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 Game Training Certificate - Participant Manual

Contents

Introduction ......................................................4
The Building Blocks ........................................5
Model Session explanation.............................8
Game Training Phase 6 week cycle...........12
Important notes for candidates
(the course explained)....................................14
The C.H.A.N.G.E.I.T. philosophy....................15
Game Training Certificate Timetable ...........16
The Game Training practices
- Playing out from the back...........................18
- Midfield play.................................................25
- Attacking......................................................32
- Disturbing and Pressuring..........................39
- Defending / Recapturing ...........................46
- Transitioning BP to BPO..............................55
Match Day / Role of the Coach ....................66

Session Component Acronyms ....................67

Acronym Definitions.......................................68

Candidate Self-reflection...............................69

Candidates Session Plan..............................70

Code of Ethics forms.....................................71
Getting Involved..............................................73
Acknowledgements & Contacts...................74
 Introduction

Welcome to the Community Coach Education Program. Regardless of your playing or coaching background, Football
Federation Australia has developed courses to suit all coaching levels and tailored them to ensure training is appropriate for
the age of the players the coach is working with.

You may have already downloaded the material which will help you through the course; this resource has all the practices and
information you will need to guide you through your community course.

The introductory course is the Grassroots Football Certificate, which many of you would have completed already. If so you
will now have a good idea of how to organize your training sessions using the three parts Beginning, Middle and End. As
the needs of players change so too does the terminology used to describe each component. In the Skill Training Certificate
we use three session components which are Skill Introduction, Skill Training and Skill Game. In the Game Training and Senior
Certificate there are four session components which are called Warm Up, Positioning Games, Game Training and Training
Game - these will be explained in greater detail later.

The main purpose of the Community Coach Education Program is to provide you with a range of tools to shape your
coaching future and to help you plan and conduct suitable age appropriate training sessions. The community courses have
been redesigned to be totally practical with a big emphasis on giving the participant many coaching opportunities as well as
getting continuous feedback by presenters and your peers throughout.

In the opening pages of this manual you will find valuable information regarding the National Football Curriculum and how the
Building Blocks of youth development underpin it. Please take the time to read this information as it will help you to better
understand the vision and philosophy for Australian Football. I wish you well with your coaching.

Norm Boardman

National Coach Education Manager

Football Federation Australia
 Game Training Certificate - Participant Manual | Page 5

The Building Blocks

4 Training 2 Playing
Building Blocks Building Blocks

Performance Phase
17 17
11 v 11
Game Training Phase
13 13

Skill Acquisition Phase

9 9
Small-sided
Football
Discovery Phase
5 5

The National Football Curriculum To instil a lifelong passion and love This doesnt mean however that
distinguishes 6 Building Blocks: 4 for football in young players geniuses do not exist. The top
training Building Blocks and 2 playing teachers and coaches Daniel Coyle
To create a real football culture
Building Blocks. interviewed for his book The Talent
in Australia
Code pegged the genius rate
The FFA Building Blocks Methodology The result of this approach must (Messi!) at about one per decade.
is the framework that provides practical be future generations of players Let us take a closer look at these
guidelines for coaches working at all with the skills and habits to make insights.
levels of youth development in order Australia a successful contender on
to help them in answering questions the World stage, both in mens and If talent is not innate and excellence is
such as: womens football. Does the Building the result of many years of sustained
Blocks methodology guarantee we deep practice does that mean that
What are the mental and physical will develop the next Lionel Messi in anyone can become a top level player?
characteristics of players in the Australia? Unfortunately the answer Theoretically yes, although its not that
various development stages? is no, but this structured approach simple.
What type of practices are best suited will certainly increase the chance.
Many people may have heard of the
for specific age groups and why?
There is no magic formula for so-called Rule of 10,000 hours.
How long should a session go for developing special players but recent This rule, introduced by the Swedish
and how often should I train? scientific research (Coyle; Ericsson, scientist Anders Ericsson, basically
Gladwell; Syed et al) does provide states that it takes 10,000 hours (or
How do I plan and design my
some very interesting insights: 10 years) of practice to reach a level of
sessions?
excellence in sports, science, art or any
What are points of interest when 1. Talent is not innate. Messi (or other field.
I coach my team during games? any other outstanding performer in
sports, science or art) didnt receive It is apparent that the quality of that
With the aim to: or inherit special genes from birth practice is vital although, interestingly,
Develop technically proficient players 2. Every world class performer has research conducted by UK professor
a history of many years of deep Mark Williams shows that time invested
Develop tactically aware, proactive practice that started at a young age in non-organised practice, such
players as playing with mates in the park or
3. A condition for many years of deep juggling a ball in the back yard, is at
Transform the physical and direct practice is intrinsic and sustained
style of youth football in Australia least as important.
motivation, a characteristic all top
to a successful style based upon performers share. No top performer
technique and creativity has ever circumvented these rules!
 The Building Blocks
Coaching Motivation

Quality of practice is clearly contingent on the importance Intrinsic motivation means that the player has developed a
of good coaching. Good coaching means purposeful true passion for football and the motivation to become the
practice and quality feedback. best they can be comes from deep inside.

Purposeful practice is always aimed at progress: after all, The chance of developing a passion for football is of course
only by working at what you cant do will you turn into the greater when you grow up in an environment with a real
expert you want to become. And quality feedback is the football culture, where you have role models and more and
rocket fuel that propels learning. Without it, no amount of better opportunities. That is why developing a real football
practice is going to get you there because if you dont know culture is so crucial for Australia.
what you are doing wrong you can never know what you
are doing right. Good coaches are therefore able to design Its also important to realise that it is impossible to impose
practice so that feedback is embedded in the exercise, motivation. Pushy parents or coaches will achieve nothing (or
leading to automatic adjustment. the opposite of what they are looking for) if it isnt the players
own choice.
A good way of visualising what
However if the motivation is intrinsic, the effect is very
purposeful practice means is to
powerful. One of the differences between good performers
picture something just beyond and the very best is that top performers are able to push
the players reach or just outside themselves harder for longer because their motivation level
someones comfort zone, so there is is higher.
a challenge but not one that is too
Intrinsic motivation by itself however is still not enough, for
difficult. only sustained motivation leads to excellence.

A prerequisite for sustained motivation is what Professor

Carol Dweck calls a growth mindset, which basically means
that mistakes are embraced and deficiencies confronted (I
can master this, I just have to practice harder). This mindset
sees a setback as a motivational factor.

The opposite is called a fixed mindset; for those people,

failure is a de-motivator (I will never be able to do this, I
just dont have the talent).

Here, it is also worthwhile highlighting the fact that

coaches also have fixed or growth mindsets, which
can affect their own development as well as that
of their players.
 Game Training Certificate - Participant Manual | Page 7

A growth mindset is a characteristic shared by most top performers

How can a coach or parent stimulate the development of a growth mindset in players?

Praise effort, not talent

Emphasise that abilities can be transformed through application
Emphasise that challenges are learning opportunities instead of threats

Failure is a great opportunity for improvement

To bring all of the above to life, FFA has developed the Building Blocks Methodology, outlining the logical and progressive
steps necessary to achieve our long term goals.

Key points:

Football is a very complex game and takes at least ten years to master
A step-by-step, phased approach is required, taking into account the age of the player
The logical approach we have adopted in the Building Blocks can be summarised like this:
- simplified situations before complex ones
- individual skills before team tactics
- football development before physical preparation
The age groups stated are guidelines not absolute rules; girls and boys develop at different rates, and players of the same
age may be at different developmental stages
Each Building Block has a clear, distinguishable focus, but the players development should be viewed as a gradual,
ongoing process towards game mastery
It is an holistic approach, rather than a series of four isolated stages/concepts.

