CATEGORY U14-U15

ORGANISATION AND WORKING ARRANGEMENTS

CATEGORY U14 -U15
ORGANISATION AND WORKING ARRANGEMENTS

Szczecin 2022

ISBN: 978-83-951836-5-2
Publisher: Konspekty Piłka Nożna | www.konspektypilkanozna.pl
Authors: Patryk Żebrowski, Patryk Klimczak
Cover design: Patryk Klimczak
Graphic design: Patryk Klimczak
Typesetting and typesetting: Patryk Klimczak
Football graphics were made with the program: ProTrainUp | www.protrainup.com
Editing and proofreading: Aleksandra Jarząbek

All rights reserved. Distribution of all or part of this publication in any form is
prohibited. Photocopying, photocopying, electronic copying or any other method causes the
infringement of copyright of this publication in accordance with the Act of February 4, 1994
on Copyright and Related Rights (Journal of Laws 2006 No. 90 item 631 with later
amendments). Reviews are an exception, but only with the consent of the authors and after
prior contact.
TABLE OF CONTENTS

INTRODUCTION
THE NEXT STAGE OF DEVELOPMENT
FIRST STEPS OF THE COACH IN THE CATEGORY OF TRAMP PLAYERS
INDIVIDUAL APPROACH TO THE PLAYERS
GAME MODEL
APOSITIONING AND FUNCTIONING DURING THE GAME
MORE IS NOT BETTER
VERBAL/NON-VERBAL COMMUNICATION
CAMP - WORKING FROM THE POINT OF VIEW OF THE CONTENT
CAMP - IN PRACTICAL TERMS
FORMATIVE TRAINING
STRICT FORM
SMALL GAMES - IMPORTANCE IN THE TRAINING PROCESS
INFLUENCE OF THE COACH ON THE GAME ENVIRONMENT
FORMATION OF MOTOR ABILITIES
COORDINATION ABILITIES
POWER
FLEXIBILITY
DURABILITY
YOUTH FOOTBALL PLAYER
PERCEPTUAL PROCESS TRAINING
PLAN - IMPLEMENTATION
COMPETING IN YOUR OWN BACKYARD
EMPATHY
AUTHOR
CONSPECT 1 - Perfecting the defensive game in small games
CONSPECT 2 - Organising the defensive game
CONSPECT 3 - Organising the defensive game
CONSPECT 4 - Group action in balance in the attack phase
CONSPECT 5 - Perfecting the opening of the game from the goalkeeper
CONSPECT 6 - Organisation of the game after receiving the ball
CONSPECT 7 - Games to improve holding on to the ball
CONSPECT 8 - Improving 1x1 attacking skills
CONSPECT 9 - Opening up and building up the game
CONSPECT 10 - Games to improve holding on to the ball
CONSPECT 11 - Building up play in the opposition's half
CONSPECT 12 - Small games for the transition phase
CONSPECT 13 - Perfecting the attacking phase
CONSPECT 14 - Finalisation of the game using a player from the "9" position with his
back to the goal
CONSPECT 15 - Building the game with emphasis on finalization by attacking the free
space
CONSPECT 16 - Opening and Building the Game
CONSPECT 17 - Small games with emphasis on the transition phase
CONSPECT 18 - Opening and building up the game
CONSPECT 19 - Opening and building up the game
CONSPECT 20 - Perfecting the pass one line further
INTRODUCTION

Dear trainer! We are very pleased to be able to share this book with you. We are
glad that you have trusted us again and that you want to further develop yourself with the
help of our publication. The book is a collection of ready to use training outlines that you
can use in your next workout, it will allow you to save time and increase the effectiveness
of each workout. In short, we give you maximum practice. We believe that this book will
primarily serve as an inspiration for further development and will arouse in you the desire
to deepen your knowledge. We hope that the material we give you will be even better
thanks to you. We wish you fruitful reading and every success as a football coach.

