| There are various important individual skills | | | | penalty, or a shot at goal. |
| and team tactics needed to play effective | | | | |
| football (soccer). Football is in theory a | | | | Under pressure simply throw the ball up the |
| very simple game, as illustrated by Kevin | | | | line to gain as much ground as possible. |
| Keegan's famous assertion that his tactics | | | | |
| for winning a match were to "score more goals | | | | Goal kicks: A goal kick is an important 'set |
| than the opposition." However, the flowing | | | | piece' that will occur many times in a game |
| nature of football and the fact that it is a | | | | and yet few teams practice it. If taken |
| continuous sport (i.e. it is not divided into | | | | quickly the kick may be taken short to a |
| single plays, as in American football, or | | | | full-back who has run into a wide position. |
| points, as in tennis) means that well | | | | Although this may gain little ground it |
| organised, well prepared teams can often beat | | | | retains the all-important possession of the |
| a supposedly more skilled opposing team. | | | | ball. A longer kick to the midfield is more |
| | | | common and it is vital that the midfield unit |
| Individual skills Physical fitness: Each | | | | are in a position to receive it. |
| player and the team need to be fit enough to | | | | |
| sustain a high workrate for the entire | | | | Corners: A corner is a real goal scoring |
| duration of the match. | | | | opportunity and it is essential to know who |
| | | | is the best at taking a good corner from both |
| Passing: The ability to accurately and timely | | | | the left and right side of the pitch. A good |
| pass the ball between nearby players, as well | | | | corner will be aimed high across the goal and |
| as to direct it to players further away is | | | | may be 'bent' towards or away from the goal. |
| essential in order to keep the possession of | | | | At least one of the forwards should be on or |
| the ball. | | | | close to the goal line when the kick is |
| | | | taken. |
| Field vision: The ability to see space | | | | |
| developing is incredibly important--a player | | | | Defence (when the team doesn't have the ball) |
| who does not have the ball should move to an | | | | The basic defensive tactics include: Who are |
| area where space is opening, and a player | | | | the defenders? The uninitiated might think |
| with the ball should either move there or | | | | that the back four plus the goalkeeper are |
| send the ball there. | | | | the 'defenders' but that is not true. All |
| | | | eleven players on the pitch have an important |
| Shooting: Whenever a reasonable chance | | | | defensive role to play. |
| appears to have a shot at goal, the players | | | | |
| need to attempt it. | | | | The forwards have several defensive jobs to |
| | | | do. Firstly they must ensure that short goal |
| Shots must be accurate. A shot on target, | | | | kicks are prevented. They must pressure the |
| even if it lacks power, puts the defending | | | | full-backs when they try to bring the ball |
| team under great pressure. | | | | out from defence. Defence in the attacking |
| | | | third of the field is vital, it puts pressure |
| The choice of the part of goal to aim for is | | | | on the opposing team, and any turnover |
| a contentious issue. Some coaches say always | | | | created in this area of the field can quickly |
| aim for the farther post, others for the | | | | become a scoring opportunity. |
| near, but all agree that a low shot at the | | | | |
| corners of the goal is the best place to aim | | | | The midfield unit is the 'outer shield' of |
| for. | | | | the defence. As such they should not commit |
| | | | themselves to a tackle too early, but jockey |
| Marking: When defending, the players | | | | the opposition, preventing them from driving |
| generally need to "mark" the advancing | | | | towards the goal. |
| players from the other team, meaning they | | | | |
| need to stay close to them in order to deter | | | | The defensive unit is the last line of |
| (and hopefully prevent) them from playing | | | | defense and here tight marking is essential. |
| effectively. | | | | |
| | | | Keeping shape. Immediately after the ball is |
| Tackling: The defending players need to know | | | | lost the whole team should be moving to get |
| how to make a proper contact with the | | | | into shape. This is not a time to have a |
| attackers in order to take the possession of | | | | rest! This might mean tackling-back if you |
| the ball without committing a foul. | | | | are near the ball, or getting goal-side of |
| | | | the ball if you are out of position, looking |
| Agility: this is especially important for | | | | for an opponent to mark, or adopting a |
