PlayersRolesinthe4 3 3 Attacking PDF

Players’ Roles and
Responsibilities
in the 4-3-3
Attacking
by
Tony Englund
Published by
WORLD CLASS COACHING
Players’ Roles and Responsibilities
in the 4-3-3
Attacking
First published January, 2011 by

WORLD CLASS COACHING 3404 W. 122nd Terrace Leawood, KS 66209
ISBN 9780982688045
Copyright © WORLD CLASS COACHING 2011
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the
publisher.
Edited by Tom Mura
Cover Design by P2 Creative Solutions
Published by
WORLD CLASS COACHING
A full season, comprehensive program for training a team
Players’ Roles and to play the 4-3-3 system. Features 26 attacking sessions,
Responsibilities in 125 diagrams, ideal player attributes, strengths and
challenges of employing the system and analysis of the
the 4-3-3: Attacking. use of the 4-3-3 at the 2010 World Cup.
Foreword by Randy Waldrum, Head Women’s Soccer Coach, University of Tony

Notre Dame 2010 NCAA National Champions Englund
For the Storm Girls.
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Players’ Roles and Responsibilities in the 4-3-3: Attacking
Table of Contents
5 Acknowledgements
6 Foreword by Randy Waldrum, Head Women’s Soccer Coach, University of Notre

Dame
9 Introduction
10 The 4-3-3 at the 2010 World Cup
15 Players’ Roles and Responsibilities in the 4-3-3
21 Strengths and Challenges of the 4-3-3 System
23 Session#1: Possession
27 Session#2: Functional Possession in the 4-3-3
32 Session#3: Building From the Back
39 Session#4: Back to Middle Thirds
44 Session#5: Combination Play
49 Session#6: Triangle Midfield Configuration
53 Session #7: Speed of Play
57 Session#8: Changing the Point of Attack
64 Session#9: Flat Midfield Configuration
68 Session#10: Flank Attack Choreography: Overlap Outside Back
74 Session#11: Flank Attack Choreography: Overlap Attacking Midfielder
80 Session#12: Flank Attack Choreography: Wing or Center Forward Penetration
84 Session#13: Central Attack Choreography: Center Forward Penetration
88 Session#14: Central Attack Choreography: Wing Forward Penetration
93 Session#15: Central Attack Choreography: Attacking Midfielder Penetration
97 Session#16: Organizing Possession in the Front Third
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105 Session#17: Cross and Finish 1
110 Session#18: Cross and Finish 2
115 Session#19: Advanced Cross and Finish
122 Session#20: Finishing
135 Session#23: Counter-attacking 1
141 Session#24: Counter-attacking 2
146 Session#25: Defeating the Offside Trap
150 Session#26: Attacking Set-Pieces
158 Conclusion
159 Sources and Recommended Reading
160 About the Author
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Acknowledgements
These books are written with the inspiration to provide monographs treating the 4-3-3 system in
the same vein as Wayne Harrison’s popular and excellent studies of the 4-4-2 (also published by
World Class Coaching). It was with Wayne’s blessing that the project was undertaken and I have
been careful to utilize a similar, coherent and progressive approach while utilizing material
appropriate to the 4-3-3. Thus, a thank you to Wayne for the inspiration and for the pattern of
the work.
Mike Saif and Tom Mura at World Class Coaching first allowed me to pursue the writing of the
books and then provided guidance and inspiration when needed and I appreciate their support.
Randy Waldrum lead three outstanding sessions (one on attacking and one on defending in the
4-3-3, and the third on finishing) at the 2010 World Class Coaching Nebraska Seminar that, in
combination with a very intriguing and chance discussion with him over lunch, influenced and
furthered my understanding of the system as he employs it with such success at Notre Dame,
and became the catalyst for writing of the current books. He is an impressive and thoughtful
coach and presenter, and I am very thankful that he took time out of another championship
season with his Fighting Irish to write the Foreword to these volumes.
Coaching colleagues Nathan Klonecki, Jeff Dennehy, OJ Okello and Mike Kelleher provide
ongoing and varied support, from philosophical discussions about the various permutations of
the system to training ideas and match analysis, and they make the work more enjoyable and
rewarding as well.
The Storm girls, to whom these books are dedicated, have collectively won more than two
hundred games and twenty championships over the past seven years. The current team, the
Red Storm, are off to a promising start, while those that have gone before them continue to be
successful at higher levels and in life in general. The daily inspiration they all provide is what
makes coaching so rewarding.
Finally, a word of thanks to my folks, Tony and Carole Englund, who have always taken an
interest in and supported my coaching projects. I would like to think that the coach I am is my
best effort to emulate and pass along the life lessons they taught me along the way.
Tony Englund
Hudson, WI
2011
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Foreword
In 1999 when I took over the program at the University of Notre Dame, I found that the players I
inherited really didn’t fit the system they had been playing in. I wanted to play with four
defenders instead of three, due to the fact that I’m a big believer that four backs provide much
more security defensively, and that it’s much better for player development.
I also felt like we had great midfield players, but none who were traditional “wide” type players.
Our players didn’t possess great speed with the mentality to get up and down the flanks all day,
but they were absolutely brilliant with the ball at their feet, where they flourished with
creativity. That’s when I decided to play three centrally in midfield, and then that left us three
to play up front. This was the first time I had played in the 4-3-3, and it’s been a great system
for our program for 12 years. During my time at the University of Notre Dame, we have won 11
regular season Big East Championships, 9 Big East Tournament Championships, 8 NCAA College
Cup appearances, 5 NCAA Championship Finals, and two NCAA National Championships.
Understanding that the 4-3-3 alone didn’t bring us this success, I feel very strongly that it’s a
system that breeds an attacking style of play, and one that players love to play in. For those
players that want to use their creativity, their attacking flair, and their love for taking players on,
this formation suits those players like no other.
My way of interpreting this formation has evolved over the past 12 years, and I’m always trying
to tweak it in a way that stays in tune with the modern game.
A couple of years ago at the World Class Coaching seminar in Lincoln, Nebraska, I had the good
fortune to meet Tony Englund who has now written companion books on the 4-3-3. I must tell
you that in all the books I’ve read regarding this formation, Tony’s books are among the best.
I think he captures many of the beliefs I have about the 4-3-3, and he’s done a great job of
explaining this in ways that coaches will find very easy to understand. He does a wonderful job
of explaining the system and its overall strengths and weaknesses. Every formation certainly
has this, and it’s a necessity for a coach to understand the areas that he/she must be concerned
about. The coach must also know the problems their system can cause for the opposition, and
how he can utilize this to his advantage.
The roles of the individual players are very important for young players to understand, and Tony
does a great job in defining these roles within the 4-3-3. Too often players play in a system, but
don’t really understand their role within the formation. You’ll find some very good explanations
of this in these manuals.
Loaded with diagrams and exercises to develop and train the 4-3-3, coaches will find that not
only will they understand the nuances of this system, they will have loads of training ideas to
implement it. This book contains a full season of a comprehensive program for training the 4-3-
3. Where else could one go to have their season laid out for you with training exercises? There
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are 125 diagrams, which are extremely easy to understand to help guide you through the
process, and I’ve found that these exercises often spark new ideas of additional exercises that
can be utilized.
Tony’s knowledge of the game is evident, and his research is very thorough. He even includes
some reviews of the use of the 4-3-3 at the 2010 World Cup. I’m not one that usually endorses
many projects unless I feel strongly about them, and I found this book to be one of the very best
I’ve ever read regarding the 4-3-3. I don’t think Tony has left any stone unturned, and this
project of his will be of great benefit to thousands of coaches out there who take advantage of
it.
As is the nature of our beautiful game, we all have our interpretations of what the game should
look like. I have certain ideas about the 4-3-3 that may differ slightly from what Tony has about
it or any other coach. That is the beauty of our sport. I also believe that once you have a vision
of what the game should look like, then the formation you decide upon can evolve as your
players develop within that system. What Tony has captured in this book, is the very essence of
the 4-3-3. He has compiled in very simple terms, the strengths and challenges of employing the
system, the ideal player attributes needed to perform each of the positions, and then a
comprehensive program for training the 4-3-3. As far as coaching manuals go, one couldn’t ask
for more. These are outstanding books and a must read for coaches of all levels!
Randy Waldrum
Head Women’s Soccer Coach
University of Notre Dame
2004 & 2010 NCAA National Champions

Past President of the NSCAA
UEFA and US Soccer “A” license
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Introduction
The 4-3-3 is perhaps the most intriguing of soccer systems. Lauded by many for its inherently
attacking orientation, it has been scorned by others as encouraging direct play as opposed to
more methodical buildup through a more populated, and thus better-defending midfield.
All of this controversy has been blurred bit in recent years, as the Netherlands men’s national
team, Chelsea and other high-level club teams either play very attractive, creative and
defensively-robust in the 4-3-3 or adopt a hybrid of the system, usually by giving the wing
forwards a more conservative posture. World Cup 2010 vindicated the system’s proponents,
with the Netherlands’ run to the final and the strong performances of teams playing either in
the 4-3-3 or in a hybrid of the system fairing quite well.
Why the 4-3-3?
In addition to the attacking posture provided by the three forwards, perhaps the most
convincing attribute in support of the system is its flexibility. While the back line is almost
always deployed in a standard fashion, the attributes of the flank players in particular can vary
sharply, from holding players to hard-running, attacking-minded backs who press into and
beyond the vacant flank space in front of them. The midfield in the 4-3-3 can be deployed in a
wide variety of shapes, from a more flat arrangement (with a single, dominant central player) to
a triangle or inverted triangle and many subtle variations in between. The front line can be
deployed up very high to press and counter opponents or with wing players withdrawn to help
protect flank spaces and develop more buildup play. Some teams prefer to pull the center
forward into the midfield in the back third to thicken the defending block in the central midfield
while keeping the wing forwards up high to facilitate outlet passes and countering.
The tactical flexibility of the 4-3-3 goes beyond simple deployments of players to the overall
style of play. Randy Waldrum and others in the women’s college game have shown that high-
pressure defending and relentless attacking through a three-front can lead to very attractive,
varied and highly successful soccer. The Dutch, for their part, utilize the system as a matter of
national philosophy, and their teams blend creative, thoughtful possession with the ability to
strike very quickly when the chance presents itself. In short, the 4-3-3 necessitates neither
direct nor indirect play, but it facilitates a wide range of possibilities blending both styles.
Anson Dorrance once commented at a coaching course that one of the reasons he liked the 3-4-
3 that his North Carolina teams have featured is that ‘everyone has to play.’ In other words, the
system encourages and compels development because every position has demands that require
players to contribute to the team’s success. The 4-3-3 is similar in that the typical lack of flank
midfield players means that on both sides of the field players at all levels of the system will be
stretched in their roles (forwards will have to defend, midfielders have more space to deal with,
defenders must get forward and support the attack). The smaller numbers in midfield and the
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added range required of the flank defenders also means that the center backs will be required
to expand their roles on both sides of the ball as well.
Teams I coach (high level club, boys and girls high school and women’s college) have played in a
4-3-3 formation for more than a decade and without exception the players have said they prefer
the system to the 4-4-2, usually because they want the team to adopt an attacking posture, but
also because of the fact that they understand their expanded and flexible roles and because
they understand that these reasons, together, contribute to their individual and collective
development.
This book, in combination with the companion volume on defending in the 4-3-3, is designed to
aid coaches in developing their understanding of the system and also to provide curriculum
specific to training the team to succeed in the 4-3-3. This volume opens with an analysis of the
impact of the 4-3-3 at the 2010 World Cup, highlighting the Dutch experience in particular. This
is followed by a discussion of the roles and also characteristics of players by position in the 4-3-3
and an analysis of the strengths of challenges of the system. The remainder of the book
features 26 training sessions covering topics specific to the 4-3-3 (i.e. midfield configurations
and tactical choreography for attacking) and also advanced sessions and collections of exercises
on more general topics (including finishing and attacking set-pieces).
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The 4-3-3 at the FIFA 2010 World Cup in South Africa
The 2010 FIFA World Cup in South Africa amply demonstrated the enduring utility of the 4-3-3
system. Many of the most successful and enjoyable teams to watch, including the Netherlands,
Argentina, Mexico and over-achievers Ghana, played either a 4-3-3 or one of the recent
proliferation of hybrid systems (usually 4-2-3-1, a subtle alteration that is a 4-3-3 with the wings
drawn back onto the top edges of the wide midfield space on defense) that for all practical
purposes amount to a 4-3-3. In fact, at times champions Spain looked to be playing a three-
front as well, with David Villa, Pedro and Andres Iniesta pushing very hard against opposing back
lines. Given the special circumstances of this World Cup, including very fast fields, a
temperamental ball and venues featuring altitudes and temperatures that varied considerably, it
was impressive to see that many teams opted to adopt attacking postures featuring three-fronts
and triangle midfields. These teams, by and large (with France, which was dyspeptic and
ineffective for a variety of reasons (many of them off-field) being the notable exception), were
rewarded for their positive approach to the game.
The Dutch have been the leading proponents of the 4-3-3 system for many years, with the KNVB
even mandating the system’s use in the country’s youth system. The Netherlands have shown
an uncanny ability to mix stout defending, possession and attacking flare in their 4-3-3, and the
2010 World Cup proved yet again that their faith in the system is well placed, as the Dutch
fought their way to an impressive runner-up finish.
The Netherlands 4-3-3:

• Goalkeeper: Stekelenburg (1)was arguably one of the top goalkeepers at the
tournament. The goalkeeper had good range and consistently made outstanding saves
at key points to bail out the sometimes suspect Dutch back line. His distribution was
also very good.
• Back line: The wing backs, Van Der Wiel (2) and Van Bronckhorst (5), were solid. Neither
were terribly adventurous in the key games, and they are not the quickest of outside
backs, but both tucked up well in possession and won key balls in their space to prevent
opponents gaining any momentum on their respective flanks. Van Bronckhorst’s missile
from more than thirty yards to open the scoring in the semi-final against Uruguay was a
surprising, if impressive addition to the Dutch attack. The center backs, Mathijsen (4)
(Ooijer vs. Brazil) and Heitinga (3), were at times very suspect in their coordination.
Indeed, Brazil’s early goal came through a wide gap between the two in the middle
third. Otherwise, they held their own in the air and in dueling situations and organized
possession well.
• Midfield triangle: De Jong (8) and Van Bommel (6) were both workhorses throughout
the tournament. Neither is particularly finesse-oriented, especially on defense where
they were sometimes very physical and others fortunate not to receive cards. In fact,
their battering of the Spanish midfield in the final prompted the record number of cards
handed out by the official and though they disrupted the flow of play for a time, they
were ultimately outclassed and exposed over the final 65 minutes. The attacking
midfielder, Sneijder (10), was one of the most impressive players in the tournament,
scoring a couple memorable goals and providing constant energy and creative support
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to the Dutch attack. Sneijder had the ability to provide terrific support and service to
both flank forwards, cycle in the midfield to help build possession and also get forward
to overload opposing defenses.
• Forwards: The center forward, Van Persie (9), often looked uncomfortable. He is
perhaps not a true center forward at all and though he worked very hard, he seemed to
struggle to find the game for long stretches and opposing center backs did well to harass
him physically and keep him from finding spaces to operate near goal. The wing
forwards, Kuyt (7) and Robben (11), were very impressive. Kuyt is one of the most
industrious players on the planet, pressing and harassing defenders and also creating
service and space for his team in the attack. His move to the left side with Robben’s
return was critical to the Dutch win vs. Brazil in that Kuyt did quite well containing
Brazilian right back Maicon’s efforts to get forward. Robben, despite his predictable
moves to his dominant left foot, was a constant threat to defenses on his return and his
combative, tireless personality helped unhinge the Brazilians in the quarterfinal. His
inability to finish a pair of golden opportunities in the final was arguably the only reason
the Dutch did not hoist the trophy.
• Tendencies: This team, like many Dutch teams, was very fun to watch in possession.
The constant movement off of the ball, the individual creativity and the desire to attack
were all in abundant display. This 4-3-3 was organized around the attacking
personalities of Sneijder and the three front-runners. For the 4-3-3 to succeed at the
international level, these players had to be impact players who compelled their
opponents to limit their surges forward against the undermanned midfield. Robben and
Kuyt were tireless going both directions and they connected well with Sneijder and the
holding midfielders and outside backs on their side of the field to keep the ball and
contain forays forward by their opponents. The Dutch showed the ability to possess and
wear down an opponent and also to strike quickly on the counter or at set-pieces.
Ultimately, Spain’s speed and finesse in the midfield wore down and exposed the
slower, more physical Dutch holding midfielders and when cards and fatigue had taken
their collective toll, the team was broken by Iniesta’s goal just minutes before penalty
kicks would have decided the tense final.
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The Netherlands vs. Brazil (2-1)
World Cup Quarterfinal
July 2nd, 2010
Coach: Bert van Marwijk
Game summary: This was one of the premier match-ups of the World Cup. Brazil, ranked #1
and looking formidable, if not exciting, was the definitive favorite against the #4-ranked
Netherlands. The Brazilians, playing a 4-4-2, struck first when Robinho was sprung through the
heart of the Dutch defense and finished neatly in the tenth minute. For the remainder of the
first half, the Dutch worked hard but not to much effect, while the Brazilians appeared to be
comfortable with their one-goal edge. Kaka’s terrific strike near the end of the half was
expertly parried by Stekelenburg in the Dutch goal. The game changed in the 53rd minute, when
Sneijder’s serve to the back post was missed by Julio Cesar’s effort to punch, and the ball
glanced off of Brazilian defender Melo’s head and into the goal, drawing the Dutch even. The
Brazilians immediately and uncharacteristically came unhinged, losing any semblance of control
both on the ball and within their mental approach. In the 68th minute, the Dutch scored the
game-winner off of a corner kick, when Sneijder got on the end of a near-post flick from Kuyt
and crushed the ball home. The Brazilians continued to sputter, with Felipe Melo being sent off
in the 73rd minute for a foul and then blatant stomp on Robben. The Dutch, conversely,
provided consistent pressure on the ball and continued to harass the Brazilians with effective
counters right up to the final whistle.
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The Netherlands vs. Uruguay (3-2)
World Cup Semi-final
July 6th , 2010
Game summary: Khalid Boulharouz (12) replaced Van Der Wiel at right back and Demy De
Zeeuw (14) replaced De Jong in the Dutch line-up. Uruguay was, to most, a surprise semi-
finalist, but they were an impressive side, displaying defensive consistency and an offensive flare
through Diego Forlan, whose goal-scoring and set-up qualities shined throughout the
tournament. Van Bronckhorst’s laser in the 18th minute was a blessing to the game in that it
guaranteed that the Uruguayans would need to press forward to find an equalizer. This was an
interesting game, with a lot of good group play and considerable ebb and flow throughout.
Forlan equalized from distance in the 41st minute but the Dutch struck twice in quick succession
from Sneijder in the 70th and Robben in the 73rd minute to apparently put the game out of
reach. The Uruguayans remained true to form until the end, though, as Maxi Pereira pulled a
goal back in the 90th minute to add to the drama.
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The Netherlands vs. Spain (0-1)
World Cup Final
July 11th , 2010
Coach: Bert van Marwijk
Game Summary: To the casual fan, the final had to be considered a disappointment, as it took
some 116 minutes for the Spaniards to score the game-winner. The record 14 cards given the
participants further emphasized the rough-and-tumble nature of the play. It was apparent that
the Dutch felt that gritty play in the midfield would be their best means of disrupting Spain’s
silky possession game, and for the better part of half of the game, it appeared that they would
succeed. However, the procession of cards, fatigue in the midfield and a pair of blown chances
by Robben began to tell on the Dutch as the overtime wore on and their back line finally
crumbled with less than four minutes remaining, allowing Iniesta an open look that he buried
past Stekelenburg. Though the Dutch came up short in the end, it was clearly by the narrowest
of margins, and the 4-3-3 system they played out of was a blueprint for successful, creative,
attacking soccer.
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Players’ Roles and Responsibilities in the 4-3-3
Introduction: One of the most critical processes for the coach who opts to deploy their team in a
1-4-3-3 system is the placement of players by position. Although there are some variables that
affect which characteristics are ideal by position (for instance the shape of the midfield), there
are general traits that can help a coach sort out which players are best suited for each position.
Center Forward (10)
Attacking:
• This player needs to be able to play with her back to the goal and hold and distribute the
ball under tremendous pressure.
• The center forward is often a physically-imposing, strong player who can turn and finish
in the box and get on the end of crosses and set-pieces. Accordingly, these players
must be good in the air. Alternatively, some teams employ a quick, elusive player in
this position (i.e. Lionel Messi with Argentina) who is still able to deal with the physical
demands of playing against opposing center backs and win balls in the air.
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• The best center forwards have an uncanny ability to find the ball in tight spaces.
• Ideally, this player is also very mobile and ambitious, looking to get in behind the
defense but also cycling back into the midfield on occasion to help imbalance the
defense and build possession.
• The center forward is often critical in attacking transition for the team in a 1-4-3-3,
knocking down long passes from the back line, frequently being the pivot or target
player in counter-attacking movements.
Defending:
• The center forward must be mobile enough to press both opposing center backs, either
channeling the attack or providing enough pressure to force mistakes.
• Similarly, the center forward often checks back into the midfield to provide defensive
cover for an attacking midfielder or to help break up an opponent’s possession.
• Finally, the center forward must be focused on winning balls played forward by her
teammates, often challenging in the air to control flighted balls in particular.
World class center forwards include the USA’s Abby Wambach; Germany’s Miroslav Klose;
Chile’s Humberto Suazo; Diego Forlan of Uruguay; Asamoah Gyan of Ghana.
Wing Forwards (9, 11)
Attacking:
• The wing forwards in the 1-4-3-3 are typically speedy, hard-running and determined
attackers who are constantly looking to get in behind the opposing back line.
• These players thrive in 1v1 attacking situations and the team typically builds its
attacking around isolating these players against single defenders on the flanks.
• These players need to possess an explosive change of speed, very good endurance,
reliable attacking moves and the ability to get end-line and force defenders to concede
crosses and corners.
• Wing forwards must constantly look to combine with the center forward, near-side
outside back and the central midfielders to unlock the defense. Wing forwards must be
able to serve a variety of crosses with either foot and they need to be able to get on the
end of crosses and finish under pressure.
• Wing forwards must be able to win balls played forward, often with defenders pressing
up against them as they receive, and also check into the midfield to help build
possession.
• Wing forwards often act as either the early target to start a counter-attack or the runner
who is targeted to get in behind and finish counter-attacking moves.
• Finally, wing forwards must possess the tactical understanding to make adjustments (i.e.
swapping sides of the field if they are not receiving service or if they cannot break down
their defender) to impact the game.
Defending:
• The wing forwards must apply pressure to and track opposing outside backs when the
opponents are in possession.
• These players must be taught to instinctively understand how and when to press the
ball outward or inward, depending on the tactical preferences of the coach and the
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game situation. The space behind the wing forwards in the 1-4-3-3 is the most difficult
to defend (as there are no wing midfielders) and teams will look to play into that space
to release pressure and build their attacks.
Prototypical wing forwards include: Arjen Robben of the Netherlands; Giovanni dos Santos of
Mexico; Luis Suarez of Uruguay; David Villa of Spain.
Attacking Midfielders (7, 8)
Attacking
• The attacking midfielders in the 1-4-3-3 must be mobile, technically-sharp players who
see the field very well and creatively drive the team’s attacking.
• These players must connect with both the back line (and the holding midfielder) and
provide service and support to the front line attackers.
• They must be able to make very good tactical decisions under pressure and be able to
read play to redirect the attack.
• The attacking midfielders should be vocal leaders who can orchestrate the team’s needs
in transition and tireless workers who, in tandem, can control large tracts of field space.
• The attacking midfielders should be players who relish the opportunity to run at
opposing back lines and who can get wide to support and combine with the wing
forwards to open up space on the flanks. -These players also look to penetrate off of
the ball if the opposing back line is stretched in dealing with the front line players.
• Finally, attacking midfielders also look to get in and finish crosses.
Defending
• The midfield triangle in the 1-4-3-3 have considerable defensive work to do, particularly
given that their shape is often altered in attack, forcing them to adjust as they transition
to defending when the team has lost the ball.
• In general, these players must work very hard to press the ball when it is lost in the
middle third and then they need to be conscious of trying to limit an opponent’s options
and space while looking to win back possession for their team.
• Finally, the attacking midfielders must work with flank players (forwards and backs) to
close down runners and space on the flanks in the midfield, the space most often
exploited by teams attacking a 1-4-3-3.
•
Prototypical attacking midfielders: Wesley Sneijder of the Netherlands; Kevin-Prince Boateng of
Ghana; Xavi Alonso of Spain.
Defensive Midfielder (6)
Attacking:
• The defensive midfielder is typically a supporting player who facilitates transition
between the back line and the midfield.
• This player will often receive the ball facing her own goal and under pressure, so she
must be technically proficient and also strong on the ball.
17 | P a g e
• The defensive midfielder is a pivot point for the back line to change the point of attack.
She must therefore develop a good sense of the shape and tendencies of the back line
in possession and be able to read pressure and control the space in front of the backs.
• This player also provides close support for the attacking midfielders. She must get
underneath the attacking midfielders when they receive under pressure and be able to
redirect the attack.
• Finally, this player is often the starting point and/or the point of release for quick
counters for the team. As a ball-winner, the defensive midfielder often has the
opportunity to release a forward or attacking midfielder on a quick counter, and the
ability to make good decisions in distribution and be able to deliver accurate passes over
distance are very important.
Defending:
• The defensive midfielder must possess strong 1v1 defending characteristics.
• This player must be strong in the air, as she is often in the area to win balls served from
punts or goal kicks, and she tracks back to clean up crosses in her team’s back third.
• The defensive midfielder is tactically responsible for screening in front of the back line.
She must be able to read the opponent’s intentions and sort out threats in the middle of
the field in the run of play. If she does this well, the back line is more likely to maintain
its integrity under pressure.
Prototypical holding midfielders include: Javier Mascherano of Argentina; Carlos Carmona of

Chile; Nigel De Jong and Mark Van Bommel of the Netherlands.
Outside Backs (2, 5)
Attacking:
• The outside backs in the 1-4-3-3 need to be forward-thinking, creative players, as they
have open space in front of them in which to participate in the organization of
possession.
• These players need to be technically sound team members who can inter-pass with the
goalkeeper, center backs and defensive midfielder to release pressure and organize
possession.
• The outside backs need to be very good at playing and receiving the ball over distance,
as they frequently are set up to change fields or receive a ball from their teammate from
the other side of the field.
• These players need to be proficient in combining with the midfield triangle and the front
line to create attacking opportunities on their flank.
• These players need to possess very good fitness and a change of speed to complete
numerous runs up the flank in the run of play.
• Finally, the outside backs need to be able to serve balls off of the back line and from
crossing situations.
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Defending:
• The outside backs need to be speedy players who can deal with large spaces on their
flank.
• These players must be outstanding 1v1 defenders.
• The outside backs must be strong enough in the air to win balls played into their areas,
including crosses and balls served from the opposing back line or goalkeeper.
• These players must be well-schooled in 2nd (cover) and 3rd (balance) roles within the
back line.
World class outside backs include Philipp Lahm of Germany; Fabio Centrao of Portugal; Joan
Capdevila of Spain; Maicon of Brazil.
Center Backs (3,4)
Attacking:
• The center backs are typically paired with one physically-imposing, tough player who
dominates in the air working with a speedy, yet physically-strong player who can cover
the space in behind her partner.
• The center backs must develop a strong connection with the goalkeeper in order to be
able to play back-passes to release pressure.
• The center backs must work well in tandem and with the goalkeeper, outside backs and
defensive center midfielder to organize possession.
• These players must be able to serve balls with either foot with accuracy to the forward
line.
• The center backs are often target players at set-pieces.
Defending:
• The center backs must dominate in the air.
• Center backs must be vocal leaders and organizers of the team defense.
• These players must cover one-another and their near-side outside back and also
pressurize attackers in front of the defense in the back third.
• The center backs must help the goalkeeper control the area at set-pieces and on
crosses.
Prototypical center backs include: Carles Puyol and Gerard Pique of Spain; Per Mertesacker of
Germany; Juan of Brazil.
Goalkeeper (1)
Attacking:
• The goalkeeper’s distribution is the start point for team attacking. She should be able to
play goal kicks and punts over distance (and throw at the higher levels as well) and with
accuracy. In the 1-4-3-3, the goalkeeper frequently is asked to distribute early and long
to the waiting front line.
• The goalkeeper must be mobile and competent with her feet. She must be able to act
as a pressure release for the back line in possession.
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• The goalkeeper has the best view of the game and helps organize possession and
attacking through constant communication with the team.
Defending:
• Consistent and technically-correct handling (catching, tipping, punching), particularly
under pressure.
• Agility and quick footwork.
• Powerful and technically-correct diving.
• Intelligent angle play.
• The goalkeeper has the best view of the game and must organize and encourage the
team’s defending in the run of play and at defending set-pieces.
• The goalkeeper must be able to clear balls over distance and control her 18-yard box.
• The goalkeeper must be one of the best tactical players on the field, reading play and
problem solving throughout the game.
• In the 1-4-3-3, the back line is often stretched because of the smaller numbers in
midfield and thus the goalkeeper must be very mobile and able to balance the need to
actively clean up behind the backline with the danger of middle-distance shots from in
front of the backline.
Prototypical goalkeepers include Maarten Stekelenburg of the Netherlands; Iker Cassilas of

Spain.
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The 4-3-3 System: Strengths and Challenges.
The 4-3-3 system of play creates numerous tactical advantages and also some challenges for
coaches and teams that choose this arrangement as their formation.
Advantages:
• Players are equally spread across the field. This spacing makes it very easy to change
the point of attack and also to stretch the opposing team’s defensive arrangement.
• This is a good system for possessing the ball. Because of the widespread arrangement
of players and the numerous triangles built in to the formation, support options and
space are relatively easy to build in, facilitating possession.
• Ironically, this system is also identified as supportive of direct play, largely because of
the deployment of three strikers forward.
• This system can destroy weaker opponents. The deployment of three strikers, in
combination with the overload of three central midfielders (vs. two for the opponents in
a 4-4-2 for instance) can swamp a less talented team’s back line and midfield. Often
favored teams that are confident that their opponents will sit in and/or be unable to
counter with much impact will opt to utilize a 4-3-3 to apply both heavy attacking and
defensive pressure.
• This system suits very athletic teams. Teams possessing speed and athleticism can
benefit from the 3-front and triangle midfield arrangements. Because of the large
spaces on the flanks, there is adequate room for speedy players to break down
defenders.
• The three front provides considerable and constant width in the attack.
• The triangle formation concentrated in the center of midfield can create overload
situations against two center midfielders. For many teams, the central players can
change roles and move about the field in support of the attack, making them very
difficult to mark.
• The space in front of the wide backs encourages those players to join in the attack.
• The three-front is less demanding for strikers. Two-front systems often wear down their
strikers, forcing lots of wide running and chasing on defense. Although there is often
considerable switching and running off of the ball by forwards in the three-front, overall
the system is less taxing for the front runners, meaning that they can play for longer
periods with more of an impact.
• The three-front is able to apply considerable pressure to opposing back lines. Teams
playing three-fronts can force more mistakes nearer their opponents’ goal.
• Relatedly, this system can force an opponent to play forward. For teams accustomed to
organizing the ball with support from their back line, this can destroy their rhythm in
possession.
• The back four outnumber opponent attackers against both two and three-front systems.
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Challenges:
• The three midfielders are outnumbered by teams deploying four and five person
midfields. Teams must be able to compensate for this concern by pulling in a back or
forward, depending on the situation, to balance the numbers or create an advantage.
• Wide spaces in midfield can be exploited by opponents. Teams typically release the
near-side back or drop in the near-side forward (or both, depending on the situation), or
ask one of the central triangle members to step out and pressure to deal with this space
on defense.
• Three players are played out when the opposition play forward. In other words, this
system typically defends with seven players (whereas the 4-4-2, for instance, can be said
to defend with eight).
• Three players receive the ball with their backs to goal. Thus, the front line players must
be accustomed to and very good at receiving the ball facing away from goal and under
pressure.
• This system tends to compress opponents, creating crowded attacking spaces. Because
of the tendency to throw large numbers into the attack, teams deploying the 4-3-3 must
often be patient and willing to recycle their attacks, drawing their opponents out and
creating more space in which to attack.
• Teams tend to look to counter-attack this system. The team in the 4-3-3 often overlaps
an outside back or pushes at least one central midfielder deep into the attack. When
the attack breaks down, the team playing the 4-3-3 must focus on applying immediate
pressure to the ball, diagnosing danger spots and shifting the defense to limit the
danger and finally to early recovery runs by players off of the ball.
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Attacking Training Session#1 – Building Possession.
Introduction: This session is designed around giving players the opportunity to sharpen their
passing and receiving skills and also for the coach to emphasize tactical awareness within the
team while in possession.
Circle passing 20x20 yard area Players work in groups of eight, with
two players in the center of a circle formed by the remaining six players. The two central
players each have a soccer ball. The central players pass to an outside player and then turn and
find the other ball, checking to receive, and the sequence continues. Adjust the size of the circle
to the abilities and needs of the players. Rotate the central players after one minute.
Coach:
• Communication. The players need to get eye and verbal contact with one-another for
each exchange.
• Sharp passing and receiving. Encourage players to use the appropriate weight of pass
and to get their first touch out of their feet to facilitate two-touch play.
• Speed of play. The players should try to play as fast as possible, while utilizing good
technique. Encourage the central players to turn quickly in possession and to shorten
the time between their receiving and passing touches.
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Progression and variations:
• Play only with the off foot. Players should add physical communication for this
variation, using a hand to indicate the foot to be played in each exchange.
• After passing, the perimeter players must move to another part of the circle. The
perimeter players must constantly adjust to maintain the integrity of the circle.
• Central players are limited to one touch.
• Central players rotate out to the perimeter every third pass. The central players must
instruct the perimeter player who they play with the third pass to dribble into the center
and play continues.
Shadow possession 8’s 40x40 yard area Two teams of eight play unopposed
possession in a 40x40 yard area. To begin, instruct the players to not interfere with the other
team’s possession, and give each team two balls. Additionally, all players must maintain at least
a jog throughout the exercise and the teams must attempt to keep their members spread across
the entire grid area.
Work through the following progression, emphasizing quality technique, early and proper
communication and sharp movement throughout.
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Progression:
• Check away before showing to receive.
• Sprint to another quarter of the grid after playing (many coaches leave this restriction
on throughout the progression).
• Two-touch.
• Off foot only.
• One-touch.
• Encourage players to set a dummy (i.e. run-over) receiving touch where possible).
• Compete to see which team can complete the most combinations (i.e. 1-2’s, overlaps,
etc.) in two minutes.
• Every other pass must be a long pass (specify lofted, driven or chipped pass).
100 passes 40x40 yard area Appoint one player for each team to keep a
running total (out loud) of the number of cumulative passes completed by her eight-player
team. The coach should be at one side of the grid with a ball supply to facilitate fast re-starts.
The two teams compete against one-another for possession and each time they regain
possession, they continue to add to their total until one team reaches the 100-pass mark.
Variations:
• Play with the off foot only.
• The goalkeeper is a neutral target and any pass to her that she catches in the air (no
bounce) is worth 5 passes.
• Combinations are worth extra passes (i.e. 5 points for a successful overlap).
• 10 consecutive passes resets the opposing team’s score to 0.
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8 vs. 8 ½ field Close the session with an 8v8 game to goal. To begin,
require a set number of passes by the team in possession before a shot at goal. Remove the
restriction after ten minutes but continue to encourage both teams to organize to possess the
ball.
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Attacking Training Session #2: Possession – Functional Passing in the 4-3-3
Introduction: Much of game day performance in any system can be traced to playing
relationships built among the players in training. This session opens with a challenging
possession game and them introduces some common passing patterns in efficient training
environments. Finally, the session closes with an overload, functional possession game and a
full-sided scrimmage.
Cone Drop ½ field Play on ½ field with 3 equal teams. One team
serve as targets. Each of these players holds 3 yellow cones and 3 red cones. Assign each of the
active teams either red or yellow (match vests to cone colors if possible). Each time a target is
played, she drops a cone of the color corresponding to the team that played her. In essence, the
targets play with the team in possession. The targets are limited to one touch and cannot be
tackled. The team first to get all cones of their color dropped wins. This game is a fun and
challenging possession-building environment. As the cones fall, the teams must work to
organize to attack and defend around a few targets.
Progression and variations:

• The targets cannot move.
• The targets can walk about.
• The targets are active.
• Targets out of cones can continue to ask for the ball and, if played, pick up all of the
cones of that color. This rule keeps targets without cones involved and also compels the
working teams to be more thoughtful in possession.
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Pattern passing 1/3 field The 4-3-3 and its variations are designed to favor
playing the ball forward and for combination play as well. The base pattern below and the two
subsequent variations are useful for developing direction and rhythm. Player 2 checks away and
then back toward player 1, who passes into the feet of player 2. Player 2 lays off the ball to
player 1, who passes into the feet of player 3. Player 3 dribbles at speed back to the start point.
Players move up one position with each sequence.
Coach:
• Each forward pass is preceded by a check run away from the ball by the target.
• Play one touch as much as possible.
• Emphasize speed and quality technique.
• The player receiving the long pass dribbles at speed back to the start point and each
player moves up one position with each repetition.
Variation:
• The final pass must be made in the air and settled cleanly.
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Progression:
• Add a 1-2 after the long pass (as diagrammed above).
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• Add an overlap at the end of the exercise. Note that this variation changes the rotation
(from the first to the third and on to the second position).
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11 vs. 6 possession ¾ field Deploy one team in a 1-4-3-3 shape and the
other in a 2-2-2 grouping. The defenders attempt to pressure the ball and if they win it, they
step on the ball and pass to any player on the full side and play continues. Rotate players onto
the defensive team to sustain the pressure on the ball and give all players a chance to
participate in the 4-3-3 shape. The basic concern for the full side is learning to move the ball
together and release pressure.
Coach:
• The full side’s shape and playing relationships should be established through the
possession the team develops.
• Encourage the full side to experiment with the patterns practiced in the previous
exercises.
• Coaches can use this practice to choreograph attacking patterns and group play.
Variations:
• The defending team attempts to keep possession when they win the ball.
• One or both teams play to goal.
11 vs. 11 Scrimmage full field Play 11 vs. 11 with both teams organized in 1-4-3-3
formations. Encourage both teams to organize patiently in possession and look to establish
patterns rehearsed earlier in the session.
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Attacking Training Session#3 – Functional Training Session: Building Possession in the Back
Third.
Introduction: This session allows the coach to begin organizing possession in the defending
portion of the field through building passing relationships along the back line. The session also
incorporates back-passes to the goalkeeper and the back four working to break down the
defensive pressure of two forwards.
Back four shadow passing 1/3 field In the diagram above, the two center backs and
the two outside backs ping a ball back and forth across the back line without any pressure. The
coach can use this time to shape the back line and underline the critical components of
possession within the group.
Coach:
• Communication. All four backs must be well versed in instructing one-another as to
their options.
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• The weight of the pass is critical. Underweighted passes along the back line can lead to
turn-overs or loss of advantage as the point of attack is changed.
• The importance of allowing the ball to travel across the body where possible to receive
with the back-side foot. This technical consideration speeds play by minimizing the
touches necessary for each player and also by getting the receiving player immediately
turned to face the way they will be playing.
• The central players should be encouraged to run the ball several steps in the direction
they will play (when time allows). This transitional dribbling allows the center back to
measure the angle and pace of the ball to be played to the outside back, and also to
look to be sure the passing angle is available (i.e. no opposing player can cut out the
pass).
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• The wing players must be coached to adopt deep starting positions, cognizant of leaving
a cushion in front of them to receive without pressure, and then to be able to run onto
the ball, dribbling forward several touches each time they receive. Particularly in the 1-
4-3-3 with a triangle midfield, the outside backs must be comfortable pushing the ball
forward into the space often occupied by flank midfielders in other systems.
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• Skip pass. The back four should also be taught to skip one of their number (senior
teams may even play outside back to outside back on occasion) to speed the change in
the point of attack. It should be emphasized that this type of pass may only be utilized
when the back line are certain that the passing angle is clear and then the pace of the
pass must be heavy enough to insure no opponent will be able to cut out the effort.
Progression:
• Add the goalkeeper. The back four continue to circulate the ball and now they connect
with the goalkeeper. The coach can utilize this environment to practice coordinating
back pack-passes from the defenders to the goalkeeper.
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Coach:
• The goalkeeper must make early and demonstrative calls whenever she wants the ball.
• Particularly at the younger ages, most coaches do not want the backs to play the ball
directly at their own goal on a back pass. Therefore, the goalkeeper must be trained to
step out to one side of the goal or the other and call for the ball.
• The pace and location of the back pass.
• The number of touches the goalkeeper takes. When pressured, the goalkeeper must be
adept at clearing balls first-time, with an emphasis on getting the ball high and wide.
For the purposes of this exercise, the goalkeeper should focus on taking a touch in the
direction she intends to play and then her second touch should be a pass to an outside
back.
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Progression:
• Add two defending strikers who attempt to win the ball and play to goal. Additionally,
add two small counter goals on the flanks for the backs and goalkeeper to play to. This
practice allows the goalkeeper and back line to learn to break the pressure of the two
strikers. Emphasize the importance of trying to release one of the two outside backs up
the flank to score. Restarts in this practice should come from a server near mid field (as
shown) and should be a ball served to one of the backs or the goalkeeper.
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8 vs. 8 plus goalkeepers ½ field Play 8v8 plus goalkeepers. Each team plays four
defenders, two central midfielders and two forwards. During the first phase of play, divide the
field into horizontal thirds. The two wing defenders on each team can move forward into the
midfield zone when their team is in possession (they can carry the ball forward as well), but
must return to their defensive zone when the ball is lost. Emphasize possession of the ball on
the back line. After fifteen minutes, remove the zone restrictions, but encourage the teams to
continue to build possession along their back lines.
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Attacking Training Session#4– Functional Training Session: Building Possession from the Back
to the Middle Third.
Introduction: This training session focuses on moving the ball from the back line into the
midfield. Building on the previous session, this practice helps the coach train the midfielders
and back line to link in possession, and also looks at immediate outlets to the strikers. This
session presumes that the three midfielders will be deployed in a triangle.
Back four plus goalkeeper vs. two strikers This session picks up where the previous
practice left off, with the backs and goalkeeper working to relieve pressure and work forward in
possession against two strikers. The coach should vary the starting service (lofted and driven
balls to and over all points of the back line), and the striker pairings should be rotated often to
help sustain high pressure on the backs. The attacking group works to release a flank defender
to score in either counter goal. If the strikers win the ball, they attempt to score.
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Progression:
• Add a holding midfielder to the attacking group. If the team will deploy a triangle in the
midfield, the coach can either add a single holding midfielder (if the intention is to run
two attacking midfielders) or two holding midfielders (if the team will field a single
attacking midfielder). Remove the counter goals for the time being, and instruct the
attacking group that their goal is simply to keep possession and cycle the ball. The
holding midfielder(s) act as points upon which pressure on the back line can be relieved
and also as targets to be used to change fields or release an outside back. Continue to
rotate striking groups (try playing vs. a 3-front as well) to sustain pressure, and continue
to restart play with long serves to compel the attackers to reorganize.
Coach:
• Release an outside back. This pattern is a common means of pushing forward in the 1-
4-3-3, as the holding midfielder checks into the space inside and ahead of the outside
back. The ball can be played from either center back or the near-side back into the
holding midfielder, who then releases the outside back forward with a well-timed and
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paced ball to the flank. It is critical that the coach teach the holding midfielders to check
toward the ball just before they will be played. If the midfielder arrives too early and
has to sit in the gap for long, the chances increase that the passing angles will be
covered up or that the receiving player will be tightly marked by an opposing midfielder.
Both the midfielder and the outside back who will release into the flank space are
responsible for making sure the pass is ‘on’ before proceeding with this movement.
•Use the holding midfielder to change the point of attack. Once again, the holding
midfielder seeks a ‘window’ into which she can check to receive a pass from any of the
back line players. Emphasize that this is both a very useful and potentially dangerous
sequence, as the checking midfielder will usually receive the ball facing her own goal
and may be under considerable pressure. Thus, this sequence often features a single or
limited touches from the checking player, who plays one of the other backs (or
sometimes plays back to the player who passed into her) and then clears the space.
This type of movement is very useful for wearing down opposing strikers and also
stretching the opposing midfield group, and this type of possession throughout the
game can lead to many more opportunities late in contests as the opposition wearies of
the chase. If there are two holding midfielders, it is important that they learn to read
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one-another’s runs toward the back line and balance the field and communicate with
one-another. They can play one-another off of a pass from the back line, but the most
common scenario for this to happen, shown below, is for the first pass to be to the
higher player, so that the connecting pass between holding midfielders is a lay-off,
rather than a square ball in dangerous space facing one’s own goal.
Progression:
• Complete the triangle. Add the attacking midfielder(s), and continue in the same
setting, with the full triangle, the back four and the goalkeeper possessing the ball
against two strikers. In this setting, encourage the triangle members to learn to check in
and out of space in front of the defense to facilitate the release of pressure out of the
back. The triangle members should be highly aware of one-another’s positioning and
movements and should interchange frequently to create consistent options for the
backs and complicate defending for the strikers. Instruct the back line members to look
to play directly to the foremost member of the triangle, where the ball should be laid off
either to one of the holding midfielder(s) or to an advancing outside back.
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Progression:
• Add two central midfielders to the defending team and return to playing to counter
goals and the full-sized goal. Instruct the two midfielders to play centrally and to try to
disrupt receiving and possession in the triangle. If the defending team win the ball, they
play to goal. The attackers attempt to score into either counter goal. The attackers
should be compelled to work through the following set of restrictions, designed to force
them to problem-solve and understand their options.
• The triangle cannot dribble and cannot play each other. This restriction compels the
outside backs to push forward.
• All three triangle members must touch the ball before the team can move forward and
they cannot play each other. This practice compels the triangle members to cycle
through, supporting the back line’s possession.
• The outside backs cannot move forward. This variation will compel the triangle to
stretch to create attacking opportunities on the flank.
• The goalkeeper must touch the ball before the team can move forward.
• Each player on the back line must touch the ball before the team can move forward.
9 vs. 9 plus goalkeepers 2/3 field The two teams should play 1-4-3-2 in the final
scrimmage, fielding full back lines and midfield groupings. The two strikers simulate game
numbers and pressure for the back lines to work against. Continue to emphasize thoughtful and
sharp transition between the back line and midfield.
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Attacking Training Session#5 – Combination Play
Introduction: The 4-3-3 and its variations provide very good spacing and angles to facilitate
combination play. This session provides a number of environments in which the coach can train
the team to focus on combination play.
Triangle pass and overlap 15 yard x15 yard triangle Players work in groups of four,
with two players at one cone and one player at each of the other cones. The first player passes
to the target on her right and then overlaps that player. On receiving the ball back, she then
plays to the next target and overlaps. On receiving the ball back, she dribbles back to the
starting point, where the resting player starts the sequence again. After several minutes,
change the direction of play.
Coach:
• Communication. With each pass to a target, the running player must call, “Hold!” to
indicate to the target that she is making an overlapping run.
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• A quality run. The overlapping run must be made at speed and with enough space from
the target to simulate realistic conditions.
• Passes weighted to allow the players to work at speed.
German pattern passing 12x25 yard areas In groups of 8-10, players work through
two progressions of patterns in this setting, which is designed to promote 1-touch play,
combination work and running off of the ball. Instruct the players to remember to move up one
position with each sequence. To begin, player 2 checks away and then back toward the ball.
Player 1 passes in to the feet of player 2, who returns the ball to the inside foot of player 1.
Player 1 passes into the feet of player 3, who speed dribbles back to the starting point. Player 1
takes player 2’s position and player 2 takes player 3’s position. Meanwhile, players 4, 5, 6
complete the same sequence.
Coach:
• Communication. Players should get eye contact and communicate verbally on both
ends of each pass, and they should also show physically (by holding out a hand) where
they want to receive the ball. Communication should be early and confident.
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• Playing at speed. Once the players understand the pattern, they should work to
complete each sequence at game speed and then get on to their next starting point as
quickly as possible.
• Passes weighted to allow players to work at speed.
• One-touch play where possible.
• Players should look to get started with their check runs and their runs to the next point
as early as possible. It is useful in a game sense for players to be thinking about what
will happen next and to prepare for that moment early.
Progression:
• From the base exercise, add a 1-2 at the end of the sequence. Thus, player 2 checks
away and then back to the ball. Player 1 plays into the feet of player 2, who returns the
pass first time. Player 1 plays into the feet of player 3, who receives and starts to
dribble at player 5 (who has started her check run away from player 4). Player 2 shows
to the inside of player 3, who plays into player 2’s lead (left in this case) foot, before
running past player 5 (on the outside) to receive the return pass. Player 3 speed
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dribbles to the starting point, while player 1 moves up to player 2’s spot, and player 2
takes player 3’s position. Meanwhile, player 5 finishes her check run and the sequence
repeats with players 4, 5, and 6. Instruct the check runner to cooperate with the
players running the 1-2 around her.
Coach:
• The initiating player (player 3 in the diagram sequence) for the 1-2 must run at and
engage the check runner (defender) to create successful 1-2’s in a game setting. The
second attacker (player 2) should be level with and 4-5 yards away from the check
runner (defender) to provide a short, effective angle for the combination. If she is
behind or ahead of the defender, the angles become easier to defend and if she’s too
far away, the passes have to travel further, meaning the defender has more time to
recover.
• Additionally, the players should consider the surfaces used to pass the ball. If the player
initiating the 1-2 uses the outside surface of the foot closest to the second attacker, she
is better able to disguise the pass. The pass should target the lead foot of the second
attacker so that she can easily monitor the space for the return pass. If the rear foot is
played, the second attacker has to turn her hips and shoulders (and her attention) away
from the space to be played and her pass is thus blind and she is pulled away from the
space where the attack will proceed.
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Zone game for combination play 2/3 field Play an 8 vs 8 (plus goalkeepers) game
with the field divided into horizontal thirds. Each team plays 1-3-3-2. For the backs or
midfielders to advance into the next zone, they must be involved in a combination with a player
in that zone (i.e. an overlap or 1-2). This game not only encourages players to look to combine,
but also forces combinations forward, developing momentum in the attack. After twenty
minutes, remove the restriction, but require a combination before a shot at goal for the team in
possession.
Coach:
• teach players to think about what conditions are required for a successful combination
(i.e. an unsupported first defender; space on the flank for an overlap; communication
and early movement off of the ball).
• introduce other combinations if desired (heel pass; take-over; double pass).
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Attacking Training Session #6: Triangle Midfield Configuration
Introduction: In the 4-3-3, the midfield players are typically deployed in one of three shapes.
1. A triangle, with one attacking and two defending midfielders.
2. A triangle, with two attacking midfielders and one defensive midfielder.
3. A flat configuration, with one central and two flanking midfielders.
There are many subtle variations in these arrangements. It is critical that the team coach assess
both the abilities of the team’s central players and also his or her preferences for the team’s
style of play in deciding how to deploy the midfield three. This session features two exercises
emphasizing development of cooperation between the central players and a build-up game that
is ideal for training the desired shape for the central players.
German Ellipse 20x15 yard area Create two equal teams of eight players. In an
ellipse approximately 16 yards long by 10 yards wide, play 8v3. The remaining members of the
defending team are stationed around the ellipse and tasked with recovering balls as they leave
the area. Inside the area, place 3 central midfielders in the middle of the area. The remaining
attackers spread around the perimeter of the ellipse. The coach or a resting defender have a
ball supply and restart play quickly when the ball leaves the ellipse. The attackers attempt to
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keep possession inside the area. If the defenders win the ball, they kick it out of the area.
Change defenders every two minutes to maximize pressure on the attackers.
Progression:
• Coach the attackers to move toward the ball (while keeping their shape) each time the
ball is moved. Although this movement creates more pressure, with good ball
movement, the attackers learn to break the defenders’ pressure.
• Keep track of the best number of consecutive passes by each team to add competition
to the exercise.
• Coach the central players (utilize those the team will play in the triangle) to play quickly
and intelligently in the pressure of the ellipse. These players will also need to be able to
find one-another under pressure. Decisive verbal communication is critical.
• Give an extra point each time the attackers play through one of the central triangle.
• Give two extra points every time a central player passes directly to one of the other
central players.
• Award three points every time two central players complete a combination (1-2; heel
pass, etc.).
6 vs. 6 vs. 3 40x40 yard grid Create two teams of 6 and a third team
of central midfielders (3). This is a pure possession exercise wherein the entire group works on
possessing the ball numbers-down, and the central midfielders in particular have to find each
other under tremendous pressure. The two teams of 6 earn a point for every 4 passes
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connected and the group of three get a point for each pass they connect. This exercise is useful
for the triangle members in that they must constantly coordinate against heavy odds to both
win the ball and also to keep the ball once it’s won. Interestingly, the frequent result of this
game is that the triangle members outwork everyone else and win the game going away, giving
the coach the opportunity to reinforce the value and necessity of high work rates all over the
field and particularly in the triangle midfield.
Coach:
• Triangle members must have tremendous awareness and be able to think ahead.
Attacking or defending on an individual basis is futile in this setting and triangle
members must constantly have their heads ‘on a swivel’ to detect pressure, find support
and cordon the ball defensively.
• Communication. Relatedly, the triangle members must provide constant feedback to
one-another as an additional means of controlling and directing the game.
• Triangle members should think about how to be successful on both sides of the ball.
They will not be able to win much of the ball against such odds by simply running
around, but two (or three) of them may find opportunities to isolate and win the ball
through coordination.
• Transition. The triangle is the engine of the team and it is frequently the scene of
transition one way and then the other in the game. Triangle members must learn to
maintain a jogging pace with play and then be able to ramp up for frequent, short
sprints in transition, and they must constantly remain mentally in tune with the game.
There are very few breaks for the triangle members.
• Movement off of the ball. The triangle members must learn to read that when one of
their teammates wins the ball and is under pressure, another player must move to the
ball immediately in support. If at any time they find space, dribbling the ball and/or
wider spacing and or longer passes are desirable to imbalance the opposing teams.
Variations:
• All play is with the off foot.

