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 FFA Futsal Coaching Certificate Participant Manual | 1

Contents
Introduction 2
Special features of Futsal 3
Motivation to play and develop Futsal 4
How do the certificate and licence differ? 5
How will the course be presented? 6
How will I be assessed? 7
The Purpose of Change to Teaching Methodology 8
Model Session Presentation Methodology C.H.A.N.G.E.I.T 9 - 10
Futsal Coaching Certifcate Program 11
Assessment Criteria Definition 12
Participants Session Plan 13
Assessment Checklist 14
Coach Self-Reflection Checklist 15
Peer Observation Checklist 16
Code of Ethics 17 - 18
Passing 19 - 21
Controlling and Trapping 22 - 24
1 v 1 attacking skills 25 - 27
Basic Formations (attacking) 28 - 29
Basic Formations (defending) 30
Acknowledgements 32
2 | FFA Futsal Coaching Certificate Participant Manual

Introduction

In most cases this will be your first introduction to Futsal, this course provides the basic concepts of the principles of the game and to fully understand
these principles in depth will take further investigation and sourcing of subject content which will enthral the coach. The challenge for you now is to get that
information across to the players in a manner which will benefit those under your control.
Consideration should also be given to the level of maturity that the player possesses and if we understand the four key elements i.e. technical, tactical,
physical and mental added to a carefully planned session / season you should reach your coaching goal therefore the athlete should reach both their
individual and team goal.
Futsal as I see it is a wonderful highly entertaining game and has definite pathways throughout the world. When studying the game in depth it can be used
as the basis of 11-a-side football and can be used to improve the players involvement in that form of the game too.

Steven Knight
Menís National Futsal Coach

I must formally thank those who have helped construct this manual. All those who have assisted are acknowledged on the back of the manuals, we are also
grateful to the FIFA technical department for their input allowing us to use some of the practices from their manual. National Futsal coach Steven Knight has
provided valuable contributions and support throughout this project and should receive a special mention. I thank you in advance for the work you will do /
have done in developing Futsal and wish you all the best in the future.

Norm Boardman
National Manager, Community Coach Education
Football Federation Australia
 FFA Futsal Coaching Certificate Participant Manual | 3

Special Features of Futsal

FUTSAL IS A KIND OF FOOTBALL THAT IS PLAYED:
• Indoors or Outdoors
• On a reduced sized pitch
• With reduced sized goals
• with smaller teams (4 outfield and 1 GK)
• With a special ball ( smaller that bounces less)
• With all players getting more touches of the ball
• With high speed action
• With special rules that make the game fast,dynamic,non violent and enjoyable
• In two twenty minute periods ( excluding stoppages)
• With an umlimited number of substitutions
• With no off side
4 | FFA Futsal Coaching Certificate Participant Manual

Motivation to play and develop Futsal

Development of players
The characteristics of the game such as fewer players, a smaller pitch, the special Futsal ball and an unlimited number of substitutions.
• increases contact with the ball and shots on goal
• limits time and space to contol and pass the ball
• favours rapid decision making
• favours a dynamic playing system and the rotation of positions
• involves and motivates all players
• facilitates accurate passing
and makes Futsal the perfect tool to develop and improve technique,tactical understanding,agility,coordination and also the players’speed in both Futsal and
11 a side football

Accessibility
• Little infrastructure is required
• It is possible to use existing facilities (e.g schools, universities, sports centres etc..)
• It is easy to start playing because not many players are needed
• It is accessible in regions and communities where it is difficult to play 11 a side football due to climateor because of lack of space (e,g large cities,
isolated communities)
• It is accessible to women and children ( e.g. Muslim countries) and the elderly

New Opportunities
• New careers for players, coaches,referees, administrators etc…
• New opportunities for member associations to host and qualify for international tournaments
• New opportunities for cooperation with NGO’s, government authorities, private sponsors etc...

New Opportunities
• One of the fastest developing sport in the world
• Associated with Football but avoids its saturated market
• An attractive game (lots of goals, finely honed skills)
• The indoor nature of the game makes it a new focus for marketing and advertising

New Opportunities
• A potential first step to 11 a side football producing high quality players and simplifying the coaching and educational development of many children
using fewer resources
• It expands the football base:Futsal attaracts more players and fans
• Diversification of the activities of a football association and extension of activities, both indoors and outdoors
• The only version of indoor football approved by FIFA
 FFA Futsal Coaching Certificate Participant Manual | 5

How do the Certificate and Licence Differ?

