Verb:  to bear or hold up; serve as a foundation for.

Noun:  a person or thing that gives aid or assistance.

A few weeks back I had a conversation with a longtime friend and LUSC volunteer coach where he raised the question of what does it mean to be a great teammate.  This wasn’t intended to be a soccer specific question as much as a life skills question. Coaches often talk about being a great teammate, and most of us can all remember kids that we’ve coached or played with that were great teammates, but it’s hard to pinpoint what made them so.  I don’t believe there is a universal definition of what a great teammate is. My friend and I said that we’d give the question some thought and then reconnect with some specific answers, but as the season gets into full swing daily tasks can often take priority and discussions like this tend to be tabled.  

I’ve spent a fair amount of time this fall observing soccer games as the club DOC, pro coach for multiple divisions and a father of three boys at various stages within the club, and consistently wonder how to improve the game performance on the Saturdays.  Why doesn’t it look better? My default response is that we need to improve the spacing. Players either chase the ball all over the field or they stay disconnected from their teammates to a fault. They overly congest the space or they remain too far removed to assist a teammate in possession.  How do we fix this? We can place restrictions on players during training to temporarily create the spacing we are hoping to observe. Example, these players MUST stay on their side of the field or no goal counts unless EVERYONE (with the exception of the goalie) is over half field. Restrictions although well intentioned are inherently limiting and potentially stifle the decision making process and therefore the players’ development.  

Soccer is a team sport and spacing IS an issue that needs to be addressed for the team to function cohesively on game day, but maybe our approach to addressing it needs to change.  Perhaps, we need to consider what it means to be a great teammate instead of being preoccupied with the spacing. Maybe it’s a life skills question rather than a tactical answer. If we teach our players to be great teammates first maybe the spacing will correct itself at a more sustainable level.   

Teams are made up of a collection of individuals.  Individuals are unique, but all individuals have a common yearning to be supported.  The level of support needed or provided can vary based on the individual, the circumstance and the situation.  A great teammate considers: how do I best support my teammate in any given situation?  

Does my teammate need me to come close to provide support or would the best form of support be withholding it and providing space instead?  The answer could be different depending on the teammate. When we provide close support, we run the risk of crowding out our teammate. When we remain disconnected, we run the risk of isolating our teammate.  The best teammates are the ones that can make these decisions in the moment. No restriction a coach can place on a player can aid in developing these decision making skills.     

Does the support I provide come in the form of being a pillar that props a teammate up or does the support come in a more reduced role?  Do I provide “cover” for my teammate that allows him to take risks that stretch him as a player? Do I provide a safe environment for my teammate where she knows it’s okay for her to take chances where she may fail and still be valued and supported?    

A great teammate, also has the maturity and confidence to be willing to ask for support and to specify what type of support they need most.  The best relationships are interdependent and symbiotic, not one-sided and dictatorial. Developing one’s voice is a great way of self-support.  

Although most of the examples of support that I highlighted had a tactical component to them, I hope it wasn’t the only way you read the piece.   One can be a technically and tactically excellent player, but a poor teammate or one can be an average player but a great teammate. As mentioned previously, people have a yearning to be supported.  This isn’t limited to athletes or kids. Emotional support and compassion aren’t sports skills, but life skills. If this higher level of support is lacking within a team the experience suffers far more than when a player, or collection of players, lack the ability to provide proper tactical support.  Our first responsibility is coaching people, not players.  

From my blog piece Teach them to Read the Book I concluded:

The development of the player IS the foundation of the team.  This can be a frustratingly slow process that requires a great deal of patience, but if the foundation is not set properly, cracks in the surface develop over time.  These cracks may be patched up temporarily, but they never become whole again. Let’s let the foundation settle and harden before building upon it. During the first window (8 to 12 years old) the team should serve the player, there will be plenty of time down the road for the players to serve the team.  The youth soccer highway is littered with once “talented” young players that are left on the side of the road due to a poor foundation being set where windows of development were sacrificed in an effort to win games. As coaches, it’s our duty to educate the players properly even if it temporarily compromises the result.  Let’s “teach them to read the book” so they become readers for life.       

In hindsight, the only alteration to be made would be to substitute “person” for “player” in the first sentence.  

