Modern Periodisation (Moderate Files Size)

MODERN
PERIODISATION
TACTICAL PERIODISATION
V
MICROCICLO-ESTRUCTURADO
By TheFootballCoach
A Comparative Look Through Tactical

Periodisation And Microciclo-Estructurado.
Analysing The Technical And Tactical Differences.
As Well As The Physical And Psychological Changes
Between The Two Systems Used By Two Elite Coaches.
Prepared exclusively for claudegeraldes@gmail.com Transaction: TFC13419

Copyright © 2020 TheFootballCoach.Net
All rights reserved. No part of this publication may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other
electronic or mechanical methods, without the prior written permission of the
publisher, except in the case of brief quotations embodied in critical reviews and
certain other noncommercial uses permitted by copyright law. For permission requests,
write to the publisher, addressed “Attention: Permissions Coordinator,” at the address
below.
ISBN: 978-1-716-25784-1
Any references to historical events, real people, or real places are used ctitiously.
Names, characters, and places are products of the author’s imagination.
Front cover image by TheFootballCoach.

Book design by TheFootballCoach.
Printed by FootballCoaching, Ltd., in the United Kingdom.
First printing edition 2020.
TheFootballCoach
United Kingdom
www.Thefootballcoach.net

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BOOK CONTENTS
A GUIDE TO ‘COACHING SMALL SIDED GAMES
Welcome…………………………………………….…….……..……………….……………4
Introduction…………………………….…..………….…………………………..……….…6
Why Is Periodisation Important…………..……………………….………….……………7
Physical Vocabulary………….……..…….…………..…………….………………………10
Tactical Periodisation…….………………..……………………….………………………12
Tradition V Tactical Periodisation.………..……………….……….………………………16
Moments of the game.…………………………………..……….…………………………22
Team Units………….……………..……………………………….…………………………28
Game Model……………………………………………………….…………………………35
Example Sessions.………..…………………………………………………………………44
Training Matrix.………………………………………………………………………………53
Microciclo-Estructurado……………..……………....…………….………………………63
Sum Of Structures……………………….……………………….…………………………66
Training week.………………………………………..………….…………………………72
Example Sessions……………………………………..………….…………………………75

WELCOME
A Warm Welcome From
THEFOOTBALLCOACH

Welcome
A warm welcome to ‘Modern Periodisation’, for those of you who regularly read our
books, welcome back, and I hope you enjoy this edition of ‘Tactical Periodisation’. For
those of you who are entertaining one of our titles for the rst time, I thank you for
taking the time to choose our books and I hope you enjoy reading it, as much as we
enjoy putting them together for you.
Regardless of the title, our books look to take you on a very consistent journey. We will
look to share some of the methodologies and strategies used within the professional
game. We will look to share with you details from inside the training ground that we
hope can provide you with a competitive advantage in your own training, as well as
provide you with con dence to decide if these training methods are for you or not.
These books are regularly used by coaches from all levels of the game, from youth
football U8, all the way through to the coaches who have gone on to win La Liga, The
Premier League and even the odd Champions League title. Even though all of these
coaches have varying experiences and different daily challenges, they all share the
ambition to be the best version of themselves, and we want to join you on that journey.
We hope you enjoy the book, and as always, if you have any questions, we are always
here to help and provide clarity on anything you have to ask
Kindest Regards,
TheFootballCoach

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Introduction
An Introduction to
Periodisation

Introduction
Throughout the history of sport, and more speci cally football, coaches, players and
trainers have tried to further their understanding of human performance. This has
occurred in many different approaches, all with one goal in mind. To improve overall
performance.
The highly competitive and money driven sport of football has continued to push the
boundaries of physical performance over the last 30 to 40 years. These improvements
have continued in many different areas, but all have the same intention, to drive and
improve performance.
The areas of improvement have varied massively over the generations, from the
removal of alcohol from players diets, and the understanding of the damage that this
can have on recovery, and the ability to perform. As well as the wider in uence of diet
and nutrition on athletic performance. Today we recognise that that players must
periodise and plan the way in which they take on carbohydrates and sugar for example.
To provide them with opportunity to build muscle, and perform the correct moments,
with enough energy to focus and perform.
Other advances have also occurred within football, such as the technological advances
in player tracking, heart rate tracking and GPS. It is now easier than ever to understand
the load and stress the player have endured. These new methods expose injury risks,
players effort levels and information that can be structured in a manor that can reduce
injury to players.
However, nutrition is not the only area of physical performance that has improved,
through multiple scienti c areas, we now know more about the body than we’ve ever
known before, we know how it builds fatigue, when it builds fatigue and the effect
fatigue can have on performance.
This information has paved some of the way in preparing players for games, as well as
building speci c training plans that can limit the exposure of injury to players. But this
information alone is not enough to in uence player performance, this information
needs to be structured in a ‘football speci c model’ that recognises the importance of
these individual moments and can combine them with the technical and tactical
demands of football.
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The Importance of Physical Performance
When looking into physical performance, it is important to understand why physical

