. • Simple progression for this practice is: - increase number of D’s to 2 in back half, to create a potential 3v2 counter-attack.

100

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Age group: 11 years and under

Dribbling & passing

Practice organization

15 yds

25 yds

5 yds

• Area 25x15yds, with a 5yd endzone, set-out as illustrated. • 7 players (incl. GK), arranged 3 Attackers v 1 Defender, 1 ball. • Practice starts with: Coach feeds ball to one of the three A’s. • After 1st. touch by A’s: 2 recovering D’s chase back to defend. • Practice both with & without off-side restrictions. • If D’s gain possession or GK saves: their objective is to combine to get ball over start line. • If this is achieved: roles are reversed, with A’s becoming D’s.

Key coaching points

Detail

• 1st D works on delay & slow withdrawal of position to gain time for recovering defensive support. • A’s look to penetrate quickly. • Recovering D’s work onlines of recovery back to goal. • Gk’s position to support and communicate with D’s.

• For younger players: adjust practice to 3v1, plus 1 recovering D. • Simple progression for this practice is: - Arrange balance of numbers of A’s & D’s, according to progression of players (e.g. 4v2’s, 3v2’s).

101

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Individual ball work & combination play

Practice organization

Key coaching points • A in 1v1 looking to retain individual possession under pressure: shielding, twisting & turning. • A in 1v1looking for opportunities to turn D & strike at goal, whilst being aware of progress in other half of area. • A assessing need to turn versus ability to hold-up & wait for support from other half. • Combination & individual moves in 2v1 to create goal scoring opportunity. • Use of disguise & faking to use teammate to score. • to shoot. • Individual dribbling & shielding skills to evade D’s & create time & space to pass. • Composure in tight-marked situation & awareness of need for patient build-up play/ball retention. • Seeking opportunities & selecting appropriate methods to shoot & score. • Reacting to loss of possession to defend or attack quickly, depending.

20 yds

10 yds

• Area 20x10yds*, divided into 2 equal halves, as illustrated • Appropriate size goals at each end, 2 balls. • 7 players arranged 2 Attackers v 1 Defender in one half and 1v1 in the other, as shown in the diagram. • Supply of balls with coach. • Practice starts with: pass into A’s from each half, between team mates. • A’s attempt to score in each goal. • A in 1v1 attempts to retain possession and/or score past D. • If 2 A’s score (in 2v1): one A can join teammate in 1v1 in other half to create 2v1, if team mate still has possession. • If D wins possession: attempt to turn & strike on goal, also, with A attempting to regain possession & re-establish attack. • Practice restarts with original set-up arrangements & balls fed-in by coach

Detail • • • •

Effective individual defending. Passing, moving & dribbling techniques. Game awareness (in build-up). Simple progressions for this practice are: - If A’s score in 2v1: as A runs to support team mate in 1v1 & create overload: D can recover to balance numbers (& create 2v2). - Increase numbers in each area by one to create 2v2 & 3v2 in each area. - A’s make pre-determined number of consecutive passes before being able to strike at goal. - Coach/supporting player can operate as an ‘auxiliary winger’ for A’s, to retain possession.

102

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Age group: 11 years and under

Support play

• Area 30x20yds*, divided into 2 equal halves, with goals in each corner, as illustrated. • 8 players arranged 3 Reds v 2 Blues in one half and 1v1 in other. • An additional Blue starts on the sideline of the 1v1 half. • Practice starts with: Reds in possession of ball. • Reds score by achieving a pre-determined number of consecutive passes (e.g. 3) before looking to transfer ball into other end. • 2 Reds follow pass/run with ball & one Blue moves into other half to recreate a 3v2 situation. • Practice continues as previously described (leaving 1v1 behind). • If Blues win ball: counter attack as quickly as possible, adding the extra player from side to enhance numbers. • Practice restarts when play breaks down & ball goes dead.

20 yds

Practice organization

30 yds

Key coaching points

Detail

• Control, passing & support play skills needed to keep possession. • Using space to exploit advantage of overload. • Timing of forward runs & passes. • D’s looking to spoil & intercept. • D’s being mindful of counter attacking with security.

• *Size of area can be adjusted according to age & ability of players. • Overloads & conditions can be adapted also, to suit players. • A’s looking for opportunities, preparing & planning for the movement or pass forward into other half. • D’s need to prepare for & plan for counter attack, looking for the quick pass forward or the drive to advance play quickly. • Simple progressions for this practice are: - Dene time limit to counter attacks (e.g. 5 secs). - Reds achieve 2 sets of consecutive passes (i.e. 6), then attack opposite half. - Remove player from side line & play 3v2 in one half & 1v2 in other. - Include all players to make a 4v4 game.

103

SECTION NINE: PRACTICE SYLLABUS

Age Group: 11 years and under

Passing & receiving

Practice organization

Direction of play

14 yds

10 yds

• Area 14x10yds*, divided into 2 areas (6x10yds) with a central zone 2x10yds from which Defender starts (ref progression), as illustrated. • 12 players arranged 2 Attackers v1 Defender in each area, as shown in diagram. • Supply of 6 balls for each group. • Practice operates a cross the area, operating in 2 channels 10x6yds and starts with ball fed-in from one end (in each area). • Objective of practice: each group of A’s tries to transfer 6 balls across channel via the 2v1 situation in middle. • Groups look to complete practice objective in quickest possible time. • Players rotate position after each successful completion of practice objective. • If D wins ball: it does not count as part of the total number of successful transfers.

6 yds

2 yds

6 yds

Key coaching points

Detail

• A’s on outside of area looking to select best pass in to team mate. • A’s inside practice are a create space & opportunity to receive both individually & for team mate. • A’s inside looking ahead (to advance play quickly if possible) & getting side-on to receive. • A’s looking for opportunities to turn & move-on, in possession. • Use of disguise & clever turning techniques. • Combination & individual moves in 2v1. • Individual dribbling & shielding skills to evade D as well as create time & space to pass. • Composure in tight-marked situation & awareness of need for patient build-up/ball retention.

• Passing, moving & dribbling techniques. • Weight of pass into area for receivers. • Making early decisions & selection on retaining ball or combining with team mate to gain success. • A’s reaction to loss of possession & defend/nullify attacking threat from loss of ball. • Simple progressions for this practice are: - Extra D is introduced (from central channel) to create 2v2 once initial pass is made into 2A’s - A passing ball to outside (completing practice objective) changes places with outside team mate. - Of the 6 balls available: D’s in central channel allowed to join-in to create 2v2 on a limited number of occasions (e.g. 1, 2 or 3 balls only), without telling the passers. - Begin with 2v2 in practice area with outside A allowed to support play from behind (& create 3v2).

104

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Receiving & Turning

• Area 30x20yds, divided into 3 equal thirds, as illustrated. • Goals at each end,set 5yds back from edge of playing area. • 13 players (incl.2GK’s), arranged 2v1 in each end third & 2v3 in mid third. • Players (both teams) remain in zones. • Practice starts with: ball fed-into Reds by coach. • Objective of game for Reds is to play from end-toend, through MF, to get ball to opposite GK to score. • Blues objective is to prevents cores by Reds & if they gain possession, attack opposite goal. • Rotate players in teams & with in zones, to ensure all receive opportunity to play in all positions & circumstances.

20 yds

Practice organization

30 yds

Key coaching points

Detail

• Early & appropriate selection of turning techniques to either keep possession or counter attack quickly. • Maintaining team shape (i.e.numbers/ratio in zones), but not necessarily position (rotation and covering team mates). • Offering support if a player cannot or chooses not to turn immediately (establishing controlled possession).

• Establish practice conditions & aims with players. • Emphasis on whole game content & technical detail. • Simple progressions for this practice are: - Reds – keep shape but not necessarily their positions (i.e. Players in defending zone taking ball into MF & others lling in to retain balance of numbers in zone. - Passes can miss-out MF directly & enter into attacking zone. - W ork ball from one end to other through mideld & then turn back to attack furthest goal. - Blues – any number can operate in any zone in order to gain possession. - Blues are given a time limit (e.g. 7 secs) to take a shot at goal.

105

SECTION NINE: PRACTICE SYLLABUS

Age Group: 11 years and under

Playing through the thirds of the ﬁeld in a small-sided game

• Area 30x20yds*, divided into equal thirds & goals at each end, as illustrated. • 13 players (incl.2GK’s) arranged 6v6 plus a Neutral player who plays for both teams (2v1, 2v2 & 1v2 in each third), as shown in diagram. • Supply of balls by each goal. • Practice starts with: ball rolled out by GK. • Objective of practice: each team attempts to score in opponent’s goal whilst playing ball through each third. • Attacking team receives ball from GK & is able to transfer 1 player into mid-third to combine with N to make 4v2. • Other A stays back & marks D who is not allowed to retreat into mid-third. • Ball is played into attacking third & an A can move up to make 2v2 in end third. • If D’s gain possession: they become attackers & roles are reversed.

Key coaching points • Moving forward with ball or passing forward quickly to combine with N & create overload in mid-third. • Selection & execution of passing, receiving & dribbling techniques. • Spreading-out, angles & distances of support by mid-third players to exploit overload. • Patience & selection of correct time to move ball forward with quality & precision. • Creating space to beat opponent & exploiting space in behind when advancing into next third. • Good balance & concentration, both individually & collectively in defensive role. • Not committing to tackle & channeling play away from goal. • Maintaining good defensive position beween ball & goal. • Blocking shots & recovering possible rebounds. • Seizing on counter-attack opportunities on changes of possession.

20 yds

Practice organization

30 yds

Detail • of players. • Passing, moving & dribbling techniques. • Individual defending techniques. • Making early decisions & selection on retaining ball or combining with team mate. • Reaction to loss of possession to prevent opponent taking ball on & scoring. • Understanding when to be patient in build-up & retain possession & when to attack positively with purpose. • Simple progressions for this practice are: - D’s can move one player up the eld to nullify/dilute attacking overload in each third. - D’s can operate within 2 thirds of the eld. - Open play with condition that possession must be established in each of the thirds.

106

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Ball retention, passing, dribbling & shooting

Practice organization

15 yds

• Area 15x15 yds*,with small goals positioned on center of each line, as illustrated. • 5 players arranged 2 Attackers v 3 Defenders, as shown in the diagram. • Coach with supply of balls at side. • Practice starts with: coach passes ball into A, moving into space. • A’s combine to attack any of 4 goals, defended by 3 D’s. • Following goals or defensive regain of possession play stops, players re-establish position & practice restarts from coach’s service. • Rotate roles & practice recommences with initial set-up arrangements.

Key coaching points

Detail

• Early scanning of opportunities to score in relation to position of D’s & decision of which goal best to initially attack. • A’s awareness of position of D’s, creating space & making supporting runs to receive initial pass from coach. • A’s combining & working as a pair to deceive & elude D’s. • Choices on techniques & skills to use to suit challenges set by D’s positions & defensive structure. • Receiving A getting into line of ball & receiving with good 1st touch, using appropriate controlling surface. • Recognizing when to shoot early & turn balls around D’s to full effect. • D’s to provide most effective way of covering the vulnerable goal that cannot be individually attended.

• *Size of area can be adjusted according to age & ability of players. • Practice operates at high tempo for limited time, determined by coach. • Continuous assessment by A’s on when to pass, shoot, or dribble, as the practice alters with changing positions of D’s. • Support play & communication between A’s & D’s as units. • Simple progressions for this practice are: - Add to number of players in practice to change overload (e.g. 3v3, 4v3 etc). - if D’s gain possession: play ball quickly to team mate to score in a goal not being directly protected by them. - Tackling/intercepting D quickly counter-attacks by dribbling/driving with ball to furthest goal away. - If D’s gain possession: need to make wall pass before being able to score.

107

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Shielding, screening & combination play

• Area 15x10yds*, with halfway line marked & goals at each end, as illustrated. • 8 players (incl.2GK’s) arranged 1v1 inside practice area & 4 (2 from each team) on outside, as shown in diagram. • Supply of balls with coach. • Practice starts with: coach feeding ball into Attacker. • Objective of practice: each team attempts to score in opponent’s goal in 1v1 situation. • Player in possession is able to use support from team mate(s) on outside to retain possession & create new angles of attack. • 5 points awarded for each goal. • Continue playing from GK save. • Players rotate position after each attack.

10 yds

Practice organisation

15 yds

Key coaching points • Screening, shielding, turning & dribbling techniques. • Appropriate selection & execution of technique. • Use of body feints to unbalance opponent & change of speed to get past opponent (moving slowly to go fast). • Drawing/engaging opponent. • Creating space to beat opponent & exploiting space in behind. • Maintaining composure when challenged & turned around by good defending. • Use of peripheral vision to identify outlet passing opportunity to team mate on outside. • Good balance & concentration in defensive role. • Not committing to tackle & channelling playaway from goal. • Maintaining good defensive position between ball & goal. • Blocking shots & recovering possible rebounds.

Detail • Passing, moving & dribbling techniques. • Individual defending techniques. • Making early decisions & selection on retaining ball or combining with team mate. • Reaction to loss of possession to prevent opponent taking ball on & scoring. • Simple progressions for this practice are: - If player in possession feels threatened by D: pass to team mate on outside who can dribble ineld & attack goal. - Player on outside can work inside practice area to make 2v1, if used as a pass outlet. - If 2v1 is created with use of player from outside: a 2nd. D can enter to make 2v2. - W hen 2v2 situation is established: 3rd. A is allowed to join-in to make 3v2. - if D’s gain possession in 2v3, their nal player can join-in to establish quick counter-attack & 3v3 situation.

108

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Developing quick play

Practice organization

• Area 40x40yds*, divided into 2 equal halves, with goal at one end as illustrated. • 18 players (incl. GK),arranged 7 Reds v 7 Blues, plus 3 Target players. • Practice starts with: ball fed-in by coach to Blues. • Each team seeks to retain possession, looking to make a 1 touch pass into a T, to record a score. • T’s give ball back to team who delivered it. • GK can be used as an outlet to retain possession & serves ball back into play to the team using that option.

40 yds

Age Group: 11 years and under

GK T T

40 yds

Key coaching points

Detail

• Control, passing & support play skills needed to keep possession. • Spreading & changing direction of play with use of long passes, to relieve pressure. • Players awareness of developing situations & opportunities to play early into T’s with 1 touch. • Use of inventive methods to supply T’s & other players in open play with 1 touch distribution. • Varying range of passing options to create opening to execute into T’s. • Changing the tempo with use of different range of passing technique, skills & support play. • Emphasize & develop GK’s role supporting play & assessing potential distribution options.

• *Size of area can be adjusted according to age & ability of players- area needs to be of sufcient size to ensure 1 touch has to be executed quickly & not always available to players. • Use GK as support for both long & short range passes. • GK uses hands or feet to distribute possession back into practice area. • Simple progressions forth is practice are: - T’s pass out of area to GK, using 1 touch. - T’s combine, before returning ball to possession team. - Reduce number of T’s. - Reduce size of area & change shape of area to speed-up play & encourage different pass selection & movement.

109

SECTION NINE: PRACTICE SYLLABUS

Age Group: 11 years and under

Attacking combinations

Practice organization

15 yds

• Area 15x15yds, with small goals positioned 5yds behind center of each line, as illustrated. • 8 players arranged 2 attackers v 2 Defenders inside the practice area & 2 players from each team outside, as shown in the diagram. • Practice starts with: A’s in possession within area, looking to pass to either of the 2 supporting A’s on the outside. • Supporting A’s attempt to score in any of the 4 perimeter goals defended by perimeter D’s. • If D’s inside area gain possession: they become A’s & attempt to nd supporting players on outside, who in turn, look to score. • If either teams cores: they restart practice in possession. • If not: practice restarts with original set-up arrangements.

15 yds

Key coaching points

Detail

• Passing & moving techniques & shielding skills. • A’s combining & working as a pair to deceive & elude D’s. • Timing, weight, accuracy of pass. • Playing with head - upt o assess potential passing opportunities to perimeter. • Individual dribbling skills to elude D & create time & space to pass. • Composure in tight-marked situation. • Perimeter players’ awareness of need to defend/cover goals & be available to receive passes from internal area. • Perimeter players need to react to change/loss of possession inside area & switch role.

• *Practice may be speeded-up by cutting the corners (marked with cones), as shown in the diagram. • Perimeter A’s & D’s move around area, supporting play & defending goals. • Support play & communication between A’s & D’s as single unit & as separate units inside & outside practice area. • Simple progressions for this practice are: - Add to number of players in practice to change overload (e.g. 3v2, 4v3 etc). - A can dribble out of practice area & score in any perimeter goal. - This can be conditioned by making a dened number of consecutive passes rst. - If this happens: a perimeter player moves into practice area to maintain 2v2 balance. - A’s need to make wall pass before being able to score.

110

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Attacking & counter attacking

Practice organization

20 yds

• Area 40x20 yds, with 2 zones marked 10yds into each end. • 2 small goals at one end, to serve as targets and one normal goal, set back 5yds behind opposite end line, defended by GK, as illustrated. • 17 players (incl. GK) divided into 2 teams of 8 (Reds & Blues). • Players in each teamwork in pairs. • All balls with Blues. • Practice starts with: Blues serves ball forward to Reds, who send-out 2 players to receive & attack goal. • Blues send-out 1 player (A) to make 1v2. • Reds objective is to get ball into Blues endzone & shoot at goal. • If Blue Defender wins ball: a 2nd. Blue (B) takes a ball & attacks either of the 2 goals at opposite end to score. • 2 Reds become recovering D’s attempt to stop this. • Reverse roles of team after suitable period of practice.

10 yds

40 yds

Key coaching points

Detail

• 1v1 skills & attacking individual defender techniques. • Creating 2v1 passing opportunities with individual techniques. • Isolating individual D & making through pass to attack goal. • Shooting to score on the move, versus GK. • Individual defending in 1v1 & 1v2 situations. • Use of pitch perimeter to trap Attacker & deny pass to supporting player. • Delaying & denying space to pass behind. • Recovering & blocking possible shots

• Make sure organization & pattern of the practice is fully understood by the players. • For very young players: this may mean going through it with ball in hands rst. • Practice can be operated from an attacking or a defending perspective. • Emphasize need to think about space & time & how this affects decision-making. • Monitor physical load on the GK. • Simple progressions for this practice are: - If Blue Defender (A) wins ball in middle area: 2nd. Blue (B) can support to make 2v2 & attack small goals to score. - If Blue D delays long enough (decided by the coach): 2nd. Blue (B) can join in to create 2v2. - Reds send out 3 A’s & Blues send out 2D’s to create 3v2, with normal rules applying.

111

0.5 pt

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Attacking & counter Attacking

Practice organization 65 yds

20 yds

• Area 65x20yds*, divided into 4 zones (30x20;5x20; 20x20 & 10x20yds), as illustrated. • 1 set of goals at each end, set back 5yds from practice area. • 15 players (incl. 2 GK’s), arranged 4 Defenders (3 in practice area, 1 on side) & 9 Attackers (who operate in 3’s), as shown in the diagram. • An off-side line maybe drawn, or practice operates with (or without) normal off-side Rules applying. • Practice starts with: 3 A’s receive ball rolled-out by GK & attack single D in 1st. zone. • Progress is made to 2nd. zone (which is safe for A’s), prior to attacking 3rd. zone which contains 2D’s. • Objective is to score in opposite goal. • D’s avoid safe zones until they have won the ball back. • If D’s win possession: they counter attack opposite goal adding 4th. D from side, as additional support. • D’s rotate positions after each phase of attack. • Practice recommences from GK as previously described

30 yds

20 yds

10 yds

Key coaching points

Detail

• Control, passing & support play skills needed to keep possession & break through defensive lines created by D’s. • Change of pace & angle of attack according to pressure, varying tempo to suit situation (not always fast). • Rotation of movement & quick play when appropriate, maintaining ‘security’ behind (do not attack in a ‘at wave’). • Looking for opportunities to move ball forward with good quality, speed & precision.

• *Size of area can be adjusted according to age & ability of players. • Use of safe zones as breathing spaces for preparation and planning. • Simple progressions for this practice are: - Deploy a striker in each free play zone that both teams (attacking or counter-attacking) can use to make a quick forward pass to initiate attack. - Start practice with 4A’s & allow D’s to use the 4th player from the side. - A’s elect to start practice with 2 players & if they score: goal counts as double.

112

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Counter attacking

Practice organization • Area 40x30yds*, using penalty area divided into 2 zones (30x30 & 10x30), appropriate size goals at each end, as illustrated. • 14 players (incl. 2 GK’s), arranged 5 Attackers v 7 Defenders, as shown in the diagram. • Off-sidelines maybe drawn, or practice can operate with (or without) normal off-side rules applying. • Practice starts with: GK rolls out to A’s who play out from the back. • D’s leave 1 striker in advanced zone who can try to win the ball early. • Remaining D’s drop into deep zone & can only win ball back there. • If D’s win ball: they counter attack, playing initially through lone striker. • If A’s regain possession whilst defending the counterattack: D’s retreat back to deep zone to defend & practice continues with A’s in possession. • When ball goes dead: practice recommences with initial set-up arrangements.

30 yds

Age Group: 11 years and under

Key coaching points

Detail

• D’s need to be patient, slide, cover & communicate. • D’s looking for interceptions & being aware of possibility to act fast & counter attack, should the opportunity arise. • D’s require defensive security to safeguard against the possible threat of a counter of the counter-attack from A’s. • A’s looking for quality of passing, movement & support play to break down the defensive block. • D’s looking for opportunity to pass forward quickly with quality & precision to lone striker. • Supporting runs,distances & angles by breaking players combining with lone striker.

• *Size of area can be adjusted according to age & ability of players. • This practice can be developed for counter-attacking or for play against a compact defensive block. • Simple progressions for this practice are: - Reduce numerical advantage of D’s in deep zone. - Reverse overload, so that A’s have numerical advantage.

10 yds

40 yds

113

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Attacking & combination play & defending as a unit

Practice organization

35 yds

15 yds

• Area 35x15yds, divided into 3 zones (15x15; 15x15 & 5x15yds) as illustrated • 1 appropriate size goal at one end & 2 small goals* to serve as targets in corners, at the other. • Supply of balls with coach. • 8 players arranged 4 Attackers v 2 Defenders plus a sweeper & GK, as shown in the diagram. • Practice starts with: coach feeds pass into A’s, who attack the far goal. • 2D’s are to middle zone & sweeper covers behind, remaining in end zone. • 4A’s are able to operate in 2 zones, but only 2 are allowed to move into end zone (versus sweeper & GK) to attack goal. • If D’s gain possession: they play ball through either of 2 small goals/pairs of cones in opposite corner. • Practice restarts with original set-up arrangements & ball fed-in by coach.

15 yds

5 yds

Key coaching points

Detail

• A’s combining & working as a team to evade D’s initial defending line. • Passing, movement & combination play to create space & release free receivers. • Quality of passing & pass selection. • Individual dribbling & shielding skills to evade D’s & create time & space to pass. • Looking for penetrating pass to enter endzone without being intercepted by sweeper. • Passing angles & distances. • Composure in tight-marked situation & awareness of need for patient build-up/possession play. • Seeking opportunities & selecting appropriate methods to shoot & score. • D’s looking to play as a unit. • Remaining compact & channelling play across the area. • Trapping players onside line.

• *Could be replaced by cones. • Coordination & team balance amongst A’s who need to work as a unit. • Support play & communication amongst D’s, working as a unit. • Effective individual defending. • Simple progressions for this practice are: - A’s make pre-determined number of consecutive passes before entering end zone. - D allowed to drop/recover to assist sweeper & GK defend end zone. - A’s push 3rd. player into end zone to support attack. - D’s drop into end zone, to challenge A’s ability to break down a compact defence (4A’s allowed in end zone). - Introduce off-side line to enable D’s to defend high.

