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Futsal v Football
A theoretical and practical review of how the principles of Futsal could be
implemented into the coaching of English youth football players to develop
technical ability?
Introduction
The Football Association (FA) is in charge of developing English football. In 2007
they established the National Game Strategy to develop grassroots football. One key
goal states ‘to develop better players, focusing on improving the quality of the 5-11
age group’ (The FA, 2007). To do this effectively the FA needs to provide high
quality training for children (The FA, 2007). Although, this goal puts emphasis on
improving youth coaching, it overlooks ways to improve the playing standards of
youth football.
This situation was compounded in November 2007 by the nation’s failure to qualify
for football’s 2008 European Championships, accentuating problems that had, until
now, been covered up - most significantly, that English players are not technically
good enough. Subsequently, the FA encountered a lot of criticism regarding their
current youth development set up.
‘Unless you (England) change your whole approach to football, nothing will
get better... the most important thing that can happen to English players is
that they improve their technique’ (Carlos Alberta, 2007).
A seemingly fundamental problem of English football is that it does not provide
players the opportunity to develop a good level of technical and tactical skills. A
number of reasons have been suggested to explain this situation. For example, in the
professional game there is an overcrowding of foreign players restricting home grown
players participating at the highest level. This problem was highlighted by a report in
2007 stating ‘Since the start of the 2002-03 season, only 53 English players have
made Premier League debuts’. This suggests that the technical ability coming through
foreign youth systems is far superior to our own. In an interview with West Ham
Coach Kevin Keen, he stated this was because their sessions were completely
technically orientated.
Futsal v Football
‘I went to Holland and the main thing I saw was keep ball drills, all about
moving the ball, tackling didn’t exist…’
Unfortunately, English football is structured around physical strength and speed,
neglecting the importance of technique. Arsenal manager Arsene Wenger (2006)
emphasises that ‘The most important thing for under 14s is technique...’ Yet, if
English coaching continues to promote the physical qualities in youth football ahead
of technique, the style of football the nation will play will remain one-dimensional
and continue to restrict the development of players to retain possession under pressure
or play in other positions. Furthermore, from experience as a football coach, I
regularly observe qualified coaches instructing young players ‘do this do that’ a style
that hinders creativity and individuality. This is justified by Potrac et al, (2007) who
found, when observing four top English coaches, that instruction represented almost
55% of a coach’s behaviour, whereas visual demonstration made up just 3%.
A strong youth development programme, according to Brazilian World Cup Winning
Coach Carlos Alberto Parreira (2007), is imperative to producing new talent. ‘Players
are built in clubs... It is not about Pele, Kaka, Ronaldinho - it is about the system that
produces them’. This is what the FA must recognise, and, although changes to the
game and society are variables that they can not necessarily control, it is possible to
control the way the next generation of young players are developed. Therefore, to
suggest that fundamental changes to the coaching framework in English football are
required is by no means a rash statement.
This section has highlighted weaknesses in English football specifically relating to the
FA’s apparent neglect to develop young players technically. Consequently, as
Brooking (2007) states ‘Young English teenage players are technically behind their
counterparts in leading countries across the world’. Appropriately, the next section
reviews literature on countries such as Brazil who have created youth systems that
produce technically gifted young players and how a similar system could be
integrated into English football. The main findings relate to a game called Futsal and I
believe introducing Futsal as an integral part of the FA’s youth development scheme
would enhance the technique of English players.
Futsal v Football
Futsal – Can it make England a better football team?
Futsal is a five-a-side game, played with a smaller ball with reduced bounce that is
recognised by FIFA (football’s world governing body). The playing area is smaller
and constantly places players in situations where they must play under pressure in
confined spaces, placing considerable demand on technique, tactical awareness and
fitness (The FA, 2008). Futsal originated in Uruguay during the 1930s and today is
played by over 30 million people worldwide. Former Brazilian player Goncalves
(1998, p.94) states ‘Futsal is excellent for developing technique, in particular the fast
movements with and without the ball’.
Literature Review
The English approach to coaching young players’ football currently neglects technical
and tactical skill acquisition. As a coach, I work hard to develop my player’s
technique, their understanding of the game and their ability to solve problems to
encourage them to be creative, an attribute in short supply in young English players.
