I was listening to a talk radio segment recently where the host was discussing how we can develop players who are able to make good decisions at critical times. This led me to think about and then further question what I do and what I can begin to do to improve decision making efficiency when I am working with a group of players.
The decision making process can be broken down into 6 key phases:
What is the issue that could prevent the player from being affective with the ball. This is where scanning of the shoulder, playing with an open body and with the head up come into play. When the player has seen a potential problem, they need to know what is causing it which leads into the next step in the process...
2. Analyzing the Problem:
What are the potential issues that may prevent the player from reaching a successful outcome for the team. In soccer terms this might mean is there imminent pressure? Or is the area they want to play into packed with players? This analysis is strongly linked to the team's philosophies and the tactical plan discussed pre-game or worked on in practice over the week.
3. Tactical Understanding:
This is knowing how you want to play, what the identified weaknesses of your opponent are and being able to exploit them to gain a fair advantage. Essentially, knowing what you want to achieve with the ball. This is also going to be directly linked to the team's philosophy/tactics i.e. playing to penetrate early; getting the ball into a specific player or area of the field; or simply moving the ball in order to attack defensive weakness. When the players have an understanding of what they want to do with the ball they can move onto the next step...
4. What are My Options:
The more information a player can gather, the higher the ability to make an informed decision. This links back into scanning the field on a regular basis and moving in a way that will allow a player to see as much of the playing field as possible. This is also a very important reason for why players should constantly communicate. At this point, the player is trying to find the option that fits in best with what they are trying to achieve.
5. What's the Best Option:
Again, this is dependent on team tactics and or game plan. The player has reached what is known as the choice point, the part in the process between intent and execution. Once this decision has been made, the player is ready for the last step.
6. Execute and Re-analyze:
This is the physical execution of the best option. This could be receiving the ball, playing a pass, or having a shot at goal etc. At this point it is essential for the player to be attentive to the result the chosen action creates and learn from any negative outcomes.
In my opinion, the majority of these steps need to be made before the player has even received the ball. In fact, as much as possible, I want the player to go through the first 5 steps before even receiving the ball so that they can execute an effective option as quickly as possible and thus maintain the speed of play, especially in offensive situations.
It has been suggested that there are three main elements to consider when looking at decision making.
The first element to consider is Task Familiarity. Pretty straight forward. How often has the player been in the scenario that you are asking them to make a decision about. What this means is what decisions are your players making in practice that will create a sense of familiarity when they are in a game situation.
The second element is Dynamics, of which there are two types:
Internal Dynamics. This concerns the player with reference to the accrual of information over the course of the game. More specifically, how this information affects the time needed to process new, real time information and take action. So, a basic example of this would be knowing that during previous possessions your opponent forced you outside and used speed to regain possession. When the next opportunity comes, maybe you'll try to fake outside and attack inside.
External Dynamics. This is the collection of information based on external factors such as change in game situation e.g. a red card to a team mate or a goal conceded. This may lead a player to be more cautious or to take more risks.
The third element is In-Play Decision Making. This is the speed with which a player can make a decision and execute an action within the moment or in pressure situations.
The best players are often able to make the best decisions in the shortest period of time. This is a desirable trait because playing quickly prevents the opponent from being able to take options away which allows for easier penetration or the maintenance of possession. In order to play quickly there are a few things that I think are essential:
Scanning.
Receiving with an open body, looking at the majority of the field.
Support from team mates.
Communication.
So the question is, how can we develop the ability to make good decisions? I think the answer is easy...Multi-Directional Games (MDG’s) and plenty of them! Take the example of Attacking Dribbling 1v1. Conventional dribbling practices will have an attacker against a defender, with one goal each, at each end to allow for moments of transition. In this instance, all the defender has to do is protect the space directly in front of the goal and force towards either side. There are times where this practice is very useful, for example, if you are working on using creative footwork, upper body movement and disguise when dribbling, forcing a player to have to get past the defender to get to that one goal. But, in a practice like this, while there is information to gather and decisions to be made, they are pretty limited and will not help with the bigger game picture.
Adding two goals in each corner, at each end (again, in a directional game), will allow a player to try and draw a defender over to cover the space directly in front of one goal, creating space to attack the other goal. Again, while this allows for more decision making by adding and increased elements of spatial awareness, dribble direction and direction of first touch, it is still limited by way of bigger game picture where we don't just have the option to go forward.
In order to make the best decision, as we have said already, there needs to be maximum opportunity for data collection which means processing information from all over the field. By using a dribble practice which has a goal on each side of the area (above), we give the attacker the ability to:
2. Change the direction of travel.
3. Force the defender to have to get tighter to the attacker.
4. Allow the attacker to develop dribbling and turning on each foot as well as deciding which foot and which way to turn.
5. Make it easier to create separation from the defender to develop understanding of changes of speed.
6. Get the player to consider playing backwards or retreating to try and draw the player out a bit more
Looking at a more complicated practice (right). In this session we are looking at finishing 1vGk. The player with the ball has to assess which pass gives his team that chance of more success. Some of the elements the player may have to consider in this set up which they would not have to consider if this game was directional are:
Which end third to play into?
Where are the defense strongest?
Is the risk of playing towards the defensive pressure greater?
And skills they would need to use for a multidirectional game that they wouldn't have to use as much during a directional game are:
Scanning the shoulder to know what is happening behind them
Receiving the ball with a body position that will allow the player to face the majority of the field in both directions, not just facing 'forward'.
If this game were directional the ball would have to be forced into the final third, taking away the opportunity for the player to look at different options in different areas of the field. While saying this, I am not saying that there isn't a time and a place for a directional practice. More directional practices should be used at the older age groups with less, but still some, multidirectional games.
Some other advantages of using multidirectional games are:
Everyone can play, no one is standing waiting which means more touches on the ball.
Players get to work on agility and footwork through the changes of direction at speed based on external stimuli.
Players get to work more on acceleration and deceleration more.
To develop players who can think more critically, more multidirectional practices need to be done at the younger age groups. I think this will help to develop a culture in which the player is used to looking all over the field to find the best option and is a great foundation for tactical development. It is important to note that a multidirectional game approach must be matched with a less autocratic coaching style. Opening up a game to multiple options requires a more patient style that will allow the players to explore options, make mistakes and solve problems, ultimately learning from their experiences..."If experts merely present knowledge (sometimes quite forcefully) to those who are 'non-expert' and make decisions for them, the athletes become disempowered" (Kidman, 2001).
References
Chaouachi, A, Chtara, M, Hammami, R, Chtara, H, Turki, O, Castagna, C. (2014) Multidirectional sprints and small-sided games training effect on agility and change of direction abilities in youth soccer. Journal of Strength and Conditioning Reserach. 28(11), 3121-3127
http://www.athleteassessments.com/improve-athlete-decision-making/
Johnson, J. (2006) Cognitive modeling of decision making in sports. Psychology of Sport and Exercise. 7(6), 631–652
Kidman, L. (2001) Developing Decision Makers…An Empowerment Approach to Coaching. Pg 11. Christchurch, New Zealand: Innovative Print Communications Ltd.