114

Age Group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Passing, combination play & scoring

• Area15x10yds*,with small goals positioned at each end, as illustrated. • 4 players arranged 2 Attackers v2 Defenders, as shown in the diagram. • Practice starts with: A’s have ball & play 2v2, but D’s drop one player back to cover goal/act as GK, creating 2v1. • Objective of game is to score. • If D’s gain possession: they become A’s & opponents have to drop 1 player back to goal, reversing the 2v1 situation • Establish numerous 2v2’s within the practice area to accommodate numbers, varying dimensions & shape of area to present different challenges for players. • Players rotate around different areas to experience challenges.

10 yds

Practice organization

15 yds

Key coaching points

Detail

• Passing, movement & combination play to create space & release extra player. • Quality of passing & pass selection. • Individual dribbling & shielding skills. • Timing & release of pass to extra player. • Using extra player as decoy for disguise moves (e.g. feint to pass & dribble). • Looking for penetrating pass behind D without being intercepted by GK/cover. • When to pass off front foot & when to pass off back. • Seeking opportunities & selecting appropriate methods to shoot & score. • Effective individual defending. • D’s looking to play as a unit. • Using sideline as an extra defender.

• *Size of area can be adjusted according to age & ability of players. • from A to D. • Team gaining possession should assess whether a quick counter-attack is available, before opponents can recover player into goal. • Communication & quick decisive action is necessary in this situation & should be encouraged. • Simple progressions for this practice are: - D still drops off, but is not allowed to use hands as a GK. - Combine groups to create 4v4 situations, with same rules & boundaries.

115

SECTION NINE: PRACTICE SYLLABUS

Age Group: 11 years and under

Shooting I

• Area 15x10yds*, with appropriate size goal at one end, as illustrated. • 4 players (incl. GK), arranged 2 Attackers v1 Defender, as shown in the diagram. • Practice starts with: D passes ball forward into 2 A’s. • Receiving A controls & passes to partner who attacks the goal 1v1. • D moves forward to defend goal in tandem with GK. • Practice continues until ball goes dead. • A’s & D rotate roles & practice recommences with initial set-up arrangements.

10 yds

Practice organization

15 yds

Key coaching points

Detail

• Accuracy & quality of initial pass from D to A’s, served with pace & precision. • Receiving A getting into line of ball & receiving with good 1st touch, using appropriate controlling surface. • Early decision from receiving A on where & how to play pass to supporting team mate that will make it easier to receive & take ball on. • Positive & early decision from A, on best way to take ball past D to create an opportunity to shoot at goal. • Consideration of position of GK & how that will affect choice of attacking move to score.

• *Receiving, controlling & passing to partner enables D to move forward & establish a realistic defensive position. • Furthermore: it will create varying levels of pressure on A, determined by partner’s efciency of control. • Angle,distance & communication between A’s to best deal with incoming long pass from D. • Simple progressions for this practice are: - D plays ball into space for A’s to collect & organise on the move. - Develop 2v1 in existing organisation to further challenge D & A’s use of support. - Change the shape of practice area (long & narrow, or wide & shallow). - Build number of players in practice (& hence complexity of options/challenges.

116

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Shooting II

Practice organization 2/3 yds

10 yds

• Area 15x10yds, with a central area 2/3yds wide across grid and goal of appropriate size at one end, as illustrated. • 5 players (incl. GK), arranged 3 Attackers v 1 Defender, as shown in the diagram. • Practice starts with: 2A’s with ball in deep zone, to combine, evade D (who is conned to central area) & get ball to A in advanced zone. • On receiving forward pass, advanced A controls, quickly & strikes at goal. • is scored. • Once ball goes dead: players rotate roles & practice recommences with initial set-up arrangements.

15 yds

Key coaching points

Detail

• Early recognition & vigilance by 2A’s of D’s position & movement. • Awareness of movement beyond D by advanced A, offering support. • Movement of advanced A, showing good supporting position (depth & angle of support). • D sliding, covering & awareness of passage of ball with 2A’s along with movement behind. • Selection of appropriate passing technique & execution to advanced A. • Reception of forward pass: bodyshape & 1st touch to control. • Awareness of position of goal & GK. • Shooting techniques to be employed & execution of nish.

• Nature of support play from A’s. • Intelligent marshaling of defensive situation from D. • Simple progressions for this practice are: - D can leave central zone once ball is advanced to A & chase/apply pressure from behind. - 1 of the 2A’s in deep zone can move into advanced zone to support advanced A. - Introduce 2nd. D in central area who can retreat when forward pass is made into advanced A. - Increase depth of central area (to 8/10yds), so advanced A can come short to receive; turn & attack goal from a deeper position.

117

SECTION NINE: PRACTICE SYLLABUS

Age Group: 11 years and under

Receiving to shoot

Practice organization • Area 30x50yds, with 2 narrow penalty areas and appropriate size goal at each end, separated by a safe zone of approx. 5/6yds, as illustrated. • 14 players (incl.2GK’s), arranged 2 Attackers versus 3 Defenders in each penalty area. • 2 Neutral players in central safezone. • Supply of balls with each GK. • Offside line can be determined where appropriate (line drawn or normal Rules apply). • Practice starts with: GK serves ball to an N, who in turn, plays into either pair of forwards. • Forwards look to combine & shoot from within designated attacking area. • Change roles of players at appropriate time.

5/6 yds

30 yds

GK N

50 yds

Detail

Key coaching points • N’s looking for ‘best pass’ into forwards & focus on pass selection & execution. • Forwards looking to create space to receive & evade D’s. • Awareness of position of D’s. • Looking for clever play (turning ball around corners, feints, quick turns to shoot, wall-passes etc) & combinations with team mate.

•

*Overloads can be adapted, depending on age & ability of players. • Monitor physical load on GK’s. • Simple progressions for this practice are: - N’s combine before passing to a forward. - If D’s win ball: they can counter attack with a pass into their own forwards. - N can move into area to create 3v3. - N shoots (e.g. with 2 touches) from middle zone. - GK rolls-out to D’s who play directly into forwards.

118

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Strikers creating space in a small-sided game

• Area 40x20yds*, divided into equal thirds & goals at each end, as illustrated. • 13 players (incl.2 GK’s) arranged 6 Attackers v5 Defenders (2v1, 2v2 & 2v2 in each third), as shown in diagram. • Supply of balls with GK of A team. • Practice starts with: A’s receive ball from GK in defensive third & look to move ball by either dribbling or passing into mid-third to progress play. • One A from defensive third can move into mid-third to create 3v2. • Possession is established in mid-third with A from nal third able to link play & create 4v2. • by either dribbling and/or passing to create 3v2 & strike at goal. • If D’s gain possession: they become attackers & look to counter-attack quickly with any number of players.

20 yds

Practice organization

40 yds

Key coaching points

Detail

• Use of GK as 3rd. player in A’s defending third to establish good early possession. • Timing of runs with ball and/or passes into mid-third. • Mid-third players supporting angles & distances to receive service from back. • Spreading-out by mid-third players to exploit overload & create passing channels for advanced A’s. • Movement & timing of front A into mid-third to supplement overload & link play. • Movement & support play of advanced A to receive ball into nal third. • Working off advanced A when making attacking/ supporting runs from mid-third. • Quality & precision of strikes on goal. • Looking for rebounds/secondary chances from early strikes at goal. • Seizing on & combating counter-attack opportunities on changes of possession.

• of players. • Passing, moving & dribbling techniques. • Making early decisions & selection on retaining ball or combining with team mates. • Reaction to loss of possession to combat counter-attack. • Making straight & diagonal forward runs into advanced positions & co-ordination of movement with other team mates. • Simple progressions for this practice are: - A from mid-third can drop into defensive third to support early gain of possession. - D’s can move one player up the eld to nullify/dilute attacking overload in mid & nal thirds. - All D’s can advance one third to operate in 2 thirds of the eld.

119

SECTION NINE: PRACTICE SYLLABUS

Age group: 11 years and under

Shooting & defending

• Area 25x15yds*, with 5yd channel across full width marked with cones and goals at each end, set-out as illustrated. • arranged in 2 teams of 6. • Each team has 2 Attackers & 4 Defenders. • 10 balls (5 balls for each team). • Practice starts with: 2 A’s (one from each team) move to collect a ball from central area. • On collection: D moves from edge of area to defend (making 2v1). • Once attack has concluded: 2A’s collect 2nd ball & new D enters area to combat. • A’s have 5 attacks,with different D’s against each attack. • Practice is mirrored in other half of practice area. • Players rotate roles & repeat practice.

15 yds

Practice organization

Key coaching points

Detail

• A’s scan to assess position & movements of D. • Quickly move into goal-scoring range. • Evaluate which A is in best position to score & either take shot, or pass. • Look to eliminate D with individual skill move or clever movement off ball. • Assess position of GK.

•

5 yds

25 yds

of players. • Early decision to shoot from distance or move nearer to goal before the strike. • Moving quickly but under control when moving forward. • Timing & accuracy of any pass to other attackers. • How to be at the GK (techniques to use). • • Simple progressions for this practice are: • Coach may vary overload (A/D ratio) depending on level of individual players. - Allow 2nd D to enter. - Bring 3D’s into area (1 from front, 2 from side) to increase intensity.

120

Age group: 11 years and under

11 years and under

PRACTICES FOR 11 YEARS AND UNDER

Shooting & defending

Practice organization

15 yds

• Area 25x15yds*, with appropriate size goal a teach end, as illustrated • arranged in 2 teams of 6. • Supply of balls with coach on halfway. • 1 team attacks,1 team defends. • Practice starts with: coach rolls ball to A team & calls a number of players with which it must attack. • D’s send out a number of players, depending on number of attackers as called by coach. • If A’s score: same players continue & attack opposite goal with new ball rolled-in by coach. • If D’s gain possession: players attempt to counterattack to conclude practice.

25 yds

Key coaching points

Detail

• If 1v1: looking for a skill move to beat D before quickly moving into scoring range. • D’s to defend effectively, if outnumbered. • Look to eliminate D with individual skill. • When & where to pass selection of passing technique. • Role of the player off the ball.

• of players. • • • • • •

Feints & dribbling skill to eliminate D. Assess position of GK Which shootings kill to employ to beat GK. Simple progressions for this practice are: - If GK saves: D’s look to receive ball rolled to them in continuous play & aim to counter-attack. - Encourage A’s to beat an opponent to create overload before looking to pass to team mate.

121

SECTION NINE: PRACTICE SYLLABUS

The following sub-section of this syllabus contains examples of suggested initial coaching practices suitable for young players engaged in 11v11 football. Our coaches working with players 12 years and above will be aware of, and design appropriate practices that take into account individual and collective needs within the ve chosen phases of the game in outeld play, as described below.

THE 5 CHOSEN PHASES OF THE GAME IN OUTFIELD PLAY 1

Attacking when opponents are ‘in balance’ or have recovered to an organized and compact defence.

Essentially our coaches will encourage players to experiment and compete in games within an environment that promotes decision-making and controlled competitiveness whilst nurturing intelligent, skillful and effective play. As players move from development football to the latter phases in our pathway model; the coach will constantly consider transition and adaptation to the developing game. It is therefore, important for our coaches to promote Storm FC’s brand of bespoke practices to formulate a particular style of play in keeping with the needs of our soccer club.

Each of the ve chosen phases are individually described in the introduction that precedes each set of suggested practices. The illustrative sessions aim to serve as a catalyst for the discerning coach and do not intend to be denitive nor prescriptive. The sixth chosen phase, described earlier in this document (goalkeeping) is detailed in a separate sub-section, which follows.

122

“ATTACKING TEAMS WHO ARE IN BALANCE”

ATTACKING TEAMS WHO ARE IN BALANCE

Storm FC teams are coached utilizing our curriculum with possession play conscious in build-up play. Defending higher and pressing quicker helps break down a well-organized and compact defenses which .allows penetration & increased number of shots per game The outstanding and successful teams can attack quickly and accurately on gaining possession or engage in longer passing sequences that result in a strike on goal. Having the capability to do both, contributes largely to their success. Excellent technique and skill are required along with the decision-making ability of the player in possession to retain and distribute the ball accurately whilst making progress towards the opponent’s goal. Using orthodox passing skills is common-place. We encourage and develop the use of unusual and unexpected passes which has previously been frowned-upon in the name of safety rst or no-risk soccer. However, developing players just capable of simple, orthodox, predictable passes and moves greatly reduces potential effectiveness and player impact that are central to overall team success in games. Teams need to be able to vary the pace at which they pass the ball accurately and be able to retain possession under severe individual and concerted team pressure from opponents in order to be a potent attacking force.

Aspects of intelligent positioning and movement to receive passes or create opportunities for others to receive passes is also central to the clubs development of thinking players. Timely interchanges of position between two or three players will pose awkward challenges for defenders and defenses; especially those based on a zonal structure. A comprehensive understanding of positioning and movement, integrated with effective and intelligent passing, forms the bedrock of exible team play upon which young players need to be developed to meet the future demands of the modern game. Combining play with other team members, individual ability to eliminate opponents through dribbling, disguising passes to create space to release the ball or move past an opponent are key elements necessary to unlock well-organised and compact defences.

Terminology Safety ﬁrst – A trained response to potential high risk situations involving the execution of simple and safe solutions to the challenges of the game. No risk football – An adopted team approach to avoid and decline opportunities during a game to be inventive and take risks in all phases of play. Thinking player – An adaptable individual who makes appropriate and effective decisions during a game, based on sound judgement and good understanding of the principles and priorities of the play.

123

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Spreading play in a small-sided game

Practice organization

PRA

40 yds

• Area 60x40yds, divided in 3 channels of equal width marked the length of pitch & appropriate size goals at each end, as illustrated. • Goals of appropriate size at each end. • 16 players (incl. 2 GK’s), arranged 8v8 as shown in the diagram. • Supply of balls by each goal. • Off-sidelines are marked with cones at the side of pitch. • Practice starts with: ball rolled-out by GK to attacking team. • Team in possession, look to build play through good ball retention & controlled possession, with the objective a scoring a goal. • Defending team look to counter-attack on gaining possession. • Open play continues until ball goes dead: then practice recommences with initial set-up arrangements.

60 yds

Key coaching points

Detail

• Stretch opponents from end-to-end & side-to-side. • A’s determine whether to attack centrally or wide depending on strength of defensive numbers. • Team out of possession look to remain compact & cover 2 of the 3 channels. • A’s team look to switch play when faced with defensive numbers & exploit weak side (empty channel). • Switching play is dependent on quick, accurate & precise passing & awareness of space available. • A’s players on opposite side must remain aware of potential to make forward runs to receive diagonal passes, whilst ensuring defensive security (against a potential counter-attack).

• Challenge: Try to use spreading-out in to wide areas as an opportunity to exploit space created in central areas to attack goal. • Quick passing, to eliminate pressure. • Drawing D’s to create weak side to switch play. • Supporting play from behind to ensure defensive safety from potential counter-attack & provide outlet passing option. • Recognition of when to slow-down play to secure possession. • Simple progressions for this practice are: - Mark 5yd wide channels along each touch line that wingers/full-backs can attack through, unopposed. - Switch play & early crossing into central areas with attackers arriving quickly into space.

124

Age group: 12-16 years

12-16 years

“ATTACKING TEAMS WHO ARE IN BALANCE”

Recognizing & exploiting space in midﬁeld

Practice organization

Key coaching points • • • •

Players to look for spaces to exploit. Create space for teammate to exploit. Place changing to unbalance opposition. Deal with opponents entering into grid

60 yds

40 yds

• Area 60x40yds, marked in 10x10yd grids, with appropriate size goals at each end, as illustrated. • 16 players (incl.2GK’s),1 ball. • Small-sided game 8v8. • Practice starts with: ball rolled-out by GK to team mate in defensive third. • Objective of game is to score goals by passing through opposition, whilst keeping ball below head-height.

Detail • Challenge: Try to receive ball & play forwards, or (if unable); pass to a player who is in a position to do so. • Constant & considered movement into receiving positions & observation of other players’ movements. • Pass quality to feet or to space & the encouragement of clever, disguised passes when appropriate. • Encouragement of a variety of passing skills using both feet & different surfaces. • Simple progressions for this practice are: - Divide area into equal thirds (retaining the 24 grids) & dene challenges for players, as follows: - In defending third: team in possession may stand in a square to receive ball. - In mid third: team in possession may stand in a free square to receive a pass or move into a new square to receive. - In attacking third: players may stand in a free square to receive a pass or move to another square within attacking third to receive.

125

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Quick play in and around the penalty area

Practice organization

40 yds

• Area 45x40yds marked into two zones of 20x40yds, with a 5yd central channel & appropriate size goals, placed 6yds behind line at each end, as illustrated. • 14 players (incl.2 GK’s), 2 balls. • 3v2 in each end grid. • The central channel can be used in possession, where player on ball cannot be challenged by an opponent. • Offside applies & objective is to create goalscoring opportunities & score. • Practice starts with: ball served into end grid by an Attacker, who starts in safe zone and then moves forward to support play (making 3v3). • Possession is retained if a goal is scored. If not: possession changes hands. • If D’s gain possession during open play: ball must be transferred into safe zone before reversing roles & becoming A’s.

45 yds

5 yds

Key coaching points

Detail

• Other challenges for players include: - Quickdecision-making. - Awareness of position of opponents (including GK). - Sharp passing & receiving skills. - Body shape to take up goal scoring opportunities. - Range of shooting & nishing skills. - Combination play & 3rd. player movement. - General movement with & without ball.

• Challenge 1: Try to use one touch opportunities to set-up attacks. • Challenge 2: Try to score without using support players. • Encourage a variety of passing skills to either feet or space according to As’ circumstances. • Encourage clever & unexpected turning skills especially from A’s in attacking zone. • Quick & deceptive combination play from A’s. • Simple progressions for this practice are: - Allow 2D’s to man mark forward players to encourage movement to lose markers. - Expand practice to a 6v6 game but no challenging for ball in safe zone.

126

Age group: 12-16 years

12-16 years

“ATTACKING TEAMS WHO ARE IN BALANCE”

Forward passing in advanced areas

Practice organization 60 yds

T T

40 yds

• Area 60x40yds, divided into 6 zones,with end zones 10x40yds, divided into 2 equal size areas & 2 central zones, each 20x40yds wide, as illustrated. • 16 players,1 ball. • 3v3 in each central zone, 2 Target players for each team in each of 2 end zones. • Practice starts with: Blues in possession. • Objective of game to pass through each of 2 central zones to play into T. • Once achieved:T player transfers ball to second T in adjoining end zone. • Second T passes into opponent’s central third player to change direction of play. • T players may change positions, but must remainin balance, as do central players, in terms of numbers.

10 yds

20 yds

10 yds

Key coaching points

Detail

• Other challenges for players include: - Players to look for spaces to exploit. - Create space for team mate to exploit. - Place changing to unbalance opposition. - Deal with opponents entering into grid

• Challenge 1: Try to play forward early, or (if unable); pass to a player who is in a position to do so. • Teams need to retain their positional balance & structure. • Exchanges of position in central zones, whilst maintaining balance is encouraged. • Choice, speed and accuracy of passes in congested central zones. • Quality of passes to target players who will be on the move in end zones • Simple progressions for this practice are: - D’s may press in end zone. - Players may pass into end zones & replace receiving player who exits end zone for mid zone.

127

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Combination play between front & midﬁeld players

Practice organization 60 yds

40 yds

• Area 60x40yds, divided into thirds with central third divided in half & appropriate size goals at each end, as illustrated. • 16 players (incl. 2 GK’s), organized in two groups of 8, 2 balls. • Practice starts with:3v2 in each end third, plus 2 attacking MF players for each team in each of two central safe zones, who remain in their own half. • Mf’s can only provide one touch passes into A’s, through the screen of their MF opponents. • Objective of game to pass through central zones to play into A’s who look to link-up play & enter into goal scoring situations.

Key coaching points

Detail

• Challenges for players include: - Quick play to open-up forward passing opportunities to A’s. - A’s timing their movement. - Combination & support play from front & behind in attacking areas. - Receiving, passing, turning, dribbling & shooting skills. - Shielding, passing & turning skills. - Changing tempo of attacks. - Playing in between opponents. - Recognising & exploiting space in front & to side of D’s.

• Realistic defending in challenge areas. • Communication between A’s & MF’s essential through recognising signals & body shape. • Encourage clever & inventive individual & combination plays by A’s. • A range of passing skills (which maybe disguised) to supply A’s. • Simple progression for this practiceis: • D’s may press in safe zones after opponents’ rst touch.

128

Age group: 12-16 years

12-16 years

“ATTACKING TEAMS WHO ARE IN BALANCE”

Spreading out to maintain & exploit space

Practice organization

70 yds

30 yds

• Area 70x30yds, marked in 10x10yd grids, as illustrated. • 16 players, 2 balls. • 2 groups of 6 players in main grid area,plus 4 Target players - 1 in each sector of the split end zones. • Practice starts with: each team has a ball & the objective is to pass through main area to eventually pass unopposed into a T, moving in the end zone. • 1 player only allowed in each grid, in main grid area, to maintain spacing. • If 2 players arrive in the same grid, they may only play 1 touch and move-off. • In end zones: T’s move in and out of split sectors to create space in which to receive passes. • Play resumes in opposite direction, from T’s.

Key coaching points

Detail

• Challenges for players include: - Varying passes & engaging team mates through MF areas. - Maintaining good spacing to provide passing options. - Timing & nature of movement off ball to support passer. - Understanding where to move to next. - Strikers timing their movement to link-in with advancing support players.

• Awareness of other players’ positions & movements. • Variations in types & speed of passes to supply team-mates. • Encourage invention & unusual passing skills. • Encourage quick sequences of 1 touch passing if possible. • Understanding where 1st. touch may be directed according to space & time available. • Simple progression for this practice is: - Set challenge each team to play from end to end as many times as possible in 1/2 minutes (coach/players decide) - to encourage speedy but accurate passing & support play.

129

SECTION NINE: PRACTICE SYLLABUS

Age Group: 12-16 years

Quick passing in a small-sided game

Practice organization 60 yds

40 yds

• Area 60x40yds, divided into 3 equal zones, with appropriate size goals at each end, as illustrated. • 16 players(incl.2GK’s),arranged2-3-2,asshown in the diagram. • Supply of balls by each goal. • Players are restricted to the designated zones & off-side applies in each end zone. • Practice starts with: ball rolled-out from GK. • Team in possession, look to play through the thirds of the eld, varying speed of attacking play & using 1 touch passing, if possible. • Open play continues until ball goes dead: then practice recommences with initial set-up arrangements.

20 yds

Key coaching points

Detail

• • • • •

• Quick passing using 1 touch(if possible), to eliminate pressure. • Recognition of when to use 1 touch passing & when to slow-down play to secure ball retention. • Use of different skills & foot surfaces to maximize 1 touch/quick play. • Making good decisions when quick play sequences are unavailable. • Simple progressions for this practice are: - Units can push-up & drop-back into next zone to create 5v5 in single & two-zone play. - All players are ‘free’ & interchange roles & positions

Stretch opponents from end-to-end & side-to-side. Angles & distances of support. Appropriate speed of passes & inter-passing. Combination play, using minimal touches. Changing tempo (e.g. slowing down play,to speed-up & vice versa). • Individual & combined movement of advanced attackers to achieve shots on goal. • & execution.

130

Age group: 12-16 years

12-16 years

“ATTACKING TEAMS WHO ARE IN BALANCE”

Exploiting space in Midﬁeld

Practice organization

20 yds

30 yds

• Area 70x30yds, with appropriate size goals at each end, as illustrated. • 16 players (incl. 2 GK’s), working as 2 teams 8v8, supply of balls by goals. • Teams are structured 3v1 in each end zone & 3v3 in mid zone. • Practice starts with: GK rolls ball-out to Attackers, who look to build play through mideld. • A can move in to MF to create 4v3 in midzone. • A’s can passback in to end zone using back players as outlets for support. • If Defenders gain possession: they can move one back player up into MF, with the additional A retreating. • This establishes 4v3 situation for D’s. • A’s can move MF’s in to end zone to support CF, but defending MF’s are restricted to mid zone. • When play goes dead:arrangements are re-established to original.