performance is so important to us as a coach/trainer, and what in uence the physical
performance levels can have on overall performance.
Physical performance has been a constantly changing set of goal posts within football in
the last 10 years, in 2005/06 a Premier League player covered around 10.4 km per
game on average. Skip to the season 2013/14 and the minimum average a player would
run would be 10.4 km. However it doesn’t stop there in 2019/20 players are now
commonly breaking the 13 km barrier per game, an extra 30% running in some
situations. This is compounded by a grand total of over 330 km being covered by some
players through out the season, not taking in to account any of the training load put
through the players body. With some centre forwards even covering over 300 km.
However important running is within football, it isn’t the only parameter of

importance. Speed plays an important role within the modern game, as the game is
being played at a faster pace than ever before. This need for speed is also not exclusive
to attacking players, with Liverpool centre back Virgil Van Dijk setting a Champions
League record speed of 34.5 km/h during the 2019/20 season, with other players
regularly exceeding the 34 km/h barrier.
Being able to run far and sprint fast, is unfortunately just a small part of being an elite
level footballer these days. Players are also required to be able to sprint repetitively for
long periods of time, this ability has to be trained. This is because players aren’t just
delivering 5 or 6 sprints in a single game, some are averaging above 60, yes 60 sprints
per game. Repeated sprints are not exclusive to attacking players either, with full backs
such as Jordi Alba averaging over 48 sprints per game in the Champions League.
The running statistics of elite level players, clearly show how high the standard has been
set in recent years, it also shows where our training needs to be, in order to support
players in their ability to reach these levels. This information can help us build a
training plan that provides a stepped approach to high level performance,
understanding that players travel over 130m per minute in the elite level etc.

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The Importance of Physical Performance
We must also recognise that running statistics are not everything, and that physical
performance itself is more diverse. Physical performance alone is not what makes a
great player. Physical performance also includes elements of strength. Such as the
ability to hold players off and use the body to compete against the opponent. As well as
the ability to use leg strength to increase ball striking accuracy, power and distance. It
also includes the ability to recover from exercise, the ability to avoid injury and increase
overall health and well-being. This diverse and complexed environment paves the way
to allow players to perform their technical and tactical understanding, for longer
periods more consistently.
Although the above information might suggest a very complex and dynamic approach
is required to train so many physical elements in one program, the complexity doesn’t
have to worry coaches or make them nervous and uncomfortable about how to deliver
these elements off performance to players. Periodisation is a method of planning that
can make delivery of these physical elements easy, autonomous and clear for coaches
and players.
Periodisation will effectively provide you with a scienti cally driven frame-work on how
to deliver sessions to players, instead of training all physical elements in one training
session, it will look to structure a period of training.
Tactical periodisation becomes unique and effective for coaches of all levels as you
don’t need to be a scientist to deliver it. It encompasses all elements of performance
from technique, to tactics to physical performance and delivers players in a t and
healthy fashion to ensure they are at peak physical performance for game day. Whilst
the players are still able to make physical improvements during the training week, with
clear and structured rest and acquisition days.

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Physical Vocabulary
Acquisition Day - This is a type of training day where the players work
‘physically’ and fatigue is created by working the players harder, these days are where
there is a physical focus that doesn’t aid recovery. These sessions are designed to sit
away from games, with recovery in between. Effectively we are looking to provide a
physical stimulus to the players in these moments.
Recovery Day - This is a day where the ‘physical focus’ will be recovery. The
players have either endured a period of physical acquisition or following a game, the
idea of the recovery day is to provide the player with a physical and psychological
opportunity to recover to a state where training is possible at high intensity levels, or it is
possible to compete in games at a high level. This is effectively a period of working
recovery.
Strength Day - This is a day where players perform within a smaller space, this
usually involves smaller teams, meaning players are forced to change direction. This
creates an environment full of accelerations, decelerations and changes in direction.
This challenges the players to deal with spikes in their heart rate, as well as the ability to
maintain high work rates for short periods of time. These sessions often look like 2v2’s
or 3v3 etc. The word strength refers to the type of muscular contraction in the muscle,
and not the idea of building ‘muscle’ in a gym like environment.
Endurance Day - This is an extensive work day, which focuses on larger spaces
than a strength day, commonly these session are performed in much larger sessions,
such as a 8v8 or 9v9+. This session will force players to work closer to their near
maximal speed, it is important that players are able to ‘open their legs’ and make runs
between 30-40+ meters.
Speed Day - This day has signi cant importance to the well being of players.
Evidence suggests that being exposed to high speeds throughout the week, can help
reduce non-contact injuries for players. However this doesn’t mean the players need to
run excessive miles and then sprint, the sprinting element can be fairly xed to limit
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Physical Vocabulary
Activation - This day is usually found close to a match day. This day is a day of very
low physical and psychological work, where players engage in a light quantity of
training, the overall distance covered with the game should be low, as well as the
intensity that this practice occurs within. The space should be of an average size,
allowing large units to play with out a high need for changes in direction. There should
be some element of reactive speed, so the initial reaction and quick run over a 10m
distance, but NO high intensity work. This trains mind and body to be active and
engaged.
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Tactical Periodisation
Creating Realistic Practices
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Tactical Periodisation is a methodology which was developed in the mid 1980’s by