When a parent registers their child for youth sports, one of the strongest aspirations of their participation is to develop life skills.  It’s hard to imagine a more necessary life skill to teach then being a great teammate. Playing a team sport is complex, but its wonderful preparation for the complexity of the world they’ll be joining when a parent’s (and coach’s) support takes on a more observatory role.  Restrictions are limiting, support is foundational. Let’s support our players to become better teammates and provide them the space to make decisions, fail, and learn from the failure and to grow. Better teammates, make for better games and better games have better spacing.  

Thank you for supporting the kids!

Brendan   

The lecture began on a light, but truthful note of the realities facing a modern day manager with a video clip of Harry and Paul Football Manager:  https://www.youtube.com/watch?v=0QMV622vY8w before Coach Constantine posed the question of “when does halftime begin?” to the audience.  Constantine contends that if you wait for the whistle, you’re much too late.  His halftime begins 10 to 15 minutes prior to the whistle.  Obviously when you play by FIFA Laws of the game (maximum of 3 substitutions, no re-entry), the gravity of each decision is magnified, but his contention that the preparation that goes into halftime must be well thought out and organized in a cohesive manner to maximize the impact on the 2^nd half is relevant no matter what level you are coaching at.  At the conclusion of this piece, I will offer a few ideas for a club or volunteer coach to consider and how to potentially address them during the halftime segment, but I chose to leave that to the end in an effort to provide a true account of Coach Constantine’s presentation.  

Coach Constantine offered up the perspective that there are two distinct halftimes, a coach’s halftime and a player’s halftime.  The coach is attempting to deliver a message that is impactful and resonates to each individual, the units within the team, and the team itself whereas the players are receiving a message.  These are two very different things and it’s important to recognize them as such. 

There was a consensus that all halftimes have common aims and considerations. 

Halftime Aims:  The 8 R’s

1. Reflect-what has happened to this point?
2. Remind- what had you hoped would happen?
3. Re-Organize- your thoughts and the squad
4. Re-Motivate- still have a half to play
5. Re-Visit- what you had worked on leading up to the match
6. Reconsider- was our approach correct? Do we need to change?
7. Replace- Do we need to make substitutions?
8. Recover- Rest and refuel for the final half

Halftime Considerations:

• How to make efficient use of the time
• How to communicate with individuals & groups
• How to ensure players get feedback from each other
• How to avoid emotional confusion (give yourself a few minutes to collect your thoughts)

With the halftime aims and considerations understood, the discussion shifted to the delivery of the message.   One can have all the correct information, but if you can’t deliver it in a manner that resonates with the players the opportunity for an effective halftime is lost. 

Effective Communication:

• Be specific (don’t speak in generalities)
• Give actual examples that took place (use visual cues if possible)
• Be positive
• Tell the players how they can improve (don’t just point out mistakes, try to offer solutions)

The Process:

• Compose- gather your emotions
• Consider/Contemplate- what has taken place, good & bad
• Consult- with your staff
• Connect- with the players
• Communicate- in a clear and concise manner
• Clarify- what needs to take place in the 2^nd half (individually, in units, collectively as a team)

The Halftime Period “15 minutes for players and coaches”

To maximize the halftime period Coach Constantine recommends dividing it into 3 blocks.  Although many youth/club halftimes aren’t a full 15 minutes the 3 period recommendation is still valid & applicable.  The coach will just need to adjust the time period of each segment.   

A coach needs to maximize his/her impact during this period.  Therefore one must consider their words and actions carefully.  The body language and positioning of the coach is crucial.  You should stand where everyone can see you and be in control of the room.  A coach may choose to involve the players when appropriate, but should never ask questions that he/she doesn’t know the answers to.  Constantine contends that it’s best to only involve players that will support the message you are intending to relay to the team.  This promotes “buy in”.  The halftime period is too important to have an open ended discussion.   The coach needs to be in control of what messages are being sent and how they will be received.  The head coach may or may not choose to allot a minute or two for the assistant coach to chime in, but the core message should be delivered by the head coach and any information shared over this period should support that message. 

The delivery of information and ideas along with tactical adjustments and motivation all must take place during this period.  This is a crucial time frame since you won’t have the opportunity to have the full attention of the group again until after the result has been decided. 

Coach Constantine’s three periods of halftime are as follows:   

Coach Constantine likes to be the last person each player sees as they leave the locker room for the 2^nd half.  This allows him to gage whether the message he intended to deliver was received.  A physical contact whether it be a handshake or a pat on the shoulder helps create a belief that you are in this together.  You are a team. 

