Issue 64, June 2013
Alfons Groenendijk, AFC Ajax Developing Players for the First Team www.soccercoachinginternational.com
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No.64 June 2013
JUNY 2013
contents
5 Letter from the Editor: Michael Francis Pollin introduces Issue 64
COVER
Story
6 Cover Story: Alfons Groenendijk, Coach Ajax U19s Long-term for future success
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14 Article from England The Philosophy of a Coaching Syllabus where Perspective is Key;
‘Future coaches for future players for the future game’ Part 4
article from holland
24 Training Sessions Coaching Sessions from around the world Possession, part 2
42 Article from Brazil Emily Lima, Brazil U17s National Team Coach
Alfons Groenendijk, Coach Ajax U19s Coach
Long-term for future success
46 Brazilian Zone Universidade do Futebol; with the latest news from Brazil 50 Next Issue A Sneak Preview
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Follow SCI on Twitter
@SCIMFP
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LETTER FROM
THE EDITOR Dear SoccerCoachingInternational Community,
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With many domestic seasons finished, and
This Issue’s Cover story features Ajax U19s
trophies settling into the show cabinets of
Coach, Alfons Groenendijk. As a former
great clubs, balls are still being kicked as qual-
player at the club of ‘Total Football,’ he
ifying continues between Nations towards
is now focussed on developing a learning
Brazil 2014 World Cup Finals. Besides that,
infrastructure to build and maintain success-
the world of football is not short of ground-
ful player development for the Academy and
breaking news, with Sir Alex Ferguson retir-
Ajax first team.
ing as the most successful club manager of all
From Brazil, we tell the story, so far of Emily
time and of probably the most successful club
Lima, Coach of U17s Brazil Women’s National
in the World in Manchester United. Also in
team. A rising star in Brazilian coaching as the
the English Premier League, Chelsea FC have
former player is now a very ambitious coach
brought the ‘Special One’ in Jose Mourinho
that aims to implement her philosophies
back to Stamford Bridge, where he has al-
and objectives towards the well-being of the
ready been so successful in the past. Neymar,
Women’s game in Brazil.
as one of the most gifted and talented play-
The last in the series of The Philosophy of a
ers in the World has joined probably the most
Coaching Syllabus and Curriculum, summa-
gifted and talent club sides in FC Barcelona,
rises the notions and ideas and interestingly
and how more appetising can you get, with
presents Attacking and Defending themes
him linking up with the likes of Messi, Iniesta,
(antagonistically) to possibly challenge you as
Xavi amongst others.
the creative coach. To base your learning and
No.64 June 2013
Issue 64, June 2013
development planning around the theory and sessions, as you creatively feel appropriate! The second part of the Possession phases looks at that aspect as a possible strategy of accepting a lower percentage of ‘having the ball’, so possibly defending and then focussing on the aspect of what you do when you win the ball. Also, we have our regular Brazilian Zone from the Universidade do Futebol, with all the latest from the hosts of the World Cup 2014. We sincerely trust that you will enjoy reading Issue 64 of SoccerCoachingInternational, and will put some of the ideas and notions to good use in your coaching.
Regards Michael Francis Pollin Managing Editor michael@sportfacilities.com @SCIMFP
www.soccercoachinginternational.com
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 Project Manager Floris Schmitz f.schmitz@sportfacilities.com
Managing Editor Michael Francis Pollin Translations Maaike Denkers, Hanne Meijers and Michael Francis Pollin Editor and Copy Editor Michael Francis Pollin Graphic Design Anton Gouverneur Tania Dimitrova Lina Fituri Encho Dimitrov studio@sportfacilities.com Editorial Staff Rogier Cuypers, Jeroen de Laat, Dusan Petrovic, Michael Francis Pollin, Paul van Veen Copyright All rights reserved. Contents may not be reprinted or otherwise reproduced without written permission of the publisher.
ISSN 1571 - 8794
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By Rogier Cuypers Images by Rogier Cuypers & Frank van Engelen (VI Images) Edited by Michael Francis Pollin
article from holland
Alfons Groenendijk, Coach Ajax U19s
Long-term success 6
No.64 June 2013
Alfons Groenendijk (48) has only been working as Ajax U19s coach for one year. For the Leidenaar it is a magical recipe at Sportpark De Toekomst between former colleagues, who are all together responsible for the meteoric rise of the Ajax Academy. This sees a stark contrast for Groenendijk who has previously worked in role-objective environments where only winning mattered. “I had to switch from being settled on results every week to coaching and developing young (future) talents,” Groenendijk stated.
It is relatively quiet at Sportpark De Toekomst with the Ajax first team squad away on a trainings camp in Rio de Janeiro. There are only a few coaches and players at the complex, with Groenendijk one of them. He talks to SoccerCoachInternational about the new philosophy at De Toekomst, his experiences with former clubs as a player and a coach and how he made that quick transition, and also about his ambitions and direction with Ajax. “I stopped playing when I was 37 at FC Utrecht after almost 20 years as a professional player. The year I ceased playing, I was scheduled to become the Assistant Coach at Katwijk along with working towards a coaching licence. But suddenly Katwijk’s coach quit, leaving me to deal with the turmoil and make some very important decisions, including building a whole new squad. I gave much consideration and opportunity to the younger players and in building the team in that way, I had big plans for the future. Unfortunately, I suffered with my cartilage that year, and in the end had to concede to the fact that it needed operating on. Due to that operation and the subsequent rehabilitation, I was unable to combine all aspects of being a coach.” www.soccercoachinginternational.com
Role model Every coach, as every player has a role model, an inspirational figure that one aspires to be (like); a mentor, fellow professional or famous player or indeed coach. For Groenendijk, Jan Reker is that role model, his coach at Roda JC (1988 - 1991). “I have always been attentive to learn and gain knowledge, to see reason in why other do and seek reason for their purpose. Through the years, Jan Reker is the one who influenced me the most. He was the master in giving players real confidence, motivating and inspiring them, and boosting selfesteem. He had a unique way of doing things, and definitely made a positive impact on all he worked with, very effectively coaching their playing, learning and development, and also helping to grow personal character ” The working method of Jan Reker is evident in the ways of Groenendijk and how he is working with his players. “As I believed in the personal approach of Reker, I consciously work in a similar way, particularly with the youth players.”