For example, although the focus in the Skill Acquisition Phase is on individual skill development, the players tactical insight
is being developed at the same time, but using the hidden learning approach. The coach uses training exercises which
involve as many of the game-specific resistances (team-mates, opponents, direction, goals, etc) as possible, so that game
awareness is automatically developed, rather than trying to coach tactics. Equally, technical development doesnt stop at
the end of the Skill Acquisition Phase; it continues throughout the Game Training and Performance Phases, although it is now
not the main focus.

Development of tactical insight doesnt suddenly begin in the Game Training phase; it is developed during the Skill
Acquisition phase in smaller, simpler situations. Here, the players are introduced to the fundamental individual and
team tasks that form the foundation of decision-making in the 11 v 11 game.

Lets now have a closer look at each individual Building Block.

 Game Training Phase

4 Training 2 Playing
Building Blocks Building Blocks

Performance Phase
17 17
11 v 11
Game Training Phase
13 13

Skill Acquisition Phase

9 9
Small-sided
Football
Discovery Phase
5 5

Preparing players for senior football by teaching them to apply the functional game skills in a team setting using 1-4-3-3
as the preferred formation
Developing tactical awareness, perception and decision-making through a game-related approach to training

The Game Training Phase (U/14-U/17) Because suddenly the bones start growing fast and the
muscles and ligaments as well as the nervous system need
time to adjust to the new proportions, players may look
The most important aspect of this age bracket is the fact clumsy. Players are also prone to overuse injuries like
that these players are in (or entering into) the puberty phase Osgood-Schlatter disease during this phase.
which is a phase of radical mental and physical changes.
It goes without saying that its of the ultimate importance
Huge changes in the hormonal system cause confusion that coaches working with players this age have knowledge
while the physical changes can also unsettle the youngsters. and understanding of all these aspects to be able to guide
Physically they may sometimes suddenly look like adults but youngsters through this critical
mentally they often are still children, something that may also development phase in a well-considered way.
confuse coaches. Another aspect for coaches to consider is
that in general, girls enter the puberty phase slightly earlier While during the puberty phase players physical and
than boys. technical development temporarily stagnates or loses
ground, their intellectual development accelerates as does
The main mental characteristics of the puberty phase are:
their understanding of and appreciation for teamwork. This
Sudden mood changes makes the Game Training Phase exceptionally suited for
developing tactical awareness and insight.
Resistance against authority
Impulsiveness (first acting then thinking) Whereas the purpose of the Skill Acquisition Phase is to
acquire the core skills, the Game Training Phase is about
Accelerated intellectual development
learning how to apply them in a functional way. In the
Identity search which leads to a desire to be part of a Game Training Phase the focus shifts towards learning to
group play as a team and developing an understanding of the
team tasks during the main moments (attacking; defending;
The main physical characteristic of the puberty phase is a transitioning), as well as the specific tasks that go with the
sudden acceleration in growth. One of the consequences individual team positions.
of this growth spurt may be a temporary decrease of
coordination and strength.
 Game Training Certificate - Participant Manual | Page 9

To be able to properly develop the team tasks and the individual player tasks we need the context of a playing formation.
After all, team tasks and player tasks may differ depending on the playing formation.

The 1-4-3-3 formation

It is important to realise that we did not just take 1-4-3-3 as a starting point! Unfortunately this has been and
continues to be widely misunderstood and far too much attention has been devoted to discussions about playing
formations.

Of course there are many successful styles and formations in football but FFA considers 1-4-3-3 the most appropriate
formation to develop an understanding of team play in young players.

Our opinion is supported by another very interesting quote from the Chris Sulley research on Europes most successful
academies:

There was a clear emphasis on a possession based philosophy and most employed a 4-3-3 model with an explicit
attempt to pass the ball through the units. There was a tangible difference in the type of work delivered to the players from
what is typically delivered at EPL academies. Early age players typically participated in random and variable practices that
involved decision-making tactically. The consistent Talent ID criteria was centred around the players ability to handle the
ball, make good decisions and speed, as opposed to the notions of power, size and strength that still dominate the English
youth system.

Why?

In the 1-4-3-3 formation there are 3 lines with a

balanced spread of players over the pitch (triangles
of players). As explained earlier, this is one of the basic
conditions for successful positioning play or to put it
more simply: this creates a range of other, more logical,
options for youth players. Instead of just kicking the ball
forward, players almost automatically start making
combinations;
The 1-4-3-3 formation stimulates the development 11 9 7
of creative attacking players; more specifically the 3
attackers and the attacking midfielder(s)
Defensively 1-4-3-3 also has an advantage since
pressurising an opponents defence line (proactive
10
defending!) is easier to do with 3 attackers as it requires
less running and is tactically less complicated
8 6
For youth players, the positions and the attached player
tasks are logical, recognizable and easy to comprehend.
Moreover, every position has a specific number which
makes learning to play as a team easier.
5 2

4 3

1
 Game Training Phase
Model Sessions 2. Positioning games:
The main conditions for quality positioning play are:

Similar to the sessions of the Skill Acquisition Phase, the Maximal use of space in order to create more time
sessions of the Game Training Phase are also themes on the ball (stretching the opponent)
based. During the Skill Acquisition Phase the theme of a Triangles (no players in straight lines)
session focuses on one of the four Core Skills (first touch; Support play to create options for the player on
running with the ball; 1 v 1; striking the ball) the ball
Anticipation and communication
In the Game Training Phase the theme of a session focuses (verbal and non-verbal).
on one of the Main Moments and the Team Tasks (as well
as the individual player tasks) within that Main Moment. These basic principles form the foundation for proactive
possession based football and this explains the importance
To arrange the Game Training Phase Model Sessions more of the positioning games in training practices.
practically, we have subdivided the Main Moments into
trainable themes. Through positioning games young players:

These themes are: Learn to always create at least 3 options for the player on
the ball (through proper positioning)
1. In possession of the ball (BP):
Improve their decision-making (by learning to choose the
right option)
Playing out from the back
Midfield play Increase their handling speed (less space and time forces
Attacking quicker thinking and acting)
2. When the opponent is in possession of the ball Improve their technique (passing and first touch are
(BPO): essential technical skills)
Learn to communicate both verbally (e.g. calling for the
Disturbing/pressuring
ball) and non-verbally (e.g. through ball speed and ball
Defending/recapturing the ball
direction).
3. Transitioning (BP>BPO and BPO>BP)
This is the reason why positioning games are on the
Team and player actions when we lose the ball menu of every Game Training Phase and Performance
Team and player actions when we win the ball Phase session.
Since Game Training Phase sessions should strive for game 3. The Game Training Component:
realistic scenarios, the practices must include game specific This is the part of the session where conscious teaching
resistances such as opponents, team-mates, direction, rules and learning of the designated Team Task takes place. For
and appropriate dimensions. As a consequence, in Game a proper Game Training practice the coach must therefore:
Training Phase sessions often all three Main Moments take
place continuously, but the focus is on one of them. Create the proper scenario (organize the practice in such a
way that the focus is on the designated Team Task);
Game Training Phase sessions consist of 4 components: Organize the practice in the right area of the field (where
1. Warm Up: this particular situation takes place during the real game)
Starting points for the Warm Up are: and with the appropriate dimensions
Create the proper level of resistance (too easy = no
Preferably with ball (e.g. passing practices); development; too difficult = no success)
If possible theme related including a level of
Make effective interventions and provide quality (specific)
decision-making; Avoid warm-ups that are more like
feedback
conditioning sessions!
Ask smart questions to develop player understanding and
enhance learning
 Game Training Certificate - Participant Manual | Page 11

4. Training Game:
This is the traditional game at the end of a session. In our approach however it should not just be a free game.
The definition of a Training Game in the context of a Game Training Phase session is:

A game at the end of the session that contains all the elements of the real game but with rules and restraints that see to it
that the designated Team Task is emphasised.

