Issue 61, December 2012
‘Future coaches for future players for the future game’
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contents
5 FROM the EDITOR (Michael Francis Pollin) As 2012 draws to a close and a New Year dawns, it has been another incredible and evolutionary year for the beautiful game. And, although for many we are only half way through our playing seasons, we have witnessed the game of football exponentially become an ever greater asset and commodity in the face of global recession and austerity.
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Interview Toon Gerbrands, Director General, AZ Alkmaar
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TRAINING SESSION Defending Phases, Part 3
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article from brazil André Figueiredo, Atletico Mineiro
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‘Future coaches for future players for the future game’ (Michael Francis Pollin, 2012)
‘Within imposed and pressurised learning and developing environments for playing and coaching football, players and coaches alike too often solely pursue the ‘what’ to do before understanding the ‘why and how’ aspect; as the meaningful and more purposeful objectives. This is where perspective is the key. In this way, coaching programme structure has tended to be objective to a much prescribed result and response, thus devoid of creativity and the components of differentiation and individualised learning,’ (Michael Francis Pollin).
article from brazil Fernando Diniz, Coach at Atlético Sorocaba
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TRAINING SESSION Small-sided Games for Positional Play
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brazilian corner
No.61 December 2012
No.61 December 2012
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 publishes 10 Issues per 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 Tom van den Heiligenberg Translations Maaike Denkers, Hanne Meijers and Michael Francis Pollin Editor and Copy Editor Michael Francis Pollin Graphic Design Anton Gouverneur Tania Dimitrova studio@sportfacilities.com Editorial Staff Rogier Cuypers, Maaike Denkers, Tom van den Heiligenberg, Jeroen de Laat, Hanne Meijers, Dusan Petrovic, Michael Francis Pollin, Lars van Soest, 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
Dear SoccerCoachingInternational Community, As 2012 draws to a close and a New Year dawns, it has been another incredible and evolutionary year for the beautiful game. And, although for many we are only half way through our playing seasons, we have witnessed the game of football exponentially become an ever greater asset and commodity in the face of global recession and austerity. Whether playing, coaching or watching; football has been there to help us through, whatever emotions it has yielded. Along with English Premiership clashes of titans and megastars, Los Clásicos of La Liga and UEFA Champions League spectaculars, the world also witnessed a phenomenal Olympic football tournament at London 2012, featuring many a household name as well as providing a platform for up-and-coming talents. EURO2012 (in Poland and Ukraine) produced a fantastic and intriguing tournament, and yielded revealing statistical data bases in all areas of the game to evidence those changes and evolutions in the game that will inevitably contribute to the basis of future coaching. Within this Issue, our cover story explores and explains the premises and notions of a football coaching curriculum and syllabus; as living learning documents. This article produced by Michael Francis Pollin and Ben Bartlett, seeks to lay the bedrock of a method of planning football coaching for ‘future coaches for future players for the future game,’ to address the coaching needs of the evolving game. Also in this issue, Paul Van Veen interviewed Toon Gerbrands about his rich and varied experience in coaching, writing and with AZ Alkmaar, and how he plans to put them back on the map of European football. Along with these articles, there are the many other resources of coaching and learning enrichments to share and explore. In sharing and beholding coaching ideas, beliefs and philosophies, we must remember that learning and development are reciprocal processes that require considerate thought and application in planning and de-
livering. As well as individualising skill, technique and tactical practices to the needs of players, we should consider our individual and different needs as coaches. Referring back to our earlier mention of London 2012 and the Olympics, Pierre de Coubertin (founder of the modern Olympic movement) said, ‘the most important thing is not the winning but the taking part.’ Maybe we need to take this into account and shift our fixation away from ‘nothing less than victory mindsets’ where, ‘it is not about winning at all cost, but we can all triumphthrough learning, developing and sharing; that way there are no losers!’ Achievement and success can be drawn from every performance. We should not be so short-sighted as to believe that victory is the only goal, and that other motivations exist. Win, lose or draw, there is always something positive to take from every game, or even practice, as the real emphasis should be directed to ‘competitive performance not competitive outcome.’ As we move into the New Year of 2013, football will continue to evoke passion and emotion, imprint memories as it forms the indelible history for tomorrow; this is powered by our motivations to be involved in football, whether playing, coaching, supporting or even financing the game. Football is undoubtedly important for us, and important in us. A very famous football manager’s wife once said to him, ‘football is a matter of life and death to you,’ to which he replied, ‘ah no, it’s far more important than that!’ Whatever your motivation, it is worth considering at this time of peace and man-kindness, that within our beautiful game a sense of humanism exist; that brings us together and holds us together in commonality, and may football be your constant. Happy Christmas and a Prosperous Footballing 2013!
Michael Francis Pollin (Editor) No.61 December 2012
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By Michael Francis Pollin and Ben Bartlett
The Philosophy of a Coaching Syllabus where Perspective is Key:
‘future coaches for future players for the future game’ Part 1
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Introduction Within imposed and pressurised learning and developing environments for playing and coaching football, players and coaches alike too often solely pursue the ‘what’ to do before understanding the ‘why and how’ aspect; as the meaningful and more purposeful objectives. This is where perspective is the key. In this way, coaching programme structure has tended to be objective to a much prescribed result and response, thus devoid of creativity and the components of differentiation and individualised learning. This is, of course, applicable to game situations and outcomes, and is actually also true within the framework and objectives of the curriculum and syllabus used to structure football learning programmes. It is the more holistic learning aspect that will form the structure of a successful coaching syllabus, to not be constrained by the prescriptive objectives that only conform to standardisation of a rigid learning framework; where all should qualify to the same criteria. Through the processes of socialisation, coaches’ practice can tend to be heavily influenced by role objective pressure and performance expectations, normally in line with what is fashioned by others or deemed (through prescriptive mandates) to be the standard and only way to; deliver, test and make judgement. Even good practical coaching practice, learned, and then implemented through coach education can be (post) affected and diluted by the processes of socialisation that influence the coaches actions and actual beliefs and philosophies. This make the aspects of considering, planning and or-
ganising curricula and syllabuses even more important, they will serve as living documents to sustain and maintain the philosophy and framework of an objective material learning plan. To bear in mind also, curricula and syllabuses are often designed by others, to meet others’ agendas, imposing a system that is nothing short of ‘one size (should) fit all,’ and that those coaches and players should all be the same!? This sort of imposition only serves to marginalise the great inclusiveness and opportunity to a purposeful, meaningful and creative learning journey, where the individuals (coaches/ players) and the system (curriculum and syllabus), all have their place. Coaches and educators need to understand the importance of ‘learning structure as curriculum and syllabus,’ and thus the ‘why’ we plan and do, before implementing the ‘how’ aspect as the more specific learning aims, which are then applied to the ‘what’ aspect in the real planning and actually coaching. In understanding and doing this, coaches are more readily conceptualising coaching ideologies and philosophies into reference and resource, but also contextualising the content as learning and development (opportunity) as knowledge and understanding for players. This composition will permit more logical and constructive cognitions (learning processing) both within linear (progressive) and spiral (progressive and constructive) learning structures that can appropriately accommodate individualisation and differentiation for maximal opportunity and deNo.61 December 2012
