Soccer Awareness: Basic Principles of Development (One Touch Play)

This article is the intro to Wayne’s eBook 16: Soccer Awareness “One Touch” Training Developing its Relationship with Movement Off the Ball. Get the full book.

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The Importance of Teaching One Touch Play: Improving One Touch Play 

Maintaining an Awareness of What Is In Advance and Beyond the Ball

Linking foot preparation, body position and mental preparation to the technique involved in making a one touch pass leads us to a discussion on one touch play and its benefits.                    

One touch play teaches the value of being able to take your eye off the ball when keeping your eye on the ball can be a disadvantage.

To make this work, players need to have good teamwork and positional sense and therefore must work hard for each other.

A Gradual Training Introduction: Training the Psyche of the Players through One Touch Play

Introduce the training in a gradual way; don’t jump straight into a scrimmage. Set it up so it is easy to do initially. For example, one touch passing in two’s. Here, no great amount of awareness is needed because they are facing each other, but they must look into each other’s eyes and not at the ball. This is teaching them to get their heads up, and is the first most basic stage. It is also working on the pace and direction of the pass, getting foot sensitivity started in terms of that first touch on the ball that is now in effect a pass.

Then move to groups of three where a little more peripheral vision is needed. Then ask them to pass and move in a small area. 

Next, add more players so there are more passing options and more awareness is needed. Now introduce the Numbers Game, passing in sequence; this really starts to introduce the awareness concept, but with one touch only. 

Communication: Good communication is a must, so have players talk to each other, passing messages on to help each other all of the time.

Also, have them do this without any verbal communication as they then have to rely on themselves alone and in games. Unfortunately as much as we try, this very often happens anyway. 

So do this WITH communication and WITHOUT communication. Even compare the two, some may get so good at this they can work it out for themselves most of the time as their peripheral vision improves.

So practice one touch with your team, then play games / scrimmages with your team and insist on it being ONE TOUCH ONLY. 

There will be times when 2 touches are needed but do not allow it. Force the error if need be by insisting on one touch only.

Example: A player does not get his feet ready to receive and as a result does not make correct contact with the ball and possession is lost. Everyone can see that his feet were the problem, especially the player involved, and this will register in his mind for the next time.

Example: The ball is passed too heavily and quickly (pace and timing of the pass is wrong) and the receiver needs a touch to control the pass initially and then make a 2nd touch pass to keep possession. That is the passer’s fault, not the receiver’s; and they will learn that from this single pass. It is likely that a one touch play at this moment will not work, which is fine, because this will help them learn why it didn’t work for the next time. 
 
Example: No teammates move to give the player receiving the ball an option to pass it one touch. 

This is the fault of the player or players off the ball and not the receiving player, but you must insist it is passed one touch still so they pass it into the space the player should have moved into. Again, this will probably result in giving the ball away, but they will learn from that.

The players will recognize if possession was lost because there was not enough support off the ball, the pass was too heavy, or if it was the fault of the player’s first touch if there were options off the ball.
 
When you first do it, particularly in a competitive scrimmage situation whether within your own team training or against another team, you may find it is incredibly ugly play; the players will more than likely really struggle with it (or maybe not, they may surprise you). 
 
And it may be ugly for quite a while; but just let it go.

Do not be disheartened and don’t let your players get discouraged. And do not coach, just let them play and work it out for themselves. Tell them you expect it to go wrong more than go right to relax them about it...
 
They will find with practice that they need to adjust the weight of the pass to help the next player, so foot sensitivity in passing will improve. 
 
They will learn this through their own trial and error, not necessarily just what you tell them.

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Get eBook 16: Soccer Awareness “One Touch” Training Developing its Relationship with Movement Off the Ball. This 103 page eBook explores one touch training and movement off the ball and includes 90 pages of drills that you can do with your team. Table of contents is below.

One Touch Training: Teaches the player WHEN to play one touch; and when NOT to play one touch. We are teaching players to have a ONE TOUCH MENTALITY. A One touch mentality teaches players to recognize the best options; and therefore make the best DECISIONS; BEFORE and in ADVANCE of receiving the ball.                                            

Movement OFF the ball: This mentality conditions the mind of players OFF the ball to position and move to help the player who is receiving the ball. This means we want players to always; at every moment; THINK:  “I only have One touch”; therefore this will force players to always do what I call the “LOOK and THINK” before they receive the ball to see several options and pick out their best option, which may actually be to DRIBBLE!!

When you use these training sessions consistently you will see the development of that relationship between having a ONE TOUCH mentality and Movement OFF the ball.
So in a nutshell:

• LOOK (before receiving the ball);

• MOVE (find space off the ball based on positioning of teammates and opponents):

• THINK (what is my best option?):

• EXECUTE (the Decision; or the SKILL Factor).

Awareness One Touch Theme Developmental Training: Incorporating Movement Off the Ball

This article is the intro to Wayne’s eBook 16: Soccer Awareness “One Touch” Training Developing its Relationship with Movement Off the Ball. This 103 page eBook explores one touch training and movement off the ball and includes 90 pages of drills that you can do with your team. Get the full book.

One Touch Training: Teaches the player WHEN to play one touch; and when NOT to play one touch. We are teaching players to have a ONE TOUCH MENTALITY. A One touch mentality teaches players to recognize the best options; and therefore make the best DECISIONS; BEFORE and in ADVANCE of receiving the ball.                                            

Movement OFF the ball: This mentality conditions the mind of players OFF the ball to position and move to help the player who is receiving the ball. This means we want players to always; at every moment; THINK:  “I only have One touch”; therefore this will force players to always do what I call the “LOOK and THINK” before they receive the ball to see several options and pick out their best option, which may actually be to DRIBBLE!!

When you use these training sessions consistently you will see the development of that relationship between having a ONE TOUCH mentality and Movement OFF the ball.
So in a nutshell:

• LOOK (before receiving the ball);

• MOVE (find space off the ball based on positioning of teammates and opponents):

• THINK (what is my best option?):

• EXECUTE (the Decision; or the SKILL Factor).

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Introduction:

Players are generally all very good at playing using many touches; that is; dribbles, turns and running with the ball, that is more technical training / playing.  

But often not so good at one touch quick thinking and quick decision making training, that is more skill training / playing.

Hence why we must increasingly do this training with them.

For the ONE TOUCH AWARENESS training game with three teams that I want everyone to do each training session for 10 minutes; to ensure we improve the players quick thinking and decision making, as well as their awareness of how to get free OFF THE BALL, here are some more ideas with the same theme so you do not have to do the same game every training session.

This will also ensure the players do not get bored with the repetition of it all.

Really try to have the players play one touch but depending on their developmental level perhaps start with two touches for them to gain early success and to increase their confidence.

But, As Soon As You Can; Play One Touch Only

Please ensure you do this every session as it is imperative we work on this theme with them.

Coaches choose which session they use each training session please, there are many choices to go at for you.

Shown below are many variations of the theme but the simplest theme to use is focusing on:

“ONE TOUCH PASSING AND MOVING OFF THE BALL”

Many may struggle with this but in time and with patience and practice you will be amazed how much improvement comes in quick decision making using this game. As each player only has one touch to pass the ball this should improve players movement off the ball to support due to this as they know the player receiving needs immediate help and as many options as possible. The two aspects of play go hand in hand, one touch play and movement off the ball.

Players in 90 minutes touch the ball themselves, depending on their position, perhaps 3 to 6 minutes, so what do they do in the other 84 to 87 minutes? 

They must understand how best to move OFF THE BALL in that time span to help their teammates. 

Hence why the focus and teaching of Movement OFF the ball is so vital and important in the greater scheme of things in the game.

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Related:

eBook 16: Soccer Awareness “One Touch” Training: Developing its Relationship with Movement Off the Ball

Continuums of Development Evaluation Form

Soccer Awareness: Basic Principles of Development (One Touch Play)

Passing Game for Spatial Awareness Development

The following is an excerpt from Soccer Awareness eBook 16: Soccer Awareness “One Touch” Training: Developing its Relationship with Movement Off the Ball.

This 103 page eBook explores one touch training and movement off the ball and includes 90 pages of drills that you can do with your team.

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Passing Game with Cones for Spatial Awareness Development using Mannequins or Cones in Training for Movement Off the Ball

Players have the ball at their feet for approximately 5 minutes out of 90. What do they do the rest of the 85 minutes? They must learn to move off the ball and to move into open passing lanes to be open at all times to help the player on the ball or the next player on the ball. Here is a great session to teach this.

Getting into passing lanes to help each other

We can use many upright cones to represent opponents rather than mannequins. We set the cones up in triangles and diamonds. We ask players to position between the cones in the best space available.

Try to balance their position to find the best space in the middle of the triangle or diamond of cones (opponents). Players beyond the ball try to position in triangles and diamonds of support also.

OBJECTIVE: To improve movement off the ball by providing mannequins to act as opponents to fill important space

1. A non-directional training practice

2. Mannequins represent opponents on the field. They fill important spaces so the players need to pass and move around and between them. This ensures players move off the ball to help the player on the ball have as many options as possible for a pass. The goal of the players is to find as much space as they can between the mannequins to give themselves as much space as possible to play in.

