Youth Tournament Preparation Manual

YOUTH TOURNAMENT PREPARATIONMANUAL PREPARED FOR: CONCACAFUNDER 15 GIRLS’ CHAMPIONSHIP

TABLEOF CONTENTS 8 OBJECTIVES 9 INTRODUCTION 10 LEARNING TO COACH 12 METHODS OF COACHING 13 THE COACH’S TEACHING TOOLS: 14 TEACHING METHODS AND HOW TO COACH 15 PLAYER DEVELOPMENT 16 AGE GROUP CHARACTERISTICS 17 YEARS 6-9 22 YEARS 9-12 26 YEARS 12-18 28 COMPONENTS OF FOOTBALL 29 TECHNIQUE 29 TACTICS (DECISIONS) 30 AGE BREAKDOWN CHART 32 THE RELATIONSHIP BETWEEN TECHNIQUE AND TACTICS 34 PHYSICAL PREPARATION

YOUTH TOURNAMENT PREPARATION MANUAL 35 PSYCHOLOGY 38 PRINCIPLES OF DEFENSE 42 PRINCIPLES OF ATTACK 47 GENERAL TACTICS APPLIED TO PRINCIPLES 48 SYSTEMS OF PLAY 49 THE FOUR MODERN SYSTEMS OF PLAY: 50 THE THREE-FRONT SYSTEM 54 THE 1-4-4-2 SYSTEM 56 THE 1-3-5-2 SYSTEMS 59 DEFENDING BLOCK 62 GAME ANALYSIS 63 CYCLE OF DEVELOPMENT - CORRECTING PROBLEMS 64 IDENTIFYING PROBLEMS IN THE GAME

SECTION 1 ADMINISTR ATIVE PREPAR ATION4

YOUTH TOURNAMENT PREPARATION MANUALCHECKLIST / WORKING SHEET TEAM MANAGEMENT 5

ADMINISTRATIVE PREPARATION: • Confirm tournament dates • Send Acceptance Letter • Prepare a clear and transparent Budget • List and communicate goals for tournament (both administrative and sporting) • Review critical shortcomings and challenges from past tournaments • Establish programs , methods and instruments that will be applied to improve performance • Confirm list of players and staff invited to camp • Migration and Visa Process (local and international) • Gather valid passports / visas of players and staff • Letter to embassies / ministries that could facilitate travel processes • Develop a medical record for all players • Create a formal booklet with tournament rules and regulations • Prepare National Anthem / Flags • Tournament Organizational Charts • Schedules • Weekly, monthly and yearly for all youth national teams • Scouting Schedules • Register all scouting efforts and results • Organize equipment for camp, games & travel • Prepare medicine kits in cooperation with medical staff6

YOUTH TOURNAMENT PREPARATION MANUAL• Confirm tournament details: • Location of the tournament • Accommodations and Transportation • Type of Event (age group, # of players & staff) • Format and Structure • and Administrative Obligations • Logistical Planning • Schedule and Program of Events • Protocol Gifts and Representation• Upon arrival- Approach tournament contact (TLO) and head of organization • Confirm nearest doctors, drug stores, etc. • Verify transportation arrangements to practices and matches • Confirm all logistical details (match arrivals, protocol, laundry, etc.)TO-DO LIST Task Priority Status Start Date Due Date % Done/ Note Complete Overdue?Task 1 Normal Not Started 6/4/16 6/13/16 0% 3Task 2 High Complete 5/25/16 6/19/16 100% 1Task 3 Low In Progress 5/15/16 6/29/16 50% 2Task 4 Normal Not Started 7/4/16 8/8/16 0% 2 7

TEAM MANAGEMENT Being a football coach requires job skills of many different occupations. Travel coordinator, grounds keeper, psychologist, academic counselor, fund raiser, equipment manager and publicist are just a few of the responsibilities of a football coach. There are few coaches who have the luxury of going to the field each day while others take care of the hundreds of necessary functions involved when running a team. Team management in today’s society carries enormous importance to ensure that the supervision of athletes during training, competition and travel is safe and properly planned. Coaches must be prepared for the unexpected and have contingency plans when emergencies occur. As a coach you are responsible for the care and well- being of each player on your team. The role of coach carries both legal and moral issues that require the utmost integrity and character. Risk management is a necessity in today’s society and safeguards all participants, both player and coach, from potentially devastating circumstances.8

YOUTH TOURNAMENT PREPARATION MANUALDISCUSSION TOPICSFOR PLAYER DEVELOPMENTAND TEAM MANAGEMENTThis lecture session should be organized SAFETY AND ETHICAL ISSUESto promote class discussion and shouldinclude reference to other supporting • Know and understand the laws of thesources. Candidates should be divided into game; examples - shin guards must besmall groups and given topic(s) to discuss worn, must wear shoes, inflation of ball,and prepare a brief presentation of their no jewelry, field surface, duration of thegroup’s findings to the class. Approximately game appropriate to mental and physical15 minutes should be allowed for groups to level of participants.discuss their topic(s). A representative fromeach group would present the pertinent • Proper teaching and instructing of playersinformation to the class after the group regarding reasonably safe techniques andpresentations; the instructor will discuss the methods of play; examples - teach therelationship between the team management laws of the game to players, use properand the applicability progression for teaching technique to both field players and goalkeepers.THE TOPICS FOR DISCUSSION ARE: • Implement appropriate training and• Safety and ethical issues. medical programs to make sure your players are fit for practice and• Seasonal planning: competition; examples - design a safety Pre-season, competition period, and information card, conduct warm-up post-season. prior to training and games, complete practice or game with a cool down.• Day of game: Pre-game, during game, half-time, post-game • Inspect and maintain equipment and supplies to make certain they are safe• Developing leadership. and in accordance with the rules, as well as making sure that the playing field is• Coach-player interaction. safe and does not contain dangerous conditions. • Supervise and control your players so as to avoid injury situations, taking into consideration factors such as: age, experience, physical condition of the players, competitive situation and weather factors. 9

