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(DVD)
Contents
Cover Story
6
Observations and Orientation, part 6
Ante Miťe, HNK Hajduk – Split
Analysis
Mental Development 18
36
Development
Conditioning
26
Pre-season training
44
Youth Training
52
Hans de Jong, scout SC Heerenveen on game analysis (3)
Independent Learning in Youth Football Coaching
MK Dons, The Importance of the Family
Brazilian Corner 58
World Cup 2010 62
Next issue
Observations
No.41 July 2010
74
No. 41 July 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
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, Bruno Camar達o, Artur Capuani, Maaike Denkers, Roy Heijmans, Dan Micciche, Larry Paul, Dusan Petrovic, Michael Francis Pollin, Hans Slender, Paul van Veen Copyright All rights reserved. Contents may not be reprinted or otherwise reproduced without written permission of the publisher.
Project Manager Floris Schmitz f.schmitz@sportfacilities.com
ISSN 1571 - 8794
From the Editor Welcome to the 41th issue of SoccerCoachingInternational Our fifth e-Magazine! We’re excited to present to you with our latest eMagazine and our new website. Believe it or not, but making the new website has been a six-month journey to get it in to the state that you see it in today, and we cannot be happier that it’s finally here. After changing from a hard-copy magazine to our e-Magazine, we took the decision to rebuild the site from scratch and polish the design to make it a good fit with our new magazine format. We tried hard to respond to reader suggestions and complaints in making the site simpler to navigate while keeping the depth of content. The result is what you see before you today – a site that we hope you will find more readable, less cluttered, better organized and more inviting to enjoy your online experience. Allow me to point out the new navigation bar at the top of the page, which will take you to all areas of the website. Other new features include our newly re-styled article archive, now going by the name of E-Library. Here you will find a large selection of articles, available to download in PDF. Our new restyled exercise database has the same quantity and quality exercises from our old website, but all exercises are made 1 uniform layout, can be saved on your own computer and printed from there. All exercises are numbered and can be printed as index cards. Of course this old fashioned way is not the only way to easily find and archive your favorite exercises. Our new website features a favorites page, which can be found in your profile. Here you can save all your favorite exercises and articles for quick reference.
Which takes me to 'My magazines', which can also be found in your profile. This area includes all magazine you as a subscriber have access to. The magazines you have access to are shown by a 'litup' cover, the magazine you are missing from your collection will be slightly transparent. You can buy these magazines in our online shop and they will be added to your collection. When a new magazine is published it is automatically added to your account, where you can view it online (available in different views to optimize your online viewing experience) and download as PDF. Of course the website is also home to our editor and our e-DVD. Our new editor will be available shortly. This new and improved editor is called: MySoccerExercises.com, which is an online application we developed for soccer coaches. The application allows coaches to easily draw their own diagrams, exercises and training session, archive them and most importantly save and print them. Sounds like the old one, but check out the demo on our homepage and you will see the difference. All current subscribers will receive access to this editor free of charge. New subscribers will have to pay an additional fee and non-subscribers can subscribe for €29,99 / year. I want to thank everyone for your patience and support, and of course for being part of the complete online soccer coaching experience!
Yours in soccer, Maaike Denkers Managing Editor SCI
No.41 July 2010
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No.41 July 2010
Cover Story ANTE MIŠE, FORMER HNK HAJDUK SPLIT COACH:
“Matches are the best indicators of a successful system” “Ante Miše was born June 14th 1967 and started his football career at the youth academy of FC Borovo, Croatia. He made his debut in the first team at the age of fifteen and played seven games for the Croatian national. He transferred to HNK Hajduk Split when he was seventeen and wore the Hajduk jersey 339 times, scoring 40 goals. In 1994 he moved to Holland, where he played for Vitesse for three seasons. He ended his football career at FC Mura in Slovenia in 2005. For the next two years he coached Croatian teams in the second and third division and moved on to the Croation Premier League in 2008, when he took charge of FC Hajduk, Split, and with success. Miše guided to team to a Croatian Cup victory and a second place in the Croatian championship. Ante Miše is considered one of the most up-and -coming young coaches in Croatia.” Miše talked to SoccerCoachingInternational's Dušan Petrović about his coaching philosophy, systems of play and gives us an inside look at how to prepare a team for an important match. By: Dušan Petrović
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“Even as a player, I enjoyed playing offensive football. I inherited this from all the coaches who taught me to play this way, in ex Yu and then in Croatia. However, the years I spent in the Netherlands really formed my coaching philosophy and made my vision more determinate and complete. Playing and training under Leo Beenhakker, but also watching other Dutch coaches and analyzing their matches, have played a big part in forming my coaching philosophy. The teams that I have coaches play what I call 'creative offensive football'. I want discipline in all lines, but when the defensive line is forced to play with discipline and structure, I always allow a dose of creativity and imagination to the midfield and offensive lines.”
number of players in the middle of the field. Matches are the best indicators of a successful system. Yet you can never be satisfied until you have created automation in the movements and fulfillment of players’ tasks across all the lines of the team.”
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System of a play “My favorite system of the play is the 1-4-23-1, which was a great match for the Hajduk Split selection I worked with and their tactical and technical characteristics and speed. Basic characteristics of the system is that it consists of 4 lines: a defensive line of 4 players who play in the zone, a midfield, to create balance, with two defensive players in the second line, a third line with a central midfielder and 2 wingers and the last line with a sole striker. The pros of this system consists of offensive power with the fourth and fifth lines (great number of players), great variety and combinations within the system, the forming of triangles across all the lines and having a great
Diagram 1: 1-4-2-3-1
Discipline “Special attention is paid to the players and their motivation in training. One of the most important things that lead to a good relationship and a good understanding between a coach and the players is the players’ discipline. To make this happen it is good to have qualitative insight in each
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player’s abilities, his qualities, his potential and his character (mentality). A coach must affect the team and its behavior in an conscious and controlled manner and provide all the players with the conditions to excel. Giving a player the feeling that he is worth the attention will make player more self assured and stronger and in turn he will be more motivated to accept the coach’s demands. The most important aspects in teamwork are making the individual qualities work for the team. Furthermore, there must be motivation, a good atmosphere within the team and maximum performance during the training. If we manage to ensure all of these aspects, the payoff will be reflected in the results.”
Preparations for the next game (7 day cycle) Sunday Day off
Monday
Diagram 2: 6v6 with 2 neutrals
On Monday I divide the team into 2 groups. The group who played during the previous match and the substitutes. The players who played will have a regeneration training consisting of some relaxed running (2x12 min), Stretching (1012min) and a massage.
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Training for the players that did not play the match: • 10 min stability practice (pair work) • 10 min strength practice (repetitive training) 2 series x 20 sec. • 6 min stretching • A game of 6v6 with 2 neutrals (see diagram 2) o Field size: 40x30m o Duration: 2x6min o No goalkeeper o 2 touches o Play on possession, neutrals play with team in possession o Game setup, like a corridor (neutrals are in the middle) with 3 players of each time on each side of them. Players must stay on their own side • A game of 7v7 with goalkeepers on a short, wide field. 2x12 min, free play • Total training duration: 75-90 min • Training intensity: Maximum
Tuesday, 9.00-10.00 a.m. • 6 min easy running • 6 min stretching • 12 min heading game with guards on the goal (the ball is passed by hand, only score by means of a header. Field 30x20m, all players)
• 12 min interval running • 6 min stretching • 12 min interval running • 6 min stretching • High intensity, aerobic-anaerobic component
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Tuesday, 4.00-5.30 p.m. • 12 min stability practice • 12 min round pass • 2x20 sec strength practice • Attacking exercise on both halves (see diagram 3) o 2 groups each on one half o With goalkeepers o System of play like in a match
o Attacking play with the system • A game of 11v11 on 3 goals (see diagram 4) o 15 min o Formation 1-4-2-3-1 against 1-4-4-2 • 6 min regenerating running • High intensity training session
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GK
GK
4 2
3
1
1
2 4
3
5
Diagram 3: attack on both halves
GK
Diagram 4: 1-4-2-3-1 versus 1-4-4-2 on three goals
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Wednesday, 4.00-5.30 pm
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• Warming up training (Middle intensity) •10-15 min skips coordination (high intensity) • Possession game in 2 groups. 2x6 min (rotate groups) - Group 1 (see diagram 5a): • Field 20x30m • 5v5 with 2 neutrals
Diagram 5a: 5v5 with 2 neutrals
- Group 2 (see diagram 5b): • Field 20x30m • 4v4 with 4 neutrals • Game of 10v10 on a shortened field (70m) o Free play o 1-4-2-3-1 vs 1-4-4-2 o 12 min
Diagram 5b: 4v4 with 4 neutrals
Thursday, 4.00-5.30 pm • Tactical session (opponent possession and counter attacks) 30 min • 11v11 on 2 goals 2x12min
• 12 min stretching • Medium intensity training
Friday, 4.00-5.00 pm • Tactical session • 12 min passing • 20min shooting ball on the goal • Counter attacks
• Acceleration training in pairs 8x10m • Stretching 10-12min • Medium intensity training
Saturday, 4.00 pm MATCH No.41 July 2010
Choosing a system “In the previous section I outlined the microcycles of the 7 day preparation phase for the week prior to the qualification match for Europa League. The match was played after the first primary round, which meant our season had not started and that the players hadn’t reached their top competitive form yet. In deciding on what system to play I also took the opponent’s qualities into account. They play in a 1-4-3-3 system and I decided to counter that with a 1-4-2-3-1 formation. From scouting the opponent, Zilina (Slovakia), we gathered they were an experienced team with an average age of 27 and had some tall players, they are strong in combination plays and counter attacks. The main goal of our formation was to create an outnumbering situation on midfield, so we could control and dominate play there.” “There are a few reasons why I choose that system. One of the main reasons is that we had experience with the system and it is a great match with the qualities my players have (speed, combination play, counter attacks down the flanks and offensive power and numbers). One of the main reasons was also because we were playing this first match on their turf, so we needed to play offensive and score, so we would have an extra advantage in the second
match at home. Playing the system I’ve chosen for that game, we could prevent the opponent’s counters down the flanks and create problems for them to combine in the middle.”