During a Training Game the players are playing and the coach is observing if learning has taken place (little or no stop-start
coaching but preferably coaching on the run).

Clearly, quality coaching is not as easy as it may look!

As explained earlier, the coach must be mindful of the Growth Spurt. Players going through this stage of maturation will have
varying energy levels and are injury-prone. Proper managing of training loads to avoid over-training is essential.

Therefore we consider 3 sessions of 75-90 minutes and one game a maximum safe weekly work load, with the following
session planning guidelines:

Welcome/explanation: 5 minutes
Warm Up: 15-20 minutes
Positioning Games: 20 minutes
Game Training component: 25-30 minutes
Training Game: 20-25 minutes
Warm Down/wrap up 5-10 minutes
 Game Training Phase
On the next pages you will find 12 Game Training Phase Model Sessions and two examples of how you can implement the
sessions in 6-week cycles.

The 6-week cycles are based on the assumption that the weekly training sessions are on Tuesdays and Thursdays with the
weekly game on Saturday.

Game Training Phase

Tuesday Thursday Saturday
CYCLE 1
Playing out from the back Midfield play
WEEK 1 game
Model Session 1 Model Session 1

Attacking Disturbing/pressuring
WEEK 2 game
Model Session 1 Model Session 1

Defending/recapturing Transitioning
WEEK 3 game
Model Session 1 Model Session 1

Playing out from the back Midfield play

WEEK 4 game
Model Session 2 Model Session 2

Attacking Disturbing/pressuring
WEEK 5 game
Model Session 2 Model Session 2

Defending/recapturing Transitioning
WEEK 6 game
Model Session 2 Model Session 2

In this cycle the trainable themes appear in a sequential order.

As a consequence, more time is allocated to the main moment Ball Possession (3 consecutive sessions) compared to Ball
Possession Opponent (2 consecutive sessions) and Transitioning (1 session).

The same sequence is continued in the next cycle with Model Sessions 3. When the coach has exhausted the 12 Model
Sessions then repeat them using the step up options outlined in the Model Sessions (but only if the players are ready!)
 Game Training Certificate - Participant Manual | Page 13

Here is another option:

Game Training Phase

Tuesday Thursday Saturday
CYCLE 1

Playing out from the back Midfield play

WEEK 1 (BP) game
Model Session 1 Model Session 1

Disturbing/pressuring Defending/recapturing
WEEK 2 (BPO) game
Model Session 1 Model Session 1

Transitioning Transitioning
WEEK 3 (TR) (BP > BPO) (BPO > BP) game
Model Session 1 Model Session 2

Attacking Playing out from the back

WEEK 4 (BP) game
Model Session 1 Model Session 2

Disturbing/pressuring Defending/recapturing
WEEK 5 (BPO) game
Model Session 2 Model Session 2

Transitioning Transitioning
WEEK 6 (TR) (BP > BPO) (BPO > BP) game
Model Session 1 Model Session 2

In this example, every week the focus is on one Main Moment. In week one the focus is on Ball Possession, in week two on
Ball Possession Opponent and week three on Transitioning.

Creative coaches who understand the methodology will be able to design 6-week cycles and a season plan that suits their
team best. Maybe your team has to improve in possession of the ball and are already sufficiently proficient defensively and in
transition. You could then choose to spend a whole 6-week cycle focused on Ball Possession.

When you have 3 sessions per week, our advice is to limit the duration of the sessions to 75 minutes and rest the players the
day before as well as the day after the game. If the game is on Saturday this would mean training on Mondays, Tuesdays and
Thursdays.

4 sessions per week would only be acceptable in a first class environment,

such as a National Training Centre program, where there is a full-time,
professional coach and qualified support staff. Player welfare is paramount.

In the wrong setting, 4 sessions per week could be harmful.

The best advice for a coach in this age-group would be to attend the FFA Youth C Licence course. This will provide you
with more ideas and insight on session, cycle and season planning and developing your team.
 Important Notes for Candidates
How will the course be presented?

Model Sessions

The presenter will conduct model practices on the following topics:

Playing out, Midfield play, Attacking, Pressuring, Defending and Transitioning.

Within these practices the presenter will demonstrate the 4 components that make up the entire session:

Warm Up passing practices Get your SETUP right

Passing practices should be on every training session menu preferably at the beginning (warm up) to maintain or improve
the technique of striking and receiving the ball. All exercises should be practiced with both feet.

Positioning Games FORMation of GOOD playing and Training habits

Positioning Games are basic daily drills to train combination / possession play. The ingredients of these exercises are short
passing: first touch: positioning and handling speed as well as insight and decision making.

Game Training FORMing of GOOD playing and Training habits in game like situations

Specific game related practices to allow players to develop. By basing practices on game like situations there is a strong
possibility of training activity being transferred into game performance.

Training Game A GAME at the end of training

A game involving two even teams although if numbers are uneven one team could have an extra player which is used to
conclude the session. It must be directional and have all the elements of a real game of football. Within this game all four main
moments are present BP TRANSITION BP to BPO BPO TRANSITION BPO to BP.

Session Presentation and Peer group Feedback

After observing / participating in the presenters model sessions you will be given time to plan your own component of that
session on a given topic. When it is your turn to present an activity you will provide your session plan to the presenter and
once the session concludes you will be given feedback in a group setting by your peers as well as the presenter. You will also
find a Self-Assessment form within this manual which you will be asked to complete as a method of challenging yourself to
improve on your performance.

Checklists - In this manual you will find some forms:

The Feedback Checklist and Feedback Checklist Definitions - These show the criteria and explanations which will be used
to develop questions around your practice session.
A Self Reflection Checklist - which you will be asked to fill out following your sessions. This will help you to better
understand which areas need more attention and which are already well developed in your practices.
A Session Planning form - which is to be completed and given to the presenter prior to your practice sessions.

You will need to print off a copy of each of the above documents and bring them with you to the course. You will also need to
print, read, and bring (signed) the code of ethics agreement.
 Game Training Certificate - Participant Manual | Page 15

C.H.A.N.G.E. I.T.

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.

Inclusion

I
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 cant or your perception of what they
can or cant 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.

In short, if the players need to be challenged or its not working:

C.H.A.N.G.E. I.T.
 Game Training Certificate Timetable
Module Time
Session Program information
number allocated
The presenter will split the larger group into
smaller groups of 4 then name the candidates
in their respective groups as A, B, C or D. If
there are larger or smaller numbers attending
1 Housekeeping 15 minutes
the course the presenters must (as much
as possible) allocate all candidates equal
opportunities to conduct practices throughout
the course.
Presenter conducts model session on Warm
20 minutes
Up / Passing Practices component only
Topic -Playing Out Of the Back
2 Candidates plan to conduct their session 10 minutes
Structured build up
Candidates conduct session on Warm Up / 60 minutes
Passing practices (4 x As) (Inc discussion)

Presenter conducts model session on

20 minutes
Positioning Games component only

3 Topic - Midfield Play Candidates plan 10 minutes

Candidates conduct session on Positioning 60 minutes

Games (4x Bs) (Inc discussion)

End session 1

Recap Review sessions in group discussion 15 minutes

Presenter conducts model session on Game

20 minutes
Training component only

4 Topic - Attacking Candidates plan 10 minutes

Candidates conduct session on Game Training 60 minutes

(4 x Cs) (Inc discussion)

Presenter conducts model session on Training

20 minutes
Game component only
Topic Disturbing and
5 Candidates plan 10 minutes
Pressuring
Candidates conduct session on Training Game 60 minutes
Games (4x Ds) (Inc discussion)