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velopment for all. Football learning programmes should present a sense of continuity and logical progression to offer value, meaning and constructive cognition, and this is applicable to the detail of technical and tactical aspects, the progressions through practice and function, from practice to match day, week to week, from season to season; with a greater sense of continuity. Curricula and syllabuses are as equally important for players and coaches alike, as planned, structured and appropriately implemented; they will guide, drive and properly measure ‘learning as well as the delivery,’ with this being an important aspect for coaches to remember. A clear framework that is more considerate and accommodating is richer as conceptualisation (relating the ‘why, and ‘how’) and contextualisation (relating and implementing the ‘why’ and ‘how’ to the ‘what’) of delivering, learning and developing within the flexibility to fully individualise and differentiate any part of the programme. This ability to individualise the learning aim and process is the important aspect of any syllabus and/or curriculum, as players are all differNo.61 December 2012
ent (physical and psychological maturation – even in same chronological setting, with skill and ability levels also variant), so players are not the same, neither is it an objective to make them the same. Therefore, one size does not fit all, so the syllabus (and the coach) needs to be able to apply the learning with individuality in mind and to provide learning inclusion with maximal opportunity and with perspective as the key; as everyone is different, we need to treat everyone differently, in order to treat them the same! Although we should not negate the innate ability and curiosity of young developing players to initiate learning towards meeting any curricula criteria, whilst developing decision-making and problemsolving towards a good sense of game intelligence; we need to understand the necessity of syllabus to guide and drive learning with meaningful purpose thus adding greater value for all. Such paucity of appropriate syllabus, and in expecting (young) players to learn upon a blank canvas, would consume too much valuable time with the players; time too valuable to waste. And actually players (as learners) need to know ‘what’ they are doing or should be expected of them, as well as the ‘why’ and ‘how’ aspects that all together conceptualise and contextualise the learning achievements and aims within the football learning and development syllabuses and curricula. Therefore, it is constructing equilibrium through considerate planning and organisation of coaching syllabuses that are accommodating to the players and the (role) objectives, but also to football; as the evolving game.
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Within this series in Soccer Coaching International, Ben Bartlett (former semi-professional player, coach (England Youth, Chelsea, Colchester United and Aldershot Town) and coach educator (The Football Association) and present day Professional Clubs’ Coach Educator contributes his perspectives and philosophies (and so on). Ben recently presented and delivered the ideas in action at Fulham Football Club Training Ground (London, England) to members of The FA Licensed Coaches’ Club as CPD through Surrey County FA, and to members of the Surrey Football Coaches Association. Ben explained and reasoned to a packed auditorium the elements of a coaching syllabus as they would feature within a considered and designed curriculum
for football learning and development, and then also displayed with Fulham Academy players the implementation of the practical to fulfil the needs for general curricula structure whilst still meeting the needs of individuals. Along with the conceptual and contextual writings of Michael Francis Pollin (University of Southampton), this series will explore the notion that as coaches and players we are not all the same, and that as coaches there is scope to deliver and accommodate realistic and valuable coaching opportunity that still meets the needs of and complies with, possibly imposing and pressurising role objectives.
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The premises for the philosophy of our coaching syllabuses and curricula are; considerate in planning and organisation, accommodating in delivery exhibiting flexibility and individuality; elements that relate to the principles within the game and the motor, physical, technical and tactical skills that reflect realism (as much as possible). There is no need to label any such approach as ‘New age,’ but it could be representative as a shift away from what is sometimes perceived as the old traditional way; heavily didactic, (post) critical and instructive. The only innovation is bravery, forethought and consideration to accommodation; to break the status quo and step away from comfort zones that only really serves to meet the criteria (and needs) of others. Within presenting a logical structure and framework for learning and development, the task of individualising the programme is better facilitated for both coaches and players, where cogni-
tion and constructivism permit skill, technique and tactical development through the fundamentals of motor movement within physical and spatial perception and awareness; imperative aspects for young growing and developing players. Therefore, with the aforementioned in mind ‘perspective is key,’ to carefully consider what the real objectives would ideally and realistically be; implementing the considerate and accommodating learning framework within the scope of the game of football. In whatever way, shape or form; a syllabus is a document to consider, plan, organise, individualise and effectively and efficiently deliver and capacitate the coaching. And within these conceptual (why and how) and contextual (what) frameworks of learning and development we can be ‘future coaches for future players for the future game; but not in the old way,’ (Michael Francis Pollin, 2012)
Considerate Planning and Organisation How to devise and plan a syllabus? Designing curricula and syllabus from scratch can be difficult, as can be the constraints of having to meet the criteria of someone else’s prescribed objectives; this is equally applicable to coaches as it is for players. Firstly, as coaches, in designing a learning plan and sessions as part of a syllabus, we can use much of the technical, tactical, skill and fundamental aspects within the framework. Then the considerate inclusion and application of these elements will provide the foundations that constitute a learning basis from which players construct and develop playing skills and game knowledge, No.61 December 2012
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most possibly as decision-making, problem-solving and anticipatory and experiential abilities of game intelligence. This does not necessarily detract from young players’ capability to be self-motivated, independent, creative and imaginative; to diverge in learning journeys of discovery that are still fulfilling to the objectives and enrichment to an holistic learning experience. Identify themes that will be incurrent to the aspects and principles within the syllabus, these will be your objectives and will also form the foundations as base tenets to facilitate players’ learning and development. Consider and plan beyond the blinkered focus of fully replicating a tactical system, as this will only gravitate towards didactic, critical and over-instructive coaching, that would not be considerate and accommodating. So essentially, it could be viewed that it is about identifying the aspects that make up the game and subsequently detailing practices that capacitate players to be able to practice, implement and develop these objective foundations in game context, then still with a considerate and accommodating view that is inclusive of the individual; implement coaching (inter)actions upon interactive observation and intuition.
The logical and constructive session and syllabus also capacitates serendipitous learning as a natural occurrence within an environment that engenders the notions of individuality, creative and imaginative choice, and certainly permits the development of anticipatory skills of a greater game intelligence associated with decision-making and problemsolving; all within a conceptual and contextual living documents of curricula and syllabuses.
Accommodating Implementation How to put the thought and consideration in to practice? In identifying the common themes; game play should be real, freeflowing, and reflect a practice constant that is set up to create the objectives; with players practising different things (skill, technical, tactical and motor); experimenting within a climate that readily recognises mistakes as learning opportunities. Mastery in an instance is not the objective; achievement within deadlines should not be the ultimatum; accommodating and considering the individuality and difference of your players within the coaching as a conciliatory blend of approaches and styles that is also written into the curricula and syllabuses.