3. Every now and again stop the practice and see where the players are positioned. Are they in free space? Are they too close to a mannequin and hence in a game situation not available for a pass? If they are then ASK THE PLAYERS to SHOW you a better position to be in.

4. Possible problems here are the positioning of players behind opponents so the player on the ball cannot see them to pass to.

Develop: 

1. Restrict the number of touches on the ball to 3 touches, two touches then one touch; if it is on to do so. To enable one touch to be possible movement off the ball has to be intelligent, fast and into space to help the passer play one touch. Thinking AHEAD of the ball arriving is paramount here otherwise one touch play cannot be performed successfully. Try to think two moves ahead. Movement OFF the ball by others is paramount here also otherwise the person receiving the pass will not be able to play one touch successfully.

2. Play the Numbers Game: 1 passing to 2, 2 to 3, 3 to 4 and so on. Increase the number of balls being used.

3. Two teams playing in the same area with a ball each. Now players need to avoid the other team AND the mannequins to find space to receive the pass.

Coaching Points: 

1. Thinking and looking before receiving of the receiving player so they have assessed their options before receiving and in advance of the ball

2. Ability to play ONE touch if possible for speed of play

3. Movement OFF the ball of teammates to help the player on the ball

4. Movement INTO spaces between and around the mannequins to enable this to happen using the mannequins as guides.

5. Thinking TWO moves ahead to support.

6. Playing in triangles of support offering several options for the player on the ball in many directions.

An exaggerated situation but this shows what happens when players do not move to space to help the player on the ball; and do not open up the angle for a pass, instead standing behind an opponent and not being free to receive. How many times do you see this?

To defeat this problem; the player on the ball can pass to a space hoping that this will force the receiver to move to that space to receive the ball. Then the weight; timing and accuracy of the pass has to be particularly good; but this is not ideal.

Whilst players can still be successful with later movement off the ball of supporting players; if the player on the ball hastime on it to take more touches; it is always better to provide options of a pass as early as possible to increase speed of play and give opponents less time to work out their movements.

Working in threes

1. Here showing possible passing routes with each group of three players also showing how they get free and into as much space as possible, based on the positions of the mannequins who act as opponents filling spaces.

2. Different colors to pass to in order to develop color coordination.

Game situation

1. Have players passing in two teams to begin as a warm up, with a ball each team, then two and three balls each team. Then they pass to opposite colors only.

2. Now play a 6 v 6 (or any number you like) and make it a possession game. Mannequins make it more difficult by filling spaces so players have to play around them as well as their opponents. This should improve them playing in tight situations.

3. Use a 2 player overload if required initially until they get really good; then make it equal numbers each team, you dictate this based on the ability of your players. Of course change the numbers of touches on the ball decreasing the number as they become proficient to increase the difficulty.

1. The focus is again passing and movement off the ball to receive with as many players as possible offering an option of a pass for the player on the ball.

2. Here we show potential positioning of players in the biggest spaces they can find between the mannequins.

3. More space means more time to play on the ball so the player has the choice to play quickly or not; also depending on the individual situation presented; and often dictated to by the support positions of his teammates.

4. Develop: Have two teams playing through each other avoiding each other and also avoiding the mannequins. This is now a big challenge to each player on the field where there will be less space to play in and their peripheral vision will really be tested to its fullest.

Game Situation

Try an overload first of all maybe a 9 v 4 building it up to a full game. This is a big challenge meaning fewer spaces to play in and forcing more movement off the ball to support each other.

Here is a great video of FC Barcelona YouTube showing how this works. 

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Get more like this in Soccer Awareness eBook 16: Soccer Awareness “One Touch” Training: Developing its Relationship with Movement Off the Ball.

This 103 page eBook explores one touch training and movement off the ball and includes 90 pages of drills that you can do with your team.

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Youth Soccer Training & Development: Myelin & Training - The Scientific Concept in Skill Development

In this article, I explain the scientific background to the Soccer Awareness training method. A previous article introduced Awareness Training and explained how it helps players develop skills more rapidly than traditional training methods. In this article I want to explain the scientific background to Awareness Training and how the approach speeds up and improves decision making and the thought processes in soccer.

In my experience, there are three key ingredients for successful skill acquisition and development. They are:

1. Deep Practice

2. Ignition, and

3. Master Coaching

These three elements work together within your brain to create myelin. Myelin is the neural substance that adds vast amounts of speed and accuracy to your movement, thoughts and decisions.

What is Myelin and why is it important to skill development?

Inside the brain information is transmitted through neurons. Human skill is created by chains of nerve fibers carrying a tiny electrical impulse from the brain to the body through these neurons. Myelin is the insulation that wraps around the nerve fibers in our brains and increases signal strength, speed and accuracy. Myelin is produced by a person thinking about and analyzing skill situations themselves.

All human skills are created by linking the nerve fibers in your brain that send signals to your muscles. Myelin plays an important role by serving as an insulator for these nerve fibers. According to the U.S. National Library of Medicine and the National Institutes of Health, “The purpose of the myelin sheath is to allow impulses to transmit quickly and efficiently along the nerve cells” (NLM/NIH: MedlinePlus).

It has been shown that the more insulation – or more myelin – wrapped around those fibers, the stronger and faster the signal becomes as fewer of these electrical impulses leak out. Therefore, skill can now be redefined as “myelin insulation that wraps neural circuits and grows according to certain signals.” The two – skill development and myelin – are married together.

Myelin acts like an elastic band around the nerve fibers squeezing them and forcing the signal through faster. In football (soccer), with each repetition, myelin responds by wrapping layers around the nerve fibers, speeding up and improving decision making and thought processes. With each additional layer of myelin added, the player increases the ability to process the football specific skill required.

Everyone has myelin and everyone can improve themselves through its production. The more myelin produced; the thicker the sheath, the faster the message; the quicker thinking the player becomes.

How do the “three ingredients” work to help create myelin and improve performance?

Deep Practice

For his book Talent Code, Daniel Coyle searched out what he calls “hotbeds of talent” around the world, including a soccer field in São Paolo, Brazil. Through his research, he developed a theory of what he calls “Deep Practice” that helps produce amazing success. This means “training on the edge of your capabilities.” Training in this dynamic capacity leads to mistakes being made, which increases the speed of skill acquisition. Players learn through making errors/mistakes and then correcting them. This method produces results 10 times faster than regular practice.

As deep practice is occurring, the player is wrapping even more myelin around each circuit and increasing skill. Simply put: mistakes lead to better skill acquisition. Deep practice is most important for players 6 to 12 years old. Their spatial awareness and ability to understand tactical concepts is still developing and at its height, and they have an unlimited capacity to acquire and develop new motor skills.

Simply put: mistakes lead to better skill acquisition.

Repetition of themes in small sided games is crucial, and especially in the “sweet spot” on the edge of the comfort zone that produces errors but also teaches skills. This is where futsal comes in to play.

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As Coyle explains in Talent Code, “Most Brazilian players learn their skills through futsal, the ssg equivalent of soccer. Futsal uses a half size and much heavier ball that doesn’t bounce; that promotes touch, technical and skill development. Sharp passing is paramount to have success. Futsal compresses essential skills into a small box, puts players into the ‘deep practice zone,’ making and correcting errors, constantly generating solutions to vivid problems. Players touching the ball 600% more often learn far faster, without realizing it, than they would in the vast expanse of the outdoor game.”

Deep practice needs to be on the edge of the players comfort zones, and maintained in game-related skill-developing situations.

Building myelin takes time, and putting ourselves in a position to fail actually helps fix our mistakes. Failing “better” and continuing this process until we accomplish the task is one of the quickest and most efficient ways to build myelin. We talk about letting players make their own decisions, allowing them to think for themselves – to problem solve; to self-correct. Myelin production does just that.

This learning process can boost the brain’s efficiency by increasing the speed with which a signal travels down the nerve fibers by up to 100 times. So think about it: if self-correcting could make signal transport over 100 times faster, why would you not want to help build this into a player’s mentality? By commanding the players, by telling them what to do, you are actually restricting this process from taking place.

Therefore, your players will actually think and react and make decisions more slowly and less efficiently because of this command style of coaching. Unfortunately, some coaches are still stuck in this old methodology of command coaching and it has to change. It doesn’t work.

What does this mean in terms of learning behavior?

Players should be encouraged to solve problems on their own, and not be told everything by the coach so they don’t have to think for themselves. By working through their own mistakes in practice, players train their minds to work faster and more efficiently.This is a scientifically proven fact. This will not happen if you continue to pursue the command style of coaching, where it is all about the coach and not about the player.

This is why we need to start this process at the youngest ages possible. There is a big responsibility to ensure that coaches for the youngest age groups begin this process of allowing the players self-correction, and at the most: only guide them to the right decisions.

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The secret is to develop specific practice to increase the layers of myelin to add more skill and speed. The thicker the myelin gets, the better it insulates and the faster and more accurate our movements and thoughts become.

What is specific practice? An example would be practicing the same theme over and over, initially as a technique and then as a skill. This could be one-touch passing, first in isolation as a technique and second in a game situation as a skill (when and where to pass).

They say that for a person to become an expert at something they need to do a minimum of 10,000 hours of practice. This means that deep practice times 10,000 hours should produce world-class skills. This is the ten year/ten thousand hours rule. There are no guarantees for this, of course, but this is the kind of minimum effort required to achieve these results.

