In my previous blogs, we discussed National Curriculum (NC) and how the 1-4-3-3 system developed. In future blogs I will expand upon the attacking and defensive concepts of the system for advancing players. The first step in teaching young players how to play full field 4-3-3(or any other formation) are small sided games. The first age groups are 6 and 7 year olds in 4v4 games. This is a very challenging age group for number of reasons: They are easily distracted, cannot concentrate for long periods, are playful and are egocentric (they want the ball). 4v4 games at this level frequently look like a crab with arms and legs flailing around a central mass.
The FFA are promoting a guided discovery, game based approach to coaching. This incorporates the concepts of variable and random practice with many touches on the ball. This tries to replicate “street football”. The concept is backed up by research as an optimum style of learning (this is how children used to learn how to play before modern facilities became available). What is old is new again! What does all this mean? It means that coaches will manipulate a game environment at training to create successful outcomes (space, time, number of players, goals, etc). They use the acronym C.H.A.N.G.E. IT as well. Download the grassroots and junior licence notes from the FFA site to see what I mean. This style of approach will certainly challenge traditional coaching methods used in the last 30 years. I still feel it is very important to teach our young players how to pass and receive, run with the ball, shoot and first touch using a structured prescriptive approach; when these players have no skill set, or we are attempting to improve technique. The two approaches can be used successfully together when required. Perhaps that is why the FFA has organized Skill Acquisition Coaches for advancing players. Let’s not forget the community players, though. That is why in our club, we have organized for separate skill acquisition sessions once per week, and school holiday programs. We follow through with our team coaches and encourage them to continue with those technical corrections at regular training within the guided discovery approach. These sessions are fun and football related. Perhaps we have the best of both worlds in our club. Teach our players the correct technique to start with and this will save time later on. What do you think?
The goal for 6 and 7 year olds is to master the ball (get used to it) with lots of fun and touches on the ball. In our club we also begin to introduce basic shapes and technique in a fun way early on (a big ask perhaps).
|
 Figure 1
|
Training Session: Passing and Receiving for 7 year olds
This is a sample session that I designed to incorporate the ideas of the NC. The area used is 20x30 to 30x30m.
Warm Up/Beginning
The warm-up described in figures 2 and 3 involves lots of movement. One player is “it”. This person attempts to tag another player. When successful the players hold hands and attempt to tag others. When 4 players are “it” they break off into pairs and continue the game. The process of football movement has begun (see figure 2). At various intervals I introduced some dynamic stretching. The game was then progressed (see figure 3) with 2-3 players having a ball, passing and moving. The two players that are “it” attempt to tag a player with a ball if they are standing still. Dribbling players are safe. Positions are rotated if caught.
 Figure 2
|
 Figure 3
|
Main Part
Figure 4 shows a goal passing game. Pairs pass between goals then move off to find a new goal to pass through. Goals can be added or removed or made bigger or smaller. Make the game competitive and keep scores (use time). The game is progressed with two teams (see figure 5). A goal is scored by passing through a goal and received on the other side. Various rules can be applied to add interest. eg. cannot score through the same goals twice.
 Figure 4
|
 Figure 5
|
Final Part
Figure 6 and 7 show two types of games in the final part. Having 10 players is ideal for placing neutral players on both sides to encourage passing and switching the point of attack. In these games coaching shape of attack and defence can take place along with re-enforcing the passing a receiving coaching points. Change the size of the field, goals, and player numbers as you see fit. Rotate players regularly and attempt to recreate the game they will play on at the weekend. Finish with a dynamic warm-down, discuss the session, and clear the area ready for the next team.
 Figure 6
|
 Figure 7
|
This is What Actually Happened!
We had a meet and greet with the players (10), I asked the players questions about their day, football team etc, set rules of conduct and got everyone to agree. I am also trialing the use of coloured head bands to help players look up before passing. We then warmed up as above. I brought along 3 players from the U15 squad to help. They led the rhythmic dynamic warm-up (thanks Kevin, Justin and Dylan). During the warm-up I could already see they had problems with striking and passing the ball. I decided to change from my initial plan and play a game to “check out” what I had on my hands (whole part whole approach). I changed the size of the field, changed the number of players to get some order and added extra goals. This confirmed my initial observation that the players could not pass the ball. We then moved into part 1 of the main session. My coaching points were analogies of driving a car and a steering wheel to make the car go straight. Their shoulder position and plant foot position was their steering wheel. We had a bit of fun with this concept and added looking before passing. The improvements took a little time. With praise, the players got enthused. Once they passed the ball, players were asked to move to a new area or goal as per part 1 of the main session and things got competitive (see part 2). We then played a 4v4 game as per the final part to simulate game day. I removed players to decongest the playing area, and added neutrals on the sidelines. I attempted to give everybody a chance in different positions and introduced the concept of shape. We celebrated every goal and attempt on goal as well as a good pass. To finish, we had a competition on who could knock a ball off a cone (5m) to re-enforce the coaching points. The players loved this!
This session was not “text book” or perhaps ideal, but I did get improvement in the players. The players remembered my coaching points and they appeared to have a good time. The parents asked some questions about striking the ball, so they could practice in the backyard. This is what happened in the real world. What do you think?
Southern Lakes United is FC is off to a flying start with 80 players registered and growing. All the coaches have enrolled in FFA grass roots and Junior Licence courses. The coach’s workshop held recently was a great success. To establish the playing philosophy we conducted a PowerPoint presentation with video. There was great discussion and excellent points were made. We are also looking to use the S2S coaching system within the club as well. Check out the club website: www.southernlakesunitedfc.org.au
In my next blog I will discuss the topic of an Australian style of football within the context of the National Curriculum. Whilst we are using world’s best practice models at the moment, can we develop our own playing style, coaching programs and make the world follow us?
