Defensive Transition Defending Crosses and Attacking Second Phase Ball from a Counter Attack

Assessment for Learning

Learning Objective: Defending Crosses and Attacking Second Phase Ball Outcomes: To understand how to defend to counter attack as soon as possible. To recognise the purpose of defending deep in numbers and close down in final third. To understand why the nearest player should prevent delivery from wide areas and commit second phase defense in units. To take advantage of predicable play and keep the ball in front and force play back. Success Criteria Key Factors to Consider I can..
Movement: Make up ground as ball travels, angle and speed of approach, workman like stance, Interception: Prevent the cross as early as possible, assertive, aggressive, Pressure, stop the turn, push away from goal, force play wide, Communicate, angle distance of support, Touch tight in dangerous areas, Support: GK cover behind, create for distance wide and high, balance, shape, compactness Attack second phase Decision Make: Where to clear? Why? Who? Behaviour, assess the flight, situation, pressure on ball or block the cross.

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 do want to achieve? What can you bring to the session that could help the team? Share you ideas? What is the reality of the current situation? As a unit how will you organise yourself to prevent the delivery? How far apart do you want to be? What angle will you support? Describe your body position? Who should take control? What can you learn from each other? How can you do this? Where when will you clear the pressure and how? When do you press the ball? When would you move towards the ball? What area of the goal would you protect? When should you deny or clear? What does compactness look like?

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.

Who can help? What is happening at the moment? Where are the knockdown likely to occur? Who should organise the backline to hold or go? Where are you going to force play now? What are your options?

What are the next steps ? How committed are you to your goals? Reflect. Can you create a checklist to summarise the key factors?

Principle
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

Sub Principles
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
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 Crosses and Attacking Second Phase Ball

Playing Model: 4-5-1

Functional Play Unopposed

Rules and Conditions 1. Defenders try to prevent the cross or clear delivery wide and high through the gates as early as possible.

Starting Position LM and RM deliver a variety of crosses for Back 4 to clear Team unopposed

Theme: Defending Crosses and Attacking Second Phase Ball

Playing Model: 4-5-1

Functional Play 9 v 8

2v1

2v1

Rules and Conditions 1. 5 pts = cross is prevented. 2. 5 pts = ball is cleared and won on second phase. 3. 5 pts = ball in run through the gates. 4. -10 pts = opposition shoot on target. 5. Limited 2 touch in 18 yard box.

Starting Position CM plays to either LM or RM where there is a 2v1 When ball is won, deliver cross and all join play

Theme: Defending Crosses and Attacking Second Phase Ball

Playing Model: 4-5-1

Functional Play 8 v 6

Rules and Conditions 1. 5 pts = cross is prevented. 2. 5 pts = ball is cleared and won on second phase. 3. 5 pts = ball is forced behind yellow cones. 4. 5 pts if ball in run through the gates. 5. -10 pts = opposition shoot on target.

Starting Position 6v8. RM and LM are unopposed to deliver

4
Theme: Defending Crosses and Attacking Second Phase Ball Playing Model: 4-5-1 Functional Play Unopposed Starting Position CB plays down line to LM, full back over laps to cross Team: 11v11 game Scenario You are informed that the opposition have quick wingers that deliver crosses with accuracy. 1-0 up and you have had a midfield sent off. How can you get numbers and around the box to clear the crosses and win second phase ball? Points Differential: 11v10 Deny or Clear Cross = 10 pts Win 2nd phase defense and secure 10pts Back 4 beaten by a cross in front of goal = -20pt Counter Attack from defensive third = 10 pts

Deny or Clear Cross 10 pts

Win 2nd Phase Defense 10 pts

Back 4 Beaten by a cross -20 pts

Counter Attack 10 pts

Round 1
Round 2 Round 3