62 issue Milan Rastavac March 2013

www.soccercoachinginternational.com 1

Issu

e 6

2, M

arch

20

13

‘Future coaches for future players

for the future game’Part 2

No.62 March 20132

SoccerCoachingInternational launched a formal Reseller program for the complete online soccer coaching experience!The Reseller’s program allows individuals and businesses to resell SoccerCoa-chingInternational subscriptions. Our yearly subscription includes 10 eMagazi-nes, full website access (exercise database, library, eDVD) and access to MySoc-cerExercises.com. SCI, offers resellers up to 66 percent discount and the ability to receive recurring revenue on a product that SCI has primarily sold directly to customers in the past.

SCI resellers will receive up to €29,95 per year on a €44,95 per-user, per-year subscription fee, and they’ll also maintain the billing relationship with the custo-mer and pre-pay SCI in advance for each one-year subscription.

For more information go to our website and click on eOpportunities!

Become a SoccerCoachingInternational

reseller


CONTENTSAPRIL 2013

COVERSTORY

6

5 Foreword

6 Cover Story: The Philosophy of a Coaching Syllabus

where Perspective is Key; ‘Future coaches for future players for the future game’ Part 2

18 Article from Brazil Ricardo Paraventi, Coach at Football

Academy VA Toppers Bruno Camarao, University of Soccer

24 Training Sessions Defending Phases, Part 4; Defending Deep

34 Article from Serbia Milan Rastavac – Serbian Football

Association; Coach and Instructor for Youth Player Development

Development programme for Youth Footballers, Serbian Football Association

46 Article from Holland Wilfred van Leeuwen, Manager ADO Den Haag Youth

Academy ‘At ADO Den Haag, everything is

tailored for the individual…’

52 Brazilian Soccer Corner

55 Next Issue

‘FUTURE COACHES FOR FUTURE PLAYERS FOR THE FUTURE GAME’

THE PHILOSOPHY OF A COACHING SYLLABUS WHERE PERSPECTIVE IS KEY;

Part 2

No.62 March 20134

LETTER FROM

THE EDITOR

Many domestic football seasons have entered in to the final straight, with clubs making their final

acquisitions (transfers) to begin the countdown of matches that hopefully will accrue points and success. European affairs have seen UEFA Champions League (UCL) enter the knock-out phase, with so many of the regular megastars such as Messi, Ronaldo, Huntelaar and Drogba and the superpowers of Real, Milan, Barce-lona and Manchester United ever present; to mention just a few. So every coached aspect becomes even more imperative with the stakes so high.

The 2013 Africa Cup of Nations (CAF) yielded a viva-cious and spirited competition, with an exhibition from the wealth of familiar stars as well as an insight to the new breed of starlets from the African continent. Mali, under French coach Patrice Carteron, continued to show that they are consolidating on their strengths reaching the Semi-finals, only to be undone by the experience of Nigeria. Ghana also proved to be a well-drilled team, emphatically carving a way to the Semis, but then they were outwitted by a new rising force in African football, in Burkina Faso. Nigeria were solid, disciplined and professional in the final, doing enough to contain their West African neighbours Burkina Faso, and to lift the trophy.

Within this Issue, our cover story is The Philosophy of a Coaching Syllabus where Perspective is Key; ‘Futurecoaches for future players for the future game’ Part 2

Also in this issue, we present the second in the Future Coaches for Future Players for the Future Game series with Michael Francis Pollin and Ben Bartlett, where we further develop the technical and practical aspects of a coaching curriculum and syllabus dealing with Playing through Midfield and Distribution. The regular Brazilian Corner offers an update from the hosts of the next FIFA World Cup finals, including a perspective from Neymar on improvisation in play. We also present an interesting insight into the renaissance of football development and ambition in Myanmar (Burma) through the eyes of Brazilian Ricardo Pavarenti who is currently working there. The fourth and final part of Defending phases, focusses on Defending Deep, which in effect brings the series full-circle, as this could be the game-plan component for counter-attacking, which was the first Defending phase.

Along with these articles, there are the many other resources of coaching and learning enrichments to share and explore. In sharing and beholding coaching ideas, beliefs and philosophies, consider this; a game of

Dear SoccerCoachingInternational Community,


football is 90 minutes in duration, but the ball is only actively in-play for an average of 60 minutes. There are 22 players on the field of play, therefore one player may only expect to be directly in possession of the ball for between 2 and 3 minutes, so what do you do for the other 58 minutes of active playing time, plus the other 30 minutes (of passive play), and how indeed do you coach that? Indeed, without the ball, players spend a lot of time in space, moving in to space and out of space, defending space and attacking space! So without the ball most of the time and playing in areas of nothingness; maybe we should question what we should actually be coaching? Should we then be looking to coach football without a ‘ball,’ then also is it more imperative that we should coach players on how to affect upon areas of nothingness (space) in order to make an impact?

We trust that as well as considering this coaching conundrum you enjoy reading Issue 62 of SoccerCoach-ingInternational.

RegardsMichael Francis Pollin (Managing Editor)

SoccerCoachingInternational is an e-magazine for soccer coaches all over the world from the publisher of TrainersMagazine, the Dutch magazine for soccer coaches. The magazine publishes 10 Issues per year.

Chief EditorPaul van VeenBeatrixlaan 21, 2811 LZ REEUWIJKTHE [email protected]

PublisherSportfacilities & Media BVVisiting address:Steynlaan 19 B-D ZEISTTHE NETHERLANDSPostal address:P.O. Box 952, 3700 AZ ZEISTTHE [email protected]: +31 (0)30 697 7710Fax: +31 (0)30 697 7720

Project ManagerFloris [email protected]

Managing Editor Michael Francis Pollin

Translations Maaike Denkers, Hanne Meijers and Michael Francis Pollin

Editor and Copy EditorMichael Francis Pollin

Graphic DesignAnton GouverneurTania DimitrovaLina FituriEncho [email protected]

Editorial StaffRogier Cuypers, Maaike Denkers, Tom van den Heiligenberg, Jeroen de Laat, Hanne Meijers, Dusan Petrovic, Michael Francis Pollin, Lars van Soest, Paul van Veen

CopyrightAll rights reserved. Contents may not be reprinted or otherwise reproduced without written permission of the publisher.

ISSN 1571 - 8794

Issue 62, April 2013

No.62 March 20136

IntroductionIn Part 1 (Issue 61) we identified and discussed the potential constraints that within imposed and pressurised learning and developing environments for playing and coaching football, players and coaches alike too often solely pursue the ‘what’ to do before understanding the ‘why and how’ aspect; as the meaningful and more purposeful objectives. This is where perspective is the key. In this way, coaching programme structure has tended to be objective to a much prescribed result and response, thus devoid of creativity and the components of differentiation and individualised learning. This is, of course, applicable to game situations and outcomes, and is actually also true within the framework and objectives of the curric-ulum and syllabus used to structure football learn-ing programmes. It is the more holistic learning aspect that will form the structure of a successful coaching syllabus, to not be constrained by the prescriptive objectives that only conform to stand-ardisation of a rigid learning framework; where all should qualify to the same criteria.

It is important to revisit these aspects with all of the relevant theory and method that is applicable to the ideas purported to herein. Therefore, some of the following text may seem familiar, but it is imperative to understand this in an appropriate way to ensure ‘your’ coaching curriculum and syl-labus are considerate and accommodating; where perspective is key.