15 yds

20 yds

70 yds

Key coaching points

Detail

• Team in possession to work-on when to create space as a team. • Recognition & exploitation of space in mid third of eld to set-up attacks, moving into end third. • Moving appropriate back player to support MF.

• • • • • • • • •

Dispersal by A’s when in possession: when and how. Retention of possession in middle third to advance play. Support positions & quick accurate passing of ball. How to release a player from middle third of pitch into attacking area using passes to space. A’s a head of ball showing to receive. Quick support for any A receiving ball. Clever individual play by the lone striker Simple progressions for this practice are: - Try to produce a strike at goal within 10 seconds of entering middle zone. - On winning ball: D’s try to counter attack to produce a strike at goal within 5 passes.

131

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Functional attacking practice

Practice organization Full width of pitch

Half pitch

• Half pitch with goals at each end, as illustrated. • 18 players (incl. 2 GK’s) organized 9v9, supply of balls by goal with GK. • Practice starts with: GK rolling ball to either FB for attacking team. • FB is limited to 2 touches & must play ball into MF. • Central MF players for Defending team look to screen the defence. • If D’s gain possession: they try to build quick attack & have 10 seconds to achieve a strike at goal. • Objective of practice is for A’s to look for opportunities to build attacks & penetrate opposition with inventive individual, combination & direct play. • Once attack and/or counter-attack has concluded: practice restarts from GK.

Key coaching points

Detail

• Speed & movement of ball by A’s. • Individual & combined decisions on passing, dribbling, turning & running with the ball options. • Movement & support to exploit space available in front, behind & between D’s. • Maintaining composure in possession, looking for penetrating pass, but having patience to explore alternative options. • Pass selection: when to play to feet,when to play to space. • Communication & coordination of team movement to unbalance D’s.

• Quality & timing of A’s passing & movement. • Receiving, screening & turning skills in MF & attacking areas. • Effective ball retention in all areas & precise passing execution. • Individual creativity in 1v1 situations, looking for goal scoring opportunities. • Depth of D’s backline & position of screening player. • D’s marking & covering positions. • Speed & precision of counter-attack by D’s, breaking from back & MF areas. • Concentration of A’s defenders to safeguard against possible counter. • Simple progressions for this practice are: - Introduce 4 additional players & play 11v11 on a full-size pitch.

132

Practice organization • Area measuring 80x44yds, divided into 3 zones, comprising 2 end zones of 20x44yds & a middle zone of 40x44yds with Goals at each end, as illustrated. • 16 players (incl. 2 GK’s), arranged 7 Attackers v 7 Defenders in middle zone, as shown in the diagram. • Supply of balls by each goal. • Off-side Rules apply in the 20x44yd endzone. • Practice starts with: GK rolls ball to an A, who drops deep (unopposed) into end zone to receive & turn. • Receiving A then carries or passes ball into middle zone. • A’s look to retain possession & make forward pass for runner moving into attacking end zone to strike at goal. • Off-side applies in endzone. • D’s are not permitted to recover into endzone to challenge A. • When attack is concluded: practice reverses with A’s becoming D’s.

Attacking play in a small-sided game

80 yds

44 yds

Age group: 12-16 years

15+ years

“ATTACKING TEAMS WHO ARE IN BALANCE”

20 yds

40 yds

20 yds

Key coaching points

Detail

• Support & movement in middle zone. • Spreading-out/dispersal in middle zone. • Quick, accurate passing in middle zone. • Timing of forward runs & turning to receive pass into space in end zones. • Combination play to create opening for forward run to strike on goal. • 1v1 skills with GK.

• Awareness as supporting player to receive the ball. • Disguise & accurate 1 touch or 2 touch play to eliminate opponents. • Executing passes between opponents. • Precision & correct pace of passes into space for runners. • Observing GK position & evaluating possibility of early strike on goal. • Simple progressions for this practice are: - Additional A supports advancing A in 1v1 situation. - One D recovers into end zone to challenge A & support GK.

133

SECTION NINE: PRACTICE SYLLABUS

Age group: 15+ years

Breaking the block I

Practice organization

35 yds

10 yds

• Area 35x10yds, plus 2 endzones 5x10yd seach. • Main practice area divided into two 10x10yd zones, with a central pocket of space 5x10yds, as illustrated. • 10 players, 1 ball. • 2 groups of 2v2 in main gridded area, either side of safe zone & 1 Target player at back of each end zone. • Practice starts with: T feeds ball into Attackers who try to play through opponents. • Supporting player from advanced group can move into free zone, unopposed to receive a get-out pass. • Receiving player looks to penetrate opponents with a pass into end zone, for team mate running on, to receive. • Off-side rule applies. • Sequence is successfully completed with quality pass into T. • Play resumes in the opposite direction from T player.

5 yds

10 yds

5 yds

10 yds

Key coaching points

Detail

• Weight & accuracy of pass. • Intelligent movement &t urning. • Looking forward& behind defense. • Selecting whether to pass or run with ball to advance play. • A’s pulling D’s short, to then get behind. • Threaten behind to receive to feet & turn. • Creating & exploiting 1v1 situations using skill & imagination. • When to use quick play & one touch football.

• Attention to receiving skills with open bodyshape. • Control ball in to desired space. • Looking for disguised passes, with player selecting to use ground or aerial passing techniques. • Timing runs to remain on-side. • Clever movement aimed at unbalancing & moving D’s out of good defensive positions. • Quality accurate passes into T. • A simple progression for this practice is: - Remove free zone & allow D to support play from behind.

5 yds

134

Age group: 15+ years

15+ years

“ATTACKING TEAMS WHO ARE IN BALANCE”

Breaking the block II

Practice organization

Key coaching points

• • • • • • • •

Weight & accuracy of pass. Intelligent movement & turning. Looking forward & behind defense. Selecting whether to pass or run with ball to advance play. A’s dragging opponents tight, to then run behind. Threaten behind to receive to feet & turn. Creating & exploiting 1v1 situations using skill & imagination. When to use quick play & one touch football.

65 yds

44 yds

• Area 65x44yds coned-off width of penalty area, extending into opposite half on full-size pitch, with goals at each end, as illustrated. • Main practice area divided into 2 zones 30x44yds, with a central 5yd pocket of space in middle, as a free zone. • 16 players (incl. 2GK’s) working as two teams of 8, 1 ball. • Each team is arranged in 2 groups of 4v3 in favor of Defending team in each main zone. • Practice starts with: GK rolls ball to D’s who play-out from back, with opposing Attackers allowing possession. • D’s (unopposed) look to feed pass in to an advanced supporting player, moving unopposed into free zone. • Receiving player looks to turn and break defensive line with an incisive pass. • Off-side rule applies. • Objective is to create goal-scoring opportunities in free play situations. • Play resumes in opposite direction, from opposing GK.

30 yds

5 yds

30 yds

Detail • • • •

Area to relate to age & ability of players. Attention to receiving skills with open body shape. Control ball into desired space. Looking for disguised passes, with player selecting to use ground or aerial passes. • Clever movement aimed at unbalancing & moving D’s out of good defensive positions. • Quality accurate passes into A’s. • Simple progression for this practice is: - Remove free zone & allow open play.

135

SECTION NINE: PRACTICE SYLLABUS

Age group: 15+ years

Developing possession

Practice organization • Area 50x25yds coned off on half pitch with one goal & central channel marked with cones, as illustrated. • 17 players (incl. GK), arranged 10v7, 1 ball. • Attacking team, arranged 4-5-1, with Defending team lined-up 1-2-3. • Practice starts: coach plays from center spot into back player for A’s. • A looks to feed into supporting central MF player. • Mf’s inside midzone build-up play & move into forward area. • Initially: opposing MF’s cannot retreat into penalty area. • Off-side rule applies. • Objective is to create goal-scoring opportunities in free play situation. • If D’s gain possession, they play through central area to achieve a strike on a designated target (goals placed on half way). • They have a 5v3 advantage & a time limit may be imposed.

Key coaching points

Detail

• Quick & accurate ball movement through MF areas. • Early support for receivers & supply of accurate passes to A’s. • Clever movement of A against close-marking D. • Supply of ball to closely marked A. • Strike at goal from A or supporting MF’s. • Intelligent changes of pace & direction by A. • A holding & hiding ball until support arrives. • Clever individual & combined play by A.

• Passing to space or feet in build up play. • Choice & execution of the strike at goal. • Simple progressions for this practice are: - A’s can pass ball anywhere, except to advanced A initially. - A’s can only score by: - Playing into 3 central MF’s who combine to play into A & then join-in to shoot at goal. - Flank attacking players may also enter attacking area to support A. - Playing into & out of central MF 3 times before playing to A & linking as above. - D’s are allowed to make recovery runs into penalty area.

136

Age group: 15+ years

17-21 years

“ATTACKING TEAMS WHO ARE IN BALANCE”

Build-up play to goal I

Practice organization

10 yds

60 yds

10 yds

50 yds

• Area 60x50yds, with 2 additional end zones 10x50yds, as illustrated. • 16 players, arranged 8v8 in main playing area, 1 ball. • Practice starts with the coach feeding into attacking team who look to feed a through pass into end zone for receiving player to run on to & control. • If under pressure in possession : a player can drop into end zone to receive ball & cannot be followed by an opponent. • The player must then transfer ball through cones to another supporting team mate before ball is passed or run into main practice area. • All passes must be below head height.

Key coaching points

Detail

• Teamdispersal(spreading-out)inpossession. • Effectivepassingdecisions&qualityof passing execution. • Patient,precisepassingwithanemphasison penetration as a priority. • Support&movementaroundballholder. • Blendingquickinter-passing&slowerapproachplay. • Runningwith&offballtoattackspacesavailable.

• Receiving player cannot enter end zone to collect ball before through pass is delivered. • Looking for early, accurate & quick passes. • Concentration, awareness, composure & ball retention. • One, two touch passing & slower searching possession. • Controlled & measured through passes a head of runner delivered with either foot & different surfaces as required. • Attacking space behind opponents to receive passes. • Simple progression for this practice is: • Add opponent free safezones on either side of playing areas, to create attacking ank channels.

137

SECTION NINE: PRACTICE SYLLABUS

Age group: 15+ years

Build-up play to goal II

Practice organization C

• Half pitch pluas 20yrds (full Width), including goal, plus 20yds incorporating 5yd safe end zone, as illustrated. • 19 players (incl. 1GK) arranged 8v8 in main playing area plus 2 players who support MF from behind, 1 ball. • Supporting players also operate as Targets for D’s on gain of possession. • Defending team line-up with 4D’s, 4MF’s & GK. • Practice starts with: coach feeds ball into MF’s to initiate attack. • If pressurized: MF’s can play back to supporting players in end zone, to change point-of-attack & retain possession. • Objective is: create goal-scoring chances in free play to score. • Off-side rule applies. • On gaining possession: D’s retain ball & attempt to pass to 2T’s in end zone. • Practice restarted by coach with initial team arrangements.

5 yds

20 yds

Key coaching points

Detail

• Dispersal (spreading-out) as a team & in team units. • Quality of passing & receiving decisions taken by players. • Movement & support positions around player in possession.

• Stretching D team units (& reasons why). • to receive ball. • Interchange of position of A’s into space & between D’s. • Taking-up supporting positions, including distance, angles & nature of movement. • Wall-passes & overlaps. • penalty area. • Simple progressions for this practice are: - Build up play continues but when a regain of possession takes place; encourage counter attack to score as directly, accurately & quickly as possible.

• Precision in & around the penalty area.

138

“ATTACKING TEAMS WHO ARE OUT OF BALANCE

ATTACKING TEAMS WHO ARE OUT OF BALANCE As teams develop their attacks towards an opponent’s goal, they will at some stage probably risk a loss of possession in their attempts to produce a scoring opportunity. It is the ability of a team to instantly convert a regain of possession into a goal scoring opportunity in the minimum amount of time that frequently produces a strike at goal. Outstanding teams will score as many as 40% of their goals from what are deemed ‘counter-attacks’, often within 10-12 seconds of a regain of possession, particularly from the middle third of the pitch.

Further developing the capability of all players to participate as required in counter-attacking moves is vital. Learning the skills of releasing, receiving and running with the ball when moving at optimum speed with the necessary nesse are central to the success of players’ ability to participate in counterattacking play. This section offers a small variety of constant and variable skill, technical and tactical practices to form a platform from which coaches may expand and enhance their thinking and creativity in practice design.

Terminology The immediate and penetrative response to an opponent’s loss of possession frequently exposes their lack of defensive organization whilst they attack and nds them ‘out-of-balance’. The distances and relationships between defenders become elongated and the ability to offer each other immediate support and defensive security is therefore denied. The capability of a team to take advantage of this defensive dislocation is presently a feature of the modern game and will continue to be a signicant factor in the future.

Counter-attack – A team’s ability to recognise and capitalise on opportunities to quickly and precisely attack opponents who have lost possession and are maybe disorganised defensively. Constant practice – Repetitive practice on a single (or small number) skill or skills in an unopposed situation towards a stated outcome. Work on same skill(s) with differing/changing conditions, unopposed or partially opposed, promoting problem-solving and decision-making.

Developing players with the intelligence and speed of thought to recognise the possibility and then initiate quick and accurate counter-attack play is vital in the development of the modern player.

139

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Counter-attacking

Practice organization

Full width of pitch C

Half pitch

• *Half pitch, working across the width, with 5yd channel marked by cones at each end, as illustrated. • 15 players, arranged 7v7, plus one Floater, who plays for the team in possession at all times. • Practice starts with: Coach passes into practice area, to either team. • A’s look to keep possession & look for opportunity to get ball into opponent’s end zone. • Passer must make forward run until teammates have achieved 2 consecutive passes elsewhere. • On loss of possession: D’s look to quickly break forward, using F as an initial target player & advance play quickly to other end & score by running ball into opposite end zone. • After counter-attack attempt: Coach restarts practice by feeding into previous counter-attacking team & roles are reversed.

5 yds

Key coaching points

Detail

• Quick reaction to movement of players to initiate counter-attack. • Looking to get behind opposition with runs & well-placed passes. • Intelligent use of possession, movement & individual skills, on & off the ball. • D’s deny space & delay progress, looking for opportunities to intercept, spoil & initiate counterattack from regains of possession.

•

5 yds

of players. • Timing, speed & angle of forward runs to support receiving player. • Assessing build-up play whilst making runs. • good tempo of forward passing moves. • D’s to defend realistically at all times, tracking runs & challenging. • Simple progression for this practice is: - Introduce 2 GK’s (one at either end), initially without goals to act as ‘sweepers’ & defend end zones. - Introduce goals for GK’s & D’s to defend.

140

Counter-attacking from defending half

Practice organization • Area 60x40yds, with pitch divided into halves, with goals 6yds behind each end of area, as illustrated. • 16 players (incl. 2 GK’s), 1 ball. • Practice starts with: GK rolls ball-out to attacking team which has a 6v3 numerical advantage in its own half. • In attacking half, there are 2A’s v 3D’s. • A’s, in possession pass-out from back. • 4 A’s advance in to opponents half to make 6v3 in attacking half. • Half way serves as off-side line, with A’s only able to cross into attacking half once ball has been played into space. • Objective of game is to move advancing A’s rapidly into D’s half, bringing A’s into game & get early strikes on goal. • Play resumes in opposite direction, from GK, using same playing numbers. • One team has a period of attacking (to & from both ends), before players re-organize to share roles (& understanding).

40 yds

Age group: 12-16 years

12-16 years

“ATTACKING TEAMS WHO ARE OUT OF BALANCE”

Key coaching points

Detail

• Other challenges for players include: - Determine length of time to retain possession before releasing rst breaking A (with supporting runners) into D’s half. - How to time runs from MF areas. - Angle of runs & passes into opponents half, including when & where to release forward pass. - A’s timing their movement to link-in with advancing support players. - How to change tempo of attacks.

• Challenge 1:Try to use one touch opportunities to change the tempo of attacks. • Challenge 2:Try to score with using 4 passes. • Coach needs to connect questions to individual player’s needs, based on technical execution & decision-making demands. • Timing, distance & angles of support as play develops. • Noticing opportunity to feed runner into attacking half & supply with a variety of measured, accurate passes. • Ability of receiving player to control ball when moving at speed. • Early support for ball receiver to produce strike at goal. • Simple progressions for this practice are: - Extra D recovers into defending half. - Allow/encourage realistic defending in challenge areas.

60 yds

141

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Counter-attack from deep

• Area 80x40yds, divided into three zones, with goals at each end, as illustrated. • 14 players (incl. 2 GKs), arranged 7v7, 1 ball. • Teams are arranged 4v4 in center zone, 2v2 in opposite half. • Practice starts with: an attacking player serves into GK from wide position. • This player then recovers to establish a good marking position in 2v2. • GK distributes ball to A team, who attack his goal. • D’s work to nullify the attack & on gaining possession, initiate counter-attack through playing quickly into strikers or breaking from defensive areas with 2 players able to support the counterattack unopposed. • The team has 10 seconds to create a goalscoring opportunity & shoot on goal.

40 yds

Practice organization

Key coaching points

Detail

• Speed of initiating attack after gaining possession. • Accuracy & speed of the passing over ground. • Timing&speedofsupportingrunsfromplayers breaking forward. • Moving forward quickly with ball under control. • Assessing play whilst moving quickly with ball. • Inter-play & movement of forwards (in 2v2 situation).

• If recovering team regains possession it can initiate its own counter-attack. • Quick change of defending to attacking attitude. • Moving the play forward early, accurately & quickly. • Actions by players ahead of ball to ensure quick attack & strike at goal. • Ensure defensive security as team counters the counter attack! • Simple progression for this practice is: - Challenge counter attacking team to score within a time frame (e.g. 6 seconds from regaining possession of ball).

80 yds

20 yds

40 yds

142

Age group: 12-16 years

12-16 years

“ATTACKING TEAMS WHO ARE OUT OF BALANCE”

Counter-attack from midﬁeld

Practice organization

40 yds

60 yds

12 yds

• Area 60x40yds, divided into thirds, with middle third 12x40yds and goals placed 6yds behind each end line of practice area, as illustrated. • A middle channel is marked, running length of practice area. • 20 players (incl.2GKs), arranged 10v10, 1 ball. • Teams arranged 5v3 in centre zone, 2v2 in each central end zone & 1 wide player in each central wide zone. • Practice starts with: 5 Attacking central players keep possession against 3 Defenders. • Once 3 D’s gain possession, they release a wide player & build a quick attack from ank, or play into strikers early. • Further options include: use team mate released from marking duties as support, pulling-off into wide defensive zone.

12 yds

Key coaching points

Detail

• Releasing pressure with early pass to supporting wide player(s). • Moving forward quickly with ball under control. • Assessing play whilst moving quickly with ball. • Timing of runs of players in advanced positions. • Inter-play & movement of A’s (in 2v2 situation). • Weight & quickness of forward passes. • Timing & speed of supporting runs.

• Once attack has been initiated: 5 central defensive MF’s can recover & defend goal. • Opposite wide player can join into attack. • Positioning & supporting roles of 3 MF’s as play develops ahead of them. • Awareness of space left by initiating attack that could be vulnerable to further counter-attack from opposition. • Concentration & marking/covering roles of D’s & GK on attacking team. • Simple progressions for this practice are: - Recovering team initiate own counter-attack if possession is regained. - Begin with 4v4 in central zone & team gaining possession is able to release one player into wide central area to initiate counter-attack.

143

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Supporting front players in ﬁnal third

Practice organization 60 yds C

40 yds

• Area 60x40 yds, divided into thirds with an off-side line drawn 15yds from each end line of practice area, and goals at each end, as illustrated. • 16 players (incl. 2 GK’s) arranged 8v8, 1ball. • Teams are arranged 4v4 in center zone, 2v1(in favor of Defenders who are pushed-up to off-side line) in end zones. • Practice starts with: ball served into central zone by coach and receiving team initiates attack by playing into lone striker. • Two Attacking MF’s can be released into endzone to create 3v2 & support front player, working to create goal-scoring opportunity. • If D’s gain possession: they transfer ball into central zone, for their team mates to initiate attack via their lone striker. • A’s supporting MF’s are able to recover into central zone to challenge. • Practice is reset when ball goes dead.

15 yds

30 yds

15 yds

Key coaching points

Detail

• Passing & support play in central zone, looking for opportunity to pass forward. • Timing of runs from MF to support from behind; to side & in advance of lone striker. • Angles & distances of support behind & moving ahead of the receiver of ball. • Striker securing possession & holding-up play giving time for MF’s to make ground to support. • Striker looking for opportunity to turn D’s, to threaten goal or play through pass to running MF player.

• Challenge: try to set-up attacks off 3rd man movement. • If recovering team regains possession it can initiate its own counter-attack. • Striker moving D towards ball to create space behind for runners. • Simple progressions for this practice are: - D’s send one player back from central zone to challenge 2 breaking players (& create a 3v3 in defensive half). - GK gathering ball & quickly identifying opportunity to throw into central zone where numbers are in team’s favour, to maintain momentum of game (outeld players to remain aware of restrictions).

144

Age group: 17-21 years

17-21 years

“ATTACKING TEAMS WHO ARE OUT OF BALANCE

Attacking ﬂank play & counter-attack

Practice organization • center, as illustrated. • 23 players (incl.2GK’s) ,arranged 4v4 plus a Floater in central area, who plays for the team in possession at all times; 2v2 at each end outside of penalty area & 2 ank players for each team, as shown. • Practice starts with: Coach passes into central area, to attacking team. • A’s look to keep possession for 5 consecutive passes before playing into front players. • cross into penalty area. • to counter-attack (do not require 5 passes in central area). • One MF player from central area can attack goal, looking to receive cross with strikers, making third player in opponent’s penalty area. • After each attack counter-attack: Coach restarts practice by feeding into other team & roles are reversed.

44 yds

35 yds

Key coaching points

Detail

• Precision & quality of passing & support play in MF area to achieve 5 consecutive passes. • Intelligent use of possession, movement & individual skills, on & off the ball. • Early recognition of supporting strikers to ‘show’ for ball out of MF area & combine. • Quick reaction to movement of players to initiate counter-attack. • Quick change of attacking to defending & defending to attacking attitude from players. • Looking for timely runs & well-placed passes to quickly penetrate opposition on counter-attack. • Concentration & assessment of build-up play in advanced positions to receive break-out passes from MF & counter-attack areas of the pitch.

• players. • Players remain within designated areas, with the exception of breaking MF player, who must change for each counter-attack. • Moving the play early:timing, speed & angle of forward runs to support receiving player. • D’s to defend realistically at all times, tracking runs & challenging. • Simple progression for this practice is: - If recovering team regains possession: it can initiate its own counter-attack.

145

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Counter-attack from wide midﬁeld areas

Practice organization • Full pitch including goals, with three 10x10yd boxes: two in wide positions, one in centre circle, as illustrated. • 22 players (incl. 2GKs), divided into 2 teams of 11, 2 balls. • Players arranged 3v1 in each wide box , with 2v2 in center. • 1v1 outside each penalty area (approx. 25yds from goal) & 2 players from each team by goals ready to rotate into practice. • Practice starts with: 3v1 in each widebox, with players keeping possession whilst looking for passing opportunity into striker. • Once ball is played to striker: 2 players break from box to support, creating 3v1. • 2 players from center circle move into wide box to balance numbers & renew 3v1. • If D’s win possession, ball is transferred (unopposed) to either wide box to continue practice. • Mf’s recover to center circle. • A&D alternate with 2 players waiting by goal after each attack.