In contrast, many young foreign players play Futsal, as its dynamics promote greater
technical and tactical expertise. This is illustrated in a short case study of Futsal in
Brazil. I am using a case study as it will help to gain a holistic understanding of the
issues (Gratton & Jones, 2004) surrounding Futsal and how they relate to developing
players.
Futsal in Brazil
In Brazil Futsal is a major part of youth development and is credited for nurturing
great players. At a young age, Brazilian children are playing small sided football in
parks and shanty towns and by the time they are 9 or 10 are introduced to organised
Futsal at local clubs and play up to the ages of 16 before moving into football.
Brazilian Coach Parreira (2007) claims the youth development programme in Brazil is
essential to the success of Brazilian players.
Futsal v Football
‘When a player is nine, he is already being evolved by a club. At 19, he has
already had 10 years’ organised football. That’s why Brazil have so many
good players, playing in the first division of Brazil aged 19…’
A fundamental aspect that players learn from Futsal is the ability to defend and attack.
As teams consist of just 4 outfield players, each one defends and attacks as there are
no predetermined positions. This allows players to develop both defensive and
attacking mentalities. Tim Burns (2003), former Futsal coach, states this helps players
to become familiar with many positions as ‘all players have to attack and defend in
line with modern soccer…’ (p.7). This enables players a smoother transition into
football as they are comfortable on the ball in all situations as well as enabling
coaches to employ different styles of play to outwit opponents by exploiting the
tactical knowledge of the players. This is an option English coaches lack as those who
grow up playing football often become defence or attack specific before the age of 11,
decreasing their knowledge and motivation to learn about other positions. As
Brooking states (2007) ‘If you can't play it from the back, or in tight areas, it doesn't
matter how good the coach is, you're not going to make it’. This perception is
reinforced by Alfred Galustian (2007), Technical Development Instructor for
Japanese football, who believes England’s neglect of technique in youth development
is a major flaw. He states:
‘English players are technically weak when compared to the Spanish, Italian
and French. Spanish defenders are so comfortable on the ball compared to,
let’s say, John Terry or Micah Richards, the physically robust English
defenders. It’s got to do with the fact that in England, the emphasis has been
largely towards speed and physical strength rather than skill.’
As a player and coach of football, I try to understand where the likes of Kaka and
Ronaldhino learn to execute complex skills in pressure situations. One reason is
Futsal, because a smaller ball with 30% less bounce forces players to work on
technique to control and move the ball quickly on the ground, rather than rely on the
bounce of a ball (University of Worcester, 2007). Even Pele the greatest player of all
time, developed his lightening reflexes and incredible skills playing Futsal (Fish,
1977). In his autobiography, Pele (1977) states:
Futsal v Football
‘Futsal - started outdoors, being played on small courts with reduced
teams… and because of the small size of the field, it makes for a very
fast game.’
Besides Pele, Ronaldo also started his football career playing Futsal. From his
autobiography Ronaldo (2002) describes how he used to play bare foot after school,
dreaming to be his idol, Zico.
‘Futsal is played with a size 2 ball... The ball has very little bounce which
means that the ball is always on the floor… designed to encourage foot
control and is credited with being one reason why Brazilian players are so
skilful.’
Today young Brazilians are dreaming of becoming their idols through playing Futsal.
From these examples of great Brazilian players, there is clear evidence that Futsal is a
significant element in nurturing young talent and could help change the way English
players are developed. As Brooking (2007) states ‘The emphasis is on improvisation,
creativity and technique at a Futsal match.’ Introducing Futsal and shifting emphasis
onto technical development will serve to make England’s next generation technically
better. Admittedly, for the English system to replicate the fortunes of the Brazilian
system, a complete overhaul is required. If the FA require more evidence, then they
will be reassured to know that across North and South America, Eastern Europe and
even as far as Australia Futsal is integrated into the development of young players.
Available evidence, albeit anecdotal, does suggest that Futsal may be inexorably
linked to improving the technique of young players. Futsal appears ideal, as the
repetitive, but cognitive application of new techniques will allow you to develop
performance to a subconscious level (Burns, 2003). Burns (2003) goes on to argue
that players develop greater technical proficiency because ‘Playing Futsal allows you
to touch the ball nearly twelve times more than playing soccer…’ allowing players to
develop faster and more refined foot skills from making an increasing amount of
decisions, potentially accelerating their learning. Ericsson et al, (1993, p.20) claim for
one to become an expert at something one has to mass 10,000 hours of training.
