6 Playing style

1. The playing systems 3

The game and tactical strategies 4
3. The tactical strategies 6
4. Training of the team 13
5. Tactical training with young footballers 16
6. Player profiles by position 17
7. Match observation report form 18
8. Standard situations –
combinations for use at dead-ball situations 26

Content of training sessions

 Playing style 6

A team’s playing style is the manner in which it plays on the field. In some ways, it can be viewed as that
team’s “trademark”. We can even speak of a certain state of mind being imposed by the coach on the basis
of his own experience or his particular footballing culture (e.g. Scolari, Hiddink, Wenger, Sacchi, Cruyff, ...),
and also by virtue of the players that he has available to him.

But this playing style may result as well from a policy of continuity that a club is seeking to pursue (e.g. in
the case of AFC Ajax Amsterdam, AJ Auxerre, FC Nantes Atlantique or AC Milan), or it might result from the
footbaling culture of a given country (e.g. Brazil, Germany, England, Sweden or Cameroon).

This playing style derives from a playing system and from specific team organisation; in other words, the
movements of the players depend on the playing style adopted. In top-level football, the style of play and the
tactical movement may vary from one game to another, or even during the same match.

PLAYING STYLE

TEAM
PLAYING SYSTEM GAME PLAN
ORGANISATION

GAME STRATEGIES

INDIVIDUAL AND COLLECTIVE

MOVEMENT

1
 6 Playing style

The players

The choice and implementation of a playing style largely depend on the quality of the players, their level of
footballing intelligence, their technical mastery and their ability to adapt. The conviction of the coach, the
diligence shown by the players in training sessions as well as their motivation to want to learn and make
progress are also key factors in the tactical development of players.

Definitions

Playing system
• This is the positioning of the players on the pitch as chosen by the coach; this may vary according to the
players that he has available. In other words, it is the number of players in the different lines (defensive,
midfield and attack) and their position on the pitch, e.g. 4-4-2 / 4-3-3 / 4-3-1-2, 4-1-3-2, etc.

Team organisation
• This refers to the allocation of defensive and attacking duties by individual position and by line, and the
relationships between these positions and lines.

Game plan
• This is the strategy adopted for a specific match (with collective and individual instructions issued).

Example: Going after the opposition deep in their own half and pressing them in that part of the field;
tight-marking their midfield and especially the playmaker.

Game strategies
• These refer to tactical elements that are specific to the game. They determine the playing system and the
organisation of the team in attacking and defensive phases of the game. The instructions issued are im-
plemented both individually and collectively, depending on the position of the team unit on the pitch and,
of course, the game situation.

Attacking strategies: − Playing long balls up to two attackers, who are being supported by the midfield-
ers
– Playing up the flanks and getting in behind the defence
– Etc.

Defensive strategies: − Pressing in midfield

− Defenders go out to challenge the attacker(s) to thwart an attack
– Etc.

Movement
• This refers to the movement of the team as a whole and the co-ordinated switching of positions of the
players on the pitch, based on the attacking and defensive playing strategies. This movement allows vari-
ations in the development of play and in team organisation in the match, e.g. a switch from 4-4-2 to 3-4-3
when the team is in an attacking phase.

The time and space available, as well as the player in possession of the ball, dictate the movement in the
game.

And it is thanks to this collective movement of the teams that football becomes a dynamic game.
2
 Playing style 6
1. The playing systems

 

 

     


  

 

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 6 Playing style

2. The game and tactical strategies

The team loses the ball; the

player intercepts the pass; his team
therefore gains possession of the
ball.

THE TACTICAL STRATEGIES

team (attacking) team (defensive)

The team with the ball The team without the ball
→ Has to open up → Has to close down
the spaces the spaces
– By an individual action on – By getting individual de-
the part of the ball carrier fenders back or the whole
– By escaping the of the defensive unit
opposition’s markers – By individual and collec-
and by the movement of tive marking, depending
players on the game situation and
the zone where the play is
taking place

Quick- Gradual Counter- Mixed Zonal Individual

break build-up attack defence defence defence
attack attack

Pressing Offside

Don’t lose the ball Regain possession

4 Try to score Don’t give away a goal
 Playing style 6

The application of these attacking and defensive game strategies depends on:

• the ball carrier − which player is in possession of the ball?

