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SITUATING YOUR TRAINING GAMESA SELF-STUDY GUIDE “E” AND “D” LEVEL COACHES
TOM TURNER
OHIO YOUTH SOCCER ASSOCIATION NORTH
SPRING 2014
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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STEP #1
Start With A Blank Field.
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STEP #2
Determine which player is at the root of the problem.
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STEP #3
Determine the area of the field relative to the soccer problem.
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STEP #4
Determine which players are immediately connected to the solution.
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STEP #5
Determine who they get the ball from.
Back line simplified
to one player.
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STEP #6
Determine who they connect with.
Front line simplified
to one player.
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STEP #7
Determine the field space relative to the soccer problem.
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STEP #8
Determine how much opposing pressure to start.
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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.
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STEP #9
Define the playing area for the starting point – Player #4.
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STEP #10
Add a ball supply behind the starting point.
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STEP #11
Define the target area for the ending point – Player #9.
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STEP #12
Determine how to recycle the balls.
#9 passes to #4 after each
successful build-up.
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STEP #13
Determine how the defending team scores.
#10 passes the ball to #4 (1pt); or
dribbles the ball into the end zone (3pts).
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STEP #14
Determine your coaching position.
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STEP #15
Determine your coaching points: What are you trying to improve?
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STEP #16
Determine how you might expand your activity.
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STEP #17
Final Game Organization.
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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).
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STEP #1
Start With A Blank Field.
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STEP #2
Determine which players are at the root of the problem.
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STEP #3
Determine the area of the field relative to the soccer problem.
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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.
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STEP #5
Determine which players are immediately connected to the solution.
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STEP #6
Determine the field space relative to the soccer problem.
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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.
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STEP #8
Determine the end point.
Target player #9
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STEP #9
Add a ball supply behind the starting point.
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STEP #10
Determine how the attacking team scores.
Pass to GK.
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STEP #11
Determine your coaching position.
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STEP #12
Determine your coaching points: What are you trying to improve?
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STEP #13
Determine how you might expand your activity.
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STEP #14
Final Game Organization.
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