Simply put, the rules of deep practice are: try again, fail again; try better, fail better; keep trying, succeed. In other words, coaches need to allow players to fail/make mistakes and learn from them in practice.

Ignition

Deep practice is a cool conscious act; ignition is a hot, mysterious burst – an awakening.

Ignition is the motivational fuel that generates the energy, passion and commitment of a person from within to perform deep practice. It is intrinsic motivation where the athlete has a self-willed drive to succeed. This is the catalyst, and it represents a huge level of commitment that can be borne out of a player’s deepest, often unconscious, desires to succeed.

A person’s motivation is not just intrinsic; it can also be ignited by an event in the outside world, such as being inspired to play for your country after watching the skills of the World Cup Champions. In a famous example, Roger Bannister broke the seemingly-impossible four-minute mile in 1954. This ignited everyone’s belief to go for it, and within three years, seventeen athletes had broken what was previously considered a physiologically impossible feat.

An athlete can also be ignited or inspired beyond the intrinsic by Master Coaches.

Master Coaches

Master Coaches are the final piece in the “jigsaw of success,” and can have an immense amount of positive influence on the player. These coaches create a learning environment where the players are actively engaged and are led by guided discovery methods of coaching. Training should be player centered not coach centered, where coaches only need to step in at the appropriate moments to make corrections.

Real master coaches are like farmers; they are deliberate cultivators of myelin. They are talent whisperers, and can be the difference between success and failure for athletes.

The drawbacks of poor training at young ages: Myelin does not unwrap, it only wraps. And somyelin is the reason bad habits can be difficult to break in older players. This is why developmental training is so important, where skill development is the focus. We must help players develop good habits that stay with them, because the bad habits equally stay with them if developed at a young age. The ages of 6 to 12 are the most important in the training of players and can affect their success in the future.

In summary

The game of soccer is dynamic; situations change and new decisions have to be made every second. Players are continuously making and correcting errors and constantly generating solutions to ongoing problems. To be successful, players must be skilled at decision making, and to be skilled they need to be properly trained.

This training occurs in deep practice. The more you practice “on the edge,” the more decision making situations you find yourself in. The more decision making situations you are in, the more thought it takes to solve them. The more this all happens, the more myelin is grown, the faster the body and brain processes situations and the better the decisions are made.

So, to recap; myelin is the insulation that wraps these nerve fibers and increases signal strength, speed, and accuracy. The more we fire a particular skill circuit (it could be when and where to pass, for example), the more myelin is produced to activate and stimulate that circuit and the stronger, faster and more fluent our movements and thoughts become.

The three key ingredients for skill acquisition and development are Deep Practice (with specific practice), Ignition and Master coaching. These are required to help build the myelin wrap, which helps to speed up, strengthen and improve the accuracy of decision making. All three must be present to facilitate the maximum growth of myelin production and subsequent skill development.

In simple terms

The more Myelin the person produces the faster, stronger and more accurate the messages are from the brain.

Deep Practice ensures myelin is produced.

Ignition is the process that serves as the motivation for deep practice. Ignition supplies the energy, and deep practice translates that energy over time into forward progress (increasing the wraps of myelin). Ignition is caused by the inside energy of the person (desire, self-belief) and the outside energy of the coach or outside events. Words are the signal most used to trigger ignition.

Master Coaches use the words that trigger ignition, which in turn motivates the deep practice that produces the myelin that speeds up and strengthens the decision making signals in the brain of the player. So, the types of words used can influence the player greatly. Negative words can have as much bad influence; as positive words have good influence. Coaches should take note of this important statement.

So, working backwards, the formula is: Master coaching creates Ignition, which encourages Deep Practice. Deep Practice – and especially specific practice – enhances myelin production, which produces improvements in accuracy and speed of decision making.

In conclusion

My method of coaching is, as you see, all about inspiring the players to think and make decisions for themselves. We need to encourage them to self-determine “where, when, how and why” they need to play a particular way or make a particular decision in a particular situation.

It is encouraging, to say the least, that I have discovered this wonderful work – Talent Code by Daniel Coyle – which supports my work. This book proves scientifically that the way to develop players is to empower them and to give them the reins of thought.

The key is becoming a Master Coach. The Master Coach guides players and steers their path towards greatness. He applies his knowledge and experience to use the “less is more” approach in the right contexts of development. In a way he, is showing them without showing them, guiding them to the light at the end of the tunnel – without showing it directly – until the players themselves find and see it and go through it.

So please, let the players learn for themselves. With guided deep practice and appropriate ignition by master coaches, over time players will develop far better than coaches commanding and demanding and not allowing players to think for themselves.

Defensive Pressing to Push Up Without Touching the Ball

This is part two of a full session on defensive pressing from the Soccer Awareness Training Center. In this session we are developing play from the back with inverted runs into "No Mans Land" central areas. Get the full series and more than 500 other drills and full training sessions in the Soccer Awareness Training Center.

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This is a great session to teach the players and shows how they can push opponents back even when THE OPPONENTS have the ball.

We will try to push them back without even touching the ball ourselves. We start on the edge of our box we try to get our back three up to the half way line.  Set Conditions will help us do this to start the process off.

Conditions:

1. Defending team cannot tackle.

2. Defending team CAN intercept a pass.

3. Attacking team must play 1 or 2 touches due to the fact defenders cannot tackle so opponents cant dribble 1 v 1.

Coaching Points:

1. Defenders press the ball as quickly as possible.

2. Try to stop the forward pass, try to force a pass across the field or backwards.

3. Defenders must recognize every opportunity to push up no matter how small a distance it may be.

4. Sometimes its 5 yards up 3 yards back for example depending on the position of ball and if there is pressure on it.

5. Try to intercept the pass and gain possession.

This session is teaching defenders how to push up and force the opponents back without touching the ball. The goal is to start on the edge of the box, the opponents have possession but by pressing and pushing up at the right times we force opponents back. Our aim is to get our back 3 up to the half way line. So this is moving approximately 40 yards up the field.

Start with equal numbers so success can be achieved.

v 7 plus the keeper. Set conditions are introduced to help the session. Coach to (E) and (10) presses to try to stop a forward pass. Defending team may sneak up 2 or 3 yards if (1) can delay.

Sliding up and across the field

(10) forces the sideways pass and this can also result in a pushing up a few yards from the back as well as pressing the ball.  The coach is the target for the defending team to play to when they win the ball plus is a support player for the attacking team.

The longer the arrows the greater the distance travelled up the field each time

(3) Presses so well (B) has only a back pass to make. (8) and (10) are in passing lanes to stop a forward pass with an interception potentially. (3) positions to stop a pass to (A). As the ball travels this gives the team a real chance to get up several more yards. A the same time leave (E) offside.

Danger from a first time delivery from the coach to (A) or (C).

(10) Does not press the coach to then be out of position as the coach is too far away to stop a delivery. (3) presses inside to press (G), (8) moves up and across to press (F). If the coach passes to (D) then (2) can slide across quickly as will (8) and (10). 

(E) is still offside but not interfering with play. (A) and (C) move wide to find more space and the coach plays to (C). The defending team now need to drop back and across and lose some ground. Midfield three condense back and across to where the ball is. Back 4 try to leave (E) offside still so don’t recover all the way goal-side. But still in good defensive shape.

Off the Shoulder Movement and How to Combat It

The following is an excerpt from Soccer Awareness eBook 18: Identifying and Solving Common Game Situation Problems in the Training Environment.

This 38 page eBook shows a different way to look at the game, rather than highlighting what we need to do well, it shows what often goes wrong and how to fix it. 

These are many very simple situations I have found that happen in many games. 

How many of these problems do YOU experience with your team?

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Off the Shoulder Movement and How to Combat It

1. (3) Watches the ball and allows the wide player (B) to get beyond him. A ball in behind always beats him.

2. Centrally the centre back (4) does the same, he watches the ball and the striker comes off his shoulder and he gets caught with the ball in behind him.

3. This will cost us in unless we work on it with the team.

1. Here striker (A) comes off the shoulder of (4) who stays central and the ball in played into the space beyond and behind him.

2. Likewise wide player (B) makes the same movement with the same end result.

1. This is the end product where we can get caught.

2. To counter this center back (4) or fullback (3) should drop off inside the space the ball is going to be played into.

3. Alternatively the whole back four can press up and leave them offside but this is risky if there is no pressure on the ball being delivered.

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Get more like this in Soccer Awareness eBook 18: Identifying and Solving Common Game Situation Problems in the Training Environment.

This 38 page eBook shows a different way to look at the game, rather than highlighting what we need to do well, it shows what often goes wrong and how to fix it. 

Quick Break Transition 2 v 2 Game

The following session is an excerpt from “Soccer Awareness Coaching Curriculums presented by Game Sizes: 4 v 4, 7 v 7, 9 v 9 through to 11 v 11”

This eBook covers up to 14 weeks of training for each game size presented as one session per week. All sessions have small sided games scrimmage set ups as close as we can get it to finish to reflect the theme of the session As the program moves from 4 v 4 through to 11 v 11 the focus changes from individual teachings at 4 v 4, to small sided situations at 7 v 7, to Phases of play and tactical needs at 9 v 9; through to team tactical development at 11 v 11. 11 v 11 focuses on advanced training ideas to teach the “team”.