• Insurance needs (players & coaches) to season training to maintain physical provide adequate coverage; Especially conditioning. when traveling in foreign countries. DAY OF GAME • Evaluate and plan in terms of “Risk Management” for your program and • Pre-game: staff responsibilities, nutrition, players - leave nothing to chance. time of arrival for warm-up, final team meeting, type of warm-up, goalkeeper • Ethics: the principles recognized as warm-up; individual talks with players standards of behavior regarding responsibilities in the game, by a specific group. differences in home or away game regarding tactics, review of scouting SEASONAL PLANNING report, evaluate field conditions. • Pre-season: duration, scheduling of • During the game: analysis of your own practice games, number of training team and the opponent, control of sessions; Rules - high school, college, your emotions to be able to analyze league; Testing technical, physical, objectively. Substitutes: if injuries occur; psychological; what kinds of tests and want to change the tempo or tactic of how will you use the results (do not test game; special situations due to score just to test). (extra defender or extra attacker); give • What do you want to accomplish substitutes proper warm-up time. during the pre-season based upon the • Half-time: allow players appropriate time components of the game? Is the pre- to cool down, talk among themselves and season different for a new team than a replace fluids before talking to them; note team who has been together for several injuries and prepare substitutes by having seasons? What are the specific objectives them warm-up before half-time talk (if of the pre-season? Does pre-season possible); ask players if they are having a replicate the season? problem regarding the opposition; give • Competition Period: Calendar to team 2 or 3 key points of information for show dates of games, times of games, the second half; highlight what is necessary travel days, days off, preparation days, to win the game; make substitutions. tournaments, etc. Development of a cycle • Post-game: Safety of players is first to meet your teams needs. High school concern; check for injuries, postgame and college rules regarding seasonal play. comments should be brief; think carefully Short and long term goals for the season. before making comments to media, Planning based upon needs of the players especially following heated match; you and team according to the demands of may want to have a cooling off period the game. before addressing the media; remind • Post-Season: Time off, regeneration, players of schedule for next training session or the week’s schedule if use of off-season time to plan for next necessary. Remember “after match is before match.” season. Specific rules regarding off-season,10 especially for high school and college. Evaluation of players and staff. Out of

YOUTH TOURNAMENT PREPARATION MANUALDEVELOPING COACH-PLAYERLEADERSHIP INTERACTION• Extension of the coach on the field. What • Do you maintain an open line of type of personality does the coach want? communication with your players? How What are the captain’s responsibilities well do you know your players? Can you on the field to the team, to the referees? identify the problems; is it something on What are the captain’s responsibilities to the field, at school, at home, dealing with the team off the field? Captains for young another player? Talk with the player in a teams in form of leadership development. non-threatening manner; call the player Develop the person, not just the player. in to talk without drawing attention to How do you select captains for the team? it. Note your observations as a coach. Does it differ based upon their age? Do you need to seek outside help from parent, teachers, professionals? Remember, involve the player as much as possible in the decision making process if discipline is necessary. 11

SECTION 2 TECHNICAL, TACTICAL AND PHYSICAL PREPAR ATION12

YOUTH TOURNAMENT PREPARATION MANUALAGE GROUP CHARACTERISTICCOMPONENTS OF FOOTBALL PRINCIPLES OF PLAY SYSTEMS OF PLAY GAME ANALYSIS PHYSICAL PREPARATION PLANNING LESSON PLAN PREPARATION 13

AGE GROUPCHARACTERISTICS YEARS 12-18 PHYSICAL DEVELOPMENT14 See Physical Development for Years 9-12 MOTOR SKILL DEVELOPMENT The lifelong utilization stage of the specialized phase of motor development begins around age 14 and continues through adulthood. Factors such as available time and money, coaching, equipment, facilities, and physical and mental limitations affect this stage. An individual’s lifetime performance level is determined by among other things motivation, talent, opportunities and physical condition. The culmination of the motor development process is clearly evident in soccer where it is not uncommon for 16-18 year olds to play professionally. COGNITIVE DEVELOPMENT Although the cognitive development of the adolescent may be refined during the years 12-18, for all intents and purposes by age 12, and the “formal operation” stage of cognitive development, the adolescent represents a fully mature football player. PSYCHO-SOCIAL DEVELOPMENT Adolescence is characterized by an intense preoccupation with the self. Perhaps because of their ability for abstract though