‘FUTURE COACHES FOR FUTURE PLAYERS FOR THE FUTURE GAME’

By Michael Francis Pollin and Ben BartlettPhotography by Alex Prior (SCFA)

COVER STORY THE PHILOSOPHY OF A COACHING SYLLABUS WHERE PERSPECTIVE IS KEY;

Part 2


The Foundations and Premises of a Coaching Curriculum; in considerate planning and accommodating deliveryIn the previous Issue (61) of SCI, we highlighted what factors can impact coaches’ practice, as it will inevitably be influenced by role objective pressure and performance expectations, nor-mally in line with what is fashioned by others or deemed; through prescriptive mandates or oth-ers’ agenda (as subject to socialisation). Even good practical coaching practice, learned, and then implemented through coach education can be (post) affected and diluted by the processes of socialisation that influence the coaches actions and actual beliefs and philosophies. This make the aspects of considering, planning and organis-ing curricula and syllabuses even more important, they will serve as living documents to sustain and maintain the philosophy and framework of an objective material learning plan. To bear in mind also, curricula and syllabuses are often designed by others, to meet others’ agendas, imposing a system that is nothing short of ‘one size (should)

fit all,’ and that those coaches and players should all be the same!? This sort of imposition only serves to marginalise the great inclusiveness and opportunity to a purposeful, meaningful and creative learning journey, where the individuals (coaches/players) and the system (curriculum and syllabus), all have their place.

Coaches and educators need to understand the importance of ‘learning structure as curriculum and syllabus,’ and thus the ‘why’ we plan and do, before implementing the ‘how’ aspect as the more specific learning aims, which are then ap-plied to the ‘what’ aspect in the real planning and actually coaching. In understanding and doing this, coaches are more readily conceptualising coaching ideologies and philosophies into refer-ence and resource; but also contextualising the content as learning and development (opportuni-ty) as knowledge and understanding for players.

This composition will permit more logical and constructive cognitions (learning processing)

No.62 March 20138

both within linear (progressive) and spiral (pro-gressive and revisiting) learning structures that can appropriately accommodate individualisa-tion and differentiation for maximal opportunity and development for all. Football learning pro-grammes should present a sense of continuity and logical progression to offer value, meaning and constructive cognition, and this is applicable to the detail of technical and tactical aspects, the progressions through practice and function, from practice to match day, week to week, from season to season; with a greater sense of continuity.Curricula and syllabuses are as equally impor-tant for players and coaches alike, as planned, structured and appropriately implemented; they will guide, drive and properly measure ‘learning as well as the delivery,’ with this being an im-

portant aspect for coaches to remember. A clear framework that is more considerate and accom-modating is richer as conceptualisation (relat-ing the ‘why, and ‘how’) and contextualisation (relating and implementing the ‘why’ and ‘how’ to the ‘what’) of delivering, learning and devel-oping within the flexibility to fully individualise and differentiate any part of the programme. This ability to individualise the learning aim and pro-cess is the important aspect of any syllabus and/or curriculum, as players are all different (physi-cal and psychological maturation – even in same chronological setting, with skill and ability levels also variant), so players are not the same, neither is it an objective to make them the same. There-fore, one size does not fit all, so the syllabus (and the coach) needs to be able to apply the learning with individuality in mind and to provide learn-ing inclusion with maximal opportunity and with perspective as the key; as everyone is different, we need to treat everyone differently, in order to treat them the same!

Although we should not negate the innate abil-ity and curiosity of young developing players to initiate learning towards meeting any curricula criteria, whilst developing decision-making and problem-solving towards a good sense of game intelligence; we need to understand the neces-sity of syllabus to guide and drive learning with meaningful purpose thus adding greater value for all. Such paucity of appropriate syllabus, and in expecting (young) players to learn upon a blank canvas, would consume too much valuable time with the players; time too valuable to waste. And actually players (as learners) need to know


‘what’ they are doing or should be expected of them, as well as the ‘why’ and ‘how’ aspects that all together conceptualise and contextualise the learning achievements and aims within the foot-ball learning and development syllabuses and curricula. Therefore, it is constructing equilibrium through considerate planning and organisation of coaching syllabuses that are accommodating to the players and the (role) objectives, but also to football; as the evolving game.

Coaching Curriculum; Part 2Here, within Part 2 of this series in Soccer Coach-ing International we will develop the ideas for-ward, as Ben Bartlett (former semi-professional player, coach (of England Youth, Chelsea, Col-chester United and Aldershot Town) and coach educator (The Football Association) and present day Professional Clubs’ Coach Educator contrib-utes his perspectives and philosophies (and so on). Along with the conceptual and contextual writings of Michael Francis Pollin (University of Southampton), this series continues to explore the notions, that as; coaches and players we are not all the same, and that as coaches there is scope to deliver and accommodate realistic and valuable coaching opportunity that still meets the needs of, and, complies with, possibly imposing and pressurising role objectives. The premises for the philosophy of our coaching syllabuses and curricula are; considerate in planning and or-ganisation, accommodating in delivery exhibiting flexibility and individuality; elements that relate to the principles within the game and the motor, physical, technical and tactical skills that reflect realism (as much as possible).

Considerate Planning and OrganisationHow to devise and plan a syllabus? Here in Part 2, it is important to remind our-selves that designing curricula and syllabus from scratch can be difficult, as can be the constraints of having to meet the criteria of someone else’s prescribed objectives; this is equally applicable to coaches as it is for players. Firstly, as coaches, in designing a learning plan and sessions as part of a syllabus, we can use much of the technical, tactical, skill and fundamental aspects within the framework. Then the considerate inclusion and application of these elements will provide the foundations that constitute a learning basis from which players construct and develop playing skills and game knowledge, most possibly as decision-making, problem-solving and anticipatory and experiential abilities of game intelligence. This does not necessarily detract from young play-ers’ capability to be self-motivated, independent, creative and imaginative; to diverge in learning journeys of discovery that are still fulfilling to the objectives and enrichment to an holistic learning experience.

No.62 March 201310

Identify themes that will be incurrent to the as-pects and principles within the syllabus, these will be your objectives and will also form the founda-tions as base tenets to facilitate players’ learning and development. Consider and plan beyond the blinkered focus of fully replicating a tactical sys-tem, as this will only gravitate towards didactic, critical and over-instructive coaching, that would not be considerate and accommodating.

So essentially, it could be viewed that it is about identifying the aspects that make up the game and subsequently detailing practices that ca-pacitate players to be able to practice, implement

and develop these objective foundations in game context, then still with a considerate and accom-modating view that is inclusive of the individual; implementing coaching (inter)actions upon inter-active observation and intuition. The logical and constructive session and syllabus also capacitates serendipitous learning as a natural occurrence within an environment. This engenders the no-tions of individuality, creative and imaginative choice, and certainly permits the development of anticipatory skills of a greater game intelligence associated with decision-making and problem-solving; all within a conceptual and contextual living documents of curricula and syllabuses.


Accommodating ImplementationHow to put the thought and consideration in to practice?As you may have already started to do, follow-ing reading in Part 1, in identifying the common themes; game play should be real, free-flowing, and reflect a practice constant that is set up to create the objectives; with players practising dif-ferent things (skill, technical, tactical and motor); experimenting within a climate that readily recog-nises mistakes as learning opportunities. Mastery in an instance is not the objective; achievement within deadline should not be the ultimatum; ac-commodating and considering the individuality and difference of your players within the coach-ing as a conciliatory blend of approaches and styles that is also written into the curricula and syllabuses.

With the objectives delivered and foundations laid, it is important to remember that players are not all the same; working at different levels, to different means and different ends. A certain level of freedom should be afforded to coaches to per-mit them to escape the inhibiting pressures from role objectives; to orchestrate their own mastery and to maximise and optimise player learning and development, freedom should be afforded to be creative and experiment; to expressively develop their own (potential) uniqueness.

Note again that, within the syllabus presented within this series of articles, the coaching points and challenges for the sessions use the word ‘try,’ instead of ‘have to,’ ‘must’ or ‘should.’ ‘Try’ infers and permits invention and creativity with experi-

mentation and a permissibility for (un-scolded) mistakes, as learning opportunities. Then, if something does not work, ‘have another try!’

Remember also that the ‘objectives and themes’ detail’ within the syllabus and the sessions, and how importantly these aspects apply to the indi-vidual. If the group is working towards the same objectives, it would not necessarily be correct that all players are working to the same coach-ing points. As with the teams or groups, players may have their own challenges and/or conditions that are tailored to their learning plan. Therefore, curricula and syllabuses are designed and deliv-ered as much with the individual in mind as for the whole team.