Finally, the 2^nd half will present different challenges then the 1^st half.  Did you prepare the team for these challenges?  Did you anticipate any tactical changes the opponent may make?  Did you create an atmosphere that will gain a positive response from the team?  Can we score within the first 15 minutes of the 2^nd half? 

A few tips on how one can apply this information to the club level.

The goal of every halftime should be to improve the performance of the team for the 2^nd half.  Can you, as the coach, be a difference maker?    The best coaches no matter what level they are coaching at can, not only identify problems and why they are happening, but also offer potential solutions to these problems.  Although each match presents unique challenges you’ll likely find yourself coming back to the same points over and over.  This is natural.  Having a consistent, repetitive approach is healthy.  You may need to change your demeanor from time to time to generate a response from the players, but having a measured approach will lead to more sustained performance over the course of a season.  

Below is a short list of a few things a coach should consider at the half.  The list could be much more expansive, but if you spend a few minutes considering these issues it will be a good starting point to having an organized, successful halftime. 

But, I don’t have a locker room!
Select a location where you can have the player’s undivided attention.  This could be a shaded area just outside the field of play or it could be within the field of play (pictured on the right).  I recommend moving to a space away from the bench area to both create separation from the opposing team and also providing a unique environment for this portion of the game. Keep this area consistent so players know the routine.  Instead of heading to the “locker room” they’ll head to a specific area that will serve as your locker room   For away matches try to identify a space prior to the match your halftime will take place.  You may even want to have your pregame chat in this space as well.
Team Formation/Shape & Balance within the team-  Numbers in the attack, numbers in the defense
Ours	Theirs
·       What’s our line of confrontation?  Where we begin to pressure. ·       What’s our restraining line?  Where hold our backline.  ·       Are we overcommitting numbers forward or are we remaining balanced?  ·       Do we have proper spacing between the various lines within the team both horizontally and vertically?  ·       Are we compact defensive or getting too stretched out?	·       What’s their line of confrontation?  Where they begin to pressure. ·       What’s their restraining line?  Where they hold their backline.  ·       Do they move as a cohesive unit or are they freelancing? ·       Where do they allot their numbers?  up top, through the midfield, at the back?  ·       Where do their attacks tend to come from (the center, the wing)? ·       What is their style of play?  Direct or possession oriented. ·       Are they strong in transition both attacking & defending?
What’s the Score?  Is the score an accurate indicator of what has taken place?
Leading at the Half	Trailing at the Half
·       Do we carry on with the game plan? ·       Do we become more conservative in our approach?  Send fewer numbers forward, keep more numbers behind the ball. ·       When do we “lock it down” to secure the result?  10 minutes from time, 15?	·       Do we carry on with the game plan?  ·       Do we become more direct in our approach?  Send more numbers forward and potentially become more exposed at the back.  ·       When do we press for the next goal?  Immediately, 15 minutes from time?
Who are the “difference makers?”- Identify two or three players that are impacting the game the most.
Ours	Theirs
·       Can we find ways to get them on the ball more and take advantage of their qualities?  ·       Should we isolate them to provide more space to play in by running teammates away or should we support them and offer more combination play? ·       Can we anticipate how the opposition may try to adjust to limit the “difference makers” impact on the match.	·       Can we limit their damage over the 2nd half?  ·       Should we crowd out their space to play with additional numbers and cover in that area of the field?  ·       Should we steer the ball into different area to lessen their ball contacts and decisions? ·       If it’s a striker with pace, do we keep our backline deeper to eliminate the space between the last defender and keeper.
Set Pieces
Attacking	Defending
·       Do we play quickly or slow the pace?  ·       Do we play short corners or long? ·       In-swinger or out-swinger? ·       Do we have a specific play for a certain distance? ·       Who takes the kicks?  Who takes the throws?  ·       Are we protected against a counter-attack?	·       Do they play quickly or slow the pace?  ·       Do they play short corners or long? ·       Men on the posts or not? ·       How many players in the wall?  Who are those players? ·       Do they have specific players to watch/mark? ·       Do we defend man to man or zonally or a mixture?

As you can see a few bullet points about halftime doesn’t do this crucial period of the match justice.  Coach Constantine’s presentation was a refreshing and insightful look at this critical period of the match when coaches are provided a unique opportunity to impact the game.  A coach can’t guarantee a positive performance in the 2^nd half, but we owe it to our players to put them in the best position for success over the final 45 minutes (or for whatever duration your 2^nd half will be) and having a consistent thoughtful approach to halftime will do just that.    

