0 | P a g e

viaSoccer Bring on the Experts!

Techniques, Tactics, Athletics, Goalkeeping, Nutrition

New Methodology & Best Practices

by Seasoned Coaches around the World

Edition May 2016

Magazine

Connect the World via Soccer

1 | P a g e

Inside This Edition

Tactic

Analysis of the match

Prevention training and load analysis

Athletic Training

Fitness training and new technologies

Sport psychology

How coaching from under 5 until under 10

How coaching from under 11 until under 16

.

2 | P a g e

TACTIC

THE GAME OF TWO STRIKERS

In modern soccer, the cooperation among teammates of the same unit is very important, especially if they play the ball fast, accurate with free tactics. What we call understanding between teammates can be the quality of two players whose opponents don’t understand what they are doing. In this case, the force for our striker to follow the tactic movement can be limited. The couple game must be worked out very careful. Also if we play with 3 strikers, we take into consideration of the two players closer to the ball.

The first thing that one coach must do is to know what his strikers must do and what they can do： - Play to make a goal (We work out their ability to shoot for goal, we teach them to move in the free

space, kicking in the goal and be ready to play on the opponent mistakes) - Play to assist (They make free space for the teammates, assist and work for the team) - Must play in every zone of the field (They play to help the midfielder and play in lateral side). - Must play also without the ball possession (Help to recover the ball, make pressing, help to defend

and play under the ball line). The second thing that the coach must know is how to use his strikers.It is important that the two strikers can adapt to the different game systems and can play against different defenders. This capacity is defined as "tactic flexibility" and is useful for:

Change the game system. Play with one system simpler but more predictable. o Move from 4231 to 442 or 424 o Move from 433 to 442 or 4312

Change attitude. Variation of help as support, look to play in lateral side or in vertical. adapt to players appropriately

Make problems for the opponents. Take free by mark, try to make 2 vs 2, try to make more players then opponent in specific areas of the field.

The coach must know every possible solution and understand the desire and the characteristics of his strikers to choose the right tactic for the team.

Alessandro Porro, UEFA A Coach, specialized in tactics and techniques. He is

currently an instructor of the Italian Federation(FIGC) Soccer Coach School in

Coverciano, Italy. He was a professional soccer player in multiple serie A teams.

3 | P a g e

Another thing important for the coach to know is how two strikers can play in relation with different types of field ground Central close (It’s good for the 2 vs 2) system 4-4-2 or 5-3-2

Large They are between the central back and full back, this for create misunderstanding by the defenders about who must go to tackle, system 4-3-1-2 Sharp Players in line to force one defender to come out and bring their system or force one midfielder to back to defend, system 4-4-1-1 Play in other positions. For example on the lateral side to avoid the double marking by opponents, system 4-4-2 Define the general guidelines regarding the potential of our players, we can then select the content of a training session properly. METHODOLOGY OF TRAINING I train a forward line to build understanding among the attackers. In the early stage of the season and for the education the youth teams, it is good to give the first indication through an analytical training. Players need to know the concepts of get freedom by marking and in particular the following movements:

4 | P a g e

- Encounter: movements toward the ball carrier possibly preceded by a feint. Difficult to be anticipated, the trajectory toward the ball has to have a very open angle, it does not offer gaming solutions in depth.

- Cut: movement in depth with diagonal stroke in front of his opponent. - Loop: moving deep stroke amplitude behind the opponent. Important to keep the eye on the ball,

difficult to mark for the defender. - Width: movement to enlarge the stroke toward the outside. The player must try not to lose sight of

the ball and aim for the greatest possible depth. - Out of the deep line: movement in depth behind the opponent. Important body rotation to open

and shooting vertically to the defender's ball.

With this knowledge, the players can find ways to train together to combine their actions, starting with the teaching phase. The early stages of teaching progression is a function of improving understanding between teammates. The recommended teaching starts from a simple proposal to arrive at complex situations, combinations with less at first then faster. An exercise can be considered simple when the player has no pressure from opponents or time, when he is aware of what to do and especially how it can be done. It begins with exercises without opponents at a slow speed. WHAT TO RAINING DURING THE WORKOUT The movement mechanics and racing technique: Change of direction for countermovement, rotations of the body to find the right line to be free by the marking, speed changes, ride with agile support to change direction, posture that guarantees the vision of the ball. Try possible or preferred combinations: Develop the game to encourage the teammate, such as with triangles between strikers and midfielders, overlaps between the strikers or midfielders Initial phase recognition / discovery of space. To acquire some certainty in the play, we will increase the speed and put the active opponents in the game. TRAINING THE SITUATION AND/OR THE MATCH

Movement times, very similar to the match

Identification of areas of movement with opponents

Advanced collaboration and sharing of game ideas

Fantasy during the combinations

Effective response in function of the opposing marks.

