Scales of the game: Using different lenses to improve player development

From our interview with Arsène Wenger, we have already identified the core competencies that players must develop to perform at the highest level. Specifically, players need to:

• Take in information before receiving the ball;

• Analyse and evaluate this information;

• Use this information to think ahead and make quick decisions;

• Remain flexible when making decisions, adjusting to changing situations; and

• Possess the necessary technical and physical capabilities to accurately execute their decisions.

In this fourth instalment of the Training Framework series, we explore how coaches can identify the specific information players need to gather, enhance their decision-making, and determine the skills required to execute those decisions effectively. Addressing these questions necessitates a structured analysis of the game. The spiral curriculum provides such a structure by differentiating between eight game-related intentions and three scales.

In the FIFA Talent Coach curriculum, “intention” refers to what you are trying to achieve in a match, while “scale” refers to the number of players directly involved in achieving this intention. For instance, the intention to create goalscoring opportunities can be achieved individually, as a unit, or as a team. In the following video interview, FIFA TDS Coaching Manager Brais Acebal introduces the scale framework. Following the interview, we use video examples to illustrate what the team, unit, and player levels entail, and how the scale framework can support the development of a well-rounded, game-intelligent, and adaptable generation of footballers.

To illustrate the different scales of analysis and how they can help drive player development, we will use a video clip from the FIFA U-17 World Cup™ match between Spain and Tajikistan. In this sequence, Spain, wearing red, are in possession. The attack begins with a vertical pass through the opponent’s midfield line. This is followed by a switch to the left flank, creating a 2-on-1 situation on the wing. Spain then break through to the byline and finish the move with a goal from a cut-back cross.

Watch the sequence a few times; the more you watch, the more you discover. First, focus on the intentions: What are the teams aiming to achieve, and how do these intentions evolve throughout the attack? Next, concentrate on Spain and their approach to realising these intentions as a team. Then, observe the interactions between different sets of players and how their cooperation contributes to achieving the desired outcome. Finally, zoom in on individual players and assess the execution of their decisions.

We distinguish between eight fundamental intentions, equally divided into four offensive and four defensive categories. The primary objective of the attacking team is to score goals. To achieve this, they must progress forward (build and progress), create scoring opportunities and successfully finish their attacks (create and finish). When attackers cannot move forward, face the risk of losing possession or simply want to maintain control, their immediate aim shifts temporarily to securing possession before attempting another attack (secure possession). Additionally, since it is possible to lose possession at any stage, attackers must always be mindful of protecting their attacks.

The defenders’ intentions are directly opposed to those of the attackers. Their primary objective is to prevent the opponent from scoring a goal while also aiming to regain possession. To balance both objectives, defenders constantly adapt their intention based on factors such as the game situation, tactical alignment, team dynamics, individual player characteristics and fatigue levels. They alternate between focusing on protecting their goal (deny and protect), controlling the space (block and prevent) and actively attempting to win the ball (press and regain).

Understanding the respective intentions of attackers and defenders, and how they influence each other, is crucial for gaining deeper insights into the game. These intentions form the foundation for the actions of teams, units, and individual players, as illustrated in the still images below.

Whereas intentions describe what a team aims to achieve, scales focus on how intentions can be realised at the team, unit, and individual player levels. At the team level, the emphasis is on the overall organisation and the collective execution of tasks based on a team’s tactical principles. Effective team coordination ensures that all players work cohesively, sharing a common understanding of their roles and responsibilities. This clarity helps players understand what is expected of them in various situations, thereby improving decision-making by placing their actions within the context of the game.

A team’s organisation depends significantly on the specific game situation and the desired intention, as demonstrated by Spain in our video clip above. While width and depth are essential in the initial phase (image 2.1 below), the focus shifts once the breakthrough occurs via the wing. At that point, it becomes crucial to get sufficient players into the box, maintain compactness and ensure a solid rest defence (image 2.3). Additionally, recognising the new situation, understanding its consequences, and making the necessary runs are also vital (image 2.2).

Note: In an effective team structure, each player fulfils a specific function in every phase of the attack. While the coach’s game plan often dictates who performs which function, this is less relevant in talent development. In our principle-based curriculum, it is more important that all players understand the various roles and can adapt to fulfil them interchangeably as a team, without relying on the coach’s instruction.

Moving to the unit level, the analysis concentrates on the smaller groups within the team. Units can be formed in various ways, with a common example being the differentiation of defensive lines based on the team’s defensive organisation. These lines act as units that must collaborate effectively to enhance performance.

In possession, players can be grouped based on their position relative to the opponent's team structure, positioning themselves in front of, inside, or outside the opponent's shape (image 3.1). These players frequently interact with one another. However, during the game, numerous horizontal and vertical connections emerge, requiring players to form various new, functional units.

