Football/Soccer Session (Academy Sessions): 2/12 Passing-Breaking Lines-Killer Pass

Warm Up (5mins)

Organisation

• Players assigned red and blue bibs on arrival. 4 of each
• Players are each placed next to a flag around the 2 squares
• Coach highlights the direction of travel as clockwise to begin
• Players 'Jog' around there respective squares maintaining distances from each other
• As the players get warmer some progression's will follow; Change direction on whistle-Jog 1 width, sprint 1 width-swap squares with other team 

Coaching Points

Avoiding players runs i would move in and around the players giving verbal information considering the below;

• Are players working too hard for a warm up?  Not hard enough?
• Are they getting low to change direction?
• Do they understand accelerating and decelerating?
• Are they in control of there body?
• Keep this short, engaging and purposeful.

I can further support the above points by switching the groups squares, changing direction and varying the speed. Positive comments like 'Nice and sharp' 'quick changeover'

Technical Practise 2 (10mins)

Key Factors

• Varied passing type practise and increased decision making
• Players encouraged to communicate to aid success
• Movement element is realistic to a game situation and adds some form of pressure
• All players are active and repetition is high

Organisation

• The small square is quickly removed whilst the players take a drink
• 2 players inside the large square
• 6 players around the outside, each with a ball
• Inside players will work for 30sec before switching to another pair
• Inside player will run to an outside player and perform a bounce pass.
• The inside player must then move through the central flat marker zone before performing another bounce pass with a different outside player.

Coaching Points/Progressions/Interventions

Move around outside to observe and highlight good play to reinforce and keep intensity high. You can provide individual interventions if required when the players have taken there turn inside and are now on the outside. Maintain ball rolling time and also as play is 'Live' you can highlight what you are giving feedback on.

• Use a Demo to ensure understanding
• Are players on there toes on outside? Does the receiver give a good angle to receive the ball? Do they accelerate away for the next pass to mimic losing an opponent?
• Remove 3 balls from the outside and turn this into a 'fetch and carry'.  Inside players receive a push pass from an outside player before turning and dribbling through the flat cone zone and giving a push pass to an outside player who hasn't got a ball. They then move through the zone to receive a pass from an outside player who has a ball.
• Is the player receiving on the back foot? can they play a good push pass from the dribble by being relaxed? Do they get there head up to view the next outside player with a ball?  Are the players communicating where they want the ball or who is available?
• Use positive feedback to re-enforce Good examples for the player performing but also for the players who are watching so they again have a visual live play example to refer to.

Small sided game (15mins)

Key Factors

• Game situation to develop usage of skill practise
• Conditions added to encourage usage of passing through lines
• Balls are fed from coach to maintain intensity, engagement, ball rolling time and therefore repetition

Organisation

• Playing area remains the same at 20x15m
• 2 goals used and 2 scoring zones remain
• SSG 4v4 no GKs
• Players score by receiving a pass in the scoring zone (1 goal) they cannot stand in the zone, they must run into to receive the pass.
• 2 goals are awarded if a 1st time finish can be applied from the successful pass.
• Players retreat into there half on coaches instruction if a new ball or restart is required.
• A new ball will be passed on the floor by the coach into the red or blue players to allow control of the game flow.

Coaching Points/Progressions/Interventions

Coach positions centrally with ball nest and controls restarts, intensity, breaks, interventions.  SSG are a great chance to see players decision making based on the conditions set.  After observing i would use a rehearsal feedback demo to highlight to the group before playing live.  The SSG is often intense and this method allows a break for players, a solution to a problem highlighted plus three learning types audio, visual kinaesthetic.  I would also (if required) pull a player over and have a 1 on 1 intervention whist play continues.  Often other players don't notice, but not only have i had the chance to speak to a player, the SSG has an overload temporarily which has added a challenge for the players.

• Let the players figure out problems and solutions for themselves at 1st. Watch
• Are the players making the pitch 'bigger' by finding space and allowing the pass to break lines more easily? 
• Can they time the runs into the zone to avoid interception?
• Consider progressions/regressions- add an extra touch before the finish to award 2 goals. Make the scoring zone bigger/smaller.  Add 2 goal targets at each corner of the pitch to look at switching play and longer passes.
• Can players be positive and create an overload by beating an opponent to allow the killer pass?
• Can the defence win the ball back quickly and counter attack?
• If you observe reoccurring breakdowns use your recreate intervention to provide all feedback types of what is 'good'.
• Create excitement and competitiveness by conducting yourself positively and enthusiastically. Keep a score and remind them of it if it is a close score line.
• Ask players to gather equipment and clear the playing area.  This will allow them to cool down before you close the session with a group intervention highlighting what went well.  If this can be done within earshot of parents- This helps the social pillar relationship giving them positives to leave and travel home with.