tom turner ohio youth soccer … your practices 2014...tom turner ohio youth soccer association...

SITUATING YOUR TRAINING GAMESA SELF-STUDY GUIDE “E” AND “D” LEVEL COACHES

TOM TURNER

OHIO YOUTH SOCCER ASSOCIATION NORTH

SPRING 2014

INTRODUCTION

THIS SLIDE PRESENTATION OUTLINES THE PROCESS FOR SITUATING (STARTING AND STOPPING)

FUNCTIONAL (POSITIONAL) PRACTICE ACTIVITIES IN ACCORDANCE WITH THE “SOCCER PROBLEMS”

METHOD ADOPTED BY US SOCCER IN THE NATIONAL COACHING SCHOOLS.

THE SPECIFICS OF THE SOCCER PROBLEM DEFINE WHERE ON THE FIELD THE TRAINING SESSION

SHOULD TAKE PLACE; WHICH PLAYERS ARE INVOLVED; AND THE PHASE OF PLAY (ATTACKING,

DEFENDING, OR TRANSITINING TO ATTACK OR DEFENSE).

THE FOUR BASIC PHASES OF PLAY ARE OUTLINED IN THE FOLLOWING SLIDE.

We Have the Ball

“Build-Up / Attack”

We Win the Ball

“Counter-Attack”We Lose the Ball

“Defend Counter”

They Have the Ball

“Recover Possession”

PHASES OF PLAY - BASIC

3

INTRODUCTION

THE PHASES OF PLAY CAN BE FURTHER DIVIDED TO INDICATE POSSESSION IN A SPECIFIC THIRD OF

THE FIELD AND ALSO THE INFLUENCE OF THE OPPONENT’S DEFENDING.

THE INFLUENCE OF THE OPPONENT IS NOT CONSIDERED A KEY FACTOR IN PRACTICE PLANNING

FOR STATE-LEVEL CANDIDATES, WHO ARE SIMPLY EXPECTED TO INCREMENTALLY INCREASE

PRESSURE AS A PRACTICE DEVELOPS. HOWEVER, FOR MORE EXPERIENCED COACHES, THE

INFLUENCE OF THE OPPONENT IS A CRITICAL CONSIDERATION.

THE RANGE OF TACTICAL POSSIBILITIES IS SHOWN ON THE FOLLOWING SLIDE, WITH, FOR

EXAMPLE, A TEAM BUILDING FROM THE BACK THIRD CLEARLY HAVING A MUCH DIFFERENT

CHALLENGE WHEN THE OPPONENT DEFENDS FURTHER FORWARD OR FURTHER BACK.

Possession, Style and the Phases of Play

Counter-Attacking

Building vs High

Restraining Line

Building vs Medium

Restraining Line

Building vs Deep

Restraining Line

Attacking Restarts Defensive Restarts

Bunkering

Defending From

Behind A Line Of

Confrontation

Pressing

Defending Against The

Counter-Attack

Attacking Defending

PHASES OF PLAY - EXPANDED

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SITUATING YOUR PRACTICES

THE FOLLOWING SLIDES PROVIDE EXAMPLES OF HOW PRACTICES CAN BE SITUATED (STARTED AND

STOPPED) BASED ON THE NATURE OF THE SOCCER PROBLEM.

THE ACTUAL NUMBER OF PLAYERS (BOTH ATTACKING AND DEFENDING) IN EACH LINE WILL VARY,

BASED ON THE EXPERIENCE OF THE COACH AND THE EXPECTATIONS OF THE LICENSE LEVEL.

IT IS ALSO VERY LIKELY THAT ONE OR MORE LINES MAY BE ELIMINATED FROM THE STARTING

PICTURE, AGAIN, BASED ON THE NATURE OF THE SOCCER PROBLEM AND THE EXPECTATIONS OF

THE LICENSE LEVEL.

The Basic Concept…

IN THIS DIAGRAM, THE THREE LINES (GK+D, M, F) ARE REPRESENTED BY RED CIRCLES AND THE FIELD AREA IS DIVIDED INTO THIRDS.

THE SOCCER PROBLEM DETERMINES WHICH LINES ARE INVOLVED AND HOW THE ACTIVITY MIGHT START AND STOP.