• No verbal communication. This may seem counter-intuitive, but in short stints it is a
useful means of both making players appreciate the importance of verbal
communication and also forcing them to do more assessing with their eyes.
• Award points for combination play. Give the triangle members extra points for
combinations (i.e. 3 per combination).
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6 vs. 6 + goalkeepers 30x50 yard fieldwith full-sized goals Create two equal teams of 6
plus goalkeepers. Each team plays 1-2-3-1, with the groups deployed as pictured. The various
groups are isolated in their respective zones to start. Encourage the two midfield triangles to
work to gain control of the scrimmage through balanced positioning, tough defending and
building possession. This is an excellent environment for the coach to shape the midfield
triangle (one attacking and two defending midfielders or one defending and two attacking
midfielders). The midfielders can use their defenders and goalkeeper to build possession.
Progression:
• Players completing a pass to a player in the next zone forward follow the pass into that
zone. They can remain in that zone until possession is lost, and then they must return
to their own zone. This progression creates the opportunity for a defender to get into
the midfield (or front third) and for midfielders to get forward in support of the
attacker. Both of these scenarios are very common in transition in the 4-3-3. Coaches
should emphasize the importance of establishing possession and getting support to the
ball every time the ball is played forward.
• After fifteen minutes, remove the zone restrictions and proceed to open play.
Encourage both teams to continue to utilize the triangle to control the game.
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Attacking Training Session#7 – Speed of Play
Introduction: One of the most critical components in soccer is speed. Numerous types of speed
are relevant (i.e. physical, technical and tactical), and often the difference between two similarly
skilled teams is the overall speed of play. This session looks at technical and tactical speeds of
play in particular, two crucial elements for the midfield in particular in trying to control the
game in the 1-4-3-3.
Three serving one with two soccer balls 10x10 yard areas Three players (two with
soccer balls) stand in an arc 5-8 yards from the working player. The servers pass balls for the
working player to return in alternating fashion. The working player should play one-touch when
possible and must play each pass to the player without a ball. Encourage the servers to play
one-touch if/when possible as well for advance players. The servers should also attempt to
develop a rhythm so that the working player is always being challenged to keep up with the
service. Play for one minute before rotating the working player.
Coach:
• The working player should be calling out both to the player passing to them and also to
the open player.
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• The working player should adopt an active stance, with her weight on the front portion
of her feet and ready to adjust quickly to the varied serves.
• Sharp passing technique under pressure.
Variations:
• Serves are tossed underhand to be redirected first time (volleyed) in the air to the open
player.
• Serves are tossed underhand for the working player to head sharply to the open player.
5’s speed passing 12x20 yard grid Begin with groups of 5 with one soccer ball in
each grid. One player stands at each corner and the ball starts in one corner. This is a pattern
passing exercise that also requires sharp movement. Player 1 passes square to player 2.
Meanwhile, player three checks away and then toward player 2, who plays the ball into her feet.
Player 2 turns and plays into either player (4 or 5) on the far end of the grid and then
immediately takes player 1 or player 2’s spot, with that player showing to the middle. While the
change is taking place, 4 has played square to 5 and the sequence repeats in the other direction.
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Encourage players to preserve the random nature of the changes rather than simplifying and
ordering the pattern, as the unpredictable pattern lends more realistic training to the exercise.
Coach:
• Technical speed. One and two-touch play and turning can all be trained at game speed
with rhythm and time pressure in this environment.
• Tactical speed. Once again, the random nature of the running and passing to the
endlines compels players to stay focused and make very quick decisions if the exercise is
to proceed at speed.
Progression:
• Add a second central player. From this addition, the coach can insert several variations
in the exercise, each adding to the tactical complexity of the environment.
• Passes to the center can go to either player, but the exercise is the same.
• Passes to the center must go to the far central target (of the two in the middle),
lays off the ball to the nearer target to be played into the far endline (see diagram
below).
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2 vs. 2 with end line bumpers 20x25 yard grids with cone or PUGG goals Play 2v2 games
with a support player (‘bumper’) on each end for each team. The bumpers are limited to one-
touch play and should be used to release pressure (on the defensive end line) and open up the
game and create opportunities to goal (on the attacking end line). Bumpers can move back and
forth along the end line but cannot be tackled and cannot enter the field of play. Bumpers
restart play as well, and should have a ball supply ready. No throw-ins, corners, or goal kicks are
played in this game, with the emphasis being on fast break attacking and transitional play on
both sides of the ball. Play for 5 minutes and then rotate the bumpers.
Coach:
• Encourage players to speed up their thinking and footwork when a bumper is about to
be played. Given that the bumpers are limited to a single touch, it is mandatory that the
team in possession (and the defenders, too) are active and reading and running off of
the pass.
• As always, communication is critical. The active players will change roles, check in and
out and generally have to read and interact with one-another to be successful.
Variation:
• Bumpers are located at the sides of the grid.
8 vs. 8 plus goalkeepers 2/3 field Play 8v8 plus goalkeepers on 2/3 field. Teams
should be deployed in 1-3-3-2 formations and the coach should keep a ball supply handy to
speed restarts if desired. Emphasize quick movement off of the ball and sharp technical play.
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Attacking Training Session#8 – Changing the Point of Attack
Introduction: In the 1-4-3-3, the width created by the front and back lines both facilitates and
necessitates the ability to change the point of attack often and with efficiency. Precision long
passing, rapid inter-passing, good decision-making and running off of the ball are all critical
components to changing the point of attack.
End zone transition warm-up 2 15x25 yard lanes with 30 yards of open space between zones.
Put half of the team in each of the endzones with 2-3 balls per zone. Players pass and move in
the endzones. Periodically, one player makes a run out of the zone into the central area and
calls to a player in possession to play them into space. The player runs onto the ball, dribbles
into the other endzone and continues to play. The groups need to exchange players and balls at
a similar rate for the exercise to run smoothly.
Coach:
• Early and consistent communication.
• Purposeful running off of the ball.
• Awareness. The runners must be recognized early and played before they get settled in
the center area. The groups must also monitor the number of balls in their areas to
keep possession balanced and the exercise running well.
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Progression:
• A player runs into the central space between grids and one of the players in the grid
plays into her feet before overlapping her. The ball is played into space for the
overlapping player to run onto and dribble into the other grid.
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• A player runs into the central space and calls for a 1-2 with a player dribbling out of the
grid. The dribbler takes the return pass and dribbles at speed into the far grid.
• A player runs into the central space and calls for a long pass from a player in the other
grid. After receiving the pass, she turns and dribbles into the grid from whence she
started. Vary the type of service required (driven, lofted, chipped).
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4-lane soccer 4 15x25 yard lanes Divide the team into two equal teams (16
players are ideal). Each team places 4 players in one of the end zones and the other four in the
opposite side center lane. This is a possession game wherein each team tries to keep the ball
and play it as often as possible to their teammates in the other grid. When the opposition has
the ball, a team can send two players (one from each neighboring zone into a center grid or two
from the neighboring zone into the end grid) in to defend. Players on defense in their own zone
should look to block passing lanes. This exercise is a very good environment for learning to read
pressure (especially in the central zones, where defenders come from both directions) and also
for training to play a sharp pass through a defended area. The coach should have a ball supply
for restarts ready at the edge of the grid. Teams earn a point for each successful change in the
point of attack.
Coach:
• The group in each grid in possession needs to learn to organize quickly to create an
angle to play into the team’s targets in the other grid. Players must communicate;
move quickly off of the ball; space themselves well and, when opponents’ pressure is
broken or too slow in arriving, they need to also find a window through which they can
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change the point of attack. Then, they must be able to execute a variety of through
passes, including a chipped, driven or lofted pass with either foot, and the receiving of
these passes must also be trained to be crisp and intelligent to avoid pressure from on-
rushing opponents.
Variation:
• Add a goalkeeper who can wander around the area. If she is played in the air and
succeeds in catching the ball (she can be challenged), the team playing her earns a point
(she must be in an opponent’s grid). She must then distribute the ball to another
member of the team which played her and play continues.
Fitness Long Passing (2) 10x12 yard grids 25-30 yards apart for each group
Organize players in groups of 4. One player stands alone in one of the grids. In the other grid,
one player acts as a defender while the other two players string together 3 passes. After the
third pass, the defender becomes passive and one of the attackers plays a long pass to the
target in the other grid. As soon as the ball has left the grid, the defender and the attacker who
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did not play the long pass race to the far grid. The last player to arrive is the new defender and
the sequence repeats.
Coach:
• A major component in changing fields is the willingness and ability to run off of the ball.
Players need to compete in this exercise or they will end up playing defense and running
sprints with every restart.
• Encourage players about to play long passes to prepare the ball properly, taking a touch
in the direction they intend to play and then getting a look at their target before playing.
• Vary the type pass to be played (driven, lofted or chipped) and also the foot with which
the pass should be played.
4 Goal Soccer 2/3 field Divide the group into two teams and play on 2/3 field.
Each team defends two small (4 yard) goals placed 5 yards inside of either touchline. Each team
should play in a 3-3-2 formation. This game forces the teams to change fields frequently,
reinforcing the key elements outlined above. Utilize throw-ins and goal kicks for restarts (no
corners).
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Coach:
• Team organization. The midfielders in particular need to be vocal and working together
to probe the opponents’ defense and then be willing to cycle the ball back and forth
across the field, looking for an opening and taking care of the ball.
• Technical precision. Can players deliver a ball over distance when necessary to create
an advantage? Do they play the proper foot on their target? Is the receiving touch
productive?
8 vs. 8 Scrimmage 2/3 field End the session with an 8v8 (plus goalkeepers)
scrimmage to full-sized goals. Continue to emphasize thoughtful and intelligent mobility in
possession.
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Attacking Training Session#9 – Flat midfield configuration
Introduction: The midfield group in the 4-3-3 can be arranged in the triangle configuration
outlined in previous sessions (the most common arrangement) or in a more flat layout. As
noted earlier, there are many permutations that fall somewhere in-between, and every coach
will decide what configuration best suits her players and team. The assumptions with a more
flat layout are that there will often be a distinctive single central midfielder flanked by two
personalities that will both connect centrally and also roam the flanks. This session includes
exercises designed to help a team organize a more lateral philosophy in the midfield.
Lateral Passing Relays 1/3 field Organize the team into groups of 5. Spread
lines of cones in zigzag fashion (as shown in the diagram) across the width of the field. Explain
that teams will be trying to pass the ball in relays across the field and back and that each team is
competing against the others.
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Coach:
• Communication. As with all passing exercises, the players must get visual and verbal
connections on both ends of each pass, and hand signals dictating where the ball will be
played are also encouraged.
• Receiving across the body and allowing the ball to travel where one intends to play,
making the first touch with the away foot.
• Proper pace and good technique in passing.
Progression:
• Players must check away and then back to the ball to receive.
• Players must fake to take the ball back in the direction from whence the pass came and
then allow the ball to run across their bodies before passing.
• Players receive the ball with the near foot and then spin off (facing their own goal) to
play on to the next target.
• Remove the second and fourth cones and require that all passes be played in the air.
• Design patterns for the players to follow (i.e. play ahead on the ground and the ball is
played back to be played over the player at the first cone to the next target).
Functional Training: Back to Middle Third 2/3 field Place the back four and
goalkeeper on the field as shown. Add the midfield trio, arrayed as the coach desires. To begin,
simply have the group ping a ball around, exploring the angles and possibilities for possession
and transition.
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Coach:
• Awareness and communication. All 8 players need to begin to develop strong playing
relationships that will thrive under pressure.
• Movement. The flat midfield arrangement creates many windows for backline players
to move the ball into the midfield. It is important that the midfielders not become
stagnant when the ball is on the back line. Rather, they must learn to time their check
runs into the space in front of the back line. Additionally, every movement of the ball
and by their fellow midfielders prompts the need for each of the midfielders to assess
and adjust their own position. This midfield arrangement must not become entirely flat,
as the options available to a midfielder on receiving a pass from the back line are very
limited without coordinated movement.
• Pattern play. The flank midfielders should become accustomed to checking into the
space in front of and between the center back and outside back on their side of the field
and combining to release forward the outside back. The central midfielder will often
play a bit higher than her flanking partners and when she receives a pass from the back
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line, the flank players will need to either tuck in and under the ball to support if the
central midfielder is under pressure or flare out if the central midfielder can turn. Many
other patterns are possible as well, and training these sequences in a shadow setting is a
useful means of developing playing relationships and rhythm.
Add two defending strikers The exercise remains the same, with the target group
working on possessing the ball and crisp movement from the back line to the midfield and back.
If the strikers win the ball, they play the goalkeeper to restart play.
Add two defending midfielders and counter goals The target group now need to be able
to break pressure on the back line, find transition into the middle third against pressure and also
organize to attack. If the defenders win the ball, they play to goal. The target group play to two
counter goals.
9 vs. 9 + goalkeepers 2/3 field Add players to both teams so that each team features a
goalkeeper, four backs, three midfielders (deployed as a flat midfield) and two strikers. Play to
full-sized goals and emphasize back line to midfield transition.
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Attacking Training Session#10 –Flank Attack Choreography: Overlap Outside Back.
Introduction: The 1-4-3-3 features both room in wide spaces and numerous support and
interchange options, presenting very good opportunities to overlap players into crossing
positions. This session presents a small-group tactical overlap training environment to sharpen
the basic movement and also choreography of examples of how to overlap an outside back.
Overlap Square 20x20 yard square Player 1 plays into the feet of player 2, who dribbles at
the flag (defender). Player 1 calls to player 2 to ‘Hold!’ and makes and overlapping run into the
space behind and outside of the flag. Player 2 plays into space for player 1 to run onto and then
runs inside the flag (to force the defender to track either the ball or the runner) to the end of
the grid. Players change roles on the far side of the grid and then work their way back to the
starting point.
Coach:
• Timing. Successful wing play necessitates good timing between the runner (who needs
to stay on-side and also penetrate before the defender can cut the angle for the through
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pass) and the passer, who must occupy the defender and send the through pass at the
right time to play out the defender.
• Speed of play. Since timing is so critical, it is important that the players move at game
speed throughout the sequence.
• Technique. Ideally, the through pass should be played with the outside surface of the
foot closest to the runner. Although either insider surface can be used to make the pass
as well, the near-side foot outside surface can help disguise the pass.
Progression:
• Player 1 plays into the feet of player 2, who dribbles at the flag (defender). Player 1 calls
to player 2 to ‘Hold!’ and makes and overlapping run into the space behind and outside
of the flag. Player 2 dribbles at the defender, fakes to play outside to the runner and
cuts the ball inside, touching it behind the defender and then playing back to player 1 on
the flank.
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Coach:
• Timing. Successful wing play necessitates good timing between the runner (who needs
to stay on-side) and the player making the fake and cutting inside. Player 2 has to get
behind the defender quickly to avoid putting the runner in an off-side position with the
through pass.
• Speed of play. Since timing is so critical, it is important that the players move at game
speed throughout the sequence.
• The quality of the fake. Player 2 should turn her hips and shoulders toward player 1’s
run before cutting the ball away to the inside.
Progression:
• Replace the flags with passive defenders who either stand still or step into the path of
the run to force the ball inside. In essence, the player making the pass needs to learn to
read the reaction of the defender to the overlapping run in a game situation. If the
defender moves to cut off the angle of the pass, then the ball is cut inside and then
played in behind to the runner. If the defender does not move to cut out the angle to
the runner, the ball is played directly in behind to complete the overlap.
3v2 to goal 1/3 field Play 3v2 to goal. Require an overlapping movement
before a shot at goal. This overload environment should create ample opportunities for
overlapping, as there is plenty of width and only two defenders. Note the restart positions, with
two attackers forward as targets and another player in a supporting position with the ball.
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Coach:
• Setting up the combination. The initiating player can either play in to a target and
overlap or dribble at a defender, in which case either of the forward players need to
overlap into space on the flank. The key is to be decisive in choosing the roles of the
attackers, and the most withdrawn player (the player starting with the ball in this case)
sets the roles by passing or running at a defender.
• Timing. Enforce the offside rule to compel the attackers to focus on timing runs and
passes.
• Playing at speed. If this becomes a concern, add a recovering defender to limit the time
the attackers have to execute.
Movement to overlap an outside back ½ field The following examples provide a

functional setting in which the team can practice movements to overlap an outside back. The
sequences should be trained in a shadow mode (without opposition) first, with careful attention
to detail. The right back (5) passes into the feet of the checking right forward (9). The right
forward faces up to the defender as the right back makes an overlapping run. The right forward
can play the right back directly in if the opposing left back does not move to cut out the passing
lane. If the back cuts the immediate passing lane (instruct the defender to vary her reaction),
the right forward can touch the ball inside of the defender and then play the ball in behind for
the overlapper to run onto.
Additional options:
Movement to overlap an outside back