Key coaching points

Detail

• Striker adjusts position to be in range of quality passes from wide box. • Timing of movement to receive exit pass. • or release to support player) • Execution of link-up play & actions after releasing ball to support player. • Striker looking for opportunity to turn D to threaten goal or play through pass to running MF player. • Observation of opportunity to play ball forward from box. • Nature & quality of pass from wide box. • Execution of forward passing.

• Movement to support Striker & maintain momentum of attack through support from side, behind or beyond. • Remainingon-side. • Finishing skills involving Striker & MF’s. • numerical advantage. • Simple progressions for this practice are: - D’s send player back from wide box to challenge 2 breaking players (& create a 3v2). - Limit 1 breaking player to support striker (& create 2v1).

146

Age group: 15+ years

17-21 years

“ATTACKING TEAMS WHO ARE OUT OF BALANCE”

Counter-attack from central midﬁeld

Practice organization • Full pitch with goals, as illustrated. • 18 players (incl. 2GKs) arranged 8v8 plus 2 1 ball. • Players arranged 5v5 in extended center circle area (approx. 20x28yds), with 2 oaters providing numerical advantage for team with ball. • Practice starts with: Coach serves ball into central area. • Initial objective is for one team to keep possession in area for 5-6 passes, before looking to play into or behind (a marked) A who starts centrally, approx. 20yds from goal. • With exception of player making pass to A: any player can break from central area to quickly support (creating 2v1) to achieve strike on goal. • If D wins possession: he can quickly supply his team in central area and they break forward to counter-attack their opponents goal. • When play breaks down: practice recommences with same start position, with play building towards opposite goal.

Key coaching points

Detail

• Precise control to enable MF’s to play with head up & assess opportunity to play into A with quality & accuracy. • Early recognition of pass required to play intoor behind A. • Timing & nature of quick support. • Finishing & following-up for rebounds. • Execution of link-up play & actions after releasing ball to support player. • Intelligent movement of A to create space to receive. • A retaining individual possession & holding-up play for MF’s to make ground. • A looking to turn D & threaten goal with 1st. touch control.

• Assess movement of A & position of D to select best passing option. • Execution & nature of forward passing, with emphasis on accuracy, weight, whether aerial or along ground. • Remaining on-side. • Finishing skills & composure in front of goal involving A & MF’s. • Simple progressions for this practice are: - Opposite side ‘oating player’ joins-in to make 3v1 attacking situation. - A’s send 2 players forward & D’s send 1 back (to create a 3v2). - Further similar numerical permutations to develop complexity of practice are natural progressions.

147

SECTION NINE: PRACTICE SYLLABUS

Age group: 15+ years

Counter-attack from deep

Practice organization • Full pitch with goals, coned-off between 2 penalty areas, as illustrated. • 16 players (incl. 2 GK’s), 1 ball. • Players arranged 6v6 in defensive half, with 1 Target player in opposite half & 1 player starting on side of pitch on halfway. • Practice starts with: GK rolls ball out to Defender. • Objective is to keep possession in deep area before looking to play into T in opposite half, or run ball into opposite half before linking-up with T. • Once T is found: 6 D’s move into opposite half to combine and score past GK. • When objective is achieved: player on outside of practice area becomes T at opposite end and play is resumed with same arrangements.

Key coaching points • • • • • •

T looking to adjust position to remain in range of build-up play. Recognition & execution of appropriate techniques to move & receive possession from build-up by T. T assessing need to hold-up play with individual skill, or release early to quick supporting player(s). Quality & variety of receiving & passing skills in build-up play. Timing of release of forward pass to target player & runs to offer support. Maintaining momentum of attack through support from side, behind & in front of player in possession in build-up play.

Detail • Excellent support & passing skills when in congested playing areas. • Recognition of when to continue passing within 1 half & when to pass forward to T. • Execution & nature of forward passing, with emphasis on accuracy & weight, whether delivering aerial or along ground. • Speed of support for T on receiving ball. • Simple progressions for this practice are: - Strike at goal within a time frame (e.g. 10 seconds from regain of possession).

148

17-21 years

“ATTACKING TEAMS WHO ARE OUT OF BALANCE”

Age group: 17-21 years

Quick counter & shots from distance

Practice organization

Key coaching points • Early pressure by opponents can be applied in initial start to practice when ball can be delivered from anywhere into GK’s hands in order to score. • When opponents can only score from either middle or attacking thirds of area: defending team should drop to edge of middle third & defend later, before counter attacking. • On gaining possession: counter-attacking team movement & player dispersal ahead of ball. • Accurate, quick & incisive forward ball movement to get into shooting range. • Support for the counter-attack from players moving off the ball. • Individual concentration from players supporting counter-attack from behind to safeguard any potential opposing counter-attack moves, on breakdown of play. • Focus on quick direct counter-attacking. • If counter-attack is denied: re-establish possession & retain team possession.

50 yds

• Area 75x50yds, marked in thirds with goals at each end, as illustrated. • 18 players (incl. 2 GKs), arranged 9v9, 1ball. • Players arranged in 3-3-2 formation with each unit conned to their own third. • Practice starts with: ball rolled-out by GK into defensive third. • Teams score by delivering ball into the GK’s hands at opposite end of pitch, from any position on eld when opportunity arises. • Practice is developed by requiring teams to score a goal past GK, but from shots on goal delivered only from mid & defensive thirds. • Forwards look for rebounds to score. • On regaining possession in middle zone: teams have 8 seconds to shoot on goal; 12 seconds from regains in defensive third.

75 yds

Detail • Adjust size in relation to age. • Urgency, but controlled defensive mind-set from players. • Early defending (in initial phase especially), to deny passes and shots. • option where possible. • Team pressing, compactness & support important defensive requirements to bring realism. • Good spacing when team recovers into defensive areas before applying pressure to the team in possession. • Simple progression for this practice is: - Play becomes free without conditions so that players understand when to press early & when to drop to a deeper defending position & counter-attack.

149

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Practice organization • Full pitch with goals, as illustrated. • 22 players (incl. 2 GKs), organized into 2 teams of 11,1ball. • Attacking team arranged in 4-4-2, with strikers positioned 20yds over halfway line as shown in diagram. • 4 players (2 Full Backs & 2 Wide for Defending team stand off the side of pitch at marked points. • Practice starts with: ball fed by coach into MF pair (opposed by their opposite numbers) within centre circle. • Mf’s feed available wide or central strikers & team has 8 seconds to strike at goal. • After quick attack: 4 D’s from outside the area quickly enter pitch. • Possession is immediately fed (by coach) into attacking team’s central MF’s & normal build-up game play develops. • At conclusion of slower build-up with a goal being scored, original counter set-up is re-established. • Play continues on any loss of possession in slow build-up or quick attacks. • Whichever team takes possession: objective is to produce a strike at goal either quickly or in a slower attack.

Quick counter-attack & strikes on goal (1)

Key coaching points

Detail

• On taking possession: move play forward as early & quickly as possible with a pass or run. • possible to produce a strike on goal. • Examine movement off ball to receive passes to conclude counter-attack. • Slow-build-up play needs to focus on dispersal of players as a team and as units. • Movement of supporting players to ensure possession in build-up play. • Decision-making, accuracy, variety of passes & passing tempo in possession during slow build-up.

• Early decisions to be made by individual players on reception of ball on whether to pass or run with ball. • & body shape to receive. • Timing & quality of passes for runners, in behind, between or in front of D’s. • Players need to understand whether to continue with counter attack or whether to change the tempo & intent of the attack • Simple progression for this practice is: - After a sequence of ten attacks: 2 teams change places.

150

Age group: 17-21 years

17-21 years

“ATTACKING TEAMS WHO ARE OUT OF BALANCE”

Quick counter-attack & strikes on goal (ii)

Practice organization • Full pitch with goals and central zone 20yds wide marked across full width, as illustrated. • 19 players (incl. 2 GKs), 1 ball. • Inside defensive area, 2 banks of 4 Defenders line-up against 3 Forwards. • A team has 3MF’s who start in central zone, unopposed. • Practice starts with: ball fed by coach into 3MF’s, who proceed to attack the 8D’s (6v8). • D team has 1 player in center circle & 1 (opposed) CF in opposite attacking zone. • When D team gains possession: objective is to quickly play into free player in central zone or the furthest A with support of 3 players from back. • Off-side rules apply. • Mf’s are able to recover to combat counter-attack. • Counter-attacking team has 12 seconds to achieve shot on goal.

Key coaching points

Detail

• On gaining possession: move play forward as early & accurately as possible. • If D’s gain possession: run ball out from back & players ahead of ball make intelligent runs to become outlets for passes if needed. • When moving forward on counter-attack: defence move forward, retaining compactness to ensure security against breakdown in play. • Ensure accuracy of passes that may need to be released whilst moving at speed. •

• On interceptions of ball: rapid decision making as to how to proceed with attack must be made. • factor to counter-attack success. • Players breaking from back must cover ground quickly, whilst assessing potential support positions from which they may strike at goal. • Simple progressions for this practice are: - A in central zone is marked by opponent. - On regaining possession from 1st. counter attack: team gaining possession attempt to score quickly in response to counter.

151

SECTION NINE: PRACTICE SYLLABUS

DEFENDING AGAINST TEAMS WHEN IN BALANCE An increasing number of teams are choosing to defend deeper and later than rather than as early as possible. However, pressing opponents early is an effective method of team defending when all players are ready and positioned to use these tactics. Its intention is to delay the progress of an opponent’s attacking play and even if an individual player is not well supported whilst pressing, this effort is likely to result in time gained for team mates to recover into agreed defensive positions. Recovering early and quickly will assist in the construction of a sound defensive platform, from which more assertive defending can develop. Once a sufcient number of players have taken-up defensive positions to delay and deny opponents gaining an attacking advantage, more decisive aspects of defending can begin. Ensuring distances and relationships between players within each unit of the team are effective and efcient, is a major feature of excellent defending. Players who fully understand individual defensive skills and how they combine with others, form the basis of solid defensive strategy at higher levels of the game. This is most evident when defending teams are operating within a 35 yard zero-tolerance area to deny opponents goal scoring or goal-creating opportunities. The capability of a team to move in unison to retain compactness as a counter to the movements of the ball and opponents makes it difcult for them to be penetrated.

Reducing the space between individual defenders and consequently reducing the number of passing routes for opponents into or through the defence is the hallmark of defensive excellence, especially when a zonal strategy is adopted. Reading and anticipating likely events and correct positioning to counter opponents attacking play are the central elements of good defending, required in all players. The defending skills of intercepting passes, pressurising, controlling and inuencing an opponent’s options, denying opportunity to gain advantage and dispossessing an opponent through good defensive agility and speed of thought are the foundations of skilful defending. These features, combined with marking players and space need to feature in any phase of effective defending. Whether a coach decides the team should defend in positions as high up the pitch as possible or defend deeper: the individual technical and tactical skills as described above, will be common in both styles.

Terminology Pressing – Moving close (within 2/3 yards) to an opponent to deny space, time and choice, with an intention of delaying attacking progress or regaining possession. Compactness – The grouping of players around the ball and specically between the ball and goal in numbers to reduce the options to penetrate the defensive team structure. Also often referred-to as defensive concentration as a principle of play.

152

Age group: 12-16 years

12-16 years

“ DEFENDING AGAINST TEAMS WHEN IN BALANCE”

Defending in & around the penalty area

Practice organization

60 yds

Key coaching points

Detail

• • • • • •

• Quick change of attitude from attacking to defending. • Pressing ball as a team to regain possession. • Recover quickly to other half defending positions on a loss of possession. • Read the intention of player in possession. • Simple progression for this practice is: - 2nd. Floater joins attacking team to balance numbers & game continues 8v8, end-to-end.

Defending distances & angles. Marking positions. Attempt to intercept passes. Tackling off the front & backfoot. Preventing attackers from turning. Blocking passes, crosses & shots.

40 yds

• Area 60x40yds, marked into equal thirds, with halfway line marked and appropriate sized goals, as illustrated. • 16 players (incl.2GK’s),1 ball. • Practice starts with: 7v7 (incl. 2GKs) plus 2 players, one of whom feeds into attacking team. • player, who is deemed safe. • All players move in to opposing attacking half, with exception of oater in possession. • is regained. • be transferred back into practice to sustain attack. • If GK makes a save or ball goes out of play: possession is handed to oater who restarts practice.

153

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Midﬁeld unit remaining compact

Practice organization

5 yds

40 yds

• Area 60x40yds, marked into equal thirds, the mid-third divided into 4 zones, two 5yd channels the length of the area down both sides & appropriate size goals at each end, as illustrated. • 18 players (incl. 2 GK’s), arranged 8v8, plus two Neutral players who operate in the wide channels, 1 ball. • D’s in mid-third attempt to cover 2-3 of the 4 zones. • Practice starts with: ball fed from side by N to player in defensive third. • All attacks must pass through middle third. • Neutral players can be used for support by both teams & must pass into middle third on receiving.

60 yds

Key coaching points

Detail •

• • • • • • •

- Defensive compactness & shape in each of the thirds. - Defensive distances. - Defensive pressure, cover & balance. Angles & distances of support to the pressurizing D. Positioning & looking to intercept. Keeping sight of ball when in marking & covering situations. Tackling off front & backfoot. Preventing attackers from turning. Blocking passes crosses & shots. Organizing against counter-attack.

establish counter-attack • Opportunities to rotate players in position should be taken, due to structured nature of practice. • - Marking positions & distances. - Passing opponents on to other MF defenders. - Moving across pitch together as a 3 man unit. - Tracking opponents as they move forward. • Simple progressions for this practice are: - Man for man marking used in each end zone. - Two of the three MF players can move forward into attacking third to take up scoring positions.

154

Age group: 12-16 years

12-16 years

“ DEFENDING AGAINST TEAMS WHEN IN BALANCE”

Defensive balance & compactness

Practice organization

60 yds

• Area 75x60yds* divided into equal thirds, with half way line marked and appropriate sized goals, as illustrated. • 16 players (incl. 2 GK’s) arranged 8v8, 1 ball. • Game is organized 4v4 in middle third & both teams have 3 supporting players in their defensive third. • Practice starts with: GK rolls ball out to supporting player in defensive third, who in-turn, looks to pass into mideld. • Players look to shoot from long range, or break into attacking third with numbers to play against 3 Defenders. • • When ball goes ‘dead’: practice restarts with opposite team GK rolling ball to D’s, who then look to pass into MF.

75 yds

Key coaching points

Detail

• Marking positions. • Challenging & pressurizing opponent in possession. • Showing opponents into agreed areas or positions in middle third. • Preventing penetrating through passes. • Covering the pressing player. • Achieving (& maintaining) compactness both centrally & wide.

• & age of players. • This should form part of regular practice content to develop game understanding. • On breakdown of play: MF’s need to reorganize & retreat to middle third as quickly as possible • Deciding quickly which player takes responsibility for opponents. • Role of pressing player. • Role of the two other MF players in terms of cover & support. • Change of responsibilities as possession passes between opponents. • Marking opponents and passing on to other defenders. • Simple progression for this practice is: - Employ man for man marking in MF.

155

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Defending overloads in ﬂank areas

Practice organization • Area60x40yds*markedintoequalthirds,with 10yd ank channels divided into three sections on each side running full length and appropriate sized goals at each end, as illustrated. • 16 players (incl. 2 GK’s) arranged 8v8, 1 ball. • Game is organized 2v2 ineach end third, with 3v3 in middle third. • Off-side applies in each attacking third. • Practice starts with: coach feeds ball into MF. • Attacking team must visit & overload at least 2 of the ank areas before attacking goal. • Defending team sends one or two D’s in response to attacking team. • Overloads can be 1Av0D; 2Av1D or 3Av2D in the wide sections. • Practice restarts with opposite team GK rolling ball to D’s, who then look to pass into MF.

60 yds 20 yds

40 yds

Key coaching points

Detail

• • • • • • •

• Speed & angle of approach to ball. Distance from ball when pressing. Pressure, cover & balance. When to pressurize & when to concede ground. Showing opponents outside or across pitch. Preventing penetrating through passes.

20 yds

10 yds

20 yds

& age of players. • Emphasis on players making decisions on their own team defensive arrangements. • Prioritizing marking of opponents in central areas when D’s are drawn away towards anks. • Preventing crosses & marking opponents in goal scoring areas. • Defending against changes of play across the pitch. • Simple progression for this practice is: - Award 3 points to opponents if goal is scored from a cross & 1 point if goal is scored from central attack.

156

Age Group: 12-16 years

12-16 years

“ DEFENDING AGAINST TEAMS WHEN IN BALANCE”

Compact defending in a small-sided game

Practice organisation 60 yds

40 yds

• Area 60x40yds, divided into 8 grids, each measuring 20x15yds with appropriate size goals at each end, as illustrated. • 16 players (incl.2GK’s), arranged 7v7, as shown in the diagram. • Supply of balls by each goal. • Normal off-side Rules apply over the halfway line. • Practice starts with: ball rolled-out from GK. • Team in possession, look to build play through good ball retention & controlled possession, with the objective a scoring a goal. • Defending team look to counter-attack on gaining possession. • Open play continues until ball goes dead: then practice recommences with initial set-up arrangements.

GK GK

15 yds

Key coaching points

Detail

• Defending team remain compact & concentrate numbers in area of eld where ball is with good spacing & appropriate depth. • If defensive block is established: decision to press ball needs to be taken. • If not involved in pressing: other D’s mark, cover or balance. • Communication between players, especially those from behind, who have a clearer picture of the oppositions team arrangements. • Understanding of transition from defending to breaking out to create width & attack.

• Main factor affecting decision to press ball is whether pressing player can affect player in possession & force error. • Early recognition of possible opportunity by individuals to force errors & unsettle opponents seeking to gain composed possession. • Understanding the need to remain compact as a team, sliding across, marking & covering when opposition are established in position. • Simple progressions for this practice are: - If defending team gains possession: it has limited time (e.g. 7secs) to counter-attack & strike on goal. - Counter-attacking team limited to 5 passes before getting shot.

157

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Defensive balance & compactness

Practice organization

15 yds

• Area 30x15 yds, divided into 2 grids of equal size, as illustrated. • 8 players (incl. 2 Target players), 1 ball. • Players arranged 2v1 in each grid, with T’s at each end of practice area. • Practice starts with: T feeds ball into teammates, who are not allowed to rebound ball back. • Defender presses ball & is supported by a teammate from opposite grid, to increase defensive numbers. • Team in possession look to retain ball, transfer possession forwards to support player, looking to receive, turn & supply T player at opposite end.

30 yds

Key coaching points

Detail

• Where, when & how to initially pressball. • Quick support from supporting D’s to pressurize. • Communication & adjustment of positions in relation to ball. • Looking for interceptions. • Forcing errors from the man on ball.

• • • • • • • • •

Rotate players frequently to retain defensive intensity. Speed & angle of approach. Mental concentration & alertness. When pressing: body shape; head still; see ball; good balance & footwork. See man & ball. Block stance in front of ball & blocking with correct foot. Composure & no fouling. Defensive support from players behind: where, when & how to press & mark. Simple progressions for this practice are: - Introduce additional box in middle with 4 extra players, organized 2v2. - T’s can pass anywhere into practice area.

158

17-21 years

“ DEFENDING AGAINST TEAMS WHEN IN BALANCE”

Age group: 17-21 years

Pressing in small groups

Practice organization • Area 30x18 yds area with 5yd channels at each end of practice area, as illustrated. • 18 players organized into 3’s as shown. • Supply of balls, with Coach. • Groups of 3 are 5 yds apart, facing opposition on either end of area. • Practice starts with: ball fed-in by coach to one team who proceed to attack opponents 3v3 & move the ball (under control) into opponents’ end zone to score.

5 yds

20 yds

5 yds

18 yds

30 yds

Key coaching points

Detail

• Early decision to attack or defend. • Take personal responsibility for opponent when deciding to defend. • Press, cover, support & track opponents. • Concentration & managing player inter-changes of position, as a unit of three.

• Pressing distance, stance & balance. • Support distance, depth, angle & team balance. • Tracking runners whilst maintaining eye-contact with ball & developing play. • Defending against wall-passes & movement of A’s. • Simple progressions for this practice are: - Add 1 player on each side line to assist team in possession & increase potential to make wall-passes. - Add T in opponent’s end zone to play into & receive a return pass before entering end zone: this increases need for D’s to consider screening passes to T.

159

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Sliding to intercept passes I

Practice organization

10 yds

5 yds

10 yds

who 10 yds

• Area 25x10 yds with 5yd channel marked across the width of the practice area, as illustrated. • 5 players organized into 2’s in each endzone & 1 player in channel, • Supply of balls with coach. • Practice starts with: ball fed-in by coach to one pair of A’s who receive & pass, looking for an opportunity to transfer ball across to opposite zone below head-height. • Defender in central channel looks to block/screen ball being passed to end zones • Players rotate in 1 minute intervals to retain intensity. • If D manages to intercept: ball is played to coach, then immediately feeds another ball into practice. • Attackers must remain in the back half of their when passing the ball.

zone

25 yds

Key coaching points

Detail

• Read & anticipate likely passes. • Low carriage & sliding movement across area, using quick footwork. •

• Simple progressions for this practice are: - Additional player in central channel. - Widen playing area to 20yds. - If interception is completed: player(s) quickly attack end line with ball. - Add T player at either end to receive intercepted passes from central players that need to be screened by players in end zone (previous attacking players).

160

Age group: 17-21 years

17-21 years

“ DEFENDING AGAINST TEAMS WHEN IN BALANCE”

Sliding to intercept passes II

Practice organization

30 yds • Area 30x20yds with 10yd radius circle in center (e.g. centre circle of pitch), squared-off to make 20x20yd box, with each end extended 5yds, as illustrated. • 10 players organized into 3 groups of 3, plus 1 Target player on side of practice area. • 3 players operate in each zone. • Practice starts with: ball fed-in by coach to 3A’s. • 3A’s in endzone retain possession unopposed, looking for opportunities to pass through defended central area to opposite zone. • On receiving: 3A’s opposite, look to transfer ball back. • If 3 D’s in central zone intercept: they play ball to T. • Practice restarts with ball fed into an endzone by coach. • Rotate A’s & D’s at regular intervals.

20 yds

5 yds

20 yds

5 yds

Key coaching points

Detail

• Central unit of 3D’s read & react to ball movement. • 3D’s organize & have a main pressing player who attempts to get close to ball whilst remaining in central zone. • Other D’s support presser & maintain spacing & balance of unit. • D unit change roles, depending on movement of ball. • Low carriage & sliding movement across area, using quick footwork. •

• Quick footwork & anticipation by individual players. • Effective communication to maintain pressure on ball movement. • Press quickly with low carriage & balanced body shape. • Maintain appropriate distance & angles between defenders within unit. • Press,cover&support. • Simple progression for this practice is: - On interception: players in middle zone attack the 3 opponents in end zone from which the pass was delivered & attempt to cross end line of that zone.

161

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Individual defensive awareness

Practice organization • Area 30x30yds with line across width 10yds into practice area, with cones, goals & target boxes arranged as illustrated. • 12 players organized 4v2 in 10yd end zone, plus 4 Defenders in large area, 1 ball. • Players restricted to designated zones. • 2 Target players 5yds behind 4v2 zone, defending goals. • Practice starts with: ball fed-into 4v2 by T player. • Objective: retain possession in 4v2 in the endzone & look for opportunities to clip passes into target boxes, at other end. • Alternatively: players can run with ball outofend zone to get through one of the coned gates to score. • D’s must be aware of players looking to break through gate, or when to drop-off to intercept or deect lofted passes into target boxes. • If D’s gain possession: they try to make long passes past T’s at opposite end to score and practice continues. • If pass is intercepted by T’s defending targets: play continues as they feed back into 4v2 game.