Buy It Here

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1. 1. A 2 v 2 game going to 4 goals. The team who scores stays on and must quickly defend the 2 new players coming in (one from each goal that the opposition defends).

2. Instant transition with the same ball that the opponents scored with, here (3) and (4) are positioned to immediately bring the ball the opponents’ may score with out to attack. The other two players (1) and (2) must get off the field ASAP.

3. The 1st thought of the player on the ball has to be “Can I score?”

4. The 1st thought of the 1st defender is can I stop them scoring, win possession immediately, and score myself. First team to 10 goals wins, keeping the competitive element.

Coaching Points Attacking:

1. Quick break and counter attack

2. Switching the point of attack if another goal is more open

3. Quick one and two touch passing

4. Positioning to open up passing lanes and getting between defenders to pass the ball in early

5. Creating 2 v 1 situations from a 2 v 2 set up and setting up a give and go.

Coaching Points Defending:

1. Instant pressure as possession changes (transition after scoring going from being an attacker to being a defender)

2. Regaining possession at the front with a scoring reward

3. Getting in front of the passing lanes to prevent the quick pass into the goal.

4. Working together with pressure and support, the support player supporting the first defender, stepping across and covering the passing lane to the second goal and also keeping an eye on the 2nd attacker.

Transition Coaching Points:

Immediately the team that has been in possession of the ball and has scored then they must switch on mentally to become defenders and high pressure the new attacking team to try to win the ball back.

Develop:

1. Allow back passes to the players in their own goal so they can support the two (or three) attacking players on the ball.

2. Allow them only one touch so they have to pass it quickly, make a quick decision and players receiving all need to get open to help them.

3. Vary the number of touches on the ball depending on the age and level of the players and their ability to perform.

Quick transition 3 against 3

Do the same set up but with three goals either side of the field and 3 v 3 games.

It offers more options of passes in the field of play and starts to get the players thinking about triangular support or diamond support if the ball is with a supporting player off the field. A diamond set up.

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The Three Zone Directional Game - Training Center Exclusive

This game is based on possessing the ball and the movement off it.

We have several progressions we can use to challenge the players these include:

1. A simple Warm up to get the idea going

2. Playing through the thirds with targets

3. Playing through the thirds without targets

4. Players must stay in their own thirds so we have 3 combination games going at once (e.g. 3 v 3, 2 v 2 and 3 v 3 per zone or whatever numbers of players you have).

5. We can add free players therefore creating overload situations to make it easier for success competitively and to build confidence initially.

6. No free players to increase the pressure and the challenge.

7. Players can rotate between zones now. This is more game related in what we want to teach with players have freedom to interchange as long as they are covered by a team mate.

8. Add a condition to help improve / focus on body position and footwork: If a player faces backwards when receiving the ball they MUST pass that ball backwards and with only one touch allowed.

9. Man for man marking; 1 v 1s all over the field and in all three zones. Players in possession can rotate and move around their immediate marker has to follow them.

10. Touch restriction: Unlimited, then 3 then 2 then 1 touch if on to do so.

11. All through remind players that they MUST scan the field, must check their shoulders for options; to the side or behind them and not just see in front of them.

12. Use the yes and no check system to highlight for each player if they looked AWAY from the ball before receiving it.

13. Can play a longer pass from one end zone to another and missing out the middle third if that’s the best option.

14. Remember Xavi: In 90 Minutes looked AWAY from the ball 841 times. Amazing.

15. Joke about only needing half a touch to emphasize the importance of this mental skill.

16. Add goals at each end include keepers (who should have been in the game anyway for their footwork skills) and make it a game situation whatever the numbers are.

3 Zone Game: Playing Through the Thirds with Targets

4 ball warm up. Three zones, 3 v 3, 2 v 2 and 3 v 3.Players are passing and maintaining possession. Condition it to 1 or 2 touches on the ball to challenge the players. Players stay in their own zones initially. Play to the targets.

3 Zone Game: Playing Through the Thirds Without Targets

4 ball warm up. Three zones, 3 v 3, 2 v 2 and 3 v 3.Players are passing and maintaining possession. Condition it to 1 or 2 touches on the ball to challenge the players. Players stay in their own zones initially.

3 Zone Game: Playing Through the Thirds

Each end zone can be a defensive third or attacking third zone depending on where the ball is. Here for example (G) passes out of the defensive third to the middle third to (C) to the attacking third to (B). Now going the other way the end zones are reversed.

3 Zone Game: Making it Competitive

Now we have three zones each with their own combination play battles. 3 v 3, 2 v 2 and 3 v 3 but add two or three free players to help the game flow initially.

3 Zone Game: Making it Competitive with Targets

Now we have three zones each with their own combination play battles. 3 v 3, 2 v 2 and 3 v 3 but add two or three free players to help the game flow initially. Blues play to the blue target and reds to the red target, each team can use the other target as support. You can keep possession and work the ball back through the middle to the defending third after you reach your own target as the game is about maintaining possession and movement off the ball. You can rotate the targets the passer becoming the new target.

3 Zone Game: Making it Competitive: Stay in Own Zones

Only the free players can move between zones so they create overload situations in each zone, could be a 4 v 3 or a 5 v 3 for example.

3 Zone Game: Making it Competitive: Create Overloads

Only the free players can move between zones so they create overload situations in each zone, could be a 4 v 3 or a 5 v 3 for example. Here we have a 4v3, 3v2 and a 4v3.

Only the free players can move between zones here two move to the middle to create a 4 v 2 overload. Looking to move the ball from one end to the other so its a directional game similar to the actual game itself. Whoever is in possession must work to find the best open spaces in advance of the ball.

3 Zone Game: Making it Competitive: Rotation Between Zones

Now all players can move between the 3 zones but we want to maintain the balance in each. So one player moves from the defending third to the middle third a middle third player must move to the defending third. So within our set framework players can interchange positions and also cover for each other and again emulating the actual game situation we want to teach with players having the freedom to change positions and move around the field. Defenders can track them or not.

3 Zone Game: Making it Competitive: Rotation Between Zones and Man for Man Marking

Now we match up players to play 1 v 1 against each other within the game situation. Now all players can move between the 3 zones. The team in possession dictates the movements off the ball, the team without possession have to track their immediate opponents. If they are heavily marked the free players become a greater source of support.

3 Zone Game: Making it Competitive: Conditioning to Encourage Correct Footwork and Body Position

Now if a player receives the ball facing fully backwards they can only play 1 touch and it has to be a pass backwards also. (1) is marked by (C) and has their back to the way we want to go so must pass back, here to (3).

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3 Zone Game: Making it Competitive: Conditioning to Encourage Correct Footwork and Body Position

Due to the condition players should begin to think about preparing their bodies to receive and be able to play and SEE forward. And therefore increase their immediate options. (1) here opens up their body position, is light on their feet; and is facing either sideways or forwards but is now in a position to pass forward and not use their body position and feet preparationto narrow down their options.

3 Zone Game: Making it Competitive with Equal Numbers for a more Pressurized Game

Now no free players so the game is much more competitive. Only move to this when you know you can have success. Here we show the players in possession, the blue team moving OFF the ball into new spaces to get free to receive. Players in the other grids are already on the move but must time it right and not do it too early or too late.

3 Zone Game: Making it Competitive Playing from the Defensive Third Directly to the Attacking Third

There is nothing wrong with a good quality long ball if that's the best option at that particular moment. (8) can play it into open space with the right weight and accuracy to move (1) to meet it.

3 Zone Game: Making it Competitive with Equal Numbers for a More Pressurized Game: What not to do

This will happen so check it if it does and address the problem. Players stand still and wait at the edge of their zone for the ball to come. They have no space to work in and are easily marked by the defenders. This isn’t game realistic at all but it will occur due to the set up and them waiting for the ball to transfer from the defending to middle thirds.

3 Zone Game: Making it Competitive with Equal Numbers for a More Pressurized Game: Restrict the Number of Touches on the Ball

Can be with man marking or without. Now we arrive at the moment we want to happen on the field where awareness training kicks in, players scan the field for options IN ADVANCE of the ball. Everything we have practiced up to this point should include a constant reminder of LOOKING AWAY from the ball. So go free and unlimited touches first, and build to 3 to 2 to 1 touch if its on to do so. At 1 touch add free players to help it work if needed.

Download PDF of this Session

Developing Attacking Play in the Opponents Defending Third

The following is the beginning of Soccer Awareness eBook 31: Developing the Four Phases of the Game.

The game is really all about 4 Phases of Play. It can be divided up further into sub phases but the essence of the game are these 4. This eBook is what one of my main training sessions is based on. We actually train very often with this precise game situational model as it totally mirrors what I expect my team to do in the actual games.  In doing so, we practice the same ideas over and over until they become AUTOMATIC when it matters.

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The attacking team has the ball. This is the start position of the game situation.

The idea is to have this phase, being the attacking one, and working on various ideas of movement, rotation and interchange to try to score.

You can focus on this until success is achieved from an attacking point of view.

The starting point of the session: attacking team shape in a “Phase of Play”

Starting position of the attacking team. We can begin with an overload to get things moving positively in an attacking sense by not including (7) and (11) on the defending team. 16 players.