Enjoy your coaching!

Brendan

• Introduction to Coaching Course (k-2nd)
  • Offered beginning of fall season (4 hours)
  • Encouraged for all new coaches to LUSC
  • Course split between classroom and field
  • Topics covered: why kids play, how kids learn, age appropriate training, economical training, how to build a practice plan, club philosophy, communication with players & communication with parents

• Coaching 3rd Grade Soccer (2nd and 3rd grade)
  • Offered beginning of spring season (6 hours)
  • Encouraged for all 3rd grade LUSC Coaches
  • Course split between classroom and field.
  • Topics covered: the player centered approach, rules of the game, practice planning & what type of coach do you want to be?

• Coaching Demonstrations (3rd through 8th grade)
  • Offered 3 times per season (1.5 hours)
  • Field demonstration by DOC & ADOC
  • Topics covered: technical and tactical exercises
  • Q & A with DOC & ADOC

In House Coaching Resources

• Exercise Database (3rd through 8th grade)
• Coaching Manuals (U9/10, U11/12, U13/14)
  • Coaches receive in equipment bag
• Coaching Videos (All Ages)
• Coaching Blogs (All Ages)

National Licensing Courses

• USSF “F”, online U6 – U9 “encouraged”
  • LUSC will reimburse upon completion
  • http://www.ussoccer.com/coaching-education/licenses/national-f
  • http://www.mayouthsoccer.org/coaches/upcoming_education_courses/
  • http://www.mayouthsoccer.org/coaches/coach_education/

• USSF “E”, 18 hours U10 – U11 “encouraged”
  • LUSC will reimburse upon completion
  • http://www.ussoccer.com/coaching-education/licenses/national-e
  • http://www.mayouthsoccer.org/coaches/upcoming_education_courses/
  • http://www.mayouthsoccer.org/coaches/coach_education/

• USSF “D”, 40 hours U12 – U14 “suggested”
  • LUSC will reimburse upon completion
  • http://www.ussoccer.com/coaching-education/licenses/national-d
  • http://www.mayouthsoccer.org/coaches/upcoming_education_courses/
  • http://www.mayouthsoccer.org/coaches/coach_education/

Specialty Topics & Licensing

• NSCAA Heading (U12 – U14)
• Beautiful: Teaching Girls Soccer – The Boston Breakers Way
  • Video On Demand (VOD) login provided to all girls coaches by LUSC. Please contact Tom Heimreid (tom.heimreid@gmail.com) for login details

All players in age groups U9, U10 & U11 shall not engage in heading in either practice or games.

All players age 10 years old and younger shall not engage in heading in either practice or games regardless of what age group program they are playing in.  For example, a 10 year old playing on a U12 team may not head the ball although his teammates may.  

In leagues with double age groups where the U11’s play on U12 teams heading at U12 is not allowed.  

For all players between the ages of 11 and 13, heading training will be limited to a maximum of
30 minutes per week with no more that 15-20 headers per player, per week. No limit of heading
in games.

Heading Training

Mass Youth Soccer and all Member Organizations are to inform all coaches to teach and emphasize the importance of proper techniques for heading the ball.  

Heading Infraction

For those players designated as not being permitted to head the ball in games as identified in the above section the following modified law 12 will apply.

An indirect free kick is awarded to the opposing team if a player, in the opinion of the referee, deliberately heads or attempts to head the ball.  

If, in the opinion of the referee, a deliberate header or attempt to head occurs within the goal area, the indirect free kick will be taken on the goal area line parallel to the goal line at the point nearest to where the infringement occurred.

If, in the opinion of the referee, a player does not deliberately head or attempt to head the ball, then play shall continue.

Additional Heading Policy Links:
Northeast Soccer League
https://www.nslsoccer.org/news/new-policy-on-heading/

BAYS
Game Rule Summary Chart For Coaches, Parents, and Referees

Massachusetts Youth Soccer Association
MYSA’s Concussion Policy

LUSC Heading Video
https://lexingtonunited.org/heading-drills/

On a Saturday or Sunday afternoon, the most common phrase you hear while watching any youth soccer game, regardless of age, is “Pass it”.  This comment can be heard coming from both the coaching sideline and parents sideline and although well intended it lacks the necessary depth to aid the player on the ball. 

We all share the same desire to watch a team that passes the ball well and respects teammates that are in a better position to do something with it, but the skill of passing has many variables. 