YOUTH TOURNAMENT PREPARATION MANUAL(see cognitive development), in addition It is assumed that task oriented individualsto their heightened awareness of the engage in adaptive patterns of behaviorsocial environment and their place in it, such as trying hard in the face of difficulty,adolescents have a tendency to feel the persisting at a task over time, and choosingcritical evaluation of significant others and difficult tasks. The same patterns ofthe world at large which often leads to behavior hold for ego oriented individuals asself-criticism and to instability of self- long as their perceived ability remains high.perceptions as the quest to form a coherent That is, when an individual is ego orientedidentity progresses. The critical task for and has high perceived ability, then theyadolescents is to form an identity, and the will try hard in the face of difficulty, anddanger they face is role confusion which may persist in the task over time. However, thislead self-esteem to plunge to distressingly pattern of behavior is very fragile in thelow levels. Perhaps most significant, it is face of failure. In this case the individualsaround the age of 12 that adolescents perceived ability may weaken and in suchrealize that effort helps maximize one’s instances maladaptive patterns of behaviorability, but that a person is limited by his/ manifest themselves. Maladaptive behaviorsher level of current ability or capacity. are choosing especially easy or hard tasksThus, the adolescent understands that in order to avoid challenge, not exertingan equal or higher performance with less effort, having deteriorating performanceeffort means a person with greater ability. over time and lacking persistence.At this stage all individuals are capableof holding a differentiated conception of In an activity in which performance duringability, namely ability is clearly differentiated early adolescence is so closely linked tofrom effort, however, reaching this physical and motor skill development, itdevelopmental stage does not necessarily seems sensible, even for those individual’sdictate that a differentiated conception of interested solely in developing elite ageability will be automatically invoked. Rather, group and adult performers, to promotewhether an individual chooses to invoke an task orientation. By emphasizing egoundifferentiated or differentiated concept orientation, less mature players are likelyof ability depends on the way an individual to make inappropriate perceived abilityperceives success. It has been suggested assessments when the demonstration ofthat after the age of 12 individuals have two high ability is restricted to those individualsways of defining success in sport, namely who are currently the top performers.ego or task orientation. A task oriented It makes sense that coaches should beindividual adopts an undifferentiated attempting to keep the pool of talent asconception of ability and believes that wide as possible during adolescence and notsuccess is based on maximum effort and is engage in the elimination of many individualsself- referenced, with a focus on developing by emphasizing ego oriented criteria ofskills. In contrast, an ego oriented individual success. By emphasizing task orientedutilizes a differentiated conception of criteria coaches can help individuals becomeability and believes that success is based on active participants in soccer, focus on skilloutperforming others or succeeding at a high development, and experience positivenormatively difficult task. Perceived ability feelings toward soccer regardless of theircan be further enhanced for ego-oriented current level of ability.individuals if they are successful withminimum effort. 15

COMPONENTS OF FOOTBALL It is important to clearly understand the components of coaching football and how to apply the methodology of teaching both technique and tactics through economical training. We must apply these principles to solve problems identified in the game and to develop appropriate training sessions that allow us to “coach the player”, not the method. The components of coaching soccer are: Technique, Tactics, Fitness and Psychology. The order of priority of these components differs depending upon the age and ability of the players. The priority of these components for different age groups of players would be:16

YOUTH TOURNAMENT PREPARATION MANUALTECHNIQUE TACTICS (DECISIONS)Technique is the player ability to accomplish We define tactics as player decisionsa task. The relationship between technique within the game. Tactics can often timesand skill is important to consider in the be addressed in group and team scenariosdevelopment of competent players. Players during the week of practice. These specificwho are technical must be able to apply “team” tactics are worked out prior to athose skills within the game, while under the game and provide a specific plan of actionpressure of time, space and the opponent. for the players. This plan of action could beSuccessful application of technique while the way in which the team will play to eitherunder pressure is referred to as skillful defeat the opponent or achieve a tie.performance. When teaching tactics to players weIn order to develop players who are skillful progress in the following manner: Individual,and not just technical, we must coach and Group and Team. It is important thatteach technique within the context of players learn how to recognize the recurringthe game. By utilizing small sided games situations that are encountered in footballto develop technical skills a realistic and to make appropriate decisions based onenvironment is created that encompasses the information.the demands of the game.In addition to developing technical skillsthrough the game the player furtherdevelops an understanding of the tacticalapplication of technique. How does asituation in the game place demands uponthe technical skills of the player and requirethe selection of certain techniques to besuccessful, i.e., passing on the ground orpassing in the air? 17

AGE BREAKDOWN CHARTAGE GROUP TRAINING OBJECTIVES TRAINING IMPLICATIONSTHE INDIVIDUAL PLAYER Fun Simple Technique Simple Tactical Small sided games 1:1-4:4 6-8 Physical Preparation Fun Small sided games Encurage Social collaboration Movement education Intruduction to competitionBASIC STAGE OF LEARNING Fun: Challenging, Competing and showing Basic Techniques8-10 Small group Tactical Physical Preparation Encurage Social collaboration Development of Skills10-12 Principles of small group tactics Smalsided games Physical preparation: Beginning stages Real game demands of Puberty Self motivation, Respect, cooperation, Learning to compete Colaboration of small groups Fun: Performing well, executionINTERMIDIETE STATGE Beginning of 11:11 Skills and ability Physical maturation consideration durign training12-14 Beginning of team play Self-Motivation,Team colaboration, Comitment Physical Preparation: Puberty Beginign of Team colaborationADVANCED Performance of Skills and ability Execution, Performance, Concistency14-18 Team Play 11:11 Physical Performance Strenght Training,Aerobic and Anaerobic18 training, specificity Team Colaboration Comitment, Self control, concentration, high presure situation

