Attacking Transition Intercept and Counter Attack from the Defensive Third

Assessment for Learning

Learning Objective: Intercept and Counter Attack from the Defensive Third Outcomes: To understand how to take advantage of the element of surprise and apply limited touches where possible. Success Criteria Key Factors to Consider I can..
Intercept: Recover ball in numbers, delay and congest, limit options, compact, be positive , run past wide midfield and full back at pace, anticipate Movement: Attack the space, behind the back four, tempo, drop early, show inside and avoid long ball or wide play, make play predictable, slide on outside shoulder Delivery: Speed of Decision making, play forward as soon as possible, forward passing, angle, direction, pace, wide and high Receive: Forward, technique, lay of first time, Support: Ahead of ball, quick pace, early support with momentum, maintain security, attack the space behind defense.

To disorganise and playing forward in a full back position/ central positions.

To understand how to counter attack quickly, assessing areas of weakness and exploiting space wide and high. To observe the movement of the striker for trigger.

Decision Making
Intercept Movement Delivery Receive Support

Attacking Transition
GROW Key Questions
What do you know already that you can apply to intercepting and counter attacking from a FB position? What do you want to achieve from this session ? What are your expectations? How can you use old learning and apply into this new situation?
Describe the behaviour of the defense when a penetration pass is played forward? What could you do, as a collective, to intercept or prevent the through ball? What strategies are you going to apply and how will you achieve this? Where are the problems coming from? Who will press the ball? What will you do when you intercept possession? Who can support? Where can you exploit the oppositions weaknesses? What didnt work? Why? How can you implement the learning for Saturdays game/ can you create a checklist for interception and counter attacking form the FB position? What is the future learning? What goals do we need to set now?

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: Intercept and Counter Attack from the Defensive Third

Playing Model: 4- 5 1

Functional Play 5 v 3 Semi -Opposed

S4

S3

S1

S2

Rule s and Conditions 1. Half Pitch 2. Triangle around ball and win possession = 10pts 4. Goal through gates = 5 pts 5. Opposition end product = -10pts

Starting Position Goal keeper calls number 1-4. Server plays ball into 18 yard box

Theme: Intercept and Counter Attack from the Defensive Third

Playing Model: 4- 5 1

Functional Play 7 v 6

4v3 Zone 1

3v3 Zone 2

Rule s and Conditions 1. Quarter pitch split into two halves 2. Play 4 v 3 in defensive third/ 3 v 3 in middle third (Each team must stay in zone) 2. Triangle around ball and win possession = 10pts 3. Forward pass into striker = 10pts 4. Goal through gates = 5 pts 5. Opposition end product shot or goal = -10pts

Starting Position Opposition CM players from zone 2 into zone 1

Theme: Intercept and Counter Attack from the Defensive Third

Playing Model: 4- 5 1

Phase of Play 8 v 7

Rule s and Conditions 1. Half Pitch 2. Triangle around ball and win possession = 10pts 3. Forward pass into striker = 10pts 4. Goal through gates = 5 pts 5. Opposition end product shot or goal = -10pts

Starting Position Opposition CB plays wide into flank position

Theme: Intercept and Counter Attack from the Full Back Position Playing Model: 4- 5 -1 v 4-4-2 Starting Position Ball is Won in Defensive Third and Played to either FB or RM/ LM to Counter Team: 11v11 Game Scenario 1-1 and the opposition are played wide balls into the flanks for crossing opportunities. How can the full backs / wide midfield quickly intercept from the flank position and counter attack behind the wide midfielders? Points Differential: 11v11 Close ball early and force play inside middle third = 10 pts Full Back intercept and secure ball = 10 pts Completed combination of 3 passes with a cross or shot quickly = 10 pts Opposition in wide areas and cross or shot = -20 pts
Forward pass from FB across middle third to advancing wide player 10 pts Full back intercepts wide play and secures ball 10 pts Completed combination of 3 passes ending in shot or cross quickly 10 pts Opposition in wide areas ending in shot or cross -20 pts

Round 1
Round 2 Round 3