All sessions About, safety and notes Goalside Plus Account
U10 · Passing block · Week 6 of 6 · Game day
Show what you know
A session that is all game. Change one condition at a time, tally what you see, and check whether the block has worked.
- WeightThe pass arrives at a speed the receiver can control.
- DirectionAim for the receiver's back foot, the foot furthest from you.
- ReceiveTake it on the back foot, then pass forward to the next player.
The session in five lines
ArriveLast Time while you set up (8 min)
Game 1: as it comesNo conditions. Coach watches and tallies. (10 min)
Game 2: passing paysCondition 1. 5 passes = 2, 10 = 3. (12 min)
Game 3: four touch itCondition 2. Four players touch it before a goal. (12 min)
Game 4: free againNo conditions. Compare with game 1. (15 min)
8101212153
Minutes per stage. The last block is the conditioned game or the closing game. The dashed block is for changeovers and water.
Kit
8 conesPlus 2 goals. Use small goals, or two cones for each goal. 1 match ballOne game at a time. BibsTwo colours for the two teams.
Different numbers?
| Players | Game | Notes |
|---|
| 6 | 3 v 3 | Smaller pitch, one adult tallies |
| 8 | 4 v 4 | Smaller pitch |
| 10 | 5 v 5 | Add a goalkeeper each if you have the goals |
| 12 | 6 v 6 | Full pitch |
| 14 | 7 v 7 | Full pitch |
| Odd numbers | One extra | Rolling substitutes. Swap every few minutes. |
With two adults, one coaches and one tallies. With one adult, tally for about two minutes at a time, then swap to coaching.
1Arrive
Last Time while you set up
8 min
KitA ball each4 lines or 8 cones
The coach says only the name of an activity from two weeks ago or an earlier block, and the children start it. Those who remember show the others. Today the whole session is a game, and the coach tallies.
While the children play, set up the area for the next game.
Ask: What do you remember?
2Game 1: as it comes
No conditions · coach watches
10 min
Kit2 goalsMatch ballBibs, two colours
Play 7 v 7 with no conditions and say nothing about passing. The coach stands back and tallies each time a team loses the ball, by how many passes it made first. This is your baseline for the block.
Do not coach during this game. Write down anything you notice for later.
Ask: What was hard about that game?
3Game 2: passing pays
Condition 1 · the week 1 rule
12 min
5 passes = 210 passes = 3
Kit2 goalsMatch ballBibs, two colours
Same game, one condition. A goal after 5 passes is worth 2, after 10 passes is worth 3, and any other goal is worth 1. Coach as usual, then tally as in game 1.
Coaching points: weight, direction, receive.
Ask: Did the rule change who got the ball?
4Game 3: four touch it
Condition 2 · develop it
12 min
Fewer than 4 players touched it: no goal4 or more touched it: goal
Kit2 goalsMatch ballBibs, two colours
Now the condition asks everyone to get involved. A goal only counts if at least four different players on the team have touched the ball in that move. Let the players work out how to do it. Coach less, and ask more.
Coaching points: weight, direction, receive.
Ask: What did you do to get everyone involved?
5Game 4: free again
No conditions · did it work?
15 min
Compare the games
1 to 2 passes3 to 5 passes6 or more
What can you do now?
Kit2 goalsMatch ballBibs, two colours
Back to a free game for 15 minutes with no conditions, the same as game 1. Say nothing about passing, and tally in the same way. Then compare the bars with game 1.
Reading it: if more possessions reach 3 or more passes than in game 1, the block is working. If not, repeat week 3 or week 4 and play this session again. This is a rule of thumb, not a test, so use what you saw as well.
At the end, ask each child to show one thing they can do now that they could not do in week 1. Tick the list together.
Ask: Show me one thing you can do now.
Go deeper
Optional. The detail behind the three coaching points, for when you want more. Draft 1: starting points for a coach to adjust, not rules.
Passing: weight and direction
The pass should arrive at a speed the receiver can control, on the side away from pressure.
What good looks like
- Weight: the receiver can control it without breaking stride.
- Direction: to the receiver's back foot, the foot furthest from you, on the side away from the nearest defender.
- Move the ball out of your feet first, to create the angle for a longer pass.
If you see this, try this
- Too hard, and the receiver's touch bounces awaySofter, or earlier, so the receiver is not rushed.
- Too soft, and a defender steps inFirmer, and look at the defender before you pass.
More detail
- Longer passes need a bigger swing and a good strike through the middle of the ball. They also need a good first touch to match.
- Scan before the ball arrives, then choose the pass. There is often more than one good answer.
Ask the players
- Why that pass? What else was on?
Change it
Easier: More space and time on the ball.
Harder: Reduce the space, or add a defender who tries to intercept.
Stopping and receiving
Take the ball under control so the next action is easy.
What good looks like
- Receives on the back foot, the foot furthest from the passer, so the hips open to the pitch.
- Sets up on a half-turn, so the touch can go forward or away from pressure.
- Uses the body to shield the ball from the nearest defender.
If you see this, try this
- Receives on the near foot and turns back towards the passerCheck your shoulder, open up, and use the far foot.
- Stands flat and square to the passApproach at an angle so you arrive on the half-turn.
More detail
- The FA suggests three moments: before the pass make contact with the receiver, during it think about what the receiver wants, after it offer support.
- Choose between controlling and playing first time. Both are right at times.
Ask the players
- What did you see before you received?
Change it
Easier: More time and space, or no defender.
Harder: Reduce the space or add a defender who presses on the pass.