YOUTH TOURNAMENT PREPARATION MANUAL TRAINING CONTENT GAME CONSIDER ATIONSFamiliarization with the ballIndividual decision making 4:4Development of Coordination, balance and agilityBasic stages of colaborationLearning to control the ball: Dribbling. Passing, Recieveing, Shooting 4:4 TO 7:7Introduction of decision making 5:5 TO 9:9Coordination, Balance and AgilityLearning to colaborate in small groupsControl of the ball: Dribbling: -Changing speed and direction, Passing: Longerdistance and flighted balls,Recieveing: -Changing direction and different body surfaces Shooting: -Powerof finess.Pinciples of play: Learning the roles and functionsSolving problems as a group 9:9 TO 11:11Performing under presure 11:11Problem solving: Roles and fuctions of the individual in a linePhysical maturation: Beginning of training Endurance, Strength (females), 19SpeedComunication, Cooperation, ConcentrationRefinment of techniqueConnecting between lines, working to beat an opponet, strategyPreparation of the athleteExecution, performance and winning

Players who are technically competent INDIVIDUAL will have greater freedom to make TACTICS appropriate and effective decisions during Each individual’s ability to make appropriate the game. The ability of players to perform decisions during play based on what is tactically throughout the game depends happening on the field and the basic upon the close relationship between how principles of the game. This includes all comfortable they are with the ball at their feet (technique), and how quickly they can aspects of attacking and defending (with make a decision to pass or play away from or without the ball, around the ball or pressure (tactics). These components are away from the ball, etc). Ultimately, the interrelated and must be applied together tactical competence of each individual will during training to obtain the highest level determine the effectiveness of group and of performance. Because the game has team tactics. become increasingly complex, we must (Tactics cannot be taught without also construct training to meet the demands addressing the impact that technique has on of the game. a player’s decisions.) There are teams who have much “fighting power” but little tactical or technical ability. While, on the other hand there are teams who possess great technical or tactical skills and have great “playing art” but lack the willingness to do battle on the field. In order to be successful we must work to develop both traits and characteristics of play. Only when players and teams combine both “fighting power” and “playing art” will they be complete.20

YOUTH TOURNAMENT PREPARATION MANUAL THE RELATIONSHIP BETWEEN TECHNIQUE AND TACTICSGROUP TEAMTACTICS TACTICSBegins whenever two or more players join Team tactics begin at 9v9 full fieldtogether to become effective tactical groups activity where players are taught theiraround the ball; group tactics can be any responsibilities in each third of the field forcombination of small groups such as of 2v1, both attack and defense; team tactics can2v2, 3v2, 3v3, 4v3, etc; a general rule for also include half-field activities such as 6v4group tactics is to have one more player or 6v5; the objective within team tactics isthan your opponent in the area of the ball to provide a basis of play for both attack- this is referred to as being “numbers up” and defense; use of specific restrictionsand applies to both attack and defense; to assist in the development of a tacticalgroup tactics demand both visual and verbal plan may be included, e.g., 1 or 2 touch,communication and the reading of tactical forward pass followed by back pass, etc;cues from the game. General method for restawwrts for both attack and defenseteaching group tactics through 9v9 includes are addressed during team tactics.both generic training (non –functional) andsimplified positional training and finally, thegame to two large goals. (Tactics cannot betaught without also addressing the impactthat technique has on group decisions). 21

PHYSICAL PREPARATION Football is a physically demanding sport Every soccer player, regardless of standard characterized by explosive activities such of play, can benefit from a fitness training as tackling, turning and jumping in addition program based on football -specific to high intensity running and sprints over exercises. relatively short distances. According to For this reason, it is important for youth statistics, top-class soccer players make coaches to understand basic fitness approximately 1100 changes in exercise principles and their appropriate applications. intensity and cover a distance of roughly 6.5 It is even more important for coaches of miles during a match. Fitness training can players under the age of 14 to realize that help a player endure the physical demands match fitness can be achieved in regular of soccer and maintain high technical ability training sessions and games, provided and decision- making quality throughout a training is structured in an economical match. manner.22

YOUTH TOURNAMENT PREPARATION MANUALPSYCHOLOGYIn all that we do as coaches, whether The coach is responsible for assisting in thetraining for technique, tactics or fitness, we development of the player in specific ways.must constantly be aware of the impact that These responsibilities include but are notapplied psychology plays in the development limited to:of players. Understanding why individuals dowhat they do is of tremendous importance • D evelopment of a positive attitudeto the coach. Understanding and identifying toward themselves, their teammates,the reasons why an individual participates coaches, referees, opponents and fansin a sport provides tremendous insight intothat person’s behavior. When working with • T eaching players that they have achildren, the ramifications of coaching can responsibility on and off the field tobe both positively and negatively greater themselves, the team and the gamedue to the influence youth coaches haveover their players. • Instill discipline so that players are able to implement the components of tactics,Youth coaches must be careful not to technique and fitness as individuals and asidentify with the “pro coach” mentality a team memberwhen working with children. In most cases,these young individuals participate in • E ncourage creativity and assertiveness sosport for the enjoyment and socialization. that players will look to solve problemsCoaches need to understand the physical, presented to them by the gamemental and emotional changes that occurin children as they grow. By understandingthese changes, coaches have tremendousinsight as to how to positively affectthese young athletes. 23

PRINCIPLES OF PLAY Though the course of game, players are constantly challenged to make decision based upon the situation and counter the actions of the opponent. These decisions are based upon their team having possession of the ball, the opponent having possession of the ball or the time of transition between both actions. This free-flowing characteristic of soccer provides players with numerous opportunities to play both attack and defense. However, the game of football is best understood and played when strategy and tactics are based upon certain principles. These principles are applied to both attack and defense and are known as Principles of Play.24

