The work being undertaken in developing the players follows a consistent plan and approach. It is vital to ensure that the players are not being overworked and that each day they are continually being challenged without impacting them hugely in a physical way.

The year is split into 4 terms of 10 weeks each (40 session). Term 1 and 4 is when the heavier workload and more challenging learning can occur due to the lessor impact of other football commitments. Many of the players are at the Metro level within Auckland as well as having AFF and NTC Commitments. As these boys continue to develop they are being selected by other entities to play in their top grade teams. This is an interesting challenge as some entities want to “own” players and believe they are the only way to develop players. It goes back to my previous blog post in which I believe if you only want players to play in your environment and no other then don’t charge them. Once you charge players then you are duty bound to do as they require not what needs to be done.

To achieve this we are following a philosophy of let the game be the teacher and allow them to own their learnings within the training environment.

The 40 weeks of activity is split up across the 4 moments of the game

1. Offensive Organisation — in possession
2. Defensive Organisation — out of possession
3. Defensive Transition — just lost possession
4. Offensive Transition — just regained possession

Underneath the 4 moments of the game are the principles or “rules” that underlie each of the 4 moments.

1. Offensive Organisation — retain possession of the ball and continue to circulate it to attract opponents to exploit spaces between and beyond them.
2. Defensive Organisation — Pressing from a compact zonal defence with pressure applied to ball carriers to cause mistakes and regain possession
3. Defensive Transition — Avoid the ball being played progressively forward and looking to regain possession quickly or give time to allow the team to be organised defensively.
4. Offensive Transition — take advantage of the oppositions defensive disorganisation to create goal scoring opportunities or regain clean possession

Each of the principles are then split into 3 phases. These phases represent the defensive, middle and front thirds of the pitch. In general a width of 70m and a depth of 33m (70m wide x 100m long field) though this of course can change slightly depending on the size of field that you are playing on but that’s the general size we work to.

Within each phase there are a group of sub-principles that outline what the players should be taught depending on the phase. Each of the sub-principles articulate what the team should do in each of the phases. For example:

1. Offensive Organisation (moment)
   1. Defending Third — playing out from the back (phase 1)
      1. Sub-principles of the phase 1 Offensive organisation (playing out from the back) 
         1. Balance — Centre backs spaced out, wide defenders wide and high, centre midfields in front of the two centre backs. The shape is to occupy the field in its width and depth and the centre midfielders pushing high to create time and space for the back players.
         2. Defensive balance — create numerical superiority by one of the centre midfielders dropping deep to receive the ball from one of the 2 centre backs and circulate possession or look to play through the oppositions pressure. Provides a back 3 if possession is lost and ensures we are difficult to counter quickly.
         3. Goalkeeper — receive the ball from both sides and continue to play the ball to the opposite side (weak side) to take the ball away from the pressure that is being applied by the opposition.
         4. Attract the opposition — centre backs look to pass to the centre midfielders who can’t turn due to pressure play back to the centre backs who look to play beyond the pressure to a free player further up the field. If a midfielder can receive the ball with time and space and the ability to turn they are to receive on the back foot and look to play proactively forward. The aim is to drag the opposition centre midfielders forward to put pressure on so we can take advantage of the spaces between or beyond the defensive pressure.
         5. Support the forward pass — when the ball is moved forward the alignment of the team behind moves in support to circulate the ball higher up the field and be ready to regain possession quickly if lost.

Each 10 week block is then split into 2 week blocks. Each 2 week block works together with another block. For example if we do a 2 week block that focusses on defensive organisation the next 2 week block focuses on the offensive transition etc. A typical 10 week block often looks like this:

• Bock 1 — Offensive organisation and possession
• Block 2 — Defensive transition
• Block 3 — Defensive organisation and defending
• Block 4 — Offensive transition
• Block 5 — Offensive organisation and possession

Within each block we split the 2 week block into single weeks. Each week then focusses on one of the sub-principles contained in the phase. Within each sub-principles there are coaching “words” and “phrases” that are used and stay constant throughout the week. For example in phase 1 above if we use the Balance sub-principle we use the words, high, wide, play big, create space, exploit the space created etc.

Each playing group is split in 4 groups depending on their talent and ability and understanding of the moment. A centre back for example takes greater focus on the defensive third activity than a striker would but the learning is consistent across the playing group. The playing groups, depending on their understanding have a different set of constraints or expectations in the training programme.

An example of how the work load looks for a player during the week is:

• MONDAY: Utilisation of small areas and numbers and focus on the techniques and decisions that are required to be successful in the sub-principal (Functional) — A lot more guidance, discovery and input from the coach using the words and demonstrations to “paint the picture”
• TUESDAY: Create areas in size that replicate the playing area that players would play in normally and design games that allow success to only be achieved with the desired outcomes (Phase) — more detailed feedback based on what the players are doing and feeding back to the coach.
• WEDNESDAY — Rest Day
• THURSDAY: Constraints driven activity that is created to reflect the standard of the learning from the first 2 days. This is often an overload situation or a game with multiple goals or targets within the designed area to embed the principles (Challenging situations)
• FRIDAY: SSG day in which the players are given constraints within the game to continue their learning and testing of the sub-principle of the week.

The aim is always to ensure that each player regardless of age or talent is continuing to develop their understanding and acquisition of the techniques and skills required to play the wonderful game of football.

Each week I will add the training sessions that are used to teach the players in the playing model.

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