THE NEXT STAGE OF DEVELOPMENT

Players in the u-13 category, returning to classes after the holidays, encounter the next
stage in their development, namely the 11-a-side game. In fact, many of them had the
opportunity to compete in an 11-a-side game already at the junior stage - many coaches
organise control matches or arrange for selected players to move to older age groups just
before the group enters the age of a tramp player, if they have predispositions for it, of
course. On the other hand, teams from top academies (in most cases) have a chance to
play regularly in a higher category. However, in my opinion, this is not good practice and
we should not disrupt the development of a player by moving him permanently to an older
age group. The key issue for me is the frequency, because I am very much in favour of a
player participating in trainings with older age groups from time to time (in a specific
period of time). However, we must put a lot of emphasis on the fact that it should proceed
in a harmonious way and not disturb the process of development of our protégé. A good
coaching practice is to use this type of transitions of the player as a reward for
conscientious and effective work during classes. If we have an even level of skills in the
group - none of the players significantly outperforms the others, we can organize
transitions of players a year higher, for example appointing a different two players every
week. As coaches, we must always remember and take into account that the players will
face several changes during the transition:
- Pitch size,
- Goal size,
- Number of players,
- Game time,
- Three judges.

The variables I've outlined above are very powerful in capturing the imagination of
the players, creating excitement for them because they finally have the opportunity to
play under the same rules as their sports authority from television. The 11-a-side game is
a huge opportunity to fulfill yourself as both a player and a coach. Let's not hide the fact
that since the beginning of their coaching careers, everyone dreams of leading their team
in such a formula. While the players can afford to be excited, we should keep our feet on
the ground a bit more, because there's a lot of preparation, organization and planning for
the sports camp we'll go to with our team.

FIRST STEPS OF TRAINER IN THE CATEGORY OF TRAMP PLAYER

Undoubtedly, one of the most important traits a coach working with young people
should have is patience. We have to remember that our players have to go through each
stage of the training process gradually. We can't demand that the players who enter a new
stage already have all the secret knowledge, just as we don't demand from the children
who move from one class to another to know the whole educational program right away
after the summer holidays. It is us who take on the role of a mentor and our task is to pass
on to the child the knowledge we have and to help him/her to consolidate the new
knowledge. It is only through systematic work, self- development, raising our own
professional qualifications and perseverance that we are able to create a good foundation
for the development of our charges. We must put aside our exaggerated expectations and
reliably assess the potential of the player in order to adjust the conditions for his
development at the maximum possible rate. We must approach each person individually,
each of us has a different potential, each of us has different predispositions and
personality traits. It is exactly the same with the beginning athlete, we should get to know
him thoroughly and find the right way to work with him. As coaches we have to be
prepared for the fact that at this stage the players will function differently on the pitch,
because it's a new situation for them and they've only just.

The first difficulty for the players is the distance they have to cover during the
game. The first difficulty for the players may be the distance they have to cover during the
game, we can also notice a large disparity in physical conditions between the players - all
this will undoubtedly affect the quality of the game. Another big change for the players
will be the size of the ball. We cannot expect the players to hit the ball (which is a size
bigger) with the same force and at the same distance. Let's remember that only a month
ago our players were using smaller balls with less weight, which can be a big problem for
them. The quality of the ball is also very important. From my own experience I remember
that it was not always comfortable to play with the host's balls, sometimes there were
balls hard as stone, so once again we must show forbearance and patience. Another
difficulty for the players, affecting the quality of the game is the change in the size of the
pitch. So far in the youngster category the pitch was a bit flat and there was not enough

space for the attacking team to play on, so the offside rule hardly appeared in the game. In
the moment of transition to the category of tramp players, the pitch is bigger and the
spaces automatically increase, then guarding the line of scrimmage can be a big challenge
for our charges. Our role is to work successively supported by training measures
adequate to the phase of the game and to the activities we are working on, so that we can
only shorten the adaptation time of the players.

Setting an auxiliary line (offside line) will enable the players during the game to
improve their behaviour in the defensive line, e.g. in the back four, so that the players do
not break the line, and looking from the perspective of the players of the attacking team it
can help to learn and improve running at pace or coming out of the depth (circulation
movement). We weave this method into the teaching so that it doesn't become a
monotony during class for the players.

