INDIRECT MOVES IN THE FINAL THIRD

Area	Up to full pitch
Equipment	Balls, bibs, cones, 14 mannequins, 2 full size goals
No. of Players	Up to 20 players + 2 goalkeepers
Session Time	Practice 1: 25mins Practice 2: 25mins Practice 3: 30mins

This session is all about possession solutions and it teaches players how to perform indirect moves and movements in the final third of the pitch. Indirect movements refer to a movement that “indirectly” affects the ball. Two players combine off the ball, with a third player in possession.

All possession moves in football are either direct or indirect and understanding how these moves interact with the governing constraint of the game (the available space) will empower players to make better decisions more often. Understanding this will also add to their football tool box and open their eyes as to why and when each kind of move would be used.

Possession solutions as a team concept can be complex and difficult to understand and apply, so elements of this session, such as the regressions and the progressions, are done regularly throughout the season. Prior to this session, I would have already separately coached the players to understand direct and indirect moves. This session is about consolidation of indirect moves and then challenging the players’ decision-making in the relevant areas of the pitch.

“All possession moves are either direct or indirect. Understanding how these moves interact with the available space will empower players to make better decisions”

PRACTICE 1

We set up a playing area of 15x5 yards with seven mannequins positioned as shown. We’re using five outfield players – one at one end, two at the other and two in the middle of the playing area. The aim is to work the ball from one end to the other, using an indirect move. The end with two players starts with the ball each time and passes to the third player in front of them, missing out a player. The players in the middle then react according to the whistled instructions of the coach.

In the time following one blow of the whistle from the coach, the players attempt to perform a “three in a line” play – where the three players are layered either horizontally or vertically. Here, the players are layered vertically. The player starting the move slides the ball to the third player in the vertical line. The middle player then makes a penetrative run past the furthest player and receives the ball before laying it off to the end player, as shown [1a]. Play then goes the other way.

On two blows of the whistle, the players look to perform a “third-man run”. Similarly to a three in a line, the player starting the move passes to the third player in the vertical line, but this time the middle player supports the third player under for a set pass and lays the starting player in, who made a forward run after their original pass, as shown [1b]. Play then goes back the other way.

On three blows of the whistle, players can judge which is the best play to use based on the situation (determined by the first and middle player movements). Players rotate positions dependent on available space.

[1a]

1. On one whistle from the coach, the players try a “three in a line” move. The player starting the move passes the ball to the third player in the vertical line
2. The middle player makes a penetrative run past the third player in the vertical line
3. The third player slides the ball into the path of the middle player’s run
4. The middle player receives the pass and lays it off to the end player. Play then goes back the other way

[1b]

1. On two whistles from the coach, the players perform the “third-man run” play. The player starting the move passes to the third player in the vertical line
2. The middle player supports the third player and lays into the path of the starting player, who made a forward run
3. After making a run, the starting player receives the ball back and passes to the end player. Play then goes back the other way

PRACTICE 2

We set up on half a pitch containing 14 mannequins arranged in a 6-5-3. A full size goal and goalkeeper are positioned at one end. We use the mannequins to denote zones of rotation – for example, to indicate the spaces where rotations happen so we don’t have two players in the same space and also to reflect where opponents would be positioned in a block no matter what side the ball is on.

We are using 10 outfield players in a 4-3-3, with two centre backs starting over the halfway line. Players combine through rondos and game of two moves, including underlaps and overlaps, until an opportunity for an indirect penetrative move becomes available.

Here, the players combine until “three in a line” is available. The player in possession passes to the furthest player of a group of three – in this instance the three is made up of the midfielder on the ball, the right back and the winger. The middle player of the three (the full back) makes a penetrative underlapping run and receives from the furthest player (the winger). The full back crosses into the path of the central striker, who shoots at goal, as shown [2a].

[2a]

1. The players combine until they create a “three in a line” opportunity. Then the player in possession passes to the furthest player in a group of three, here made up of the midfielder on the ball, the right back and the right winger, who is the furthest player
2. The middle player of the three (the right back) then makes a penetrative underlapping run and receives the ball from the right winger, before crossing into the penalty area
3. The central attacker makes a run to meet the cross and shoots at goal

[2b]

1. The players retain the ball until a “third man run” is available. When the opportunity arises here, the central midfielder in possession triggers the move, bypassing the other centre mid and playing the ball to the central striker
2. The player who started the move makes a penetrative third man run to receive the ball back and shoots at goal

“The players have to build up play and retain the ball until the opportunity to make a third man run is available”

Once the ball is dead or the keeper clears to the centre backs, the players start again. Next the players have to build up play and retain the ball until a “third man run” is available. When the opportunity presents itself, the player in possession passes to a team mate and makes a penetrative third man run to receive the ball back and shoots at goal, as shown [2b].

As a progression, defenders can be added in place of mannequins and players on the attacking team can be rotated in and out.

PRACTICE 3

[3a]

1. The ball starts with the blue team’s goalkeeper, who plays to the feet of a team mate
2. The blue team must work to play the ball out from the back and beat the press of the red team

We set up a playing area between the two penalty boxes. The playing area is split into 32 equal zones and we position a full size goal and a goalkeeper at each end.

We’re using 18 outfield players split into two teams of 10 including keepers. Both teams are set up in a GK-3-3-3 formation to reflect a GK-4-3-3.

The ball starts with the blue team’s goalkeeper, who plays the ball out to feet. The blue team must work to play it out from the back and beat the press of the red team, as shown [3a].

Once the press has been beaten, the red defending team must retreat into a low block to limit the space in behind. The blue team then can’t penetrate the reds unless it is from an indirect move (“three in a line” or “third man run”).

“The blue team must work to play the ball out from the back and beat the press of the red team”

Once the ball is in the final third, the instructional constraint the blue team is under is that they cannot play to a team mate in a box that is next to them in the first pass of their indirect move. This is to encourage players to set up three players either vertically or horizontally with adequate space in between the layers to perform an indirect move. Here, the blue team solve the problem by combining to use a third-man run to penetrate the red defence, as shown [3b]. If the blues score without using an indirect move they get a goal. If they score as a result of an indirect move then they get five goals. If the reds win the ball, the game restarts with their keeper. The game can be regressed by restarting at the halfway line rather than with the keeper, removing the need to beat the press.

[3b]

1. Once the ball is in the final third, the blues aren’t allowed to pass to a team mate in an adjacent box with the first pass of their indirect move. They must find a different route
2. Here, the blue team set up a third-man run to penetrate the red defence
3. If the blue team scores, they get a point. If the reds win possession, play restarts from the red keeper

COACHING POINTS

What are the key things to look for?

Technically, I am looking for a good performance of the fundamentals. We have nine fundamentals that players are taught in order to come up with solutions. Some of the specific fundamentals needed in this session are weight transfer and movement of first touch, moving the ball quickly and simply, back foot receiving, ball literacy, hold-up play and double movements.

In terms of the principles, I am looking for an understanding of the governing constraint of the game – space and how players use the detail of the five principles of attacking to perform the solution.

What are the typical mistakes players might make and how do I avoid them?

Players may struggle to understand their role in the indirect move. Are they the middle player, are they the furthest player? This can change so quickly. The player on the ball may struggle to see the move being created in front of them and may also ignore the furthest player if the passing line is available.

Players on the ball may try to force the indirect move even though the passing line is not on and may not appreciate the trigger of space (if there is no space an indirect move is needed to create the space, if there is space then a direct move is more appropriate). Players can also struggle to see the indirect moves over a long distance and confine themselves to short moves.