Attacking Transition Attacking Quickly from the Goal Keeper

Assessment for Learning

Learning Objective: Attacking quickly from the Goal Keeper Outcomes: To understand when and where to play with limited touch. To recognise how and when to counter attack quickly into wide areas, assessing areas of weakness and space behind the oppositions defense. To apply direct play on the counter where possible. To understand how and when to deliver ball out wide and in depth quickly, penetrating the oppositions weaknesses. Success Criteria Key Factors to Consider I can..
Communication: Spacial Awareness Distribution: angles and distance, timing, pace , long or shot, be disciplined Positioning: in relation to the ball, attackers, back four Decision making : Assess flight of the ball, opposition, attack weaker aresa to disorganse and exploit, behind back four wide and high Recovery: Awareness of counter attack and out numbered in dangerous areas Movement: Support runs forward and wide, aggressive, high tempo, secondary support Delivery: : Limited touch, wide and high, accuracy, distance, power, direction, trajectory, flight, Receive: forward, be alert, good first touch, positive,

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 Communication Distribution Positioning Decision Making Recovery Movement Delivery Receive

Attacking Transition
GROW Key Questions
What will be of real value to you? What do you already know about the topic and sub principles? Can you apply your knowledge to achieve success? What is needed to happen to achieve success? What movement is required to support the GK distribution? What does element of surprise look like? How can we exploit the oppositions weaknesses? How can we anticipate and regain possession early? How? Where? When? Who can else can support? What else can you do? What options do you like the most? How can we be more effective? What are you next steps? What will make you success more realistic? 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 quickly from the Goal Keeper

Playing Model: 4-5-1 Functional Play Unopposed

2 1

Rules and Conditions 1. Goal keeper must collect the ball at its highest peak (apex) and secure behind the ball prior to distribution. 2. GK may kick or throw through the gate.

Starting Position GK calla a number for players to deliver a cross at varying heights. GK collects and distributes quickly to opposite side of field through the gate.

Theme: Attacking quickly from the Goal Keeper

Playing Model: 4-5-1 Functional Play Unopposed

2
Rules and Conditions 1. Goal keeper must collect the ball at its highest peak (apex) and secure behind the ball prior to distribution. 2. GK may kick or throw. 3. FB must run around the markers to receive distribution. Starting Position Each side takes it in turn to cross into the GK who distributes to the same FB out wide on the third.

Theme: Attacking quickly from the Goal Keeper

Playing Model: 4-5-1 Functional Play Unopposed

Rules and Conditions 1. Goal keeper must collect the ball at its highest peak (apex) and secure behind the ball prior to distribution. 2. GK may kick or throw threw the gate yet must only bounce once . 3. Looking for distance and forward advancing player.

Starting Position Cross delivered into goal keepers hands who distributes wide and high to the advancing striker. Add another attacker and defenders as a progression

Theme: Attacking quickly from the Goal Keeper

Playing Model: 4-5-1 Phase of Play 7 v 5

Rules and Conditions 1. 5 pts = distribution is successful. 2. 5 pts = throw or kick is beyond the yellow cones, under control and possession is kept. 3. -10 pts = opposition win ball from a poor distribution kick or throw. 4. Progress to limited touch in middle third.

Starting Position
Wide Midfielder crosses into the goal keepers hands who then distributes quickly with a direct kick or throw.

Theme: Attacking quickly from the Goal Keeper

Playing Model: 4-5-1 Phase of Play 9 v 9 Starting Position Wide Midfielder crosses into the goal keepers hands who then distributes quickly with a direct kick or throw.

Rules and Conditions 1. 5 pts = distribution is successful. 2. 5 pts = throw or kick is beyond the yellow cones, under control and possession is kept. 3. -10 pts opposition win ball from a poor distribution kick or throw. 4. -10pts = B4 turned ending in shot on goal

Theme: Attacking quickly from the Goal Keeper Playing Model: 4-5-1 v 4-4-2 Starting Position Wide midfielder crosses into the box GK gathers and delivers forward to the advancing striker Scenario

Five minutes to go and 1-0 down. How can you increase the sense of urgency, and attack the oppositions final third with limited touches?
Points Differential: GK delivers wide and high ball into advancing strikers run Midfield get forward and support around the ball in final third as quickly as possible with an end product

Goal Keeper delivers direct , wide and high and keep possession +10 pts

Midfield support possession and advance into attacking third +10 pts

Final Product, shot or goal +10 pts

Lose possession from direct play off the GK -20 pts

Round 1 Round 2 Round 3