BASIC CONCEPTS OF 4 VS. 4
4 vs. 4 games are motivational for players because they create an
environment appropriate for learning the game. It is acknowledged that the
game is the greatest teacher. And while the game's non-stop quality provides
multiple lessons, the small-sided format creates repetition in those
multiple lessons. For instance, in the one second before the ball is even
played. the player must consider the following 'traffic' rules.
- Does our team have the ball?
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- If we have the ball: Where
is the ball?
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- How close are the defenders
to me if I get it?
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- Where am I on the field
right now?
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- What will I do with the ball
when it comes to ins?
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- Where is my man in case we
lose possession?
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- If our team does not have
the ball: Where is my man?..
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- Where am I on the field
right now?
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- Is there open space behind
me I need to be aware of?
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- What will I do with the ball
if I get it?
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Remember, those decisions were made within one second, and the player does
not even have the ball yet. The uninterrupted flow of soccer creates
situations Where decisions must be made in rapid succession, but the 4 vs. 4
games provide the repetition. The small-sided format allows constant
participation, and this continual activity translates enjoyment. How else
does the small-sided format help?
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enables each player more touches on the one 'toy' available-the ball
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provides offensive and defensive opportunities for players who normally
would never experience them |
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reduces the likelihood of players getting 'bored,' while increasing
participation |
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makes beginning coaching easier since the coach need merely
"'facilitate" lets the game do most of the teaching |
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Creates a well-defined area for players to play in: this means that the
appropriate space and numbers of players within that space create
decisions and repetitions |
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allows players to discover the immediate benefits of defending (since
goals are close) |
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enhances a player's ability to improve since weaknesses are immediately
exposed |
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spawns the comprehension of the two crucial elements our players need
most; recognition and skill |
For the coach, three primary areas of play should be identified and
considered:
- What is the team doing when we have the ball?
- What is the team doing when the other team has the ball?
- What is the team doing in the transition?
The handouts 'Offensive and Defensive Support: Team Shape' will provide
the coach with additional cues to help answer the three questions above.
OFFENSIVE SUPPORT & TEAM SHAPE
The diagrams below are intended to help coaches make more sense out of the
4 vs. 4 game.
Example I
Notice that the 1st attacker (the player with the ball) cannot get the
ball to the 2nd - -attacker (the nearest attacker without the ball) unless
it is played between the 1st defenders legs (the defender nearest the ball)
or over his head - both miraculous. Regardless, the 2nd attacker is
considered to be in 'dead space,' and is slow to recognize it. In a full
90-minute game, the biggest ball hog only has: the bail less than 90
seconds. This means that what is most important is what is done 'off the
ball,' or when one does not have the ball.
Example II
Notice that the second attacker has recognized that he is marked, and
therefore moved into 'live space' by taking a position available to-the
ball. Although he could have moved inside, the 2nd attacker chose to get
wide. 'wide' means nothing short of getting 'chalk on your cleats,' or
touching the sideline. Getting into live space should be done in the
quickest manner possible. This often means turning and running away1 but
keeping the eyes on the ball by looking over the shoulder. Once the desired
space is taken, the 2nd attacker should immediately 'face the field' so that
if the ball is played to him, he can play out of trouble with his first
touch. Notice also that the second attacker chose not to support from a
position directly horizontal, or 'square,' to the first attacker. Supporting
and passing from square angles is dangerous since if the ball is stolen,
both players involved in the play might as well just sit down. They will
have been temporarily rendered helpless, and are thus 'out of the play.'
Instead, the second attacker took an angle while also facing upfield. If
this angled pass is stolen, at least the passer has a chance to defend.
However, the second attacker should not become lazy. Get a good angle, one
that makes the ball easily available, come back to it if necessary, yes;
take an angle that begs a turnover because of laziness, or because of
invitation through a square position, no!
Example III
In the third example, notice the 'team shape.' A diamond shape seems best
for four players. It's not that anyone has a position - the players "off the
ball" must be taught to recognize that the 1st attacker has more options
when his teammates are long, short and wide. This means recognizing when
the.lst attacker has two options left and none right and then balancing it
out. Or recognizing when all the supporters are so close together it would
be possible for a defender to lasso them in one throw, and then moving in to
help. The idea on offense is to 'expand' while providing short, long, and
wide. This makes defending more difficult
After expansion, players must recognize whether the movement gained live
space. If not then that must mean gaps exist where the defenders are not. If
so, the defenders must calculate whether or not such a run is too great a
risk to make or not. If it is not, get there in a hurry. If it is, maybe one
should consider what would happen if the first attacker lost the ball and
take a position that would be of defensive help.
Example IV
For instance, if the 1st attacker has a man right on him, and the 1st
attacker cannot face downfield but has to 'shield' the ball while facing his
own goal, it is usually inefficient for any teammates to run downfield past
him - to make an 'overlap.' Why? Because if the 1st attacker cannot turn,
why run by him and leave him nowhere to pass? Even worse; if he loses the
ball, who will be there to defend with him? It is usually a good idea not to
overlap a teammate unless he can turn. If he can turn, .then by all means,
lets attack.