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No.64 June 2013
“IF PLAYERS HAVE A POSITIVE FEELING ABOUT YOUR IDEAS, THEN IT’S MORE LIKELY TO BECOME REALITY”
Team player As a coach, the Leidenaar is a real team player. He developed and implemented systems and plans collaboratively with his fellow coaches with the vision and mission to get the best out of his team. As well as at a personal and pastoral level, the rich philosophy applies to the system of playing. “Like at FC Den Bosch, we were pretty successful with our youth teams. We had specific wingers and a definitive No.10. This was a defining part of deciding to play 4-3-3, and so there is consistency of working to this system throughout all the age groups.” “Players will experience using this system playing in different positions, but definitely understand what the roles and responsibilities are for each position, and most importantly; in the position that they ultimately will specialise. As well as the focus on individual aspects, the interactions and reciprocity in learning and developing provides more team understanding and functioning throughout the whole squad.” www.soccercoachinginternational.com
“For the level of the Jupiler League (Dutch 2nd tier) in which we played and did quite well. We played a very identifiable style of football, which for me was defined by the aspect of the transition between defending and attacking and vice versa. We worked on that aspect a lot in training, coaching specifically on transitional moments that had a clear impact on results for us in a positive way. That is very satisfying to a coach when you stick firmly to your philosophy and it pays off.”
Marc Lammers It took some time to instil the influences of Marc Lammers (hockey coach) into his coaching, but when he did it really worked. “Marc was a member of the Boards of Directors at FC Den Bosch, and it was great to have such an innovator and motivator in that organisation. For me, what prevails in my coaching is testament enough to Marc’s influence, but he himself proved his method with the Olympic gold medal with the women’s hockey team in 2008.” 9
Differentiating Pros & Youths Groenendijk has been working with the youth since last year, and has already recognised the differences between his category at Ajax and his former post at FC Den Bosch where it was all about winning and moving up. At Ajax it is all about coaching, learning and developing, and yes of course it is nice to wins game, but ultimately learning and development comes first. At Ajax I have had conversations with Wim Jonk and Marc Overmars about the learning and development aspects in so many different ways and it is interesting to hear, then, impart their ideas to our coaching. Then the main objective is producing and prepar10
No.64 June 2013
ing players for first team level football. The better I can prepare and produce players, then for Frank de Boer to notice the potential that he thinks are good enough for his team, the better it is for Ajax and also my objectives are fulfilled.”
Creative and flexible Working at Ajax, it is clear there is a totality of football learning and development that deliver players to the first team. According to Groenendijk, the main components are to be creative and flexible, “with working with variant age groups that are mixed together, as coach you have to be creative and flexible to ensure maximising playing potential.”
“THE SKILL-BOX IS A CONTEXTUAL SYSTEM THAT CONCEPTUALISES ASPECTS OF POSITIONAL PLAY AND OTHER ASPECTS” Skill-box ‘‘Ajax academy has a new direction in which it is all about the Skill-box,’’ Groenendijk explains. “The skill-box is a contextual system that conceptualises aspects of positional play, high activity speed, technical skills, the transition and team play; all functional and technical skills are important. It could be about the way you receive the ball and the speed or pace of the pass. With high intensity/activity, speed
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is important, working through the zones and then, also and possibly more importantly, in small spaces. Then throughout, we have specialists for different areas of the game that are our main person to call upon for mentoring. We have John Bosman for the headers, Wim Jonk coaches players with passing and distribution, Ronald de Boer, Brian Roy, Kenneth Perez, Richard Witschge and Jaap Stam all make massive specialised contributions also.”
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Alfons Groenendijk Biography
Focus on the way you play “From those specialised aspects, there is also more attention paid to the tactical and technical disposition of individuals, units and the team as a sense of how the training transfers to the actual game. It gives all the skill-box practice a contextual purpose with a clear objective, not just to try and win, but also for their successful learning and development”
“I LEARN FROM THE SPECIALIST, Playing career
Alfons Groenendijk had a successful career as player. He played most of his first team professional games with FC Den Haag (119 matches). Between 1991 and 1993 he played for Ajax, where he won the UEFA Cup in 1992. After his period in Amsterdam he played one season at Manchester City. After four seasons at Sparta he ended his career at FC Utrecht. 1982-1987 1987-1991 1991-1993 1993-1994 1994-1998 1999-2001
FC Den Haag Roda JC Ajax Manchester City Sparta FC Utrecht
Coaching career 2001-2002 2003-2005 2005-2007 2008-2009 2009-2010 2010-2012 2012-
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VV Katwijk Sparta Rotterdam (assistant-coach First squad and trainer second squad) Ajax (jeugdtrainer, trainer second squad en assistant- coach First squad) Willem II (assistant-trainer First squad) Willem II (head coach) FC Den Bosch (head coach) Ajax under 19 (head coach)
No.64 June 2013
MENTORS, PLAYERS AND AJAX AS A GREAT INSTITUTE; A TOTALITY OF FOOTBALL” Development At Ajax, Groenendijk continues to learn and develop himself as a coach. “I learn from the specialists, I learn from my mentors, I learn from players and I learn from a great institute such as Ajax is, as a
totality of football. I talk a lot with Frank de Boer as well, I have known him for a long time and am interested to hear what he thinks about in so many ways; most recently in pressuring opponents. Also, for example, you are playing with a defending midfielder and are under pressure; how does he see that? Then with such experience, esteem and greatness, with the emphasis on development; Ajax will go from strength to strength. Dennis Bergkamp is sometimes with us in a meeting and sees things that ‘others just don’t see.’ When you’re thinking about the things he says, it is like a revelation. He has played at the very highest level and that’s what it’s all about.”
