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No. 38, April 2010

Foppe deAjaxHaan Cape Town W W W . S O C C E R C O A C H I N G I N T E R N AT I O N A L . C O M

No. 38 April 2010 SoccerCoachingInternational is an e-magazine for soccer coaches all over the world from the publisher of TrainersMagazine, the Dutch magazine for soccer coaches. The Magazine will be released six times a year. Chief editor Paul van Veen Beatrixlaan 21, 2811 LZ REEUWIJK THE NETHERLANDS paul@soccercoachinginternational.com Publisher Sportfacilities & Media BV Visiting address: Steynlaan 19 B-D ZEIST THE NETHERLANDS Postal address: P.O. Box 952, 3700 AZ ZEIST THE NETHERLANDS info@soccercoachinginternational.com Phone: +31 (0)30 697 7710 Fax: +31 (0)30 697 7720 Project Manager Floris Schmitz f.schmitz@sportfacilities.com

No.38 April 2010

Managing Editor and Translations Maaike Denkers maaike@soccercoachinginternational.com Graphic Design Anton Gouverneur Tania Dimitrova studio@sportfacilities.com

Photographers: Tom van den Heiligenberg Jan Soek Editorial Staff Andrew Blight, Paul Cooper, Maaike Denkers, Roy Heijmans, Dan Micciche, Larry Paul, Juriaan van Poelje Hans Slender, Paul van Veen Copyright All rights reserved. Contents may not be reprinted or otherwise reproduced without written permission of the publisher.

ISSN 1571 - 8794

Contents

Mental Development 14

Youth Training

Foppe de Haan, Ajax Cape Town

Observations and Orientation, part 4

MK Dons Academy: Smart Defending

Youth Coaching 30

Training Sessions 38

Analysis

Elite Young Player Development Part 2: Assessing and reporting

Bringing structure to the youth academy

Hans de Jong, scout SC Heerenveen on game analysis

Cover Story

Column Paul Cooper

Various

Next issue

Road to World Cup 2010

No.38 April 2010

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From the Editor Welcome to the 38th issue of SoccerCoachingInternational Our second e-Magazine! I want to thank everyone for sending an enormous amount of reactions and feedback on the first e-Magazine. We appreciate this and have done our best to facilitate to all your wishes. This issue will be available as a PageFlip (to read online) and as a PDF version. We will be sending all subscribers an email with a PDF link, so please email us if you haven't received the link. Last time I promised this issue would be available on March 31st. I am sorry to say we are a little late, as its now April 2nd, I apologize for this delay. I also promised the new website would be up and running, however we have decide to wait till after Easter, as we do not want to rush the launch. I will keep you posted on the developments and hope you can bare with us for another week. You won't be disappointed by the end result. This second e-issue has 80 pages and is packed with a great range of articles from all corners of the world. Including Foppe de Haan, the former Dutch U21 coach, who has come back from his retirement to coach Ajax Cape Town in South Africa. We then move to Larry Paul for the fourth part of his series on Observations and orientation and on to Dan Micciche, who once again takes us inside the

MK Dons academy and give us a peek into their Games Programme for Young players, this time tackling the concept of smart defending. From Micciche to Andrew Blight, who discusses the concepts of elite young player development in this second part of his series. From England to the Netherlands where SoccerCoachingInternational shows you how to bring structure to the youth academy and takes you through the objectives for all age groups. We stay in Holland for the first part of a series on game analysis, sc Heerenveen analyst and scout Hans de Jong focuses on the differences in game analysis at various levels and covers the possibilities for a coach who plays in a 4-3-3 and is faced with an opponent who also plays a 4-3-3. Last, but not least the re-introduction of the Paul Cooper column. All in all another great and diverse issue, brought to you online.

I hope you enjoy this second e-Magazine! The third E-magazine will be available May 1st. I will keep you posted on our website developments. Yours in soccer, Maaike Denkers Managing Editor SCI

No.38 April 2010

Cover Story FOPPE DE HAAN, AJAX CAPE TOWN:

"I want to teach players to look further than an arms-length” Former SC Heerenveen and Dutch U-21 coach Foppe de Haan decided that time had come to enjoy the better part of life when his contract with the Dutch FA expired in June 2009. Merely five months later he signed up with Ajax Cape Town. By: Guy Oldenkotte

After serving SC Heerenveen for 20 years and playing an important role in grooming the Dutch U-21 team into a back-to-back winner of the 2006 and 2007 UEFA European Under-21 Football Championship, 66 year old Foppe de Haan believed the time had to come to retire. A retirement that would allow him to step back from the limelight and do the things he appreciated doing most. But when Ajax Cape Town contacted him, after coach Mushin Ertugral left, to guide the team through the 2009/2010 season, it didn’t take de Haan long to decide.

Professional approach When asked for his evaluation of his first few weeks at the club, De Haan starts off on a positive note. “The club is wellorganised with a clear and transparent organisation and a professional approach. We have a very good training centre with a well-maintained field, an artificial turf field as well as indoor facilities. That allows us to practice in any condition. In short; everything that is supposed to be available is available,” he says. But when he evaluates the team and the competition things are different.

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“The fact that we are only allowed to use players that are registered at the PSL (Premier Soccer League) is something I find very strange. Youth players who have proven their skills and capability in their competition are not allowed to progress as long as they are not registered. And registered players in the main squad, who actually could do with some extra time at a lower level, are no longer allowed to return to these competitions.” Ajax Cape Town’s main squad therefore consists of 30 players. “That is way too much. At the end of the week I prefer to train with 18 players maximum. But then you face the problem that players who don’t make it to

Soccer in South Africa is very opportunistic and lacks vision.

No.38 April 2010

the main squad will train less. This will subsequently affect their quality and fitness,“ the qualified teacher points out. Different training regime To avoid creating a gap between the main squad and the substitutes, De Haan has introduced a new training scheme. “I have increased the training intensity to a level that players who don’t make it into the main squad will do an equal amount or perhaps even more training.” But training is not enough De Haan admits. “I would rather prefer to see the establishment of a good quality competition for a Second team or for players that haven’t made it

"AN ALTERNATIVE COMPETITION WILL ALLOW THEM TO FURTHER DEVELOP THEIR SKILL"

into the main squad yet. Such an alternative competition will allow them to further develop their skill but at a higher level than they can do right now.” When South Africa wants to join the international football community such a competition is essential, De Haan believes. “There is too much difference in the level of quality between the players. Some of them still have much to learn. They defend on the wrong side of the player, continuously walk backwards or deliver poor passes to a striker. That is not just a problem that is unique for Ajax Cape Town, but more a problem with soccer in South Africa in general. I have seen many matches in recent weeks but only once I saw a pass delivered where I could see that it was done with an intention.” Joining a team in a country that is getting prepared to hold the World Cup bonanza in June 2010, doesn't help much either. “The fact that we are experiencing an odd season doesn’t do any good either. Up until Christmas we played twice a week. In January we didn't play any competition matches and in February we suddenly played six matches in one month.”

De Haan was brought in as a temporary coach to guide Ajax Cape Town to the end of the season.

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De Haan would consider a role as Technical Director for either the club or the league. No.38 April 2010

"MY TRAINING PHILOSOPHY IS BASED ON THE LONG-TERM" Training with vision For a trainer with a reputation of grooming youth players and giving them an opportunity for their big breakthrough, De Haan should be the right man for the job. Yet he quickly points out that his contract ends at the end of the season. “Only in February 2010 I will decide about my future. That decision will be made with the input of my wife and the rest of my family. I only want to do things I enjoy doing most.” This creates a difficult situation for the players and the club as De Haan is the fourth coach in six months that trains the team. It surely affects the consistency. “My training philosophy is based on the long-term. I want to teach players to look further than an arms-length.” In the short-term this means that the team will have to focus on game tactics, with all the limitations they have. “The build-up from the back should be improved. We also should reduce the space on the midfield. Our forwards must have the confidence to get into the box, knowing that they are covered by our midfielders. They, in return must be assured that the distance between them and the defenders is limited. Therefore our defenders should position

themselves on the halfway line. It should work like a harmonica, but currently it is not. They still play backwards too much.” All problems aside, De Haan certainly believes the future can look bright. “Without a doubt the players have great potential. To exploit maximally it will be important to train with a vision by bringing in themed training sessions.” Involved in a bigger plan Although he claims that he only will start talking about his future from February next year onwards, De Haan admits he would be interested in getting involved in long-term development of the game in South Africa, either at Ajax Cape Town or at a national level. “I certainly would be interested to talk about the competition and the quality of the competition on a higher level. What South Africa lacks is a Development Officer who travels around the world to learn from other competitions and implement best practices. Somebody who visits matches in top soccer nations like Germany, England, France, Italy, Spain, Portugal or even the Dutch competition.” Being of Dutch origin De Haan understands the importance. “In The Netherlands players get involved in high-standard competitions from the age of 12 onwards. South Africa clearly lacks this approach. Even players in our main squad lack basic skills. When I asked the players at

No.38 April 2010

"OUR FORWARDS MUST HAVE THE CONFIDENCE TO GET INTO THE BOX"

SC Heerenveen and at the Dutch U-21 to cross the field while juggling the ball without allowing it to touch the ground, they would do this without a problem. Once they made it to the other end of the field they would carry on while walking backwards. I have yet to see a player in South Africa capable of doing that as they hardly make it beyond the 16-metre line.” The inability to control a ball is

something that worries the coach. “Players should be able to receive a pass and keep the ball on their chest for a while, or close to their foot. Unfortunately I very often see how the ball bounces away several metres. In a match that can be fatal. Imagine a defender who intercepts a ball only to allow it to bounce four metres away!” No World Cup winners

South African soccer lacks the structures to guide and groom players from an early age, De Haan believes.