30 yds T

20 yds

10 yds

Key coaching points

Detail

• D’s need to constantly evaluate & prioritize threat. • Adjust to triggers: pressure or no pressure on ball: slide & press as a unit. • • Movement of individual D, to adjust position: side-on where possible. • Adjustment to regain compactness if defensive line is broken. • Decision on1st. touch to clear ball or controlled possession to pass and play out from main area to T’s.

• Scale & size of targets can be adjusted to suit skill levels, but need to remain realistic. • Simple progressions for this practice are: - T moves into defenders zone, to receive pass & run with ball through cones. - A can move with ball into main area to create 2 ’s & run ball through target zones. - A’s may return to end zone, if D’s block & resume initial organization. - 2 strikers introduced into main area with GK in full goal, with off-side rules to apply.

162

Age group: 17-21 years

17-21 years

“ DEFENDING AGAINST TEAMS WHEN IN BALANCE”

Defending deep

Practice organization • Area 75x44yds (width of penalty area), on full pitch, marked-off with cones and goals at each end, as illustrated. • 20 players (incl.2GKs), organized in 2 teams of 4-4-1, 1 ball. • area & start to defend narrow. • opponents half. • Practice starts with: ball rolled-out from GK to attacking full-back. • A’s work ball into opponent’s half who look to retreat & establish compact defensive block, leaving lone striker up eld. • If D’s win possession: they try to make 5/6 passes to get over half way line, inside coned area, using lone striker & get ball to opposing GK. •

Key coaching points • D’s drop/recover to just outside18yd area. • Flank players funneling back towards goal, narrow play to deny penetration centrally. • D drops deep to cover A team’s MF (holding) player. • Co-ordination of defensive block: when to press, slide & screen. • Going out to challenge in areas to prevent crosses. • Marking opponents & blocking. • Role of GK.

75 yds

Detail • How deep to drop to establish defensive block with MF & defensive units. • Where, when & how to pressurize ball. • Moving across pitch quickly (sliding) & maintaining distances between team mates. • How to screen opposition front players. • Bodyshape, communication & detail of marking & covering players. • Dealing with quick combination play, crosses & direct play. • 2nd. balls & 2nd. phase attacks. • Composure under pressure & not giving away free kicks. • Retaining concentration & marking at back, when team is in possession. • Simple progression for this practice is: - On gaining possession: team attempts to strike at goal within 10 seconds.

163

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Pressing & regains of possession

Practice organization

50 yds

5 yds

• Full width of pitch 50yds in length with 2 target areas 5yds square, midway in practice area, 10yds ineld, as illustrated. • 22 players (incl. 2 GK’s) organized 10v10, with 2 Target players (GK’s suggested), inside target areas & supply of balls on edge of practice area. • Practice starts with: ball fed into practice area by coach to either team, who look to build play & get ball into T. • If this is achieved: T feeds back into possession team. • D’s objective: prevent passes into T’s gaining possession & achieve same objective as opponents.

Key coaching points

Detail

• Closest player to ball pressurizes quickly, gauging angle & speed of approach. • Understanding how & why to force/channel play away from danger areas. • D’s not over-committing going into pressing situation & being beaten by man on ball. • Pressing as a unit, in small numbers. • Eliminating secondary passing options.

• D’s be prepared to recover ground if press is broken by opponents. • Supporting D’s adjust positions to compress space in potential secondary passing areas. • Eliminate passing options with tight marking & alert cover. • Encourage opponents to make risky & predictable passes that can be intercepted. • Simple progression for this practice is: - Increase number of target areas (practice becomes 9v9) to extend awareness, assessment of risk & understanding of pressing in vital areas.

164

Age group: 17-21 years

17-21 years

“ DEFENDING AGAINST TEAMS WHEN IN BALANCE”

Continuous defending

Practice organization • Half pitch with an additional 10yd channel inside opposing half with goal at one end, as illustrated. • 19 players (incl.GK) organized 8v8 plus GK, with 2 Target players beyond half way line in 10yd channel, supply of balls in centre circle, with coach. • Practice starts with: ball fed into practice area by coach to Attackers or T who then feeds into A’s. • A’s objective: build play & create goal-scoring opportunities. • If Defenders gain possession: they try to play to feed T’s. • Process continues for 5 minutes non-stop and is then repeated. • If ball goes dead: coach immediately feeds another ball into practice area. • Throw-ins are taken by either team as appropriate.

Key coaching points

Detail

• Movement & positioning of D’s in relation to location & movement of ball. • Distances between players, units & GK. • Pressing & forcing opponents to play in a chosen direction. • Tracking & marking opponents. • Continuous positioning & changing defending roles & responsibilities, whilst regaining & maintaining defensive compactness.

• Continuous un-interrupted defending for 5 minute period includes defending when organized & when dis-organised. • If possession is conceded as team plays towards T’s & is intercepted: quick reorganisation is necessary. • Concentration & communication between teammates in defensive situation. • Simple progressions for this practice are: - On receiving possession: T may quickly carry ball forward as an extra attacker & contribute to attacking build-up. - A’s may use T’s as support from behind as outlet passes, to relieve opponent’s defensive pressure.

10 yds

165

SECTION NINE: PRACTICE SYLLABUS

DEFENDING AGAINST TEAMS WHEN OUT OF BALANCE When attacking, a team needs to be mindful of the need for security. Often, teams that counter-attack quickly lose possession and become instantly vulnerable to a reciprocal counter-attack from its opponents. When teams play a possession-based game, rather than one centred on counter-attacking, they will disperse across the width and length of the pitch to create more space and time to pass and receive the ball. As a consequence: distances and relationships between defending players become stretched and a degree of defensive insecurity and vulnerability prevails. Loss of possession when attacking poses a threat to effective defending as the players will have large distances to cover in order to re-establish an effective defensive structure. The will and capability to recover quickly and intelligently is a major demand to combat counterattacks, when a team nds itself out of balance immediately after the breakdown of its attacking build-up play.

Knowing when, where and how to contest possession is crucial along with organising the limited number of players available to delay, deny space and ultimately challenge for the ball, if the threat of counter-attack is to be nullied.

Terminology Dispersal – The spreading-out of players from end-to-end and side-side-to-side, to create space and time for passing, making it difcult for opponents to remain compact in defence. Defensive security – Tactical arrangements in place whilst attacking that best equip a team to deal with potential counter-attacks, on a loss of possession. Defensive tactics – The planned, but occasionally spontaneous use of individual and group defending skills to deny attempts by the opposition to gain advantage.

It is vital that all players who nd themselves out of position and ahead of the ball know exactly when and to where they must recover in order to re-engage the teams overall successful use of playing resources and defensive tactics. Defenders, who are goal-side of the ball as counterattack builds, have decisions to make regarding how far and how quickly to retreat and how to function whilst retreating.

166

Age group: 12-16 years

12-16 years

“ DEFENDING AGAINST TEAMS WHEN OUT OF BALANCE”

Two-way practice - Defending & counter-attack play

Practice organization • Full pitch, with restricted length marked and 4 small goals across pitch, as illustrated. • 21 players (incl.GK),arranged 11v10 in teams structured 4-4-3 (counter-attacking team) & 4-4-2 (team attacking 4 goals), as shown. • Practice starts with: GK rolls ball-out to attacking team. • A’s look to build-up play & score in any of the 4 goals. • D’s are looking to gain possession & quickly counterattack to single goal with GK. • After conclusion of an attack: practice restarts from GK. • period of play or number of restarts.

Key coaching points • Players ahead of ball to recover at pace to establish the defensive block, behind the ball. • Once goal-side: adjust from pressing to cover & balance in relation to the ball & defensive line. • Coordination of pressing & spoiling effort from D’s. • Engage player on the ball (if possible) on recovery run. • Early recognition of supporting strikers to ‘show’ for ball on regains of possession. • Quick reaction to movement of players to initiate counter-attack. • Quick change of defending to attacking attitude from players (& vice versa). • Looking for timely runs & well-placed passes to quickly penetrate opposition on counter-attack. • Concentration & assessment of build-up play in advanced positions to receive break-out passes from MF & counter-attack areas of the pitch.

Detail • D’s work ethic getting back behind ball to defend. • D’s to defend realistically at all times, tracking runs & challenging. • Quick reaction to adjust position & depth of defensive line in relation to ball movement. • Engaging player on ball swiftly to delay & deny forward passing. • Sliding across as a unit, remaining compact & leaving furthest attacker away from ball. • Ensure a quick tempo in passing & movement from team in possession. • Encourage creative & clever play in advanced areas of the eld. • Emphasis on individual techniques & precise execution of passing, receiving dribbling & running with the ball skills. • Simple progression for this practice is: - Replace 4 goals with single goal & GK, to develop full game. - Teams to develop own counter-attacking style in 4-4-2 & 4-3-3 formations.

167

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Defending when out-numbered

Practice organization 60 yds

40 yds

• Area 60x40yds set-out in equal thirds with goals at each end, as illustrated. • 14 players (incl. 2 GKs), with Defenders outnumbered 2v3 in each end third. • Practice starts with: Neutral players in midthird, serve ball into attackers & support play from behind, without entering end third. • Objective of practice: D’s play out-numbered to prevent A’s from scoring, gain possession & pass in to N’s, to score one point. • Rotate roles of players.

20 yds

Key coaching points

Detail

• Blocking shots. • Pressing man on ball & employing delaying tactics to avert attack. • Marking & covering. • Winning ball & quickly playing forward to MF.

• Distance between 2 D’s when being attacked by three opponents. • Communication, changing roles & working with GK as sweeper. • attacks away from central goal-scoring • Balanced, controlled1v1 defending skills. • D’s identifying opportunity to pass or run with ball on gaining possession. • Simple progressions for this practice are: - N serves & moves into end zone to become an A i.e. 2D’s v 4A’s. - N serves & moves forward & other recovers to defend i.e. 3D’s v 4A’s.

areas.

168

Age group: 12-16 years

12-16 years

“ DEFENDING AGAINST TEAMS WHEN OUT OF BALANCE”

Defending with imbalance of numbers

Practice organization 50 yds

40 yds

• Area 50x40yds set-out in three areas with goals at each end, as illustrated. • 14 players (incl.2GKs),with defenders initially having a 3v2 advantage in own half. • Practice starts with: GK rolls ball-out to attacking team. • Play has to build through mid area, with one A able to enter to make 3v1. • Play moves into D’s half with 2 A’s able to join-in and make 4v3 advantage. • D’s have to prevent A’s from scoring whilst outnumbered. • If D’s gain possession: they look to quickly counter-attack opponents. • Roles of players changes when play is reversed.

15 yds

20 yds

Key coaching points

Detail

• D’s organize strategy with numerical advantage of 3v2. • Quick re-organization required to deal with numerical disadvantage of 3v4. • On gaining possession: quick adjustments necessary to initiate counter-attack.

• Allocation of marking & covering roles when having defensive advantage. • Early decisions as to who confronts the player in possession when ball enters defending third & roles of other D’s. • central goal scoring areas when outnumbered. • Constant changes of role & responsibility. • Maintaining safe defensive structure when counterattack is initiated. • Simple progression for this practice is: - D from middle zone can recover to the defending zone, to make 4v4.

169

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Dealing with movement in end third

Practice organization 60 yds

40 yds

• Area 60x40yds set-out in equal thirds, with each end zone divided into 12 equal size grids and goals at each end, as illustrated. • 16 players (incl.2GKs), plus 2 Neutral players who support team in possession. • Practice starts with: GK rolls ball into Attackers in end zone, who are supported by 2 Neutral players. • A’s play outto MF area for N’s making forward runs into mid third. • Once N’s arrive in MF zone an A forward can combine with them. • Defenders are not allowed to recover into MF zone. • A’s forwards receive service from MF, on move. • Aim of A’s: receive, pass & move to a new grid in end zone, whilst looking to score. • Roles of players changes when play is reversed.

GK N

20 yds

Key coaching points

Detail

• D’s organize strategy to combat movement & numbers of A’s. • D’s organize to combat play in front, behind & to the side, in defensive third. • On regaining possession D’s should attempt to counter attack quickly.

• D’s organize to initially protect central attacking routes to goal. • intelligent pressing & support. • Marking opponents & passing-on opponents who inter-change positions & move to different grids. • Blocking passes, crosses & shots at goal. • Intelligent 1v1 defending skills. • Simple progressions for this practice are: - D may recover into middle & defending zones, if required. - D recovers to the defending zone if necessary, plus one other into the middle zone as an outlet for a pass on D’s regaining possession.

170

Age group: 17-21 years

17-21 years

“ DEFENDING AGAINST TEAMS WHEN OUT OF BALANCE”

Defending as a unit

Practice organization • Half pitch with target gates marked on halfway and goal at one end, set-out as illustrated. • 13 players (including GK), with neutral players who are available for D’s as support on regaining possession. • Practice starts with: coach feeds ball into attacking team’s FB. • One N supports FB as play advances to make 6v4. • If Defenders gain possession: they play ball to either of the 2N’s or Target player, positioned on half way. • Objective is then to breakout from defense to play through either of the Target gates on half way.

C N

Key coaching points

Detail

• D’s play zonal defense - 4v6. • Distances between back 4 players & co-ordinated movement of unit. • D’s maintaining composure on change of possession. • Controlled competitive attitude from D’s to unsettle attack. • Turning defense into attack through swift & accurate passes to N & T players.

• Depth of back 4 unit according to circumstances. • Movement:laterally,diagonally & vertically in response to movement of ball by opponents. • Individualdecisionsastowhopresses,supports & covers. • Communication & co-ordination of defensive unit, including GK. • On a regain of possession: ensure possession is retained, whether building an attack or counter-attacking. • Simple progression for this practice is: - Add 2 recovering D’s to practice, once ball has travelled 20yds into defending half of eld.

171

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Retreating defence

Practice organization • Full pitch with boxes marked by cones set-out, as illustrated. • 8 players, arranged 2Reds & 2Blues in centre circle, plus 2 Reds & 2 Blues who serve as target players in each of the 4 boxes, as shown. 1 ball. • Practice starts with: 4 players in center circle pass randomly. • Either Reds or Blues initiate attack with one player breaking from circle supported by team mate, looking to nd target player with pass or running ball into box. • Opposing player in circle, closest to box being attacked; drops-off to deny an early pass to target player & defend against the counter (1v2). • Defender delays attack whilst team mate from circle recovers from behind ball (to make 2v2). • Players in possession can only pass (below head height) through front of box to target player or run ball into box. • If recovering players gain possession: they pass to either of their target players located in boxes to conclude practice. • Practice re-commences with players from circle & boxes alternating position & changing point of attack from circle.

Key coaching points

Detail

• Quick realization and reaction to movement of players from centre circle. • Initial D engages attack early without becoming isolated too far from defensive box. • defend target box whilst recovering D makes ground. • Recovering D engages ball if possible on his recovery run. • Once recovery is complete: defend with two as required.

• supporting A. • Body shape of D: low stance, splitfeet, changing feet as appropriate, shoulders forward. • Staying inside line of ball and goal. • Attempt to tackle off front foot & remain on balance if not successful. • Simple progression for this practice is: - A’s may add a third player to make either 3v1 or 3v2, depending on speed of recovering D. - A’s have to score within a time frame (e.g. 6 seconds).

172

Age group: 17-21 years

17-21 years

“ DEFENDING AGAINST TEAMS WHEN OUT OF BALANCE”

Individual defending I (drill)

Practice organization • Half pitch with two 10yd channels marked with cones and goal at one end, set-out as illustrated. • Players work in 3’s, with 2 Attackers & 1 Defender in each channel, • 2 balls(1 ball for each D). • Practice starts with: D’s passing diagonally to one of the 2A’s, who then proceed to attack 2v1 in channel. • accordingly. • To increase intensity: A’s have 6 seconds to beat D & score in goal. • If D gains possession:ball is played back to start (next D’s begin practice). • Players rotate during practice.

10 yds

Key coaching points

Detail

• D initially splits the 2A’s. • Recover towards goal in a controlled manner, giving ground only at speed of the attack. • Decision as to when to confront A in possession of ball. • How to confront player in possession AND deny passes to 2nd. A.

• Body position & footwork enable speedy recovery & movement if ball is passed between 2A’s. • Judgement of when to reduce distance between lone D & A in possession. • Judgement of when to confront A. • Art of making a 2v1 situation into a 1v1 & take the initiative in this circumstance. • Simple progression for this practice is: - Allow 2nd. D to recover and support 1v2 situation in channel.

173

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Individual defending II (drill)

Practice organisation • Half pitch including goal, with channel, width of penalty area, marked with cones to half way, set-out as illustrated. • Players work in 3’s, supply of balls with coach & GK in goal. • Practice starts with:coach feeds ball in to attacking MF player in back half of centre circle. • MF plays to Striker who looks to either come short & receive, or spin & look for pass alongside or behind Defender. • If A comes short & into center circle: D cannot follow so enabling A to turn & run at D. • If Striker decides to come short and spin away from the D without entry into the centre circle then he is marked as in a game. • If D gains possession:ball is returned to coach, with an accurate pass.

Key coaching points

Detail

• D needs to read intention of A movement. • D to track CF runs, remaining goal-side. • D looks to dictate direction of play with good positioning in the 1v1 situation. • Anticipate shots, reading A bodyshape & be in position to block shot. • Absorb speed in 1v1 run of A by being side-on to deal with quick turn & sprint.

• Patience, balance, speedy footwork, low body position when being attacked in 1v1. • Shoulders forward, weight on balls of feet to enable twisting & turning to combat A movement with ball at his feet. • Reading both intent of player in possession of ball & movements to receive ball by A. • Simple progression for this practice is: - MF player joins-in to make 2v1. - Add a recovering D from half way line to create 2v2.

174

Age group: 17-21 years

17-21 years

“ DEFENDING AGAINST TEAMS WHEN OUT OF BALANCE”

Defending the counter-attack

Practice organization • Full pitch marked with cones (penalty area to penalty area) including a 20yd channel marked across the pitch and goals at each end, set-out as illustrated. • 17 players (incl. 2 GKs),1 ball. • Practice starts with: FB dropping to receive the ball from GK on edge of penalty area as shown. • Fb’s are unopposed and feed ball to MF. • Mf’s play 2 touch & feed into A’s who play with any number of touches. • 3v3 in the attacking area. • On gaining possession: Defending team attacks their opponents who are allowed to defend with 2FB’s & 2MF’s v 3 counter-attacking D’s, creating 4v3 situation initially, leading to 5v4 with MF players from both teams joining in. • Off-side rules apply. • Practice recommences with original set-up from GK.

20 yds

Key coaching points

Detail

• A’s try to win ball early. • D’s delay progress of opponents & remain narrow. • MF player tracks A’s runs, looking to get goal-side of ball & player. • Forcing play away from goal as a unit. • GK supports D’s from behind with good position & communication. • D team try to remain as compact as possible to defend goal. • On regaining possession: D’s make early pass from back into MF & forwards, whilst pushing-up from back marking & assessing opponent’s recovery.

• Good concentration & communication of GK & FBs when A team is in possession: anticipating/assuming turn over. • D’s deny opportunities behind defense through early pressing & D’s positioning on half turn. • Show good judgement on when to leave marker & press ball. • Simple progressions for this practice are: - Initially: one forward is active to press rst ball out from back.

175

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Defending the counter-attack from MF

Practice organization • Halfpitch with 30yd wide channel, marked with cones, across center of pitch, 2 target areas and goal at one end, set-out as illustrated. • 14 players (5 Defenders, 6 Attackers, 2 Target players & GK), 1 ball. • Practice starts with: coach serves ball into GK who rolls ball out to D’s. • D’s aim to build play to deliver ballf rom the middle zone to either of the 2 T’s just beyond half way line. • If successful: T initiates counter- attack by feeding ball immediately into one of the MF players in central zone. • D’s recover quickly to combat the counter (i.e. 5D’s v 6A’s). • If possession is lost, A’s attempt to score quickly as D’s recover from their failed attack.

30 yds

Key coaching points

Detail

• On losing the ball when playing out from GK or if unable to apply effective early pressure D’s funnel back towards goal to quickly establish numbers in central areas. • Players behind ball delay attack. • Deny passes & runs with ball into goal-scoring areas. • • Once regrouped: D’s defend assertively, applying pressure on ball & denying passing options.

• Players assess on recovery runs: - Precisely where they need to recover-to. - How deep to recover. - Linking-up position with team mates. • Understanding which D needs to apply pressure on the ball (effective communication necessary). • Supporting D’s determine positions based on ball & A’s in dangerous areas that threaten the goal. • Simple progressions for this practice are: - During any time of build-up by D’s: coach feeds ball into A’s, who swiftly counter-attack. - T’s become supporting players from behind the A’s mideld.

176

Age group: 17-21 years

Practice organization • Full pitch including goals, with 20yd channel marked by cones across full width, set-out as illustrated. • 22 players,supply of balls with GK’s & on halfway, with coach. • Practice starts with:GK throws ballo ut to FB and attacking team work ball into MF to create overload with FB (making 4v3). • A’s make 5 consecutive passes in middle zone to score a point. • Defending team can push a D forward into MF area to deny possession. • Once this happens: A’s move ball quickly into attacking third (where there is 3v3) & a designated number of MF’s can create attacking overload (e.g. 2 players go forward to support attack). • A’s have 6 seconds to score a goal. • If D’s win ball: pass quickly into MF where there are extra numbers & counter-attack.

17-21 years

“ DEFENDING AGAINST TEAMS WHEN OUT OF BALANCE”

Defending the counter-attack (11v11)

Key coaching points

Detail

• D’s readiness as individuals & unit behind ball. • Quick reaction to adjust position & depth of defensive line on change of possession. • Funnel back towards goal to quickly establish numbers in central areas. • Attempt to negate overload on each touch by A: poor touch-win ball or press away from danger areas & support players. • Maintain high defensive line (looking to trap A off-side). • Engage player on ball & teammates adjust covering & marking positions. • Individual players must have ability to tackle off front & back foot without fouling.

• Players ahead of ball recover at pace to establish defensive block behind ball. • Engage player on ball on recovery run, if appropriate. • Once goal-side: adjust from pressing to cover & balance, as required. • Understanding which D needs to apply pressure (effective communication necessary). • Simple progression for this practice is: - Coach feeds ball into MF and A’s progress 3v3 in MF, attacking D’s. - Remove restriction of number of A’s able to join-in attack.

177

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Defending & recovering defensive position

Practice organization • Full pitch including goals, with 30x30yd area marked by cones in center, as illustrated. • 15 players (incl. 2 GK’s), arranged 2v2 plus a Floater in central area, who plays for the team in possession at all times; 1v1 at each end outside of penalty area & 2 ank players for each team, as shown. • Practice starts with: Coach passes into central area, to attacking team. • A’s look to keep possession for 5 consecutive passes before playing forward into CF. • Floater breaks from central area to attack penalty area.

• 2 central A’s attack penalty area & one central D, tracks/recovers to support defense. • A’s have 20 seconds to strike on goal. • Once attack is concluded: roles reverse & D’s become A’s, with practice moving in opposite direction.

Key coaching points

Detail

• Workrate, pressing & spoiling in 2v2. • Individual defending & maintaining position in 1v1. • Preventing CF from turning in 1v1 & pressing away from goal threatening areas. • Communication with GK, challenging D & recovering D’s from ank & central MF. • Blocking passes & shots, if A’s get turned.

• D’s to defend realistically at all times, tracking runs & challenging. • Good individual defending showing correct body position: looking to tackle off front foot or back foot. • Devaluating when to make challenge & spoil, when to channel forward away from goal & delay. • of forward runs from F & A’s MF’s. • Simple progression for this practice is: - If recovering team regains possession: it can initiate its own counter-attack, through MF. - Expand central area & allow one ank player to move inside to support (creating 2v2, plus F in central area).