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With the objectives delivered and foundations laid, it is important to remember that players are not all the same; working at different levels, to different means and different ends. A certain level of freedom should be afforded to coaches to permit them to escape the inhibiting pressures from role objectives; to orchestrate their own mastery and to maximise and optimise player learning and development, freedom should be afforded to be creative and experiment; to expressively develop their own (potential) uniqueness. Note that, within the syllabus presented within this article, the coaching points and challenges for the sessions use the word ‘try,’ instead of ‘have to,’ ‘must’ or ‘should.’ ‘Try’ infers and permits invenNo.61 December 2012
tion and creativity with experimentation and a permissibility for (un-scolded) mistakes, as learning opportunities. Then, if something does not work, ‘have another try!’ Remember the objectives and themes’ detail within the syllabus and the sessions, but most importantly remember how these aspects apply to the individual. If the group is working towards the same objectives, it would not necessarily be correct that all players are working to the same coaching points. As with the teams or groups, players may have their own challenges and/or conditions that are tailored to their learning plan. Therefore, curricula and syllabuses are designed and delivered as much with the individual in mind as for the whole team.
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Coaching syllabus; Part 1 – Playing through the Midfield (with relevant Skill, Technique and Game-related Warm ups) The benchmark and reference point for exciting, exhilarating and exhibition-like football is demonstrated with consummate natural flair by the likes of; Barcelona, Spain (national team), Arsenal and Swansea City; all very effectively playing through the midfield. A grace and beauty to watch where guile can overcome giant, pure skill outwits others’ immense presence and the skill of game intelligence and anticipation is representative of fleet of foot. This world renowned style of play is something so many are envious of, but also exemplary of what so many, if not all, aspire to do. In considering playing through the midfield as part of a curriculum and syllabus, the planning and organisation needs to be inclusive to aspects of play (as outcomes) that you may want players to work towards achieving in and around this theme. Four elements as the focus of such work for a series of sessions (two to four) depending upon age, ability and experience: (1) Combination play (2) Third person movement (3) Using space effectively between lines (4) Playing in tight areas
around before receiving the ball • Working on trying to play forward upon receiving • Working on trying to lose an opponent before receiving the ball • Working on recognising when to support behind the ball and when to support in front of the ball Consider also that some players may be working on something that is not directly related to specific aspects. Consider also that whilst the session log as syllabus follows a logical order, building from; ‘Through the 360,’ then into ‘Deft Distribution,’ but that may not necessarily need to always follow that order. As a considerate aspect, there is a selection of related warm-up practices that can be used in part or all, that as well as providing essential physical warm-up, they are inclusive of fundamental factors and the objective themes. Along with the practice sessions that form syllabus content of a considerate and accommodating curriculum with logical progression and individualism, the warm-up sessions provide an enjoyable and challenging array of game-related sessions for players to experience. In Part 2 of this series (Issue 62), we will substantially build upon these ideas and sessions.
Remember, players may have their own challenges (within sessions or syllabus), possibly based around the outcomes, for example: • Working on trying to recognise when to play one touch • Working on trying to know what and who is No.61 December 2012
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EXERCISES
Warm Ups – Choose your game and area shape
Tag Game
1. Try to tag as many people as possible in 45 second game 2. As above; 2 points for every player you tag on their back, 1 point for every player you tag on their front 3. As above and 3 points for every player you tag on their knee
Handball + Headers
1. Try to keep possession by throwing and catching. Score by heading into the goal 2. Try to recognise when to run with the ball; if you get tagged when running please give ball to opposition 3. Try to use throw on technique to throw ball
Receiving Skills
1. Reds – passing ball with feet Yellows – throw to each other & control with body into hands (e.g. chest + catch) 2. Yellows do what reds are doing and reds as per yellows 3. Try to either release on 1 touch or take more than 2 4. Try to play passes between the other colours
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EXERCISES
Through the 360°
In The Game (centre) 1. 6 v 6 including GK’s 2. 2-2-1 – try to play through and support your midfield players to set up scoring chances 1. Dealing with the Ball
1. Pass back and forth with your mate. 2. Try to use different parts of the foot and control/pass on different angles 3. Try to recognise moments to swap places with your mate (run with ball) 4. Try to help your mate as he swaps by clearing space 5. Let the ball run across your body and move to pass with a different yellow – visit 5 different yellows and then go back to swap with your mate
2.Dealing with the Space
1. In 3’s – Receive from your number 1 and pass to your number 3 (on the other side of the circle) – repeat 5 times and then swap places with one of the outside players 2. Try to spot the times to turn 1 touch, no touch or multiple touch 3. If number 3 receives and turns away from the circle with the ball – number 1 + 2 swap places
3.Dealing with the Pressure
1. 4 v 4 + 4 target players – try to receive the ball from a target player on one side of the pitch and get it to the other to score 2. Upon scoring target player plays back to scoring team to try to score in opposite direction – opposition team try to regain and do the same 3. Try to recognise when to turn, combine, set back or score
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EXERCISES
Challenges and Coaching points Challenges Relating to the Theme
1. Try to let the ball run across your body 2. Try to face forward before you receive the ball 3. Try to leave the ball playable for the next player 3a. Try to lend it to someone else and get it back (1-2’s) 4. Try to recognise when to risk it and when to keep it 5. Try to play forward (pass, run with) 5a. Try to pass between opponents 5b. Try to bypass as many opponents as you can 6. Try to recognise when to support behind the ball and when to support in front of the ball 6a. Try to recognise when to join the attack and when not to 7. Try to look for passes into the forwards feet 7b. Try to link up passes from midfield
Other Challenges that may suit Individuals 1. Try to recognise when to follow an opponent short and when to hold your position 2. Try to identify when to mark space and when to mark players 3. Try to recognise when to press and when to drop 4. Try to mark ball-side 5. Look for opportunities to switch play 6. GK – when to push defence up 6b. GK – when to play short and when to play long 7. When to use skills and tricks to beat an opponent
Notes for Coaches 1. Try to use the challenges to help the players to decide the best thing to do for the situation 2. Try to select challenges that fit the area of work 3. Try to recognise which player(s) needs a new/different challenge (recognise when to stop the whole group and when you can speak to an individual Allow players to choose their own challenges (even if it doesn’t link directly to the theme (so it’s their own syllabus
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Ben Bartlett Biography Coaching career
• The FA Professional Clubs’ Coach Educator (2012 – Present Day) • Regional Coach Development Manager – East – The Football Association (2011 – Present) • Regional Coach Development Manager (5-11) South East - The Football Association (2007 – 2010) • Chelsea Football Club: Coach Education Manager/ Women’s & Girls Operations General Manager (2006 – 2007) • County Football Development Manager - Berks & Bucks County Football Association (2005 – 2006) • Colchester United Football Club: Assistant Chief Executive/Football Development Manager (2000 – 2005) • Football Project Co-ordinator - National Association for the Care and Resettlement of Offenders (NACRO) (1999 – 2000) • Colchester United FC: Assistant Football in the Community Officer (1997 –1999) • • • •
FA Advanced Coaching Licence (UEFA ‘A’) FA Youth Award Module 1, 2 & 3 FA Coach Educator Level 1, 2, 3 (UEFA B) FA Youth Award Tutor – Module 1, 2 & 3
Playing career
Witham Town FC (Ryman League) (1997 – 2005)
Interviewer Biography Michael Francis Pollin