The right forward (9) immediately dribbles inside and square and then turns up field to pass into
space for the oncoming right back (5).
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The right forward (9)turns inside and plays the center forward (10), who is checking to the ball in
front of the back line. The center forward plays the ball into the corner for the overlapping
right back(5).
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The right forward (9) turns inside and plays the attacking midfielder (8), who touches the ball
forward and plays the ball in behind the defense for the right back (5)to run onto.
Rehearse each of the movements to both sides of the field and rotating through all relevant
players.
The coach can add and/or enliven defenders after the various options have been rehearsed.
Then, focus on the decision-making by the attackers, encouraging them to react to the
movements of the defenders.
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Attacking Training Session#11 – Flank Attack Choreography: Overlap Attacking Midfielder.
Introduction: The midfield triangle in the 4-3-3 is fluid in shape and because of its central focus,
creates space on the flank for overlapping runs. Also because of the central base, opponents
are often caught off guard by flank overlapping runs by central midfielders. This session
presents options for penetrating overlapping runs out of the midfield triangle.
Rounding the square 30x20 yard areas Place a player at each cone in the
diamond shape as shown. This exercise is designed to work on interchanges leading to running
off of the ball and penetrating passes. In the first phase, the ball is circulated along the
perimeter of the grid. The receiving player checks away from the ball and then back to it,
receiving the ball across her body and taking her first touch with the away foot in the direction
she will play. The pace of the passes should be crisp and the exercise should be run in both
directions, with players passing with the appropriate foot (left foot for clock-wise and right foot
for counter-clockwise circulation). To encourage technical precision, emphasize that the ball
should not enter the grid at any time in this first variation of the exercise.
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Progression:
• The target player checks away and back to the ball. The passer plays into the feet of the
target and then moves toward the ball (mid way between cones). The target receives
the ball, laying it off for the passer to run onto. The target then spins off to the outside,
running around the cone and the passer plays the ball inside the cone for the target to
run onto. The sequence repeats at each of the cones.
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5 vs. 3 to goal ½ field Organize the attackers as two attacking midfielders (one
starts with the ball) and three forwards. The defenders play a flat three. If the defenders win
possession, the ball is dead and play restarts with the midfielders. The attackers must work to
overlap one of the attacking midfielders before shooting at the goal. This environment is a
useful setting for either letting the players figure out how to create the overlap for the
midfielders or for testing the patterns outlined below.
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Movement to overlap attacking midfielder ½ field Any movement to overlap an
attacking midfielder on the flank requires that the forward on that side either be pinched in or
run inside. To begin, the right back (5) plays the right forward (9), who dribbles away from the
flank and the attacking midfielder (8) moves to overlap into and beyond the space vacated by
the right forward. The right forward plays into the feet of the center striker (10), who checks
toward the ball. The right forward passes to the center forward, who plays the ball in behind
the opponents’ left back for the attacking midfielder to run onto.
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Additional movements:
The left back (2) starts with the ball. The front line is shifted over to the left, opening the
right flank. The ball is played in to the center striker(10), who either turns or lays the ball off to
the holding midfielder (6). Meanwhile, the right attacking midfielder (8) makes a wide run to
get into the space outside of the opposing left back. The ball is played into the open space for
the runner to run onto.
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Movement to overlap attacking midfielder
The left back (2)starts with the ball. The front line is shifter over to the left, opening up the right
flank. The ball is played into the left forward (11), who turns the ball inside and dribbles across
the front of the opponents’ back line. The right forward remains tucked in, and the right
attacking midfielder (8) overlaps into the space on the right flank, where the left forward plays
the ball for her to run onto.
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Attacking Trainng Session#12 – Flank Attack Choreography: Wing or center forward
penetration.
Introduction: The front line in the 1-4-3-3 typically features hard-running, talented 1v1 players
who are constantly looking to penetrate the opponent’s back line. Because the system deploys
three forwards, there are numerous opportunities to overload points along the opponent’s back
line. This session presents specific choreography for releasing a wing forward or center forward
on a flank attack and then a scrimmage that promotes flank penetration and runs.
Flank penetrating movement: Center striker ½ field The right back (5) plays the ball
into the feet of the right striker (9), who touches the ball back and plays back to the feet of the
oncoming right back. The right striker then runs inside. Meanwhile, the center striker (10)
makes a run across the front of the opposing back line, crossing paths with the right striker and
then runs onto the ball played deep on the flank by the right back. The lateral run by the center
striker could also be made across the backs of the defenders, in an offside position, particularly
if there is no pressure on the ball and the center striker can check back on-side before the ball is
played.
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Flank penetrating movement: Wing Striker ½ field This is one of the most common
sequences in the system because it is relatively easy to isolate the wing forward against a single
outside defender and then exploit the space behind that player. The right back (5) plays the ball
into the feet of a checking wing forward (9), who lays the ball off to the attacking midfielder (8)
and then spins off to the outside to run onto the return pass in behind the opposing left back.
As with all patterns set for the flank, be sure to rehearse the sequence on both sides and with all
relevant players.
Coach:
• Timing. The attacking midfielder must learn to show underneath the ball at the moment
the right striker is receiving the ball. If she is too early, she is often marked at the
moment the ball is to be laid off to her. If she is too late or not close enough, she may
strand the right forward with a defender on her back and limited support options.
• Change of speed. When the ball is laid off, the striker must learn to turn outside and
sharply change speeds. At that moment, the defender must decide whether to watch
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the ball or track the runner and for a split-second, the attacker has the opportunity to
shed the defender and exploit the space in behind.
Variation:
• The right back (5) plays the ball into the feet of the right striker (9). The right striker
faces up with the opposing left back and plays into the feet of the center striker (10),
who has shown ahead of the ball and in a position to seal off the opposing center back.
The right striker sprints around the outside of the defender and runs onto the return
pass from the center striker. This 1-2 combination, when properly executed, is very
difficult to defend against and produces consistent penetration and crossing
opportunities, and is also a useful means of transition in the middle third of the field.
Coach:
• Center striker movement and physical presence. Much of the onus for the consistent
success of this move is on the center striker’s ability to move quickly to seal the
opposing center back. The center striker must be willing to play with a strong player on
her back and able to hold that player off to finish the combination.
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11 vs. 11 Scrimmage with flank crossing zones full field Organize two teams in 1-4-3-3
formations. The teams play a regular scrimmage except that all attacks must be made through
service into the flank crossing zones. These zones, which cover the final 1/3 of the field on both
flanks and in both zones, cannot be defended (no defenders can enter the zones), and the
attackers can only play into the zones to release the near-side forward or the center forward,
who can only enter the zones dribbling the ball (the outside forward)or running onto the ball.
Once the wing forward or center forward have possession in the zone, they run unopposed
endline and cross. Teams can only use the zones in their attacking halves, and the offsides rule
should be enforced. Note: This scrimmage can be used to set the tone at the beginning of the
session and/or to test the patterns introduced below at the end of the session.
Coach:
• Running off of the ball. The front line players need to get accustomed to creating angles
to the ball that will allow them to get in behind opposing defenses. Given that this
game requires that they get in on their opponent’s flanks, the running along the front
line must be done with an eye toward getting into the flank zones.
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Attacking Training Session#13– Central attack choreography: center forward penetration.
Introduction: The center forward in the 1-4-3-3 must be a potent combination of technically-
sharp, quick, strong, aggressive in the air and decisive in her play. Schemes to get her in behind
the defense often begin with a ball played into her feet, designed to pull apart and freeze the
opposing center backs, followed by a lay off pass and a looping run off of the ball into a seam in
the defense. This session presents an example of this type of combination taken from West
Ham staff coach Tony Carr, followed by a pair of functional schemes for getting the center
forward in behind the defense.
West Ham Combination Play 15x25 yard areas Players are organized into groups of 4-6
players as shown, with one player at each of the coaching sticks (defenders) and the balance on
the near end, where there is also a ball supply. Player 2 checks away from the ball at an angle
and then back to player 1, who plays into her feet. The ball is returned first time and then
player two spins off away from the ball. Player 1 then plays in to the feet of player 3, who has
checked away and then posted up on her defender. Player 2’s run takes her into a supporting
position behind and at an angle to player 3, who lays the ball off to player 2 and then spins off
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away from the ball and looks over her inside shoulder, penetrating behind the defender after
the ball is played through. Player 3 attacks the goal. Player 1 takes player 2’s position and
player 2 takes player 3’s position.
Progression:
• Replace the coaching sticks with defenders, who provide pressure, but do not disrupt
the movements.
Coach:
• Precision runs. Making well-timed, predictable (for one’s teammates) and full-effort
runs is critical to the success of these movements under pressure.
• Timing. The final run must be made in such a way that the runner will be on-side. The
attacker must coordinate with the player playing the penetrating ball by quickly getting
away from the defender, looking over her inside shoulder and making a sharp, looping
run that builds in time for the passer to set the timing of the pass and also allows the
runner to build up speed to run onto the ball at a sprint. The angle is also critical, as the
runner’s angle cannot make the passing angle easy for the defender to cut out.
• Technical detail. The pace and placement of the passes must work in rhythm with the
running off of the ball.
Movement to release the center striker ½ field The holding midfielder (6)
passes into the feet of the checking attacking midfielder (8), who returns the ball first time and
spins off away from the ball. Meanwhile, the center striker (10) checks in front of the opposing
left center back and then back in front of the right center back, attempting to draw both players
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out of position. The holding midfielder passes into the feet of the center striker, who lays the
ball off first time to the oncoming attacking midfielder (she could play either attacking
midfielder). The center striker then makes a curling run away from the ball and into the seam
between the right center back and outside back, where the attacking midfielder sends the
through pass. This movement lends a functional setting to the combination passing rehearsed
in the warm-up exercise.
Movement to release the center striker ½ field The holding midfielder (6) plays
into the feet of the checking center striker (10), who turns and runs at the opposing left center
back. The right forward (9) runs inside and into the seam between the opposing left center back
and outside back. The center striker plays the front foot of the right striker and then makes a
run in between and behind the two center backs to complete the 1-2 combination. This
movement requires early recognition from the right forward that the opposing back line is
loosely arrayed and also that the center striker will be able to face up to and run at the defense.
The right striker must also decide whether the center striker’s run will be successful (both in
beating both center backs and remaining on-side) before playing the return pass.
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11 vs. 11 Break-away game full field Play an 11 vs. 11 scrimmage with both teams
(minus goalkeepers) confined to the central area outlined in the diagram (between cone lines 30
yards from each endline. Both teams deploy 1-4-3-3 formations. During the first phase, require
that teams work combinations to release their center striker behind the opposing backline. The
defenders are confined to the central, coned area and the offside rule is in effect. If the center
striker is put through on-side, she attacks the goal at speed and is allowed one chance to finish
(no rebounds or cutting the ball back). Encourage both teams to keep their outside backs at
normal width on defense (there will be a tendency for them to creep inward given the paucity of
flank threats). After 20 minutes, ignore the cone lines and play a regular scrimmage, but
encourage both teams to look to get their center strikers in behind the opposing back line.
Coach:
• Center striker mobility and presence. Because the area of play in the first phase will be
congested, the center striker must constantly work to find ways to imbalance the
defense and also be available in the buildup phase.
• Creativity. Because the defenses will be aggressive covering space in front, can the
attackers find ways to spring the center striker from deeper positions (i.e. lofted, angled
balls from the back line or a holding midfielder)?
• Communication. Encourage both teams to discuss ideas and needs in their efforts to get
the center striker in.
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Attacking Training Session#14– Central attack choreography: Wing forward penetration.
Introduction: Because the wing forwards need to provide width in the 1-4-3-3, much of their
running will be devoted to flank penetration. However, their location at the edges of the
defense also puts them at good angles for central penetration runs that will also cause chaos for
opposing back lines (particularly when the through ball comes from the opposite side of the
field). This session features a precision long-passing and finishing exercise and functional
patterns for penetrating central runs by the wing forwards.
Through-ball finishing 2/3 field This exercise combines a simple passing