178

“ THE FINAL FINISHING PHASE”

THE FINAL FINISHING PHASE The act (and often the art) of goal-scoring is the nal reward for successful attacking play. From the relatively simple tap-in to the 40 yard power-strike, it matters little how the ball crosses the goal-line. Finishing practices provide hours of enjoyable and benecial rehearsal time for the players who nd themselves with an opportunity to strike at goal. The critical ingredient of accuracy is the prime factor in goal-scoring, but the added dimensions of swerve, force, disguise, ight and (of course) placement are all crucial. Developing consistent and intelligent goal-scorers should be a our aim. When we consider that the most clinical goal-scoring team in the Premier League converts only 15% of its chances on goal and the least premier league team only 8%: it needs to be crucial that we practice in this area, especially for forwards. The skill of goal-scoring can be taught. The ability to move into goal-scoring positions and reading the likelihood of scoring opportunities comes from endless practice, experience and excellent coaching.

Whether that rate of goal-scoring is feasible is down to the talent and organization of opposing teams. however, players operating at the highest level do have scoring records bordering on (but slightly less) than one goal each game. The most important aspect of a nishing practice is to coach the player to observe the goalkeepers position. Make sure the correct decision based on the Gk’s real time position is recognized when shooting for goal as well as making accurate contact with the ball. If a player is unable to observe due to time then they have to respond by striking instinctively towards the back post. By coaching players in accuracy, cleverness, nesse, disguise as well as both psychological and physical techniques in a repetitive scoring practice from different .situations, will complete the “passing with a purpose” phase.

Photo Here

The aim of all players who believe they can play up front should be to score at a minimal average rate we aim for a goal in every one and a half or two games. Ferenc Puskas, the great Hungarian player, scored at an average rate of virtually one goal in every game for his National team: returning 84 goals in 85 International matches. That record was bettered by his compatriot, Sandor Koscis, who scored 75 goals in 68 International matches and Gerd Muller, who returned 68 goals in 62 matches for Germany. Both scored at an average rate of 1.1 goals in each game.

179

SECTION NINE: PRACTICE SYLLABUS

Basic shooting practice I

Practice organization

• Area 20x20yds *with goal at one end, set-out as illustrated. • in 2’s who are active & 3 Servers. • Supply of balls, with 3 Servers. • Practice starts with: 2 Attackers working in grid as a pair, receiving ball fed-in from any side. • A’s combine, one A shoots, partner rebounds. • Coach may introduce a line (e.g. 10yds from goal), beyond which a shot may not be taken. • Server & shooter change places, to continue practice.

20 yds

Age group: 12-16 years

20 yds

Key coaching points

Detail

• Movement to receive ball in a half-turned position. • First touch of ball sets up opportunity to strike at goal or is the strike at goal. • Assess position of support player & GK. • Rebound any strike at goal from support players strike or own.

• of players. • Awareness of positions &movement of all players involved in practice whilst moving to receive ball. • Feints to shoot at goal & supply teammates with possession. • Combination skills to produce scoring opportunity when D’s are introduced. • Assessing GK’s position & how to score. • Excellence in the strike of ball once the decision has been made how to beat GK. • Rebound all shots at goal. • Simple progression for this practice: - Add D to increase challenge for 2A’s.

180

Basic shooting practice II

Practice organization

• Area 20x20yds* with goal at one end, set-out as illustrated. • in 2’s who are active as attackers or defenders, plus 3 Servers. • Supply of balls,with 3 Servers. • Practice starts with: 2 Attackers working in grid as a pair, receiving ball fed-in from any side. • A’s combine, one A shoots, partner rebounds. • D’s operate as they would in a game. • Server & shooter change places, to continue practice.

20 yds

Age group: 12-16 years

12-16 years

“ THE FINAL FINISHING PHASE”

20 yds

Key coaching points

Detail

• Movement to receive ball in a half-turned position. • First touch of ball setsup opportunity to strike at goal or is the strike at goal. • Assess position of support player & GK. • Rebound any strike at goal from support players strike or own.

• of players. • Awareness of positions & movement of all players involved in practice whilst moving to receive ball. • Feints to shoot at goal & supply team mates with possession. • Combination skills to produce scoring opportunity when D’s are introduced. • Assessing GK’s position & how to score. • Excellence in the strike of ball once the decision has been made how to beat GK. • Rebound all shots at goal. • D’s play man-to-man,ormark-and-cover. • Simple progression for this practice: - Add D’s to increase challenge for 2A’s.

181

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Break-out game I

Practice organization

10 yds

• Area 30x10yds* with goals at each end, as illustrated. • 6 players, in 2 teams of 3. • Practice starts with: ball fed in by coach to A’s who have 3v1 advantage in defensive third. • A team releases 1 player into mid third, where player is confronted by D to create 1v1. • 3rd. D retreats to cover goal, whilst initial D makes a recovery run to defensive third. • After 6 sets, players rotate roles.

30 yds

Key coaching points

Detail

• Receiving and strength & direction of 1st touch. • Decision to shoot early at goal or attack D before strike. • On eliminating D: assessing GK position. • Decision on how to beat GK.

• of players. • Preparing body & feet to receive ball in a side-on position. • Attacking D at speed: attack player or space to side of D. • Awareness of D’s providing cover behind 1st. D. • Disguising intended strike at goal. • Simple progression for this practice is: - Initial D player recovers to defend in middle third. - Third D allowed into middle third to pressurise and support early.

182

Age group: 12-16 years

12-16 years

“ THE FINAL FINISHING PHASE”

Break-out game II

Practice organization

25 yds 20 yds

• Area 56x20yds with goals at alternate ends, set-out as illustrated. • working 4v1 in each grid, with Server for each. • Practice starts with: ball fed into grid by Server to A’s who play 4v1. • A’s keep ball, looking to release one player out of grid to go onto score 1v1 with GK. • A’s observe off-side rule, using edge of grid & D cannot pursue break-out player. • After 6 sets, players rotate roles.

6 yds

GK S

25 yds

Key coaching points

Detail

• Making quick decisions based-on when to dribble, when to pass out of grid. • Quick passing & wall-passes in the grid. • Sharp receiving & turning skills in the grid. • Movement with & without ball in the grid. • Combination play, bodyshape to receive, pass & move to set-up breaking player. • Setting-up break-out passes & patience. • Shot selection in 1v1 against GK.

• Awareness of position in which player may receive ball. • 1st touch on receiving ball. • Assessing situation on or after 1st. touch. • Early strike or attacking GK togo 1v1. • Disguising strike at goal. • Rebounding all strikes on goal. • Simple progression for this practice is: - D recovers to pressurise A breaking at goal. - D recovers & additional A supports breaking player.

183

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Basic shooting circuit

Practice organization

15 yds

8 yds

30 yds

• 2 practice areas measuring 30x8yds & 30x15yds with one goal at alternate ends of each, set-out as illustrated. • in pairs. • Each pair has a ball, with exception of 2 pairs who operate as D’s inside grids, before rotation of roles. • Practice starts with: A’s work around circuit, combining 2v1 against D’s who are restricted to designated defensive grids. • Objective: score as many goals in a pre-determined time, before rotating D’s

30 yds

Key coaching points

Detail

• • • • • •

• 1st. touch to attack D or protect ball. • Attack D at speed & with control. • Dribbling to eliminate D in1v1 or combination play with team-mate • Assessing position & movement of GK. • Decision of how to score: power or placement. • Feints to shoot & moving ball to a better striking position. • Supplying teammates with appropriate pass to feet or space. • Always hitting the target with shot. • Simple progressions for this practice are: - Increase/decrease size of defensive areas (grids) to affect demands on A’s. - Allow 2nd D into front/middle grid (making 2v2). - A’s attempt to score before engaging 2nd D (looking for swerve & early shots). - A’s can only score in grid.

When to dribble, when to pass, when to shoot. Quick passing & wall-passes. Taking shooting opportunities early. Overlapping & movement to distract D’s. Shot selection. Assessing position of 2nd D & GK.

184

Age group: 12-16 years

12-16 years

“ THE FINAL FINISHING PHASE”

2v1 repetition circuit

Practice organization • 2 practice areas measuring 38x10yds*, with end grid within each area of 18x10yds and goals at alternate ends, as illustrated. • 14 players (incl.2GK’s), working in pairs, with 2 pairs operating as Defenders. • Practice starts with: A’s work up and down each practice area, to complete circuits. • • D’s are restricted to defending individually in 1st & mid thirds, but 2nd D can defend back into end third. • Attackers can shoot from any position. • Pairs operate around circuit & after per-determined time, changes roles with D’s.

10 yds

18 yds

Key coaching points

Detail

• • Attack D with ball. • Individual dribbling skill or combined attacking play to eliminate D’s. • Shooting from distance or attacking to move closer to goal. • Assessing both GK position & location of any D.

• • • • • • • • •

10 yds

38 yds

10 yds

players & learning focus. Attacking at speed with ball under control. Feints to off-balance D with intent to dribble or pass. Timing of release of passes to fellow A’s Action on releasing pass to other A. Assessment, decision & execution of strike at goal. Disguising the strike & striking with power & accuracy. Hitting the target as the prime aim. Simple progressions for this practice are: - Initial D can defend 1st two thirds. - A’s restricted to shooting in end third.

185

SECTION NINE: PRACTICE SYLLABUS

3v2 repetition circuit

Practice organization

6 yds

• 2 practice areas: 30x10yds & 30x20yds*, including end grid within each practice area 18yds deep with one goal at alternate ends, set-out as illustrated. • 14 players (incl.2GK’s), working in pairs, with 2 pairs operating as Defenders & 1 pair working as Support players on side of each practice area • Practice starts with: A’s at end of grid who are free to play unopposed in 1st third. • D’s are restricted to mid & defensive thirds. • A’s workup & down each are a to complete circuit. • • A’s can shoot from any position. • Pairs move around circuit & after pre-determined number of attempts, change roles with D’s & S’s.

18 yds

20 yds

18 yds

Key coaching points

Detail

• • • •

•

Initial receiving touch. Assessing positions of D’s. Movement by A’s to disorganize D’s. Pass quality when supplying team-mates with scoring opportunities. • Assessing GK’s position before striking at goal. • Decision on how to beat GK.

6 yds

10 yds

Age group: 12-16 years

6 yds

players & learning focus. • Width in attack to stretch D’s distances from each other • Attacking with ball centrally to pull D’s together. • Passes to feet or measured to space. • Early strikes after one or two touches. • Hitting the target as prime aim. • Rebounding all strikes at goal. • Simple progressions for this practice are: - D’s defend early in 1st third on 1st touch of A receiver. - Award points for hitting the target & deduct points for failure to do so. - Support player moves into mid third to create 3v2.

186

Shooting drill

Practice organization

10 yds

40 yds

30 yds

• 2 areas measuring 40x30yds, divided into 3 zones each of 20x30; 10x30; 10x30yds with goals of appropriate size at alternate ends of each area, as illustrated. • 16 players (incl. 2 GK’s), arranged 2 Attackers v 2 Defenders in middle zones & 1v1 in each end zone, as shown in the diagram. • Supply of balls with each Server. • Off-side Rules apply in the 20x30yd end zone. • Practice starts with: ball played into 2A’s by S, who then supports play from behind (making 3v2). • 2A’s look to combine & play into advanced A in end zone. • One A is able to move into endzone to support (creating 2v1) & combine in build-up to shoot at goal. • When attack is concluded:one A rotates to next group & initial set-up arrangements are re-established.

20 yds

10 yds

20 yds

Key coaching points

Detail

• •

• Losing markers with changes of pace & direction. • Turning quickly & using disguise. • Observing GK position & evaluating possibility of early strike on goal.

•

• • • • •

Supporting distances & angles. Combination play & looking to turn D’s in middle zone areas & make forward passes. Opening-up passing opportunities with quality movement to dislocate defensive stability in middle zone. Precision & quality of ball played into advanced A. Timing of forward run to support advanced A. Combination-play to produce strikes on goal. Recognizing early opportunities to strike on goal. Striking at goal with accuracy & placement.

30 yds

Age group: 12-16 years

12-16 years

“ THE FINAL FINISHING PHASE”

• Following-up/rebounding initial shots at goal. • Simple progressions for this practice are: - Dribble/drive with the ball into end zone to link with advanced A. - Play wall pass in middle zone to free A & wall pass with advanced A to shoot or cut back, depending on reaction/position of D & GK.

187

SECTION NINE: PRACTICE SYLLABUS

Age group: 12-16 years

Crossing & ﬁnishing

Practice organization Full width of pitch GK GK

Half pitch

• Half pitch with appropriate size goal and cones extending from corner of penalty area to half-way, as illustrated. • 14 players (incl. 2 GK’s), arranged in two groups of 6 players. • players, as shown. • Each group works separately, with 2nd. set of players ready to take-up position on half way line, by coach. • Practice starts with: Coach passes into MF’s who combine before playing into A. • A plays ball out wide to for wide player to take forward & cross into penalty are for A’s to strike at goal. • Mf’s push forward to edge of penalty area & opposite side ank player attacks far post area from cross. • Once attack is concluded: 2nd group establish position, GK’s change places & practice recommences from coach. • 1st. group quickly return to half way to prepare for next attack. • After predetermined number of attacks: players change roles within group.

Key coaching points

Detail

• Accuracy & weight of initial pass into A. • Receiving, communication & combining skills of 2 A’s. • played in front & when played into feet, to take forward. • Timing, velocity & trajectory of cross delivered from ank player. • Assessing build-up play whilst making runs. • player with A’s. • Timing & coordination of runs from MF’s to edge of penalty area.

• (near, far post, lofted, driven, cross pulled back to edge for MF. • good tempo of forward passing moves. • A’s to coordinate movement (staggering entry, to prevent becoming at) into penalty area to cover all areas. • Good bodyshape & footwork to prepare for clean contact when striking on goal. • Simple progression for this practice is: - Introduce 2 D’s who (passively) mark A’s in build-up phase, but track & defend goal in penalty area, realistically. - Introduce 3rd. D to track back on goal from MF position, after challenging (1v2) initial MF play into A’s.

188

Age Group: 17-21 years

17-21 years

“ THE FINAL FINISHING PHASE”

Crossing & ﬁnishing

Practice organization

Key coaching points • Assessment of crosser of position of A’s in penalty area. • Appropriate delivery to A’s, attacking near & far post areas. • Timing of runs into penalty area & assessment of position of crosser & D. • Recognizing & attacking spaces in penalty area. • Selection of technique & precision of contact to strike on target at goal.

Half of pitch

• Half-pitch, incorporating full width, with goals at each end & central grid 15x15yds & cones 5yds inside each touchline at centre of practice area, as illustrated. • 16 players (incl. 2 GK’s), arranged 6 Attackers in central grid, 2 Attackers at each end, one A wide at mid-point & 2 Defenders on fringes of central grid, as shown in diagram. • Supply of balls at each start point with A’s. • Practice operates from each end at same time. • & overlaps to receive ball rolled into path. • Overlapping A takes ball forward under control, at pace & delivers cross for 2A’s attacking the goal from central grid. • D starts on fringe of central grid & retreats to defend the cross with GK. • to opposite end, central A’s return to grid & practice recommences.

Full width of pitch

Detail • Crosser contact on ball to • Avoiding/eliminating GK & D with cross. • Crossing early with pace to exploit the gap between GK & recovering D. • Flight ball accurately over GK to far post/beyond far post, for headers, if necessary. • Central A’s to coordinate runs into penalty area & observe progress of wide player before attacking key areas in area • Central A’s to observe of ball from cross & select appropriate surface to execute nishing skill required. • Getting feet & body shape prepared to successfully execute nish. • Finishing on the move in the penalty area. - A from central grid links initial move & combines with wide players to initiate attack. - Introduce 2nd. D & allow 3rd. A from central grid, to trail A’s attacking penalty area, looking for balls pulled-back or half-cleared by D’s/GK.

189

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Individual ﬁnishing in penalty area

Practice organization • Halfpitch (working around penalty area) with full goal, as illustrated. • 7 players (incl. GK), working in pairs, as Attackers, Defenders & Servers. • Supply of balls with each server. • Practice starts with: D makes short pass to S, turns to sprint around cone & defends against A1. • A1 moves from edge of penalty area, to receive from S & strike on goal, using 1 or 2 touches only. • Practice is repeated from otherside with A2. • After a pre-determined number of attempts: players rotate roles.

S 1 2

Key coaching points

Detail

• Movement of A to set-upbody position to strike on goal. • 1 or 2 touch nish. • Observe movement & positions of D & GK. • of execution. •

• Prepare feet & body early on deciding technique to use to strike on goal. • Controlling touch away from on coming D to create more space & time to execute. • Shoot or eliminate D before shooting if he is close enough to block or prevent early strike. • Use body feints & disguise the actual timing of strike to unbalance D & GK. • Simple progressions for this practice are: - Vary angles ball is served from. - Vary distance covered by D. - Vary nature of service (aerial, heavy weight, swerve etc). - Introduce additional D to chase A from behind as A moves to receive ball from S.

190

Age group: 17-21 years

17-21 years

“ THE FINAL FINISHING PHASE”

Individual & combined ﬁnishing in penalty area I

Practice organization S

• Half pitch (working around penalty area) with full goal, as illustrated. • as Attackers, Servers & Secondary Servers. • Supply of balls with each server. • Attackers’ start width of goal apart on the edge of the penalty area. • 2S’s start 8-10yds outside penalty area. • Practice starts with: ball is fed diagonally into A1, who turns to strike at goal. • Immediately: a second S, stationed by goal post, feeds a ball for A1 to attack & nish on goal. • Practice continues alternating S&A’s. • After pre-determined number of attempts: players rotate roles.

S GK

Key coaching points

Detail

• Movement of A making angle to receive & strike on goal. • Look over inside shoulder as moving to receive, adjusting body shape accordingly. • 1st touch excellence to set-up opportunity to strike at goal. • 1st touch maybe strike on goal. • Observe (if possible) position & movement of GK. • Decide technique to employ to beat GK with strike. • Execute contact with precision. • React quickly to 2nd. opportunity to strike.

• Where possible: A should strike on goal with minimum number of touches, unless player decides take ball into 1v1 with GK. • Ability to use body feints & disguise of intended strike before contacting ball to possibly unbalance GK. • Composure, accuracy & power are of paramount importance. • Simple progressions for this practice are: - A’s work in tandem: 1 drops to receive & turn, then feeds team mate on run. - Vary nature of service (aerial, heavy weight, swerve etc)

191

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Individual & combined ﬁnishing in penalty area II

Practice organization S

• Half pitch (working around penalty area) with full goal, as illustrated. • pairs, as Attackers, Servers & Secondary Servers. • Supply of balls with each server. • Attackers’ start width ofgoal apart, inline with penalty spot, inside area. • 2S’s start 8-10yds outside penalty area. • Practice starts with: ball is fed diagonally into A1, who moves towards ball to receive, turn and strike at goal. • Immediately: a secondary S, stationed by goal, feeds a ball for A2 to attack & nish on goal. • Practice continues alternating S & A’s. • After pre-determined number of attempts: players rotate roles.

Key coaching points

Detail

• Where possible: A should strike on goal with minimum number of touches, unless player decides take ball into 1v1 with GK. • Ability to use body feints & disguise of intended strike before contacting ball to possibly unbalance GK. • Composure, accuracy & power are of paramount importance. • Simple progressions for this practice are: - Two secondary chances are created with service from second S’s (one from each side of goal). - Vary nature of service (aerial, heavy weight, swerve etc)

192

Age group: 17-21 years

17-21 years

“ THE FINAL FINISHING PHASE”

Individual & combined ﬁnishing in penalty area III

Practice organization S

• Half pitch (working around area) with full goal as illustrated.

• pairs, as Attackers, Servers & Secondary Servers. • Supply of balls with each server. • Attackers’ start width of goal apart, on edge of penalty area. • 2S’s start 8-10yds outside penalty area. • Practice starts with: A’s work in tandem; A1 drops to receive diagonal pass from server. • A1 lays-off to 2nd server who feeds A2 spinning on edge of area to receive long pass and strike at goal. • PracticecontinuesalternatingS&A’s. • After pre-determined number of attempts: players rotate roles.

1 2

Key coaching points

Detail

• Movement of A making angle to receive & strike on goal. • Look over inside shoulder as moving to receive, adjusting body shape accordingly. • 1st touch excellence to set-up opportunity to strike at goal. • 1st touch maybe strike on goal. • Observe (if possible) position & movement of GK. • Decide technique to employ to beat GK with strike. • Executecontact. • React quickly to 2nd. opportunity to strike

• Where possible: A should strike on goal with minimum number of touches, unless player decides take ball into 1v1 with GK. • Ability to use body feints & disguise of intended strike before contacting ball to possibly unbalance GK. • Composure, accuracy & power are of paramount importance. • Simple progressions for this practice are: - A1 advances diagonally into penalty area to receive pass from secondary S, to strike at goal. - A2 receives pass from secondary S to strike at goal. - If GK saves: ball is quickly thrown to S’s who combine whilst A’s recover position to recommence practice.

193

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Finishing 1v1 with GK

Practice organization • Half pitch with ful lgoal, as illustrated. • in pairs, as Attackers, Defenders & Servers (servers may be pair of additional GK’s). • Supply of balls with A’s. • Practice starts with: A’s work individually and alternate by feeding ball into S. • A makes a run, employing clever individual movement, to then receive pass, to take-on to goal 1v1 with GK. • D chases from central start position, as S receives from A, to initiate attacking move. • Practice is repeated from other side with different movements.

10 yds

Key coaching points

Detail

• Changes of pace & direction on the run, before breaking to move onto ball. • Moving quickly towards goal, with ball at feet. • Observing position & movement of GK. • Deciding to shoot or take ball past GK, in 1v1 situation. • Awareness of recovering D.

• Steep directional changes: cutting in a new direction. • Explosive acceleration to accompany change of direction. • Lengthy touches on ball to be able to travel at speed. • Placement of ball: under, over, downside or around the GK. • Judging distance from which to place ball past GK or decide to take around him. • Simple progressions for this practice are: - A’s work as a pair, having option to pass. - 2nd D to recover & put pressure on A’s. - Vary nature of service (aerial, bouncing ball etc).

194

Age group: 17-21 years

17-21 years

“ THE FINAL FINISHING PHASE”

Receiving from wide areas to ﬁnish

Practice organization 1

• Half pitch with two goals (one set on halfway), as illustrated. • 12 players (incl. 2 GK’s), working in 2 groups of 4 Attackers & 1 Defender. • Supply of balls with A’s at either end of practice area. • Practice starts with: ball played wide from A1 to A2. • A1 overlaps & is fed by A2 who receives on the half- turn. • A3 & A4 attack penalty area to receive service from wide area, delivered by A1. • D recovers into penalty area from central start position on delivery of overlap pass for runner. • Practice continues in opposite direction with 2nd group (Reds).

Key coaching points

Detail

• Accuracy & weight of initial pass & pass into path of overlapping player. • A2 to assess developing situation in penalty area before delivering ball from wide area. • Co-ordination & timing of runs by A3 & A4, to attack designated areas in the penalty box. • Cross to miss-out both D & GK. • Quality & accuracy of ball played from wide into penalty area, off the run.

• Delivery of cross may require spin, loft or placement along the ground. • Movement & interchanges of A’s should co-ordinate to cover major goal-scoring areas within penalty box. • Decisive & clean contacts on ball to be encouraged, when passing to feet, space, crossing and striking at goal. • Simple progressions for this practice are: - Include 2D’s at each end, to make 2v2 in penalty area. - A2 attacks the penalty area by running with the ball and then making the overlap pass to A1.