has worked, studied and researched in a number of fields of education, which of course includes football coaching. Whilst collaborating with a number of Grassroots clubs and Academies, he has carried out extensive research with The (English) Football Association (The FA) on Coaching Behaviours, and how these may be affected through participation in coach education. Michael has developed the notion and paradigm of Independent Learning from academic research of Early Years and Primary education in Italy and England, and has conceptualised and applied the ideas to Football coaching and Coach education. Michael has applied and research the ideas across many age groups that includes adults, and is now more specifically researching the pedagogical principles of Independent learning as it relates to coach education and coaching behaviours; to create more ‘pedagogically skilled coaches.’ Within Independent Learning and his further advanced and developed proposals in Football Coaching and Coaching Education; it is essentially and fundamentally conceptualizing and contextualizing ‘best (considerate and accommodating) practice’ that is pedagogically underpinned to realise an ideology and emerging paradigm that capacitates creativity, imagination and experimentation in football learning and development. To all coaches, managers and players with a passion for learning and developing in football coaching; if you would like to contact Michael with any feedback, thoughts, ideas or proposals, you can contact at; michael@soccercoachinginternational.com michaelfrancispollin@hotmail.com
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By Paul van Veen | Edited by Michael Francis Pollin
“The more you as a coach know, the more you are going to ask yourself further questions�
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Following a career as a volleyball player, Toon Gerbrands took a very active role as a coach within that sport. He coached his team to four league titles, guided the national team to become European champions, and was also the national head coach during the Sydney Olympic Games in 2000. Besides the practical application of coaching, Toon has written multi-disciplinary sports coaching books focussing on the coaching process and performance. Now entering his tenth season at AZ, SoccerCoachingInternational visited Alkmaar to speak to Toon about his experiences in coaching, his involvement in sport and life at the famous club, and also about his inspirational writings and books; the conversation with the man was truly inspirational. How do you consider your role within AZ? “It is important for me to know what really motivates the people that I work with; why (and how)
they do certain things, not just in sport, but in life generally. If you ask me, my personal motive is substantially about learning and developing, in relation to the coaching and playing performance. I aim to produce a challenging and flexible environment, that can best facilitate the learning and development dynamic and better opportunity for players.� “I am now in my tenth season at AZ. The first three years were about orienting and acclimatizing to the environment and the job role. It may have seemed a romantic notion to be at such a club and in such a position, but the reality is that it takes a while to gain the experience to be able to fully cope with it. Within those early dealings, some negotiations were not always positively productive and one needs to be able to reflect upon that and learn. One of the most testing examples of this happened in 2010 when the Chairman quit the club and we also lost the main sponsor at that time. This left the club in a very uncertain situation, with much speculation; not all positive. We very quickly realised what needed to be done to re-establish stability and also growth; the priority and main objective was to put a strategy into place to make the club financially No.61 December 2012
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healthy within a three year timeframe. Currently in year two, all objective targets (so far) have been met (and/or surpassed); a core of stability is being established in the financial sense as well as within other aspects, thus contributing to the general well-being of the whole club and business.” “Besides the financial and business core, ultimately it is the growth, prosperity and achievement of the football that is what people will readily recognise as the proof of success. This involves planning to elevate AZ to the next level, to build a new training complex in Alkmaar, which would consist of eight or nine pitches/training areas with relevant facilities and buildings to facilitate and incorporate, not just the first team, reserves and senior ranks, but also the youth academy. This part of the project will keep me busy for some time to come”. “We aim to allocate a substantial budget (€25.000.000) to establish AZ as a top club in the Netherlands (top 4 ideally, top 6 definitely). This budget and strategy is equally about investing in learning and development resources and coaching personnel, as it is to buying quality players. In fact, the emphasis is more upon developing our own players , providing them with the opportunity to elevate their playing career; not just as a stepping stone to another (possibly bigger) club, but to instil within them, the ambition and allegiance to achieve with AZ. Within our programme of ambition, we aim to qualify for European club football and establish the name of AZ Alkmaar as a formidable force in Europe, as in the 1980s.” No.61 December 2012
Do I sense that you saw the job of getting the club out of the difficult situation as a ‘great’ challenge? “Yes definitely! For many it seemed a bleak situation. There was much instability, and quarrels initially were not uncommon. But from the vision I had of ultimate ambition, I could gain a better perspective and stance that guided me and the club in the right direction. With the gains made now it is easier to look back and be proud of what has been achieved and the part (if I may be modest) that I have played in the progress. But, yes, definitely a great challenge.”
So you search for new challenges in everything? “In short, yes, in football, in business and personally. Thinking about it, it is the perspective and way I think about it that gets me through the challenges.”
Do you also consider the writing of your book/s as a challenge? “Possibly initially, but now I have written a few I do not see it in that way; in a way I created a challenge in writing the last book. It was inspired by the writing style of Paul Aarden (on marketing), who used quotes and anecdotes from experiences to convey the message. I was asked to write such a book about sport, coaching and performing, and with twenty years as a coach, manager and director; I have kept all kind of notes of those experiences in a book, so I was readily able to draw upon these anecdotal and reflective narratives to convey the messages from the book.”
Interview
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What is your favourite quote in the book? “I would say it is the quote from Henk Kraaijenhof, who said, ‘the older you become, the more you are going to look like yourself,’ I would love to see that quote become a proverb. When you are young, you think you are able to do anything, and this was true for me. As, when I started coaching, I thought I could make that change in people, and in any way that I would idealise my ambition. At a certain point in growing and developing, you realise who, and, state who you are, or think you are. Then there comes a time (through experience) when you would gain a fairer perspective of yourself, and this is when you start to become and recognise ‘you’ as yourself.”
Another quote from the book is, ‘90% of success is the manufacturability.’ Can you explain that? “Firstly you have to define success, something very few people do. If, for example, you look at SoccerCoachingInternational, you could define success as achieving a target number of subscribers or maybe attracting a number of submitted articles to fill an issue? This is a very objective target for those involved, but possibly not so much for others. We then need to ask ourselves, if the objective target is completely obtainable and is it represented by a 100% competence? For me, in football, the answer is no. Ultimately we cannot completely control outcomes, we cannot completely control opponents, and we need to consider that the football world is unpredictable and quite chaotic. So despite deploying and employing the best strategy, we must keep aims, objectives and achievements in perspective.” No.61 December 2012
Another quote, “the match is experienced forwards and understood backwards..” “A lot of coaches are deciding in advance what they are going to do and say, based upon (very often) a subjective opinion. Better judgement could be realised by observing and taking stock of what happens, reflecting and evaluating that, then formulating something more related to the experience that is more meaningful and objective. This is far more positive and believable.”