− what is he doing with the ball?
– whereabouts is he on the pitch?

• the zone of action − in which zone of the pitch is the ball carrier?
– how many players are in that zone?

• what the rest of the team are − what is their position on the pitch?
doing − which zones are they occupying?
− how many of them are there?
− what is the team’s physical state?
− is the team in position, grouped together for defensive du-
ties and covering the pitch well for an attacking phase? If so,
only collective tactical strategies can be applied.
– if the team is in difficulty, however, (after losing the ball in
the middle of the field or in the defensive zone), it will need
to rely on the intelligence of the players and on their experi-
ence.

• what the opponents are doing − what is their position on the pitch?
− how many of them are there?
− what specific qualities do they have?
– what is their physical and mental state?

• the goals – what are the distances, positions and angles that need to be
taken into account as far as the goals are concerned?

• the score − is the score close?

– or is the final score a foregone conclusion?

5
 6 Playing style

3. The tactical strategies

Defensive play Attacking play

Defensive play starts as soon as the Attacking play starts as soon as the ball
ball is lost by a rapid switch from is won by a rapid switch from defence to
attack to defence by the whole team. attack by the whole team.
• Opponents’ half > middle of the field > • Defensive zone > middle of the field >
defensive zone opponents’ half

1. Behaviour of the individual player 1. Action of the individual player

Aided by the Players have to Aided by team- Key points

whole team mates (at least
− Win duels − Opt for dynamic tactics
grouping to- 2 or 3 of them)
− Anticipate and technical skills
gether and by escaping the at-
the team get- − Thwart and shepherd the tention of their − First pass, dribbling
ting players ball carrier markers and by − Draw in the opponent
back in num- − Harass (to allow the rest of executing the − Feint, take the opponent
bers the team to regain its posi- right technical out of the game
tion) and put the opponent skill
− Give support
under pressure
− Vary the tempo
– Tackle

2. Behaviour of the whole team 2. Action of the whole team

Aided by swift Key points Aided by the Key points

repositioning movement of the
− The whole team has to get − Spread the play and open
of the team and players, move-
back out across the field
compact team ment off the ball,
play − The area in front of the but without the − Get in behind the opposing
goal, the angles and the players being defence
flanks have to be closed tracked − Occupy the zones
down
− Vary the tempo
− Zone marking
− Movement off the ball
− Thwarting the opponent
• runs into space
− Lateral movement
• cross-field runs, decoy
− Steer the play into the runs, exchanging of
pressing zone positions
− Covering • freeing up the flanks

Force the Key points Avoid losing Key points

opponent − Echelon and pyramid for- the ball, espe- − Numerical supremacy
into making mation cially in
− Variation between long
mistakes to − Lateral movement the oppo-
and short balls
win back the − Mutual covering (the de- nents’ defen-
ball fence should outnumber sive zone and − Combinations, one-twos
attack) in the centre − Change in the style of play
− Surround the opposition of the field

6 − Pressing
 Playing style 6

Definitions of the main fundamental tactical strategies

Attacking

Losing the marker The action of getting away from an opposing player by making a run,
finding space or making a dummy run to receive the ball.

“All-out attack” A dynamic, attacking phase involving several of the team to spread play
out and create space (both out wide and in the last third of the field).

Off-the ball Creating space for team-mates by running into space, making decoy runs,
movement etc.

Triangular play Play involving 3 players, where 2 players automatically provide support for
the ball carrier behind and/or in front of him.

Playing “keep-ball” Retaining possession by playing it from the right flank to the left flank, and
then back again.

Changing tempo Accelerating or slowing down play (the movement of the ball) by using
specific technical or tactical actions.

