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by Gary Rue
garyrue@bellsouth.net
 

NOTE:  Gary did not write these exercises and tips with the idea that someone would publish them.  I subscribe to the Soccer-Coach-L e-mail list and Gary is one of the coaches that posts extremely well thought out replies.  These are some of Gary's posts that I collected for use in coaching my own teams.   I approached Gary and he was gracious enough to allow me to publish them here.  If you like what you see or have a question about one of the exercises you can reach Gary at garyrue@bellsouth.net There are 50+ more pages of Gary's posts categorized at the Home Page of Exercises of the Day by Gary Rue. Click here and enjoy.

Coaching with Style - Defensive System and Shape
Segment 10

 

        The team shape and the defensive style of play are starting become more defined at this point. Following are some examples of base defensive systems with a few twists. These examples are designed to show the coach how to work the system and the players into a particular shape. They are not to be recommendations the best system or defensive styles of play.

Note: the formations or shapes will be listed as numbers of players at each level, starting with the backs, then halfbacks and lastly the forwards.

• Team A
  This team has a fast sweeper type player, backs with average (or below) speed, an athletic and skilled center halfback, wing players with good speed and crossing abilities and a physically strong finisher (center forward). The coach may choose a:
  
  4-3-3 sweeper, man-to-man marking, center back or stopper
  
  The wing backs mark the opposing team's front runners, staying with them wherever they go until their team gains possession or see an unmarked player in a more dangerous position. The center back marks any center forward or picks up the lead player that comes forward through the middle. Halfbacks are to recover and pick up the most dangerous unmarked player. The sweeper supports defenders on the ball, but wants to maintain a central position. The sweeper only goes wide if the ball can be won. He looks to pick up any other unmarked player in the middle. The center back and the sweeper could exchange deep positions by one moving forward and the other dropping back to keep the attackers that are stretching out to the deepest defender off balance. Another option is for the center back into a stopper role where his role is to go to ball when in the central part of the field. The sweeper may need to be more aware of picking up unmarked runners in the center. Wing forwards withdraw into the center to add defensive pressure in the midfield, leaving the center forward to stretch out the other team. The GK primary stays back in his goal area as the sweeper provides depth to the defense.
  
• Team B
  This team has several intelligent and team oriented back players, one strong central player and one quick central player, wings that have good speed and a forward or two that is fast and skilled. One possible system would be:
  
  4-4-2 flat back
  
  The backs and halfbacks shift to the ball, trying to maintain a shape that looks like two parallel lines, with a basic shape that looks like the following:
  
  
               Ao 
                H
  H   H            H
               B
  B    B         B
  
  The backs mirror the shape of the halfbacks as the ball in pressured by one of the players. In the back, attackers are picked up and marked as they come into the area defended by a particular back or halfback. Double team are encouraged and are best worked between players at different levels; that is, a forward drops back to double team the ball with a halfback or a halfback drops back to double team with a back. It is important that off-ball backs position themselves in line with the other backs. To be deeper will allow attackers to be into that space and still be onside. When the team has moved forward, the GK must look to control the space behind the backs. As the backs push up, the GK has to move into a quasi-sweeper role. Team shape is very important and should constantly be assessed by the players. It also is effective in pushing the attackers away from the defenders goalline. Teams are able to play a low pressure defense in this shape if a focus of stopping through balls and attacker penetration behind the defense.
  
  
• Team C
  This team has several intelligent athletic backs with average to above average speed. Identified wing players have very good speed and a good work rate. The center halfback position have two good athletes that have good field awareness. The coach may want to consider:
  
  3-4-3 flat back
  This is the same as what is described in the 4-4-2 above except the off-ball wing backs recover deep to balance out the defense, along with the off-ball forward moving into that wing halfback spot. On defense, the system molds into a 4-4-2. Another option is to drop the center forward back into a central position as either a center half drops deep as a center half covers for the wing. It is also an option that the center half drops back to fill in the defensive gap left by the shifted center back.
  