Professor Vitor Frade, his study of training methodologies occurred at Porto University
in Portugal. It did however take some time for Frade’s work to come in to the global
football domain.
It rst became famous some twenty years later during the early success of one of his
disciples, Jose Mourinho, who at the time was leading FC Porto to unprecedented
success winning the Champions league, Europes premier competition. Whilst
Mourinho’s success continued throughout Europe, with Chelsea in England, other clubs
looked to learn from Mourinho’s success and take risks with other preachers of Tactical
Periodisation such as André Villas-Boas.
The methodology now sits comfortably at the top as football’s most popular model of
periodisation. It is now used through out Europe’s major leagues, with coaches such as
Brendan Rodgers, Nuno Espi̛ rito Santos, Marco Silva and even coaches such as Pep
Ljinders have spoken of their belief in similar methodologies.
Before we look in to tactical periodisation in more detail, it is important that we

understand that this is an adaptable model that can work for any coach in any
situation, it has the ability to be adjusted and manipulated to suit the demands of the
situation. Even within the grassroots game, tactical Periodisation can offer some level of
structure to the way we train.
Tactical Periodisation is a modern holistic approach to a training methodology. It

encompasses many different sciences and multi-disciplines that occur within a football
club. Such as physiology, psychology, tactical delivery, neuroscience and the theory of
complexity to create a stream lined and comprehensive football methodology.
The fundamental difference between standard periodisation and that of tactical

periodisation must always be understood when trying to implement this into your
training. Tactical Periodisation is a model that periodises training based around the
delivery of tactical information. Standard periodisation is based around a physical
model, this is an important difference between the two that must always be understood.
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Now, the diagram below does bring an element of confusion and complexity to Tactical
Periodisation the use of Systems Theory, Theory of Complexity, Physiology,
Psychology, Chaos Theory, Fractal Geometry, Sociology and Neuroscience, instantly
puts coaches off. However the beauty of Tactical Periodisation is how simply these
theories can be elegantly combined to create simplicity for a coach and player.
As the title suggests, the core to tactical periodisation is the tactical dimension that exists
with the game, the other physical and psychological factors exist within the tactical
frame work. In this methodology, no element is ever looked at in isolation, so a training
session is never a ‘tactical’ or ‘physical’ session. A training session always trains every
element of the training model, they just have structure to expose them all.
Systems Theory
Neuroscience Theory of Complexity
Sociology Tactical Physiology

Periodisation
Fractal Geometry Psychology
Chaos Theory
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Traditional V Tactical Periodisation
Not only does the traditional periodisation prioritise the preparation of players from a
physical stand point, it also looks at the game in isolated segments. For example
traditional periodisation, will prepare players physically with the use of isolated tness
practices, and then offer the opportunity to the coach to work at technical and tactical
aspects in isolation. Within this idea the sport science department are responsible for the
physical preparation, and the coaches work within that framework to deliver the
technical and tactical.
Technical Tactical Physical Psychological
Tactical Periodisation differs from the above approach, as none of the four moments
above can ever be trained in isolation, they are part of the players natural eco system,
and every trained moment in uences the other. For example a coach cannot deliver a
session on high speed running, without context to the game, high speeds require lots of
space, which allows us to work tactically on running in behind the back four, this
technically challenges our players to run with the ball, which may in turn challenge
con dence when in possession, thus training all four of these moments. This puts the
delivery of all moments of the game back in to the control of the coach.
It also believed that these four moments do not sit alongside each other in isolation, that
in fact the three moments (Technical, Physical and Psychological) sit within the tactical
‘bubble’, and in order to train the moments, you must open up a tactical element to
provide realism and challenge to the players.
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Traditional V Tactical Periodisation
Tactical
Psychological Physical
Technical
PERIODISING TACTICAL ELEMENTS

BENEFITS OF TACTICAL PERIODISATION
Periodisation as mentioned traditionally looks at how the players are ‘loaded’ e.g. how is
the physical load applied to a player through out the training week. However, tactical
periodisation prioritises how a player is exposed to the tactical principles of the
methodology through out the week. Firstly a weekly plan is known as a ‘Morphocycle’
and this refers to a week of training e.g. from game to game. The Morphocycle
effectively represents the weekly learning the coach wants to expose the player too.
This starts to provide you with a little bit more of an understanding as to what Tactical
Periodisation looks like, it is known as a horizontal periodisation model, as the stimuli
changes daily across the week. Now we understand how the tactical focus changes from
day to day and how the week is structured, it is important to understand how Tactical
Periodisation views the game, and Ever more importantly how Tactical Periodisation
breaks the game down and trains the individual moments.
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Game Complexity
Game Complexity
In order to understand what training must look like, we must have a honest re ection
on what the game is, as previously mentioned understanding the complexity of the
game is a key element of this. Tactical Periodisation thoroughly restructures the way in
which we think about the game, by training all of the elements in one moment, we are
able to keep some of the chaos that occurs within the real game. When we train
moments in isolation we remove the chaos that is apparent within the real game.
The traditional method of isolation also follows a training pattern (e.g. tactical day,
physical day) that does not exist within the real game. There is no logical order to
playing, the game is random. This means we must be prepared to train all elements at
the same time. The game will always be random because of the subjectivity that exists
within it, two large teams of 22 players, of ciated by as many as ve match of cials in
the professional game allows for inconsistencies and randomness at every moment. In
order to accept and train for these variances we must make training as complex as the
game, in order to provide a realistic challenge to our players. This doesn’t however
mean that every session should be an 11v11 game.
Fractality
Fractality is an important part of Tactical Periodisation, it is how the game is broken

