Recently i've been in a group doing a Skills Acquisition Program pilot group. I haven't been for a while as I was overseas.

In the KNVB youth training there was a four stage model based on game analysis.

1 Specific technique work based on an analysis of the previous week's game and identifying the main problem in that match.

2. 4v4 SSG to address the diagnosed problem.

3. 7v7 to focus on the the specific problem.

4.11 v11 with the focus on the problem.


Comparatively, the training we have done with the SAP coach was similar to a teaching concept I use in story writing for narratives.

There was a theme:

1. Introduction.

2. Middle.

3. End, or culminating performance.

Coaches were set homework. We had to devise either an Introduction, Middle or End, to a prescribed training ground 'theme/topic' set by the SAP coach/state FFA Development Officer.

The state FFA SAP coach wanted to ascertain whether he was instructing/teaching effectively.

Any elaboration on what they mean by "Introduction/Middle/End?" Surely they're not that vague when it comes to preparing the sessions.

Just as further comparison, the FFA's NC suggests training in four stages labelled as such:

1. "Passing practice/warm-up" - Passing games based on analysis of a problem from the previous game, integrating dynamic stretches where possible (though there was no mention in my courses of stretching not being required for young players, which has annoyed me to no end)

2. "Positioning game" - essentially a SSG with focus on that analysed problem

3. "Game training" - Replicated game situation for analysed problem to be played in that area of the pitch (i.e. if problems are with/relating to wingers, game would be played on those wings; if problem is build-up from defence, game would be played in defensive half with defenders/goalkeeper/screening midfielders)

4. "Training game" - usually 11v11 with focus on that problem

Promotion of overloading/outnumbering in favour of the team being coached is heavily promoted in each part of the practice, to allow them greater chance of getting it right.

What has happened is that the SAP coach/Development Officer has taken a session, or, told us what the session title will be prior to the session, such as, "Running With The Ball."

He then says we have to devise one of the three stages in the session knowing the title.

Or having taken the first two stages of the session in front of us with SAP players and stopping frequently to discuss aspects of football coaching, we have to devise the End for homework.

Seems to me like you've got a dud instructor on your hands.

I've briefly read through the SAP course practice drills and they look like average Coerver drills. That, or the descriptions and diagrams are just below average. (The right coach may really make them come to life, but you'd have to understand them first.)

Is there much content in the course, or is it just explanation of one drill after the next?

I haven't seen a SAP session up close (though I've heard Carl Veart's SAP sessions in Adelaide are fantastic), so I can't really make any first-hand judgements on what goes on.

introduction is the themed warm up/isolated practice, middle is opposed practice , the end is the conditioned game , all 3 sections run as a theme for the session, the conditioned game is the same as a generic postioning game. FFA call positioning games just for combination possession, you can use them as position specific and for say attacking in wide areas, attacking in central areas, playing out and also defending which are part of the NC for 11 aside. Remember SAP is primarily for 9-11 years .

KNVB is whole part whole method, also i would say the numbers are not fixed 4v4 7v7 etc for coaching 11 aside , coaching defence plus midfield in 2 lines requires 8 inc keeper.
the positioning games 4v 4 inc varients such as overloads 6v4 5v4 6v5 ,targets and players in zones.
4 v4 is great for primary school age kids .

No he isn't a dud.

Possibly the best instructor I've seen in Australia outside of the KNVB guys I had.

The SAP sessions this guy takes, I'm not mentioning his name as he is becoming a mate, are excellent for decision making. It is an area I need to improve in my coaching practice.

Alf Galustian, world head of Coerver, devised a lot of the training ground practice for SAP. Berger and 6 SAP heads from each state, and maybe the two territories, assist in fine tuning the SAP curriculum.

There is a little explanation, but the coaching is essentially heuristic. We are constantly challenged to interpret the training ground practice.

The players are constantly asked for solutions to problems. Little is didactically instructed.

Initially I had reservations about cold , hard repetition to develop technique. Our club and the Community Football Program we run, usually have players touching the ball 1400 -2000 times per session.

When I first saw the SAP, they sometimes struggled to get to the mandatory 600. Over a number of sessions, some of them have been excellent though. I suppose I was pleased the SAP Instructor listened when I suggested how his SAP players may gain more touches.

I'm comparing them to what KNVB instructors Schans and Derkson did, not FFA coaching courses prior to 2008. What I can't get over, is all the harbingers of doom in Australia, usually based on hearsay, who extol the virtues of the old ad hoc curriculum which was unmitigated rubbish.

True about the keeper plus the two back lines of 4 and 3 (1-4-3-3), or 3 and 4 (1-3-4-3), being an 8.

They can play against a 7 with no keeper.

Then it becomes the Skillaroos Program.

Apologies, I stand corrected. Just that "Intro/Middle/End" sound vague for what each section would entail. I'm assuming it's to do with progression to involve more in each drill, but I hope you get what I meant when comparing what was explained for the KNVB course.


I personally think that nobody should not work on skills at some point in a session, regardless of age group. Even adults need to be working on these. Finding that balance between development and problem solving (as a team rather than individual, as individual problem solving falls under development) is one of the toughest parts of being a coach and I don't think anyone's mastered it at this point. Obviously, the amount you'll focus on one over the other will change as the players get older and become a more refined product, but I don't think there's ever an end.