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Listening to De Haan it seems that the chances of South Africa becoming the first African World Champion in 2010 are bleak. But looking further ahead, it would be a possibility in the future. “I must admit that I have seen a lot of improvement compared to what I saw five years ago,” he says while pointing out that some of his current opponents came to the Netherlands in the past to learn from his approach. “I had trainers like the assistant trainer of the South African national squad, Pitso Mosimane, over in the Netherlands years ago when they

followed their training course to become a qualified trainer. It is good to see that they have taken that knowledge to improve the level of the game. It is widely believed that Mosimane will become coach of the national squad in the campaign to secure a ticket for the FIFA 2014 World Cup. A campaign that, with the implementation of a long-term plan and better quality competitions, could see South Africa becoming a serious contender at the next World Cup tournament, according to De Haan.

NEWS UPDATE AJAX CAPE TOWN COACH FOPPE DE HAAN EXTENDS HIS CONTRACT FOR A YEAR Ajax Cape Town have secured the services of coach Foppe de Haan for the 2010/11 season, confirmed by Urban Warriors CEO George Comitis. The experienced Dutch manager had been delaying his decision to stay on in the Mother City, largely due to the reservations had by his wife back in Holland. "There has been a lot of speculation, but we can officially announce that coach Foppe de Haan's contract has been extended for another season, having convinced the coach and his wife to stay at the club. It's important for the club to continue with the same coach, especially after having a topsy-turvy season where we changed coaches twice – continuity is very important," said Comitis.

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No.37 February 2010

Mental Development OBSERVATIONS AND ORIENTATION, PART 4:

Moment of interaction 15 We would be dazzled if we had to treat everything we saw, every visual input, as a separate element, and had to figure out the connections anew each time we opened our eyes or moved them from one fixation point to another. Fortunately, that is not necessary. We see the world as patterns. Sources of Power, Klein, G.

In the last article we saw how our observations are based on universal and specific patterns/concepts that are dynamic, opaque and comprised of complex systems. We looked at how new, renewed and filtered data is introduced to our orientation at different speeds and complexities. Now we’ll look at four of the five elements in Boyd’s OODA Loop that help us to adapt and cope with the conceptual stew we have to deal with; cultural traditions, genetic heritage, new Information and previous experience. By: Larry Paul

Cultural traditions For our use we’ll define cultural traditions as “the shared behaviors and beliefs characteristic of a particular social, ethnic or age group.” It’s how a group sees and does things differently from other groups that set it apart. In 2001 Guus Hiddink found this cultural difference between Dutch and South Korean players:

Whereas Dutch player’s talked too much, Koreans were practically mute… “They are used to thinking, ‘I’m a soldier. I’ll do what’s asked of me.’” Hiddink wanted autonomous, thinking “Dutch,” players. Soccernomics, Kuper and Szymanski

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Cultural traditions supply a strong influence in filtering data. They provide a backdrop against, and a bias for, what we value as well as perceive along with methods of how to deal with situations. They can create a climate for confirmation bias and self-fulfilling prophecies, we see and behave in predictable patterns. …Hiddink told us that he’d caught Koreans using their smallness as an excuse in soccer. He added, “But I won’t allow that. I won’t let them say beforehand, ‘They’re a bit bigger and broader; we’re small and sad.’ ibid. Then there are subcultures, these are cliques, fringe, specialists groups and so on. Subcultures can create gaps in understanding and behavior inside a team. Defenders have a different culture then attackers while flank players see and act differently then central players. The most important gap is between the key players and the work talent. Key players have greater responsibility and must think and act at a higher level in order to do their job while the work talent has to be prepared to do the dirty work. Ultimately, subcultures can be reduced to the individual level while each individual is voluntarily constrained by those above them.

Whenever new information confronts established cultural change is possible. For example, forty years ago the fans and management of Arsenal and Chelsea couldn’t dream that their teams would take the field practically devoid of British players. But changes in the global business models along with political and legal realities brought about the evolution of team selection, club culture and style of play. The clubs very survival depended on adapting to new demands and opportunities that were outside their control and previous experience. Cultures are not eternal and unalterable. When they have an incentive to change – like the prospect of winning more soccer matches, or perhaps the prospect of getting richer – they can change. ibid. Cultural traditions are a dynamic, opaque and complex system of subcultures and not a single set of behaviors and expectations. The idea that all Brazilians players are creative, all Dutch coaches adhere to Total Football and all English teams play route one is a myth. It ignores the richness and complexity found in everyday life in favor of overly simplistic stereotypes.

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Genetic heritage Genetic heritage is the underlying hardware of our current and potential, physical and mental state. It provides the starting point and limits to the level and speed of growth. Physical genetic heritage give us the bigger, stronger and faster traits. Mental genetic heritage give us the insight, vision, grasp, memory/recall and personality traits. The former are obvious and easily measured while the later appear subjective and harder to measure. But both come from and are limited by genetic heritage. â&#x20AC;Śthe new cognitive psychologistsâ&#x20AC;Ś were interested in investigating the mechanisms in the brain that intervene between a stimulus and a response-the

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mechanisms that convert sensory stimulus into an action. In Search of Memory, Kandel, E. Genetic heritage is influenced through experience, training and maturation. Players can work and/or wait to become bigger, stronger, faster, physically and mentally. Between the two, influencing the mental processes, e.g. decision-making, understanding, recognizing leverage points and so on in a match environment takes precedent. Conditioning often used to be focused on the muscles. The muscles, however, are the slaves to the brain. Muscles are incapable of learning. The brain learns. Coaching Soccer, van Lingen, B.

New Information Information is meant to change the way the receiver perceives something, to have an impact on his judgment and behavior. It must inform; it’s data that makes a difference. Working Knowledge, Davenport and Prusak. Information, like data can, be viewed as new, renewed and filtered. New information is defined as previously unknown data that has gained significance and entered our attention. For new information to meet this criterion data must pose one of two potentialities; it has to appear as a threat or as a resource. If data isn’t perceived as either it won’t be significant enough to warrant attention. We’ll ignore, miss or dismiss it and it won’t be available to orientation. This is the process of noticing and selecting leverage points. Leverage points provide fragmentary action sequences, kernel ideas, and procedures for formulating a solution… These can serve as holds to get the process moving, or in combination with other fragmentary actions… We also need to spot leverage points that can work against us, in order to learn the weaknesses in our plans… By noticing leverage points that can work against us, we

buy ourselves time to take preventive action before the emergency arises. Sources of Power, Klein, G. Previous experience It is not the literal past that rules us, save, possibly, in a biological sense. It is images of the past… Images and symbolic constructs of the past are imprinted, almost in the manner of genetic information, on our sensibility. In Bluebeard’s Castle, Steiner, G. When we consider previous experience we are really concerned with different types of memory, how they’re formed, stored, recalled and related. This is a genetically based, biological process and one of the most rapidly developing fields in science. Using memory as a synonym for previous experience the following are some of the basic forms. Sensory memory This un-interrupted, high capacity, short duration memory is the first stop for all sensory impressions. It marks the point between observation and orientation where most of the sensory stimuli is rejected. Unless there is a compelling reason to process the data, you notice leverage points, the impressions last only a fraction of a second and then fade away. Selected impression’s go onto short-term or working memory.

