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GAME VISION IN FOOTBALL IN FOOTBALL THEORY AND PRACTICE TO IMPROVE GAME SENSE

CRITCHELL•BOSMA•GRANGERRecommended by

This book is dedicated to all coaches and players who want to improve their game

Foreword 3

Acknowledgements 4

Part I – Neurological basis for proposed exercises 5

Introduction

Anatomy basics

Vision

Vision and Balance

Visual Perception and Movement

Vision, Balance and Movement together

Vision and Colour

Vision and Shape

Vision in Goalkeeping

Conclusion

Part II – Football Exercises – Practical Approach 29

Introduction 31

Peripheral Vision, Perception and Movement Exercise 1 to 28 33

TAG Games Exercise 29 to 37 48

Somatosensory, Visual and Vestibular Systems involved in Balance Exercise 38 to 61 51

Vision & Colour Exercise 62 to 94 66

Scanning Exercise 95 to 98 83

Vision, Colour and the Head Up Hat Exercise 99 to 103 86

Vision and Shape Exercise 104 to 119 89

Training Cards Exercise 120 to 123 98

Reactor Bibs with Symbols Exercise 124 to 137 101

Goalkeeping Exercise 138 to 161 110

Conclusion 123

Bibliography 127

About the Authors 129

Contents

© The Football GarageNo part of this publication may be reproduced or transmitted in any form or by any means, electronic, mechanical including photocopying, recording or any information storage or retrieval system without permission from The Football Garage Limited.

Page

The symbols used throughout the exercises and diagrams may be identi ed in the following representative Key table:

Symbol Description

Symbols

C

K

X

1 2 3 4

R B Y G{ {

Player

Player sprinting

Player dribbling / being creative with ball

Player passing the ball

Player passing the ball then sprinting after it

Player shooting

Cone

Balls (standard white and four coloured)

Poles

Hoops

Hurdles

Goals

Coach

Goalkeeper

Head Up Hats

Reactor Bibs

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Mick’s ForewordFor some time, Keith and I had been trying to think up practices and devise equipment which would help young players get their heads away from the ball to the surrounding area. With this in mind, we created the ‘head up hat’ and ‘reactor bibs’ with geometric shapes and numbers on them and developed practices which used different coloured footballs or different shaped pitches.

At the same time, we became aware that several professional clubs were using computer programmes as a means of enhancing visual awareness and peripheral vision. I was able to access one of these programmes and can honestly say the only thing I gained from it was a headache. I could not see how a computer programme would, in any way, improve visual awareness or peripheral vision in a fast-moving game such as football. In fact, as football players are rarely looking straight ahead - but up, down and side to side, whilst often using their peripheral vision to keep an eye on the ball - just following arrows on a screen seemed counter-productive to me.

The only way forward I could see on vision training was to provide practical exercises which could be used on the training ground. At the time, I had nothing to substantiate my opinion, but then I was lucky enough to meet Jark and Bo, who brought their son Bouwe to the Football Garage. Jark is a brain surgeon and Bo a neuropsychologist, so they were the ideal couple to talk to on the subject. In fact, I made their life hell by badgering them for months, trying to get as much information as possible on vision training and the working of the brain. Fortunately, they both agreed on our approach to coaching and felt that unless players were always put in game situations, where decisions were continually made, then the practice was of little value. They had already taken Bouwe to various training sessions, but usually came away disappointed because most of the training they observed had little relevance to the game. They could not see how training without decision-making was going to make Bouwe a better player.

It was from this background that I got the idea to write a book on vision training for football. I asked Jark to write the theoretical section, leaving Keith and I to concentrate on the practical aspects of coaching vision training, with the help of Joe Grif n, an ex-pupil of mine and an expert on functional strength and balance. We feel the book will provide players with an opportunity to improve their visual awareness, visual scanning speed and peripheral vision, which will in turn enable them to react more quickly and make faster and more accurate decisions in most football situations. Good vision will tell the rest of the body what to do, as a result of what it has seen. I am just so grateful that Jark and Bo decided to bring their son to the Football Garage, because their support, encouragement and words of wisdom have given me the con dence that the way we work is the way forward in vision training for football.

Jark’s ForewordWhen Mick approached me to ask if I would contribute to this book, my rst reaction was one of surprise: why me? I had never been ‘involved’ with football before, and I knew little about training methods. My involvement in football thus far had been seeing my children - both passionate football players - play.

In the past, kids, like many old football heroes such as Johan Cruyff, learned to play through lots of practice on the street, at school and in the park. Unfortunately, urbanisation reduced the number of places children could go to kick a ball about and kids were not allowed to play on the street anymore. Gradually a more scienti c approach to training was developed, but children could not put this into practice regularly. It is now time to move on and combine theory and practice. The more practice, the better the player will become. We have, however, remained stuck with predominantly skill training. Vision in the game, or game sense, is poorly taught. This is where Mick had some very good ideas.

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As he explained to me what he was actually seeking, namely a more scienti c explanation to support his ideas, I agreed. After all, everything he suggested for exercises to make children better football players made perfect sense. As we talked, I realised that the scienti c basis to back up his theories is there and is mostly found in basic anatomy and physiology!

It has been hard work at times, especially to t it into a busy schedule of work and leisure, the latter mostly meaning supporting the children in their activities. However, it has been gratifying and I feel that we have succeeded in creating a book that will bene t many coaches and sportsmen, not just footballers, and that may become a platform for further improvement of training methods in the future.

AcknowledgementsI would like to thank my wife and friends, who gave up their time to make a signi cant contribution to this book: Joe Grif n and Rowan Vine for acting as models, Alan Duffy for taking the photographs and my wife Carol for her proof-reading and total support.

I would like to give special thanks to John Ellis and Allan Manners for their professional input and help in pulling the whole thing together. Mick

First I want to express my gratitude to Mick for asking and encouraging me to co-write this book. His vision on the future of coaching has proved an inspiration.

I want to thank the publisher Thieme Georg Verlag for giving their permission to modify and redraw the illustrations 2, 13 and 14.

Perhaps most importantly I am very grateful for the continued support my wife has given me throughout the project and also for the invaluable contribution she has made, especially in the cognitive psychological description of the concept of memory and development of memory patterns. Jark

I would like to thank my wife Nicky for her support and encouragement, my two sons who make me proud and bring enjoyment as I watch them develop in training using the practices in this book.

Special thanks must go to John Ellis, Huw Jennings and the Premier League for their professional guidance and friendship. Thank you to Keith Curtis for his permission to use his photographs.

Keith

Special thanks to Theo Walcott for being an excellent pupil and a great role model for all the young players of today.

NEUROLOGICAL BASIS FOR PROPOSED EXERCISES

PART PART 11

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IntroductionThis book consists of two parts. In this part, we will discuss the theory of the basic neurological science that supports the exercises proposed in the second part.

The basic principle in functional neurology is that the nervous system works by activation of effector organs e.g. eyes, ears and muscles. Every neurological function - e.g. speech, hearing or vision - is controlled by an anatomical correlate, e.g. the centre for speech, for hearing or for vision. It is obvious that none of these centres can work independently. They are centres of integration. They receive a great many stimuli (information) from other centres and process and relay a great deal to others. This is absolutely essential for a good functioning of the nervous system, indeed of the whole organism i.e. the individual.

Thus, the function of the nervous system in an individual can be assessed from the individual’s behaviour. We are “behaviourist“ in the study of functional neurology. As such, functional neurology can only be understood when we assume that consciousness is not the principal role of the nervous system, but only an important epiphenomenon. Indeed consciousness is also essential in the process of learning.

The simplest form of behaviour or neurological function is the reflex. The most complex form of behaviour is the word (language). The word remains an act, for example spoken or written. When the word is not effectively formulated (written or spoken) but only thought, then this is only possible because there is a ‘word-act’. Functional neurology then studies the procedure of expression of thought. The contents of thought are the domain of psychology and psychiatry.

Certain activities can be learned and can develop into an automatism or a reflex without the need to think about it. This can be a very complex process and it can also be practised, for example walking, running and cycling.

In the same way, complex activities can be trained and gradually become a reflex or automatism. Many sports are an example: the technical skill of skiing, skating, throwing a javelin or hitting the ball with a tennis racket. The individual no longer has to think how to place his foot, how to hold a racket or how to hit the ball; it has become an automatism.

In team sports, observation and knowing where your team mates and opponents are, and with it awareness of position, possibilities of attack and possible danger, play a dominant role.

Players who excel are often characterised by their ‘great vision’ or ‘great awareness’ or ‘instinct’. Such vision is of great importance for the success of a team. Whilst it may be true to say that there are talents who appear to have a naturally developed ‘vision of the game’, there is no reason to believe that such vision cannot be trained. Just like the technical skill of how to kick a ball this can be trained and gradually become an automatism. Unfortunately, the emphasis of most training is generally still on technical ability alone and this particular aspect of observation and awareness is being neglected. Yet vision exercises can be used to improve performance; visual abilities affect soccer (sport) performance and the acquisition of motor skills. Even talents who have great vision and awareness will bene t from such training and become even better players.

Exercises that concentrate on ‘vision of the game’ and integration of ‘vision’ and technical skills can contribute to the gradual development of an automatism of such. Exercises that train the observations and the best reactions to that information can help to develop the game, the ‘vision of the game’. The best player will be the one who makes the correct decision most of the time, and who uses his experience to create favourable situations and to nd solutions for problems he is faced with, such as responding to an opponent’s attack. The exercises we describe will help to build this experience and thus to enhance ‘vision of the game’.

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Training or learning requires memory. Memory has various components: these include visual memory and auditory memory (memory of hearing). Vision plays a pivotal role in the game. Indeed vision provides the bulk of stimuli in team sports. Evidently visual memory is of the utmost importance for progression in training. Hence we emphasise the use of visual aids in this book.

Whereas vision exercises can improve sports performance, the exercises described in this book are taken a step farther. The exercises aim to train patterns of activities. The patterns are stored and assimilated in the memory creating ‘maps’. In different situations different (trained) patterns will be ‘called up’ from the memory. Indeed, well practised and often recalled information is stored in deep (or tertiary) memory from where it can be recalled quickly. The best player is the one who in all different situations applies the best or most useful patterns and who, through association, develops new patterns for himself. In other words, the intelligent player builds on learned patterns to develop new ones for new situations he is faced with in the game. The more he trains them the better he gets at doing it. This is the neurological equivalent of the instinct or vision of the game.

Whilst we agree with Evans that reading the game requires the players in a team to read the game in the same way and put their judgements into practice in a collective and consistent way, the individual player with great vision will be able to ‘read’ the players of his own team as well as his opponents. Indeed, developing new patterns by applying learned ones cannot be taught. It is intrinsic to the player; it is the intelligence of the player that determines that capability. However, it is clear that every player will bene t from learning these patterns and in this way will maximise their own capabilities to develop new ones. In addition, the more a player practises, the more opportunity he will have to develop new ‘maps’.

Thus we come to a definition of Vision or Instinct (of the game): the capability to recognise patterns and develop new patterns to solve situations based on previously learned patterns.

In the next few chapters we will outline the basic anatomy of the nervous system that provides the ‘wiring’ or ‘network’ that makes such learning possible. With the descriptive anatomy, we will blend some functional anatomy and some neurophysiological principles.

It is an enormous subject and inevitably the following description is largely a simpli cation. To enhance understanding, we provide some illustrations to make it easier to see how it works. We have used layman’s terms or clari ed the anatomical terminology as much as possible. It is by no means necessary to try to memorise every detail. We try to explain how the underlying neurological processes work. Some understanding of this neurological ‘wiring network’ should suf ce to offer an insight into the basic science that supports the exercises proposed in this book.

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Anatomy Basics The anatomy of the nervous system is somewhat dif cult to imagine as the brain and spinal cord are solid organs; the structural pathways for conduction of stimuli lie within these and are dif cult to recognise (the illustrations are therefore largely schematic). One could see it as the wiring through which all the impulses travel.

The amount of information received and processed is enormous. It is estimated that we receive approximately one billion bits per second (for comparison: one page contains approximately 1000 bits of information). We process this in the brain and become conscious of only between ten and one hundred bits every second. Visual information provides the bulk of this!

The nervous system is subdivided into a central and a peripheral nervous system. The central nervous system is again subdivided into the brain and the spinal cord.

Several major parts are recognised in the brain (Fig 1):

Brainstem - the seat for control of vital functions (breathing and circulation) and for centres of the cranial nerves that control the nervous functions to the head and neck (eye movements, hearing and balance, face muscles and sensation, tongue and throat muscles and sensations, some neck muscles). It includes the Midbrain, the centre for visual coordination.

Cerebellum - this is the small brain. It is the centre for coordination and integration of movements.

Hypothalamus - a centre essential for homeostatic (vegetative) functions, i.e. maintaining body fluid parameters at the correct levels. It also ‘programs’ the body by activating or inhibiting certain neurological processes and pathways to promote behaviour in favour of digestion, reproduction or activity depending on the body’s need at the time.

Limbic system - this is a system the processes of which are still to a large extent unknown. It is the seat of ‘Fright-Fight-Flight reactions’ or emotions and possibly an important centre for initiative.

Thalamus - the centre important in the relay of stimuli.

Cortex - this is developmentally the highest part of the brain where consciousness occurs.

Cortex

Cerebellum

Spinal cord

Upper medulla

Pons

Midbrain

Front

Hypothalamus

Thalamus

Back

Brainstem

Fig 1.The major anatomical parts of the brain

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As such, the cortex is developmentally the ‘highest’ part of the brain. Not all stimuli reach the cortex however; indeed many stimuli are dealt with at a lower - subconscious - level, for example reflexes. The nervous system will process the information and generate a response to the stimuli that is carried back through the peripheral nerves to the effector organs, e.g. the musculoskeletal system, heart, lungs, bowels etc. (Fig 3)

Motor cortex

Visual cortex

Information from musclestendon joints etc. coming inthrough the spinal cord

Thalamus

Cortex of hearing

Front

Back

Fig 2. The Thalamus. An important centre that relays most stimuli. (Modified and redrawn, with permission, from Silbernagl and Despopoulos: Sesam Atlas van de Fysiologie, Bosch en Keuning, 1981.)

Spinal cord

Brain

Muscles

Bowels

Heart

Lungs

Fig 3. Effector responses from the central nervous system to the musculoskeletal system, heart, lungs, bowels etc.

Impulses or stimuli are carried through the peripheral nerves to the central nervous system. These include information from receptors in the muscles, tendons and joints on body position and muscle tone. Via a central centre called the thalamus that mediates all perceptions except smell and pain, the stimuli can ultimately end in the cortex of the brain (the outer shell or surface) to become conscious. (Fig 2)

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Vision provides a huge amount (the most) of stimuli of the nervous system. Not surprisingly therefore, it takes up a large part of the structures of the brain and the visual cortex (the centre of awareness of what one sees) has a huge number of connections to all centres within the nervous system. Vision of the game cannot develop without the constant stream of accurate visual information from the game itself or the pattern of play.

It is obvious that the anatomical systems must function optimally to achieve optimum performance. Indeed, visual de ciencies must be detected early as they may increase the player’s risk of injury or interfere with the player’s performance, for example by misplacing the ball or mistiming a tackle. Especially in younger players this may cause frustration and anger, and can lead to conflict with team-mates or the referee. For that reason and reasons outlined above we will concentrate on vision.

Thalamus

Motor cortex

Visual cortex

Sensory cortex

BackFront

A.

B.

Fig 4. Cross-section of one side of the brain (A) and side view (B) demonstrating the somatotopic arrangement of the motor cortex. Also indicated is the central location of the thalamus.

The cortex has a somatotopic arrangement i.e. the information received from the various parts of the body and the response signals have systematic projections on the cortex. (Fig 4A,B)

VisionThe visual impulses from each eye are transmitted through the optic nerve (nerve from the eyeball), chiasm (a crossing of part of the optic nerves allowing reorganisation of the impulses) and optic tract to the brain. This s arranged in such a way that what we see on the left of the midline with both eyes is registered on the right side of the brain in the right visual cortex and vice versa.

These pathways have connections through the so-called lateral geniculate bodies to other centres in the midbrain. Thus the midbrain is home to some very important centres that are called the (upper) colliculi. These are the relay stations for visual reflexes. (Fig 5)

Fig 5. The visual pathways and the relay of the field of vision. The crossed area shows the rearrangement of the visual pathways such that the right visual field for each eye is relayed to the left side of the brain and vice versa.

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14

As mentioned above the thalamus mediates all perception except smell and pain and relays stimuli to and from the cortex, including the visual stimuli. It relays the quality of the perception and also sends it to other deep centres in the brain, the pallidum and the hypothalamus. These mediate visceral and somatosensory reactions, i.e. non-voluntary reactions from organs and from the body (musculoskeletal reactions), for example, stiffen when startled, getting goose pimples, and feeling sick when confronted with certain images.

Upper colliculi

Frontal cortex

Outgoing stimuli(mostly motor)

Motor cortex

Thalamus

Visual cortex

Cerebellum

Spinal cord

Incoming (sensory)stimuli

As relay stations, the colliculi receive and send impulses to many (possibly all) other centres and pathways in the central nervous system. The pathways include connections with each other, with the thalamus, and with the lower colliculi (relay stations for reflexes of hearing). They receive input from these, from the brainstem which houses the centres for vital functions such as breathing, and also from nerve tracts from the spinal cord, namely the spinotectal pathways and the lateral lemniscus that carry sensory impulses (touch and pain, joint position sense). Vice versa, they send impulses to the other colliculi, to the thalamus, to the spinal cord via the tectospinal tract, and to the cerebellum and brain stem via the tectocerebellar and tectobulbar tract respectively. Indeed the colliculi form an important integration system. (Fig 6)

Fig 6. The upper colliculi as an important integration and relay station primarily receiving information from the eyes, and sending impulses to and receiving impulses from many other centres of the central nervous system (see text).

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Vision & BalanceThe course of the vestibular (balance) pathways is not exactly known. As the vestibular (balance) organ is intrinsically linked with hearing and the impulses for balance and hearing travel within the same nerve (the vestibulocochlear nerve), albeit in functionally different bundles, it is very likely that they have very similar connections in the nervous system.

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Impulses generated in the vestibular (balance) organs in the inner ear travel through the vestibulo-cochlear nerve to the vestibular (balance) centres in the brainstem. From there they are relayed to the centres for control of eye movements in the brainstem, to the cerebellum (small brain), to the cortex (the post central gyrus, centre for spatial orientation) and to the spinal cord. This provokes reactions or reflexes mostly aimed at maintaining balance and at eye movements (keeping an eye on the surroundings). (Fig 8)

Sensory associationareas

Primary sensoryareas

Primary motorareaPremotor cortex

Motor speech area

Auditory cortex

Area 8 - Eyemovement area

Area 18 and 19-Visual association areas

Area 17-Primaryvisual cortex

Fig 7. Side view (left) of the brain. The organisation of the cortex in functionally different areas. These are numbered. The principal areas are indicated.

Balance (vestibular)organ

Vestibulo-cochlearnerve

Vestibular centres

Cortex (post central gyrus)

Upper colliculus

III, IV and VI indicate thecentres for the respectivenerves to the eye muscles

Hearing centre

Pathway to the smallbrain (cerebellum)

Spinal cord

Fig 8. View of the brainstem from behind (small brain removed) demonstrating the pathways for information from the balance organ.

There are known signi cant connections with centres in the cortex that control global movement, including area 8 for voluntary movements and eye movements and area 19 for reflex adaptation. Area 19 is a visual association area. (Fig 7)

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Small brain(cerebellum)

Thalamus

Balance (vestibular)centres

Vestibulo-cochlearnerve

Spinal cordImpulsesfrom theOrgan ofBalance

Corticalcentres

Thalamus

Spinal Cord

Cerebellum EPS

The cerebellum (small brain) receives impulses from the vestibular (balance) centres. It sends pathways to the same and to the spinal cord (cerebellospinal tract) and from there to the thalamus to influence controlled movements.(Fig 10)

Equally importantly, there are connections with the centres that coordinate motor function. (Fig 9) These include the cerebellum (small brain), and the extrapyramidal system. The latter is so-called to distinguish it from the pyramidal system that is responsible for voluntary movements. It plays a role in muscle tone, in resistance to passive movements thereby smoothing overall movements (synergism or the control of movement of opposing muscles), it controls automatic and semi-automatic instinctive movements - for example picking up an object which is a sequence of movements - that are initiated in the Pallidum (a deep control centre) and it is responsible for ne, speci c and precise movements. It has numerous feedback loops to many, if not all, other centres. Defects in the extrapyramidal system are exempli ed by Parkinson’s disease, which is mostly known for signi cant tremor and shaking.

Fig 9. A schematic illustration of some of the connections involved in a response to impulses from the organ of balance (EPS = extrapyramidal system). See text for explanation.

Fig 10. Pathways from the small brain (cerebellum) after receiving information from the balance (vestibular) centres.

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Fig 11. Pathways that play an important role in position and stance re exes as part of the motor-hold system.

Motor centres in the brainstem(in the reticular formation)

Motor centres in the brainstem(red nucleus, part of the extra pyramidal system)

Small brain(cerebellum)

Stimuli through themotor nerves in the spinal cord (postion and stance re�exes)Balance and hearing

(vestibulo-cochlear) centres

Joint postion sensors inthe neck

Apart from the mostly subconscious reactions to coordinate eye movements, the body responds by and large to the information received and processed by the brain through muscular activity or movements. Two main mechanisms can be distinguished: the motor-move system or voluntary motor function (see below under VISUAL PERCEPTION AND MOVEMENT), and the motor-hold system or the postural motor system. The latter is responsible for balance and for the body’s position in its environment. It is also known as sensorimotor function as it depends on continuous flow of sensory impulses.

Simple spinal reflexes such as the tendon reflexes and other more complex muscular reflexes play an important role in the motor-hold system. They are controlled via spinal pathways by motor centres in the brainstem. The centres receive their information from the organs of balance, from the joint position sensors of the neck, from the cerebellum (small brain), the eyes (visual cortex) ears and nose (organ of smell or olfactory organ). They are the relay station for position and stance reflexes. (Fig 11) Their function is to maintain body position and balance, obviously important in sports.

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The conscious awareness of what we see around us (vision) is what makes it possible to perceive movement and plan our own movements. As we saw, the awareness of vision is located in the visual cortex. The cortex is highly specialised and different areas have different functions that are important to the perception of movement. These areas cater for colour, shape, and orientation. A separate area is involved in tracking or perception of movement (area V5) (Fig 12). This area receives input from the primary visual cortex. Within this area neurons are grouped and so highly specialised as to be sensitive to movement in a particular direction. Centres in the deeper centres of the brain and the superior colliculi are also involved in perception of movement.

Visual Perception & Movement

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Medial temporal lobe

Area V5

Visual cortex

Spatial awareness is obviously very important in any sporting activity, for example in sailing to judge the distance to a mark and to other boats, in football to nd space and judge the distance to pass a ball, in tennis to judge the time needed to get to the ball, in javelin throwing to judge the distance to the line etc. Vision plays a pivotal role in spatial awareness and movement.

The motor-move system allows the execution of purposeful movements. It includes the thinking about the movements, i.e. the voluntary movements. As indicated above, it is not a system working in isolation (no system does) but rather a system that is closely linked with the motor-hold system. Many nervous centres are part of it including centres in the cortex, basal centres, thalamus, cerebellum, brainstem and the spinal cord. The pathways for this system are only partly known.

In short, when a decision - conscious or subconscious - is taken for a particular movement a signal is generated in the subcortical areas (areas immediately under the cortex). (Fig 13A) The signal travels to an area called the associative cortex which ‘constructs’ the movement, i.e. it generates the signals needed to make the movement happen. (Fig 13B) These travel to the cerebellum and to the basal centres. (Fig 13C, Programming) The basal centres control the slower global movement whereas the cerebellum controls the coordination of the faster and ner movements. Via the thalamus the signals travel to the motor cortex (Fig 13D, Relay of signals) which then ‘ res’ the instructions to the musculoskeletal system through the motor nerves in the pyramidal tract to the spinal cord and peripheral nerves. (Fig 13E, command to move) There is a constant sensory feedback during the process that modi es the signal helping to adjust the nal movement. (Fig 13F)

Thus information - or neural impulses - is constantly received and processed. Signals are sent from the visual cortex to centres that control movement, voluntary and involuntary, conscious and subconscious. Amongst the areas that also receive input is the medial superior temporal lobe that analyses the information about movement and distance to objects. It houses the centre for spatial awareness. (Fig 12)

Fig 12. Inside (medial) view of the brain showing the close relationship between visual cortex and medial temporal lobe.

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Fig 13. The sequence of processes involved in the execution of movement. (Modified and redrawn, with permission, from Silbernagl and Despopoulos: Color Atlas of Physiology, 5th Ed. Georg Thieme Verlag, 2003.)

A. Decision to kick the ball. Signals a rise in the subcortical areas and travel to the associative cortex.

Subcortical areas.

B. Construction of movement. “Here is how to kick”.

Motor cortex

Hearing

Somatosensorycortex

Vision

C. Programming: which muscles, �ne-tuning,how much power/strength.

Cerebellum

Associative cortex

Basal ganglia

D. Relay of signals via the thalamus to themotor cortex (and also the premotor andsupplementary motor areas).

Motor cortex

Thalamus

E. Command to move. Signal sent fromthe motor cortex to the muscles

Spinal cord

Sensory feedback

Motor cortex

F. Execution of movement: kicking the ball

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Vision, Balance & Movement

TogetherThe importance of the motor-hold and motor-move systems can be illustrated by the example of a football player striking the ball. (Fig 14)

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When the ball is passed the player receiving the ball moves his body towards the ball (target). This is a function of the motor-move system. He ensures adequate support on one leg whilst counterbalancing with his upper limbs and upper body. That is a function of the motor-hold system. The player keeps an eye on the ball, a function of the centres for eye movement control and coordination, whilst the visual cortex analyses the speed and course of the ball. The associative cortex then prepares the response, i.e. the movement of kicking the ball, including the force and slicing, spinning or lifting, for which both systems come into action again.

Fig 14. The motor-hold and motor-move system working together when a football player strikes the ball (see text). (Modified and redrawn, with permission, from Silbernagl and Despopoulos: Sesam Atlas van de Fysiologie, Bosch en Keuning, 1981.)

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Vision & colour

The eyeball is a sphere that is lined with nerves on the inside (retina). The human eye is in essence an intrinsic part of the brain and indeed, when we look into the eye with a special instrument (fundoscope) we look directly onto nervous tissue, the retina.

The nerve cells of the retina are light sensors cells. The range of sensitivity of light perception (visual spectrum) is from 400 nm (violet) to 700 nm (red). There are two types of light sensor cells: rods and cones. (Fig 15)

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Fig 16. Diagram demonstrating the den-sity of cones and rods concentrically around the central axis of the eyeball. The blind spot indicates the area where the optic nerve is formed. There is no light perception here.

Receptor density 103/mm2

Blind spot Fovea Centralis

Rods

Cones

Temple

Cornea

Light

Iris

Nose Optic nerve

Fovea

Retina

Lens

Light

Optic nervebundle

Cone

Rod

Pigment Epithelium

Fig 15. Horizontal cross-section through the eye (A). At zero degrees the light falls directly onto the Fovea Centralis. The Fovea has almost exclusively cones for sharp vision. The small box enlarged demonstrates the structure of the retina (B), which is the innermost lining of the eyeball that ‘collects’ all the information (light) and sends the stimuli to the cortex via the optic nerve and visual pathways.

Cones have peak sensitivities for the colours blue (wavelength 450 nm), red (580 nm) and green (540 nm). The sensitivity of rods is centred around 550 nm (yellow-green), which means no perception of colour.

The rods and cones are arranged in a certain way; centrally around an area called the fovea is a concentration of cones whereas more peripherally there are only rods. (Fig 15 and 16)

This arrangement allows for the perception of light and therefore movement from an angle of almost 180 degrees but colour vision is received at a narrower angle. At low light levels the rods become increasingly important for the perception of light (night vision). The information received by the retina (light perception) is sent to the visual cortex where it is extensively processed to produce a conscious image. (See Fig 5) This arrangement shows the importance of the light conditions; good light is essential for colour perception. It also explains why colour blindness can signi cantly hinder a player in his game. It is important that the condition - like any other visual impairment - is diagnosed at a young age. Only then can strategies be developed, and training be targeted to overcome the disadvantage.

This capacity for colour differentiation, given the huge amount of visual information that is processed by the brain, can be exploited.

A. B.

Thus, by introducing colour stimuli into game practice we can sharpen the players’ awareness of other players and the space around them. This will enhance their use of space and therefore their understanding of the game. The simplest example is, of course, two teams playing in d fferent coloured shirts.

Using different coloured hats in training can also be an invaluable aid. Indeed when practising in more dif cult situations than actually seen in a match, where the players only need to look out for their own colours, the match circumstances will be-come relatively easy. The player can thus concen-trate on creating and reacting to new situations in the game. The use of such hats will be explained in the second part of the book.

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Vision and ShapeSimilar to colour stimuli, team shapes and patterns, such as triangles and diamonds that players use during the game when passing the ball around, are similarly recognised through functioning of the visual system. These patterns and shapes are recognised consciously in area V5 (see above). The action taken by the player is a result of the awareness (consciousness) of this information.