YOUTH TOURNAMENT PREPARATION MANUALSoccer is a game of opposites. Where Teams that apply the Principles of Attack the 25defenders attempt to delay and deny moment they recover the ball understandpenetration, attackers look to go forward the basic rules and principles that soccer isquickly. As defending teams concentrate built upon. Coaches must recognize that thetheir defense, attacking teams look to time needed to develop and refine attackingspread the attack by using the width of the skills is much greater than the time requiredfield. While defenders attempt to make to develop defending. Because of this,play predictable, attackers look to make the more time must be dedicated in practice toattack unpredictable by improvising. developing attacking skills and how to apply the Principles of Attack in the game.

PRINCIPLES OF DEFENSE THE MAIN FOCUS IS TO WIN BACK POSSESSION 1 PRESSURE Win the ball back as quickly as possible 2 DELAY Control and Restraint gain time to organize the defense through appropriate pressure on the ball 3 COVER Provided to pressuring defender 4 BALANCE Positioning away from the ball to cover vital areas 5 COMPACTNESS Keeping spaces between defenders as small as possible 6 COUNTERATTACK Win the ball and go to goal, if you can!26

YOUTH TOURNAMENT PREPARATION MANUALRUN PASS1. S LOWING PLAYER DOWN 2. RECOVERY RUN PRESSURE Considerations: Immediately upon losing the ball, a player must determine if through immediate chase they can recover the ball. Often times the player losing possession may not directly recover the ball but force the opponent to lose possession by making a poor pass. Players giving immediate chase can also help to delay the attack by making recovery runs that deny the opponent the opportunity to play the ball quickly forward. DELAY Denying the opponent’s ability to play forward and allowing defending team to recover and organize. Delaying an opponent is the primary task of the pressuring defender closest to the ball. When delaying the opponent defenders must also apply the principle of control and restraint so that they are not beaten easily. During this time of delay the pressuring defender may also attempt to dictate the direction that the attacker may go through their positioning. 27

RUN PASS COVER 1. PRESSURE 2. COVER While the pressuring defender is attempting to 1. PRESSURE 2. COVER 3. BALANCE delay the attack, all other players should be recovering into defensive positions. Most important are those players giving cover to the pressuring defender. These players must take positions so that they cannot be easily penetrated should the pressuring player be beaten. We refer to the role and function of these players as providing defensive cover. BALANCE As teams concentrate their defense in the area of the ball, defenders away from the ball (opposite side of field) must position themselves to cover vital spaces (central areas) in order to prevent attackers from making penetrating runs into these spaces in which to receive the ball for an attempt at goal. All players who are on the opposite side must seek positions in which to provide balance to the defense.28

YOUTH TOURNAMENT PREPARATION MANUAL COMPACTNESS As players recover toward their own goal and organize their defense, the objective is to limit the time and space for the opponent by defenders concentrating their defense in the area of the ball. Defenders also recover centrally towards their goal in order to limit the opponent’s ability to directly attack the goal. When teams concentrate their defense to the flank we refer to that as squeezing. When stepping forward to meet the opponent we refer to that as pressing. COUNTERATTACK The ability of the team to effectively counterattack forces the opposing team to keep players focused on their defensive responsibilities, not allowing them to become actively involved in the attack.1. INTERCEPTION 2. PENETRATION PASS 3. IMMEDIATE SUPPORT 29

PRINCIPLES OF ATTACK THE MAIN FOCUS IS TO SCORE MORE GOALS THAN THE OTHER TEAM 1 PENETRATION Dribbling, shooting, and passing 2 SUPPORT Providing all around support for the player with the ball 3 MOBILITY An attempt to create gaps in the defense by a variety of different runs 4 WIDTH In order to spread out the defense 5 IMPROVISATION Make the attack unpredictable through creative individual play to unbalance the defense30

YOUTH TOURNAMENT PREPARATION MANUALRUN PASSPASS DRIBBLESHOOT PENETRATION The moment the ball is recovered the player in possession should look to penetrate the opposing defense if possible. Depending upon which third of the field the ball is recovered, players can achieve penetration by shooting, passing or dribbling. However, for penetration to be achieved players must also run into forward positions in order to provide targets in which to pass the ball. 31

RUN PASS SUPPORTING OPTIONS 1, 2 AND 3 SUPPORT When we refer to depth in attack we are talking about support play. Good depth provides the player in possession with all around support so that there are options to play the ball forward, square or back. The more options a player has, the less likely they will lose the ball. Good support play is achieved when there are good angles of support, proper distance of support and speed of support. The shape most often seen in good support play is a triangle. MOBILITY Mobility is necessary in the game so that a player can create space for themselves or to create space for their teammates. Good mobility involves both “moving off the ball” as in the case of a 1-2 passing combination and “playing without the ball.” This last type of running is often referred to as decoy running and opens up space for teammates to run into to receive the ball. Most important in mobility is timing. Players must read the visual cues in the game in order to time their runs so that they arrive at the right time to offer help to the player in possession.32