Coaching syllabus; Part 2 – Playing through the Midfield in to Attacking ThirdWe have acknowledged that the recognised benchmark and reference point for exciting, ex-hilarating and exhibition-like football is demon-strated with consummate natural flair by the likes of; Barcelona, Spain (national team), Arsenal and Swansea City; all very effectively playing through the midfield. A grace and beauty to watch where guile can overcome giant, pure skill outwits oth-ers’ immense presence and the skill of game in-telligence and anticipation is representative of fleet of foot. This world renowned style of play is something so many are envious of, but also ex-emplary of what so many, if not all, aspire to do. As we now look to build upon the Warm-ups and Introductory sessions (Part 1); in considering playing through the midfield as part of a curricu-

No.62 March 201312

lum and syllabus, the planning and organisation needs to be inclusive to aspects of play (as out-comes) that you may want players to work to-wards achieving in and around this theme.

Four elements as the focus of such work for a series of sessions (two to four) depending upon age, ability and experience:

(1) Combination play (2) Third person movement (3) Using space effectively between lines (4) Playing in tight areas

Remember, players may have their own challeng-es (within sessions or syllabus), where they may have already established (and are transferring) skills and techniques (from Part 1) possibly based around these outcomes, for example:• Workingontryingtorecognisewhentoplay

one touch• Workingontryingtoknowwhatandwho is

around before receiving the ball• Working on trying to play forward upon re-

ceiving• Workingontryingtoloseanopponentbefore

receiving the ball• Workingonrecognisingwhentosupportbe-

hind the ball and when to support in front of the ball

Building from the foci within the last issue (Part 1); ‘Through the 360,’ then into ‘Deft Distribution,’ we can then be considerate of progressing into ‘Collecting, Carrying and Combining,’ then concluding with ‘Breaking into the Box;’ coaches can select where they wish to start, move to, and finish.

‘TRY TO RECOGNISE’

‘YOU MUST DO THAT...’

www.soccercoachinginternational.com

EX

ER

CIS

ES

13

DEFT DISTRIBUTION

1. Unopposed Practice1. 4 teams of 4 – one team oc-

cupy corner boxes2. 3 teams with one ball per

team receive from corner boxes and work ball to another corner box – continu-ously repeat

3. Try to transfer in as few passes as possible

4. Recognise when to play diago-nally, sideways and forward

5. Rotate corner box players6. Practice driving, clipping,

pushing and swerving passes

2.Outnumbered Practice1. 7 v 5 + 4 box players2. 1 point if playing across pitch,

2 points if playing forward and 3 points if playing diagonally

3. Upon scoring, receive back and scoring process continues from where ball is fed in from

4. If red’s regain, play in the same way

5. Recognise when to play direct and when to combine

3.Game Related Practice1. 6 v 6 + 4 target players –

yellows attack to score by playing to greys on right on diagram and reds score by playing to greys on left of diagram

2. Upon scoring target player plays ball to opposition to at-tack themselves

3. Try to free yourself up and receive to play penetrative pass

4. Can use other teams grey targets to keep possession (retain or risk)

IN THE GAME

1. 8 v 8 including GK’s2. 3-2-2 – recognise when

to be direct, develop play and when to switch play

No.62 March 2013

EX

ER

CIS

ES

14

COLLECTING, CARRYING + COMBINING

1.Establishing Foundations1. 2 x teams of 7 (6 players + 1 GK). Two balls

per team. Practice passing and running with the ball within your team of 7. GK’s can use feet or hands to collect and release.

2. Look for opportunities to a. run with the ball from third to third, b. play give + go’s with team-mates and c. passes the go between two players of the other colour (split passes)

2. Linking + Changing Overloads1. 7 v 7 organised into a 1-3-2-1. Yellow GK has

6 balls and yellows get 6 attempts to score – serving one in, yellows try to break through each area, allowing players to combine and carry to build an attack and shot on goal.

2. Yellows see how many they can score, if red’s regain, counter attack to get to opposition GK’s hands.

3. Swap roles – reds attack and try to beat yellows score.

IN THE GAME1. 7 v 7 including GK’s2. 3-1-2 – look to combine

or carry from deep to midfield and from mid-field to front


EX

ER

CIS

ES

15

BREAKING INTO THE BOX

1.Repetition Circuit1. 2 pitches side by side. 2. Pitch 1 – red passes on and two reds play 2 v 1

in midfield to try to get to forward area and join in to score.

3. Pitch 2 – yellow runs ball onto pitch and tries to pass or run ball into forward area to score.

4. Swap attacking team for defending team and swap pitches (so all players practice each situa-tion)

2. Playing Up + Joining Up1. Reds work toward bottom goal, yellows towards

top goal. Each team has a ball and midfielder passes ball from midfield into attacking area. Both work simultaneously.

2. One of the advanced midfielders joins into at-tacking area to help score.

3. Recognise which player is best to join up in dif-ferent situations

IN THE GAME

1. 8 v 8 including GK’s2. 2-3-2– look to get play-

ers into attacking boxes to support strikers

No.62 March 2013

EX

ER

CIS

ES

16

Challenges Relating to the Theme1. Try to let the ball run across your body2. Try to face forward before you receive the ball3. Try to leave the ball playable for the next player3a. Try to lend it to someone else and get it back

(1-2’s)4. Try to recognise when to risk it and when to keep

it5. Try to play forward (pass, run with)5a. Try to pass between opponents5b. Try to bypass as many opponents as you can 6. Try to recognise when to support behind the ball

and when to support in front of the ball6a. Try to recognise when to join the attack and

when not to7. Try to look for passes into the forwards feet7b. Try to link up passes from midfield

Other Challenges that may suit Individuals1. Try to recognise when to follow an opponent

short and when to hold your position 2. Try to identify when to mark space and when to

mark players3. Try to recognise when to press and when to drop4. Try to mark ball-side5. Look for opportunities to switch play6. GK – when to push defence up6b. GK – when to play short and when to play long7. When to use skills and tricks to beat an opponent

CHALLENGES AND COACHING POINTS

NOTES FOR COACHES

1. Try to use the challenges to help the players to decide the best thing to do for the situation2. Try to select challenges that fit the area of work3. Try to recognise which player(s) needs a new/different challenge (recognise when to stop the whole

group and when you can speak to an individualAllow players to choose their own challenges (even if it doesn’t link directly to the theme (so it’s their own syllabus


Coaching career• The FA Professional

Clubs’ Coach Educator (2012 – Present Day)

• Regional Coach Development Manager – East – The Football Association (2011 – Present)

• Regional Coach Development Manager (5-11) South East - The Football Association (2007 – 2010)

• Chelsea Football Club: Coach Education Manager/Women’s & Girls Operations General Manager - (2006 – 2007)

• County Football Development Manager - Berks & Bucks County Football Association (2005 – 2006)

• Colchester United Football Club: Assistant Chief Executive/Football Development Manager (2000 – 2005)

• Football Project Co-ordinator - National Association for the Care and Resettlement of Offenders (NACRO) (1999 – 2000)

• Colchester United FC: Assistant Football in the Community Officer (1997 –1999)

• FA Advanced Coaching Licence (UEFA ‘A’)• FA Youth Award Module 1, 2 & 3• FA Coach Educator Level 1, 2, 3 (UEFA B)• FA Youth Award Tutor – Module 1, 2 & 3

Playing careerWitham Town FC (Ryman League) (1997 – 2005)

BEN BARTLETT BIOGRAPHY

Michael Francis Pollin has worked, studied and researched in a number of fields of education, which of course includes foot-ball coaching. Whilst collaborating with a number of Grassroots clubs and Academies, he has carried out extensive research with The (English) Football Association (The FA) on Coaching Behaviours, and how these may be affected through participation in coach education.