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Short-term or working memory The leverage points are now a part of the orientation process and have become information and possibly knowledge. STM is limited in workspace and duration. Some STM will be used quickly and discarded, the rest will pass into long-term memory. 20 Long-term memory LTM capacity maybe limitless and is durable, these memories can last a lifetime. Storage is a highly interconnected and dynamic system. Memories are stored in different locations by type allowing details to merge and change. LTM has two subsets. Explicit memory What is commonly referred to as â&#x20AC;&#x2DC;memoryâ&#x20AC;&#x2122;. The ability to recall dates, people, events, the Laws of the Game and so on. Recalling one explicit memory can bring up dozens of related ones. Implicit memory Unconscious memory that flows through our actions, it is procedural in nature. Riding a bike, driving a car, passing a ball are examples of implicit memory. After you have learned how to do the action, the individual steps fade from consciousness into a smooth automatic action. Our implicit guidance and control is based on this type of memory. It requires the least

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amount of attention and processing between observations and actions. Retrieval is the next step in using previous experience. Memories per se, are not stored as complete wholes or in one location. Different aspects like color, shape, texture, auditory, temporal, spatial and emotional patterns are stored in different areas and parts of the brain. This means that what we perceive as a whole memory, an event or thing has to be broken down into its constituent parts before it can be saved as LTM. The sound of your best friends voice cannot reside in the same neural space as the color of their eyes. This makes retrieval problematic as well as a source for creativity. These bits of memory donâ&#x20AC;&#x2122;t have to stay locked into their original form; upon retrieval they can be reassembled into something new. Some basic retrieval processes are. Recall Retrieval without being cued, e.g. daydreaming or reliving old war stories. Recall allows us to freely reconsider the past and plan for the future, context is largely unfocused and association is random. Recognition Retrieval based on a cue, e.g. hearing a whistle and seeing the referee point to the

21 penalty spot associates a leverage point with past experience. Retrieval is momentarily focused on specific meaning, context or concept. Reconstruction Recombining memories into new patterns and concepts. The pliability of memory allows creativity and novelty to exist in our lives. These processes work interactively, a cue focuses attention that retrieves a memory that loses importance but brings up an old memory that recombines with a random thought that runs into a new cue that requires attention so it’s compared against other experiences and on and on. It’s a never-ending dynamic cycle inside a complex system. Boyd considered orientation to be the “Big O” and reflection on how cultural traditions, genetic heritage, new information and previous experience are

intertwined makes it apparent. Genetic heritage lays the groundwork for our previous experience which influences our cultural traditions which filters how we perceive and deal with new information which has to be managed by our genetic heritage which adds to our cultural traditions and so on. It’s another neverending dynamic cycle inside a complex system going into an uncertain future. Up to now there is little new in Boyd’s model of orientation. It represents a comprehensive understanding of different writers and stretches across numerous domains. It’s the fifth element in orientation, analysis and synthesis, where Boyd makes one of his lasting contributions to strategic thought and sets the OODA Loop apart from other decision-making models. In the next issue:

Boyd’s Destruction and Creation.

No.38 April 2010

Youth Training MK DONS ACADEMY:

Smart Defending There are three phases to the game, your team either has the ball, does not have it or the ball is in ‘transition’ between the teams. Bearing this in mind, it is madness not to devote time and energy equally to practicing the skills needed for each phase. We please kids by constantly practicing attacking because it’s exciting and creative but this probably won’t help them keep out the goals in the long run. By: Dan Micciche

It is vital we see defending as an equal art form as say dribbling. Defenders can be clever, creative, imaginative and very skilful. The defender who is faced with being outnumbered and is able to delay the attack until his mates arrive has to be thoughtful and in many respects clever in his movement. Equally, a last ‘ditch’ tackle or a saving block, may not be pleasing on the eye but shows courage, determination, agility, speed, balance and again excellent perception skills. The skills kids need these days to defend effectively against quicker, stronger and perhaps more tactically astute forwards, are as ‘varied’ as any central midfielder. They are constantly judging, predicting, searching for cues and clues and

assessing risk and opportunities. Getting these wrong often leads to a goal chance or at worst a goal. This is not the case for a forward who may make the same errors. When practicing defending we are often hamstrung by facilities. Training on a 3G or Astro – turf pitch which most kids train on these days does not lend itself to tackles or ‘full contact’ so essential ‘contact’ elements are often missed. The physical skills for example needed to execute a sliding or a hook tackle and keep possession of the ball are considerable and timing is vital. So young players need to experience and practice these things to get mastery of them. Practicing defending on grass is in many ways essential.

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Think of the ‘skills set’ required to be an excellent defender and they match all other positions on the field, but we tend to focus on the physical when it comes to defending and this is a mistake. The big player for example, often gets put in

defence whilst taking no account of the other skills he/she needs to be effective in that position. It’s a ‘trap’ we can fall into quickly if we are not careful. The technical, mental and social side are equally if not more important.

Top 10 tips • Build counter attacking into practices • Use goals to defend rather than ‘lines’ or ‘gates’ and use goalkeepers • Celebrate and recognise good defending (praise) • Reward good defending (e.g. gain an extra player when you win the ball back) • Practice in different areas sizes (wide, narrow, big, small) • Encourage the defenders to work as a team (social building) • Make practices directional • Build variety into the practices to give the players different problems to solve • Don’t be afraid to give them set pieces to defend like corners • Play offsides

10 key defending topics 1. When to mark players and when to cover space 2. When to engage and when not to 3. How to work as a defensive unit (ie Back 4 / 5) 4. Defending with a screen (s) player 5. Using offsides effectively 6. Dropping deep and counter attacking 7. When to drop off and when to press the ball 8. How to pressurise (as an individual, unit or team) 9. Blocking and Defending in and around the penalty area 10. Winning the ball back quickly (1st 6 – 8 secs)

No.38 April 2010

Possession Opponent U9 U11 U13 U15 U17 U19 A

COACHING

ORGANIZATION

‘DROPPING OFF ‘ OR PRESSURISING THE BALL • • • • •

7v5 No Goalkeepers Reds can shoot from anywhere to score Yellows must score inside the end zone Play offsides

• Observe how Reds & yellows try to defend and offer advice • Reds may drop off to defend the zone • Yellows may ‘press’ to stop shots

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

COMPACTNESS IN MIDFIELD

PROGRESSION

• In thirds • With the middle third split into 3 channels

• Play a game where players can overload the middle third from the back • Use the channels to practice – getting compact in midfield • Leave furthest channel away from the ball empty

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Possession Opponent U9 U11 U13 U15 U17 U19 A

• Reds work on compactness • Yellows work on attacking with an overload • Reds (back 4) try and score in the goals (diagonals) or Server (S) • Reds midfield players only score into the Server • Server recycles the ball back into the yellows & the reds defend another attack • Offsides essential • Keep rotating the servers

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

DROPPING DEEP AND COUNTER ATTACKING

PROGRESSION

• Attack vs. Defence • Full width • Two units vs. two units

• Reds defend 3v3 • Reds drop off into own half and defend the goal • If they win the ball back – get and extra player who comes in from the side to make 4v3

G GK safe zone

• Score 3 goals then swap around or a timed game • GK can also try to score with a throw or kick if ‘its on’ GK safe zone

• Make sure the pitch is long enough so yellows cant shoot from their own half

NOTE

PROGRESSION

ORGANIZATION

HOW TO WORK AS A DEFENSIVE UNIT

No.38 April 2010

Possession Opponent U9 U11 U13 U15 U17 U19 A

PROGRESSION

ORGANIZATION

BLOCKING & DEFENDING IN AND AROUND THE PENALTY AREA • Reds - Defend the goal outnumbered 3v4 - With one extra player on the side • Yellows - Attack the goal 4v3 plus a server / target off the pitch at the end

S/T

• If Reds win the ball & find the target player with a pass they now attack the goal with 4 players and yellows defend with 3 • Build in offsides • Keep rotating the server/target (S/T) player • Develop and adapt as appropriate

S/T

U9 U11 U13 U15 U17 U19 A

PROGRESSION

ORGANIZATION

INTERCEPTING TO COUNTER ATTACK

NOTE

• Play in zones • Yellows start with the ball

• • • •

Yellows score by passing the ball into T Ball cannot go above head height Reds work on counter attacking from midfield End zone funnelled so reds can break out wide

• Make sure the pitch is long enough for reds to be able to play balls in the space behind defenders • Keep rotating the target player

No.38 April 2010

Possession Opponent U9 U11 U13 U15 U17 U19 A

• A server (yellow S) serves the ball into red attackers and they attack the goal • A – defends this attack but cannot defend over line X • Once the ball is over line X. B (yellow) can make a recovery run to help A defend • If yellows win the ball in any circumstance all yellows (A,B,S) join in to attack the mini goals

U9 U11 U13 U15 U17 U19 A

ORGANIZATION PROGRESSION

• Yellows – defend the goal with one player (A) • Another defender (B) is off the pitch at the attackers end