  
  As a final example, lets assume the team shape and system is a 3-4-3 flat back as above. The opposing team is causing defensive problems because of three front runners. How could the coach and players adapt their system to the challenge presented by the opposing team. One solution would be to remove a forward and put a player in a back position. Also, if there was a particular troublesome attacker, the "new" back could be assigned to mark this player, leaving the system in tact, except for one fewer forward. The forwards may have to change some of their attacking patterns, but that's another story.

        Most team shapes are designed upon the defensive style of play. However, a team cannot ignore how it needs to attack. Before a shape is absolutely established, the coach must take into account how his team will score goals. The next segment in this series will "attack" this issue.

Coaching with Style - Attacking Style
Segment 11

 

       By now the playing positions should be almost set and the defensive style should have defined a base shape on which to build the attacking system. The abilities and skills of the players are usually more important in defining the attacking style than that of the defensive system. Areas of importance are the ability to take players on, crossing, heading, shooting and distribution skills.

       Following are some of the questions the coach needs to address in order to start defining his attacking system:

• How many forwards will there be?
• What are the ball skills and shooting ability of the wing players?
• What are the ball skills and shooting ability of the central halfbacks?
• What are the ball skills and shooting ability of the forwards?
• What are the ball skills and shooting ability of the backs?
• Where is the speed on the team?
• Does the team tend to play more direct or indirect?
• Can it adapt to a different style?
• Is the team able to take advantage of balls over the top?
• Is the team able to take advantage of through balls down the middle?
• Is the team able to take advantage of a wing attack?
• Can certain players get to and beat defenders along the goalline?
• Is a certain player good at playing with his back to goal; i.e., able to receive and hold a ball, then turn or distribute?
• Are there players that can take defenders off the dribble?
• Are there players that interpass in tight spaces?

 

      Successful attacks are generally characterize by one or more the following situations:

• quick counter attack with good team defense
• winning the ball as close to the attacking goal as possible; requires quick player transition (multiple players) and long penetrating balls
• getting players in behind the defense with balls over the top, through balls or early crosses
• crosses from the wings
• breaking down the defense via the dribble or short passing
• finding players in front of the defense (versus behind) via drops, back angles and poor defensive clearances
  

Teams generally have one of two primary attack modes: 

• Indirect Play
  Is characterized with ball possession via short passing; an indirect team looks to buildup the attack by off-balancing the opponents with lots of square passing, drops, and switching fields. A central attack is more often a result of this type of play, though some systems look for the long pass to the off-ball overlapping player after moving the other team around with short passing. Generally, a short-short-long series utilized to allow the defense to shift to one area, then quickly move the ball to another area with a longer pass.
  
• Direct Play
  Is a quick and direct assault into the attacking half of the field without much buildup; backs look to play the ball forward as soon as possible; generally, a wing attack is used with this style, though long passes down the middle to central players that are strong in the air and on the ground in holding the ball can be good central distribution points for off-ball runs.
  

       Coaches can set up their attacking styles via shooting exercises that incorporate the buildup patterns and the runs on goal. For instance, a wing attacking team, needs to make sure the players know what part on the penalty area to make their runs. Back angled and near post passing needs to be stressed if players can and do get to the goalline. Through ball work, drop and spin, and short interpassing buildup is important for central attacks.

        The preparation runs by the front runners are critical to establishing a style. Defining which forward(s) stretch out the defense and where (on the off-ball side?) and which forwards check to the ball are necessary. Do the forwards overload one side, do they make diagonal runs to the wing on the ball side or do they open up to the off-ball side. How do the front runners cooperate? Do they work off each other or do they space themselves apart. Do they make crossing runs, parallel runs, or opposite runs? How do the wing and center halfbacks react to these runs?

       One last consideration is how the players interchange through play? What is the responsibility of the forward player when overlapped by a halfback? Do the halfbacks interchange positions with each other or the forwards? How does the team maintain or reacquire balance after these asymmetrical runs are made? Are the backs expected to look to go forward or always stay back? How does the team communicate when it is out of defensive shape to assure it can get back to some balance?

        The coach has a lot to consider. On the other hand, most teams will "create" their own style as their skills allow. The coach's training emphasis and patterns will help to guide the players into a certain system. However, it is important that the coach uses the players' natural abilities and inclinations to redirect their energies into a team system, rather than force them into something they cannot perform or even comprehend.

