remretiogd Te eee With Blackpool FC (England) and Oulu Palloseura (Finland) and a semi-professional ce ee ee ey ccrics CN ere ec Pee ad Development at Blackpool FC and currently holds the same position withthe Eden eee ate a newer) eee ar) Peete rnin eee roe noc een oem emetic OM a Sea ee ee) "functional practices, Harrison teaches the concepts clealy and ee ee ae Loos Ber SanLUbrary of Congress: Cataloging in Publica Th ao een ea Bryan R. Beaver Prin by DATA REPRODUCTIONS ‘Auburn, Michigan Reodewain Pubishing {612 Pughiown Roac Spring Cy PA 19475, fao34 5198 re eds com ntocerondoman com BOOK ONE ‘THE ART OF DEFENDING tvs THROUGH av 8 INCLUDING SMALL SIDED GAMES AMD FUNCTIONAL PLAYS) CHAPTER ONE INTRODUCTION TO COACHING DEFENDING ‘ORGANIZING A SESSION PLAN CHAPTER TWO DEFENDINGIN v2 1.2v2.1v2.23 [BND INTRODUCING 393 SITUATIONS INTRODUCTORY SESSION WaTH NO OPPOSITION THEN PASSIVE OPPOSITION 1 1 DEFENDING, PREVENTING OPPONENTS FROM TURNING SuPeoRT [OEFENOING IN A22 SITUATION: MARKING ZONES [DELAYING INA 1v2WITH A RECOVERING "THE ART OF DEFENOING: THE GUDING TRIANGLE 6 ” w 18 a[ANOTHER FORMAT FOR 11,21 AND2v2 |A2v9 WITH ARECOVERING DEFENDER (CHAPTER THREE DEFENDING INA3v3 SMALL SIDED GAME [DEFENDING I 2 v9+ KEEPERS SITUATION ASIC SET UP AND KEY COACHING POWNTS COVER BALANCE RECOVERY RUNS RACKING (GETTING F WRONG 36 37 38 29 “ “ 2 6 6 ” 0 0 st (CHAPTER FOUR DEFENDING INA v4 SMALL SIDED GAME ESTABLISHING THE ESSENTIAL KEY COACHING POINTS IN DEFENDING USING THE SS.G-4¥.4 MODEL PRESSURE AND SUPPORT ‘COVER BALANCE RECOVERY RUNS TRACKING RUNS ounLE TENMANG compacress CHAPTER FIVE DEFENDING INA 66 SMALL SIDED GANE HOW TO PRESENT A SMALL SIDED GAME ‘THE SMALL SIDED GAME PLAN SET UP ‘START POSTIONS TO USE INA SMALL SIDED GAME ‘Hoven msiv€ PRESSURE AND SUPPORT (COVER AND BALANCE s7 a 6 oy eo oo 2 7” 78 16 ” 9 at[DOUBLE ANO TRIPLE TEAMING OPPONENTS ‘CONDENSING PLAY CREATING COMPACINESS, GETTING Ir wRoNG ‘CHAPTER SIX DEFENDING WLAN 818. SMALL-SIDED GAME THE 8 @ SMALL SIDED GAME PLAN SET UP DDETERWNING THE ESSENTIAL KEY COACHING POINTS IN DEFENDING USING THE 68 MODEL oH PRESSURE ANO SHOWING THE PLAYER INSIDE GH PRESSURE AND SHOWNG THE PLAYER OUTSIDE LOW PRESSURE AND SUPPORT RECOVERY RUNS “RACKED RUNS. ‘0OUaLE TEAMING CCoMPACINESS. (GETMNG IT WRONG 8 a o 1 ea 98 0 100 101 12 103 CHAPTER SEVEN ‘TEAM SHAPE AND MOVEMENT NANA SMALL SIDED GAME ‘TEAM MOVEMENT USING SIMPLE ONE WORD COMMANDS (UP, (OUF, HOLD, DROP. SIDE) DEFENSIVE TEAM SHAPE WAN 88 DEFENSIVE SET UP TH THE BALL INA WIDE AREA (Cerne WRONG AND GETNNG IT AGH WHEN THE KEEPER IS FORCED TO KICK THE BALL LONG CHAPTER EIGHT [FUNCTIONAL WORK THROUGHOUT THE UNITS {TYPICAL EXAMPLE OF A FUNCTIONAL SET UP EXPLANED WIDE DEFENDERS (FULL ~ BACKS) DEFENDING CENTRAL MIDFIELDERS DEFENDING STRIKERS DEFENDING IN THE ATTACKING THIRD IVA2 v2 STRIKERS DEFENDING IN THE ATTACKING THIRD INA 3 v4 ‘CONCLUSION AND DISCUSSION 107 4 m4 16 119 12 122 125 29 120 132 133 16 135fig tt CHAPTER ONE INTRODUCTION TO DEFENDING This book is part one ina two book series on the art of fending, it covers defending in 1 v1 situations through to ided game situations but includes ‘The companion book covers defending in “Phase Plays” and builds up to 11 v 1 full game situations and itis the natural progression from this book. Between the two books, aspects of defending are discussed and evaluated in great detail, | hope you enjoy this book and it encourages you to delve. Defending is an overlocked part ofthe game and time is often not penton the art of defensive play as opposed tothe art of attacking play It could be related tothe fun factor. Everyone kes to score goals and shoot at goal in taining and games but fending doesn't have the same glamorous appeal Nevertheless, defending isan integral part of the game of soccer aie al, we cant enjoy the feeling of stacking and scoring goals| ‘two dont lear how to defend property as we need to win the bal rst before we can Bull an attack to threaten the opponent's goal Tho art of good defending in practice and in game situations takes a disciplined mind and body and all players should be taught how to do propery Dotonding begins wit the st player closest tothe bal when tis inthe opponents possession and this can mean a striker boing the fst ine of detese trying to win the ball back Inthe attackingLnderstand that they too have an important roe to play in defend- ing; 0 many think their jb ts done when they are successful ‘only withthe ball Not rei! The closer tothe opponent's goa! Your toam can win the ball, the better chance there is to score @ ‘oa, 80 strkers must understand they need to work hard to “The first myth the coach has to conquer therefore is tat defend- ing is only important for defenders. This isnot the case, Al play- {2 in the team have a responsibilty 1 learn how to refine this at ‘and become good at tf the benef of each individual and tothe team a8 a whole “Tis book begins wih basics of 1 v1 defending, the most preva lent part of defending in the game. Soccer isa game of many 411 situaons al over the fld and the individuals who are pro Gent at this ski wil give their team a greater chance of winning the game 20 itis very impertant we start atthe basics |As we go through the book we