Futsal v Football
However, I argue learning environments such as Futsal that expose players to
repetition of specific motor skills may develop technical expertise in a shorter period
than those who just play football. The next section supports this theory with academic
evidence and is something that is investigated further in this study.
Futsal development in England
As a Futsal player, I believe Futsal should be integrated into developing young
players as it promotes individual and team play in a small playing area that requires
the faster distribution of the ball, forcing players to make quicker technical and
tactical decisions that can be applied to the outdoor game (Burns, 2003).
In England, Futsal is at an embryonic stage. The national team has only won 1 of 49
games since its first in 2004. The FA has recently created 3 domestic regional leagues
to give senior players vital regular playing experience. In spite of this, strategies to
introduce Futsal to youth football have been minimal and responsibility left to the
county football associations to provide coaching courses and local leagues. This needs
to change and hopefully, in the light of this study, it will illuminate the potential
benefits of Futsal. As Martin Oxley (2008), Project Co-ordinator of Futsal Leeds
states.
‘Futsal is a fast game which improves fitness, passing and positional
play. We believe that if this version of the game is adopted at junior levels
we will soon see the skills, which foreign national teams enjoy, in our
football... providing long term benefits to the domestic game.’
However, any strategy aimed at youth football requires the support of the FA, Premier
League and Football League to ensure it is appropriately established. Technical
director, Trevor Brooking (2007) has announced that changes are underway at
grassroots level to improve the development of core technical skills but the complete
transformation of English football remains a long way off. He states:
‘We want to take the intensity out of it (coaching)… do more individual ball
work and concentrate on technique. With younger groups the philosophy is
Futsal v Football
about fun and just letting youngsters play… We're trying to give them a lot
of small-sided playing time, so they get as much contact time as possible.’
Establishing Futsal is possible as professional clubs such as Everton and Derby
County regularly coach their Academy teams the principles of football using Futsal
(Burns, 2003).
Why Futsal will develop better technically and tactically gifted English players
than the current system?
According to Vaeyens et al, (2007, p.395) ‘skilled athletes demonstrate decision-
making skills that are superior to those of their less skilled counterparts’. They claim
these decisions are underpinned by a number of perceptual-cognitive skills that are
utilised during performance such as the ability to recognise and recall patterns of play,
ability to sense visual cues in an opponent’s movement and accurately anticipate
likely event outcomes. Demonstrating mastery levels in each of these perceptual-
cognitive skills is far more likely to produce a talented sportsperson. For example, the
employment of various patterns of play in Futsal is extremely common with regards
to attacking and defending. Recognising each individual strategy with and without
possession will improve the speed of thought and responses of the individual and
team.
In Futsal, players are faced with a high proportion of small numbered situations from
1 v 1s to 4 v 4s and players who can quickly detect specific cues relating to these
patterns are far more likely to anticipate event outcomes and effectively be one step
ahead of their opponents. For example, an attacker who can detect weakness in an
opponent’s defensive shape will be able to exploit that space before the opposition has
time to react. This is supported by Vaeyens et al, (2007, p.396) who in a study of
skilled youth soccer players found that ‘the elite participants spent more time fixating
key areas of space that could be exploited.’ This process is even more important in
Futsal, as a smaller playing area means less space to exploit, forcing players to
develop quicker reactions and faster decisions to meet the constantly changing
dynamics of the game.
Futsal v Football
Moreover, Futsal intensively exposes individuals and teams to learning, by repeating
defensive and attacking movements and enhancing player’s memorial representations
to access specific motor programmes relating to technique and tactics thereby
improving performance. Vaeyens et al, (2007) conclude that the extended engagement
within the domain of expertise allows athletes to develop memory skills that can
trigger faster responses. Thus, time within a specific learning environment will
promote superior athletes technically and cognitively.