The easiest way to define the distinction that is now being made is as follows:
Certificate: Coaching competencies will be highlighted and experienced but not formally assessed at this stage.
Licence: Coaches are formally assessed and deemed competent or not yet competent based on the criteria from the coaching checklist
Naturally, a higher order of planning, thinking, observing and organisation would be expected should you wish to qualify for the licence accreditation. In
either course you will have a number of opportunities on the course to develop your coaching.

Furthering your Coach Education

To build on your knowledge base and further your coach education your Member Federation and/or Region/Association will conduct regular updates. There
will also be FFA seminars and workshops at regular intervals for you to attend should you wish. For more information go to www.footballaustralia.com.au or
your Member Federation (contacts at rear of manual).

Method of Re-accreditation

Licence Level
In order to be re-accredited, every four (4) years a coach will simply need to show that they can display the same competencies as they did when they
first received their accreditation i.e. Can they plan a (safe) session, organise, use appropriate questioning, modify etc…This will be done as a practical
demonstration (possibly with your own team) at a local club/association level to make it much easier and less time consuming for all concerned.

Certificate level
Every Four (4) years a coach will need to attend and complete another community (certificate) course to remain accredited.
6 | FFA Futsal Coaching Certificate Participant Manual

How will the course be presented?

Model Sessions
At the start of each module the presenter will conduct “model” sessions featuring three components – Warm Up, Main Part and Final Part.

Warm Up
As the name indicates, the warm-up is the methodology aimed at increasing the blood flow, gradually raising the body temperature and preparing the
muscles for work. This is done using a combination of ball work combined with dynamic stretching, sometimes it may be done without the ball but it is
always “dynamic”.

Main Part
Once the “theme” for the session has been established i.e. Passing / Striking etc… the main part is used to practise the technique using a small sided
game or a functional practice to provide the players with repeated opportunities to develop the particular technique / skill. During this part the presenter
will show how to coach at the community level using demonstrations of good “models” or demonstrating themselves and showing examples of how to
encourage and praise the players.

Final Part
In the final part of the session the presenter will sometimes show how it is all put together usually based on the practise, and dealing with the players in a
“match like“ scenario featuring their actual positions and formations relevant to the curriculum.
 FFA Futsal Coaching Certificate Participant Manual | 7

How will I be Assessed?

Checklists
In this manual you will find five (5) forms :
• The first shows you definitions of the Assessment Criteria used by the assessor.
• The second is a Session Planning form which is to be completed and given to the presenter prior to your practices sessions.
• The third is the Assessment Checklist. This shows the criteria against which you will be assessed, this is used by the assessor.
• T he next is a Self Reflection Checklist which you will be asked to fill out following one or more of your sessions. This will help you to better understand
which areas need more attention and which are already well developed in your practices.
• The final one is a Peer observation form which you may be asked to complete to provide some feedback for others in the group.
• You will need to print off three (3) copies of each of the above documents and bring them with you to the course.
• You will also need to print, read, and bring the code of ethics agreement to the course and hand it in to the presenter.

This paperwork will help you in your development as a coach. In the future you could have someone watch your
sessions and provide feedback via any of these methods.
8 | FFA Futsal Coaching Certificate Participant Manual

The Purpose of Change to Teaching Methodology

Purposes of the changes in Presentation / Teaching methods:

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 FFA Futsal Coaching Certificate Participant Manual | 9