5 | P a g e

ANALYSIS OF THE MATCH

Match Analysis : Juventus – Bayern Monaco 2-2

UEFAChampions League 23/02/2016

Juventus - Bayern M. N Role Name N Role Name

1 GK Buffon 1 GK Nuer 26 D Lichsteiner 27 D Alaba 15 D Barzagli 32 D Kimmich 19 D Bonucci 18 D Bernat 74 33 D Evrà 21 M Lahm 8 M Marchisio 46 23 M Vidal

10 M Pogba 6 M Thiago Alcantara 6 M Khedira 68 11 M Douglas Costa 83

16 M Cuadrado 25 M Muller 17 F Mandzukic 10 M Robben 21 F Dybala 75 9 F Lewandowski 11 M Hernanes 46 5 D Benatia 74 27 M Sturaro 68 7 F Ribery 83 9 F Morata 75

Filippo Santinelli. An expert in performance analysis with K-Sport, Italy. Former

tactic coach of AC Fiorentina and national team of Saint Marine

2 2

Muller 43pt Robben 55pt

Dybala 65 pt Sturaro 76 pt

6 | P a g e

11 Shots 13

7 Shots in goal 5

14 Cross total 31

10 Cross from action 27

2 Cross from corner 3

2 Cross from penalities 1

3 Corner 4

34 Ball possesion 66

443 Actions 805

157 Actions in the opponent half field 505

83 Actions in the opponent 3/4 field 217

36 Actions in the last 20 m. 45

172 Tackles 172

51% % of won tackles 49%

2 Goal 2

1

11

33

83

10

6

16

13

6

23

27

9

11

10

Juventus Bayern Monaco

26

17

21

15

19 32

21

18

25

7 | P a g e

First Half:

Speaking of the game, we can tell that there were two games in the same game.

The first half showed a clear superiority of Bayern Monaco, who has not allowed Juventus to become

dangerous and find themselves several times in obvious difficulties.

At minute 13, the entire Guardiola's team is manifested in an action that puts Muller in a position to kick

nearly empty goal, but losing his balance just in time to kick, Bonucci was able to save the result of a tie.

Throughout the first half, Bayern Monaco showed the strength, when they got a goal at the 43rd minute.

Unlike what you can imagine, the goal came from a ball lost by Juventus output, allowing the Germans to

attack Juventus defense in transition.

During the possession of the Bavarian, Khedira (Juventus) recovers the ball trying to overturn the action

quickly with a solo run (he had to look for a teammate or at least play the ball into space), but the defense of

Bayern Monaco can retrieve ball so that Juventus is located with five players over the line of the ball. We

can see how it has come to create a 4vs4 in Juventus area who can cover the central area encouraging

development of the game in lateral side. Ball to Robben, first dribble with ease Evra and then cross the ball

to the far post and find Dougles Coast. In this situation we can see how Lichtsteiner at first is attracted by

the ball and the opponent does not care who is oncoming; In fact, coming up with slight delay is not able to

8 | P a g e

intercept the ball which then gets near the penalty spot, where Muller was free to kick undisturbed and

leads his team the lead. Being able to find a culprit on the goal is not simple, however, we believe that

perhaps Bonucci at the time when Robben’s cross is directed to the far post, should bother to shake

marking Muller, since Barzagli was already engaged in battle with Lewandowski. Finally, I conclude with a

note on Cuadrado position after a sprint of 40m to recover the position, he decides to close the crossing line

for Thiago Alcantara; in our opinion, it is not totally wrong, because in theory a hypothetical second ball as in

this situation should be intercepted by a midfielder like Marchisio (as indicated by the time that lying behind

Muller had all the time in order to assess the correct position to occupy) or Pogba and Khedira who had

failed to return to position after the aforementioned negative transition.

Second Half:

In the second half, Juventus was more aggressive and they made more pressing also to the opponents

defenders. With this attitude, Juventus was with 8 players in opponent’s half field.

Already in the first image you can see very well, as the Germans are compacted to form a block of two tight

lines to not allow Juventus to play a pass, thus allowing only the outer played that regularly occurs with the

passing to Cuadrado.

9 | P a g e

In this situation the columbian make a crosses easily intercepted by the Germans. With this attitude the

Juventus must tried to take the cross from Cuadrado, but they didn’t do, so when the Germans intercepted

the ball, Juventus players were all in attack and no one to defend.

Barzagli with wonderful position sensed he could make Bayern’s action slow and give the time to Evra for

run back to defend, but the Germans found a new strategy, the support from Robben.

At this point he kicked very strong shoot to the second post where Buffon cannot do anything.

I think it’s very interesting to analyze the position of Evra, when Robben received the ball, he was stopped. If

he attacked Robben maybe they could avoid to suffer the second goal from Bayern.

So, the second goal arrived by transition, where Juventus players lost the ball control and didn’t back fast to

defend their own goal.

At minute 75’, while Nuer play the ball it is interesting to observe how the juventus make pressing with 6

players! The germans try to play ball but Pogba intercepted the ball and pass to Mandzukic.

We can see how the difficult of bayern defenders to defende with out the helping from midfielders. With

every germans defenders that follow the ball, Mandzukic pass to morata in the lateral side, then him pass

inside to Sturaro that he did a movement for kick the ball and make goal.