Michael has developed the notion and paradigm of Independent Learning from academic research of Early Years and Primary education in Italy and Eng-land, and has conceptualised and applied the ideas to Football coaching and Coach education. Michael has applied and research the ideas across many age groups that includes adults, and is now more specifi-cally researching the pedagogical principles of Inde-pendent learning as it relates to coach education and coaching behaviours; to create more ‘pedagogically skilled coaches.’ Within Independent Learning and his further advanced and developed proposals in Football Coaching and Coaching Education; it is essentially and fundamentally conceptualizing and contextualizing ‘best (considerate and accommodating) practice’ that is pedagogically underpinned to realise an ideology and emerging paradigm that capacitates creativity, imagination and experimentation in football learning and development.

To all coaches, managers and players with a passion for learning and developing in football coaching; if you would like to contact Michael with any feedback, thoughts, ideas or proposals, you can contact at; [email protected] [email protected]

INTERVIEWER BIOGRAPHY

No.62 March 201318

BRUNO CAMARAO, UNIVERSITY OF SOCCER

Translation by Thales PetersonEdited by Michael Francis Pollin

ARTICLE FROM BRAZIL

RICARDO PARAVENTI, COACH AT FOOTBALL ACADEMY VA TOPPERS

Myanmar is experiencing much development in more ways than one; geographically, culturally, politically, and also in a football sense. The country was (previously) officially recognized as one of the top Asian countries for developing footballers, and it is still remembered that they were Runners-up in the AFC Asian Cup in 1968 and twice gold medal-ist in the Asian Games (1966 and 1970). As a footballing nation it now seeks to end the long drought of 40 years and more, to be recognized and admired as a developer of players and as a (feared) team.


Of the country formerly known as Burma, the na-tional team has certainly suffered in more recent times. Their first participation in the qualifying rounds for the World Cup, only become a reality five years ago, but the Burmese were certainly well beaten, conceding 11 goals without scoring at all in their two matches against China in the first round of qualifying for the World Cup finals in South Africa (2010).

During 2012, FIFA has invigorated the country’s footballing infrastructure, with investment in the GOAL project. This has seen the building and establishing of a football academy in the city of Mandalay, and has laid the bedrock for further development and improvement that will see ex-pansion of the youth training centre at the former capital of Yangon. In the midst of this ongoing process, a Brazilian arrived to share experiences and collaborate in the evolving and ever prosper-ous footballing programmes.

The Brazilian is Ricardo Paraventi, who has a de-gree in Physical Education with specialisation in Exercise Physiology and also a depth of experi-ence with several Brazilian clubs working through age groups and to first team level. Then Paraventi received the opportunity from a fellow country-man to make the brave move to Myanmar to work in their football development programme and be part of Myanmar’s footballing ambition. This has not only been a footballing culture shock but also a complete life-revelation. Paraventi stated, “liv-ing within another culture, having spent most of my life and career in Brazil, has made me open my mind and expand my horizons.”

In this interview with University of Football, Ri-cardo speaks about the adversities that he has encountered and experienced in Myanmar, such as how football and the Brazilian professionals are perceived within that culture and political cli-mate, and also he gives an insight into how his efforts are linked in to the Dutch development programmes. “Here (in Myanmar), within their sports development in general that includes foot-ball, there is a lot of emphasis on the sports psy-chology aspect. Now, it is not enough to just be technical, tactical and/or physical; the profession-al footballer now, not only has to develop their skills to the fullest, but also has to be psychologi-cally prepared to deal with every technical, tacti-cal and physical challenge, but also to possess the mental-toughness to deal with the every growing demands of the game and existence of an elite or professional footballer in the world today.”

No.62 March 201320

The challenge of the languageParaventi reveals that the language (of Myanmar/Burma and regional dialects)is very difficult to learn. To start with, most, if not all the communi-cation was done in English with a translator. “For me, I can only say that when you are in another country, it is always good to learn the local lan-guage and customs, or at very least - try: it cap-tivates people and endears you to them, this can only be good” he says.

The coach learned some basic words such as “good morning,” and “thank you,” and also in-structive phrases such as “run fast,” and “let’s go,” all of which has been only beneficial, in adapting to living and succeeding in that cul-ture. “With an interpreter at hand most of the time,” says Paraventi, “it certainly helps, but still I believe strongly in demonstration as a means of conveying what I want players to do and practice

in order to facilitate the (technical and tactical)understanding on the field. The language in foot-ball is universal, and everyone understands our perspectives in practice,” he rounds up.

Cultural interactionsTo live and experience different cultures through-out your career, even for a short time, does re-ally open and expand your horizons. Paraventi remembers that even in Brazil, he played within leagues and clubs that included different nation-alities and faiths. There was no universal prayer nor any extenuating circumstances, yet a mutual reciprocity to each other’s faith and each other as footballers.

“Although in Myanmar it is very different. Bud-dhism is taken seriously and is highly respected by all, so we always have to respect and acknowl-edge this aspect, home and away, whether within


that religious region or not. This aspect is as im-perative as the tactical strategy for the game,” he states.

Working structureAt Paraventi’s club, there previously was no real structure. He adds, “we did everything, and to this day, I believe, everything is up to the coach, from observing to making reasonable decisions, to making and implement that plan based on those decisions. So that is why the club has invest-ed in foreign professionals (like myself) to be able to evolve a more reasoned working structure.”

Currently, there are 14 clubs playing in the main league in Myanmar, and a third of these clubs are essentially professional and can exhibit a reason-able working structure and system with coaching staff, physiotherapists, medical staff, fitness and nutritional experts etc. for developing and pro-

moting players. The other clubs are still perceived as amateurs in these respects. Most playing sur-faces and pitches are of quite a high standard, and this is certainly the case with Ricardo’s domain. “At the club where I worked I am responsible for everything including the pitch, not to actually maintain it firsthand, but I have to oversee every single detail, that includes ensuring the facilities are up to scratch.”

The country is now heavily investing in football futures, and has now established a national train-ing centre to develop players for the Myanmar national team, this provides a complete system to track, select, develop and prepare players; with a level of considerate pastoral care to ensure the possible transition is as smooth as can be, whilst optimising potential. Because of this, there has been a renaissance within football, and also with the league system that has really come alive, af-ter on four years in existence,” explains Paraventi, “In Myanmar, technically the players are good and getting better, but still there is a lot of work to do.”

No.62 March 201322

According to the Brazilian now living in Myanmar, the country can be-come a great nation in Asian football, because it has the players who work and train hard, play with heart, soul and meaning, and also they really want to succeed at individuals and win as a team. “Over the next few years and with the tactical evolution, Myanmar is going to surprise a lot of teams in that continent, but still needs work and invest in the structure of the clubs and professionals who will ultimately con-tribute to the growth of football in that area,” he summarises.

Comparison with Holland“In Holland they are very enamored by the psychological aspect, as it is the component that binds together the technical, tactical, and/or physical; and makes it all function,” says Paraventi, “in my as-sessment, the more integrated the capabilities are, the better the performance of the player will be. The most intelligent are the deci-sion-makers, who use more reason over emotion for that decision-making,” he concludes.

In response to current growing popularity of social networking, SoccerCoachingInternational has decided launch its own Facebook page. Our Facebook page will be updated regularly, complementing the website,

providing our fans with the latest offers, fun games, free articles,exercises and much more! Facebook also serves as an excellent

discussion forum for our followers from around the world.

To become our Fan on Facebook 'like us' on our website or search for usfrom your Facebook account.

No.62 March 201324

DEFENDING DEEP

TRAINING SESSIONS

DEFENDING PHASES Part 4

By Michael Francis Pollin


TR

AIN

ING

SE

SS

ION

S

25

In the previous issues of the Defending Phases series, we have looked at Defending Counter-attacks, Pressing and Defending behind the line of pressure. We identified and demonstrated the principles of play that feature within those as-pects of the game, looking at roles and respon-sibilities for individuals, units and the team, as phases of the game that could see (in the first instance); your team’s offensive strategy being broken down as the transitional moment, then conversely; a high pressure game utilising all players in all areas as defenders with the objec-tive of forcing the transition in winning the ball, then in the last; the actualities of what happens away from the ball but in preparation for what might be required, possibly as part of the imple-ment game strategy. Now we will see the series come full-circle with Defending Deep, as ulti-mately if your team is Defending Deep, it is quite likely that you intend to counter-attack.