DEFENDING OUTNUMBERED

NOTE

PROGRESSION

ORGANIZATION

DEFENDING OUTNUMBERED OR MATCHED UP

• Play 8v6 • Timed game

• Reds score by passing into & out of 3 boxes & then passing to the furthest target player • Targets recycle the ball back into the reds • If Yellows win the ball back they pass to either Target • Yellows play on trying to pass to both targets until reds win the ball back or the ball goes off the pitch • Boxes not safe • This game is ideal for a warm up • Make sure the area size is big enough to give the defenders a physical challenge • Develop into a directional game

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GK /T

Possession Opponent U9 U11 U13 U15 U17 U19 A

NOTE

PROGRESSION

ORGANIZATION

PRESS OR DROP • Yellows build attacks from goalkeeper and try to pass to their target player (T) who is safe • Reds defend the end zone 6 v 5 & attack the goal

• If yellows are successful the T joins the game & a red drops into the zone • Reds now defend the goal 5v6 • Observe how both teams defend and offer advice • They may drop off & screen the T when defending the zone • They may press when defending the goal

• Make sure that in this game you are one short pass away from shooting

U9 U11 U13 U15 U17 U19 A

PROGRESSION

ORGANIZATION

SCRUFFY DEFENDING

NOTE

• Split the pitch into 3 channels working in the final third • Channels are funnelled • Reds defend for 5 minutes then swap • N player starts each attack & serves the ball wide • 2 yellows & 1 red player are allowed in the wide channel • Reds defend a ‘variety’ of crosses (e.g. from deep, byeline etc) • If reds win the ball they pass into N who recycles the ball wide • The game is really ‘messy’ and the idea is the reds face a series of aerial balls into the penalty area

• The game is really ‘messy’ and the idea is the reds face a series of aerial balls into the penalty area • Develop into a game

No.38 April 2010

Youth Coaching

ELITE YOUNG PLAYER DEVELOPMENT

Part 2:

Assessing and reporting Elite young players have ‘special extra needs’. Players need to be nurtured at this age. From working in premier league academies in the UK, Andrew Blight has found the young player doesn’t get enough support. They are expected to be mentally tough and cope with setbacks both in football and life. There is often lack of awareness from the people an elite young player is surrounded by. Time to take a closer look at this matter to generate awareness. This second part in this series looks at how to assess and report on an elite young football player. By: Andrew Blight

In the UK most academies follow The FA ‘4 corner model’ for assessing young players. I have listed several indicators which might form parameters for assessment within each corner. Technical • Refining technique and proficiency • Tactics and team play • Skill execution in opposed situations • Attacking and defending principles and performing the required techniques

Social • Behaviour patterns • Personality traits • Fair play • Personal and group responsibility • Dealing with setbacks and conflict • Communication • Peer influence • Leadership

Physical • Athleticism • Somatotype • Growth/maturation • Aerobic/anaerobic development • Fitness principles: strength, stamina, speed, suppleness

Psychological Lifestyle skills Self-esteem Belief Goal-setting Arousal Temperament /attitude • Coping mechanisms • Mental toughness • Decision-making

• • • • • •

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From the assessment parameters, you can see it is vitally important football clubs establish the right environment and a caring culture. Clubs have the responsibility to educate young players in all 4 corners and nurture their growth as people. Generally, young playersâ&#x20AC;&#x2122; have a weakness in one or more corners and this is where they should be supported to develop this area and build on their strengths. In the higher echelons of todayâ&#x20AC;&#x2122;s game physical performance- speed, endurance and athleticism are important key components. Obviously, technique and skill are the fundamentals for elite players, but if physical qualities are part of a playerâ&#x20AC;&#x2122;s genetic make-up the chances of further development are considerably enhanced.

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Physical profiling does play a major part, however selection of technically able players will always be my personal priority. Many academies look at how a young player performs in a 1v1 situation both attacking/defending. Without physical strength, it can be difficult to retain and manipulate the ball in tight areas under intense pressure. Many of the top players have a winning mentality. They demonstrate a desire and courage to take risks and quickly move on after a mistake or setback. Their willingness to push the team forward, demand the ball in any situation and grind out a performance when factors are against them set them apart from the vast majority. Outlined below is an example of a report I have compiled for a young player at Newcastle United academy.

INDIVIDUAL ACADEMY PLAYER ASSESSMENT REPORT NAME: Player x

AGE GROUP: x

DATE: 2010

TECHNICAL / TACTICAL: • Practice your 1v1 work attacking/defending- refining your range of skills to beat a defender and outwit a forward. Look to improve your technique, when performing skills and be more composed when under pressure in a game situation. • When playing in midfield, further your understanding of ‘ready’ and ‘attacking’ support positions both behind, alongside and especially ahead of the ball. • Continue to work on your range of short/long passing with both feet, when in-possession of the football and movement off the ball. • Player x has good manipulation of the ball in ‘tight’ areas and allied with his natural pace I would like to see him develop a ‘trick’ to outwit defenders. Are you prepared to practice independently, working on a ‘trick’ and your left foot? PHYSICAL: • Continue to work hard on improving your overall physical fitness profile and take ownership of this personally with support from sports scientists. • Player x enjoys the physical component of the game and is combative in games, showing sound overall mobility and pace around the field of play. MENTAL: • Player x- concentrates fully and listens attentively to coaching instruction to further his football education. Continue to demonstrate the personal desire to dominate opponents in competitive situations and be positive both on/off the football pitch. • Can you show leadership qualities and take more responsibility when training/competing with teammates? • Are you prepared to practice on your own, in order to develop your personal playing ability? SOCIAL: • Encourage your team-mates more often and understand the importance of ‘TEAM’- together, everyone, achieves, more. Further your relationships with players/coaches’ and ask questions to further your understanding in a coaching environment. • Take ownership of your own development programme i.e. lifestyle, nutrition and dietary requirements. • Player x is a popular member of the group and co-operates well with team-mates. COMMENTS: • It is vital, player x works hard to improve his technique and continues to develop his game understanding and positioning to improve his all-round play. • Continue to work individually, on your range of skills in order for you to have more ‘effect’ in competitive games. Look to practice with your ‘left’ side both running with the ball and passing distribution. ACTION PLAN: • Work on your range of skills to attack players in a 1v1 situation. • Work on your ‘left’ side, both passing, turning and running with the ball. • Improve your game understanding for several positions. • Continue to work and improve your awareness on the field of play.

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I have based so much of my coaching philosophy around treating players with respect and facilitating development. In my experience, players need to feel cared for and nurtured, whatever their talent, experience or age. In the above report, I have tried to provide player x with a personal action plan and the player has been involved in taking ownership and setting specific goals. Hopefully, more coaches’ are sharing the responsibility for learning and development with the player. This shift views good coaching/teaching, as being centred on the facilitation of player learning.

• Defending from the front utilising forward players to force the play in one direction and onto the weaker centreback.

We can also share learning goals with the team and engage players from the outset with a problem. E.g. ‘How can we deny the opposition space’

If outcomes are shared and discussed and then put into practice by the players in peer assessment, then understanding and commitment to learning will follow. When players are reaching a level where they are reflecting on performance, personalised learning is occurring. This is the advanced stage you should be aiming for when your players are taking control of their own learning. Providing responsibility of learning to the players will enhance their self-development and confidence.

Prior to this we can make the purpose clear- ‘the objective for this was that in our last game when we attacked using width, we were successful in creating and exploiting space by getting in-behind the defence. We now need to improve our knowledge on how to prevent this. In order for players to be focused the denying space example needs expected outcomes. If the team is able to deny the opposition space what will it look like if successful?

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• Midfield players on the front foot, marking on the correct side and pressurising the pass into the midfield third. • Defenders are well-placed to deal with any attacking runs in and behind the defence and are compact as a unit. • GK starting position.