build up the numbers of players involved to develop the theme, increasing the numbers in over load situations both to our advantage and against us to provide ‘eal tess of the players’ abilities in defending Each situation, be it 1 v 1 or 3v 3 broken down ito the Key ‘coaching points to make the explanations clear and concise ‘As we progress through the chapters inthe book the theme Changes from purely technical defending skis o tactical defend- ing skits, The change is gradual and consists of diferent per- ‘centages ofthe combinations of technical and tactical defending ‘Wen we get upto the 8 v8 situation and defending as a team, the emphasis s strongly focused on the tactical side of defend: ing, though ther is stil work needed win the framework ofthe team to include tecnical defending also. Defending trough the hinds becomes an important aspect of dofencing as we get into the 6v 6 and 8 v8 game situations. tina 3 ike to promate the practice of dafending through the thids from the front tid or attacking tir, and work back through the team, ‘through the midfield thie, and back wo the defensive third, work: ing on each unit n tur, then bringing the whole team together {and working collectively to defend wal and win back the bel, ‘This stats withthe technical side of defending and as we devel- op the thome the tactical se becomes more provalent asthe numbers of players involved increases, Defending then becomes a co-operative process between team ‘mates trying to win the ball back forthe team, | hope this book helps you the coach help your player to become at least proficient and at mast consistent and utimately effective in the art of defending and that the players get joy from thor suc- ‘c2sses. Their reward for consistent, ofleent, worthy defending (cogaining possession ofthe ball), wil be ulimataly the team Scoring a goal and those who won the ball provide this oppor lunty should celebrate their part inthe process also, if you want to take your education into the 11a side game, try the second book in the Art af Defending series. You wll hen cover your needs from a defending perspective al the way trough from the most basic 1 v1 defending o the more comp cated 11°¥1 situation In this book we are always defending working with the numbered players only. The letared players are always the attacking oppo ons to be defended against Defending principles can be categorized into a logical process for the coach to folow and implement in traning. They ean be bro- on down into the folowing key coaching pants PRESSURE ‘SUPPORT. COVER / BALANCE RECOVER TRACK, DOUBLE TEAM REGAINING POSSESSION & COMPAGTNESS.4 Dect efein ‘What does this all mean? PRESSURE, “Tis is when the individual defender closes down a player on the bal to exert pressure on him to give the ball up. It can result in the player on the ball beng pressured into making a bad pass, Imis‘controling tor the defender being able to tackle the player ‘and epossoss him by ether Kicking the ball away or challenging fad winning possession. These instances all result in possession being lost bythe attacking team due to the pressure exeried by the fist defender. Pressure does not alvays result ina change of possession immediately, s0 the defender can jockey the attacker to stop his forward momentum and give time to teammates to get into pos- tion to help win the ball back. ‘SUPPORT. ‘This i the position taken up by the second defender to act as, help forthe frst defender. The fist defender, by his stance, can show ! force the attacker towards the support player (second {otender) We wil tak later about angles and distances of support ‘and communication withthe pressuring player. These are the three essentials that are needed forthe suppor player to be effective. COVER BALANCE “Tis refers to the postions ofthe next ine of payers away from the fist two defenders, particulary the third defender who is next ‘doses othe pressure and support players. This payer provides ‘a balance (1st, 2nd, and 3rd defender behind the pressure anc ‘Suppor players, Beyond this third dofonder you can work with the next closest players and integrate their postoning into your ‘coaching session Monee 5 RECOVER Prayers in postion on the fed infront of where the ball is being defended must make it a prio to run back and position behind the ball, possible between their own goal ard the ball that in the attacking team’s possession. They recover back (recovery runs) to help the team by getting more people between the ball ‘and their own goal to make it more dificult fr the attacking team to score. They must recover back along the shortest route So thoy got back as quickly as possible but info a positon where they are most effective in terms ofthe positions ofthe ball and the opponents, TRACK ‘The attacking team’s players wil make forward runs into danger: ‘us positions onthe feld and this is where defending players, need to follow or track ther runs to mark them and prevent them Irom geting free and able to affect the game. Tracking runs can be short or long depending onthe distance ofthe opponents DOUBLE TEAM tis possible to help the pressing player win back possession of the bal by closing down the space (pressuring) around the atacking player onthe ball rom another angle, preferably from the other sie fo where the frst pressuring player is positioned. This is almost closing the player onthe ball down from his bind side and can be very effective in regaining possession ofthe ball ‘tuo tothe fact thatthe attacker doesn't see the second defender ‘omning so can't take immediate action to void having the Bal laken off his. In some circumstances tiple teaming can occur ‘where thre players al close the player onthe bal down simulta "wnsly and is can prov very eet in rganng possession6 Theo een REGAINING POSSESSION AND COMPACTNESS Here the defending team has won beck the ball and are now the ‘tacking team and look to play i forward as soon as possible. 