down, and why it is broken down in this manor. Stripping the game back to its chaotic
and natural setup is key, but as previously mentioned this doesn’t have to be a
traditional 11v11, played out ve times a week. The consequences of training 11v11
each day, would have detrimental impacts to our players in every area of the game.
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Pitch Setup
This means we must train in reduced sizes throughout the week. However, just because
a session exists within a smaller space or smaller number, does not mean it needs to lose
the chaos or complexity that is key within the game. What we as coaches want to
achieve is to take an element of the game away from the game, and that element still
look the same. Imagine having an apple, the whole apple is the complete product, when
the apple is cut in two slices the structure, taste, texture all remain consistent, the only
thing that changes is the
amount. This simple
analogy is how our
training must exist. Whole
How we create this is
with the use of intelligent
constraints on a coaching
practice, the limiting of
space, the correct
numbers, the use of rules,
the use of timing, Part
location and addition of
goals to create the more (Fractal)
natural and chaotic
feeling within training.
The session design is also
important when breaking
a session down. The
game creates highly
complex decisions,
natural intensity and
relevance to the game
model through out. Our
micro sessions will still
require theses moments
through out.
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A Matrix for Success
One of the most important factors within Tactical Periodisation is the understanding of
how the coaches game model interacts with the training matrix (Training Model, your
methodological principles). In laymen’s terms, how do your tactical beliefs interact with
your training principles.
The way we want to play can only be achieved by training the way we
want to play.
The Game Model is a very personal set of beliefs, it is what you the head coach want to
achieve mixed with many other factors. When creating a game model you must
understand what your players are capable of, this includes their ability from every
aspect of performance, and whether the players have the technical ability to achieve the
tactical outcome. Do we have clear principles in every moment of the game, must have
clarity around how we want our players to behave in all moments of the game, because
if we do not know what we want from them in a single moment, how are they supposed
to know?
The clubs aims will also play an important role in creating a game model, the club will
have a set of targets that it wants to achieve not just in winning, but in delivering young
players in to the rst team, or achieving a speci c amount of time in possession. This
leads to another important factor which will be the clubs tradition and culture. Some
football clubs such as FC Barcelona and Ajax have clear principles in the way they play
such as a 1-4-3-3 system or the desire to maintain possession of the ball for long
periods. When creating the game model these factors will play signi cant importance.
The country that the model is created in will also be very important, football culture
changes through out the world, and with this so does expectation, people within South
America may expect to see a more chaotic and individual approach to playing, whilst
Italian people may expect to see a more rigid and defensively solid system. These are all
key factors as you create your model.
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Maybe the most forgotten factor is the ideas of the coach, whenever delivering at any
club, at any level, it is important to believe in what you’re trying to achieve. In order to
do this, you must fully believe in what you are trying to achieve. The best way to do this
is to make sure the game model is built around your ideas. The conceptual matrix can
have in uences from many different organisations and factors, but it fundamentally
must be something that has your blueprint, your ideas and your belief.
GAME MODEL
PLAYER CLUBS NATIONAL

ABILITY BELIEFS CULTURE
COACHES GAME
PRINCIPLES
IDEAS MOMENTS
SUB STRUCTURAL
PEOPLE
PRINCIPLES ORGANISATION
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The game model however includes a far more tactical element as well, the belief that
the game can be broken down in to four moments, this is the Offensive Organisation,
Defensive Organisation, as well as both the Offensive and Defensive Transition.
Every moment of the game exists within one of these four moments, the game never
leaves the cycle, it moves like energy, it never dies it just moves from moment to
moment. Every action within this model has a tactical dimension (a decision), as well as
a technical dimension (motor skill) as well as a physical action (movement) and a
psychological moment (an emotion or behaviour)
It is fundamental to Tactical Periodisation that we understand what these four moments

are, that we as coaches are able to recognise when the game is in speci c moments e.g.
when does the game leave the attacking transition and become in possession. Without
this knowledge Tactical Periodisation becomes awed.
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Moments of the game
Managing Performance
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Four Moments of the Game
Four moments
Within this methodology the game exists within four moments, as previously
mentioned. An example of these moments has been provided below to try and bring
context to the belief and help to those who aren’t familiar with this idea.
Offensive Organisation
This is where our team have control of the ball, we are in possession at all times during
offensive organisation. However it does also require the opponent to be in a non-chaotic
defensive shape. It means that we are in possession, but they are also in control, they
have managed to create a defensive shape that resembles their game model and will
provide dif culty and challenge for us to attack. offensive organisation is not speci c to
the attacking area of the pitch and can occur anywhere on the pitch.
As the below image shows FC Barcelona are in a state of possession, they are looking to
attack, however we can recognise that this moment is offensive organisation because the
opponent is not in ‘chaos’ they are in a clear 1-4-2-3-1 formation with the ability to
have a strong defensive line and pressure on the ball.
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Defensive Organisation
Defensive Organisation is effectively the opposite of Offensive Organisation. In these

