Improving Throw-ins: Putting it All Together (part 4 of 4)

In this (potentially) final posting on improving throw-ins I write about putting all the pieces of the earlier posts together into a game plan and philosophy so that teams that have adopted the ‘let’s-throw-the-ball-down-the-wing’ strategy can be more imaginative and use the throw-in more to their advantage.

First a quick recap.

• Checking-in: Instead of a field player running down the wing or simply standing still, field players should check-in to the thrower in order to improve the throw-in retention rate.
• 180 Choices: Too often, throw-ins are simply thrown down the wings. On most areas of the field, the thrower should exercise his/her options and also look to throw the ball backwards and into the middle of the field. The 180 choices refers the number of degrees in a semi-circle and thus, the number of throw-in options a thrower should exercise.
• Hit the Feet: The easiest way to control a soccer ball is with the feet. Therefore, it is imperative that the thrower aim for and hit a field player’s feet. This becomes more difficult when the player is moving and checking-in.

The final ingredient that binds these aspects of the throw-in together is ‘movement’. For most throw-ins, especially those between the penalty areas, a minimum of three players should make themselves available to receive the ball from the thrower. Let’s look at the examples below:

• An attacker (A1) should check-in to the thrower (Thr). When an attacker checks-in, a defender (D1) will usually follow. If the defender follows, A1 can pass the ball back to the thrower, pass it to another player, or make an instant move and beat the defender. If the defender does not follow, A1 should control the ball and turn up field. It is a good idea for the thrower to get into the habit of communicating with the player(s) checking-in. For instance, ‘man on!’ can be called out by the thrower if the defender is following his/her teammate or ‘turn!’ if the defender does not follow.
• A midfielder should also check-in (M2). It is important that the player checking-in does it abruptly so that he/she can separate him/herself from the defender (D2). Equally important, M2 should either make eye contact with the thrower before checking-in or call for the ball to get the thrower’s attention. ‘Here!’, ‘ball!’, or calling the thrower by his/her name are acceptable commands.
• The thrower’s defensive teammate (D3) should also be available to receive a throw-in. However, instead of checking-in, D3 should move away from the thrower while keeping constant eye contact with the thrower. The reason you don’t want a defender to check-in is because if the ball is misplayed, it could lead to a scoring opportunity for the other team. Usually there won’t be an opponent on the defender so having a greater distance between the thrower and the defensive teammate should not cause a problem. There is no need for this teammate to draw attention to him/herself. The thrower should always know that a defensive teammate is available for a throw.

A fantastic by-product of checking-in is that it creates open spaces and, therefore, more throw-in options.

• When M2 and D2 check-in, they create open space where they once stood (denoted by the orange circle). When M4 moves into the vacated space, he/she becomes a fourth option available to the thrower.
• The same thing happens when A1 and D1 check-in. The wing area (blue circle) is now open space that A5 can fill and give the thrower yet another throw-in option.

With seemingly little effort by the field players and recognition on the part of the thrower, any team can turn the throw-in into a more advantageous play. However, this is easier said than done; otherwise all teams would be doing this. I have found that movement off or without the ball is one of the toughest things to teach and instill in young players. Many kids simply focus on the ball and many times get so captivated by its movement that they become spectators on the field. Conditioning, or the lack thereof, also can play a role. So what is the solution?

As I wrote in my other throw-in posts, the best way to instill the concept of movement for throw-ins is to instill this concept with non-throw-in drills and small-sides games. Checking-in, seeing the field, accurate passes, good ball control, communication, and movement takes place every second during a game. If these skills are developed on the field, improved throw-ins will be a by-product of these new and improved skills.

Four Eyes Are Better than Two

Whether they believe it or not, all soccer players have four eyes or two sets of eyes. Everyone knows about the front set. The other set happens to be in the back of the head. Coaches, I have found the following demonstration to be the best and most memorable way to illustrate this new set of eyes.