It is important to see how the germans defenders didn’t understand the Sturaro movements, maybe

because they were not focus at the moment.

10 | P a g e

We must make in evidence the position of entire bayer defenders line, because the central back didn’t cover

the passing line, so he was not in right position for intercept the ball and don’t allow to Sturaro to make the

second juventus goal.

11 | P a g e

PREVENTION TRAINING AND LOAD ANALYSIS

“The training—injury prevention paradox: should athletes be training smarter and harder?” (Tim J. Gabbett)

1.Introduction

The appropriately graded prescription of high training loads should improve players’ fitness, which in turn

may protect against injury, ultimately leading to (1) greater physical outputs and resilience in competition,

and (2) a greater proportion of the squad available for selection each week. There is dogma that higher

training load

causes higher injury rates. However, there is also evidence that training has a protective effect against

injury. For example, team sport athletes who performed more than 18 weeks of training before sustaining

their

initial injuries were at reduced risk of sustaining a subsequent injury, while high chronic workloads have

been shown to decrease the risk of injury. Second, across a wide range of sports, well-developed physical

qualities are associated with a reduced risk of injury. Clearly, for athletes to develop the physical capacities

required to provide a protective effect against injury, they must be prepared to train hard. Finally, there is

also evidence that under-training may increase injury risk. Collectively, these results emphasize that

reduction in workloads may not always be the best approach to protect against injury.

2.Practical Application

The Model is based on evidence that non-contact injuries are not caused by training per se, but more likely

by an inappropriate training program. Excessive and rapid increases in training loads are likely responsible

for a large proportion of non-contact, soft-tissue injuries. If training load is an important determinant of

injury, it must be accurately measured up to twice daily and over a period of weeks and months (a season).

This paper outlines the ways of monitoring training load (‘internal’ and ‘external’ loads) and suggests

capturing both recent (‘acute’) training loads and more medium-term (‘chronic’) training loads to best

capture the player’s training burden. I describe the critical variable, acute: chronic workload ratio, as a best

practice predictor of training-related injuries. This provides the foundation for interventions to reduce

players’ risk, and thus, time-loss injuries.

Sport scientists typically obtain measurements of a prescribed external training load (i.e., physical ‘work’),

accompanied by an internal training load (i.e., physiological or perceptual ‘response’). External training loads

may include total distance run, the weight lifted or the number and intensity of sprints, jumps or collisions

(to name a few).16 Internal training loads include ratings of perceived exertion and heart rate. The

Marco Giovannelli, Professional Fitness Coach FIGC Modena FC 1912 Italian League B and

Training Load Analyst AIPAC Marche President (Italian Association Football Physical Trainer

Marche), PhD Student “Science Exercise and Health”, Collaborator FIGC Laboratory

Methodology and Biomechanics applied football Coverciano (Florence).

12 | P a g e

individual characteristics of the athlete (e.g., chronological age, training age, injury history and physical

capacity) combined with the applied external and internal training loads determine the training outcome.

Global positioning systems (GPS) have been a ‘game-changer’ in the monitoring of external loads. These

devices, which are typically no larger than a mobile phone, are worn by athletes during training and match-

play activities. The session-rating of perceived exertion (RPE) has been used to quantify the internal training

loads of athletes. At the completion of each training session, athletes provide a 1–10 ‘rating’ on the intensity

of the session. The intensity of the session is multiplied by the session duration to provide training load. The

units are ‘RPE units × minutes’ and in football codes generally range between 300 and 500 units for lower-

intensity sessions and 700–1000 units for higher-intensity sessions. For ease, we have referred to them as

‘arbitrary units’ in previous work. A more accurate term might be ‘exertional minutes’. The value of session-

RPE will depend on the goal of those measuring it. (Fig.1)

Figure 1 Acute and chronic workloads and the calculation of the acute:chronic workload ratio as a method of

monitoring training in team sport athletes. (A) Each bar represents an acute workload. In this instance, the

acute workload represents 1 week of training. (B) The 4-week rolling average of acute workloads represents

a chronic workload. (C) The chronic workload at week 4 represents the rolling average of acute workloads

performed over the previous 3 weeks, plus the current week (ie, weeks 1, 2, 3 and 4). Since an additional

acute workload is prescribed in week 5, the new chronic workload will represent the rolling average acute

workload of weeks 2, 3, 4 and 5. (D) Acute and chronic workload and the acute: chronic workload ratio over

an entire playing season

The first study to investigate the relationship between the acute:chronic workload ratio and injury risk was

performed on elite cricket fast bowlers. 43 Training loads were estimated from both session-RPE and balls

bowled. When acute workload was similar to, or lower than the chronic workload (ie, acute: chronic

workload ratio ≤0.99) the likelihood of injury for fast bowlers in the next 7 days was approximately 4%.