Attacking team shape in a Phase of Play: Using the full width of the field

To begin, our advantage is in wide areas where we have 2 v 1s on each side of the field. Draw defending fullbacks a Little wider in the process.

Wide attackers (7) and (11) cut inside to attack the inside áreas of the field

(7) And (11) cut inside to support (9) and draw defenders in to créate space wide for (2) and (3) to attack in.

(8) and (10) pull away from their markers to get free. Here we must attack through the wide areas of the field.

Defending fullbacks stay wide

Defenders (2) and (3) are distracted by the runs of the attacking (2) and (3). Now (7) and (11) overload the central área in front of the two center backs. This is the área we must attack now.

Attacking wingbacks cut inside

Defenders (2) and (3) are distracted by the runs of the attacking (7) and (1). Now (2) and (3) overload the central área in front of the two center backs. This is the área we must attack now, this is a less predictable movement by the attacking team.

Movement OFF the shoulder of defender (4)

Striker (9) moves off the shoulder of defender (4) in the build up to get free for a pass into the open channel from (3).

Attacking wingback (2) cuts inside to score

(9) Drags defender (4) short thinking he is receiving to feet and (2) exploits the space left in behind defender (4). This kind of move is a rarity because not many teams teach wingbacks to get into central shooting areas like this.

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Get the rest of this session and more like it in Soccer Awareness eBook 31: Developing the Four Phases of the Game

Teaching Movement “Off the Ball” Through the Transition Directional Target Game - Training Center Exclusive

Rules:

1. 50 x 40 area

2. Players must pass the ball to their target players to score. To score again they have to work the ball back into their own half of the field to be able to return.

3. Target players have two touches as do side players.

Coaching Points:

1. Creating Space by running off the ball to receive or to help a teammate receive.

2. Quality of Passing; long and short to targets and to teammates.

3. Support play: working angles and distances incorporating switching play using the side players.

4. Receiving and Turning in tight situations and dribbling in 1 v 1 situations.

5. Quick decision making is required in this session because the numbers are small, the area tight and the transitions rapid.

Develop:

1. No restriction on touches then 3, 2 or 1 touch, but only if it is on to do one touch.

2. All outside and target players have one touch only where possible

3. Switch with target players as they receive the ball.

4. Switch with outside players

Here is an example of the transition and movement off the ball to make it happen.

1. (2) passes to target player (8) who brings the ball back into the playing area.

2. (3) makes a run into the other half of the field on the blind side of (C) to receive the next pass. They need to get the ball into that half to be able to score.

3. (1) makes a forward run into space to receive the next pass off (3) and passes to target player (7) who can start the play again.

4. (1) switches with (7) and becomes a target player for the next phase of play.

Observe the Attacking Team – Recognize their movement off the ball for example to work the ball into their own half see if the players make runs early in there as soon as the ball is at a target, some should support short and some long so the target has choices.

Observe the Defending Team – See if they are sucked to the ball or they recognize runs off the ball and track players making runs away from the ball into the other half. To lessen the workload and keep everyone involved have players switch with targets and outside side players when they pass to them.

Elements of play the target game teaches

Attacking as Individuals and as Team

1. Creating Space by running off the ball to receive or to help a teammate receive.

2. Developing quick support play working angles and distances incorporating switching play using the side players.

3. Passing long and short to targets and to teammates.

4. Receiving and turning in tight situations and dribbling in 1 v 1 situation’s.

5. Lots of touches on the ball for the players in this practice.

6. Quick decision making is required in this session because the numbers are small, the area tight and the transitions rapid.

Defending as Individuals and as a Team

1. Pressurizing players on the ball to regain possession.

2. Supporting pressuring players and tracking runners off the ball.

3. High pressure to regain possession in the attacking half to be able to go straight to the target to score.

We have transitions from defense to attack and attack to defense, quick decision making and improved concentration as the switch occurs. There are interchanges of positions between inside players, targets and side support players.

As a coach you can work in this session how to defend properly as individuals and a team or how to attack properly as individuals and a team.

Conditions to impose to change the focus of the game

1. No restriction on touches then three, two or one touch but only if it is on to do so.

2. Introduce neutral player so a 5 v 4 overload in the middle if possession isn’t kept easily.

3. Interchanges of players outside to in, inside to out as they pass the ball observing the quality of the pass and the first touch of the receiver or performing a crossover.

4. Have one teammate at each end so you are attacking both ends but once you have passed to one target you keep possession and must try to get to the other target. You can’t go back unless the opposition win the ball and then you get it back, only then can you go back to the same target.

5. To lessen the workload and keep everyone involved have players switch with targets and outside players when they pass to them. This causes a constant transition of players and focuses the player’s concentration.

6. The team can only score if they get an overlap, crossover or 1 – 2 in during the build up.

7. No talking so players have to rely on their own vision to play.

8. Players move into the target zone to receive (timing of run and pass) so we don’t play with actual targets, different players can then become the target player.

9. Man – Marking – Have the players man mark so they must track a player when they haven’t the ball and they must lose their marker when they have the ball. This is a good test to see who is working hard and who isn’t as they have a designated job to do. You as a coach can see who works to get free of their marker and who works hard to prevent the player they are marking get the ball.

10. This session is particularly good as a midfield play practice session as you can liken the start when the ball is at a target as it being a target defender passing it in and to get to the other side through midfield to the other target who is now a striker. Then this target player maintains possession and the team can go the other way, the target striker then becomes a defender for the attacking team starting the move and the other target becomes the striker to pass the ball to. So it is consistent movement end to end with the attacking team from a defender into midfield to a striker.

11. To improve the speed of thought reward a successful one touch pass with a goal or point. To score a goal by passing to the target player now reward this with three goals or 3 points.

12. The team in possession can pass back to the opponents target players to help keep possession of the ball. Liken this to passing back to the keeper in a game situation.

Quick Transition Directional Play Promoting Passing and Movement Off the Ball

The following session is an excerpt from “Soccer Awareness Coaching Curriculums presented by Game Sizes: 4 v 4, 7 v 7, 9 v 9 through to 11 v 11”

This eBook covers up to 14 weeks of training for each game size presented as one session per week. All sessions have small sided games scrimmage set ups as close as we can get it to finish to reflect the theme of the session

As the program moves from 4 v 4 through to 11 v 11 the focus changes from individual teachings at 4 v 4, to small sided situations at 7 v 7, to Phases of play and tactical needs at 9 v 9; through to team tactical development at 11 v 11. 11 v 11 focuses on advanced training ideas to teach the “team”.

Buy It Here

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Quick continuous attacking play which is good for anaerobic fitness. Here the players are breaking one way passing to an outside player and switching positions, inside player out, outside player in then attack the other side of the zone.

Coaching Points:

1. Technical ability on the ball in 1 v 1 situations.

2. Quick Transition in attack - As the transition between players happens for example (3) changes with (5), the numbers team must get the ball to (4) as quickly as possible.

3. Observe the movement of (1), (2) and (6) in terms of their support positions as the directional change takes place, they must move in anticipation to find space to help the player on the ball as the switch occurs.

4. Observe also, as the change occurs, the positions of the defending team; has the decision been made quickly enough who presses the ball. Are the other defensive players supporting and covering and especially tracking runners off the ball. The coach must learn to look away from the ball and observe what may happen next before it happens.

5. This session improves quick decision making, tight control because the spaces are small to play in, and thinking in advance due to the switch in direction of the play. You can also work on the defending players.

1. Here (3) passes to (5) and (3) leaves the area. As the ball is traveling to (5), (1), (2) and (6) must get into a position to help (5) as early as possible so in theory, (5) can make a one touch pass to any or all of them. Thus (5) already has three options of a pass.

2. Their movement is OFF THE BALL and away from their markers.

3. Of course the defenders will move to compensate but for the sake of what I am trying to show it is easier to get the point across by showing the movements of the attacking team only.

4. The attacking players in the actual practice may get free like this anyway if they time it correctly.

1. The attacking players each being free to help (5) by being open for a pass.

2. (5) May elect to run with the ball but at least three are three options available for a pass if needed.

3. (5) May even elect to play a long pass straight to (4) on the other side of the field if the pressure from the closest defender is not fast enough. You may then ask the closest player (in this case player 2), not necessarily the passing player (5) to be the switching player instead if (5) passes it directly to (4).

4. You could even then work on defending in this game though focus on defending totally in the session or attacking totally in the session it is better not to try to do both as it can be confusing for the players.

Progression:

1. If a player beats an opponent in a 1 v 1 situation the team gets an extra point or goal each time.

2. Play one and two touch; reward each successful one touch pass with a goal to encourage the players to play quickly.

Competitive: Ensure you keep the score and have a finishing score to achieve as this keeps the players focused and motivated to win.

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6 To 7 Years Old Developmental Training Program Overview

The following is an excerpt from The Ultimate Youth Coaches Training Guide; A Complete 6 to 10 Year Old Developmental Coaching and Training Program.

This program is perfect for youth coaches wanting practices to start their soccer coaching education and it is also for those more advanced and experienced coaches wanting to train their players as best they can at these wonderful open minded ages for development and education of both the mind and body. Our plan is to help all coaches at whatever level of experience they are at. Find Out More

What You Receive:

• More than 750 pages of coaches training and practice information and resources to help you become a better coach today

• Complete 6 - 10 Year Old Developmental Coaching and Training Program

• 140+ Training Sessions, 50+ Small Sided Games and more!