Switching play Changing the location of play by a long pass to another part of the pitch in
the opposite direction to that in which play had previously been going.

Drawing in the The player with the ball at his feet goes towards the opponent to tempt him into
opponent the tackle; he then eliminates the opponent by dribbling past him or passing.

Support play The action of backing up the ball carrier to provide an option for him.

Position switching Exchanging positions or zones with other players.

Dummy or decoy run Running into a space to distract the defence, but with no intention of
receiving the ball (thereby deliberately creating space for a team-mate).

Overlapping run Creating numerical advantage on the flank by running round the team-
mate in possession (to create a 2 v 1 situation).

“Pivot player” / A player who usually has his back to goal when receiving the ball and who

7
Link man then lays it off for the supporting striker(s).
 6 Playing style

Defensive

Marking Defensive position adopted by players to prevent opponents receiving or

challenging for the ball.

Anticipation Defensive positioning action where the opponent’s reaction is anticipated

and the defence changes position accordingly to respond to this.

Repositioning After a phase of dynamic or static attacking, the whole team or individual
players resume their defensive position.

Reducing the spaces Leaving as little space as possible between the defensive lines by closing
(grouping together) down using the whole team.

Lateral movement Movement of the whole team or the line across the width of the field, but
still remaining compact.

Closing down the Tightly packing players into the centre of the field to close down this area.
area in front of goal

Pressing Harassing or surrounding the opponent in numbers to regain possession.

• Attacking pressing
The action zones where players apply pressing.
• Defensive pressing

Mutual cover The positioning of the players around the pitch to support their team-
mates. Each player is “covered” or protected by another.

Pyramid defensive Triangular defensive formation facing up to the ball carrier in the opposing
formation team.

Echelon formation Echeloned or diagonal covering position in relation to where the ball is,
used by the defensive unit or the midfield.

Thwarting the opponent Going towards the ball carrier with the aim of halting his progress, making
him play the ball or shepherding him to an area of the pitch that will allow
the defence to organise itself.

Tackling A duel with the aim of dispossessing the opponent of the ball.
8
 Playing style 6

The tactical action of a team is dependent on the quality and efficiency of the players’ technical skills once
the ball has been won and controlled. Receiving/controlling the ball skilfully and the quality of the first pass
are both important for launching an attacking move and changing the tempo of the game.

Nevertheless, the tactical behaviour of the players ultimately relies on their cognitive skills (perception and
anticipation), on concentration, on their belief in themselves and on communication during the match. The
quality of the tactical action is also dictated by the experience that the players have acquired in training, in
competitive situations and in their ability to read the game, which has been developed through observation
and analysis (watching videos and top-level matches). To ensure that the young players of today develop
an ability to read the game tactically, which might currently be lacking, they should watch the top teams
(e.g. Brazil, France, Netherlands, or Real Madrid CF, Arsenal FC and AC Milan, etc.) playing more frequently,
thereby enabling them to understand tactical play better, and to learn from it.

A good understanding of the game leads to inspiration, improvisation and risk-taking, all of which can make
the difference in the game and help to swing a match. The great players all possess such qualities.

The application of playing strategies is not dependent on the playing system in use or on how that system
is being implemented. A team playing with a 3-5-2 or a 3-4-3 formation can just as easily attack by gradual
build-up, by set play or with a quick break. The choice of the type of attack depends on the game situation,
on the zone where the ball is won, on the number of players available for the attacking move, or on the pos-
sible defensive instability of the opposing team – and not on the playing system.

What will make the difference in opting for the appropriate tactic, however, is the individual quality of the
players, their footballing intelligence, the communication between them and their experience.