End session 2
 Game Training Certificate - Participant Manual | Page 17

Module Time
Session Program information
number allocated
Presenter conducts a model session showing 60 minutes
ALL 4 components of the topic (Inc discussion)
Topic Defending /
6 Candidates (Group 1) plan 10 minutes
Recapturing
Group 1 conducts a session on all 4 60 minutes
components of Defending / recapturing (Inc discussion)

Presenter conducts a model session showing 60 minutes

ALL 4 components of the topic (Inc discussion)
7 Topic Transitioning BP - BPO
Candidates (Group 2) plan 10 minutes

End session 3
Group 2 conducts a session on all 4 60 minutes
8
components of Transitioning BP BPO (Inc discussion)

Group 3 conducts a session on all 4 60 minutes

9
components of any of the first 4 topics (Inc discussion)

Group 4 conducts a session on all 4 60 minutes

10
components of any of the first 4 topics (Inc discussion)

Presenter leads discussions on the Six Weeks

Cycle. All groups must have an opportunity
to present a whole session, should time not
11 20 minutes
permit this because of numbers attending the
presenter will use their group management
skills
The total time of the last Session will depend
on the number of candidates / groups. It is
12 Course closure 10 minutes
understood that this session will be at least
210 minutes.
End session 4
 Game Training Model Sessions
Playing out from the back Model Session 1

4
3

8 1

2 5

6 8

2
7
9 4 3
7 6 5
11

10

1. Warm-up: passing exercise

Players in game positions #2; 3/4; 5; 6; 7; 8; 9/10; 11 as shown in diagram A

If the number of players allows/requires: a similar organisation on the other half of the pitch
Players #3 & #4 as well as the goalkeeper(s) at the starting position
The players pass the ball around in a logical sequence (1-8)

Possible Coaches Remarks:

Follow your pass to the next position

Pass precision and ball speed
Now we go in the opposite direction (to the right)
Gradually increase your running speed
 Game Training Certificate - Participant Manual | Page 19

In this Session we will focus on Warm Up / Passing practices. Below you can fill in what each letter stands for in the acronym.

What is the main purpose of having a good Warm Up and what are the key elements
in a passing practice ?
 Game Training Model Sessions
Playing out from the back Model Session 1

3
4

1
2 10 5

9 2
6 8

3
8
9 5 4
7 7 6
11

10

Here is another variation (see diagram B)

Now just improvise but use a logical order and every player must touch the ball

Progression:

A 2nd ball can be introduced when the first ball reaches the #9 position.
 Game Training Certificate - Participant Manual | Page 21

Playing out from the back Model Session 1

B 9

10

A 7
8

2
5
6

4 3
11

2. Positioning game: 7 v 4

2 grids of approximately 30m x 30m (A & C) separated by a grid of 10m x 30m (B)
2 groups of 4 outfield players
Yellow consisting of the players #2-3-4-5
Orange consisting of the players #7-8-10-11
#9 and #6 are neutral players who always play with the team in possession; #9 in grid B; #6 in the grid where the
positioning game takes place (see diagram)
2 goalkeepers positioned on each back line
Players #3-4-6 as much as possible in their game positions with #2 and #5 positioned on the edge of the grid
#1 yellow starts the game and yellow must try to get the ball to #9 but only #3; 4 or 6 can pass to #9
If yellow succeeds: start again with #1 yellow
If orange wins the ball in grid A, they must try to pass to #9 in grid B or their goalkeeper at the far end. All players then
cross over to grid B where the game restarts with orange in possession and yellow defending
 Game Training Model Sessions
Playing out from the back Model Session 1

6 8
4

7 5 11
10
2

Now the orange team in prescribed positions (see diagram)

Steps up or down:

Make grids bigger/smaller

Free/limited touches
Stop-start change of grids/flying change of grids
#9 must pass the ball back in to the hands of #1

Remark:

Position the grids in game realistic areas of the field (see diagram)
 Game Training Certificate - Participant Manual | Page 23

Playing out from the back Model Session 1

1
A

3 4

11
2 7 5

6 10 8

10

2
6
5 7
11
9

4 3

B
1

3. Game training component:

Yellow defence (#1-2-3-4-5) playing out from the back against orange attack (#7-9-11)
Goalkeeper (yellow #1) starts by serving the ball to one of the defenders
The objective for the yellow defenders (#2, #3, #4, #5) is to dribble the ball through one of the three gates (see yellow lines
in diagram A)
Yellow team can also use #6, 8 and 10 as bouncers (see blue lines in diagram A)
If orange wins the ball, attack the goal and try to score (one attempt only) if orange loses the ball, the action has ended
Every restart is from yellow goalkeeper

Progression (see diagram B):

Yellow #6 comes in as a player to help the yellow achieve their objective

Yellow #10 joins the orange team as a direct opponent of yellow #6 in the field
This leaves yellow #8 as the only bouncer
 Game Training Model Sessions
Playing out from the back Model Session 1

1 C
3 4
9

2 11 7 5
6

8 10

4. Training Game: 5 v 5 + goalkeeper

Yellow defends the big goal; orange defends the three gates on the halfway line
Orange: try to score in big goal
Yellow: try to score in one of the gates
Offside rule applies
Maintain the organisation/formations
 Game Training Certificate - Participant Manual | Page 25

Midfield play Model Session 1

A
19
9

3
4
8 6
20
10
5
2

6 1

4 3

1. Warm-up: passing exercise (see diagram A)

Players in game positions as shown

At least 2 players in positions #3/#4, #10 and #9
#6 checks off and asks for the ball; #3 passes to #6 and coaches turn (1)
#6 receives & turns (2) and passes to #9 (3)
#9 bounces the ball to supporting #10 (4)
#10 turns away (5) and dribbles to the starting position of #3 (6)
All players move to the next position (follow your ball)
Now the same via the left side starting with #4 passing to #8
 Game Training Model Sessions
Midfield play Model Session 1

B
9

8 4 6

10
3

2 5
6
1

4 3

Variation 1 (see diagram B)

#8 checks off and asks for the ball; #4 passes to #8 and coaches man on (1)
#8 bounces the ball back to #4 (2)
#4 passes to #9 (3) who bounces to the supporting #10 (4)
#10 receives and turns (5) and dribbles to the starting position of #3 (6)
Player rotations are as follows: #4 then goes to where #8 was, #8 goes to #9, #9 to #10, and #10 ends up at the beginning
where the sequence was started

Variation 2

Choice of two options for #6 and #8 depending on whether number 3

and 4 say turn or man on
Early cue from #3 and #4 is now essential

Coaching points of attention:

Pass precision and pass direction (to proper foot; proper ball speed)
Tuning of actions
Anticipation & movement without ball
Verbal and non-verbal communication
 Game Training Certificate - Participant Manual | Page 27

Midfield play Model Session 1

4 3

7
10
8
2
11

2. Positioning game: 6 v 3

Grid of approximately 30m x 30m (dependent on level of players)

3 groups of 3; one group consisting of the midfield players #6-8-10
6 players (orange and blue) keep possession against 3 defenders (yellow)
Always one link player in the centre (preferably a midfielder)
Provide 4 options (left; right; central and far) for the player on the ball through proper positioning
When the group of 6 loses possession, the whole team of the player that turned over the ball must now defend

Steps up or down:

Make grid bigger/smaller

Free/limited touches
Stop-start change of defenders
Flying change of defenders
 Game Training Model Sessions
In this component we will focus on Positioning Games. Below you can fill in what each letter stands for in the acronym.

What are the key elements of Positioning Games?