Model Session Methodology

The following will apply when you are conducting each Main Part of the model session.
✔ The message of C.H.A.N.G.E. I.T. must be clearly spelt out during the Main Part of the model sessions.
Y our role is to show the participant at least one change to make it easier or more challenging (not more than two) and an explanation of why you
changed it, e.g. the blue team were not keeping the ball so I changed the rules etc, then point out the effect the change has had.
✔ It must be clearly shown to the participant that during a session it is best to keep the rules as simple as possible with only one change at a time
to avoid confusion
✔ You will show how a coach should behave by not only making changes to the session to improve performance but by encouraging good play and
showing good examples, i.e. when you see a player do something that you are looking for, e.g. a shot at goal or a supporting run then let them
(as well as the others in the team) know that it was good so that they all get a picture of good performance.
If it needs you/coach/player to show a quick demo then do it! As long as it takes no more than 15 -30 seconds.
✔ One of the most important things we want the coaches to keep is their character, we don’t want coaches stalking the sidelines and calling every
pass and move. We would like to see coaches reinforce the rules, praise effort and good play and encourage as much as possible.
✔ Remember that sometimes during a model session you will find the need to explain something in more detail. This will require a little more talk than you
would do if you were the coach so you need to make it clear that in one instance you are the Presenter then in the next you are the Coach of the team.
✔ The Presenter will probably talk a lot more but the Coach will simply:
make a change.
observe/encourage
show the players a good example if needed
make a further change if necessary
then restart the process
✔ Another useful analogy that can be given is the ladder method, i.e. too difficult for the players
go down a couple of rungs, too easy move up a couple
10 | FFA Futsal Coaching Certificate Participant Manual

C Coaching Style
Provide feedback in the drink break or change of activities without interrupting the game. Use player role models.

H How you Score/Win

Increase opportunities to score.

A
Area
Increase or decrease the game challenges by changing the size/shape of the playing area, i.e. long and narrow, short and wide,
smaller/larger.

N Numbers
Use different team numbers of players to overload the advantage of one team or vary the number of turns at goal, etc.

G Game Rules
Change the rules slightly, i.e. no tackling, minimum number of passes, etc.

E Equipment
Vary the equipment used, i.e. a bigger goal, smaller goals, more goals.

I
Inclusion
Engage the players in modifying the practices, provide options they could choose from to encourage ownership. Consider what can a
player do as opposed to what they can’t or your perception of what they can or can’t do.

T Time
Reduce or extend the time to perform actions, i.e. how many passes in 20 seconds, get a shot at goal within 30 seconds.

I.T.
In short, if it’s not working:

.A.N.G.E.
C.H
 FFA Futsal Coaching Certificate Participant Manual | 11

Futsal Coaching Certifcate Program

Introduction – Housekeeping (10 - 15 minutes)

Presenter conducts (2) model sessions (30 minutes)

1. Passing - including safety
2. Trapping / Controlling the ball - including communication

Break (10 minutes)

Candidates are split into groups and are given one of the two topics above. They will use this time to plan their sessions based on the topics.

Group Work (50 minutes)

Each group will be given the following tasks: for example if four groups –
• Groups 1 / 3 = Passing
• Groups 2 / 4 = Trapping / Controlling the ball

Method
One person from each group will start the practice let it run for a minute or two then make CHANGE to the practice based on their opinion of what is needed
i.e. If one team is keeping the ball more than the other which of the C.H.A.N.G.E.I.T. “tools” will the coach use to make the game more enjoyable and the
desired outcome more achievable. This process will be followed until all persons in the group have had a turn at conducting part of the session.
At the conclusion of each groups’ practices coaches will be asked to peer assess the sessions and provide feedback on their observations, this will be
facilitated by the presenter.
The same process will be followed for:
1. 1v 1 attacking skills - plus inclusion coaching
Basic Formations (2 x 2) Attacking and Defending will be covered by the Presenter only (no group work)

Course review and wrap up (10 - 15 minutes)

12 | FFA Futsal Coaching Certificate Participant Manual

Assessment Criteria Definitions

Game based decisions are being made and the activity has:
• Area

1. Does it look like futsal? • Rules

• Objective (target/goal)
• Opposition

Coach organises equipment

2. Players are engaged in • Balls/Markers/Bibs etc. in correct places
an activity/game within • Communicates for group management purposes
two minutes?
• Gives clear instructions to ensure players understand what to do

3. Games/activities are Area was inspected

conducted in a safe • Games/activities are conducted away from fences

coaching environment • Games/activities reduce possible collisions etc.

4. The coach used Comments are provided in positive language

demonstrations to reinforce Key points are identified and reinforced with players

topic in a positive manner.