| goalkeepers. Closely linked to balance. | | | | holding-role by jockeying the opponent with |
| | | | the ball. A good team will think about |
| Talking: Good communication between team | | | | building 'layers' of defence between the ball |
| members is an essential facet of good team | | | | and their goal. |
| play. Players on experienced teams constantly | | | | |
| talk to one another. A pass will always be | | | | More specific defensive tactics include: |
| called for and the receiver of the ball | | | | Channeling: The defender should, where |
| should always be told whether they have space | | | | possible, "channel" the attacker in |
| to turn or are closely marked. Such verbal | | | | possession toward the side line. Forcing the |
| communication will also have a desirable | | | | attacker to move wide is a good tactic |
| psychological impact on the opposing team, | | | | because it reduces the risk of a shot on |
| possibly intimidating them. | | | | target. To achieve this, the defender should |
| | | | turn his body so the attacker cannot easily |
| Taking set pieces (out-of-play kicks): | | | | get past him to the centre of the pitch. This |
| Penalties: The accuracy, power and timing of | | | | encourages the forward to go to the outside. |
| a penalty kick are all important. | | | | |
| | | | The sweeper system: The 'sweeper' is a |
| Free kicks: Usually the accuracy is the most | | | | central defender who takes up a position |
| important quality. | | | | slightly behind the other defenders and does |
| | | | not mark any of the other team's players. His |
| Throw-ins: After taking care to abide by the | | | | defensive role is to 'sweep up' any attacks |
| rules of throw-ins (throwing the ball over | | | | that break through the defence and as such he |
| one's head), usually it's only necessary to | | | | adds valuable depth to the defensive unit. |
| be able to handle the ball without it | | | | Usually the sweeper will be the controller of |
| slipping through one's fingers. | | | | the defence. They will determine where the |
| | | | back line should be at any given time. |
| Creating space: A skill very much related to | | | | |
| jockeying — in order to be in a | | | | Working as a unit. |
| favorable position when they receive the | | | | |
| ball, players need to place themselves into | | | | Setting the offside trap: To set an offside |
| physical positions where there is the least | | | | trap the defensive unit move up the pitch |
| chance that they will immediately be tackled. | | | | leaving one or more of the opposition players |
| | | | in an offside position. It is a difficult and |
| Team tactics Offence (when the team has the | | | | risky tactic and several things must be done |
| ball) Pass and move: This is the most basic | | | | correctly for it to be effective. Firstly all |
| team tactic — as soon as the ball has | | | | the defenders must move up together at |
| come into possession of the player, they need | | | | exactly the same time. This is usually |
| to be quickly decide whether to pass it or | | | | achieved by a loud call from the sweeper. |
| not. If they don't pass it immediately, they | | | | This not only tells the defenders to move but |
| need to move with it; if they do pass it, | | | | also makes the referee aware that the defence |
| they again need to move along, following the | | | | is moving out. Secondly the opponent who has |
| general ball movement. | | | | the ball must not be ignored. They must not |
| | | | be allowed to dribble the ball past the |
| This can also be used to mean that once a | | | | defenders who are moving up the field. |
| player has passed the ball he does not remain | | | | |
| stationary but moves into a position where he | | | | Lastly the officials must be relied upon to |
| can receive the ball again and give more | | | | give a free kick if an offside infringement |
| options to the player in possession. | | | | occurs. |
| | | | |
| Switching the attack: Using a 'square' or | | | | Defending at corners: It is vitally important |
| 'cross' pass across the whole width of the | | | | to 'jump with your player' as the ball comes |
| pitch to a player in plenty of space is a | | | | over. As soon as the ball is cleared the |
| very effective way of both relieving pressure | | | | defence should attempt to step away from |
| and building a fresh attack. The defending | | | | their goal. |
| team will be required to adjust its positions | | | | |
| and this usually creates spaces which can be | | | | Formations Formations in football are a |
| exploited. | | | | method of positioning players on the pitch to |
| | | | allow a team to play according to their |
| The long through ball: This is a long, and | | | | pre-set tactics. Different formations can be |