• Tactical Thoughts on the Development of the New 4 v 4, 7 v 7 and 9 v 9 Game Sizes

• Example Curriculum Showing the Progressive Development of a System of Play

• Hyperlinked table of contents

• Instantly downloadable low resolution version of the guide

• Access to password protected page containing high resolution version broken down by section with 24 hours allowing you to quickly access the section that you want

Find Out More

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Here is an overview of what coaches should be working on in their training with 6-7 year olds:

This is the “Fundamental” stage of development

“TECHNIQUE / TECHNIQUE / TECHNIQUE”

Coaching emphasis is on teaching Technical and Mental development in the correct Environment.

1. This is the FUNdamental Stage, meaning making training fun for the players to encourage them to practice more at these young ages, and relaxing their minds.

2. Training must be initially in a non-competitive environment so the players get a chance to learn to do the technique correctly; and without pressure. Build pressure in when the time is right.

3. Short term learning practice, high in repetition, specific to the technique required, involving few decisions.

4. This is the COGNITIVE PHASE of learning theory (planning)

5. The learner thinks about the task. Movements will not yet be fluid as the player is concentrating on what to do next; and how to do it; so the thinking process is a major part of this.

6. Awareness training: The Emphasis is on Individual Awareness with lots of touches to teach the players to play with their heads up; particularly during technical development training such as dribbling and turning.

7. The coach must observe: the player may be slow to learn, compare the player with a skillful one where movement is fluid, effortless requiring no deep thought, it’s almost instinctive.

8. The coach must be patient and continue to reinforce the relevant techniques until they start to become second nature in a non-competitive situation, and the players then move to the next stage of development.

9. Some may reach the next stage earlier than others.

10. In the training sessions emphasis is given to repeating the quality of football movements. These are corrected and repeated until they become a regular part of the player’s package of techniques.

11. INCLUDE TRAINING WHERE THE PLAYERS HAVE AS MANY TOUCHES ON THE BALL AS IS POSSIBLE IN THE TIME YOU HAVE WITH THEM

Technical Program Needs to Cover:

• Ball Mastery – Coerver work – Ball feeling and familiarity

• Ability to use both feet – weak foot work

• Passing, control – ability to take/cushion the ball with all parts (With movements prior to)

• 3v1, 4v1, 4v2 for support and making angles

• Dribbling, running with the ball

• 1v1 activities for fun and enjoyment

• Heading for fun

• Shooting two footed

• Games in small groups: 3 v 3; 4 v 4, they want to play; not be Coached – rotate players

• Speed – Quickness

• Fast footwork with and without the ball

• Tag games to develop fast feet and leg strength

• Show how to spread out to create space

• Play games for ENJOYMENT, encourage them to produce a skill

• Get everyone back behind the ball

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A “Comfort Zone” Developing Width in Play in a 9 v 9

The following is part of Soccer Awareness eBook: Tactical Thoughts on the Development of the New 4 v 4, 7 v 7 and 9 v 9 Game Sizes. 

This eBook shows how these different size games can be taught and also shows different systems of play that might be useful to you.

The idea I am trying to cultivate is to find a pattern of development that goes from 4 v 4 to 7 v 7 all the way through 9 v 9 to 11 v 11 that educates the players VERY EARLY on how to ultimately play the 11 v 11, a common thread running right through the book. Click Here to Buy the Book

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OBJECTIVE: TO ENCOURAGE PLAYERS TO USE WIDTH AND OFFER AN AREA TO PLAY WITHOUT PRESSURE

Theme: Developing Width in attack

A perfect Introduction to this idea so players are free to receive in wide areas. If a player breaks wide into the outside channel on either side of the field and is in possession of the ball this player cannot be tackled. Defenders are not allowed into the channel.

The players on the team in possession of the ball can run the ball into the channel or have it passed to them into the channel. Allow only 4 seconds in the free wide area.                                                                                                                                                     
This condition plants the seed in the mind of the players to immediately play with width when in possession. Numbers for this game can be 4 v 4 and upwards. Our offensive team shape to begin. Four players give us width in attack.

Develop: The wide areas can be used to practice certain moves the players have been taught, especially at the younger ages where they need to be able to practice them without pressure. This allows for them playing in a game but also doing the move without pressure. 

Coaching Points:

1. Create space wide when in possession of the ball

2. Building play from the back

3. Using width to attack

4. Developing Overlap runs

Development of the Theme

Build the theme up very simply to ensure immediate understanding and success.

1. No opposition at first so 9 v 0.

2. Small numbers (e.g. 9 v 3): Passive opposition (jockey the player only)

3. Small numbers (e.g. 9 v 5): Passive opposition (Can only Intercept the passes not tackle

4. 9 v 9 but again passive opposition

5. 9 v 9 full game with wide FREE ZONES for the team you are training.

6. When you feel the players are ready have a full blown 9 v 9 game and have it for both teams at the same time going both ways.

7. Ensure all players on your roster are involved in the attacking team theme development initially so everyone benefits and understands what you are teaching and why you are teaching it.

To Encourage players to use width and play without pressure

This is the basic set up of the attacking shape of a 9 v 9 in the 3-3-1-1 formation. Emphasis is on the theme of exploiting the wide areas of the field by setting the free zone “Condition.”

A Small number of defenders added

Bring a small number of defenders in as passive opposition who can only Intercept not tackle. So we have here a 9 v 5 set up.

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Get the rest of this session and more in the Soccer Awareness eBook: Tactical Thoughts on the Development of the New 4 v 4, 7 v 7 and 9 v 9 Game

How To Set-up A Small-Sided Game

The following is an excerpt from The Ultimate Youth Coaches Training Guide; A Complete 6 to 10 Year Old Developmental Coaching and Training Program.

This program is perfect for youth coaches wanting practices to start their soccer coaching education and it is also for those more advanced and experienced coaches wanting to train their players as best they can at these wonderful open minded ages for development and education of both the mind and body. Our plan is to help all coaches at whatever level of experience they are at. Find Out More

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This is a game of less than 11 v 11 that can be any number from 3 v 3 to 9 v 9. The general sizes of a game to establish team coaching themes are usually 6 v 6 or 8 v 8. I have included two examples of set ups for these sizes of games and information on U.S. Soccer's small-sided games standards.

Session Plan

1. Only coach one team at a time.

2. Try to work with all the players on the team you are coaching, affecting each performance in a positive way.

3. Stick to one theme / topic at a time don’t jump from one to another during the session this will only confuse the players.

4. Divide the field into thirds; defending, middle, attacking third, for easier points of reference (for 6 v 6 and upwards). Cone the thirds of the field off to show the boundaries.

5. Use specific start positions to get the session going.

6. Develop your theme using the key coaching points and use them as a base for referral to check you have covered them in the session.

7. List the key points in the order you perceive them in the process of building the session. For example in defending, pressure on the ball comes before support.

8. Move from simple to complex as you develop the session, for example in the theme defending from the front, coach individual play within the team concept first (working with one striker), move to coaching a unit of players (it could be the two strikers working together), then extend the numbers (it could be working with the strikers and midfield players then finish with coaching the whole team (strikers, midfielders, defenders, keeper).

9. This is individual, then unit, then team in this order building up the session from simple to complex in a logical order.

10. This is just an example to how it can be done in a logical order; it is up to the individual coach to develop his / her own method to suit their own style of coaching.

How to Build a Functional Session

1. Coach only one set of players.

2. Work with all the players but work primarily with those players in the specific areas you are trying to affect. On a percentage scale consider 75% of the time with the specific players and 25% of the time with the supporting players on the same team.

3. Stick to the same theme.

4. Try to isolate the area of the field and the players who function within that area that you are trying to affect. For example the area to work in with central defenders would be centrally around the edge of the penalty area up to the half way line. For wide midfielders it would be on the wings of the field.

5. Use start positions to determine how the session begins. Servers can be used to start the session and also double up as targets to play to.

6. Develop your theme using the key coaching points and use them as a base for referral to check you have covered them in the session.

7. List the key points in the order you perceive them in the process of building the session.

8. Work with the individual then the pair or unit building up the number of players you work with at any one time.

9. Use the functional practice to work with a small number of players in key areas of the field. A functional practice is more specific than a small – sided game, phase play or an 11 v 11 and it isolates the players being coached.

How to Present a Phase Play

1. Only coach one team at a time.

2. Try to work with all the players on the team you are coaching, affecting each performance in a positive way.

3. Stick to one theme / topic at a time don’t jump from one to another during the session this will only confuse the players.

4. Include key coaching points you want to get into the session and list them with the session plan. Try to cover each point within the session itself.

5. Use specific start positions to begin the session.

6. The phase play is attacking one set of goals only with target goals for the opponents you aren’t working with to play to, should they win the ball.

7. In defending phase plays where you are working with the defending team who protect the only goal, the team that needs to have the ball most of the time is the attacking team as it is the defending team’s job to win it back. Once they win it they should get the ball to a target goal quickly and in as few passes as possible as we are coaching them when they haven’t got the ball not when they have it in their possession. As soon as they have won it and have got it to a target the ball goes back to the attacking team and they begin a new attack. You can condition this by allowing the defending team only so many passes (maybe 5 passes) to get the ball to a target then they lose the ball and a new phase play is set up.