195

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Shooting in & around penalty area

Practice organization • Practice area 30yds in length, full width of pitch incorporating penalty area with goal, as illustrated. • 12 players (incl.GK), working in 3 groups of 3 Attackers plus 2 Servers. • Supply of balls with A’s & with S’s. • Practice starts with: A1 touches ball past cone to shoot from distance in central area. • A1 then assists A2 with a wall-pass for A2 to shoot at goal from an angle. • After assisting A2: A1 overlaps S1 cone to receive a pass from S on corner of penalty area, to supply A2 & A3, moving into scoring positions from outside area.

30 yds

Key coaching points

Detail

• Strike with power & accuracy from a distance. • Keep ball low when striking at goal. • Deliver crosses accurately, avoiding GK’s intercepting range. • Early decision on selection of technique to use, striking at goal. • Contact ball with precision & excellent technique.

• Employ power & placement skills when striking on goal. • Observe position & movement of GK before deciding technique to strike. • Concentrate on excellent technique: body position/ shape, footwork, arriving into position/timing of movement. • Clean contact on ball with a chosen part of body or foot surface. • Movements & interchanges of A’s should co-ordinate to cover major goal-scoring areas within penalty area. • Simple progressions forthis practice are: - Position D on edge of penalty area to defend cross from A1 and block shots from A2.

196

Age group: 17-21 years

17-21 years

“ THE FINAL FINISHING PHASE”

Finishing from entry into ﬁnal third

Practice organization • Half pitch with full goal, as illustrated. • 9 players (incl. GK), working as 5 Attackers, 1 Defender & 2 Servers. • Supply of balls with S on edge of center circle inside attacking half. • Practice starts with: S1 feeds A1, who is 10yds ahead of centre circle. • A1 plays into D, 10 yds ahead, who in turn, lays-off a pass for A2, to shoot from distance in a central position. • As soon as A2 shoots: S2 feeds A3, who plays forward to A4 & overlaps to cross for A1 & A2, attacking penalty area defended by D, who has recovered from earlier position. • A5 plays one touch & then serves ball into penalty area for 3A’s (A1, A2, A3) v D.

3 2 1

Key coaching points

Detail

• On long-range strike: keep ball low & contact with laces, maintaining compact body position, using power technique. • Co-ordination of movement into penalty area & attacking designated attacking areas inside area. • Re adjustment of position after initial attack, to set-up positions to score from secondary cross. • Communication between A’s whilst approaching & within penalty area.

• Continuous place-changing by A1 & A2,as they attack penalty area & await arrival of crosses into area. • Attempt to observe position of GK & progress of recovering D, prior to positioning to strike at goal. • Making early decision on technique to be used to strike & focusing on precision of contact in execution. • Movements & interchanges of A’s should co-ordinate to cover the major goal-scoring areas within the penalty box. • Simple progressions for this practice are: - S becomes 2nd recovering D, moving into penalty area. - A5 varies nature of service (taking ball to end line & pulling cross back etc).

197

SECTION NINE: PRACTICE SYLLABUS

Age group: 17-21 years

Finishing in a small-sided game

Practice organization

44 yds GK

36 yds

• 36x44yds with goals at each end and half-way line marked with cones, as illustrated. • 14 players (incl. 2 GK’s), working in 2 teams of 6, organised 4 Defenders v 2 Attackers in each half of practice area. • Supply of balls at side of each goal. • Practice starts with: GK rolling-out to one D, who combines with team mates against 2A’s to create an opportunity to shoot at goal from within defensive half. • to score. • GK restarts practice from opposite en dif a shot misses the target or plays on if he makes a save.

Key coaching points

Detail

• D’s spread-out to receive ball from GK. • 1st touch of receiver looking to move ball into space available, preferably in forward direction to move play-on. • Early observation of position of opposing GK. • Select technique to use to exploit opportunity to shoot from distance. • Accuracy of contact on ball. • Anticipation & reading of rebounds by A’s.

• Early assessment & awareness of space available before/whilst spreading-out to receive from GK. • Patience in build-up & possession to establish good opportunities to shoot. • 1st touch to set-up shooting opportunity, or shoot with 1st touch. • Shooting skills: swerving the ball, power shooting, lofting over GK, keeping shots low, angled shooting across face of goal etc • A’s expect ball to become available from GK mishandling or from frame of goal. • Simple progressions for this practice are: - A team defender moves forward with ball into attacking half to create 3v4. - Introduce a wide player on each side of the pitch outside main practice area who plays for team in possession, looking to cross or drive ball into main area

198

17-21 years

“ THE FINAL FINISHING PHASE”

199

SECTION NINE: PRACTICE SYLLABUS

GOALKEEPING It is generally agreed that goalkeeping is an art in its own right and because of this, unique and specialized practice is necessary. Very often practice is undertaken in isolation to develop technique in unopposed and semiopposed situations. Repetitve work on hand and foot speed, catching, throwing and kicking is needed to hone muscle memory, agility and sharpen hand-eye coordination. The work load is often intense and skill practice needs to be undertaken in realistic game and gamerelated situations. This helps to develop decision-making and understanding of the goalkeeper’s role in a team context. It is essential to work the goalkeeper along with outeld players to coordinate attacking and defensive understanding, when required to make saves and initiate attacks.

Indeed, the goalkeeper’s speed and alertness in recognizing the opportunity to initiate counterattacks with effective distribution, often makes the difference in the team’s ability to capitalize on a quick change of possession. All goalkeepers, irrespective of the stage of development in their goalkeeping career, need to constantly work on technique and skill, maintain outstanding agility and gymnastic capability, along with exceptional powers of concentration. This section, therefore, contains a selection of progressive practices that could be used across all age bands and as such are generic in their nature. The skill of the goalkeeper coach is to recognise difference and organise suitable scale and intensity of practice appropriate to the age and ability of the players.

200

Technical guide Goalkeeping Sessions Goalkeeping sessions

Investing IN OUR Youth

201

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Physical Preparation I

Practice organization Area 15x5yds, as illustrated. GK’s work along markers on inside performing an exercise. • On reaching top they crossover & jog back down on the outside. Next pair starts when pair in front reaches second marker. • Two runs per exercise. - Jog/knees-up/heels-up. - Side skipping in the starting position. - Side skipping in the starting position for crosses. - Backwards running. - Skipping forwards. - Skipping backwards. - Hopping-Left foot/right foot. - Three quarter sprinting.

Key coaching points and detail

5 yds

• •

15 yds

Coach’s personal notes

Side Skipping in the starting position: • Light on feet. • Feet travel sideways just above the turf, without coming together and touching each other. • Feet working to move body into line of ball. • Move in the starting position–detail as described in Physical Preparation II. Side Skipping in the starting position for crosses: • As above, but with open body position at 45 degrees to goal line and foot closest to line pointing forwards.

202

Age group: All ages

Goalkeeping

“ GOALKEEPING”

Physical Preparation II

Practice organization

• Exercise changes after two runs: - Roll; throw at knee height; throw at waist height; throw head height; throw above head; side foot pass. • Increase speed & intensity as warm-up proceeds.

5 yds

• Area15 yds long x5 yds wide, as illustrated. • GK 1 and GK 2 face each other, 3yds apart, inside markers. • Both move up, side-skipping in goalkeeping ‘starting position’ whilst passing ball to each other. • On reaching top: GK1 picks up ball & crosses over with partner to jog back on outside of the markers.

15 yds

Key coaching points and detail

Coach’s personal notes

The Starting Position: • Feet just outside line of shoulders. • Weight on front of cleat (balls of feet). • Knees bent. • Pelvis tilted backwards. • Chest forward in line with knees facing ball • Head tilted forward,“nose in front of toes” & steady. • • • • • •

Elbows in front of line of body. Hands in front of feet, ball width apart. Fingers pointing towards ball. “Prepare the hands early”. Use side skipping to move in to line of ball. Side skipping detail as described in Physical Preparation 1

203

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

General handling I

Practice organization

6 yds

10 yds

• Area 15x10yds, as illustrated. • GK in small goal (6yds wide). • Server plays ball at varying heights & speed from foot or hand.

15 yds

Key coaching points and detail

Coach’s personal notes

For balls above waist height: • upwards, thumbs in a ‘W’ shape. • Elbows shoulder width apart, in front of line of body. • Get hands on ball as early as possible. • 12” gap between ball & nose. • Use elbows as shock absorbers. For balls below the waist: • to the ground, little ngers together in a ‘V’ shape. • Elbows shoulder width apart, in front of the line of the body. • Get hands on ball as early as possible, 12” in front of the feet, knees or waist. • On ‘contact’ bring the head forward over top of ball, to keep weight forward.

204

Age group: All ages

Goalkeeping

“ GOALKEEPING”

General handling II

Practice organisation

6 yds

10 yds

• Area 15x10yds, as illustrated. • GK in small goal (6yds wide). • Server plays ball1yd to alternate sides using feet or hands. • GKsteps across to collect & returns to start position

15 yds

Key coaching points and detail

Coach’s personal notes

Key coaching points: • Side skipping (coaching detail described in Physical Preparation I). • Start/set position (coaching detail described in Physical Preparation II). • Collecting balls above & below waist height (coaching detail described in General Handling I). • All points above apply.

205

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

General handling III

6 yds

• Area 20x10yds,as illustrated. • GK moves over or through markers to small goal (6yd wide). • Server pays ball at varying heights & speed from foot or hand using varying techniques for GK to collect, including: - Volley. - Half-volley. - Ball bouncing in front of GK. - Along ground.

10 yds

Practice organization

20 yds

Key coaching points and detail

Coach’s personal notes

• Appropriate footwork to move into line of ball, if necessary. • Prepare the hands early. • Be in ‘The Starting Position ’as ball is struck. • Use appropriate catching technique depending on the ight of the ball. • Technical detail as described in physical preparation and earlier general handling sessions apply.

206

Age group: All ages

Goalkeeping

“ GOALKEEPING”

General handling IV

S GK S

6 yds

• Area 10x10yds, as illustrated. • GK works between markers, receiving alternating service from Servers. • Ball is delivered when GK has moved across into line of service. • GK rolls back to server & moves across small goal area. • 10 consecutive repetitions before resting/changing over with 2nd. GK. • Service variations: - Side foot along ground. - Volley & half-volley head height. - Throw.

10 yds

Practice organization

10 yds

Key coaching points and detail

Coach’s personal notes

• Appropriate footwork to move into line of ball, if necessary. • Prepare the hands early. • Be in ‘The Starting Position’ as ball is struck. • Use appropriate catching technique depending on the ight of the ball. • Technical detail as described in physical preparation and earlier general handling sessions apply.

207

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

General handling V

GK1

GK2

6 yds

• Area 10x10yds, as illustrated. • 2 GK’s standing opposite, at either side of the grid, within a goal marked by cones 6yds. apart. • Gk1 serves ball to GK2 who moves across to marker to receive. • GK2 repeats for GK1 to collect. • Gk’s work to alternate sides mirroring passes & moving side-to-side. • GK’s vary service, including: - Roll along ground. - Knee-height throw. - Chest height half-volley. - Head-height throw.

10 yds

Practice organization

10 yds

Key coaching points and detail

Coach’s personal notes

• Appropriate footwork to move into line of ball, if necessary. • Prepare the hands early. • Be in ‘The Starting Position’ as ball is struck. • Use appropriate catching technique depending on the ight of the ball. • Technical detail as described in physical preparation and earlier general handling sessions apply.

208

Age group: All ages

Goalkeeping

“ GOALKEEPING”

General handling Game I

• Area 40x30yds*, with goals a teach end 3yds wide, as illustrated. • 12 GK’s, in 2 teams of 6, 1 ball. • No GK in goal: the last player acts as GK. • Players cannot run with ball: they must pass using under arm throw technique. • Opponents can intercept the ball as it is passed from one player to another. • Goals are scored by throwing the ball in to goal.

30 yds

Practice organization

40 yds

Key coaching points and detail

Coach’s personal notes

• *Area can be adjusted according to age, number and ability of players. • Appropriate footwork. • Getting into set position to collect. • General handling techniques dependant on angle, trajectory and speed of ball. • Varying distribution techniques. • Communication amongst players. • Awareness of personal position on pitch and that of other players.

209

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

General handling game II

• Area 40x30yds*, with goals at each end 3yds wide, as illustrated. • 12 GK’s, in 2 teams of 6, 1 ball. • No GK in goal-last player acts as GK • Players cannot run with ball: they must pass using over arm throw technique. • Opponent scan intercept. • Score by throwing ball into goal

30 yds

Practice organisation

40 yds

Key coaching points and detail

Coach’s personal notes

• *Area can be adjusted according to age, number and ability of players. • Catching high balls under pressure. • Above head-height distribution. • Variations in distance of throws and range of distribution. • Appropriate footwork. • Getting into set position to collect. • General handling techniques dependant on angle, trajectory and speed of ball. • Varying distribution techniques. • Communication amongst players. • Awareness of personal position on pitch and that of other players.

210

Age group: All ages

Goalkeeping

“ GOALKEEPING”

General handling Game III

Practice organization 60 yds

30 yds

• Area 60x30yds*, with 2 end zones 5yds deep, across width, as illustrated. • 12 GK’s, in 2 teams of 6,1ball. • One GK from each team in end zone. • Teams make 4x consecutive thrown passes before having chance to volley ball to land in 5yd end zone to score a point. • GK in endzone attempts to prevent this by catching ball before it bounces. • Change GK in end zone regularly. • Simple progression for this practice is: - Increase number of GK’s to 2 in each scoring zone.

5 yds

Key coaching points and detail

50 yds

5 yds

Coach’s personal notes

• *Area can be adjusted, according to age number and ability of players. • Purpose of this practice is to develop diving saves, movement (footwork), distribution & communication. • Catching high balls under pressure. • Variations in distance of throws and range of distribution. • Supporting positions for other players. • Quick assessment and distribution accordingly. • Low diving and quick reaction saves (defending the ground). • Appropriate footwork. • Getting into set position to collect. • General handling techniques dependant on angle, trajectory and speed of ball. • Varying distribution techniques. • Communication amongst players. • Awareness of personal position on pitch and that of other players.

211

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

General handling. ‘Set position’

4 yds

• Area10x10yds, as illustrated. • GK in 4yd goal marked with cones. • Server feeds GK with service of varying strengths and heights. • GK collects and returns to set position. • S varies service, including: - Striking stationary ball. - Striking moving ball. - Striking dipping volley. - Striking half-volley.

10 yds

Practice organization

10 yds

Key coaching points and detail • Feet approximately shoulder width apart with weight on the front half of feet, ensuring a balanced Set Position. • & hips square to ball. • Head keeps still with the nose in front of the toes. • Elbows narrow, with chest facing ball. • Hands in front of body line & approximately ball width apart. • Prepare the hands early. • Note. Set Position will alter slightly due to GK’s physical make up. • Taller GKs’ feet & hands will probably be slightly wider apart, but generally the principles remain the same.

212

Age group: All ages

Goalkeeping

“ GOALKEEPING”

General handling. ‘Scoop technique’

4 yds

• Area 10x10yds, as illustrated. • GK in 4yd goal marked with cones. • Server feeds GK with service of varying strengths and heights. • GK collects and returns to set position. • This practice is a simple progression from the set position & should be used in coordination with this & the other basic handling technique practices described.

10 yds

Practice organization

10 yds

Key coaching points and detail • Collapse at knees to the “K” position & open palms to face ball with ngers spread. • Lead with hands to bring bodyweight forward. • Keep head still & eyes focused on ball. • Bring shoulders forward over hands, with elbows slightly exed to cushion the impact of ball. • “Soft hands–Strong wrists”. • On palms making contact with ball: scoop into chest whilst bringing body weight forward to complete the save.

213

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

General handling. ‘Cup technique’

10 yds

4 yds

Practice organization

10 yds

Key coaching points and detail • Once ball has been struck: avoid body movement as much as possible. • Whilst in a balanced set position: footwork may need to be adjusted slightly laterally as ball travels towards GK. • Keeping chest square to ball: hands need to be brought forward in front of bodyline. • Prepare the hands early. • Elbows tucked in with palms facing up & • Soft hands–Strong wrists. • Feet now need to be planted solidly in preparation for the catch. • On impact: ball is taken into midriff with palms securing the ball.

spread.

214

Age group: All ages

Goalkeeping

“ GOALKEEPING”

General handling. ‘W technique’

4 yds

10 yds

Practice organization

10 yds

Key coaching points and detail • Hands from being in front of bodyline need to be brought into line of ball, with chest square-on. • spread with thumbs & fore ngers forming the “W” shape. • when ball contact is made with the hands. • Contact with ball needs tobe made approximately 15-18 inches in front of body. • Soft hands–Strong wrists. • “Keep the eyes on the back of the ball”.

215

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

General handling. The collapsing save

6 yds

• Area 10x10yds,as illustrated. • GK in 6yd goal marked with cones. • Server feeds GK with service of varying strengths and heights. • GK collects and returns to set position. • Svaries service, including: - Striking stationary ball. - Striking moving ball. - Striking dipping volley. - Striking half-volley. • This practice is a further progression & should be used in coordination with other basic handling technique practices described.

10 yds

Practice organization

10 yds

Key coaching points and detail • This technique is used when ball is played downside of the body and close to the feet. • Often used when GK does not have time to move into line & use scoop technique. • GK needs to collapse at knees whilst ensuring that nearest or leading hand goes behind ball. • Other hand follows, ensuring that GK bodyweight comes forward & secures ball • Contact with ball is made in front of body with elbows slightly exed & tucked in. • Body weight will now follow naturally in behind ball to make a second barrier. • Head is then placed in behind ball with eyes focused to ensure ball is secured.

216

Age group: All ages

Goalkeeping

“ GOALKEEPING”

General handling. The low diving save

6 yds

• Area 10x10yds, as illustrated. • GK in 6yd goal marked with cones. • Server feeds GK with service of varying strengths and heights. • GK makes save & returns to set position. • Server varies service ,including: - Striking stationary ball. - Striking moving ball. - Striking dipping volley. - Striking half-volley. • This practice is a further progression & should be used as an extension of other basic handling technique practices described.

10 yds

Practice organization

10 yds

Key coaching points and detail • GK needs to “step” towards line of ball with nearest foot. • Making initial step it brings bodyweight slightly forward in preparation to make the save. • With leg slightly & bodyweight transferred onto it, GK will now have the power to dive to side whilst bringing bodyweight forward. • As weight is transferred toleg: hands & body weight follow. • Hands should be approximately ball width apart (“in the handcuffs”) & move together towards line of ball with ngers spread in the ‘W’ formation. • If ball arrives along ground: leading hand needs to go behind ball with other securing it on top. • Elbow needs to be tucked in to ensure ball is secured safely & to avoid injury. • All impact is taken on the side of body & shoulders with head following in behind the hands.

217

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

General handling. The high diving save

6 yds

• Area 10x10yds, as illustrated. • GK in 6yd goal marked with cones. • Server feeds GK with service of varying strengths and heights. • GK makes save & returns to set position. • S varies service, including: - Striking stationary ball. - Striking moving ball. - Striking dipping volley. - Striking half-volley. • This practice is a further progression of the basic handling & diving techniques previously described & should be used sparingly to prevent injury in young GK’s.

10 yds

Practice organization

10 yds

Key coaching points and detail • Mechanics described are the same as the low diving save. • GK needs to step towards line of ball with nearest foot. • Making the initial step it brings bodyweight slightly forward in preparation to make save. • onto it, GK will now have the power to dive to side whilst bringing bodyweight forward. • As weight is transferred to the leg: hands & bodyweight follow. • Hand position is now the W technique, with eyes focused on the ball between exed elbows. • On landing: impact needs to be taken through thigh/hip & shoulder, ensuring ball is secure. • areas, rather than catching require “Strong wrists Big palm”.

218

Age group: All ages

Goalkeeping

“ GOALKEEPING”

Shot stopping (angled)

Practice organization • Penalty area with appropriate and one side restricted & marked with cones, as illustrated. • 12 balls, outside area. • 2 GK’s, work alternately. • 2 Servers feed GK with service of varying strengths and heights. • Nature of service builds progressively. • GK makes save & moves back to side of posts, whilst 2nd. GK takes-up set position. • Servers progress service, as follows: - S1 strikes stationary ball, followed by S2. - S1 strikes moving ball, followed by S2. - S1 either strikes or passes to S2 to strike. - S2 either strikes or passes to S1 to strike. - S1 or S2 follow-up strike looking for rebounds.

Key coaching points and detail

GK GK

Coach’s personal notes

• Start position in relation to ball remaining balanced, ready for strike. • Movement into & downline of ball, moving to set position as ball is to be struck. • Assessment/decision of appropriate technique to be used, assessing when to catch, parry & deect (into safe areas). • Movement & agility around the goal & penalty area, retaining awareness of relationship to ball, players & goal. • Recovery saves & recovery lines.

219

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Shot stopping

Practice organization • Penalty area, with restricted channel marked by cones and appropriate size goal, as illustrated. • arranged 2 Attackers & 2 Defenders. • 2 GK’s, working alternately in full goal. • Practice starts with: Server feeds A1 with a pass alongside to turn to shoot with A2 following-in. • At this stage D’s are passive. • GK makes save & moves back to side of posts, whilst 2nd. GK takes-up set position. • Service progresses as follows: - S plays ball diagonally to A1, who plays ball round corner for A2 to strike. - S plays ball diagonally to A1, who plays ball round corner for A2 who returns for A1 to strike. - A’s follow-up looking for rebounds: GK recover & react. • A’s & D’s reverse roles after progression is completed. • To develop realism of practice: D’s turn & recover to put pressure on A’s & defend rebounds/2nd balls.

Key coaching points and detail

GK GK

Coach’s personal notes

• Start position in relation to ball remaining balanced, ready for strike. • Movement into & down the line of ball, moving to set position as ball is to be struck. • Assessment/decision of appropriate technique to be used, assessing when to catch, parry & deect (into safe areas). • Movement & agility around goal & penalty area, retaining awareness of own position in relation to ball, players & goal. • Recovery saves & recovery lines. • All technical & tactical coaching detail, as described in previous practice on shot-stopping applies.

220

Age group: All ages

Goalkeeping

“ GOALKEEPING”

Shot stopping in a 4v4

• Area 36x30yds, with halfway line marked by cones and appropriate size goals at each end, as illustrated. • Halfway serves as off-sideline. • 8 players (incl. 2 Gk’s), organized 3 Attackers v 3 Defenders outeld. • 20 balls (10 by each goal). • Practice starts with: GK1 throws ball o GK2 who rolls ball to A’s, who attack. • A’s determine whether to build play into D’s half, or shoot from longer range. • Once attack has concluded: practice recommences with roles reversed. • Simple progression for this practice is: - If D’s gain possession: they counter-attack & play continues until ball goes dead. - D’s allowed 1 player in A’s half, as GK throws to begin practice.

Key coaching points and detail

30 yds

Practice organization

GK1

GK2

36 yds

Coach’s personal notes

• GK shot stopping role in game situations needs to include: - Support behind the ball when team has possession & be able to receive passes & switch play. - Continually organize team defensive unit, using clear, early, concise & understandable terminology. - Understand principles of marking, pressing & cover, along with channeling play away from goal. • Start position in relation to ball remaining balanced, ready for strike. • Movement into & down the line of ball, moving to set position as ball is to be struck. • Communication with D’s to prevent shots on goal & ensure pressure on ball. • Co-coordinating balance of team to maintain depth & compactness of back line, with D engaging ball showing inside or outside. • Passing-on technical information to team mates.

221

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Dealing with 1v1

Practice organization

20 yds

10 yds

• Area 20x10yds, halfway line marked & end target zone 3yds inside, as illustrated. • 3 balls. • Practice starts with: A1 attempts to dribble round GK & keep controlled possession in 3yd end zone to score a point. • Time condition to achieve this of 6 seconds is applied. • A2 repeats etc. • Simple progressions for this practice are: - GK throws/rolls ball & moves down line of ball to threaten A’s 1st. touch. - 2A’s combine to take ball forward, but A in possession must dribble ball past GK to end zone.