Player tasks “Each match is different and so the tasks of the players differ too. We played with a micro defense and 2 stoppers who had the special tasks to push the back line as far from our goal as they could (40m from the goal), taking away the threat of their tall forwards. The two defensive midfielders were given the task to play close to our back line and take control of those so called 'nobody’s balls'. In opponent possession the half wingers had to provide support in the center, covering the two 2 defensive midfielders. In possession these half wingers had a task to make diagonal runs off the ball, to create space for our wingbacks, who both have great offensive strength. Our striker had the special task to be in constant contact with the opponents left stopper, so he could create space for our offensive midfielder to enter the opponents box.” “The reason I give special tasks to certain players is because they have certain qualities that can make a difference. The players who are assigned special tasks are
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the players with a certain character and the ones I know are able to deal with the pressure of the game. This doesn't mean the other players do not have special qualities. It takes an entire team, with quality players to pull this off. Without the help and functioning of the entire team the players with the special tasks could not accomplish them. It takes an entire team to reach your goals.”
(preferred side to dribble, stronger foot, combination play, jumping power, etc.) • Head coach and technical director: watch the opponent in a home and away game (live in the stadium) to see the difference in their system of play. Preparation of videos, watching the games together with the staff members, determining the system of play for the next game.”
Staff members and their tasks during the preparations
Psychological aspect of preparation
“Besides the players, each member of the staff also has a tasks during this preparation phase. Every members has been delegated a task to analyze certain parts of the opponents’ game: • The goalkeeper coach: goalkeeper‘s qualities (running out, footwork, 1v1, penalty strategy) • Defense coach: do they play zone defense or man to man, what are their flaws down the flanks or through the middle • Midfield and offense coach: analyze each midfielder and forward and their qualities
No.41 July 2010
“One of the most important elements during preparation is psychological preparation of the players. My task as a coach is to decrease the psychological pressure as much as possible. This is why the players are sometimes put in quarantine before an important match. I often use quarantine as an aspect of individual concentration, to prepare the players for the expected task (confidence, stability, balance). Media are always in quest for information, sensations and in that way they influence the psyche of a player. When the players know everything about the upcoming opponent and what they can expect, they are more relaxed. Stability of a team is very important, and it can lead to good results. The results are those that keep peace and good atmosphere in the locker-room. The coach, consciously and controllably can and must keep the team stability even if the results are not satisfactory. I consider this the most important quality of a coach.”
Ante Miše Date of birth: 14 June 1967 Place of birth: Vukovar, Croatia Nationality: Croatian Education: • Faculty of Kinesiology, June 2004, University of Zagreb,Croatia • National PRO – license
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Coaching licenses: • Croatian Football Academy • UEFA A – license, January 2007 • UEFA PRO – license for soccer coaching(highest European level) , 2009 – 2010
Playing career: • 1984 – 1989 HNK Hajduk Split,Yugoslavia • 1989 – 1990 Nk Borac B.Luka,Yugoslavia • 1990 – 1994 HNK Hajduk Split,Croatia • 1994 – 1997 Sv Vitesse Arnhem,Holland • 1997 – 2004 HNK Hajduk Split,Croatia • 2004 – 2005 Nk Mura,Slovenia • 7 caps for National team • 4 times League Champion with HNK Hajduk Split • 5 times National Cup winner
Coaching career: • Croatian 3rd league (4th place in season 2005 – 2006, 2nd place in season 2006 – 2007) • Croatian 2nd league (5th place in season 2007 – 2008) • HNK Hajduk Split - Croatian 1st league (2nd place in season 2008 – 2009, runner up of the National Cup) • HNK Hajduk Split – Winner of the National Indoor Championship- 10 victories in a row ( season 2008- 2009)
Personal skills: • good communication and pedagogical skills • structured and organized • ambitious and goal - oriented • excellent knowledge of English language • good knowledge of Dutch language No.41 July 2010
Possession Opponent U9 U11 U13 U15 U17 U19 A
ORGANIZATION
- This is an exercise with a lot of fake moves and runs off the ball - Finishing in a 1 – 4 – 2 – 3 – 1 system - 8 players - 12 minutes - maximum intensity - Pitch size: just over half a pitch
PROGRESSION
FINISHING EXERCISE
- Coach passes to the left wingback, no. 3 - When he receives the ball, players 9, 10 and 11 run off the ball to create space - Player 3 passes to player 10, who passes to the defensive midfielder, no. 6 - Player 6 passes deep to player 7, who dribbles and crosses into the box - Players 9, 10 and 11 choose position in the penalty area - Player 8 takes position at the edge of the penalty area - Players 2, 3 and 6 come into the middle to defend against a possible counter attack
1
5
9
4
16
10 7
11 3
2
6
8
2
3 1
TRAINER
U9 U11 U13 U15 U17 U19 A
ORGANIZATION
- Finishing exercises from the back with penetration of right and left wingbacks and finishing in 1-4-2-3-1 system - 8 players with 2 opposing central defenders - 12 minutes - maximum intensity - Pitch size: just over half a pitch
PROGRESSION
FINISHING EXERCISE 2
- Coach passes to the left wingback, no. 3 - When he receives the ball, 10 runs off the ball to create space - Player 3 passes to player 9, who has come into the space created by 10 - Player 9 passes to player 8, who passes into 2's run down the flank. 2 dribbles and he has various passing options: he can back pass to player 7, cross into the box to 9 or 10. - The space behind player 10 is covered by 11. - Players 2, 3 and 6 come into the middle to defend against a possible counter attack
2
5
9
4
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10 3
11
7
2
6
8
3 1
TRAINER
2
Possession Opponent U9 U11 U13 U15 U17 U19 A
PROGRESSION
ORGANIZATION
FINISHING EXERCISE 1V1 OR 2V2
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- Pitch size: 40 x 30 m, two goals with goalkeepers - Duration: 1v1 is 30 seconds - Duration: 2v2 is 45 seconds - Maximum intensity - Total duration: 20 minutes
- Player (defender) starts by passing the ball across the field to a opponent (attacker) - He then runs to defend the 1v1 - Attacker can choose to attack either of the two goals - Start with a 1v1 and build up to a 2v2
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No.41 No.41 July 2010 July 2010
Mental Development OBSERVATIONS AND ORIENTATION, PART 6:
Decisions-Hypotheses, Actions-Tests While Orientation is the key in the decision-making process you can’t stay in it for too long. If you do, you won’t generate timely Action-Tests or take in any new Observations. You’re stuck. Time fly’s by and you become a spectator having to find some way to rejoin the flow of the game. The pressing need for action is always at hand. Now we’ll look at four ways to measure and evaluate the DMP; time, number, quality and sustainability. By: Larry Paul
Time In a perfect world how long does it take to make an observation, arrive at a decision and initiate an action? While it may only be a few hundred milliseconds, that time lag makes it measurable. It becomes a factor in decision-making and therefore speed of play. Consider this, a nerve impulse travels only about 90 feet per second, it must pass through a variety of nerve types, connections and slows during processing in the brain. Furthermore, every action requires hundreds of thousands of impulses
involving multiple senses that are processed in different parts of the brain and finally transmitted to various muscle groups. Gerrie Muhren explains how sight and sound work together in brilliant
orange, “You have to hear the ball during the game. You can hear from the sound it makes on the boot where the ball is going, how hard, how fast. You can tell everything.”
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This complexity places biological limits on the time it takes for Observations to pass through Orientation and produce an ActionTest. There is no such thing as an “instantaneous reaction.”
Number Processing decisions also has numeric limits. Similar to a busy, single runway airport decisions can stack up slowing down the process.
The unity and coherence of consciousness are strictly tied to consciousness’s so-called capacity limitation-the fact that we cannot keep in mind more than a few things at a time… Even more dramatically, we cannot make more than one decision – no matter how simple – within a few hundred milliseconds. And, in fact, the duration of this interval – the so-called psychological refractory period – is comparable to the estimated duration of individual conscious states… one discrimination must be completed, which takes at least 100-150 milliseconds, before the other starts. A Universe of Consciousness, Edelman, G. and Tononi, G. The ability to swiftly recognize, prioritize and move critical decisions to the front of the
‘line’ is vital. That involves empathy, rejection and selection. It means understanding the informational content of rapidly changing ambiguous cues. You need an intuitive feel for the situation, based on studied experience, to quickly separate the essential from the unessential.
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Quality Making a lot of decisions quickly doesn’t mean much if they don’t make a positive contribution to the game. A player who just lumps the ball forward maybe ‘playing quickly’ but may not be adding a good deal to the team effort. Unlike time and number, quality is subjective and context dependent. It’s the woulda, shoulda, coulda, game film review perspective and, since it’s a retroactive process, the past is a closed system. You can judge what should have been done to make it ‘better’ using cause and effect and linear thinking. It’s easy to change only those variables you want to while everything else stays constant. The defenders cooperate and the attackers are predictable.