In order to monitor the effectiveness of players on a game by game basis (formative assessment) I have used the academy format:

MATCH DETAILS AND COMMENTS Date ___________________ Venue _______________________________ Result _____________ Kick-Off _________________________ Fixture ___________________ v ___________________ Facilities ___________________________________________________________________________ Pitch ______________________________________________________________________________ Other _____________________________________________________________________________

NAME OF PLAYER

REGISTERED / TRIALIST

COMMENTS (STRENGTHS)

COMMENTS (AREAS FOR DEVELOPMENT)

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This allows you to monitor progress and keep a track of player performances throughout a season. As a coach you can use the ‘Areas for development’ section to discuss with the players where they are, where they need to go and how best to get them there. After a game you can encourage them to think for themselves, to be critical and to be self-critical along with sharing your views. Player profiling is crucial to monitor your players and assist with goal-setting providing all interested parties with a focus for moving forward. The culture in the UK is linked to ‘blame’ i.e. it is somebody else’s fault. Coaches’

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and players need to take personal responsibility for their self-development and adopt the attitude of being the best you can be! Too many good young players have failed as they have struggled to cope with failure and set-backs and consequently give up! We must provide them with support and coping mechanisms to persevere when the ‘going gets tough’ and pursue their football dreams. Throughout my life to date, I like most, have experienced ‘dark’ times when I feel helpless and withdrawn when things are not going well. I am still learning from this, especially in terms of my attitude and your treatment of/from others. It doesn’t actually matter whether

you are training/competing or not, the way you use your mental capabilities will affect everything you aspire to do. It is vital to choose the positive mode and view things as a challenge. Football and life is a learning experience, and a duty of care from the coach is essential to all young players whatever their background. The original Long-Term Athlete Development (LTAD) statement from Sport England and Istvan Balyi reads;

I will conclude this article with a quote I repeat to my players frequently:

‘MANY PEOPLE HAVE TALENT BUT FEW MAXIMIZE THIS TALENT.’ 37

‘Coaches should remember that the principles and guidelines set out in the LTAD model are central to an evolving and flexible approach to developing sporting abilities. They should not be viewed as rigid rules. Coaches coach people! If a real player-centred coaching system is to be developed; then training, preparation, recovery and competition programmes- must account for INDIVIDUAL difference’

ABOUT THE AUTHOR Andy Blight (UEFA ‘A’ licence, FA Coach Educator, SAQ International diploma) provides: • In-service training for football coaches and players based at your club. The training can look at any component of the game and will facilitate both player and coach development. For further information contact: Andib20@hotmail.com

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Training Sessions

BRINGING STRUCTURE TO THE YOUTH ACADEMY:

Age objectives U9-U19

Setting up a structured youth program is not an easy task. Often a youth plan is written, which then disappear at the bottom of a desk drawer. It is important to set up objectives. One of the ways to do this is to set up age appropriate objectives. This allows you to design a plan for what youth players should learn within every age group. A coach can then work from there and this prevents every coach from having to reinvent the wheel all over again. By: Jurriaan van Poelje

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Players are constantly confronted with situations in which they train their football skills (with and without a ball). Because of this they are always developing themselves. It is the role of the youth coach to help and guide his/her players in this process as much as possible. It is important for a youth coach to specifically address the development of his youth players. Setting up age objectives play an important role in this. These objectives provide a specific outline of what a player of a certain age would have to master. The objectives for each age group are established by means of the following areas which are determinative in the development of a youth player: - Technical skills - Physical fitness - Tactical skills - Mental skills With the youngest age group the football technical objectives are most important. As players get older and develop themselves, the other areas will also start to play a more important role. Eventually second year U19s should be ready, in all areas, to take the step to the adults and hopefully the first team. Especially in the technical, tactical and physical areas the objective can be concretely formulated. The objectives for the mental skills will be described more generally. In this article you will find examples of objectives from U9s-U19s. Because each year new objectives are added, players will be stimulated to develop themselves further. Any youth academy can use objectives like these to guide their youth coaches. The objectives will vary per academy depending on the level they seek to reach and the vision they implement. Along with the objectives you will also find a number of exercises within a certain theme, which illustrate how you can implement these objectives throughout the various age groups within the academy. Choosing the right exercises is very important, because for each age group there are specific age appropriate skills and attention points. Choosing specific exercises in provocative, addressing sessions is very important and is stipulated by objectives that indicate which concrete attention points are of interest for each age group.

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Training Sessions Objectives U9s TECHNICAL SKILLS: • Good passing with the inside of the foot across short distances (aiming) • Stopping the ball with the bottom and the inside of the foot • Heading the ball from stance • Dribbling • Beating an opponent with the inside and outside of the foot TACTICAL SKILLS: • Recognize the difference between attack and defense PHYSICAL FITNESS: • Good motor movements • Can turn left and right • Can adapt speed (faster and slower) MENTAL SKILLS: • Perseverance when things are not going as planned • Sportsmanship during play

ATTENTION POINTS

ORGANIZATION

U9 U11 U13 U15 U17 U19 A

VARIATION

- In pairs, across from each other - Passing/shooting with the inside of the foot and aiming at the opponents goal

- Follow through with your foot - Other foot next to the ball

- Throw the ball up in the air yourself and then head the ball into the goal (progression: someone else throws the ball)

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Training Sessions

ATTENTION POINTS

ORGANIZATION

U9 U11 U13 U15 U17 U19 A

- In pairs, across from each other - Pass to the other player with the inside or bottom of the foot - ‘Stop’ (receive) the ball with the inside or bottom of the foot

- Slowly push the ball to the side you want to go to

ORGANIZATION

- In pairs, across from each other - Game in which you have to beat your direct opponent (takes turns practicing without a real opponent)

ATTENTION POINTS

U9 U11 U13 U15 U17 U19 A

- Beat with speed - Pretend to shoot and go

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Training Sessions

Objectives U11s

TACTICAL SKILLS: • Position play and feeling for it during 3v3 and 4v4 PHYSICAL FITNESS: • Improve coordination on the ball • Daring to use the body during a duel MENTAL SKILLS: • Wanting to win • Dealing with winning and losing

ORGANIZATION

U9 U11 U13 U15 U17 U19 A

ATTENTION POINTS

TECHNICAL SKILLS: • Good passing with the inside of the foot across 10-15 meters • Shoot on goal with the inside of the foot and instep kick from 10-15 meters • Aiming with your head (heading movements) • Jump and head • Turn away with the inside of the foot • Dribbling with direction changes (fast feet on the ball) • Cutting with the inside and outside of the foot

- Dribbling with directional changes in combination with learning to shoot on target - On one side: passing, wall passing and shooting on goal (15 meters) - On the other side: Zigzag at high speed and shooting on goal (15 meters) - 1: Wall pass with the inside of the foot, stop with the bottom of the foot; instep kick - 2: Dribble with lots of touches, cut with the inside and the outside of the foot (left and right)

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Training Sessions

ATTENTION POINTS

ORGANIZATION

U9 U11 U13 U15 U17 U19 A

- In groups of 3 or 4 - Dribble to the cone, cut and turn, dribble back

- Dribble with lots of touches - Pretend to shoot before you cut and turn

ORGANIZATION

- Exercise on two sides: receiving and carrying the ball and shooting on goal (15 meters) - Join the back of the queue on the other side

ATTENTION POINTS

U9 U11 U13 U15 U17 U19 A

- Stop the ball, then carry on with the inside of the foot - Turn away immediately with the inside of the foot - Shoot with the instep - Follow through with your foot

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Training Sessions

Objectives first year U13s TECHNICAL SKILLS: • Passing and shooting across 20 meters • Passing with instep • Turning with the outside of the foot • Beating with an overstep or sidestep • Juggling with the strong foot TACTICAL SKILLS: • View of part of the field (15-20 meters) PHYSICAL FITNESS: • Use the body to shield the body • Improve body coordination MENTAL SKILLS: • Wanting to practice to master skills

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

FIRST YEAR U13S

ATTENTION POINTS

Groups of 5 Passing and shooting across 20 meters Pass into your teammates feet Receive the ball forward into the free space and shoot on goal (20 meters)

- Instep kick: straight pass (follow through with your foot) - Receive the ball so it is right in front of you - Shoot with the instep (follow through with your foot)

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Training Sessions U9 U11 U13 U15 U17 U19 A

ATTENTION POINTS

ORGANIZATION

FIRST YEAR U13S

- Turning away with the ball (star formation) - Receiving and carrying the ball (join the back of the next queue)

- Good passing (inside of the foot) - Practice different ways to receive the ball

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

- Beating your opponent - Exercise on two sides; - Passive defender on one side - Cone, where players need to execute beating move on the other side

ATTENTION POINTS

FIRST YEAR U13S

Seek your opponent at high speed Make your move and speed up Practice various overstepping moves Pretend to shoot while executing your move

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Training Sessions

Objectives second year U13s TECHNICAL SKILLS: • Execute more than one move consecutively with the ball • Juggle with both feet and knees • Execute body fakes

PHYSICAL FITNESS: • Execute moves at high speed MENTAL SKILLS: • Not afraid to make mistakes • Courageous in moves and actions

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

SECOND YEAR U13S

ATTENTION POINTS

TACTICAL SKILLS: • Recognize the positions in the field • Defend as a team

- Execute more than one move consecutively with the ball - Exercise on two sides; dribble and executing two cuts consecutively

- Short and strong turns after a move - After the last move pass the ball in front of you into the space

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Training Sessions U9 U11 U13 U15 U17 U19 A

ATTENTION POINTS

ORGANIZATION

SECOND YEAR U13S

- Beating opponent with body fakes, both players pass the cone on the same side (i.e. right)

- Seek opponent at high speed and in your dribble threaten to go left and go right - Variation in body fakes

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

- Movements on the ball - 2v2 with goalkeepers on large goals - Scoring means another pair enters the field (winner stays on)

ATTENTION POINTS

SECOND YEAR U13S

- Dare to make your move!

