I’ve just done a Futsal session with my under 10’s tonight and it was very much a “player-led” session for most of it. I’m a believer in giving responsibility and ownership to kids but tonight was the most I’ve had the players lead the session and it was definitely the most rewarding in terms of outcomes in the “psychological” and “social” corners.
I gave them ownership of most aspects of the session and gave them the responsibility of organising and adjusting the practices.
For starters, I told them to set up their own arrival activity. The boys took some cones and the futsal balls and away they went. I watched as some of them discussed it, before they set up some small channels to play 1v1 line-ball and got on with it.
As the last few players arrived, they came in the sports hall and asked me what we were doing. I just told them that the players had set this up so ask them. Soon enough, everyone was taking part in these 1v1 line-ball battles. With each pair choosing a slightly different shape or size channel for their game.
Coincidentally this allowed me to see who had remembered what we did in the 1v1 defending session I did just 2/3 days ago, so we just carried this on for the first part of the session. I coached a few players on their defending and offered a few reminders, before eventually stopping them. Just a brief 20-second stoppage to ask them to think about whether they want to change any rules of their game or the area they were using.
I stood back and watched again to see what they would do, if anything. Some wanted to make their area bigger, some smaller. I didn’t mind what they did as long as they could tell me why they did it. One group made it wider as they wanted to keep the game flowing as their ball previously went out of the area in their narrower channel. Another group made it smaller (a lot smaller) and when I asked why, they said it was to make it more challenging. I liked that making it more challenging was their aim, but I queried who it was more challenging for by asking “is it more challenging for the defender?”. At this point I think I could actually see the cogs turning in his brain again. Making him think was the aim. They carried on for a bit and then changed it again.
After the boys picked up all the cones they had used (only 4 cones for each pair) I gave them a vague brief on what they were to do next.
“There’s 9 of you. Split yourselves into 2 groups. Here’s 4 cones for one group and 4 cones for the other group. Both groups make yourselves an area to play a rondo, one will be 3v1, the other 4v1. Go.”
After they split themselves into 2 groups I watched who was leading the discussions or communicating their ideas or suggestions. The group of five set up their square to play a 4v1 within. As they were about to start it, one of them suggested that instead of the 4 all standing in the corners of the square, they should each stand on one side of the square each, so that they wouldn’t have a cone getting in their way. They also decided that they would play quick-fire rondo with only first time passes allowed.
The other group setting up for a 3v1 had a similarly sized small area and didn’t limit themselves in terms of number of touches. After a while I asked this group if they wanted to change anything about their game. They decided to make their area bigger. The gist of their reasoning ( I can’t remember the words they used) was that because they only had 3 on the possession team, they usually had to have one player making a move to one side to ensure 2 options for the player with the ball – so could do with the extra split second on the ball a bigger area would give them.
I asked if this group wanted to add any challenges into it. After one of them suggested 1-touch each, I gave them the option of playing 1-touch each or having the challenge to play 1-touch when possible. They recognised their smaller number and decided to play with the challenge to play 1-touch rather than the condition to. Very good. This also gave me a few moments to coach. A couple of them tried to play a first time pass when it wasn’t really possible to and the ball went astray. I asked one of them what he could’ve done differently. “I should have taken a second touch” he said. Good, I thought, as long as he understands why. So when prompted to elaborate, he re-enacted the movement he had to do to try and pass it as the ball came to him quickly at an awkward height and between his knees, and said he couldn’t pass it like that so should’ve controlled it first. Always ask why so you can check their understanding, and make sure they’re not just giving an answer because they think that’s the answer you want to hear.
The 5-player group changed the rules of their 4v1 rondo to now include a player in the middle with the defending player. So 3 players on the edge of their square playing into their team-mate in the middle who was closely marked by the defending player. Interestingly they hadn’t made the area any bigger to allow for this, but they coped with the small area brilliantly with some good, sharp passing and movements.
After a quick drinks break I said we’d play a favourite of theirs – “Keep it on the Court”.
I’d already put the cones down for the area we’d be using for this at the start of the session so just gave 4 of them bibs to put on. I asked the team of 5 to discuss how they would make their one-man advantage count. And I told them that if they don’t win I would ask them afterwards what they haven’t done. They had a little chat amongst themselves as I went to prompt a discussion on the other side. I heard one of them say they would make the pitch big, so I knew they were thinking along the right lines.
Similarly, I challenged the team of 4 to think how they could try and beat the non-bibs bearing in mind they were a man short. After they picked a formation for this small game I heard something I liked. One of them said “we’ll just let their deepest player have the ball and not mark him.” Brilliant thinking and understanding. High-five for the lad.
After the game of “Keep it on the Court”, which the team of 5 just shaded, I had some more ways to engage their brains. We were just going to play a game of Futsal now but I’d written on the whiteboard in the sports hall a challenge for each team. The orange’s would earn 5 points for a goal if they won possession in the opposition half and then went on to score. The green’s (team of 4) would earn 10 points if they won possession in their own half and then attacked and scored in that move. I placed a greater reward for the 4-man team because a) it’d help them as they were a man down, and b) at u10 its instinctive to go and win the ball immediately so I thought theirs it would be a greater challenge.
I told them to go off in their teams and discuss how they would set up and what tactics they might play to try and achieve their challenge. And then we started. The 4-man greens dropped deep to allow their opposition to come forward into their half before trying to win the ball and break. The oranges sent bodies forward to win the ball high up, but couldn’t manage it. They scored 5 goals but all after either attacking from their own half, or after playing it in from a kick-in inside the opposition half. So only single point scoring goals. The green’s had scored two single-point scoring goals. Then in the last minute before we were moving on, the green’s retreated into their own half, allowed an orange player to travel over the half-way line and then pressed. They won the ball and broke forward 2v1 to score a 10-pointer to win 12-2 with the last kick. Their own tactics and thinking had won it for them. Very pleased with the outcome of that.
Lastly, I had a game scenario written on the board for them:
“2 minutes left in the FA Cup Final. Green’s are 2-0 up but have one player less. What are your priorities 1) when you have possession, and 2) out of possession.”
I sent them away in their teams to quickly discuss how they were going to approach it. The green’s decided to have 2 defenders and 1 player ahead of them, and would try and just keep the ball. The orange’s straight away said they were going with 1 defender and 3 attackers and would play quickly, trying to get the ball off them as quickly as possible. We played 2 minutes and despite the orange team having chances, the green’s played to their plan well and eventually scored to make it 3-0 in the last 5 seconds.
I was really pleased with some of the stuff that came out of the session. I’d placed a bigger focus on the psychological and social corners of development and was delighted with the thinking behind everything they did and the logic used when explaining to me why they’d done something.
I thought that, as well as the players enjoying being given responsibility and ownership of their own development, they also got plenty out of it too. And mixing that in with my prompts and questions in future will be a good combination.
It was by no means a perfect session. It didn’t have a single topic/theme running through the session like I run my Saturday “football” sessions. And thinking about it later I could’ve given more ownership to them by getting them to pick the teams for the game (one for next time maybe). But overall I think there’s huge benefit to be gained from taking a step back and letting players lead elements of the session like that. Even if you need to give a bit of guidance and just ask the right questions to get the answers you’re looking for. But always make sure they can explain why, and that they’re not just answering with what they think is the right answer.
Give it a try. Let your players lead. Give them ownership and responsibility.
And let them play.