YOUTH TOURNAMENT PREPARATION MANUAL WIDTH When a team is in possession of the ball it has to use all the area available in which to play. Successful teams use all the width of the field and as much of the length as the offside rule will allow. The more space they have in which to play in, the greater the time and space each player in possession will have. As a result, there is less chance of being pressured into mistakes. By using the full width of the field in attack, space is created between defending players in which the attack may exploit. IMPROVISATION As defenses attempt to make play predictable, attackers attempt to make play unpredictable. Either through collective play or individual action the attack attempts to destroy defensive organization by improvising. Clever dribbling or inter-passing eliminates defenders and creates openings for attackers. Wide players in attack are often the most exciting because of their ability to take defenders on 1 v 1 and cause the defending team to lose defensive shape and positioning. 33

It is much more difficult to create than to destroy. Therefore, a much greater proportion of training should focus upon the techniques and principles of offense. However, it would be a mistake for coaches to neglect to teach the equally important defensive understanding of the game.34

YOUTH TOURNAMENT PREPARATION MANUALGENERALTACTICS APPLIED TOPRINCIPLESIt is important that coaches RISKunderstand how and why CREATIVEwe divide the field into MIDFIELDthirds and how theprinciples of play are appliedwithin each third. Theapplication of the Principlesof Defense or Principlesof Attack is more clearlyunderstoodwhen presented in thismanner.The safety and risk factorsof how the principlesof play are appliedshould be explained anddemonstrated. SAFETYRISK CREATIVE MIDFIELD SAFETYrefers to the degree of Area of the field that is refers to the measureschance (decisions) that an used for transition between taken (decisions) to insureindividual or team will take the defensive 3rd and the safety is maintained and noin attack or defense to gain attacking 3rd. Moderate risk unnecessary chances arean advantage can be taken in order to taken in attack or defense penetrate. 35

SYSTEMS OF PLAY The term “system of play” describes a framework that enables coaches to utilize the abilities and talents of their players. A system of play is frequently related to a style of play (e.g. Direct style coupled with 1-4-2-4, indirect coupled with 1-3-5-2). A high pressure team may use a 1-4-3-3, a delayed pressure team 1-4-5-1. An understanding of systems of play enables a coach to analyze the game and, to a large degree, structure training sessions to train players in various systems. In this course we offer an overview of the four major systems and discuss the strengths and weaknesses of each one.36

YOUTH TOURNAMENT PREPARATION MANUALTHE FOUR MODERN SYSTEMS OF PLAY:All other systems tend to be permutations of these four. Advanced coaches must considerhow to attack and defend in each system. They should be able to move from general trainingexercises (e.g., 5 vs. 5 for possession), to functional exercises, designed to enable playersto improve their play within the system (e.g., training four midfielders and two forwards tocombine in 1-4-4-2 system). Coaches should also consider how to attack and defend againstdifferent systems.1-3-4-31-4-3-3 (1-4-5-1) (4-2-3-1)1-3-5-2 (1-5-3-2)1-4-4-2 (1-4-2-4) 37

THE THREE-FRONT SYSTEM 1-3-4-3 SYSTEM • The 1-3-4-3 playing shape is a natural progression from 4 vs. 4 and 8 vs. 8 • The 1-3-4-3 is a highly recommended system for junior players. It offers a good balance between the attacking, midfield, and defending lines (Diagram 3). SYSTEM STRENGTHS ATTACKING • Presents plenty of forward passing options • Gives players a ready- made sense of triangles • Allows number to attack in the penalty box • Equitable distribution of players across field DEFENDING • Enables back three to develop good defending habits • Puts pressure on opposition full backs Good double teaming system38

YOUTH TOURNAMENT PREPARATION MANUAL1-4-3-3 SYSTEM• The 1- 4-3-3 allows the outside back to push forward teaching young player an aggressive style of playSYSTEM STRENGTHSATTACKING• Presents plenty of forward passing options• Allows a natural build up from the back• Allows outside back to push forward• Allows number to attack centrally and around the box• Equitable distribution of players across fieldDEFENDING• Enables back four to develop good defending habits• Puts pressure on opposition full backs• Good double teaming system 39

STRENGTHS OF THE THREE-FRONT SYSTEMDEFENDING ATTACKING• The three-front system allows a team to • Front line is already positioned to attack apply pressure closer to the opponent’s when the ball is won. goal. The three-front does not steer the opposing team’s attack as a two-front • It is easier to play directly with three does, but attempts to intercept the ball immediately. targets.• This system puts tremendous pressure • A three-front evenly spreads physical on a weak opponent. It is particularly demands on strikers. effective against a team which cannot The runs of strikers are shorter serve long balls to strikers. It is also compared to a two-front. considered to be a good system against players who cannot hit long passes. • It is easier for a three-front to attack near,• The system encourages opposing teams middle and far post spaces. to play the ball forward, making it difficult to play the ball sideways. • The three-front creates immediate• The system tends to force opponents width as center forwards go wide. The width provided by a three-front makes back players into it effective against delayed pressure smaller spaces. defenses.• A three-front can mask a slow player • A three-front sweeping to one side can both offensively pull a man-to-man defense to one side and defensively. exposing an opponent’s weak side.• A three-front forces an opponent to • The team is psychologically in an attacking adjust. Few teams are willing to play 3vs. mode when structured with three center 3 in their defensive third. forwards.• Changing into three-front can frequently change a team’s rhythm and makes a team more aggressive.• When playing against a 1-4-4-2, the back three in a 1-3- 4-3 can play man-to-man with a sweeper or in a zone. • Teams that attack in a 1-4-3-3 can easily drop wing forwards back into the midfield40 and defend in a 1-4-5-1 to increase numbers between the ball and the goal.