However, when the acute:chronic workload ratio was ≥1.5 (ie, the workload in the current week was 1.5

times greater than what the bowler was prepared for), the risk of injury was 2–4 times greater in the

subsequent 7 days. Taken from three different sports (cricket, Australian football

13 | P a g e

and rugby league), a guide to interpreting and applying acute: chronic workload ratio data is shown in figure

6.46 In terms of injury risk, acute:chronic workload ratios within the range of 0.8–1.3 could be considered

the training ‘sweet spot’, while acute:chronic workload ratios ≥1.5 represent the ‘danger zone’. To minimize

injury risk, practitioners should aim to maintain the acute:chronic workload ratio within a range of

approximately 0.8–1.3. It is possible that different sports will have different training load–injury

relationships; until more data is available, applying these recommendations to individual sport athletes

should be performed with caution. (Fig.2)

Figure 2: Guide to interpreting and applying acute:chronic workload ratio data. The green-shaded area (‘sweet spot’) represents acute:chronic

workload ratios where injury risk is low. The red-shaded area (‘danger zone’) represents acute:chronic workload ratios where injury risk is high. To

minimize injury risk, practitioners should aim to maintain the acute:chronic workload ratio within a range of approximately 0.8–1.3. Redrawn from

Blanch and Gabbett.

3.Conclusion

This paper proposes the training-injury prevention paradox. Physically hard (and appropriate) training may

protect against injuries. There is no disputing that high training loads are generally associated with better

developed fitness and thus, good performance. One cost of high training load is often considered to be soft

tissue injury risk. To address this risk, training loads could be reduced to decrease the incidence of injury,

however low training loads (in the form of reduced training volumes) have also been associated with

increased injury risk; exposing players to low training loads may place them at risk of further injury. Once

players enter the rehabilitation process, it is a challenge for practitioners to expose them to appropriate

loads to enhance physical qualities which provide a protective effect against injury, and prevent the ‘spike’

in loads when players return to full training. As a result, it is not uncommon for teams to have a constant

‘rehab-er’ in their squad—a player who breaks down repeatedly ( potentially with different injuries) because

his or her training load is not high enough to adapt to match demands. The data presented suggest that

prescribing high training loads can lead to improved levels of fitness, which in turn offers a protective effect

against injury, ultimately leading to (1) greater physical outputs and resilience in competition, and (2) a

greater proportion of the squad available for selection each week . This paper highlights the importance of

monitoring training load, including the load that athletes are prepared for (by calculating the acute:chronic

workload ratio), as a best practice approach to the long-term reduction of training-related injuries. (Fig.3)

14 | P a g e

Figure 3: Relationship between physical qualities, training load, and injury risk in team sport athletes.

References

1 Orchard J. Who is to blame for all the football injuries? Br J Sports Med 2012; June 20,

2 Banister EW, Calvert TW, Savage MV, et al. A systems model of training for athletic performance. Aust J Sports Med 1975;7:57–61.

3 Morton RH. Modeling training and overtraining. J Sports Sci 1997;15:335–40.

4 Foster C, Daniels JT, Yarbrough RA. Physiological and training correlates of marathon running performance. Aust J Sports Med

1977;9:58–61.

5 Krebs PS, Zinkgraf S, Virgilio SJ. Predicting competitive bicycling performance with training and physiological variables. J Sports

Med Phys Fit 1986;26:323–30.

6 Mujika I, Chatard JC, Busso T, et al. Effects of training on performance in competitive swimming. Can J Appl Physiol 1995;20:395–

406.

7 Mujika I, Busso T, LaCoste L, et al. Modeled responses to training and taper in competitive swimmers. Med Sci Sports Exerc

1996;28:251–8.

8 Scrimgeour AG, Noakes TD, Adams B, et al. The influence of weekly training distance on fractional utilization of maximum aerobic

capacity in marathon and ultramarathon runners. Eur J Appl Physiol 1986;55:202–9.

9 Stewart AM, Hopkins WG. Seasonal training and performance of competitive swimmers. J Sports Sci 2000;18:873–84.

10 Foster C. Monitoring training in athletes with reference to overtraining syndrome. Med Sci Sports Exerc 1998;30:1164–8.

11 Gabbett TJ. Influence of training and match intensity on injuries in rugby league. J Sports Sci 2004;22:409–17.

15 | P a g e

ATHLETIC TRAINING

INTERMITTENT TRAINING IN SOCCER (FOOTBALL):

WHY AND HOW TO USE IT AT PRE-SEASON PERIOD

Intermittent exercise is composed of alternate phases of efforts with active or inactive recovery

periods in-between. These efforts could be organized in sets with inter-set recovery (usually

inactive) in-between. For instance, a 30/30 intermittent exercise is composed of sets of 30 sec of

efforts with 30 sec of recovery in-between. In football, most of the intermittent exercise forms are:

30-30, 15-15, 10-10, 10-20 or 5-25. From a historic prospective, intermittent effort was widely

developed and used in athletics. The famous ex-world champion, Emile Zatopek were even

performing high load sessions of as much as 120 times 400m (ran at a pace of 1min 07 sec / 400m)

with relatively low recovery in-between. This method has been described as ‘’interval training’’ and

has been shown to be effective in improving football players’ fitness.