's the play is developed up the fl its important the team push tp the eld to add continued suppor to the player onthe Bal, but taliso to affect the positions ofthe opponents and take them away from their goal should possession be lst again. The whole team ‘moves forward and hs wil result inthe compactness of the play- ters from the back tothe front ofthe team, COACHING METHODOLOGY ‘To be effective coach shouldbe able to change to diferent Coaching methods to sul the moment. Weal have our own Sipe: some do it quia, some are more demonstrative, and Some are more vocal (but dont commentat). As long as itis done in a positive manner and creates positive resus, all styles ‘can be effective ‘Coaching Style is based on personaly temperament, our philosophies on how the game shouldbe played and on the ages and ables ofthe players we are working with. There is no one Unwersal syle, every coach is dferont. Coaching Method diferent, the methods you use to coach are important in geting the best out of your players and you should be able to base your coaching around tree diferent methods \which ean be implemented in various degrees at cfferent times. ‘COMMAND. QUESTION AND ANSWER AND GUIDED. DISCOVERY. 1. COMMAND METHOD ‘The coach decides, the players lstan and comply but do they realy Iisten, do they lear oF most importantly DO THEY UNDERSTAND? Using this method the cosch cant be sure ifthe players under- ‘stand what they are doing or why they are doing it. ori they are simply folowing directions. ‘Were you right in what you told them? iting For example you tell a player to move toa certain position on the feld and he does it Does he know why he needs to be there? Maybe, but you cannot be certain. ina game situation wil he know were to go? 2. QUESTION AND ANSWER METHOD ‘The coach tris to stimulate the player into a response toa direct ‘singular question. For example, “Where should you pass the ball in that situation?” The player needs to think fr himself and you know immediately ithe understands oF not by his response. 8. GUIDED DISCOVERY METHOD ‘Te coach leads the players to make thei own decisions. For ‘example: “Show me where you should goto help the player on the bal’. Again the players have to think for themselves and are ‘more kay to remember and lean from thet self determined netion Soccer is @ game ofthe moment and players, not coaches need 'o decide at that moment wha they should do onthe fed and we ‘need to hap thm omako that decison for onsale, Wha we hhave is a Command Method (autocratic bossy) and a Go- Operative Method (democratic / guiding) but sometimes also a ‘good coaching approach may involve saying nothing, letting them Play / practice with no direction, Just watch them. Tis is more important than some realize, WY CO-OPERATIVE? 1 helps players become thinkers and make thei own, decisions. 2. Fosters relations between coach and player by sharing the ‘decision making process. 8. Players enjoy it more. 4s woll a having skils, players develop the abity to chang situations, exhibit dseiptne and maintain concentration,4 Dede eg HOW DOES IT HELP THE COACH? ‘The coach needs resi and krowedge. Besuse players can ove several soutons to ane problem, tey are seldom absoiio- Iya or wrong, bt you asthe coach noe to have an answer. Thisimproves you a a Coach a you yours eed ink more doepy abet your solitons to problems. Exel factors can intuorc te method used. For exam, a argo group of unla- tila players need more of te Command Metied where a Sil fanar group of payors need more ofa Co-Operative Math of coaching ‘CONCLUSION. sso onthe above dscussion Ie clarha soccer game eres fovng py and te payers nes tbe developed to be than aks t,he conch os NOD them get ere by encouraging thm tong Yo wok ou theses and hor tay can. gud them othe igh do Slon Gare stuatons ae cut bocaio you oft dort have fine teak whore shoul you be now? bul ovr apa ime nd wth patonoe the players wl ie on mor responsi on Sof te fel and improve tna pofomanco because ofA by. poco sw must ot be veookd that he ah imc wil proves Sb and krawiodge a 8 conse Chonce tung bs ppoech 2. 13, 4. 