9v9 is one of the most exciting stages in the development of young players and can often be the first time they are truly able to understand positioning, formations and how to play to the strengths of their teammates. This Ebook gives coaches an opportunity to learn all the in's and out's of coaching 9v9, including tactics, formations, and game management.
Transitional moments are an understated, underrated and under-coached part of the modern game. How a team sets up after winning or losing the ball can make or break a team. As a result, today we dissect the basics of attacking transitions. Attacking transitions can be defined as the moment of time between gaining possession and going on the attack right away. In more complex terms, it is the reshaping and restructuring of the team to set up for the attack after winning the ball. Attacking transitions are also closely connected to the concept of counter attacking. Integral elements to attacking transitions include the decision of when to dribble vs. when to pass, width, verticality and speed. In this article, we will touch on all of these aspects, with example diagrams to a team's first introduction to transitions at the 7v7 stage, playing 2-3-1.
This winter, I had the privilege of helping to teach a coaching course at my university institution. The experience was absolutely amazing and better than I could have ever hoped for before beginning the course. Here are five things I learned from the teaching experience.
Many coaches often add restrictions to games. Restrictions like needing to complete three passes before the team can score or players being locked into different zones on the field can be valuable to teaching certain topics to young players. But restrictions need to be used wisely. Instead of restricting behaviours, coaches should look to encourage behaviours and do so more carefully through encouraging something to happen, rather than restricting it. In this article I will outline why restricted games should be more scarcely used, and why the term 'conditioned game' should possibly have a change of meaning to urge coaches to encourage the behaviours of their players in games without restricting their players.