“The last quote from the book, “Criticism is, per definition; positivism and that which distinguishes itself from negativism” “Nowadays you hear a lot of young people say things about respect and positive attitudes in coaching. With positive coaching they understand it as a style that is not completely didactic, scolding and autocratic. Conversely, it would be supportive, guiding and with appropriate challenges, and also affording positive feedback and praise.” “Players do often take it personally, but the only thing that is essential is to keep the intention in perspective and within our definition of positive coaching; everyone will understand that better and as be more positive.” “Criticism will also (from time to time) be directed towards the coach. This is part of the modern culpable culture within football, but then really the objective intention is unfounded and is someone’s attempt to impose negativism. By sticking to your philosophy; positivism can prevail.”
Cover story
23
This online application, is called MySoccerExercises.com and was developed for soccer coaches. This application will allow coaches to easily draw their own diagrams, exercises and training sessions, archive them and most importantly save and print them.
MySoccerExercises.com The best part of this application is probably the price. All SoccerCoachingInternational
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training sessions
Edited by Michael Francis Pollin
training sessions
Training Sessions from around the World
Defending phases, part 3 Defending behind the Line No.61 December 2012
In the previous 2 issues of the Defending Phases series, we focussed upon Defending Counterattacks and Pressing. We identified and demonstrated the principles of play that feature within those aspects of the game, looking at roles and responsibilities for individuals, units and the team; as phases of the game that could see (in the first instance) your team’s offensive strategy being broken down as the transitional moment, then conversely a high pressure game utilising all players in all areas as defenders with the objective of forcing the transition in winning the ball.
of Pressure
In both cases we examined how, where and why this affects positional play, or how to regain positional balance and depth, and also what defending principles apply in order for that to happen. Therefore, to delay and deny (opportunity, space and the ball), to recover position with organisation and balance/depth, and also appropriate restraint; are all essential to an effective defensive team. From positional movement (possibly from recovery), pressurising (the ball and player) is a primary objective in defending the counter-attack as a transitional phase of a game. It is also to remember that in defending the counter-attack, as with all defending phases that it is equally important to observe opponents (on, in and around and off the ball) as well as watching the ball. These defending principles as components of play are all key enactments in the respect of problem-solving and decision-making. No.61 December 2012
training sessions
training sessions
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training Cover story sessions In this part of Defending phases, we will look at Defending behind the Line of Pressure; dealing with the principles and aspects that are auxiliary to the Press, and this like the previous features, is an aspect that can be applied in a numerous variety of situations in all areas of the pitch. Defending behind the Line of Pressure, is inextricably imperative, and, a direct reaction to the Pressure being applied. As, conversely, if pressure is not applied a completely different picture needs to be created behind ‘the line’ (with no pressure). This reactive positioning would principally be; drop, narrow, protect space but within range to adapt the covering and marking responsibilities when pressure is applied. The press, with the cover and support can be utilised to prevent opponents playing out from the back by pressing high and early, forcing the play (back, outside or inside) by pressing which will prevent the opponent’s strategy from being effective and through defending can enhance your own offensive plan. The auxiliary aspects behind the line of pressure will deal with the second ball if played forward, and could get to players (potentially receiving) to prevent them turning, stealing it or forcing the play. As an ever-present theme within the principle of Pressing, is; to press or not to press, and thus so this applies (reactively) to the actions behind the line, and again; it is the where, when, why and how? The considerations are then the support, cover and marking, along with the challenging/ tackling aspects that are auxiliary to the press, and conversely (and not to assume that it will also be applied) if there is no press, what happens then? No.61 December 2012
Coaching individuals and the team to improve Defending behind the Line of Pressure requires the practising of the skill and technique, as well as experiencing the broader technical and tactical awareness that need to be employed. This is inclusive of the essential awareness and observation, start positions, distances, angles, angles of approach and the where, when, why and how (technique and skill detail) to apply the press. A player may need to decide how, where, when and why to react, possibly within a very quick transition of possession. The individual action must then link in (via communication) to the unit and also the team with appropriate auxiliary roles and responsibilities. The following session plans will capacitate all of the aforementioned allowing for practice of skill and technique in repetition, but also for a greater level of technical and tactical awareness of positional play, and relevant transitions. The learning and development of this defending principle will permit the building of the anticipatory ability and game awareness through experience of a number of situations highlighting Defending behind the Line of Pressure.
training Cover story sessions
3v3 line football Phase: Roles and responsibilities in applying pressure, and Behind the Line of Pressure Objective: Improve Zonal defensive responsibilities
Progression
Coaching
Organisation
Players: 6
- Both teams start near to by-line - One team crosses to the opponent - Play 3v3 - The player closest to the ball applies pressure, then other two players shift to offer cover and support (diagonally behind the player applying pressuring) - Constantly shift and adjust with the position of the opposition and the ball - Constantly ensure cover and support - The players away from the ball are less of a threat, but space is!! - You can also play 2v2 or 4v4 - You can play this with more units as well, in order to develop the coaching through the team
No.61 December 2012
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How to work as a defensive unit
training sessions
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Phase: Roles and responsibilities in applying pressure, and Behind the Line of Pressure Objective: Improving compactness in defence
Progression
Organisation
Players: 8
- Attack (2 units) vs. Defence (2 units) - Full width of pitch
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Reds work getting and staying compact Yellows work on attacking with numerical advantage Reds (back 4) try and score in the goals (diagonals) or play into Server (S) Reds’ midfield players score only by playing into the Server Server recycles the ball back into the yellows for the Reds to defend another attack Off-sides apply Keep rotating the servers to keep all equally involved and appropriately engaged
No.60 September 2012
training sessions
Blocking & Defending in and around the penalty area Objective: Improve blocking & defending
Progression
Organisation
Players: 7-19
- Reds, defend outnumbered (3v4) - Yellows, attack the goal (4v3) plus a server/target
- If Reds win the ball & find the target player with a pass they now attack the goal with 4 players and yellows defend with 3 - Play to off-sides - Keep rotating the server/target player - Develop and adjust to meet individuals’ needs
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Defending cross-balls
training sessions
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Phase: Roles and responsibilities in applying pressure, and Behind the Line of Pressure Objective: Improve defending cross-balls
Progression
Organisation
Players: 16
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Split the pitch into 3 channels working in the final third Wide channels are funneled inwards (see diagram) Reds defend for 5 minutes before swapping N player starts each attack by serving the ball wide 2 yellows and 1 red player are allowed in the wide channel Reds defend a ‘variety’ of crosses (e.g. from deep, by-line etc)
- If reds win the ball they pass into N who then recycles the ball to wide channel - This practice can evidence the defence being unorgansed and needing to get organised to deal with aerial balls into the penalty area - Develop as appropriate
No.61 December 2012
training Cover story sessions
Defending outnumbered Phase: Roles and responsibilities in applying pressure, and Behind the Line of Pressure Objective: Improve defending whilst outnumbered
Progression
Organisation
Players: 12
- Reds have 5 balls for 5 attacks -Yellows defend the 5 attacks -Then the above is reversed - Play 7v5 - Reds score by passing the ball into and then out of 3 boxes to attack the opposite (furthest) goal - Yellows score by winning the ball back and breaking out to score in either goal as quick as possible - Any reds in a box when yellows win the ball are conditioned to remain in that box until yellows finish their attack or until reds win the ball back - Yellows can also pass out to their targets who join the game before they attack either goal - Boxes are not safe / Players are deemed off-side if they are in a box when the ball is played - Game then restarts with the attacking team recommencing the practice by attacking the boxes
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Article from BraZil
BY Bruno Camarao, University of Football (Brazil) and Michael Francis Pollin | Translation by Thales Peterson
AndrĂŠ Figueiredo, Atletico Mineiro; Youth Academy Technical Manager No.61 December 2012
Article from BraZil
Atletico have had a dream start to the season and lead the Brazilian Championship after 20 matches. The team, led by Cuca, has the most superior goal difference, with both; most scored and the least conceded, and as an added bonus, the foundation of the team has been developed through their own youth academy. Bernard, Marcos Rocha and Serginho are consistently starting amongst the eleven, along with goalkeeper Renan Ribeiro who was part of the Brazilian National squad that played at the Olympic Games, London 2012. It is worth mentioning that within
that national team; the central defender Werley (Gremio), and Leandro Castan (ex-Corinthians and now Roma), have also come from Atletico’s youth academy. Former player AndrÊ Figueiredo (with a history with Atletico), decided to return to study technical coaching and management when he learned that his playing days were to be curtailed by medical problems. Following course completion, he received an opportunity to join the staff team of Ricardo Drubscky, the general manager of the academy at that time. No.61 December 2012
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Article from BraZil
“I think this has been a problem for some time, people worried about their jobs, then nobody want to initiate and lead the process of transition. This is not just unique to Atletico, but every club in Brazil�
No.61 December 2012
Article from BraZil
Then after only quite a brief initiation, Figueiredo was offered the opportunity to fill the positioning of the departing Drubscky, as André recalls, “a year and four months after he left, and I was invited by the board of Atletico to take over from Ricardo. I have been the manager of the youth academy for nine years.”