5. The Coach modified the Games/activities are modified using “CHANGE IT” methodology based on:

session when necessary • Players are not successful in achieving objective and motivation is waning

to challenge the players • Players are too successful and are becoming uninterested
or to help them achieve • Games/activities are one sided
a desired outcome?

6. The players respond to the Activity levels are high

coach in a positive manner Players are trying to achieve session objective

 FFA Futsal Coaching Certificate Participant Manual | 13

Community Coach Education Program – Session plan

Topic (Session objective)

Name

Organization details:

Balls:

Bibs:

Markers:

Players:

Game instructions/demonstration:

Diagrams:
14 | FFA Futsal Coaching Certificate Participant Manual

Community Coach Education – Assessment Checklist

Name of participant: Date:

Competence / Y N Comments
Performance Criteria

1. Was it an activity that looked like

futsal? i.e. Game based decisions
were being made and the activity
had: Area Rules / Objective (target/
goal) Opposition

2. Were the players engaged in an

activity/game within two (2) minutes?
Transitions were made from one
activity to the next (or modifications)
within two (2) minutes.

3. Were the games/activities

conducted in a safe coaching
environment.

4. Communication skills ? Were

the demonstrations clear,
communicated positively and
appropriately? i.e. Good “models.”
Good use of Q and A.

5. The coach modified the session

when necessary to challenge the
players or help them achieve a
desired outcome

6. The players responded in a positive

manner i.e. actively involved.
 FFA Futsal Coaching Certificate Participant Manual | 15

Coach Self-Reflection Checklist

Name of participant: Date:

Did you successfully deliver the following?

What did you notice when What would you do differently

Session criteria conducting the activity/game? next time?

An activity that looked like futsal.

Game based decisions were being
made and the activity had:
• Area
• Rules
• Objective (target/goal)
• Opposition

Players were engaged in an activity/

game within two minutes.
Transitions were made from one
activity to the next (or modifications)
within two (2) minutes.

Games/activities were conducted

in a safe coaching environment.

Demonstrations were used to

reinforce topic in a positive manner.

The session was modified

when necessary to challenge the
players or to help them achieve
a desired outcome.

Players responded in
a positive manner.
16 | FFA Futsal Coaching Certificate Participant Manual

Peer Observation Checklist

Observe the nominated coach and provide feedback as to the level of criteria observed. Some discussion or suggestions may be made as to how you may
change the session.

Did the coach deliver the following?

Session criteria Yes / No Comments

An activity that looked like futsal.

Game based decisions were being
made and the activity had:
• Area
• Rules
• Objective (target/goal)
• Opposition

Players were engaged in an activity/

game within two minutes.
Transitions were made from one
activity to the next (or modifications)
within two (2) minutes.

Games/activities were conducted

in a safe coaching environment.

Demonstrations were used to

reinforce topic in a positive manner.

The session was modified

when necessary to challenge the
players or to help them achieve
a desired outcome.

Players responded in
a positive manner.
 FFA Futsal Coaching Certificate Participant Manual | 17

Coach’s Code of Ethics Agreement Form

PLEASE COMPLETE ALL FIELDS - PRINT CLEARLY

Title First Name Surname

FFA Accreditation Level

Mailing Address

State P/C

Phone Number: H W M

Email Fax

Country of Birth Date of Birth

I agree to the following terms:

1. I agree to abide by Football Federation Australia’s Code of Ethics overleaf.
2. I acknowledge that Football Federation Australia may take disciplinary action against me, if I breach the code of ethics.
3. I understand that Football Federation Australia is required to implement a complaint handling procedure in accordance with the principles of natural
justice, in the event of an allegation against me.
4. I acknowledge that disciplinary action against me may include de-registration from Football Federation Australia ‘s Coach Licence Registration and the
National Coaching Accreditation Scheme.
Please refer to the Harassment free Sport Guidelines available from the Australian Sports Commission Website (http://www.ausport.gov.au/ethics/memprot.asp).
I have read the Football Federation Australia Coaches’ Code of Ethics and agree to comply with its directives.