Sustainability Some players may only be mentally active for short periods; they come into and go out of the flow of the game. Others may have situational blind spots, i.e. a player having to deal with a goalkeeper’s punt may mentally check out while the ball hangs in the air. Sustainability means how long and,
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except when. It’s duration minus specific situations. The stoppage time of the 1999 UEFA Champions Cup Final provides an illustration of what can happen when a team faces one, the other or both. The following is a nice story of what happens when these factors come together.
Jorge Valdano has speculated on the nature of football genius based on his analysis of his friend Diego Maradona’s goal against England in 1986… Maradona told him that the initial objective of his run was to set up Valdano for a shot at goal. Only when he’d beaten the last English defender and was bearing down on Peter Shilton did it occur to him that he could score himself… ‘He told me that at that moment, he remembered
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a game seven years earlier at Wembley when he’d been in a similar position and had played the ball to Shilton’s left and missed the goal. He assessed the current situation and decided that he didn’t need me; he could solve the problem of scoring himself. In a quarter-final of the World Cup, after a seventy-meter run, he was able to recall a situation from years earlier, analyse it, process the information and reach a new conclusion. And he did it in a fraction of a microsecond. That is genius.’ brilliant orange, Winner, D. In respect to the number, speed and quality of decisions Maradona had to cycle through in those10 seconds there’s no doubt he operated at a higher intellectual as well as technical level than most of the English
team. He simply executed a series of good decisions. The context makes it all the more remarkable. It’s easy to see how these elements are related. Time and number are inversely proportional. The longer you take to make each decision the fewer decisions you’ll be able to make. The more decisions you have to make the less time you’ll have to make them. Not enough A/T’s, or too long in the DMP the farther behind the game you’ll fall, resulting in a lower quality to your contribution. You’re playing behind the game. Finally, if your DMP is not sustainable - you can’t go the distance, or have a blind spot you’ll lose initiative, and again quality suffers.
Which path to action? When Orientation selects a leverage point the impression is processed through both the Implicit Guidance and Control and the Feed Forward paths. It’s the same message but carried by different messengers and they play a complimentary role.
According to LeDoux (1994, 1996) any stimulus entering our central nervous system is immediately relayed in two directions. One pathway makes information available to the cerebral cortex, logical processing and precise recognition. A second pathway carries toward the amygdala, a tiny but
crucial subcortical structure mediating an emotional reaction to the object under scrutiny. Transcending Polarization: Beyond Binary Thinking, J. Wood & G. Petriglieri The first path, our Feed Forward is the deliberate, explicit decision-making process; psychologists call this System 2. This is a richer route requiring ‘thought’. Here, as we saw in Destruction and Creation, analysis and synthesis is used to construct a new concept from existing domains to match atypical, unfamiliar patterns. When player’s need to ‘think about it’ this becomes the dominant system. It is a rationally based, slow acting, controlled, quick learning, flexible, effortful, voluntary, context sensitive and rule governed process. The second path, our Implicit Guidance & Control, is referred to as System 1. This path results in an intuitive action. It’s a shortcut way of dealing with the world. The situation is quickly recognized as being either a typical, familiar pattern and not worthy of further analysis or as a threat evoking a survival based reaction. These reflex/reactions are emotionally based, fast acting, automatic, slow learning, rigid, effortless, involuntary, context blind and employs associative processes. These are a binary, i.e. good-bad, right-wrong, on-off habitual response to stimuli.
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These two methods are used symbiotically, they ‘need’ each other; together they provide the best Action-Test while at the same time increasing the implicit knowledge base. In practice, our System 1 serves as the default process by ‘going first’ while System 2 acts as a control/judge by following within milliseconds. This is why you know almost immediately the quality of your action. When we recognize complex situations, real anomalies, System 2 can take over, slowing down the DMP in order to get it right. The trade off is accuracy for speed. The relationship between the two paths is a key to both current success on the field and future development. To get the best of both worlds you use training to evolve explicit decisions into implicit responses so that, as Kahneman says, “Skill performance migrates from System 2 to System 1.”
The translation of such planning into unconscious learned routines is also essential for survival, and such routines constitute a vast proportion of the basic mechanisms of behavior. Indeed, consciousness plays upon such routines to give the possibility of enhanced planning and of ever more complex learned acts… The impressive capabilities of automatic, unconscious processes in terms of speed and accuracy should
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not obscure some features that make conscious control of vital importance. Whereas conscious control is flexible, receptive to novelty, and contextsensitive, automatic performance is rigid, impervious to novelty, and context-insensitive. A Universe of Consciousness, Edelman, G. and Tononi, G. Choosing a course of action Gary Klein defines “a decision as a choice point where reasonable options exist, and the commander might have selected a different path.” Osinga notes, “Decision is the component in which actors decide among action alternatives that are generated in the Orientation phase.” In Orientation of Observations we saw how leverage points are the ‘choice point/alternatives’ that we have to choose from. So how do we choose between these points? One method is to compare and contrast options, the Rational Choice strategy. We weigh the advantages and disadvantages between as many alternatives as we think we need. This involves high level System 2 thought, analysis and synthesis and, as we have seen, requires spending additional time in Orientation. You have to mull over the options weighing the pros and cons. Another method is the singular evaluation
25 approach, Klein’s Recognition-Primed strategy, System 1. Here you consider each leverage point in turn and select the first one that fits. It’s pattern recognition or, the close enough for government work style. This approach takes into account that the need for speed of action takes priority over the search for the best possible solution. Klein observes:
People seem more likely to use singular strategies in the following situations: o When time pressure is greater, evaluating one option at a time until an acceptable one is found… it takes too much time to lay out alternatives and analyze the evaluation criteria. o When people are more experienced in their domain… they can be more confident in their ability to size up the situation and recognize plausible courses of action… o When conditions are more dynamic.
The time and effort needed to set up an analysis can be rendered useless when the context shifts. o When the goals are ill defined. Ambiguity makes it hard to come up with evaluation criteria that apply across all options. Sources of Power, Klein, G. Comparing the two strategies it’s obvious that, within limits, a Recognition-Primed choice is a better fit for both teams during open play while the Rational Choice can work well for the attackers during restarts. In the later the attackers have the luxury of rehearsed plays and picking its moment. In the former the both teams can be too involved forcing simplified decisions to match the dynamic, time pressured and ambiguous real world. Bottom line, we need both strategies in order to survive on our own terms. In the next issue:
Implications
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No.41 July 2010
Conditioning
PRE-SEASON TRAINING
‘If you fail to prepare, you prepare to fail’ Your season may have just finished but have you considered planning for the ‘new’ season!? A good pre-season training base can often provide the foundation for future success both for your team and individuals’ fitness. Generally, pre-season duration should be 6-8 weeks. It is vitally important for a number of reasons: • Fitness and conditioning leading to match fitness • Setting team and individual goals • Discipline, boundaries and expectations • Establishing a ‘work ethic’ and standards • Group cohesion and team-building • Developing team plays, tactics and strategies • Code of conduct for the players’/staff • Creating positive attitudes and ‘open’ environment Pre-season is also a good time to encourage the players’ to develop strong learning habits of mind by getting them to understand the importance of resilience and resourcefulness. Their attitude, desire and dedication for self-improvement will be important along with a subjective mental assessment by the coach i.e. ‘do they really want to put in the required work’? By: Andrew Blight
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Many players’ have negative images of preseason training E.g. long, tedious aerobic runs with little football specific training. I and many others’ probably experienced this as a player and viewed it as a chore, but do endurance runs have a link to what actually happens in a game of football? Quite clearly, the answer is no and direction should be aimed toward interval work incorporating the complex movements within football.
Modern Hopefully, the ‘modern’ coach has realised this and I aim to provide some possible ideas that you can implement this summer. A well planned programme should accommodate individual needs and provide variety and challenge to intrinsically motivate the players’. Rampini et al. (2007) reported that coach encouragement is a dominant variable on playing intensity. Therefore, coaches should aim to maximise motivational techniques when high training intensities are required during pre-season. The focus needs to be on encouragement, positive reinforcement, using a competition structure and providing feedback to the players about levels of intensity.
anaerobic system (energy system that does not use oxygen). In today’s game, elite players’ are trained ‘athletes’ and should demonstrate prowess in the key principles of fitness- speed, power, stamina, strength and flexibility. Most clubs and academies now employ fitness and conditioning coaches’ who deliver fitness specific and rehabilitation work.
Demands Pre-season conditioning work should develop both energy systems (anaerobic and aerobic) incorporating an element of football in most activity. Through match analysis techniques researchers have studied the work-rate and activity profiles of footballers, the demands imposed on footballers during a game include: - Runs between 6 and 10 miles - Activity at a pace representing 70-80 % of their endurance capacity - Walks, sprints, jogs, cruises, stretches, jumps, passes, heads, tackles and shoots - On average an individual player has contact with the ball for 2-3minutes - Turns approximately 400-450 times through 90> degrees during a game
Aim Most activity in football lasts approximately 5-6 seconds and for about 25 yards in distance. Invasion games involve a startstop process, which utilises fast-twitch muscle fibres and has a focus towards the
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The aim of establishing optimal player fitness is to reduce the risk of injury and improve a player’s overall game performance. Consider the following indicators when pre-planning your programme:
• Developing a players’ recovery capacity E.g. Recovering quickly after a period of high intensity work, enabling the player to be ready for the next ‘bout’ of activity. • Developing the body’s capacity to manage lactic acid (a waste product of intensive work causing muscle fatigue and often a feeling of nausea). • Variation- players’ are looking forward to what the next session might be and are challenged through diverse activity, individual goal-setting and tailored programmes to meet their needs. • Testing- this provides an information base and facilitates assessment for learning by engaging the player on the benefits of testing and its use as an evaluative tool. This can potentially, improve individual weaknesses’ through specific one-one work. Tests can also be used as a tool to motivate players. • Training both energy systems (aerobic and anaerobic) with specific focus on strengthening the fast-twitch fibres needed for explosion E.g. checking, turning, accelerating, jumping and side-stepping. • Position specific work- Players in specific positions require tailored fitness work to suit the demands of where they play E.g. A central defender will differ to a striker. Relying on
standard training methods for all players’ neglects to consider the specific conditioning required for individual players. Training plan for a Centre midfield player: - High endurance capacity (VO2 max) required. Endurance training an important focus. - Balance: focus on balance and flexibility work - Strength: Abrasive to frequent contact situations and physical strength important - Agility: checking, turning and explosive work needed - Anaerobic capacity: intermittent, high intensity activity with varying work-rest intervals - Power: dynamic strength exercises • Monitoring and evaluation of progress is a vital component of any training programme, and from the results specific work can be tailored to suit the needs of your squad and individuals.