Goals from Ajax At De Toekomst, it is about learning and developing rather than just winning. “You do not talk about ‘your team,’ but rather about ‘our players.’ You want to make all those players better and help them to prepare for the next level. As a player, you have your natural talent but you should not have
the illusion that we are the ones who ‘made’ Wesley Sneijder. The thing that we have to do is help and support players through their learning and development, that way we can produce and prepare more players for our first team. But as a coach of the U19s, I do not have to deliver a certain number of players to Frank de Boer, but if ‘opportunity knocks’ the my players are ready to step into the fray”
Football expert on radio and TV “This is a fulltime job, but Wednesdays and Sundays are my days off. It does not effect my job as trainer if I analyse a match for TV on a Sunday. Ajax is my main priority, but I analyse some of the Dutch national squad’s matches as well. If I have to say something about it, I am looking at the tactics of the teams. You can watch a game at home on the couch, but as a coach you look at things in a different way. What are the weaknesses of a team? Why are they ineffective in certain aspects? I am looking at a match differently if I am analysing for EredivisieLive than if I am watching FC Barcelona.”
Head coach “Eventually, I will be head coach somewhere. What I am doing at the moment is great and I am really enjoying it, but I have been a head coach in the past and I want that position again in the future as well. There were a lot of clubs interested in me, but I have not made any decision yet. I am happy with the things I am doing right now, Ajax is a special club for me. It says a lot that this is my third spell here. I am learning a lot otherwise I would not do this, but in the future I’m sure I will head coach again.’’
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By Michael Francis Pollin and Ben Bartlett Photography by Alex Prior (SCFA)
The Philosophy of a article from England Coaching Syllabus
where Perspective is Key
‘future coaches for future players for the future game’ Part 4
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No.64 June 2013
This is the final part in this series of The Philosophy of a Coaching Syllabus where Perspective is Key; ‘future coaches for future players for the future game.’ This series has identified and discussed the potential constraints that 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.
The Foundations and Premises of a Coaching Curriculum; in considerate planning and accommodating delivery In the previous issues of SCI, we highlighted what factors can impact coaches’ practice, as it will inevitably be influenced by role objective pressure and performance expectations, normally in line with what is fashioned by others or deemed; through prescriptive mandates or others’ agenda. This make the aspects of considering, planning and organising 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. 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 apwww.soccercoachinginternational.com
plied to the ‘what’ aspect in the real planning and actually coaching. This composition will permit more logical and constructive cognitions (learning processing) both within linear (progressive) and spiral (progressive and revisiting) learning structures that can appropriately accommodate individualisation and differentiation for maximal opportunity and development 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. 15
In the final part of this series in Soccer Coaching International we will develop the ideas forward, as Ben Bartlett (former semi-professional player, coach (of 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. Along with the conceptual and contextual writings of Michael Francis Pollin (University of Southampton), this series continues to explore the notion that 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. 16
No.64 June 2013
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; implementing coaching (inter)actions upon interactive observation and intuition. Note again that, within the syllabus presented within this series of articles, the coaching points and challenges for the sessions use the word ‘try,’ instead of ‘have to,’ ‘must’ or ‘should.’ ‘Try’ infers and permits invention and creativity with experi-
mentation and a permissibility for (un-scolded) mistakes, as learning opportunities. Then, if something does not work, ‘have another try!’ Remember also that the ‘objectives and themes’ detail’ within the syllabus and the sessions, and how importantly 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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Throughout this series in Soccer Coaching International; essentially we have proposed utilising the context of a Small-sided game as the practical hub for coaching sessions. This instantly puts the objectives, but more importantly the players into game-related context, accommodating players to explore, develop and demonstrate understanding and ability in game-real situations. This is the evaluative tool to enable the coach to individualise the learning and development perspective for individual players, and for the team to deconstruct the tasks (possibly as skills and techniques), and then to objectively and constructively develop and thus strengthen that game aspect.
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No.64 June 2013
Essentially, this represents a ‘wholepart-whole’ approach to practice. Within the ‘whole,’ the objectives are embedded within a game or very strongly gamerelated practice to involve all players wherever possible. The ‘part’ aspect is the identified de-compartmentalised/ fragmented objectives as the skill, technique and tactic that relates to the ‘whole;’ this can be the tailored and individualised component to facilitate a player’s strength or weakness, or an aspect that needs implicit detail/repetition to lend itself to the inclusion within the ‘whole.’ The ‘part’ aspect accommodates success in practising related skills and techniques, where the pressure of decision-making may be reduced, opposition removed to hone physical dynamic movement experience within more time and space, then building and varying from that point, incremental progression can be introduced to further individualise learning but towards the common team goal set within the ‘whole.’ The ‘part’ aspects could be representative of (three) possible variations, depending upon the theme and what needs developing. Then ultimately moving back into the ‘whole’ game or game-related practice, conditions could be implemented to enhance learning, as could challenges such as, can you play a pass between two opposing players (offensive) or can you press as early as possible to effect the opposition’s first touch (defensive). www.soccercoachinginternational.com
Command:
‘I want you to use the GK to switch play.’
Question & Answer:
‘If you are playing back to the GK, how can you help them to be able to play quickly?’