In all the previous issues and the Defending phases, we examined how, where and why this affects positional play, or how to retain/regain positional balance and depth, and also what defending principles apply in order for that to happen. Therefore, to delay and deny (opportu-nity, space and the ball) this will force play, to recover position with organisation and balance/depth, and also now control and restraint; are all essential to an effective defensive mode of the team in order to counter. Again, it is important to emphasise the positional movement, pressur-ising (the ball and player), denying and delaying opposing play whilst providing defensive solidity

No.62 March 2013

TR

AIN

ING

SE

SS

ION

S

26

and security in deep positions often close to your own goal; as key tenets that contribute to defend-ing it that way. These defending principles as components of play are all key enactments in the respect of problem-solving and decision-making within all strategies and game-plans.

In this part of Defending phases, we will look at Defending Deep; dealing with the principles that relate to the strategy, and the reasons for imple-menting them. Of course, aspects that are aux-iliary to Defending Deep may include aspects of Defending behind the line of Pressure (similar in some respects), but ultimately upon the applica-ble defending principles the game-plan will be to provide an outlet to Counter and to support that aspect.

Defending behind the Line of Pressure, is inextrica-bly imperative, and, a direct reaction to the Pres-sure being applied, as it is an active part of Defend-ing Deep, in that it is probably the trigger to the counter. Pressure is an active component to press-ing high, as; conversely, if pressure is not applied a completely different picture needs to be created behind ‘the line’ (with no pressure). This positioning would principally be proactive rather than reactive with Defending Deep, as with and without pressure your team might; drop, narrow, protect space but within range to adapt the covering and marking re-sponsibilities when pressure to be applied to force and direct play (of opponents). The press, with the cover and support can be utilised to prevent oppo-nents playing the penetrative pass or making a pen-etrative run, forcing the play (across, outside or in-


TR

AIN

ING

SE

SS

ION

S

27

side) by pressing, which will prevent the opponent’s strategy from being effective and through defend-ing can, most definitely in this instance, enhance your own offensive plan. The auxiliary aspects behind the line of delaying and directing (through pressure) will deal with preventing them turning, to steal if the opportunity arises and always forcing the play and thus to counter.

Within a strategy or game-plan the ever-present theme and principle of pressing is present, and the press could be seen as the tool to direct and dictate play (of opponent) of Defending Deep to ultimately unleash your team’s counter-attack. It is; to press or not to press, and thus so, this applies (reactively, and possibly now more proac-tively) to the actions behind the line, and again;

it is the where, when, why and how? The consid-erations are then the support, cover and marking, along with the challenging/tackling aspects that are auxiliary to the press, and conversely (and not to assume that it will also be applied) if there is no press, what happens then? Or possibly, purposely there is no press (as such) in Defending Deep (to counter), but then how do the players and units deal with that situation?

Coaching individuals and the team to improve De-fending Deep requires the practising of the skill and technique, as well as experiencing the broad-er technical and tactical awareness that need to be employed. This is inclusive of the essential awareness and observation, start positions, dis-tances, angles, angles of approach and the where, when, why and how (technique and skill detail) to apply the defensive principle. A player may need exhibit much control and restraint, along with intelligent and anticipatory skills to decide how, where, when and why to react, possibly within a very quick transition of possession. The individual action must then link in (via communication) to the unit and also the team with appropriate aux-iliary roles and responsibilities.

The following session plans will capacitate all of the aforementioned allowing for practice of skill and technique in repetition, but also for a greater level of technical and tactical awareness of posi-tional play, and relevant transitions. The learning and development of this defending principle will permit the building of the anticipatory ability and game awareness through experience of a number of situations highlighting Defending Deep.

No.62 March 2013

EX

ER

CIS

ES

28

1 4V4 (LINE OR DEFENDING UNIT DISCIPLINE) OR

GANISA

TION

- The game/practice starts with a diagonal pass, then the receiver passes wide- Then the defending team (defensive line) will press, with appropriate cover and support (left

side is pressing, the right side will cover for example)- Play the game/practice with off-sides- If the ball is goes out, resume the game with the diagonal pass

COAC

HING - The correct execution of the defending principles within the defensive line formation

DETAILS

- This is a logical to practice the team dynamic of the 4 (as a defensive unit)- The players will have to continuously move to press, cover and support (pushing for pressure,

and shifting and dropping to give depth and balance)

Phase: Learning and Development

Objective: Improve defending when matched-up (evenly numbered)

Players: 8


EX

ER

CIS

ES

29

2 11v0

ORGA

NISA

TION

- Use of the whole pitch- 11 Players with no opposition- The coach positions and moves the ball

COAC

HING - The players must move according to the position of the ball

- The position (and relative defending principle) and distances between the players and units (and also the ball)


Objective: Improving zonal defending in relation to the ball

Players: 11

No.62 March 2013

EX

ER

CIS

ES

30

3 HOW TO FUNCTION AS A DEFENSIVE UNITOR

GANISA

TION

- Attack v Defence- Full width of pitch- Two units (Red) v two units (Yellow) - Play Off-sides

PROG

RESS

ION

- Reds work on compactness- Yellows work on attacking with an overload- Reds (back 4) try and score in the goals (diagonal) or to Server (S)- Reds midfield players only score into Server (S)- Server recycles the ball back into the yellows & the reds defend the next attack- Keep rotating the servers


Objective: Improving compactness in defence

Players: 8


EX

ER

CIS

ES

31

4 BLOCKING & DEFENDING IN AND AROUND THE PENALTY AREA

ORGA

NISA

TION

- Reds defend (the goal) outnumbered 3v4 (with one extra player on the side)- Yellows attack (the goal) 4v3 with overload, plus a server/target at the end of the pitch- Play Off-sides

PROG

RESS

ION - If Reds win the ball and find the target player with a pass they then attack the goal with 4

versus 3 yellows- Keep rotating the server/target (S/T) player- Develop and adapt as appropriate


Objective: Improve blocking & defending

Players: 7-19

No.62 March 2013

EX

ER

CIS

ES

32

5 DEFENDING AGAINST HIGH-BALLS OR

GANISA

TION

- Split the pitch into 3 channels working in the final third- Channels are funneled- Reds defend for 5 minutes then swap- N player starts each attack & serves the ball wide- 2 yellows and 1 red player are allowed in the wide channel- Reds defend a ‘variety’ of crosses (e.g. from deep, byeline etc)

PROG

RESS

ION - If reds win the ball they pass into N who recycles the ball wide

- The game is really ‘unpredictable’ and the idea is the reds face a series of aerial balls into the penalty area

- Develop into a game

NOT

E

- This game can be unpredictable and the defenders will fight for possession


Objective: Improve defending against high-balls

Players: 16

This online application, is called MySoccerExercises.com and was developed for soccer coaches.

This application will allow coaches to easily draw their own diagrams, exercises and training sessions, archive them and

most importantly save and print them.

The best part of this application is probably the price.

All SoccerCoachingInternational

subscribers receive FREE access for as long as they remain

subscribers.This includes all future updates and

new features! Not a SoccerCoachingInternational

subscriber: no problem! You can still gain access to the

editor.Non-subscribers pay €29,99 / year.Go to our website to watch our demo or click on Start editor to

. access this new application!

All subscribers will receive access to this editor FREE of charge!

MySoccerExercises.com is a product of

MySoccerExercises.comMySoccerExercises.com

Our new

editor

is available

NOW!

