“E” LICENSE TRAINING ACTIVITIES
DR. TOM TURNER
OHIO NORTH YOUTH SOCCER ASSOCIATION
OCTOBER 2015
INTRODUCTION
PRACTICE PLANS ARE CONSTRUCTED TO ADDRESS THE INDIVIDUAL AND COLLECTIVE NEEDS OF A
TEAM AND ARE REFLECTIVE OF THE AGE AND ABILITY LEVEL OF THE PLAYERS, THE WEEKLY
TRAINING CYCLE, THE STAGE OF THE SEASON, AND THE IMMEDIATE MATCH SCHEDULE.
TRAINING TO RECOVER FROM A GAME DOES NOT TAKE THE SAME FORM AS TRAINING TO
PREPARE FOR AN UPCOMING OPPONENT. SIMILARLY, TRAINING TO DEVELOP TECHNICAL OR
TACTICAL CONCEPTS IN YOUNG PLAYERS, OR TEAM CONCEPTS IN OLDER PLAYERS, OR SOCCER
FITNESS, ALL REQUIRE DIFFERENT PROGRESSIONS WITH MODIFICATIONS TO THE ACTIVITIES, THE
COACHING METHODS, THE ACTIVITY INTENSITIES, AND THE ACTIVITY DURATIONS.
THERE IS NO UNIVERSAL APPROACH TO BUILDING A PRACTICE PLAN.
INTRODUCTION
THE US SOCCER FEDERATION’S PROFESSIONAL COACHING PATHWAY HAS BEEN DEVELOPED TO
TRAIN COACHES TO ADDRESS SPECIFIC SOCCER PROBLEMS, WHICH FOCUS ON IMPROVING OR
REINFORCING POSITIONAL UNDERSTANDING AND TACTICAL RELATIONSHIPS. SOCCER PROBLEMS
CAN ADDRESS INDIVIDUAL PLAYERS, OR GROUPS OF PLAYERS, OR THE TEAM AS A WHOLE.
THE MORE SPECIFICALLY A SOCCER PROBLEM IS DEFINED, THE EASIER IT BECOMES TO PLAN A
REALISTIC TRAINING SESSION; AND, THE MORE CLOSELY TRAINING SESSIONS RESEMBLE REALISTIC
MATCH SITUATIONS, THE MORE LIKELY GOOD PLAYING HABITS WILL BE DEVELOPED AS LEARNING
IMPROVES INDIVIDUAL AND TEAM PERFORMANCE.
INTRODUCTION
ULTIMATELY, EXCELLENT COACHES IMPROVE THEIR TEAMS BY DEVELOPING THE TECHNICAL AND
TACTICAL HABITS OF INDIVIDUAL PLAYERS IN RESPONSE TO THE GAME’S TACTICAL CUES.
EFFECTIVE COACHING, FIRST AND FOREMOST, MUST ADDRESS THE POSITIONAL NEEDS OF
INDIVIDUAL PLAYERS WITHIN THE CONTEXT OF A TEAM STRUCTURE.
THIS PRESENTATION IS DIVIDED INTO TWO PARTS.
PART A PROVIDES “E” LICENSE COACHES WITH PRACTICAL EXAMPLES OF FUNCTIONAL
(POSITIONAL) TRAINING GAMES FOR USE IN THE “TEACHING PHASE” OF THE US SOCCER
LICENSING PATHWAY; WHILE PART B PROVIDES EXAMPLES OF THE ACCOMPANYING TECHNICAL
AND TACTICAL INFORMATION THAT HELPS IMPROVE INDIVIDUAL AND COLLECTIVE SPEED OF PLAY.
EFFECTIVE COACHING MUST LINK THE APPLICATION OF TECHNIQUE TO THE TACTICAL CONTEXT.
INTRODUCTION
PLEASE BE AWARE OF THE FOLLOWING WHEN VIEWING THE FIELD DIAGRAMS.
1.
THE FIELD DIAGRAMS ARE NOT DRAWN TO SCALE; THE ACTUAL SIZE OF THE PLAYING SPACES
MUST BE DETERMINED BY THE COACH. A TABLE SHOWING ESTIMATED FIELD SIZES, RELATIVE
TO PLAYING NUMBERS IS SHOWN ON SLIDE #6.
2.
THE STANDARD FIELD MARKINGS ARE ONLY INCLUDED TO PROVIDE CONTEXT FOR “WHERE”
THE ACTION TAKES PLACE, RELATIVE TO THE THIRDS OF THE FIELD.
3.
THERE ARE NO COUNTER-ATTACK / TRANSITION OPTIONS INCLUDED ON THE DIAGRAMS.
THESE MUST BE DETERMINED BY THE COACH. EXAMPLES OF COUNTER-ATTACK / TRANSITION
OPTIONS ARE SHOWN ON SLIDE #7.
4.
THERE ARE NO PERIODIZATION NUMBERS INCLUDED. THESE MUST BE DETERMINED BY THE
COACH. PERIODIZATION GUIDELINES ARE SHOWN ON SLIDES 30-38.
Game Numbers Field Length Field Width
11v11 (100%) @ 112 yards @ 75 yards
10v10 (91%)
100
65
9v9 (82%)
90
60
8v8 (73%)
80
55
7v7 (64%)
70
50
6v6 (55%)
60
40
5v5 (45%)
50
35
4v4 (36%)
40
25
3v3 (27%)
30
20
2v2 (18%)
20
14
COUNTER-ATTACK / TRANSITION OPTIONS
1
2
3
4
5
6
STANDARD NUMBERING SYSTEM
INDIVIDUAL TACTICAL HABITS AND COLLECTIVE SPEED OF PLAY ARE DEVELOPED THROUGH
FAMILIARITY AND REPETITION. THE STRUCTURAL ORGANIZATION OF THE TEAM IS, THEREFORE, A
KEY ELEMENT OF PRACTICE PLANNING WHEN USING THE SOCCER PROBLEMS MODEL.
MODERN COACHING CONVENTION ASSIGNS A DESIGNATED NUMBER TO EACH PLAYER’S
POSITION ON THE FIELD. THIS IS THE PLAYER’S ROLE.
IT IS THE COACH’S RESPONSIBILITY TO DEFINE HOW EACH PLAYER WILL OPERATE WITHIN THE
TEAM’S SYSTEM OF PLAY. THIS DEFINES THE PLAYER’S FUNCTION. INDIVIDUAL FUNCTIONS OFTEN
CHANGE FROM GAME-TO-GAME AND IN RESPONSE TO CHANGES IN THE MATCH SITUATION.
STANDARD NUMBERING SYSTEM
THE FOLLOWING SLIDES PROVIDE EXAMPLES OF THE STANDARD NUMBERING SYSTEM APPLIED TO
AN 11-A-SIDE SYSTEM (1-4-3-3) AND TO COMMON DEVELOPMENTAL (6V6 / 7V7) AND SMALLSIDED (8V8 / 9V9) FORMATS.
YOUNG PLAYERS SHOULD BECOME FAMILIAR WITH THE STANDARD POSITIONAL NUMBERS.
STAGE 4 OF AN “E’ LICENSE LESSON PLAN SHOULD REFLECT THE TEAM’S SYSTEM OF PLAY; WITH
STAGES 2 AND 3 STRUCTURED TO HELP PLAYERS UNDERSTAND HOW TO APPLY THE PRINCIPLES OF
PLAY TO THEIR ASSIGNED POSITIONS.
#9
Striker
#11
Left
Attacker
#10
Attacking
Midfielder
#7
Right
Attacker
#8
Center
Midfielder
#2
Right
Defender
#6
Defensive
Midfielder
#3
Left
Defender
#5
Left Sided
Center Back
#4
Right Sided
Center Back
#1
Goalkeeper
11v11
1-4-3-3
#9
Striker
#8
Center
Midfielder
#8
Center
Midfielder
#5
Left Sided
Center Back
#4
Right Sided
Center Back
#1
Goalkeeper
6v6
1-2-2-1
#9
Striker
#8
Center
Midfielder
#3
Left
Defender
#8
Center
Midfielder
#4/5
Center
Back
#1
Goalkeeper
7v7
1-3-2-1
#2
Right
Defender
#9
Striker
#9
Striker
#8
Center
Midfielder
#3
Left
Defender
#8
Center
Midfielder
#4/5
Center
Back
#1
Goalkeeper
8v8
1-3-2-2
#2
Right
Defender
#9
Striker
#9
Striker
#8
Center
Midfielder
#8
Center
Midfielder
#6
Defensive
Midfielder
#5
Left Sided
Center Back
#4
Right Sided
Center Back
#1
Goalkeeper
8v8
1-2-3-2
#9
Striker
#11
Left
Attacker
#7
Right
Attacker
#10
Attacking
Midfielder
#8
Center
Midfielder
#8
Center
Midfielder
#6
Defensive
Midfielder
#1
Goalkeeper
8v8
1-1-3-3
#9
Striker
#9
Striker
#8
Center
Midfielder
#8
Center
Midfielder
#6
Defensive
Midfielder
#3
Left
Defender
#4/5
Center
Back
#1
Goalkeeper
#2
Right
Defender
9v9
1-3-3-2
#9
Striker
#11
Left
Attacker
#7
Right
Attacker
#8
Center
Midfielder
#6
Defensive
Midfielder
#3
Left
Defender
#4/5
Center
Back
#1
Goalkeeper
#2
Right
Defender
9v9
1-3-4-1
#9
Striker
#11
Left
Attacker
#7
Right
Attacker
#8
Center
Midfielder
#3
Left
Defender
#6
Defensive
Midfielder
#4/5
Center
Back
#1
Goalkeeper
#2
Right
Defender
9v9
1-3-2-3
#9
Striker
#9
Striker
#8
Center
Midfielder
#3
Left
Defender
#6
Defensive
Midfielder
#5
Left
Center
Back
#4
Right
Center
Back
#1
Goalkeeper
#2
Right
Defender
9v9
1-4-2-2
#9
Striker
#8
Center
Midfielder
#3
Left
Defender
#8
Center
Midfielder
#6
Defensive
Midfielder
#5
Left
Center
Back
#4
Right
Center
Back
#1
Goalkeeper
#2
Right
Defender
9v9
1-4-3-1
#9
Striker
#9
Striker
#8
Center
Midfielder
#11
Left
Attacker
#7
Right
Attacker
#6
Defensive
Midfielder
#5
Left
Center
Back
#4
Right
Center
Back
#1
Goalkeeper
9v9
1-2-4-2
SOCCER PROBLEMS
US SOCCER APPLIES THE SOCCER PROBLEMS APPROACH THROUGHOUT THE PROFESSIONAL
COACHING PATHWAY. THE GENERAL COACHING EXPECTATIONS FOR EACH LICENSE LEVEL ARE
NOTED IN THE TABLE BELOW.