45. Maret 9 HOW TO ORGANIZE A SESSION PLAN ORGANIZE THE EQUIPMENT (BIBS, BALLS ‘AND CONES) ‘COACH ONLY ONE TEAM AT A TIME TO AVOID ‘CONFUSION COACH (AFFECT THE ATTITUDE OF) EACH INDIVIDUAL PLAYER IN THAT TEAM STAY ON THE SAME THEME USE DESIGNATED START POSITIONS TO BEGIN EACH PRACTICE TO PAINT THE PIC- ‘TURE YOU WANT TO CREATE. LIST THE KEY COACHING POINTS. THINK INDIVIDUAL / UNIT / TEAM ~ SIMPLE TO COMPLEX AND DEVELOP LOGICAL PRO- GRESSIONS INTO THE SESSION SPECIFY THE SIZE OF AREA USED AND MAKE IT RELEVANT TO THE NUMBERS AND ABILITY OF PLAYERS USED DIVIDE THE FIELD INTO THIRDS FOR EASIER POINTS OF REFERENCE IN SMALL - SIDED GAMES USE TARGET GOALS, TARGET PLAYERS, OR LINES FOR OPPONENTS TO PLAY TO IN PHASE PLAYS AND FUNCTIONS ISOLATE THE AREAS AND PLAYERS IN FUNC- TIONAL PRACTICES TO KEEP IT SPECIFIC USE OFFSIDE WHERE NECESSARY FOR REALISM COACHING METHOD: FREEZE THE COACHING MOMENT (STOP, STAND STILL), REVIEW WHAT WENT WRONG, RE-RUN SLOWLY (CAN BE WALKING PACE), RE-CREATE THE SET UP ‘AND GO AT MATCH SPEED. LET THEM PLAY USE A QUESTIONING / GUIDING COACHING METHOD RATHER THAN COMMAND FOR ATTACKING THEMES LIMIT THE NUMBER OF TOUCHES THE OPPONENTS HAVE IF THEY WIN THE BALL” +6. elt Deng FOR DEFENDING THEMES LIMIT THE NUMBER. (OF TOUCHES THE DEFENDING TEAM HAS WHEN THEY WIN THE BALL.THIS ENSURES: ‘THE OPPONENTS HAVE THE BALL FOR THE DEFENDERS TO TRY TO WIN BACK et CHAPTER TWO DEFENDING IN1v1.2v1.2¥2.1¥2.2¥9, ‘AND INTRODUCING 3 v 3 SITUATIONS INTRODUCTORY SESSION WITH NO OPPOSITION THEN PASSIVE OPPOSITION ©ee © (eco5o5e Pe eeoed Dagan Dram? eee eee e ee irom 3 Diagrams 1.2 anda 8) Players are sideways on running backwards to the other line, changing sides in defensive made. Increase pace. ) Shadow heading and running back on coach's eommans. )_Intwo's, one running moving side to side, the other running backwards, changing toa sideways on stance checking opponents run 8) Ball between two working as above, working back and forward, defender shadowing the bal not winning posseesion. 16) Practice felting to tackle with your front foot, forcing atackor to protect tha balCOACHING POINTS OF INDIVIDUAL DEFENDING = CLOSING DOWN ‘Travel as fast as possible asthe ball travels to close ) Try fo work wth all the players on the team you are coaching affecting each performance in a positive way ©) Stay with one theme /topc ta time. Don't jump from ‘ne to another during the session. This wil only confuse the players 1) Divide the fold into thirds; defending, midi, attacking for easir points of reerence. Use cones to show the boundaries ©) Use specific start postions to get the session going ) Develop your theme using the key coaching points and check you have covered them in the session, 8) Uist the key points in the order you perceive hem inthe process of building the session. For example, in defend- Ing, pressure onthe ball comes before support. Once you let the game go toe, key points can be highightad in any ‘order depending oni the previous key point was per- fermod correctly and didn't need tobe addressed, 1h) Move from simple to complex as you develop the session. For example, inthe theme defending from the frontTet Deen ‘caach individual play within the team concept fest (work ing with one striker). move to coaching aunt of players (it could be the two strkers wording together), then extend the numoers (maybe working with he strikers and ride fle players then finish wth coaching the whole team (stnkors, meters, defenders, keeper You may work the other way around depending on your session theme. For example, if your sossion is playing from the back, you cous! sat wth the distribution ofthe bal fom the keeper (naividval) to working with a wide defender recoiving fom the keeper (indivdual) developing the theme with each individual cefender. Then move onto the defending unit and the keeper combined (ut) then Invocuce the mideld players (combined units) ard finally the stkers (whole team, “This inividal- unt - team: inthis rd bung up the seasion from simple to compl n logical order, Tis is just an example of how it can be done ina logical order, itis up to the individual coach 9 develop his oun method 'o sult his own sie of coaching Once the defending tm have won back the ball hey have 5 passes (or whatever te coach decides) to score a goal. Then the game restarts with the defending team having to wen ack the bal again. This is bocause we are working on defending and don't want the tgam to spend & Toto tine with the ball on attacking play By giving them the chance to atack once they have won the ak they have a rewacd for good defending Moonie 65 THE 6 v 6 SMALL SIDED GAME PLAN SET UP All 6 v 6 games can use offside from the defending thirds, but as previously discussed, depending on the players, you ‘can introduce offside atthe appropriate time, For this chap ter we are using offside forall the plans. Diagram 49 1. Theabove sot ups a 6 v 6 (2-4-2) withthe field dived Into third fo easier points of reference; defending, mid flelé and attacking this. 2. Play offside trom the edge ofthe defending third to Keep the game realist, thaugh you could stat without bis, condition ta elpthe payors ease info the session 3. Each stage ofthe session can be deserved as a progression or development fram the last one and you ‘can clearly ist this in your session plan to help you.66 Thera eeiag ‘START POSITIONS FOR DEFENDING. INASMALL SIDED GAME «fg it « Diagram 50 (4) moves the ball with @ touch to signify the begining of the practice and shoots at goal The Keeper colecis the bal andthe defenders break wee to recelve in space Working on