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Training Sessions

Objectives first year U15s TECHNICAL SKILLS: • Increase ball speed • Receiving and carrying the ball while turning • Increase passing distance • Increase handling speed while pressured by an opponent TACTICAL SKILLS: • Recognize through pass opportunities • Skip players and spaces PHYSICAL FITNESS: • Getting stronger in duels for the ball • Increase running capabilities (movement on and off the ball) MENTAL SKILLS: • Playing more consciously with other (playing as a team/cooperation)

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

FIRST YEAR U15S

ATTENTION POINTS

- Exercise on both sides: good passing, carrying the ball while turning (variations), seeking to the striker, wall pass and finish

- Stand ‘open’ before you receive the pass - Pass ‘hard’ to the striker

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Training Sessions U9 U11 U13 U15 U17 U19 A

ATTENTION POINTS

ORGANIZATION

FIRST YEAR U15S

- 3v2 with goalkeepers - Improve handling speed with pressure from an opponent

- Fast passing game - Receive the ball in such a way that you can quickly move into the open space

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

- Finishing exercise with match real distances - Pass to the striker, receive and carry the ball, pass to the winger, cross and finish on goal

ATTENTION POINTS

FIRST YEAR U15S

- Stand ‘open’ before you receive the pass - High ball speed on the flanks - Choose position in front of the goal

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Training Sessions

Objectives second year U15s TECHNICAL SKILLS: • Receiving and carrying the ball with an intention • Give direction to passing • Offensive heading after a cross • Different ways to pass TACTICAL SKILLS: • Learn to anticipate on teammates’ actions • Recognize back and space covering • Recognize the ball to get the ball out of the ‘crowd’ PHYSICAL FITNESS: • Shooting strength • Increase start speed (sprint) MENTAL SKILLS: • Ability to retain sharpness and concentration

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

SECOND YEAR U15S

ATTENTION POINTS

- Position play 5v3 - Receiving and carrying the ball with an intention; where is the open space to take the ball to

- Good, clean passing - Movement of the ball (be available to receive a pass) - Stand ‘open’, so you can turn to both sides

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Training Sessions U9 U11 U13 U15 U17 U19 A

ORGANIZATION

SECOND YEAR U15S

- Passing and shooting with different ways of passing: - Ball to the flanks (straight) - Ball into the space (lob) - Variations in positions are possible (see diagram)

U9 U11 U13 U15 U17 U19 A

ORGANIZATION

- Game 4v4 with goalkeeper (wide field)

ATTENTION POINTS

SECOND YEAR U15S

- Seek flanks in with your passes (give direction) - Cross into the penalty area (techniques: lob, turning away from the goal, straight)

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Training Sessions

Objectives U17s TECHNICAL SKILLS: • Improve instep kick (greater distance, straighter) • Two footedness • Decelerated and accelerated passing • Being able to adapt the ball speed depending on the situation on the field TACTICAL SKILLS: • Incorporate a third player into the play • Moving the play (i.e. to the other side of the field) • Creating space for teammates • Movement off the ball (pre-moves) PHYSICAL FITNESS: • Pace changes in action and after actions • Continue movement after an action (follow through on movement) • Keeping a balance in actions and duels with opponents MENTAL SKILLS: • Execute team tasks

ORGANIZATION

U9 U11 U13 U15 U17 U19 A

ATTENTION POINTS

Passing and shooting with a finish Two footedness Skipping players Creating space for the pass

Asking on the flank as third player Execute on both sides Pass to striker with instep Wall pass is decelerating (take speed out of the play)

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Training Sessions

ATTENTION POINTS

ORGANIZATION

U9 U11 U13 U15 U17 U19 A

- Position game 4v4 with 2 neutral players on the flanks

- Move play when its crowded - When a player has space you can pass decelerated - Field occupancy

ORGANIZATION

- Passing and shooting

ATTENTION POINTS

U9 U11 U13 U15 U17 U19 A

- Create space for the ball - Acceleration pass on the flanks - Through pass and wall pass are decelerated

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Training Sessions

Objectives U19s TECHNICAL SKILLS: • Functional use of all skills in order to handle fast in a match • Pass with intention and adapt the technical execution accordingly

PHYSICAL FITNESS: • Use your physical advantage over your opponent MENTAL SKILLS: • Handle in favor of the team

ORGANIZATION

U9 U11 U13 U15 U17 U19 A

ATTENTION POINTS

TACTICAL SKILLS: • Work in lines (position play) • Recognize the moment to seek depth or to create rest in possession • Look further than your nearest teammates

- Position game 4v4 with 2 neutrals

- Create tranquility - Skip players to create more time - Receive the ball away from the opponent (space) - Pass the ball to where the opponent cannot reach it

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Training Sessions

ORGANIZATION

U9 U11 U13 U15 U17 U19 A

- Large small sided game: 8v8 with goalkeepers

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Analysis

HANS DE JONG, SCOUT SC HEERENVEEN ON GAME ANALYSIS

"The players should be able to execute it" One of the biggest tactical dilemmas in soccer is still the question whether a team can play their own game or whether they should adjust to their opponent. The truth lies somewhere in the middle and is dependent on many factors. The coach makes his choices on the playing style in advance, while on the field it is the players who make the choices. One of Hans de Jong's jobs, being an analyst/scout at SC Heerenveen, is to provide a game analysis of the next opponent. This is how he supports sc Heerenveen coach Jan Everse with the decisions that are needed tactically. At the amateur level scouting your opponent is not very common. This means the coach and the players have to be more aware during a game, and that they should quickly identify the opportunities and threats. SoccerCoachingInternational spoke extensively with Hans de Jong, which resulted in a series on game analysis and its effect on a team's playing style. This first article focuses on the differences in game analysis at various levels. Furthermore, it covers the possibilities for a coach who plays in a 4-3-3 and is faced with an opponent who also plays a 4-3-3. By: Hans Slender

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"When I prepare a game analysis for SC Heerenveen, it's mainly about looking at very specific aspects of the opponent," which is according to Hans de Jong one of the ways to make a game analysis. "I often analyze one of the next opponents. If we have to play, say, Heracles Almelo away soon, then I'll try to watch them during one of their home games. Normally, the process exists of observing their playing styles, individual players and comparing their capabilities to ours. This last step is done by our head coach. He decides how the analysis is used to put together our own

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team. Also the playing styles often are less relevant in professional soccer, because everybody knows who plays 4-3-3 and who plays 4-4-2. So we look very specifically at individual players and the way they are functioning in their positions. That is how you try to collect information on the strengths and weaknesses of an opponent. When you do this it is important to differentiate between home and away games, because this can make a difference in the playing style. For more important matches we try to watch the opponent at home as well as away. With bigger clubs at

the national level you rarely see an changes in how they play at home or away. However, the teams at the bottom of the standings do change their playing style depending on whether they are playing on home turf or not. In order to analyze an opponent you should always try to pick a game which is closest to the actual game day, because a lot can happen in a few weeks time. Just think of injured and suspended players."

analysis at the professional level is based on tactical details and the way in which individual players execute their tasks within their specific qualities. "This is where the tactical game start: who will adjust? Are you going to play with three defenders against two attackers? Which striker will perform best against the next opponent's central defense? These are details that are very important at the highest level, but of less importance at the amateur level."

Tactical details "In The Netherlands a lot of teams choose a recognizable playing style. Most of them play with four players in the last line. There are rarely major diversions from this. Another important choice is whether to play with two or three forwards, but again there are very few coaches who change this around. The important factor at the professional level is the transition phase. How does the opponent react when they lose possession? How is their positioning? Generally there are two possibilities when there's a turnover: apply full team pressure on the ball or quickly get back into position. Sometimes you see teams struggling with this, as they are not sure what to do. In this case one or two players are applying pressure while the rest is retreating. It is my job to pick up on this, as these situations provide a huge opportunity for us. Our coach can then decide how he wants to deal with this: immediately go deep or play on ball possession." The focus in the

Top amateur division At the top amateur level, mainly in the top amateur division, there are several clubs who also analyze their next opponents. Hans de Jong once worked as a coach of a top amateur team and so speaks from experience. "I too wanted my next opponent to be analyzed. It was mainly about the bigger picture. What is their playing style and who are their best players? You can inform your team about these details, but you always have to ask yourself as a coach whether your players are ready for such information, and if they can do something with it. It does not have anything to do with the quality of the game analysis, but more with the lack of training time. If you only practice once or twice a week, then you should use this time for the development of your own playing style. Spending time on the opponent will be less important. Either way, it is always useful to have information on your opponent."