Observation & Feedback:
‘Watch Sam. See how she moves outside the line of the post to receive the ball, before switching to Andy.’
Guided Discovery:
‘Show me the different ways you can play out from the back.’ (e.g. to the Full Backs, the Centre Backs, the holding Midfielder, further forward or dribbling the ball out from the box)
Trial & Error:
‘Try to recognise when to use the GK to keep possession.’ 19
As the coach, it is important to remember and maintain that players may not succeed immediately, and that some failure, frustration and struggling may ensue before the processes of trialand-error, having-a-go and problem-solving yield valued achievement. Be mindful that the practice may need to be varied to meet the differing needs of players, and that a challenge will maintain the
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No.62 March 2013
tempo of the session. Also it is to be aware that success breeds confidence, so maintain a balance of, a) success and difficulty, and, b) a range of ways of measuring success (not only with actual goals). Defending can sometimes be overlooked by coaches or it can appear unrealistic, where the
defenders are perfectly positioned and favoured numerically which may not be reflective of the game. The sessions herein seek to build upon the foundations, in individual attribute and as part of a team. the following situations are covered: • Defending against an opponent who is receiving the ball • Defending an opponent who is running at you
• Defending when in balance including sliding & screening • Defending when out of balance/disorganised • Defenders making recovery runs • The transition from defending to attacking • Goalkeepers role in defending the goal Conversely, Attacking is rarely overlooked in practice, and is also not so prone to appear contrived. Within this issue, we present Defending and Attacking together, that within learning and development the two aspects might be represented ‘antagonistically.’ For example, in developing understanding of the dynamics of both positions; Dennis Bergkamp in his youth days, used to play/ practice – one week in attack, the next week in defence, thus developing and experiencing an understanding and ability of both. Ultimately, as we can now pay testament to; he became a prolific attacking player, but who is to say that part of that was down to his understanding of defending dynamics through antagonistic training. That is not say that players must alternate positions rigidly, but some exposure and participation must deliver some understanding, and also a certain amount of respect of the roles and responsibilities of their antonymous position. Small-sided games (possibly as Whole-partwhole) offer great opportunity to include and rotate players through different positions in defence and attack. Thus the sessions presented in this article are a collection of defending and attacking themes and phases, but you should find that all sessions are inclusive of attacking and defending.
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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@sportfacilities.com michaelfrancispollin@hotmail.com
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
Our new
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subscribers receive FREE access for as long as they remain subscribers. This includes all future updates and new features! Not a SoccerCoachingInternational subscriber: no problem! You can still gain access to the editor. Non-subscribers pay â‚Ź29,99 / year. Go to our website to watch our demo or click on Start editor to access this new application!
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By Michael Francis Pollin
training sessions
Possession 24
No.64 June 2013
Part 2
TRAINING SESSIONS
In the previous issue of SoccerCoachingInternational, we explored the possession phases of play; the skill, technique and tactics your team performs (for both players with and without the ball) as the team in possession. In that instance, we suggested the likes of Barcelona and Spain, and players such as Messi, Iniesta, Xavi and Fábregas as exponents of possession in the offensive and creative aspect. Undoubtedly, they do exhibit exemplary ‘possession football,’ or is that ‘football in possession?’ For possession can occur anywhere on the pitch and takes many different forms, but then it is not how much possession your team might register, but what type of possession, and also what they do with possession that possibly counts most? Consider that, in the UEFA Champions’ League (UCL) 2008/09, Barcelona won the title with (an average of) 63% possession per game and between 600-700 passes, then in 2009/10 Inter Milan won the title with 45% possession (and only 32% in the final) and a shade over 400 passes, 2010/11 saw Barcelona lift the trophy again with 68% possession and 791 passes, but then in 2011/12 Chelsea were crowned Champions with an average 47% possession. Therefore, it is not to say that dominating possession will always win games, but more necessarily what you do when your team has possession. This is inclusive to the team’s strategy and game plan, and also dealing with the opposition. It may be considerate of the strengths and abilities of players to implement the appropriate playing (and coaching) philosophy, but all will experience possession of some kind at some time. www.soccercoachinginternational.com
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TRAINING SESSIONS
Managers, coaches, players and pundits have stood divided on whether they should play a long ball (direct) or short ball (passing) game, and this has been retorted with, it is not about the long ball and/or the short ball, it’s about the right ball. In this comparative analogy, a long ball game strategy might be reflective of a team that is prepared to allow the other team to have the greater share of possession, and opportunistically pressuring and contesting the ball (as they direct the opposition into tight areas) and counter-attacking. As an example, this is akin to of Inter in the 2009/10 UCL (and also Chelsea- remember Torres sealing victory against Barça 2012), with a comparatively low possession rate, defending with discipline and patience and generally using a longer ball to counter. It then goes without saying that the short ball passing possession belongs to Barcelona and Spain, with a high percentage of the ball they tend to play through their opponents. The purported ‘right ball’ over the long and/or short ball, is a conciliatory blend of what is appropriate in that game. Looking towards a strategy that lends itself to a lower rate possession game may involve using some of the principles from the defending phases, possibly allowing the opposition to play or have the ball in certain areas and then implementing a strategy of opportunistic pressure and contestation (with a turnover), and on winning possession to then counter. Within the UCL examples mentioned earlier, Barca will ‘press-to-play’ (defending all over the pitch to win the ball) or play-out from the back. Then with possession, will play through the thirds (of the pitch) with shorter passes, using
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space, support and movement – then breaking lines with one-twos, third-man-runs, or passes supported by runs and possibly followed by a shot at goal or a pull-back/box-side cross. Conversely, lower possession may often allow the opposition to play or have the ball in certain areas of the pitch (possibly with a counter-attack strategy), then when in possession of the ball, the team will use longer passes; over-the-top to be chased or knocked-on, raking long cross-field passes or long into feet – to be held-up. Then all of these require movement (often longer runs) of players in support. Both exhibit your team in possession, and, whether a high or low percentage of possession, it is ultimately
how the team ‘uses the possession’ that will tell. Of course, there may also be occasions when the shorter passing (Barça) example may not yield such a high percentage of possession, and conversely also for the longer passing game. Despite depicting these as prime examples, it is to remember that possession is not completely passing orientated, but equally can be more than indicative of a player (or players) just holding on to the ball; retaining it to manipulate, manoeuvre whilst anticipating the next action. Within the phases of the game, there exists; in possession, with the ball and off the ball; out of possession, at the ball and away from the ball, and then also the transition phase where the www.soccercoachinginternational.com
As the second part of the (two part) series of coaching sessions, we will present Possession in the lower percentage rate linking the defensive strategy through the transitional phase as the possession offensive. With a lower rate of possession (of the ball), it is to be anticipatory to movement and position away from the ball, it is to recognise when and where to pass, then when and where to move with the ball, and additionally the movement and support in, around and away from the ball that accompanies it. This should be considerate and accommodating to defensive principles, but imperatively requisite to the transitional phase (of winning the ball/losing the ball) and then with possession, the skill and technique of passing and receiving; so maintaining possession – whatever the strategy.