| usually high, pass from a teams' own half, | | | | used depending on whether a team wishes to |
| over the heads of the other team's defence. | | | | play more attacking or defensive football. |
| It is intended for the attacking players to | | | | Formations can be altered during a game, but |
| chase and it is important that they remain in | | | | requires adaptions of the players to fit in |
| an onside position until the ball is kicked. | | | | to the new system. |
| The tactic works best with strong and fast | | | | |
| forwards who will have a good chance of | | | | Formations are described as the number of |
| winning back the ball, taking control over | | | | players in each area from the defensive line |
| it, and eventually getting a shot on goal. | | | | (not including the goalkeeper). The most |
| | | | common formations are 4-4-2, 4-3-3 and 3-5-2. |
| Playing possession football: A team that | | | | |
| retains control of the ball needs players | | | | Substitutions In competitive 11-a-side |
| skillful in ball control and precise passing, | | | | matches, teams are allowed to bring on up to |
| but this allows it to tire the opposing | | | | three substitutes. The rules of the |
| players (because they have to run and tackle | | | | competition must state the maximum number of |
| more) and has more chance of building up to a | | | | players allowed to be named as a substitute, |
| decent attacking position. | | | | which may be anywhere between three and |
| | | | seven. In non-competitive matches, the use of |
| Triangular movement: This is an offensive | | | | substitutes must be determined before the |
| movement tactic that allows a safe and quick | | | | match begins, except in friendly |
| shifting of the offensive flanks while | | | | international matches, where no more than six |
| maintaining control of the ball. In a | | | | substitutes may be brought on. |
| triangular play the ball is passed between | | | | |
| three players to form a triangle. The | | | | The most tired players should generally be |
| triangle is then shifted to a different | | | | substituted, but only if their substitutes |
| position when a new player is added. Many | | | | are well trained to fill in the same role, or |
| triangles can be created with various | | | | if the formation is transformed at the same |
| combinations of players with the intention of | | | | time to accommodate for the substitution. |
| slowly moving the ball forward and never | | | | |
| really compromising posession. This tactic | | | | Coaches often refrain from substituting |
| works well when trying to gain control in the | | | | defensive players in order not to disrupt the |
| midfield. | | | | defensive posture of the team. |
| | | | |
| Throw-ins: How throw-ins are best handled | | | | Instead, they often replace ineffective |
| depends on where they are along the side | | | | attackers or unimaginative midfielders in |
| line: In your own half the aim of good throw | | | | order to freshen up the attacking posture in |
| in must be to retain possession in order to | | | | an attempt of scoring more goals. |
| build up the next attack. The throw need not | | | | |
| go forward and the most unmarked player may | | | | For a team that is losing a game, a fresh |
| be a full-back who is behind the ball. Such a | | | | striker can bring more benefit in |
| throw followed by a quickly taken 'switch' | | | | circumventing an opposed defense line |
| pass is a very effective tactic. | | | | composed of relatively tired players. For a |
| | | | team that is winning a game, a fresh |
| If the thrower is unmarked a very simple | | | | midfielder or a defender can bring more |
| tactic is to take short throw to the feet or | | | | benefit in strengthening the defense against |
| chest of a marked player who immediately | | | | the opposition's attackers (who may be fresh |
| returns the ball to the thrower. | | | | substitutes themselves). In this situation, |
| | | | it is usually imaginative attacking flair |
| In the last third of the pitch a player with | | | | players who are replaced by tough-tackling |
| a long throw can put pressure onto the | | | | defensive midfielders or defenders. |
| defenders by throwing the ball deep into the | | | | |
| penalty area. It is well worth spending some | | | | Injured players may also need to be |
| time in training to establish who in your | | | | substituted. For each injured player who must |
| team has the most reliable long throw. | | | | be substituted, the team loses one more |
| Remember there is no offside from a throw-in | | | | opportunity to influence things later in the |
| and this is an opportunity to push players | | | | game in their favor. |
| well forward to look for a corner, or | | | | |