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Lower level

At the lower amateur level and at the youth level there is close to no possibility to analyze the opponent in advance. Many coaches nowadays use game reports from the internet or just call friends to find out something about their next opponent. But it's always questionable whether this information is reliable. And it will always be just a guess how the opponent is going to play. According to Hans de Jong in these cases its a matter of 'how quickly can you identify the playing style of the opponent as a coach?' This is the main question for an amateur coach. "The first thing that you want to see as a coach is where your open player is. And when you have spotted him, what can you do with him? You can decide this in advance and practice different aspects, but during the match your possibilities to influence your players are limited and it's mainly up to them to decide what to do with this."

Open player "If both teams are playing in a 4-3-3, then normally you'll find the open player in the last line on both sides. But if both sides are playing with a triangle on midfield and with the point backwards, then often the defensive midfielder will be the open player. When you play with the point forward, is the number 10 open, or do players switch? These are interesting questions concerning the playing style. You often see that this is

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solved by players themselves during the game. At the amateur level you almost always see the creation of pairs (direct opponents - Ed.). They hardly ever play in

the zone. When one team plays with a deep midfielder and the opponent isn't playing with a controlling player, then someone will have to eventually pick up this deep

midfielder. You often see the left or right midfielder shift. So with this you actually change your own playing style. This doesn't mean this is bad, but you should be

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prepared for it. In this situation it is the opponent who dominates, as they forced your team to adjust. The team who adjusts will be faced with a weaker organization. When the opponent's right midfielder covers our number 10, he can move a little more to the right on purpose to force the opponent out of their organization some more. It's questionable how far you should go with this, but it's definitely interesting."

Adjust? The coach analyzes the opponent and notices the opponents strengths and weaknesses. But what do you do with this information? Are you going to adjust your own playing style or not? "There's a difference between adjusting and adjusting," de Jong says cryptically. "You can adjust because you fear your opponent and try to neutralize their strengths. Adjusting can also result in taking advantage of the opponents weaknesses. This is dependant on the kind of soccer culture you're in. In Belgium they adjust faster by nature, and this is reflected in their competition. Belgian coaches always keep the opponents playing style into consideration. In England, it is different, they always play in a 4-4-2. Here you will see adjustments in players and positions. In The Netherlands there are many coaches inclined to play their own playing style and make less adjustments. We can consciously take advantage of the weaknesses of the opponent."

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Recognize What matters in the end is that players can recognize this. As a coach, who is on the sideline you can analyze all you want, but to quickly move things around on the field is very difficult. "You can only adjust at halftime and with substitutes. That is why its important to discuss this beforehand and to train on how to respond to different playing styles. At SC Heerenveen we try to teach our players, from as early as the U13s, how to recognize playing styles and how to play against them. They have to recognize the open player on their own. At the under 17s and under 19s they are capable of solving these type of situations on their own, without the coach's interference. We choose for this very consciously as an academy. When you are on the sideline you can spot a playing style very quickly. At a goal kick, for example, you have a great view of both teams' playing styles, as players automatically take their positions. But the players on the field are the ones that have to recognize it and do something with it. Teaching players to recognize this and to make decision based on what they see is an important factor. You should, however not take this too far. You shouldn't create a situation in which everyone is coaching and positioning their teammates, because they will forget that there is a soccer game to play. Ideally you have one or two players who dictate this."

Diagrams 4-3-3 with the point forward vs. 4-3-3 with the point backward

Diagram 1: 4-3-3 with the point forward vs. 4-3-3 with the point backward

Say we are playing a 4-3-3 with the point forward. What are the options and problems we're possibly confronted with when the opponent also is playing a 4-3-3? "When two teams both play in a 43-3, then it's mainly about the positioning on midfield. Generally both teams will play with four defenders. There are only a few teams who play with three defenders against three attackers. The only situation in which you play 1v1 during a game, is when the forward-playing midfielder plays so deep that he is essentially playing as a forward. This creates a 4v4 situation, whereby the spaces are pretty small. Does the opponent play with the point backwards (diagram 1), then there will be very few problems. Both teams will have an open player in the last line and the remainder of the players on the field are all paired up with a direct opponent. This is clear-cut for everyone and it now all comes down to quality. The interesting situations arise when both teams play with the point forward or backward on midfield."

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Diagrams 4-3-3 with the point forward vs. 4-3-3 with the point forward

Diagram 2: 4-3-3 with the point forward vs. 4-3-3 with the point forward (shift and sag)

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"When both teams are playing with the point forward on midfield, then it's about examining the qualities. Where are the qualities of the opponent and what are our qualities? How can we solve this situation to our advantage? Generally, the forward-playing midfielder will become the open player on both sides. One of the teams will most likely adjust in one of two directions. You can either shift players and, for example, start to play with the point backward (diagram 2). It's important to look how this fits with the qualities of your players. Does your number 10 function well as a right of left midfielder? Do you have a left or right midfielder who can play well as a controller. The qualities of the players determine the solution." "The second way is to adopt a different playing style when the opponent is in possession. There are teams who can manage this. You can choose to play with the point forward in possession and when the opponent gains possession shift and sag immediately and start to play with a controlling player. This shift and sag (diagram 3) is then adopted after

Diagrams

Diagram 3: 4-3-3 with the point forward vs. 4-3-3 with the point forward (covering through)

every transition. You don't see this adaptation very frequently at the amateur level, which is often due to fear. Imagine the shifting and sagging doesn't work, the opponents number 10 will then be wide open. When the opponents number 10 continues to play deep, then someone from the last line can step forward to pick him up (see diagram 3). There are a lot of number 10s who play deep and seek the last line (between the lines or even a little farther). You then have two choices, the open player will pick him up or one of the midfielders will follow him. This last option will create a lot of commotion, as you will be playing with five players in the last line. You often see this happen in a strong last man/sweeper relation. A last man like that doesn't like to pick up a direct opponent, which has consequences and risks. The benefits of a very deep playing number 10 is that the wingbacks will be more open. All the attention is focused on the center. When you have good wingers in 1v1 situations, you may play with a deep number 10, even if it is just to create a 1v1 situation on the flanks."

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Diagrams 4-3-3 with the point backward vs. 4-3-3 with the point backward

Diagram 4: 4-3-3 with the point backward vs. 4-3-3 with the point backward

When both teams are playing with the point backward (diagram 4), then for the most part the same situations apply as when both teams are playing with the point forward. One team can adjust, or you can vary the playing style in possession and opponent's possession. What you often see is that both controlling players look for each other and that both teams play with a flat midfield. You will notice that in these situations no one really dares to cover through and the controllers are able to build up reasonably easy. "When you want to go further than this, you can make the deal that two players go and one stays in position, but that these players don't always have to be the same ones. This should be executed by players who possess all-round qualities. If you have these type of players, you can use them and create an advantage as this situation is very hard to defend. At a higher level there are teams who play with a rotating midfield. But for a lot of teams this is too much to ask. This is all about what you discussed prior to the game and what tasks the players have been assigned in certain playing style."

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Column

A SIMPLE GAME

Part 2:

Pass & move

Manchester United legend Paddy Crerand tells a story about how every time Sir Matt Busby got together with Bill Shankly to talk about football, they would discuss it in such a simple way that any six year old listening could have easily understood what they were talking about. The Liverpool way, ‘pass and move’ was built on a simple passing game that was honed by playing hours of five a sides and adapted small sided games. Shankly first experienced this playing with his fellow miners in his home village of Glenbuck. The village, which had a population of less than a thousand inhabitants managed to produce an incredible 50 professional players over 50 years. By: Paul Cooper

“Simplicity is genius” - Bill Shankly Brian Hall, one of two players, along with Steve Heighway who were scouted by Shankly playing at their University, compared the learning he did at University with his experience at Liverpool’s training ground;

“I spent 21 years of my life being educated and going from 1+1=2, to x+y=6 and then onto vector spaces

and quantum theory. The higher up the educational ladder I got the more complex it became, but at Melwood they turned that philosophy upside down. The football teaching became less complex the further up I got. The game is essentially a very simple one." Shankly was certainly not the first coach to adopt the ‘pass and move’ style. After the

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end of the 2nd World War the great Spurs coach Arthur Rowe had great success with his ‘push and run’ team. It was all about passing the ball and then moving to create an angle, to find some space and keep the ball.