YOUTH TOURNAMENT PREPARATION MANUALWEAKNESSES OF THE THREE-FRONT SYSTEMDEFENDING • Team generally defends with seven rather• Three players can be played out of a than eight field players. game immediately with one forward pass. • Three-back system is vulnerable on outside• Three players receive ball with their backs corners (see 1-3-5-2). to goal. • Tends to pull more defenders back into a• Can be outnumbered in the midfield if vital area, thus compacting defenders into opponents play attacking spaces. with four or five. 41• More effective against players who do not have the ability to hit the ball further over the top of a three-front.

THE 1-4-4-2 SYSTEM 1-4-4-2 SYSTEM42 • The 1-4-4-2 is a traditional system that allows a balance shape throughout the field. SYSTEM STRENGTHS ATTACKING • Presents plenty of forward passing options • Allows a natural build up from the back • Allows outside back to push forward • Allows number to attack centrally and around the box • Equitable distribution of players across field DEFENDING • Enables back four to develop good defending habits • Puts pressure on opposition full backs • Good double teaming system

YOUTH TOURNAMENT PREPARATION MANUALSTRENGTHS OF THE 1-4-4-2 DEFENDINGSYSTEM • There are clearly eight defenders plus theATTACKING goalkeeper• Team consists of two equally balanced behind the ball halves. Team shape is easier to understand • With four backs, the width of the field is and team roles are a mirror left and right more easily covered than with three​• Four players in the midfield can receive • Easy for the team to retain good zonal the ball facing forward shape• With only two in central midfield it is • Difficult to unbalance if playing zonal easy to split attacking and defending • A good high pressing system if the wing duties midfielders• Because the team plays with four backs it are highly mobile is easier for fullbacks to join in the attack • Good match up against a three front without sacrificing integrity at the back • • This system allows for fullback support WEAKNESSES OF THE 1-4-4-2 SYSTEM behind flank players and enables overlapping or back passing​ DEFENDING• Attacking through flanks is a key element • Numbers down in midfield against three to success central midfield players. of this system • If both central midfield players go• More space for two center forwards to forward, team is exposed to counter- work attack.• Two center forwards may compact a • Two center forwards can get isolated as defense centrally four midfield players fall back to defend.• Two center forwards can pull markers • Not a good system if center forwards are apart or to one slow. side of field • How do four backs match up against two• Two center forwards present two clear strikers? That decision can be confusing targets. They may have different roles for backs, especially if opponent’s mid- (e.g. one is a target playing with back to fielders get forward easily. goal and one is a runner to corner flags)• Easy to change point of attack, either across the back or through the midfield 43

THE 1-3-5-2 SYSTEMS 1-3-5-2 SYSTEM • The 1-3-5-2 allows for concentration centrally forcing opponent to play direct. In this system numbers are reinforced in the center and more space conceded in the wide areas. Tactical flexibility is necessary to supply numbers in the wide areas in attack and defense.44

YOUTH TOURNAMENT PREPARATION MANUALSTRENGTHS OF THE 1-3-5-2 e. The one or two attacking midfieldersSYSTEM have total freedom to attack as evenThe most obvious strength of the 1-3-5-2 is with two attacking central midfielders,its flexibility. Because of the large number of the central corridor has defendingplayers in the central corridor of the team, depth provided by defensive centralplayers can quickly move to support the midfielder.attack, reinforce the defense and quickly pushflank to flank. Implicit in this is the need to WEAKNESSES OF THE 1-3-5-2have flexible players. They must be tactically SYSTEMflexible, not only possessing the ability toflow from attack to defense and vice versa, As flexibility may be the strength of thebut also flexible in positional interchange. All 1-3-5-2 system, lack of flexibility may beplayers must be conversant with principles a weakness. Players who lack the abilityof play and exhibit a flexible mentality. Most or mentality to flow easily from attackplayers in this system will play box to box and to defense or who are uncomfortabletouchline to touchline. with positional interchanges will make the imposition of this system a liability.Additionally, possibilities that may exist Outnumber opponents in the midfield area.because of the structure and shape of Against other predominant systemsa system are exploitable to the extent (1-4-4-2 and 1-3-4-3) the 1-3-5-2 has anthat players can execute and press these extra player in the middle of the field.variables to their advantage. Specific weaknesses which an opponenta. Outnumber opponents in the midfield may exploit: area. Against other predominant a. Three defenders compose the systems (1-4-4-2 and 1-3-4-3) the 1-3- 5-2 has an extra player in the middle of defending block. the field. I. Only three defenders expose theb. Tactical advantage on flank: Because large spaces on the flanks beside of an extra central midfielder, the the flank defenders. opponent may pull a player in from their flank, thus exposing their II. Space can be created anywhere remaining flank player to 1 vs. 1 duel which may be to the advantage of the when the defending block is man 1-3-5-2 team. marking. Active forwards will pull the defending shape apart at will.c. Numbers in the central midfield area b. Only one defender on each flank. allows constant vertical running through and beyond opponent’s defending Lack of athleticism or tactical naïve block. may be exploited in individual duels or outnumbering a flank. The team thatd. Easy for central midfield group to is slow to push across or prepare for those situations tactically may have the combine off forwards. The proximity flanks exposed to penetration by the of three central midfielders allows opponent. constant and close support for forwards who show for the ball. 45