Again, in Example IV, the 2nd attacker recognizes that the .1st attacker
cannot turn. But once the angle of support he gives. It is not directly
behind the 1st attacker since, if the ball were passed back, a pass or shot
directly downfield would not be an option. Instead, the player recognizes
his teammate cannot turn and takes an angle to where if the ball is dropped
back and he wanted to pass downfield first touch, it would be possible. - In
all these examples, the head must be up to see, and the touch must be there
to hold onto the ball, but without recognition, the players are blind.
DEFENSIVE SUPPORT & TEAM SHAPE
The diagrams below are intended to help coaches make more sense out of the
4 vs. 4 game.
Example I
Notice that the 1st defender (the light-shirted defender closest to the
ball) has recognized he is the first defender, and therefore is close enough
to the 1st attacker to pressure him. How close? Five feet. Five feet
because, at this distance, the defender is not so close as to be ran by, yet
the 1st attacker cannot play downfield. He must either pass square or back.
It is not absolutely necessary that the 1st defender get the ball. In
fact, it is usually unwise for the 1st defender to even reach for the ball,
unless he is closer to it than his opponent. Just be close enough to prevent
penetration, while putting pressure on the 1st attacker. Another good thing
about being five from the 1st attacker is that it causes his head to go
down. The head goes down because he must quickly move the ball to avoid a
turnover. And when his head is down, he no longer sees so many options. In
fact its hard to see much else when someone is in your face.
Although you cannot tell it from the diagram, the 1st defenders toes are
not facing the 1st attacker. Rather, the 1st defender is 'half-turned.'
Taking a half-turned stance benefits The 1st defender if the 1st attacker
decides to push it by him and run. Being half-turned means not -having to
rotate 180 degrees but only 90 degrees1 before racing. It means being
quicker on the turn and burn. Observe also that the 1st defender chose not
to take a position directly in front of the 1st attacker. Rather, he took an
angle. Why?
He recognized where the opponent would probably like to go, and took it
away from him; Taking an angle forces the 1st attacker to play in a
predictable direction. In this example, the 1st defender is forcing the
opponent to the defenders right. This is known as 'channeling' the attack.
Approaching the ball from an angled position, rather than straight on, is a
good way of taking 2nd and 3rd attackers out of the game, while giving your
teammates clues about what direction the play is likely to go. The more
predictable the pass, the easier to get pressure on it Or, the 1st defender
recognized that his teammates would prefer the attack to come to the right.
based on their position, or the fact that the field is smaller on the right
side.
Two things you will notice about players in high level international
games, that we can do a better job of teaching our players: first, they
recognize very quickly who the first defender is; and secondly, they
pressure so quickly. They cover ground and do not allow the other team
longer than a-split second. If you watch, when they cover ground to become
the 1st defender, they cover it at top speed, unhesitatingly, almost out of
control, flying. They see a pass, and they are on it as fast as humanly
possible, right in somebody's face. This rapid closing of ground tends to
cause the opponent to panic, and most of the time, the head to drop.
Yet when this 1st defender approaches within five feet of the 1st
attacker, you will notice he regains total control of his body. He is not
charging in, not off balance, not standing straight up, but under control,
dropped down to a 45-degree stance so that if contact is made, he can absorb
it. He covers ground at lightning speed, but when within five feet, he's no
sucker.
Example II
In the second example, the 2nd defenders have recognized that the 1st
defender is pressuring the 1st attacker. This recognition lead to them
lending the 1st defender 'support.' The defenders that have come to his aide
are both considered 2nd defenders because they are 'covering' the flanks of
the 1st defender. The word covering always eludes to the "occupying of
space," while 'marking' refers to "guarding a player."
The 2nd defenders here have chosen a position angled slightly behind the
1st defender rather than square to him. This triangle shape provides the 2nd
defenders with the ability to tackle the 1st attacker if he tries to
dribble. Yet this triangle also prevents the 2nd defenders from getting
split with a diagonal through pass. Instead, the position of the second
defenders invites a square pass, which they can step up and possibly
intercept They have at least recognized that this position causes the play
to be in front, and with good defensive form, they can now deal with it. And
as with all good 2nd defenders, they recognize that they might become the
1st defender very soon.
Once gaining this triangular shape, the 2nd defenders have one of two
choices to make: either tell the 1st defender to tackle since he has
support, or tackle the 1st attacker themselves. Either way, when this
triangular shape is reached, a challenge for this ball must be made.
Example III
In the last example, the 3rd defender has recognized the vulnerability to
the position of his players and is 'balancing' the team shape. The 3rd
defender's responsibility is to run down anything that is played thru. This
means any ball sent long, or any pass sent up the field, cover ground
quickly and pressure it. Like the 2nd defenders, the 3rd dE3fender is keen
to recognize that he might very soon become the 1st defender. |