Each coaching staff can manipulate the different Characteristics of interval training depending on the

aim of the training session. The variables to modify are: effort intensity (usually expressed as a

percentage of maximal aerobic power/speed), effort type (running (in-line or shuttle running),

playing, etc, effort and recovery duration, recovery type (passive or active (intensity), the duration of

each set, the recovery in-between sets and finally the total number of sets and session duration.

Managing the latter variables will allow soliciting the aerobic and anaerobic metabolisms with a

predominance of one of the metabolisms, or try to reach a balance between those two energetic

pathways that are both important for football players.

Table 1. Intermittents efforts characteristics.

Alexandre Dellal, Fitness Coach in Professional football, Doctor in exercise

Physiology, University of Lyon 1, Actually active member of the FIFA medical

centre of excellence of Lyon, centre orthopédique Santy, Lyon, France

Karim Chamari, former Fitness Coach in Professional football, Doctor in exercise

Physiology, University Professor, Actually Researcher at Athlete Health and

Performance Research Centre, ASPETAR, Qatar Orthopaedic and Sports

Medicine Hospital, Doha, Qatar.

16 | P a g e

Intermittent

Effort

Intensity

(in % of

MAS)

Maximal Aerobic

Speed

Recovery type

Number and

duration of

the sets (in

min)

Number of

efforts

Number of

receovery

bouts

Distance of shuttle-

intermittent efforts /

number of 180° change of

directions

30-30 100 %, 105 %

or 110 %

Active (40% of

MAS) 2 * 10’-14’ 10-14 9-13 42 m / 3 U-turns

20-20 105 %, 110 %

or 115 % Passive/Active 2 * 10’-12’ 15-18 14-17 36 m / 2-3 U-turns

15-45

105 %, 110 %,

115 %, or 120

%

Passive/Active 2 * 10’-12’ 10-12 9-11 30 m / 2 U-turns

15-15

105 %, 110 %,

115 % or 120

%

Passive 2 * 8’-10’ 16-20 15-19 30 m / 2 U-turns

10-20

110 %, 115 %,

120 % or 125

%

Passive/Active 1-2 * 7'-10’ 14-20 13-19 21 m / 2 U-turns

10-10

110 %, 115 %,

120 % or 125

%

Passive 1-2 * 5'-8’ 15-24 14-23 21 m / 2 U-turns

5-25

From 140 % to

maximal speed

(sprint)

Passive 1-2 * 4'-7’ 8-14 7-13 10-15 m / 1 U-turn

5-5

From 140 % to

maximal speed

(sprint)

Passive 1-2 * 1'-2’ 10-19 9-18 10 m / 1 U-turn

Why using intermittent training ?

Football activity during matches and training includes a high number of short actions separated by

varying duration and nature recovery bouts in-between. This justifies the use of intermittent exercise,

bringing an ecological validity to such a training type. Other advantages to its use are:

Allowing soliciting both aerobic and anaerobic metabolisms. By changing the exercise

characteristics, the predominant pathway will be determined.

Training for longer durations compared with continuous exercise. Accumulating less lactate

concentration compared with exercises with the same intensity performed continuously.

Soliciting simultaneously physical qualities as endurance, speed (in short intermittent forms),

coordination, depending on the management of the intermittent exercise characteristics.

17 | P a g e

Soliciting Aerobic power (reaching VO2max depending on the form of intermittent exercise IE) and

mostly soliciting oxidative enzymes.

Improving reaction time (depending on the form of IE).

Improving the ability to change direction (for the shuttle forms).

Improving the capacity of repeatedly performing high intensity efforts.

Improving psychological capacity to cope with such intensive efforts that are close to what is

performed during games.

These features strengthen the reasons for which IE should be part of modern football players’

training.

How does the coach proceed for using intermittent training ?

Four main steps could be described.

Step 1: assess each player’s maximal aerobic power/speed (MAS). This could be performed using

maximal field tests as the YoYo intermittent recovery test or the VAMEVAL. The test will allow

determining 3 or 4 players’ groups based on their MAS. The efforts intensity during the IE will be

run at a pre-set percentage of the MAS.

For instance IE of 30/30 at 100% of MAS will results in the group having a MAS of 16 or 18 km/h

to run distances of 132 or 150m, respectively during the 30 seconds of effort.

Step 2: Setting the different characteristics of the IE from the prospective of effort intensity and

duration, type of recovery and duration, form of exercise, number and duration of the sets.

Usually the pre-season preparation period is composed of continuous endurance efforts, then the

staff orientates the training towards intermittent training. This requires to reduce the volume

(duration) of training while simultaneously increasing intensity. This usually happens after 2 weeks

of training resumption after the inter-season break. An example would be to start IE by 30-30 at

100% of MAS (weeks 3 and 4), then 15-15 (110% - weeks 4 and 5), then 10-10 (115% - weeks 4, 5

and 6), then 5-5 and/or 5-25 (120 to 130% - weeks 5, 6, 7).