By emphasising patterns in training, the player’s awareness and game sense can be improved. In turn, this will optimise his creativity in the game by increasing the number of playing options that the player recognises.

Shapes can be applied in various ways to train patterns. Most obviously, they can be used in passing games keeping a team shape in a triangle, square or diamond shape and so on. The shape of the practice pitch can also be varied; this will help players to recognise and utilise restricted play areas to pass the ball in real game situations.

The use of coloured bibs is also a great aid to train patterns. The combination of colours and patterns can be used to increase the complexity during the training. Similarly, the use of different shapes on a bib (triangle, circle, square) can aid the development of the player by creating a complicated set of circumstances in training.

Training patterns this way will make the circumstances in a match relatively simple in comparison and increase the player’s game sense.

Vision in GoalkeepingThe goalkeeper has an extremely important role in the team. A good goalkeeper ‘reads the game well’. He has a good positional sense, not only of himself but also of the other players. Just like eld players, the better goalkeeper is able to react to a new set of circumstances by applying learned patterns to create new ones. He is able to anticipate and react. He is more decisive as a result. This is important in all aspects of the goalkeeper’s game, including set pieces. It is also important in the prevention of injuries as he is much more likely to avoid clumsy and badly timed challenges.

In some ways it can be argued that reading the game is even more important for goalkeepers, as poor positioning will be more noticeable and will much more often result in a goal. He needs to be in line with play, needs to narrow the angle and needs to be aware of the position of opponents who may also pose a danger, for example by drawing away defenders or by being ready to receive the ball, being ready to receive crosses.

ConclusionThe nervous system receives an enormous amount of stimuli continuously. The information is processed and the nervous system programs reactions. Mostly these reactions involve movements. By training reactions to certain stimuli the brain can learn patterns and create new patterns or maps for future use. This principle can be applied to soccer (team sports) training. As a large part of the information is visual, visual aids can be used for training to develop better ‘vision of the game’. We hope that we have given the reader an insight behind the anatomical and physiological processes that support the training methods described in the second part of the book.

PRACTICAL APPROACH

PART PART 22

31

IntroductionI recently taught my daughter the basic mechanics of driving, before putting her in the hands of a driving instructor. The rst few times behind the wheel, her main aim was not to hit anything. She continually looked straight ahead and there was little or no movement from the eyes or head. I took her out daily, over a period of three weeks, and her skill and con dence quickly improved. Her focus expanded and, instead of just looking straight ahead, she began to use the side and rear view mirrors. She became aware of the entire driving situation and started to make her own decisions, instead of relying on me to make them for her. By the time she was ready for the driving instructor, handling a car had almost become second nature. She was able to deal with much more information, drive at greater speed and focus on what was important and delete what was unimportant.

It is easy to equate learning to drive with playing football. After the rst few lessons there is little point driving in an empty car park! Sooner rather than later, the driver has to be put in situations where decisions have to be made and perception becomes an essential part of the learning process. We believe that coaching football is the same and that there must be much less emphasis on the repetitive drilling of movements and more on games where players are constantly moving, making decisions and reacting to outside stimuli (e.g. team mates, opponents etc). Just like driving a car, it is essential that players are put into games where they have to constantly interpret the information around them, as this is the optimum environment in which a team or an individual can learn. It is the competition provided by one’s opponent that helps create the constantly changing situations on the eld. Players will not become decision-makers if the only experience they get is of drills and practices devoid of decision-making opportunities!

The coach’s role must be to provide the players with the structure and objectives of the exercise and then let them play. By letting the practices run, players are given the opportunity to work things out for themselves. This engages them in ‘discovery learning’ and forces them to regularly consider their own sensory feedback. If the coach continually steps in, he breaks up the process that leads to players’ game understanding and decision-making. A good coach will know when to stop the practice, in order to correct and re-focus the players, and then let them proceed again with their experiential learning. By adopting such unobtrusive strategies, he will force the players to think about the decisions they make and their consequences.

This approach has further been enhanced by a recent Finnish study that looked at secondary school students’ decision-making and game-play ability in soccer. The students played three different 3 v 3 games of football, in a 32m x 20m playing area, for 10 minutes. All matches were video recorded and analysed afterwards, using a coded instrument developed for examining the components of game performance, decision-making and skill execution. The players made signi cantly more tactical decisions (offensive and defensive) than ball skill executions (receives, passes, dribbles, shots, duels and interceptions) during playing time. The highest number of decisions recorded, in a 10-minute game, was 203 and the highest number of ball skill executions was 54. Considering the ball was only in play for a maximum of 73% of playing time, the results reveal that decision-making, in a game situation, is as important as the execution of motor skills. It was perhaps no coincidence that the students with the best game understanding were also superior at skill execution in game play!

The way forward in visual training appears to be training the way visual information is obtained, perceived and then used. Mann and Gorman used a computer analogy where the eyes and visual pathways were considered as the hardware and the perceptual components of performance, particularly the ability to read the game, were considered as the software. If a player’s vision is normal, then the focus should always be on developing the software! In all fast-moving ball games where the situation is changing constantly, a high demand is placed on players’ ability to process information from their environment. Unfortunately, just because they look roughly in the right direction does not necessarily mean that they understand what they see. In “Cognition and Reality”, Neisser said “We can only see what we know how to look for.” We believe it is the coach’s job to open the eyes of the players to the possibilities that exist and to help them focus their attention on important cues, which will lead to greater perception and faster decision-making. It is vital that we ‘coach’ the mind and the cognitive processes, not just technique.

32

This book concentrates on vision of play and emphasises that football is a sport based on the ability of the player to instantly analyse and make decisions in constantly changing situations. The fact is players must train to a higher level (known as acute overload), so that they are capable of reacting correctly and more quickly to the stimuli received during play. A combination of experience and perception will enable a player to become an expert who not only memorises certain phases of the game but who looks for new solutions to complex situations.

Increasing the speed and accuracy of mental processing must be a vital part of every training session. At the upper level of soccer, everyone is gifted physically - players have similar speed, strength and power - whilst technically there is little difference between professionals who play in the same position. Therefore, why do players who possess similar physical and technical abilities vary so much in their performance? Our research suggests that it is the speed of mental processing that makes the difference, so future development must focus on training vision and mind speed.

We believe that the exercises we have devised - involving peripheral vision, tag games, random agility, balance, colour, shape and the use of reactor bibs and head-up hats - will help develop players’ perception and mental processing and so enable them to become quicker and more skilled decision-makers. Clearly, visual search is a crucial part of decision-making and we feel that the following games and exercises will do a great deal to improve visual search strategies.

Peripheral vision, perception and movement - staying with the ballOur introductory sessions will encourage players to stay with the ball. This will mean having a ball each and running with it, continually looking for space. As players start to use the space more effectively, a greater emphasis will then be placed on feints, dummies, cuts and turns. Players should then work at a fast pace and perform the skills and techniques as quickly as possible. “If you are going to make a mistake, make a fast mistake.”

The following technical and tactical qualities should be focused on:

1) Running with the head up. Encourage players to scan the eld in between touches. Use peripheral vision to be aware of other players and the opening and closing of space.

2) Close control. Players should use both feet and keep the ball within a stride. It is important that control is not lost and that the ball does not strike other players.

3) Change of direction. The ability to beat opponents by quick changes of direction is essential.

4) Bent knees. The knees must be bent so that players can accelerate, stop, start and change direction, whilst one arm should be up to act as an antenna.

5) Change of pace. Use a change of tempo to practise getting past opponents.

Peripheral Vision, Perception and Movement

X

X

X

X

X

X

X

X

Exercise 1

The Game:

• Two15mgridsaresetupasinthediagram.

• Theplayersaredividedintotwoequalgroups,withone groupwearingbibs.

• Theplayershaveaballeachanddribblefreelyintheir grid-twisting,turningandbeingcreative.

• Asplayersbecomemoreproficient,thecoachcan introducenewsituations,butmustmakesurethebasics havebeencoveredfirst.

Progression One

• Onthecoach’ssignal,theplayersworktheballasfast aspossible.

• Whenplayersseespace,theysprintintoitwiththeball.

• Whenplayersseespace,theyperformatrickandthen sprintintoitwiththeball.

• Whenthecoachshouts‘change’,theplayersleavetheir ball,takesomeoneelse’sandcontinuedribbling.

• Whenthecoachshouts‘change’,theplayersleave theirball,changegridsandcontinuedribblingwith someoneelse’sball.

Progression Two

• Playersdribbletowardseachother,droptheirleft shoulderandmovearoundtotheright.

• Playersdribbletowardseachother,droptheirright shoulderandmovearoundtotheleft.

• Playersdribbletowardseachother,stopinfrontofeach other,pulltheballbackanddribbleawayatspeedin anotherdirection.

• Playersdribbletowardseachother,stoptheirball,take theirpartner’sanddribbleawayinanotherdirection.

Progression Three

• Themiddlelineofthegridisopenedupandplayers workfreelyineithergrid,stillwithaballeach.

• Themiddlelineofthegridisreplacedandallthe playersworkinone15mx15mgrid.Withspacemore restricted,tightercontrolandbetterperipheralvisionare nowrequired.

Progression Four

• Oneplayerwearsabibandactsasleader.

• Hedribblesfreelyaroundtheareafindingspace.

• Everytimehestopshisball,theotherplayersmust alsostop.

The Game:• Two15-metregridsaresetupasinthediagram.

• AlltheOshaveaballeachandcandribbleanywhere theylikeintheirgrid.

• XsenterOs’gridandtrytowinaballanddribbleit backtotheirowngrid.

• IfanOloseshisball,hemustchasebackandtryto wintheballback.

• WorkforthreeminutesandthenallowXstostartwith theball.

Equipment: 6 cones, footballs and a set of bibs

Number of players: 12 to 16

Dimensions: 2 x 15m x 15m grid

XX

XXX

XX

X

Exercise 2 Equipment: 6 cones, footballs and a set of bibs



33

The Game:

• ‘Playinginthefuture’

• Theplayershaveaballeachanddribblefreelyinthegrid.

• Astheydribble,playersmustcalloutwhattheyare goingtodoBEFOREcarryingouttheactione.g. “attackingspace”,“outsidecut”,“Cruyffturn”,“stepover”, “speedingup”,“dragback”,“dribblingwithleftfoot”and soon.

• Thiswillmakeplayersthinkaheadandbemorespatially aware.

Progression One

• Toimproveperipheralvisionplayerscalloutthenamesof playerswhocomeintotheirvisualfielde.g.“Tonyonmy right”,“Chrisinfrontofme”,“Billonmyleft”,“Joebehind meonmyright”andsoon.

Progression Two• Combinethetwoactivitiessothatplayerscalloutwhat actiontheyaregoingtodobeforecarryingitoutand shoutthenamesoftheplayersintheirvisualfield.

The Game:

• Three10-metregridsaresetup,asinthediagram.

• Theplayersaredividedintothreeequalgroups,witha maximumofsixplayerspergrid.

• Theplayershaveaballeachanddribblefreelyintheir grid,twisting,turningandbeingcreative.

• Onceapatternhasbeenestablished,takeoutoneball.

• Thosewiththefootballscarryondribbling,butalsoplay wallpasseswiththespareplayer.

• Itisessentialthatthosewiththefootballsareawareof otherplayersanddon’tpasstothesparemanatthe sametimeassomeoneelse!

Variation

• Aswellasplayingwallpasses,thosewiththefootballs canperformtake-oversordragbackswiththespare player.

• However,playersmustcommunicatesoeachknows whatactionisabouttotakeplace.

• Thespareplayerwillnowbechangingregularly.

Progression

• Graduallyreducethenumberoffootballsuntilthere areonlytwointhegrid.

• Thosewiththefootballscandribble,performtricksetcas wellascarryoutdifferentactionswiththespareplayers.

• Theplayersmustalwaysknowwherebothfootballsare.


X

X

X

X

X

X

Exercise 3 Equipment: 4 cones and footballs


Dimensions: 20m x 20m grid

Exercise 4 Equipment: 8 cones and footballs



34


Exercise 5

The Game:

• Playersworkinpairsandeachpairhasaball.

• Oneplayerstandsbehindtheother.

• Theplayerinfrontdribbleshisballandcontinually changesdirectionandpace.

• Theplayerbehindfollowshismovementsasclosely aspossible.

• Therolesshouldbechangedfrequently.

Progression

• Twoplayersworksidebyside,aboutthreemetres apartandeachwithafootball.

• Oneplayerdribbleshisballandchangespaceand directioncontinuously.

• Hispartnermustkeepaneyeonhimandfollowhis movementsascloselyaspossible.

• Thisprogressionismuchmoredifficultasplayershave todividetheirvisionbetweentwodirections.

• Theyhavetobeawareoftheirballmovingforwardsand alsothedirectionofthepartnerashedribbleshisballon oneside.

The Game:• A20-metresquareismarkedoutwithfourcones.

• Fiveplayerslineuponeachsideofthesquare.

• Atasignalfromthecoach,theplayersstartatthe sametimeandsprintacrossthesquareandback10 times.

• Theplayersmoveasquicklyaspossibleandsprint intospacewhenevertheyseeit.

• Thecoachcanspecifywhattypeofturnhewantsat eachende.g.turnonrightfoot,turnonleftfoot,jump andturn180degrees,touchdownwithrightorleft handetc.

• Whichplayerorlinecancompletethecoursefirst?

• Aswellasvisiontraining,thiscanalsobeusedasa fitnessexercise.

Variation

• Asabove,butplayersusethecentrecircle.

Progression One

• Playerssprintbackwardacrossthegrid10times. Thiswillmakevisiontrainingmuchharder,asplayers willhavetoturntheirheads.

Progression Two

• Playershaveaballeachanddribbleacrossthesquare andback10times.Encouragethemtoperformatrick inthemiddle.

Exercise 6

X X X X X

35

Peripheralvision,perceptionandmovement–passingPassingandreceivingareinterrelatedskillsandthereforeshouldbepractisedtogether.Theyareessentialforeffectiveteamworkandmaintainingpossessionoftheball.Duringagame,playersareconstantlymoving,sospacecontinuouslyopensandcloses.Itisvitalthatplayersrecognisethisandstaywiththeball,waitingforthebestmomenttopass.Weshouldalsobeawarethatperipheralvisionismostsensitivetomovement,thentocolourandshape.Itisvital,therefore,thatifaplayeristodevelophisperipheralvision,hemustbecontinuallyputintotraininggameswhereteammatesandopponentsarealwaysonthemove.Gameswheretwofootballsareusedshouldalsobesetup,sothatplayershavetowatchthelineoftheotherballwhilstpassingtheirown.

The Game:

• Twoplayers,eachwithaball,dribbleinaparallelline, abouteightmetresapart.

• Oneofthempasseshisballacrosstohispartnerata momentofhischoosing.

• Thepartnerwatchestheotherplayerand,atthesame time,ifpossible,passeshisball.

• Playerstakeitinturnstoinitiatethefirstpass.

The Game:

• Twoplayers,onewithaball,runsidebysideaboutfive metresapart.

• Theplayerwithouttheballsometimesrunsbehind, sometimesparallelandsometimesinfrontoftheplayer withtheball.

• Theplayerwithouttheballcouldcallforitinanyoneof thesepositions,sotheplayerwiththeballmustusehis peripheralvisiontokeepaneyeonhispartner,and passtheballtothecorrectpositionwhenasked.

• Therolesshouldbechangedcontinuously.

The Game:

• Threeplayersstandinatriangleaboutsevenmetres apart.Eachplayerhasaball.

• Theystartoffwiththeballinthehandandvolleypassto eachothersimultaneously.

• Theypasstotheleftorright,accordingtotheinstructions ofthecoach.

• Whenarhythmhasbeenestablished,theballisplaced onthegroundandpassedwiththeinsideofthefoot.

• Atanyonetime,theplayersareforcednotonlytolook attheplayertheyhavepassedto,butalsoattheball comingtowardsthem.

• Playersshouldtrytouseone-touchpassingwhenever possible.

• Oneplayershouldalwaysgivetheordertostart.


Exercise 8

Exercise 9

X

XX

Exercise 7

36

The Game:

• Playerstakeuppositionsinthreecornersofasquare. Thefourthcornerisleftfree.X1hasaball.

• X1passestoX2,thensprintsforthefreecorner.

• X2passestoX3andsprintsforthefreecorner.

• Theprocessiscontinuous.Encourageplayerstopass firsttime.

• Beforereceivingtheball,playersshouldusetheir peripheralvisioninordertoidentifythefreecorner.

The Game:

• Playersformatightcircle,insidea12-metresquare.

• Theystartoffwithoneballandpass,onetouch,with theinsideofthefoot.

• Whenarhythmhasbeenestablished,asecondballis addedandbothhavetobepassedwithoutbeing gathered.

• Theaimistopreventbothballshittingormeetingat anyoneplayer.

• Theplayerpassingtheballmustthereforekeepaneye onthepathoftheotherball,sothattheydonotcollide.

• Asplayersbecomemoreefficient,makethecircle smaller.

Progression

• Formoreadvancedplayers,adefendercannowbe introduced.

• Startoffone-touchpassing,withoneball,butquickly addanotherifplayerscancope.

• Theplayersnotonlyhavetowatchtheballtheyare passingandthepathofthesecondball,theyalso havetobeawareofthepositionofthedefender.


X

XX

X

X

X

X

X

X

X

Exercise 11Equipment: 4 cones, 2 footballs



Exercise 10

X1 X2

X3

37

The Game:• Playersformatightcircleinsidea12-metresquare.

•Theystartoffwithoneballandpassitwiththeinsideof thefoot.

• Afterpassingtheball,theplayersprintstoagapinthe circle.Hecannotfollowhispass.

• Theplayersontheoutsidehavetoquicklyadjusttheir position,inordertokeepthecirclebalanced.

•Whenarhythmhasbeenestablished,asecondballis introducedandthishastobepassedone-ortwo-touch.

Progression

• Formoreadvancedplayers,adefenderisnowadded.

•Startoffwithoneballandallowone-ortwo-touch passing.

• Playershavetoreadjustquicklyontheoutside,sothat thecircleisalwaysbalanced.

• Onceplayerscancopewithoneball,quicklyadda second.

• Playersnowhavetobeawareoftheballtheyare passing,thespareball,gapsinthecircleandthe defender.

• Thisexercisewillnotonlyimproveperipheralvision,but alsotheabilitytoanalysesituationsquickly,andwill emphasisetheimportanceofagoodfirsttouch.

The Game:

• Fiveplayerstakeuprandompositionsina12-metre squareandstandstill.

• Theystartoffwithoneballandpassitwiththeinsideof thefoot.

• Whenarhythmhasbeenestablished,introducea secondball.

• Theaimistopreventbothballscollidingorendingupat thesameplayer.

• Withsofewplayers,thisisaverydifficultpractice.

Progression

• Formoreadvancedplayers,allowthemtomove anywhereinthesquare.

• Theplayerpassingtheballmustthereforekeepaneye onthepathoftheotherballandthemovementofthe players.


Exercise 12 Equipment: 4 cones, 2 footballs



X

XX

X

X

X

X

X

X

X X

X

X

X

X


Number of players: 5


38

The Game:

• Theplayersareinateamofsixandworkina 12-metresquare.

• Aplayerstandsineachcorner;threeoftheseplayers haveaball.

• Thefourthplayerdoesnothaveaballandactsasthe firstreceiver.

• Noneofthecornerplayerscanmovemorethantwo metresinanydirectionfromtheircorner.

• Thetwoplayersinthesquarearedesignatedattacker (O1)anddefender(O2).

• O1canmoveanywherehelikesinthesquareand collectapassfromanyoftheplayerswithaball.

• OnreceivingtheballO1movesanddribblestoget awayfromO2andthenpassestothecornerplayer withoutaball.

• Oncesuccessful,hemovesaroundthesquare,collects anotherpassfromoneofthecornersanddeliversitto theplayerwithoutaball.

• Thedrillcontinuesfortwominutesandthenthemiddle pairisreplaced.

Progression

• Theplayersontheoutsidedribbleslowlyaroundthe square,makingsurethateachsideisalwayscovered.

• O1moveswherehelikesinthesquareandcollectsa passfromanyplayerwithaball.

• Onreceivingtheball,O1feintsanddribblestogetaway fromO2andthenpassestothespareplayerwithouta ball.

• Oncesuccessful,hemovesaroundthesquare,collects anotherpassfromoneoftheoutsideplayersand deliversittotheplayerwithoutaball.

• Thistaskismuchmoredifficultasthereisnowconstant movementandtheattackingplayerhastocontinually scanthefieldinordertofindthespareplayer.




X

X

X

X

12

The Game:

• Threeplayersstandonthreesidesofa5-metresquare.

• Thefourthplayer,O,standsinthemiddleofthesquare.

• Theaimofthepracticeistotrytohitthelegsofthe playerontheinsidewiththeball.

• Theplayerontheinsidetriestoavoidbeinghitby running,jumping,twistinganddodging.

• Theoutsideplayersmustbealertandmovearoundthe squareinordertopreventtheballrollingaway.

• Theyshouldtrytoanticipatewheretheballwillgoifit missestheinsideplayer.

• Makethegamecompetitiveandalloweachplayera turninthemiddle.

• Onlyprovideoneball.Theoutsideplayersmustthen attempttoreadwheretheballwillgo,sinceanylack ofanticipationwillcosttimeiftheballrollsaway.

Progression

• Play3v1.

• Theattackingplayersmaymovearoundtheoutsideof thegridbutnotenterit.


X

X

X

Exercise 15 Equipment: 4 cones, 1 football



39


The Game:• Fourtosixplayersoccupythemiddleofa15-metre square.

• Onemoreplayerstandsoneachsideofthesquare.

• Theplayersinthemiddlerandomlypassaballamongst themselves.

• Everythirdorfourthpassmustbeplayedtoanoutside player,butbeforedoingthisthemiddleplayermustcall outthenameoftheplayerheisgoingtopassto.

• Theoutsideplayerhastwotouchestoreturntheball, butNOTtotheplayerwhopassedtohim.

Variation

• Whenarhythmhasbeenestablished,introducea secondball.

Progression

• Formoreadvancedplayers,theoutsideplayersnow jogslowlyaroundthesquare,makingsurethateachside iscoveredatalltimes.

• Theinsideplayersstillhavetocalloutwhotheyaregoing topasstobeforereceivingtheball.

• Thiswillrequirefargreatervisualawarenessbyallplayers, particularlyifasecondballisinvolved.




X

X

X

X

1

X

X

X

XX

2

3

4

“Mike”

Mike

Ryan

Bill

Joe

40


The Game:

• Thefieldisdividedintofourequalzones.

• Eachteamhastwozones,whichdonotborderoneach other.

• Eachteamhasaballandattemptstopassthroughthe otherteam’szones.

• Ateammaypasswithinitsownzone,untilagap appears.

• Thisisafree-flowinggameandtheoppositionplayers mustnotattempttodisruptthepassesastheballtravels throughtheirzone.

• Whenplayerscancopewithoneball,addanother.

• Playersshouldchangezonesregularlysothatallplayers getachancetoworkinthemorechallengingmiddle zones.

Variation

• Playerscanchangezonesbuttheycannotcrosstheir opponent’szone.

• Instead,theyhavetogoaroundtheoutside.

• Theremustalwaysbeanequalnumberofplayersin eachzone.

Progression One

• Playerscanperformtake-oversanddragbacksintheir opponent’smiddlezone.

• Thiswillrequiregoodcommunication,bothverbaland visual,andanawarenessoftheopponent’sposition withinthezone.

Progression Two

• Thegamenowbecomescompetitive.

• Usingoneball,teamstrytopassthroughtheopponent’s zoneandbackagain,withouttheoppositiontouching theball.Everytimetheteamissuccessful,theyscorea point.

Progression Three

• Oneplayerfromthedefendingteammayenterthe attackingzone,therebycreatinga4v1situation.Ifthe ballismovedoutoftheattackingzone,thedefender mustreturntohisoriginalzone.

X

X

X

X

X

X

X

X

Exercise 17 Equipment: 10 cones, 4 footballs and a set of bibs

Number of players: 12+

Dimensions: 4 x 20m x 8m grids

41


Exercise 18

The Game:

• Thefieldisdividedintosixequalsquares.

• Thereisoneplayerfromeachteamineachsquare.

• Therearetwoadditionalplayerswhomayworkinanyof thesquares.

• Eachteamhastwofootballsandtheypassamongst themselves,makingsurethatbothfootballsdonotend upatthesameplayer.

• Bothteamsmayusethespareplayers.

Progression One

• Toencouragemoremovementandgreaterawareness, allowplayerstochangezones.

• However,theremustalwaysbeaplayerineachzone, soasonemovesinanothermustmoveout.

Progression Two

• Oncearhythmhasbeenestablished,takeoutthree footballs.

• Thegamenowbecomescompetitive,witheachteam tryingtokeeppossessionoftheball.

• Thetwoextraplayersalwaysplayfortheteamin possessionandcanmoveanywhereinthefield.

• Formoreexperiencedplayers,addasecondball. Canoneteamkeeppossessionofbothfootballs?

The Game:•Thefieldisdividedintotwoequalzones,withthree playersfromeachteamineachzoneandtwofootballs perteam.

•Playersmustremainintheirhalfofthefield.

•Thetwoteamspassthrougheachotherbutarenot againsteachother.

•Playersmustplaywiththeirheadsupandbeawareof teammates’andopponents’positionsonthefield.

•Playerspass,dribble,performtake-oversetcintheir owngrid,untileyecontactismadewithaplayerinthe othergrid.Theballisthenpassedacross.

•Itisvitalthatplayersareconstantlyscanningthefield andhavetheabilitytolookawayfromtheballaswell asatit.

Progression

•Introducetwomoreteamstothesameareaandhave thefourteamsplaythrougheachother.

•Thiswillrequireevengreaterawarenessandperipheral visionfromallplayersandamuchbiggereffortwillbe requiredtocreatespace.

Equipment: 12 cones, 4 footballs and 2 sets of bibs



Exercise 19 Equipment: 6 cones, 4 footballs and bibs



X

X

X

X

X

X

X

X

X

X

X

X

42


The Game:

• Thefieldisdividedintothreezones,twoendzones andoneneutralzone,withfiveplayersineachend zoneandtheneutralzonefree.

• Playerspassandmoveintheirownzoneuntileye contactismadewithaplayerintheotherzoneoracall ismade.Apassisthenmadetothatplayer.

• Ballswillbeconstantlychangingzones,soplayerswill notonlyneedtobevisuallyawareintheirownzone,they willalsoneedtobeawareofwhenapassisonfromthe otherzone.

• Playersmustalwayshavetheirheadsupandbe constantlylookingaround,observingalltheoptionsin bothzones.

Progression One

• Onceapatternhasbeenestablished,allowplayersto dribbleacrossthezones,aswellasperformtake-overs anddragbacksintheneutralzone,withplayersfromthe otherzone.

• Thiswillrequireexcellentverbalandvisual communication.

• Theremustalwaysbeabalanceofplayersandfootballs ineachendzone.

Progression Two

• Aplayerfromtheotherendzonemakesarunintothe neutralzone.

• Theplayerwiththeballmustseethisandpasstothe playermakingtherun.

• Thereceiverattemptstotaketheballsidewaysonand dribblebacktohisownzone.

• Ifaplayermakesarunintotheneutralzoneand doesn’treceiveapass,thenhemustreturn immediatelytohisownzone.

Progression Three

• Introduceadefenderineachendzone,makingtwo 4v1situations.

• Onlyoneballwillnowberequired.

The Game:

•Fiveplayersareplacedina30mx20mgrid.Each playerisnumberedfrom1to5.

•Playersrandomlypassoneballamongstthemselves.

•Afterseveralpasses,X1makesarunoutsidethegrid.

•WhoeverhastheballshouldseetherunandpasstoX1.

•Ifplayersarethinkingahead,asX1isabouttoreceive theball,anotherplayer(X3inthiscase)shouldmoveto supportX1.

•Thegamenowcontinuesandafterseveralpasses, X2makesarunoutsidethegrid.

•Onceagain,whoeverhastheballshouldseetherun andpasstoX2.

•Theprocesscontinueswithplayersrunningoutsidethe gridinsequence.

•Onceaplayerhasmadehisrunoutsidethegrid,the coachshouldcounthowmanypassesaremadeinside thegridbeforesomeoneseestheoutsideplayer.

•Thiswillgiveanindicationofwhohasgoodperipheral visionandwhohasn’t.

Variation

•Insteadofmovinginsequence,allowplayersto randomlysprintoutsidethegrid.

Progression

•Allowanothergrouptoworkinsidethesamegrid.

•Theextraplayerswilllimitspaceandmakeperipheral visionmuchmoredifficult.

X

X

X

X

X




Exercise 21 Equipment: 4 cones, 1 football



XX3

XX2

X1

43


Exercise 22

The Game:

• Thefieldisdividedintotwogrids,each35mx35m.

• Teamsplay4v4ineachgrid,withtheattackingteams tryingtomaintainpossessionoftheball.