Basic requirements for tactical organisation

• Communication within the team (verbal communication, body language and gestural communication)
• Occupation and zonal covering of the pitch (zonal play)
• Tightly packed, compact formation, with the lines close together
• Spread formation, with movement around the pitch and movement off the ball
• Numerical supremacy of the team
• A calm, confident mood in the team, but also with enough aggression to allow it to win duels
• The presence in the team of talented players and players with a strong personality
• The presence of players able to show the way
• Quality of life in the team
• Quality of coaching

“In the long run, I don’t think it’s possible for a team to win and to last the course if there
is no quality in their play. To deliver good performances, a team simply must play.”
Elie Baup, ex-coach of FC Girondins de Bordeaux,

9
 6 Playing style

Example of defensive tactical behaviour

in a 5 v 5 practice match

• The team loses the ball in the attacking zone.

• Player 1 intercepts the pass; the team is now in attacking
phase.

Defensive game of the team Tactical behaviour of the team

This will depend on: − Rapid switch from attack to defence
− The defence has to get back en masse as a
– the ball carrier 1 , on his position, and the
compact unit to close down the area in front
direction in which he is heading
of the goal and to thwart the opponent’s
− on the zone where the opponent has gained move
possession of the ball
− The counter-attack can be prevented by:
− on the position of the players in the team • defenders getting back into position
and on the number of players behind the ball
• exerting immediate pressure on the ball
− on the position of the opposing players and carrier
on how many of them there are • snuffing out the move
• closing down the central midfield
• tightening up play and the marking of the
opposition
• steering play out to the flank and/or mov-
ing away from the zone where the ball was
lost and getting players back deep in their
own half to defend

10
 Playing style 6

Some tactical solutions:

for attacking a zonal defence

Open up the defence, create spaces between the lines and the players; vary the tempo of play.
• Attack all across the pitch, on the flanks.
• Take play out to one of the flanks and then try to switch to the opposite flank.
• Take play into the middle of the field.
• Move the ball around quickly (1-2 touches), introduce tempo change into the game.
• Seek to gain numerical supremacy in attack, with the midfielders also having an impact going
forward, especially on the flanks.
• Attackers should be moving constantly in the penalty area.
• Get in behind the opposition (behind the defence).
• Use individual skills: − decoy runs, cross-field runs
− dribbling, feinting at speed
− one-twos
− runs into space

for attacking a reinforced defence

The attacking team should avoid playing in a funnel-shaped formation and attacking exclusively
down the middle of the pitch; it should put the defence under pressure with the speed of its play
and aggressiveness.
• Attackers should peel off and create spaces for the midfielders.
• Change and exchange positions.
• Use the flanks with good-quality far-post crosses or play the ball low from the by-line back across the
area.
• Get the defence to come out; make them move.
• Go for the direct approach (1 touch) with players in support; shoot at goal, even from outside of the
area.
• Remain calm, play the ball back into the other half, move the ball from flank to flank and speed up
play when the moment is right to do so.
• Shoot from distance.
• Force the opponent into making a mistake.
• Draw the libero out.
To play against a reinforced defence, a team needs well-developed technical skills to allow it to
operate in confined spaces, and it needs to be constantly moving.
Be careful not to lose possession!

11
 6 Playing style

for attacking a mixed defence (with tight marking of the attackers)

Draw the defender(s) into the unoccupied zones.

• Change zone, free up space, spread the play out.
• Attacking players retreat with the ball to draw out the defence.
• Attackers receive the ball with their back to the defence, lay the ball off, pivot, change position and
direction.
• Attackers run towards opposing defenders with the ball and back into them.
• Try to create 2 v 1 situations.
• Win the attacking duels (by dribbling or feinting).
• Put pressure on the defender in possession of the ball.
• Play for the team and do not react to provocation!

for countering pressing by the opponent

Know the team that is doing the pressing (the pressing zone and the type and style of pressing),
their style of play once they have won the ball and the qualities of the players (their strengths and
weaknesses).
• Avoid the pressing zones.
• Outnumber the defence around the ball at the moment when possession is lost.
• Play long balls past the opposing defence and go for the second ball (goalkeeper’s clearance).
• Take time to build (with short passes while moving and creating space to increase the distance be-
tween the lines).
• Play long balls (diagonal passes behind the opposition).
• Do not provoke the opponent; remain calm.
• Use counter-pressing (react to the pressing of the opposition by pressing them).