TRAINING SESSIONS
contestation and pressure wins the ball, then conversely with the ball, you lose possession. It is the transitional phase that is imperative to resuming defence when your team loses possession, as it is to defending with a lower percentage of possession, contesting/pressuring, and winning the ball to implement the offensive counter (possibly as a long ball/pass). Sounds complicated, doesn’t it, but read it again, watch the game, think it through, and it will become clear.
Within the sessions and Small-sided games now presented, the challenge is to use them as a framework to and foundation for your coaching that may link to your team’s game strategy. They are not to be taken as verbatim, and are as much to stimulate your creativity in planning and implementing coaching sessions and how that works for you. 27
Support Play (incorporating runs on the ball and off the ball) e x er c ises
Technique Practice
1. 2 teams of 4 + 2 GK’s. 1 ball per team. 2 players (1 t either end) on the outside and 2 in the middle. GK’s on two sides. 2. Ball played into middle two who combine and play out to GK who serves to outside player to play back in & repeat. 3. Swap roles.
Skill Practice
1. 3 reds vs. 2 blues attacking goal. Two serving reds set up and play in. Red’s seek to set up a shot on goal. If blues regain they play to outlet player and then return to red servers. 2. Rotate positions
Small-Sided Game 1. 2 teams of 4 + GK’s 2. Directional – score in oppositions goal
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No.64 June 2013
Technique Practice
1.2 teams of 5 in their own channel 2. 1 x ball per team – server plays into 2 who combine and play longer ball into far target player 3. One of the two moves into other half of the pitch to support player in that half to combine and return the ball to start point.
e x er c ises
Long Passing
Skill Practice
1. 2 vs. 1 + 2 servers/targets on each pitch 2. As technique practice but defender seeks to win ball and return to server 3. Attackers work opportunities to play ball into far end target, doing so from the half of the pitch that they received the ball in
Small-Sided Game
1. 2 teams of 4 + 2 target players in end zone 2. Play into end zone target to score – try to do so from own half of the pitch 3. Target player plays ball into opposition to re-start game
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Information
Progression
Organisation
e x er c ises
Defending Deep to Counter Attack 5 vs. 5 (or any numbers you have) plus GK’s
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- Two teams and GK’s - Pitch separated into two halves with one half separated (using mats/markers) into 9 equal squares - Play a game a. Counter attacking team try to score within 3 passes of regaining possession (this ensure ball returns quickly to attacking team) b. Scenario – defending team are protecting a 2-0 advantage in an away from home 2nd leg tie – try to protect your lead and, if possible, snatch a valuable away goal
1. Try 2. Try 3. Try 4. Try 5. Try
to to to to to
use halfway line as first point of pressure protect the area in front of the defenders and behind the defenders recognise when and when not to seek to win the ball back recognise which areas/players to mark and which areas/players to leave attack quickly on regaining the ball
No.64 June 2013
Technique Practice 1.2 teams of 4 + 2 GK’s + 2 servers 2. GK serves to defenders who play into target player.. They play into attackers on other pitch who, unopposed, seek to get ball into GK’s hands 3. Re-start as in 1.
e x er c ises
Defending When Organised
Skill Practice
1. As in Technique practice, except attacking team seek to score in goal and defender / goalkeeper try not to concede. 2. If defender / goalkeeper regain play into target player in middle area.
Small-Sided Game 1. 2 teams of 4 + GK’s + 2 servers 2. Server starts game and plays into GK who commences game – servers not to be used in play
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Receiving Priorities e x er c ises
Technique Practice
1.2 teams of 4. 1 ball per team. 2. Play into two end boxes before returning through the middle area. 3. Continue to work end to end
Skill Practice
1. 4 vs. 2 + 2 blue targets 2. Reds seek to play into one of end boxes before returning through the middle area 3. If blues gain possession score by playing to either end player who makes a move into scoring box to receive
Small-Sided Game
1. 4 vs. 4 2. Play into either scoring zone for team mate to receive 3. Directional
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No.64 June 2013
Technique Practice
1.2 teams of 4 – one inside area, other on perimeter – 4 balls 2. Receive ball from outside and run with it into other half of the pitch before passing to available player on the outside receive back and repeat four times. 3. Swap roles with a red.
e x er c ises
Running With The Ball
Skill Practice
1. 1. Waves practice. Reds serve into two on field players who seek to run ball into other half and play through to reds at far end. Receiving reds enter pitch and play 2 vs. 1 coming back the other way - repeat 2. If def’ wins they score by running ball over nearest end line
Small-Sided Game
1. 2 teams of 4. 2. Directional – run ball into end zone and stop it to score. Opposition collect ball and attack back opposite direction.
