| Many coaches treat throw-ins as if they were | | | | a teammate who can either take control, or |
| a small component of the game and spend | | | | clear it entirely. |
| little time with their team in practice | | | | |
| covering the concept. While you should spend | | | | On offense, many scoring opportunities can |
| very little time practicing the act of | | | | take shape from quick throw. The combination |
| throwing the ball, it is important for your | | | | of an immediate throw-in and a sleeping |
| players to understand what constitutes a | | | | defender is a recipe for a great chance at |
| legal throw in, and what their priorities | | | | putting the ball in the back of the net. Make |
| should be when they take one. | | | | sure your team understands that there is no |
| | | | offside on a throw in, so if the defense is |
| Especially in the defensive third of the | | | | caught sleeping up the field, throw it in |
| field, maintaining possession of the ball or | | | | fast and go to goal. |
| clearing it way out of the defensive third | | | | |
| should be of the highest concern. Players | | | | Spending time practicing throw-ins is not |
| should try to throw the ball to a wide-open | | | | necessary as long as your players perform |
| teammate who can take possession of it | | | | legal throw-ins that are effective given the |
| without heavy pressure from, defenders. | | | | situation and field position. On defense, |
| | | | this means not losing the ball where it can |
| In the deep defensive third, throwing the | | | | be stole by an opponent in the area around |
| ball to the goalie is also a viable option. | | | | the goal. When you are attacking, you can be |
| Emphasis possession of the ball and low risk | | | | more risky and try to throw the ball into |
| passes that are unlikely to get stolen. If | | | | open space and make a run or simply maintain |
| every option is covered because all of your | | | | possession and move the ball around until an |
| teammates are marked, a throw up the line to | | | | opportunity develops. |