“The key factor for winning the tactical battle is to gain numerical
supremacy and to have very strong players in 1 v 1 duel situations.”

12
 Playing style 6
4. Training of the whole team

The strategies of individual tactical play and then collective play have already been applied in the combined
technical/tactical phase of training with 1 v 1, 2 v 1, 3 v 2 drills, and then in practice games.

We now move on to technical training with the whole team.

When we speak of the whole team, we need to look at the relationship between all of the players and the
individual units that make up the team (defence, midfield, attack).

Methodology for training the whole team (tactics)

Start from the real match situation using the system and tactical organisation which the coach is aiming for.
Use all possible practice games where one team has numerical supremacy, or other games.

Coaching in the practice game can focus on just one team or on both teams.

• Practice game: − 8 v 8 / 9 v 9 / 11 v 11 with the goalkeepers

− Unrestricted play, or with instructions given to the defence and/or attack

• Analytical practice − 9 v 7 / 8 v 6 / 10 v 8 or 7 v 9 / 6 v 8 / 8 v 10 with the goalkeeper in one

routines: team, or even in both teams
− Numerical supremacy
− Game situation of attack versus defence
− Unrestricted play or with instructions, and with goals
− Play always starts at a fixed point (the ball is introduced by the coach,
by the goalkeeper or from a throw-in).

• Analytical tactical drills: −11 v 1 / 11 v 4 / 11 v 6

−5v6/6v7/8v6
−Work on movement and positioning.
−The team moves around the pitch according to where the ball is and
applies defensive strategies.
− The team moves the ball around, moves around the pitch and tries to
build, or it tries to counter-attack and to score.
− One team attacks with 7 players against a 6-man defence (4 defenders,
2 midfielders). The action starts from the middle of the field after the
attacking team has won possession.
− The opposing team provides only weak opposition, then stronger
opposition.

• Final practice − Match with 8 v 8 / 9 v 9 / 11 v 11

game format: Example: 9 v 9 match + 2 goalkeepers
– Game with − Opposing systems: 3-3-3 v 4-4-1
specific theme
− The 3-3-3 team plays in its own half with 2 touches of the ball and tries
– Unrestricted play
to score after going down one of the flanks.

This methodological approach can be the same for the combined technical/tactical aspect
(3 v 3 / 4 v 3 / 4 v 4 / 6 v 4 / 5 v 7, etc.). 13
 6 Playing style

Examples of a team training session: Defence

1. Game with 9 v 9 and 2 goalkeepers

• Unrestricted play; with or without specific instructions
for the team.
• The team plays with a 4-4-1 formation;
the team plays 3-3-3.
Coaching: − Observe the play and the individual and
collective behaviour of the team.
− Question the defence of the team about
any problems they have encountered.
− Who goes out to stop the ball carrier?
− What are the other players doing?
− Who is making himself available in
space after the ball has been won?

2. Drill for the defence

(8 defenders + 1 goalkeeper, 6 attackers)
• The players of the team pass the ball to each other
slowly, sideways, diagonally and upfield.
• The players move around according to where the ball
goes.
Coaching: − Encourage the movements of the defence.
− Get the defence to apply defensive
strategies.
− Correct the position and attitude of the play-
ers and the communication between them.
− Introduce new situations; increase the
tempo of the passing.
− Place the ball between the lines.
3. Practice routine (8 + 1 goalkeeper in
the team, 9 players in the team)
• The team in a 3-3-3 formation tries to score a goal.
• The team in a 4-4 formation defends in two lines;
if it gains possession, it can score in either of the two
small goals
• The action always starts from the middle of the pitch
with a throw-in/kick-in from the coach.
Coaching: − Direct the play and encourage
the team, give instructions on tactical
approach.
− Stop the game and correct mistakes.
− Make the players speak to each other.