License Level
Coaching Emphasis
“E” License
Focus on One Position and the Related Functional Group
i.e., Improve the receiving and passing of the #6
“D” License
Focus on One Line or a Related Functional Group
i.e., Improve the midfield line during the build up from the defensive half
“C” License
Focus on connecting Two Lines
i.e., Improve the build-up from the defensive half.
“B” License
Focus on Coaching the Team
i.e., Improve the build-up from the defensive half (4-3-3)
“A” License
Focus on coaching one System against another System
i.e., Improve the build-up (4-3-3) against a team (4-4-2) defending high.
SOCCER PROBLEMS
SOCCER PROBLEMS ARE DESCRIBED IN TERMS OF THE
5-W’S
BASED ON MY SYSTEM OF PLAY…
 WHAT NEEDS TO GET BETTER / BE REINFORCED?
 WHO IS INVOLVED IN THE ACTION?
 WHERE ON THE FIELD DOES THE PROBLEM HAPPEN?
 WHEN DOES THE PROBLEM HAPPEN?
 WHY IS THE PROBLEM HAPPENING?
AN EXAMPLE OF AN “E” LEVEL SOCCER PROBLEM…
WHAT NEEDS TO GET BETTER?
THE OUTSIDE BACKS DO NOT MOVE OUT OF THEIR LINE.
WHO IS INVOLVED?
THE #2 AND/OR #3.
RELATED FUNCTIONAL GROUP: #1, #4/5, #8, #8.
WHERE ON THE FIELD DOES THE PROBLEM HAPPEN?
ON THE FLANK(S), FROM THE DEFENSIVE THIRD INTO THE
MIDFIELD THIRD.
WHEN DOES THE PROBLEM HAPPEN?
FOLLOWING PASSES INTO THE MIDFIELD THIRD
WHY IS THE PROBLEM HAPPENING?
NO PRE-CONTROL VISION? POOR 1ST TOUCHES? POOR PASS
QUALITY? POOR TIMING OF SUPPORTING RUNS? POOR
TACTICAL AWARENESS?
7v7 SYSTEM 1-3-2-1
PROGRESSION
THE PROGRESSION FOR COACHING IN THE US SOCCER PROFESSIONAL PATHWAY IS OUTLINED
BELOW. THIS PRESENTATION PROVIDES EXAMPLES OF “E” LEVEL ACTIVITIES APPLICABLE TO THE
TEACHING PHASE, BASED ON THE SPECIFICS OF THE SOCCER PROBLEM.
Stages
Purpose
Warm-up
Physical Preparation and Technical Repetition
Teaching Phase
Small-Number Activity
Introduce the Session
Expanded-Number Activity
Develop the Session
Final Game
Provide for Transfer to the Competitive Format
THE WARM-UP
THE TRAINING SESSION BEGINS WITH A PHYSICAL AND TECHNICAL WARM-UP DESIGNED
TO PREPARE THE PLAYERS FOR THE MAIN TEACHING PHASE OF THE SESSION.
THE WARM-UP SHOULD BE STRUCTURED TO MAXIMIZE TECHNICAL REPETITION AND
SHOULD BUILD IN INTENSITY. PRESSURE FROM OPPONENTS MAY BE ADDED TOWARDS
THE END OF THE WARM-UP.
THE TECHNIQUES SELECTED FOR THE WARM-UP SHOULD REFLECT THE KEY ELEMENTS
UNDERLYING THE SOCCER PROBLEM, SUCH AS SHORT PASSING, OR INDIVIDUAL
DEFENDING, OR DRIBBLING FOR POSSESSION.
THE TEACHING PHASE
DEVELOPING THE SOCCER PROBLEM
THE TEACHING PHASE BUILDS FROM A SIMPLE, CLEAR EXAMPLE OF THE BASIC SOCCER
PROBLEM (SMALL-NUMBERED ACTIVITY) TOWARDS A MORE COMPLEX ORGANIZATION
THAT PROVIDES FOR FUNCTIONAL (POSITIONAL) REPETITION WITHIN THE CONTEXT OF
LIVE TRAINING GAMES (EXPANDED-NUMBER ACTIVITY).
THIS PROGRESSION IS ACCOMPLISHED BY ADDING TEAMMATES AND OPPONENTS TO THE
INITIAL ORGANIZATION ONCE IMPROVED UNDERSTANDING AND APPLICATION
(LEARNING) HAS BEEN OBSERVED.
TEACHING PHASE
DEVELOPING THE SOCCER PROBLEM
THE EXPANDED-NUMBER ACTIVITY MUST BE POSITIONAL, MUST BE DIRECTIONAL, MUST
INCLUDE AT LEAST ONE FULL-SIZE GOAL WITH A GOALKEEPER, AND MUST INCLUDE
NATURAL TRANSITIONS BETWEEN ATTACK AND DEFENSE FOR BOTH TEAMS. THE OFFSIDE
LAW SHOULD ALSO BE INCLUDED AT THIS STAGE, IF IT WAS NOT APPLIED IN THE SMALLNUMBERED ACTIVITY.
THE APPLICATION OF TECHNIQUE MUST REMAIN PART OF THE COACHING INFORMATION
THROUGHOUT THE SESSION.
THE FINAL GAME
THE FINAL STEP OF THE PRACTICE PLAN IS A LARGE-SIDED GAME OF UP TO 9V9. THIS
STAGE IS IMPORTANT FOR PROVIDING DIRECT TRANSFER BETWEEN THE TRAINING
SESSION AND THE COMPETITIVE MATCH.
THE TEAM’S PLAYING SYSTEM (i.e., 1-2-3-1, 1-4-2-2) SHOULD PROVIDE THE BASIS FOR THE
ORGANIZATION OF THE PLAYERS THROUGHOUT THE TEACHING PHASE.
COACHING PERFORMANCE IN THE FINAL GAME IS NOT ASSESSED AT THE “E” LICENSE;
HOWEVER, THIS IS AN IMPORTANT SKILL SET FOR COACHES TO DEVELOP IN THEIR HOME
ENVIRONMENT AS THEY ADVANCE THROUGH THE US SOCCER PROFESSIONAL PATHWAY.
PERIODIZATION
MANAGING EXERTION AND RECOVERY
PERIODIZATION
THE CONCEPT OF PERIODIZATION WAS DEVELOPED BEHIND THE IRON CURTAIN DURING
THE 1950’S AND 60’S TO TRAIN OLYMPIC ATHLETES TO PEAK FOR MAJOR COMPETITIONS.
THE GOAL OF PERIODIZATION WAS, AND IS, TO MAXIMIZE FITNESS BY MANAGING
WORK, REST AND RECOVERY.
TODAY, EXERCISE SCIENCE PROVIDES PROFESSIONAL COACHES IN ALL SPORTS WITH
SPECIFIC GUIDELINES FOR MANAGING THE STRESS OF DAILY, WEEKLY, SEASONAL AND
ANNUAL TRAINING PROGRAMS.
THE KEY MESSAGE IS SIMPLE: LESS IS MORE!
PERIODIZATION
CLEARLY, PLAYING SMALL-SIDED GAMES (1V1 – 3V3) IS MORE PHYSICALLY DEMANDING
THAN PLAYING MID-SIZE GAMES (4V4 – 7V7); WHICH, IN TURN, ARE MORE PHYSICALLY
DEMANDING THAN PLAYING LARGE-SIDED GAMES (8V8 – 11V11).
EACH GAME FORM BETWEEN 1V1 AND 11V11 RELIES ON A DIFFERENT BLEND OF ENERGY
SYSTEMS AND DEVELOPS DIFFERENT COMPONENTS OF SOCCER FITNESS.
THE US SOCCER COACHING PATHWAY NOW REQUIRES COACHES TO DEVELOP A
PRACTICAL UNDERSTANDING OF HOW PLAYING NUMBERS IMPACT PHYSICAL STRESS;
HOW PHYSICAL STRESS (LOAD) HELPS DETERMINE WORK INTERVALS DURING AN
ACTIVITY; AND HOW LOAD IMPACTS THE REST INTERVAL BETWEEN REPETITIONS.
PERIODIZATION
THE HUMAN BODY USES THREE PATHWAYS TO PRODUCE ENERGY TO MOVE SKELETAL
MUSCLES AND EACH SYSTEM IS IMPORTANT FOR OPTIMIZING SOCCER FITNESS.
SKELETAL MUSCLES HAVE A READY SUPPLY OF STORED ENERGY (ATP) AVAILABLE FOR
SHORT BURSTS (<10S) OF HIGH INTENSITY ACTIVITY, SUCH AS SPRINTING OR JUMPING
OR DRIBBLING. THE BODY WILL NATURALLY REPLACE THE DEPLETED ATP, BUT NEEDS REST.
THE LONGER THE “BURST,” THE LONGER THE RECOVERY.
SMALL-SIDED ACTIVITIES AND GAMES (1V1 – 3V3) ARE THE MOST PHYSICALLY
DEMANDING SOCCER TRAINING ACTIVITIES, WITH A WORK TO REST RATIO OF UP TO 1:6.