• Atanystageofthegame,playerscanchangeplaces withapartnerfromtheothergrid.However,theremust alwaysbeabalanceinbothgrids.

• Playerswillneedtofocusontheballandmovements madebyteammatesandopponentsintheirgrid.

• Atthesametime,goodperipheralvisionwillberequired, inordertospotanymovementsmadebyteammatesin theothergrid.

Progression

• Eachteamattacksanddefendsasmall-sidedgoal. Goalsonlycountiftheballhitsthenetofftheground.

• Asbefore,playerscanchangeplaceswithapartner fromtheothergrid.

• Whilstcompletingtheswitch,playerswillhavetoquickly analysetheplay,toseehowitisdevelopinginthenew game.

The Game:• A10-metresquareismarkedoutwithfourcones.A fifthconeisplacedinthemiddleofthesquare.

• Eachplayerisgivenanumberfrom1to5.

• Theplayersrandomlypassamongstthemselves,being carefultoavoidthemiddlecone.

• However,whenthecoachshoutsout“1”,number1 becomesadefenderandtriestoprotectthemiddle conefromtheotherfourplayers.

• Afteraminute,thecoachshouts‘change’andthe playersreturntopassingamongstthemselves.

• Whenthecoachshoutsout“2”,number2becomes thedefenderandtriestoprotectthemiddleconefrom theotherfourplayers.

• Thisprocesscontinuesuntilallfiveplayershave experiencedtheroleofdefender.

• Whichdefenderhadtheleastnumberofstrikes againstthetarget?

• Thisexercisewillimprovevisionanddecision- makingsinceplayerswillhavetobeawareofother attackers,thedefender,theballandthemiddlecone.

Equipment: 6 cones, 2 footballs, 4 goals and bibs



Exercise 23 Equipment: 5 cones and a ball



X

X

X

XX

X

X

X

X1

X2

X3

X5

X4

44


The Game:

• Theplayersaredividedintotwoteams,withoneteam wearingbibs.

• TeamXstartswiththetwofootballsandtriestokeep possessionofboth.

• IfO’swintheball,theyalsoattempttokeeppossession.

• Whichteamismoresuccessfulatkeepingpossession ofbothfootballs?

• Afterfourminutes,allowO’stostartwiththefootballs.

Progression

• TeamXstartswithtwofootballsandattemptstokeep possessionofboth.

• IfanOwinstheball,hedribblesittotheoutsideofthe gridandleavesit.

• X’shavetosprintouttoretrieveitanddribbleitback intothegrid.

• X’smustknowwherebothfootballsareatalltimes.

• HowmanytimesdidanXhavetosprintoutsidethe gridtoretrieveaball?

• Changerolesafterfourminutes.

X

X

X

X

X

X




45

Peripheralvision,movementandone-touchplayTherearemanytimesduringagamewhenplayers,beforeandafterreceivingtheball,needtolookaroundandseewhatishappeningonthepitch.Inordertokeeptrackoftheballatthesametime,playersneedtousetheirperipheralvision.Oneofthebestwaystoimprovethisisbyplaying‘one-touch’footballbutthisrequiresbalance,awareness,anticipationandcorrectbodypositioning.Therefore,untilplayershaveahighleveloftechnicalandtacticalability,one-touchsoccershouldnotbeintroduced.

The Game:

• Playersaredividedintogroupsofsix,withoneballper group.

• Severalgroupsworktogetheronhalfapitch.

• Theplayerspassandmove,butallone-touch.

• Assoonasplayerscanmanageoneball,addasecond.

• Thisisaverydifficultexercise,asplayershavetothink aboutseveralthingsatthesametime,includingfinding spaceandtimingtheirruns.Playershavenochoice buttoconcentrate!

Progression One

• Graduallyreducethespace,soplayersareworkingon quarterofapitchandeventuallythepenaltyarea.

Progression Two

• Introduceadefenderandcreatea5v1situation.

• Itisstillone-touchpassingandifnotsuccessfulatthe start,makethedefenderpassive.

• Asbefore,beginonhalfapitchandgraduallyreduce thesizeofthearea.

The Game:

• A60mby40mgridismarkedoutwithfourcones.

• Theplayersaredividedintotwogroupsofseven, withonegroupwearingbibs.

• Thereisoneballpergroup.

• Thetwogroupspassamongstthemselvesbutdoso inthefollowingsequence:one-touch,two-touch, one-touch,two-touchandsoon.

• Whenarhythmhasbeenestablished,agameof ‘keepball’isnowsetupandtheattackingteamtriesto keeppossessionandscoreapointbycompletingeight successivepasses.

• However,theballstillhastobepassedintheabove sequence.

• Thisisadifficultgameandcallsforconcentration, awareness,quicksupportandfocusedandperipheral vision.

• Thisgameshouldnotbeattemptedbyinexperienced players.

Progression

• Bothteamsplay‘keepball’andtrytoplayasmany one-touchpassesaspossible.

• Whichteamcanreach25one-touchpassesfirst?


Exercise 25 Equipment: 4 cones, footballs

Number of players: groups of 6

Dimensions: half a pitch

X

X

X

X

X

X

X

XX

X

X

X

X




46


The Game:

• A60mx40mgridisdividedintothreeequalparts,with agoalplacedoneachendline.

• Theteamsplaynormalfootball,apartfromthefollowing conditions.

• Theteaminpossessionisonlyallowedthree-touch playineachendzoneandone-touchplayinthecentral zone.

• Iftherearenogoalkeepers,useaone-touchfinishto score.

Progression One

• Playersarelimitedtothree-touchplayinthecentral zoneandone-touchplayintheendzones.

• Stilluseaone-touchfinishtoscore.

Progression Two

• Playersarerestrictedtotwotouchesinallzones,when receivingontheground.

• However,theymayhavemultipletoucheswhen receivingaballintheair.

The Game:

• 12x8metregridsaremarkedoutwithcones.

• Theplayersaresplitintopairs,withoneplayerwearing abib.

• Playersstartoffrunningandmustneverbeinthesame gridastheirpartner.

• Whenarhythmhasbeenestablished,playerssprintto onegrid,jogtothenext,sprinttothenextandsoon.

Progression One

• Eachpairnowhasaball.

• Playerspasstotheirpartners,whomustalwaysbeina differentgrid.

• Afterpassing,playerssprinttoanothergrid.

Progression Two

• X’shaveaballeachandplayone/two’swithO’s.

• O’smustalwaysbeinadifferentgridtoX’s.

• Afterpassing,bothplayerssprintintoothergrids.

• Changerolesaftertwominutes.

X1X3

X2

X4

X6

X5

12

3

4

5

6

Exercise 28 Equipment: 20 cones, 6 footballs and 6 bibs


Dimensions: 12 x 8m grids

Exercise 27 Equipment: 2 goals, 8 cones and footballs



XX

X

X

X

X

X

47

Tag Games

TagGamesDuringagame,playershavetorunwithouttheballformuchofitandmoveintogoodsupportingpositions.Oftenattackershavetorunfastoveravarietyofdistances,togetridofplayersmarkingthemandtocreateopeningsforteammatesatthesametime.Intaggames,theplayerbeingchasedisperformingtheroleoftheattacker.Hetriestogetawayfromhismarkingdefenderbycontinuallychangingdirectionandpace.Thechaser,ontheotherhand,takestheroleofthedefenderandtriestogetascloseaspossibletotheattacker.Taggames(withorwithoutaball)requirefeintsanddummies,anticipation,agility,peripheralandfocusedvision,visualscanningspeed,changeofpaceandquickreflexes.Theyaregoodfun,createarelaxedatmosphereandareidealforvisiontraining.

Recently,TheAustralianInstituteofSporthasproposedanewdefinitionofagility:“arapidwhole-bodymovementwithchangeofvelocityordirectioninresponsetoastimulus”.Weknowthatagilityisconnectedtotrainablephysicalqualitiessuchasstrengthandpowerandcognitivecomponentssuchasvisualscanningtechniques,visualscanningspeed,anticipationandperception.Sincesportssuchasfootballofteninvolverepeatedshortsprintswithchangesofdirection,itseemsessentialthatweprovidetrainingthatmimicsthisdemand.

Inthepast,muchofthetrainingforagilityhasinvolvedplayersrunningsetpatternsaroundstationaryobjectssuchasconesorpoles.However,thesezig-zagrunsarepre-plannedanddonotinvolveareactiontoastimulusandsowillsimplydevelopchangeofdirectionspeedratherthanagility,asproposedbytheAustralianInstitute.Thetriggerinagameisnearlyalwaysbroughtaboutbyanotherplayer’smovement,generalmovementofplayortheball.Thiscreatessignificantuncertaintyoftimeandspacesinceplayershavetorespondtothesensorystimuliaroundthem.Taggamesprovideanopenskilledenvironmentinwhichmovementscannotberehearsedorpre-planned.Webelievethesegameswillincreasespecificityandhelppromoteappropriatevisualsearchstrategiesandrapiddecision-makingunderpressure.Laterinthebook,wehaveincludedexercisesthatwillputplayersunderevengreaterpressurebycombiningtaggameswithdynamicvisionandsinglelegplyometricexercises.

The Game:

• Anareaismarkedoutwithfourconesandanynumber ofplayersarescatteredwithinit.

• Oneplayerischosenascatcherandwearsabib.

• Histaskistocounthowmanyplayershecancatch within30seconds.

• Playerstouchedstillcarryoninthegame.

Variation

• Severalplayers,wearingbibs,aregiventheroleof chasers.

• Afteroneminute,thetotalforthechasersisaddedup.

• Whichgroupcancatchthemostplayers?

• Thismakesthegamemorelively,forcesplayersto movemoreoftenandputsmuchgreateremphasison peripheralandfocalvision.

The Game:

• Anareaismarkedoutwithfourconesandanynumber ofpairsarescatteredwithinit.

• Eachplayerinthepairisdesignated1or2.

• Ifthecoachshoutsout“1”,1chases2.

• Ifcaught,2mustperformtwopress-ups(twosquats, twolungesetc)beforehecanchase1.

• If2catches1,1hastoperformtwopress-upsbefore hecanchase2.

• Thisisaverystrenuousexercise,soplayersshould onlyworkfor30secondsbeforebeinggivenaminute’s activerest.

Exercise 29

Exercise 30

48

Tag Games

The Game:


• Twoplayersarechosenascatchersandwearbibs.

• Theplayerscangetridoftheircatcherbytakingrefuge.

• Thiscantaketheformofhoppingonthespot,sitting downorsquattingandthechasercannottouchthem intherefugeposition.

• Playerscanonlyusetherefugeonceandmayonlystay inthereforfiveseconds.

The Game:

• Anareaismarkedoutwithfourconesandanynumber oftriosarescatteredwithinit.

• Eachplayerinthetrioisdesignated1,2or3.

• Ifthecoachshoutsout“2”,2chases3.

• Whilstthisishappening,1shouldkeepasfaraway fromtheactionaspossible.

• Ifthecoachshoutsout“3”,3chases1andifheshouts out“1”,1chases2.

• Thecoachmustchangethenumbersevery10to15 secondsandNOTworkinasetpattern.

• Thisisaverystrenuousexerciseandaftertwominutes playersmustbeallowedoneminute’sactiverecovery.

Variation One

• Asabove,buteachplayerdribblesaball.

Variation Two

• 1chases2untilhecatcheshim,2thenchases3until hecatcheshimand3chases1untilhecatcheshim.

The Game:

• Anareaismarkedoutwithfourconesandplayersare dividedintogroupsoffour.

• Eachplayerinthegroupisdesignated1,2,3or4.

• 1chases2,2chases3,3chases4and4chases1.

• Ifcaught,aplayerhastorunoutoftheareaandback beforehecanrejointhegame.

• Thisisagreatgameforvision,asplayershavetobe awareoftheplayertheyarechasing,theplayerchasing them,andtherestoftheplayersmovinginthearea.

Variation

• Asbefore,buteachplayerdribblesaball.

The Game:


• Twoofthemarechosenascatchersandwearbibs.

• Thecatcherstrytotouchasmanyplayersaspossiblein 30seconds.

• Anyplayertouchedbyacatchermustgointoa squattingposition.

• Thecoachcountshowmanysquattersthereareafter 30secondsandnewchasersarethenchosen.

The Game:


• Fiveplayersarechosenascatchersandeachhas aball.

• Thecatchersmustbouncetheballone-handed.

• Whentheycomewithinstrikingdistance,theyhead theballoutoftheirhandatamovingplayer.

• Eachchasercountshowmanysuccessfulhitshegets intwominutes.

Variation

• Theplayersaredividedintotwoteams,withoneteam inbibsanddesignatedaschasers.

• Thechaserspassandmovetwoballsbyhand.

• Whentheyarecloseenough,theyheadtheballoutof theirownhands,orthrowitforateammatetohead direct,ataplayerontherun.

• Onepointisawardedforeachhit.

• Afterthreeminutes,thetwogroupschangeroles.

Exercise 31

Exercise 32

Exercise 33

Exercise 34

Exercise 35

49

Tag Games

The Game:

• A20-metresquareismarkedoutwithfourcones.

• Sixplayershaveaballeachandtwocarrybibs.

• Alltheplayersdribbletheirfootballs.

• Thetwochaserstrytotouchtheotherplayersortheir footballs.

• Ifaplayerbeingpursuediscaught,hechangesroles withthepursuer.

The Game:

•A20-metresquareismarkedoutwithfourcones.

•Tenplayershaveaballeachanddribblethemwithin thesquare.

•Fiveotherplayerscarryaballintheirhands.

•Theytrytohittheballsbeingdribbled.

•Theotherplayersshieldtheballsandusefeintsand dummiestopreventthis.

•Thechaserscounthowmanyballstheyhitinthree minutes.

Exercise 36

Exercise 37

50

Somatosensory, visual and vestibular systems involved in maintaining balance

Somatosensory,visualandvestibularsystemsinvolvedinmaintainingbalanceBalanceistheintegralpartofmovementandwithoutit,theplayeriscontinuallywastingenergy.Therefore,onceplayershavebecomeproficientatthefollowingsingle-anddouble-legsquattingexercises,itisessentialtoputthemintodynamicmovementswhichwillintegrateseveralofthebodysystemsinvolvedinmaintainingbalance.Thesewillincludethesomatosensorysystem,whichprovidesinformationfromthevibrationreceptorsintheskinandproprioceptorsinthemuscles,jointsandligaments;thevisualsystemwhichprovidesinformationabouttherelationshipoftheheadandeyestosurroundingobjectsandisprimarilyusedwhenthesupportsurfaceisunstable;andthevestibularsystem,locatedintheinnerear,whichgivesinformationaboutheadmovementsrelativetogravity.

Mostoftheexerciseswillbesingle-leg,sincesportssuchasfootballareneverplayedontwofeet.Instead,theplayercontinuouslymovesfromonefoottotheother,soitisvitalthatsingle-legstrengthexercisesworkinconjunctionwiththevisual,vestibularandsomatosensorysystems,toformthebasisofmostbalancework.Theaimofallthebalancingactivitieswillbetocombinethethreesystemswhilstmaintainingbodycontrol.

Thebodyweightsquat,asshowninPhoto1,canbeusedasalead-intotheothersquattingexercises,sopropertechniqueisimportant.Startwiththehandsatshoulderheightandthefingerstothesideofthehead.Thefeetareapproximatelyshoulderwidthapart,slightlyturnedoutatabout10to15degreesandflatonthefloor.Thechestshouldbeopenandtheupperandlowerbackslightlyarched(i.e.intheneutralposition).Theheadmuststayuprightatalltimes.

Whendescendingintothesquat,asshowninPhoto2,sitbackandplacethebodyweightontheheels(notontheballsofthefeetasthiscreatesaforwardlean).Theplayerbendsatthekneesandhips,untilthethighsareparalleltothefloor.Duringthedescent,thekneesshouldstayoverthetoesandnotinfront.Theplayerthenreturnstothestartingposition.Thebackandheadshouldstayasuprightaspossible-thespinemaintainingtheneutralposition-whilsttheheelsdriveintothefloor.

51

Photo 1

Photo 2

Photo 3

Somatosensory, visual and vestibular systems involved in maintaining balance

Instabilityisnowaddedtothefrontsquat.Theplayerstandsonabalanceboardoraninflatablestabilitydiscandperformsthesamedrillasthebodyweightsquatabove.Theinstabilityoftheboardprovidesadditionalproprioceptivestresstothelowerbodyanddevelopsbalanceatthesametime.Italsoforcestheplayertoconcentrateontechniqueandweightdistribution.Ifboardsarenotavailable,usetwotennisballsinstead.SeePhoto3.

Ifplayersareunabletocarryoutthisexercise,theyshouldtaketheirarmstothesideinordertoaidbalance.

Thesingle-legsquatrequirestheuseofoneleg,withoutanyhelptobalancefromtheoppositeleg.Thepelvicmusclesactasstabilisers,aslongastheoppositelegdoesnottouchtheground.Theplayerattemptstosquatononeleg,toapositionwherethethighisparalleltothefloor.Theweightmustbekeptontheheelandthekneeshouldnotmovebeyondthebigtoe.Thisisaverydifficultexerciseandmostplayersfeelunsteadythefirstfewtimesandfinditdifficulttoreachtheparallelposition.Forbetter-conditionedplayers,itispossibletocarryoutthisexerciseonabalanceboardoraninflatedstabilitydisc.SeePhotos4and5.

52

Photo 4

Photo 5

Photo 6

Photo 7

The player stands with feet shoulder width apart andhands clasped behind the head. He squats down toa parallel position and jumps as high as possible,then put the feet in dorsiflexion (ie. toes up). He landson the balls of the feet, lowers his heels and slightlybends the knees to absorb the shock and repeatsthe sequence. See Photos 6 and 7.

The player stands on one foot, n a one-quarter squatposition. He then drops his hips, swings his arms,drives his right leg up and reaches forward to gaindistance. He lands on the same foot, continues tohop, while the left leg s held in a stationary positionthroughout the exercise. The better-conditionedathlete should pull the heel of the jumping leg towardsthe buttocks during the jump. See Photos 8 and 9.

Somatosensory, visual and vestibular systems involved in maintaining balance 53

Photo 8

Photo 9

The Layout:

• Six cones, footballs or other markers are set up as in the above diagram.

• Two markers are 1 metre and 4 metres in front of the player, two are 4 metres to his right and left and two are 4 metres behind him on his right and left.

The Game:

• The player stands on one leg and at the same time changes focus quickly from the near marker to the far marker and back to the near marker Repeat several times.

• He then changes focus to the marker on his left, then to the marker on his right and back to the marker on his eft. Repeat several times.

• He changes focus again to the markers behind him, on his eft and right and back to the left. Repeat several times.

• Repeat the above on the other leg.

• The second and third exercises are much more difficult as turning the head causes inner ear disturbance, making balance much more difficult.

Progression

• The player balances on one leg, brings his knee to the parallel and places his hands on his hips.

• This raises and narrows the centre of gravity and makes the exercise more difficult.

The player performs the following exercises whilst continually changing focus through the six positions indicated in the layout on the previous page.

• The player performs squats. When competent, the player performs the squat on a balance board, inflated air-ball cushion or tennis balls.

• Hopping forwards and backwards on the left and right legs, as well as both legs together.

• The player hops backwards and forwards on one eg and works a ball with the foot of the other. Keep changing the balance and sensorial legs.

• Hop on the left leg and then the right leg, from side to side.

• Hop backwards and forwards over a ball, whilst changing direction freely.

• The player juggles a ball.

• The player balances a ball on his foot.

• Work in pairs. One player hops backwards and forwards on one leg, whilst his partner serves him a ball to head/ volley back.

• Between volleys or headers, the player moves his visual field through any of the six positions indicated.

X

Exercise 38

Exercise 39

Exercise 40

Exercise 41

Exercise 42

Exercise 43

Exercise 44

Exercise 45

Exercise 46

Somatosensory, visual and vestibular systems involved in maintaining balance 54

Randomagilityplusvision,hearingandbalanceWenowneedtoputtheplayersintoamorerealisticsportsituation,byplacingtheminanunpredictableenvironment.Theywillcarryoutbasic,low-levelplyometricdrillsandperformmostofthejumpsonsinglelegs.However,therewillbesometwo-footedjumps,inordertoreducethestrainonthelegs.Eachexercisewilllastnolongerthan10to15secondsandinbetweenplayerswillwalk,jogorrunaccordingtotheinstructionsofthecoach.

Byallowingplayerstorandomlymovearoundthearea,whilstrunning,jumping,accelerating,deceleratingandchangingdirection,itwillenablethemtocombinedynamicvisionandbalancetraining,astheywillhavetobeawareofthefield,spaceandotherplayers.Inaddition,thesefunctionalexerciseswillforceplayerstomovethroughthevertical,horizontalandrotationalplanesofmovement(sometimesatthesametime),whichtheyhavetodoinagameandareessentialforinjuryprevention.

Thefollowingplyometricdrillsarenowputintoarandomagilityformat:

• Hoppingonbothlegsforwards,backwards andsideways.

• Single-leghopsforwards.

• Single-leghopsbackwards.

• Single-leghopslaterally(sideways,awayfrom thebody).

• Single-leghopsmedially(sideways,towards thebody).

• Single-leghopsdiagonally(zigzag).Thesecanbe carriedoutforwards,backwards,laterallyand medially.

Agreaterloadcanbeplacedonplayers’visual,vestibularandsomatosensorysystemsbymakingthemperformtheaboveexerciseswithafootballorlightmedicineballheldabovethehead.Withouttheuseofthearms(whichprovidebalanceandcompensateforrotationalforces),thecoremusclesnowhavetoworkmuchharder.Inaddition,thecentreofgravityischanged,whichmakestheplayerlandmoreupright.Thistakesawaysomeoftheforceswhichoccurwhendeceleratingthroughthehipsandensuresthatthequadricepsareusedforkneeflexion.

The following exercises will all involve the low-level plyometric drills as listed above.

The Game:


• Sixteenplayersmoverandomlyaroundthesquare.

• Whilstmoving,playerscarryoutthelow-levelplyometric drills,asinstructedbythecoach.

• Inbetweenactivities,playerswalkorjoginordertoaid recovery.

Exercise 47 Equipment: 4 cones



X

XX

X

XX

X

X

X X

XX

X

XX

X

Random agility plus vision, hearing and balance 55

Random agility plus vision, hearing and balance

The Game:

• Amaximumof16players,eachwithaball,ina 20-metresquare.

• Playersstartbydribbling,gettinginlotsoftwistsand turnswiththeball.Theymustbespatiallyawareatall times.

• Onasignal,theplayersleavetheirfootballswherever theyare.

• Theythensprintaroundtheareaandtoe-touchasmany footballsaspossiblein20seconds.

• Itisimportantthatplayersturnoftenduringthisexercise anddon’tjustruninacircleorstraightline.

Progression One

• Onasignal,theplayersleavetheirballsandsprinttothe firstball,jogbackwardstothesecond,jockeytothe third,shufflesidewaystothefourthandsprinttothefifth.

Progression Two

• Onasignal,theplayersleavetheirballsandhoptothe firstball,hopbackwardstothesecond,hoplaterallyto thethird,hopmediallytothefourthandhopdiagonally tothefifth.

• Thecoachwilltellplayerswhichlegtohopon.

The Game:

• A20-metresquareismarkedoutwithfourcones.Eight pairsofplayersarescatteredwithinit.

• Eachpairisdesignated1or2andbothplayerscarrya footballabovethehead.

• Ifthecoachshoutsout“1”,1chases2-andviceversa.

• Theplayersstartoffrunning(eitherforwardsor backwards),butwhenarhythmhasbeenestablished theychangetoanyofthelow-levelplyometricdrills,as instructedbythecoach.

• Playersshouldonlyworkfor15secondsatatimeas thisgameisverystrenuous.

• Inbetweenactivities,playerswalkorjoginordertoaid

recovery.

Exercise 48 Equipment: 16 cones and 16 footballs



X

XX

X

XX

X

X

X X

XX

X

XX

X




A1

A2

B1 B2

C1

C2

D1

D2

E1E2

F1 F2

G1G2

H1

H2

56


The Game:

• A20-metresquareismarkedoutwithfourconesand 12playersarescatteredwithinit.

• Fourmoreplayersactaschasers,wearbibsandcarry footballsabovetheirheads.

• Thefourchasershave30secondstocatchasmany playersaspossible,bytouchingthemwiththeball.

• Theplayersstartoffrunning,butwhenarhythmhas beenestablished,theyuseanyofthelow-level plyometricdrills,asinstructedbythecoach.

• Thecoachcouldalsochangetheactionsseveral timeswithinthe30secondse.g.hoponrightleg,hop backwardsonleftleg,hopwithazig-zagonrightlegetc.

• Attheendof30seconds,thechaserscountuphow manyplayerstheyhavecaughtandfourdifferentplayers arethenassignedaschasers.

The Game:


• Theplayersaredividedintotwoteamsofsix,withone teaminbibs.Thegameisplayedlikehandballand playersthrowandcatchusingtheirhands.

• Theoppositioncanonlywintheballthrough interceptions.

• Theplayersstartoffmovingnormally,butquicklychange toanyofthelow-levelplyometricdrills,asinstructedby thecoach.

• Thecoachshouldchangetheactionsquicklyasthe gameisverytiringe.g.fromhandballtohandball hoppingonleftleg,handballhoppingbackwardson rightlegandbacktonormalhandball.

• Theusualgameofhandballshouldalwaysbeusedas therecoveryperiodandplayersworkontheplyometric drillsfor20secondsandnormalhandballfor1minute.

• Onceagain,thisisafunctionalexerciseastheplayers havetoseethefield,theoppositionandthebestpassing options,aswellasbeingforcedtoconstantlychange bodyposition,directionandcentreofgravity.

Progression

• Oneplayerfromeachteamstandsoneachendline.

• Theaimistogettheballfromoneendplayerandpass totheother,withoutlosingpossessiontothedefending team.

• Asbefore,theplayersstartoffmovingnormally,but quicklychangetoanyofthelow-levelplyometricdrills, asinstructedbythecoach.

• Theremustbeaminimumofthreepassesbeforethe ballcanbethrowntoanendplayer.




X

X

X

X

X

X

X

X

X

X

X

X

Exercise 51 Equipment: 4 cones, 1 football and a set of bibs



X

X

X

X

X

X

57


The Game:

• Theplayersaredividedintotwoteamsofsix,with oneteaminbibs.

• Theteamsplay‘keepball’butvolleytheballoutof theirhandsforateammatetocatch.

• Playersmayrunwiththeballbeforevolleying.

• Theoppositioncanonlywintheballthrough interceptions.

• Theplayersstartoffrunningnormallybutquicklychange toanyofthelow-levelplyometricdrills,asinstructedby thecoach.

• Thecoachshouldchangetheactionsquickly,asthisis anextremelytiringgamee.g.volleypasswhilst hoppingonleftleg,thenvolleypasswhilsthopping backwardsonrightlegandbacktovolleypasswhilst runningnormally.

• Thehopping/volleygamesshouldlastnolongerthan 20seconds,whilstnormalrunningandvolleyshould lastaminuteeachtimeandbeusedastherecovery

period.

Variation

• Asabove,exceptplayersheadtheballoutoftheirown handstoateammate.

• Oncemore,allowplayerstorunwiththeballandhead outoftheirhandsfirst,beforechangingtothevarious hoppingexercisesplusheading.

• Thevolleyingandheadingarebothveryfunctional exercisessinceplayershavetoperformafootballskill whilstseeingthefield,theoppositionandthebest passingoptions,aswellbeingforcedtochangebody

positionandcentreofgravitycontinually.

Progression

• Whenreceivingavolleyorheadedpass,playerscontrol theballwithanypartoftheirbodyfirstbeforecatching theball.

• Thisisaverydifficultexercise,particularlywhen operatingononeleg,andshouldonlybeattempted bymoreadvancedplayers.

The Game:

• Sixplayershaveafootballeachandarethechasers. Thesixplayersontheotherteamhaveabibtucked intothebackoftheirshorts.

• Thosewiththesoccerballsattempttosnatchas manybibsaspossibleinoneminute.

• Thosewiththebibsattempttokeepthem,butmay onlymovebyhopping.

• Theycanchangetheirhoppinglegwheneverthey wish,butmustonlymoveononeleg.

• Afteroneminuteseehowmanybibsthechasers havecollected.

• Playersthenchangeroles.

• Whichteamhasthemostbibs?

Exercise 52 Equipment: 4 cones, a football and bibs



X

X

X

X

X X




X

X

X

X

X

X

58


The Game:

• A20-metresquareissetup,asinthediagrambelow.

• Theplayershaveaballeachanddribblefreelyin thesquare-twisting,turningandchangingspeed.

• Attheinstructionofthecoach,theythencontinue dribblingtheirfootballswhilstperforminganyofthe low-levelplyometricdrills.

• Thiscouldincludehoppingontheleftfootwhilst dribblingwiththerightfoot,draggingtheballbackwith thesoleoftheleftfootwhilsthoppingbackwardsonthe rightfoot,hoppingsideways(medially)ontheleftfoot whilstdribblingwiththeoutsideoftherightfootandso on.

• Itisvitalthatthefootworkingtheballdoesnottouch theground.