8. It can be numerous combinations of numbers of players ranging from 4 v 4 to 9 v 9, this can depend on the number of players you have to work with on any given day. Often the best number is a 7 v 7 or with an overload with the team you are working with perhaps to help gain initial success in the session (it could be a 7 v 5). For example in an attacking phase play have 7 attacking players against 4 defending players and a keeper to help the session have the chance be a positive experience for the players you are coaching and the theme to be successful.

Coaching Styles

Command, question and answer and guided discovery are the three methods of coaching to be used preferably the third one; guided discovery being the most used as it gets the players to think for themselves though there are always situations where each style is required to be used. Command is telling and / or showing them what to do (doesn’t leave a lot of room for the players to think for themselves and understand), question and answer is just that; asking them to tell you what they think should happen, guided discovery is asking them to show you they understand a coaching point by moving themselves to the position you require them using their own decisions.

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The following is from U.S. Soccer's 2015 Player Development Initiatives Release. Read on USSoccer.com here.

From U.S. Soccer:

The small-sided standards are focused at players from the U-6 to U-12 age groups. The field size is based on age groups, providing a more age appropriate environment that will allow players with a better opportunity to develop heightened soccer intelligence and on-the-ball skills.

The field dimensions and number of players on the pitch will increase in size from 4v4 to 7v7 to 9v9 as players age, up until they reach the U-13 age group and begin to play full 11v11 matches.

Age	U6	U7	U8	U9	U10	U11	U12	U13
Maximum Field Size (yards)	30x20	30x20	30x20	47x30	47x30	75x47	75x47	112x75
Number of Players	4v4	4v4	4v4	7v7	7v7	9v9	9v9	11v11
GK	No	No	No	Yes	Yes	Yes	Yes	Yes
Playing Times (minutes)	4x8	4x8	3x15	2x25	2x25	2x30	2x30	2x35
Break Times (minutes)	5	5	5	10	10	10	10	15
Ball Size	3	3	3	4	4	4	4	5
Goal Size (feet)	4x6	4x6	4x6	6.5x18.5	6.5x18.5	6.5x18.5	6.5x18.5	8x24
Offside	No	No	No	Yes	Yes	Yes	Yes	Yes

“In general we would like for players to be able to process information faster, and when they are in this environment they are going to learn to do that over a number of years," Ramos said. "When you have young players in an 11v11 game there are only so many involved in any one play at a time. By taking numbers away and playing 4v4, 7v7, and 9v9, you are multiplying their chances on the ball, increasing their touches and making it overall more for them by making them an active participant at all times. Fast forward 10 years and there are thousands of game situations added to a player’s development.”

Download PDF of Chart

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Attacking Team Shape And Off The Ball Movement For 9 v 9

Wayne Harrison was the Technical Director for Youth for the Al Ain Football and Cultural club in the United Arab Emirates in the Middle East. In his time in Charge the youth teams won SEVEN National Champions at Youth Professional Level in the United Arab Emirates in 2 years. The most successful professional academy in the country. 6 Finishing Championship Runners up. The academy was Voted the Top Professional Academy in the UAE by Marco Monte of Inter Milan the Consultant for the Abu Dhabi Sports Council in 2011. Also beating teams such as Inter Milan, Valencia, Atletico Madrid and Raja of Morocco in tournaments at U15 and U16. 

Here is the second example of some Coaching Clinics he taught to the 40 plus full time coaches he oversaw; all entirely relevant to what is being taught today.

Part 1: Back Four Defending and Attacking Team Shapes

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Contents:

1. Passing And Moving Warm Up 
2. Defensive Team Shape
3. Attacking Team Shape
4. Coordinated Movements In Wide Areas
5. Shadow Play Rehearsal
6. High Pressure On The Ball
7. Low Pressure On The Ball 
8. Team Shape Defensive Positions 
9. A Comfort Zone Game Developing Width In The Play
10. Using Four Zones To Teach Team Depth In A 9 V 9
11. One Word Commands For Team Shape And Movement

Session Plan Preparation And Progressions

1. 9 A Side Playing A 3-1-3-1 System
2. Two shapes with cones attacking and defending (exaggerate this difference) have them run through this a few times. Different colored pinnies
3. Warm up: pass and move through the attacking team shape, standing still to receive, then coming to receive and pass; and then checking away to check back, but with everyone moving through the team with several balls going. Two touches. Now give and go at each station
4. Now one ball and 9 players passing through the team with the coaches commands as to where the ball should go. Players stay on the cones in their positions
5. Now movement forward through the field and scoring on goal in a shadow play
6. 2nd ball for defensive team shape (using the defending cones as a guide as to where to recover to)
7. You can have an offside line as a guide; even though no offside (to keep the distances between units correct)
8. Encourage the full use of width
9. Use whistle to signal the players to pass backwards
10. Can bring in the wide players to let fullback’s get forward (visual cue when the center midfielder gets the ball). We do not do this at all in games
11. Bring in opponents: increasing the numbers as we improve until eventually a 9 v 9. Defenders win it pass to coach, then recover into defensive set up and play from keeper again
12. Show when their striker is pushed up and offside, let him go when we have the ball and we push up and leave him (ok they win it play a long ball and score, so what)
13. Show areas where the ball is and who has it as to what we do at the back. for example, we have it, we push up and leave them behind us; as soon as they win it we drop back immediately to pick them up. the distance the ball travels if they try a long ball gives us time to recover
14. They have it in their defending third, we press and stop the delivery, so we push players up, especially if we win possession
15. We have possession moving forward so we all move forward as a team and maintain distances between units
16. We have possession in the attacking third (even if they leave someone behind us) and tell the keeper to be the sweeper; encourage to push up to the half way line at all times
17. Play a game with half way line rule (all players over the half way line before they can score)
18. Emphasize as we push up and have possession, in their half we outnumber them because they may have one or two cheaters behind us, so we could be 8 v 6 
19. Emphasize when we win the ball defending short and tight, keep immediate possession with low risk play to give us time to get wide and long when we attack and change our shape from defending to attacking.
20. Can do 4 zones so all players have to be in three zones only (except keeper). set this up first. can explain this idea at the end when we have a game

PASSING AND MOVING WARM UP

1. Pass and follow in the team shape. You can do this for any team size, 6 v 6, 8 v 8, 9 v 9 or 11 v 11
2. Change the routines.
3. Several balls going at once and everyone moving.
4. Develop: Have players check to the ball to receive.
5. Develop: Have players check away to check back to the ball.
6. Play one and two touch.
7. This is getting the players to check and receive the pass. Check away to come back into the space created.
8. Follow the pass, lots of repetition. Two touch plays, receive and move the ball into space with a turn with one touch and pass with the second touch.
9. Pass to the back foot of the player or behind them to move them. Player receiving can point to where they want the pass to go.
10. Develop: Give and go, 1-2 with the player passing to you.
11. Pass with the outside of the front foot.
12. Now playing give and go’s, to develop the play and get lots of touches for all the players.
13. So (1) passes to (2) who checks to an angle to receive, (2) passes back to (1) who has checked off at another angle to receive, who passes into the path of (2) running towards (3) to pass to (3) and the cycle continues AT EACH STATION.
14. Players pass and run to the next position.
15. Several balls should be going at once and everyone is moving.
16. Try different shapes with the players.

Make sure players check off at angles to receive the pass so they are side on and can go forward, to the side, and back with a run or a pass. You can start play from the keeper.

DEFENSIVE TEAM SHAPE

ATTACKING TEAM SHAPE FOR 9 v 9

Players transition from a defensive shape to an attacking shape on the coach’s command.

COORDINATED MOVEMENTS IN WIDE AREAS

Wide players cut inside to create space outside for fullbacks to overlap or to receive to their feet running at the defense.  

Have the players pass the ball around and then when it arrives at (6) that is the VISUAL CUE for the coordinated movements wide to make it easier for the players to understand when and where to make the runs.  

These two diagrams show both sides going at the same time but realistically it is better that one goes only to ensure we have stability at the back should the move break down.

When we go to an 11 v 11 with this system of play both fullbacks can go; as will be shown. So, we are preparing the players for these types of movements at a younger age so when they progress to the 11 v 11 they are already educated and trained in this.

SHADOW PLAY REHEARSAL

Here the coach could dictate the movements to help the players more easily understand what to do. So, he could instruct the players to pass from (4) to (3) to (6) to (10) to (7) to (9) to shoot on goal. At the same time, he will have shown the players the interchanging movements to make to ensure this phase of play is developed correctly.

Once the players are comfortable with this they can then make their own movements and own decisions on where and when to pass.

HIGH PRESSURE ON THE BALL

Here (11) has pressure on the ball. (A) Cannot pass the ball forward, and this allows (2), (3) and (4) to push up to the half way line and condense the play from the back. Leave the opponents in an offside position (even though we do not play offside at 9 v 9).

If (2), (3) and (4) take their defensive shape off (C) and (B) and drop back then our team shape is wrong in this situation.

HIGH PRESSURE

Let’s say (9) is close enough to close (D) as the ball travels to him. This is the BEST SOLUTION if it is possible to implement it quickly. High pressure close to the opponent’s goal may result in a quick shot on goal on regaining possession.  