By doing so, the solicitation would progressively move from predominant aerobic pathway towards

an increasingly higher solicitation of the anaerobic pathways.

Step 3: During the competitive period, it is important to maintain the physical fitness of the players

by mini-cycles of training in order to ‘’Maintain the fitness’’ or even ‘’Create new adaptations’’.

For fitness retention 2 consecutive weeks of solicitation followed by 2 weeks of tec/tac training and

competition, should allow fitness to be stabilized. For creating new adaptations, rather 3 weeks of

consecutive solicitation followed by one week of relative recovery are preferable.

18 | P a g e

It is possible to mix IE with small sided games for optimal solicitation. For instance the coaching

staff could split the team in 2 groups. If the field players are 24, twice 12 players will allow having a

group performing regular Intermittent training, while the other group is playing 3vs3 SSG on 2

appropriate fields. If the staff chose to perform 4 sets of work then each group of player will

alternatively have 2 sets of IT and 2 sets of SSGs. This form of training allows at the same time,

soliciting the cardiovascular system by high intensity exercise, but also, the neuromuscular system

with soccer specific exercises. Data and feed-back from the field show that such a mixed session, is

highly appreciated by the professional football players.

When do you think coaches should use IT sessions? How many times a week?

This form of training could be used quite soon at pre-season (see above) and then all along the

season. When the training week/cycle comprises only one game, the IT session could be placed at

Day of match minus 4 days. If the session is scheduled at Day of match minus 3, the load should be

considered with attention, because any excess could result in a fatigue that could be felt on the day

of the match. Obviously, for weeks comprising 2 games, there is no room form such training.

Nevertheless, this type of training could perfectly be used to train the substitute players that did not

play the matches.

At what age could we use IT for football players?

IT is effective at adult age but also at adolescence. Under 17 players should be already performing

intensive IT sessions. Therefore, this form of training should be progressively introduced in younger

categories.

FIGURE 1, 2, 3. Examples of intermittent exercises without ball.

FIGURE 4, 5, 6. Examples of intermittent exercises with ball.

19 | P a g e

FIGURE 1. INTERMITTENT 30-30-sec

Players run 30-sec according to their group of performance, then they have 30-sec of

atcive recovery (15-30m).

30-sec

30-sec

30-sec

30-sec

1

10-sec at 115% of the Maximal

Aerobic Speed

5-sec at

maximal

intensity

20-s

ec a

ctiv

e re

cove

ry

2

1

2

3

4

Acceleration

FIGURE 2. INTERMITTENT 5-25-sec / 10-20-sec

Players do 1) a footwork drills follow by an acceleration during 5-sec , 2) 25-sec of active

recovery, 3) run during a 10-sec according to their individual performance and 4) 20-sec

to return to their initial position.

20 | P a g e

FIGURE 3. INTERMITTENT 10-10-20-sec

Players do 1) a footwork drills during 10-sec , 2) go to their cone, 3) make 10-sec

run distance according to thier individual performance and 4) 20-sec of active

recovery, etc… They change of drills after each recovery period

10-sec of run

10-sec of run

10-sec of run

10-sec of run

Axialfo

otwork

Axial footwo

rk

Lateral

footwork

Lateralfootwork

3

1 2 3 4

FIGURE 4. INTERMITTENT 15-15-sec

Players perform 1) 15-sec of run, 2) 15-sec of active recovery, 3) 15-sec of drills with

ball, 4) 15-sec of active recovery, etc. 4 groups of 5-6 players could work

simultaneously.

4

1

2

33

1

2

21 | P a g e

FIGURE 5. INTERMITTENT 10-30-sec adapted to the position roles.

1 external player and 1 or 2 axial players perform 1) a footwork drills, 2) an

acceleration, 3) external players do a cross whereas axial players try to score, 4) 30-sec

of active recovery to return to their initial position.

5

132

3

3

1

1

1

2

2

Footworks

drilles

Footworks

drilles

FIGURE 6. INTERMITTENT 5-15-sec on the goal

Players perform a footwork of 3-sec , an acceleration of 10-15m to try to score in one touch

(with the head or the foot), and then they have 15-sec to do the same work on the opposite

goal

9m

10-15m

6

22 | P a g e

FITNESS TREAINING AND NEW TECHNOLOGIES

This table is important for fitness training integrated in soccer.

Alexandre Marles, UEFA A Coach & Fitness Coach, PhD in Physiology and Biomechanics. He's

currently Performance Director in Olympique Lyonnais Soccer (Before Paris Saint Germain

Soccer & French Soccer Federation). He’s consultant for the performance level (Federations

and Clubs) French Football Federation, Major League Soccer (U.S.). He’s an expert in new

technologies for the professional sport: tracking & video systems.