Example Fintess Test Run from 18 yard box to 18 yard box in 10-14 seconds (target), recovery- jog the width of the penalty box in 20-25 seconds, and then repeat the 18 yard box run in target time Perform 6-8, 18 yard box runs. Rest for 120 seconds and repeat x4. The aim of this field test is to work the players’ heart-rate at 85% of their maximum HR.
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Fitness-based Utilising football drills for conditioning has its benefits when compared with generic physical training. Players’ will be more motivated, greater physical output is generated in many cases and better transfer of match-specific fitness. The challenges for the coach is creating optimal work intensities and constructing sessions that meet fitness targets. Many coaches’ can find it challenging to plan a fitness-based football session. There are many variables to consider E.g. number of players, equipment, facilities, pitch size and rule modifications. However, if you are prepared to overcome these difficulties you will observe improvements in team motivation/morale and performance at training.
the SAQ continuum can better prepare players for the demands of the game. With on-going SAQ training, the neuromuscular system is gradually re-programmed and restrictive mental blocks and thresholds are removed. Consequently, messages from the brain have a clearer path to the muscles and the result will be an instinctively quicker player.
As conditioning improves, a player’s resting heart-rate should be gradually lowered. Depending on an individual’s fitness level it is recommended that you train between 65% and 80% of your predicted heart rate reserve.
SAQ Speed, agility and quickness can often make the difference between winning and losing E.g. a player exploding through a defensive gap, checking, turning and sidestepping to outwit defenders. Intermittent, high intensity activity with varying work-rest intervals focusing on specific elements of
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The SAQ continuum is used to ‘kinaesthetically programme’ the performance of a specific physical activity with improved quality and control. SAQ continuum is the name of a progressive sequence of training ‘phases’ which collectively improve performance. Over a period of time you will observe improvements in explosive multi-directional speed, agility and quickness, acceleration/deceleration, quality and speed of response control. SAQ is a vital part of my training plans and below are 2 examples which can be carried out with and without a football.
Final thoughts Football is now a ‘scientific art’ with numerous factors combining to create peak performance. Pre-season training and fitness, have become a vital cog to facilitate potential success. I will close with the following quote as you consider a new season: ‘If you fail to prepare, you prepare to fail’.
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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Possession Opponent U9 U11 U13 U15 U17 U19 A
ORGANIZATION
FITNESS DRILL 1
1
Players’ can start at any point on the course. All players’ have a ball and travel in/out of the cones and around the poles and backwards through the ‘yellow’ zone. Resting players’ are situated around the course at various points to get a ‘give and go’ pass off.
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U9 U11 U13 U15 U17 U19 A
2 End-zone
Play 3v3 or more on 2 different pitch set-ups. Pitch 1 players’ try to score by running the ball into an end-zone. Pitch 2 players’ have to try and dribble through 4 gates. Footballs are spread out around the perimeter of both pitches to facilitate quick continuity.
End-zone
ORGANIZATION
FITNESS DRILL 2
On coach ‘call’ players’ leave their pitch 1 or 2 and run to the other to continue a ‘new’ game as soon as they arrive. Quick transition!
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Possession Opponent U9 U11 U13 U15 U17 U19 A
ORGANIZATION
FITNESS DRILL 3
3
3v1 exercise changing the nature of the exercise by shape/size of the grid and affecting heart-rate training zone.
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U9 U11 U13 U15 U17 U19 A
FITNESS DRILL 4 (SHOOTING)
ORGANIZATION
X1 passes to x2 who sets the ball for x3. Prior to this, x3 has performed quick feet exercises through the disks before striking the ball at goal. Movement Circuit: - X1 passes and runs around the back of x3 to join x2 line. - X2 sets and runs to X3 line. - X3 strikes the ball at goal, retrieves a ball from behind the goal and runs to x1 line.
X1
X2
X3
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Possession Opponent U9 U11 U13 U15 U17 U19 A
ORGANIZATION
SAQ DRILL 1
5
The player runs the set distances between disks. This gradually increases to enable the player to accelerate forwards and then move backwards quickly to the next disk.
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U9 U11 U13 U15 U17 U19 A
ORGANIZATION
SAQ DRILL 2 The player accelerates over 10-15m following the outlined route, checking back over 5m followed by a 10m sprint before checking back for 5m before a final 10m sprint. Movements can be adapted to include: Forward Forwards – backwards Side on- with changes in direction
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Analysis
HANS DE JONG, SCOUT SC HEERENVEEN ON GAME ANALYSIS (3)
“I also try to play our own game during opponent possession�
Besides being scout/analist for the first team of SC Heerenveen, Hans de Jong is also the coach of their U17 team. As a coach of such a team analyzing his own team is his priority. The players on the field must be able to anticipate on the opponent's tactical choices. Hans de Jong realizes that he is privileged compared to coaches in amateur football. "I have six to seven training sessions per week to prepare my players on what they can expect in the game. I have enough time to work on the details," says de Jong. "I think that the basis of the choices that I make, as a scout and as a coach, remain the same. My choices stand as closely as possible to our own playing style and qualities." Hans de Jong takes us along in the details around the choices that must be made defensively. Furthermore, he analyses the possibilities of a team playing in a 4-3-3 against a team playing in a 4-4-2 with a diamond. By: Hans Slender
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In the previous two articles of this series Hans de Jong already pointed out that most teams play with four defenders on paper. Furthermore, most teams play with two controlling midfielders. He gathered that the opponent's playing style is of great influence on how a team plays. The main issue is whether the opponent plays with two or three strikers and their positioning on midfield. “It is always about the quality of a team. If you fall all the way back onto your own half and allow the opponent to enter your half, your system of play is not all that important anymore. In this situation you are playing very compact, so everyone must pick up an opponent at the right moment and shift to the side of the ball. When you are defending farther away from your goal, defense will become more tricky. You will give away more space and it is harder to keep the field small.” Before going into these details any further, we will look at the system of play we have not covered yet, the 4-4-2 with a diamond. After that we will look at the defensive choices the team is faced with.
4-3-3 with the point backwards against a 4-4-2 with a diamond A system of play that we see a lot of the amateur field is the 4-4-2 with a diamond on midfield. When I ask Hans de Jong how he deals with this system of play, the first thing he notes is: “That depends on how the players are positioned." He immediately
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starts to list several variations. A small diamond with upcoming wingbacks, a wide diamond with half wingers who go deep, two wingers with a striker and a number 10. “The problem in deciding on which variation to use is not about the final third. The choice you need to make when playing in a 4-4-2 with a diamond on midfield concerns the half wingers. Will your half wingers be playing against the opponent's half wingers (see diagram 1) or against their wingbacks (see diagrams 2)? This has major consequences for the way you play on midfield. Usually you will see that at least one of the half wingers has the tendency to play deeper on the opponents wingback, but some times both of them do. This is done to limit the amount of space the opponent's wingback will have, as this space cannot be covered by your forwards. These are interesting choices that players have to recognize. When the opponent's half wingers stay in position, the team playing in a 4-3-3 will be outnumbered by 1 player on midfield, the controlling midfielder will be unguarded. When the opponent's half wingers cover through, the team playing 4-3-3 will have an extra man on midfield, which makes it a lot easier. The opponent's controlling midfielder, often an important player when playing with a diamond, will then have to choose whether to pick up our left or right half wingers. This provides you with opportunities.”
Diagram 1: 4-3-3 with the point backwards against a 4-4-2 with a diamond (small diamond)
"The choices for the team that plays 4-3-3 lie mainly in defense. As I pointed out in the previous article, I am not an advocate of playing with three defenders, because you create a completely different playing style and difficult situations arise in transition from opponent possession to possession. When playing against a team who plays in a 4-4-2 with a bowl the solution is obvious; the defensive midfielder supports the central defense creating a outnumbering situation. This works less effectively against a team who plays with a diamond, because the defensive midfielder will also be covered. This creates a 1v1 situation in the center, which is certainly a risky choice. Still I think that with these three defenders you do not have to give away a lot of space. In addition the wingback, who is playing on the opposite side of the ball, can provide cover to the center. This situation is changes when the opponent's half wingers cover through. This may cause for a 1v1 situation to arise with five defensive and offensive players on both teams. If the players, however, stay in their positions, you still have very good defensive positioning. It is difficult for the opponent to create space and I think the risk is at a minimum. The advantage is that you have the outnumbering situation in center midfield, which can be very useful."