Signature Date

Signature of Parent/Guardian (if under 18)

18 | FFA Futsal Coaching Certificate Participant Manual

Coach’s Code of Ethics

✔ I will respect the rights, dignity and worth of all players and ensure that everyone is
treated equally.
✔ I will ensure that the players are involved in a positive environment, and that the
This code is designed:
game and training is a positive and enjoyable experience. •To emphasise the elements of enjoyment
and satisfaction to junior players and
✔ I will respect all players’ individuality and help them reach their own full potential.
coaches involved in Soccer (Football).
✔ I will be fair, considerate and honest with all players.
•To make adults including parents and
✔ I will be professional and accept responsibility for my actions and encourage players
coaches aware that young players play
to demonstrate the same qualities.
Soccer (Football) to satisfy themselves
✔ I will make a commitment to my team, and myself, that I will continue to improve and not necessarily to satisfy adults or
my own knowledge of the game through coach education and various training members of their own peer group.
programs. I will coach my players to play within the rules and in the spirit of the
game of Soccer (Football). •To improve the overall health and fitness
of Australia’s youth by encouraging
✔ I will avoid any physical contact with the players and should it be required it would
participation in Soccer (Football) and
be appropriate to the situation and necessary for the player’s skill development.
making it attractive, safe and enjoyable
✔ I will refrain from any form of personal abuse towards my players. Also I will be for all to play.
aware of any forms of abuse directed towards my players from other sources while
they are in my care. •To remind administrators, coaches,
referees and parents that Soccer
✔ I will refrain from any form of harassment towards my players.
(Football) must be administered, taught
✔ I will provide a safe environment for training and competition, by ensuring the and provided, for the good of those
equipment and facilities meet safety standards. young people who wish to play Soccer
✔ I will show concern and caution towards sick and injured players and allow for (Football), as ultimately it is “their game”.
further participation in training and competition only when appropriate.
✔ I will not engage in the use of crude, foul or abusive language that may be
determined offensive or engage in any conduct detrimental to the image of the
game when on or off the field.
✔ I will refrain from arguing with the referee and / or assistant referees regarding
decisions they make.
✔ I will treat participants, officials and spectators with courtesy and respect.
 FFA Futsal Coaching Certificate Participant Manual | 19

Warm Up - Passing - Round the cone

Organization: Variations:
• Half court This is a good time to introduce controlling techniques each time a player
receives the ball. Some of these are:
• Number your players 1 – 4 etc…
• Trap the ball with the sole of the foot and pass with the same foot.
• Trap the ball with the sole of the foot and pass with the other foot.
Rules / Instructions:
• Passing with the inside of the foot.
Players move around the square passing to the next number
• Passing with the outside of the foot (flick pass).
Once the player makes a pass they must run around a cone before
re - entering the game (a different cone each time thus guaranteeing • Toe-poke passes.
at least 6 passes and “runs”)
Make sure that players are doing “dynamic” stretches as they go
Notes for presenters / Coaching Points:
Knees up in front, heels up (behind), open the gate close the gate,
• S how players the appropriate part of the foot with which to strike
striking and imaginary ball, carioca etc…
the ball
• Show the players how strike the correct ball surface;
• Encourage players to use both feet
• Explain Accuracy; correct weight; timing
20 | FFA Futsal Coaching Certificate Participant Manual

Main Part - Passing – 3 v 3 or 4 v 4 then shoot

30

15

Organization: Notes for Presenters / Coaching Points:

• Full court • S how players the appropriate part of the foot with which to strike
• 3 v 3 or 4 v 4 the ball
• Show the players how strike the correct ball surface;
• Encourage players to use both feet
Rules / Instructions:
• Explain Accuracy; correct weight; timing
Each team tries to make a certain number of passes (to be determined
by the coach) before they are allowed to shoot at any goal.

