Attacking Organisation

Switching Play to Develop Scoring Opportunities from Crosses and Exploiting Space Infield

Assessment for Learning

Learning Objective: Success Criteria Key Factors to Consider I can..
Set Up: If play forward, correct angles and distance of support. When? How? Pressure on ball and play cannot go forward, keep possession and move ball with limited touch to set up switch Observe defensive, space and opportunity Movement: FB or wide midfield players advancing forward Support behind the ball if momentum is stopped Forward movement of players in front of ball. As ball is switched, progressive play to create scoring opportunities. Decision Making: Combine with others, when to play short, long, observe the trigger, be assertive, play early, limited touch, security 360 degrees Delivery: Selection and quality of pass to switch play, angle, distance, accuracy, in front or to feet Receive: Players supporting play, receive with an open body to observe whole field.. Good first touch and attack the space. Effective end product.

Switching Play to Develop Scoring Opportunities

Outcomes: To understand how to move into wide areas to disperse defense, share the ball and recognize trigger point of attack.

To look to deliver from wide areas and commit second phase attack in units through movement and rotation and exploiting the infield space. Decision Making To understand how to disperse and disorganise the opposition in the opponents defensive third.

Coach the player in possession what do you see? What is happening? What are the options to keep play simple? Set Up Movement Decision making Delivery Receive and end product

Attacking Organisation
Grow Key Questions
What do you want to achieve in this session? Is this realistic? How will you know you have achieved it? How will you measure your success?
What has happened in the past when you have switched play? What can we use to our advantage? Who is involved? When does switching play occur? Why? What is the purpose? What does it look like? Where does it happen? What effect does switching play have on the opposition? What could you do as a first step? Who else can support? What else can you do? How patient are you or are you trying to force play? Can you create a switch play checklist of factors to help? How committed are you to this goal? What might get in the way of your next steps? What support and resources do you need?

Coaching Notes (Delivery/ Coaching Approach)

Part 1: Setting the Scene Recap the learning from previous session/ game and discuss areas for development. Introduce topic, co-construct and clarify the learning . Goal set and discuss desired outcome depending on the theme. Outline the rules and conditions. Part 2: Foundation Stage Players have 10 mins to achieve goals set. Using the tactics board, the coach will step in and encourage the payers to discuss how they may improve their score. Is the tempo realistic and game specific? Part 3: Fundamental Stage: Players are encouraged to analyse and discuss areas of success using video and score on white board. How could reach their desired goals? Introduce more numbers and increase the pitch size to challenge players and encourage decision making. Reflect and further goal set as a team and personally. Part 4: The Beautiful Game Concepts and goals are applied through SSG or 11 v 11. Players are encouraged to reassess performance. Coach will step in to reinforce good practice and encourage critical thinking around the theme. Part 5: Revisit the Objectives Reflect and feedback on team and personal performance. Points round up. Coach feed forward , re-affirm players understanding and goal set for game / next training.

Principle
Share the Ball and Recognise the Trigger Point of Attack Objectives to pursue by the team: To move into wide areas to disperse defense on counter attack, share the ball and recognize trigger point of attack. Look to deliver from wide areas and commit second phase in units through movement and rotation, dispersing and disorganising the opposition. Play forward quickly on the angle where possible and penetrate into dangerous areas; be patient and develop element of surprise. Create and exploit space through a range of combinations. Develop a limited touch strategy, especially in congested areas, varying the pass and movement combinations to avoid predictability. In deep areas look to play direct into the forward space. Build up play through defense and midfield to support attacking options and frustrate opponent. All players must stay in contention, when ball moves, and goal keeper must be alert to counter attack.

Sub Principles
Disciplined and Focused: If no pressure, be positive and look to advance forward as quickly as possible combining defense, midfield and attack through the thirds and channels. Aggressive: Press, move as the ball moves and be patient. Attackers look to combine with wide players and be creative in and around 18 yard box to unlock defense. Assertive and Anticipate: In units, move to create and/ or exploit space in wide areas, deliver as early as possible, pace across the face. Vary runs to be avoid predictability. Common Sense :Quick and strong into attacking positions, meet delivery on angle in threes, looking for rebounds. Attackers combined with midfield through decoy running, crossovers and split runs to penetrate and confuse defense. Limited touches to unlock and give more passing options. Communicate: Second phase attack from midfield to deliver ball back into danger areas from clearance. Committed: Keep play in front, attackers, holding and anchor and second phase support in rotation. Full backs looking to overlap and support wide play and utilise free space.