The Basic Concept…

THE SOCCER PROBLEM ALSO DETERMINES HOW MANY PLAYERS FROM EACH LINE ARE INITIALLY INVOLVED, WHILE THE LICENSE LEVEL

DETERMINES THE EXPECTED COMPLEXITY OF THE TRAINING SESSION.

The Basic Concept… ATTACKING.

IF THE SOCCER PROBLEM RELATES TO ATTACKING (BUILDING-UP) FROM THE BACK OF THE TEAM, THE GOALKEEPER OFTEN STARTS WITH THE BALL AND

THE PRACTICE TYPICALLY BEGINS BY INCLUDING THE MIDFIELD LINE.

The Basic Concept… ATTACKING.

IF THE SOCCER PROBLEM RELATES TO ATTACKING (BUILDING-UP) THROUGH THE MIDFIELD LINE, THE PRACTICE WILL GENERALLY START WITH THE BACK LINE AND END WHEN THE BALL ENTERS THE FRONT

THIRD - OR REACHES THE ATTACKING LINE.

The Basic Concept… ATTACKING.

IF THE SOCCER PROBLEM RELATES TO ATTACKING (BUILDING-UP) IN THE FRONT HALF, THE PRACTICE WILL GENERALLY START WITH THE BACK LINE

AT MIDFIELD AND INCLUDE THE MIDFIELD AND FORWARD LINES.

The Basic Concept… DEFENDING.

IF THE SOCCER PROBLEM RELATES TO DEFENDING IN THE ATTACKING HALF, THE PRACTICE WILL GENERALLY START WITH THE OPPONENT’S BACK LINE OR

GOALKEEPER AND INCLUDE A MINIMUM OF THE FORWARD AND MIDFIELD LINES.

The Basic Concept… DEFENDING.

IF THE SOCCER PROBLEM RELATES TO DEFENDING CLOSER TO THE MIDFIELD AREA, THE PRACTICE WILL GENERALLY START IN ONE OF TWO WAYS.

THE FIRST POSSIBILITY IS WITH THE OPPONENT’S BACK LINE, WHICH WOULD BEGIN THE PRACTICE BY PLAYING FORWARD AGAINST A MINIMUM OF THE

FORWARD AND MIDFIELDER LINES.

The Basic Concept… DEFENDING.

THE SECOND POSSIBILITY IS THAT THE SOCCER PROBLEM RELATES TO THEDEFENDING OF THE MIDFIELD AND BACK LINES. IN THIS CASE, THE PRACTICE STARTS

WITH THE OPPONENT’S BACK LINE IN A MORE ADVANCED POSITION.

The Basic Concept… DEFENDING.

IF THE SOCCER PROBLEM RELATES TO DEFENDING IN THE TEAM’S OWN HALF, THE OPPONENT’S BACK LINE WILL GENERALLY START THE PRACTICE AT MIDFIELD.

THE RED TEAM WILL INCLUDE “AT LEAST” THE DEFENDERS AND MIDFIELDERS.

The Basic Concept… TRANSITION to DEFENDING.

IF THE SOCCER PROBLEM RELATES TO TRANSITIONING TO DEFENSE, THE BALL MUST START WITH THE TEAM BEING COACHED AND THE PRACTICE MUST BE STRUCTURED TO INCREASE

THE POSSIBILITY OF TURN-OVERS IN THE RELEVANT AREA OF THE FIELD.

The Basic Concept… TRANSITION to ATTACK.

IF THE SOCCER PROBLEM RELATES TO TRANSITIONING TO ATTACK, THE BALL MUST START WITH THE OPPONENT AND THE PRACTICE MUST BE STRUCTURED TO INCREASE

THE POSSIBILITY OF TURN-OVERS IN THE RELEVANT AREA OF THE FIELD.

PRACTICAL EXAMPLES

TWO FOLLOWING TWO EXAMPLES OFFER PRACTICAL APPLICATIONS OF HOW TO SITUATE

PRACTICES, BASED ON COMMON SOCCER PROBLEMS.

IN THE FIRST EXAMPLE, THE SOCCER PROBLEM IS DEVELOPED FOR AN “E” LEVEL TRAINING

SESSION, WHILE THE SECOND TARGETS “D” LEVEL EXPECTATIONS.

