How Coaches Structure Youth Football Training for Player Development
In the world of youth football, coaches are responsible for developing the technical, tactical, and decision-making skills of young players. But how do most coaches actually structure their training sessions to meet these goals? A recent study by O'Connor, Larkin & Williams (2017) observed youth football sessions to explore what activities coaches use, how much time players spend actively engaged, and what coaching behaviors are most common.
This article breaks down the key findings of the study into simple, actionable insights that you can use to improve your own training sessions.
01. Introduction
Football coaching is more than just setting up drills and running scrimmages. It’s about creating an environment that challenges players and helps them develop key skills for match situations. However, coaches often rely on traditional approaches that focus heavily on isolated drills, which might not always be the most effective way to develop decision-making and game intelligence.
The study observed 34 youth football coaches from two phases of development: the Skill Acquisition Phase (U11-U13) and the Game Training Phase (U14-U17), to understand how sessions are structured and whether the activities used are aligned with best practices for player development.
02. Materials & Methods
Participants
Thirty-four youth football coaches from Australia participated in this study. These coaches were responsible for training players between the ages of 11 and 17. Each coach had formal qualifications, ranging from grassroots certifications to FFA B Licenses, and most had several years of coaching experience.
Data Collection
The coaches were filmed during their regular training sessions, and systematic observations were made to track:
- The types of activities used (e.g., drills, small-sided games)
- The time players spent actively participating in training versus inactive time
- Coaching behaviors, including feedback, instruction, and questioning
Each training session was divided into different components, such as warm-up, skill training, and match-like games.
03. Results
The analysis provided some key insights into how training sessions are structured:
Activity Types
- Coaches dedicated 41% of the session to Playing Form activities, such as small-sided games and full matches, which involve dynamic and game-like scenarios.
- About 22% of the session was spent on Training Form activities, such as individual drills or isolated skills practice (like dribbling through cones).
- Inactivity made up 31% of the session, where players were standing still, listening to the coach, or transitioning between activities.
Session Flow
- Training sessions typically began with Training Form activities, such as individual drills, and gradually moved toward more game-like Playing Form activities.
- Small-sided games (e.g., 2v2 or 4v4) were commonly used to bridge the gap between isolated drills and full-team activities.
- Larger games, such as 8v8 or 9v9, took up 25% of the total session time, allowing players to apply skills in match-like conditions.
Inactivity
- A significant portion of the session (31%) was spent on player inactivity, much of it due to coaches stopping the activity to provide feedback or instruction.
- The most common form of inactivity was the "freeze" technique, where players were asked to stop in their current positions while the coach explained tactics or gave feedback.
04. Discussion
The study highlights some key areas where coaches can improve the structure of their sessions to maximize player development:
Increase Game-Like Activities: While traditional drills have their place, the data suggests that Playing Form activities—such as small-sided games—are more beneficial for developing decision-making, game intelligence, and tactical awareness. Coaches should aim to allocate more time to game-like scenarios that reflect the pressures and unpredictability of a real match.
Minimize Inactivity: One of the major findings was the large amount of inactive time, with players standing still for nearly one-third of the session. Coaches can reduce this by incorporating activities that provide instant feedback, allowing players to learn by doing, rather than stopping the game frequently to explain concepts.
Progress from Simple to Complex: The sessions observed generally followed a good progression, moving from isolated drills to more complex, game-like activities. This ensures that players have time to develop and refine individual skills before applying them in dynamic, match-like situations.
Feedback and Questioning: Coaches provided plenty of feedback, but much of it was general and positive (“Good job!”) rather than specific and actionable. More specific feedback can help players understand what they need to improve. Additionally, using more divergent questions—those that encourage players to think critically and solve problems—can foster deeper understanding.
05. Conclusion
The study shows that most youth football sessions include a solid mix of activities, but there is room for improvement, especially in reducing inactive time and increasing the use of game-like scenarios. By focusing more on Playing Form activities and providing specific, targeted feedback, coaches can create better learning environments for their players.
06. Key Takeaways for Coaches
Use more game-like activities: Aim for 50-60% of your session to be dedicated to small-sided or larger games that reflect the demands of a match.
Cut down on inactive time: Try to reduce how often you stop the session to explain tactics or give feedback. Let the game be the teacher as much as possible.
Focus on specific feedback: Instead of generic praise, offer clear, actionable advice that players can use to improve.
Ask the right questions: Use open-ended questions to encourage players to think about their decisions and learn from mistakes during the game.
By making small adjustments to how you structure your sessions, you can enhance the development of your players and prepare them better for real match situations.