As mentioned, decision-making skills can also be mastered through Futsal as
continual scenario repetition will foster player’s response during performance at a
faster rate. Needless to say, in football, with a larger number of players and greater
playing area, players are hindered in developing vital perceptual-cognitive skills as
individual players on average in a match touch the ball half as much as they do in
Futsal. A study was carried out by Set Sport Corporation (2005, p.171) which
reinforces this argument as they found that:
‘In a 40 minute Futsal match, a field player will touch the ball over 80
possessions per match. This compares to only 30 to 40 possessions per
player in a full 90 minute soccer match.’
Subsequently, Futsal appears to accelerate the learning of players regarding decision-
making skills through increased opportunities to form correct responses. As Weinbeck
(2000) professes:
‘The benefit to a Soccer player, of playing Futsal matches under the
pressure of restricted time, space and pressure, is an improvement in:
speed of decision-making, speed of anticipation and speed of perceptual
and visual processing…’
In addition, Williams et al, (2004) devised a coaching strategy to improve specific
decision-making skills in athletes that Futsal could adopt. The first step is to frame
practices where decision-making skills are at the fore, highlighting specific cognitive
skills, both in a physical and tactical context within the sport (Vickers et al, 2004). For
Futsal v Football
example, the ability to spot specific cues, anticipate specific events or retrieve
memory to solve a problem.
In step two, ‘the coach designs a drill that best trains the decision under conditions
that simulate those found in competition’ (Vickers et al, 2004, p.108). Vickers et al,
(2004) explain this strategy applying it to badminton. In relation to step one the
critical perceptual skill to be developed is the ability of an athlete to ‘see’ the
movement of the opponent, develop an awareness of their movements and exploit
weaknesses in those movements. Step two adopts a continuity drill, where a feeder in
this example places the shuttle in a predictable manner for the athlete to respond. To
simulate a competition environment, the feeder is required to move after the shuttle is
set so the athlete can learn to become aware of the opponent’s movement before they
play a stroke in order to exploit any weaknesses (Vickers et al, 2004). This is one
example that can easily be transferred to Futsal. For example, in Futsal, a continuity
drill could be used to teach players the 3 man weave where specific movement
patterns are required. By repeating the drill passively and then actively, players learn
precise movements in relation to their teammates and opponents and the relevant cues
that will allow them to make appropriate decisions to exploit the weave as an
attacking weapon. Producing effective decisions makers according to Vickers et al,
(2004) helps produce better athletes. As she states ‘What is the use of perfect
technique drilled to perfection if the wrong decision is made? (Vickers et al, 2004,
p.108).
Consequently, I believe due to the dynamics of Futsal, based around short patterns of
play, training sessions can be delivered similarly to the way Williams et al, (2004)
express, as integrating continuity and problem drills in a competitive environment will
enhance player memorial representations of attacking and defensive situations. This
will develop the critical perceptual-cognitive skills that Vaeyens et al, (2007) state are
essential for expert performance. In conclusion I believe the academic evidence
provided suggests that Futsal training as part of a player’s football development will
function to produce better technical and tactical players and that the FA need to think
hard about incorporating Futsal into the current youth development setup.
Futsal v Football
Research Development
Introduction to Case Study
The focus of this study has been on exploring Futsal and how, if integrated into
English youth football, it could improve young player’s technical and tactical ability.
The benefits of Futsal have been highlighted in the literature review, with evidence
provided by authors and practitioners from countries where Futsal has become an
integral part of youth development. In spite of this, I have only presented theoretical
evidence, and according to Punch (2004, p.257) ‘findings and conclusions of
empirical research are only as good as the data on which they are based’. Therefore,
to enhance the value of this study, I intend researching Futsal as a development tool
and use the subsequent findings to either concur or reject links between the theoretical
ideas (Bryman, 2004) already presented.
The Purpose of the Research
The purpose of this research is to adopt a working case study to discover if Futsal
provides the opportunity to better develop technical and tactical skills in young
players that they can transfer to football. According to Gratton and Jones (2004, p.97),
case studies are ‘used to gain this holistic understanding of a set of issues, and how
they relate to a sports team… often researched using a variety of methods, over an
extended period of time’. As I am a football coach working with a local under 14
team I will use players from this team to collect data. This case study will adopt a
three pronged approach to data collection by generating statistical data, conducting
specific conversations as well as drawing upon my own opinions.