SOCCER PROBLEM #1

YOU HAVE A DEFENSIVE MIDFIELD PLAYER (#6) WHO STRUGGLES WITH THE CONCEPT OF MOVING

TO SUPPORT THE BACK LINE WHEN THE TEAM IS BUILDING OUT OF THE DEFENSIVE HALF.

THE RESULT IS THAT THE TEAM STRUGGLES TO PLAY CONSTRUCTIVELY THROUGH THE MIDFIELD

AND EITHER RESORTS TO PLAYING DIFFICULT PASSES TO THE FORWARDS, OR LONG BALLS INTO

OFFSIDE SPACE; OR TURNING THE BALL OVER IN DANGEROUS COUNTER-ATTACKING AREAS.

YOU ARE ORGANIZING A TRAINING SESSION – MORE LIKELY A SERIES OF TRAINING SESSIONS -

TO HELP THIS PLAYER IMPROVE THEIR TACTICAL AWARENESS.

STEP #1

Start With A Blank Field.

STEP #2

Determine which player is at the root of the problem.

STEP #3

Determine the area of the field relative to the soccer problem.

STEP #4

Determine which players are immediately connected to the solution.

STEP #5

Determine who they get the ball from.

Back line simplified

to one player.

STEP #6

Determine who they connect with.

Front line simplified

to one player.

STEP #7

Determine the field space relative to the soccer problem.

STEP #8

Determine how much opposing pressure to start.

STEP #8b

Determine how much opposing pressure to start.

Based on the age and

ability of the players,

adding a second

defender (#8) may be

the appropriate starting

point for this activity.

STEP #9

Define the playing area for the starting point – Player #4.

STEP #10

Add a ball supply behind the starting point.

STEP #11

Define the target area for the ending point – Player #9.

STEP #12

Determine how to recycle the balls.

#9 passes to #4 after each

successful build-up.

STEP #13

Determine how the defending team scores.

#10 passes the ball to #4 (1pt); or

dribbles the ball into the end zone (3pts).

STEP #14

Determine your coaching position.

STEP #15

Determine your coaching points: What are you trying to improve?

STEP #16

Determine how you might expand your activity.

STEP #17

Final Game Organization.

SOCCER PROBLEM #2

YOU HAVE TWO “SAFETY-FIRST” CENTRAL DEFENDERS WHO ROUTINELY CLEAR THE BALL WHEN

THEY COME INTO POSSESSION FOLLOWING A TURNOVER IN THE DEFENSIVE HALF.

THE RESULT IS THAT THE TEAM FAILS TO DEVELOP COUNTER-ATTACK OPPORTUNITIES; OR

OPPORTUNITIES TO BUILD THE BALL OUT OF THE DEFENSIVE HALF.

THE FOLLOWING PRACTICE IS DESIGNED FOR “D” LEVEL COACHES, WITH THE FOCUS ON

COACHING THE INTEGRATION OF #4 AND #5 WITH THE OUTSIDE BACKS (#2 AND #3) AND THE

PLAYERS MOST LIKELY TO BE INVOLVED IN A COUNTER-ATTACK OR A BUILD-UP (#1, #6, #8, #9).

STEP #1

Start With A Blank Field.

STEP #2

Determine which players are at the root of the problem.

STEP #3

Determine the area of the field relative to the soccer problem.

STEP #4

Determine who they get the ball from.

The soccer problem relates

to transitioning to attack, so

the opponent must start

with the ball.

STEP #5

Determine which players are immediately connected to the solution.

STEP #6

Determine the field space relative to the soccer problem.

STEP #7

Define the starting point.

The soccer problem relates

to the back line, so players

from the opponents’ front

and middle lines would be

the natural inclusions, with

the #8 players as the

starting point.

STEP #8

Determine the end point.

Target player #9

STEP #9

Add a ball supply behind the starting point.

STEP #10

Determine how the attacking team scores.

Pass to GK.

STEP #11

Determine your coaching position.

STEP #12

Determine your coaching points: What are you trying to improve?

STEP #13

Determine how you might expand your activity.

STEP #14

Final Game Organization.