 Posted 05/06/2007 11:34:05
|
|
|
|
I took a team of young players to a tournament a couple of weeks ago and came across a problem of marking. It was 6-a-side, and in the quarter finals we played a team with one very good player, who with so few players on the pitch was dominating the game. I countered this by double marking him with two of my stronger players and although this took a player out of midfield - in effect giving the opposition an extra man - it worked because the player could beat one of my team but with the second one there to win the ball he didnt get far. Their team couldnt cope with this cutting off of supply and created nothing in the second half which we won easily.
However in the next match the team we played had two strong creative players. In the 6-a-side system I was perplexed as to how we could take the ball off these two who were not only very good attackers but when we tried to pass the ball around them they won it back. What I did was to put my forward into defence, going from a 2-2-1 to what looked like a very defensive 3-2-0! I unleashed my two midfielders so they could go wherever they wanted. And boy did they have to work hard.
But once again it worked, although it did not seem ideal the midfielders revelled in their freedom and ran from defence to attack for the whole of that second half. We created far more chances than they did and beat them even though they had these two 'special' players.
What i would like to know from the coaching community out there is how other coaches defend against teams with one or two outstanding players especially in matches as small as 6-a-side
Dave Clarke Soccer Coach Weekly Editor
|
|
|
Posted 07/06/2007 11:37:25
|
|
|
|
| Hi, I've never played less than 7 aside (expcept in training) but I've still had matches with similar opposition. In those cases, the mid field have had to work very hard and pass like crazy. Though next time I'll try the idea of also moving my strong striker into defence, as he is good at gaining possesion of the ball. Thanks.
|
|
|
|