PERIODIZATION
PLAYING MID-SIZED GAMES (4V4 – 7V7) PROVIDE PLAYERS WITH OPPORTUNITIES TO
REPEATEDLY EXPERIENCE SITUATIONAL TECHNICAL AND TACTICAL ACTIONS, WHILE
PROVIDING FOR MORE NATURAL RECOVERY INTERVALS WITHIN THE GAMES. MORE
PLAYERS MEANS A SHARING OF THE PHYSICAL LOAD.
THE PRIMARY ENERGY PATHWAY DURING MID-SIZED GAMES IS THE GLYCOGEN SYSTEM,
WHICH USES OXYGEN TO RECYCLE THE LACTIC ACID ACCUMULATED FROM EXERTION.
HEAVY BREATHING IS A CLEAR SIGNAL THAT PLAYERS ARE IN PHYSICAL DISTRESS AND
COACHES SHOULD USE THIS FEEDBACK AS AN INDICATION THAT THE GAME DURATION IS
TOO LONG. THE WORK TO REST RATIO FOR MID-SIZED GAMES IS GENERALLY 1:3.
PERIODIZATION
THE THIRD PATHWAY IS THE AEROBIC SYSTEM, WHICH PROVIDES PLAYERS WITH THE
ENERGY TO MAINTAIN BASIC RUNNING MOVEMENTS THROUGHOUT A GAME.
WHILE THE AEROBIC SYSTEM IS THE DOMINANT ENERGY SOURCE IN SOCCER, THE BODY
RELIES ON THE CONTRIBUTIONS OF ALL THREE ENERGY SYSTEMS TO MEET THE PHYSICAL
DEMANDS OF A SPORT WHICH CHANGES UNPREDICTABLY BETWEEN SLOWER (AEROBIC),
MEDIUM (GLYCOGEN) AND HIGHER (ATP) INTENSITIES.
ULTIMATELY, SOCCER FITNESS IS DEFINED BY A PLAYER’S ABILITY TO RECOVER FROM AN
ACTION IN TIME TO MEET THE GAME’S NEXT TACTICAL CHALLENGE.
PERIODIZATION
THE TABLE BELOW SUMMARIZES THE ANTICIPATED PHYSICAL INTENSITY AND PRIMARY ENERGY
SYSTEMS OF THE RESPECTIVE TRAINING SESSION COMPONENTS.
Practice Element
Anticipated Intensity
Primary Energy System
Warm-up
Low to Medium
Aerobic
Small-sided Activity
Expanded-sided Activity
Final Game
Medium to High
Medium to High
Medium
ATP / Glycogen
Glycogen / Aerobic
Aerobic
PERIODIZATION
Playing Numbers
Average Intensity
Average Game Duration
Recovery Range
1v1
High
Up to 30sec
30sec – 60sec
2v2
High
30sec – 1min
30sec – 90sec
3v3
High
1min – 90sec
1min – 2min
4v4
High to Medium
2min – 3min
1min – 2min
5v5
High to Medium
3min – 4min
2min – 3min
6v6
High to Medium
4min – 5min
2min – 3min
7v7
High to Medium
5min – 6min
2min – 3min
8v8
Medium
6min – 7min
1min – 2min
9v9
Medium
7min – 8min
1min – 2min
10v10
Medium
8min – 9min
1min – 2min
11v11
Medium
9min – 10min
1min – 2min
THIS TABLE SUMMARIZES THE GENERAL GUIDELINES FOR MANAGING SOCCER PERIODIZATION.
PERIODIZATION
WHEN PLANNING TRAINING SESSIONS, COACHES SHOULD ANSWER THE FOLLOWING QUESTIONS
TO HELP PLAN THEIR PERIODIZATION:
1.
WHICH PLAYERS (ATTACKERS OR DEFENDERS) WILL BE THE MOST STRESSED IN MY ACTIVITIES?
(I.E., IN A 5V3 GAME, THE THREE DEFENDERS WILL WORK HARDER THAN THE FIVE ATTACKERS)
2.
FOR THE MOST STRESSED PLAYERS, IS THE ACTIVITY WARM-UP, SMALL-SIDED, EXPANDEDSIDED, OR LARGE-SIDED?
3.
REFERRING TO THE PERIODIZATION GUIDE, HOW LONG SHOULD EACH ROUND BE PLAYED?
4.
WHAT IS THE CORRESPONDING REST PERIOD?
5.
HOW DO I MANAGE REST PERIODS OR PLAYER ROTATIONS TO ACHIEVE MY PERIODIZATION
TARGETS?
6.
HOW MANY ROUNDS OF ACTIVITY DO I WANT TO PLAN?
PART A
FUNCTIONAL GAMES
GENERAL SOCCER GAMES
VS
FUNCTIONAL TRAINING
What’s the Soccer Problem?
While 2v2 to two goals is an excellent soccer
activity, there is no direct functional
(positional) transfer to the organization of the
team because the players change roles after
each change of possession.
To explain further, in this example, the Red
player would likely be a striker (#9), while the
White player would likely be a central defender
(#4/#5). Whenever the ball turns over, the
roles would reverse, which doesn’t happen in a
functionally organized game.
The Soccer Problem can’t be clearly defined
because the “WHO” is never established.
9
What’s the Soccer Problem?
Simply adjusting the activity, as shown, creates
a more recognizable positional context.
8
8
4
In this activity, the Red midfield player (#8)
must receive the ball from a defender (#4/5)
and pass to a more advanced player - from the
same line (#8) or the next line (#9/10).
The soccer problem would relate to the #8’s
ability to play with their back to goal; their
ability to create and use space; their ability to
connect with a more advanced player when
under pressure; and their ability to receive,
dribble and pass the ball while building the
game through the midfield third.
4
What’s the Soccer Problem?
The activity can be further adjusted as shown to
create a more free-flowing, transitional game
between two teams.
8
8
4
In this activity, the Red midfield player (#8)
receives the ball from his own defender (#4/5)
and scores by passing the ball to the White
defender (#4/5) who, in turn, restarts the game
by passing to his own midfielder (#8) who
scores by passing to the Red #4/5.
SMALL-NUMBER
ACTIVITIES
1V1
Example 1
1
4
9
In this example, there is a clear functional
relationship to the game. The Red striker
(#9) receives the ball from the midfield line
(#6/8) in the final third and plays against a
White defender (#4/5) and a goalkeeper (#1).
The Soccer Problem will relate to either
individual attacking or individual defending
or goalkeeping.
8
When the White team wins possession, they
must have the ability to transition to attack.
This is achieved by selecting one of the
options shown on slide #7.
Example 1
1
4
9
8
If the objective is to train the #9, the coaching
points can relate to the visual communication
with the passer; the ability to recognize and
create space; the technical aspects of
receiving the ball with back to goal; the
timing of runs into a channel; the use of the
body to shield the ball; the technical aspects
of turning; the technical/tactical aspects of
beating a defender; and the technical/tactical
aspects of finishing.
Example 1
1
4
9
8
If the objective is to train the #4/5, the
coaching points can relate to starting
positions; balance and body control; the
ability to close an attacker with back to goal;
the ability to win the ball; the ability to
channel an opponent; the relationship with
the goalkeeper; and transitioning to attack.
Example 1
1
4
9
8
If the objective is to train the goalkeeper (#1),
the coaching points can relate to starting
positions; balance and body control;
communication; angle play; footwork;
dealing with offside space; the technical
aspects of shot stopping; the technical
aspects of collapsing and diving; and the
technical aspects of transitioning to attack.
Example 1
1
The field size must be determined and slide #6
offers approximate starting dimensions, based
on the playing numbers.
4
9
Since the activity is taking place in the final
third with a goal and a goalkeeper, the action
will take place outside of the penalty area.
8
Realistically, a #9 will only receive short passes
when operating around the top of the penalty
area (offside is a factor), so the distance to the
passer will be approximately 10-20 yards,
depending on the age of the players.
To provide opportunities for channel attacking /
defending offside space, the corresponding
width would be around 20 yards.
Example 1
1
4
Finally, the periodization (physical exertion and
related recover intervals) must be assessed.
9
This is a very short, but demanding activity, so
the periodization will call for 5-8 seconds of
active play and 30-45 seconds of recovery.
8
To “manage” this ratio, additional pairs of
players can be organized as shown.
Example 2
1
In this example, the players are restricted to
their own halves and the ball must be passed
over the half-way line by either the defender
or the goalkeeper.
4
9
9
5
1
The coaching points for each player remain
the same as example #1, but the emphasis
focuses on the communication and timing for
the forward pass and the technical aspects of
how the pass is delivered and received.
The field should provide enough width for
lateral movement, but must also be realistic
to the physical demands of playing 1v1.
SMALL-NUMBER
ACTIVITIES
EXPLOITING 2V1
Example 3
In this example, the objective is to help the Red
defenders (#3/5 and #2/4) understand how to
create space away from the goalkeeper (#1) to
build the ball into the midfield third.
8
8
The Red goalkeeper (#1) participates as a
supporting player (technically, creating 3v1), but
cannot advance the ball out of the defensive
third. Each round ends when the ball is passed to
the midfield players (#8).
9
If the White attacker (#9) comes into possession,
she attacks the goal.
3
2
1
Example 4
In this example, the objective is to help the Red
midfielders (#8 and #8) understand how to
create space and combine to help build the
game through the midfield third.
9
8
8
8
4
The Red defender (#4/5) supports the
midfielders (technically, creating 3v1), but
cannot advance the ball through the midfield
third or defend in transition. Each round ends
when the ball is passed to the Red forward (#9).
To encourage movement and combination play,
the number of touches may be restricted, based
on the age and experience of the players.
If the White midfielder (#8) comes into
possession, she scores by dribbling the ball
across the line and into the attacking third.
Example 5
1
In this example, the objective is to help the Red
attackers (#9 or #10) understand how to create
space and combine to attack the goal.