Variations:
• C
 oach has a whistle; on the sound of the whistle the team with the
ball attacks a goal.
• Make it easier – add a wild card player
• M
 ake it harder – more passes, make it directional i.e. they can only
score in one goal or the other.
• Make it competitive!!
• CHANGE IT!!
 FFA Futsal Coaching Certificate Participant Manual | 21

Final Part - Passing - only one team to goals

25

20

Organization: Notes for Presenters / Coaching Points:

• Full court Make two target players to make it easier for the team trying to score in
• 4 Play against 4 the goals.
• The Goalkeeper defends his goal and plays only on the team defending The target player could coach their team; ask them what they might say?
• Show players how to use some deception techniques
Rules / Instructions: • Don’t forget Accuracy; correct weight; timing of passes
The team of 4 tries to score against the goalkeeper
The team of three try to win the ball and pass it to their “target” player
who can move anywhere within their end area
Once the target player receives the ball the teams swap roles
22 | FFA Futsal Coaching Certificate Participant Manual

Warm Up - Controlling / Trapping the ball - 3 v 1 no grid

Organization: Variations:
Full court. Players are put into groups of 4 with one player for each group Allow the defender to run
playing as a defender in the middle ( who can only walk at first ) Players
Add other players i.e. 4 v 2 , 5 v 3, joker who plays on the team with the ball?
must use entire court.

Notes for Presenters / Coaching Points

Rules / Instructions:
• Ask them to move to support as the ball moves
• Players recieving the ball must play a minimum 2 touch game.
• S how players how to trap the ball with the sole of their foot or other
• S witch players after an interception or a touch of the ball by the
another appropriate parts of the foot in a given situation
defender
• Encourage the players to use both feet
• How many passes can they make before the defender gets the ball?
• Encourage passing and receiving on the move
• E ncourage a “soft” touch / “cushion” surface to control the ball or
move it in a certain direction
 FFA Futsal Coaching Certificate Participant Manual | 23

Main Part - Controlling / Trapping the ball - Multi Goals

30

15

Organization: Variations:
Full Court 4 v 4. A number of goals made up of pairs of cones, if • Change the number of goals * Change the size of the goals
available different colors
• Add or remove players or just CHANGE IT!!

Rules / Instructions: Notes for Presenters / Coaching Points

• E ach team must pass the ball through the gates and their team mate
• Watch to see that players are using the appropriate part of their foot;
must trap ‘dead’ the ball in order to score a point.
• Watch to see that players strike the correct ball surface;
• O
 nce this is done they must move the ball using the sole of their foot
to start the game again • E ncourage the use of both feet and some deception technique ( drop
shoulder etc..)
• A team cannot score through the same goal twice in a row
• Encourage passing and receiving on the move
• Encourage accuracy; correct weight; timing of runs passes
• ASK QUESTIONS OF YOUR PLAYERS
24 | FFA Futsal Coaching Certificate Participant Manual

Final Part - Controlling / Trapping the ball - find the front man

30

20

Organization: Variations:
On a full court, 5v5 (including 2 keepers) Players play a normal game of Rotate players from playing in the zone and playing on the court. Possibly
Futsal with some modifications. Each team has forward zones marked start without goal keepers if not enough goals are scored. CHANGE IT!!
by cones 7 m from goal and the width of the court. One player from each Could the end player turn and score themselves?
team shall occupy the rectangle near their opponent’s goal and can move
anywhere in the marked area to receive a pass from their team mates.
No other player except the goalkeeper can be in that area. Notes for Presenters / Coaching Points
• Watch to see that players are using the appropriate part of their foot;

Rules / Instructions: • Watch to see that players strike the correct ball surface;

In order to score, each team must pass to their player in the forward • E ncourage the use of both feet and some deception technique (drop
zone, at first this player must lay the ball off to a team mate for a shot on shoulder etc...)
goal and could score from a rebound.
• Encourage passing and receiving on the move
• Encourage accuracy; correct weight; timing of runs passes
• ASK QUESTIONS OF YOUR PLAYERS
 FFA Futsal Coaching Certificate Participant Manual | 25

Warm Up - 1 v 1 attacking skills - Get away from the defender

30

20

Organization: Variations:
Use the full court. Each player on the end with a ball • P layers in the middle are restricted to working inside the area marked
around the half way line of the court as shown
Divide the court as shown to maintain safety
• Encourage players to change directions / speed to beat the opponent
• Set a time limit for the dribblers to get past the defender
Rules / Instructions:
1 or 2 players start in the middle. The other players start at one end of
the court and attempt to dribble past their opponent and across the end Notes for Presenters / Coaching Points
line. If a player looses the ball, they swap with the player in the middle
• Encourage / Show the players how to keep close control of the ball;
who won the ball.
• Encourage / Show them how to change pace and direction;
• E ncourage / Show the players how to use both feet and some
deception techniques
26 | FFA Futsal Coaching Certificate Participant Manual

Main Part - 1 v 1 attacking skills - pass or dribble?