Data will be collected by assessing player performance in two areas Futsal promotes
(Cuzzetto, 2004). They are:
1. Technical ability - receiving, dribbling, distribution, finishing.
2. Tactical ability - decisions, defending, positioning, attacking.
Futsal v Football
In addition, to these two areas I am also keen to observe Futsal as a tool to increase
motivation and enthusiasm in young players.
Data Collection Methods
In order to collect statistical data I intend to assess 3 players on one of the variables
within the two areas of development. During training sessions the 3 players will be
assessed on that specific variable for 5 minutes playing Futsal, followed by 5 minutes
playing football. This aspect of data collection will be quantitatively conducted.
Gratton and Jones (2004, p.21) describe quantitative research as ‘The use of
numerical measurement… that involves measurable quantities’. Specifically,
quantitative data will be collected relating to the learning opportunities players
receive in Futsal and football environments for specified variables as well as the total
number of touches they amount in the same period playing Futsal and football.
Following some training sessions, I plan to hold conversations with the 3 players I am
assessing as well as talk to the team as a whole to discover their thoughts on playing
Futsal to see if they believe it to have had a positive impact on their development. I
feel by carrying out practical research in this way using both quantitative and
qualitative instruments I will produce more in-depth results that will justify any
interpretations I later suggest. Multi-strategy research is complementarity whereby
two research strategies are employed in order that different aspects of an investigation
can be dovetailed (Hammersley, 1996). Finally, I will draw upon my personal
experience of playing Futsal, which includes playing in a World Championship,
alongside my coaching experience to devise rational interpretations to support the
results of my research that will hopefully propose Futsal to be a suitable development
tool for young football players.
Other Considerations
However, to carry out research competently, there are certain procedures I must
adhere to. First of all, to gain an appropriate amount of data I will record my
observations over a 7 week period. Each training session will be structured around
Futsal so I can observe my players to decide whether or not Futsal positively
Futsal v Football
contributes to their development. The rationale behind observing players is that it
allows behaviour to be directly observed and data to be collected on specific aspects
in a natural way (Bryman, 2004).
To ensure research is conducted fairly, the 3 players assessed will be coached in the
same way as the rest of the team and will have no prior information regarding the
objectives of this research, to prevent any bias. As Punch (2001, p.185) states ‘In
naturalistic observation, observers neither manipulate nor stimulate the behaviour of
those whom they are observing.’ The process in which these 3 players will be chosen
is by adopting purposeful sampling. Purposeful sampling is where subjects are
selected due to specific characteristics to purposefully provide rich information
(Patton, 1990). I will adopt purposeful sampling because the 3 players I analyse will
need to display technical weakness in at least one variable to enable me to easily
measure the benefits of Futsal in developing that weakness. For example, I may
choose a player who has a low motor ability to pass a ball, coach them Futsal and
discuss the benefits that player has received through the 7 weeks in developing that
technique.
Throughout the 7 weeks, to ensure I meet ethical standards, I will inform my coaching
colleague of the research I am conducting and make assurances that the health and
safety of the players remains priority. All ethical issues relate to the researcher taking
responsibility to act appropriately in account of their values and interests, the situation
in which the research is being carried out, and the values and interests of the people
involved (Gratton & Jones, 2004). On completing the collection of data, the study will
be in a position to analyse and discuss the findings with the aim to highlight the
impact Futsal has on player development and whether or not Futsal should be
integrated as a method to develop technique in young English football players.
Analysis
Purpose
Results have been collected from analysing three 14 year old football players, referred
to in the analysis as Nick, Tim and Andrew. Each player was selected on the grounds
Futsal v Football
that they possessed a technical or tactical weakness that I have identified since
coaching them. The purpose of implementing Futsal training sessions over a 7 week
period was to observe whether or not it would provide the opportunity to improve
technical weaknesses. The process of data collection was the same each week
recording Nick, Tim and Andrew for 5 minutes playing Futsal, followed by 5 minutes
playing football. In total, over 7 weeks I analysed each player for 35 minutes playing
Futsal and 35 minutes playing football. Moreover, I also recorded the number of total
touches each player had over the same period and collected qualitative data on the
player’s perceptions of Futsal. (Appendix 1 shows the overall results for each player).