4
10
9
8
The Red midfielder (#8) supports the forwards
(technically, creating 3v1), but cannot shoot or
defend in transition. Each round ends when the
ball goes out of bounds or one team scores. To
encourage movement and speed of play, a time
limit (~6 secs) may be given for each attack,
based on the age and experience of the players.
A transition objective must be added for the
White team (#1 and #4/5).
SMALL-NUMBER
ACTIVITIES
CREATING 2V1
Example 6
1
In this example, the ball is passed between the
Red midfielders (#8’s) until their #9 creates
space for a pass. When the ball is played
forward, one of the Red midfielders joins the
attack to create a 2v1 to goal. Depending on the
nature of the soccer problem, the striker (#9)
may or may not be required to include the
supporting midfielder (#8) in the attack.
4
9
8
8
The offside law should be applied after the initial
pass into the striker.
Example 7
1
In this example, the ball always begins with
the Red goalkeeper (#1), who can build out of
the back with the #2/4 and #3/5; or play
directly to the #9. The ball must be passed
over the half-way line and one of the Red
defenders can join the striker to create a 2v1
in the attacking half.
4
9
In transition, the White team scores by
passing the ball to either goalkeeper, while
the Red team (4v3) can look to recover
possession while the ball remains in play.
9
3
2
1
Example 8
1
In this example, the ball always begins with the Red
defender (#4/5) who supports behind her
midfielders (#8, #8), who are playing 2v2.
4
9
8
8
8
When the ball reaches the striker (#9), one of the
midfielders joins the attack in the final third to
create 2v1. The ball can be played directly to the Red
forward (#9) by the Red defender (#4/5).
8
Offside should be applied at the top of the penalty
area; or only after the striker receives the first pass.
4
In transition, the Red team can look to recover
possession while the ball is in play.
Example 8
1
4
The soccer problem in Example 8 relates to
the midfielders’ ability to build through the
central area and support their striker.
9
8
8
8
8
4
The activity can be manipulated by allowing a
White midfielder to defend in the final third;
or by limiting touches in the midfield area
where the Red team has a 3v2 advantage.
Example 9
In this example, the game starts with the Red
goalkeeper (#1) and the soccer problem relates to
building-up through the midfield third.
9
The ball must be passed to the #8 and either of
the defenders (#2/4 or #3/5) can support into
midfield. The build-up ends when the ball is
passed to the unmarked #9.
8
The White team scores by passing the ball to the
Red goalkeeper.
8
9
3
2
1
SMALL-NUMBER
ACTIVITIES
2V2
Example 10
1
4
5
9
In this example, each round begins with the Red
midfielder (#8), who must pass the ball to one of
the two attacking players (#9 or #10) who play
against two White defenders (#4 & #5).
10
The game can be used to train the Red strikers or
the White defenders and their goalkeeper (#1).
8
In transition, the White team can pass to
teammates resting at the half way line, or to the
Red #8; while the Red attackers can look to
recover possession while the ball remains in play.
Example 11
1
4
5
In this example, two attacking players ( #9 &
#10) play against two defenders (#4 & #5)
and a goalkeeper (#1). The players are
restricted to their own halves and the ball
must be passed over the half-way line by
either of the defenders or the goalkeeper.
9
10
The ball can be passed backwards at any time
and the offside law is only applied after the
ball is passed forward over the half-way line.
10
9
5
4
1
The field should provide enough width for
lateral movement, but must also be realistic
to the physical demands of playing 2v2.
Example 12
1
4
In this example, all three field players (#4, #5,
#9) cannot be in the same half at the same
time and, depending on the definition of the
soccer problem, dribbling the ball over the
half-way line may be restricted.
5
9
The offside law may be applied after the first
pass forward; or when the ball is dribbled into
the attacking half.
5
3
2
1
The players are not required to return to their
own half of the field (as shown) after each
change of possession.
SMALL-NUMBER
ACTIVITIES
EXPLOITING 3V2
Example 13
1
4
5
9
8
10
6
In this example, each round begins with the Red
midfielder (#6), who must pass the ball to one of
the three attacking players (#8, #9 or #10) who
play against two White defenders (#4 & #5).
Offside can be applied at the top of the penalty
area; or after the first pass forward.
The Red team may be restricted to a limited
number of touches per possession; or to a time
limit for each attack.
In transition, the White team can pass to
teammates resting at the half way line, or to the
Red #6; while the Red attackers can look to
recover possession while the ball remains in play.
Example 14
1
In this example, three attacking players (#8,
#9, #10) play against two defenders (#4 & #5)
and a goalkeeper (#1) in each half. The players
are restricted to their own halves and the ball
must be passed over the half-way line by either
of the defenders or the goalkeeper.
9
5
4
10
10
8
The offside law applied at the top of the
penalty area; or after the first pass into the
attacking players.
8
10
9
5
4
1
The field should provide enough width for
lateral movement, but must also be realistic to
the physical demands of playing 3v2.
Example 15
1
4
9
10
In this example, each team has a goalkeeper
(#1), two defenders (#4, #5) and two attackers
(#9, #10) who are restricted to their own halves.
5
The neutral player in each half (N) functions as
a #8 (to create 3v2) when the ball is played
forward to the #9 or #10; and also as a #6 (to
create 4v2) when the defending team is
building out of the back.
N
N
10
In transition, teams can look to recover
possession while in their own half.
9
5
4
Example 16
1
5
7
4
9
11
The field should be kept relatively short and
the players should stay in their own halves.
9
11
7
4
5
1
In this example, each team has a goalkeeper
(#1), two defenders (#4, #5), two wide
players (#7, #11) and a forward (#9).
The wide attackers do not defend each other
and the ball can be circulated backwards
through the defenders and goalkeeper.
The outside defenders should defend the
wide players, who are not restricted to
staying in their channels.
SMALL-NUMBER
ACTIVITIES
CREATING 3V2
Example 17
1
4
5
10
In this example, the ball is passed between the Red
midfielders (#8’s) until one of the attackers (#9 /
#10) creates space to receive a pass. When the ball is
played forward, one of the midfielders joins the
attack to create 3v2 to goal.
9
The offside law should be applied at the top of the
penalty area; or after the initial pass into the strikers.
8
8
The Red team may be restricted to a limited number
of touches per possession; or to a limited time for
each attack.
In transition, the White team can pass to teammates
resting at the half way line, or to the Red #8; while
the Red attackers can look to recover possession
while the ball remains in play.
Example 18
1
In this example, each round starts with the Red
goalkeeper (#1), who plays with two defenders
(#2/4 or #3/5) and a midfielder (#6) to build the
ball into the attacking half.
5
4
9
When the ball is played forward to the forwards,
(#9, #10), one player joins the attack to create
3v2 to goal.
10
Depending on the nature of the soccer problem,
the ball can be passed or dribbled across the
half- way line.
6
10
9
2
3
1
In transition, the White team scores by passing
the ball to either goalkeeper, while the Red team
attempts to regain possession while the ball
remains in play. There are no end-line or
sideline restarts.
Example 19
In this example, the game starts with the Red
goalkeeper (#1) who plays with two defenders
(#2/4 and #3/5), two midfielders (#8, #8), and a
striker (#9). The White team has two
midfielders (#8, #8) and a forward (#9). The
players start each round in the own thirds.
9
8
8
8
The ball must be passed into the midfield area
where either of the Red defenders (#2/4 and
#3/5) can support the pass. The build-up ends
when the ball is passed to the unmarked
forward (#9).
8
9
3
2
1
The White team scores by passing the ball to the
Red goalkeeper.
EXPANDED-NUMBER
ACTIVITIES
Example 20
1
4
In this example, the game starts with the Red
goalkeeper (#1), who plays with two defenders (#2/4
and #3/5), a midfielder (#8), and a forward (#9). The
White team has one defender (#4), one midfielder
(#8), and one forward (#9).
9
8
8
The ball must be passed into each third and one
player can support forward to create 2v1.
The offside law can be applied at the top of the
penalty area; or after the ball enters the final third.
There are no sideline or end-line restarts.
9
2
3
1
In transition, the White team scores by passing the
ball to either goalkeeper, while the Red team looks to
recover possession while the ball remains in play.
Example 21
1
4
In this example, each team has a goalkeeper (#1),
two defenders (#2/4, #3/5), two midfielders (#8,
#8) and a forward (#9).
5
9
8
Depending on the soccer problem, the ball can be
dribbled or passed into the next third.
10
8
8
9
3
2
1
When attacking, one of the defenders should move
forward to create 3v2 in midfield; while the number
of players entering the attacking third can range
from one attacker (creating 2v2), to one attacker
and one defender (creating 2v3), to two attackers
(creating 3v2).
The offside law can be applied at the top of the
penalty area; or after the ball enters the final third.
There are no sideline or end-line restarts.
Example 22
1
2
4
3
9
In this example, each team has a
goalkeeper (#1), three defenders (#2, #3,
#4/5), two wide players (#7, #11) and two
forwards (#9, #10).
10
7
11
9
10
11
7
3
4
2
The players are restricted to their own
halves. The wide attackers do not defend
each other and are not restricted to their
channels. The defenders should defend
the wide players and the ball can be
circulated backwards through defenders
and goalkeeper.
The offside law is applied at the top of the
penalty area and there are no sideline or
end-line restarts.
1
Example 23
1
4
3
2
9
11
7
10
The wide attackers do not defend each other
and are not restricted to their channels. The
wide defenders should defend in the channel
8
8
10
9
11
7
2
4
3
1
In this example, each team has a goalkeeper
(#1), three defenders (#2, #3, #4/5), one
midfielder (#8), two wide players (#7, #11)
and two forwards (#9, #10).
The offside law is applied at the top of the
penalty area.
There are no sideline or end-line restarts.
Example 24
1
4
9
In this example, four Red attacking players
(#7, #9, #10, #11) play against three White
defenders (#4, #5, #6), and are supported by
two Red defenders (#4 and #5).