4. Final practice game: 9 v 9 and 2 goalkeepers

• Unrestricted play with no specific instructions given.
• To be played in a fully competitive spirit.
Coaching: − Observe and evaluate the team.
− The team can be encouraged to intro-
duce new situations into the game.
− At the end of the game, give positive
feedback (reinforcement).
The team must feel confident as a result
of the training session (and of what they
have been practising).

14
 Playing style 6

Coaching (organising – training – teaching)

The coach is responsible for his team’s style of play and for ensuring that it is implemented on the pitch.

One of the key moments for the coach to become really involved is when he has to let the players know ex-
actly what he expects from each one of them and from the team as a whole.

− What type of game do we want to play?

− How are we going to occupy the pitch?
− How is the defence going to act when it wins the ball?
− At what point and in what form are we going to launch an attack?

The behaviour of the coach and how he directs the activity are more important than a drill or practice game.
The quality of the coaching, the coach’s explanations, demonstrations and especially his corrections will be
key factors in the players’ tactical understanding and, as a result, in their support for the coaches’ ideas.

If the objective of the training session is the defensive game of the team, the coaching can be concentrated
on the idea of defence. However, depending on the situation of the game, the coach may also choose to deal
with the attacking aspect as well.

Consequently, in a training session with attack versus defence (e.g. 7 v 6), the training objectives can be ap-
plied to both teams. The coaching can concentrate on the attackers and defenders alternately, or even both
simultaneously.

At the highest level of the game, the focus of training sessions, the choice of the content covered and of the
actions and situations dealt with depend on the approach and style of the team.

“Speed of movement of the troops, swift repositioning on the ground, strength

in the legs, concentration, hard work, and the trust that the men have in their
leader . . . these are the ingredients that make up tactical genius.”
Napoleon Bonaparte

15
 6 Playing style

5. Tactical training with young footballers

The aim of collective training sessions with young footballers is to integrate the players into the team set-
up by getting them to master simple individual and collective tactical actions and to ensure that they can
operate by working together with the different lines (defence, midfield, attack). They have to learn to operate
individually as part of the game played by the whole team, both in terms of attack and defence.

Examples of methods used:

• Practice games The match, game situations

• Training based on real game situations: 1 v 1, 2 v 1, 2 v 2 up to 4 v 4

− Starting with individual behaviour in a 1 v 1, moving onto behaviour in pairs with 2 v 1, 2 v 2, 2 v 3, and
then concentrating on the notion of lines (defence, midfield, attack)

• Training based on two lines: (3-3 v 3-3), gradually progressing to three lines, 3-2-2 / 4-3-2 / 4-3-3

• Practice games on different-sized pitches: small, medium and large

Example: 6 v 6 on 40m x 30m, then 60m x 40m
Unrestricted play, then with instructions and rules to make the tactical approaches adopted clearer (de-
velopment of play)

• In the game, vary the position of the players: make them play in defence and attack as well as on the right
and left flanks. The player has to be confronted with different situations and tactical approaches in the
game to enrich his general footballing awareness (cognitive games).

• In order to encourage the learning and perfecting of the strategies of play, analytical routines and drills
need to be introduced into the training. The coach can then return to the match situation to assess how
much has been learned.

• The technical skills used in every tactical action must be executed with quality and precision.

• Visual pedagogical tools, such as a blackboard/whiteboard and magnetic board, or even video for analy-
sis, may be used as complementary methods to optimise tactical learning with young players. Another
important instructive process to help players understand what the coach is explaining on the board is for
them to observe the great players and great teams. This will help to improve their understanding of the
game and the tactical approaches.
− On the pitch, the learning process starts from the pre-training/development stage (from the age of 13
onwards). The concept of tactical versatility is introduced (with players varying their positions). The
players then gradually start to specialise, with concentration on the team unit (e.g. attack, defence)
and the individual position.
− At the training/development stage (from the age of 16 onwards), tactical development concentrates
more specifically on the team unit and on the individual position, with versatility integrated.
− With young footballers, playing the game is the main form of tactical learning:

Play in order to learn; don’t learn in order to play!