Quantitative Analysis
Analysis of Nick’s Results
Since coaching Nick, he has demonstrated that an area for improvement in his game is
his technical ability to accurately pass the ball, particularly when under pressure. Nick
is not a regular in the team and is picked for his work rate, not technical ability.
Therefore, I analysed Nick’s ability to pass accurately. My focus was on observing
the number of opportunities Nick had to pass the ball under pressure, by this I mean
an opponent makes a deliberate effort to tackle or block the pass, and the total number
of opportunities to make all types of pass.
Firstly, I recorded the number of opportunities Nick passed under pressure as the
ability to keep the ball is key to player development as Brooking (2007) stated. The
results revealed that Nick had an increased number of opportunities to pass under
pressure during Futsal where he executed 25 passes over the 7 weeks. In contrast
during football Nick only executed 16 passes. Table 1.1 illustrates the number of
passes Nick achieved under pressure each week playing Futsal and football. Also
Table 1.2 shows how during Futsal Nick was exposed to more opportunities to
develop all types of pass over the 7 weeks.
Futsal v Football
0
1
2
3
4
5
6
7
Week 1 2 3 4 5 6 7
Futsal
Football
1.1 Number of weekly opportunities for Nick to pass under pressure.
0
2
4
6
8
10
12
14
Week 1 2 3 4 5 6 7
Futsal
Football
1.2 Number of weekly opportunities for Nick to execute all types of pass.
Overall, I recorded Nick making 64 passes in Futsal over the 7 weeks, successfully
completing 41. In comparison, Nick played 29 passes in 7 weeks of football and
successfully completed just 15. Table 1.3 emphasises these results illustrating Nick
had more than double the amount of opportunities to develop his passing playing
Futsal. These results reinforce Burns (2003) who states Futsal players are exposed to
an increased number of touches, thus develop core skills at a faster rate.
Futsal v Football
Total No. of passes
0
10
20
30
40
50
60
70
Futsal Football
Total No. of passes
1.3 Nick’s total number of passes
Analysis of Tim’s Results
I have coached Tim for 2 years and he has been a regular fixture in the team
demonstrating good levels of technique. However, I have noticed that Tim needs to
improve his decision-making skills regarding dribbling, because he does not always
select the appropriate moment to dribble which is important for a midfielder to be able
to attack an opponent. Therefore, I focused observations on recording the number of
decisions Tim makes regarding dribbling during Futsal and football over 7 weeks. For
this study I define dribbling as the forward movement of the player with the ball, and
anything else recorded as ‘no dribble’.
The first aspect I analysed was the number of times Tim decided to dribble. Table 2.1
shows Tim made the decision to dribble 34 times during Futsal and just 20 times
during football, thus the increased number of decisions made in Futsal allows Tim to
learn when and when not to execute the dribble more promptly.
Total number of decisions to Dribble
0
5
10
15
20
25
30
35
40
Futsal Football
Total number of decisions to
Dribble
2.1 Total number of decisions to dribble
Futsal v Football
Tim is a strong passer of the ball, but developing his dribbling skills will improve his
performance. As Table 2.2 suggests, to improve this skill Tim should be encouraged
to play more Futsal each week as on average he executed more decisions compared to
football. Table 2.3 strengthens this argument as overall Tim made 57 decisions during
Futsal and just 31 in football.
0
2
4
6
8
10
12
Week 1 2 3 4 5 6 7
Futsal
Football
2.2 Weekly number of decisions executed.
Total No. of decisions
0
10
20
30
40
50
60
Futsal Football
Total No. of decisions
2.3 Total number of decisions.
Analysis of Andrew’s Results
Andrew is a quiet player who has rarely played in the team until recently. In working
with Andrew I have observed he has a technical deficiency in his ability to control the
ball. Acquiring good control in football is essential as every time a player receives the
Futsal v Football
ball they require this technique to maintain possession of the ball. Specifically I
analysed Andrew’s ability to control the ball in pressure situations and non-pressure
situations. By ‘pressure situations’ I mean when an opponent is significantly
proximate to affect the performance of the player controlling the ball.
I began by studying the number of opportunities Futsal and football provided Andrew
to control the ball in non-pressure situations. As Table 3.1 indicates Futsal offers an
increased number of occasions for Andrew to learn to control the ball in non-pressure
situations.