 Game Training Certificate - Participant Manual | Page 29

Midfield play Model Session 1

C
9

10
8 18

B
16
6

3. Game training component:

Starting situation: 3 grids (A;B;C) players must stay in their designated area
Every attack starts with a pass from orange #3 in grid A to one of the midfielders
Orange midfielders #6-8-10 play in grid B against 2 opponents (3 v 2) and can use orange #9 in grid C as a bouncer
When one of the midfield players is free on the ball facing forward, they try to pass through one of the gates in grid C
When the yellow midfielders #16 or #18 win the ball, they try to pass through one of the gates in grid A

Progression 1:

Add another yellow player in grid B (3 v 3)

3 v 3 in grid B. #3 orange is now allowed to dribble into grid B and create a numerical advantage (4 v 3)
 Game Training Model Sessions
Midfield play Model Session 1

C 13
9

16
10
20
18

B 8
6

4
19

A
3

Progression 2:

Remove the gates from grid C

Add a yellow defender (#13 yellow) in grid C against #9 orange.
One player from grid B can now enter into grid C to create a 2 v 1 situation
Finish on goal against a goalkeeper

Progression 3:

Place the gates in grid A on back line

Add #4 orange and #19 yellow in grid A (2 v 1)
Every new action starts with the coach now serving the ball to orange #3 or #4 (see diagram)
If yellow recaptures the ball in grid A or B, #19 can score through the gates

Progression 4:

Narrow the grids (width of the box)

 Game Training Certificate - Participant Manual | Page 31

Midfield play Model Session 1

3
9
4

6 10

8
8 6
10

9
4 3

4. Training game - 7 v 7 (6 v 6 with goalkeepers):

Field long and narrow to emphasise midfield play through central axis
Both teams in a 1 (GK)-2-3-1 formation
Offside rule applies
Coaching on the run
 Game Training Model Sessions
Attacking Model Session 1 (central areas)

A
1

5
9
4

10
8 10 6

4 3

4 3

1. Warm-up: passing exercise (diagram A)

Players in game positions as shown in diagram A

At least 2 players on positions #3, #4 and #10 (also possible on the other positions)
#6 checks off and asks for the ball; #3 passes to #6 and coaches turn (1)
#6 receives and turns (2) followed by a pass to #9 (3)
#9 bounces with 3rd man #10 (4) who shoots at goal (5)
Players move to the next positions: #3 to #6; #6 to #10; #10 to #9; #9 jogs back to position #3
At the beginning the shot must be aimed towards the hands of the goalkeeper who rolls the ball back to #9, who dribbles it
back to the starting position (6).
Now repeat the same with #4 passing to #8, etc
Gradually increase the shooting power (its still warming-up!)
 Game Training Certificate - Participant Manual | Page 33

Attacking Model Session 1 (central areas)

B
1

5b 5a
9
4a
4b

3
10
8 10 6

4 3

4 3

Introduce a variation (see diagram B)

Give #9 the option to bounce with #10 (4a/5a) or turn away and finish themselves (4b/5b)

Coaches focus points

Pass precision and pass direction (to proper foot; proper ball speed)
Tuning of actions
Anticipation & movement without ball
Verbal and non-verbal communication
 Game Training Model Sessions
Attacking Model Session 1 (central areas)

10

8
6

2. Positioning game: 5 v 4

A grid of approximately 30m x 30m (dependent on level of players)

2 groups of 4 outfield players; one group consisting of the players #6-8-9-10
2 goalkeepers positioned behind each back line
5 (yellow) keep possession against 4 (orange)
Players as much as possible in their game positions, with #10 in the middle (see diagram)
Provide 4 options (left; right; central and far) for the player on the ball through proper positioning
When orange wins the ball, they must try to pass to their goalkeeper, the game continues with orange in possession and
yellow defending
If a yellow player passes the ball out of the grid, the coach immediately serves a new ball to the orange goalkeeper
 Game Training Certificate - Participant Manual | Page 35

Attacking Model Session 1 (central areas)

Steps up or down:

Make grid bigger/smaller

Free/limited touches

Remark:

Position the grid in a game realistic area of the field (see diagram)
 Game Training Model Sessions
Attacking Model Session 1 (central areas)

B 4

10 18

A 8
16 6

3. Game training component:

Starting situation: two grids A & B with the players positioned as shown in diagram
The players must stay in their designated areas
An attack starts with a pass from #3 to one of the yellow midfield players #6-8-10
They play in grid A against 2 orange opponents (3 v 2) and must try to get one player into grid B
In grid B stands yellow striker #9 and one orange defender
The yellow midfielders can dribble into grid B (when free) or use #9 as a bouncer
In grid B yellow must utilise the 2 v 1 numerical advantage and score
Offside applies in grid B
When the defenders win the ball in grid A, they can score in two small goals (one counter attack only, then restart)

Progression:

Add 3rd orange player in grid A, #3 yellow now either passes or dribbles with ball into grid A to create a 4 v 3 situation
 Game Training Certificate - Participant Manual | Page 37

In this component we will focus on Game Training. Below you can fill in what each letter stands for in the acronym.

What are the key elements of Game Training?

 Game Training Model Sessions
Attacking Model Session 1 (central areas)

4
13
9

16

10

20
18
8 6

4. Training game: 5 v 5 + goalkeeper

Yellow team attacks the big goal, orange can score in the small goals
Normal rules, including offside
Yellow team in 1(DF)-3(MF)-1(FW) formation
Orange team in GK-2(DF)-3(MF) formation
Coaching on the run
 Game Training Certificate - Participant Manual | Page 39

Disturbing and Pressuring Model Session 1

A
3 4

1 9 4
7 5
2
11

3 6 5
2 6
10
8

1. Warm-up: passing exercise

Players #2; 3; 4; 5; 6 & 8 yellow and #7; 9; 10 & 11 orange position themselves as shown in diagram A
At least two players at the starting position (yellow #3)
At the coachs signal, #3 starts the passing drill as shown (1-6) with the yellow players following their pass to the next
position/cone
As the ball moves the orange attackers must move as a unit too, keeping their relative distances the same
After pass 1 they must be in the positions indicated by the dotted arrows in diagram A
Orange #7 must be in a position where they can pressure both #4 and #8 yellow when the ball is on the opposite side (e.g.
with yellow #2)
Every new pass all four orange players shift and adjust their positions
 Game Training Model Sessions
Disturbing and Pressuring Model Session 1

B
4
3

11
2 5
7

6 10 8

At pass 4 the positions of the orange players are as shown in diagram B

Progression:

Increase passing and running speed

Sudden change of pass direction on coachs call (#3 yellow to #4; #4 to #5 etc)
Introduce a second passing sequence
Free instead of prescribed passing sequence

Remark:

Rotate the four attackers regularly with another group of attackers

 Game Training Certificate - Participant Manual | Page 41

Disturbing and Pressuring Model Session 1

4
3

9
11
7

2 5
6

10

22

2. Positioning game: 7 v 4

A grid of approximately 40m x 40m

2 teams, orange and yellow
Yellow consisting of the outfield players #2-3-4-5-6 and the goalkeepers #1 and #22. Orange consisting of the players #7-
9-10-11
Goalkeeper #1 in the goal; #22 positioned on the opposite back line (see diagram)
Players as much as possible in their game positions
#1 yellow starts the game and yellow must try to pass the ball on the ground to #22
#22 must pass the ball back to #1 who must catch the ball inside the 6 yard box
If they succeed, #1 starts again (1 point for yellow)
If orange wins the ball they try to score (2 or 3 points for a goal)
If #1 yellow doesnt catch the ball inside the 6 yard box, the coach immediately serves a ball to orange

Steps up or down:

Make the grid bigger/smaller

Free/limited touches for the yellow outfield players
Free/limited touches (1/2) for yellow #22
 Game Training Model Sessions
Disturbing and Pressuring Model Session 1