sequence with an angled, long through ball and a finishing opportunity. Player 1 passes into
player 2’s feet as the latter checks back to the ball. Player 2 lays the ball off first time for player
1 to run onto. Player 1 takes a long, preparatory touch and looks up to assess the possibility of
playing a long, angled through ball to player 3. Player 3 works to time her run to split the flags
(defenders), remaining on-side, and run on to the through ball and close on the goal to finish.
Player 1 moves to player 3’s position and player 2 takes player 1’s position in the next sequence.
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Coach:
• The quality of the through pass. The ball can be a lofted, chipped or driven ball,
depending on the distance, conditions and in a game setting, the posture of the
defense. The coach can require a particular type of pass, and the angle and distance of
the set up for the passing sequence and the through ball should be frequently changed
throughout the exercise.
• The timing of the run. The attacker’s run must be timed to stay on-side and also get in
behind the flags as early as possible, and the run must also create a good angle for the
through ball and the subsequent run to goal.
• Game speed. This pattern, including the run to goal, must be trained at speed so that
the practice simulates game situations.
Central attack movement: Wing forward penetration 2/3 field The left back(2) plays
the ball into the feet of the left striker (10). The left striker lays the ball off to the attacking
midfielder (7), who continues the change of field by playing her partner (8). The right forward
(9), who has worked to keep her width to create a channel between her immediate opponent
and the near-side center back, now makes a run across the front of her opponent and indicates
that she wants the ball played through into the seam. The attacking midfielder delivers a long
pass into the gap for the right forward to run onto.
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Coach:
• Timing. If the striker floats inside too early, the angle and seam will be depleted before
the play can develop. If she starts too late, the opposing center back may read the play
and arrive to the ball first. Similarly, the attacking midfielder must work to release the
ball before the advantage is lost and yet not so early that there is no chance of the
striker winning the race to the ball.
• Communication. Both the player delivering the through ball and the runner must
consistently get in early and demonstrative communication with one-another to help
refine the timing.
• Deceptive runs. The striker should vary her runs (i.e. sometimes making her run outside
and behind the left back to get out of her vision as the ball is released) or fake to check
for the ball to hold the defender before spinning off and getting in.
• Proper through pass. The type and texture of the pass have a dramatic impact on the
amount of success achieved by these movements. Often, this movement will require a
lofted ball to eliminate the opposing left center back.
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Central attack movement: Wing forward penetration 2/3 field The left back plays into
the feet of the holding midfielder (6), who turns and plays the feet of the checking center
striker. The center striker (10) lays the ball off first time for the left-side attacking midfielder,
who takes a touch to her right and plays a lofted ball into the same seam for the right forward
(9) to run onto.
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11 vs. 11 Break-away game full field Play an 11 vs. 11 scrimmage with both teams
yards from each endline. Both teams deploy 1-4-3-3 formations. During the first phase, require
that teams work combinations to release their wing strikers behind the opposing backline. The
defenders are confined to the central, coned area and the offside rule is in effect. If the wing
striker is put through on-side, she attacks the goal at speed and is allowed one chance to finish
(no rebounds or cutting the ball back). Encourage both teams to keep their outside backs at
normal width on defense (there will be a tendency for them to creep inward given the goal of
attacking their inside seams). After 20 minutes, ignore the cone lines and play a regular
scrimmage, but encourage both teams to look to get their wing strikers in behind the opposing
back line.
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Attacking Training Session#15– Central attack choreography: Attacking midfielder
penetration.
Introduction: The width created by the 3-person front line in the 1-4-3-3 and the numerous flank
attacking opportunities presented by the system compel opposing back lines to adopt a wide
posture. This tendency, combined with the ideal characteristics for the attacking midfielders
(hard-running, technical players who want to get into the attack), create useful possibilities for
getting one of the attacking midfielders in behind the opposing back line. This session features a
small-sided game designed to encourage running forward off of the ball and several patterns for
releasing an attacking midfielder in behind the defense.
Target Zone Possession Game 60x60 yard area with 10-yd target zones on opposite ends
Play 8v8 to end zones. No players may arrive in the end zones before the ball. Rather, they
must run into the zone to get onto the end of a through pass. A pass received in the zone is
awarded one point. After a score, the opposing team takes possession and play continues. This
game encourages teams to possess the ball and search for a through ball, and individual players
are required to make timed runs in behind the defense.
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Variations:
• Enforce the offside rule.
• Create a more functional setting by assigning positions (3-3-2) and only selected players
(attacking midfielders) can act as targets in the scoring zones.
• Require a set number of passes before a team can score.
Central attacking movement: Release attacking midfielder 2/3 field The right back
(5) passes into the feet of the checking right forward (9), who touches the ball inside and begins
running across the front of the opposing back line. The center striker (10) checks back into the
midfield (trying to pull the opposing right center back out of position) and the left forward (11)
maintains her width. The left attacking midfielder (7) sprints into the seam between the
opposing right back and opposing right center back and the right forward slots the ball into
space for the midfielder to run onto.
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Central attacking movement to release attacking midfielder 2/3 field The right back
(5) passes into the feet of the checking right forward (9), who passes first time to the right
attacking midfielder (8). The center striker checks toward the ball, trying to pull the opposing
right center back out of position. The left forward (11) maintains her width to help create the
seam. The left attacking midfielder runs into the gap between the opposing right back and the
opposing right center back. The right attacking midfielder plays a lofted pass into the seam for
her partner to run onto.
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11 vs 11 Break-away game full field Play an 11v11 scrimmage with both teams
yards from each end line. Both teams deploy 1-4-3-3 formations. During the first phase, require
that teams work combinations to release their attacking midfielders behind the opposing
backline. The defenders are confined to the central, coned area and the offside rule is in effect.
If the attacking midfielder is put through on-side, she attacks the goal at speed and is allowed
one chance to finish (no rebounds or cutting the ball back). Encourage both teams to keep their
outside backs at normal width on defense (there will be a tendency for them to creep inward
given the goal of attacking their inside seams). After 20 minutes, ignore the cone lines and play
a regular scrimmage, but encourage both teams to look to get their wing strikers in behind the
opposing back line.
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Attacking Training Session#16– Organizing possession in the front third.
Introduction: Sustaining attacks and creating opportunities against a defensive block is a major
point of emphasis in any system planning, and the 1-4-3-3 requires special preparation in this
regard given the smaller numbers in midfield and the central concentration of the midfield unit.
This session presents a possession-focus warm-up game and then a functional game
environment and suggestions as to how the issues of flank support, changing the point of attack
and penetration can be addressed in organizing possession in the front third.
Gates possession 40x40 yard area Divide the group into two equal teams. The
coach should have a ball supply available at the side of the grid for quick restarts. The teams
work to gain and keep possession. Teams earn a point for passing through any of the gates to
one of their teammates (the teammate must get the first touch after the ball passes through the
gate). Teams may not score through the same gate on consecutive efforts.
Coach:
• Awareness and decision-making in possession. Because the goals are spread across the
area, teams must constantly assess their best attacking options. As in the real game,
teams that get caught in the corners or along and facing the edges of the grid, as well as
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those who try to force the ball into well-defended space, will frequently be punished
with a loss of possession.
• Support to the ball. This is an outstanding environment for reinforcing the concept of
providing active and early support for the player in possession. Since this game requires
running off of the ball in support of the player in possession to score, there is natural
emphasis on early movement toward the gate being attacked. The coach can freeze the
action early on to point out support options and also the need to provide
communication and direction to the player in possession. This point of emphasis is of
critical importance when the session moves to a functional phase.
9 vs. 8 to goal ½ field The target group play to goal and field three defenders
(one central and two wide), three midfielders in a triangle configuration and three forwards.
The defending group play to two counter goals along the midfield stripe and deploy one
goalkeeper, four defenders and three midfielders (the coach can tweak the configuration of the
defending midfielders (triangle or flat) to suit the training focus for the attacking group). The
coach can use this environment as a pure possession exercise to focus on organization or allow
teams to play to goals to give more emphasis to penetration and finishing. There are many
variations in how a team can choose to organize against and break down a defensive block and
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the examples below feature some of the most useful examples that a coach can train into the
team.
• Flank organization: Outside back and attacking midfielder support pressured forward.
The ball is played deep into the zone to the feet of the wing forward (11), who is
confronted by the opposing outside back, with good support from the near-side center
back. To keep possession and create options for changing the point of attack, the left
back (2) pushes forward and the left attacking midfielder (7) also gets connected. With
these support options, the attackers should be made aware of the following options:
-the ball is laid off for the left back (2) to cross.
• the left forward (11) dribbles up the field, away from the end line and completes a
take-over with the on-running left back (2).
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• The left forward (11) plays into the feet of the attacking midfielder (7), who can
penetrate, serve the ball or maintain possession by choosing from among many passing
options. This is one of the most important support demands of the 1-4-3-3 when a
triangle midfield is used. The front line pushes hard forward and the attacking
midfielders must work consistently to get support underneath the ball so that flank
forwards do not become isolated against a prepared defense.
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• The left forward (11) passes to the supporting attacking midfielder (7) and then clears
the space by running toward the goal or toward the top of the 18-yard box. The left
back (2) overlaps into the corner space if the run of the left forward has cleared the
space. The attacking midfielder (7) plays the ball into the left back (2) to cross.
Central organization: Center forward and midfield triangle organize and look to penetrate.
The 1-4-3-3 provides flexibility and many options for central organization and penetration in the
front third. The center forward and midfield triangle provide the pivot point for changing fields
and also organize to break down the center of the opponents’ defense. Once again, there are
many schemes for central attacking against an organized block of defenders. Here are a few
useful patterns to train into the team:
• Ball played into the center forward(10). Playing into the feet of the center forward
creates numerous options, as the defense tends to collapse onto the threat, opening
other pockets for the attackers to exploit.
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• Lay off and penetrate(1). Playing the ball to a supporting runner may either freeze the
defense or, more properly, cause the opposing back line to step forward. Regardless,
the forwards can use this moment to penetrate with sharp-angled central runs.
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• Lay off and penetrate (2). Here, after the center forward lays off the ball, she
immediately checks into the midfield. This movement is designed to pull apart the
central defenders, dragging one even a few yards into the midfield, so that the other
attacking midfielder (or a wing forward) can make a penetrating run.
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• Center forward used as a decoy.
1. here the center forward (10) checks away from the ball, trying to create
interior seams in the opponents’ back line for a midfielder to exploit on
the dribble or pass.
2. similarly, the center forward can ‘dummy’ an angled ball into her feet
for a penetrating midfielder to run onto.
These are just a few of the many schemes that can be used to break down a well-organized
block of defenders. The coach should be sure to train the flank sequences on both sides of the
ball and also encourage players to interchange positions and be creative in the flow of play to
imbalance the defense and also build familiarity between the attackers.
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Attacking Training Session #17: Cross and finish 1
Introduction: With attackers stationed high on the flanks and many patterns designed to create
wing penetration, the 1-4-3-3 creates many opportunities to finish from crosses. Teams will
typically spend considerable time coordinating and refining the major components of this
specialized scoring situation. Set-up play, addressed in detail in previous sessions, is the starting
point for evolving crossing situations. Additional components and points of emphasis include
quality, consistent and intelligent crosses; runs that frame the box and find pockets in the
defensive block; technical finishing; and training players to have an aggressive, determined
mentality in the finishing phase. Sessions 17, 18 and 19 introduce and develop the technical and
tactical elements for successful crossing and finishing. Session 17 focuses on technical aspects
of finishing from crosses, from high-repetition isolation training to a competitive finishing
environment.
3’s Technical work 10x10 yard area for each group Two servers with soccer balls
train the working player. The emphasis throughout this progression is on speed and precision.
Begin with simple one-touch passing for the central player, who receives and returns a pass
from one server before rapidly turning to take a pass from the other. Rotate the working player
every thirty seconds.
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Progression:
• Full volley. Players form a triangle. The ball is served to the working player at knee
height. With an eye toward utilizing this skill to finish crosses, note that to begin the
server in each case tosses to the near-side foot for the working player to turn on and
volley to the third player. In a crossing situation, it is the near-side foot that is most
effective for volleying in that the attacker has the full range of motion for her striking
foot, whereas if the ball travels across her body, it can be more difficult (particularly for
young players) to time the strike and on most serves there is a more limited striking arc
available. The most common technical errors in this situation include striking the ball
inconsistently (utilize the laces), and popping the ball up due to a late strike below the
back center of the ball (strike the ball on the back center or slightly above back center
and near the low point of the leg swing).
To increase difficulty and realism:

1. serves can be to either foot, but must still be turned on to the third
player.
2. increase the angle of the serve and volley by putting more distance
between the server and target.
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3. add a cone. After each volley, the working player must do footwork
around the cone before receiving the next serve. The extra footwork
compels the working player to adjust her feet through short, sharp
steps, which is a critical component to consistent volleying in finishing
situations.
4. serves are tossed from an overhead (similar to a throw-in) position.
This requirement sharpens technique by forcing the working player to
adjust to service from varied heights and angles.
5. give each group a point for each volley that is caught by the target.
Check point totals at the end of the exercise.
• Side volley. Utilize the same set-up (and variations) as above. The side volley is useful
for players to be able to strike a ball that is outside of their frame and also up to waist
height. In this case, the player bends at the waist away from the ball and then swings
through the ball, again striking the back of the ball.
• 1/2 volley. Utilize the same set-up (and variations)as above, with servers throwing
underhand tosses that bounce in front of the target foot for the working player to
return. There is a tendency among young players in game situations to want to sit back
on a bouncing ball and play it on its way back toward the ground. Encourage players to
play the ball as early as possible, striking the ball on its way up after the initial bounce.
With all three volleys, the attacker needs to focus on getting over the ball at the
moment of the strike.
• Heading. Utilize the same set-up (and variations) as above. For attacking heading, the
eyes are open, the mouth closed. The player staggers her feet and shifts her weight
from the back to the front foot as the ball is struck. Attacking heading should drive the
ball downward. It is very important that players be able to change the angle on the ball
by stepping in the direction to be played while driving the ball with the forehead (strike
at the hair line) toward the target.
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Unpressured Technical Finishing 18 yard box Players line up in pairs at either
of the starting gates shown in the diagram. Two servers, one fifteen yards from each side of the
goal along the end line, stand ready to serve from large ball supplies. Players approach the goal
in pairs and attempt to finish a cross from the opposite side server. Serves must be finished first
time and should be varied in height and pace. Rotate servers every three minutes. Instruct
goalkeepers to remain on their line during the exercise.
Coach:
• Runs. Although this facet of finishing crosses will be dealt with in detail in the next
session, it is nonetheless useful for the sake of efficiency and effectiveness to instruct
attackers to stagger their runs.
• Communication. The trailing runner in particular needs to provide feedback to the lead
attacker as to who will finish the cross.
• Technique. Players should focus on utilizing the proper foot and technique in finishing
with a volley. Players tend to want to reach and take long strides to contact the ball.
Encourage players to shorten strides (allows adjustment and also provides better
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balance at the moment of finishing) and to utilize a shortened strike step (longer swings
at the ball produce more errors) to finish.
Flankenspiel 40x36 yard area with two full-sized goals Divide the group into
two equal teams (6v6 plus goalkeepers is ideal). This is a competitive game environment in
which all restarts are crosses. Each team provides a crosser on one corner of their opponents’
end line. The teams alternate restarts played from their crosser. Play is live as long as the ball
remains in the area. If the goalkeeper gains possession of the ball, she can throw or distribute
the ball with her feet. As soon as a goal is scored or the ball leaves the area, a cross restarts
play. Rotate the crossers every three minutes.
Coach:
• Aggressive play with each restart. Because the area is small and the focus is on finishing
crosses, players should be encouraged to take chances and press to goal to get on the
end of every cross.
• Technical excellence. Whether by head or by volley, players should focus on quality
technical strikes at goal under pressure.
• Communication. The attackers should communicate their intentions as the cross travels
to assure that they do not get in one-another’s way while attempting to finish.
• Because the area is relatively small, there will be pressure on the ball and players should
be encouraged, even at this stage, to anticipate and finish rebounds.
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Attacking Training Session #18: Cross and finish 2
Introduction: Building on the technical basis for finishing crosses outlined in the previous
session, this practice examines the importance of tactical runs to get on the end of crosses and
the need for thoughtful service from the flanks. The session opens with a simple, efficient
exercise for finishing crosses and then demonstrates how to add an emphasis on coordinated
runs and service. Finally, the practice ends with a full-sided scrimmage requiring teams to finish
crosses to score.
Cross and finish 1/3 field Runners gather in groups of 3-4 twenty-five
yards from goal. The group has a large ball supply. Crossers are located at the touch lines on
both sides eighteen yards from goal. In the first phase, the goalkeeper provides the only
defense of the goal. The ball is served by one member of the finishing group ahead of the
crosser on either flank. The crosser runs the ball to the end line and serves a cross for the
runners to finish. Each goal earns a point for the crosser and for the group of finishers. Keep
track of the score throughout the exercise. Allow each sequence to continue as long as the
runners’ touches move the ball in the direction of the goal.
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Variation:
• Require one-touch finishing.
Progression: Setting the runs. Place flags 15 yards from the goal line and even with the top
corners of the six-yard-box. Also mark a send 6-yard box (as shown), doubling the standard box
markings.
Coach:
• End line crosses. Explain to the crossers that taking the ball to the end line before
crossing accrues the following benefits:
1. The defenders are compacted back into their own goal area.
2. By attacking the end line, the crosser often forces the goalkeeper and defenders
to either focus on the ball or the runners.
3. Crosses from the end line can be made at angles that are easier for runners to
intersect and finish.
4. Finally, crosses from the end line create a visual timing cue for the runners that
maximizes coordination.
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• Target zone for finishing. Coach the group to look to serve and finish in the second six.
This area is far enough from goal to discourage the goalkeeper from attempting to field
the cross, and yet close enough to allow runners to finish first-time. Additionally,
defenders compressed back into their own six-yard box will have difficulty defeating
oncoming runners in dueling for the ball in this space.
• Tactical runs. After playing the initial ball for the crosser, the finishers must now run
around the away-side flag before closing on the goal. The run away from the ball both
allows the runners to time and choose their angle in closing on the cross and also
furthers the likelihood that the defenders and goalkeeper will not be able to track both
the runners and the ball.
Progression:
• Add a single defender. Instruct the defender to start in the “D” and then recover as the
ball is played to the flank. The defender should, for the purpose of this exercise, mark
one of the runners.
Coach:
• Frame the goal with the attacking runs. The diagram above outlines the areas to be
attacked in a crossing situation. Thus, the first runner to round the flag is tasked with
sprinting to the near post area to finish a short service. This player also focuses on
assuring that the goalkeeper is not allowed to handle the cross. The second runner
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stays up high, looking for a cross cut back into the second six-yard box. The last runner
to round the flag gets into the space beyond the back post, completing the ‘framing’ of
the goal.
• Service types. Crossers must learn to select the type and texture of the service. On
reaching the end line, the crosser should round the corner, taking a touch toward the
goal and then quickly surveying the runners’progress and the defender’s location to see
which runners are un-marked. The following are guidelines for the type of pass to be
played to the various runners/zones.
1. near post: Driven ball.
2. second six: A sharp pass on the ground or driven ball for the finisher to run
onto.
3. back post: Lofted ball to cut out the goalkeeper and defenders.
Progression:
• Add a second defender. The defenders continue to make recovery runs from the “D”
and they now mark two of the three attacking runners. The crossers continue to try to
pick out the open player in each sequence. The ball is live as long as it remains inside
the 18-yard box.
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7vs. 7 + neutral crossers ½ field Close the session with an 8v8 game plus
goalkeepers and neutral crossers. Play to full-sized goals on ½ field with a 10 yard lane on both
flanks where only the neutral crossers can play. Goals can only be scored off of crosses from the
neutral flank players. All restarts (no corners, goal kicks or throw-ins) come from the
goalkeepers. If the coach wants to make flank service more difficult to set up, do not allow the
goalkeepers to play into the neutral crossers. This will compel both teams to invest in more
build-up play.
Coach:
• quality service from the flanks, including both good technical crosses and intelligent
selection of the type and location of the service.
• well-timed and structured attacking runs to goal and aggressive finishing efforts on each
cross.
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Attacking Training Session #19: Advanced cross and finish
Introduction: This session is the culmination of the three practices examining crossing and
finishing. The previous two sessions, respectively, looked at the technical and tactical
requirements for effective attacking through crossing and finishing. This session offers several
options for advanced buildup play leading to crossing opportunities, including functional
environments relevant to the 1-4-3-3.
Cross and finish: Early cross 1/3 field This is a simple, efficient environment for
introducing the idea of an early cross. The advantages of the early cross include the possibility
of putting a player in possession behind the opposing back line; and the potential confusion for
the opposing back line and goalkeeper given a ball served between them. Early crosses can be
difficult to connect with a runner and finish because of the angle at which the ball is played, and
aggressive goalkeepers and well-coordinated back lines can cut out many serves of this kind.
However, mixing in an early cross can upset a team’s defensive balance and also increase the
likelihood that efforts to get to the end line to cross will not be as thoroughly defended.
Player 1 passes into the feet of player 2, who uses an attacking move to get in behind the flag
(defender). Meanwhile, players 1, 3, and 4 have drifted away from the ball and now holler
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‘early!’, indicating that they want an early cross. Staying on-side (of the flags) they bend away,
finding seams in the defensive line and then they sprint in behind to get onto the end of the
cross from player 2 and finish.
Coach:
• Aggressive running by the crosser to get in behind the defender.
• Well-timed and forceful communication from the runners as to their desire to receive an
early cross.
• Serves that are floated into the danger zone behind the flags and yet far enough in front
of the goalkeeper as to deter her interference (encourage the goalkeeper to play
aggressively).
• Runs that are bent sufficiently that the targets are approaching the ball at a playable
angle (i.e. their runs need to bisect the path of the ball as sharply as possible. If the
runners are running straight at the goal, odds are they will have a lot of difficulty getting
on the end of the cross.
Variations:
• Mix in a live defender(s).
• Encourage the crosser to vary the timing of her serves (sometimes going end line) so
that the targets have to adjust their runs.
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Functional crossing: Defender and wing forward combine 1/3 field The
right back (5) dribbles forward and the right forward (9) shows inside. The back plays into the
feet of the striker and continues her run, receiving the return pass to complete the 1-2 and then
crossing for the targets to finish.
Variation:
• The right forward (9) spins off to the inside and plays an early cross.
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Functional crossing: Midfielder overlap 1/3 field The right back (5) plays
into the feet of the right forward (9), who dribbles inside and plays into the feet of the checking
center striker (10). The right attacking midfielder (8) makes an overlapping run into the space
behind the opposing left back, where the center striker plays the ball into space for the
midfielder to run onto and cross.
Variation:
• The attacking midfielder (8) holds in the space in front of the defense. The center
forward (10) lays off the ball to the midfielder and she crosses early for backside runners
to go to goal.
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Functional Crossing: 6v5 plus the goalkeeper ½ field The defending team
features a goalkeeper, four backs (the two center backs are confined to the width of the 18-yard
box) and a single central midfielder, who can only contest the ball in the grid anchored on the
center line. The attackers field a full centrally-based triangle of midfielders and also a full front
line. With each restart (goal kicks played from the ‘keeper into the grid), the attacking
midfielders must get possession and complete two passes before playing into the front line and
joining the forwards in the attack. Compel the defenders to hold at the cone line until a
penetrating pass is made. They also need to track (but not win the ball) any forward who checks
toward the midfield. Once the ball reaches the front line, allow the players to experiment with
overloading one side of the defense (with a combination and/or penetrating run from a central
player) to create a crossing situation. Require the attackers to score off of crosses only. If the
defensive midfielder wins the ball, she tries to keep possession. If the backs win possession,
they must clear the 18-yard box to force a restart.
Coach:
• Creativity. Although much effort is spent in soccer training patterns, the defense and
the complexity of the game’s variables (technical errors, miscommunication, field and
weather conditions) often destroy such planning, and players need to be able to
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improvise and find their own solutions to problems on the field. Encourage players to
experiment to find new combinations to free up a crosser.
• Establishing overloads. Crosses are frequently played by players under considerable
pressure, and the forwards and midfielders must assure that one of their teammates
does not become isolated on the flank with no passing options. At least one other
attacker should always be working in support of the player on the ball.
• Aggressive play before goal. Much of finishing crosses is in the mentality of the runners.
The defenders will have a decided edge in most cases through numbers in particular.
However, players who attack the pockets in the defense with determination and
consistency will usually get on the end of several crosses each game, and this mentality
has to be trained into the players on the practice field.
• Encourage the wing attackers to check to the ball if the midfielder in possession is under
pressure. This checking action both provides a source of pressure release for the
midfielder, but also pulls apart the opposing defense, as the checking player can return
the ball first-time to the midfielder and then spin off and get into the space opened up
behind the defender.
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11 vs. 11 Crossing game full field Play a full-sided scrimmage with
crossing zones that measure 10 yards wide and thirty yards long, extending from each corner
and end line. The crossing zones may only be used by the attacking teams (no defenders may
enter these areas). Teams may only score off of crosses. Encourage teams to be creative in
getting into the crossing zones and to also vary the types and angles of crosses. Finally, monitor
the quality and timing of the runs and encourage good technique from crossers and targets.
Variations:
• Require a combination to get into the crossing zones.