defending fom the front, mie then the back can be the sequence, of you can de tthe olher way fround and work from the back, the mide then the front It from the front using the strikers (5) and (8) as frst etenders the keeper bogins the movement with 2 pass of throw to the defenders (A) 0” (B). I from the Back the keeper begins the movement with a pass or throws fo the front players (D) oF (E) and you coach players (2) and (3) to besin Maoh tt a You can condition the keeper to throw to certain players to keep contol of te session and ensure you buidit te ‘way you want ito go. For exampe, 10 stat frm the front have tho Kooper throw or pass the bal fo back players (A) ‘and (B) atemaiey. Nox throw or pass the ball ta player (Chin mide, and then finaly throw or pass the ball to stkers (0) and () alternately. At each stage you can \Work wit the relevant defending players and what they ‘should do to win th ball back ‘The session plans are presented as a ful team but you ‘can break ther down and concentrate on a nt at @ time ‘an eventually take io the fll eam Sot up as shown, Make sure the players you work within each unit get a the concepis correct before moving on to the nox uit For example, stkers (5) and (6) have to understand ther densiveproros befor you mve othe mil layerTed ei DEFENDING IN 2 6 v 6 SITUATION SHOWING OUTSIDE ® Diagram 51 Paying offde from the 20 yard ne at each end (defensive third), Al previous coaching points apply. Introduce geting com. pact fom the back, Playing ofside from the ths tains the play f%8 minds to start to develop tis aspect of play The defending team makes play prdiciabe by forcing play down one rout. Key factors of Defending are: 18} Pressure (Keeping playin font delaying or winning the ball) b} Support (Aral /Dstance / Communication. ©) Cover / Balance (marking zones and or players) 4) Recover (geting goal side ofthe ball 1) Teacking (opponents runs} a) £} Double teaming and triple teaming (2 or 3 playors closing ‘own the same player an the bal rom cifrent anges). 4) Regaining Possession and Compaciness (on egaining possession, players push out rom the back). SHOWING INSIDE ore Diagram 52 1. (@) shows inside to numbers, stops the pass down the line and playors adjust accordingly. Try to fore (A) play ‘across to (B) and give (5) a chanco to intercept, 2. (4) suppers (6), covers (C) and screens the pass (marks space) int the front men reedy to ntercept 3, (5) could evan double team wih (6), losing at an angle 50 the pass (8) is screened.edt eng PRESSURE AND SUPPORT Diagram 53 ‘You can work the session geting ll he Key points in by seting ip to defend fom the font. The structure as ‘fellows; Work with In arden.) the fant two players, b) ‘he midfield player, c) the two defenders, d) he team 8s @ vole, ‘Werk th (5) and (6) on pressure and support. The kooper plays the ball o (A) who has broken wide 10 receive the pass. Work with (6) an prassuring the ball. possible (6) can show the player inside to the support postion of () whe must support (6) and screen (8) atthe same time ‘Work both sides having (B) receive a pass from the keep- {eralso and this time have (5) pressure and (6) support. If ‘hey win the bal between them they can immecately attack on goal (hs is hal they are trying fa achieve) i TL FULL TEAM ADJUSTMENT oe Diagram 54 Here (A) has been forced to play the ball across the fleld to (B) by the positioning ofthe team proventing a pen: Wratng pass forward The diagram above shows the team adjustment across the fed to compensate for this and how they ty to prevent the atacking team from geting forward down the father side ofthe fl (6) fst action should be fo try to interept the pass. If ‘Bis isn't suonesstul then at least put pressure on (8) IF (8) can force the player inside, the above shape takes place. (4) can stil get clase to pressure (C) and mark the Space athe same time. (6) can cose down (A) the ball is played back (or even inlereept the pase wih good ‘anlespation) but also double up wit () should be played ito mide to (©)Diagram 58 1 (6) cant got across to forco (8) inside then (2) shows the biggest adjustment, marking the ther side of (E) as. that is where the pass is kely to be made. This i mark ing the outside space instead ofthe inside space as (5) position would prevent a pass into that space. (4) moves across further but stil aware of (C), and (3) changes positon again, moving across tothe area the balls tikaly tobe played int. Everyone's postion i affected, depending on where the pressing player (6) forces the bal to go, in ths case down, the side ofthe field (in the previous case back into the mid) Dealing wit the postioning ofthe players who are beyond the pressuring and supporting players ofthe team who provide balance and cover Hore (6) foros the pass inside so (4) covers tho tikaly space the ball can be played into while atthe same time being aware of (C)'s postion should he receive a pass. {2) and (3) come together ito the postions where the ball is lily fo be played while atthe same tie bong aware oftheir defensive responsibites regarding (0) and (E).Hore the keoper plays the ball o the midfield player who fs then pressured by (4). ‘You will work onthe pressuring of (4) as a mater