23 | P a g e

24 | P a g e

SPORT PSYCHOLOGY

Introduction It’s very important for kids to play soccer in a safe and development orientated environment. In this environment players enjoy the game, grow self-confidence and learn how to deal with authority. The coach and trainer are crucial in creating and providing this environment. But how can you motivate players? And how do you make players listen you? What do you do with parents? Being a trainer and coach is not that easy. During the last couple of years Dutch research has shown that being a trainer or coach is more than knowing how the game is played. It’s important that players feel appreciated and safe on the field in order to develop themselves as soccer players. To create this safe and development orientated environment 4 principles are important. These are: providing structure, stimulating players, paying attention to individuals and making players responsible for their own development. In the next four articles we will discuss all four of the principles. In this first article, we will discuss the first basic principle: Providing structure. Providing structure Providing structure, in this case, does not focus on providing structure of technique and tactic, but to provide structure in creating a safe and pleasant learning climate. The main goal of providing structure is to create clarity about what you as a coach expect from your players and their parents, and what they can expect from you as a coach. This may seem rather simple, but can be very difficult. What’s the right time to provide this structure? And how do you do this? Expressing expectations For you as coach or trainer, it is helpful to talk about each other’s expectations with parents and players. What do your players and parents can expect from you and vice versa. Practical

Author: Yara van Gendt, Sport- and Performance psychology master degree at University of

Amsterdam, currently enrolled in a Post academic study for Sport psychology at the VU (Free

University Amsterdam). Internship in 2014 at the Centre of Excellence of the Football Federation

Australia at the Australian Institute of Sport with the under-17 boys team, constructed a

‘monitoring tool’, measuring motivation, self-regulation and self-confidence. Currently monitoring

the mental development of the junior A team of SC Heerenveen (Dutch National Soccer League).

Sport Psychology workshops at WOUW Performance Coaching and Yara Sportminded.

Author: Dominique van der Paard, bachelor degree of Psychology at the University of

Maastricht. Currently enrolled in a master Sport- and Performance psychology at the University

of Amsterdam, investigating the role of mental fatigue on sports performance. During my

internship at WOUW Performance Coaching I am developing a communication tool for teams

and coaches.

25 | P a g e

agreements can be made regarding the meeting time before games and training or who is driving. Besides this, there are other rules which can be agreed on:

How do we get along with each other as a team?

What do you do as a parent when you do not agree with the decision of the trainer?

What kind of attitude do you expect from an injured player?

Providing structure may be time consuming in the beginning of the season, but will save a lot of time later in the season because everybody knows exactly what is expected of each other. Another advantage is that feedback can be given when the rules are not followed. It can make it easier for parents and players to give each other feedback and understand each other when they all agreed on the same rules.

Setting up team rules After talking about expectations, it is useful to write down the most important team rules. When you do this, explain to the team why team rules are necessary. You all have to agree on the rules and let your players come up with ideas and suggestions. Set the rules up together as a team. By doing this, you create a clear set of rules together with your players. By doing so, the players will feel more responsible to stick to the rules (Smoll & Smith, 2005). Although you have established team rules, the follow-up on these rules will not always be as you want it to be. Therefore, it is wise to establish team rules in such a way that the team can be reminded of them (consciously and unconsciously). For instance, it could help to e-mail a reminder regarding the team rules or write the team rules down on a flap-over. Addressing broken rules After the team rules are created, it doesn’t mean that everyone will always conform to them. Therefore, when setting the rules, it is important to discuss the consequences when a team rule is broken. There are a few tips for the coach on how to handle a situation when a player has broken a rule:

Try not to get mad. Even though you might be pissed off, a player may get scared of you when you burst out in anger, and that is not what you want. Of course he has to know that he has broken a rule but try to talk to him in a positive way instead of getting in a fight.

Emphasize that a team rule is broken. Make the player responsible for his own behavior and try to make clear that he is letting down the team.

26 | P a g e

Punish the player by taking away something that he cares about. By taking away something he cares about the player will be motivated to work hard to get this back again. Keep the player out of the closing game at the end of a training for example instead of letting him run lapses around the field. This way the player will not associate running with bad behavior and will not see running as something you only do when being punished.

Reward the behavior you want. By praising players following the rules, you show what you do want them to do instead of what you don’t want them to do. The next article will be about stimulating players.

27 | P a g e

HOW COACHING FROM UNDER 5 UNTIL UNDER 10

Coaching young children: ab overview

How to structure a session for young children? Training young children, especially at an age where they make their first steps in the game can be challenging. When planning a season plan, a weekly plan or simply a session plan, many things have to be taken into account. First, we think about the technical aspects: Ball control, dribbling, passing, shooting. Also very important, the tactical aspects, at a young age, the understanding of positions is important and one of our everlasting challenges when coaching young children is to get them not to chase the ball and "Bunch up". The last crucial element to take into account when planning sessions for young children is the understanding of the rules of the game and their correct execution; throw-ins, goal-kicks, corners... These things take more time than we expect, and yet are crucial for the development of the children. How to incorporate everything during a session While we tend to divide the sessions in "Technical" and "Tactical" parts at older ages, the structure of the sessions at younger ages (U8, U9 especially) is not as straightforward. The primary focus of the sessions with young children must be technical, the acquisition of skills and more importantly good habits they will carry with them as they develop (passing the ball with the inside of the foot, shooting with the laces, etc..) will allow them to focus on more advanced aspects as they get older. In the technical part of the session, the coach breaks down the technique with the children. This purely technical part of the session features every player having a ball While the technical side of their game must be the focus, the tactical part of the game must not be neglected. Soccer is a game that requires quick thinking and constant decision making and this must be included in our sessions. What is the point of teaching perfect technique if we do not teach them when to use it? Unlike technique, which is acquired after many repetitions, decision making skills require the players to make mistakes, sometimes several times to understand how they can correct their mistake. In that regard, coaches must be patient, dictating the decisions children should make will not help them understand why the mistake happened. However, asking questions, breaking down the play will.

