| NSCAA Position Paper on Small-Sided Games |
Small-Sided Games
The National Soccer Coaches Association of America supports the concept and implementation of small-sided games (SSGs) for youth development for the following reasons:
- Fewer players on the field translates into more touches of the ball for the players playing.
- Fewer players on the field simplifies the tactical environment making the game visually clearer for players, while allowing players more opportunities to make tactical choices.
- SSGs are played on small fields, which increases the incidence of goal-mouth activity (shots, crosses, saves, etc.)
- Several SSGs can be played on the same size area as a full game.
- SSGs coaches more opportunities to read, understand, and interpret the game for their players than 11v11. This is an important skill for the novice coaches to develop.
- Player development is the major reason we play SSGs for young players.
- The utilization of SSGs for young players accentuates the need for adults to remember the developmental focus of youth soccer.
Limitations of small-sided games
- If the fields are small certain important techniques are rarely used. Examples include heading, long distance passing, receiving balls out of the air, etc.
- Certain positional responsibilities, therefore, are not realistically practiced (for example, center back challenging center forwards for long vertical high balls, central midfielder changing the point of attack).
- Uneducated or novice coaches sometimes find it difficult to see where small-sided games fit into the 11 v. 11 game.
- Many organizations, clubs or teams use SSGS exclusively for try out purposes. This ignores the fact that some players have characteristics which are more suited to the 11 v. 11 game than a small-sided game.
International and domestic positions towards SSGs
The NSCAA has studied the positions of the following countries: Italy, Denmark, England, Norway, France, Mexico, Brazil, Belgium, Northern Ireland, Argentina, Holland and Turkey. It is clear that there is a wide range of philosophies regarding small-sided games. Therefore the NSCAA’ s position on SSGS is flexible.
Common Ground
By far the most common feature of all these countries is their emphasis on four outfield players as the basic building block of SSGS and young player development. Other than this, there is a wide range of philosophies and applications of SSGS.
NSCAA Guidelines
Objectives – SSGS should have a purpose and a very defined objective. We suggest that the coach considers the following:
Number of players on each team – The number of players on each team should have a developmental purpose. See “Technical and Tactical Considerations of Small-Sided Games”.
Method of accumulating goals or points – The coach should have a working knowledge of how the method of accumulating goals or points emphasizes the training theme. Here are some different kinds of goals coaches use to practice various themes:
- Dribble the ball over a line to score a goal – encourages dribbling and ball possession.
- Score in a large goal – Encourages attackers to shoot. Encourages defenders to pressure the ball to prevent the shot.
- Score in two small goals split apart – encourages changing the point of attack.
- Kicking the ball in the air for target to catch - emphasis on long distance passing and defending by pressing.
- Score a goal by completing consecutive passes, ex. 6 passes equals a goal.
- Emphasis – accurate passing, movement by support players, visual and verbal communication, thinking ahead, defending as a group.
Size and shape of field – Size of field and shape of field is used to develop certain training themes.
Long and narrow to practice long distance passing and receiving long balls in air.
Short and wide to practice shooting, crossing and goalkeeper training.
Touch Conditions on Players
One-touch restriction – players are only allowed to one-touch the ball to another teammate
- Encourages movement off the ball as support players move into position to receive a pass to help the one-touch player
- Speed and accuracy of passes
- Encourages players to keep their head up prior to receiving the ball to establish the options available if the ball comes to them.
- Verbal communication – players alert each other as to their positions
THIS IS A VERY DIFFICULT CONDITION RARELY USED WITH YOUNG PLAYERS. ONLY EXCEPTIONALLY SKILLED YOUTH PLAYERS CAN BE EXPECTED TO PLAY ONE-TOUCH SOCCER AND THEN ONLY FOR A SHORT PERIOD OF TIME.
Two-touch restriction – Players are only allowed a maximum of two touches, one to receive, one to pass. Some coaches impose a mandatory two-touch condition, “You cannot take one, you cannot take three, it must be two!” This condition encourages mainly receiving and controlling the ball. The condition emphasizes the importance of the first touch.
Three-touch restriction – Players must take three touches before passing the ball. Emphasis is on shielding the ball and composure. The more touches a player has to take the more the opponent can pressure for the ball and the more the attacker will have to shield it.
Conditional touch soccer should only be used for a limited time and only with players who are relatively advanced.
Use of a Goalkeeper
There are wide-ranging philosophies regarding the introduction of goalkeepers into SSGS. Some countries introduce them immediately, others do not. Thought should be given to the following considerations:
- Until the onset of adolescence the goalkeeping position should be rotated.