of ‘course and how (3) and (2) support and cover depending ‘on which way (4) shows the player ‘Work can now be with the two strikers (5) and (6) who must recover back to help (4). They can recover back behind the ball as above wih (6), or with (5), sighily in front to get into the passing lane to prevent a pass to (B). (6) gots goal-side to force (C) to pass back to (A) and than (6) pressures (A) with the pass to (B) already cut cat by (5) poston. Hence we have two situations: recovering behind the ball and recovering infront of the bal, bth iming the ‘options of (C) on the bal ‘Here (B) has taken the iniative and made a forward ran tohelp (C). I (@) is alowed to go free then the defending team is very vulnerable down that side ofthe fil I (5) does not track the runner It poses a problem for (2) who is the nearest defender tothe ball Does (2) mark (E) oF ‘lose down (8)? ‘Above, (5) has tracked the run of (8), showing how Important itis for stkers to realize they ae the fist line of {defense inthe loam. Hence we have created a situation to show how another key coaching point has been prac- ‘icod inthe game. “The coach has to Kent this stuation and coach tt ‘may be that (5) dint se the run of (B) or track tan this Is a chance for the coach to affect (5)'spostioning by stopping the play and coaching the faut.Hece (5) has taken it stop futher with a recovery run into a double teaming positon, attacking and pressuring () fom the other side, thus creating a better chance of ‘winning the bal, tthe players can react quickly enough, you could have a triple teaming sition also wih (6) closing down from another angie. “Tne recovery runs into double tiple team postions can 'bs along the tines (passing lanes) of the passes back to (A) and (8), making it very difficult for (C) to escape with the bal doe 1 Diagram.60 Here (2) has won the ball back inthe defending thied and Played it forward. The whole team has moved forward creating compactness from the back, leaving the oppo- ‘sing sinkers offside and making themselves available to ‘receive a pass should the ball need to be passed back wards, Final et the game go free and have the Keeper play the bal to any player on the team and coach the faults 23 thay occur during the game wih ll the key coaching Pobnts of defending in mind, ‘To make sure you work consistently withthe defending team, allow tem only a resicied number of passes 10 work a poston to shoot at goal. Then the ball goes back {o the other team as we want to work on defending and ‘not attacking, Maybe give them six passes maximum to score ater regaining possession ofthe ball.‘This is an example to show thatthe defending team do nat only mave forward when they regain possession of the ball but can do go even when the opponents have the ballin their possession, Good pressure by (4) has. ‘Stopped (C) rom passing the bal forward. (3) and (6) postion fo prevent the pass back to (A) or (8) The only ‘option fs a pass all the way back tothe keeper. This Jonger pass gives defenders (2) and (3) time to move forward and as a consequence leave (D) and (E)oftsde. ‘The defending Keeper moves up also to cover forthe defenders Kooper ~ sweeper). (6) anticipates the back pass and produces more good pressure, this time on the Keeper, which may result in ‘winning the ball back. Should the Kooper kick and clear the ball ong, the movement inthe meantime ofthe back players wil cause the attacking team's opponents to be ‘offside fom this clearance. Mra 19 Now have the keeper play the ball ino the strikers and work on the defenders (2) and (3), pressuring and ‘supporting, bringing inthe ather key coaching points as they happen. Above are examples of what can happen withthe defending team's players: (2) presses the all, (3) drops into a support positon, (5) stars recovery. run, (6) tracks tho forward run of (A), (4) doubles up on {€) to help (2) win th ball back or at iaast ty to force (E) Into: making an eror and losing the bal, Final, once the defending team win the ball back they ‘bviously wil ook to play the bal forward atthe earest ‘option and this wil result in the team moving up the fold {fom the back and the defenders a least geting up to the fide in at the limit ofthe defending thie (hs i called Condensing pay fom te back, wich creates compactDiagram 63 Finally, aftr working through the tear with the keeper throwing or passing the ball o each unit in tum (defend- ffs, micild, attacker), to ensure the defending team get ‘a chance to defend in each tid of the fleld and each Key ‘coaching point can be covered, it i time to let fe game 90 foe Now the keeper has the option of throwing or passing to ‘any playeron the attacking team and the defending play- fers have to act accordingly. [As a coach itis time to dently the faut (see the coach- ing moment as ithappens) and correct Il. The defending team work to ry to win the ball and score a goal as quick ly as possible, thon the ball goes back to the attacking team and the coach works with the defending team again, ‘constant reiforing the defensive theme, ‘i tag 1 Within the open game there wil be occasions to correct Bla using al the key coaching pins both individual, as unit ang asa team. GETTING IT WRONG ‘These