moments the opponent has possession of the ball, but not effectively control of the
game, because we are in our defensive shape, the shape that links strongly to our beliefs
and game model, and we believe we still have control of the opponent because of this.
Within this moment there are still physical, social, technical and tactical demands that
must all be achieved but fundamentally we are in our defensive shape.
In the below image we can clearly see Watford are in some kind of moment of
Defensive Organisation, they have a back three that is in place with a high defensive
line, with a mid block looking to force Liverpool in to areas of the pitch. Although we
are not privy to the details asked by the coach, it would be fair to assume six minutes in
and in this shape, Watford are looking to control the game by restricting speci c players
ability to receive the ball. Whilst keeping a high offensive line to stop the ten dropping
in to the space and picking up possession of the ball between the lines
In order to deliver Tactical Periodisation we must become comfortable recognising

these moments, and understanding what we want from out players in these moments. It
is one thing to be able to understand, another thing to be able to deliver a game model
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Offensive Organisation
The transition moments of the game, are likely more dif cult to spot that the traditional
‘in and out’ of possession. They are the moments however that coaches such as Jurgen
Klopp recognise as the largest opportunity to cause chaos to the opponent. The
offensive transition can quite simply be recognised as the moment our team regain
possession of the ball but the opponent does not have defensive shape. This moment
can last second (against better sides) and sometimes much longer (against less organised
sides). This can commonly look like a counter-attack but it is not exclusively counter
attacking.
This period of play will provide a team in possession with the greatest opportunity to
attack the opponent because they are out of shape, and have lost their ability to deliver
their game model. Dependent on the coaches philosophy and game model they may
attack instantly and with a direct purpose to expose the opponent
The below image of Real Madrid shows perfectly this moment, as Madrid break with
possession of the ball, the opponent has four player (not all running) behind the ball,
they are not in their defensive shape, they can’t in uence the game, and they have let
the opponent have an attacking overload. This lack of shape, and our possession of the
ball leads to a great example of the offensive transition that suits the demands.
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Defensive Transition
This is a self explanatory opposite of the offensive transition. The Defensive Transition,
is quite simply the moment in the game where we do not have possession of the ball,
and our defensive organisation isn’t correct, this might be a moment where we have
been caught, not expecting to lose possession, with poor awareness of the transition.
The opponent picks up possession and we do not have the defensive shape we require,
for example in a Burnley team that play 1-4-4-2 behind the ball, it would be the
defensive transition when they lose possession are can’t create that shape behind the ball
as the coaches game model required.
In the below example we have tried to keep it very relevant and have used an example
of Burnley in the defensive transition moment, we can clearly see Bournemouth are in
possession of the ball, whilst Burnley are about to have 5 of their 11 players ahead of
the ball, this means Bournemouth will have a numerical advantage in the attacking
areas and will be exposed to a counter attack or a quick attack from Bournemouth.
Burnley will now look to delay or destroy the Bournemouth possession to allow their
team to regain the defensive stability they need and move from the ‘Defensive
Transition’ to the ‘Defensive Organisation’ moment of the game
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Game Moments
These moments have huge importance over our ability to be successful within this
training methodology. The ability of individual players to recognise and perform in
these moments will likely de ne their success as individuals, units and as a collective.
The player must be con dent in recognising the situation, and selecting the right action
to the correct context. This is why we must train in the same manor we play, as we must
always be training the game model.
Research from Hoggard & Libet (2001) shed light on how individuals are cognitively
aware of movement before they perform it. As these actions become unconscious and
instant, they are the result of consistent training, and repetition. They are the
subconscious processes that exist within the brain.
OFFENSIVE
ORGANISATION
MOMENTS
DEFENSIVE OFFENSIVE
OF THE
TRANSITION TRANSITION
GAME
DEFENSIVE
ORGANISATION
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Team Units
Managing Physical
Performance
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Breaking the Team Down
As previously mentioned we must train the way we want to play, this involves training
the game, but we can not always do this in a 11v11 format, and must be comfortable
training in much smaller groups. But we can be more structured than just to train in
‘small groups’, ‘medium groups’ and ‘large groups’.
Oliveira, a well known preacher of Tactical Periodisation, talks of training in ‘Fractal’