• Thisisaverytiringexercise,soplayersshouldchange hoppinglegsatleastevery20seconds.

• Inbetween,theyshoulddribbletheballnormally,inorder toaidrecovery.

The Game:

• A30mby20mgridismarkedoutwithfourcones.

• Theplayersaredividedintotwogroupsofsix,withone groupinbibs.Eachteamhasaball.

• Playerspassandmoveatrandomwithintheirown group.However,whenarhythmhasbeenestablished theyquicklychangetoanyofthelow-levelplyometric drills,asinstructedbythecoach.

• Thiscouldincludepassingwiththerightfootwhilst hoppingontheleftfoot,passingwiththeleftfootwhilst hoppingontherightfoot,passingwiththerightfoot whilsthoppingbackwardsontheleftfootandsoon.

• Asthisisaverytiringexercise,thecoachshould changetheactionsevery20seconds.

• Itisvitalthatthestrikingfootdoesnottouchtheground whilsthopping.

• Randompassingandmovingcanbeusedasthe recoveryperiodandshouldlastforatleastaminute betweenhoppingactions.

Progression

• Thetwoteamsofsixnowplay‘keepball’inthe30m by20mgrid.

• Eachteamplaystokeeppossession.

• Atasignalfromthecoach,theplayerschangetoany low-levelplyometricdrillpreviouslymentioned.

• Thiscouldincludehoppingbackwardsontheleftfoot, hoppingforwardsontherightfootandsoon,whilst tryingtomaintainpossessionoftheball.

• Normal‘keepball’shouldbeplayedbetweenactionsin ordertoaidrecovery.




X

X

X

X

X

X

X

X

X

X

X

X

Exercise 55 Equipment: 4 cones, footballs and 6 bibs



X

X

XX

X

X

59


The Game:

• Twelveplayers,eachwithaball,dribbleatpacewithin thegrasssquare.

• Theyputintwistsandturns,whilstmaintainingcontrolof theirball.

• Workfortwominutes,andthentakeaminute’srest.

• Thesameactionisrepeated,butthistimeonshale.

• Workfortwominutes,andthentakeaminute’srest.

• Theactionisrepeatedinthesandpitfortwominutes, withaminute’srest.

• Thefinaldribblingpracticeiscarriedoutonthe grassyslope.

• Workfortwominutes.Givetheplayersfourminutes recovery,beforerepeatingthewholepractice.

Variations

Insteadofdribbling,thefollowingactivitiescouldtakeplaceonthefoursurfaces:

• Juggling.

• Passandmovewiththreefootballs.

• Volleyoutofthehand,withthreefootballs.

• Headoutofthehand,withthreefootballs.

• Throw,controlandcatch,withthreefootballs.

• Dribblingaballcombinedwithstrengthexercises e.g.jumpingbackwardsandforwardsovertheball.

• Handball—twoteams.

Varying the environment helps to create total athletes. To improve balance, we need to play on uneven surfaces, alter our base stability and change the centre of gravity. We believe it is necessary to exaggerate the physical parameters, in order to improve them. We believe the above exercises, performed on different surfaces, go a small way towards creating better balanced and more rounded athletes.



Dimensions: 4 x 15m squares

Grass Shale

SandpitGrass Slope

XX

XX

XX

XX

XX

X

X

60

Rubbertubing,resistance,visionandbalanceWehaveshownyouhowtouseresistanceasameansofdevelopingbalance,visionanddecision-making,bycombininglow-levelplyometricdrillswithrealisticfootballactions.Moreresistancecanbeaddedtomovement-todevelopbodycontrol-byusingrubbertubing.Thetubingissecuredaroundtheplayer’sshouldersandresistancecreatedwhenheldbyanotherplayer.Oldcycleinnertubesareacheapyeteffectivewayofcreatingresistanceandmostcyclerepairshopsareonlytoowillingtodonatetheirdiscardedtubes!

Itisimportantthatplayersknowhowtoputtheinnertubeon.Itisfirstplacedalongthebackoftheneck(makingsurethevalvedoesnotdigin),acrosstheshouldersandthenunderneaththearms.

Theplayersshouldthenpractiseusingtherubbertubesbeforeintroducingaball.Itisessentialthatvaryingdegreesofresistanceareused,sothatplayersexperiencevariouslevelsofbodycontrol.However,itisvitalthatnottoomuchresistanceisapplied(theplayercanhardlymove),ortoolittle,sinceneitherwillhavemucheffectonbalance,visionorexplosivepower.

Whenaballisintroduced,teachplayerstoreceiveitinfourdifferentpositions.Theseare:

• Ontheground

• Betweenthefeetandhips

• Betweenthehipsandthehead

• Overthehead

Wewantplayerstoreacttothesefourheightswhilstusingtheinnertubes.Playerswillworkinthrees,withoneworking,oneactingasfeederandoneprovidingtheresistance.

Theworkingplayersprintssixmetresandreceivesagroundpassfromthefeeder,whichhereturnsasquicklyaspossible,whilstbeingresistedbythetubing.Thiswillchallengetheplayertokeepbodycontrol,particularlyifpulledslightlyoff-balance,asheisabouttoreturnthepass.Thepullmustbemulti-directional(e.g.sidetosideandnotjustback)andthestrengthvaried.Theworkerandhispartnerthenjogbacktothestartandrepeatthesameexplosiveactionfivetimes.Playersthenchangeroles.

X FR

Rubber tubing, resistance, vision and balance 61

Rubber tubing, resistance, vision and balance

Theseactionsarethenrepeatedintheotherthreeballreceptionpositions-betweenthefeetandthehips,thehipsandtheheadandabovethehead.Inallpositions,playershavetoworkonbalanceinordertocontroltheirbodiesandbeabletoreturntheballasquicklyaspossible,withimprovisationoftenbeingrequired.

Onceplayershavepractisedreceivingtheballfromvaryingheights,withresistance,theyarenowplacedinmorefunctionalsituations.

62


The Game:

• ALL players start off wearing inner tubes, so that roles may be changed quickly.

• Five players work, five provide resistance and five act as feeders

• Players move anywhere in the grid.

• The feeders throw balls at varying heights for the resisted players to return, with one or two touches.

• The partner holding the inner tube provides extra resistance when the worker is about to play the ball back.

• This helps develop explosive power and body control and often forces the player to improvise.

• The worker plays off as many feeders as possible n one minute.

• Players then change roles as quickly as possible in order to keep up the intensity of the exercise, with the feeder becoming the resister, the resister the worker and the worker the feeder.

The Game:

• The players are divided into two groups of eight. One group wears a set of bibs and each group has a football.

• ALL players start off wearing inner tubes, so that roles may be changed quickly.

• Each team is divided into pairs, with one player working and the other resisting.

• The resisted players pass and move at random, within their own group.

• The partner holding the inner tube must provide varying degrees of resistance, so that the working player experiences different levels of body control, particularly when passing and controlling the ball.

• Players quickly change roles every minute.

Progression One

• More experienced players may perform single-leg hops and pass the ball whilst being resisted.

• The partner resisting must continually try to get the worker off-balance, particularly as he is about to play the ball.

Progression Two

• The final progression is a game of ‘keep ball’ between the two groups.

• The aim is to try to throw the worker off-balance, rather than worry too much about who maintains possession

• The worker and his partner change roles every minute.

Exercise 58 Equipment: 4 cones, 16 inner tubes, a set of bibs

and 2 footballs Number of players: 16


XX

X

X

X

X

X

X

Exercise 57 Equipment: 4 cones, 15 inner tubes and 5 balls



R

F

X

X

F

R

XR

F

F

RX

RXF

63


We have placed the following three exercises in the aural, visual and balance section, although they are difficult to categorize. They are an innovative way of dealing with vision and communication, the latter being a problem which few coaches seem prepared to tackle.

The Game:

• The players are divided into two teams, with one team in bibs.

• Team X wear eye patches on their eft eyes and Team O wear eye patches on their right eyes.

• Play ‘keep ball’ for five minutes.

• At the end of five minutes, Team X wear the eye patches on their right eyes and Team O on their eft eyes.

• Teams continue to play ‘keep ball’ for another five minutes.

• Finally, both teams remove the eye patches and continue the game for another 10 minutes.

• From our experience, once the patches are removed, players can more easily pick up the ball in their field of vision.

• We therefore feel that this is an innovative way to improve a player’s vision and awareness.

Exercise 59 Equipment: 14 eye patches, bibs and footballs



The Game:

• The players are divided into two teams, with one team in bibs.

• In a normal 7 v 7 game, where goals can only be scored by hitting the net off the ground, Team X CANNOT talk or call for the ball

• They may only communicate through signals or eye contact.

• Team O MUST give an instruction on every pass i.e. “man on”, “open out” etc.

• If an instruction is not given, then a free kick is awarded to Team X.

• Play for five minutes and then change roles.

Variation

• Both teams choose a ‘captain’.

• The ‘captains’ are the only players who are allowed to talk.

• All the other players may only communicate through signals or eye contact.

• A free kick s awarded against any player who talks, other than the captain’.

• Change the captains’ regularly.

Progression

• To improve vision and communication skills further, Team X now wear ear plugs.

• This will place greater importance on visual communication and make balance more difficult.

• Team O play as normal.

• Work for five minutes, then Team O wear the ear plugs and Team X play as normal.

• Allow the teams a two-minute break, then both teams wear ear plugs for five minutes.

• Finally, both teams remove their ear plugs and play normal football for 10 minutes.

• Ask the players how much this exercise improved communication skills, both aural and visual.

Exercise 60 Equipment: 14 ear plugs, set of bibs, 2 goals,

and footballs Number of players: 14


64


The Game:

• Theplayersaredividedintotwogroups,withonegroup inbibs.Eachgrouphasaball.

• Playerspassandmoveatrandomwithintheirown group.

• Whenarhythmhasbeenestablished,changethe requirements.Theplayerwiththeballisonlyallowedto passifhegetsacallfromateammateANDeyecontact ismade.

• Thecallfromthereceivingplayerwilleitherbe‘one’, ‘two’or‘three’.

• Ifhecalls‘one’,itmeansthathewantstheball,ifhecalls ‘two’itmeansthathedoesn’twanttheballand immediatelychecksoutofthespaceandifhecalls ‘three’itmeanshewantstoplayaone-twowiththe passer.

• Thisisasimplewayofmakingplayerscommunicate. Toomanytimesyoungplayerssaynothingorsimply shout‘yes’,oftenwhenhidingbehindotherplayers.This merelyconfusesthesituationasnoeyecontactismade withthepasser.

Progression

• Formoreexperiencedplayersaddnumbers‘four’and ‘five’.

• ‘Four’willrequiretheplayerwiththeballtopasstothe receiver’srightfootand‘five’tothereceiver’sleftfoot.

Exercise 61 Equipment: 4 cones, set of bibs and 2 footballs



65

Vision and Colour

VisionandColourVisionisthemostvaluableandselectiveofthesensesandattemptingtoobservethefastmovementsthatoccurinfootballplacesgreatdemandonhumanvision.Footballfrequentlytakesplaceunderdifferentlightconditionsandbecauseitisadynamicsport,theconstantlychangingsituationsmakeithardertodiscriminateobjectsandplayers,whichcanresultininaccurateinformationforthebraintoprocessandleadtopoordecision-making.Theimplicationofthisisthatweneedtouseeverymethodavailabletousinordertohelpplayersunderstandandseethegame.Onesuchmethodistheuseofcolour,butresearchsuggeststhatwevastlyunder-utiliseitasawayoflearningthegameandmaintainingvisualattention.

TheU.S.militaryresearchanddesignbudgetiscomparabletotheentireUKdefencebudget.TheU.S.militaryisextremelykeentoidentifyfactorsthatactasvisualsignatures,inorderthattheirtroopsareabletoremaininvisibletotheenemy.ThishasmeantthecompleteredesignofthecamouflageuniformandhasformedthestandardissuetoalltroopssinceAutumn2005.

AstheU.S.militaryhasinvestedsomuchmoneyandresourcesinresearchingvision,itwouldberemissnottoconsidertheirfindings.Insportandparticularlyfootball,weshouldbeabletoapplytheseprinciplestostressvisiontraining,orreverseengineertheminordertoaidvision.

Withthelatterinmindthethreemainprinciplesofvision,accordingtotheU.S.military,arecolour,shapeandtexture,withcolourbeingthemostimportant.Brightcoloursandshinymaterialsorreflectivestripscouldbeusedalongwithstripes,fixedlinesorclearlydefinedgeometricshapesontheshirts.Althoughtherightcolours,texturesorshapescouldaidvision,itisunlikelythatprofessionalclubswouldadopttheideassincetheshirtswouldnotbefashionableandsooflittlecommercialvaluetotheteam.Itisapitythatinnovationisnotputbeforeprofitoccasionally.

Webelievethatthefollowingexercises,whichusecolourasameansofimprovingtacticalknowledgeandperipheralandfocalvision,willfocusplayers’attentionontherelevantvisualcuesand,bydoingso,developtheirvisualacuity.Someoftheexercisescombinecolourwithbalanceandshape,socouldbeusedinothersectionsofthebook.

The Game:

• Theplayersaredividedintogroupsoffour,witheach groupwearingdifferentcolouredbibs.

• Eachgroupisdesignatedacolourtochasei.e.red chasesblue,bluechasesgreen,greenchasesyellow andyellowchasesred.

• Theplayersworkforoneminuteandkeeparunning totalofthenumberofplayerstheytouch.

• Eachgroupthenaddsupitstotal,tofindthewinner.

• Thisisagreatgameforvision,asplayershavetobe awareofthecolourtheyarechasing,thecolourchasing themandalltheotherplayersmovinginthearea.

Variation

• Insteadofwearingthebibs,playersplacetheminthe backoftheirshorts,sothatpartofthemremainsvisible.

• Asbefore,eachgrouphasacolourtochaseanda colourchasingthemandwiththebibinthebackoftheir shorts,alotmoretwistingandturningoccurs.Which colourcollectsthemostbibsinoneminute?

Exercise 62 Equipment: 4 cones, 16 bibs (4 different sets)



R

B

Y

G

RG

B

Y

G

G

Y

Y

RB

R

B

66

Vision and Colour

The Game:

• Theplayersaredividedintotwogroupsofeight,with eachgroupindifferentcolouredbibs.

• Theplayersplacethebibsinthebackoftheirshorts, sothatpartofitremainsvisible.

• Thetwogroupscompeteagainsteachothertotake eachother’sbibs.

• Thegroupthatcapturesthemostnumberofbibsisthe winner.

Variation

• Fourteenplayersplacethebibsinthebackoftheir shorts,sothattheyarevisible.

• Thetwoplayersleftactasthechasingpair.

• Anyplayerwholoseshisbibautomaticallybecomes achaser.

• Thenumberofchasersthereforerisesconstantly.

• Thelasttwoplayerstolosetheirbibsarethewinners

andbecomethechasersinthenextgame.

The Game:

• Sixteenplayersaredividedintofourgroups,eachgroup wearingdifferentcolouredbibs.

• Sixteenhoopsarerandomlyscatteredaroundthe penaltyarea.

• Theplayershavetoputonefootinasmanyhoopsas possiblein30seconds.

• Theplayersstartoffwithonefootintheirowncolour butthenmustfollowthesequence,redtoblue,blueto green,greentoyellowandyellowbacktored.

• Thecoachshouldkeepchangingthecoloursequence.

Variations

(Playersworkthe‘Game’sequenceasjustmentionedbutchangetheactions)

• Playersputthreesmallstepsineachhoop.

• Playersquickfeetaroundeachhoop.

• Playersputonefootineachhoopandperforma header.

• Playerssitdownineachhoop.

• Playersjumpovereachhoopandthenstepbackintoit.

• Playerssprinttothefirsthoop,runbackwardstothe second,runsidewaystothethirdandcariocatothe fourth.

Thepossibilitiesareendlessandareonlylimitedbytheimaginationofthecoach.

Exercise 64 Equipment: 16 hoops (4 x red, blue, green, yellow)

16 bibs (4 x red, blue, green, yellow) Players: 16

Dimensions: penalty area

Exercise 63 Equipment: 4 cones, 2 sets of bibs



67

Vision and Colour

The Game:


• Fourplayers,wearingdifferentcolouredbibs,standon eachsideofthesquare.

• Theworkingplayer,inthiscaseX,startsinthe middlewiththeball.

• Xpassestoblue,whoreturnstheballfirsttime.

• Asbluepassesitback,hecallsoutanothercolour, (inthiscasered).

• Xhastoadjusthisfeetquicklyandpasstored.

• RedreturnstheballfirsttimetoXandashedoesso, callsoutanothercolourandtheprocesscontinues.

• Xworksforoneminuteandthenchangeswithoneof theoutsideplayers.

Progression

• Tomakethepracticeharder,theoutsideplayersjog slowlyroundthesquare.

• Theymustkeepanequaldistanceapartandthecoach shouldchangethedirectionfrequently.

The Game:• A15-metresquareismarkedoutwithfourcones.

• Fourplayers,twowearingredbibsandtwowearing bluebibs,standonoppositesidesofthesquare.

• Twomorepairsofplayers,eachpairwithaball,start offinthemiddle.

• Theypasstotheirpartnerandtoeitheroftheir outsideplayers,whomustreturntheballonetouch.

• Onceapatternhasbeenestablished,makethegame harderbyaskingtheouterplayerstojogslowlyaround theoutsideofthesquare.

• Theyshouldkeepanequaldistanceapartandthecoach shouldchangethedirectionfrequently.

• Workfortwominutesandthenchangetheroles.

Progression One• Play2v2inthemiddle,withbothteamsusingtheir outsideplayersforsupport.

• Theoutsideplayerscannotbetackled,butarelimited totwotouches.

Progression Two

• Inthesecondprogression,theteamsplay2v2inthe middle,whilsttheoutsideplayersjogslowlyaroundthe square.

• Theoutsideplayerscannotbetackledandarelimitedto twotouches.

• Passestotheoutsideshouldeitherbetofeetorinfront ofthereceiver.

• Workfortwominutesandthenchangeroles.

Progression Three

• Inthefinalprogression,playtwo1v1gameswithboth pairsusingtheiroutsideplayersforsupport.

• Asabove,theoutsideplayersjogslowlyroundthe square.

• Thisgameismorestrenuousandrolesshouldbe changedeveryminute.

Exercise 66 Equipment: 4 cones, 4 red bibs, 4 blue bibs



B

R

Y

G

X

Exercise 65 Equipment: 4 cones, 4 different coloured bibs

and a football Number of players: 5


R

B

R

BR

B

R

B

68

Vision and Colour

The Game:

• Acrossshapeismarkedoutwithtwosticksorchalk.

• Eachsectionisnumbered1,2,3or4.

• Thefourconesareplacedfivemetresfromthecross, asinthediagram.

• Theplayerstartsonmarker1andperformsthe followingtwo-footedjumpsasquicklyaspossible.

•1to2

•1to4

•123

•1234

•1432

Repeatalltheaboveontheleftfoot.

Repeatalltheaboveontherightfoot.

• Two-footedjumps,theplayerworksfor20seconds.

• One-footedjumps,theplayerworksfor10seconds.

Attheendofeachsetofjumps,thecoachcallsoutacolourandtheplayerhastosprinttothatcolouredconeasquicklyaspossible.

Theplayerrestsfor30secondsafterthejumpsandsprint.

Variation

• Thecoachcallsouttwocolours,buttheplayerhasto sprinttothefirstcolourthatiscalledout.Thiswill ensureextraconcentration.

• Insteadofcallingoutacolour,thecoachholdsupa colouredcard.Thiswillmakeplayerslookup!

The Game:

• Fourdifferentcolouredconesareplacedinasemi-circle, fivemetresapart.

• Twomoremarkers,threemetresapart,areplacedin themiddleofthesemi-circle,asinthediagram.

• Xstartsatmarker1,runsforwardtomarker2, backwardstomarker1andsoon,takingshort,quick steps.

• Atanytime,thecoachorpartnercallsoutacolourand theplayerhastorespondquickly,sprintaroundthat colouredconeandbacktothestartingpoint,wherethe processstartsagain.

• Afterseveralgoes,theplayerschangeroles.

Progression One

• Tomakeitharder,theworkingplayerstartsonmarker2, sothathehashisbacktothecolouredcones.

• Herunsforwardsandbackwards,takingshort,quick steps,untilthecoachcallsoutacolour.

• Heturnsasquicklyaspossible(hopefullyintheright direction),sprintsaroundthecorrectconeandbackto thestartingpoint,wheretheprocessstartsagain.

Variation

• Varythemovementbetweenmarkers1and2.This couldincludelateralruns,lateralslides,carioca,single leghops,ricochets(rapidtwo-footjumps)etc,beforethe sprintaroundthecolouredcone.

Progression Two

• Thefeederstandsatmarker1andplaysaball backwardsandforwardstohispartner.

• Afterseveralpassesthefeederstopstheball,callsout acolourandhispartnersprintsaroundtheappropriate coneandbacktothestartingpoint.

• Afterseveralgoes,changetheroles.

Exercise 68 Equipment: 4 different coloured cones

2 markers and a football


Exercise 67 Equipment: 4 different coloured cones,

2 sticks or chalk and 4 different coloured cards

1

2

X

2 3

1 4

69

Vision and Colour

The Game:• Theplayersaredividedintotwogroups,withonegroup inbibs.

• Eachgrouphasaball.Inaddition,thereisathirdballof anothercolour.

• X’spasstheirballrandomlyamongstthemselveswhilst O’sdothesamething.

• Thecolouredball,however,ispassedalternately betweenthegroups.Thus,theballwillbepassedfrom XtoO,OtoXandsoon.

• Encourageplayerstocallclearly,moveaboutthegrid withtheirheadsupandtomakeeyecontactbefore passing.

Variations

• Playershavethreetoucheswiththeirownballbutonly twowiththecolouredball.Thiscouldbereducedto twotouchandonetouch,dependingontheabilityof thegroup.

• Playerspasstheirownballbyfeet,butthecoloured ballisvolleyedfromthehand.

• Playerspasstheirownballbyfeetbutthecolouredball isheadedfromthehand.

• Reversetheabovesothatthecolouredballispassed byfeetwhilsttheirownballisheadedorvolleyedoutof thehand.

The Game:• A30mx20mgridismarkedoutwithfourcones.

• Theplayersstartoffrandomlypassingthefourcoloured ballsamongstthemselves.

• Oncearhythmhasbeenestablished,thecoachthen asksforadifferentresponsefromtheplayerstoeach colouredball.e.g.redball-passwiththeinsideofthe rightfoot,blueball-passwiththeinsideoftheleftfoot, greenball-passwiththeoutsideoftherightfoot,white ball-passwiththeoutsideoftheleftfoot.

• Tokeepplayersfocused,thecoachshouldkeep changingtheresponserequiredforeachcolouredball.

Variation One

• Theplayersperformadifferentturn,accordingtothe colouroftheball,beforepassing.

• Redball-insidecut,blueball-Cruyffturn,greenball -outsidecut,whiteball-dragback.

• Formoreexperiencedplayersitispossibletocombine theturnandpassaccordingtothecolouroftheballe.g. redball-insidecutandpasswiththeinsideoftheright foot,blueball-Cruyffturnandpasswiththeinsideofthe leftfootetc.

• Thelistisendlessandtheresponserequiredfromthe playerstoeachcolouredballshouldbecontinually changed,sothattheymaintainconcentration.

Variation Two

• Theplayersperformadifferenttake-overaccordingto thecolouroftheball.

• Redball-normaltake-over,blueball-adragback, yellowball-outsidecutintoreceiver’spath,whiteball- stopforreceivertorunonto.

• Itisessentialthateyecontactismadewiththeplayer abouttoperformthetake-over.

• Iwouldexpectplayerstocarryoutmovementssuchas feintingorsidestepping,priortothetake-over.

Exercise 70 Equipment: 4 cones, 4 different coloured balls



X

X

X

X

X

X

Exercise 69 Equipment: 4 cones, 3 footballs (one of a different

colour) and a set of bibs Number of players: 12


X

X

X

XX

X

XX

X

X

70

Vision and Colour

The Game:

• A40mx30mgridissetupwithfourcones.

• Theplayersaredividedintofourgroups,witheach groupwearingdifferentcolouredbibs.

• Theplayersstartoffrandomlypassingfourfootballs amongstthemselves.

• Acolouredballisthenadded,whichhastobepassed insequencee.g.redbibtoyellowbib,yellowtogreen, greentoblue,bluebacktored.

• Thecoachshouldkeepchangingthesequence,in ordertokeeptheplayersfocused.

Progression

• Formoreadvancedplayers,asecondcolouredball isintroduced,whichalsohastobepassedin sequencebutdifferentfromtheothercolouredball.

• Thewhiteballsarestillpassedrandomlyamongst thegroup.

• Onceagain,thecoachshouldkeepchangingthe sequence.

• Ifplayersstrugglewiththisexercise,takeoutawhite ball.

The Game:

• Playersdribblefourcolouredballs,asfastaspossible, beforepassingtoacolleague.

• Oncearhythmhasbeenestablished,addanadditional activitytothedribblebeforepassing.

• Redball-playerjumpstoheadaballbeforepassing, blueball-playersitsdownandgetsupbeforepassing, greenball-playerputschestonthegroundbefore passing,whiteball-playerjumpsandturns180degrees beforepassing.

• Onceaplayerhasperformedtheagility,hemustpass theballwithintwotouches.

• Byhavingtoconcentrateonanadditionalactivity,the basictaskofpassinganddribblingbecomesmuchmore difficult.

• Itisessentialthatplayerskeepcontroloftheballwhilst performingtheagility.

• Tokeepahightempo,thedribble,agilityandpass shouldtakenolongerthansixseconds.

• Thecoachshouldkeepchangingtheagilityresponse requiredtoeachcolouredball,inordertokeepthe playersfocused.

Variation

• Playersrunwiththeballsintheirhandsandthrowthem forthereceiverstocontrolandcatch.

• However,beforecontrollingtheball,thereceiving playerhastoperformanagility.

• Redball-sitdownandgetup,blueball-backonthe groundandgetup,greenball-chestonthegroundand getup,whiteball-chestontheground,backonthe groundandgetup.

• Theballshouldbethrownasthereceiverisgetting upfromtheground,sothathehastocontrolitoff- balance.

• Tomakethepracticeharder,thereceivermustjump intheairashecontrolstheball.

Exercise 72 Equipment: 4 cones and 4 coloured footballs

Number of players: minimum 12

Dimensions: 30m x 30m square

Exercise 71 Equipment: 4 cones, 5 balls (1 coloured)

and 4 sets of bibs Number of players: 16


X

X

X

X

X

X

X

X

X

X

X

X

71

Vision and Colour

The Game:

• Twelveplayersrandomlypassthreefootballs.

• Aftereachpasstheysprinttoanoutsideconeandback intothegame.

• However,adifferentactionisrequiredateachcoloured cone.

• Redcone-quickfeetaround,bluecone-jumpoverand turn180degrees,yellowcone-spinbehind,whitecone -volleyoverthetop.

• Thecoachshouldchangetherequiredresponse regularly,inordertokeeptheplayersfocused.

Progression

• Play10v2,withtheattackingplayersrestrictedtotwo touches.

• Inallotherrespects,thepracticeisthesameas outlinedabove.

• However,playersmustbeawareoftheirpositionasthey re-enterthegame,inordertosupporttheplayeronthe ball.

The Game:• Twelveplayersrandomlypassfourdifferentcoloured footballs.

• Afterpassing,theyimmediatelysprintaroundacone, whichmatchesthecolouroftheballpassedi.e.passa redball,sprintroundaredcone;passawhiteball,sprint roundawhiteconeandsoon.

• Itisessentialthatthefootballsandconesarematched forcolour.

Progression

• Whenapatternhasbeenestablished,thecoachasksfor adifferentactionfromtheplayersateachcolouredcone e.g.passtheredballandquickfeetaroundthered cone;passtheblueballandvolleyoverthetopofa bluecone;passthewhiteballandjockeybackthree stepsatawhitecone;passthegreenballandjumpover thetopofagreencone.

• Tokeeptheplayersfocused,thecoachshouldkeep changingtheactionsrequiredatthecones.

• Tomakethepracticephysicallyharder,theplayerssprint roundtwooutsidecones,butnotonthesameside.

Exercise 74 Equipment: 4 different coloured footballs, 16 cones

of 4 different colours Number of players: 12 to 16


XX

X

X

X

XX

X X

X

X

X

Exercise 73 Equipment: 16 cones of 4 different colours and

3 footballs Number of players: 12


X

X

X

X X

X

X

X

X

X

X

X

72

Vision and Colour

The Game:

• Twelvesmallgoalsaresetupwithcones(threegoals ofeachofthefourcoloursabove)andareplaced aroundthefieldatdifferentangles.

• Theplayershavetosprintthroughasmanygoalsas possiblein30seconds.

• Whenarhythmhasbeenestablished,theplayersthen followamovementsequencesuggestedbythecoach e.g.sprinttothefirstgoal,runbackwardstothesecond goal,shufflesidewaystothethirdgoal,hopontheleft foottothefourthgoalandhopontherightfoottothe fifthgoal.

