Defensive Organisation Defending to Prevent Forward Passing, Pressing Early

Assessment for Learning

Learning Objective: Defending to Prevent Forward Passing, Pressing Early. Outcomes:
If pressure on ball, press high, man mark. If no pressure on ball, drop and mark the space to prevent long ball moving forward. Keep ball in front of play as often as possible. Concentrate and overload wide areas. Counter attack at any given opportunity. Zonal pressing in units and support 1st, 2nd and 3rd phase defense. Defend in layers not as a line.

Success Criteria Key Factors to Consider I can..

Movement: Concentration and create predictable play, deny space in numbers, cover gaps, close down early, slow tempo, direct and quick Support: layers not lines, communicate, pressure, forcing play, early in numbers, overload Intercept: Urgency and assertive behaviour, control and be patient, timing Decision Making: Nearest man pressurises, anticipate play, what next? Break quickly with limited touch

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 Support

Intercept
Decision Making

Defensive Organisation
GROW Key Questions
What do you know already as a team to prevent the ball moving forward? What do you need to happen for the team to walk away feeling that this time was well spent? What personal and team goals are you going to set? How can you are a collective, anticipate the play and prevent the ball moving forward? Describe you body shape? What will the team look like? Sound like? What is happening at the moment? How can the team regain possession and work together to close the gaps? What effect does this have? What is stopping you? What else could you do? Who can help? What would happen if you did nothing? What do you need to do now? What else do you need to achieve the desired outcome? Can you create a checklist to summarise the key factors?

Coaching Notes (Delivery/ Coaching Approach)

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

Principle:
Zonal Pressing and Man Marking Tight and Compact Objectives to reach by the team: Zonal press in units and support 1st, 2nd and 3rd phase defense to deny ball and space opportunity. Defend in layers not lines, tight when defending in dangerous areas. Players behind the ball deep into middle third pressing early , outnumbering and looking to catch the opposition off guard. Be prepared to counter attack at any given opportunity. Close down space and compact central areas early to prevent ball being played forward as a unit. Show the opposition inside. Keep ball in front of play as often as possible If pressure on ball, press high, man mark. If no pressure on ball, drop and mark the space to prevent long ball moving forward. Anticipate the pass and look to intercept early, concentrate and overload wide areas to force inside play. Nearest players close ball down. Supporting players in and around the ball. Keep shape and balance, according to formation, concentrate and maintain involvement at all times.

Sub Principles
Disciplined and Focused: Body on line, balanced in layers not lines, in units denying the opposition to move forward, tightly covering quick, skillful opponents. Look to put opponent in an offside position. Yet be mindful of the long ball. Assess the situation. Aggressive: Press, move as the ball moves and be patient, attackers work back and congest to win the ball in free areas. Surprise the opponent by closing down early, together, creating predictable play. Cover most dangerous player/s. Full backs and wingers move into a central position as ball moves to opposite side of pitch Assertive and Anticipate: Turn over ball quickly to regain possession. Holding player in midfield to limit development options of the creative, quick opposition player. Common Sense Football: Pace and strong to avoid being turned, back four. Force play to the opposing player who is less likely to keep possession (weaker player) or in an unfavoured position. Attackers are first line of defense. Communicate: Avoid being pulled out of central areas and keep shape, forcing the opposition in a direction in which it is difficult to work constructively or lose possession. Committed: Keep play in front, attackers, tip of diamond, anchor and second phase support in rotation and prevent the opponent to move forward unhindered. Force play sideways or back. Players behind the ball as quickly as possible. Delay play to give time to set up attacking transition.

Learning Styles to Support the Delivery and Coaching Approach

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

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

Communication
Thinking Constantly:
What? How? Where? When? Why?

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

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.

Theme: Defending to Prevent Forward Passing, Pressing Early

Playing Model: 4- 5-1

Functional Play 5 v 3

Rules and Conditions 1. 5 pts = yellows win possession resulting in a shot on target. 2. 5 pts = ball is forced inside. 3. -5 pts = opposition run through the gates 4. If ball goes out, throw back in. 5. 10 pts = first time shot.

Starting Position 4 v 3. GK plays to LB/ RB

Theme: Defending to Prevent Forward Passing, Pressing Early

Playing Model: 4- 5 1

Functional Play 6 v 5

Rules and Conditions 1. 5 pts = yellows win possession resulting in a shot on target . 2. 5 pts = ball is forced back into final third. 3. -5 pts = opposition run through the gates. 4. 10 pts = Long range shot on target from outside 18 yard box

Starting Position 6 v 5. GK plays to LB/ RB

Theme: Defending to Prevent Forward Passing, Pressing Early

Playing Model: 4- 5 1

Small Sided Game 8 v 7

Rules and Conditions 1. 5 pts = yellows win possession in final third resulting in a shot or cross. 2. 5 pts = ball is forced inside and back into opposition final third 3. 10 pts = goal 4. Limited 2 touch in 18 yard box.

Starting Position GK sends ball wide to FB. Attackers close down and prevent forward pass and create to predictable play

Theme: Defending to Prevent Forward Passing, Pressing Early Playing Model: 4- 5 1 v 4-4-2 Starting Position GK plays to full back Team: 11v11 game Scenario Opposition appear to be uneasy at the back and uncomfortable on the ball. How can you exploit this factor and keep pressure in oppositions half?

Points Differential: 11v11 Close ball down and regain possession in attacking third= 10 pts Force ball long due to pressure and compactness= 10 pts Opposition switch play = -20 pts First time shot on Goal = 10pts
First Time Shot on Goal 10 pts Regain possession in final third 10 pts Force ball long due to compactness and lack of support 10 pts Opposition switch play -20 pts

Round 1 Round 2 Round 3

Theme: Defending to Prevent Forward Passing, Pressing Early Playing Model: 4- 5 1 v 4-4-2 Starting Position GK plays to full back Team: 11v11 game Scenario Opposition appear to be uneasy at the back and uncomfortable on the ball. How can you exploit this factor and keep pressure in oppositions half?

Points Differential: 11v11 Close ball down and regain possession in attacking third= 10 pts Force ball long due to pressure and compactness= 10 pts Opposition switch play = -20 pts First time shot on Goal = 10pts
First Time Shot on Goal 10 pts Regain possession in final third 10 pts Force ball long due to compactness and lack of support 10 pts Opposition switch play -20 pts

Round 1 Round 2 Round 3

Theme: Defending to Prevent Forward Passing, Pressing Early Playing Model: 4- 5 1 v 4-4-2 Starting Position GK plays to full back Team: 11v11 game Scenario Opposition appear to be uneasy at the back and uncomfortable on the ball. How can you exploit this factor and keep pressure in oppositions half?

Points Differential: 11v11 Close ball down and regain possession in attacking third= 10 pts Force ball long due to pressure and compactness= 10 pts Opposition switch play = -20 pts First time shot on Goal = 10pts
First Time Shot on Goal 10 pts Regain possession in final third 10 pts Force ball long due to compactness and lack of support 10 pts Opposition switch play -20 pts

Round 1 Round 2 Round 3