1. Gather all players, assistants, and some parents and ask them all to sit in front of you.
2. Select a volunteer player to stand behind you and with only one hand, have him/her hold up anywhere between one and five fingers. Make sure that everyone but you can see them. The one rule the volunteer must follow is once the fingers are held up, the player is not allowed to change the number. Make sure to exaggerate to all the players that you can’t see the fingers being held up (i.e., cup you hands to the sides of your eyes, make sure there is no shadow, etc). Put on a convincing show.
3. Open up the set of eyes in the back of your head and tell everyone the correct number of fingers that are being held up. Enjoy the surprised and amazed looks on your players’ faces.
4. Choose another player and follow the same steps. As you do this, start asking the players how you are doing this. Eventually they will catch on. How often you have to repeat this trick will most likely depend on the age of the players.

So how am I always guessing the correct number? It’s simple. Someone is gesturing the number to me. I have found that if my informant is either a parent or another player, the players will not catch on as quickly. Before the demonstration, pull aside a parent or player and come up with a set of inconspicuous hand signals that will give you the answers you need. Look at him/her when you are ready for the number. Since the first thing players will look for is someone displaying fingers, I usually designate a scratch of the head as #1 and an itch of the foot as #5. Choose other in-between body parts to represent numbers 2-4.

Once the players figure out or you tell them what is happening, ask the following questions:

• Q: Why is it important to develop eyes in the back the head?
• A: It is just as important to know what is happening behind you as it is to know what is happening in front of you
• Q: How do you develop this set of eyes?
• A: Peek over your shoulder (the player takes responsibility for developing his/her second set of eyes).
• A: Have teammates communicate what is happening behind the player (the entire team becomes responsible for developing each others’ second set of eyes. As was written in another post entitled, “2-3 Goal Difference-per Game: Communication“, “man on” is a great way for teammates to let a player know that she must take the necessary precautions because a player is coming up from behind her.

There will be much more about communication in subsequent posts. I would love to hear if this demonstration works for you. Share it with the rest of us.

2-3 Goal Difference Per Game: Communication

There is no prettier sound on the soccer field that 22 players communicating with one another. Communication is a critical component to soccer success. A player can see only so much in terms of what is going on around him at any given time. He needs help from his teammates. In addition, a player needs to know what his teammates are thinking. This can only take happen if everyone is communicating with everyone else.

Communication can happen many different ways. The three main forms of communication are verbal, gesturing, and eye contact. For now, I’m only focusing on verbal communication and only two examples. But if you incorporate just these two examples, you will see instant improvement in your team’s performance and communication.

“Keep”

Goalkeepers have a distinct advantage over field players. Not only can they handle the ball inside the penalty box but 99.9% of the time, the play is in front of them. As a result, goalies have the best picture of what is happening on the field. As such, a goalkeeper will know best if she will be able to get to a ball before her teammates or opponents. When she makes the decision to attack the ball, she needs to yell “Keep” so the whole field can hear her.

Yelling ‘keep’ serves two purposes:

• It lets the goalie’s teammates know that she wants the ball and therefore not to touch or play it.
  
• It warns the opponents that the goalkeeper has every intention of going after the ball.

It always helps to have a vocal goalie. However, if you have a quiet goalie, as long as she says ‘keep’ loud enough for her teammates to hear her, that is fine. Another term that a goalie can use in this situation is ‘keeper’.

“Man On”

How often have you seen a player waiting for a ball only to have an opponent step in front of him and steal the ball? Much too often, I bet. But what happens when a player or coach yells “Man On”? Instantly that same player will react and go toward the ball. ‘Man On’ means, “watch out, someone is coming up on you from behind or from the side.” This expression is the best expression new or young players can learn. It will:

• Help them start to become more vocal and communicative
• Get players to go toward the ball more frequently and naturally
  
• Reduce the number of times the ball gets stolen
• Keep coaches from having to yell or scream the warning. And given decibel levels I’ve heard recently, everyone will appreciate this.