• Amovementsequenceisthencombinedwithacolour sequencee.g.sprinttoayellowgoal,cariocatoawhite goal,runbackwardstoabluegoalandhoptoared goal.

Progression One

• Eachplayerhasaballanddribblesthroughthegoals inanydirection.

• Theymustkeeptheballclosetothem,usingtheinsides, outsidesandsolesoftheirfeet.

• Theyshouldchangepaceandexplodeastheydribble throughthegoals.

• Astheydoso,theyshouldcallout“attackingspace”.

• Onasignalfromthecoach,theyshouldleavetheir footballandcontinuesprintingthroughthegoalsand inandoutofthefootballs.

• Onanothersignal,theycollectthenearestfootballand continuedribblingatpacethroughthegoals.

Progression Two

• Theplayersfollowacoloursequencecalledoutbythe coache.g.redgoaltobluegoal,bluetowhite,whiteto yellowandyellowbacktored.

• Thiswillrequireplayerstolookaroundandmake decisionsas,ifoneplayerisoccupyingagoal,the otherplayersmustlookforanotheropengoal.

• Tomakethetaskharder,insistthatplayersperform atrickbeforeexplodingthroughthegoal.

The Game:

• A20msquareismarkedoutwithfourcones.

• Anouter30msquareismarkedoutwithfourhurdles, fourpolesandfourhoops(seediagram).Footballs, ladders,slalompolesetccouldalsobeused.

• Playersrandomlypassthethreecolouredfootballsin the20mgrid.

• Afterpassingtheball,theplayermustperformatask ontheequipment,beforerejoiningtheinnersquare.

• Forexample,ifhepassesaredball,hemustsprint andtouchanypole.

• Ifhepassesawhiteball,hemustjumpoverahurdle.

• Ifhepassesagreenball,hemustquickfeetarounda hoop.

• Workforthreeminutesandthengivetheplayersan activerest,asthisexerciseisverydemanding.

• Tokeepplayersfocused,thecoachshouldkeep changingtheactionsrequiredaccordingtothecolour ofthefootball.

Exercise 76 Equipment: 4 cones, 4 poles, 4 hurdles,

4 hoops and 3 different coloured footballs

Players: 12 to 16 Dimensions: 20m2 inside 30m2

Exercise 75 Equipment: 24 cones (x 6 red, white, yellow,

blue) and 16 footballs Number of players: 16


X

X

X

X

X

X

XX

X

X

XX

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

73

Vision and Colour

The Game:

• Threex12-metresquaresaremarkedoutasinthe diagramandfiveplayersareplacedineachsquare.

• Eachgrouphasaball,whichisrandomlypassed betweenthem.

• Afourthballofadifferentcolourispassedfromsquare tosquareandinanyorder.

• Playershavetowatchtheirball,aswellasthecourse ofthecolouredball,particularlywhentheyarepassing.

• Itisimportantthatthetwoballsdonothitnorendup atthesameplayer.

Progression

• Oneplayerfromeachgroupbecomesadefender.

• A4v1situationiscreatedandtheattackersattempt tokeeppossessionoftheirball.

• Thepressureontheattackersisintensifiedasthe colouredballstillhastobepassedamongstthethree groups.

• Iftheplayersfindthisdifficult,makethedefender passivetostartwith.

• Workfortwominutes,thenchangethedefender.

The Game:• Onehoopofeachcolourisplacedateitherendof thepitch.

• Theplayersaredividedintotwoequalteams,withone teaminbibs.

• Eachteamattacksanddefendsasetofhoops.

• Theaimistostoptheballinsideahoop.

• Eachhoophasadifferentvalue.

• Yellow-4points,red-3points,green-2points, blue-1point.

• Tokeeptheplayersfocused,thecoachshouldregularly changethevalueofeachcolouredhoop.

Variation

• Insteadofputtingthehoopsinaline,placethem randomlyineachhalf.

Exercise 78 Equipment: 4 cones, 8 hoops (2 x 4 colours), a

football and a set of bibs Number of players: 12


X

XX

X

X(D)(D)

(D)

Exercise 77 Equipment: 12 cones, 3 footballs + 1 of a

different colour Number of players: 15

Dimensions: 3 x 12m squares

X

X

X

X

X X

74

Vision and Colour

The Game:

• Theplayersaredividedintofourequalteams,each wearingdifferentcolouredbibs.

• Eachteamhasitsownball.

• Theteamsrandomlypasstheirballfromoneteammate toanother,makingsurethatallthespacesinthesquare arefilled.

• Whenarhythmhasbeenestablished,playersmayalso passtoaplayerofanothercolour,whomustreturnthe ballfirsttimetotheplayerwhogavehimtheball.

Progression One

• Playerspasstoanothercolour.Thereceiverhasto returntheballtoaplayerofthesamecolourthatgave himtheball,butNOTtotheoriginalpasser.

Progression Two

• Atasignalfromthecoach,theteamsformgroupsin thefourcornersofthesquareandcontinuepassing anddribblingaroundthecones.

• Atasignalfromthecoach,theplayersformfourgroups ofdifferentcoloursineachcornerandcontinuepassing anddribblingaroundthecones.

The Game:

• Theplayersaresplitintofourgroups,witheachgroup havingaballandwearingdifferentcolouredbibs.

• Playersrandomlypasstheballstoanycolour,butcall outthecolourtheyhavepassedto.

• Whenarhythmhasbeenestablished,thereceiveralso callsoutthecolourofthepersonwhopassedtohim. Thesetwoactivitiesshouldencourageplayerstoplay withtheirheadsup.

Progression

• Playerscalloutthecolourtheyaregoingtopassto, BEFOREtheyreceivetheball.

• Thisisadifficultexercise,soshouldstartwithall playersstationary.

• Whenthecoachfeelstheplayersarecomfortable,he shouldallowthemtomoveslowlyinthesquare.

• Ifnecessary,takeouttwofootballsatthestart.

Variation

• Insteadofcallingoutthecolour,playerscalloutthe nameofthepersontheyaregoingtopassto,before receivingtheball.

• Thisisadifficultexerciseandshouldbedeveloped slowly.

Exercise 80 Equipment: 4 cones, 4 footballs and 4 sets of bibs



Exercise 79 Equipment: 4 cones, 4 footballs, 4 sets of bibs



“Blue”

“Red”

“Blue”

“Green”

R

BG

G

B

G

G

R

Y

Y

Y

Y

RB

B

R

R

B

Y

G

R

G

B

G

G

B

R

Y

Y

Y

75

The Game:

• The players are divided into four equal groups, each wearing different coloured bibs.

• The players jog anywhere n the grid.

• Two players are designated starters’ (Y1 and R1). They sprint and then touch any player in the area.

• As they touch the players, they call out a colour.

• The two touched players then become the chasers and must sprint and touch a player of the colour called out.

• This sequence then continues.

Progression One

• A player must not call out the colour of the player he touches e.g. if the player he touches is wearing a blue bib, he cannot call out ‘blue’.

Progression Two

• When the chasing player calls out a colour, the touched player can touch any colour OTHER THAN

the one called out.

Progression Three

• The touching player calls out a colour and short or long.

• If he calls out ‘blue short’, the touched player has to sprint to the nearest blue player.

• If he calls out ‘blue long’, the touched player has to sprint to the blue who is furthest from him.

• This is an excellent practice for scanning.

Progression Four

• Three footballs are now ntroduced.

• As before, the player passing the ball calls out a colour to the receiver.

• The receiver passes the ball to a player of that colour and, in turn, calls a colour for that player to pass to.

• This exercise is much more difficult than it appears, so players could start off passing by hand.

The Game:

• Players are split into four groups, with each group having a ball and wearing different coloured bibs.

• Players pass in sequence as stipulated by the coach i.e. red to yellow, yellow to blue, blue to green and green to red.

• To make players think, the coach should keep changing the sequence.

Progression One

• Players pass in sequence, but only have two touches and MUST use both feet.

• Quick support is essential for the player on the ball.

Progression Two

• Players pass in sequence, but two-touch play for two colours and one-touch play for the other two colours.

• To make this easier, players call out “one-touch” or “two-touch”, as they pass to the next colour.

• This is a difficult game so start off with two footballs.

R B

Y

R

B

Y

G

Y

G

Y

G

R

BG

R

B

“Green”

“Red”

R

G

Y

BY

G

R Y

B

B

R

G

Vision and Colour




Exercise 81 Equipment: 4 cones 4 sets of bibs and 3 footballs



76

Vision and Colour

The Game:

• Theplayersaredividedintothreeequalgroups,each wearingdifferentcolouredbibs.

• Twoofthecolours(inthiscaseredandgreen)havea balleachandpasstotheirowncolour.

• Inaddition,bothcolourscanpasstoablueandhehas toreturntheballfirsttime.

• Workforthreeminutesandthenchangeroles.

Variation

• Bluehastoreturntheballtothesamecolourthat passedhimtheball,butnottothesameplayer.

Progression

• Twoofthecoloursteamupandattempttokeep possessionofbothfootballs.

• Ifthedefenderswinaball,theyimmediatelyreturnitto theattackers.

• Eachdefenderkeepsarecordofhowmanytimeshe winsaball.

• Afterthreeminutes,changethedefendingteam.

• Whichdefendingteamgainsthemostwins?

• Thisisanexcellentgameforimprovingperipheral vision,sinceattackersanddefendershavetobeaware ofbothfootballs.

The Game:

• Theplayersaredividedintothreeequalgroups,with eachgroupwearingdifferentcolouredbibs.

• Thereisonefootballpernineplayers.

• Theplayersarespreadrandomlyaroundthegridand remainstationary.

• Theplayerwiththeballpassestoanycolourand sprintsafterhispass,atmaximumspeed.

• Whenarhythmhasbeenestablished,stipulatethat playersmaypasstoanycolourotherthantheirown.

• Allowtwotouchestostartwith,butquicklygetdown toone-touchpassingiftheplayersarecapable.This makesitamuchmoredifficultexercise,bothtechnically andvisually.

• Asplayersareworkingatmaximumspeed,workfor oneminuteandrestfor30seconds.Repeataminimum ofeighttimes.

Progression

• Playerspasstoonecolour,butsprinttoanyother colourinthegride.g.redpassestogreenbutsprints toablueplayer.

• Sincethisisaverydemandingexercise,allowtwo touchestostartwithandonlyprogresstoonetouch iftheplayersarecapable.

Exercise 84 Equipment: 1 football and 3 sets of bibs



Exercise 83 Equipment: 4 cones, x 3 red, blue and green bibs



R

R

R

B

GB

G

GB

R

B G

R

R

R

B G

B

G

G

B

77

The Game:

• Theplayersaredividedintothreegroups,witheach groupindifferentcolouredbibs.

• Redandgreenworktogethertokeeptheballaway fromyellow.

• Ifyellowwintheball,theteamthatgavetheballaway becomethedefenders.

• Cantheteamworkingtogethermake10consecutive passes?

Variations

• Changethedefendingteameverytwominutes;the colourthatregainedpossessionmostbecomesthe winner.

• Two-touchplayfortheattackers,buttheymustuse bothfeet.

• Theattackingteamsmustalwayspasstotheopposite colour.Therefore,redalwayspassestogreenandgreen alwayspassestored.Thenumberofpassesarenow halved,soplayersmustworkhardertosupportthe playerontheball.

The Game:

• Playersaredividedintothreeteams,eachhavingaball andindifferentcolouredbibs.

• Playersstartoffjugglingtheballonthemoveand passingtotheirowncolour.

• Teammatesmustkeepjoggingwhentheydon’thave theball,sothatthejugglerhastomoveintraffic.

• Thejugglermustalsomovehiseyesawayfromthe ball,inordertoselectthecorrectpass.

Progression One

• Playersjuggletheballintrafficandpassinafixedcolour sequencee.g.greentoblue,bluetored,redtogreen.

• Thecoachshouldkeepchangingthesequence.

Progression Two

• Playersjuggletheballfourorfivetimes,stopit,then dribbleatpacebeforepassing.

• Thereceiverhastoflicktheballupandthenrepeat theexercise.

• Onceagaintheplayersshouldpassinafixedcolour sequencee.g.greentoblue,bluetoredandredback togreen.

Progression Three

• Formoreadvancedplayers,twocoloursarecombined andtheyplaykeepballagainsttheothercolour,thus creatingan8v4situation.

• Theattackersmustjuggle,passandcontroltheball withoutusingtheirhands.

• Thisisaverydifficultexercise,somakethedefenders passive.Theymayharasstheplayerwiththeballbutnot touchit.

• Theaimfortheattackersistomakesuretheballdoes nottouchtheground.

• Workforthreeminutes,thenchangethedefendingteam.

• Whenarhythmhasbeenestablished,allowthe defenderstointercepttheball,butnottouchitwhen theattackerisjugglingorreceivingit.

R

R

B

G

B

G G

BR

RG

B

Y

Y

Y

Y

Y

R

R

RG

G

G

R

G

GR

G

Vision and Colour

Exercise 86 Equipment: 4 cones, 3 sets of bibs (red, green and

blue) and 3 footballs Number of players: 12


Exercise 85 Equipment: 4 cones, 1 football and 3 sets of bibs



78

Vision and Colour

The Game:

• Theplayersaredividedintotwoteamsoffourandone teamofthree.

• Eachteamwearsdifferentcolouredbibs.

• Twoteamscombineandattempttokeeptheballaway fromthethirdteamaslongaspossible.

• Ifthedefenderswintheball,theymustfirstdribbleit outofthegrid,beforechangingroles.

• Astheteamsareofdifferentsizes,thesituationis constantlychanging.

• Whentheteamofthreearedefending,it’san8v3 situation,otherwiseitis7v4.

• Tomakeplayersthinkandbevisuallyaware,allowthem toplayfreelywhenit’s7v4,butonlytwo-touchwhenit’s

8v3.

The Game:

• Theplayersaredividedintofourgroups,witheach groupindifferentcolouredbibs.

• Theteamsstartbyplayinghandball,withredsversus bluesandgreensversusyellows.

• Oncearhythmhasbeenestablished,changetopassing byfeet.

• Tomaketheplayersthink,thecoachshouldkeep changingthepairingsi.e.redsversusyellowsand greensversusblues.

• Itisusefulifthereisacoachtolookaftereachgame.

Progression

• Somedirectionisthenputonthepractice,withreds versusbluesplayingverticallyandgreensversusyellows playinghorizontally.

• Toscore,playershavetodribbleovertheendlinethey areattackingandplaceafootontopoftheball.

• Onceagain,thecoachshouldkeepchangingthe pairings.

Exercise 88

Equipment: 4 cones, 4 sets of bibs and 2 footballs



Exercise 87 Equipment: 4 cones, 3 sets of bibs and footballs



G

G

R

Y

B

Y

G

G

R

B

R

Y

R

B

Y

B

R

R

B

G

B

G

G

B

R

G

R

79

The Game:

• Foursmallgoalsareplacedcentrallyonthefoursidesof thegrid,asinthediagram.

• Theplayersaredividedintofourgroups,eachwearing differentcolouredbibs.

• Redsplayyellowsverticallyandbluesplaygreens horizontally,intwoseparategames.

• Thecoachshouldstipulatedifferentwaysofscoring e.g.one-touchfinish,leftfootonly,header,hitthenet offtheground,volleyetc.

• Tomakeplayersthink,thecoachkeepschangingthe pairingsi.e.redsvsgreens,bluesvsyellows.

• Itisusefulifthereisacoachforeachgame.

Progression One

• Thefourgoalsarenowplacedineachcorner,so teamsplaydiagonally.

• Asbefore,twocompletelyseparategamesaregoing on,onthesamepitch.

• Thisparticulargameisexcellentforvision,asplayers havetopositionthemselvessidewayson,inorderto beawareofbothgoals.

Progression Two

• Thecoloursarethenjoined,withredsplayingwith yellowsandbluesplayingwithgreens.

• Eachteamnowhastwogoalstoattackanddefend.

• Onceagain,thisgameisexcellentforvision,asthe playerontheballisencouragedtolookaroundmore, astherearetwogoalstoattack.Teamsshouldswitch playifonerouteisblocked.

The Game:


• Thereisagoalkeeperineachgoal.

• Twogamesaregoingonatthesametime,onthe samepitch,usingthesamegoals.

• Redsversusbluesandgreensversusyellows,withreds andgreensattackingthesamegoalandbluesand yellowsattackingthesamegoal.

• Thisisaverydifficultgameforthegoalkeepers,asthey alwayshavetobeawareofbothfootballs.

• Playforsixminutesandthenchangethepairingsi.e. redsversusyellowandgreensversusblues.

• Awardthreepointsforawinandonefordraw.When everybodyhasplayedeachother,workoutaleague table.

• Itisusefulifthereisacoachtorefereeeachgame.

Progression

• Limitplayerstotwotouches.Thismakesthegamevery demandingasspaceislimitedandplayerswillhaveto beonthemoveconstantly,inordertofindsupport positions.

R

B

Y

G

Vision and Colour

Exercise 90 Equipment: 4 cones, 2 goals, 4 sets of bibs and

2 footballs Number of players: 16 + 2 keepers


Exercise 89 Equipment: 4 cones, 4 goals, 4 sets of bibs



K X

R

B

Y

G

R

R

Y

Y

Y

B

B

G

G

B

RG

80

Vision and Colour

The Game:


• Thecoloursarejoined,withredsworkingwithyellows andbluesworkingwithgreens.

• Theteamsplay‘keepball’andscoreapointfor completingeightconsecutivepasses.

• Theteamsarethenmadetopassinsequencei.e. redtoyellow,yellowtoredandbluetogreen,green toblue.

• Thishalvesthenumberofpassingoptionsavailable andmakesthegamefarmoredifficult.

• Workforfiveminutesandthenchangethepairings.

Progression

• Theteamsnowattackalineorgoal,butonlyONEof thecolourscanscorei.e.redsforoneteamand greensfortheother.

• Thecoachshouldkeepchangingthepairingsand whichcolourcanscore.

The Game:

• A60mx40mgridismarkedoutwithagoalateach corner,asinthediagram.


• Thecoloursarecombined,withredsplayingwith yellowsandbluesplayingwithgreens.

• Theteamshavetwogoalstoattackandtwogoals todefend.

• Havingtwowidegoalstoattackshouldencourage playerstoswitchplayandchangedirectionifoneroute isblocked.

• Thisinturnshouldmakeplayersgettheirheadsup andlookaroundmore.

• Thecoachshouldkeepchangingthepairings.

Progression One

• Stipulatedifferentwaystoscoreforeachcoloure.g. redsandbluescanonlyscorebydribblingthroughthe goalswhilstgreensandyellowscanonlyscoreona one-touchfinish.

Progression Two

• Eachcolourisrestrictedtowhichgoaltheycan scoreine.g.redscanonlyscoreingoal1,yellows ingoal2,greensingoal3andbluesingoal4.

Progression Three

• Placeagoalkeeperingoals2and4.Teamsscoreas normalwherethereisagoalkeeper,butcanonlyscore fromheadersintheunguardedgoals.

Progression Four

• Teamsattacktwodiagonalgoalsanddefendtwo diagonalgoals.




Exercise 91 Equipment: 4 cones, 2 goals, 4 sets of bibs

and a football Number of players: 12


YR

GB

Blues and Greens

Reds and Yellows

G GBB

YR YR

1 2

3 4

R B

Y

G

RG

R

B

Y

G

Y

B

81

The Game:

• A40mx20mgridismarkedoutwithfourcones.

• Sixsmallgoalsareplacedonoppositetouchlines, asinthediagramandnumbered1,2or3.

• Theplayersaredividedintothreeteams,eachwearing differentcolouredbibs.

• Eachteamisgiventwogoalstodefendandfourto attack.Inthiscase,reddefendgoals1,bluegoals2 andgreengoals3.

• Theaimisfortheteamstoplaywitheachotherand attempttoscoreinanygoalotherthantheonesthey aredefending.

• Theycanpasstoanyplayerintheirteamorinany otherandshouldbecontinuallytryingtocreate6v3 situations.

• Withfourgoalstoattack,playersshouldbelooking toswitchplaycontinuously.

• Teamshavetomakesurethattheydon’tlose possessionneareitherofthegoalstheyare defending.

• Tospeedthegameup,playtwo-touch.

The Game:


• Foursmallgoalsareplacedinthemiddleofeachtouch line,asinthediagram.

• Theplayersaredividedintofourteams,eachwearing differentcolouredbibs.

• Eachteamisdesignatedagoaltodefend.

• Theaimisfortheteamstoplaywitheachotherand attempttoscoreinanygoal,excepttheonetheyare defending.

• Theycanpasstoanyplayerintheirownteamorinany otherandshouldbecontinuallylookingtocreate9v3 situations.

• Ifateamconcedesagoal,theyhavetoremovea playerfromthefieldandplaywithtwoplayers.

• Ifanothergoalisscored,theplayerisallowedbackon thefieldandreplacedbyaplayerfromtheteamthathas justconcededagoal.

• Teamshavetomakesurethattheydon’tlose possessionneartheirowngoal.

• Withthreegoalstoattack,playersshouldbelookingto switchplay,changingdirectionifonegoalisblocked.

B

B

B

Y

R

1 2

3

3

2 1

Y

R

R

Y

Vision and Colour

Exercise 94Equipment: 4 small goals, 4 cones, 4 sets of bibs

and footballs Number of players: 12 + 4 keepers





G

B Y

R

R R

B

Y

R

BG

Y

B

G

YG

82

Scanning

ScanningInfootball,visualsearchisavitalpartofthedecision-makingprocess.Itinvolveslookingforinformation,whichwillenabletheplayertodecidewhattodoinanysituation.Appropriatesearchstrategiesarevitalforfootballers,particularlywhenthereislittletimetomakethedecisionandthencarryouttheaction.Teachingplayershowtopre-scan,post-scanandscanwhilstinpossessionisessentialand,iftaughtproperly,shouldbringaboutamarkedimprovementintheirperformance.

Playersneedtounderstandthatplanninginadvanceleadstotimeandspaceontheball.Thepre-scanprocessstartsassoonasaplayermovesinsupportofateammate.Astheballispassedtohim,hemustobservewhereitiscomingfromandhowisitcoming(ontheground,intheair,quickly,slowlyetc).Hemustthenlookbeyondtheballandselectaresponsebasedonthepresentpositionandpredictedmovementofplayersaroundhim.Simultaneously,hemustdecidewherehisfirsttouchwillbeplaced.Ashereceivestheballheshouldquicklyglanceatitandeitherpassitwithonetouchtotheareachosenonthepre-scanormoveitintospaceinordertogaintime.Post-scanningnowtakesplace,sothattheplayercancheckthattheoriginaldecisionwascorrect.Ifitwas,thenheshouldcontinuewiththeinitialplan.Ifnot,thenheshouldmodifytheactionandmakeanalternativepassorbuyhimselftimebymovingtheballintospace,awayfromhiscurrentpositionandnearbyopponents.Ifhechoosesthisoption,thenhemustnowscanwhilstinpossessioninordertogainmoretimetomakefurtherdecisions.

Oncehehaspassedtheball,hemustmovequicklytoprovidesupportforothersinpossession,sothatheisinapositiontoreceivetheballagain.Hemustavoidadmiringthepassorstandingstill,asthiseffectivelytakeshimoutofthegame.Astheballistravellingtoateammate,heshouldbemovingagaintosupportthenextpass.

Webelievethefollowinggameswillhelpimprovevisualsearchstrategies,astheywillforceplayerstoscanpriortoandafterreceptionoftheball.ItisessentialthatplayersunderstandthattheinformationneededtosolvegameproblemsisallaroundthemandNOTwrittenontheball.

The Game:

Pre-scanning

• Twofootballsarepassedrandomlyamongstthe group.

• Whenarhythmhasbeenestablished,playerscallout thenameoftheplayertheyhavereceivedfrom.

• Progresstocallingoutthecolouroftheshirtofthe playertheyreceivedfrom.

• Thereceivercallsoutthenameoftheplayerclosest tohim,otherthanthepasser.

• Thereceivercallsoutthenameoftheplayerheisgoing topasstobeforetouchingtheball.

• Thisisadifficultexerciseandshouldstartwiththe playersstationary.

• Allofthecallsshouldbemadepriortoballreception.

Post-scanning and scanning whilst in possession

• Afterselectingwherethefirsttouchshouldbeplayed, thereceiverdribblestheballandcallsoutthenameof theplayerfurthestfromhim.

• Thereceivercallsoutthenameofaplayerbehindhim, eitheronhisrightorleft,beforepassing.

Exercise 95

Equipment: 4 cones, 2 footballs



83

The Game:

Pre-scan

• Theplayersaredividedintofourteamsofthree,each teamwearingdifferentcolouredbibs.

• Twofootballsarerandomlypassedaboutthegroup.

• Oncearhythmhasbeenestablished,playerscallout thecolourofthepersontheyhavereceivedfrom.

• Thereceivercallsoutthecolourclosesttohim,apart fromthepasser.

• Thereceivercallsoutthecolourheisgoingtopassto beforehereceivestheball.

• Thisisadifficultexerciseandshouldbestartedfroma stationaryposition.

Post-scanning and scanning whilst in possession

• Whilstinpossession,playerscalloutthenameofthe playerintheirteamwhoisfurthestaway.

• Calloutthecolourtheyhavepassedto.

• Calloutthecolouroftheplayerclosesttotheperson theyhavepassedto.

• Passinsequencee.g.red,toyellow,toblue,togreen andbacktored,buttotheplayerinthatcolour furthestaway.

Progression

• Oneteamisnowchosenaspassivedefenders, creatingan8v4situation.

• Theteamofeightattemptstokeeptheball,butplayers arenotallowedtopasstotheplayernearesttothem.

• Thereceivercallsoutthenameofthedefender closesttohim.

• Thereceivercallsoutthecolourheisgoingtopassto beforehereceivestheball.

• Thisisanadvancedexerciseandshouldonlybeused withexperiencedplayers.

The Game:

• Eightattackersplayagainsttwodefenders,whoare passive.

• Theattackersattempttokeeppossessionofboth footballs.

• However,thedefendersonlydefendagainstthe whiteball;theydonotdefendagainstthecoloured ball.

• Bycontinuallyscanningthefield,theattackersshould alwaysbeawareofthepositionofbothfootballs.

• Onceaplayerhaspassedoneball,heshouldbe lookingtosupportthesecondone.

• Changethedefenderseveryfourminutes.

• Changetheresponserequiredfrombothfootballs i.e.defendersattackthecolouredballinsteadofthe whiteone.

Progression

• Reducethenumberofattackersfromeighttosix.

• Playerswillnowberequiredtoscanbetterandshow quickerspeedofthought.

• Insistontwotouchesonlyforthecolouredball.

• Finally,allowthedefenderstobecomeactive,butonly againstthewhiteball.

• Thispracticeshouldonlybeusedwithmoreexperienced players.

R

B

Y

R

Y

B

Y

RG

B G

G

Scanning

Exercise 97 Equipment: 4 cones, 2 footballs (1 coloured)

and 2 bibs Number of players: 10


Exercise 96 Equipment: 4 cones, 2 footballs and 12 ( 4 sets of

3 different colours) bibs Number of players: 12


D

D

84

Scanning

The Game:

• Eightattackersvfourdefenders.Eachdefenderwears abib.

• Thedefenderseachmarkoneattackerandbothplayers standstill.

• Thefourunmarkedattackersdribbletheballandpass onlytounopposedplayers.

• Thedefendersshouldkeepchangingwhotheyare markingeveryfewseconds,inordertocreatenew attackingsituationsfortheattackers.

• Changethedefenderseveryfewminutes.

Progression

• Thefourmarkedattackerscannowmove,alongwith thedefenders.

• Tomakeitrealistic,thosebeingmarkedshouldchange pace,checkout,checkinetcastheywouldinagame.

• Thefourunmarkedattackerscanstillonlypassto unopposedplayers.

• Thedefendersshouldchangewhotheyaremarking everyfewseconds.

• Thisnowbecomesadifficultexerciseandrequires quickreactions,peripheralvision,awarenessandthe abilitytoscanthefieldpriortoballreceptionandwhilst inpossession.

X

X

X

X

XX

X

X

D

D

D

D

Exercise 98 Equipment: 4 cones, 4 bibs and footballs



85

Vision,ColourandtheHeadUpHatWeknowthatover90%ofalltheinformationthatcomestothebrainisvisual,sowecanhelputilisethebrain’svisualsystems’bestqualities,withtheuseofcolourandshape.Wethereforeneedtohelpyoungplayersfocustheirattentiononimportantcues,which,inturn,shouldleadtobetterandfasterdecisionmaking.

Withthisinmind,wehavedevelopedtheHeadUpHat,whichisdesignedtomakeplayersofallstandardsplaywiththeirheadup.Thehathasabright,fluorescentcolourononeside,butcanbeturnedinsideout,whereitissplitintotwocontrastingcolours.Whenusingthesurfaceofthehatwiththesecontrastingcolours,westipulatethatplayerspasstothedarkorlightside.Thiswillgreatlyimprovevisualattentionandprovideyoungsterswithabetterunderstandingofleftandright-whichmanyyoungplayersfinddifficult.Thehatswillimprovedecision-making,awarenessandperceptionandhelptheindividualbecomeabetterteamplayer.Inaddition,peripheralvisionwillalsobeimprovedasthehatswillencourageplayerstomovetheirfocusfromtheballtothetarget,atthemomentofcontactorevenbefore.Thiswilltraintheplayerstohaveabetterfeelfortheball,astheyarelesslikelytolookdownatit.

