Defensive Transition Defending in Middle Third, Rotating the Anchor or Deep Lye Midfielder
Assessment for Learning Learning Objective:
Success Criteria
Defending in Middle Third Rotating in the Anchor or Deep Lye Midfielder
Key Factors to Consider I can..
Outcomes: •To take advantage of and be alert to counter attack. •To understand reasons for defending high up the field, pressurising early and force the play back. •To support and communicate thoroughly and ensure zonal cover with players marking. •To recognise and synthesis the strategy of slowing tempo down and concentrate area around ball when defending.
•Movement: Pressure early or late, depth, nearest man , show down line or inside, Support, angles, stay in contention, balance, keep shape, be patient, force predictable play, •Interception: Anticipate, break down, slow down, aggressive, assertive •Support: Compactness behind ball, Distances, touch tight in dangerous positions, communicate, recovery, security, cover •Decision Make: Decision, mark man or space •Distances, touch tight in dangerous positions
Decision Making •Coach the player nearest to ball? – what do you see? •What is happening? What are the options to keep play simple and regain possession early? Where is the support? •Movement •Interception •Support •Decision Make
Defensive Transition GROW Key Questions What would you like to discuss ? What do you know already? How will you get the most our of the session? What will you really value to support defending the in middle third? How can the diamond work together to close down the ball effectively? What could you do to make the game predictable? How far do you want to be from each other? What are your key concerns? What are your roles? Should you show inside or out? What do you do when you win the ball? When will you slide and pressure? What is happening ? What could you do to change the situation? What possibilities for action do you see? What are the alternatives? What are your key concerns? Who can support? Is the plan working? Rate you performance out of 10. What would get you closer to 10. What do we need to work on? How needs to be involved? What resources do we need? Can you create a checklist to summarise the key factors?
Principle
Coaching Notes (Delivery/ Coaching Approach) Part 1: Setting the Scene Recap the learning from previous session/ game and discuss areas for development. Introduce topic, co-construct and clarify the learning . Goal set and discuss desired outcome depending on the theme. Outline the rules and conditions. Part 2: Foundation Stage Players have 10 mins to achieve goals set. Using the tactics board, the coach will step in and encourage the payers to discuss how they may improve their score. Is the tempo realistic and game specific? Part 3: Fundamental Stage: Players are encouraged to analyse and discuss areas of success using video and score on white board. How could reach their desired goals? Introduce more numbers and increase the pitch size to challenge players and encourage decision making. Reflect and further goal set as a team and personally. Part 4: The Beautiful Game Concepts and goals are applied through SSG or 11 v 11. Players are encouraged to reassess performance. Coach will step in to reinforce good practice and encourage critical thinking around the theme. Part 5: Revisit the Objectives Reflect and feedback on team and personal performance. Points round up. Coach feed forward , re-affirm players understanding and goal set for game / next training.
Sub Principles
Deny and Delay Ball and Space as Early as Possible Objectives to pursue by the team: To take advantage of regaining possession and press high as soon as possible by defending deep in numbers and close down in final third. Defend high up the field, delay the play and pressurise early to give time for team to organise defensively. Turn the opposition inside into congestion. Ensure security and balance to cover space and through balls early by rotating positions and concentrating central areas as quickly as possible. Press the ball to reduce oppositions decision making time and look to counter as soon as possible. Nearest player prevent delivery into and from wide areas, forcing play back and anticipating second phase defense. Zonal cover, with players marking, slow tempo down and concentrate area around ball. Be mindful of loss of possession on the counter attack
Support 360 Degrees: Cover and retrieve quickly in central areas, recover and support in depth and prevent the opponent receiving in dangerous positions. Assertive Behaviour and Hungry: Wide and high to tight, narrow and compact early with numbers behind the ball, forcing the ball inside. Make the pitch smaller and make it difficult for the opponent to keep ball. Delay play to give time to establish time to defensively organise. Authentic Leadership: Persevere and determined to take ownership, and nearest man pressure the ball and capture the oppositions deep passes. Surprise: Sudden change of tempo looking to establish possession as early as possible and supporting options , in the transition, to quick forward play. Aspiration: Desire and willingness to win the ball back in dangerous areas, in numbers, and establish attack when ball is regained. Heart and Dedication: Resiliency to bounce back, team spirit, team work, team unity, communicate and desire to win the ball in 50-50 situations. Self Awareness: Positivity, confidence and empowered . Ensure no free areas are left for the opposition, closely covering near ball in defensive third, moving play away from dangerous areas.