A
1

4
3
5

2 11
7
9

3. Game training component: 5 v 3 Possible Coaches Remarks:

A grid of approximately 50m x 50m divided by a halfway Work as a unit, keeping your relative distances short
line (see diagram A)
Press the player with the ball
Yellow defence (#1-2-3-4-5) playing out from the back,
Mark/pressure the players closest to the ball and leave the
orange attack (#7-9-11) must disrupt and pressure yellows
ones which are the furthest away free
possession
You must stay in your positions and keep your formation
Goalkeeper (yellow #1) starts every action by serving the
ball to #2-3-4 or #5 Step up/down (for orange!)
The defenders combine till one player can run with the ball Make the pitch wider/narrower
across the back line
Free/limited touches (2/3) for yellow
The orange team must prevent this and try to win the ball
Free/limited time for yellow to get the ball across the back
If orange wins the ball attack the goal and try to score line
(one attempt only).
If orange loses the ball the action has ended Remark:
The offside rule applies Yellow is not allowed to go back once the ball has crossed
the halfway line of the grid
 Game Training Certificate - Participant Manual | Page 43

Disturbing and Pressuring Model Session 1

B
1

3 4

9
2
5
11
7

C
1

3
4

9
5
2 7

11

Progression:

When the ball has crossed the halfway line of the grid, yellow can now score by passing through one of the two gate(s)
positioned on the back line

Option 1 (diagram B):

Two 5m gates on the wings: this invites yellow to play out using their full-backs. The coach focuses on coaching orange
how to prevent/disrupt this

Option 2 (diagram C):

One central 5m-7m gate (diagram C): this invites yellow to play out using their central defenders. The coach focuses on
coaching orange how to prevent/disrupt this
 Game Training Model Sessions
Disturbing and Pressuring Model Session 1

3
4
9
7

2 5
11

16
10

19
8
6

4. Training Game: 6 v 6 + goalkeepers (see diagram)

Orange is the team the coach focuses on with regards to disrupting/pressuring. It consists of a GK and the MFs #6, 8 and
10 and the FWs #7, #9, and #11 (formation 1-3-3)
Yellow consists of a GK and the DFs #2, 3, 4 and 5 plus a holding MF #16 and the FW #19 (formation 1-4-1-1)
It is important that the coach sees to it that the formations stay intact
Offside rule applies

Variation:

Orange defends two small goals in wide areas instead of the big goal
 Game Training Certificate - Participant Manual | Page 45

In this component we will focus on Training Games. Below you can fill in what each letter stands for in the acronym.

What is the main purpose of a Training Game?

 Game Training Model Sessions
Defending/recapturing Model Session 1 (zone defending)

2 3 4 5

A
9 7

B
11

8 6

1. Warm-up: As the ball moves, the yellow defenders must move as a

unit too, keeping their relative distances the same
Two grids (A and B) are positioned as shown in the
diagram When the ball goes to #7 orange, they must all be between
the yellow cones
Grid A is 10m -15m long and pitch wide. Grid B is
approximately 20m long and also pitch wide When the ball goes to #9 orange, they must all be between
the blue cones
Grids A and B are divided by a line of 3 x 2 cones of
different colours positioned across the width of the pitch When the ball goes to #11 orange, they must all be
between the red cones
The position of the cones must be exactly as shown in the
diagram When the ball is played backwards (to #6 or #8), they must
also move slightly forward
1. Blue cones; width of the penalty box
Points of attention for Orange:
2. Red and yellow cones; sideline-central axis
High ball speed
Four yellow defenders #2, 3, 4 and 5 position themselves
in grid A, spread between the blue cones at an equal Accurate passing
distance
Quick change of direction
Five (or more) orange players are positioned in grid B,
spread across the width of the pitch Change defenders regularly.

At the coaches signal, the orange players start passing the

ball in a random order/direction
 Game Training Certificate - Participant Manual | Page 47

Notes:
 Game Training Model Sessions
Defending/recapturing Model Session 1 (zone defending)

B
2 3 4
5

2. Positioning game:

2 grids of approximately 15m wide and 10m long (A & C) separated by a grid of 15m x 5m (B)
3 groups of 4 outfield players in each grid
Yellow, consisting of the defenders #2-3-4-5, in grid B
The coach starts the game by passing the ball to an orange player in grid A
One yellow defender (who is closest) sprints into grid A and chases the ball (4 v 1)
Orange combines and must try to pass through grid B to a blue player in grid C (ground pass only!)
The 3 yellow defenders in grid B must work as a unit and adjust their positions depending on the position of the ball

Steps up or down:

Make grids wider/narrower (if too easy/difficult for the defenders)

Make grids A & C shorter/longer (if too easy/difficult for the attackers)
Free/limited touches for the attackers
Remark:

Encourage attackers to play the killer pass into the opposite zone as often as possible
 Game Training Certificate - Participant Manual | Page 49

Notes:
 Game Training Model Sessions
Defending/recapturing Model Session 1 (zone defending)

2 3 4 5
9 7
11

10

8 6

3. Game training component: 7 v 5

Organisation: 1/2 of a full pitch

Yellow team consists of (#1-2-3-4-5) defends zonally against orange team (#1-6-7-8-9-10 & 11)
The orange must try to score by beating yellows zonal defensive line through combination play; individual actions and/or
runs off the ball
They can use #1 to change the point of attack
Yellow must stop them by moving as a unit in the direction of the ball (ball-oriented defending) and pressuring
the ball carrier
The offside rule applies

Possible Coaches Remarks (with focus on yellow):

Keep your relative distances

Cover each other
Press the ball if you can get close to it
Drop as a unit if you see orange is going to play a ball behind the defensive line
Move up if the attackers play the ball backwards
Communicate and coach each other
 Game Training Certificate - Participant Manual | Page 51

Notes:
 Game Training Model Sessions
Defending/recapturing Model Session 1 (zone defending)

2 3 4 5
9 7
11

10

8 6

If yellow wins the ball: try to pass it into the hands of the orange goalkeeper who must stand in the front half of the centre
circle (one attempt only: if yellow loses the ball the action has ended)
Every restart from the orange goalkeeper

Step down: (too difficult for the defenders)

Narrow the pitch

Limited touches for the attackers

Progression:

8 v 6/9 v 7
 Game Training Certificate - Participant Manual | Page 53

Notes:
 Game Training Model Sessions
Defending/recapturing Model Session 1 (zone defending)

2 3 4 5
9 7
11

10

8 6

3 4
9

7
11
5
2 10

8 6

4. Training game: 6 v 6

Organisation: 1/2 of a full pitch

Formation yellow:1-4-1
Formation orange: 1-2-3
The orange goalkeeper has a dual role (joker)
Offside rule applies
The orange team must score in the goal defended by yellow #1
The yellow team scores by passing into the hands of the orange goalkeeper who must catch the ball inside the front half of
the centre circle
The coach must focus on the zonal defending of the yellow team

If it turns out to be easier for yellow to score than it is for the orange team:

Limit the number of touches for yellow

 Game Training Certificate - Participant Manual | Page 55

Transitioning Model Session 1 (BP>BPO)

2 4

3
1

1. Warm-up: passing exercise

4 cones placed in a 15m x 15m square

6 players divided in 3 pairs (different colours) and positioned as shown in the diagram
Players pass the ball in sequence (1-4). Players only run to their opposite side (as indicated by the dotted lines) after
passing
Change direction regularly (pass in opposite directions)
Precision and ball speed
 Game Training Model Sessions
Transitioning Model Session 1 (BP>BPO)

BLUE
B

Next step 4 players perform the passing drill while 2 players (one pair) defend passively (see diagram B)
The players now stay in the same position
On the coachs call (colour) the pair that are defenders change with the pair thats been called by the coach:
Flying change over; no/minimal stop

Possible Coaches Remarks:

Immediately focus on your new task

Know where you have to pass
Which pair makes the least mistakes

Progression (advanced only):

Regularly change the direction on the run (orientation)

Players run to opposite cone after passing
Faster change of defenders

Are the players able to transition and adjust immediately?