5
6
11
7
10
The offside law is applied normally.
There are no sideline or endline restarts.
5
4
Example 25
1
In this example, each team has a goalkeeper (#1),
two defenders (#2/4, #3/5), two midfielders (#6,
#8), and one forward (#9).
9
4
5
The offside law is applied at the half-way line or
inside the final 20-25 yards, as shown.
8
6
Sideline and endline restarts are taken as normal.
8
6
9
5
4
1
PART B
COACHING INFORMATION
COACHING INFORMATION
THERE ARE TWO BASIC ELEMENTS TO CONDUCTING A SUCCESSFUL TRAINING SESSION
1) MANAGING THE PHYSICAL ORGANIZATION OF THE ACTIVITIES
2) MANAGING THE EXCHANGE OF INFORMATION BETWEEN THE COACH AND THE PLAYERS
THIS PRESENTATION HAS PROVIDED EXAMPLES OF THE PHYSICAL ORGANIZATIONS NECESSARY TO
MEET THE EXPECTATIONS OF THE “E” LICENSE. THE REMAINING SLIDES PROVIDE EXAMPLES OF THE
ACCOMPANYING TECHNICAL AND TACTICAL INFORMATION.
TECHNIQUE
TECHNIQUE
COACHING TECHNIQUE IS NOT A BLACK AND WHITE PROCESS.
PLAYERS HAVE TO SOLVE EACH TACTICAL SITUATION BY APPLYING TECHNIQUE IN SKILLFUL WAYS.
FOR EXAMPLE, PLAYERS MUST DEAL WITH THE BALL ARRIVING AT DIFFERENT SPEEDS, FROM
DIFFERENT DIRECTIONS, WITH DIFFERENT SPINS, AT DIFFERENT HEIGHTS, AND WITH MORE OR LESS
TIME AVAILABLE (INFLUENCE OF OPPONENTS, TEAMMATES AND FIELD SPACE) TO MAKE TACTICAL
DECISIONS AND EXECUTE A CONNECTED SEQUENCE OF MECHANICAL ACTIONS.
TECHNIQUE DOES NOT HAPPEN IN A VACCUUM
THERE IS NO “CORRECT” TECHNIQUE FOR ANY TACTICAL SITUATION
THERE ARE MECHANICALLY “PERFECT” SOLUTIONS FOR EVERY TECHNIQUE
PLAYERS MUST DEVELOP RELIABLE MOTOR PATTERNS FOR EVERY TECHNIQUE
IMPROVISATION IS INHERENT TO SKILLFUL PLAY
TECHNIQUE
COACHES MUST ASSESS “SKILLFUL” PLAY WITHIN THE CONTEXT OF SITUATIONAL DECISIONMAKING. FOR EXAMPLE, BASED ON THE PRINCIPLES OF PLAY, THE PLAYER WHO CONSISTENTLY
COMPLETES “GOOD” PASSES - REGARDLESS OF THE PASSING SURFACE, SHOULD BE CONSIDERED
MORE SKILLFUL THAN THE PLAYER WHO EXECUTES MECHANICALLY “PERFECT” PASSES, BUT WHO
CONSISTENTLY FAILS TO ACHIEVE THE TACTICAL OBJECTIVE.
IT IS THE QUALITY OF SKILLFUL PLAY THAT GENERALLY SEPARATES PLAYERS INTO ABILITY GROUPS.
THOSE WHO ARE MOST COMFORTABLE IN POSSESSION; THOSE WHO CAN INDIVIDUALLY AND
COLLECTIVELY CREATE SOLUTIONS TO SMALL-GROUP TACTICAL PROBLEMS; THOSE WHO CAN
IMPOSE THEIR UNIQUE PERSONALITY ON A GAME; AND THOSE WHO CAN MEET THE ATHLETIC
CHALLENGES OF THE HIGHER LEVELS ARE MOST LIKELY TO BECOME THE TOP PERFORMERS.
TECHNIQUE
THE FIRST PART OF THIS PRESENTATION DEALT WITH POSITIONAL ORGANIZATIONS.
WHILE POSITIONAL INSTRUCTION MAY PROVIDE TEAMS WITH ORGANIZATION AND STRUCTURE AND PLAYERS WITH IMPROVED TACTICAL AWARENESS, INDIVIDUAL SPEED OF PLAY WILL NEVER
SHOW SIGNIFICANT IMPROVEMENT WITHOUT A CORRESPONDING IMPROVEMENT IN THE QUALITY
AND RANGE OF TECHNIQUES.
THE KEY FACTORS IN SKILL LEARNING ARE REPETITION AND ACCURATE AND TIMELY FEEDBACK.
FOR COACHES IN THE US SOCCER PROFEESSIONAL TRACK, A BASIC EXPECTATION IS THAT
IMPROVED TECHNICAL INSTRUCTION WILL PERMEATE THE YOUTH SOCCER ENVIRONMENT.
TECHNICAL ANALYSIS
COACHES MUST UNDERSTAND HOW TO IDENTIFY THE MECHANICAL COMPONENTS OF TECHNIQUE.
THE FOLLOWING SLIDE PROVIDES A CHECKLIST FOR THE TECHNICAL ANALYSIS OF ONE SKILL:
DRIVING THE BALL WITH THE INSTEP (LACES).
THE ACTION IS SEPARATED INTO THREE DISCRETE PHASES: 1) WHAT HAPPENS BEFORE CONTACT; 2)
WHAT HAPPENS AT CONTACT; AND 3) WHAT HAPPENS AFTER CONTACT.
THERE ARE MANY SITUATIONAL ADAPTATIONS OF THIS SKILL AND COACHES MUST STUDY THE
MECHNICAL ELEMENTS OF EACH VARIATION IN ORDER TO IDENTIFY CRITICAL BREAKDOWNS AND
PROVIDE TIMELY, SPECIFIC, ACCURATE AND ONGOING FEEDBACK.
TEACHING IS NOT LEARNING
LEARNING IS ONLY DEMONSTRATED BY PERFORMANCE
DURING THE APPROACH TO THE BALL, CHECK THAT THE PLAYERS ARE…
1. APPROACHING THE BALL FROM AN ANGLE THAT ALLOWS THE KICKING LEG TO
ENTEND THEIR KNEE AND ANKLE.
2. TAKING AN EXTENDED STEP.
3. PLACING THEIR SUPPORTING LEG BESIDE THE BALL AND AT A DISTANCE THAT ALLOWS THE LACES TO
DRIVE THROUGH THE BALL.
4. POINTING THEIR HIPS OUTSIDE OF THE TARGET.
5. RAISING THE ARM ON THE NON-KICKING SIDE.
DURING CONTACT WITH THE BALL, CHECK THAT THE PLAYERS ARE…
1. KEEPING THEIR HEAD AND SHOULDERS STEADY AND THEIR EYES ON THE BALL.
2. SQUARING THEIR HIPS TO THE TARGET.
3. STRIKING THROUGH THE CENTER OF THE BALL WITH THEIR LACES.
4. EXTENDING THE TOES AND LOCKING THE ANKLE OF THEIR KICKING LEG.
5. SWINGING FROM THE HIP, BUT EXTENDING THEIR KNEE TO GENERATE POWER.
6. ROTATING THE ARM OF THE NON-KICKING SIDE ACROSS THEIR BODY.
7. MOVING THEIR BODY WEIGHT FORWARD AND THROUGH THE BALL.
DURING THE FOLLOW-THROUGH, CHECK THAT THE PLAYERS ARE…
1. ALLOWING THEIR BODY WEIGHT TO CONTINUE MOVING FORWARD AND TOWARDS THE TARGET.
2. STEPPING ONTO THEIR KICKING FOOT TO MINIMIZE LEG LIFT.
TECHNIQUE
THE FOLLOWING SLIDES HIGHLIGHT MANY OF THE “ROUTINE” TECHNICAL ISSUES ASSOCIATED
WITH IMPROVING INDIVIDUAL PLAYER DEVELOPMENT.
PRE-CONTROL VISION
INEXPERIENCED PLAYERS RARELY LOOK AROUND THEM BEFORE COMING INTO POSSESSION; AS A
CONSEQUENCE, THEY ARE UNAWARE OF THE OPEN SPACES AVAILABLE TO CONTROL THE BALL.
PLAYERS WHO ARE AWARE OF SPACE, TEAMMATES AND OPPONENTS PRIOR TO COMING INTO
POSSESSION IMPROVE THEIR DECISION-MAKING AND SPEED OF PLAY. THE FIRST TOUCH DOES NOT
HAPPEN IN A TACTICAL VACCUUM.
PRIOR TO COMING INTO POSSESSION, ENCOURAGE THE PLAYERS TO…
1. TURN THEIR BACKS TOWARDS A SIDELINE, WHENEVER POSSIBLE, TO BE “SIDE-ON” TO THE
GAME.
2. LOOK AROUND TO ASSESS SPACE AND THE
POSITION OF TEAMMATES AND OPPONENTS.
SOFT FIRST TOUCH
DEVELOPING A SOFT FIRST (CONTROLLING) TOUCH HELPS PLAYERS MAINTAIN POSSESSION AND
GIVES THEM MORE TIME TO DECIDE WHETHER TO PASS, DRIBBLE OR SHOOT.
COACHES CAN CHANGE THE POOR HABITS OF INEXPERIENCED PLAYERS BY NOT ALLOWING 1TOUCH PLAY FOR THOSE WHO STRUGGLE TO KEEP THE BALL CLOSE OR ROUTINELY KICK THE BALL
AWAY. FOR MORE EXPERIENCED PLAYERS, COACHES CAN HELP IMPROVE THE QUALITY OF THE
FIRST TOUCH BY REQUIRING PLAYERS TO LOOK AROUND THEM BEFORE CONTROLLING THE BALL.
