Here is the 3rd part of what could be the most important coaching document a local/amateur coach could read all year, even though we're only 10 days in!
It comes from a monster document you can find here:
There's a PDF link you can click on that page that will take you the full article - a mammoth 89 pages - that the authors have tried to make a reader friendly as possible for other sub-elite/elite coaches but being a local/amateur coach, I read it thought I could dumb it down even more for coaches shorter on time and resources.
It's documents like this that need to made available to all coaches, especially the ones at club level where coaching starts for EVERY player, and is why they have put this together and released it for free.
It is based on soccer but the Sydney Swans "were important in the conceptualisation of the work, as well as the testing of some of the ways we approached explaining the heavy jargon to a more general audience" as Tweeted to me from one of the authors Job Fransen, who has done plenty of work in the AFL space in the past.
I have used plenty of AFL language in my notes but it'll be handy to keep the soccer reference in mind as some bits might not connect perfectly to AFL.
This is the last part (3) so strap yourself in and let me know anything you need help/clarification on.
TACTICAL INTERVENTION USING SMALL SIDED GAMES
- Small–sided games are modified games played on reduced pitch dimensions, often using adapted rules and involving a smaller number of players, designed appropriately in accordance with representative learning design incorporating task, individual and environmental constraints, game representative information and perception-action coupling
- They allow players to develop in a training environment and allows individual and collective tactical behaviours to be adjusted to perceived information and opportunities for action, reflecting the function of a normal game
MACROSCOPIC-LEVEL INTERVENTION
- Small–sided games demonstrate inter–team level coordination with the utilisation of numerical and spatial constraints, manipulated via the number of players (3v3, 4v3, 4v4, 5v4 and 5v5), as well as relative space per player similar to full numbered games with similar centroid measures and synchronous behavior in both vertical/horizontal directions
- Small–sided games promote and preserve inter–team coordinative behavior and decision–making as the presence of an opposition and ball provide relevant information that guides co–adaptive behavior
- For coaches attempting to encourage similar kicking environments than those in a game, a 6v5 within the 50m arc with changing constraints, tempo and rules emulate the kicking environment that emerge in games (this point is taken from a different study I posted about late last year)
- Increases in pitch size leads to an elevation in team separateness which may favor defensive coordination as it allows the defending team additional time to modify positioning and movements relative to that of the attacking team
- Narrower and shorter pitches have decreased inter–team distance which may favor attacking teams, providing more opportunities to destabilise defensive lines
- Increasing the number of goals, from one to upwards of three at each end, leads an increase in distance between team centroids as well as team separateness as it forces defenders to create distance between themselves and the offending team which can assist the attacking team in stretching the opposition defense and the creation of free spaces
- The use of additional goals can expand attacking players’ breadth of attention and perceived stimuli while improving the defensive teams collective ability to coordinate and search for new affordances to cope with the modified scoring modalities
- Coaches can use game based based on scoring, time, player numbers or a combination of, to promote different adaptive behaviors and to experience the emotional feelings associated with match–contexts
MESOSCOPIC-LEVEL INTERVENTION
- Even width/length pitches (1:1 ratio) are best for training transition offense and offense
- Small–sided games and tasks are often a player–driven where players decide what the goal or outcomes should be and requires the players involved to agree about the basic assumptions about the action in front of them fostering intra-team coordinative behavior via collective intelligence
- As an example, we initially begin the game by getting behind by 3 goals and collectively agree that in order to get back in the game we need more possession of the ball whilst concurrently limiting opposition scoring opportunities leading to the common agreement that when we are not in possession then we need to force more early turnovers so now the game is for us to create 5 turnovers regardless of the amount of time it takes resulting in the implicit attunement to specific affordances that allow players to coordinate behavior at an intra–team level, resulting in the achievement of goal outcomes
MICROSCOPIC-LEVEL INTERVENTION
- When trying to improve an amateur’s ability to utilise variable behavior in attacking sequences of play during 5v5, start with larger playing spaces and gradually decrease the playing space as their ability to harness degenerate behavior improves
- Constraining players to certain areas of the pitch may hinder the emergence of favorable inter–player coordinative behavior + it limits spatial exploration which greatly impairs the regulation of collective behavior
- The best way to use a restricted–spacing constraint is to allow some players access to other areas for a limited amount of time, in a specific situation such as if there direct opposition goes in or during a specific phase of play like transition defense
- Man–on–man defense results in defensive asymmetry and a lack of coordination, as the defending team’s emergent behavior is guided by the opposition’s displacement
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