Diagram 2: 4-3-3 with the point backwards against a 4-4-2 with a diamond (big diamond)
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“EVERY COACH KNOWS THE BASIC PRINCIPLE: POSSESSION LARGE FIELD, OPPONENT POSSESSION SMALL FIELD� Three defenders
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A popular solution in amateur football is to move one defender up to midfield and play with three defenders. Hans de Jong would not opt for this solution. "This creates an entirely different playing style, in which various players will be forced to play in a position which doesn't bring out their best qualities. If you're coming from a 4-3-3 against a 4-4-2 and you start to play with three defender you will suddenly be playing a 3-4-3 (see diagram 3). Some teams get the wingbacks to cover the opponents forwards, meaning they have to take on a role as central defenders. Another defender has to move up and take on the role of controlling midfielder. Sometimes a wingback is pushed up to play as a half winger, meaning the half winger has to play somewhere else. This can lead to problems on defense. First, the space in the back is much bigger, because there are only three defenders. Especially on the flanks, which leaves the opponent with the opportunity to use that space. Meaning that your half wingers suddenly have to defend much further back. Suppose the opponent is able to use that open space, then our wing half will have to function as a wingback to try to close that space."
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As a football fan Hans de Jong thinks offensively, but in this situation there are problems on the offensive end as well. "You want to be able to play well after you gain possession. If you decide to play with three defenders, this also means that you after gain possession you have a lot of players who have to re-position again in order to get back into your original 4-3-3 system. Players can do this for shorter periods of time, but after fifteen minutes they will start to stay in their defensive positions. This means you are now playing a different system in possession as well. That in itself is not so bad, but the players must be prepared for this. You often see teams struggling with this in possession when the coach opts for this solution. If the opponent's half wingers run into the open space on the flank and we gain possession, how are we positioned? You will barely have a midfield and the result is a long pass down the field (see diagram 4). Good position play will become very difficult, because in transition a lot of time is lost to get into the right position"
Diagram 3: 3-4-3 against 4-4-2 in a diamond
"Defensively, it is interesting to note that many coaches make concessions to their own playing style, to avoid a 1v1 situation. As is evident from the analysis of different playing styles, it can affect how much their own team gets to play their game. As youth coach, I am very much in favor of not backing away from the 1v1 situations. The defenders learn to cope better with their responsibilities. They have a direct opponent in a certain area, which may of course never be too large, and they must solve the situation they are faced with. If the opponent's players make a run, the defenders must pick this opponent up in their respective zones at the right moment. I think this is a great learning experience for players. I also believe that the risk is minimum when you do this at the adult level. The infamous 11v10 situation comes to mind here. Often the players of the team with the extra player start to look at each other, on who picks up which opponent. Player A think player B will defend the opponent and B thinks A will. The result is that they both let him go. This creates problems that were not there when the team was playing 11v11. Playing 1v1 on defense is, in any case, a clear strategy for everyone and as long as the space that each defender has to cover does not get too big, it is very doable."
Diagram 4: 3-4-3 against 4-4-2 in a diamond (problem in transition) 1v1
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1½ striker
Confine
Many teams do not play with two deep strikers. You often see a bigger 'target striker, with a moving shadow striker around him. This creates yet another situation worth analyzing. "The danger now is that the 'target man' will position himself as deep as possible. This allows him to receive the ball in his feet and create more room around him for other players to join the attack. That leads to a dangerous situation. Often you will see that these teams do not really have a deep number ten anymore. So I would tell our controlling midfield to control the shadow striker so you still have good positioning (See diagram 5). Furthermore, it is important not to make the field too long. Defenders often find this very difficult."
"Every coach knows the basic principle: possession large field, opponent possession small field. In practice, players still have problems executing this. The natural reaction to loss of possession is for the defenders to move backwards. They are afraid that the ball will fall over them. The risk is that when the attackers start to pressure the ball, the field will become very large, which is exactly what you don't want. When you loose possession the central defenders must make the field small, as you should never leave an open space between the opponent's forwards and the midfield. As they will use this space to give the ball to the striker and other player will run into the open space between the lines, which is difficult to defend. It may be unnatural to confine with loss of possession, but it is better. Otherwise the midfielders will be make a lot of meters and the game play from both sides will quickly turn into a kick and rush to find the striker with the long ball. If the defenders confine the whole thing, you are able to pressure better and give up less space on defense and on midfield. You must guard against the lob over your last line, so it is important to estimate how far the long ball can go. I try to teach my central defenders to judge how far the opponent's goalkeeper and defenders will be able to kick the ball. They must hold the back in such as way that they can head the long ball, because if it goes over them a
Diagram 5: 4-3-3 with the point backwards against 4-4-2 in a diamond (1½ striker)
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“THE PRINCIPLE OF DEFENDING IS TO ALWAYS MINIMIZE THE AMOUNT YOU HAVE TO SHIFT� dangerous situation. So one defender will go for the ball and head and the other moves back into the open space to cover in case the ball goes over."
Shifting "The principle of defending is to always minimize the amount you have to shift. If you see two opposing teams, there are always positions on the field who must shift in transition to regain good positioning. If you need to move a lot and have to do it fast, then mistakes tend to be made. The result is that the team will be outplayed by its opponent. I always try to position the
team in such a way that they can quickly regain their positioning in transition Playing in the zone can be done, but it needs to be trained. Everyone must be very clear on what to do. Shifting and covering in the zone is difficult at any level. A good and clear formation can help to defend more effectively. "Defending therefore also appears to be a matter of being wellorganized and always play based on your own qualities. It is up to the coach to get the best out of this. In the last and final part of this series Hans de Jong tackles pressure and the build-up.
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Youth Development
MICHAEL FRANCIS POLLIN, ANDOVER YOUTH FC
Coaching Philosophy of Independent Learning Michael Francis Pollin Coach of Andover Youth FC (England) recently presented his academic paper: ‘Independent Learning in Youth Football Coaching’ at University of Southampton’s Conference of Educational Practice and Innovation. This annual conference celebrates new and novel approaches to Teaching, Training and Learning in many fields of education, and this year hosted over one hundred international delegates from the field of teaching and learning from Brazil to Taiwan and from the UK to China. Presenters this year included Army officers, IT gurus, medical professionals, covering a diversity of innovations, as well as Michael’s perspective to coaching the beautiful game!
Michael, as Coach of Andover FC Youth (711 year olds), has always instilled and maintained the agreed maxim between management, players and parents that; ‘We are not a win at all costs team, we play and train to learn, develop and have fun – that way there are no losers, and how individual and the team success, achievement and performance are measured.’ This is the foundation for his concepts and notions for Independent Learning, that witnesses a pedagogical or learning theory shift in the coach/player relationship, but also a
transformation of cognitive learning theory as it applies to football player development. It has been scientifically recognised that football coaching and learning should be appropriately tailored and applied accordingly to the 5-11 age range, with their psychological and physiological differences in mind, as an imperative to football learning development potential. This is the basis of a coaching philosophy that does not serve to educate the innate creativity and imagination out of the young player, instead it allows independence; not as a learning
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shift from ‘facilitated (aided) to an autonomous (unaided) level,’ but a selfmotivated expressionism, incorporating creativity and imagination by the players in their facilitated discovery and exploration. This in essence defines an emerging methodology or paradigm of Independent Learning; advocating a dramatic shift from ‘traditional’ coach-centred methods overloaded with exact adult instructions (running and passing between cones and other oppressive technique drills), instead, Michael argues that Youth football coaching environments ‘should accommodate selfinitiated creativity and imagination, combined with an emancipation (liberation) of experimentation; where it is permissible to mistakes that are harnessed as learning opportunities.’ There is nothing wrong with young players having a go and making a mistake. Young (uninhibited) players are more likely to take a chance, whilst creatively initiating and developing their ‘own learning of skills, techniques and game intelligence. Players need to feel comfortable in what they do, as making a mistake is the first step towards success, as a learning process and will help with their on the pitch decision making. With this in mind we can provide the best opportunities for our players for them to learn, develop and enjoy football; possibly to become the stars of the future.
Player ‘independence’ and ‘empowerment’ is imperative to football learning, where coach decision-making during play is minimal, so it is the players (possibly as young learners) that must be independent decision-makers that do not, and cannot, rely on coaching during a game. Players can be empowered through training and Game Sense scenarios (advocated by Light 2006) to improve decision-making through variant tactical exposure and understanding. Appropriate exposure to Game Sense can improve the cognitive learning dimensions of play and is the ‘contextualiser’ of learning within ‘game-like’ situations and there is a ‘propensity of Game Sense to motivate and challenge players, which encourages creativity and stimulates learning/developing; key tenets of Independent Learning. This cannot be reliant on the application of motivational theories, as these only represent behaviourist controls as extrinsic pressures. Although there is an imperative for psychological motivators with age variant maturation; an inclusive opportunity to initiate and express learning in correlation with cognitive and motor development within Football Coaching advocates a necessity for an environment more in line with emerging Independent Learning theory; that are emancipatory and supportive to mistakes as learning opportunities.
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This ‘active process’ which is ‘not a transmission of pre-packaged knowledge; knowledge is constructed through the child’s activities, pragmatic, and, emancipated experimentation and participation of independently initiated and executed learning. This learning in Football coaching denotes; control and volition of learning direction (initiated and executed); reflexivity of experience (analytical evaluative consciousness); transference and application of learning (self- initiated actions), and; reciprocity of learning among peers. Michael goes on to argue that, ‘in the environment of Youth Football development, it is also important to accommodate ageappropriate skill and technique practice, taking into account that young players are growing and changing, with differing needs and expectations, and so need to be treated differently. There needs to be a strong emphasis on Game (sense) practices, which allow the ‘unpredictability of open-play’ to be encountered and experienced, and also solved as problems. This has all been integral and imperative to the development of ‘decision-making and game-intelligent players like; Cesc Fabregas, Andrés Iniesta, Lionel Messi, and other products of ‘La Cantera (Barça Youth Academy); players alike the English game has long been envious of.’
