The importance of pitch geography when planning sessions

02. Physical

The size of the practice can affect the intensity and pace of the session, as well as the distance that players need to cover. 

Therefore, by using areas of the pitch that will be relevant during a game, players can be exposed to the same physical demands and realistic physical challenges that will be required of them during a match.

For example, if your practice involves a winger making a run to receive a penetrative pass, placing it in an area that gives them a realistic build-up speed to run onto the ball, and room to receive it, will ensure they can do so in a similar way in a game.

This will also ensure they rehearse the timing of sprints, as opposed to using short starting runs that do not allow for realistic distances to be covered, thus not replicating the physical demands of that type of run.

This will also support technical outcomes, like the weight of pass into the winger, and the winger’s end product, be that a cross, shot or cutting inside.

 

03. Psychological

Pitch markings can alter the way the game is played and the strategies teams use.

Touchlines can impact the width and depth of the pitch, while the goal-lines can affect the height and angle of crosses and shots.

By designing functional and leading practices, as well as a phase of play that requires players to make realistic decisions based on where they could find themselves on a gameday, we can help them develop their decision-making and confidence during certain moments of the game.

This can speed up players’ decision-making during a game as they would have been exposed to a realistic scenario in training, with the same distance, number of players, space and time on the ball.

Repetition of using these realistic pictures during training, with a variety of restarts and scenarios, means players will develop their learning and employ it in games.

 

04. Social

Pitch geography can also be a valuable tool for helping players develop their social skills and relationships with their teammates.

By designing practices that are realistic in terms of where players would be in a game, and working with the same units, players have the opportunity to build relationships.

This will allow them to enhance their communication skills, work together effectively, develop their leadership skills, and gain an understanding of how and when units can communicate to each other for higher success as a team.

For example, when designing a functional practice that involves the back line as a unit, working on when to step up drop off requires players to work together to achieve a common goal.

When you work on this in the same area of the pitch that the scenario will occur in during a game (see fig 2, below), the centre-back, for example, will be making calls and decisions for the unit based on game-realistic distances.

This will replicate demands on the volume and tone of voice to ensure other defenders have heard and understood the call.

To conclude, by designing sessions that replicate the dimensions and characteristics of the pitch that our players will encounter in competition, we can provide them with realistic challenges that help them develop more holistically.

This can help our players improve their technical, physical, psychological, and social skills, and enhance their performance and achievement when stepping on to the field, armed with experiences and pictures in their head on how to play within relevant and realistic moments in the game.