        Next we will discuss some of the miscellaneous and intangibles that a coach may want to consider when setting his system into motion.

        Whereas defensive shape demands a look of symmetry, attacks are often more effective if they present the defense an asymmetric look. Players may overload one side with the forward players and try to balance out the attack with delayed far post runs the opposite side wing players or backs.

        Though the attacking system should not be one-sided, player skills may dictate how a team attacks on one side versus the other. For instance, a team is more likely to receive crosses from the right side if their right wing is good at getting the ball down the touch and crossing the ball into the area. Perhaps the left wing is right-footed and likes to dribble laterally toward the middle if he gets in on the left side.

Coaching with Style - Intangibles
Segment 12

 

       In establishing the team's system of play, there are several "intangibles" that could factor into a coach's decision. One of those factors is the weather or the normal seasonal climate for that area. Will the games be played under warm conditions or in cool temperatures? Are winds a constant occurrence? Does it rain frequently?

        A team's style may need to adapt to the weather. For instance, in windy areas, long flighted balls may be a liability, either falling short or going long and always off target. They are more difficult for the target players to judge as well. Hot temperatures may be too much for a high pressure defensive style with a short bench; however, a team with a long bench (under an unlimited substitution policy) may want to play high pressure. An indirect style of play may be better than direct play in hot weather. Cold temperatures cause the ball to "seem" harder. Long passes may not go as far and players may tend to shy away from heading these "rocks." Rain seems to encourage more direct play as players may have more problems maintaining ball possession (and balance) on wet fields.

        Another intangible is the type of field(s) your team will be playing on. If the field(s) have little grass, and a fast ball roll is expected, perhaps a zone defense may have better chance of controlling fast play. Also, ball possession play may be difficult as the ball is moving faster. Pitches that are heavy crowned, such as American football fields do not lend themselves to wing play, as the ball tends to roll into touch too easily. Tall grass does not make for easy dribbling or ground passes. Rough or bumpy fields hurt a short passing and dribbling game.

       The coach may have some experience with the way the other teams in the league tend to play. Knowledge in this area could help in establishing a style that may disrupt the other teams. Often, this knowledge is at least a season old, but still is worth some consideration. For instance, if most opposing teams use two front runners, the defensive shape may be structured around this. Or if the coach knows there are often big gaps between the opponents backs and halfbacks, the transition development may look to take advantage of this space by positioning the transition target players in the middle instead of on wings.

        Lastly, the amount of preparation and training will be the ultimate factor in defining a team style of play. A coach can only do so much with the time resources at hand. As players get older, more thought and training can be given to a team's system. But even then, two practices per week with a short pre-season is barely enough time to get the players adequate ball touches and develop a complex system or style of play. Teams will gradually develop a style of its own during the games. A coach can use to mold minor changes into the team system as the season goes on.

The next segment will deal with some final pieces for defining a team style.

Coaching with Style - Set Pieces
Segment 13

Segment 13 - Set Pieces

       Set pieces are not as noticeable nor considered to a part of a team's style of play; however, the way a team runs its set pieces, both offensively and defensively, is part of its system. Set pieces include the kickoff, the free kicks from all points on the field (indirect and direct), throw-ins, corner kicks and goal kicks.

       On the kickoff, some teams look for immediate penetration by playing the ball forward quickly. Other teams like to play around with the ball via many short passes, sometimes sending the ball back to the GK for a foot touch or two. Defensively, front players generally will pressure two areas immediately, the center spot and or the area just outside the center circle behind the kickoff players.

       Some teams like to play their non-shooting freekicks (those far from goal) long downfield into a crowd of waiting players, whereas others like to take them quickly with a short pass to an overlapping player.  A direct shot on goal is the most common direct freekick when within shooting range. But some teams will try a practiced or ad hoc developed play that they hope will a player free for a shot on goal. When the kick is an indirect, the added element of a second touch make some training time on freekicks beneficial.