With this in mind, it is about accommodating and nurturing the opportunity of Youth football players, so they can best learn; develop and have fun, through the game of football. In accommodating skill/technique development and the involvement of sufficient game practice; the notions of Independent Learning in coaching will allow our young footballers to learn to their potential, whilst developing a greater game intelligence and understanding. Still there may be a place for ‘Command style’ (stop, stand still) traditional element of coaching football as a learning style for some players of any age. It delivers tactical understanding as extrinsic behaviourist motivation; that can be transferred and adapted in game situations by the players, as an ‘enacted’ knowledge. Evolving from ‘Traditional’ coaching, but still retaining some of its learning (style) aspects; rebalancing the delivery and practice of skills and techniques; employing the specificism of motor movement development; the tactical exposure of game (sense) scenarios and the accountability of physiological and psychological factors appropriate to the individuals’ age maturation. The central premises and questions of the; why, where, how, when and who? - prevail as central tenets of Youth Football coaching, and are as much part of traditional (Q&A) and evolving systems (facilitative/guided discovery), as they are for Independent
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Michael, with Alex (Andover Youth under 10); who is explaining to Michael his creative and imaginative evaluation of Support play.
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learning (initiative, creative, imaginative, emancipative and reflective). The imperative to questioning and reflection, which draws upon Dewey (1916) inferring that ‘meaningful learning occurs through immediate reflection upon overt experience,’ the context of questioning (and answering) in facilitating the players’ reflection and capitalising upon ‘mistakes’ as learning opportunities in football is best cognitively conceptualised as declarative knowledge as conscious and verbally expressed; technical/tactical feedback, but also with procedural knowledge (enacted) as the non-conscious action of the technique/tactic and skills. Independent players; do not transit from (variant) facilitated learner via transmission or reproduction of package knowledge or
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ability - it is neither a transition nor a switch via practice, rote or repetition to an autonomous dextrous aptitude. Independent players are ‘independent’ because the objective is for them to have control, choice, un-predetermined projection and structure, expressionism, ownership of learning and a reflective ability - developed via their learning and playing experience. There is in conclusion conciliation (blend) of apposite applications that instils and develops fundamental motor skills, technique and football skill aptitude, and limited conditioned and constrained game experience. There is also part-realisation and potential for the emerging theory that promotes the notion of Independent Learning. Liberation of initiative to creativity and imagination, allows greater ownership to a deeper learning and development,
problem solving ability and development of decision making in game scenarios. Independent learning overarches the motivational and influential drives most commonly associated with (elite) football development. The notion and application of Independent Learning offers opportunity to accommodate and nurture creative capacity, something that too often is educated out of growing young players
within ‘traditional’ structured coaching systems, with the shadow of stigmatising any mistake through instructional feedback. Youth coaches can accommodate and nurture this opportunity and realise the notion and application of the emerging methodology. Football coaching environments do not readily need to teach a young player ‘something that they can learn on their own’ through Independent Learning.
MICHAEL FRANCIS POLLIN Michael is continuing to study and research Education and Learning in Youth football coaching (at University of Southampton, England), and more specifically, ‘how Coaches and players attitudes and perspectives are changing in light of new learning theories and methods.’ If you would like to input to the research, or have any comments you can contact him at mfp105@soton.ac.uk
Bibliography: Dewey, J. (1916) Democracy and Education USA ILT Edwards, C. Gandini, L. Forman, G. (1998) The Hundred Languages of Children, The Reggio Emilia Approach – Advanced Reflections USA Greenwood Light, R. (2006) Game Sense: ‘Innovation or just good coaching?’ Journal of Physical Education 39; 1 pp8-20 Rinaldi, C. (2005) In Dialogue with Reggio Emilia UK Routledge
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Youth Training MK DONS ACADEMY:
The Importance of the Family Introduction A successful relationship between club, player, coach and parent is the key to success in many ways. The family as an institution has been changing for many years now and the 21st century traditional English nuclear family is pretty much history for a large part of the community and this is a completely different concept to the one we as coaches may have been born into. Also, the extended family has been eroded away with time leaving child care and support more in the hands of formal organisations. Families maybe in conflict, separated or divorced or merely formed differently. A player may live in a gay family or in a family which is shared with other ‘non blood’ brothers or sisters. But it may not be the structure of the family that is most important but more, the support that the family offers, so you may face a situation where a player who lives in a traditional family gets little support and underachieves in his football, whilst
another who lives in a dysfunctional group with support might excel. This support gives the player that essential ‘scaffold’ that enables him to build his career around. One of the tasks of the coach is to recognise and manage the family setting the player lives in, obviously without intrusion or subjective opinion. Should the support be missing, the coach may be able to provide it, but the coach needs to recognise this first and then act and not assume it will sort itself out. Most importantly, the coach cannot replace the type of support the family offers, so he needs to be sensitive to this. Continued lack of support and encouragement is bound to lead to motivation and self esteem issues in the player and so a knock on effect on performance and development. This is more than likely to further lead to emotional and possibly behavioural issues too. No.41 July 2010
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Wider cultural changes compound the issues. The growth of formal play at the expense of informal play and the ‘stay at home kid’ has replaced the ‘latch key kid’ that characterised much of our recent past. The importance of coverting young players cannot be underestimated. To help with creativity and freedom of expression kids will need to feel safe and secure and have clear boundaries to behave within. This is an essential role of the players’ family and his support system. Some players have inner strength and get through without apparent support but the majority don’t. Often parents or carers have little idea HOW they can support their children in their football. They may have good intentions but need help in turning this into action. Here are some ideas for them. Independence & Responsibility • Teach the child to be independent. Let him make key decisions around the house. Go to shops, etc
show a keen interest in what he says. • Offer your opinion only AFTER his input (Reflect later in the day not immediately after a match or practice). Practice The more informal and independent practice the player gets, the better (solo, with mates, in pairs etc). • Free up an outside wall around the house the child can kick a ball against. - Pass against a wall. ½ volleys – drop & hit below a line. - Against a wall with a friend. - One / two touch. - Keep the ball up using the wall as your friend. - Invent your own games. • If you have a trampoline, encourage the child to practice his skills on it or just use it for developing physical skills like strength and mobility.
• Make sure the player packs his own bag for football and cleans his own boots (have spare kit in the car in case he forgets).
• Buy a skipping rope and a ‘core ball’ (large plastic ball) for developing co – ordination and core strength.
• Let him feedback to you (parent, carer) about his performances and
• Encourage the child to practice ball juggling and set targets with rewards
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if appropriate i.e.) 250 ball juggles by a certain time, juggle from one line to another turn and come back. The key is to explore every possible way to practice without an adult being present. School football can also be very important to young players. Socially it allows him to stay in touch with friends at school and bearing in mind that most young academy players may return to grass roots it is vital they do not sever the social ties with their classmates.
Behaviour • Set a good example – language, communication and attitude. • In public, do not criticise other people’s children on either team. • Manage the outcome of the game and teach the child to win with humility and lose with dignity. • Focus on your son as an individual not the team as a whole. • Encourage / praise – don t criticise. • Attribute no blame. • Don’t be afraid to voice your opinion if you have concerns about your child’s welfare or progress. No.41 July 2010
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Other sports Think of the value that other sports have on your child’s football development and encourage them to take part in as many different sports as possible. It’s essential your child has wider personal and sporting experiences, at least up to the age of 14, whilst still focusing on his football. The role of parents / carers will be to work closely with the coach to identify and manage the load and monitor signs for overuse injuries or mental / physical fatigue. Here are some sports that may relate directly to football and some of the outcomes of each. When children play these games, they simply ‘transfer’ skills and behaviours across to football, some players transfer quicker and easier than others. • Court games, e.g. Badminton / Squash/ Tennis – understanding angles, hand ball co-ordination, movement. • Basketball – feet movement, tactical understanding. • Rugby – Strength, speed and agility, courage, determination. • Swimming – heart and lungs / upper body, co –ordination. No.41 July 2010
• Gymnastics - strength, Balance, flexibility, co-ordination, proprioception. PE at school • Make sure the child gets to all PE lessons. • Make sure he is one of the best PE students (irrespective of ability). Diet Parents seem to be saturated with information on diet but it is simple really. • Less fat food • More fruit and vegetables • More water and less fizzy drinks Here are some tips if your child has a morning kick off. Match day – (2 hours before) • High carbohydrates – cereal or bagel • Protein – e.g. eggs • Isotonic sports drink (still) Match day (after) • Low fat food – cereal bars, sandwiches etc • Isotonic drink – replaces essential minerals in the body lost through exercise. Away matches Make sure that you provide sensible, nutritious snacks (e.g. snack-a-jacks,
• Accept they will be inconsistent • Let them play like children and act like children • Manage (do not ban) computer games and other distractions • Do not force the players to practice – manage their motivation and recognise they get tired – emotionally and physically • Make sure they get enough sleep • Make sure their school work does not suffer in any way because of football • Go on holiday and forget about football
rice cakes etc) should your child have ‘energy gaps’ on long away trips. Rewards & incentives Don’t be afraid to offer some incentives for the player for performance and practice but be mindful if you offer a reward for scoring goals it might impact on the other players in the team. Try to teach your child to get reward from his own performance rather than an ‘external’ incentive for performing well. Often sincere praise and recognition for the player is the only reward they need. Letting the children ‘be children’ • Accept they will make mistakes
Summary Clearly there is a lot a parent or carer can do when supporting the child in his football development. We as coaches must recognise that the family is the place where the player spends most of his childhood and whatever this ‘family’ looks like, it is the bedrock of their emotional development. We must accept that parents and carers have their own lives to lead too and it is equally unhealthy to be totally immersed in the child as it is to be neglectful or disinterested. It is reaching a balance that is important. Dan Micciche Assistant Academy Manager (U8 –U16’s) dan.micciche@mkdons.com
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ROSEMARA FERNANDES DE MEDEIROS, PEDAGOGUE - SPECIALIZATION IN EDUCATIONAL PSYCHOLOGY
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Behavioral and psychological monitoring Rosemara Fernandes de Medeiros worked as a volunteer with social entities for ten years. These organization that the objective of rescuing children involved in situations of social and family violence, Rosemara shared that objective. In early May 2009 she was invited to work at the Youth academy of Coritiba Football Club to monitor the behavior and psychology of the players within their five age groups; U11, U13, U15, U17 and U20.