are obvious mistakes that players can make based on the ey pots in deerdng and ae used to hghight stations that can easily go wrong 1 “The numbers team have attacked and shot at goal and ‘been caught going forward. The opponents catch them ‘out with a quick break, (A) stats the move after a pass from the keeper and (6) doesn’t track the run, Now we have a situation where (A) has no pressure and 's free to play. No pressure on the ball means the sinkers (0) and (E) can push (3) and (2) deeper to create more space infront for (A) and (C) to play inThee of Defending (4) doesn’t recover back to got goal side so (C) is open te receive @ pass in lots of space and time. ‘Other principles cannot now be applied: there fs no pressure so there is no support “There is no cover atthe back because ofthe overoaded station, ‘This is now a 4 v2 against and (3) has to decide whether to stay and mark (0) or attack the ball and leave (0) tee, ‘The correct defensive principles have not been applied at the start ofthe move, puting the other players in very ci- ful postions. For example does (3) rack and mark (D) cor close down (C)? (@) closes (C), then (D) tree to receive a pass and shoot. (2) doses and (E) i ree. (3) stays with (D} and (C) ie too to shoot and #0 on. toto 8 ‘This serves as an example of what can happen when {teams do not defend properly and it's likely with such an ‘overloaded situation that the defending team will concede. ‘8 goal or at least have to give up a shot al goatrap tt CHAPTER SIX 8.8 DEFENDING IN A SMALL-SIDED GAME 8v.8 SMALL SIDED GAME PLAN SET UP Working offside from the defending thirds ‘As previously discussed in smaller sided games, when the defending team win back the ball offr thom to roward for this withthe chance to score a goal agains their opponents but Festict them to 5 passes or loss to ensure concentration is sti fn the principles of defending play not attacking play ‘Tho gam restarts again when they have, or have not, scored a ‘oa within 5 passes after winning possession ofthe bal Uttimately open the game up to free play with no restrictions.Here the set up is a 3-2~2 which provides overoads ‘at each end ofthe fled wih 3v 2's in the favor of te ‘defending team, You can use any set up you want but this isthe most logical one with these numbers of players avaliable because It provides a realistic game situation as defend fers in the defending tha generally have the upper hand fon numbers against the tkors and in tho midfold third ‘hore are usually equal numbers. Mh ta DEFENDING IN AN 8 v 8 SITUATION Work withthe wo strikers first then the two midfield payers, and finally the three defenders. Condition the opponent's keeper to serve to defenders then midfield then sirkers. In each phase Work each unit one a atime (strikers, midfielders and defend- 3), then lt it go free and coach the fait as they happen. The ‘same principles apply as inthe 6 v 6. HIGH PRESSURE AND SUPPORT SHOWING INSIDE or ® . > e o 26 8 ° I Piagram 62 1. Fullteam high pressure starting from quick pressure from the fst defender (7), 2 (7) makes a curved run to force (8) 10 pass the bal inside info the strength and numbers of the defending team andTek eeding ‘ut ofthe outside route to (E) or (F), taking both these players out ofthe game by this positioning alone, Mira tay 2 Midfeta: (5) moves outside the shoulder of (E), (6) sup- ports across (covering positions). (6) takes up a suppoting postion inside but ready to 3. Defenders: (2) moves outside the shoulder of (),cover- close down (C) shoul (B) look to pass. ), cover lng auick countratack down te wn (9) and 4) sup port across. 4. (@)and (6) can positon inside to whore the bal s being +0) 4. tthe bas played o(), (6) and (7) oF) an double forces team Players recover and rack as tho all goos past 5. (2), (3), and (4) take the opportunity to push up as (7) has them. Sopp tne mmedot torward pass, atoning tem got Cmmpacnoes rom he back. LOW PRESSURE AND SUPPORT Cone orn HIGH PRESSURE AND SUPPORT SHOWING OUTSIDE f ® ee > @ ® © : | @ @» ~e | o° | ‘o | | | ® ® | | | eo ° | 0 | ° | a J Diagram 69 1. When the closest player can’ cose early enough he shoul stay in postion, not close down ard invite te ‘opposition toy ta pay through 4. Forwards: (7) shows down the line, (8) supports across. ‘This foros (B) to pla the ball down the ine0 Theo eeig cult forthe ‘Close the spaces up behind to make it ii bother team to pass through you. Be patient and force them to pay to where you are strong. J of and across th ld and (7 ols poston sare teay to pounce shoud the bl be truth ores fe tacking dane, nit amore patet apron may be use a Toa wo amy or cay tte ack rt ly tough hgh pestering team, 20 8 trom ono ve and feap 8S behind a balla @ tar torent space toy hve ly cg 91 Behind the work of (7) and (8), (5) and (6) provide cover ‘and balance to help them win the ball back ! 2. They move into the spaces where the ball is being forced ‘0 g0 while atthe same time being aware ofthe pesitons of their immediate opponents (D) and (E). 