No.62 March 201334

DEVELOPMENT PROGRAMME FOR YOUTH FOOTBALLERS IN SERBIAN FOOTBALL ASSOCIATION

Interview by Dušan PetrovićEdited by Michael Francis Pollin

ARTICLE FROM SERBIA

MILAN RASTAVAC – SERBIAN FOOTBALL ASSOCIATION; COACH AND INSTRUCTOR FOR YOUTH PLAYER DEVELOPMENT


1. Football Vision in Serbia; Attacking & CreativePlay-making

• Focusandemphasisuponoffensive capabili-ties

• Press early and force opponents tomake er-rors

• Controlanddictatethepaceandgame• Dominatepossessionanddictateplay• Presshighinopponentshalf• Developdecision-makingandproblem-solving

in game (related) experince• Encouragecreativity

The main purposes for these systems and mod-els is to deliver the objectives as they are covered and achieved, but to also ensure that step-by-step progression is within the learning plan for the developing players. This also addresses in-dividualised learning and facilitation to ensure strengths and weaknesses are addressed. There is scope to focus and emphasise the relevant as-pects and they correlate to the progressed theme moving through the age groups, and throughout, all the systems and models accommodate evalua-tion and reflection.

2. Variant Models for Different Ages

Outline of models:- U12s; Introductory - U13s; Foundation - U14s; Foundation Plus- Motor Skills Development Programme - Specialised Programme for Goalkeepers

Pre-competition Models - U15s Pre-competition Model - U16s Pre-competition Model Plus- Functional Skills, Techniques and Tactics - Specialised Programme for Goalkeepers

Competition Models- U17s Competition Model - U18s Competition Model Plus- U19s, U20s Competition Model Ultra - Physical Abilities Development - Specialised Programme for Goalkeepers

Model Principles;• Everyaspectisinclusiveoftechnicalandtac-

tical themes and development of physical at-tributes

• DefensiveandOffensiveplayandalsoTransi-tions (through Play-method)

• Deliberate practice of; Technical-Tactical-Physical-Psychological

• Individualised planning and implementationof the aforementioned

• Continuousevaluationandreflectionofphysi-cal and psychological development

• Inclusive of pedagogical theory for learningand developing through coaching

No.62 March 201336


Coaching career2013 Present; member of expert committee of FA Serbia2010 Present; head coach U19 Serbian women national team and coach assistant in women A national team2007 Present; lecturer on UEFA coaching school of Serbia FA2007 Present instructor of Serbian Football Association2005 - 2007 FC Novi Sad, II Division, Serbia, head coach U182001 - 2004 FC Novi Sad, II Division, Serbia, head coach U13-U172000 - 2001 FC Al Naser, Benghazi, Libya, I Division, senior team, coach assistant (to Head coach Todor Veselinovic)1999 - 2000 FC Novi Sad, SR Yugoslavia, II division, U10, Head coach

AccoladesEC Final tournament with FA Serbia WU19 in 2012Elite round for the EC with FA Serbia WU19 in 2011Elite round for the EC with FA Serbia WU19 in 2010Region Vojvodina’s cup with U17 FC Novi Sad in season 2004/2005

Qualifications2013 UEFA PRO Coaching Licence 2005 UEFA A Football Coaching Licence1999 - 2001 High Coaching Football School, University of Novi Sad, Serbia2012 UEFA “PRO” coach education exchange – UEFA Nyon - (Switzerland)

Playing1996–1998 FCMladost–BačkiJarak,SRYugoslavia,IBdivision,CoachesDušanRadoja,ZvonkoIvezić1995–1996 FC Dinamo – Pancevo, SR Yugoslavia, II division, Coach Miloljub Ostojic1991-1995 FC Kabel – Novi Sad, SR Yugoslavia, III division; CoachesMilanKovrlija,IbrhimMuratović1980-1991 FC Vojvodina - Novi Sad, SFR Yugoslavia, I division; CoachesIlijaPantelic,AleksandarKozlina

Accolades1988-1989 NationalteamofSFRYugoslavia(U16,U17),headcoachMirkoJozić1990/1991 ChampionsofSFRYugoslaviaU19FCVojvodina,coachIlijaPantelić

MILAN RASTAVAC

No.62 March 201338

Introductory model U12s

All these topics represent different technical and tactical requisites as inclusive tenets of the models. They are considerate and accommodating to the principles as objectives, with the ongoing capacity to evaluate and reflect upon the processes of the learning and development model and for the progress of players.

Training model for U13s

1.TRAINING

GELEMENTARY TECHNIQUE FOLLOWING THE TOPIC + MOTOR SKILLSFULL GAME 11v11 FOLLOWING THE TOPICS

A

EXERCISES METHOD FOR SPECIFIED TOPIC

2.TRAININGSPECIFIC TECHNIQUE FOR SPECIFIED TOPIC + MOTOR SKILLSSMALL-SIDED GAME FOR SPECIFIED TOPIC

G FULL GAME 11V11 FOLLOWING THE TOPIC

TRAINING MODEL U13stopic 1v1topic 2v2 (2v1) topic 3v3 (3 unopposed, 3v1, and 3v2) topic 4v4 (4v2, 4v3) In each of these topics, offensive and defensive aspects of a game may be determined by the number of players is determined as well, and could be representative of a mixture of the combinations above. Within the main aspect of training the main focus is upon the techical skills. These skills are variant and differentiated (challenging and/or facilitated), possibly within the following guidelines; • 1v1-individualplay(differenttypesofballcontrol,dribbling,regainingpossession,movement

without the ball) • 2v2-combinedplay(differenttypesofpassingandreceivingtheball,individualandcombined

movements during attacking and defending – zonal defending principle)


• 3v3-groupcombinationsusingwidthandlengthofthefield(rangeofpasses,third-man-run-ning, overlap/underlap)

• 4v4–unitplay(withinateam)differentmovementofaspecificdefensiverequirement–princi-ples of zonal defending, complex drills with agility; with or without ball)

Psychological-physical development components are adjusted to the considered chronological and physical maturation of the player, and is also accommodating to player performance (coordination, speed, agility, flexibility)

SESSION 1v1

S E S S I O N Sin limited space

SESSION 2v2

SESSION 3v3 SESSION 4v4

No.62 March 201340

Training model for U14s1.TRAINING

GSPECIFIC TECHNIQUE FOR SPECIFIED TOPIC + MOTOR SKILLS FULL GAME 11v11 FOLLOWING THE TOPICS

A

EXERCISES METHOD FOR CERTAIN TOPIC FOR SPECIFIC POSITION IN TEAM

2.TRAININGSPECIFIC TECHNIQUE FOR SPECIFIED POSITION ON A SPECIFIC TOPIC SMALL-SIDED GAME ON SPECIFIED AREA OF THE FIELD

G FULL GAME 11v11 FOLLOWING THE TOPICS

Planned within the same topics based on the foundation stage. (Defensive and ofFensive aspect), but in game situations



S E S S I O N S In game situation


Pre-competition training model U15s The difference within this Pre-competition model is on the level of technique used and the team-play principles for situations that feature in the defensive and offensive phases of play, and then in addition the directed set pieces.

1.TRAINING

TEA

M P

RIN

CIP

LES

+ D

IREC

TED

SE

T PI

CES

GSPECIFIC TECHNIQUE FOR SPECIFIED TOPIC + MOTOR SKILLS FULL GAME 11v11 FOLLOWING THE TOPICS

A

EXERCISES METHOD FOR CERTAIN TOPIC FOR SPECIFIC POSITION IN TEAM (SITUATIONAL)

2.TRAININGSPECIFIC TEHNIQUE FOR SPECIFIC POSITION ON A CERTAIN TOPIC METHOD OF PLAY FOR THE ENTIRE TEAM WITH GOAL OF IMPLEMENTING THE DEMANDS OF THE THEME IN CERTAN AREAS


Pre-competition Programme U15s Topic 6v6 (6v2, 6v3, 6v4, 6v5) Defensive aspect (yellow): • Play 4 at the back as last defensive

line and two central midifielders. Dealing with the ball (pass); press, cover, drop, narrow, shift, mark etc.