"At Coritiba we have a continuing educational program for the players based on referenced theoretical designs. Our work has prioritized the player development, in moral, social and intellectual skills. Education should be seen as increasing the player's intellectual development, where, through the knowledge gained with supervised
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individual learning, educational lectures and dynamic training, he can develop in his performance and judgment of his actions." "The individual leadership occurs through reading which happens during the process of developing educational activities, dynamic lectures and meetings. The guided activities follow a particular analysis of the needs of each young player in his own age group, working as group and the acquisition of knowledge and information. Within the variety of cultural, social and emotional reality that is present in a football club, it is important to apply educational
Brazilien Corner actions that attends to each individual and their qualities and prepares them to develop and improve these qualities and to apply them correctly to the game." "Playing Football will always be present in Brazilian childhood, as it is part of our culture. Even with the modern toys and technologies, playing football in schools, streets and neighborhoods still prevail as the favorite choice for most children. The Football schools are there to improve the technique the youth players have already developed by playing on the street and for those who want to test their abilities. We cannot forget the safety issues, therefore being accompanied by a rofessional, generates extra peace of mind for parents who often do not feel comfortable on knowing that their children are alone in the streets. It is essential for those who are willing to take on this activity, the concern in employing skilled professionals to work with children and young people. Professional, who understand the importance of their actions on educational, social, psychological, technical and tactical development are vital to future football players."
"As for the argument that: "no one learns unless having the necessity to‌ ", we teach our youth players to become aware, in parallel with practice of sport, that the intellectual formation contributes to personal, social and professional growth, so that our students willingly work on their school activities and voluntarily seek solutions to achieve their educational goals. All Coritiba FC youth players are required to attend school and present their report cards." "To train youth soccer players, planning and common action among the many professional involved are necessary. The professionals working at the Coritiba Youth academy share our educational objective and we share their developmental objectives.. Through the interaction between all professionals we establish and implement consistent work, seeking to reach a single goal: the growth of our athletes as individuals, pursuing their dreams as players and exercising their citizenship through respect, love and professional ethics. From the moment the player enters the Coritiba FC youth academy he is already part of the training project that consists of knowledge, ethics and professionalism."
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Brazilian revelation becomes dribble name in Ukraine
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A former Corinthians youth player, Willian is one of the major highlights of the Shakhtar Donetsk first team in the Ukraine. The young Brazilian is beloved among the fans and became famous for his differentiated dribbling. One of his preferred feints, the 'pedalada' , where he stays positioned sideways with the ball in front of him and carries it diagonally to perform a fast transition to the other foot, beating the opponent expectations. This continuous movement was baptized as 'William I' and was subject to a video on the official website of the European club. The intention is to encourage children and adolescents at the Shakhtar academy to repeat the move executed by the Brazilian. "I was very happy to see that the public admires what I do on the field, especially the children. It is an honor to have a video with my name to teach children to do the 'pedalada' that I often do in games. I hope before long to have more videos with other moves ", reported Willian. How to execute the feint - Start dribbling a ball with the outside instep of your feet. - With the foot initially dribbled start performing oversteps. - Executing movement with one foot, at once perform the same overstep with the other foot. No.41 July 2010
- Drill exercises without dropping eyes with the right and left feet. - Note: The double overstep should be taken in sharp, quick and plausible manner. The feints like these will allow to mislead an opponent and to win precious seconds for attack development.
With Zico, Flamengo’s main concern is to invest in the infrastructure Hired as the new Executive Director of Flamengo, one of Zico's priorities is to speed up the conclusion of the build of the new training center, the 'Ninho do Urubu' at Vargem Grande. Through sponsors, the Club has already achieved R$ 3 million (US$ 1.65 millions) for the emergency recovery of the training center. In six months, the idol intends to complete the revitalization of all five training fields, hotel, changing rooms and the special dining areas. After the initial phase, the works for the construction of the gym, a mini-stadium and all medical areas will be initiated. The total cost of the training center is estimated at R$ 25 millions (US$13.75 millions). All which will be paid by sponsors and advertising campaigns. "This is not a quick build. It is a great challenge. The plans, of the training center are very ambitious. In clubs as Fenerbahçe, I have seen the difference that it makes. What
Brazilien Corner I want is a professional training center, "said Zico, who was the main coach of a Turkish team.
Ronaldo, Thierry Henry, Michael Owen and Eto'o are also supporting this initiative around the world.
Campaign relies on football and aims to improve the quality of public education
Atlético Mineiro Training elected Brazil's best
Rio de Janeiro was the stage for the kick-off of the campaign '1Gol: Educação para Todos' (1Goal: education for all). The goal is to achieve more planning and investments for public education in Brazil. Promoted in the country by the national campaign for the right to education in partnership with institutions such as the ActionAid and UNESCO, the initiative aims to achieve a million signatures online, at http://www.marque1gol.org.br/. Some of the key points of the campaign are to get approval for the law that establishes a pay scale for teachers and better administration and social control of the gross national product invested in education. In 2008, Brazil invested only 4.7% of GNP in education and the standard investments in this area in developed countries is 6.2%. The campaign is supported by several national associations, government as well as international organization such as UNICEF. "We consider education a main pillar in the fight against poverty", said Rosana Heringer, Coordinator of another partner involved in the campaign, ActionAid. Players like Zinedine Zidane, Cristiano
Center
The training center called of Atlétco Mineiro, 'Cidade do Galo', was elected the best training center between the clubs competing in the first division of the Brazilian Championship of 2010. The assessment consists of a ranking developed from scientific studies of the Federal University of Viçosa (UFV), headed by João Carlos Bouzas Marins and Próspero Brum Paoli, in partnership with the channel Sports TV (STV). "A system was drawn up to evaluate more than 400 items that must be present in a Training Center, which accumulates to a total possible score of 4,274 points. These elements were divided into four major areas with different weights, "explained Bouzas. Half of the points are linked to aspects of infrastructure. Human resources (20%), material resources (20%) and procedures and logistics (10%). Atlético Mineiro received 3,538 points, followed by Atlético-PR, with 3,509. The 'Toca da Raposa II', training center of the Cruzeiro Esporte Clube was considered the best , with 3,465 points, followed by São Paulo F C and Santos F C, with 3,447 and 3,142 respectively. The last in ranking was the Grêmio Prudent, which received only 395 points.
The Brazilian corner, a contribution from Universidade do Futebol www.universidadedofutebol.com.br
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World Cup 2010
World Cup 2010 observations Spain 1982 was the first World Cup I have vivid memories from. The goals of Rossi, the flair of Zico, Schumacher’s challenge, Tardelli’s celebration and the ‘hair’ of Socrates! I was transfixed to the TV and loved the goals, colour and excitement of the World Cup. From 1998, my World Cups have taken on a different perspective. I’m now an avid viewer observing coaches, routines and drills, systems of play, tactics, set-pieces and match analysis. Attention to detail is a key trait of a good coach and I often ‘jot’ notes down after watching games and listening to opinion. By: Andrew Blight
Spain and Brazil are current favourites but who will be the 2010 champions? A frequent debate I have in football circles is regarding players and systems of play. In my opinion, it is not the system but the quality of your players. Generally, as a coach you try to create the most optimal situation for your team. The positioning of players on the field of play is dependent on who you select. It is the responsibility of the coach to position the players in a manner that is conducive to the situation. Teams will need to be flexible and
change from 1-4-4-2 to a 1-4-3-3, 1-4-2-3-1 or 1-4-4-1-1 as they progress in the tournament and at different stages of the game. In the modern game, there is a trend towards teams trying to dominate the game by deploying extra midfield players. Spain, have a recognisable style of play that is based on possession to control the pace of the game. Spain like to do their passing in the opposing half. This is achieved through a team pressing tactic, where they win the ball quickly. They focus on out-numbering the
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Diagram 1
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opposition in the middle third with a combination from the following players Xavi, Busquets, Fabregas, Iniesta and Alonso and have the threat of Villa and Torres to connect with through passes to provide goals. Their game is characterised by short, quick passing with limited touches on the ball with clever movement and rotation to exploit the limited space. Xavi and Iniesta, are regarded as 2 of the technically best passers of the ball in the modern game and appear to have a greater awareness of team-mates’ runs off the ball. It will be interesting to see, if Del Bosque selects 5 in midfield and one striker or both Villa and Torres. I’m sure it will depend on the quality of the opposition (see diagram 1). Teams often replicate their culture. E.g. Brazil are renowned for their ‘samba football’, Germany are functional, England press and play at a high tempo (similar to the pace of life in the UK). Pundits are voicing the opinion that Brazil are not following tradition, they are more physical and defensively orientated- we shall see...