It can take years to learn how to master certain technical moves and skills,
! but learning how to operate tactically within a system can take just a few weeks.

16
 Playing style 6
6. Player profiles by position

Position Physical qualities Technical qualities Tactical qualities Mental qualities

of the player required required required required

Goalkeeper • Size • Safe hands • Choice of • Personality

• Agility • Good technique on positioning and • Confidence
• Reaction + the line and in the movement • Calmness and a
1 explosive speed air • Anticipation certain eccentricity
• Jumping skills • Good skills with the • Good distribution • Concentration
• Suppleness feet • A certain eccentric-
ity

Left and right- • Speed-endurance • Defensive technique • Positioning and • Aggressiveness

hand-side (aerobic and • Tackling + sliding repositioning • Willpower
anaerobic) tackles • Timing • Confidence
defenders
• Explosive speed • Skill at receiving the • Involvement in
ball and good-qual- attacking play
2+3 ity passing • Versatility in
• Running with the attack
ball

Central • Height • Interception • Anticipation • Leadership tem-

defenders • Muscular power • Control of the ball • Positioning perament
and jumping skills in a duel situation • Marking • Direction
• Speed • Heading • Covering and • Calmness, ability
4+5 • Mobility • Long and short support play to remain unruffled
passing • Courage

Defensive • Endurance (aerobic) • Defensive technique • Positioning and • Fighting qualities

midfielder • Strength • Passing repositioning • Humility
(in the duel) • Receiving the ball • Anticipation • Co-operation
• Mobility and specific control • Pressing • Willpower
6 • Dribbling the ball
away for distribu-
tion upfield

Left and right- • Endurance (aerobic • Running with the • Moving back to • Courage and
side midfielders and anaerobic) ball defend generosity of spirit
• Speed • Dribbling • Involvement in • Willpower
• Crossing attacks • Concentration
7+8 • Shooting • Pressing • Willingness to
• Playing and take risks
winning duels

Attackers • Power (in the duel) • Finishing (shooting) • Constant movement • “Selfishness”
• Speed • Control • Changing of • Opportunism
• Liveliness • Heading positions • Trickery
9 + 11 • Agility (depend- • Dribbling, feinting • Runs into space and • Perseverance
ing on the type of decoy runs
player) • Feinting
• Timing

The strategist • Depending on the • Ability to receive • A good footballing • Leadership

(Trequartista) type of player (and and deal with the brain temperament
on the playing style) ball skilfully • Anticipation • Creative mind
• Passing • Tactical awareness • Willingness to take
10 • Dribbling • Ability to lose a risks and able to
• Finishing (shooting) marker think clearly
• Confidence
• Calmness 17
 6 Playing style

7. Match observation report form

Observation: Observer:

Teams (A/B): :

Venue: Date: Kick-off:

Weather conditions / state of the pitch:

Final score: (Half-time score: )

Player positions / numbers

Team A

Team B

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 Playing style 6

Yellow cards / red cards

(Name of player, minute, offence)

Course of the game: Attacking phase, finishing phase, defensive phase

Referees

Specific features of the match

Overall assessment of the match: very good good average poor

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 6 Playing style

Team A

Defensive organisation Description

Attacking organisation Description

Individual strengths / collective strengths (tactical)

20
 Playing style 6

Team B

Defensive organisation Description

Attacking organisation Description

Individual strengths / collective strengths (tactical)

21
 6 Playing style

Goals: Score, minute, scorer, where, how (F = Foot, H = Head, OG = Own goal)

22
 Playing style 6

Dead-ball situations: free-kick, corner-kick, throw-in, penalty, etc.

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 6 Playing style

Characteristics of players in Team A

1

10

11

12

13

14

15

16

17

18

19

20

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 Playing style 6

Characteristics of players in Team B

1

10

11

12

13

14

15

16

17

18

19

20

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 6 Playing style

8. Standard situations – combinations for use at dead-ball situations

Dead-ball situations are unanimously recognised as being decisive moments in the modern game.