INDIVIDUAL APPROACH TO THE PLAYER

In the previous chapter I touched on the aspect of the disparity between players in
terms of fitness. Depending on the predisposition of a player, this will affect his
performance on the pitch. In my coaching career I've seen players with poor physical
conditioning, but with a strong character, who are very good at 1x1. I have also seen
players with better physical conditions and innate predisposition to play football, but
some of them lacked confidence. Our job is to catch any imperfections and help the player
build confidence or develop the right soccer attitudes through proper drills during
training. As coaches we should not cross out a player who has a little less predisposition to
play at full strength and is not yet ready for it. Unfortunately, it often happens so that a
young athlete loses motivation for further development. A better measure is to gradually
introduce the player during the match, give him more minutes on the pitch and talk to him
about what he still needs to work on during the training. We should be aware that not
every player needs to play to his full potential and that this might have the opposite effect.
If a player does not bring quality to the game, for example if he cannot hold onto the ball in
the "9" position, it can cause a loss of confidence and a feeling that he is not needed by the
team. However, it may turn out that if he is given a chance to play a few minutes on the
pitch and manages to make a few good moves during the game, while receiving positive
encouragement from the coach and teammates, his self-confidence will increase and this
will have a positive impact on his football development. Youth work is a long-term process,
you never know when you will get the hang of it.

A given player may surprise us with his potential, therefore crossing someone out
at the moment of development is an unacceptable mistake. Of course, there are also
situations in which we are not able to help some players in their development, because
they themselves will not show the desire to train effectively or the desire to continue the
football adventure. If a player shows a lack of desire to continue playing then
unfortunately we have no influence on that. Of course it's always worth to encourage a
player to continue playing, motivate him through conversations or by creating attractive
training activities. In conclusion, we should try to assess not only the current level of a
player's football skills, but also his potential. Moreover, we have to look globally at the
player, at his material conditions (the material level is determined by the income of the
parents, the family's housing, the diet, the provision of everyday items necessary for
proper functioning), but also social or cultural conditions.
 www.konspektypilkanozna.pl

SUBJECT CONSPECT 9: Opening and Building the Game

MICROCYCLE A acking phase MESOCYCLE 1

NO 9

OBJECTIVE Building the game

COACHING Open body posi on, strength and quality of passes, forma on of the line of scrimmage, movement without the ball,
POINTS passing/running
TECHNIQUE / Open body posi on, strength and quality of
INDIVIDUAL passing, forma on of the passing line, movement MOTOR SKILLS Development of speed/reac on me
ACTIVITIES without the ball
GROUP / TEAM
Circling/Running KNOWLEDGE Confidence building
ACTIVITIES

Passes and recep ons

10 '
I N T R O D U C T O R Y PA R T I

The players with the balls look for a player without the ball,
direc ng a pass to him, and then run into the field. The player
who receives the pass looks for a place on the cones.
We occupy a place where there is a maximum of one wai ng
player.
Modifica ons:
The coach designates 3-4 players who are going to receive
the ball. When the ball is intercepted, they give the vest to
the person who lost the ball.

Coordina on + Speed (mirror)

15 '
I N T R O D U C T O R Y PA R T I I

Players, a er comple ng the ladder exercises, run into a

square and the task of one player is to run up to the same
cone as the opponent.
 Game 4x4+N+Gk
15 '
M A I N PA R T I The blue team's task is to open the game with a finalisa on
on small goals using a neutral player. The red team, on the
other hand, a er the recep on, a acks the big goal. The
neutral player, a er losing the ball to the team he was
working with, tries to help with the rebound for a period of 3-
5 seconds.

5x5+2 N
15 '
The playing field is divided into 4 parts. The blue team's task
is to stay on the ball by keeping the distances and using
neutral players. A maximum of two a acking and defending
players can be in one area. A er the rebound, the defensive
players move on to a acking ac ons.

Free play
30 '
M A I N PA R T I I

Players divided according to size into 2 teams.

Free play. Players set in posi ons.
 Organiza onal end of training
5 '
F I N A L PA R T Clean up, sum up, say goodbye and end the training.

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