Wehavedevisedaprogrammeofactivitiesandinvasiongamestobeusedwiththistrainingaid,whichwillhelpthecoachgetthebestoutofthisnew,originalidea.Wearesurethat,withalittleimagination,coacheswillbeabletocomeupwiththeirownideasandpractices.

Activities using the Head Up Hat

Key:

Fluorescent Fluorescent Red/Black Blue/Grey yellow orange

The Game:

• Theplayersaredividedintotwogroups,eachgroup havingtwofootballsandwearingdifferentcolouredhats.

• Playersstartoffpassingbyhandandtotheirowncolour, butquicklychangetopassingbyfeet.

• Onceaflowhasbeenestablished,playersmayalso passtoaplayerofanothercolour,whomustreturnthe ballfirsttimetotheplayerwhogavehimtheball.

Progression

• Playerspassinsequencei.e.orangehattoyellowhat, yellowhattoorangehatetc.

• Afterpassingtheballtheplayershouldsprintoutofthe space,beforelookingforanotherball.

Vision, Colour and the Head Up Hat

Exercise 99 Equipment: 16 Head Up Hats, 4 footballs, 4 cones



86


The Game:

• Play8v8,withbothteamswearingdifferentcoloured HeadUpHats.

• Theteamsplay‘keepball’andattempttomakesix consecutivepasses.

• However,theyonlyscoreapointifthesixthpassis chippedtoateammemberandiscaught.Iftheball isdropped,thescoredoesnotcount.

Progression

• Eachteamattacksanddefendsasix-a-sidegoal. Therearenogoalkeepers.

• Theattackingteamtriestoprogresstheballquickly andshootintheopponents’goal.Theballmusthit thenetoffthegroundforthegoaltocountandit cannotbounce.

The Game:

• Theplayersaredividedintofourgroups,eachgroup havingafootballandwearingthefourdifferentcoloured HeadUpHats.

• Playersstartoffpassingbyhandandtotheirown colouredhats.

• Onceaflowhasbeenestablished,quicklychangeto passingbyfeet.

Progression

• Playerscanpasstoanycolouredhat,butmustcall outthecolourofthehattheyarepassingto.

• Atthesametime,thereceivercallsoutthecolourof thehathehasreceivedfrom.

• Formoreadvancedplayers,theplayerreceivingthe ballcallsoutthecolouredhatheisgoingtopassto BEFOREhereceivestheball.Thisisknownas‘playing inthefuture’.

Exercise 100 Equipment: 16 Head Up Hats, 2 goals, 4 cones

and footballs Number of players: 16 max


Exercise 101

Equipment: 16 Head Up Hats, 4 cones and balls

Number of players: 16 max


87

The Game:

• PlayersweartheHeadUpHats,withtwocolours showing(red/blackandblue/grey).

• Teamsstartoffpassingbyhandandtotheirown colours.Oncearhythmhasbeenestablished, changetopassingbyfeet.

• Theplayersthenpassinsequence,red/blackto blue/grey,blue/greytored/black.

Progression

• Thecoachcallsoutdarkorlightandplayershave topasstothatside.If‘dark’iscalledout,thenforthe blue/greyhatsthatmeanspassingtotherightfootand forthered/blackhats,totheleftfoot.

• Theballispassedinsequencei.e.darkside,light side,darkside.Thepassermustcallout‘light’or‘dark’ astheballisplayed.

• Passinorder-bluetoredtogreytoblackandback toblue.Tomakeplayersthink,thecoachshouldkeep changingthesequence.

The Game:

• Theplayersaredividedintofourgroups,witheach groupwearingadifferentHeadUpHat.

• Theteamsstartbyplayinghandball,withyellowversus red/blackandorangeversusblue/grey.

• Onceaflowhasbeenestablished,changetopassing byfeet.

• Tomakeplayersthink,thecoachshouldkeepchanging thepairings.

Progression

• Somedirectionisthenputonthepractice,withyellow versusred/blackplayingverticallyandorangeversus blue/greyplayinghorizontally.Toscore,playershaveto dribbleovertheendlinetheyareattackingandplacea footontopoftheball.Onceagain,thecoachshould keepchangingthepairings.

• Thecoloursshouldthenbejoined,withyellowplaying withred/blackandorangeplayingwithblue/grey. Startwith‘keepball’andprogresstoendball.

Formoreadvancedplayers,theballmustbepassedinsequence-thusyellowwillpasstored/black,red/blacktoyellowandorangetoblue/grey,blue/greytoorange.


Exercise 103 Equipment: 12 Head Up Hats, footballs and 4 cones

Number of players: minimum of 12


Exercise 102 Equipment: 12 Head Up Hats, footballs and 4 cones

Number of players: minimum of 12


88

VisionandShapeSmall-sidedgamesprovideyoungplayerswithasimpleframeworkwithinwhichthecoachcanhelpthemplaythegame.Thesmallernumberofplayersandtighterplayingareagivethemthechancetoimprovetheirballskills,astheyareconstantlytouchingtheball.Italsoenablesthemtorecognisethesituationsthemselvesandcomeupwiththeirownsolutionstoproblems.Itisvitalthatplayersareabletothinkontheirfeetandmakeappropriatedecisionsbasedontheneedsofthesituation.

However,toooftenthesesmall-sidedgamesareplayedonpitches60metreslongand40metreswide.Inmanyways,thisisunrealistictothegame,sinceinan11a-sidematch,thedistancebetweenbothfullbacksisoften60metresormorewhilstthedistancebetweendefendersandforwardsisoftennomorethan40metres.Therefore,whynotplayonapitchwhichis60metreswideand40metreslong?Thisismuchmorerealistictothegameandallowsforwingplay,whichisnotpossibleonthenormalshapedpitch.

Wefeelcoachesshouldgoevenfurtherandexperimentwithawidevarietyoffieldshapes.Forexample,whynotusecircles,squares,triangles,diamonds,pentagonsandhexagons?Bymovingawayfromarigidpitchstructuretoavarietyofshapesandsizes,theplayerswillhavetomakecontinuousadjustments,asconditionswillneverbethesame.This,inturn,willprovideplayerswithagoodunderstandingofthefieldofplayandhelpthemtolearntheinsideandoutsidelimitsofthepitch.Onceaplayercanfindhisbearings,hecannowstartpositioninghimselfwithregardtotheball,teammatesandopponents.

Weknow,however,thatfromatacticalpointofview,youngplayerstendtogrouparoundtheballduringthesegames.Itisimportantthattheirtacticaleducationdevelopsfromthis,toapositionwheretheplayerhasanideaoftime,space,shapeanddistance,withregardstohisteammates,theoppositionandtheball.Onemethodofintroducingbasictacticsinafunwayistodividetheplayersintogroupsandthenaskthemtoformcertaingeometricshapes.Explainthattheseshapesareonesthatwillalwaysbefoundonthefootballpitchandcouldincludethefollowing:

Triangle

Square

Rectangle

Diamond

Diagonal

File

Line

Vision and Shape 89

The Game:

• A30-metreby20-metregridismarkedoutwithfour cones.

• Theplayersaredividedintothreeteamsoffour,each teamhavingaballandindifferentcolouredbibs.

• Theteamscarryoutaseriesofpassesusingtheirhands. Theballmustnottouchtheground.

• Itisimportantthatvisualcontactismadebetweenthe personwiththeballandthereceiver.

• Whenapatternhasbeenestablished,thecoachthen instructseachteamtoorganiseitselfintoaprecise formationsuchasaline,file,square,diagonal,rectangle, diamondortriangle.

• Thiswillemphasisetheneedforgroupcooperation, aswellastheabilityoftheplayerinpossessionofthe ball,toorganisehisteam.

• Afterawhile,changetopassingbyfeet.

• Itisimportantthatthecoachrecognisesanymistakesin theshapeordistanceandquicklycorrectsthem.

Variations

• Playerssitorliedownintheshapeinstructedbythe coach.

• Differentwaysofpassingcanbeusedi.e.bouncepass, volleyfromthehand,passalongthegroundandflicked up,headerfromthehandetc.

• Playerscanpassinsequencee.g.redtoblue,togreen toredetc,butstillgetintotheshapesuggestedbythe coach,intheirownteam.

• Getoneteamtoformashapeandtheotherteamto defendthatshape.

Vision and Shape

Exercise 104 Equipment: 4 cones, 3 sets of bibs and 3 footballs



X

X

X

X

XX

X

X

90

The Game:

• Onceplayershavepractisedthevariousshapesina staticposition(asinthepreviousexercise),theythen progresstomaintainingshapewhilstmoving.

• Theplayersaredividedintogroupsoffourandstartina diamondshape.

• Theyjogforward,keepingthestartingdistanceand shape.

• Thisisnoteasyatfirst,soplayersmustwatcheach other,talkandrunatequalspeed.

• Inordertoimprovetheirvisualperception,itisimportant thatplayersexperienceeverypositioninthediamond.

• Onceplayersareabletocontrolthedistanceandshape, theyshouldthenvarythespeed.

• Thiswillbecontrolledbyplayer2,whodirectsthegroup fromtheback,givesordersandadaptshispositionto thoseofhisteammates.

• Onthereturnjourney,player1shouldtakecontroland givetheorders.

Progression

• Thevariousshapesfromthepreviousexerciseshould thenbeattempted,firstofallmovingslowlyandthenwith achangeofpace.

• Oncethishasbeenachieved,gettheplayerstochange totheshapethatthecoachcallsout.Thus,theycould changefromadiamondtoarectangleandthentoa diagonal,whilststillmovingforwards.

The Game:

• Theplayersaredividedintogroupsoffour,startina diamondshapeandhaveaballeach.

• Theydribbletheirballforwards,keepingthestarting distanceandshape.

• Thisisquiteadifficulttask,soplayersmustwatch eachother,talkanddribbleatequalspeed.

• Inordertoimprovetheirvisualperception,itisimportant thatplayersexperienceeverypositioninthediamond.

• Onceplayersareabletocontrolthedistanceand shape,theyshouldthenvarythespeed.

Progression One

• Thevariousshapesfromthepreviousexerciseshould thenbeattempted,firstofalldribblingslowlyandthen withachangeofpace.

• Oncethishasbeenachieved,gettheplayerstochange totheshapethatthecoachcallsout.Thus,theycould changefromadiamondtoasquareandthentoafile, whilststillmovingforwards.

• Toimprovevisualperceptionandcommunicationwhilst dribbling,allowmoreadvancedplayerstochange positionswhenevertheywish,whilststillmaintainingthe designatedshape.

Progression Two

• Inthefinalprogression,onlyonefootballisused.

• Theplayersmoveforwardsintheshapedesignated bythecoach.

• Whilstmoving,theypasstheballamongstthemselves andchangeposition,butstillkeepthecorrectshape.

• Thisisaverydifficulttask,asitwillinvolvethecorrect timingandweightofpasswhilstonthemove.

• Onceapatternhasbeenestablished,thecoachmust ensurethatthechangeofpositionisperformedatspeed.

• Thisexercisewilltestperceptionandcommunication aswellasgoodballcontrolandaccuracyofpass.

Vision and Shape

X1X2

X

X

1

1

2

2

Exercise 105

Exercise 106 Equipment: 12 footballs


Dimensions: Half a pitch

XX

X

X

91

The Game:

• Theplayersaredividedintofourgroupsofthree players,eachgroupwithaballandindifferent colouredbibs.

• Playersmovewithinthegridandpassintriangles.

• Theyshouldvarythedistanceofthepassing.

• Playerscancomeshort,thenspinawaytoreceivelong passesorrunawaylongandcheckbackshortforaball tofeet.

• Thethirdplayermustalwaysmoveearlytocreatea supportpositionandatthecorrectangle,sothatthe secondplayerhasthechoiceoflayingtheballofffirst time.

The Game:

• Theplayersaredividedintotwogroupsoffour,each withaballandindifferentcolouredbibs.

• Oneplayerfromeachteamisplacedbehindanend line,asinthediagramandactsasatargetplayer.

• X’sworktheballupthepitch,passtoO1,thenreverse theirdirectionofplayandattacktheoppositeendline, wheretheyfinishwithapasstoX1.

• O’sdothesameintheoppositedirection.Bothteams passthrougheachother.

• Allplayersshouldtouchtheballatleastonce,before theballispassedtoanendplayer.

• Thecoachshouldkeepemphasizingthetriangular shape.Changetheendplayereverytwominutes.

Progression One

• Theplayerwhopassestohisownendplayertakes hisplace.

• Whentheballispassedtotheendplayer,anybody otherthanthepassertakeshisplace.

Progression Two

• Moveto3v3,withbothteamsattackingagoalor target.

• Ifgoalkeepersareavailable,usethem.Ifnot,placea largeconeinthecentreofeachgoal,whichactsas thetarget.

Vision and Shape


Number of players: 6 + 2





X

X

X

XX

X

X1 1

92

The Game:

• Theplayersaredividedintothreegroupsofthreeplayers, eachgroupwearingdifferentcolouredbibs.

• GroupsXandOplay3v3insidethetriangleandtryto keeppossessionoftheball.

• TheplayersfromgroupAstandatthecornersofthe triangleandareusedassupport.

• Twoteamsswitchroleseverytwominutes.

Variations

• Allplayersarelimitedtotwotouches.

• XandOhaveunlimitedtouches,butAplayersare restrictedtoonetouch.

• Amustnotpassbacktotheplayerthatgavehimthe ball.

The Game:

• Theplayersaredividedintothreeequalgroups,each groupwearingdifferentcolouredbibs.

• Thediagramexplainsthepositionoftheplayers.

• TeamAcanscoreingoals3and4.

• TeamOcanscoreingoals1and2.

• TeamXscoresapointeachtimeaplayercontrolsthe ballonthelinesbetweengoals1-2and3-4.

• Workforfiveminutes,thenchangethegoalsthatthe teamsareattacking.

The Game:

• Fourplayers,inabasicdiamondshape,workupand downthepitch,passingtoeachotherandtotwotarget players(T1andT2).

• Thetargetplayerscouldbegoalkeepers.

• Thisshapegivesplayersallthepassingpossibilities foundinthefullgame.i.e.forwards,backwardsand sideways.

• Playersinpositions2and3needtounderstandthat theymustalwaysbesidewayson,facingintothefield, withtheirbacktothetouchline.

• Onceplayersareabletokeepthediamondshape, thecoachshouldencouragegreatermovementwithin theshapei.e.takeovers,overlaps,wallpasses,setup plays,diagonalrunsetc.

Progression

• Whenthecoachissatisfiedthattheplayersunderstand theshape,introduceanotherteamandhavethemplay througheachother,usingthemasnon-competitive opponents.

Vision and Shape

X

X

X

A

A A




X

1

X

2

3 4

X

A

A

A



Dimensions: 25m equal-sided triangle

Exercise 111 Equipment: 4 cones, a set of bibs and footballs



TX4

T

X2

X3

X1

93

The Game:

• Theplayersaredividedintotwogroupsoffour,with eachgroupindifferentcolouredbibs.

• Thisisnowacompetitive4v4game.

• Toscore,aplayermustdribbletheballoverthegoal line,undercontrol.

• Theattackingteamshouldspreadoutaswideand longaspossible,sotheyaredifficulttomark.

• Theyshouldattempttomaintainaroughdiamond shape,inordertoensuregoodanglesandawide rangeofpassingpossibilities.

• Thedefendingteambecomesadiamondwithinthe opponents’attackingdiamond,asinthediagram.

• Astheattackersmove,thedefendingteammust movetocompensate.

Progression

• Placeagoalortargetonthegoalline.

• Bothteamsshouldstilltrytomaintainaroughdiamond shape,whetherattackingordefending.

The Game:

• Theplayersaredividedintothreegroupsoffour,each groupwearingdifferentcolouredbibs.

• Twoteams(XandO)workinsidethediamondshape andplay4v4.

• Theteaminpossessionattemptstokeeptheballand completeeightconsecutivepasses.

• Thethirdteam(Y)areplacedatthefourpointsofthe diamondandactassupportfortheteaminpossession. Thiscreatesan8v4situation.

• Y’sarelimitedtotwotouchesandcannotbetackled.

• Workforthreeminutesandthenchangeroles.

Variation

• Thesupportplayersstandonthefoursidesofthe diamond(asindiagram2).

• Theymaymoveupanddowntheirsideofthediamond.

Progression

• Whentheteaminpossessioncompletessixpasses inarow,thelosingteamsprintstotheoutsideofthe diamondandthesupportteamsprintsintotaketheir place.

• Thewinningteamcontinuespassingwhilstthe changeoveristakingplace.

• Itisthereforevitalthattheincomingteamreactsvery quickly,inordertomaintaintheintensityoftheexercise.

X

X

X

X

Vision and Shape



Dimensions: 25m x 4 grid




X

X

X

X

Y

Y

Y

Y

X

X

X

X

Y

YY

Y

94

The Game:

• The players are divided into two teams, with one team wearing bibs.

• A diamond shape is marked out inside the grid, as in the diagram.

• Two large cones are used as goals.

• A player from each side s allowed inside the diamond shape, whilst the rest of the players have to keep to their own areas.

• This pattern makes sure that teams play wide during mid-field play and scope is given to wing and full back play.

• By restricting players to the shape below, they get a better idea of marking, particularly when possession is lost.

The Game:

• The players are divided into three groups of five, each group wearing different coloured bibs.

• Two teams (X and Y) work inside the pentagon and play 5 v 5.

• The attacking team aims to keep possession and complete eight consecutive passes.

• The third team (O) are placed at the five points of the pentagon and act as support players for the team in possession.

• They are limited to two touches and cannot be tackled.

• Work for four minutes and then change roles.

Variation

• The support players stand on the sides of the pentagon.

• They may move up and down on their side of the shape but only between the cones.

Progression

• When the team in possession completes six consecutive passes, the losing team sprints to the outside of the pentagon and the support team sprints in to take their place.

• The winning team keeps passing whilst the change- over takes place.

• It is therefore vital that the incoming team reacts very quickly in order to maintain the ntensity of the exercise.

Vision and Shape

X

X

X

X

X



Dimensions: 25m x 5

Exercise 114 Equipment: 6 cones, set of bibs, markers



X

X X

X

XX

X

X

X

X

YY

Y

Y

Y

Y

Y

Y

Y

Y

95

The Game:

• Thesixplayersontheperimeterofthepentagon attempttokeeptheball.

• Theyareonlyallowedtomovebetweenthecones andcannotenterthepitch.

• Asupportplayer,ontheinside,workswiththe perimeterplayers.

• Threedefenders,ontheinside,trytointercepttheball.

• Ifsuccessful,theyattempttokeeptheballawayfrom thesupportplayer(3v1),butareonlyallowedone- touchpasses.

• Iftheytakemorethanonetouchortheylosepossession, thentheballisreturnedtotheperimeterplayersandthe gamecontinues.

• Workforthreeminutesandthenchangethedefenders andsupportplayers.

The Game:

• Theplayersaredividedintotwoteamsofsix,each teamindifferentcolouredbibs.

• Threeplayersfromeachteamareplacedatthesix pointsofthehexagon(diagram1)andactassupport playersfortheirteam.

• Theremainingplayersworkinsidethehexagonand play3v3.

• Iftheattackingteamcompletesixconsecutivepasses, theygainapoint.

• Workforthreeminutesthenchangeinsideplayers.

Variation

• Theperimeterplayersstandonthesidesofthe hexagon(diagram2).

• Theymaymoveupanddowntheirsideoftheshape, butonlybetweenthecones.

• Theycannotpassbacktotheplayerthatgavethem theball.

Progression

• Whoeverpassestoasupportplayer,takeshisplace.

• Thisshouldencourageevengreatermovement.

D

D

D

Vision and Shape



Dimensions: 12m x 5

X

X

XX

X

X

X

XX

X

X

X



Dimensions: 20m x 6

96

The Game:

• Thesixplayersontheperimeterofthehexagon attempttokeeptheball.

• Theyareonlyallowedtomovebetweenthecones andcannotenterthepitch.

• Asupportplayer,ontheinside,workswiththe perimeterplayers.

• Threedefenders,ontheinside,trytointerceptthe ball.

• Ifsuccessful,theyattempttokeeptheballawayfrom thesupportplayer(3v1)butareonlyallowedone- touchpasses.

• Iftheytakemorethanonetouchortheylosepossession, thentheballisreturnedtotheperimeterplayers.

• Workforthreeminutesthenchangethedefenders andsupportplayers.

The Game:

• A60mx25mgridisdividedintothreeequalparts,as inthediagram.

• Twoplayersfromeachteamareplacedineachgrid.

• Bothteamsstartwithaballandplaythrougheachother.

• Playersareallowedtomovegridsbuttheremust ALWAYSbetwoplayersperteamineachgrid.

• Therefore,ifoneplayermovesin,anothermustmove out.

• Onceplayersunderstandtheconcept,makethe gamecompetitive.

• Teamsscoreonepointforeightconsecutivepasses.

Progression One

• Agoal(no.1and2)isplacedoneachendline.

• Eachteamnowhasagoaltoattackandagoalto defend.

• Teamscanonlyscorewithaone-touchfinish.

• Asbefore,playersmaymovefromgridtogrid,butthere mustalwaysbetwoplayersfromeachteamineachgrid.

• Goalsdonotcountifthisruleisviolated.

Progression Two

• Agoal(no.3and4)isplacedonthecentreofeach sideline.

• Theshapeofthepitchnowchangesbutteamsstill haveonegoaltoattackandonetodefend.

• Teamsstillscorewithaone-touchfinish.

• Playersmaymovefromgridtogridbuttherecanonly betwoplayersperteamineachgrid.

Vision and Shape

D

D

D






Dimensions: 12m x 6

X

X X

X

X

X

1 2

3

4

97

TrainingCardsTrainingcards,withshapes,numbersorcoloursonthem,canhelpdevelopfieldawareness.Thecardsareheldupbythecoach,asplayersperformskillswiththeballorplyometricexercisessuchashopping.Forexample,whilstdribblingaball,playerscallouttheshape,colourornumberwhichisbeingheldup.Thetaskcanbemadeharderifthecoachmovesaroundthegrid.

The Game:

• Playershaveaballeachanddribbleanywhereinthegrid.

• Thecoachhaseighttrainingcards,withtheshapeof atriangle,diagonal,squareandcircleandfournumbers from1to4.

• Thecoachholdsupashapeornumberandtheplayers havetocalloutwhatisonthecard,whilstmaintaining controloftheirball.

• Thecoachcanmakethetaskmoredifficultby movingaroundthegrid.

Variation

• Playersjuggletheballonthemove,whilstcallingout theshapeornumberheldup.

The Game:

• Twelveplayersrandomlypassthreefootballsamongst themselveswhilstconstantlymoving.

• However,beforepassingtheball,theymustcallout theshapeornumberwhichthecoachholdsup.

• Thecoachcanmaketheirtaskharderbymovingaround thesquare.

Progression

• Tomakethepracticemoredemanding,playershopon onefootandpasswiththeother.

• Theplayerwiththeballcallsouttheshape,colouror numberheldupbythecoach,beforepassingtheball.

• Atnostageshouldheputhisstrikingfootontheground.

• Thecoachshouldkeepchangingthehoppingleg,as thisisaverydemandingexercise.

Training Cards

Exercise 120 Equipment: 4 cones, 8 training cards and 12 balls



C




C

98

The Game:

• Playershaveaballeachanddribbleanywhereinthe square.

• Thecoachhasfourtrainingcardswithshapesofa triangle,diagonal,squareandcircleonthem.

• Herandomlyholdsuptheshapesastheplayersare working.

• Eachshaperepresentsadifferenttaskfortheplayers toperform.Forexample:

Triangle: dribblewithrightfootonly.

Diagonal: dribblewithleftfootonly.

Square: rolltheballwithsolesofthefeet.

Circle: dribblewitheitherfoot.

• Thecoachshouldkeepvaryingtheactiontobetaken.

Variation

• Thecoachhasfourtrainingcardswithnumbers1to4 onthem.

• Eachnumberrepresentsadifferenttaskfortheplayers toperform.Forexample:

1=jugglewithrightfootonly.

2=jugglewithleftfootonly.

3=juggleusingthethighsonly.

4=juggleusingthehead.

• Thecoachshouldkeepvaryingtheactiontobetaken.

Progression

• Thecoacheitherholdsupashapeoranumber.

• Theplayersthereforeeitherdribbletheballorjuggle theball.

• Thecoachshouldquicklychangetherequiredaction.

• Thetaskcanbemademoredifficultifthecoachmoves aroundthesquare.

Training Cards

C




99

The Game:

• Playersrandomlypassthreefootballsamongst themselves.

• Whenarhythmhasbeenestablished,theythen broadentheirvisionbyreactingtodifferenttraining cards,whichthecoachholdsup.

• Eachshaperepresentsadifferenttaskfortheplayers toperform.

Triangle:exchangetheballwithatakeover.

Diagonal:exchangetheballwithadragback.

Square:playaone-twowithanotherplayer.

Circle:two-touchpassingonly.

• Theaimistoraisetheplayer’slineofvisionawayfrom theball.

• Thecoachshouldkeepchangingtheresponse requiredfromeachshape.

Progression One

• Eachnumberrepresentsadifferenttaskfortheplayers toperform.

1=playerspasswiththeoutsideofthefootonly.

2=playerspasswiththerightfootonly.

3=playerspasswiththeirleftfootonly.

4=playerspasswitheitherfoot.

• Thecoachshouldkeepchangingtheresponse requiredfromeachnumber.

Progression Two

• Eachcolouredcardrepresentsadifferenttaskforthe playerstoperform.

Yellow:playerheadstheballoutofhisownhands.

Green:playervolleystheballoutofhisownhands.

Blue:playervolleystheballfromthethigh.

Red:playerthrowstheballforthenextplayerto controlandcatch.

Progression Three

• Thecoachcombinesanytwofromshape,number orcolour.

Training Cards

Exercise 123 Equipment: 4 cones, 12 training cards and

3 footballs Number of players: 12


x

C

100

0

TheReactorBibwithSymbolsItisonlyinthelast50yearsthattrainingmethodshavebecomefarmoreinnovative.However,thereisstillmuchtolearnabouthowwetrainyoungplayers,whattypeofpracticesweuse,whatmovementskillsaretaughtandwhatcoachingstylesweemploy.Weknowthatplayersmuststartplayingthegameatbetweensixandeightyearsofageandthatmanyofthecomplicatedmotorskillsrequiredmustbeinplacebytheageoftwelve.

Itisthereforeessentialthatwehelpyoungplayersbecomefamiliarwiththeballanddevelopbasictacticalunderstanding.However,webelieveitispossibletotakethingsevenfurtherandassistplayerstofocustheirattentiononimportantcues,which,inturn,willleadtogreaterperceptionandfasterdecision-making.Itisvitalthatwe‘coach’themind,thecognitiveprocessesandintelligence,aswellastechnique.

Withthisinmind,wehavedevelopedthereactorbibwithsymbols.Ononesideofthebibthereareshapes-rectangles,circles,diagonalsandtriangles-andontheother,numbersfromonetofour.Geometricshapesandnumbersarealreadymarkingsthatchildrenknowfromschoolsoitisquiteeasytotransferthemtothefootballfield.Byusingthebibs,playerswillbeabletoacquireandimprovetacticalelementsoftheirgame,astheywillhavetoquicklyadapttheiractionstotheproblemstheyarepresentedwith.Inaddition,peripheralvisionwillalsobeimprovedasthebibswillencourageplayerstomovetheirfocusfromtheballtothetarget,atthemomentofcontactorevenbefore.Thiswilltraintheplayerstohaveabetterfeelfortheball,astheyarelesslikelytolookdownatit.Webelievethebibshavegreateducationalpotentialthankstothelargenumberandvarietyofexercisesthattheycanbeusedfor.

Werequireattentiveplayers,withgoodall-roundvisionandtheabilitytoadaptquicklytochangesofpaceandshape.Thebibswillhelpachievethis,withthecoachsuggestingvariousgeometricshapestobeformedsuchasatriangle,diagonal,circle,orrectangle,allofwhicharetacticalformationsfoundinthegameandwhichwillhelpplayersunderstandtheconceptofshapeanddistance.

Whenthishasbeenunderstood,thecoachwillthenprogresstoplayerspassingfromoneshapetoanother,oronenumbertoanother,inapre-arrangedsequence.Inaddition,sincecommunicationissoessentialtoanyteachingorlearningprocess,playerswillcallouttheshapeornumbertheyarepassingtoorshapeornumbertheyhavereceivedfrom.Formoreadvancedplayers,encouragethemtocallouttheshapeornumbertheyaregoingtopasstoBEFOREtheyreceivetheball.

Wehavedevisedaprogrammeofactivitiesandinvasiongamestobeusedwiththistrainingaid,whichwillhelpthecoachgetthemostoutofthisnewandoriginalidea.Weareconfidentthat,withalittleimagination,coacheswillbeabletocomeupwiththeirownideasandpractices.