- Having a goalkeeper in goal affects how far back the last defender goes to take a goal kick. For example, in a non-goalkeeper 4v4 game, where a goal kick is taken in the goalkeeper’s box, the attacking team is effectively playing 3v4 making it more difficult to get out of their defensive area than when using a goalkeeper.
- Goalkeepers should be instructed how to distribute the ball to teammates. Many goalkeepers throw the ball out too awkwardly for their teammates. Goalkeepers should learn to roll the ball like a bowling ball or put it on the ground for inside-of-the-foot passes up until 6v6.
- The goalkeeper must be given a great deal of flexibility with regard to their attacking contribution and should not be restricted to standing on the goal line simply trying to stop shots.
Rules
Rule modification is critical for SSGs to maximize their potential. When fields get shorter and narrower, the normal laws of the game are affected. Coaches and rules administrators should consider the following:
- On narrow fields replacing throw-ins with “indirect” kick-ins.
- On narrow fields taking corner kicks from half-way line
- Restricting opposing player entry into the defensive third of a team taking a goal kick, especially for the very young players.
- Careful consideration of where kick offs should be taken from following the scoring of a goal.
- Method of providing relief to teams who are being badly outclassed. Ex. reducing numbers of players when goal differential hits eight, putting outstanding player in goal, etc.
- Giving coaches “timeouts” to instruct players as an alternative to constant yelling from the touch lines.
- Limit squad size to maximize participation.
Three Units
The full game of soccer is fluid and somewhat chaotic. In an effort to simplify the game educators have divided team functions into three units, allowing of course, for the function of a goalkeeper.
Back Player(s)
Whether employed zonally, man-to-man or a combination, there are generally a group of players who play close to their own goal whose function is:
- Prevent opposing players who operate close to their goal from scoring
- Initiate attacking movements and, when appropriate, push into forward positions to shoot or cross the ball.
Midfield Player(s)
Commonly called “the engine room,” these players connect the back players with the front players. Their main functions are;
- Relay ball from back players to front players by passing or running with the ball. Midfield players frequently shoot and score themselves and run beyond the forwards.
- To act as a cushion to the back players defensively and try to win the ball from opponents before they get into dangerous attacking positions.
Forwards
- Primary responsibility is to score goals and help others score goals.
- With back to pressure (i.e. facing the wrong way) combine with and rebound the ball to midfielders and backs.
- Forwards are also expected to defend and try to defensively win the ball especially from the opposition’s back players.
It should be noted that we do not refer to back players as defenders because when the opposition has the ball everyone is a defender. Fullbacks are attackers when they are in possession of the ball.
All small-sided games other than 3 v. 3 should reflect the three units of a team.
Positional play
This is an extremely controversial topic as coaches should resist “pigeon-holing” players too early in their development. The other side of the coin, however, is that, although the “mob ball” tendency of young players is minimized in SSGs, having players crowding the ball deters any real learning. The compromise is to introduce players to “rotating” positions where the player has the opportunity to play in different positions within a framework. Coaches, therefore, are expected to move players around so that they experience playing in different areas on the field.
Even up soccer
It is a general rule of thumb that playing in forward positions tends to develop technically superior players quicker than playing at the back. This is due to the fact that forwards have to operate in smaller spaces against greater numbers than back players who frequently have a numerical advantage. Playing “even-up” where the number of backs equals the number of forwards is a way of ensuring that back players are under similar pressure and also develop technically. We would, therefore, encourage coaches to play a 1-1-2-1 against a 1-1-2-1 in the 5 v. 5 model, and a 1-2-3-2 against a 1-2-3-2 in the 8 v. 8 model so that the defenders are under pressure and have to bring the goalkeeper into the game as an attacking player.
Technical and Tactical Considerations in Small-Sided Games
| Age |
Outfield Players |
Goalkeeper |
Field Size |
Ball Size |
Duration |
| 5-6 |
3 |
No |
30 x 20 yards |
3 |
4 x 8 min. |
| 7-8 |
4 |
Optional, rotating if used |
35 x 20 yards |
3 |
2.x 25 min. |
| 9 |
5 |
Optional, rotating if used |
50 x 30 yards |
4 |
2 x 30 min. |
| 10-11 |
7 |
Yes, rotating |
80 x 50 yards |
4 |
2 x 30 min. |
| 12+ |
10 |
Yes |
100-120 x 60-75 yards |
5 |
2 x 35 min. |
Goals
It is unrealistic to put an eight-year-old into a full goal and SSG goals need to be modified. There are issues with storing multiple size goals and changing goals constantly in a multiple age tournament is inconvenient, but the following guidelines are worth consideration:
5- and 6-year-olds – pliable goals or flags approximately 9 to 12 feet across
7- and 8-year-olds – 6.5 feet high x 12 feet wide.