“I think this has been a problem for some time, people worried about their jobs, then nobody wants to initiate and lead the process of transition. This is not just unique to Atletico, but every club in Brazil,” says the technical manager. “But I would say there is no other club in Brazil that makes the transition from youth football to professional football like we do at Atletico.”
Atletico is developing a project with the participation of all coaches in order to design and implement a coaching and training curriculum that reflects the deep philosophy and ethos of the club. As well as reflecting the traditions, the programme is very considerate of all age ranges and individuals; to accommodate their learning and development needs as well as challenging, and ultimately to produce top talent; whether they stay at the club or move on. “The idea is to build and establish a legacy, that is my task, and to leave in place (if I should move on) a system that continues to function and flourish,” André commented. Regarding the first team, Figueiredo refers to the club’s historic struggle and battle against relegation to the second division, and this has been a stressful situation for the former head coaches that can also has a knock-on effect for others within the club! Particularly, this restricts the creative growth and change that has been needed, to embrace the youth set-up so that systems can better facilitate their learning, development and progression to the first team. Too many are dictated to by the imposing role objective pressures, frightened to change as they want to keep their jobs. No.61 December 2012
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Article from BraZil
Detection, selection and capturing of talents Figueiredo explains that, “Atletico now has a Talent development and spotting department that has a coordinator and five scouts who work inside the club .”
pools. These young people go through a period of trials within our training environment, and, if successful, are invited to be part of the youth teams.”
Atletico’s Coaching and Training curriculum
“We go to every tournament (no matter how big or small) that has participants from schools playing. We also have a network of contacts and PR agents throughout Brazil that market Atletico as a club to invest in, to aspire to be part of, and that develops good players,” he says.
The club has really begun to implement its coaching and training curriculum with Atletico’s ethos and philosophy evident throughout. Again, as mentioned, this is also fully considerate of individuals’ needs towards learning, development and to produce top level playing talents.
“The club maintains contact with a multitude of agents who are in the talent spotting business and they have access to a network of potential talent
“Of course, it is important to the idea of every person that works within the club, it is imperative to the integrity of the vision and mission we have.
No.61 December 2012
Article from BraZil
Everybody counts and their contribution is important to developing and implementing the system which will be the legacy for the future,” he adds. The manager defines this as the requirement that is (all) teams play “the Atletico way, imposing their game, being offensive, regardless of who they are playing against.”
“This process brings a lot of benefits. When you give stability to your academy coach they can maintain that focus and purpose; with continuity to the aims and objectives,” said Figueiredo, “and for example, the U17s head coach Ricardo Micalli, who has been at the club and within the aforementioned system for four years; consistency in position has yielded consistency in player product.”
“Although our coaches do not solely work to the directive of ‘to win at all costs,’ but with the aim of technical and skilful quality, along with tactical and game intelligence,” he adds proudly.
For Figueiredo it is already evident that coaches developing quality players are shaking off some of those old negative attributes; especially the one about, ‘to win at all costs.’
Profile of the academy coaches
“We want coaches with good knowledge and technical quality, tactical intelligence, and to put all these aspects in the professional field. One example is Diego Giacomini.”
“Sometimes a coach has plenty of capacity to train the U17s, but has difficulties with the U15s, the characteristics can be very specific to each age group,” Figueiredo explains. “Certain age groups require more technical work and coordination, and others more basic foundation work, and possibly less physical training.” “My preference is to be the best coach with good character, good education and that has that awareness to deal with young people, which is not as easy as many think,” he says.
All academy coaches at Atletico have remained with the same age group for the last four years. What does that represent?
“Diego was under pressure, I was pressured to fire him, but I believed he could prevail and kept faith in him. I saw the quality of his work, a coach who has patience with players and understands the complexities of the game. Consequently, his team went on to start winning and with championships and other accolades,” he recalls.
Transition to professional football department Figueiredo believes that there are still some problems to be solved. The coach, Cuca, has been in charge of the first team for a year and the academy coaches have more access to him. No.61 December 2012
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Article from BraZil
“I have been here for nine years at the club and I cannot say what I would regard as my favorite aspect. This year alone, Atletico leads the Brazilian Championship and things have been a lot more controlled, structured and calmer,” exemplifies Figueiredo. “We give as much autonomy to individual coaches as possible, as not to stem their creativity, as an integral part of the set-up.” For Figueiredo this whole process and transition is something that has to come from the top down, it has to. Ultimately, it No.61 December 2012
is the responsibility of the directors, the president and all stakeholders of the club. If the same ethos and philosophy does not exist throughout, it just would not work.” “I would say that Atletico is now ready to induct more players within the grand scheme, as the systems have already proven themselves. I can say there is no club in Brazil that makes the transition from youth football to professional football as well as Atletico, that is what I firmly believe,” André Figueiredo concludes.
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Article from BraZil
By Bruno Camarao and Guilherme Yoshida (Translation by Thales Peterson) | Edited by Michael Francis Pollin
Fernando Diniz, Coach at Atlético Sorocaba “If I was not a coach, I would be a psychologist.” These are the words of Fernando Diniz, coach of Atlético Sorocaba, demonstrating his perspective that coaching of football goes far beyond the technical, tactical and physical aspects. Within his first coaching position with Votoraty in 2009, Fernando Diniz won the Paulista Cup and the Paulista Third Division Championship. A year later, but then with No.61 December 2012
Paulista from Jundiai, he continued the victorious run winning the Copa Paulista. “When I was still playing I always felt the psychological and emotional aspects were of huge importance. And as soon as I ended my career as a player, I started studying Sports Psychology. I have always been fascinated by this aspect in sport, “explains Fernando Diniz, aged 37 and currently in his fourth year of college.