Offensive aspect (blue): • Play of 2 central midlfielders with

two defensive central players, playmaker and 3 forwards in different situations, working towards finish-ing. There are variant technical and tactical elements as offensive actions (with short passes, long balls in dif-ferent zones and situations).

• 3v3 in the lateral (2 left + 2 centre, 2 right + 2 centre) zones

• 4v4 in the central (4 squares) zone

No.62 March 201342

Topic 8v8 (8v3, 8v4, 8v5, 8v6, 8v7, 7v6)Defensive aspect (yellow): • Play of four backs in last defensive line, two central

mifielders and two wing forwards in different situation requests.

Offensive aspect (blue): • 2 full-backs as the last line, 2 central midfielders,

playmaker plus 2 wing-forwards and 1centre forward in different situation working towards finishing.

Derived subjects: • 2v2 in the lateral (2 left + 2 centre, 2 right + 2 centre)

zones• 4v4 in the central (4 squares) zone

Topic 9v9 (9v6, 9v7, 9v8)Defensive and offensive aspects within 4:3:3 system, (4 players in the last line, 2 central midfielders, playmaker and 2 wingers, but without the centre forward)3:3 – derived themes in situational conditioned games. Defensive aspect – opening principles of pressure. Offensive aspect – In 9v9, play without centre forward, encouraging other players to push higher and attack within that phase of play. Topic 10v10Defensive and offensive aspects within 4:3:3 system, (4 players in the last line, 2 central midfielders, playmaker and 2 wing-ers, and 1 centre forward) Full play in 2 zones across width and length. All defence/offence actions from previous themes, are applied within full lineups and in different size playing areas. Defensive and offensive set pieces are adopted (in different size areas) as integral part of the game.


Pre-competition training model U16s The difference within this model is the level of technique that is to be implemented and further devel-oped; both as defensive and offensive phase of play

1.TRAINING

BASI

C PR

INC

IPLE

S O

F EA

CH

PO

SITI

ON

IN T

EAM

+ D

IREC

TED

SE

T PI

ECES

GSPECIFIC TECHNIQUE FOR SPECIFIEDC POSITION FULL GAME 11v11 FOLLOWING THE TOPICS

A

SITUATIONAL METHOD FOR PRACTICE OF THE SUBJECT

2.TRAININGSPECIFIC TECHNIQUE FOR SPECIFIED POSITION METHOD OF PLAY FOR THE ENTIRE TEAM WITH GOAL OF IMPLEMENT-ING THE DEMANDS OF THE THEME IN CERTAN AREA


PRE-COMPETITION PLUS; U16s SELECTION New topics related with team tactics: - pressing high– quick finish - pressing in middle third– quick attack

- defend deep– counter-attack - how to deal with the opposition pressing

No.62 March 201344

In competition training model U17s, U18s, U19s, U20s This program is the starting point to take care about the opponent team and the certain opponent players with their good and bad capabilities which are included in our way of play. Also the set pieces are adapted to the opponent.

1.TRAINING

DET

AIL

S O

F TE

AM

PLA

Y U

ND

ER

THE

PRIN

CIP

LES

AN

D D

ETA

ILS

REL

ATI

NG

TO

TH

E PO

SITI

ON

S O

F TH

E TE

AM

(W

ITH

AD

JUST

MEN

TS

FOR

CA

PAB

ILIT

IES

OF

OU

R PL

AY

ERS

AN

D T

HE

OPP

ON

ENTS

) PL

AY

ING

WIT

H +

SET

PIE

CES

IN

RES

PEC

T TO

AB

ILIT

IES

OF

OU

R PL

AY

ERS

AN

D O

PPO

NEN

TS T

EAM

GSPECIFIC TECHNIQUE APPLICABLE FOR THE SUBJECT FULL GAME 11v11 FOLLOWING THE TOPICS

A

SITUATIONAL METHOD FOR PRACTICE OF THE SUBJECT

2.TRAININGSPECIFIC TECHNIQUE APPLICABLE FOR THE SUBJECT METHOD OF PLAY FOR THE ENTIRE TEAM WITH GOAL OF IMPLEMENTING THE DEMANDS OF THE THEME IN CERTAN AREAS


COMPETITION MODEL U17s New topics related TO 4 football phases: - Attacking- Defending- Transition to Attack- Transition to Defence

EASY CONDITIONS


COMPETITION MODEL PLUS U18s New topics related to 4 football phases: - Attacking- Defending- Transition to Attack- Transition to Defence

DIFFICULT CONDITIONS

COMPETITION MODEL SUPER U19 New topics related to 4 football phases: - Specialised way of Attacking- Specialised way of Defending - Ball possesion- Team balance in Attack and DefenceCorrelated with identified problems and opposition capabilities for competition

COMPETITION MODEL ULTRA U20s New topics related to 4 in-game moments: - Specialised way of Attacking- Specialised way of Defending- Ball possession- Team balance in Attack and Defence

Correlated with identified problems and opposition capabilities for competition

No.62 March 201346

‘AT ADO DEN HAAG, EVERYTHING IS TAILORED FOR THE INDIVIDUAL…’

Edited by Michael Francis Pollin

ARTICLE FROM HOLLAND

WILFRED VAN LEEUWEN, MANAGER ADO DEN HAAG YOUTH ACADEMY

Lex Immers, Jens Toornstra, Mike van Duinen, Eljero Elia and the Verhoek brothers John and Wesley are some of the illustrious players who grew, learned and developed at the Aftrap; the youth complex of ADO Den Haag at Het Zuider-parkstadion (the former stadium of ADO). Wilfred van Leeuwen, manager of the youth academy, aims to add to that list, making it even longer, ‘we really want the players to learn and develop, and our year-on-year objective is for a number of those players to break through; ultimately to the most senior ranks.’

It is the day before the match of ADO Den Haag versus PEC Zwolle, all is calm at het Zuiderpark and the old concrete main stand triggers the nos-talgia of the glory days for Den Haag from yester-year. On the way in we passed First team assistant Henk Fräser, then it is First team coach Maurice Steijn that opens the door, and we meet and greet with Wilfred van Leeuwen. His first comment as

we assemble ourselves around a table is that, ‘we never have formal meetings, as we are constantly seeing each other every day. Any communication, comment, opinion or action is done and dealt with immediately which is far more beneficial than saving as an agenda point for a meeting, for when it is probably not relevant anymore,’ says van Leeuwen as the new manager of youth acad-emy and is responsible of ADO U21s, and also as-sists Steijn with the First team.

With no over-all Technical director, collectively van Leeuwen and Steijn along with Mark van der Kallen and Paul Beyersbergen are together re-sponsible for ADO’s youth education directives. Together with them, van Leeuwen decided that this year some drastic changes would be required at de Aftrap if the club wanted to really develop and produce players of a high standard that were good enough to play in the Dutch Eredivisie. ‘In the last few years a lot of players made the transi-


No.62 March 201348

tion from our youth academy to the First team, and we aim to emulate and surpass this in the coming years. Many players take that step up to play at the highest level; Mike van Duinen is a good example of that.’

To ensure that the academy continues to deliver players for the First team, some fundamental as-pects need to change. ‘The amenities and facili-ties at the complex that we have at present are (now) not sufficient for the purposes of ADO Den Haag,’ van Leeuwen admits, ‘but not only do the facilities have to change, we also have to change our whole approach with regards to the educa-tional and psychological aspects of the system.’

‘ADO aims to deliver a more dynamic and compre-hensive package for young, developing players,’ van Leeuwen explains. ‘We advise our players on all foot-ball technical and tactical skills, and besides that, we want to educate them in the physiological (anatomy) and psychological aspects, as well as affording them a good grounding in social skills and well-being. The ‘total package’ should serve them well, in conjunc-tion with working with a ‘total football’ methodology that should (hopefully) ensure the young talents will stay playing (here) in The Hague.’


