Our young players enter the full field at age 12. This is a large step for most players. The field size doubles and two more players are added to a team. Players are now divided into elite and community teams on a full time basis.

The NC is in its fourth year. Some states/associations have fully implemented the SSG format whilst others are still lagging behind.  At this point is it still too early to see the full impact of these changes. Coaches will therefore inherit a variety of skill levels, based on mental and physical development and previous training. It is hoped, that in the future, a coach will inherit an U12 team that is proficient in basic technical skills and can demonstrate ball mastery (a dream, perhaps).

Talented players will have been in elite programs for 2-3 years and will now play in representative competitions full time (this starts in NSW in U11 Metro League). Some players may still be overlooked and mature later in community football, or be scouted by private academies or overseas training schools.

Age Group Characteristics

Players in the 12 and 13 year groups are undergoing great mental and physical change. It is important to understand this in relation to the training sessions and content.

*Puberty has begun in boys (average age 12) whilst girls start a year or two earlier, on average. The players are increasing their strength and muscle mass. Overuse injuries (growth plate injuries and strains) along with burn out can start to appear with high intensity poorly planned training routines that fail to stress development and learning enjoyment. The players begin to develop abilities to sustain complex, co-ordinated skill sequences. Dynamic stretching routines can be implemented in these age groups.

* Cognitively, the players are more social, can analyse, make decisions and demonstrate co-operation. The players have increased their ability to acquire and apply knowledge and can now problem solve whilst moving. Players can also think in abstract and hypothetical terms.

* In their psychosocial development, children are generally spending more time with their friends and are influenced by peer pressure. Their popularity influences their self-esteem, as does the age when puberty starts.

 

Due to these changes this is an ideal age to increase insight/tactical and communication training.

 

Training Content

Players are required to understand the playing roles within the 1-4-3-3 system. This is a difficult task, but can be covered in each training session by relating the exercises/games to the real situation.  Players also need to understand what to do when the opposition has the ball and in attack, ie the 3 moments of football. Regular walk throughs with team shape can re-enforce these concepts.

Technique is still strongly emphasised (passing and receiving, 1v1, first touch, running with the ball, heading, tackling, shooting) however, insight and communication are now also highlighted. Players are coached to make their own decisions. It is important for players to recognise situations that develop on the field and how to respond to them. Insight training is vital to produce players that can make independent decisions. A coach cannot play the game for his players!

Developing passing technique in relation to specific field position allows players to practice technique and to begin to understand field position in 11v11. The basis for this was given in the 8/9 and U10/11 blogs with the Dutch passing square and the basic diamond exercise. These exercises can be advanced for shooting, overlapping, switch of play etc, by adding players and or adding passive pressure. The complexity of these passing patterns should gradually be increased with age and relate to the topic covered.

 

Sample Session:  Zonal Defending

Introduction

Zonal defending is a modern way of defending and is specified in the NC. Basketball may have had some influence on football, as it first appeared here. The principle of the zonal system requires that each defending player take responsibility for defending an area. The placement of each defender is clearly defined, the object being that they are placed in strategic positions so that an opposition player cannot advance the ball, with the objective of winning the ball back.

Basic 1v1 attacking/defending should be regularly practiced. It is assumed that the players have a basic understanding of defending (1v1) before the concept of zonal defending can be applied. Figure 1 is an example that can be used to practice basic defending concepts. It involves movement, communication and for older age groups, sprint conditioning. The game is started by the coach, who calls “start” then plays the ball in randomly. The game can be expanded to include 2v2, 3v3 to introduce the concepts of 1st, 2nd and 3rd defender.

Coaching Points for Basic Defending:

  • Get to the ball. Players must get close enough to influence what an attacker is going to do. How close?
  • Stop forward motion. If the attacker is stationary the defender has a much better chance to win the ball.
  • Body shape and the approach to the attacker. Side on and jockeying becomes important (balanced position to ensure rapid changes of direction)
  • Before engaging an attacker, there is an additional step that may be added which will influence what an attacker does. Some coaches have advocated making the body of the defender as large as possible before engaging an attacker.
  • When to tackle? Once the defender has engaged the attacker he has to be very sure that the ball can be won before tackling. It is at this point we see the error of “diving in”.

Coaching Points for Zonal Defending

  • Roles of 1st, 2nd, and 3rd defender
  • Role of balancing defenders
  • Positioning of these players. What distances, angles etc,
  • Being constantly aware of what role the defender is playing (1st, 2nd, 3rd), and to not “ball watch”.
  • Communication and awareness.