Article from BraZil
Career
New direction
Diniz’s career began as a midfielder with Juventus (from Mooca, Sao Paulo) in 1993, before moving to Guarani for a short period 3 years later when during that same year (1996), Diniz moved to Palmeiras and then quickly onto play for rival Corinthians. At Corinthians, the famous club from Parque São Jorge, he won his first trophy as a player; the Paulista Championship in 1997. In 1999, he went on to play for Parana, where Diniz had an excellent playing spell, which resulted in his next move to Fluminense, where the following year he won the Rio State Championship (2002). After a successful run with the team from Rio de Janeiro, he continued on his journeyman career, but always playing for big clubs, such as; Flamengo, Juventude, Cruzeiro and Santos. He returned to play for Paulista of Jundiai from 2006 to 2007, Santo Andre in 2007 and Juventus in 2008, before winding up his playing career and retiring at Gama.
After a brief spell at Botafogo (Ribeirão Preto), Diniz joined Atletico Sorocaba as his fourth club coach position. But despite still being new to coaching, he knew his role objective imperative was to win promotion for the club from the suburbs to the State 1st Division (Serie A-1 Paulistão); an objective that indeed he did achieve. He always considered the psychological aspect an important factor in his football coaching, “we do not have enough sports professionals that are prepared to work with psychology within sports (football). It is an area that has a lot of scope to grow and clubs should studying psychology, it always fascinated me. If I was not a coach I would be a psychologist. Psychology is a science that is very relevant and applicable to football and this links in with the general mental and emotional mindset of sporting individuals; that represents an important aspect that should be considered by any professional coach,” he said.
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Article from BraZil
“Ultimately, for me, it is about winning�
No.61 December 2012
Article from BraZil
managing mode is more inclusive to being considerate of the psychological aspect, whereas, being a leader may not. But it is perhaps fairer to say that leadership is more applicable to implementing the methodology, philosophy and playing from the technical and tactical aspects.”
Putting the team together based on tactics Integrating psychology and technique Diniz recalls as a player that, “a psychologist was only called upon when the team was about to be relegated, as if they were to be ‘saviors.’ The psychological aspect needs the collaboration of players and all involved to fully work, and the whole aspect, as a project, needs to be developed further; to involve more clubs than it currently does.”
The academic and the practical Diniz believes that the two types of training; academic and practical, and they are complementary to each other but not exclusively independent of each other. “The key for me is to harness the capacity to be a good, understanding coach; to lead and manage accordingly, and also not to negate that all important psychological aspect. As a former player, there is the advantage of using all that knowledge and experience in the practical sense, then to access professional training to build upon skills; possibly (as I have done) to learn about psychology in sport.” “Then, as I just stated about the capacity to ‘lead and manage;’ it could be distinguished that the
The successes of teams such as Barcelona, Spain or the products of Jose Mourinho are inspirational, and targets of aspiration. “These are products of a technical and tactical methodology and philosophy in coaching and training, but one that is still underpinned by psychology in sport. Then not just to relate and conceptualise the holistic experience, ultimately it is, for me, about winning, and bring all that together, undoubtedly requires leadership.”
Are there regional schools in Brazil? Does each state have their own unique style of play? “I do not believe that, no. There are cultural influences and indifferences, but they do not determine behaviour (per se), and for me, a good job is to bring good players together and build and implement a plan to make them better. Take the case of Dener, for example, he played well with Portuguesa, Gremio and Vasco, then also Sao Paulo but where the football is of a more competitive nature. In a way, there are style differences within the physical, artistic, pace and technicalities where the tactical approach may vary, but the psychological perspective has to prevail.” No.61 December 2012
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TRAINING SESSIONS
By Jan Zoutman and Michael Francis Pollin | edited by Michael Francis Pollin
Small-sided Games for Positional Play:
6v6 (+≼ 2 Neutral Magic Players)
No.61 December 2012
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Various position plays The Dutch football culture cherishes nothing more than being in possession. Whereas, Italians and Portuguese and many other nations often afford possession to the opposition, to defend to regain possession and counter-attack; this is their strategy. We uphold the principle that, ‘as long as we are in possession, the opponent cannot score.’ This laudable principle has a direct impact upon the design and implementation of coaching and training, which as well as the skill and technique required, means that all aspects of ‘positional play’ are instilled and practised from a very early age; some might say that this tactical game intelligence is almost innate in (some) Dutch players.
Neutral players or Magic players During many of the coaching and practice sessions, we designate roles to Neutral players or Magic players (what we used to call Open players). They are neutral as they will play for (as conditioned) whichever team is in possession, and magic for that same reason; and the magical impact they have on the practice. Within the possession game approach, much of the play will go through the Neutral/Magic players as they could be that utility player for the team not in possession (but playing for the team in possession, so the spare man), and then in possession, they more easily to find the space to receive; the aforementioned is all based upon positional principles. The upon receiving in (different) conditioned areas and in different ways, the decisionmaking and problem solving in the possession game involves whether to, a) ‘run’ with the ball, b) ‘retain’ the ball or just hold on to it, or ‘release’ the ball, as in, to pass? No.61 December 2012
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TRAINING SESSIONS
diagram 1
Role of the Neutral or Magic players in the practice Therefore, the neutral magic players that are most likely positioned and conditioned to the middle zones of the practice, constantly will have decisions to make. Firstly, there is the decision-making and problem-solving relating to their movement and positioning before potentially receiving the ball, and then; where, when and how they receive it. Then, as already mentioned comes the decision to run, retain or release; as the other players react accordingly with their positioning. A key moment in this is with the player passing the ball in to the neutral magic player, as they have the optimal visual perspective of play; in positioning of the receiving neutral magic player, the anticipatory and reactive positioning of players around and away from the ball, and also their roles having made that pass. No.61 December 2012
diagram 2
It is an important dynamic that the neutral magic players (at least 2 normally) play off of each other; that upon receiving, the other or one of the others, reacts accordingly and complementary. For example, that the distances and angles are right, that they are not too flat, on the same line and that body position is appropriate to possibly open-up to receive in the best way. It is not only observing others’ positioning with the ball, but also keeping an eye on the movements of players without the ball although their team is in possession. This aspect is not really appropriate for U11s and younger, as they do not have those spatial and tactical perspectives at that age, and also within the numbers that they play and within their pitch dimensions; smaller spaces, tighter circumstances and less time. As they go through the age groups, a good introduction to this idea, is to posi-
TRAINING SESSIONS
diagram 3
diagram 4
tion the neutral magic players in wide (conditioned) positions rather than in the middle.