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YOUTH TOURNAMENT PREPARATION MANUALDEFENDING BLOCK1. Man to man markers and a sweeper awareness critical. playing behind markers. d. The central player should be a a. Markers must be athletic. Speed dominant personality with strong leadership qualities. and anaerobic capacity critical to track opponent’s forwards. 3. Playing with only three in the back can b. Markers must be aggressive, yet limit attacking options. under control in 1 vs. 1 duels as a. The three in back are asked to attackers have a lot of space to play in. achieve penetration by passing only. c. Markers usually paired vs. b. If a back three player penetrates attackers, e.g. a fast marker vs. a fast forward, a disciplined though dribbling or moving tactical marker vs. a forward into open spaces, a very technical forward, a good midfield player must assume the defensive header vs. penetrating player’s defensive a tall forward. responsibility. d. Preferable for sweeper to be 4. Forward Block athletic, but critical that they can 5. Two forwards side-by-side, each read the game. They must be able to advise and support markers responsible for their side of field, is and be capable of anticipating one option for the two-front. future points of attack as man to man marking allows defensive 6. Another option is for one forward shape to be compromised. always to stay high (to occupy two e. Sweeper needs to be a good defenders and ready to get on the end of counter attacks). The other header of the ball as quick, agile forward forages underneath to markers are often not tall. narrow opponent’s defending shape and act as a wall for midfield players2. Back three zonally marking. coming from behind. a. Athleticism preferable, as there is 47 a lot of ground to cover laterally by three players. b. Zonal marking, however, can cover up some deficiencies in athleticism. c. As in all zonal marking, communication and tactical

7. Pair tactics: two forwards usually central midfielders using space on flank in final third. staying 12 to 15 yards apart. They might stay central to concentrate the 13. Often a team “balances” the flanks central covering system. They may go to a flank to pull apart the central by asking one side to anchor and the covering system and make room other penetrate. Physical, technical for central corridor attacks. Usually and tactical qualities of players taken two very technical players who into consideration. constantly move and redeploy their positions to utilize quick flicks and 14. Flank players should be very athletic. 1-2 movements, and usually exhibit a mutual understanding. Speed and anaerobic capacity are necessary physical criteria as there is8. Two forwards arranged according to only one player to attack and defend the flank. special talents. Players with special gifts, (i.e. exceptional speed, 15. The three central midfield players9. Heading ability, technique) may be are the essence of the 1-3-5-2 system. The rhythm, style and soccer arranged to emphasize and take mentality of the team is determined advantage of these gifts. by the personality and playing characteristics of the three.10. Midfield Block 16. There are three standard tactical11. Flank midfield players usual task arrangements of the three central defensively is to track the first and/or midfield players. The players’ most advanced attacker on that flank. playing characteristics and the coach’s conception of the game and a. Usually asked to mark zonally, so perception of the team are major factors in these arrangements. when opponent’s flank player runs toward middle, they are passed on a. One defensive midfielder and two to players in central zones. attacking midfielders. b. May be detailed only to mark b. Two defensive midfielders and one opponent’s flank player and not go in advance of that player when ball attacking midfielder. is won. c. One attacking midfielder, one12. Flank midfield players are responsible to organizing midfielder and one attack from their flank. defensive midfielder. a. May be asked to achieve d. The defensive midfielder is used penetration up and down entire to mark an opponent’s attacking flank by passing, dribbling and midfield player, screen the space combining with forwards. in front of the markers and push up the complete block of five b. May be detailed to “anchor” their zonal markers in the midfield. The strictest interpretation of flank and only penetrate though the defensive midfield player’s48 passing vertically to forward and

YOUTH TOURNAMENT PREPARATION MANUAL attacking function is that they only penetrate “with the ball.”e. If an organizing central midfielder is used, that player is usually a “special player” whose technical ability and vision allows them to dictate a team’s rhythm. They can come back and get the ball off defenders and open the game with long passing, play short for possession or run the ball at the opponent’s defense.f. The attacking midfielder is usually also a special player. They might demonstrate powerful running to the back of the opponent’s defense, elusive dribbling and shooting from distance, and/ or combining with forwards. A team’s style and methods are often dictated by this player.g. It is up to the coach to organize and implement this engine room of the team. Often the coach will be specific regarding the central midfielders’ functions in the collective defending action while giving free rein to the group to express their individuality and special abilities in attack. 49

GA GAME ANALYSIS The game provides countless Since training is all about improving opportunities for the development the performance of players, the coach of both players and coaches. Players must have insight into the situations improve their performance through created by the game that players were competition, due to the unlimited unable to solve. This insight provides number of technical and tactical the coach with the understanding that situations that must be repeatedly at times the only way to solve a major solved throughout the game. For the problem of the game is to first solve coach, these observable situations several minor problems. Identifying are also the source of our practice problems clearly and in order of their content as they are the “football priority is important when establishing problems” that players confront, but the objectives for a training session. cannot solve during a game. A clear understanding of the principles The game and training have a of attack and defense should provide reciprocal effect. The game indicates the coach with a starting point to begin what we need to train for, and during watching and evaluating the match. training we prepare for the game. When observing the game, the coach Because the game is the source of our must recognize the impact that these practice content, we must constantly challenges have on the game and evaluate the game to determine the subsequently on the level of the player’s problems for the individual, the group performance. Failing to recognize the and the team. The process that we impact of these challenges on the game utilize to evaluate and improve players can cause the coach to incorrectly and teams is the same. analyze the game and not clearly identify or prioritize the problems.50