 Game Training Certificate - Participant Manual | Page 57

Notes:
 Game Training Model Sessions
Transitioning Model Session 1 (BP>BPO)

A
1

2 2
4

3 1

2 3

B
1
4 2
3

2. Positioning game 4 v 2 with 8 players

8 players divided in two groups of four (yellow and orange)

Two adjacent squares of 10m x 10m/15m x 15m (dependent on ability of players)
4 (orange) v 2 (yellow) in one grid; 2 yellow waiting with a ball at the end of the adjacent grid (situation A)
As soon as orange makes a mistake (interception yellow or ball out of grid) the game moves to the adjacent grid (situation
B) using the ball that the two spare players have
Orange #3 & #4 can immediately pressure yellow #1 & #2; this forces yellow #3 & #4 to also make a quick transition to BP
If orange makes a mistake everyone goes back to their initial starting positions in situation A
#3 & #4 (of both teams) are the shifting defenders; swap with #1 & #2 (of both teams) every two minutes
 Game Training Certificate - Participant Manual | Page 59

Notes:
 Game Training Model Sessions
Transitioning Model Session 1 (BP>BPO)

2 3 4
9

11 5
7
16

18
10

8
6

3. Game training component:

Transitioning BP > BPO for attackers (yellow) and BPO > BP for defenders (orange)

6 attackers/midfielders (yellow) against 6 defenders/midfielders + goalkeeper (orange) on one half of a full pitch, everyone in
their usual game positions
The blue goalkeeper on the halfway line has a dual role of playing for both teams in BP
The neutral goalkeeper starts an attack for yellow by playing to one of the yellow players. As long as the yellow team is in
possession, the goalkeeper can stay involved as an outfield player but positioned in/around the centre circle (see diagram)
Yellow tries to build a successful attack and score in the goal defended by the orange goalkeeper
 Game Training Certificate - Participant Manual | Page 61

Notes:
 Game Training Model Sessions
Transitioning Model Session 1 (BP>BPO)

3 4

9
11
7

18

16 10

2 5

8
6

When orange wins the ball, they must immediately open up, move into proper BP positions and try to pass into the hands
of the neutral goalkeeper who must catch the ball inside the centre circle
The yellow team must try to avoid this by quick transitioning and pressing the ball (see diagram)
After every sequence (attack yellow; counter attack orange) there is a new restart from the neutral goalkeeper
The coaching focuses on the speed of transitioning from both teams but yellow in particular (BP>BPO)

4. Training game

The same organisation but now as a non-stop game with coaching on the run
3 points for every goal scored by yellow; 1 point for every time orange succeeds in passing the ball into the hands of the
neutral goalkeeper
Offside rule applies

If too easy for orange:

Limited touches (2-3) only for orange

Decrease the area where the neutral goalkeeper can catch the ball (i.e. only the back half of the centre circle)
 Game Training Certificate - Participant Manual | Page 63

Notes:
 Game Training Model Sessions
Notes:
 Game Training Certificate - Participant Manual | Page 65

Notes:
 Match Day / Role of the Coach
Notes:
 Game Training Certificate - Participant Manual | Page 67

Checklist
This checklist with handy ACRONYMS can assist to recall key points of sessions if you find it is easier for you to refer to this
list then it is available here.

The Game Training component should always begin with SETUP then if conducting game training component you can simply
refer to SET before looking to FORM. The same would be used with the GAME at the end simply refer to SET then GAME.

Warm Up / Passing THE WARM UP / PASSING PRACTICES COMPONENT INTRODUCES THE

Practices SESSION OBJECTIVE THROUGH EFFECTIVE ORGANISATION
Is it Safe? Reduced chances of collisions, Goals secured? Shin pads on? Framing and
S
Setup /
Quick start. Are the Balls, Bibs, Markers in the right place? Poles, area size? Numbers
Organisation
correct? Shape?

E
Are all players involved, maximum touches on ball? Lots of repetitions through efficient
Engage
group management, Communication (coaching each other) use of both feet

T Task The players task(s) are clearly explained / demonstrated.

Observe the players actions. Do they demonstrate that they understand the task i.e. where
U Understand to run / pass? If not reinforce by finding a role model within the group, use Q and A or as
a last resort demonstrate.
Perception
P / Decision
Execution
As many of these three actions should be present as often as possible.

POSITIONING GAMES / GAME TRAINING refer to SET to ensure the start to these components is effective

POSITIONING GAMES / POSITIONING GAMES / GAME TRAINING COMPONENTS ASSIST THE

GAME TRAINING FORMATION OF GOOD PLAYING HABITS

F
Facilitate
Practices provide enough repetition of the skill to facilitate learning
learning
Observe
O
The coach observes and provides positive feedback on things like, players coaching
player
each other, shape i.e. One player left and one right.
actions

R
The coach identifies and presents good role models of correct technique and
Role Models
skill i.e. Perception, Decision and Execution.

M
The coach observes to identify the opportunity to modify the session using
Modify
C.H.A.N.G.E.I.T. to challenge the players.

THE TRAINING GAME COMPONENT HELPS THE COACH ASSESS HOW MUCH LEARNING THAT HAS TAKEN PLACE
DURING THE OTHER COMPONENTS.

TRAINING GAME refer to SET to ensure the start to this component is effective

G Game The game looks like football, i.e. Goals, two teams, objectives, direction.

A
There is opportunity for high volume of repetition of session objective / focus to
Assess
allow assessment

M
Monitor / Note how effective the players are in the use of Perception, Decision and Execution.
Modify Is there a need to challenge the players further?

E
Reflect on the effectiveness of the session delivery. Self and Players.
Evaluate
How much did they learn?
 Acronym Definitions
Candidate Name: TOPIC:

WARM UP / PASSING PRACTICES

S
Setup / Is the area safe, limited chance of collisions, maximum use of equipment, size of
Organisation area, brief explanation to frame the session and Quick start?

E
No long queues, maximum ball contacts, develop passive pressure, encourage
Engage
communication (coaching each other) the use of both sides of the body.

T Task The coach must clearly explain and demonstrate the task at hand.

The coach uses different methods to assess or reaffirm the players understanding
U Understand such as Q and A, demonstration, role modelling (players perform the correct
actions and demonstrate for others)
Perception,
P
The practice puts players into a range of decision making situations where possible.
Decision,
How often are they using these three P,D,E?
Execution
THE SETUP INTRODUCES THE SESSION OBJECTIVE

Candidate Name: TOPIC:

POSITIONING GAMES AND/OR GAME TRAINING

F
Facilitate The practice should allow lots of repetition of the given core skill and the group
learning management allows opportunities to learn by doing. How often is P,D,E being used?
To aid observation the coach should vary their coaching positions and use various
O
Observe player
methods to provide feedback on the players performances on the run, i.e. thumbs
actions
up, well done, good effort etc... check for understanding as well

R
The coach identifies and presents good role models (uses players as examples)
Role Models
of the correct technique and / or skill

M
The coach needs to identify how and when to challenge the players by using the
Modify
C.H.A.N.G.E.I.T. methodology whilst keeping the integrity of the session
THE SESSION HELPS THE FORMATION OF GOOD PLAYING HABITS

Candidate Name: TOPIC:

TRAINING GAME

G
The coach sets up a game that actually replicates a football game with goals,
Game
Direction, opponents, objectives and helps to make it competitive!!! (real)

A
The coach sets up a practice that provides many opportunities for the players
Assess
to develop their technique into skill

M
Monitor / How and when the players use the given core skill (P, D, E?) Is the game too easy /
Modify too hard? is one team or the other dominating ? or an individual dominating?