Adapted Games Playing lots of games in training was great fun for the Liverpool players and Shankly would adapt the games to bring out the necessary training. For fitness and speed he had players play 3v3 on a pitch 45 x 25 yards. Players who could only last about five minutes were soon playing for thirty. When Shanks wanted players to work on their first touch he would have them play 5v5 on a small pitch so that they had to control the ball in an instant. In Stephen Kelly’s biography of the great man he writes;

“Just about every morning whether it was wind, hail, rain or snow, he would slap a player on the back and say ‘Great to be a live, boys, all you need is the green grass and a ball.” The emphasis on the 5 a sides were creativity and skill, but if some players were struggling there was always Shanks and his team of coaches on hand with some words of wisdom.

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Emyln Hughes explains further;

"People missed what it was all about. They would just see us do a bit of jogging then go straight into small groups for games of 5-a-sides, or maybe a bit of ball work. They never saw the little things that we were doing, teaching the players when to pass, how to move into space. Sometimes players would be corrected for passing to someone who was marked for instance. I was blessed as a player, I found it easy but some didn't and they had to be taught." Small details made a difference. For example he would use cricket stumps for goal posts as he knew there would be lots of arguing as to whether it was a goal or not. It made it competitive and passionate.

John Barnes Shankly legacy was passed on down through subsequent managers, Paisley and Fagin who were both coaches under him and Kenny Dalglish. John Barnes who played under Dalglish found the philosophy had not really changed; even years after Shankly had left the club.

“Liverpool practiced small-sided games every day and it was highintensity stuff. We used to do a very light warm-up, jog around the field a

couple of times to loosen the limbs, do a few stretches, put the cones down for goals and then go into five-a-side or eight -a-side. It was the same every single day. There was no tactical work, none whatsoever. All the strategic stuff was done within the small sided games. Liverpool believed that everything we faced in five-a-sides would be encountered again on match day. That was why the five-a-sides were so competitive. Liverpool’s training characterised Liverpool’s play – uncomplicated but devastatingly effective.” “Practising on smaller pitches, Liverpool were always going to play a short-passing game. We only trained with small goals so there was little long-range shooting. We passed the ball until we got close enough to score. The philosophy centred on passing, making angles and onetouch football.” Spanish Lessons Real Madrid coach, Manuel Pellegrini while at Spanish club Villarreal, was interviewed in the Champions magazine. Here he explains his philosophy and why they never play 11v11 in training, but how all his tactics are worked out in small sided games of 5v5.

“In an eleven- a-side practice game, a full back will intervene against a winger an average of seven times. In ‘reducedspace’ football, they intervene 14 times and in a shorter time span. A striker in a practice game will have, on average, seven clear scoring chances; in ‘reduced’ football it is 30.” 73 The small sided game has all the ingredients of the eleven aside except the involvement is so much more concentrated. The players both attack and defend and are always involved in the game. Back to Shankly in Liverpool, when he was not at the club he would often be outside playing football with the local kids. They would knock on his door and ask him out for a game. When Patrick Collins from the Daily Mail rang to ask for a quote, Shankly’s wife Nessie told him that he was out playing, Collins asked for how long and Nessie simply replied, “Until he’s won of course!”

“We built Liverpool's training on exhaustion and recovery with little areas of two-a-side, three-a-side and five-a-side in which you work like a boxer, twisting and turning. Training was based on basic skills, control, passing, vision, awareness." Bill Shankly

No.38 April 2010

THE ROAD TO:

2010 FIFA World Cup South Africa™ Starting with this issue up to our June issue we will be following the events leading up to the 2010 World Cup . This issue we start with an overview of the teams and groups and of course some of the latest news. We are looking forward to bringing you all the news and highlights in the upcoming issues and of course on our website.

74 The teams and groups

Zakumi - a Mascot with attitude Zakumi, the proud official mascot of the 2010 FIFA World Cup South Africa. His name ‘Zakumi' is a composition of ‘ZA' standing for South Africa and ‘kumi', which translates into ‘10' in various languages across Africa. Zakumi's main priority is to turn the 2010 FIFA World Cup South Africa into one huge, joyful and unforgettable party and show the thousands of international guests the warmth and spirit of the African continent.

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Group A South Africa Mexico Uruguay France

Group C England USA Algeria Slovenia

Group E Netherlands Denmark Japan Cameroon

Group G Brazil Korea DPR Côte d'Ivoire Portugal

Group B

Group D

Group F

Group H

Argentina Nigeria Korea Republic Greece

Germany Australia Serbia Ghana

Italy Paraguay New Zealand Slovakia

Spain Switzerland Honduras Chile

Various

Sven-Goran Eriksson excited by Ivorian job Sven-Goran Eriksson has spoken of his excitement after being appointed as coach of the C么te d'Ivoire for the 2010 FIFA World Cup South Africa. The former England and Manchester City manager succeeds Vahid Halilhodzic, who left after a disappointing CAF African Cup of Nations campaign. Eriksson believes that with the caliber of the players available to him C么te d'Ivoire can make a real impact in the finals in South Africa this summer. In his first interview since being appointed to the job, Eriksson said: "I am extremely happy and very excited. The Ivory Coast is a good football nation with a lot of good players - it couldn't be better. This will be my third World Cup and you are always happy to be there. "Didier Drogba is one of the best strikers in the world and he has showed that for many years now in the Premier League," the Swede went on. "There are other great players too including Eboue at Arsenal, Salomon Kalou, Kolo Toure - and his brother Yaya at Barcelona. The only problem is that we are not together until May 22 but that is the same for most of the teams, and I am going to start travelling from tomorrow to see all the players around Europe and in the Ivory Coast too," the coach added. "There is a lot of hard work ahead of me but I like that - in fact I love it. I'm really looking forward to the World Cup." Eriksson's first target of guiding the Ivorians through the group stage is not easy however - Brazil, Portugal and Korea DPR are also in Group G, already given the name 'the Group of Death'. Expecting surprises The Swede firmly believes though that the first FIFA World Cup in Africa will lead to some surprises being sprung by teams from the continent. He added: "We are in a difficult group and it will not be easy but I think the Ivory Coast with all their talents can get through it. That's the first target and we will have to work very hard for it. "Brazil are one of the favorites and Portugal are one of the best teams in Europe," Eriksson said. "But there are six African countries in the World Cup, it is in Africa for the first time, and I am sure two or three will spring some big surprises and we have to make sure we are one of those that do. We should have lots of support and the tournament in South Africa should be very good for the whole continent and the game of football."

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SOCCERCOACHINGINTERNATIONAL OFFERS YOU A SNEEK PREVIEW INTO OUR NEXT ISSUE. THE MAY 2010 ISSUE WILL, AMONGST OTHERS, FEATURE THE FOLLOWING INTERVIEWS/ARTICLES:

Larry Paul's Observations and orientation series (part 5) In the last article we looked at four of the five elements in Boyd’s OODA Loop that help us to adapt and cope with the conceptual stew we have to deal with. Now we’ll look at Boyd’s preferred method of developing and delivering his ideas; through conversation and debate, which he laid out in his “new learning theory.”

AZ Alkmaar youth academy The AZ Alkmaar academy is fast at work to solidify its vision. Furthermore, they are always trying to be innovative and come up with new ideas. Aloys Wijnker, academy director and Marijn Beuker, AZ policy maker, talked to SoccerCoachingInternational about the impressive way AZ is continuing to structure and solidify its youth academy.”

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In the next issue:

Hans de Jong, scout SC Heerenveen on game analysis (part 2) One of the biggest tactical dilemmas within soccer is the question whether a team can play their own game or whether they have to adjust it to their opponent. The truth lies somewhere in the middle and depends on many factors. The coach makes his choices on the playing style in advance, while on the pitch its up to the players to make the choices. One of the tasks given to Hans de Jong, as an analyst/scout at SC Heerenveen, is to analyze the next opponent. SoccerCoachingInternational spoke to this experienced specialist, which resulted in a series about how to analyze matches and the effects concerning the playing style. The first part looked at the differences between the analysis on different levels. It also tackles the possibilities in playing a 4-3-3 against an opponent who also plays a 4-3-3. This second part focuses on the possibilities in playing a 4-3-3 against an opponent who plays a 4-4-2.

...Other features: - Training sessions - Road to World Cup 2010 - Brazilian Corner - MK Dons academy - and more ...

Available online May 1st, 2010!

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Now also available in PDF All subscribers have received an email with a PDF download link. If you did not receive this email, please contact us at: info@soccercoachinginternational.com