3 (4), (3) and (2) use the opportunity to push out and again ‘offer cover and balance tothe team's poston, 1, Here the numbers team may have attacked and fst the ball and must recover back into positions to help the team defend,Tet Deeg (6) pressures (D) on the ball. (4), (3), and (2) got into {good cover / balancing positions behing the ball. (5) is ocusing on (E). (7) and (8) both make important recovery runs fo overload the situation around the area ofthe bal “The main points of recovering back are: the players ‘making the rns must consider how far back they run, not {going too deep oF not going far enough as to be inflec- tive. Here (8) could drop a ite deeper to become the ‘suppor player for (6), and (7) has retreated toa good ‘Covering balancing positon the defending team ‘Socsat win th ball i may be they force (D) to pass back fad this helps the defending team move up the field away from their goa. "TRACKED RUNS oes os 1. Above are examples ofan effective tracking run and what happens when a player doesrit make the required run. tanh ot 2 Trang rs, a dacused ara very mprtan pao tga tar foun ard ced eect by (0) makes agonal unt) track the run. This makes it easy for SNonwerd ‘Pass to (D) into the free space. eames " 2. Prayers nee obo para ase at ary asi t covering those types of runs in the midfield area of the field. If i) fl (6) mates the required tracking run to mark ren of route eck (©) then (8s pasang 1. (©)gets te tom (6 and lays rvs var pase to) oming short voce. 2) pressure a behind brevet am turing an) avs) al up fm he or sie (9) makes arn one pos lao of oto» pola aca teeTheol ening 2 The nti (ony tng sl goss inc and) ass by) eon around te bal poss 10 (0) ‘COMPACTNESS. Diagram 74 ish 95 Don't forgt, the defending eam can achieve compact- ns also wihon the opponents have the ball, such as when thu afacking team are prevented! from paying & forward pass by good pressure or are forced to pass the ball back, paricularty over a bigger distance, which gives ‘more tee forthe forwars movement happen, FREE PLAY e ® Diagram 75 “The numbers team have made an attack and shot at goa “The keaper passes the ball o (C) who passes To midhekt erie) (5) pressures the ball, (6) takes up a suppert positon with 2 recovery run back behind the bal (2), (3), and () take up good covering pesttons in respect to where the tals al where (F) ana (G) aro, (tracks (As fowat96 Thee o eeig run and (7) drops back to double up on (E) to help pressuring player (6) ‘Should they win the bal back, the defending team wi move forward fo gain compactness from the back, “These are examples to highight the types of problems That can oceur in assorsation withthe Key coaching points tf defending, Ths shows what can happen when the tWam does not make the necessary adjustments on totonse, The numbers team have attacked and shot at foal, The keeper makes a save and passes to (C). Rfofetder (6) s caught going forward from the previous attack and is out of positon defensively. ‘nto 9 (5) doesn’t pressure so (E) receives and tus to be free to attack. (6) doosn’t recover back so (0) unmarked. (7) dowsn’s track (8) run $0 (B)is fee in a dangerous Postion also. We now have a 5v 4 in the favor ofthe attacking team and the defensive team is overloaded and in avery weak position because players have not done. their defensive dues. (2) s exposed in almost 2 3 v 1 ‘against. This is an extreme example but shows what can happen ifthe team dose not defend property. ® e ° e ® ° | | | ® @ ° a | l é co Diagram 77 ‘The game is designed to work on pressurizing the player on the ball, prevent a forward pass and ulimatly win the bal. Closest player has to pressure the ball ‘To so0r, a player has to make a pass from anywhere Into the coach (ora keeper or designated target player ‘The ball can be played inthe air tothe target's hands (toThe ito efeig practice quality lng distance lofted passes) or onthe ‘r0und to feet (driven passes). Allover the eld players ust work hard to close the ball down quickly Develop —A) Asa reward, when a eam scores a goal {hey keep possession so they pay to the opposite goal to ‘soore. Previously they played tothe same goal and the ‘oppostion got the ball when they scored. 8) Go to man ~ ‘marking s0 n possession players must get fee and defenders must work har fo keep them from scoring, ‘Show by high pressure as a team how defenders can ‘win the ball back early and close tothe opponent's goal to ‘core, The toam must push up from the Back to star this, ‘You can use diferent numbers of players to play this ‘game and diferent sizes of fields. Also you can perorm {he game witout goalkeepers where the players have 0 chip o dive the bal into the empty goal. They can do this {ram anywhere asin the above game and can score with- In one pass. Have some fun with it and perhaps introduce the idea that {Che closest player doesn't cose his opponent down and ‘that opponent scares by getting the ball othe targa then the defender has to perform 3 push ups. itis pariculary ‘obvious who is at faut from a defensive aspect when we {do the man for man marking game. This highights to all the playors who was at faut i tag Bt 99) Sai _ | _ 2 ® e* 6 °o | | Oo @ ® | ° cs Diagram 78 Here isan example of @ player not pressurizing and a ‘a resulting from i. (6) passes to (5) who isnot immodi- att rss by () an has eto the ano 8 of the coach, keeper oF designated target ashe ignated tar