ENCOURAGE THE PLAYERS TO…
1. MOVE THEIR BODY CLOSE TO THE BALL PRIOR TO CONTACT.
2. CONTROL THEIR BALANCE BY TAKING SMALL, LIGHT STEPS ON THE BALLS OF THEIR FEET.
3. POSITION THE CONTROLLING SURFACE BEHIND THE BALL PRIOR TO CONTACT.
4. BEND THEIR KNEE WHEN USING THE INSIDE OF THE FOOT TO CONTROL.
5. KEEP THEIR EYES ON THE BALL DURING CONTACT.
6. CUSHION THE BALL BY WITHDRAWING THE CONTROLLING SURFACE DURING CONTACT.
BODY BALANCE AND TECHNQIUE
GOOD BALANCE PROVIDES THE MECHANICAL FOUNDATION FOR CONSISTENT TECHNICAL
EXECUTION. PLAYERS WHO ARE WELL BALANCED GENERATE MORE POWER WHEN STRIKING THE
BALL; ARE ABLE TO CHANGE SPEED AND DIRECTION MORE EFFICIENTLY WHEN DRIBBLING; HAVE A
MORE CONSITENT FIRST TOUCH; AND ARE ABLE TO CONTROL THEIR BODY MOVEMENTS IN
RESPONSE TO THE GAME.
ENCOURAGE THE PLAYERS TO…
1. STAY LIGHT ON THEIR FEET WHEN COMING INTO POSSESSION.
2. CONTROL THEIR CENTER OF GRAVITY WHEN DRIBLING BY USING THEIR KNEES AS SHOCK
ABSORBERS.
3. POSITION BOTH FEET CLOSE TO THE BALL WHEN STRIKING PASSES OR SHOTS.
4. CONTROL THEIR BODY ROTATION BY USING THE ARM ON THE NON-KICKING SIDE FOR
BALANCE.
5. SHIFT THEIR BODY WEIGHT TO THE STANDING LEG DURING CONTACT WHEN PASSING OR
SHOOTING.
HIP CONTROL AND POWER
THE FLIGHT OF THE BALL IS A FUNCTION OF BASIC PHYSICS AND ONE OF THE KEY MECHANICAL
INDICATORS OF ACCURATE BALL STRIKING WITH THE LACES IS THE ALIGNMENT OF THE HIPS ON
CONTACT.
PRIOR TO CONTACT, ENCOURAGE THE PLAYERS TO…
1. APPROACH THE BALL FROM THE SIDE: LEFT FOOTERS FROM THE RIGHT AND VICE VERSA.
2. PLANT THE FOOT OF THE SUPPORTING LEG PARALLEL TO THE BALL AND POINTED TOWARDS
THE INTENDED TARGET.
3. PLANT THE FOOT OF THE SUPPORTING LEG AT A DISTANCE FROM THE BALL
THAT PROVIDES SPACE FOR THE KNEE AND ANKLE OF THE KICKING LEG TO
EXTEND.
4. CLOSE THE HIPS TO THE INTENDED TARGET.
5. RAISE THE ARM OF THE STANDING LEG TO CONTROL BODY ROTATION.
6. ON CONTACT, THE HIPS SHOULD BE SQUARE TO THE TARGET.
POWER AND WEIGHT TRANSFER
MECHANICALLY, IT IS MUCH EASIER TO GENERATE POWER WITH THE LACES WHEN THE STANDING
LEG PROVIDES FOR BOTH KNEE AND ANKLE EXTENSION AND THE BODY MOVES FORWARD AND
TOWARDS THE INTENDED TARGET. THOSE WHO PLACE THEIR STANDING LEG TOO CLOSE, OR TOO
FAR FROM THE BALL; AND WHO FAIL TO TRANSFER BODY WEIGHT, ARE INCAPABLE OF
GENERATING POWER WHEN KICKING WITH THE INSTEP. THESE PLAYERS OFTEN KICK FROM THEIR
HIP; WITH THE TOE, ANKLE, OR THE INSIDE OF THE FOOT; AND HAVE AWKWARD BALANCE
BEFORE, DURING, AND AFTER CONTACT.
AFTER CONTACT, ENCOURAGE THE PLAYERS TO…
1. MAINTAIN A STEADY HEAD POSITION WITH THEIR EYES ON THE BALL.
2. MOVE THEIR BODY WEIGHT FORWARD TOWARDS THE TARGET.
 LAND ON THE KICKING LEG WHEN SHOOTING.
 STEP ONTO THE KICKING LEG WHEN DRIVING THE BALL.
3. BRING THE ARM OF THE NON-KICKING LEG ACROSS THE BODY TO
BALANCE LEG SWING.
BALL CONTROL ON THE GROUND
WHEN RECEIVING THE BALL ON THE GROUND WITH THE INSIDE OF THE FOOT, PLAYERS SHOULD
TURN THEIR HIPS AND MOVE THE CONTROLLING FOOT UNDER OR BEHIND THE BODY TO CREATE A
CLOSED “WEDGE,” RATHER THAN AN UPHILL “RAMP.”
TYPICALLY, POOR FIRST TOUCHES ARE CAUSED BY THE CONTROLLING FOOT BEING POSITIONED IN
FRONT OF THE BODY AND ANGLED UPWARDS, CREATING A RAMP FOR THE BALL TO JUMP UP, OR
OVER. THE PROBLEM IS COMPOUNDED WHEN PLAYERS FAIL TO ABSORB THE BALL’S ENERGY BY
MOVING THE FOOT BACKWARDS WITH THE BALL TO CUSHION THE IMPACT OF THE CONTACT.
AT THE POINT OF CONTACT, ENCOURAGE THE PLAYERS TO…
1. TURN THEIR HIPS AND LET THE BALL RUN UNDER OR PAST THE BODY.
2. BALANCE ON THE NON-KICKING LEG.
3. LOCK THEIR ANKLE, WITH THE TOES POINTED UP.
4. BEND THE KNEE OF THE CONTROLLING LEG.
5. CUSHION THE BALL BY MOVING THE CONTROLLING FOOT BACKWARDS.
BALL CONTROL ON THE GROUND
WHEN RECEIVING THE BALL ON THE GROUND WITH THE OUTSIDE OF THE FOOT, PLAYERS SHOULD
REACH ACROSS THEIR BODY TO POSITION THE CONTROLLING FOOT BEHIND THE BALL. THIS
CREATES A CLOSED “WEDGE,” RATHER THAN AN UPHILL “RAMP.”
AT THE POINT OF CONTACT, ENCOURAGE THE PLAYERS TO…
1. REACH ACROSS THE BODY: RIGHT FOOT TO LEFT SIDE OR LEFT FOOT TO RIGHT
SIDE.
1. BALANCE ON THE NON-KICKING LEG.
2. TURN THE OUTSIDE OF THE FOOT DOWNWARDS, WITH THE TOES SLIGHTLY
EXTENDED.
1. CONNECT WITH THE BALL AT THE MID-POINT, OR HIGHER.
2. CUSHION THE BALL BY MOVING THE CONTROLLING FOOT BACKWARDS.
DRIBBLING FOR POSSESSION
INDIVIDUAL POSSESSION IS THE FOUNDATION OF TEAM PLAY AND EVERY PLAYER SHOULD HAVE A
MINIMAL RANGE OF TECHNIQUES AVAILABLE TO CUT AND TURN THE BALL TO EVADE PRESSURE.
THE MOST COMMON SURFACES USED TO TURN AND CUT THE BALL ARE THE INSIDE, OUTSIDE AND
SOLE OF THE FOOT; IN REALITY, ANY SURFACE CAN BE EFFECTIVE.
ENCOURAGE THE PLAYERS TO…
1. LOOK FOR OPEN TEAMATES TO PASS THE BALL OUT OF PRESSURE.
2. KEEP THE BALL AS FAR FROM THE OPPONENT AS POSSIBLE.
3. TAKE QUICK TOUCHES AND REPEADEDLY CHANGE DIRECTION TO
UNBALANCE THE OPPONENT AND BUY TIME.
1. KEEP THEIR BODY BETWEEN THE BALL AND THE OPPONENT.
2. LEAN INTO THE OPPONENT, WHEN NECESSARY, TO SHIELD THE BALL.
3. USE BENT ARMS TO KEEP THE OPPONENT FROM THE BALL.
DRIBBLING WITH THE OUTSIDE OF THE FOOT
YOUNG PLAYERS SHOULD BE ENCOURAGED TO DRIBBLE (RUN WITH) THE BALL USING THE OUTSIDE
OF THE FOOT (LITTLE TOE) - THE MOST UNDER-UTILIZED SURFACE IN YOUTH SOCCER. IT IS A MORE
EFFICIENT SURFACE FOR RUNNING AT SPEED, IT PROVIDES DISQUISE WHEN PASSING, AND IT
ALLOWS FOR EFFECTIVE TRANSITION TO TURNING WITH THE BALL.
ENCOURAGE THE PLAYERS TO…
1. POINT THE TOE OF THE KICKING FOOT DOWN AND INSIDE.
2. FEEL THE BALL CONTACT THEIR LITTLE TOE.
3. PUSH THE BALL FORWARD BY EXTENDING THEIR KNEE.
4. TAKE SMALL TOUCHES IN TRAFFIC AND BIGGER TOUCHES INTO SPACE.
TURNING WITH THE OUTSIDE OF THE FOOT
TURNING WITH THE OUTSIDE OF THE FOOT (LITTLE TOE) IS AN UNDER-UTILIZED TECHNIQUE THAT
PROVIDES PLAYERS WITH AN EFFICIENT TOOL FOR CHANGING DIRECTION, MAINTAINING
POSSESSION AND SHIELDING THE BALL.
TO PERFORM THE TURN, ENCOURAGE THE PLAYERS TO…
1. START BY TAKING SMALL FORWARD DRIBBLES WITH THE OUTSIDE OF THE FOOT.
2. PLACE THEIR DRIBBLING FOOT IN FRONT OF, AND PERPENDICULAR TO THE BALL TO STOP
FORWARD MOVEMENT. POINT THE TOES OF THEIR DRIBBLING FOOT AWAY FROM THE BODY;
THE BALL AND THE DRIBBLING FOOT WILL BE IN A STRAIGHT LINE.