0
1
2
3
4
5
6
Week 1 2 3 4 5 6 7
Futsal
Football
3.1 Number of times each week Andrew controlled the ball in non-pressure situations.
In addition, I collected the same data focusing on the number of opportunities Andrew
had to control the ball in pressure situations. As Table 3.2 shows, Futsal once again
provided Andrew with a higher number of opportunities to learn to control the ball
under pressure in all but one week.
0
1
2
3
4
5
6
Week 1 2 3 4 5 6 7
Futsal
Football
3.2 Number of times Andrew controlled the ball in pressure situations.
Futsal v Football
Over 7 weeks Andrew had the opportunity to control the ball 26 times in pressure
situations playing Futsal compared to 14 times in football. In total Andrew controlled
the ball 52 times in Futsal, successfully controlling it on 30 occasions. In contrast, he
controlled it just 24 times in Football, successfully controlling it on 15 occasions as
Table 3.3 displays.
0
5
10
15
20
25
30
No. of times controlled - Pressure No. of times controlled - no pressure
Futsal
Football
3.3 Total number of times Andrew controlled the ball.
Learning to control the ball in all situations is a key skill to playing football and the
research shows Andrew was exposed to a higher number of opportunities to do so by
playing Futsal.
Total Touches
Furthermore, I recorded the total number of touches each player made in both Futsal
and football over the same period to analyse overall player exposure to learning new
skills. In the case of all 3 players, each one recorded touching the ball twice as much
in Futsal compared to Football. Table 4.1, 4.2 and 4.3 highlight this fact.
Futsal v Football
Total No. of touches
0
10
20
30
40
50
60
70
80
90
100
Futsal Football
Total No. of touches
4.1 Nick’s Total number of touches.
Total No. of touches
0
10
20
30
40
50
60
70
80
90
100
Futsal Football
Total No. of touches
4.2 Tim’s Total Number of touches.
0
10
20
30
40
50
60
70
80
90
Futsal Football
Total no. of touches
4.3 Andrew’s Total number of touches.
This suggests that young players, in order to gain better practice on the ball, should be
encouraged to play Futsal rather than football.
Futsal v Football
Qualitative Analysis
Although statistical evidence shows Futsal gives young players an increased number
of learning opportunities to develop technique, the data could also be interpreted in
relation to potential motivational ramifications that young players incur. For example,
Nick successfully passed the ball 15 times in 35 minutes playing football whereas in
the same time playing Futsal successfully passed the ball 41 times. Success or failure
can influence an athlete’s perception of competence and in turn determine their
motivation (Vallerand & Losier, 1999) and as Nick was exposed to a higher number
of successful learning opportunities in Futsal his motivation is likely to increase. To
support this interpretation I collected the views and experiences of the 3 players on
Futsal and Nick stated that ‘Futsal helps you to pass and move the ball under
pressure’, showing that Nick seems to recognise the developmental benefits of Futsal.
A similar trend was also found in Andrew’s results where in Futsal he successfully
controlled the ball 38 times whereas in football he only successfully controlled the
ball 15 times. Therefore, Andrew may have increased motivation playing Futsal as he
saw himself control the ball successfully once a minute compared to over 2 minutes in
football. Andrew perceived Futsal as beneficial, stating ‘I like it as I’m always
involved’ and because of the small playing area players are increasingly open to
building motivation as they get more opportunities to display their skills.
Although Tim’s results were similar in terms of successful execution, in Futsal he
made a greater number of decisions regarding dribbling that will potentially increase
his motivation as he gets more chance to develop this skill. I spoke to Tim about his
thoughts on Futsal and he said ‘I like it because I get to beat more players and have
more time to play on the ball’. This comment supports his results. Focusing on
technique, as Futsal does, will I believe increase a player’s enthusiasm for the game as
it focuses on free play an aspect Arsenal Coach Arsene Wenger (2006) believes is
essential in developing young players.
I also talked to other players in the team and the general consensus was that Futsal is
an extremely useful tool to develop young players. For example, one player stated
Futsal v Football
‘My reactions are getting so much quicker as there is less time to pass the ball’. Even
the goal keeper commented ‘Futsal is good for me as I get much more shots to save’.