Antoine Maratray, UEFA B coach currently working as a head coach for various

youth teams in New Jersey, sports and exercise science graduate. Previously worked

with Cardiff City FC and the Welsh Football association.

28 | P a g e

Finally, a big part of the session must cover the technical aspects, but in a less structured way, allowing children to play by the rules of the game in order to familiarize with them. These small-sided games, although less formal than the rest of the session are probably the most important part: They provide us a golden opportunity to:

Observe if children are using their newly learned skills in a more competitive and opposed situation.

Step in and correct individual mistakes.

Add tactical elements to their game, at such young ages, positions and patience are the most common tactical coaching points we encounter.

Let the players make their own decisions, and encourage them to try again if they make a mistake.

Example of a session The session we are going to use as an example will be a passing session for a group a U8. Stage 1 The first stage aims to break down the passing technique, using the inside of the foot, the stepping foot pointing in the direction of the pass, striking the middle of the ball. Encourage players to be on their toes, use both feet and explore the space available.

Stage 2 The second stage aims to maximize the number of touches taken. By the end of the drill, each player should have taken between 300 and 500 touches. In this exercise, players must find a player

29 | P a g e

available on the outside and proceed to do a 1-2 with that player. Once they receive the ball, they carry on. As a progression, add a time constraint and encourage players to make the maximum number of passes.

Stage 3 The last drill uses a more realistic approach, players wait in the squares to receive the ball, players on the outside must find somebody free in one square to pass him the ball and replace him. Focus on the accuracy and weight of the pass, as well as the first touch. Similarly, to encourage the players to be quick, add a time constraint.

30 | P a g e

Finish the session with a normal rule small sided game, making sure the emphasis is made on passing technique, but also on movement to receive the ball, possible combinations and staying in positions. Repeat the technical points if they are not followed by the players.

31 | P a g e

HOW COACHING FROM UNDER 11 UNTIL UNDER 16

Coaching young children: ab overview

Bio-Banding

Bio-Banding is a new phenomenon which is becoming increasingly popular with youth soccer in England. Bio-banding sees children not just grouped by chronological age but instead by their physical size.

The purpose behind it is to take away the physical advantages or disadvantages that some players face during normal training sessions. So you may have under 16's playing with under 15's and under 14's competing in the same match. So we can take away that physical bias and look at a players technical ability and judge them on that as well as what they usually do at their age level. Looking at players competing against each other on an even level in terms of their physical ability. Looking at technical, you may have an under 16 playing against an under 14 with two years difference in technical development. That gives them a chance to showcase this. The younger player can gain experience and challenge themselves against the older player. Where in their own age environment they might be overpowered and not be able to use their technical attributes. Otherwise they come up with coping strategies rather than solutions to the issue. Gareth Bale developed physically later whilst at Southampton Football Club. When looking at developing youth players John Wooden the former ucla

John Rix, Former full time player in Portugal until a knee injury stopped the playing. Went

into coaching in New York to help grow Major League Soccer where he would also appear

in exhibition/charity games as well before working in English premiership clubs. Former

youth development manager at Chelsea fc, Arsenal fc, Southampton fc and Portsmouth Fc,

32 | P a g e

basketball coach had ideas transferable to soccer. The pyramid is a tool to look at players and training sessions to create the maximum potential for success.

Each young player can have different characteristics. It's looking at where the player is on the pyramid, where you can work out which areas to work on the player and how to improve the player. This is also a good base to go back to as a team and if you could improve on performances/results. Also if things are working, looking at what's working and how it applies to the pyramid.

3v3 below head height Ruling out balls played over the head, players are encouraged to pass the ball among the team to penetrate the opposition. This condition is particularly useful with young players who are encouraged to support the player on the ball by making good passing angles. It also promotes movement off the ball. Playing area 44x16.5yards with 2 small goals (or poles and cones) 1.5 yards apart.> Condition: Ball is below head height all the time. When the side with the ball hits it over head height begin with free kick to other team where it occurred. Both teams try to score in small goals in each end. You can introduce side players to produce wall passes, but limit them to a maximum of two touches. Coaching points The game promotes passing between and around the opposition. It demands that the players off the ball make good passing angles, it encourages support and movement, and practices passing skills with quick inter-play between team-

33 | P a g e

mates. During the game additional conditions can be set such as two or three touch for both teams.