During the most recent international FIFA competitions in 2002 and 2003 (the FIFA World Cup, the FIFA World
Youth Championship and the FIFA U-17 World Championship), 30% of the goals were scored from dead-ball
situations as against 25% of goals in the same competitions in the years 1998-1999. This ever-increasing
percentage is unquestionably due to the regular and repeated work that is being carried out on these game
situations.

Instruction of this specialist area of the game should already start with young players. A specific training
session or even an individual session should be included in the training cycle to help develop specialists for
these phases of play. These sessions are often scheduled outside of the collective training sessions with the
whole team and held once a week on the day before matches.

Some methodology tips for training dead-ball situations

• Start off by training the technical skills and routines required and then repeat these (make striking the ball
and varying the strike of the ball become automatic for the player).
• Gradually bring more and more attacking players into the action (either for striking the ball or to attack
crosses).
• Gradually increase the number of defenders involved (both in passive and active situations).
• And, finally, simulate match conditions and reproduce game situations (using defensive walls with play-
ers standing at the correct distance).

The confidence and concentration of the player striking the ball are key elements in the success of
these strategies.

In the following pages, we have illustrated various basic attacking combinations.

A. Corners
B. Free kicks

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 Playing style 6

A. Corners

1. Outswinging corner driven directly into the 2. Inswinging corner driven directly into the box
box (taken from the right side with the right (taken from the right side with the left foot,
foot, and vice versa from the other side). and vice versa from the other side).

3. Direct strike aimed at the near post. 4. Direct strike aimed at the far post.

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 6 Playing style

A. Corners

5. Ball played to the near post for a player to 6. Ball played to the near post for a player to
deflect it behind him with his head. lay it off into the “D” in front of goal.

7. Ball played directly along the ground to a 8. 2-man routine: the ball receiver lays the ball
player who allows the ball to run between his back to the deliverer, who then crosses.
legs and on to his team-mate behind him.

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 Playing style 6

A. Corners

9. 2-man routine: the receiver feigns a pass, 10. 3-man routine: the receiver lays the ball
then cuts back inside and crosses. back to the full-back/wing-back, who then
crosses it.

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 6 Playing style

Variations

a) The attackers run on to attack the ball played b) The attackers run across each other as the
ahead of them. ball is played in.

c) The crosses are played in straight, with spin, d) A block of players stands in the box to shield
or along the ground. a player running on to the ball from outside
the box.

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 Playing style 6

B. Free kicks

1. Curling free kick struck with the right foot from 2. Curling free kick struck with the outside of the
the left side and with the left foot from the right foot and with the inside of the left foot,
right side (aiming for the near or far post). aiming for the top corner on the opposite side
of the goal.

3. Direct shot on goal, struck with the instep or 4. 2-man routine: the free kick-taker lays the
with the outside of the foot. ball off for another player to run on to and
shoot.

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 6 Playing style

B. Free kicks

3
2 1 1

5. 2-man routine: Player 1 runs up to the ball 6. 3-man routine: Player 1 runs up to the ball
as if to shoot, runs beyond it and player 2 as if to shoot in front of the passer (player 2),
shoots. who then back-heels it for player 3 to shoot.

1 2

3
2 3 1

7. 3-man routine: Players 1 and 2 run past the 8. 3-man routine: Player 1 lays the ball off to
ball (1 from the right, 2 from the left), and player 2, who traps it with his foot for player
player 3 shoots. 3 to shoot.

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 Playing style 6

B. Free kicks

1 2
3
1
3 2

9. 3-man routine: Player 1 passes to player 2, 10. 3-man routine: Player 1 pretends to shoot
who lets the ball run through his legs, and and runs to the end of the wall. Player 2
player 3 shoots. then passes to player 3 who passes back
to player 1, who turns and shoots.

When corners or attacking free kicks are being taken, the attacking team must employ diversionary
tactics to force the defending team to move its wall and to distract the defenders and the goalkeeper.

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