Activities using the Reactor Bibs

Key:

Shapes Triangle Rectangle Diagonal Circle

Numbers 1 2 3 4

Colours Red Yellow Blue Green

The Reactor Bib with Symbols

X

101

The Game:

• Fourteamsoffourplayersarepositionedinthesquare.

• Eachplayerhasaballandeachteamwearsadifferent shapedbib.

• Playersstartbycarryingtheballandsprinting,twisting andturninganywhereinthegrid,lookingtoattackspace.

• Everysooftenthecoachcallsoutoneoftheshapes eg‘circlestag’.

• Thecirclesthenbecomethechasersandtrytotagthe otherthreeshapes,bytouchingthemwiththeirballs. Thechaserscannotthrowtheirballs.

• Everytimeaplayeriscaught,hehastostandwiththe ballabovetheheadandlegsapart.

• Theonlywayaplayercanbefreedisifoneoftheplayers beingchasedrollsaballthroughhislegs.

• Afteroneminute,thegameisstoppedandplayersgo backtorunninginthegridandattackingspace,untilthe coachcallsoutanothershape.

Progression One

• Asabovebutplayerscanonlybefreedbyoneoftheir ownshapese.g.ifadiagonaliscaught,theycanonlybe freedbyadiagonal.

• Canthechaserstagallthemembersofoneteam?

Progression Two

• Theballisnowplacedonthegroundanddribbled.

• Asbefore,anyplayercaughtcanonlybefreedifthe ballispassedthroughhislegsbyaplayerofthesame shape.

The Game:

• Fourballsarepassedrandomlyamongstthegroup.

• Playersthenpassintheorderdesignatedbythecoach egtriangletodiagonal,tocircle,torectangleandbackto triangle.

• Thecoachshouldkeepchangingthecombinationsin ordertomaketheplayersthink.

• Numbersorcolourscouldbeusedinsteadofshapes.

Progression

• Playerspassinorder,butfollowtheirpassandclose thereceiverdown.

• Insteadofpasses,playersexchangetheballbytake- overs.


Exercise 124 Equipment: 4 cones, 16 reactor bibs and 16 balls



X

X

X

X




X

X

X

X

102

0 The Reactor Bib with Symbols

The Game:

• Fourballsarepassedrandomlyamongstthefour shapes.

• Asplayerspasstheball,theycallouttheshapethey arepassingto.

• Whenapatternhasbeenestablished,encouragethe receivertocallouttheshapehehasreceivedfrom.


Progression One

• Oneshapepassestohisownshape,getstheballback (setupplay)thenpassestoadifferentshapee.g.a trianglepassestoatriangle,getstheballback,then passestoarectangleandtheprocessstartsagain.

• Theaboveexercisecouldbeusedwithnumbersor colours.

Progression Two

• Play12v4.Astheattackerspasstheball,theyhave tocallouttheshapetheyarepassingto.

• Forexperiencedplayers,makethemcalloutthename oftheshapetheyaregoingtopasstoBEFORE receivingtheball.

The Game:

• 12v4.Circlesdefendagainsttheotherthreeshapes.

• Theattackingplayersarerestrictedtotwotouches.

• Afterpassingtheball,theattackingplayerhastosprint tothenearesttouchlinebeforehecanrejointhegame.

• Changethedefendingshapeeveryfiveminutes.


Progression

• Theattackingteamhastopassintheorderdesignated bythecoachegrectangletodiagonal,totriangleand backtorectangle.

• Thisisadifficultexercise,soonlyexperiencedplayers shouldsprinttothenearesttouchlineafterpassingthe ball.

• Lessexperiencedplayerssimplysprintoutofthespace afterpassingtheball.




X

X

X

X

Exercise 127 Equipment: 4 cones, 16 reactor bibs and 3-4 balls



X

X

X

X

103

The Game:

• 8v8.Numbers1and3playagainstnumbers2and4.

• Teamsattempttokeeppossessionandapointis awardedforeightconsecutivepasses.

• Keepchangingthecombination,sothatplayershave tothink.

• Shapesorcolourscouldbeusedinsteadofnumbers.

Progression

• Asabovebutteamshavetopassalternatelywhenin possessioneg1to3andbackto1or2to4and backto2.Thisexerciseshouldonlybeusedwith moreadvancedplayers.

The Game:

• Playtwogamesof4v4plusfourgoalkeepers.

• Agoalisplacedinthecentreofeachtouchline,with redbibsplayingagainstgreenbibsandbluebibsplaying againstyellowbibs,asinthediagram.

• Iftherearenogoalkeepers,shotsorthrowsonlycount iftheballhitsaconeplacedinthecentreofthegoal.

• Allfourteamsplayatthesametime,withtwogames goingonsimultaneously.

• Withtwoballsandsixteenplayersworkinginthesame area,spaceisverylimited.

• Changeopponentsevery10minutes.

• Numbersorshapescouldbeusedinsteadofcolours.

Progression

• Playagamewithredandgreencombiningtomakeone teamandblueandyellowcombiningtomakeanother.

• Eachteamhastwogoalstodefendandtwotoattack.

• Differentrestrictionscouldbeplacedoneachteameg redandbluetwotouches,greenandyellowthree touches.


Exercise 128 Equipment: 4 cones, 16 reactor bibs and

several footballs Number of players: 16

Dimensions: half a pitch

1

1

1

2

2

2 2

1

33

3

34

4

4

4

Exercise 129 Equipment: 4 cones, 16 reactor bibs, 4 goals

and several footballs Number of players: 16


B

R

B

R

B

B

R R

Y

G G G G

Y

Y

Y

104

0 The Reactor Bib with Symbols

The Game:


• However,playersCANNOTpasstotheshapetheball wasreceivedfrom.

• Therefore,ifacirclereceivesfromatriangle,theball hastobepassedtoashapeotherthanatriangle.

• Thiswillmakeplayersconcentrate,improvetheirvision andforcethecorrectbodyshape.


Progression

• Play12v4.

• TheattackingplayersCANNOTpasstoashapethey receivedtheballfrom.Thiswillimmediatelycutthe numberofpassingoptions.

The Game:


• However,eachgroupisassignedanumberitCANNOT passto.

• Forexample,1cannotpassto4,4cannotpassto3, 3cannotpassto2and2cannotpassto1.

• Inordertomaintainconcentration,thecoachshould keepchangingthenumberateamcannotpassto.

• Coloursorshapescouldbeusedinsteadofnumbers.

Progression

• Play12v4.

• Eachteamisassignedanumberitcannotpassto.

• Thedefendingteamismissedoutinthesequence.

• Forexample,if2’sarethedefenders,1’scannotpass to4,4’scannotpassto3and3’scannotpassto1.

• Thiswillcutthenumberofpassingoptionsforthe attackingplayers.

• Thecoachshouldchangetheforbiddennumber everytimethedefenderschange.




X

X

X

X




1

1

1

2

2

2

2

1

3

3

3

4

4

4

4

3

1

105

The Game:

• Play8v8keepball.Trianglesanddiagonalscombine toplayagainstcirclesandrectangles.

• However,trianglesandcirclesarelimitedtotwo touchesbutdiagonalsandrectanglesplaywithout restrictions.

• Awardonepointforeightconsecutivepasses.

• Formoreadvancedplayers,restricttrianglesandcircles toonetouchanddiagonalsandrectanglestothree touches.

• Coloursornumberscouldbeusedinsteadofshapes.

Progression One

• Thereisnorestrictiononthenumberoftouchesbut trianglesandcirclesarelimitedtopassesunder10 metres,whilstdiagonalsandrectanglesmustpassover 10metres.

Progression Two

• Play12v4,withcirclesactingasdefenders.

• Diagonalsarerestrictedtoonetouch,rectanglesto twotouchesandtrianglestothreetouches.

The Game:

• Allfourgroupsstartoffinthesquare,withoneball perteam.

• Theplayersineachgrouparenumberedfrom1to4.

• Number1startswiththeballandpassestonumber2, number2passestonumber3,number3passesto number4andnumber4passesbacktonumber1.

• Playershaveunlimitedtouchesoftheball.

• Whenarhythmhasbeenestablished,addasecond ball.Numbers1and3startwiththeballs.

• Coloursornumberscouldbeusedinsteadofshapes.

Progression One

• Oncethelastplayerisreached,passinreverseorder e.g.1234321.

Progression Two

• Number1doesnotpasstonumber2untilhecallsfor theball.Number2doesnotpasstonumber3untilhe callsfortheballandsoon.

• Thiswillforcetheplayerwiththeballtokeephisheadup andobservecarefullytheplayerheisgoingtopassto.

Progression Three

• Number1dribblestheballatpacefor3/4seconds, thenleavesitfornumber2topickup.Number2then doesthesamefornumber3andsoon.

• Thiswillforcetheplayerwithouttheballtoobservethe dribblercarefullyandthenreactexplosivelywhenthe ballisleft.


Exercise 132 Equipment: 4 cones, 16 reactor bibs and footballs



X

X

X

X




X1

X2

X3

X4

1

1

1 2

3

4

2

2

3

34

4

106

0

The Game:

• Circles,trianglesanddiagonalsstartoffinthesquare; rectanglesareplacedontheperimeterandactaswall passers.

• Rectanglesarelimitedtotwotouchesandmaymove upanddowntheirsideofthesquare.

• Eachgrouphasaball.

• Playersofeachgroupinthesquarearenumbered from1to4.

• Number1startswiththeballandplaysa‘giveandgo’ withanyrectangle,beforepassingtonumber2.

• Number2wallpasseswithaNEWrectanglebefore passingtonumber3andsoon.

• Goodcommunicationisvital.Playersmustcalloutthe nameoftheoutsideplayertheyarepassingto,whilst theoutsideplayershoulddothesamewhenreturning theball.

Progression One

• Asaboveexcepttheplayerwiththeballhasthechoice ofpassingtothenextnumberedplayerinthesequence (1to2,2to3etc)ORpassingtoaperimeterplayerand gettingtheballback.

Progression Two• Asabove,excepttheperimeterplayerhastopassback totheNEXTplayerinthesequence,nottheplayerwho gavehimtheball.Therefore,iftriangle1passestoa perimeterplayer,theperimeterplayerhastopassback totriangle2.Muchgreatervisualawarenessand communicationarenowrequired.

Progression Three• Play8v4keepball,withonegroupactingasdefenders.

• Theattackingplayersmayuseanyoftheperimeter playersforawallpass.

Progression Four• Asabove,excepttheperimeterplayersCANNOT passbacktotheplayerwhogavethemtheball, butmustpasstoaplayerwearingthesameshape.

The Game:

• Fourteamsoffourplayersarepositionedonthefield, withoneballperteam.

• Eachteampassestoitsownplayersandattemptsto findfreespaces.

• Encourageplayerstobecreative.Lookforwallpasses, takeovers,overlaps,doublepasses,doublepasses involvingathirdpersonetc.

• Whenarhythmhasbeenestablished,allowplayersto passtoadifferentnumber,butthatplayerhastoreturn theballfirsttime(one-touchplay).

Progression One• Onasignalfromthecoach,theplayerssprintinfour differentdirections,sothateachteamisgatheredin adifferentcornerofthefield.

• Heretheycontinuetopasstheballuntilthecoachgives thesignaltoreturntothefield.

• Asabove,butfourplayersoffourdifferentnumbers sprinttoeachcornerofthefieldandcarryonpassing theball.

Progression Two• Teams1and3combinetoplayagainstteams2and4.

• Onepointisawardedforsixconsecutivepasses.

• However,therearedifferentballpossessionrulesfor theteams.

• Teams1and2havetopasstheballfirsttime,whilst teams3and4arenotrestrictedandmaydribble beforepassing.

• Keepchangingtheballpossessionrulesfortheteams.





1

1

2

2

2

2

1

3

3

4

4

4

4

3

1

3




X2

X3

X4

1

1

1

2

3

4

2

2

3

3

4

4

X1

107

The Game:

• Fourteamsoffourplayersarepositionedinthesquare, withoneballperteam.

• Eachteampassestoitsownplayers,whilstattempting tooccupyfreespace.

• Theaimistoworkoncombinationplays,without interferingwiththeotherteamsinthesquare.

• Encourageplayerstolookforwallpasses,takeovers, overlapsanddoublepasses.

• Coloursornumberscouldbeusedinsteadofshapes oracombinationofeach.

Progression One

• Twoshapes(inthiscasetrianglesandrectangles)actas supportplayersontheperimeterofthesquare.

• Circlesanddiagonalscontinuetoworkoncombination plays,butnowincludeoverlaps,wallpasses,takeovers anddoublepasseswiththeperimeterplayersaswell.

• Workforthreeminutes,thenchangewiththeperimeter players.

Progression Two

• 4v4keepball,circlesvdiagonals.

• Theinsideplayerslookforcombinationswiththeirown teamandalsolookforwallpasses,overlapsanddouble passeswiththeperimeterplayers.

• Theperimeterplayerscannotbetackledandmust alwaysreturntheballtotheteamtheyreceivedthe passfrom.

Progression Three

• Combinetwoshapese.g.triangleswithdiagonalsand rectangleswithcircles.

• Thetwoteamsontheinside(inthiscase,circlesand diagonals)canonlymakewallpasses,overlapsor doublepasseswiththeirsupportteamontheperimeter ofthesquare.

• Tomakethegamemoredynamic,whenaplayerfrom thecentrepassestoaperimeterplayerandshouts ‘change’,theperimeterplayerdribblesintothesquare andchangesplaceswiththepasser.

• Thiscouldmeanallfourshapesoperatinginsidethe squareatanyonetimeandsovisualawarenessand communicationnowbecomeevenmorevital.





X

X

XX

108

0

The Game:

• Twoteamsofeightplayersarepositionedonthepitch, withtwoballsperteam.

• Oddnumbers(1sand3s)andcirclesanddiagonals worktogetherasoneteamandevennumbers(2s and4s)andtrianglesandrectanglesworktogether asanother.

• Theteamsstartoffpassingbothballsbyhandand playthrougheachother.

• Whenarhythmhasbeenestablished,changeto passingbothballsbyfeet.

Progression One

• Passoneballbyhandandoneballbyfeet.

• Thiswillensurethatplayershavetomovetheirheads fromhightolowandviceversa.

• Playersthenpassinsequenceegnumbertoshape andbacktonumberbutstillmoveoneballbyhand andtheotherbyfeet.

Progression Two

• Play8v8keepball-oddnumbersandcirclesand diagonalsversusevennumbersandtrianglesand rectangles.

• Teamspassbyhandandscoreonepointforeight consecutivepasses.

• Whenarhythmhasbeenestablished,makeplayers passinsequencee.g.numbertoshapeandbackto number.

• Thiswillhalvethenumberofpassingoptionsand makeplayersworkmuchharderofftheball.

Progression Three

• Theballisnowpassedalongtheground.

• Apointisawardedforeightconsecutivepasses.

• Whenarhythmhasbeenestablished,makeplayers passinsequenceegnumberstoshapes,backto numbers.

Progression Four

• Workwithtwoballs-oneispassedbyhand,theother ispassedbyfeet.

• Oneteamstartswithbothballs.

• Theballpassedbyhandcouldbeofadifferentcolour orshapetotheonepassedbyfeet.

• Thisgamewillrequiregreatperipheralvisionasplayers willhavetofocusononeballwhilstbeingawareofthe positionoftheother.

• Canoneteamkeeppossessionofbothballs?

Goalkeeping




X

X

4

12

31

2

3

4

2

109

Goalkeeping

GoalkeepingThegoalkeeper’sjobgiveshimauniquepositionintheteam.Hethereforeneedsaspecialtrainingprogrammetopreparehimforhisspecificrole.However,thismustbemorethantheusualindividualtrainingand‘busy’activitiesenduredbymostgoalkeeperstoday.Theyarepartofateam,sotheyneedalotofgame-orientatedexercises,wherethereiscontactwiththeirownteammates.Thebiggestcriticismofmostgoalkeepingtrainingisthatitisn’tgame-orientatedenough.Ifgoalkeepersdon’tfacerealisticsituationsinpractice,howaretheygoingtodeveloptherequiredskillswhendealingwiththesesituationsinagame?Itisvitalthatgoalkeepersarepartofateamandnotapartfromateam!Therewillbemanyoccasionswhengoalkeeperspractiseontheirown,withtheirspecialisedtrainer,buttheymustalsobeintegratedintothemajorityofmostsessions.Byreactingtothemovementsoftheballandopponentsinmatchsituations,thegoalkeeperwillgetabetterunderstandingofthegame.Notonlywillthisimprovehisfieldskills,itwillalsohelpteamsolidarityandteamspirit.

Goalkeepersmustdevelopgoodtraininghabits,sincetheyarelikelytobetestedalotmoreinpracticethaninagame.Itisessentialthattheyarenotlazyorlackconcentrationduringtraining,astheywillmissoutontheirbestopportunitytoimprove.Successdependsonpreparation,sotoachieveahighlevelofperformance,thegoalkeepermustcommittotallytotraining.

Thebestgoalkeepersarealwaysconsistentintheirdecision-making.Forexample,theywillknowwhentocomeforacrossandwhentoholdtheirline.Theirfavourablepositiononthefieldgivesthemagoodoverviewofthewholeplayingarea.Theyarethereforeabletosupporttheirteammates,particularlyinorganisingthedefenceordirectingplayersiftheyareonthewrongsideofattackers.Communicationisthereforeessential,particularlythetoneofvoice,whichmustsuggesturgencybutnotpanic.

Duetothechangeinthebackpasslaw,themoderngoalkeeperhastobemorethanjustashotstopper.Hemustbeabletoreceivedifficultbouncingballswitheitherfootorotherpermittedbodypartsandtopassaccuratelywiththeleftorrightfoot.Infact,thegoalkeeperneedsmostoftheskillsrequiredbyoutfieldplayers,soshouldbeencouragedtotakepartasanoutfieldplayerin5a-sidegames.

Thegoalkeepingtraininghasbeendividedintothefollowingsections:

•Shotstopping

•Crossing

•Distribution

•Dealingwiththebackpass

•Communication

Eachsectionprovidesgoalkeepingexerciseswhichoptimisetheuseofvisualinformationanddevelopperceptualskills.Thegoalkeeperswillalwaysbeputinsituationswhichrequireashiftofattentionfromtheballtothesurroundingenvironment.Theexercisesareprogressiveandwilleventuallybecombined,sothatshotstopping,crossinganddealingwiththebackpasswillalwaysconcludewithdistribution.Theexercisescombinethetechnical,tactical,psychologicalandphysical,whicharethe‘fourpillars’ofthegameasfarasgoalkeepersareconcerned.Theexerciseswillalsoenablethecoachtoassessagoalkeeperandtracktheamountofprogressmadeinhisdevelopment,aswellasshowupareasofweakness.

110

Goalkeeping

ShotStopping

The Game:

• Thegoalkeeperstandsbetweentwocolouredpoles/ coneswhichare4metresapart.

• Aserver,whoisholdingaball,callsthecolourofone ofthepoles,whichthegoalkeeperhastotouch.

• Theserverthenplaystheballalongtheground towardstheoppositepole.

• Thekeeperhastochangedirectionquicklyanddive tosave.

• Theaimofthepracticeistoensurethatthekeeper takesofffromthecorrectfoot.

• Forexample,whendivingtotherightheMUSTtake offfromtherightfootandwhendivingtotheleft,he MUSTtakeofffromtheleftfoot.

• Theactionisrepeatedsixtimesandthentheplayers changeroles.

Progression One

• Varytheservicefromlow,towaistandthenabove headheight.

The Game:

• Thekeeperstartsoffinthegoal,asindicatedbythe diagram.

• Server1feedshimtheball,whichhecatchesand returnsimmediately.

• Server1thencallsthecolourofthenextgoal,which thekeeperhastoenter.

• Forexample,ifhecallsout“blue”,server2willstrike theballintothebluegoal,forthegoalkeepertosave.

• Theballisreturnedtoserver2.

• Thekeeperimmediatelyreturnstothestartinggoal tofaceserver1andtheprocessstartsagain.

• Theactionisrepeatedsixtimesandthentheplayers changeroles.

Progression One

• Insteadofcallingoutacolour,server1callsouta numbere.g1or2.

• Thekeeperimmediatelysprintstothenumberedgoal calledout.

Progression Two

• Combinetheabovesothatserver1eithercallsouta colourornumberegredor2,blueor1.

Progression Three

• Ifserver1callsout“blue”,thekeeperentersthatgoal.

• Howevertheballisfedbytheoppositeserver,inthis exampleserver3.

Goalkeeping

Exercise 138 Equipment: 2 coloured poles and footballs


K

S

Red Blue

Exercise 139 Equipment: 4 coloured poles/cones and footballs

Number of players: 4 (1 worker and 3 servers)

K

S3

Red Blue

S2

S1

111

Goalkeeping

The Game:

• Fourgoalsaresetup,asinthediagram.

• Theyaregivenacolour(yellow,blue,green,red).

• ServerOstartsbyplayingtheballforthekeeperto catchandreturn.

• ServerOimmediatelycallsoutthecolourofagoal, whichthekeeperhastoenter.

• Forexample,ifhecallsoutgreen,thekeeperhasto sprinttothegreengoal.

• Server3immediatelyplayshimaball,whichthe keeperattemptstosave.

• Hethensprintsbacktohisoriginalstartingpositionand receivesanotherpassandinstructionfrom serverO.

• Theactionisrepeatedsixtimesandthenplayers changeroles.

Progression One

• Thegoalsarechangedfromcolourstonumbers.

Progression Two

• Combinecoloursandnumbers.

Progression Three

• Addanotherserver(server5),asinthediagram.

• ThepracticenowstartswitheitherserverOorserver5.

• Theyworkalternatelytostartwith,butthenallowthem toworkrandomly.

The Game:

• Play4v4onapitchtwicethesizeofthepenaltyarea.

• Usetheedgeofthepenaltyareaasthehalf-wayline.

• Playanormalgameoffootball,butencourageplayers toshootateveryopportunity.

• Atthestart,playersmayonlyshootfromthedefensive halfofthefield.

• Toencourageahightempo,sparefootballsshouldbe placedaroundtheoutsideofthepitchandineachgoal.

Progression One

• Playersmayonlyshootfromtheattackinghalfofthe field.

Progression Two

• Playersmustshootfromalternatepartsofthepitch.

• Forexample,ifthefirstshotisfromtheattacking half,thenextmustbefromthedefensivehalf.

• Thisrepresentsshotsfrominsideandoutsidethe penaltyarea,whichisrealistictothegame.

Progression Three

• Removeallrestrictionsandallowplayerstoshoot fromanywhere.

Exercise 140 Equipment: 6 poles (inc 1 red, 1 green, 1 blue

and 1 yellow) and footballs

Number of players: 6 (1 worker, 5 servers)

K S0

4 3

1 2

S

S5

S

S S

Y G

R B

Exercise 141 Equipment: 6 cones, 2 goals, 2 sets of bibs and a

supply of footballs Number of players: 8+2 keepers

Dimensions: 36m x 40m

X

X

X

X

K K

112

Goalkeeping

Crossing

Beforetraininggoalkeeperstodealwithcrosses,itisessentialthattheyaretaughthowtojumpcorrectlyusingthreesmallsteps.Thereasonsforthisare:

•Toomanygoalkeeperstrytotakeoffafterabig lunge.Inthisextendedposition,itisdifficultto changedirection.

•Thelongstepcreatesaweakposition,withlots offorcegoingforwardswhichthenhastobe transferredupwards.Massivelegstrengthis requiredtoachievethis.

•Musclesareinanexaggerated,elongated position,sotheycannotcreatemuchcontractile force.

•Alltheweightisonthefrontfoot.Ifthefootslips orthegroundisslippery,takeoffwillbepoor.

The Game:

• Threeconesarelaidoutinaline,aboutafootapart. Thisdistancecanbeadjustedaccordingtotheage andsizeoftheplayer.

• Thegoalkeeperstartsbehindthefirstcone.

• Whicheverfootheleadswithwillbethefoothetakes offfrom.

• Inthediagrambelow,hestepsforwardontohisleft foot,takesashortstepwithhisrightfootandtakes offonhisleftfoot.

• Itisessentialthathetakesoffonthethirdstep,with thecentreofgravityoverhisleftlegandnotbehindit. Thiswillhelpgenerategreaterupwardforceand allowthekeepermorecontroloverhismovement.

• Theactionshouldberepeated10times,withthe coachcorrectinganyobviousmistakes.

The Game:

• Eachgoalkeeperisallocatedaballandbibofthe samecolour.

• Eachserverholdsaballofadifferentcolour.

• Theballsareservedoneatatimebutinanyorder.

• Thegoalkeepersonlycatchthecolouredballthey havebeenallocated.

• Thegameshouldbeplayedatahightempo.Assoon asoneballhasbeenserved,thenextshouldbeon itsway.

• Oncetheserverhasthrownhisball,hequicklypicks upthesecondballreadytothrow.

• Whenalltheballshavebeenserved,thetwogroups changeroles.

• Bothgroupshavethreegoesandthentheactionis repeatedfromtheoppositeside.

Progression

• Thefootballsareplacedinapoolandcannowbe pickedupandcrossedbyanyserver.

• Ballsarestillthrownoneatatime,butthegoalkeeper willnowbeuncertainwhichserverheisgoingtoreceive from.

Goalkeeping

Exercise 142 Equipment: 3 cones or markers


Exercise 143 Equipment: 8 footballs (2 red, 2 blue, 2 yellow and

2 green), 4 bibs (colours as balls) and 1 goal

Number of players: 8 (4 goalkeepers and 4 servers)

R B Y G

XXXX

X L R L

113

Goalkeeping

The Game:

• Eachgoalkeeperisgivenacolouredbibtowear,but isallocatedadifferent colouredballtocatch.

• Forexample,theredgoalkeeperattackstheblueball, thebluegoalkeepertheyellowball,theyellowgoalkeeper thegreenballandthegreengoalkeeper,theredball.

• Thefootballsshouldbeservedoneatatime,butas soonasoneballiscaught,thenextshouldbeonits way.

• Itisessentialthatahightempoismaintained.

• Whenallthefootballshavebeenserved,thetwogroups changeroles.

• Bothgroupshavethreegoesandthentheactionis repeatedfromtheoppositeside.

Progression

• Onlytwoserversareused.

• Theyrandomlypickupballsfromthepoolandserve themoneatatime.

• Atthesametime,thegoalkeepersaregivena differentcolouredballtocatch.Thiswillforcethem toconcentrate.

The Game:

• Eachserverholdsadifferentcolouredball.

• Allfourfootballsaredeliveredsimultaneously.

• Eachgoalkeeperhastoidentifyhiscolouredballand thenattackit.

• Thismakesthegamemorerealistic,aseach goalkeeperhastoconcentrateonhisballandnotbe putoffbythosearoundhim.

• Thisequatestoacrowdedpenaltyarea.

• Whenalltheballshavebeenserved,thetwogroups changeroles.

• Bothgroupshavethreegoeseachandthentheaction isrepeatedfromtheoppositeside.

Progression One

• Thegoalkeepersstartbyclosingtheireyes.

• Theyonlyopenthemonacallfromthecoach.

Progression Two

• Thegoalkeepersstandfacingthefieldbutlookaway fromtheservers.

• Onasignalfromthecoach,theplayersturnand reacttotheirball.

Exercise 144 Equipment: 8 footballs (2 red, 2 blue, 2 yellow

and 2 green), 4 bibs (colours as balls) and 1 goal


XXXX

R B Y G

Exercise 145 Equipment: 8 footballs (2 red, 2 blue, 2 yellow

and 2 green), 4 bibs (colours as balls) and 1 goal


XXXX

R B Y G

114

The Game:

• Twoteamsplay3v3onapitch36mx44mplustwo crossingchannels.

• Twoserversareplacedineachcrossingchannel.

• Thegamestartswithoneofthegoalkeepers,who passesintooneofthecrossingchannels.

• Aservercaneithercrosstheballorsetitfortheother servertocross.

• Theemphasismustbeonthegoalkeepers,whohave tocommunicatewiththeirdefenceandorganisethe defenders.

Progression One

• Onlytheoutfieldplayerscanpasstotheservers.

• Thegoalkeeperspasstooutfieldplayersbutnot servers.

Progression Two

• Anormalgame,buttwoserversworkforoneteam andtwofortheother.

• Theserverscannottackleeachother.

Progression Three

• Play5v5plustwogoalkeepers.

• Anattackingplayercanmoveintoachannelandcross theball,withoutopposition.

Goalkeeping

Distribution

The Game:

• Threesquaresaremarkedoutasinthediagrambelow.

• GoalkeeperR1andgoalkeeperR2eachstandina separatesquareandactasfullbacks.

• Theserverplaystheballtothegoalkeeper,with variedservice.

• Ifthegoalkeepersavesawhitefootball,thenhemust openouttotheleftandpassorthrowtoplayerR2.

• Ifthegoalkeepersavesacolouredfootball,thenhe mustopenouttotherightandpassorthrowto playerR1.

• Workfor10reps,thenchangeroles.

Progression

• Ifacolouredballisserved,thegoalkeeperhastopick itupandthrow.