High pressure like this also saves a lot of recovery runs for the rest of the team, instead they push up and close down the spaces in front of them and do not worry about the ball in behind them because the delivery has been stopped by (11) and (9) at the source.

LOW PRESSURE

Here, just as an example (because (9) would or should have closed down (D) already) we have (D) free and as the ball is played to him there will then be no pressure on the ball, so the opponents can play it forward. As the ball is travelling (2), (3) and (4) have to anticipate long balls to unmarked (B) or (C) that are free.  Practice: “When and where to Drop”    

By the time the ball arrives forward they should have enough time to recover back into position. The rest of the team can use this situation of a long forward pass to recover back too for the next phase on play.

TEAM SHAPE DEFENSIVE POSITIONS

Players drop back into position to avoid the ball being played in behind them.

Here we have possession and are moving forward and (6) has passed to (10) who is now in a shooting position.    

Use a CONDITION that the team cannot score unless all the team (expect the keeper) are over the HALF WAY LINE. This teaches the team to push up from the back; as if they score the goal is disallowed if they are not up over the half way line. This also trains any defenders you may have who mentally switch off and do not push up or are just lazy to do the right thing and get up as a unit.  

As they move to the 11 v 11 game and offside is applied, this will be a good education, IN ADVANCE for them on pushing up and leaving players offside and forcing them to work back (something strikers do not like to do). 

A COMFORT ZONE GAME DEVELOPING WIDTH IN THE PLAY

GAME OBJECTIVE: TO ENCOURAGE PLAYERS TO USE WIDTH AND OFFER AN AREA TO PLAY WITHOUT PRESSURE

1. If a player breaks wide into the outside channel on either side of the field and is in possession of the ball this player cannot be tackled. Defenders are not allowed into the channel.
2. The players on the team in possession of the ball can run the ball into the channel or have it passed to them into the channel.  
3. This condition plants the seed in the mind of the players to immediately play with width when in possession. Numbers for this game can be 3 v 3 and upwards.
4. Our offensive team shape to begin. Four players give us width in attack.

Develop: The wide areas can be used to practice certain moves the players have been taught, especially at the younger ages where they need to be able to practice them without pressure. This allows for them playing in a game but also doing the move without pressure. 

Coaching Points:

1. Create space wide when in possession of the ball  
2. Building play from the back  
3. Using width to attack  
4. Developing Overlap runs

Both fullbacks (2) and (3) push forward. They interchange with the wide attacking players (7) and (11). (7) And (11) cut inside forming an offensive three in attack with (9).

This is a big overload from both sides of the field so (6) needs to sit in and cover for this should the opponents win possession and counter attack.

Players make movements off each other. Overlapping fullback (2) Gets the ball and has options in front of him, he can play a team mate in or run the ball to get into a crossing position.

Alternatively it could be the fullbacks (2) and (3) cutting inside and the midfield players (7) and (11) staying wide.

An alternate way to play is have both fullbacks break wide initially to offer to receive the pass in the buildup.

Once the side to attack down has been established we can then have our opposite side players adjust as shown, (11) still attacking but (3) dropping back in to cover in case of a counter attack. This gives more freedom to (6) to support the attack.  

Here we see the continued movements of the players in the attacking phase of play. We are compact from the back as the players move up the field to get up to the half way line as their guiding position.

INTRODUCE OPPONENTS

Introduce 5 players to give an overload for the team you are coaching to give them the opportunity to have initial success.  

Opponents can only “shadow” the outside players and cannot enter the outside comfort zone.

Players can only stay outside in the channel with the ball for a few seconds then must make their move inside either passing it in or dribbling it in or it becomes too false a set up.

Building the session up using an overload situation to gain success.

Gradually increase the number of opponents until you finish with a 9 v 9 game situation. Building the numbers up as opponents should ensure a progressive situation where each stage of development is successful.

USING FOUR ZONES TO TEACH TEAM DEPTH IN A 9 v 9

DEFENSIVE TEAM SHAPE: The team maintains its shape by only occupying three of the four zones.

Short and tight. If we are ultra defensive and playing low pressure it may be only two zones we occupy.

OFFENSIVE TEAM SHAPE: Now we have our offensive shape and the team pushes up with them all still in three out of four zones (except the keeper).

Wide and Long.

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ONE WORD COMMANDS FOR TEAM SHAPE AND MOVEMENT

Just a one-word signal can organize a back four defense so everyone knows what to do and reacts together as a unit. Also, midfield players close by can react off the call too.

One-word calls ensure everyone will know quickly and effectively what they should do as a unit and as a team.

Hence the back players (and the keeper) can organize their movement as a unit (and therefore influence those in front of them) from five one-word commands. The momentum is triggered from the back and runs forward through the team to the strikers.
 

Game situation

The Opponents have the ball and pass it back towards their own goal for example or we pass the ball forward maintaining possession.

The coach can move around the field with a ball and the team can take their shape from that also.

All the movements are without a ball to begin.

Here in the game the players move up the field only up to perhaps five yards in distance (it may be only one or two yards), edging out waiting to see if we win the ball then they can apply the OUT call. 

Also it can be when we pass it forward and move up as a team. 

Units move up together maintaining the same distance between each other. They move up a short distance then reassess the situation (and reorganize) depending where the ball is. 

If it goes back again (we force them to play it back as a team) we can move a short distance up again. 

If they pass it a long distance back then as the ball travels back we travel forward too and it can be the OUT call instead (see next slide).

Game situation

We have the ball and have played it forward into the attacking third for example and kept possession (or not, maybe just played it behind the opponent’s defense and it takes time for them to get the ball and turn and pass it forward again). It can be a big movement forward of the team.

At Practice: The coach can move around the field with a ball and the team can take their shape from that also.

The team sprint out together on the OUT word until you say sit or stop in the practice, they then stop moving and sit down and you assess their spacing between players and between the three units. 

As they get good at this, speed up the commands until they are moving around the field quickly and efficiently with correct spacing. Eventually you can say the different words and all they do is stand still not sit on the stop command (in practice) so you can move them around the field at a faster pace working the transitions.

Game situation

Holding the line at the back of the defense and staying in the same place.  The back defenders neither drop nor push up. This could be when the opponents have the ball but there is pressure on the ball so can’t play it forward. 

The two opponents are included to show how this situation works; you wouldn’t necessarily use them in this practice though it may help the players to understand it better. This is a tricky situation to identify for the players and relies on good officiating plus positive direction from the player in charge. 

This can occur even if the opponents have the ball and are facing forward with it but the defending pressing player or players prevent the forward pass effectively. 

Decisions have to be instant here.

Our team lets the opponent’s strikers run off side.  Players can also use the UP call too in this one, just pressing a little to work the opponents’ strikers if there is pressure on the ball to prevent the forward pass. This makes it even more obvious the opponents have run offside as the distance between them and the back four is greater.

Game situation

They have the ball and are moving forward with it playing left to right; we are playing right to left.

Here the team drop back together recovering back to the goal. 
Again, it isn’t all black and white here as to when this happens but a situation could be when they have the ball and are moving forward and there is no pressure on the ball so the player on it can pass it forward and maybe in behind our back players for their strikers to run onto. 

To avoid this we drop back as a team behind the ball but in the game the closest player would go to the opponent on the ball delaying the forward pass to allow others more time to drop and get back behind the ball. 

For ease of practice to highlight the movement here we work all the players together to get the point across.

More attention to detail shows that you can break the situation down further to the player on the ball facing forward; 

1. Do they have their head up and hence can see a forward run and play the ball in quickly and therefore the back four must drop, or: 
2. Has the player got the ball at their feet and are facing forward still but their head is down and hence they do not see a potential run and in fact delay the forward pass long enough for us to actually DROP; HOLD the line or even press up with the UP call.

This delay may just give enough time to the closest player to the ball on our team to be able to apply pressure and thus stopping the forward pass.

Another variable, if the furthest striker is alongside the deepest defender, if that defender recognizes the moment quickly enough then that player can push up and play offside (and call UP) even with the opponent facing forward and ready to pass.

We rely on good officials to catch this!! 

Game Situation

Here the opposition has played the ball into a very wide area and we all move across the field.

Slide can be used when the opponents are taking a goal kick so there are players around the area where the ball is to be kicked.

Moving across the field, don’t take it literally at 90 degrees it could be diagonally in a game (45 above) but for our practice you could have them moving across the field like this just to get the idea across. 

In the game the ball may have been passed wide in the opponent’s possession and we move across the field as a team to close all the spaces around the ball to try to win it back.

Ultimately move the players around the field with the various commands keeping them in motion. You can introduce other players to pass or run the ball around the field and they must adjust off where the ball is. The team can only intercept passes not make tackles as we want them to move around the field off the ball.  

Once they intercept it they can attack the goal and try to score as a reward. Introduce this method into an 11 v 11 game situation as the final progression.

USING ALL COMMANDS

The team need to learn that the shout is SLIDE one second; then within a moment it changes to UP (maybe they passed it back), and within another moment the call is DROP (as they line up to pass it forward), then it may be the OUT call within another second or two because we won the ball and passed it forward quickly giving us valuable time to get out.

Train the players to be able to makes these decisions quickly and effectively, offer lots of situations where this happens and have them practice it.

Mistakes are expected, so we must correct them, and the time to make them and correct them is in training.

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