Using constraints to beat a blitz defence

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In this article, I outlined the theory behind the constraints-led approach to coaching, where skills are learned and developed within the context of the game.

Below is a sample session plan used in an U16s academy session, to break down a hammer/blitz defence and focus on tactical skill acquisition.

The plan incorporates three sections:

The initial plan with a framework of options.
A series of feedback techniques that can be used by the coach, or are likely to be used intrinsically by the players.
Some expected or possible outcomes that the players may generate to achieve the session aims.

This plan allows the coach to facilitate without leading, and gives the players a high degree of ownership regarding the content and outcomes of the session.

Based on the existing knowledge of the needs and abilities of the players, the coach can direct and intercede at any point to maintain focus and progress within the session.

Players come up with outcomes they want to achieve, success criteria to judge progress, and quick prompts they want to hear from the coach to maintain technical and tactical skill focus.

Session: Two

Focus: Constraints led, self-directed session

Age: U16 academy session

Aim: Self-directed aims proposed by players, based on the purpose of the session

Purpose: Tactical attack focus - Breaking down a defensive strategy - Hammer/blitz

Warm Up (self-organise)

Initial plan

Intrinsic/extrinsic feedback techniques

Possible outcomes suggested by players

GUIDED DISCOVERY PHASE

1. Introduction and outline key purpose 2 mins

2. Straight into a non-conditioned game: Two-handed touch – pop or place (players to be considering outcomes during the game) 4 mins

3. Teams then break off to discuss outcomes and establish feedback 2 mins

4. Establish outcomes, quick prompts ‘in situ’ and success-criteria targets

5. Coach introduces constraints 2 mins

SELF-DIRECTED PHASE

6. Players return to game, with constraints on defence – three ’downs’ per attack, to maximise attack time

7. Based on the outcome of the game: Have we been successful? Why not? Explore decision-making, core skills and alignment

8. Based on the outcomes from the game, the players then decide whether to continue with:
a) Core skills zone (2v1), if issues are around, fixing defenders or core-handling skills; or

b) Dynamic one-phase breakdown practice, if there are issues around alignment, depth or width

9. Continue with conditioned game with additional self-directed constraints to fix issues

Self-determined success criteria

Open questioning: Perceived challenges and possible solutions

Posed questioning: How did that feel?; What if...?; How might...?; Evaluate the impact of...

Quick prompts ‘in situ’, based on player aims: e.g. hips square, footwork, target hands

Freeze/rewind (20 secs max): Pose issues and allow players to identify solutions

Optional session content: To meet demands of the session aims

Slow down or stop the hammer/blitz defence to create space in the outside channel?
Break the ’connection’ between the defender and their inside player
Slow the line speed in a hammer/blitz defence, to increase decision-making time/time on the ball
Get to outside channels early to nullify hammer/blitz defence

Related Files

RCW-195-using-constraints-to-beat-a-blitz-defence.pdfPDF, 530 KB

Chris Stabler

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