• Ifawhiteballisserved,thegoalkeeperhastocontrol itwithhisfeetandpass.

• Asheserves,thefeedercallsout2or3andthe goalkeeperhastopassorthrowtothatplayer.

Goalkeeping

Exercise 146 Equipment: 8 cones, 1 set of bibs and footballs

Number of players: 5 v 5 + 2 keepers

Dimensions: 36 x 44 yards + 2 36 x 5 yards channels

X

S

SX

K

K

X

S

S

Exercise 147 Equipment: 12 cones, 5 coloured balls and

5 white balls


K

R1 R2S

115

Goalkeeping

The Game:

• Twosquares(R2andR3)aremarkedoutonthe cornersofthepenaltyareaandareceiverisplaced ineachsquare.

• Theserver,with10footballs,standsontheedgeof thepenaltyareaandvolleysashotatthegoalkeeper.

• Thegoalkeepersavesandifit’sacolouredball, distributesquicklytoR2.

• Ifit’sawhiteball,hedistributestoR3.

• Repeat10times,thenchangeroles.

Progression One

• Asabove,butthereceiversstart outside theirsquare.

• Thegoalkeepernowpassesorthrowstheballinto theappropriatesquareforthereceivertorunonto.

Progression Two

• Thereceivercanstartinsidethesquareoroutside.

• Thegoalkeepernowhastochoosetheappropriate pass,eitherintofeetorintospace,forthereceiverto runonto.

The Game:

• Thefourreceivers,eachwearingadifferentcoloured bib,standinthefoursquares,asinthediagram.

• Theserver,with10footballs,standsontheedgeof thepenaltyarea.

• Heplaystheballtothegoalkeeperandcallsouta colour.

• Thegoalkeeperhastodistributetheballtothatcolour.

• Itisessentialthatthegoalkeeperworksatahightempo.

• Assoonashehassavedtheball,hemustgetup anddistributeitquickly.

• Oncehehasdistributedtheball,thenextoneshould beonitswayfromtheserver.

Progression One

• Asbeforebutthereceiversstandoutsidetheirsquares.

• Thegoalkeepernowhastothroworpassintospace insteadoffeet.

Progression Two

• Thereceiversnowhavethechoiceofstartingoutside orinsidethesquares.

• Thisdictateswhetherthegoalkeeperpassestofeet orintospace.

Exercise 148 Equipment: 1 goal, 8 cones, 10 footballs

(5 white and 5 coloured)


R1 R2S

K

Exercise 149 Equipment: 10 footballs, 1 goal, 16 cones and

4 bibs each of a different colour


K

S

R

B Y

G

“Red”

116

The Game:

• Theserverplaysaballforthegoalkeepertosave.

• Thefourreceiversmayeitherstandinsidethesquares oroutside,asinthediagram.

• Ifthereceiverstandsinsidethesquare,heisanoption andisfreetoreceivetheball.

• Ifheisoutsidethesquare,heisnot anoption.This meansthat,forthepurposeofthepractice,heis marked,socannotreceivetheball.

• Iftherearetworeceiversinsideasquare,the goalkeeperhasachoiceofwhoheplaysto.

• Repeat10times,thenchangeroles.

Progression

• Thefourreceiversstandinthesquares.

• However,anyreceiverwithhisbacktothegoalkeeper isnotanoption.

• Therefore,thegoalkeepercanonlypasstheballtoa receiverfacinghim.

• Ifallfourreceivershavetheirbacktothegoalkeeper, thenhemuststaywiththeball.

The Game:

• Apitch44metreswideand50metreslongismarked outasinthediagram.

• 4x10msquaresaremarkedoutwithinthepitch.

• Whenagoalkeeperhastheball,anyofhisplayers mayenterasquare.

• Thegoalkeepermayeitherpasstohisplayerinthe squareorpassintothesquarefortheplayertorun onto.

• Thereceivingplayercannotbetackledwhilstinthe square.

• Thegamenowbecomeslive.

• Thegoalkeeperdoesnothavetoserveintoasquare. Hehasthechoiceofdistributingintothesquareorto aplayeranywhereonthefield.

Progression

• Thesquaresarethentakenaway.

• Thesamerunsshouldstillbemadebytheattacking players.

Goalkeeping


Number of players: 6 (1 keeper, 1 server and

4 receivers)

K

S

R

B Y

G

Exercise 151 Equipment: 2 goals, 1 set of bibs, 16 cones and

footballs Number of players: 10 + 2 keepers

Dimensions: 44m x 50m + 4 x 10 metre squares

X

K

X

X

X

K

X

117

Goalkeeping

Goalkeeping

Dealingwiththebackpass

The Game:

• Theserverplaystheballintothegoalkeeper,asa backpass.

• Theservicecanbevaried,inordertoreplicateagame.

• Thegoalkeeperhastodealwiththeballwithout usinghishands.

• Ifthegoalkeeperreceivesawhiteball,hehastocontrol itandpassitintothewhitegoal.

• Ifhereceivesacolouredball,hehastocontrolitand passitintothecolouredgoal.

• Hethereforehastomakeadecisionbeforetheball arrives.

• Assoonasthegoalkeeperhasdealtwithoneball, thenextshouldbeplayedin.

• Useallthefootballsandthenchangeroles.

Progression One

• Theservercallsoutthenumberoftouchesthe goalkeeperisallowed,beforepassingintothe correctgoale.g.onetouch,threetouchesetc.

Progression Two

• Theserverplaysaballintothegoalkeeper.

• Ifit’sawhiteball,thekeeperhastopassitintothe colouredgoalandifit’sacolouredball,intothewhite goal.

Progression Three

• Theabovepracticesarecombined.

• Theservercallsoutthenumberoftouchesandthe goalkeeperthenhastopassthecolouredballinto thewhitegoalandthewhiteballintothecolouredgoal.

The Game:

• A12metresquareismarkedoutinfrontofthepenalty area.

• Eightplayersworkinthesquare,asinthediagram.

• Thefourplayerswearingbibs(X’s)representdefenders.

• Thefourplayerswithoutbibs(O’s)representattackers.

• Theeightplayersstartoffrandomlypassingoneball toeachotheratahightempo.

• Atasignalfromthecoach,theplayerwiththeball passesintothegoalkeeper.

• Ifitisadefender(X),thegoalkeeperhastoidentify thisquicklyandtreatitasabackpass.

• Hereactsbykickingtheballclear.

• Ifitisanattacker(O),hetreatsitasashot,picksthe ballupandthrowsittothecoachordesignatedtarget.

• Thecoachpassesthenextballintothegroupof eightasquicklyaspossibleandtheactionisrepeated.

• After10attempts,changethegoalkeeper.

White ColouredS

K

Exercise 152 Equipment: 12 footballs (6 coloured, 6 white)

2 x 6 a-side goals with nets


K

X

X X

X

C

Exercise 153 Equipment: 4 cones, 1 goal, a set of bibs and

several footballs


118

The Game:

• A12metresquareismarkedoutinfrontofthepenalty area.

• Eightplayersworkinthesquare,asinthediagram.

• Thefourplayerswearingbibs(X’s)aredefenders.

• Thefourplayerswithoutbibs(O’s)areattackers.

• Theeightplayersstartoffrandomlypassingaballto eachother,atahightempo.

• Atasignalfromthecoach,theplayerwiththeball passestothegoalkeeper.

• Ifit’sadefender,itistreatedasabackpass.

• Afterpassingtheball,thedefenderbreaksoutofthe squareandreceivesapassfromthegoalkeeper.

• Ifaforwardhasaball,hebreaksoutfromthesquare andhasashot.

Progression One

• Ifadefenderpassesback,heimmediatelybreaksout ofthesquaretoreceiveapassfromthegoalkeeper.

• However,aforwardchasesdownthebackpassin ordertomakethegoalkeeper’spassmuchmoredifficult.

Progression Two

• Oncetheballhasbeenpassedbackbythedefender andiscloseddownbyaforward,twodefendersbreak outofthesquaretobecomeoptionstoreceivetheball.

• Onedefendermustbreakoutfromthetopofthesquare andtheotherfromtheside.

• Thegoalkeepernowhasachoiceofwhichdefender hepassesto.

Once one ball is dead, it is essential that the next ball is fed in quickly by the coach, in order to maintain a high tempo.

Goalkeeping

Small-sidedgamesforolderplayers

The Game:

• Bothgoalkeepersstartasoutfieldplayersandcanonly usetheirfeet.

• Anoutfieldplayerfromeachteamstartsingoal.

• Theaimistohelptheoutfieldplayersappreciatethe importanceofaqualitybackpass.

• Eachoutfieldplayertakesaturningoalforthreeminutes.

• Thissmall-sidedgamewilllastfor12minutes.

• Playersnowresumetheirnormalpositions.

• Anormalgameisplayedexceptagoalcanonlybe scoredwhenthemovehascontainedabackpassto thegoalkeeper.

• Theaimistoimprovethegoalkeeper’sfeetandgive himconfidencetodealwithbackpasses.

Goalkeeping

Exercise 154 Equipment: 4 cones, 1 goal, set of bibs and balls


K

X

X X

X

C

Exercise 155 Equipment: 2 goals, 4 cones, a set of bibs

Number of players: 8 + 2 goalkeepers


tw t t n an b i

unub er t b ng

p the p n a er

F t ll

Fluo sc nt o ng

R d B ack

H d H

X

2

3

Colo r d o e

B

Y

X

K

K

X

X

X

119

Goalkeeping

The Game:

• Bothgoalkeepersstartasoutfieldplayersandcanonly usetheirfeet.

• Anoutfieldplayerfromeachteamstartsingoal.

• Theaimistohelptheoutfieldplayersappreciatethe importanceofaqualitybackpass.

• Tohelpalltheyoungerplayers,asafetyzoneismarked outinfrontofthegoals,ateachendofthepitch.

• Anybackpass,intothesafetyzonetothegoalkeeper, isunopposed.

• Ifanoutfieldplayerreceivestheballinthesafetyzone, thegameisliveandhecanstillbechallenged.

• Eachoutfieldplayertakesaturningoalforthree minutes.

• Thissmall-sidedgamewilllastfornineminutes.

Progression One

• Thegoalkeepersnowresumetheirnormalpositions.

• Agoalcanonlybescoredafteranunopposedback passtothegoalkeeper.

• Bothgoalkeeperscanstillusetheirsafetyzone. Progression Two

• Asabove,butthesafetyzoneistakenaway.

X

K

K

X

X

Exercise 156 Equipment: 8 cones, 2 goals, balls and a set of bibs

Number of players: 6 + 2 goalkeepers


120

Goalkeeping

Communication

Oneoftheprioritiesofanygoalkeeperistounderstandthebasicprinciplesofdefending,asonlythencanheperformhisroleascoachonthefield.Thequalityoftheinstructionsgivenbyagoalkeeperisjustasimportantasanysaveshemakes,sinceheistheonlypersonwhocanseetheentirefieldandtheother21players.Aswellaskeepinghisdefenceorganized,thegoalkeepermustalsopayattentiontowhatishappeningofftheball,particularlyontheweaksideofdefence.Theproperpositioningandbodyshapeofdefendersareessential,inorderthatattackersdonotgetblindside.Itisthegoalkeeper’sjobtoensurethisdoesnothappen.

Asanattackgetsclosertothegoal,thegapsbetweendefendersmustgetsmallerandsmaller,inordertopreventpenetration.Itispartlythegoalkeeper’sresponsibilitytomakesurethatalltheattackingteam’smovesareplayedinfrontoforaroundthedefenceandnotthroughit.Thiscontinuouscommunicationwithteammateswillalsoaidconcentrationandaddtothegoalkeeper’spresenceintheteam.

The Game:

• Theplayersaregivenfourtriggerwordsrelatingto goalkeeping.Theseare:

1=Keeper’s2=Away3=Standup4=Tackle

• Theplayersjograndomlyinamarkedsquare.

• Thecoachcallsout1,2,3or4andtheplayersreact asquicklyaspossibletothenumbercalled.

• Forexample,ifthecoachcallsout“1”,theplayers shout“Keeper”.

• Ifthecoachcallsout“3”,theplayersshout“Standup” andsoon.

• Inordertomaintainconcentration,thecoachshould keepchangingthenumberandcorrespondingtrigger word.

Progression

• Inordertoenhancesportsvision,thecoachholdsup tachcardsinsteadofcallingoutnumbers.

• Thecardscouldbeletters(A,B,C,D),numbers(1,2,3,4), colours(red,blue,yellow,green)orshapes(triangle, diagonal,square,circle),whichequatetothecorrect triggerword.

• Theplayershavetolookforthetachcardswhilst movingaroundthefield.

• Thiswillfurtherhelpdevelopandenhancesportsvision.

The Game:

• Onegoalkeeperworkswhilsttheotherplayersstand nexttothegoalandactasobservers.

• Theservercrossesaballandthegoalkeepereither shouts‘keeper’s’andcomestocatchitorshouts ‘away’ifhefeelstheballisnotwithinhisreach.

• Aftereachballisservedandadecisionmadebythe workinggoalkeeper,thethreeobserverscommenton whethertheythinkitwasthecorrectdecision.

• Afteralltheballshavebeenserved,changethe workinggoalkeeper.

• Itisimportantthattheserviceisvaried.

• Whenalltheplayershavereceivedtheballfromone side,changetoservingfromtheotherside.

Goalkeeping

Coach

“1”“Keepers”

Exercise 157 Equipment: 4 cones, Tach Cards


K

S

KK

K“Keeper’s”

Exercise 158 Equipment: 1 goal and 10 footballs

Number of players: 4 goalkeepers and 1 server

121

Goalkeeping

The Game:

• Threeplayerstaketurnsactingasgoalkeeper,attacker anddefender.

• Theserverispositionedjustoutsidethepenaltyarea, with10footballs.

• Hepassestotheattacker,whoimmediatelydribbles atthedefender.

• Atthispoint,thegoalkeepertellsthedefenderto ‘standup’.

• Onlywhentheballisoutoftheattacker’sfeetdoes thegoalkeepertellthedefendertotackle.

• Itisessentialthedefenderdoesn’tgetcaughtin stride,astheattackertouchestheball,sincethe attackercanexploitthedefender’sinabilitytochange directionatthismoment.

• Thevisualclueforthedefenderandgoalkeeperis tolookforlong,straytouchesbytheattacker,which allowsthedefendertomoveforwardandtackle.

• After10attacks,theplayerschangeroles.

The Game:

• Thetwopreviousexercisesarenowcombined.

• Theservercrossesaballandthegoalkeepereither shouts‘keeper’s’andcomestocatchitorshouts ‘away’ifhefeelstheballisnotwithinhisreach.

• Ifheclaimstheball,heimmediatelythrowstothe attacker,whotakesonthedefenderandattemptsto score.

• Thegoalkeepercontinuallygivesinstructionstothe defenderonwhentostandandwhentotackle.

• Ifhedoesnotcometoclaimtheballandshouts‘away’, thegamebecomesaliveandthedefenderattempts toclear.

• Whenalltheballshavebeenserved,changeroles.

The Game:

• 4v4plustwogoalkeepers.

• PlayanormalgamebutONLYthegoalkeepersare allowedtotalk.

• Eachgoalkeepermustcontinuallycommunicateand keephisteamorganized.

K

S

A

D

“stand up”


Number of players: 3 + a server

K

S

A

D

“Keeper’s”


Number of players: 3 + a server

Exercise 161 Equipment: 4 cones, 2 goals, balls and a set of bibs

Number of players: 8 + 2 keepers


K K

X

X

X

X

122

ConclusionFrom our research, we suggest that football players should consult a trained professional to undergo and then maintain an appropriate screening programme. If a visual problem is identified, then the necessary corrective action should take place and a training programme implemented. Once this has been carried out, further improvements will only come from sport-specific training programmes which optimise the use of visual information and develop the players’ perceptual skills. Certainly, football players do not have to possess supranormal levels of vision to compete at an élite level. In fact, the consensus is that there is no difference in basic visual function between the expert footballer and the novice - just in how the specific visual information is interpreted and then used to define the action.

Recently a number of products, including computer programmes, flashing lights, flashbeams and coloured glasses, have become available to assist in visual training for sport. However, many of these are simply ideas obtained from optometrists and the problem of transfer and specificity must be raised. We do not feel that they place the visual system or the individual under the same visual and physical stress as experienced in a competitive or training environment. We therefore believe these visual training methods are ineffective and will do little to improve soccer performance.

The visual system is the major sensory system, providing over 90% of the information processed by a player. In fact, the visual system dominates the other sensory systems and the brain will always treat the visual information as correct where there is a discrepancy between the eyes and those other systems.

In truth, the effectiveness of visual training is still unknown. Therefore, in light of the current information, our aim must be to create football-specific training programmes which optimise the use of visual information and develop the players’ perception, spatial awareness, peripheral vision and decision-making. In football, it is most important to identify and recognise the stimuli in the external field of vision – teammates or opponents. It is essential that players do not just focus on the ball, because if they do, they will not be sufficiently aware of either teammates or opponents! This will lead to slow or incorrect decision-making. We must always create a ‘game environment’ that simulates the game itself and helps players identify the external stimuli which will enable them to make correct decisions!

However, although visual information guides our motor actions, the visual system alone is insufficient and needs the support and involvement of the other sensory systems, particularly the vestibular and proprioceptive. The reason that football provides a massive challenge to the visual and other systems is that a player has so many options from which to choose. However, many of these decisions and subsequent movements are made whilst off-balance, standing on one leg, jumping, being marked by an opponent, playing on a slippery surface or dealing with the elements. Unlike in other sports such as swimming, running, cycling and rowing, where movements are sequential, a footballer often has to make multiple movements at the same time. For example, when a player is shielding a ball from an opponent, he uses many different body parts, whilst trying to keep possession. The movements in football often involve the whole body, thereby increasing the difficulty and making it harder to be precise. Training must, therefore, always be specific and must push players beyond the parameters that are required for a match.

We believe the exercises in this book will improve an individual’s understanding of time and space and provide the cues which will enable a player to take appropriate action in a variety of complex situations. In order to improve the visual system, we have enhanced the use of colour, created pitches of different shapes and sizes, placed goals in different positions on the field, stimulated peripheral vision with the use of two footballs, developed exercises for pre- and post scanning, used inner tubes, eye patches and hopping games to improve unipodalic balance, combined dribbling with space perception and created random agility tag games. We want to turn all young players into potential decision-makers by improving their visual search strategies, which, in turn, will enable them to execute their movements more effectively in a game. We believe that only games such as ours, which use specific situations of play, will achieve this.

123

For the football coach there is constant pressure to reinvigorate training with new, innovative and challenging training sessions, which address the sport-specific needs of their players. We hope the exercises in this book will provide fun and enjoyment for players, and at the same time introduce a new dimension into training, which challenges and loads the visual system. We also feel this book is just a starting point, since soccer is evolving all the time and coaches need to adapt to ever-changing demands in order to stay one step ahead. We hope coaches will use the above games and develop and adapt them to their own teams. With a little creativity and imagination, they might even take them in a different direction. It is essential that coaches keep up to date with new methods but refine and adapt them to their own beliefs and philosophy. This is the best way of stimulating players and encouraging them to face new situations.

“The intelligent man is one who has successfully fulfilled many accomplishments, and yet is willing to learn more.”Ed Parker

124

PostscriptAlan ‘Sid’ Dixon

Whilst on holiday in Spain, I was lucky enough to meet Alan ‘Sid’ Dixon, who was a professional footballer with Sheffield United, Bristol City, Peterborough and Darlington between 1951 and 1961. Unfortunately, a broken leg brought his professional career to a sudden end and he is still suffering the consequences of that injury. Sid played alongside such famous names as Jimmy Hagan at Sheffield United and John Atyeo at Bristol City. Sid’s more famous brother, Johnny, played for Aston Villa. What I wanted to know was how Sid and his brother learnt to play, when growing up in Sheffield.

“During the winter we played football and during the summer it was cricket. We played football whenever and wherever we could. We played in the streets, parks and on any scraps of waste ground that were available. Football in the street was as safe as the park, since the standard of living in Sheffield was low and very few people could afford to run a car of their own. The only hazards were the occasional broken concrete slab, the curb, lamp posts and the pillar boxes. However, they didn’t discourage us from playing there every night and at weekends, and football became an obsession for me and my friends.

We used to call it ‘coats down’ football as we threw down jumpers or coats for goals, set up a pitch and just played. It could be anything from 3 v 3, 4 v 4 or 15 v 15. Looking back, I feel we gained most when it was five aside and that is how I would encourage youngsters to learn today. Most of the kids were my own age group, so not only did we play at home but we also kicked a ball about on the way to school and in the yard at break and lunch times. We were also lucky enough to have a school team in both the primary and secondary schools we attended, so that gave us a further chance to develop our game. Let’s be fair, it was also the only escape we had from the grinding poverty of Sheffield just after the war.

If the numbers were small, we played a game of ‘poppin’ in’. We put bags or coats down for a goal, placed a keeper in between the posts and took it in turns to shoot at him. The first player to score three goals then became the new goalkeeper. This was not so easy as it sounds as we always played with a size 4 or size 5 football and if it got wet or muddy, then it became heavier and heavier and almost impossible to kick (especially in our big, heavy boots that weighed a ton). Either that or the ball became scratched and ripped after being kicked about on the concrete. Heading could also be traumatic, particularly if the ball was heavy and you connected with the lace!

The best thing about it was that we learnt to play football by playing football. There were no adults to tell us what to do, as we transformed the pitches into Hillsborough or Bramall Lane. We developed our own games and our own routines and we attempted to copy the tricks of players like Stanley Matthews or Jimmy Hagan. Most importantly, we learnt how to pass, kick with both feet, ride tackles, muscle players off the ball and tackle hard and our balance was excellent, as we had no desire to fall down on the concrete. We would spend hours talking about the kick around or the next school game coming up. It was our life and cricket got the same treatment in the summer. Basically, we were self-taught and it wasn’t until I became a professional that I got coaching for the first time.” This was how most footballers learnt to play in the 40s, 50s and 60s and this system produced many world class players. Obviously, the situation has changed considerably since Sid grew up in Sheffield, but what are the essential conditions needed for football expertise? To us, it seems obvious that we should devote more practice time to the enhancement of attributes such as pattern recognition (reading the play) and game sense, which are clearly essential for expert performance.

As we have emphasised many times in this book, visual training and football intelligence should be developed through a series of small-sided games, where each player has to face and solve a series of problems which are aimed at his physical, technical and mental capacities. Without realising it, Sid and his contemporaries developed excellent pattern recognition, perception and game sense, simply by playing so many ‘pick up’ games when they were young. In other words, they taught themselves how to play. Is there a lesson for all coaches here?

125

Alan Ball

Sadly, when this book was near completion, I learnt of the death of Alan Ball, a colleague and a friend. At the peak of his career, he was arguably the best one- and two-touch player in the world. He had a brilliant sense of space, his peripheral visual awareness was second to none and he knew what he was going to do with the ball, three or four moves ahead. I once asked him how he developed this great vision and he summed it up in one word - “practice”. Most afternoons he would return to the training ground, with several of the other players and work on one- and two-touch passing. Players would play balls into him at all different heights, speeds and angles and he would quickly glance over his shoulder, looking for the runs of Ray (Kennedy) and John (Radford) and then attempt to pass the ball, first time, into their running paths. There is no doubt that Alan was working on Sports Vision, without realising it, but it helped enhance his performances and gave him an important edge over his fellow professionals. He truly had a vision for football – in the literal sense!

“The soccer of the past we have to respect, the soccer of today we must study, and the soccer of the future we must anticipate.”

126

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18. The Contribution of Vision to the Learning and Performance of Sports Skills. Noel L Blundell, Confederation of Australian Sport, Melbourne.

19. The Impact of Vision Training on Sports Performance. Duane Knudson, Baylor University and Darlene A Kluka, University of Oklahoma. JOPARD April 1997.

20. Selective Attention in Fast Ball Sports. Expert-Novice differences. B Abernethy. Australian Journal of Science and Medicine in Sport. Dec 1997 Vol 19 No 4.

21. Understanding Sports Vision. Dr Jack Gardner. Performance Soccer Conditioning Vol 7 No 5.

22. Balance Training in a Soccer Strength and Conditioning Programme. Allen Hendrick, US Air Force Academy. Performance Soccer Conditioning Vol 8 No 5.

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23. Practice, instruction and skill acquisition in soccer: Challenging tradition. A. Mark Williams, John Moores University, Liverpool and Nicola J. Hodges, University of British Columbia. Journal of Sports Sciences, June 2005; 23(6): 637-650.

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25. The Right Brain. Thomas R Blakeslee Macmillan Press 1980.

26. La Vision De Juego En El Futbolista. Luis Fradua Uriondo. Editorial Pandotribo.

27. Better Vision Naturally. Wolfgang Rosenbauer.

28. Developing Game Intelligence in Soccer. Horst Wein. Reedswain 2004.

29. Training for Speed, Agility and Quickness. Lee E. Brown and Vance A. Ferrigno, Human Kinetics 2005.

30. Coaching Soccer 10-15 year olds. Stefano Bonaccorso. Reedswain 2001.

31. Recognising the Moment to Play. Wayne Harrison, Reedswain 2002.

32. Assessment of secondary school students’ decision-making and game-play ability in soccer. Minna Blomqvist, Tomi Vanttinen and Pekka Luhtanen. Research Institute for Olympic Sports, Jyvaskyla, Finland.

33. Agility literature review: Classifications, training and testing. J. M. Sheppard and W. B Young. Australian Institute of Sport and School of Human Movement and Sport Sciences, University of Ballarat. Journal of Sports Sciences, September 2006.

34. Improvements in performance following optometric vision therapy in a child with dyspraxia. Hurst Cm, Van de Weyer S, Smith C, Adler PM. Ophtalmic Physiol Opt 2006:26(2): 199 - 210.

35. Reading the Game. Evans L. Coaching Edge, issue 5, Autumn 2006: 20 – 21.

36. Sport Vision & Performance Analysis. Griffiths G and Court M. The FA Coaches Association Journal, Spring/Summer 2005: 41- 44.

37. Sportsvision, Training for Better Performance. Wilson TA, Falkel J. Human Kinetics, Champaign, USA. 2004.

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About the Authors

Jark J D Bosma

Jark Bosma is a Dutch national who works as a consultant neurosurgeon in Sheffield. He did his basic medical training at the State University of Ghent (Belgium) obtaining his MD in 1990. His postgraduate training was largely based in England. This included a year of training in the West Midlands Centre for Spinal Injuries, and a further six months at the Spinal Surgery Unit in Oswestry. He spent a further six months in neurology in the Walton Centre for Neurology and Neurosurgery in Liverpool and following completion of basic surgical training he passed his FRCSEd examination in 1995. After this he joined the neurosurgical training program at The Walton Centre and he passed his FRCS(SN) neurosurgical specialty examination in 2000. He worked briefly in Spinal Orthopaedic surgery in Zürich (Switzerland) in 2001. His subspecialty interest is spinal neurosurgery. He has written a number of scientific publications. Largely because of his involvement in sports through his children and through the interesting and thought provoking discussions with Mick Critchell, he has become increasingly interested in sports medicine and training methods.

Mick Critchell

Certificate of Education (University of Oxford)

Certificate of Physical Education (University of Leeds and Carnegie College)

Head of Year and Head of Physical Education, Harriet Costello School, Basingstoke

Coach and Fitness Adviser to Farnborough Town FC and Basingstoke Town FC

In-service Trainer for Liverpool FC, Fulham FC, Middlesbrough FC, Watford FC, Wycombe Wanderers FC

In-service Trainer for Swedish FA

In-service Trainer for Sports Colleges

Coach, School of Excellence, Portsmouth FC

Coach Educator for Hampshire FA

Author: “300 Innovative Soccer Drills for Total Player Development”

Author: “Warm Ups for Soccer—A Dynamic Approach”

Co-presenter of video: “Going for Goal”

Director, The Football Garage. An approved centre for 1st 4 Sport

Fitness Adviser to several professional footballers.

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Keith Granger

UEFA qualified goalkeeping coach

UEFA qualified outfield coach

Professional goalkeeper with Southampton, Darlington and Maidstone. Retired through injury.

Tutor trainer for Football Association

Worked with Martin Thomas, the National Goalkeeping Coach

Goalkeeping coach for Southampton, working with 1st team, the Academy and Development Centres

In-service Trainer for Southampton FC, Liverpool FC, Middlesbrough FC

In-service Trainer for Swedish FA and Finnish FA

Director, The Football Garage. An approved centre for 1st 4 Sport

From left to right Mick Critchell in discussion with Keith Granger and Jark J D Bosma

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I worked with Mick and Keith for several years and their sessions were always fun,

exciting and different. Their philosophy was “you

practise what you play”, so we were constantly put

in game situations where we had to react to the ball,

teammates and the opposition. In fact I was working

on vision training but didn’t know it at the time!

I think the exercises in this book will speed up

players’ awareness, perception and decision-

making, as they will help develop the right vision

training techniques needed to play the game at the

highest level.

Theo Walcott (Arsenal and England)

© The Football Garage 2008

www.thefootballgarage.comTelephone: 07760 341268

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