9-year-olds – same as 7 and 8’s.
10- and 11-year-olds – 7 feet high x 21 feet wide.
12-year-olds – regular goals.
SSG proponents are more concerned with the height of the goal than the width. Clubs which are not financially able to buy goals should consider running a tape from one post to the other.
Playing Recommendations
3 v. 3
This should be a free-flowing game. Score does not need to be kept. There is no positional play in 3 v 3.
 4 v. 4 (5 v. 5 including goalkeepers)
- The four outfield player game is the first SSG where major connections with the full game are possible to distinguish:
- Players have the three passing directions of soccer (forward, backward and sideways)
- Some positional play is introduced as the players adopt a diamond formation. This diamond formation is recommended for teaching visual cues and decision making to the players.
- The three team units, backs, midfielders and forwards, are present. This is by far the most widely used game for player development around the world. For more information on 4 v. 4, please refer to the NSCAA's “Tactical Development” DVD, available through Soccer Learning Systems.
5 v. 5 (6 v. 6 including goalkeepers)
The two shapes used for playing with 5 outfield players are diagrammed below. They are good shapes for teaching:
 |
|
| Overlapping |
Good shape for teaching 2 and 3 to pressure and cover |
| Pressure, cover and balance |
Good shape to teach 9 and 10 to combine |
| Combination Play (5-9-4), (5-4-2) |
Good shape to teach 4 to help 2 and 3, 9 and 10 and receive ball from deep position
|
7 v. 7 (a goalkeeper is always used in this format)
Here are some different ways coaches have used 7 v. 7:
 1-3-2-1 – This leaves space on the flanks for 2 and 3 to advance into. The combination possibilities between 4, 6 and 9 should be emphasized.
 1- 2-3-1 is a good shape for teaching:
- Two center backs to pressure and cover
- Teaching 2 and 3 when to pass ball vertically to 9 and when to pass to 4, 7 and 11
- Teaching 7 and 11 how to attack and defend on the flanks
- Teaching 4 to play through 360 degrees
- Teaching 9 to be a striker and rebound or combine with other players
 1-1-3-2 – In this shape the 5 player acts as a sweeper staying in a line between the ball and the middle of the goal. Good shape for teaching:
- Distribution by 5, especially to 9 and 10
- Teaches 2 and 3 to operate on flanks
- Teaches 4 to relay ball from back to front
- Teaches 9 and 10 to combine with each other and midfield players to shoot
8 v. 8 (7+goalkeeper)
8 v. 8 is the final category of SSGs. The seven outfield player model is one highly recommended as a team frequently carries 16-18 players on the squad so almost the entire squad can be utilized in a structured game which, somewhat, resembles a full game. The 8 v. 8 systems shown here represent a smaller version of an 11 v. 11 system, which is notated in the box on the right and can be used to teach many of the principles which the players will utilize in the 11 v. 11 system.
The coach can structure the 8 v. 8 game in several ways depending upon the desired training or playing emphasis.
- 1-2-3-2 – This system gives the players many of the same visual cues as the 4v4 except there are two diamonds. It is a logical progression from the four outfield player game and some countries move straight to 8 v. 8 from 4 v. 4. Teaching possibilities:
- Training two center backs to cover and balance
- Training two center forwards to combine and score
- Training flank players to play in three thirds of the field
- Training same visual cues as four outfield player diamond
 |
 |
| |
1-3-4-3 |
- 1-3-3-1 – Teaching possibilities:
- Training overlapping, especially 2 and 3 around 7 and 11
- Teaching zonal defending and double teaming
- Teaching counter attacking
- Changing the point of attack
- Numbers even. Players further forward develop faster than back players because they operate under pressure and need to be technically cleaner.
 |
 |
| |
1-4-4-2 |
- 1-3-2-2 – Teaching possibilities:
- Overlapping of 2 and 3
- Training two center midfielders
- Training two center forwards
 |
 |
| |
1-4-3-3 |
- 1-2-4-1 – Teaching possibilities:
- Training two center backs to pressure and cover and work with defensive midfield player.
- Training changing the point of attack.
- Training the counter attack
- Training 7 and 11 to operate down the length of the flank
- Training 8 to coordinate with 9 and 4
 |
 |
| |
1-3-5-2 |
NSCAA encourages coaches to explore the many different ways SSGs can be utilized to train players of all ages. We offer a special topics course on SSGs, and the topic also is covered more thoroughly in the Advanced Regional Diploma. Coaches also can purchase the NSCAA's "Tactical Development” which deals with this topic.
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