30

25

Organization: Variations:
Full Court • Defenders can go into help ( recover) if they have been beaten
Split the court into quarters (lengthwise) and mark a dividing line through • T he second attacker provides an option for the player with the ball to
the centre as shown either pass or attack on their own.
• CHANGEIT!!!

Rules / Instructions:
Defenders start as shown - on the lines, the first defensive player on Notes for Presenters / Coaching Points
each side of the court tries to take the ball off the two attackers if that
• Encourage the players to keep close control of the ball;
player does not win the ball the next defender can try once the attackers
have entered his/her square. Should both defenders be beaten one of the • E ncourage the players to use both feet and use some deception
two attackers’ then try to score. The Defenders are restricted to staying techniques
in their own square and get a point for every time they win the ball off the
• S upporting player must present a passing option; then it will be up to
attackers
the player with the ball?
 FFA Futsal Coaching Certificate Participant Manual | 27

Final Part - 1 v 1 attacking skills - Dribble to end or Score

30

20

Organization: Variations:
• Three quarter court • Swap teams after each score
• 4 plus a goalkeeper v 4 • CHANGEIT!!!

Rules / Instructions: Notes for Presenters / Coaching Points

• One team attacks and tries to score as normal • Encourage the players to keep close control of the ball;
• T he other team scores by one of their players dribbling the ball into • Encourage / Show the players to use a change of pace and / or direction
the “end zone”
• E ncourage players to use both feet and use some deception
techniques such as stepovers etc...
• S upporting player must present a passing option and then the player
on the ball can decide?
28 | FFA Futsal Coaching Certificate Participant Manual

Basic Formations (Attacking)

2 x 2 System
• A lso known as the “box” system, often referred to as the first
system ever devised
• It contains Two primarily defensive players and Two primarily
attacking players
• It is the most common system used for Junior teams and school teams
• T eams which do not have a lot of time to prepare or have a low level
of fitness often use it
• It is easy to learn and teach

Standard 2 x 2 set up from the red team

30

20
 FFA Futsal Coaching Certificate Participant Manual | 29

Basic Formations (Attacking)

2 x 2 System

A 1

3 C
D 4
30

20

Rules: Standard 2 x 2 set up from the red team

• Pass # 1 = A passes to B • Rotate all players after each turn D to A, A to B etc...
• Pass # 2 = B passes to C • Rotate direction of passes A to D
• Pass # 3 = C passes to A who has made a supporting run • Encourage the players to try to use less / more touches
• A finishes with a shot at Goal (4) • E ncourage the players to communicate ask them… “What might you
say to your team mate”?
• What other combinations could be used?
• E ncourage decision making by gradually adding defenders to increase
realism once the players are comfortable i.e. 4 v 1, then 4 v 2.
30 | FFA Futsal Coaching Certificate Participant Manual

Basic Formations (Defending)

2 x 2 DEFENSIVE ROTATIONS

A A

C
B B
C

5 5

4
4

D 2 D 2
E E
3 3
35

35
20 20
1 1

Initial set up 5 is the main defender, 4 provides cover, 4 is the main defender, 5 provides cover, 2 and 3 mark their players
2 and 3 mark their players

C
B

D 2
E
3
35

20
1

C Passes to D, 3 becomes the main defender 4 runs back to cover, 5 and 2 also cover the “danger” area around the “D”.
 FFA Futsal Coaching Certificate Participant Manual | 31

Acknowledgements
• Norm Boardman
• Les Bee
• Rob Varela
• Steve Knight
• Edgard Vatcky
• Trevor Edwards
• Glenn Lockhart
• Australian Sports Commission
• Member Federations

Coach Education
Football Federation Australia
Level 22, 1 Oxford St, Darlinghurst NSW 2010
phone: (02) 8020 4000
email: [email protected]
web: www.footballaustralia.com.au/coaching
Better Coaches, Better Football