this is the skill of training part of the team within a team. However in English speaking
football, this is commonly known as training in units.
Collective Training
During larger sided moments within the training week, the coach will still have the
opportunity to train as a collective, within these collective moments, the coach will be
able to work across ‘playing lines’. For example within the same practice a coach could
work actively at the distances between the Goalkeeper and the Centre Forward doing
the offensive transition etc.
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Cross-Unit Training
During the training week, it is important to train within smaller groups to deliver the
physical components required to perform. When working in smaller groups, random
groups aren’t always effective as they can limit the tactical opportunities for players,
more considered groups can be more effective.
In the below example, we can see how cross-unit work can be used to still train effective
parts of the playing methodology. In this session we are choosing to work with players
who connect on the left hand side of the pitch, these players will often combine
together and defend the same spaces. This way we can share information and train the
philosophy in a way which will make each player aware of their jobs, their team mates
jobs and the expectation on the delivery of the model
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Unit Speci c Training
During the working week, one of the most popular ways to work in smaller
groups, is to work within unit speci c sessions, this is self explanatory and is
where a session will involve a unit, for example the defensive unit. The session
will give opportunity to players to train alongside the players they will see in a
game situation, keeping that realism.
Although it might not be possible to recreate the accurate distances between

members of a unit because of the need to reduce space and size in a training
session, it is still possible to train the methodology with more speci c details by
using the correct players in the correct positions (in rst team scenarios).
The below image shows how each unit might be isolated within a 1-4-3-3, in this
example the attacking players might work within a much smaller area, focusing
on how to press as a front three and the timing and the triggers to press the
opponent.
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Individual Training
Less commonly used within the training model, but still an important part of the
coaching methodology, individual training can play a very important part in many
different aspects of coaching. It can be used to try and support those players who nd
speci c elements of the playing methodology dif cult, this individual support can be
very important for players who nd moments dif cult. However, generally it would be
better for players to learn within a wider context.
Individual training is also an important physical tool, although the majority of physical
exercise (stimuli) takes place with the ball within training, elements of recovery, pre-
habilitation and re-habilitation will take place in an individual format. This is because
the detail will be speci c to the individual and require 1 to 1 work to support the player.
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Random Training
Random training also has bene ts at times within training methodologies, this is
because the random nature of football means that we can’t consistently control who will
play in each position, who will play during the game etc. This randomness also exposes
players to different parts the methodology that they might not be exposed to in their
normal individual positions.
Random training might occur more commonly within larger principles that might
occur within Rondo, or possession based practices, as part of the tactical delivery to
players. Random practice can also help expose players to working with new people and
provide an overall enjoyment to players who are performing tasks with variety and
randomness, just like the game requires.
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Principles of Play
One of the most important aspects of Tactical Periodisation is recognising the

difference between Principles, Sub-Principles and Sub-Sub-Principles. These three
terminologies will make more sense as this continues but will also break down our
philosophy to create an almost layered philosophy, with core factors and more speci c
factors.
Main Principles
These main principles refer to a set of tactical match-play patterns that the coach sees
as paramount that the player adopt, these moments occur within all four moments of
the game, and act as the centre of the playing philosophy. These principles are usually
less exible and involve collective units. Generally training the main principles occur
within larger sided practices, such as 9v9+ as the principles require nearly all of the
units to be in place.
The main principles of a team are generally not in uenced by the opponent, they are
the core principles that should be recognisable because of the consistency in their
delivery. An example of this might be during the offensive organisation, where a team
look to build through the thirds, by starting with the goalkeeper, this team will generally
look to play out from the back and play though the opponents line. Although they will
at times go longer, the principle is there to play out from the back, when possible.
If our team didn’t look to play out from the back, and looked to play forward as the rst
thought, we would suggest this was not a main-principle but maybe a sub-principle, that
was just being delivered in response to the opponents set up.
It is very important to create habits within professional football, creating habits allows
players to make more sub conscious cognitive decisions, and this can only happen by
having consistency. Consistency is delivered by the constant practicing of the main
principle.
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Game Model Principles
Effectively the main principle should try to provide some predictability, to a highly
unpredictable game. What we are trying to do throughout is provide chaos for the
opponent, whilst using our main-principles to deliver structure, whilst the opponent
tries to create chaos.
Sub-Principles
Sub principles represent a cross-unit principle or a principle that has more exibility
than a main-principle. The sub-principle does not usually in uence all 11 players, but
more an eco system within the team. Sub-principles are commonly tactically exible
that can occur in preparation for a speci c opponent. This doesn’t mean the coach
changes philosophy between games, but simply can make adjustments dependent on the
opponent.
For example if the opponent is playing with a 4-3-3- and presses high against the
defensive line creating a 4+GK v 3, the coach might decide to play with one central
mid eld player dropping in to the space to create a 5v3 and assist the team in playing
out from the back. This might not be a wholesale change to the philosophy, but a very
small tactical adaptation to allow the main principle of ‘Playing Through The Thirds’
to be achieved.
Sub principles as you can see are generally smaller components of a principle. They are
signi cant in how they can effect the balance of the game, but minor in how the player
should train for them. Playing with two holding mid eld players and one attacking
mid eld player, or one holding mid eld player and two attacking mid eld players in
build up play, is different, but it is not a change in principle.
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Playing formation should also very rarely become a principle, but in fact a sub
principle, this is because a formation is merely the shape in which the team sets up, how
the team plays within that formation is far more important. This can be easily
explained. If you are playing a team in a 1-4-3-3, that tells you little about them, how
they behave within that shape is more important, in possession they might drop a centre
back in and push full backs high. This would create a 1-3-4-3 formation. But then out
of possession they could well drop the wide players in two create a 1-4-5-1 formation.
In possession they might look to create a wide diamond to aid positional play through
the thirds, this would be a very important principle. However they might achieve this by
playing a mid eld three a mid eld four or ve at the back, the formation plays a much
less important role.
Sub-Sub-Principles
Sub-Sub-Principles usually link very well to individual training or training within a very
small group, such as working with two wider players, or two central mid eld players.
This is because the Sub-Sub-Principles represent much more unique and speci c
information. This kind of information is usually something that doesn’t need to be
shared with the entire team, but merely a speci c role within the team.
This doesn’t have to be speci c to position, it can be speci c to playing against a speci c
player, a psychological sharing of information in a 1v1 against an opponent, or a
physical match up and a set-piece. It can also be two players working together to
develop a tactical plan to exploit the opponent.
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Commonly coaches who use this