3. TURN THEIR SHOULDERS PERPENDICULAR TO THE TOES OF THE PLANTED FOOT.
4. STEP WITH THE NON-DRIBBLING LEG AND PLACE THE FOOT IN LINE WITH THE BALL AND THE
DRIBBLING FOOT. BALL, FOOT AND FOOT WILL FORM A STRAIGHT LINE.
5. PUSH OFF WITH THE BACK LEG TO MOVE IN THE OPPOSITE DIRECTION.
KICKING WITH THE OUTSIDE OF THE FOOT
THE OUTSIDE OF THE FOOT IS AN EFFECTIVE SURFACE FOR DISQUISING SHORT FLICKS AND
PASSES, AND FOR BENDING THE BALL OVER MEDIUM AND LONGER DISTANCES.
FOR SHORT PASSES, THE OUTSIDE OF THE FOOT IS THE ONLY SURFACE THAT ENGAGES THE ANKLE,
KNEE AND HIP JOINTS TO ACCELERATE THE BALL.
ENCOURAGE THE PLAYERS TO…
1. ALIGN THEIR KICKING FOOT WITH THE TOE POINTED DOWN AND INSIDE.
2. POINT THE HIPS AWAY FROM THE TARGET PRIOR TO CONTACT.
3. CONTACT THE BALL FORWARD OF THE SUPPORTING FOOT.
4. BALANCE ON THE NON-KICKING LEG FOR CONTACT.
5. LEAN THE BODY WITH THE KICKING LEG ON CONTACT.
CUSHION CONTROL
WHEN CONTROLLING BALLS COMING OUT OF THE AIR, IT IS IMPORTANT TO CUSHION THE BALL
ONTO THE GROUND AS QUICKLY AS POSSIBLE. MANY PLAYERS ARE AFRAID TO USE THEIR HEAD
OR CHEST AS A CONTROLLING SURFACE WHEN THE BALL IS ARRIVING WITH PACE, OR FROM A
SIGNIFICANT HEIGHT. THE MECHANICS OF CONTROLLING (CUSHIONING) A FALLING SOCCER BALL
ARE SIMILAR TO CATCHING ANY FALLING OBJECT.
PRIOR TO CONTACT, ENCOURAGE THE PLAYERS TO…
1. GET IN LINE OR CLOSE TO THE LINE OF THE BALL PRIOR TO CONTACT.
2. DETERMINE THE BODY PART TO BE USED, BASED ON THE PACE AND TRAJECTORY OF THE BALL
AND (FOR MORE ADVANCED PLAYERS) THE TIME AND SPACE AVAILABLE.
3. MOVE THE SELECTED BODY PART INTO LINE WITH (UNDER OR BEHIND) THE FLIGHT OF THE
BALL.
4.
ON CONTACT, MOVE THE CONTROLLING BODY PART WITH THE BALL TO ABSORB THE ENERGY.
WEDGE CONTROL
THE MOST EFFECTIVE TECHNIQUE FOR CONTROLLING BOUNCING BALLS OR BALLS COMING OUT OF
THE AIR IS TO CONTACT THE BALL AS IT HITS THE GROUND AND “WEDGE” IT BETWEEN THE FOOT
AND GROUND. THIS SKILL ELIMINATES AT LEAST ONE CONTROLLING TOUCH PRIOR TO DRIBBLING,
PASSING OR SHOOTING. WEDGE CONTROL CAN BE APPLIED TO THE INSIDE, OUTSIDE AND SOLE
(BOTTOM) OF THE FOOT.
ENCOURAGE THE PLAYERS TO…
1. POSITION THEIR SHOULDERS SQUARE (90 DEGREES) TO THE BALL.
2. CONTACT THE BALL AS IT HITS THE GROUND.
3. LEAN THEIR BODY TOWARDS THE RECEIVING SPACE FOR INSIDE OR OUTSIDE WEDGES.
4. KEEP THEIR BODY MORE UPRIGHT FOR WEDGES WITH THE SOLE.
5. CONTACT THE BALL WITH THEIR KNEE BENT AND TOES POINTED UP WHEN USING THE SOLE.
6. CONTACT THE BALL WITH THEIR KNEE BENT AND TOES POINTED DOWN.WHEN USING THE
OUTSIDE.
HEADING FOR POSSESSION
THE HEAD CAN BE AN EFFECTIVE SURFACE FOR RECOVERING POSSESSION – EITHER BY
PURPOSEFULLY PASSING TO A TEAMMATE, OR BY CUSHIONING THE BALL FOR A SELF-PASS.
SIMILAR TO RECIEIVING PASSES ON THE GROUND, TAKING A QUICK CHECK OF THE IMMEDIATE
TACTICAL SITUATION PRIOR TO MAKING CONTACT WITH THE BALL PROVIDES THE INFORMATION
NECESSARY TO DECIDE BETWEEN A PASS OR A CLEARANCE.
ENCOURAGE THE PLAYERS TO…
1. FIRST MOVE INTO POSITION TO PLAY THE BALL BEFORE ASSESSING/DECIDING PASS VS CLEAR.
2. THINK POSSESSION FIRST AND CONTINUE TO ASSESS PASSING OPTIONS PRIOR TO CONTACT.
3. POINT THEIR FORHEAD TOWARDS THEIR INTENDED TARGET WHEN PASSING FOR POSSESSION.
4. ABSORB THE PACE OF THE BALL WITH THEIR HEAD AND NECK FOR SHORT PASSES.
5. BEND THEIR LEGS AND RECOIL THEIR BODY ON CONTACT FOR VERY SHORT OR SELF-PASSES.
INDIVIDUAL DEFENDING
THE MECHANICS UNDERPINNING GOOD INDIVIDUAL DEFENDING ARE OFTEN IGNORED IN THE
RUSH TO TEACH THE TACTICAL OR EMOTIONAL ASPECTS OF RECOVERING POSSESSION. WHILE
STARTING POSITIONS, SPEED AND ANGLE OF APPROACH, THE AWARENESS OF HOW TO CHANNEL,
AND CONTROLLED AGGRESSION ARE ALL INTEGRAL TO THE PROCESS, GOOD INDIVIDUAL
DEFENDING TECHNIQUE IS BASED ON FOOTWORK, BALANCE AND BODY CONTROL.
WHEN WITHIN CLOSING DISTANCE OF AN OPPONENT, ENCOURAGE THE PLAYERS TO…
1. ALWAYS SEE THE BALL.
2. AVOID HAVING BOTH FEET SQUARE TO THE OPPONENT.
3. KEEP THEIR BODY WEIGHT ON THEIR BACK FOOT.
4. BEND THEIR KNEES.
5. TAKE SMALL SHUFFLING STEPS.
PLAYING WITH BACK TO GOAL
PLAYING CONSTRUCTIVE (BUILD-UP) SOCCER RELIES ON PLAYERS WHO CAN RECEIVE THE BALL WHILE
FACING THEIR OWN GOAL, OFTEN UNDER PRESSURE FROM AN OPPONENT. PLAYERS WHO ARE
COMFORTABLE WHEN PLAYING WITH THEIR BACK TO GOAL ARE TYPICALLY MORE AWARE OF THEIR
OPPONENT’S POSITION; TYPICALLY MORE AWARE OF HOW TO KEEP RECEIVING SPACES ALIVE;
TYPICALLY MORE AWARE OF WHEN THE BALL CAN BE PASSED TO THEM; AND TYPICALLY MORE
AWARE OF WHEN TO TURN AND WHEN TO CONTROL THE BALL BACKWARDS.
ENCOURAGE THE PLAYERS TO…
1. MOVE TOWARDS THE BALL AS LATE AS POSSIBLE.
2. MOVE AWAY FROM THE INTENDED RECEIVING SPACE BEFORE SHOWING FOR THE PASS – IF TIME
ALLOWS.
3. KEEP THEIR BODY BETWEEN THE BALL AND THE OPPONENT.
4. LEAN INTO THEIR OPPONENT WHEN RECEIVING THE BALL UNDER PRESSURE.
5. CONTROL THE BALL AS FAR FROM THE OPPONENT AS POSSIBLE, WHEN RECEIVING FOR
POSSESSION.
6. CONTROL THE BALL INTO AN OPEN SPACE WHEN RECEIVING THE BALL FOR PENETRATION.
EXPANDING TECHNICAL RANGE
THERE ARE SIX SIDES OF THE FOOT (FRONT AND BACK, TOP AND BOTTOM, LEFT AND RIGHT) USED
TO KICK AND CONTROL A SOCCER BALL, AND THE MORE SURFACES A PLAYER CAN USE THE MORE
VERSATILE THEY BECOME. TOO OFTEN, WEAKER PLAYERS USE ONLY THE INSIDE OF THEIR
DOMINANT LEG TO RECEIVE, PASS AND DRIBBLE.
WHEN TEACHING PASSING AND RECEIVING TECHNIQUE…
VARY THE DELIVERY OF THE BALL FROM LOW TO HIGH TO BOUNCING TO ROLLING TO ARRIVING
TO RUNNING AWAY TO FORCE ADAPTATIONS TO MUSCLE MEMORY.
VARY THE ORIENTATION OF THE PLAYER’S MOVEMENTS TO THE BALL.
VARY THE PLAYERS ORIENTATION TO THE GROUND: WEIGHT BEARING VS AIRBORN.
BRING IDEAS TO PRACTICE TO
CHALLENGE PLAYERS TO USE DIFFERENT TECHNIQUES FOR TURNING THE BALL.
CHALLENGE PLAYERS TO USE DIFFERENT TECHNIQUES FOR CONTROLING THE BALL.
CHALENGE PLAYERS TO USE DIFFERENT TECHNIQUES FOR STRIKING THE BALL.
CHALLENGE PLAYERS TO USE DIFFERENT TECHNIQUES FOR HEADING THE BALL.