‘From this season onwards, we are to emphasise one hundred per cent of what we offer is to be tailored for the individual player’s learning and development, that is why we start the week with individual training, then based upon those observations we will set players accordingly; still considerate of individual needs. We started with ‘Master Classes’ which means that the four most talented groups, from the U14s to U19s teams, will train together. Once every two weeks, we will let them play a friendly game together, this is beneficial both to learning and development in playing but also for the social and psychologi-cal side.’The plans and permissions are subject to the usual bureaucratic, political and economic scrutiny; but if realised will see amenities and fa-cilities within a complex with all-weather pitches, canteen and buildings for educational purposes that will serve the football and local communities well for year to come. With ADO at the spearhead of the production line, ‘it is not a club who pays a lot of money for a player, we have to develop our own. With a club at this level the develop players to a high standard, and some (unfortunately) have to be sold; that is part

of the (club) economics at this level, especially with the club spending €850.000 every year on the academy, so it has to be efficient!’

To aim to make the step to the First team as smooth a transition as possible, all the youth teams play and learn within the same formation. ‘We have ten youth teams (plus ten coaches), all

playing 4-3-3; ADO’s club logo. Every player at the academy has to be able to play

in that system, it is imperative. Although some do not make

it, either they cannot play in that way or their still

and technique is not up to our stand-ard.’ In the last few years more and more young players are making their debut in the

Eredivisie, a statis-tic that enthuses Van

Leeuwen. ‘I think it is a great advantage for me

that I am not only manager of the youth academy but coach

of the U21s, and also assistant to the First team as well. When Maurice Steijn needs a right winger, I know instantly which player I can put forward to play in that role.’

But Steijn himself knows what kind of talent plays at De Aftrap, and he even sees them play some-times. ‘The U21s has 18 players, and every week 5 or 6 of them train with the First team squad.

No.62 March 201350

That really motivates them to show that they can make the step to the Eredivisie at ADO. It is very encouraging to the coaches as well as it is compli-mentary to their efforts in delivering and imple-menting the training through the youth academy.’

‘Every team in Holland will aim to buy the best players as cheap (and invariably as young) as pos-sible. So we are considerate of that in what we do also,’ says van Leeuwen. The Network Youth Soccer Haaglanden (Network Youth football re-gion of The Hague) is an important partner. ‘That network consists of twenty clubs in our region and a couple of times a year we organise a (so called) network tournament, in which teams from the twenty clubs play against each other. We send scouts to the tournaments to look out for poten-tial talent. Van Leeuwen emphasises the fact that youth play-ers that are spotted (scouted) are very typically exhibit a ‘birth date’ of between January and July of their birth year. This correlates with statistics and studies of the birth effect; van Leeuwen ex-


plains: ‘Almost 75% of all professional players were born between 1st January and 1st July, so chronologically old within their year group, but also physically mature (big and strong) compared to their peers of the same age group, but physi-cally and probably mentally stronger and more noticeable to scouts and talent hunters.’ Then only 30% of the professional football players were born between 1st October and 31st December, the investigation found. ‘You would almost think that it’s only possible to find a player like Jens Toornstra, who came quite late to a professional club, as he was born in the last quartile of the year. Some like him are smaller and may go un-noticed, but they are not necessarily less skilled, so we have to keep an eye out for them.’

‘On the basis of this data as well as all the other statis-tics that we collate about a player’s learning, development and ability; we will tailor the training with the emphasis on in-dividuality. Monday and Tuesday are usually the days that we devote to work with individuals,’ he goes further, ‘the striker training is conducted at the same time as other coaches are working with the central defenders, for example. I think with all the training going on at the same time, but also individually, you can get the best from every player that way. Wednesday is a rest day, then from Thursday they are working towards the

match that weekend and training becomes more focussed on playing as units and as a team.’

‘From this season we emphasise the individual development of the players and are we working with individual personal trainings programmes. Besides that, we want to work with more vid-eo-analysis so that we and players can be more reflective and constructive from playing perfor-mance.’

With the new to develop vision for the academy the old complex is still a ‘thorn in the side’ of The Hague decision makers; but there is a light at the end of the tunnel. ‘After years of talking it seems that we will be able to start the renovation of De Aftrap later this year. The new modern complex will exhibit very modern and professional facili-ties that will ensure the prosperous growth of the youth academy and align a complex more fitting to the stature of ADO Den Haag, and of course the players as the rising stars within our football.’

No.62 March 201352

On 15 October 2012, São Paulo FC in collabora-tion with University of Football (that provided the technical advice), officially launched an unprec-edented programme of coaching development. The technical consultation will be conducted through the ‘Professional Development Program and Methodology Improvement,’ a virtual study that focusses on how to reach an excellent stand-ard in planning and managing methods of techni-cal and tactical work.

The program has been inspired by the concept of the ‘corporate university,’ considered such a success in the business world. The idea is from the American engineer Jack Welch, former CEO

of General Electric, he led an innovative man-agement process, in which the main idea was to bring training into the company, training and developing their own best employees in the com-pany’s culture.

“Everything indicates that the contemporary trend is that clubs will begin to define their work philosophy from its own footballing identity or style of play. This way they can improve the processes of hiring and of professional training, seeking greater adherence to their culture and to the required profiles, “says Eduardo Tega (Execu-tive Director of the University of Football).

By University of FootballEdited by Michael Francis Pollin

BRAZILIAN SOCCER CORNER

IN PARTNERSHIP WITH SÃO PAULO FC, UNIVERSITY OF FOOTBALL STARTS A NEVER SEEN PROJECT IN BRAZILIAN FOOTBALL


Despite possibly already being retired from field activities; ex-football referees are now being of-fered the opportunity to get involved again with refereeing. A course is being delivered by CBF (Brazilian Football Confederation) to offer the opportunity for the (ex-)professionals who are 45 years old or over to become involve in refereeing in some way, shape or form.

The course, are designed to focus on standardis-ing the Brazilian method of refereeing; offering

refresher courses for those previously involved, to become an educator or instructor, or possibly form part of a panel or arbitration department. Overall, to ensure all that knowledge and experi-ence is not lost, and that it valuably re-contrib-utes to the refereeing aspect of the game.

One of the main course directors will be Colom-bian referee Oscar Ruiz, who has officialised in 3 World Cup finals and has refereed more games than any other in the Copa Libertadores.

CBF OFFERS TRAINING AND REFRESHER COURSE FOR EX-REFEREES

No.62 March 201354

After scoring another solo ‘wonder’ goal in his already illustrious career, striker Neymar says, “he does not foresee the moves he makes be-forehand of before games, it is not premeditated nor does it seem conscious.”

In a 2-2 draw against Atlético-MG, with 11 min-utes to go before half time, the Santos striker dribbled past Rafael Marques, and then Leonar-do Silva Júnior César before finishing in the right corner of Victor’s goal.

However, Santos’ number 11 stressed that he only makes his decisions when that plays hap-pens on the pitch. “Football is improvisation, nothing is planned. You could imagine something

before the game, but during the game everything will ultimately be different and can change. This is why you are inevitably subjected to improvi-sation and the instinctive and non-conscious decision-making involved,” says Neymar (FIFA’s official website).

In reference to the aforementioned goal, “I thought quickly about the best possible way to leave the opposition players behind. Then, I just waited and finished in the corner,” he recalled.

Earlier this year, the striker received the FIFA Puskás Award for scoring (in the experts opinion and online voters) the ‘most beautiful goal of 2011’ (in a game against Flamengo, also at Vila Belmiro).

BRAZILIAN SOCCER CORNER “FOOTBALL IS IMPROVISATION”

SAYS NEYMAR

Issue 63May2013!

SOCCERCOACHINGINTERNATIONAL

ISSUE 63, A SNEAK PREVIEW:

NEXT ISSUE

ALEKSANDAR JANKOVIĆ, HEAD COACH FC RED STAR, BELGRADE, SERBIA

…. OTHER FEATURES:

• Philosophy of Coaching Curriculum Part 3

• Eddie Pasveer, Goalkeeping coach, Heracles Almelo

• Brazilian corner• and more…

Documents

62 issue Milan Rastavac March 2013