methodology, might spot a Sub- SUB-SUB
PRINCIPLE
Principle fault in the opponent that
within a 1-3-5-2 the space behind their
full-backs becomes very large.
Now this will be trained as a group

because it will involve multiple units
(why it is a Sub-Principle). But within
SUB-
this moment the Sub-Sub-Principles
PRINCIPLE
might be for the mid eld player to play
blind passes when under pressure
behind the full-back. This will give our
units time to switch in to a structured
position (moving from chaos to
control).
It will also then require another Sub-

PRINCIPLE
Sub-Principles to be trainer by asking
the centre forward to make a run
across the back three and in to the
space behind the opponents full-back
as soon as the mid eld player receives
the ball, with his or her back to goal.
This will be bespoke tactical
information related to our individuals,
and not information overload to
everyone else
MOMENT OF
THE GAME
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Methodological Matrix
Speci city
The next section will now look at what training looks like, how is that a coach using
Tactical Periodisation would deliver a training session on any given day. There are some
great principles for us as coaches that help structure and deliver the sessions. At times
the next part can be confusing, so we will try to break them down in as much detail as
possible to help those who are being exposed to Tactical Periodisation for the very rst
time.
Speci city has often been described as the most important factor in Tactical
Periodisation. Professor Vitor Frade has spoken openly about how this is the most
important factor, referring to it as a supra-principle, which translates to a principle that
is beyond any other.
The Principle of Speci city aims to connect the coaches game model, the training
matrix and the game together in one line. So for example we should never train
anything that does not relate to the game, so we do not just train, for training sake.
There has to be speci city to how we are trying to perform. But it is slightly more
complex than this, because the excises must not just train the game, but also speci cally
the game model and training matrix.
This means the coach must create a session that is speci c to the game model, speci c
to the opponent at the weekend and still hit all areas of the training model e.g. must hit
the physical element being trained, the technical element and at least one of the four
moments of the game.
This can provide challenges for coaches as it starts to provide a layered approach to
session design that if often far more complex than every delivered before, but this
speci city can be very bene cial to player development.
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José Mourinho has also spoken openly about the importance of speci city and what
that means for him as a coach delivering in this way. He has spoken about the difference
between a high-speed run and a high-speed run within tactical periodisation. A high
speed run is where a player runs like a sprinter with no decision, and no implication.
When this is performed within tactical periodisation it is given to the players within a
functional session, how the player will need to make cognitive decisions whilst sprinting.
He has also spoke about how he refers to this as the intensity of concentration
Principles of Complex Progression
Like any level development, or learning there has to be a level of progression for
learners. When implementing a game model, it is impossible and careless to try and
share everything with the players at one time. This information overload can be
counterproductive to player learning, player enjoyment and player performance.
With this in mind it is important that we structure the implementation of our game-
model. The ‘Principles’ are the most important factors, and these must be trained
consistently as a priority within the rst ‘Microcycle’. A Microcycle refers to a week of
training from game day to game day.
The second part that must be trained are the sub-principles, there will inevitably be
more sub-principles than principles, so these can be planned, and training across the
coming ‘Mescocyle’. A mesocycle is a section of a season, it is commonly a six week
period, but can change depending on the calendar.
For example, in English football, the Christmas period is often a very complex and
fatiguing period of the season, so it would make sense to make this period of four
weeks, its own ‘Mesocycle’, this would allow for strategic planning and implementing of
information as the week period continued.
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For the Sub-Sub-Principles they are often changing on a weekly basis, so these can be
strategically implemented within the program on a weekly basis, it is possible to plan
these long in advance, as it is possible to know the xtures in advance. For example if
you are planning a ‘Macrocycle’ a season long plan, and you know you are playing a
team who play 1-4-4-2 and play direct in to the nine, it is probably possible to look at
this and plan the delivery on sub-sub-principles at this point.
Whilst it is important, to constantly be adding complexity to training, with the addition

