There are several variables that a coach may manipulate during a practice session in order to accommodate a particular exercise, develop a topic, and target specific players. These variables are influenced by the dimensions of the playing field, the equipment available, and the number of players that are present at a practice. By learning to manage these variables, a coach is able to make several subtle changes to a training session in order to adapt the training environment to enhance the learning process. Such modifications must be realistic, constructive, and progressive in order for players to transpose the technical and tactical instruction in to the full-sided game.
- Size of Organizational Area:
Changing the size of the playing area allows a practice to accommodate different numbers of players, and alters time and pressure for the player ‘on’ the ball, and space for the players ‘off’ the ball. Where field markings are unavailable or indistinguishable, a coach may use cones and flags to mark out the organizational area for players.
- Channels & Zones
:
Channels run longitudinally down the field, while zones run across the field of play. These areas allow clearly defined roles and restrictions for players. Typically, channels are utilized for wing play and to develop the concept of width; zones are used to differentiate between defensive, midfield, and attacking thirds of the field; and to designate goal-areas.
- ‘Overload’ – Numbers Up:
This situation arises when the group or team being coached has superior numbers to their opponents. With additional players, there is a greater likelihood of success, but also offers the potential for greater levels of interaction and decision-making.
- ‘Underload’ – Numbers Down
:
This situation exists when the group or team being coached has inferior numbers to their opponents. With fewer players, a group may apply only token opposition. However, fewer numbers may also increase intensity and communication skills within a practice.
- Target Players
:
Strategically positioned players provide a focal point and direction for players on the field of play. These players may take the form of outside ‘wingers’ to provide width in attack and an outlet for defenders, or could be positioned at the end of a field to encourage direct play towards goal.
- ‘Playmakers’
:
Additional players within the field of play can provide numbers up for the team in possession. This allows for overload in attack, and an outlet for transitional play once possession is regained.
(Target players & playmakers are typically designated by wearing different colour training vests.)
Goalkeepers:
Adding goalkeepers to a practice makes a game more realistic for outfield players. Keeping these specialized players involved in a practice, while coaching other elements of the game, promotes economical training.
(All goals should be suitably anchored and of safe construction to prevent injury during practices and games.)
Full-sized Goals:
Age-appropriate, regulation-sized goals represent the ultimate target in a game of football. When a net is attached, the goal is irresistible to most players. If available, these goals should be used during every practice, either within an exercise or during a "scrimmage" game.
Small-sized Goals:
Reduced size goals create height and width restrictions for shooting. Smaller goals allow the coach to set-up several small fields on a regulation field for small-sided games, and also allow for multiple goal games to be set up on a field of play.
Double-sided Goals:
Goals which allow a goal to be scored on from either side can add spice to a practice. Such goals would be placed within the boundaries of the organizational space, allowing play behind the goal. Defending players and goalkeepers cannot become complacent in assuming the ball will go out of bounds from an errant shot, and attackers are encouraged to become creative in their combination play around the goal.
Triangular Goals:
Three-sided goals are particularly useful to coach defensive shape, movement, and communication, as well as footwork, vision and reaction training for goalkeepers.
‘Counter’ Goals:
Incorporating counter-attack goals for defenders provides a direction for play and facilitates a tangible means of keeping score between opposing groups.
Scoring Zones:
Rather than shooting in to a ‘regular’ goal, or in addition to regular goals, a coach may also wish to incorporate alternative means of scoring, including:
- End zones
– a target area at one end of the field running across the width of the field;
- Target grids
– designated areas at the end or within the field of play;
- Gates
– characterized by two cones or flags within the field of play;
- Corner zones
– triangular or square areas in the corner of the field.
- Points
:
In addition to counting goals, a coach may wish to give credit for the team in possession at the end of a given time; designate different point values for left-footed goals, volleys, headers; require a specific number of passes to score, or before attempting to attack on goal.
Rather than stipulating ‘restrictions’ on a game, which can seem constrictive to players, a coach may place ‘requirements’ on the players within a practice, which encourages them to use their creativity during a game. Common themes include:
- Wall-passes
;
- Over-lapping runs
;
- Group Possession
– maximum or minimum number of passes;
- Individual Possession
– mandatory, maximum, or minimum number of touches on the ball;
- Attacking play from crosses or via "Neutral","Target" or "Playmaker" players.
- BALLS
- Size and Weight:
It is important to use the age-appropriate ball size during games. However, using a ball that is smaller than regulation can add diversity to practice. Using a size three or a smaller "skill ball" can improve first touch; using a "futsal" type ball indoors can help keep the ball on the ground; using a softer ball when introducing heading can improve confidence as well as technique.
- Number
:
Although the basic game is only played with a single ball, adding multiple balls to a session can enhance individual touch and technique, and allow more players to be active. More balls on a field requires different levels of interaction between players (including decision-making and communication), and may result in a team attacking and defending at the same time.
It is clear that the coach can combine several variables within a practice. However, the distinction between playing the game and playing the practice should be clarified with players. A typical game is free flowing, requiring players to score in a designated goal, whereas a practice often takes a particular element of the game and isolates it within an exercise. Creating a situation on the appropriate part of the field, with the appropriate players allows a practice to become more functional in nature. Creating realistic situations within practice allows players to relate the practice back to the game. By incorporating "free-play" via unrestricted games during practice, a coach can observe whether the technical and tactical training is being applied to "the beautiful game," which enables the game to become the teacher for developing future practices.
This article was published in INSIGHT magazine. INSIGHT is the official Journal of the English Football Association Coaches Association (F.A.C.A)
Adapting a Practice Session
1a) Size of Field |
1b) Channels and Zones |
2a & b) "Overload" & "Underload" |
2c) Target Players |
2d) Playmaker |
2e) Goalkeepers |
3a,b & e) Full-size goals Small-size counter goals
4) Wall-pass
|
3c & d) Double-sided and Triangular goals
4) Over-lapping Run
|
3f) Scoring Zones |
Andrew Ransome has a United States Soccer Federation ’A’ License & National Youth License; the National Soccer Coaches Association of America Advanced National License; and is an English F.A Preliminary Award holder. He is the National Coaching Director of Britannia Soccer USA.
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Adapting a Practice Session