Advancing Defending Topics:

  • “Ambushing” 2v1, isolating attackers
  •  Approach to the attacker so that the ball is played back where the ball came from, or where defending numbers are.
  • Roles of each line of players in defending.
  • Distances between each line and within each line.
  • Turning attackers inside or outside.
  • Defending team shape, including take over roles.
  • Recovery runs

Figure 1. Example of 1v1 defending line game
 

Warm-up

This game (figure 2) involves open space. Start with the team passing and moving with 3-4 balls. This is an excellent way practice passing and receiving, 1st touch, communication, movement and setting the scene for the training session (focus).

Once the coach is satisfied with the intensity and focus, progress the game by getting the passing player to close down the receiver and practice jockeying and changing direction for 5 seconds, then release the player. This is done passively at first. The receiver (attacker) practices keeping the ball under control, and changing direction with fakes and feints. Coaching points are can be similar to those mentioned above. Players off the ball can begin doing dynamic stretches. This exercise can be progressed in many different ways.


Figure 2. Passing and Receiving Warm up
 

From the age of 12, formal dynamic stretches can be used in the form a rhythmic warm-up (figure 3). FIFA has published the 11 plus which is a good basis for ideas. Dynamic stretches can involve hip movements (in and out), karaoke, lunges, heel touches, high kicks, kicking down door, leg swings, arm movements, skipping, sprints etc. The variations are endless.


Figure 3. Rhythmic Warm-up
 

Positional Game

Familiar games of 3v1, 4v1, 5v2, 5v3 can be used with an emphasis on the defending principles. Figure 4 shows a three team (3v3v3) possession game. Numbers can be increased to 4v4v4, or 5v5v5. In 4v4v4/5v5v5 games, one team can be placed on the outside to help the team in possession. The defending team must work together and use individual and group defending principles to gain the ball back. Change the team on the outside regularly.


Figure 4. Three Team Positional Game 3v3v3
 

Main Part

Figure 5 shows a numbers down line game for 6 players in a 30x15m area. Play two games simultaneously. The defending team attempts to win the ball. Once this is achieved the ball is passed back to their third player to attack the line. The team that loses the ball must drop a player out. The game continues at high pace.


Figure 5. 3v2 Line Game
 

Figure 6 shows a progression of the game by increasing the field size to 30 x 25m with 4 small goals and extra players (4v3). Similar rules apply to the 3v2 line game except shooting is limited to within 10m of the goals. Adding an extra two goals (6) will add extra complexity and decision making for the defenders once the basic game has been mastered. Play two games simultaneously.


Figure 6. 4v3 with 4 Goals
 

With both of these games, as per the game sense philosophy, progressions can involve changing the field size, limit touches, or adding goals. It would also be a good idea to apply the offside rule for realism in both games.

Final Part

The final part should involve games that re-enforce the theme of training. The games can be general or specific. Specific games can involve SSG, Phase, or Functions that use specific positions and or parts of the field. Specific games should be gradually introduced and built up in complexity. All the elements of the game should include playing out, attacking, defending and transition.  Apply the offside rule for realism.

Watch the players at work to see if the principles of zonal defence have been applied. Let the game flow and limit stop start coaching.

Figure 7 shows a 7v7 game. Whilst this appears to be a general game, the formation relates to the real game with heavy triangulation. This game trains positions including a central midfielder.


Figure 7. 7v7 Game
 

Figure 8 shows an example of a specific game on a half field, 7v6 (1-4-2 vs 1-3-3). Note the specific field positions as per the 1-4-3-3 system. Restarts can vary from the goal keeper to the central defender on the other team.


Figure 8. Specific Game 1-4-2 vs 1-3-3
 

One team attacks the large goal whilst the other attacks on 3 small goals. Changing the number of goals changes the defensive focus of one team (wide, central). Change positions regularly.

Conclusion

Each part of the sample session is related to our theme. Use 3-4 coaching points maximum per session. This helps simplify the session material for the players so that they do not become overwhelmed. Minimise stop start coaching.

Defending can be an exciting part of training. It is important to explain to young players that defending is not “just tackling”. Good positioning will cause the opposition to make mistakes allowing the defending team to win the ball back and attack.

We move to the 14/15 year age group in the next blog where a higher level/elite session will be presented.