In our example, the Spanish centre-backs initially interact with each other during the build-up play against a central striker (see image 3.2). Then, the right centre-back scans the field for an opportunity to play forward, with his team-mates in front making various offers. This situation can be interpreted as a vertical 3v2 (image 3.3), 4v3 (image 3.4), or 6v5 (image 3.5). Following the shift, a 2v1 develops on the wing, with the full-back overlapping the winger (image 3.6). To finish the attack, the three attackers entering the box first must make coordinated runs to create multiple passing options and space for one another (image 3.7).

By analysing the coordination between the players involved in such situations, coaches can assess:

• Players’ understanding of their roles within the team and unit during various attacking moments, such as the left full-back supporting the winger to create a 2v1 on the wing (image 3.6).

• Their awareness of their positioning relative to the ball, team-mates, opponents, and the direction of play, exemplified by the attacking midfielders’ strategic positioning between the lines (image 3.3).

• Their knowledge of tactical principles and relevant coaching points for progressing play forward and creating scoring opportunities as a unit, like the winger's pass direction towards goal to bypass the defender (image 3.6).

• Their ability to create space for others through strategic movements, demonstrated by the striker’s run to the front post, opening space behind him (image 3.7).

• Their capacity to anticipate team-mates' actions and adjust movements accordingly, as seen when the attacking midfielder occupies the space freed by the striker’s front post run (image 3.7).

Finally, at the individual level, the analysis focuses on each player’s specific actions and decision-making. To structure and categorise these actions, we distinguish between two general roles, both in possession and out of possession. When a team attacks, the player with the ball is referred to as Attacker 1 (A1). This player engages in actions such as receiving, dribbling, passing, crossing or heading. The other attackers, who influence the play through their positioning and movements without the ball, are referred to as Attacker (A2). A similar distinction exists for defenders. The defender directly challenging A1 is known as Defender 1 (D1), while the others, who provide cover, mark additional attackers, or secure space, are referred to as Defender 2 (D2).

In football, these roles are dynamic, especially when in possession. A player typically first makes themselves available for the ball, then receives and distributes it, and subsequently amends their positioning to take on a new role or prepare for the next action. Recognising the connection between actions on and off the ball is crucial, as it enables a player to be more effective — whether by positioning themselves better before receiving the ball, thinking ahead while positioning strategically, or quickly adjusting after distributing the ball.

To illustrate this point, we now zoom in on the movements and on-the-ball actions of the attacking midfielder and eventual goalscorer in our sample clip. This analysis further demonstrates how individual actions are shaped by the overall intention, the player’s role within the team and communication within various units.

It is important to recognise that each situation can be approached in various ways, and that each player may solve the same problem in a slightly different manner. What matters in football is not whether the player has strictly adhered to a specific solution, but whether they have effectively addressed the task. For example, in image 4.3, the key is to maintain forward momentum and keep the midfield line broken by quickly turning with the ball. While tips such as adopting a side-on position, receiving the ball with the leading (right) foot, and advancing it with the trailing (left) foot on the second touch can be helpful, the specific game situation and the player's individual characteristics might result in a different solution. Training should therefore focus on helping players develop multiple ways to achieve any given objective.

To design effective interventions and help players overcome individual learning thresholds, it is essential to understand why a player struggles in specific situations. Our analysis across various levels has shown that the root of a problem may lie at the team, unit or individual player level, with all levels being mutually dependent on one another.

At the player level, we can identify three distinct challenges. First, there may be an awareness or perceptual issue, where the player fails to take in relevant information. Second, a decision-making problem may arise when the player recognises an opportunity but lacks the tactical understanding to capitalise on it. Third, there could be a technical challenge, where the player has the right idea but lacks the ability to execute it effectively. All these factors are influenced by players’ fitness and stress levels. Fatigue can impair a player’s decision-making and technical execution, while stress can affect their ability to perceive and process crucial information.

Within the spiral curriculum, coaches do not rely on a fixed learning plan, but instead address individual development through a dynamic, circular plan-do-review process. This approach involves closely observing players, assessing their skills in relation to the game’s demands, and designing targeted training interventions to enhance their ability to meet those demands.

This article has outlined a framework for identifying these demands and benchmarking them against your players’ capabilities. By analysing a sample clip through the scales framework, we have demonstrated how to identify key challenges at the team, unit and player levels. Equipping players with the competencies needed to master these challenges requires a player- and game-centred approach that goes beyond isolated drills and rigid tactics. In our next article, we will delve deeper into the coaching process, offering insights on how to design targeted training interventions.

Note: It is crucial to emphasise that the Talent Coach Programme is centred on the development of individual players, rather than solely enhancing team performance. Even when we analyse the dynamics of the team or specific units, our focus remains on the individual players within those structures. Unit and team coordination are seen as tools to foster a shared understanding and effective communication among players. The Talent Coach's primary objective at the team or unit level is to deepen each player's understanding of the game, clarify their individual roles, and establish tactical principles that guide their actions. This approach ensures that while the collective tactical awareness is built, the development of each player remains the top priority.

Next article coming soon