• Remove the crossing zones but continue to require the teams to score off of a cross.
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Attacking Training Session #20: Finishing – Break-away and mid-range shooting
Introduction: This is the first of three finishing sessions. Strictly speaking these are not free-
standing training sessions, but rather collections of finishing exercises. Many coaches like to
plug in 10 minutes of finishing near the end of every training session and these exercises require
limited set-up and provide a variety of efficient, sometimes functional finishing environments.
This session features simple break-away and mid-range (12-20 yard) finishing environments.
Pressure finishing 1/3 field Player 1 passes to the lead foot of player 2, who
dribbles toward goal and attempts to finish. Player 1 chases player 2 at full speed and if she can
dispossess her, attempts to win the ball and score as well. After the duel ends, both players jog
back (be sure to jog back on the outside so that they do not interfere with the next sequence)
and change lines as the next duel commences.
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Coach:
• First touch out of feet. The attacker should focus on getting her first touch into space so
that she can get up to speed quickly, a critical characteristic in potential break-away
situations.
• Attacking angle of approach to goal. The tendency for the attacker is to work away from
pressure, which will lead to poor shooting angles in this environment. Encourage the
attacker to push the ball to the middle and get shoulder-ahead of the defender in
producing a good angle to goal.
• Reading the goalkeeper. The attacker’s last two touches are equally important. The
touch previous to the shot is the set-up touch. This touch puts the ball in striking
position and also allows the attacker to look up and assess the goalkeeper’s positioning
and intentions, as well as the best placement for the shot. Generally speaking, the
attacker should attempt to catch the goalkeeper moving forward and try to slot the ball
past her on the ground.
• Reverse the passing angle. Move the ball supply to the other cone to reverse the
passing and attacking angles.
Lay-off and penetrate 1/3 field Player 1 makes a hard run into the gate
(representing the opposing back line) and then checks back toward the ball. Player 2 passes in
to the feet of player 1, who lays the ball off to one side for player 2 and then makes a curved run
in the opposite direction. Player 2 plays the ball in behind the opposing back line for player 1 to
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run onto and dribble to finish. Player 2 then makes a check run through the gate and the
sequence repeats.
Coach:
• Proper pace and location in passing. There should be rhythm in the passing to provide
some realism in both the speed of play and also the timing of the runs. The lay-off pass
in particular must be played at an angle that allows the receiving player to easily control
the ball and develop a good passing window for the through pass.
• Quality runs. The check run must be made with conviction in both directions if it is to
freeze and pull apart the opposing back line in a game situation. Similarly, the curved
run prior to penetration must be made at speed and also with an eye toward being able
to look over the inside shoulder to time the run to stay on-side and choose the proper
point to get in behind the defense.
• Communication. The supporting player should demand the back-pass and also urge the
runner to get in behind the defense. Similarly, the runner should demand the ball be
played to her feet to initiate the sequence and then demand the ball be played in
behind to complete the combination.
Shoot-keep-retrieve 2 goals 22 yards apart Divide the group into two

teams gathered on opposite posts of the two goals with large supplies of balls. One team
supplies a goalkeeper for the first shot by the other team. Each player shoots, then plays
goalkeeper for one shot by an opponent and then retrieves a ball and gets back in line. Each
player is allowed two touches (a set touch and the shooting touch) and the first touch must
occur after the previous opponent’s shot (so that the player can hustle over to play goalkeeper).
This is a fast-moving, fun finishing environment. Keep track of score and play to 20 goals.
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Variations:
• After each shot, the players must drop down onto their front sides and recover before
playing goalkeeper.
• Require a certain type of shot (i.e. off-foot; low, driven ball; shot under the bar)
• Number the corners of the goal 1-4. The shooters must call out the number of the
corner they will play before striking the ball.
Supplemental goalkeepers 30 yard area before goal Divide group into two teams.
One team will provide two ‘supplemental’ goalkeepers, who must keep a hand on the back side
of their respective posts and cannot use their hands, but otherwise try to assist the goalkeeper
in blocking shots. The remaining players on the defending team are charged with organizing to
keep a steady ball supply for the attackers.
The attackers each have a ball and they are split in lines behind the cone lines. Alternating sides,
the attackers must dribble through the cones at speed and then they get one touch before
shooting at goal. After shooting, they get another ball and change lines. When the attacker on
the opposite side clears the last cone on the dribble, the next attacker can start to navigate the
cone line. Players in the left-side line must shoot with their right foot, and those approaching
from the right must use their left foot (increases the shooting angle).
Play for ninety seconds and then change the supplemental goalkeepers and play for ninety
seconds again. Keep track of the goals scored. After two rounds, the teams change positions.
The team scoring the most goals wins.
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Attacking Training Session #21: Finishing in and Around the Area
Introduction: This is the second of three finishing sessions. Strictly speaking these are not free-
standing training sessions, but rather collections of finishing exercises. Many coaches like to
plug in 10 minutes of finishing near the end of every training session and these exercises require
limited set-up and provide a variety of efficient, sometimes functional finishing environments.
This session features a variety of effective finishing environments that emphasize finishing from
in and around the penalty area.
Team Trains ‘Keeper 1/3 field Divide the group into two teams. Each team
places a crosser at one of the corner spots with a large supply of balls. Each team also places
four players inside the area and the remaining field players, each with a ball, spread across the
top of the 18-yard box. The players inside the area attempt to score for their team. Restart
points are selected by the goalkeeper, who calls out the name of the server. Balls served from
the corners are available for both teams to finish. The players at the top of the box can either
shoot for goal (in which case the players in the area must clear the 6-yard box so that the
goalkeeper has the opportunity to deal with the shot), or pass in to players from their team in
the area. If the goalkeeper gains possession of the ball, she distributes the ball into open space
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inside the box. Play for ten minutes and then rotate the servers and attackers. The goalkeeper
earns a point for each outstanding save.
Coach:
• The goalkeeper in dealing with serves into crowded space and shot-stopping.
• The players in the area as to how to organize attacking options and space.
• The serves from the corners and coordinated runs.
Variations:
• The players on the perimeter can be used for support.
• The players on the perimeter can strike any ball that pops out to them in the run of play.
Notre Dame Finishing 25x25 yard area This exercise was shared by University
of Notre Dame Head Women’s Soccer Coach Randy Waldrum at the 2010 Nebraska World Class
Coaching Seminar. Divide the group into two teams. Each team places bumpers (players limited
to one touch who cannot enter the area, shoot or be tackled) on the end line on either side of
their opponent’s goal. Each team also places bumpers on either side of the area in their
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attacking half. Finally, each team places two players in the area (in addition to their
goalkeeper). When one team scores, the other team must immediately rotate out their active
players into two of the bumper positions, while the team that scored restarts by getting a ball
out of their own net (the goalkeeper cannot restart). When a ball leaves the area, the
goalkeepers restart.
Coach:
• Use of the bumpers and creative running to create scoring opportunities.
• Quick and intelligent transition on both sides of the ball.
Variation:
• Add two more active players for each team (expand the width and length of the area
accordingly).
USA Women Finishing 1/3 field This exercise and its progressions were shared
by US Women’s National Team Head Coach Pia Sundhage at the 2009 NSCAA National
Convention in St. Louis. Station crossers at the top corners of the 18-yard box as shown. Place a
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center striker near the penalty spot. The remaining players, with a large supply of soccer balls,
line up 25 yards from goal. Player 1 passes into the feet of player 2. Player 1 then either
instructs player 2 to turn and shoot (in which case player 1 remains at the front of the line and
prepares to serve another ball) or to lay the ball off, in which case player 1 runs onto the ball
and finishes. Then player 1 remains in the area. When 3-4 players are in the area, the next
player to start play passes in to player 2 and calls for the ball back and then plays the ball wide
for a crosser to run onto. The crosser dribbles to the end line and serves a ball for the players in
the area (including player 2) to finish. Then the area is cleared and play continues.
Variations:
• Add two defenders. When the striker is told to turn, one defender releases and tries to
close down the attacker. Coach the striker to get a quick look at the defenders while the
ball is traveling to her to see which defender is trying to close her down. The striker
should look to turn sharply away from pressure and quickly finish.
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• Add a 1-2 before crossing. Here, player 1 passes into the feet of player 2, who returns
the ball to player 1. Player 1 then passes wide to player 3 (note the more withdrawn
starting position for the crosser in this variation). Player 4, who had been waiting in the
area, shows to the ball and completes a 1-2 with player 3 who then attacks the end line
before crossing.
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• Add an overlap before crossing. Player 1 passes into the feet of player 2, who returns
the ball first time. Player 1 then passes wide to player 3, who dribbles inside and holds
the ball for player 1 to overlap. Player 3 passes the ball for player 1 to run onto and
cross for the players in the area to finish.
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Attacking Training Session #22: Favorite Finishing Practices
Introduction: This is the third finishing session. Strictly speaking these are not free-standing
training sessions, but rather collections of finishing exercises. Many coaches like to plug in 10
minutes of finishing near the end of every training session and these exercises require limited
set-up and provide a variety of efficient, sometimes functional finishing environments. This
session features a variety of effective finishing environments that players and coaches
consistently cite as being among their favorites.
Long-range finishing game 1/3 field Utilize an area twice the size of the
penalty area (36x44 yards). Divide the group into two teams. Each team places one player in
their attacking half of the field and four in their defending half. The players must remain in their
respective halves of the field. If the player in the attacking half wins the ball, she cannot shoot,
but rather must lay off the ball to the back half of the field for a long-range shot. Restarts come
from the goalkeepers. Play for three minutes and then rotate the lone player in the attacking
half for both teams.
Coach:
• Technical long-range finishing.
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• Setting up the long range shot. In particular, players should learn to think carefully
about the longer preparatory touch required for a driven ball from distance, and for the
types of angle, pace, and placement required in the set-up passes leading to a shot at
goal.
Two-sided goal finishing game 1/3 field Divide the group into two teams. Put a
goalkeeper on either side of a flat, full-sized goal (or two flags placed to form a goal) at the
middle of the center circle. Teams can score on either side of the goal. No players other than
the goalkeepers are allowed inside the center circle. The goalkeepers restart after gaining
possession or a goal by throwing the ball anywhere in the area. The goalkeeper tandem receive
a point for every clean save.
Variations:
• Attackers can enter the area for rebounds only.

• Attackers are allowed inside the circle once the ball has entered the area.
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• Attackers are allowed into the area but goals can only be scored by head or volley off of
a serve.
Rapid Fire 1/3 field Divide the group into two teams. One team, each with soccer
balls, dribble in a grid 30 yards from goal. One attacker is posted 20 yards from goal and serves
as a wall-passer. This attacker calls out the names of teammates who pass into her feet, receive
the return pass and try to finish before crossing the penalty spot. The defending team post two
supplemental goalkeepers on the posts of the goal. These players must keep one hand on the
back of the post and cannot use their hands to save the ball. The remaining defenders are
arrayed well behind the goal. They can earn a point by receiving in the air errant shots over the
goal by the attackers and the completing three juggles before the ball hits the ground. Play for
two minutes and then rotate the supplemental goalkeepers. After three rotations, the two
teams change roles.
Variations:
• When a goal is scored, one or both supplemental goalkeepers must run out and touch
the line on their near side of the six-yard box (meanwhile, the attackers continue to try
to finish).
• Defenders behind the goal get a point for heading any errant shot.
• Vary the service (i.e. toss balls to be volleyed) and distance (or striking foot) for the
shooters.
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Attacking Training Session #23: Counter-Attacking 1
Introduction:
French coaching legend Gerard Houllier identified 4 moments in soccer:

1. When our team has the ball.
2. When our team has just lost the ball.
3. When the other team has the ball.
4. When the other team has just lost the ball.
The transitional moments (#2 and #4 above) are thus two of the four phases. The 4-3-3 and its
variations are ideally suited to a counter-attacking mentality because the system deploys
numbers forward early and it also keeps players located all over the field, creating early outlet
and support opportunities. This session and Session#15 address the basic tenets of counter-
attacking.
Key points of emphasis:
• Play with speed throughout.
• Look for the longest safe outlet pass to imbalance the defense.
• Quickly get support to the ball.
• If the defense is stretched and unbalanced, look to change the point of attack (if the
counterattack is threatened) to further unlock the defense.
• Take the attack to the goal immediately if feasible.
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2v2+4 15x15 grid Play 2v2+4 in a grid. Teams play to opposite corners as indicated in the
diagram. Players passing to a target then take that player’s place at the corner and play
continues. After scoring in one corner, the attacking team must work to the opposite corner.
Target players cannot be used for support. This is a very fast-paced, demanding exercise that is
very good for speed of play and also for encouraging a countering mentality. Players should be
encouraged to look to play to the corner as soon as an angle is available and also to look to
combine (1-2 and overlap) to imbalance their opponents.
Pairs passing with cues. ½ field Players work in pairs. Two-touch