CHALLENGE PLAYERS TO USE DFIFFERENT TECHNIQUES FOR DRIBBLING THE BALL.
ENCOURAGING CREATIVITY
PLAYERS CAN BECOME MORE CREATIVE IN PASSING AND DRIBBLING, AND THEREFORE MUCH
MORE EFFECTIVE IN KEEPING POSSESSION AND CREATING SCORING CHANCES, IF THEY CAN
DISGUISE THEIR INTENTIONS AND BECOME LESS PREDICTABLE.
ENCOURAGE THE PLAYERS TO…
1. USE DIFFERENT SURFACES OF THE FOOT TO PASS, DRIBBLE, SHOOT AND CONTROL THE BALL.
2. CHANGE THE DIRECTION OF THE BALL BEFORE PASSING OR DRIBBLING OR SHOOTING.
3. AVOID RUNNING WITH THE BALL IN STRAIGHT LINES WHEN UNDER PRESSURE.
4. USE FEINTS WITH THEIR BODY AND FAKES WITH THE BALL TO CREATE SPACE AND UNBALANCE
DEFENDERS.
5. LEARN TO MAKE STEP-OVERS AND SCISSORS MOVEMENTS.
6. CHANGE SPEEDS WHEN DRIBBLING OR RUNNING FOR THE BALL.
7. THINK ABOUT THE SPACE BEHIND OR BESIDE DEFENDERS AS MUCH AS THE SPACE IN FRONT.
8. TAKE RISKS!
TACTICS – 1
PHASES OF PLAY
PHASES OF PLAY
SOCCER IS A GAME OF TURN-OVERS WHICH NATURALLY CONNECT TO CREATE A CYCLE
OF TACTICAL SITUATIONS, OR PHASES OF PLAY.
THE RELATIONSHIP BETWEEN THE FOUR BASIC PHASES OF PLAY (ATTACKING-TRANSITION
TO DEFENDING-DEFENDING-TRANSITION TO ATTACKING) ARE SHOWN ON THE
FOLLOWING SLIDE.
COACHES WHO USE TRAINING GAMES THAT INVOLVE NATURAL TRANSITIONS BETWEEN
ATTACKING AND DEFENDING ARE MORE EFFECTIVE IN TEACHING YOUNG PLAYERS TO
UNDERSTAND SOCCER THAN THOSE WHO FAVOR REPETITIVE DRILLS.
PHASES OF PLAY
We Have the Ball
“Build-Up / Attack”
We Win the Ball
“Counter-Attack”
We Lose the Ball
“Defend Counter”
They Have the Ball
“Recover Possession”
TACTICS – 2
PRINCIPLES OF PLAY
PRINCIPLES OF PLAY
SOCCER IS BROKEN DOWN INTO “PRINCIPLES OF PLAY” THAT PROVIDE THE TACTICAL CUES
UNDERLYING INDIVIDUAL AND COLLECTIVE DECISION-MAKING.
HELPING PLAYERS UNDERSTAND HOW TO RECOGNIZE AND APPLY THE PRINCIPLES OF PLAY TO
POSSESSION-ORIENTED SOCCER IS A KEY OBJECTIVE OF THE US SOCCER COACHING PATHWAY.
YOUNG PLAYERS SHOULD LEARN TO UNDERSTAND THE PRINCIPLES AS A NATURAL OUTCOME OF
REPEATEDLY EXPERIENCING TYPICAL GAME SITUATIONS IN PRACTICES AND MATCHES.
“E” LICENSE CANDIDATES MUST DEMONSTRATE A PRACTICAL UNDERSTANDING OF THE
PRINCIPLES OF PLAY IN ORDER TO ADVANCE TO THE “D” LICENSE.
PRINCIPLES OF ATTACK
PENETRATE
TRY TO SCORE
TRY TO MOVE THE BALL FORWARD
SUPPORT
MOVE TO HELP THE PLAYER WITH THE BALL
COMBINING WITH TEAMMATES AROUND THE BALL
WIDTH
CREATE SPACE FROM SIDE–TO-SIDE
DRAW DEFENDERS OUT OF THE MIDDLE
DEPTH
CREATE SPACE FROM FRONT-TO-BACK
PROVIDE OPTIONS FOR FORWARD PASSES
PROVIDE OPTIONS FOR BACKWARD PASSES
MOBILITY
MOVE TO UNBALANCE DEFENDERS
MOVE TO SUPPORT WITHIN THE LINES
MOVE TO SUPPORT BETWEEN THE LINES
IMPROVISATION
CREATIVE APPLICATION OF TECHNIQUE
SOLVING TACTICAL PROBLEMS
TRANSITION TO DEFENDING
DENY THE COUNTER-ATTACK
LOOK TO REGAIN POSSESSION
PRINCIPLES OF ATTACK
ASSESSING INDIVIDUAL DECISION-MAKING
 WHENEVER POSSIBLE, PLAYERS SHOULD LOOK TO SHOOT AT GOAL.
 PLAYERS WHO CAN’T SCORE, SHOULD LOOK TO PASS TO SOMEONE WHO CAN.
 WHEN SCORING IS NOT AN IMMEDIATE POSSIBILITY, PLAYERS SHOULD LOOK TO PASS OR
DRIBBLE THE BALL FORWARD AND KEEP POSSESSION.
 WHEN THERE ARE NO IMMEDIATE FORWARD OPTIONS, PLAYERS SHOULD LOOK TO PASS OR
DRIBBLE THE BALL SIDEWAYS OR BACKWARDS TO MAINTAIN POSSESSION.
 ONLY WHEN THERE ARE NO IMMEDIATE CONSTRUCTIVE OPTIONS, SHOULD THE PLAYERS LOOK
TO SIMPLY KICK THE BALL AWAY.
PRINCIPLES OF ATTACK
ASSESSING GROUP DECISION-MAKING
 UPON REGAINING POSSESSION, TEAMS SHOULD LOOK TO COUNTER-ATTACK.
 IF THE COUNTER-ATTACK STALLS, OR THERE IS NO OPPORTUNITY TO COUNTER-ATTACK, TEAMS
SHOULD LOOK TO SPREAD OUT, POSSESS THE BALL, AND WAIT FOR OPPORTUNITIES TO GO
FORWARD.
 TO EFFECTIVELY KEEP POSSESSION, TEAMS SHOULD CREATE SPACE BETWEEN THE FRONT AND
BACK OF THE TEAM, AND FROM SIDE TO SIDE.
 THE GOALKEEPER IS TYPICALLY THE MOST OPEN SUPPORTING PLAYER ON THE FIELD AND
SHOULD BE THE SAFETY PASS FOR ANYONE UNDER PRESSURE AND FACING THEIR OWN GOAL.
OTHERWISE, THE PLAYERS AT THE BACK OF THE TEAM SERVE THE SAME ROLE.
PRINCIPLES OF DEFENSE
IMMEDIATE CHASE
TRANSITION TO DEFENDING UPON LOSING POSSESSION
TRY TO WIN THE BALL BACK
PRESSURE
TRY TO DISRUPT THE PLAYER WITH THE BALL
TRY TO WIN THE BALL BACK
DELAY
TRY TO STOP FORWARD PROGRESS
TRY TO FORCE BACKWARD OR SIDEWAYS PASSES
COVER (DEFENSIVE SUPPORT)
MOVE TO HELP DEFEND AROUND THE BALL
FOLLOW ATTACKERS RUNNING INTO DANGEROUS SPACES
BALANCE
SQUEEZE TOWARDS THE BALL FROM THE SIDES
DEFEND SPACE AND OPPONENTS ON THE WEAK SIDE
COMPACT
SQUEEZE TOWARDS THE BALL FROM BACK AND FRONT
MANAGE THE DEPTH OF THE TEAM
MANAGE OFFSIDE TACTICS
TRANSITION TO ATTACKING
LOOK TO COUNTER-ATTACK
LOOK TO OPEN UP THE TEAM AND CIRCULATE THE BALL
PRINCIPLES OF DEFENSE
ASSESSING INDIVIDUAL DECISION-MAKING
 WHEN DISPOSSESSED, PLAYERS SHOULD FIRST LOOK TO WIN THE BALL BACK.
 IF WINNING POSSESSION IS NOT POSSIBLE, PLAYERS SHOULD TRY TO STOP FORWARD
PROGRESS:
 WHEN CLOSE TO GOAL, OPPONENTS WILL LOOK TO SHOOT.
 WHEN FURTHER FROM GOAL, OPPONENTS WILL LOOK TO PASS OR DRIBBLE THE BALL
FORWARD.
 WHEN IT IS NOT POSSIBLE TO STOP FORWARD PROGRESS, DEFENDERS SHOULD TRY TO
“CHANNEL” THE BALL INTO TEAMMATES OR INTO A MORE CONSTRICTED SPACE.
PRINCIPLES OF DEFENSE
ASSESSING GROUP DECISION-MAKING
 UPON LOSING POSSESSION, TEAMS SHOULD LOOK TO ELIMINATE OR MINIMIZE THE THREAT OF
A COUNTER-ATTACK.
 IF THERE ARE POSITIVE NUMBERS IN THE IMMEDIATE AREA AROUND THE BALL, “PRESSING”
FORWARD PROVIDES THE FIRST OPPORTUNITY TO RECOVER POSSESSION.
 IF PRESSING IS NOT POSSIBLE - OR DESIRABLE, PLAYERS SHOULD RECOVER BEHIND THE BALL
AND SQUEEZE IN FROM THE SIDES TO FORM A DEFENSIVE “BLOCK”.
 ONCE ORGANIZED INTO THE BLOCK, INDIVIDUAL DEFENDERS CAN START TO LOOK FOR THEIR
OPPORTUNITIES TO INTERCEPT PASSES, PRESSURE OPPONENTS INTO MISTAKES, OR WIN THE
1V1 DUELS.
ADDITIONAL QUESTIONS?