Where do I pass it?  Should I play it to the feet of my teammate to keep possession of the ball or do I play it into space for a teammate to run onto so we can progress as a unit? 

When do I pass it?  If I play it too early a defender may be able to close the space on the intended receiver.  If I pass it too late, the initial value of playing that teammate may have lapsed. 

Why do I pass it?  Am I passing the ball to penetrate the defense?  Am I passing it to eliminate lines of players (playing back to front may eliminate the midfield line)?  Am I passing it to change the point of attack (switch the field)?  Am I passing it just to pass it (keep the ball moving)? 

How do I pass it?  Do I drive the ball to a teammate to “pass the time on” https://lexingtonunited.org/pass-the-time-on/  or do I bend the ball with the outside or inside my foot to allow the ball to hold up and/or bait a defender into thinking they can reach it?   

There are times to attack the space with the dribble, there are times to take space with the pass, and there are times to penetrate with the shot.  There are times to pass it and there are times to put your foot on the ball and just keep it.  There are times to play short, there are times to play long.  There are times to play behind the opposition’s defense and there are times to play in front of them.  There are times to play forward, times to play back, and times to play laterally. 

There are decisions to be made each and every time you are in possession of the ball, but there is so much more to the decision than to “pass it”.  Every pass should have a purpose!  The younger the player, the more often they react to the phrase “pass it” by just kicking it.  This phrase, although well intended, can become confusing and counter-productive since not only are the decision making opportunities lost for the player, but there is also no real information being given to the player that will make them a better passer of the ball.   

Let’s provide our players with a game day environment where they become the decision makers and learn the various nuances of passing and receiving so that when they do “pass it” they do so with a purpose.  Soccer is a players game and the more we provide them ownership of the game the better they will learn not only to “pass it”, but also the when, where and how to do so. 

One of the modern trends in coaching young players is the need to allow the players to find answers or solutions to soccer problems, given to them by their coach, on their own. A skilled coach should do less instructing of his players’, instead he should provide them with questions that trigger an interaction between coach and player that guides the player to find the answers on their own. This method of coaching is referred to as “The Discovery Method”.

Bobby Clark, former Scottish international player and current University of Notre Dame men’s coach, offers a few examples of how a coach of young players can use the “Discovery Method” in an effective manner. Here are a couple of excerpts from Coach Clark’s book, The Baffled Parent’s Guide to Coaching Youth Soccer:

Teaching a Skill through the Discovery Method

One of the most effective ways of teaching children a skill is to use the discovery method- where they discover the answer for themselves. Here’s how it works: you give players a demonstration of a technique you want them to learn. For example, if you wanted to teach them how to head the ball properly, instead of saying, “This is the part of the head you should use to head the ball,” you say, “Watch this. You tell me which part of the player’s head is being used to head the ball.” Let the players tell you what is going on with the drill; let them explain it to you. (p.16)

Teaching Positions through the Discovery Method

The best bet for teaching positioning is to use the discovery method with six-on-six. Let the players play for a while and see how they are starting to sort themselves out. Then call them in around you and ask what they see going on out on the field- how could they work together better? If the players don’t come up with the right answers, direct them a little by suggesting they go wide to make an outlet for the ball, since it’s so busy in the middle of the field. Ask them what happens when the other team gets the ball and how their own team could prevent the other team from scoring. You’ll be surprised how quickly your players will come up with answers and solutions to the problems on their own. (p.48)

A final thought

The great thing about the discovery method is that all the players are concentrating on what is in front of them. You ask them questions before the demonstration so you are leading them to the important concept of the skill, but they discover it for themselves. Children (and adults) have a much greater chance of remembering things that they discover themselves. Don’t spoon-feed them- let them discover. (p.56)

Coach Clark is not alone in his endorsement of the “Discovery Method”. The landscape of soccer changed when “street soccer” began to be a thing of the past. Street soccer provided players the freedom to discover, and attempt, things on their own without a
coach

A coaches’ view of the game must differ from that of a parent or loyal spectator. It is important that the coach takes a long view of the situation and not get caught up in the emotions of a game. The coach should be an observer of the action who keeps the players development above the end result of the game.

A coach needs to set priorities. Don’t try to accomplish too many things in one training session. Keep the focus of your practice consistent! If you want to work on maintaining possession of the ball, your warm-up should incorporate passing and moving, not defending.

A coaches’ job is never done! Solving one problem in soccer inevitably raises the next. This is a sign the team is progressing.