       Bad angle freekicks (wide and close to or some distance from the goalline) usually evoke a crossing type pass to runners on goal. Sometimes a corner kick setup and runs are used in this situation. Quickly taken freekicks can give the attacking team an advantage over a recovering defense or they can be just a wasted opportunity when taken before attacking teammates are ready.

       Defending freekicks includes wall setup, marking off ball and closing down the kick. The rare occurrence of a indirect freekick near the goalline may need to be touched on in a training session. On the positive side for the defense, many attacking teams have seldom worked on this seemingly dangerous situation and often flub their attempts regardless of how poorly the defenders respond.

       Throws-in (TI) patterns can be trained as well. Often TIs are just thrown down the touchline until the ball is close to the penalty area. Some coaches designate players to take the throws, while others may designate the position, such as wing back or wing halfback on that side. Specialist that can throw long are often used for sending the ball into the attacking penalty area. Defending the TI is pretty straight forward from other set pieces, except that the players should remember to mark the thrower who can step on the field and receive a return pass.

        Corner kicks are often practiced both offensively and defensively. Defenders
must stop balls to the near post, middle of the goal and far post, as well as balls played out deep to the top of the 18. Short corners where a second attacker receives a short pass from the corner must also be closed down by the defense. Failed corner kicks are great opportunities for counter attacks. The defense and the attack must be able to take advantage of or defend this situation.

       Generally goal kicks are sent as far up field as possible. However, short kicks plays are used to ensure possession or to offset a lack of distance in the kicker. The kicking team must be prepared to defend a poorly hit ball and the opposing team should be looking to pounce on a short kick. A thorough understanding of the law is useful here. Players on the kicking team can be in the penalty at the time of the kick--they just can't touch the ball until it clears the area. Opponents can NOT be in the penalty area at the time of the kick. This includes cutting across the corner of the area when the ball has not cleared the area to close down a pass to a wide player.

       Though there are many opportunities for preparing a team in all of the set piece areas, these are generally learned by the players via the game itself. Training time, especially with the younger ages is often too valuable to spend on many of these areas. Setting the defensive responsibilities for corner kicks, free kicks and possibly goal kicks would be the recommended priorities, with corner kick and free kick attacking plays a distant second. TIs, for example, could be addressed in practice games where the ball is put back into play with a TI.

       The coach must decide what he wants to train, when he wants to incorporate it into training, and how he will incorporate it. Unfortunately, sometimes the best a coach can do is during the game or in the post game talk after a game, and then it may be too late.

       The final and last segment will recap the series with some final thoughts and considerations.

Coaching With Style - Final Comments
Segment 14

       This concludes the series on training a system of play. It was meant to give coaches a different perspective on to identify, set and develop a style of play that best suits the players as well as the coach. Very little in the series should be considered an absolute or gospel. There are too many factors and differing opinions to claim certain truths or facts in this area; however, the goal of the series was to provide the coach with some things to consider when developing a team.

       Understand that there is no perfect system or style of play. A system is a framework in which players can make on the spot decisions and use their creativity to solve the problems presented. That is why both the system and the player must be optimized to one another. A system is not supposed to remove the cognitive requirement of the player by forcing them to only respond in one way to all situations.

       The players are the key element to making any system work and a coach has to make certain determinations on player abilities. It is important that the coach keep a very open mind and constantly reevaluate players. Previous assessments can cause a coach to overlook certain things, thus restricting the players from growth and possibly hurting the team in the long run. One of the reasons it is good for players to have different coaches is the evaluation process each season is not hurt by fixed mind sets of a prior coach.

      There is nothing wrong if a coach wants all players to play in all positions. In this case, assessing the players to determine their prime playing positions is not necessary; however, each player should still be assessed in order for the coach to understand what needs to be developed within each player. The coach should pick a system that will allow the team members to move around. In some cases, the team shape can be altered by the movement of certain players.

       In summary, the best systems are the ones that gets the most out of the players' skills and talents and hides their deficiencies. It as system that the coach understands well enough to be able to convey to his players and adapt to problems that arise. It is one that can be taught and learned within the time frame available. A system can be and is usually built piecemeal through training sessions that break the areas into granular segments, followed by these segments being merged into training games and finally the real game.