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Defending When Organised Technique Practice
TRAINING SESSIONS
Pitch 1
Pitch 2
1. 2 teams of 4 + 2 GK’s 2. 3 balls placed at various places on each pitch. Each ball designated a number 1, 2 and 3. GK calls a number and two definders on pitch reaact to ‘defend’ that ball. As they position themselves - GK calls next ball. 3. Three calls per pair - swap.
Skill Practice
1. Two blues play across and play into attacers who seek to attack and score in the goal. 2. At conslusion attackers become servers and vice versa. 3. If defender / goalkeeper re-gain play into red target player - they give ball to blues and repeat. Swap target defenders for defenders.
game related practice 1. 2 teams of 4 + GK’s 2. GK starts practice
Coaching Elements 1. 2. 3. 4.
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Deny space (starting position, line of approach, press? Not press?) Decision (Steal, spoil, prevent turning) Support/Cover (angles, distances) Mark players/Cover space
No.64 June 2013
Defending – Variety of Situations
Pitch 2
Individual Defending – Repetition Circuit
- Pitch 1 - Server plays into attacker who attempts to beat red and score in goal – server becomes attacker and attacker retrieves their ball and joins end of other pitch. - Pitch 2 – Blue attacker runs ball onto pitch – defender deals with attacker running at them – attacker retrieves ball and joins end of other pitch - On pitch 1 - If attacker scores without using support players (yellows), 3 goals. If attacker uses support to score, 1 goal is scored.
Defending in Two’s
Pitch 1
- Pitch 1 – Blue server plays in to blues who attack to score past GK - If Red’s regain, score by playing into the blue server who then dribbles onto pitch to make a 3 vs. 2 - Pitch 2 – Blue dribbles ball onto pitch to make 2 vs. 2. As blue enters the pitch, red at back of servers box recovers onto pitch. Red’s score by regaining and dribbling into servers box.
TRAINING SESSIONS
Pitch 1
Pitch 2
Back Four
- Four vs. three + GK in defensive third of the pitch & 3 vs. 2 in midfield - Red’s trying to defend goal . If they regain, break into middle area and score into goal - Try to keep at least one of your team in midfield area - Encourage general flow of game to allow realistic situations to occur
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TRAINING SESSIONS
Defending Outnumbered – Skills Practice into 8 vs. 8
2 Concurrent Practices
- Two practices running concurrently. GK + 3 defenders vs. 4 attackers on each pitch. Teams defending the goal start with the ball and work ball out to target player in central zone. - Target player can either pass onto pitch and join in or run onto pitch. Attacking team seek to score within 5 passes
1 Game Practice
- Game – 8 vs. 8 – encourage free flow to allow realism in outnumbered situations - Work ball into central channel. Central channel player runs or passes ball into opposition half and joins in – opposing central channel player makes recovery run. Upon regain of possession – one player from each team recovers into middle area
Coaching Elements 1. 2. 3. 4.
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Deny – regain from poor touch/pass – don’t track poor runs (offside) Delay – drop & narrow Deflect – prioritise risk allow play into less dangerous areas (wide) Defend – Area of Zero Tolerance (AZT) – commit to prevent shots/block shots
No.64 June 2013
Sliding & Screening – Defending as a Team
Pitch 2
2 Concurrent Skill Practices
- Two pitches playing Skill practice concurrently. 3 vs. 3 with GK starting practice. Defending team on each pitch seek to prevent attacking team working ball to target player in central channel - If defenders win ball – try to score in goal
TRAINING SESSIONS
Pitch 1
8V8 Game
- 8 vs. 8 – defending team playing 3-3-1 (+GK). Attacking team playing 3-2-2 - 1 st line of pressure at halfway line
Coaching Elements 1. 2. 3. 4.
Line of pressure If we can’t pressure? Directing play Marking positions & distances
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5. Movement in relation to ball 6. Preventing penetrative passes 7. Securing space ahead of & behind back line
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Finishing TRAINING SESSIONS
Technique Practice
1.4 players, 4 servers + 2GK’s. 2. 1 server serves a bal l onto each pitch and two attackers create a shot on goal - repeat 3. Rotate – vary service
Skill Practice
1. 2 vs. 2 + 4 servers + GK’s 2. Servers play into area and reds attack to score (can use servers to help if required). If blue’s win the ball, play back to server and swap roles – if reds score, they get another go 3. Rotate servers for players
Small-Sided Game 1. 2 teams of 4. + 2 GK’s 2. Directional – score in oppositions goal
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No.64 June 2013
Ball
Penetrating Attacks
Player run
Combining in Midfield Ball
Player run
Forwards Receiving In &
44 yards
44 yards
20 yards
- 2 teams of 5 – 4Player vs. run 4 with in midfield area and one ball Around Penalty Box Pracyards deep lying in own defensive20third (if more players can create 2 vs. 1 in end thirds). Can have tice GK’s (encourage 1 touch finish or hitting net on - 2 teams of 6 (inc GK’s) – 3 + GK in own half and full if no GK’s) 2 in opposition half. Pitch recommended to be width of box and each half 25 yards long (total - Deep lying player play into midfield area where 50 yards long). With larger group can play 4 vs. four try to combine and break out into opposition 2 or 4 vs. 3 in each half defensive third to create 1 vs. 1 and score in the goal - Encourage give & go’s, round the corners - Seek to work ball into front two – players can and 3rd man runs support from own half (but remind on defensive/ security responsibilities). Allow free flowing - Deep lying player can step into midfield (e.g. Rio Ferdinand) – team-mate may replace them (to game so as to incorporate counter attacks - Look at forwards receiving back to goal; dropencourage rotation) ping off to receive; combinations with partner/ supporting players from deep & finishing 56 yards - Can remind on defending too – starting posiPlaying in Wide Areas tions; marking positions etc.