Learning Styles to Support the Delivery and Coaching Approach

Essential Characteristics
Command All decisions made by the coach. Athletes do as they are told Whole group responds to one. Practice Most decisions made by the coach Athletes Make some decisions Practice time is set by the coach and assists with feedback Reciprocal Planned by coach, but athletes coach each other Work in pairs, one instructor, one as pupil Clear criteria, usually on card, responsibility transferred by athletes Self-check Planned by coach, executed by performer Performers check own performance Evaluation based on coachs planning Inclusion Planned by coach Individuals check their own performance, starting at their own level and progressing accordingly Guided Discovery Coach plans a target , and systematically leads athletes to discover it Questioning by the coach is intrinsic Selection of appropriate steps is critical involving redirection if needed Problem Solving Coach sets a challenge in groups. Players are encouraged to share ideas and stimulate thinking Players contribute to decision making at all stages Individual Athletes design the task and plan the programme Coach monitors and advises Learner Initiatives Coach in not involved Self-Coaching The learner is both coach and pupil

Objectives
Command Conformity to a single standard of performance Efficiency in the use of time Safety and discipline Practice To improve a skill and help athletes to judge their level of performance Reciprocal To improve ability to observe, analyse, synthesise and listen To develop ability to provide feedback To heighten awareness of self and others Self-check To develop self-reliance in the performer Improve honesty and objectivity about the performance To heighten performers awareness of own limitations Inclusion To include all, and exclude none To accommodate individual differences To enter and advance at own level, learning to match aspiration with performance Guided Discovery To engage learners in a convergent process of relevant discovery To enhance problem solving abilities Problem Solving To enhance problem solving abilities To develop insights into the structure of the activity through search for solution, enhancing ability to verify solution and promote self confidence. Individual To encourage independent planning and evaluation under guidance To reveal the level of understanding and encourage persistence, resilience and self-confidence Learner Initiatives Coach in not involved until the evaluation stage Self-Coaching Work fully independently

Communication
Thinking Constantly: Bringing it all Together

What? How? Where? When? Why?

What you need to say? How you can say it so that it is most effective ? Where you can best position yourself in relation to the group so that everyone gets the point, and understands expectations and goals set? When will you apply different teaching and learning tools to empower the players and engage their Habits of Mind? Why will you stop the session and give support, feedback and feed forward? Give a point system to indicate success, such as 8/10 or 2/10 rather than good or bad. This will give clarity to the quality of performance.

1. 2. 3. 4. 5. 6.

Use few words Avoid jargon Make sure everyone understands Use simple language Avoid criticism, stay positive Make feedback qualitative and quantitative 7. Select effective position 8. Use TGI and points system to support success 9. Give time and allow players to decision make 10. Step back from the group and empower the players 11. Be player centred 12. Use GROW questions to establish learning framework

Theme: Switching Play to Develop Scoring Opportunities

Playing Model: 4- 5-1

Skill Practice Unopposed

Rules and Conditions 1. Ball must be played through deep anchor midfield Wide play must deliver within 3 touches. 2. First time strike on goal.

Starting Position Play is switch through centre midfield a cross is delivered into running strikers in and around the 18 yard box. Practice both flanks

Theme: Switching Play to Develop Scoring Opportunities

Playing Model: 4- 5-1

Functional Play 5 v 3

Rules and Conditions 1. 3 v 1 in grid. 2. All three players must touch the ball before it can be sent to deep midfielder who attempts to sent to opposite flank. At this point defenders on goal line close down ball. 3. 5 pts = Delivery into box 4. 10 pts = Delivery into box and shot/ rebounds 5. 10 pts = Lose possession 6. Defense must play wide and high into gates when win the ball

Starting Position Play is switch through centre midfield a cross is delivered into running strikers in and around the 18 yard box. Practice both flanks

Theme: Switching Play to Develop Scoring Opportunities

Playing Model: 4- 5-1

Functional Play 5 v 3

Rules and Conditions 1. 3 v 1 in grid. 2. All three players must touch the ball before it can be sent to deep midfielder. At this point 1 defender on goal line close down midfielder. 3. Switch play into opposite flank. Only 1 touch is required to get ball into 18 yard box. 4. 5 pts = Delivery into box 5. 5 pts = Delivery into box and shot/ rebounds 6. 10 pts = Lose possession and clear wide and high

Starting Position Play is switch through centre midfield a cross is delivered into running strikers in and around the 18 yard box. Practice both flanks

Theme: Switching Play to Develop Scoring Opportunities

Playing Model: 4- 5-1

Phase of Play 8 v 7

Rules and Conditions 1. Opposition must stay in defensive third. 2. Holding player must not enter defensive third and only has 2 touches to distribute. 3. 5 pts = Delivery into box = 5 pts 4. 5 pts = Delivery into box and shot / rebounds 5. 10 pts = Switch play 6. 10 pts = Opposition passes out through cones

Starting Position Wide midfielder plays back to FB who distributes through anchor midfield

Theme; Switching Play to Develop Scoring Opportunities Playing Model: 4- 5-1 v 3-4-3 Starting Position Wide Midfield plays back into an advancing FB from wide position Team: 11v11 game Scenario 1-0 down and 10 mins to play. The opposition are holding onto the result and playing defensively. How can you disperse the defensive line and exploit infield through switching play? Points Differential: 11v11 Switch Play with ball passing through middle = 5 pts Switch play without passing through middle direct from deep = 10 pts Switch Play with deliver of shot or cross = 10 pts Lose possession due to poor pass = -10 pts

Switch play through middle direct 5pts

Switch play wide and high 10pts

Switch play with end product 10pts

Loss of Possession -10pts

R1 R2 R3