+≥ 2) to create more touches with less space (per player) which speeds up decision-making and problem-solving; players are often conditioned to one or two touch only. Although this might seem an idealist type of practice, it might not be appropriate to the means of encouraging and practising the positional possession game that is our objective herein. Whereas a pitch could be 100m by 60m for 11v11, an approximate ratio for the 6v6 (+≥2) might equate to about 50m by 35m. This does not have to be exact and dimensions and dynamics could be altered to 8v8 (+≥2) for 60m by 40m.
Practice Dimensions The 6v6 practice session that takes place within a rectangular area, it seems appropriate (if not logical) to start with one of each team at the two shorter sides of the area and two at each of the longer sides, this leaves adequate space in the central zone for the neutral magic players. This is applicable whether the practice is directional (one way objectives), multi-directional (two way or more) or non-directional (other objectives such as possession/pass completion rate). The area size will vary, depending upon age, ability and objective of the session. Barcelona also performs this positional practice in the space between the penalty area (and its width) and the halfway line. Often, they will involve more players (than 6v6
Remembering that the objectives are based upon positional play within a possession game, so this may influence; side numbers, neutral magic players, playing dimensions, and also conditions.
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TRAINING SESSIONS
No.61 December 2012
TRAINING SESSIONS
diagram 5
diagram 6
Numbers, and area, plus conditions will alter the practice session, and it is also worth considering that being prepared for changing ratios of players and dimensions will only further help you to manage the session. Having coloured bibs and cones ready to do this should be organised beforehand, then also a good supply of accessible balls around the area; this is imperative to ensuring you manage and maintain the pace of the practice that you want.
this is complemented by other players positional movement to support that in all positions across the area. The pass might be the next focus, with positional functions by that passer of the ball, as well as the next receiver, then the other players, immediately around the ball, as well as away from the ball.
Objectives and Conditions As the play is improved and objectives are achieved, further progressions and challenges can be applied. Firstly, as coach you might be observing positional movement in order for team to disperse and distribute ball, then passing with relevant receiving skills. Then the positional decision-making of the ball-player to run, release or retain, and then
As possession is turned over, the transition is a key aspect to consider for the teams within the 6v6 or 8v8, but also the key roles of the neutral magic players as they change teams within an instance. So the moment that defensive becomes offensive, that changes the perspective and the positional play, and thus the principles that would be enacted. On this point, it is worth considering that you should rotate and change neutral magic players regularly throughout the session, as they are not integral to the defensive-offensive transitions. No.61 December 2012
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TRAINING SESSIONS
Consider that conditions upon the practice or individual players can have differing impacts that can help to deliver the objectives but also enable better management of the session. For example, if you condition players to one or minimal touches this will quicken the play, then if some have limited touches whilst others are unlimited, the latter will have more opportunity to retain, whilst when the ball is played to a player with limited touches, players may need to move their position to support that play. Then by conditioning neutral magic players, they may need to turn with no touch or position themselves to allow the pass to run across their body to use the limited touches to play the next pass.
No.61 December 2012
The inventions and methods to coach the necessary whilst affording plenty of positive feedback (of course) will depend upon the players (as individuals) that you are coaching, and of course your learning and development aims within your role objectives. A plethora of other permutations are there to be discovered and created within this type of practice. And not wanting to preach an exact science of exactly what should happen, the challenge is to try it out and experiment with your own players of whatever age, ability or numbers; and evolve it yourself!
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brazilian corner
Text by: Bruno Camarão and Thales Peterson (Universidade do Futebol) I Edited by Michael Francis Pollin
“Felix, the infamous goalkeeper of Brazil’s 1970 World Cup winning team, passes away.”
Corinthians coach denies using the offside trap Brazilian champions and Copa Libertadores winners Corinthians have identified an ineffective defensive line that has been exposed, and, consequently conceding goals within recent competitive games. “Corinthians have been doing it for some time. They try to keep compact and also try to provide cover and depth from full-backs, then they try to all step-up together. But as was emphasized against Fluminense, they did not step-up quick enough, leaving a quick player onside,” noted Tite.
Felix passed away in the early hours of August 24th, aged 74, due to a chronic lung disease which was complicated by pneumonic symptoms, following hospitalization the previous Saturday with emphysema and severe breathing problems. Felix Mieli Venerando, started his career at Nacional (Sao Paulo), and went on to also keep goal for Juventus-SP, Portuguesa and Fluminense, as well as becoming the familiar figure in the Brazilian national team’s goal. In addition to the globally recognized accolades, Felix was Rio state champion in 1969, 1971, 1973, 1975 and 1976, and also he claimed the Roberto Gomes Pedrosa tournament in 1970, which was the same year of Brazil’s third World Cup triumph in Mexico alongside Pele, Tostao, Clodoaldo, amongst others. No.60 September 2012
This could be identified as a clever strategy by opponents to exploit the defensive line, and the team may just require a little more coaching on that aspect? Despite the focus on very recent errors, the defensive system has functioned very effectively, as against Sao Paulo, with their forwards flagged offside a multitude of times.
brazilian corner
Volunteer program for the World Cup in Brazil has registered record interest In just nine days, a record number of applications for the volunteer program for the 2014 World Cup were registered. Figures from FIFA, indicate that more than 95,000 people have put their names and details forward in the hope to be involved in the World Cup Finals in Brazil in 2 years time. That figure is approximately double the 48,000 that registered for Germany, 2006, and still a substantial increase on the near 70,000 for South Africa, 2010.
The volunteer program does, of course have its incentives and perks that include; stipend and a travel and accommodation allowances. There is no cost of any kind for tickets to the World Cup host cities.
According to FIFA, nearly half, or 47% (to be exact) of registered applicants are female, with just over 26,000 between 16 and 25 years of age, while males within that age bracket only accounted for 22,672.
“Oscar is the player that Brazil has long dreamed of,” says Parreira
With experience of six World Cup Finals with Brazil and four times as a winner, the former coach Carlos Alberto Parreira identifies Chelsea midfielder Oscar as the best player to make the link between defence and attack within the current Brazilian team. “He is the player we have been wishing for, for a long, long time, and we certainly could have done with his services during the 2010 World Cup. “We’ve dreamed about having someone like Oscar in the team,” said Parreira, on FIFA’s official website. “Oscar has competently filled the gap that we expected to be filled by Paulo Henrique Ganso, who unfortunately has been plagued by injury. The creativity of the attacking midfielder makes the team function much better, he thinks, anticipates, and organizes, whilst always being involved in some way,” he added. No.60 September 2012
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NEXT ISSUE
SoccerCoachingInternational ISSUE 62, A SNEAK PREVIEW:
PART 2 OF THE Philosophy of a Football Coaching Syllabus by Michael Francis Pollin and Ben Bartlett (pictured).
Issue 61
January 2013!
The First Issue of SCI in 2013 will present an excellent variety of of articles, interviews and technical pieces. Along with all the regular features; SCI aims to provide coaches with top class reference and resources.
A Coaching Philosophy; ‘Future Coaches, for Future Players, for the Future Game’ - part 2
(Michael Francis Pollin, 2012) No.61 December 2012