A coaches’ time is limited. Therefore, all activities during a training session should be soccer related. Although you may want to vary your coaching routine, remember that repetition is essential for players’ development.

Create an enjoyable atmosphere! Players will learn more if they are participating in activities that they enjoy. Ask yourself, would I enjoy this activity if I were a player? If the answer is yes, the players will probably feel the same way.

Be Consistent! It is very important that you treat the players the same from day to day. The players will feel more comfortable at practice if they know what the coach expects from them. It can’t be dictatorial one day and then carefree the next.

Establish a routine! You’ll get better with this as you become more experienced.

If your practice progresses from:

1) a warm-up activity
2) a technical/tactical exercise
3) a small sided game
4) a larger scrimmage

Players will know the routine and won’t keep asking, when are we going to scrimmage? They’ll keep better concentration knowing that this is the way we train.

Be a leader! If a coach asks eleven players what they want, he will get eleven different answers. A coach must know what he wants from a team and what he expects from each individual.

Be Yourself! Share your personality with the team. You can learn from and mimic other coaches, but don’t try to be someone you’re not.

Horst Wein, author of more than thirty books on the subject of Player Development, shared some of his thoughts and conclusions on training players. Wein described the coach as an artist who selects appropriate exercises for his/her players, manipulating the activities in a way that the players find solutions to the problems they are confronted with without the coach directly giving them the answers. This method of coaching, often referred to as the Discovery Method, calls for the coach to observe each activity closely and formulate questions. These questions should steer the player to the proper solutions on their own. Wein cited statistical analysis that showed that three months later players remember about 18% of what you instructed them, in contrast, they remembered 68% of what they experienced on their own. He concludes that a coaches’ objective is to open the mind of the players in a way that they both improve, but also extend their learning potential.

Wein is a firm believer that players develop best through small sided games. He referred to the 11-aside game as “the cancer of youth soccer”. Wein used several variations of 3 vs. 3 soccer to show how a coach can manipulate an activity to grow the players’ game intelligence without dictating orders. Two very interesting conclusions Wein shared with the coaches about developing game intelligence were:

1. Don’t Count Passes
2. Play odd numbered teams (3v3 or 5v5) to multiple goals.

The reasoning for not counting passes is very logical. With the restriction of counting passes, players tend to get rid of the ball when they are under no pressure and don’t learn the proper time to release the ball. “The pass is born out of necessity” was a phrase Wein uttered on multiple occasions. Instead of counting passes, ask your players to maintain possession for a certain amount of time. Example 10 seconds, instead of 5 passes.

Playing odd numbered teams to four goals (attacking 2/ defending 2) creates numbers up situations. If you were to play 4 v4 to four goals the defensive team can establish an equal balance to defend each goal limiting the obvious visual cues for the attacking team, therefore, limiting their growth of game intelligence. In the 3 vs. 3 game to four goals, the player on the ball should recognize which goal the defenders are guarding with greater numbers. If they appear to be balanced, the attacker on the ball should run at one of the defenders “fixing him” to create a 2 vs. 1 situation. These small sided activities promote repetition on the ball, multiple opportunities to make decisions and still maintain all the elements of larger game.

A final reason, for playing games with multiple goals, Wein shared with those in attendance was lack of flank play in youth soccer across the world, particularly in the US. Wein felt that playing too many competitive games at too young an age has hindered our
player development. We have done a good job of “teaching players to win, not become soccer players.” If we become more patient and less concerned about results at a young age (prior to U14) we will be doing a great service to our players. Let the players discover the answers to the questions the games we present them in training. If we choose these exercises wisely we will develop more educated players that will continue to advance soccer in the US.

Download the exercise: Defensive team shape

The transition from the 4v4 game with no goalies to the 6v6 game can be a bit overwhelming for players and coaches. It is the first time the goalkeeper is introduced as a member of the team and throw-ins and goal kicks are introduced to the game. All of these new facets of the game can make for a difficult transition for everyone involved. Although the technical development of the players MUST remain the priority of all coaches, it is helpful to understand various ways you can align your team. Please note these formations are something a coach should be aware of, but not spend a great deal of time focusing on. Please encourage players to cover spaces and not remain in a certain position!

Remember to rotate all players so they experience playing in different areas of the field!

Here are a few options to choose from and reasons why you might select to align your team in this fashion. I have inserted triangles to show how players should remain connected to one another.

Download the options: 6v6 Team Shape Considerations