Learning Styles to Support the Delivery and Coaching Approach Essential Characteristics
Objectives
Command All decisions made by the coach. Athletes do as they are told Whole group responds to one. Practice Most decisions made by the coach Athletes Make some decisions Practice time is set by the coach and assists with feedback Reciprocal Planned by coach, but athletes coach each other Work in pairs, one instructor, one as pupil Clear criteria, usually on card, responsibility transferred by athletes Self-check Planned by coach, executed by performer Performers check own performance Evaluation based on coach’s planning Inclusion Planned by coach Individuals check their own performance, starting at their own level and progressing accordingly Guided Discovery Coach plans a target , and systematically leads athletes to discover it Questioning by the coach is intrinsic Selection of appropriate steps is critical involving redirection if needed Problem Solving Coach sets a challenge in groups. Players are encouraged to share ideas and stimulate thinking Players contribute to decision making at all stages Individual Athletes design the task and plan the programme Coach monitors and advises Learner Initiatives Coach in not involved Self-Coaching The learner is both coach and pupil
Command Conformity to a single standard of performance Efficiency in the use of time Safety and discipline Practice To improve a skill and help athletes to judge their level of performance Reciprocal To improve ability to observe, analyse, synthesise and listen To develop ability to provide feedback To heighten awareness of self and others Self-check To develop self-reliance in the performer Improve honesty and objectivity about the performance To heighten performers awareness of own limitations Inclusion To include all, and exclude none To accommodate individual differences To enter and advance at own level, learning to match aspiration with performance Guided Discovery To engage learners in a convergent process of relevant discovery To enhance problem solving abilities Problem Solving To enhance problem solving abilities To develop insights into the structure of the activity through search for solution, enhancing ability to verify solution and promote self confidence. Individual To encourage independent planning and evaluation under guidance To reveal the level of understanding and encourage persistence, resilience and self-confidence Learner Initiatives Coach in not involved until the evaluation stage Self-Coaching Work fully independently
Communication Thinking Constantly: What? How? Where? When? Why?
What you need to say? How you can say it so that it is most effective ? Where you can best position yourself in relation to the group so that everyone gets the point, and understands expectations and goals set? When will you apply different teaching and learning tools to empower the players and engage their Habits of Mind? Why will you stop the session and give support, feedback and feed forward? Give a point system to indicate success, such as 8/10 or 2/10 rather than good or bad. This will give clarity to the quality of performance.
Bringing it all Together 1. 2. 3. 4. 5. 6.
Use few words Avoid jargon Make sure everyone understands Use simple language Avoid criticism, stay positive Make feedback qualitative and quantitative 7. Select effective position 8. Use TGI and points system to support success 9. Give time and allow players to decision make 10. Step back from the group and empower the players 11. Be player centred 12. Use GROW questions to establish learning framework
1
Theme: Defending in Middle Third Rotating the Anchor or Deep Lye Midfielder
Rules and Conditions 1. 5 pts = play is forced back behind yellow cones. 2. 5 pts = shot on target. 3. -5 pts = opposition runs ball through gate. 4. 10 pts = force back pass to GK
Playing Model: 4-5-1
Functional Play 7 v 5
Starting Position 7 v 4. GK plays to LB/ RB
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Theme: Defending in Middle Third Rotating the Anchor or Deep Lye Midfielder
Playing Model: 4-5-1
Phase of Play 8 v 7
S Rules and Conditions 1. 10 pts = penetrate box and shot on target after a counter attack 2. 5 pts = play is forced high and back behind the yellow cones and creating predictable play (forcing the long ball) 3. Servers can be used by both sides for crossing or a target man 4. -5 pts = opposition score between the gates. 5. 10 pts = force back pass to GK
S Starting Position 8 v 6. GK plays to LB/ RB
3
Theme: Defending in Middle Third Rotating the Anchor or Deep Lye Playing Model: 4-5-1 v 4-3-3 Starting Position CB plays down line to LM Team: 11v11 game Scenario 1-0 down and are struggling to keep possession. The captain has just spoken to the team at half time and affirms the idea of showing the outside and close down in units. Ho w can you work in units to deny the space in front and behind.? Points Differential: 11v11 Secure ball in middle third = 10 pts Force play back behind red cones = 10pts Back 4 turned = -20pts Attack too deep without security on the breakdown -10 pts Secure in Middle Third Turn, pass, dribble or shoot 10 pts
Round 1 Round 2 Round 3
Force opposition back into final third 10 pts
Back 4 turned -20 pts
Attack too deep without security when broken down losing ball -10pts