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Diagram 2
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As an England follower, you are likely to see a team that are compact and attempt to press the ball in the middle and final third, defending high up the pitch. In qualifying, Capello has favoured a 1-4-4-2 with a ‘difference’- Steven Gerrard coming in from a wide left position and inter-changing with Wayne Rooney (see diagram 2).Whether England, have technically able players in all positions and the ability to retain the ball is open to debate. They also, struggle to change the tempo and speed of play to suit
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the circumstances E.g. Incorporating a timely mix of playing styles and creative unpredictability. Developing attacks from possession in the defending third with defenders initiating attacks. This is often their downfall at major tournaments. I personally, enjoyed watching Holland at Euro 2008. Similar, to England they always seem to get to a quarter-final and are eliminated. Holland generally play with a 14-2-3-1 formation, which changes to
Diagram 3
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1-4-5-1 when they are out of possession (see diagram 3). Van Bommel and De Jong provide the balance in the middle third and this allows the front four a licence to be creative and attack. There is an emphasis on Robben, Kuyt, Van Der Vaart and Elia to provide width, making the pitch very expansive when they are in possession. This provides key spaces for Sneijder to receive the ball between opposition lines and he can then run with the ball and commit defenders to provide through balls
for team-mates. Sneijder, often causes uncertainty and confusion as to who has the responsibility in the defence for ‘picking him up’. Holland’s second goal against Denmark in their opening World Cup group game, provided a ‘real’ example of Sneijder at his creative best. This is because of his dual role, as a midfield and forward player with licence to move with freedom and operate quite subjectively. Sneijder has a clever mind and understands
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how to draw a marker, lose a marker and how to attack beyond a marker. He understands, and knows the movements of Van Persie and they operate in opposite directions. Players like Sneijder, have cute awareness and vision, and ability to weight passes through defences. As a coach, I see the number 10 as the fulcrum of the creative attack and helped in this role by making the midfield areas as ‘big’ as possible. For this to happen, the two wide players spread onto the touchlines and the central striker pushes ‘high’ onto the centre-backs, then problems are created for the opposition defence. It is vital the number 10 has space in which to seek the ball. Making the pitch more expansive for the number 10 to play in requires confidence in your team-mates on the ball and audacity to spread-out when back players are in possession of the ball. Germany, demonstrated this in their opening group game against Australia with Ozil at the forefront of their creative attacking play operating as a deep lying forward. After watching most of the opening World Cup group games, it is clearly evident more teams are defending later and deeper. For the ‘football fan’, this does not make for desirable viewing. The attacking team in possession are facing a real challenge to break down and through well-organised and compact midfield and defensive units. Germany were potent in their attacking play
against Australia, as they moved the ball at various speeds and engaged in long passing sequences. Central to this, was their clever positioning and movement creating space for others (most notably Ozil) to progress into the opposition’s defensive third. This is not spontaneous but practised purposefully on the training ground. Players need a thorough understanding of positioning and movement with timely player interchange between several players. If the squad has not engaged in these functions it will be complex to break down zonal defensive structures. As Johan Cruyff once intimated: ‘How can you talk about ‘total football’ if your players don’t understand the game from every point of view? You have to be able to read each situation but not only from your position but from that of your colleagues. Each pass of the ball by your team, or by the opposition, changes the situation.’ As a result of teams defending in numbers behind the ball, the counter-attack is becoming the adopted mode of offence. Teams are looking to develop a counterattack from a regained possession. The Ivory Coast demonstrated this against Portugal. They dropped off to nearly half-way and looked to win the ball back in the middle third of the pitch. Their immediate thought on regaining possession was to make the first pass a forward pass. This is key within a player’s thought processing to initiate quick
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Diagram 4
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counter-attacking and ‘catch’ a team ‘out of balance’. Argentina demonstrated this tactic against South Korea, scoring 2 goals within 8-12 seconds of regaining the ball. They showed intelligence and speed of thought to release and run with the ball whilst moving at great speed. The positioning of players’ at the regain of possession is an important component of successful counter-attacking. Forward runs without the ball, generally occur ahead of the player in possession. As a coach, I frequently remind players ‘one run for yourself, one run for your team-mate(s)’.
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This philosophy helps create space for others, support in the build-up and moves opponents around to hopefully provide an end product. Forward runs are also made from behind the player in possession E.g. Maicon, Cole, Ramos, Lahm and Van Der Wiel (attacking full-backs) This forward movement from deep creates space for others by being a threat to the opposition down the sides of the pitch. Germany deployed the counter-attacking tactic to perfection against Argentina in their
quarter-final tie. They utilised a 1-4-2-3-1 system of play and often defended deeper to nullify Argentina’s attacking threat (see diagram 4). The strikers would drop-off and then stop the centre-backs from playing out or force in one direction. 11 and 7 show their full backs inside. The strikers 9 and 10 drop off and encourage the two centre-backs 6 and 5 to have the ball. The midfield players get very narrow as do the back four who deal with any balls which are passed into the strikers’ feet. The German back four were also aware of any balls played over the top with Neuer adopting a high starting position. Thomas Mueller caught the eye demonstrating a great work ethic, running channels, pressurising defenders and creating and scoring goals. Bastian Schweinsteiger took responsibility for distribution of the ball with Philipp Lahm always providing an overlapping option down the right flank. During attacking play in this World Cup, it is evident teams are very mindful of the need for security. Most countries are deploying one or two defensive ‘holding’ midfield players E.g. Mascherano, De Jong, Van Bommel, Gilberto, Melo, Alonso, Busquets and Barry. Teams who look to counterattack as a strategy are often vulnerable if they lose the ball as the distances between units are stretched and it is difficult to regain a defensive structure. The ‘holding’ midfield player provides security to the centre-backs
and through intelligence, can often delay a counter-attack and allow team-mates to recover and re-assemble some structure to their defending. Having extra midfielders also encourages incisive, short passing and rotation of positions. The Spanish have executed this to perfection, with Iniesta coming in off the wing and Xavi drifting out with Busquets and Alonso providing stability. As the tournament has progressed, it has been demonstrated that ‘team effort and unity’ is everything and it certainly has come to the fore. While limited, but close-knit groups like Uruguay, Ghana and Paraguay prospered, the inflated egos of Italy, England, Portugal and France found themselves floundering. The individual talents of Messi, Ronaldo, and Kaka cannot single-handedly rise above and carry their team-mates. Van Marwijk points this out“ We (Holland) do it with 11 players, in fact with 23. It’s not always the best players who become world champions but it is always the best team.” It might be key, that 10 of Spain’s team come from just two clubs. Xavi, Puyol, Piquet, Pedro, Busquets, Fabregas and Iniesta all came through Barcelona’s academy. Casillas, Alonso and Ramos play for Real Madrid and have been colleagues of the
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above (Barca players) through the Spanish junior and youth teams. Interestingly, Pepe Reina commented:
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“ We all help each other and that’s one of our secrets. We are a really close team, 23 friends, and when that happens and it’s for real then the team feels really confident” Spain play like a club side and their instinctive association with each other has certainly given them an edge. Spain’s victory has represented four years’ work and not four weeks. The majority of the squad have been together since the start of the Euro 2008 qualifiers. During that time, they have won more than 70% of their games and have won 43 of those games where they have scored first. This statistic, really gives credence to their passing and possession game as teams have to ‘open-up’ once they fall behind. Similarly, more than half the players in the Dutch squad, play for or have played for Ajax. Van Marwijk’s squad convened on May 10, and spent time altitude training in Austria. For part of this stay, partners and family joined the squad and helped strengthen their bond as a group. Nigel De Jong supported this saying“ I always had the feeling we could do something big because we are already
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together for four or five years, with the same guys:. Overall, it could be argued that Spain and Holland have maybe been the top two teams with the most effective midfield units. A lot of their play has been central, without conventional wide players. There also, seems to be a shift away from playing with 2 strikers. Van Persie and Villa are strikers who have clever movement and manipulate central defenders out of position to enable their midfielders and wide forwards to exploit gaps. They are always making defenders ‘think’ with their movement and runs.
Example of this are: • Playing on the last defender’s back shoulder, they often look as though they are marking the centre-back. • Coming short to link play and receive half-turned. • Running into vacated channel space. • Running off the full back’s inside shoulder
I will leave you with Lippi’s defining words: ‘ Having an open dialogue with your players is crucial. I speak to them often and I have to say it really does enrich me in so many ways. This helps improve a manager’ Marcello Lippi
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To conclude, as we have seen with France (and to a lesser extent England) there needs to be harmony within the squad and management to facilitate progression. Compare the body language and empathy between Maradona and Domenech toward their players. ‘Who would you rather play for?’
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
No.41 July 2010
In the next issue:
SOCCERCOACHINGINTERNATIONAL OFFERS YOU A SNEEK PREVIEW INTO OUR NEXT ISSUE. THE JUNE 2010 ISSUE WILL, AMONGST OTHERS, FEATURE THE FOLLOWING INTERVIEWS/ARTICLES: Larry Paul's Observations and orientation series (part 7) So far the focus of these articles have been on a single decision-making cycle using Boyd’s OODA Loop as a model. Now it’s time to turn that single event into a continuous stream and introduce interactions with other OODA Loops. In short, the real world. We’ll use Maradona’s second goal against England in 1986 as an example of how the process works in such an unremitting and interconnected setting.
...Other features: - Training sessions - World Cup 2010 Observations - Denis Iwamura – performance analyst of Santos FC - Hans de Jong, scout SC Heerenveen on game analysis (part 4) - Brazilian Corner - MK Dons academy - and more ...
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Our new editor will be called: MySoccerExercises.com, an online application, which we developed for soccer coaches. This application will allow coaches to easily draw their own diagrams, exercises and training session, archive them and most importantly save and print them. The best part of this application is probably the price. SoccerCoachingInternational
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