E Evaluate The players, session and self-reflect on the process. What would I do differently?

A GAME TO ASSESS PLAYERS AND SELF REFLECT ON SESSION

 Game Training Certificate - Participant Manual | Page 69

Candidate Self Reflection

Candidate Name: TOPIC:

WARM UP / PASSING
What could I do differently next time?
PRACTICES

S
Setup /
Organisation

E Engage

T Task

U Understand

Perception,
P Decision,
Execution
THE SETUP INTRODUCES THE SESSION OBJECTIVE

Candidate Name: TOPIC:

POSITIONING GAMES
What could I do differently next time?
AND/OR GAME TRAINING

F
Facilitate
learning

O
Observe player
actions

R Role Models

M Modify

THE SESSION HELPS THE FORMATION OF GOOD PLAYING HABITS

Candidate Name: TOPIC:

TRAINING GAME What could I do differently next time?

G Game

A Assess

M
Monitor /
Modify

E Evaluate

A GAME TO ASSESS PLAYERS AND SELF REFLECT ON SESSION

 Session plan
Topic (Session objective):.................................................................................................................................................

Name:................................................................................................................................................................................

Organisation details:.........................................................................................................................................................

Balls:.................................................................................................................................................................................

Bibs:..................................................................................................................................................................................

Markers:............................................................................................................................................................................

Players:.............................................................................................................................................................................

Game instructions/demonstration:..................................................................................................................................

..........................................................................................................................................................................................

..........................................................................................................................................................................................

..........................................................................................................................................................................................

..........................................................................................................................................................................................
 Game Training Certificate - Participant Manual | Page 71

Coaches Code of Ethics Agreement Form

PLEASE COMPLETE ALL FIELDS - PRINT CLEARLY

Title.................. First Name..................................................................Surname..............................................................

FFA Accreditation Level....................................................................................................................................................

Mailing Address................................................................................................................................................................

..........................................................................................................................................................................................

..........................................................................................................................................................................................

State.....................................................................................................Postcode..............................................................

Phone number - Home.........................................................................Work.....................................................................

Mobile..................................................................................................Fax.......................................................................

Email address...................................................................................................................................................................

Country of Birth...................................................................................Date of Birth........................................................

I agree to the following terms:

1. I agree to abide by Football Federation Australias Code of Ethics.
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 Australias Coach
License 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).....................................................................................................................

 Coaches 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 game and training is a positive and
enjoyable experience.
I will respect all players individuality and help them reach their own full potential.
I will be fair, considerate and honest with all players.
I will be professional and accept responsibility for my actions and encourage players to demonstrate the same qualities.
I will make a commitment to my team, and myself, that I will continue to improve my own knowledge of the game through
coach education and various training programs. I will coach my players to play within the rules and in the spirit of the game
of Soccer (Football).
I will avoid any physical contact with the players and should it be required it would be appropriate to the situation and
necessary for the players skill development.
I will refrain from any form of personal abuse towards my players. Also I will be aware of any forms of abuse directed
towards my players from other sources while they are in my care.
I will refrain from any form of harassment towards my players.
I will provide a safe environment for training and competition, by ensuring the equipment and facilities meet safety
standards.
I will show concern and caution towards sick and injured players and allow for 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

This code is designed:

To emphasise the elements of enjoyment and satisfaction to junior players and coaches involved in Soccer (Football).
To make adults including parents and coaches aware that young players play Soccer (Football) to satisfy themselves
and not necessarily to satisfy adults or members of their own peer group.
To improve the overall health and fitness of Australias youth by encouraging participation in Soccer (Football) and
making it attractive, safe and enjoyable for all to play.
To remind administrators, coaches, referees and parents that Soccer (Football) must be administered, taught and
provided, for the good of those young people who wish to play Soccer (Football), as ultimately it is their game.
 Game Training Certificate - Participant Manual | Page 73

Getting involved
Goalkeeping
Diploma
14hr practical course
includes assessment

Goalkeeping Futsal
Licence Licence
7hr practical course 8.5hr practical course
includes assessment includes assessment

Grassroots Skill Training Game Training Senior Coaching Goalkeeping Futsal

Football Certificate Certificate Certificate Certificate Certificate
Certificate 14hr practical course 14hr practical course 14hr practical course 7hr practical course 3.5hr practical course
3hr practical course no assessment no assessment no assessment no assessment no assessment
no assessment

Starting point Starting point Starting point Starting point

For coaches of For coaches of For coaches of For coaches of vertical entry points
5-9 year olds 9-13 year olds 13-17 year olds 17+ year olds

Horizontal entry points

How do I become a Presenter and / or an Assessor?

Should you wish to become a Presenter and / or an Assessor you must attend the State workshop conducted by your
Member Federation annually, however should circumstances prevent your attendance you can be mentored in the process
by attending and assisting on at least one course (M.F.s discretion) at the level at which you would like to present and/
or assess. An application form is also available on the FFA website which should be processed through your Member
Federation.

What qualification do I need to be able to present a course?

You need to have at least the same level Certificate as the one which you are presenting, i.e. Skill Training Certificate = Skill
Training Certificate.

Accreditation Required to become a

Presenter / Assessor Level Type
Presenter or Assessor

Grassroots Football
Presenter Grassroots Football Certificate
Certificate

Skill Training Certificate Presenter / Assessor Skill Training Certificate

Game Training Certificate Presenter / Assessor Game Training Certificate

Senior Certificate Presenter / Assessor Senior Certificate

 Acknowledgements & Contacts
Norm Boardman Anthony Frost (FFV)
Han Berger Australian Sports Commission
Kelly Cross Member Federations
Les Bee

Football Federation Football Federation

Australia Victoria

Locked Bag A4071, Sydney South PO Box 7488, St Kilda Road,

NSW 1235, Australia VIC 8004
Telephone: (+61 (2) 8020 4000 Phone: +61 3 9474 1800
Facsimile: +61 (2) 8020 4100 Facsimile: +61 3 9474 1899

www.footballaustralia.com.au www.footballfedvic.com.au

Capital Football Football Federation

Queensland
PO Box 50, Curtin,
ACT 2605 PO BOX 748, Sunnybank,
Phone: +61 2 6260 4000 QLD 4109
Facsimile: +61 2 6260 4999 Phone: +61 2 3420 5866
Facsimile: +61 2 3420 5944
www.capitalfootball.com.au
www.footballqueensland.com.au
Football Northern
Territory Football West

PO Box 3105, Darwin, PO Box 214, Maylands,

NT 0801 WA 6931
Phone: +61 8 8941 2444 Phone: +61 8 9422 6900
Facsimile: +61 8 8941 8644 Facsimile: +61 8 9271 7299

www.footballnt.com.au www.footballwest.com.au

Football Federation Northern NSW Football

South Australia
PO Box 88, Waratah,
PO Box 593, Hindmarsh, NSW 2298
SA 5007 Phone: +61 2 4964 8922
Phone: +61 8 8340 3088 Facsimile: +61 2 4964 8921
Facsimile: +61 8 8340 3188
www.northernnswfootball.com.au
www.ffsa.com.au
Football NSW
Football Federation
Tasmania PO Box 6146,
Baulkham Hills BC,
PO Box 371, Glenorchy, NSW 2153
TAS 7010 Phone: +61 2 8814 4400
Phone: +61 3 6273 3299 Facsimile: +61 2 9629 3770
Facsimile: +61 7 6272 8868
www.footballnsw.com.au
www.footballfedtas.com.au
 Coach Education
Football Federation Australia
Level 22, 1 Oxford St, Darlinghurst NSW 2010
Phone: (02) 8020 4000

Email: coaching@footballaustralia.com.au

Web: www.footballaustralia.com.au/coaching

Better Coaches, Better Football