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Sheffield United academy coach Joe Sargison discussing the evening's session with the players
Under-loading and game-realistic situations in practice
Included are a number of example sessions which have been delivered with Sheffield United’s Under 15 and 16 players. Please note that the under-load match-realistic session is delivered each Thursday as game preparation ahead of the weekend fixture and is not an approach adopted for every session. The under-load approach is just another method of learning as part of a varied develop- ment programme.
Guiding principles
Flexible approach The application of the STEP principles model (Space, Task, Equipment, Players) and coaching styles continuum (command, question and answer, observation and feedback, guided discovery, trial and error) is crucial for the coach to adopt a flexible approach during the session to challenge the players.
Observation and listening Observation and listening skills are essential for the coach, not solely to appreciate how things are developing within the session and to respond but also to coach ‘in the moment’ in order to stretch the players.
Challenging players' understanding With time and practice, the players will have a deeper understanding of the key principles of the game and will dictate the direction in which they feel the session needs to go to challenge them further. They will also expect you, as the coach, to empower them to think about the game in more detail and appreciate the value of decision-making.
Develop players not sessions It doesn’t matter how flashy a session does or does not look, it is crucial to understand that the purpose of this approach is to develop players and not sessions. The under-loading method involves a pitch, players, basic equipment, clear outcomes and time constraints.
The hostile environment comes as a result of the use of the following:
Connection with the players: versatile communication, effective questioning, ownership, guidance, and using language with impact.
Equipment to set up visual reference points, for example: recovery and retreat lines, thirds, channels, wide scoring zones, boxes for central area combination play, different sizes of goals for different areas of the field.
Scoring systems: are used to create game-realistic situations and opportunities for players to find appropriate solutions. The planning of the scoring system and the management of the system during the session is crucial to the creation of the environment.
Time: Six minute matches to encourage intensity, realism, competition and ‘stress’.
Opportunities for reflection: rest periods between matches for players to reflect and make decisions around strategies, changes in system of play, novel tactics and ideas to beat the opposition, ideas to neutralise the opposition.
Group Challenges/ individual player challenges: set specific challenges to engage and focus individuals and units
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