passing to warm up. Explain that this session is built around organizing the team to counter-
attack. Introduce each of the variations and cues below, allowing the players to practice each
cue and reaction in isolation every few passes.
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• The receiving player steps on the ball. Her partner immediately runs to the ball and the
players change places before continuing.
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• The receiving player takes a short touch to one side and looks down. Her partner moves
closer and to the opposite side and the pair complete a 1-2 before changing places.
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• The receiving player takes a long touch and looks up. Her partner spins off and runs
away from the ball and she is played a long pass.
Once the players have rehearsed each of the cues, explain that the meaning behind each cue is
related to the team in possession. If the player looks down (as in the first two variations), she is
under pressure and her teammate must check to her to offer a passing option to release
pressure. If the player looks up and takes a long touch, she has time and space to play and her
partner should check away to create a longer pass and unbalance the opposing defense. Now
that the players understand the meaning behind each of the three cues, send them back to train
two-touch passing with each of the variations mixed in.
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Cobra Strike (2) 12X15 yard grids Players are organized in groups of three. Play
on fields divided into two 12X15 yard grids. Each team plays two defenders and one forward.
The forward cannot leave the front grid and the backs can only go into the front grid if they play
into the striker. No one is allowed to play goalkeeper in this exercise. Play for 10 minutes,
rotating the attacking player in each grid. Then, institute a rule that the striker is limited to one
touch and when one defender plays into the striker, the other must go forward in support of the
attack (the player passing forward cannot go forward). This requirement gets all 3 players to
think ahead and look for a third attacker in possession.
8v8 Game ½ field Play 8v8 on ½ field. Encourage players to look to play forward
early when their team gains possession and then move in support of the pass.
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Attacking Training Session #24: Counter-Attacking 2
Introduction: After establishing the cues for early breaks in the counter-attack phase in session
23, this practice creates numerous opportunities for players to make good decisions in the break
out phase, and also going to goal.
Possession to corner targets ½ field Play 4v4 (or larger numbers) plus four counter
targets. This environment is an expansion of the warm-up game in session#14. Whereas the
previous setting was designed to force quickened speed of play in a very tight space, this larger
field with more numbers is a good setting to simulate the break-out phase of counter-attacking.
The player who plays into a corner target then takes her place, while the target dribbles in and
initiates a counter in the other direction. Teams must alternate the target corner to which they
play. In the example above, the pass into the orange target allowed time for that player to take
a long touch and find the player in the center circle before black could apply pressure to the ball.
As a result, the orange player underneath ball is able to spin off in support of the ball and the
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target player up top spins away, completely imbalancing the black defense and creating an angle
for a through pass to the target in the corner.
Overload training to goal final 1/3 The next three exercises are designed to give
players the opportunity to work to goal in overload (numbers-up) situations. In each case,
players need to play at speed and solve evolving and varied tactical dilemmas. Coaches should
endeavor to help players focus on building playing relationships and habits between relevant
players (i.e. two forwards or a forward and an attacking midfielder) that will translate to good
decision-making and consistent coordination in game situations.
2 v 1 Overlap 1/3 field Attackers work in pairs, with one player starting with the
defender in the “D” and the other prepared to serve the ball from ten yards further up field.
The pass to the striker initiates the duel, with the striker compelled to decide whether to hold
the ball and wait for the oncoming overlapper; spin off and go to goal herself; use the
overlapper as a decoy, attempt to face-up and play the overlapper in or lay the ball off
immediately and create off of the ball. The defender should vary her pressure and positioning
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to encourage the attackers to make conscious and good decisions. Players change roles with
each restart. Vary the distance and angle to goal, as well as the type of serve (in the air or to
feet) to give the attackers different looks.
2v1 Reaction 1/3 field Once again, two players in different color vests wait in the “D.”
This time, there are also lines to either side of the center service area (one in each color). The
coach initiates play by passing to the first player in either line. The player in the “D” with the
corresponding color becomes the attacker and the other player is the defender as the players
play 2v1 to goal. The attacker receiving the pass from the coach then takes the place of her
teammate in the “D” as play continues.
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2v1 +1 Recovering 1/3 field A defender serves to either of the attackers and then
sprints to recover. An additional defender waits in the “D.” The attackers have a 2v1 to goal if
they play quickly. This exercise punishes the attackers if they fail to play at speed, as they lose
their numerical advantage very quickly, simulating a recovering defense in a game situation. If
the defenders win the ball, the duel ends.
Variations:
• The distance from the goal that the move starts (and the angle of the attack) should be
varied.
• Vary also the distance and type of service into the strikers. For example, add a server
thirty yards behind the play (the recovering defender starts 10 yards behind as before)
and serve balls in the air into one of the target players.
• Stagger the start points of the attackers.
• Add both attackers and defenders to build toward a game situation.
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8 vs. 8 transition and counter-attacking full field Play 8v8 plus goalkeepers on a full field
divided into thirds. To begin, play each team in a 1-2-3-3, with the defenders locked into the
back third. The two 3-player midfields duel for possession in the middle third. Midfielders
cannot dribble into the front third, but may get into the front third to join the attack after
playing into a striker. One striker can check sharply into the middle third to receive a pass from
a back or midfielder (but not to defend). Midfielders are allowed into the back third to defend,
thus adding pressure to the attackers to work to goal quickly. There are many variations that
the coach can use to tweak the base exercise to create different counter-attacking situations.
Variations:
• Limit touches for either the individual or the team. This will both force the pace and
also create turnovers, and opportunities to counter.
• Compel the attackers to execute particular movements in their counters (i.e.
overlapping runs; combinations; serves from the goalkeeper or back line, etc).
After 20 minutes, remove the restrictions (and add a third and fourth defender for each team)
and let the teams play, with a continued emphasis on quick counterattacking play.
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Attacking Training Session #25: Defeating the Offside Trap
Introduction: Among the most difficult defensive tactics for teams to break down in the attack is
the offside trap. The 1-4-3-3, with the extra player on the front line and common emphasis on
playing behind the opposing back line, can often be frustrated and disrupted in the attack by an
intelligent, trapping opposing back line. This session examines functional opportunities for the
team playing a 1-4-3-3 to practice defeating the offside trap.
10 vs. 8 2/3 field The attackers are organized in the 4-3-3 and play to a full-sized
goal. The defenders field a goalkeeper, four defenders and three midfielders. The defenders
play to two counter goals. Instruct the defending back line to work to maintain a high line and
to step aggressively when the ball moves away from their goal and when they can catch an
attacker offside. Ideally, their defensive tactics are aggressive and somewhat varied (i.e.
sometimes stepping to move opponents into an offside position and sometimes just holding
their line) so that the attackers learn to adjust to both tactics and also are forced to problem-
solve as they play.
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• Forward line bent runs. Front line players (9, 10, 11) need to learn to recognize
movements by the opposing back line to hold or push forward. The wide strikers are
best served in this situation by keeping their width (while the ball is central) and thus
being able to observe movements by the opposing back line. As the ball is moved along
the back line between the two center backs (3,4), the opposing back line pushes
forward. The front line (9, 10, 11) make checking runs toward the ball and look for clues
(i.e. a long touch and a look up) that their own backs are preparing to play them in
behind the opposing defense. In each of the situations discussed in this session, timing
is absolutely critical. If the ball is played too early or the run too late, the serve may be
wasted. If the serve is too late or the run too early, the attackers will be offside.
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• Crossover runs. Here, the center striker (10) and the left striker (11) make crossover
runs that keep them in front of the forward-moving opposing back line. Similar to the
bent runs shown above, these runs both help the back line or midfielders looking to
serve in behind the opponents’ back line to set the timing for their pass, and these runs
also tend to cause confusion for the trapping defenders, as a striker may be overlooked
as they cross over and look to penetrate.
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• Midfield penetration. As the strikers retreat in front of the opponents’ pushing back
line, the attacking midfield (8) makes a sharp, late run into the seam in the defense,
running on to a pass from the other attacking midfielder (7). This is a particularly
effective means for defeating the offside trap, as the midfielder does not have to retreat
to get in front of the opponents’ restraining line, but can work to get to a good angle
and then run at the opposing back line at speed, making her very difficult to track and
catch if the through ball is well played.
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Attacking Training Session #26: Attacking Set Plays
Introduction: For any competitive team, regardless of the chosen system of play, effective
attacking set plays are critical to the team’s success. This chapter is not intended to be a free-
standing training session, but rather a collection of creative and effective throw in, corner kick,
direct and indirect free kick plays.
Decoy throw-in play. Player 1 checks back toward the ball while player 3 sprints into
the space behind player 1 as player 2 throws the ball for player 2 to run onto. Player 1 needs to
be very demonstrative in demanding the ball as she checks to the ball so that the defender will
be pulled out of position and player 3 can find space to run into.
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Flick on throw-in play. Player 1, who possesses a long throw, tosses the ball for player
2 to post up and flick on the ball for players 3 and 4 to run onto. It is important that player 2 be
well-located to be able to flick the ball. Players 1 and 2 should rehearse this sequence
frequently to make sure they know the distance the ball can be thrown. Players 3 and 4 should
make runs that allow them to run toward the ball as shown, at an angle that will allow them to
adjust to the flight of the ball and also generate enough power on their finishing efforts. Once
again, the runs and finishing should be rehearsed frequently to increase familiarity and
efficiency.
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Short corner kick play. Player 1 and player 2 are at the corner. Player 1 passes to
player 2 and then overlaps her. Player 2 dribbles at the defender. Player 2 can either pass to
player 1 or fake the pass and dribble past the defender. Either way, the ball is crossed for the
coordinated runs before goal, or shot at goal if the runner can achieve a good angle and distance
from which to attempt to score.
Considerations:
• If an opponent is closer than ten yards, the players should ask the official to set the
proper distance before commencing their movement.
• Note that if the opponents send two players to defend this play, the attackers change
the play to serve a ball into the area.
• A useful variation to this play is to place a single player at the corner to start and then
have a runner come from the crowded area in front of the goal and check to the ball to
play a 1-2 with the server. In this way, it is both easier to disguise the short corner and
also create a better angle and distance for the serve into the area.
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Wave corner kick play. Player 1 is at the corner. Players 2, 3, 4, 5, and 6 gather at the
top of the 18-yard box and just beyond the back post. At a signal from player 1, the runners
close on the goal and finish the serve from the corner.
Considerations:
• The starting position for the runs can be varied. Some teams group the runners
together, making the individual players difficult to track. Other teams put the players
together but then have them mix about until just seconds before the kick, making the
runners even more difficult to sort out. Finally, some coaches like to send the runners in
stages, hoping to drag defenders out of position. Regardless, it is important the coach
find a rhythm and pattern that is predictable and successful for the team.
• The coach can set the runs to meet the anticipated service to a particular zone (often
the back half of the goal and 5-7 yards from the goal). It is advisable to have at least one
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runner getting into the near post area to find a short or low serve (advanced teams
often target this player to flick the ball to the targets at the back post). Similarly, one
runner should attempt to get to the goalkeeper to disrupt her concentration on any ball
served to a point where she can play it), and one player should seal off the area outside
the back post to frame in any ball that gets through the area.
Argentina indirect kick play. This famous free kick play has several variations. Player 1 is at
the ball. Player 2 positions herself on the inside of the defensive wall. As player 1 begins her
approach to the ball, player 2 slides along the back side of the wall and sprints into the space on
the flank where player 1 passes her the ball. Depending on the angle and level of surprise
achieved by the play, player 2 can either go to goal or cross the ball for other runners to finish.
Variation:
• Two players start at the ball. The first player runs over the ball and to the side of the
wall, where the second player plays the ball for the runner to run onto.
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USA direct/ indirect kick play. Three players (1, 2, 3) are at the ball. The three players
discuss the possibilities given the position of the ball and the organization of the defense.
Possibilities:
• In a direct kick situation, any of the three players can shoot the ball directly at goal.
Note that the starting positions of the three players allow for varied angles of approach
to the ball and prevent high-level goalkeepers from trying to anticipate the potential
bend and placement of the ball.
• In an indirect free kick situation, player 2 or 3 can tap the ball for the other to stop and
then player 1 can run onto and strike the ball at goal. This variation is useful both in
that it can change the angle of the approach to goal, limiting the utility of the defensive
wall, and also because unlike other indirect plays, it still allows the shooter to hit a
stationary ball, increasing accuracy. Note that the three players need to talk before the
strike to be sure they have sorted out their respective roles and sorted out the best
angle from which to strike (they also need to put the ball in a position so that the
striking player will be on her strong foot).
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Distance free kick play. This is the classic play to take advantage of a free kick
opportunity from a distance beyond which a direct shot at goal can be attempted. Player 1 is at
the ball. The remaining players line up along the defensive restraining line. Player 1 serves the
ball behind the defensive restraining line, but also far enough from the goal to prevent the
goalkeeper grabbing the serve, for the runners to find and finish.
Considerations:
• The runs should be coordinated in such a way as to assure that a player gets end-line to
prevent the ball going out for a goal kick and at least one player should make an effort
to challenge an advancing goalkeeper for the ball as well.
• The runners should not all start on the defensive restraining line where they are easy to
mark and where their runs can be disrupted by the defenders. Rather, it is useful to
have some runners start in wider positions (and several yards on-side) and approach the
restraining line at full speed (and out of the vision of the defenders as they focus on the
ball) as the ball is served.
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• Another tactic to frustrate markers is to have a runner(s) stand in an off-side position
during the set-up of the play and then check sharply on-side just before the ball is
struck.
• Finally, at high levels teams often run switches, with players crossing (and, cynically,
picking off defenders) as they run, making it difficult to isolate a particular defender on a
dangerous attacker.
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Conclusion
The 4-3-3 is a flexible, attacking-oriented system of play, and with quality training on both sides
of the ball, teams at every level can utilize the system to swamp their opponents in attack and
frustrate them with stout, sharp defending. This book, in combination with the companion
volume, has offered a thorough treatment of all aspects of team attacking in the 4-3-3. Thanks
for purchasing the book(s) and best wishes in your coaching.
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Sources and Recommended Reading
Michael Beale. 140 Overload Games and Finishing Practices. Spring City, PA: Reedswain, 2007.
Michael Beale. 100 Defending Practices and Small-sided Games. Spring City, PA: Reedswain,
2007.
Tim Crothers. The Man Watching: A Biography of Anson Dorrance, the Unlikely Architect of
the Greatest College Sports Dynasty Ever. Ann Arbor: Sports Media Group, 2006.
Tony DiCicco. ‘Playing the 1-4-3-3.’ Reedswain DVD.
Anson Dorrance with Tim Nash. Training Soccer Champions. Raleigh, NC: JTC Sports, 1996.
Wayne Harrison. Game Situation Training for Soccer: Themed Exercises and Small-sided
Games. Spring City, PA: Reedswain, 2005.
Wayne Harrison. Players Roles and Responsibilities in the 4-4-2: Attacking. Leawood, KS:
World Class Coaching, 2009.
Wayne Harrison. Players Roles and Responsibilities in the 4-4-2: Defending. Leawood, KS:
World Class Coaching, 2009.
Sven Hubscher. Creative and Successful Wing Play. Germany: Institute for Youth Soccer, 2006.
Robert Podeyn. Coaching the Dutch 4-3-3. Overland Park, KS: World Class Coaching, 2008.
Peter Schreiner and Norbert Elgert. ‘One Touch and Combination Play: Fast Break Attack.’
Reedswain DVD.
Peter Schreiner and Norbert Elgert. ‘One Touch and Combination Play: Playing Under Pressure
and Finishing.’ Reedswain DVD.
Randy Waldrum. ‘4-3-3: Attacking’ World Class Coaching Seminar Field Presentation.
Randy Waldrum. ‘4-3-3: Defending’ World Class Coaching Seminar Field Presentation.
Randy Waldrum. ‘Notre Dame Finishing Exercises’ World Class Coaching Seminar Field
Presentation.
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About the Author
Tony Englund holds more than a dozen NSCAA diplomas, including the Director of Coaching,
Premier and Goalkeeping Level III awards. He also serves as an Associate Staff Coach for the
NSCAA. Teams he coaches have won 4 state championships and multiple premier league titles,
and consistently earned top twenty regional rankings. He is the author of Goalie Wars: ‘Keeper
Training in a Competitive Environment, also published by World Class Coaching. Tony serves as
Assistant Director of Coaching at St. Croix Soccer Club in Stillwater, MN.
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Players’ Roles and

First published January, 2011 by

Edited by Tom Mura

Cover Design by P2 Creative Solutions

Foreword by Randy Waldrum, Head Women’s Soccer Coach, University of Tony

6 Foreword by Randy Waldrum, Head Women’s Soccer Coach, University of Notre

10 The 4-3-3 at the 2010 World Cup

15 Players’ Roles and Responsibilities in the 4-3-3

21 Strengths and Challenges of the 4-3-3 System

27 Session#2: Functional Possession in the 4-3-3

32 Session#3: Building From the Back

39 Session#4: Back to Middle Thirds

44 Session#5: Combination Play

49 Session#6: Triangle Midfield Configuration

53 Session #7: Speed of Play

57 Session#8: Changing the Point of Attack

64 Session#9: Flat Midfield Configuration

68 Session#10: Flank Attack Choreography: Overlap Outside Back

74 Session#11: Flank Attack Choreography: Overlap Attacking Midfielder

80 Session#12: Flank Attack Choreography: Wing or Center Forward Penetration

84 Session#13: Central Attack Choreography: Center Forward Penetration

88 Session#14: Central Attack Choreography: Wing Forward Penetration

93 Session#15: Central Attack Choreography: Attacking Midfielder Penetration

97 Session#16: Organizing Possession in the Front Third

110 Session#18: Cross and Finish 2

115 Session#19: Advanced Cross and Finish

122 Session#20: Finishing

126 Session#21: Finishing

132 Session#22: Finishing

135 Session#23: Counter-attacking 1

141 Session#24: Counter-attacking 2

146 Session#25: Defeating the Offside Trap

150 Session#26: Attacking Set-Pieces

159 Sources and Recommended Reading

160 About the Author

2004 & 2010 NCAA National Champions

Why the 4-3-3?

The Netherlands 4-3-3:

Coach: Bert van Marwijk

Coach: Bert van Marwijk

Center Forward (10)

Wing Forwards (9, 11)

Attacking Midfielders (7, 8)

Defensive Midfielder (6)

Prototypical holding midfielders include: Javier Mascherano of Argentina; Carlos Carmona of

Outside Backs (2, 5)

Center Backs (3,4)

Prototypical goalkeepers include Maarten Stekelenburg of the Netherlands; Iker Cassilas of

Progression and variations:

• All play is with the off foot.

Movement to overlap an outside back ½ field The following examples provide a

Movement to overlap an outside back

Through-ball finishing 2/3 field This exercise combines a simple passing

To increase difficulty and realism:

• Require a combination to get into the crossing zones.

Shoot-keep-retrieve 2 goals 22 yards apart Divide the group into two

• Attackers can enter the area for rebounds only.

French coaching legend Gerard Houllier identified 4 moments in soccer:

Pairs passing with cues. ½ field Players work in pairs. Two-touch

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