Discussion
While my results have been collated over a short period, a clear pattern has emerged,
advocating Futsal as a valuable tool to develop the technique and tactical knowledge
of young football players. The pattern of the results for each player highlighted that
the opportunities to develop technical and tactical elements such as passing,
controlling and dribbling were twice as high during 35 minutes of Futsal compared to
35 minutes of football. This supports Vaeyens et al, (2007) who claim increased
repetition of an activity will enhance players’ critical perceptual-cognitive skills such
as improving memory, recognising patterns of play and anticipating likely event
outcomes that enables players to form correct responses more effectively.
The results also hint at a link between football player development and Futsal as by
the end of the research Andrew had become a regular player. This link remains
inconclusive until further research over an extensive period of time is conducted.
However, what was conclusive was that, regardless of the improvement each player
made over the 7 weeks from exposure to Futsal, the consistently higher number of
opportunities each player experienced would undoubtedly provide the players a far
better environment in which to develop. This substantiates research by Vaeyens et al,
(2007) who propose extended engagement within the domain of expertise allows
performers to develop mastery performance. Mastery performance consists of athletes
having highly refined decisions making skills and to develop this attribute in athletes
training must be designed to combine cognitive and physical training as one as stated
by Vickers et al, (2004). Thus, young football players should be placed in a Futsal
environment, as the dynamics of Futsal not only develop key physical skills such as
passing or dribbling but also vital perceptual-cognitive skills, such as the ability to
spot cues and make better decisions leading to superior performance.
Personally, I will continue to integrate Futsal into my coaching as I believe it
develops core motor skills and perceptual-cognitive skills in players that can be
transferred to football. In addition, the literary evidence and research findings I have
Futsal v Football
provided have identified Futsal as the ideal development tool to develop technique in
young players. If it is good enough for players such as Ronaldhino, I think it is good
enough for English players.
‘The way I control the ball, that’s where it’s helped me a lot’ (Ronaldhino,
2007).
Moreover, this study has demonstrated high credibility as the results have visibly
shown the benefits of Futsal in developing young football players. Consequently, I
hope that, in the near future, the FA introduces Futsal leagues and accredited Futsal
coaching courses to enhance standards of youth development across England. By
implementing these ideas through county FAs and schools up and down England, it
will facilitate better coaching and an increased number of learning opportunities for
young players to develop into technically superior players.
Futsal v Football
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Futsal v Football
Appendix
1. Nick’s Overall Results
Name of player Technical/tactical
areas of
development
Total (over 35 minutes for both)
Nick Distribution Futsal Football
No. of successful
passes - No
pressure
26 7
No. of
successful.
passes - pressure
15 8
No. of failed
passes - No
pressure
13 6
No. of failed
passes - pressure
10 10
Number of
passes
64 31
Success rate – no
pressure
26/39 66% 7/13 54%
Success rate -
pressure
15/25 45% 8/16 50%
Overall Success
Rate
35/64 55% 15/29 52%
Number of
additional
touches
29 14
Total Touches 88 43
Futsal v Football
2. Tim’s Overall Results
Name of player Technical / Tactical
area to develop
Total (over 35 minutes for both)
Tim Dribbling –
decision-making
Futsal Football
Successful dribble
& right decision
18 10
Unsuccessful
dribble, but right
decision
5 3
Unsuccessful
dribble & wrong
decision
11 7
No dribble – right
decision
23 11
Number of
dribbles/decisions
57 31
Right decision 46/57 81% 24/31 77%
Success and right
decision
41/57 72% 21/31 68%
Number of
additional touches
36 17
Total Touches 93 46
Futsal v Football
3. Andrew’s Overall Results
Name of player Technical / Tactical
area to develop
Total (over 35 minutes for both)
Andrew Receiving Futsal Football
Good control - No
pressure
20 10
Good control –
pressure
18 5
Bad control – No
pressure
6 4
Bad control –
pressure
8 5
Number of times
controlled
52 24
Success rate – no
pressure
20/26 77% 10/14 71%
Success rate -
pressure
18/26 69% 5/10 50%
Overall success rate 38/52 73% 15/24 63%
Number of
additional touches
30 16
Total Touches 81 40
* Article provided by Sion Kitson (University of Bath Futsal Team)