TRAINING SESSIONS
20 yards
Player run with ball 20 yards
56 yards Playing in Wide Areas
Playing in Wide Areas
Playing Through the Thirds Game (70yards x 50 yards)
- 2 teams of 8 – start as illustrated but freedom - 8 vs. 8 – Reds 3-2-2 & Blues 3-3-1 + GK’s to move to ensure realism – encourage positive - Encourage playing through the thirds; creating play in wide areas – crossing (inc from deep),; overloads; playing when overloaded; different overlaps; driving inside tempos (when/how to slow play down/speed it up) www.soccercoachinginternational.com
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Building Attacks Game TRAINING SESSIONS
- Yellows vs. Reds – 7 vs. 7 – in a 1-3-2-1 formation. Recognise when to play forward and when not to. - Players are not locked into their areas. Can move freely. 1
2
3
Building Attacks
Keeping & Risking
- Three groups – 2 of 5, 1 of 4 (or whatever numbers you have) - GK’s included in a team as players (need to be able to use their feet) - Keep ball practice. Blues try to keep it from yellows. 5 passes equals a goal – can use red players to help keep possession but if it is played to the outside your passing score counter returns to 0 (and you start again). - Help players recognise when to play a scoring pass and when to make sure you keep possession - Swap outside players
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No.64 June 2013
Keeping Possession
- 1 ball – 8 vs. 4 + GK’s (rotate 4 defenders regularly) - Yellows – try to keep the ball and utilise the GK’s in doing so (back pass law applies). One point for every 5 passes made. - Reds – try to win it and keep it for 3 passes – if they do, then they get to swap with 4 yellows and become attackers
- 8 vs. 4 + 2 GK’s - Yellows – Keep possession and use GK’s to help and try to get to 5 passes. When you get to the 5th pass – attack the goal which is farthest away from where the 5th pass is completed (halfway line acts as guide for players to see which goal is farthest away). Remind it isn’t essential that they attack on the 5th pass- it may take more passes to set up the opportunity to attack (6 or 7 or 8 or more) - Reds – try to win ball back and counter attack into either goal
1
TRAINING SESSIONS
Forwards Linking to Create Goal-Scoring Opportunities
2
3
Feeding + Finishing
- Concurrent practices. 5 x yellows vs. 3 blues + GK on one half. 4 x blues vs. 2 yellows + 1 GK on other half. - Midfield players (in central area) can play straight in or combine to play in. Attackers can play back to midfielders if necessary - Attackers try to score – defenders score a point by regaining and playing into opposition midfielders or 2 points if they can run the ball (under control) into the midfield area
Splitting + Shifting
- As per 1 but midfield players swap areas so that they have to play past the other colour to get ball to their attackers. - Forwards can, if appropriate, come short into midfield area to support (blue defenders can follow but blue midfielders can’t block/tackle) - One midfielder can move into attacking area to support (one must stay). If defenders regain – play through to opposition midfielder that stayed back
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Rotating + Running On
- 1 ball – blues vs. yellows - Play 8 vs. 8 but players locked into areas (initially) - Rotation through areas then allowed (e.g. forward comes short into midfield and midfielder runs onto support forward)
Game
- Free flowing 8 vs. 8 - Utilise challenges from throughout session (as per session description)
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Bruno Camarao and Guilherme Yoshida, Soccer University Translation by Thales Peterson Edited by Michael Francis Pollin
article from brazil
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No.64 June 2013
Emily Lima, Brazil U17s National Team Coach
Introduction When Emily Alves Lima won both the Regional and the National Games titles in the same year, she could not have imagined the rise in her career that would ensue as those were the only trophies that she had won as a coach in her (then) short career. In February, the Juventus coach was invited by CBF (Brazilian Football Confederation) to become of the Brazil U17s Women Head Coach, and thus being the first woman to hold such a position in a Brazilian national team. “Parents used to say that they did not take their daughters to football as it was perceived as a male dominated sport. Nowadays though, female participation has increased, with parents and girls aspiring and aiming to be successful footballers,” said Emily, in an exclusive interview with Soccer University.
The Rise to Coaching Prominence Despite being a head coach for only two years, the former defensive midfielder who played for Saad and Sao Paulo has indicated that she feels confident and competent, and prepared to do a good job with the Brazilian national U17s team, that she has been charged with. Emily Lima retired from playing in 2009 due to a knee injury, so quickly aimed to gain coaching qualifications and also sought every opportunity to be mentored and guided by other coaches. The quest to form a base for potential success at the U17s category has so far proven difficult, especially in the women’s game. Emily explains, “Because there are gaps in the age categories in elite women’s football in Brazil, it is difficult to bring players through the ranks in the logical way. Therefore, one of our top priorities is to establish an integrawww.soccercoachinginternational.com
tion project between the U17s, U20s and top level professional players. I believe that this is the only way we will be able to create a sound system for success, accommodating the development and progress of players through the youth ranks, to hopefully play at the highest level. Along with the chronological considerations, we intend to play the same type of game approach and formation, and also the same coaching approaches and methods for a consistency of correlative working methods in all categories, so the player can best be prepared for the relevant level,” she says.
