Attacking Transition Attacking after Gaining Possession in the Middle Third

Assessment for Learning

Learning Objective: : Attacking after gaining possession in the middle third Outcomes:
To understand and analyse the importance of security in the event of breakdown. To identify when to squeeze, slide up and press the ball. To recognise when to switch play to take advantage of weaker sides. To take advantage of decoy running and movement to create and exploit space. To regognise when to split opposition where possible with penetrating, quick passing. To understand the difference between build up and direct play and make decisions to exploit these options. Be patient and develop element of surprise.

Success Criteria Key Factors to Consider I can..

Set Up: Maintain the momentum, shape and security behind ball for security Observe support win in and out of possession Movement: Tight and compact to gain possession, reduce options and close down early to pressure the decision option Disperse wide and high of oppositions shoulders at point of intercept, timing, security, recovery runs Interception: Press in units to hinder width and depth options. Force play back or to the side, anticipate pass through pressure. When possession gained, pass, run or dribble forward with confidence Delivery: Play to feet or space, angle, timing, penetrate back four, direct to diorganise and exploit space Receive: Players movement, distance and angles. Quick play around the box Quality finish

Decision Making
Coach the player in possession what do you see? What is happening? What are the options to keep play simple? Diagonal runs off the ball to create space, run and spin to confuse and disorganise Support 360 degrees Set Up Movement Interception Delivery Receive:

Attacking Transition
GROW Key Questions
What do you want to achieve in this session? What do you know about attacking in the middle third? What factors do you understand about counter attacking? How can you regain possession early? Where? Which direction will you show? Why? Describe your body position? What will you do if the opposition wins the ball first? What will you do if you win possession? What does the trigger look like? Describe the movement when you are in and out of possession? How could you do this effectively? When would you press play and when would you pressure late? What could you do to change the situation? What alternatives are their? How is the opposition reacting to you? Who else is supporting? Who will close down ball? What will you do when you win the ball now? How many touches do you think you should take in congested areas? Rate your self out of 10. What are your next steps? What support and resources is needed? What will get you closer to 10? 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
Regain Ball Possession through Early Pressure Objectives to pursue by the team: Take advantage of the element of surprise and apply limited touches where possible; to disorganise and play forward. Counter attack quickly, assessing areas of weakness and exploiting space in oppositions defensive third. Play direct, forward to player or space, on the counter where possible, assuring possession. Support wide and high with balance. Deliver balls with width and depth quickly, penetrating behind oppositions back four. Switch play to take advantage of weaker sides, with decoy running and movement to create and exploit space. Anticipate split runs off the ball to confuse the opposition where possible. Be patient and develop element of surprise. Ensure security in the event of breakdown, squeeze, slide up and press the ball to ensure attacking organisation can be established.

Sub Principles
Support 360 Degrees: Quick movement and rotation from midfield and fullbacks to combine with attackers and help players under pressure. Assertive Behaviour and Hungry: Tight, narrow and compact to wide and high early with numbers behind the ball and overload oppositions defense. Anchor of diamond / midfield looking for security behind the attack. Authentic Leadership: Persevere and determined to take ownership, and looking for rebounds from strikers and long range shots from midfields second phase of attack. Surprise: Sudden change of tempo to take on counter attacking positions , on the trigger as early as possible, including full backs and divert defenders attention, create confusion. Aspiration: Desire and willingness to win goal scoring opportunities and ensure the team is superior in numbers. Heart and Dedication: Resiliency to bounce back, team spirit, team work, team unity to exploit free space in width and depth. Self Awareness: Positivity, confidence and empowered. Provide decoy runs to create space, for a change in direction of attack.

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: Attacking after gaining possession in the middle third

Playing Model: 4-5-1 Functional Play 1 v 1

5 4 3 2

Rules and Conditions 1. 5 pts = player runs ball over oppositions line 2. Call number between 1-5. 3. Vary the amount of players competing for ball

Starting Position

2
3 4 5

Ball is played at various heights into playing area. Number runs forward around cone and competes for possession and run over line.

Theme: Attacking after gaining possession in the middle third Rules and Conditions 1. 6 v 5. 2. 5 pts = midfield play penetrating pass behind defense 3. 5 pts = midfield win ball and break 4. -5 pts = defense run through blue gates 5. Unlimited touch 6. Midfield must play through middle zone into wider zones before playing forward 7. . If midfield win ball , counter attack quickly as a unit with no opposition in final. 8. Progress to only back 4 allowed in final third.

Playing Model: 4-5-1 Functional Play 6 v 5 Starting Position CB passes wide third attacking oppositions goal. Opposition score between blue cones.

Theme: Attacking after gaining possession in the middle third Rules and Conditions 1. 8 v 8. 2. Ball travels through 2 of three zones before going forward with at least one touch in each. 3. 5 pts = switching play first time. 4. 5 pts = penetrating pass through the B4 into the run of advancing player. 5. -10 pts = defense plays through goals

Playing Model: 4-5-1 Phase of Play 8 v 8 Starting Position CB passes forward. Holding midfield looks to combine quickly with limited touches. Opposition must score between the blue cones.

Theme: Attacking after gaining possession in the middle third Playing Model: 4-5-1v 4-4-2 Starting Position CB plays forward in the ball is intercepted by attacking midfield Scenario

Opposition are playing deep with 5 minutes to go holding onto a 1-1 draw. How can you take control of the game and overload the attacking options to score the winning goal?
Points Differential Central players look to close down ball early, intercept or and delay play. Players behind ball. If ball is won, limited touches to move forward quickly in dangerous areas. Must maintain security if move breaks down Look to move as the ball moves and stay in contention with the ball. Intercept or delay play in middle third +10 Less than 3 touches through central areas in possession +10 No security In central areas, 2nd phase attack -20 Goals +10

Round 1 Round 2 Round 3