2 GK

3 yds

Key coaching points and detail • Start position in line of ball. • Assessment: advance or hold position. • Put on us on attacker & make forward movements only when ball is out of A’s feet. • Delay, stay big (remain on feet) and force A wide if possible. • 2 techniques to focus on: diving at feet & smothering. • GK will normally dive at feet when slightly favourite & ball is wide of body. • As in the low diving save: GK leads with hands, taking bodyweight forward & tucking head in behind hands. • As mothering save is used when there is a 50/50 or better chance, in favour of GK with ball being between GK & A. • When this is the case: GK needs to form along barrier. • Crucial aspect of this technique is GK’s bravery.

222

Practice organization • Area 50x54yds, with edges of penalty area coned-off and appropriate size goals, as illustrated. • 10 players (incl. 2 GK’s), arranged 2 Attackers & 2 Defenders working in 2 groups. • 8 balls with each group of 2v2. • position; the other, central. • D1 makes back pass for GK to advance & save, with A chasing through to apply pressure & capitalise on possible GK error. • Practice develops with variation in outcome of initial pass from D (as described in progression below). • Progression of outcome of initial D pass for this practice are: - D plays through & A receives to take-on to goal. - Condition A to 5 second time limit to score, but allowing as many touches on ball as required. - D makes recovery run once ball is collected by A. - 2D’s recover from misplaced back pass. - 2A’s attack back pass & 2D’s recover to defend.

Key coaching points and detail

Functional practice. 1v1 from through pass

54 yds GK GK

50 yds

Age group: All ages

Goalkeeping

“ GOALKEEPING”

Coach’s personal notes

• Start position in line of ball l& GK ready on front foot to move forward. • Assessment: advance or hold position & defend goal. • Put onus on A & move forward only when ball is out of A’s feet. • Delay, remain big (stay on feet) & force A wide if possible. • Recovery runs of D, recovery saves & recovery lines of retreat. • Constant awareness of position in penalty area relative to ball & goal. • 2 techniques to focus on: diving at feet & smothering. • Dependant factors of selection of diving or smothering techniques, as previously described.

223

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Functional practice II. 1v1 from through pass GK

Practice organization

35 yds

• Area 35x30yds, using penalty are apart coned-off and appropriate size goals, as illustrated. • 10 players (incl.2 GK’s), organized 6 Attackers working in 3 pairs & 2 Defenders, 8 balls. • A3 & A4 set-up10yds apart, marked by 2D’s, approximately 35yds from goal. • Practice starts with: A1 or A2 plays a diagonal pass for A3/4 to turn D & chase through on goal. • A on ball has 6 seconds to score by taking ball round GK (condition). • Progressions for this practice are: - Once A has made initial pass, D can turn & chase back to defend. - A3 & A4 turn defenders from initial through ball & combine whilst moving on goal. - 2D’s turn & recover to defend A’s once through pass is made. - Condition to take ball round GK is lifted.

30 yds

Key coaching points and detail

Coach’s personal notes

• Start position in line of ball & GK ready on the front foot to move forward. • Assessment-advance or hold position & defend goal. • Put onus on A & move forward only when ball is out of A’s feet. • Delay, remain big (stay on feet) and force A wide if possible. • Recovery runs of D, recovery saves & recovery lines of retreat. • Constant awareness of position in penalty area relative to ball & goal. • 2 techniques to focus on: diving at feet & smothering. • Dependant factors of selection of diving or smothering techniques, as previously described.

224

Age group: All ages

Goalkeeping

“ GOALKEEPING”

Dealing with crosses I

Practice organization

8 yds GK

10 yds

• Area 20x10yds with goals (8yds) marked by cones, as illustrated. • One GK, 2 Servers. • GK takes-up realistic start position in goal & S1 throws ball to near post area for GK to collect. • S2 throws ball to far post area. • Practice continues, alternating near & far post service. • Service is delivered from both sides. • Progressions for this practice are: - S varies trajectory of throws. - S changes angle of delivery from where ball is served. - GK collects far post service & quickly distributes ball away from direction of service, as to initiate counter-attack. • Introduce central D’s for GK to come and collect through

S1 S2

20 yds

Key coaching points and detail • • • • •

Start position in relation to ball & goal. GK positive stance & body language.

Timing & angle of take off (take off inside leg if possible). Technique of catching at highest/safest point: elbows slightly exed & “see ball into hands”. • If GK chooses to punch ball: height, distance & width required. • of ball. • All technical coaching detail, as described in previous handling practices, applies.

225

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Dealing with crosses II

Practice organization

54 yds

GK S

30 yds

• Quarter pitch incorporating full width & penalty area with appropriate size goals, as illustrated. • 8 players (incl. GK) arranged 2 attackers, 2 defenders, plus 3 Servers (right and left foot mix if possible). • Discs to mark-off far post area, supply of balls by S’s. • Practice starts with: GK takes-up realistic start position in goal & S’s cross balls in rotation to near & far post areas. • S’s provide a variety of in-swinging & out-swinging crosses. • Progressions for this practice are: - Provide crosses as described from opposite side. - Introduce A & D to compete for crosses (passive then increasingly active). - Introduce 2nd A & D to provide greater realism. - GK collects far post service & quickly distributes ball away from direction of service, as to initiate counter-attack.

Key coaching points and detail • Start position in relation to ball & goal. • Main priority is to defend goal. • 2nd. Priority is to defend space between GK & Defenders. • GK positive stance & body language. • Keeping D’s pushed-out & organizing marking positions. • D’s to deal with it. • Early, loud, clear, calm and concise communication with D’s (“Keeper” or “away”). • If GK shouts:“Away”,retreat to defend goal. • Appropriate footwork & recovery lines to defend goal. • If GK collects: timing & angle of take off (take off inside leg if possible).

• Angle & speed of GK approach via quickest & shortest route. • Technique of catching at highest/safest point: elbows slightly exed & ‘see ball into hands’. • If GK needs to punch ball: height, distance & width required. • of ball. • Ensuring roles of D’s: depth, protection (of GK) & covering the goal. • Read adjustment of D’s,holding a good defensive line & communicating (e.g. “Hold penalty spot” or “6yd line”).

226

Practice organization • Half pitch incorporating full width & penalty area, with appropriate size goals as illustrated. • 13 players (incl. GK), arranged 7 attackers, 5 Defenders. • Discs to mark-off far post area. • where it is intercepted by A1. • Ball is then played wide to A2, who receives on turn & delivers cross into penalty area from deep position. • Progressions for this practice are: - Provide crosses as described from opposite side. - A2 receives & drives inside; FB overlaps & receives pass to cross early, on the run. - A2 receives throw from GK, drives inside and plays into the MF who plays in overlapping FB to cross from close to bye-line. - Other A’s & D’s become active & compete for crosses. - D’s work on holding defensive line in penalty area & wide D challenges to prevent cross. - GK collects far post service & quickly distributes ball away from direction of service, to initiate counter-attack.

Key coaching points and detail

Dealing with crosses III

50 yds

Age group: All ages

Goalkeeping

“ GOALKEEPING”

54 yds

Coach’s personal notes

• Start position in relation to ball & goal. • GK distribution & D’s sliding & squeezing A’s in penalty area. • Assessment/decision & communication if coming for cross or if recovering to defend goal. • All technical and tactical coaching detail, as described in previous Dealing with crosses II practice, applies.

227

SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Dealing with crosses IV

Practice organization Full width of pitch

60 yds

• Area 60yds long to include full width of pitch & penalty area with appropriate size goal, as illustrated. • 2 Target areas, for defending team to attack. • Balls placed around pitch, side of goal & with Server beyond half way line. • 17 players (incl. GK), arranged 9 Attackers, 7 Defenders. • Practice starts with: S makes a pass into central A’s. • A’s have numerical advantage to create overload in ank positions. • A1/A4 can only join-in play when possession is on that side of pitch. • A’s objective is to deliver crosses into penalty area. • When ball goes dead: practice resumes from S with players moving to original set. • Progressions for this practice are: - A1 plays into A2 player moving into ank position, to turn & cross into penalty area from deep. - A1 receives rebound pass from A3 to cross from deep position. - A1 overlaps A2 to create crossing opportunity in advanced position. - Work from both sides of pitch. - Continue with throw-in if ball leaves practice area. - A2 drives ball inside whilst A1 overlaps to receive & cross from by-line. - If GK receives ball in open play: play continues with ball rolled to D’s.

3 4 1

Key coaching points and detail • GK organization & communication (D’s showing A inside or outside in ank positions). • Depth of D’s in relation to ball. • D’s squeezing, sliding & marking. • GK decision making-when to come for the cross & when to defend goal. • All technical and tactical coaching detail, as described in previous Dealing with crosses II practice, applies.

228

Practice organization • Area 36yds long to include full width of pitch with goals at each end, as illustrated. • 14 players (incl.2GK’s), arranged 6 Attackers, 6 Defenders. • Discs to mark-off designated areas for players who operate 4v4 in central area, 10 balls in each goal. • Practice starts with: GK1 throws ball to GK2, who rolls ball to central A’s. • D’s pressure ball from a start position in own half. • A’s make 4 consecutive passes before releasing pass to ank player who crosses from deep. • Practice resumes from opposite direction. • Progressions for this practice are: - A’s incorporate 1 pass to GK in passing sequence. - Increase number of passes to six (to incl. GK). - Flank players change areas, so forward pass is received in advanced area. - Flank player takes ball forward to cross. - Flank players are rotated into game. - If GK collects in open play: ball is played to ank player to initiate counter-attack.

Key coaching points and detail

Dealing with crosses in a 7v7

Full width of pitch

GK1

36 yds

Age group: All ages

Goalkeeping

“ GOALKEEPING”

GK2

10 yds

Coach’s personal notes

• GK organization & communication. • Depth and marking positions of D’s. • Role of D’s-protection, cover & readjustment of position. • GK decision making-when to come for the cross & when to defend goal. • All technical and tactical coaching detail, as described in previous Dealing with crosses II practice, applies.

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SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Distribution: Throwing I

Practice organization

• Simple progressions for this practice are: - A2 & A3 combine to attack D to get ball over half way line under-control. - On getting ball over half way: A player strikes long ball to S & quickly gets back into position to restart practice.

Full width of pitch

S 2

Half of pitch

• Half pitch, incorporating penalty area, marked with cones from side of 6yd box to centre circle and appropriate size goal, as illustrated. • 4 players: arranged 3 attackers and GK, plus Server, 12 balls. • S feeds balls at varying heights & strengths, for GK. • GK feeds A1 with ball rolled-out or javelin pass. • GK feeds A2 with use of javelin or side-arm throw. • GK feeds A3 with use of side-arm or over-arm throw. • At this stage of the practice A1 becomes D, marking A3 (from behind), who looks to move-off to receive throw.

Key coaching points and detail • GK needs to master 4 techniques & execute accordingly to situation: 1. Roll: Used over short distances. - Lower body & with arm extended roll ball underarm at a low trajectory. - Ensures ball arrives quickly & accurately & is easier for receiver to control. 2. Javelin:Used over medium distances & very effective at getting to receiver quickly. - Wide base ensures throw arrives with good pace. - Good upper body strength is needed to use this technique effectively. - Ball is thrown from chest with elbow exed & then extended quickly.

3. Side-arm: Often used when throwing into wide areas over longer distances. - Wide stance with ball travelling at a lower trajectory than javelin throws. - Often used to throw to space in front of players. 4. Over-arm: Used to by-pass players i.e. to throw over MF players & into strikers. - Used over longer distances to exploit spaces behind & down side of defenders. - Wider stance is needed to give the base to propel ball over long distances. - Lead with opposite hand & with a bowling technique. - Release ball at the top of follow-through.

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Age group: All ages

Goalkeeping

“ GOALKEEPING”

Distribution: Throwing II

Practice organization Full width of pitch

Half of pitch

• Halfpitch, incorporating penalty area, marked with cones from side of area to half-way line, as illustrated. • 12 balls with Server. • 14 players (incl. GK), arranged 6 Attackers, 7 Defenders. • Practice starts with: S feeds ball into A1 who overhits long diagonal pass into GK. • D’s spread-out looking to stretch opposition & receive throw from GK in space. • GK selects appropriate throw (& timing of throw) to distribute ball into team, whose objective is to get ball over half way, under control. • A’s & D’s can be rotated or teams can trade places as part of practice progression.

Key coaching points and detail • Quick assessment & decision-making on distribution • position to receive. • Selection & execution of appropriate technique & quality when throwing to feet & throwing to space. • GK looks for early distribution to supporting players, to exploit potential counter-attack opportunities. • Timing, weight & accuracy of throw. • Having delivered ball: GK needs to reorganize defensive unit to ensure team are able to defend with compactness & balance. • Tactically: GK needs to understand team strategy & respond according to the state of the game. • GK needs to understand when to deliver to feet & when to deliver to space. • This could be dictated by the strength of player receiving, especially when delivering to strikers who are tightly marked.

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SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Distribution: Passing I

Practice organization

Key coaching points and detail • Angle & distance of GK support position. • Communication & body language to ensure ball is played to appropriate side. • Quality of back passes. • Support players’ movement & bodyshape to receive. • Recognition of when to pass to feet & when to pass to space • Timing, weight & accuracy of pass. • GK needs to master 8 techniques & execute accordingly to situation: 1. Drill: Used over distances 20-40yds where ball is drilled arriving at receiver below shins. 2. Wedge: Used to by-pass players over 30-40yds, where ball needs to be lofted to arrive at receiver without bouncing. 3. Drive: Used to pass ball over longest distances: e.g. passing long diagonals, goal kicks etc. 4. Volley: Thrown from hands & struck in front of body prior to hitting the oor, used to play over long distances but lacks accuracy.

Half of pitch

15 yds

• Halfpitch plus 15yds ,incorporating penalty area, marked with cones from edge of penalty area to edge of centre circle and appropriate size goal, as illustrated. • 12 balls with Server. • 8 players (incl. 1GK) arranged, 3 Defenders v 2 Attackers and 1v1 on half-way. • Practicestarts with: S feeds ball into D1 who plays back pass to GK from central position. • GK uses feet to distribute to supporting teammates, short or long. • GK selects appropriate passing technique to distribute ball, whose objective is to get ball over half way, into Target zone. • A’s & D’s can be rotated or teams can trade places as part of practice progression

Full width of pitch

1 S

Target zone

5. Side volley: Played from outside body line. Flatter trajectory & easier for receiver to control over distances 6. Half volley: Thrown from hands & ball is struck as it hits the ground. Used when passing long; especially when playing into a strong wind. Benet is that trajectory is lower than either the volley or side-volley. An accurate technique & ight is true therefore easier to control by receiver 7. Dribble & drive: Ball is dribbled out of penalty area & GK drives ball. Often used over long distances to exploit opposition if they are poor headers of ball. Used when clearing 8. Fly kick: Ball is played 1st time + long. A back pass or when sweeping up behind defense. • Tactically: GK needs to understand the state of the game & ensure risks are not taken with poor pass selection that put team & players under pressure. • GK needs to be available as an outlet to relieve pressure placed on man with ball, assessing appropriate angles & depth of support for team mates.

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Full width of pitch

Half of pitch

Practice organization • Halfpitch plus 15yds, marked with cones from edge of penalty area to centre circle and appropriate size goal, as illustrated. • 12 balls with Server. • 14 players (incl. GK), arranged 6 Attackers, 7 Defenders plus Server. • Practice starts with: S feeds ball into D1 who plays back pass to GK to relieve pressure from A1. • D’s spread out, to allow D’s to threaten behind A’s. • D’s stretch opposition as far as possible. • GK uses feet to distribute to team mates, short or long. • GK selects passing technique to distribute ball, whose objective is to get ball over half way, into Target zone. • A’s & D’s can be rotated or teams can trade places as part of practice progression. • Simple progressions for this practice are: - S plays into A’s who make a pass behind D’s to play back to GK – creating realistic & greater pressure on ball. - Allow more time for open play to develop, looking for counter-attack as well as clearing opportunities.

Distribution: Passing II

15 yds

Age group: All ages

Goalkeeping

“ GOALKEEPING”

Target zone

Key coaching points and detail • Assessment of risk & quality, timing, weight & accuracy of pass. • Selection of appropriate technique when passing to feet or to space. • All technical and tactical coaching detail, as described in previous Passing I practice, applies.

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SECTION NINE: PRACTICE SYLLABUS

Age group: All ages

Distribution: Passing & throwing in 8v8 game

Practice organization

80 yds

• 80x60yd pitch marked in equal thirds with goals at each end, as illustrated. • Balls placed around practice area & by each goal. • 16 players (incl. 2 GK’s), arranged 8v8, organized 3v2 in Defensive third, 2v2 in mid third. • Off-side applies in attacking third. • Practice starts with: GK in possession who distributes to team mates in defensive third and open play commences. • When ball goes dead: play commences from opposite end with GK distribution. • Simple progressions for this practice are: - GK distributes ball into mid third to initiate attack. - GK distributes ball into attacking third to initiate attack. - Allow more time for open play to develop, looking for counter-attack as well as clearing opportunities.

60 yds

Key coaching points and detail

Coach’s personal notes

• This practice brings together appropriate selection & execution techniques in throwing & passing along with communication with team mates. • Dealing with back-passes & the role of D’s. • Variation & selection of distribution techniques with quality over varying distances, using throwing & passing. • Selecting best counter-attacking options. • All technical and tactical coaching detail, as described in previous passing & throwing practices, apply.

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Key coaching points and detail

Full width of pitch

Half of pitch

Practice organization • Halfpitch plus 15yds, incorporating penalty area with appropriate size goal and two target areas marked by cones, as illustrated. • 12 players (incl. GK), arranged 8 Attackers (organized 2-4-2), 8 Defenders (4-3-1). • Practice starts with:S feeds ball into A1 who makes a pass behind D1. • D1 recovers & plays back pass to GK, who initiates play. • GK selects appropriate passing technique to distribute ball. • D’s attack targets placed 15yds beyond the halfway. • A’s attack goal. • Simple progressions for this practice are: - S plays ball into ank player who switches play to change point from which back pass is made. - A’s change formation to 3 forwards (moving to 2-3-3). - A’s move to 4 forwards (to 2-2-4). - Allow more time for open play to develop, looking for counter-attack as well as clearing opportunities. • A’ s & D’s can trade places as part of practice progression.

Distribution: Dealing with back pass in a 9v8 practice

Target zone

15 yds

Age group: All ages

Goalkeeping

“ GOALKEEPING”

Coach’s personal notes

• Recognition of when to pass to feet & when to pass to space. • Assessment of risk & quality, timing, weight & accuracy of pass. • D’s readjustment of position (awareness of potential counter-attack), once ball has been distributed/ cleared by GK. • All technical and tactical coaching detail,as described in previous passing & throwing practices, apply.

235

SECTION NINE: PRACTICE SYLLABUS

Key coaching points and detail

Full width of pitch 1

Half of pitch

Practice organization • Halfpitch plus 15yds, incorporating penalty area with appropriate size goal and two target areas marked by cones, as illustrated. • Balls in corner with corner taker. • 18 players (incl. GK), 8 Attackers (incl. corner taker), 9 Defenders (zonal marking). • Practice starts with: in-swinging corner served into 6yd box by A1. • GK comes to collect & throws ball to fast breaking players from central & edge of penalty area positions, to initiate counter-attack. • Breaking players have to move quickly with ball, dribbling through targets to score. • Simple progressions for this practice are: - Fast breaking players serve ball up to lone forward who links play, rebounding into MF or turning to continue the attack. - Allow more time for open play to develop if A’s manage to recover, looking for counter-attack as well as clearing opportunities.

Distribution: Counter-attacking from set plays

Target zone

15 yds

Age group: All ages

Coach’s personal notes

• Team organization at corner kickin penalty area. • Roles of individual D’s on posts & those of D’s covering, protecting & readjusting position, are critical. • GK sets tempo of attack (space & pace). • Initial thought: to exploit opposition’ slack of numbers in MF areas, in particular. • Quick evaluation of best option to counter & knowing strengths of team mates available to receive throw. • Timing & angles of runs of breaking players to receive ball. • Pass selection: feet or space & accurate use of appropriate technique. • Quality of distribution & variation in techniques. • Support, compactness, balance of team along with readjustment of positions as D’s move out of penalty area.

236

Full width of pitch

Half of pitch

Practice organization • Halfpitch plus 15yds, incorporating penalty area with appropriate size goal and two target areas marked by cones, as illustrated. • 17 players (incl. GK), 8 Attackers, 8 Defenders, 1 goal. • Balls with coach, who starts practice. • Practice starts with: ball fed-in by coach to A’s behind half way line in safe area, who look to move ball across pitch, seeking to play into forwards, or to turn D’s. • GK moves across pitch, keeping in line with ball & build-up of play. • A’s look to build attack & score. • If D’s win possession:a point is scored by playing ball into either target zone. • Progressions for this practice are: - GK on support & communication when A’s have ball. - GK support behind when D’s gain/retain possession. - D’s initially allow ball played in behind by A’s before defending goal. - Allow time for open play to develop, looking for counter-attack.

Support & communication

Target zone

15 yds

Age group: All ages

Goalkeeping

“ GOALKEEPING”

Key coaching points and detail • GK start position in relation to ball. • Movement into & downline of ball. • Assessment of player in possession & likely ability to make a penetrating pass. • GK needs to identify whether there is pressure on the ball, as this will be a major factor in A’s ability to pass in behind. • Ensure D’s concentration & organization, with early, loud, clear, concise, calm communication, with standard terminology. • GK awareness of strengths (& weaknesses) of D’s to account for marking positions, pace of D versus A & likely movement of A’s. • Awareness of depth & position of D’s. • Awareness of speed & movement of A’s in relation to D’s. • Support, compactness, balance of D’s if possession is gained & counter-attack is initiated. All technical and tactical coaching detail, as described prior

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Technical guide The Framework for Success Kernow Storm Futbol Club Player Development Plan

Investing IN OUR Youth

238

Technical guide Acknowledgement & References Coaching Philosophy

IN OUR Youth Investing AIMS AND PURPOSE

239

SECTION TEN: ACKNOWLEDGEMENT AND FURTHER REFERENCES

ACKNOWLEDGEMENT

Further technical references FIFA www.ﬁfa.com World Governing Body site, providing news, articles, interviews & action from across the globe. UEFA www.uefa.com/training ground/index.html Home site of European football, providing excellent exercises, coaches’ interviews & coaching news from around Europe. FACA www.TheFA.com/GetIntoFootball/FALearning/ FALearningPages/FACoachesAssociation.aspx Site for The FA Coaches’ Association providing regular coaching tips, exercises, articles & news throughout football in England. The FA www.TheFA.com Home site of The FA, providing regular updates & news of events in the English game. The FA Learning section provides up-to-date news on coaching courses & awards across more than 40 subjects. National Soccer Coaches Association of America www.NSCAA.com Provides insight, exercises & work being undertaken with coaches, and education for youth The Coaching Manual www.THECOACHINGMANUAL.com Southampton FC partnership in England that has a learning platform for soccer coaches and players.

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City FC Academy

& 241

Kernow Storm Futbol Club 2693 North Highway 77 Building 1, Suite 202 Waxahachie 75165 Main Training Facility address: Storm FC, 2636 Patrick Road, Waxahachie, Texas, 75165 Telephone: +1 254 220 3284 Email: antonypenna@stormfc.co.uk Visit: stormfutbol.com

Coaching Team and Individual Training Professional Club Camps Investing in youth Tournaments National Elite Leagues Local Academy and Competitive Leagues

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