Dedicated and Studious A dedicated and studious tactician, Emily Lima emphasizes that women’s football in Brazil has improved greatly, yielding much improved players, and this is despite some clubs still trying to get to grips with putting the infrastructure and systems into place to cater for player learning and development at these levels. “I am glad to see that the game (for women) in Brazil has evolved, and grown from strength to strength. Women’s
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football will undoubtedly have prominence at the Rio 2016 Olympics, and football itself is greatly promoted at World Cup Finals. These are excellent opportunities to not only promote women’s football, but also to invest, instigate and sustain the positive change and achievements; nationally and internationally.”
Career Transition “My life has always been in football. Then, due to the unfortunate string of injuries that ended my playing career, it seemed the natural progression to work within the game in another capacity. Initially, I intended to work in the field of sports management, but my brother, who is a sports 44
No.64 June 2013
journalist, encouraged me to become a coach instead; I decided to listen to him,” says Emily. The current U17s coach believes women’s football has been through much adversity, with its fair share of highs and lows, but is now making big steps. “The whole structure of women’s football in Brazil needs to develop and facilitate more regular and consistent competition; domestically and internationally. This can be realized in light of such opportunities as the World Cup and Olympics.”
Olympic Games in Rio For 2016, Emily believes that the Women’s game in Brazil and what that will represent globally will make giant strides. She reveals that CBF, the na-
tional governing body, is starting an investment plan that will see redevelopment from the youth academy setups, all the way through to the top professional level. “Now, historically speaking, I’m not sure how much weight this event (Olympics) will carry in our country, but no doubt that it being on home soil it will be more emphatic, especially seeing that the Silver medal at London 2012 was not deemed good enough. I think if we win the Gold medal in 2016, it would show that some of the interest and investment is paying dividends, and would sure provide an even sounder foundation to take the national game forward. With the Women’s game as an everexpanding commodity with greater development that is improving all the time, a level of success for the Women will have an even greater impact,” she adds.
phy in all categories, so that ultimately the player comes into the full national team fully developed and prepared. However, there is still a lot more to do and in reality these negotiations and plans are still in their infancy. It is without doubt though that Emily if very focused on what she wants to achieve and contribute, not just for herself but for football, women’s football and Brazil as a great footballing nation.
New talents Emily says, “the coaching staff of the U17s are having a difficult time forming a sufficient training and coaching department and talent spotting (scouting) program for the youth teams, and this is due the inconsistencies of the youth (age) categories within the younger age groups. There is, for example, an U15s national team, but then the leap is to be physically, mentally and technically and tactically prepared for U17s, then the same leap is expected to the U20s. So that is why there is now a focus to establish an integration project between the U15s, U17s, U20s and the professional players. I believe that this is the only way to establish strength and success throughout the national teams. We intend to work within the same systems, formations and playing philosowww.soccercoachinginternational.com
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By Universidade do Futebol Edited by Michael Francis Pollin
Brazilian zone
Muricy Ramalho SAYS, ‘‘rules compromise technical levels IN TOURNAMENTS.”
The State Championships are increasingly losing their appeal among fans and also footballing professionals. In an interview, after an average draw 0-0 with Palmeiras, Santos coach, Muricy Ramalho, complained about the regulations of the Championship, which has 20 clubs within this first round. For him, the State tournament format compromises technical level of the matches, even among the bigger teams of the capital. 46
No.62 March 2013
“We know that these types of regulations can assure teams that to come in during the second round,and aim for a peak in performance for the elimination stages. So for some, to perform well in the initial rounds is their only realistic chance, whilst for others they may feel that they could bide their time to progress, whereas holding back could also be a team’s downfall,” he added.
Alexandre Gallo will use coaches as assistants with the U20s National team Almost two months in charge of the U20s Brazilian national team, coach Alexandre Gallo wants to use all the coaches who work with the youth academies as his assistants. It is a partnership that the coach wants to form with the clubs throughout the country. This process will be based on the information that each month will be transferred to a database created by the technology department of CBF. “I understand that the call-up has to be made by the coaches of the clubs, and if
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they send a player to the National team, and he is not at the level, he will not stay, he will go right back. This is going to hurt the club and they will also be losing confidence,” said Gallo. Therefore, he personally visited ten clubs: Corinthians, Sao Paulo, Santos, Flamengo, Fluminense, Botafogo, Cruzeiro, Atlético-MG, Internacional, Grêmio, Coritiba and Atlético-PR. Officially, Gallo has two assistants in charge of the youth national teams: Mauricio Copertino and Caio Zanardi.
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Brazilian zone
Paulo Autuori wants to implement the same tactical formation for all the teams of Vasco’s youth academies The work of the head coach Paulo Autuori will not only aim to take the professional team Vasco out of their recent crisis; on and off the field. In the contract signed with the Rio club, the coach will have the autonomy to implement a philosophy of playing that will be consistent in all categories of the Sao Januario club. The context includes standard tactical styles of play, formations and field positioning, among other factors. Everything will be instilled to capacitate the youth player to learn and develop to the next level; knowing how the team will operate, whilst facilitating and accelerating practice. This system is already seen in some clubs in Europe, especially at Barcelona, famous for always counting on almost 90% of the starting line-up formed in their youth teams. However, the work of Autuori in this aspect will not be easy. The youth academy was recently involved in scandals involving players leaving and questionable transactions. A prosecution last year, had massive implications for the youth academy. The investigation was instigated by the death of the young Wendel Venancio da Silva, 14, who attended a tryout for Vasco and suffered a sudden illness.
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No.64 June 2013
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SOCCERCOACHINGINTERNATIONAL ISSUE 65, A SNEAK PREVIEW:
Issue 65
JULY 2013!
…. Other features:
Leonid Slutsky CSKA MOSCOW COACH; Russia’s promising young leader
• Phases of Play: ‘Continuity - making the phases make sense’ • Ze Maria from Brazil. • Brazilian Zone • Plus Many Other Features