of new principles and the constant challenge that players experience. It is fundamental
to remember that training should always be complex, this is because the game is
complex. There is never a session without complexity, the complexity just develops over
time to include more speci c complexity. The more complexity is more speci c because
it is more tting to the game model.
Principles of Complex Horizontal Alteration
One of the more commonly known factors of Tactical Periodisation is its use of
horizontal alteration. To coaches who brie y use a ‘loose form’ of tactical periodisation,
they believe that is just simply a way of training different physical components each day
in order to provide structure. This is very wrong, the principle of complex alteration, is
the structure that allows the game model, training methodology and principle of
complex progression come together.
The principle of complex alteration, is the principle that provides structure to the
training week, it allows for distribution of the playing principles to be trained whilst
exposing players to the correct technical, tactical and physical requirements.
It insures that within any moment, the brain and the game are never being trained
separately, it ensures that physical work is combined with mental work, providing that
realism and intensity we’ve spoken about through out every chapter. Connecting the
mind and body is a key component of tactical periodisation, planning the week to take
in to account the relationship between effort (the physical stimuli) and the delivery of
principles (methodology) as well as the principles of recovery are key components.
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When looking at performance from a physical point of view, exercises can be broken
down in to three categories according to Vitor Frade, dependent on there physical make
up. It is suggested that these three categories are what players need to be exposed to
during the week, and what practice design must incorporate in order to use complex
alteration effectively. These are
Tension (Strength) - the ability to work back and forwards at a high intensity,
whilst being exposed to lots of changes in direction, this will constantly expose the
muscles to ghting during the accretions and decelerations
Duration (Endurance) - This is where players work for larger periods of time,
training their ability to perform for longer periods of time, the space is often much
more realistic to the game and will see players exposed to high end speeds, usually up to
80% and above.
Velocity (Speed) - This is where players are exposing the muscle to high capacity
exercise, this will be a contraction of the muscle that is explosive. Players will reach
maximal speed during these exercises.
TENSION
DURATION
GAME GAME
VELOCITY
The above graph shows how each of the three physical components changes
throughout the training week, how we as the practice designer can stimulate the muscle
differently by intelligently design practice in a slightly different way.
In order to take this in to account we do not need a group of sport scientists and a
£1000 wort of GPS. We can simply do this by changing the space the players train in,
change the numbers in the practice, as well as the time the players train for.
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Tension - Strength
Delivering this as a coach requires thinking, but no complex methods. What we as a

coach are effectively looking to do on these days is create a session with smaller
numbers, less space and high change in direction. This change in direction will train the
tension in the muscle, whilst the smaller space and less numbers will force player
involvement and drive further change in direction.
The smaller unit and smaller pitch, will force us as a coach to deliver within an element
of a sub-principle. This connected thinking will often lead coaches to deliver a session
within a small sided game, a constrain lead approach to the game. Or maybe a smaller
rondo with players centrally working end to end within the practice.
Duration - Endurance
Delivering duration within a practice is again a fairly simple thing for a coach to deliver.
We are looking to get players muscles working for longer durations, and see if they can
make several high intensity runs above 80% of their sub-maximal speed, with muscles
working continuously without a break.
The most important element (and most common mistake) is a pitch size that is not long
or wide enough. The width provides space between the players within the units, and the
length provide space between the units. This then allows players to export that space
with and without the ball, penetrating the space with high intensity runs. It is important
that the pitch is long enough to provide players with a opportunity to fall out of position
and then need to recover adequately into position, making sure that the duration of
exercise is achieved.
Within this area of performance, we are training most likely in groups bigger that 9v9,
and so it is a great opportunity to train the core principles of our methodology, as the
full units are likely to be trained from GK to striker and during this session the game
models core principles are easily trained.
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Velocity - Speed
Speed is a simple term to understand but a slightly more dif cult theory to build into
practice design. We are effectively looking to challenge players to reach maximum or
near maximum speed. However we are also looking to do this with limited physical
duress as sprinting is dynamic and can’t be repeated consistently, if you are looking to
reach maximum speed. Reaching maximum speed exposes the muscles to an explosive
force over a short period, forcing the muscle to produce maximum for a sub-maximal
period of time.
This is commonly built into days with less training time (lower duration) with increased
rest time in a smaller than usual space, but still slightly larger than a strength day as we
do not want the player to be exposed to constant bursts of speed.
With this in mind we commonly train these moments within nishing practices as these
can be more isolated sub-sub-principles and can have natural rest in between reps. It is
however not exclusive to nishing and many different sessions can be adapted to train
the physical component of speed by isolating the reps and including adequate recovery.
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Game Situation
We are going tot try and provide

realistic context to a game
situation. Here we can see a full-
pitch game situation where the
team in red (our team) are looking
to break the opponent down. In the
below image our team are set up
with a 1-4-3-3.
The opponent is setup with a

1-4-3-3 which matches our team
man for man centrally, and they
have an overload in our attacking
area of 4v3. Now the challenge we
are experiencing is the opponent
likes to drop deep, into a low block.
This then becomes a challenge for

our players, who are struggling to
play through the opponent with
forward passes. This is one of our
main-principles, but it is something
that we will need the support of
sub-principles in order to deliver.
For example within this moment we can see simple things like the opponents number
six spare on the far side of the ball, this means our 10 might be able to make
movements into the half space in order to free a passing lane up in to the number 9.
These are small sub-principles.
We will also need to train players such as the red 7 to stay alert and engaged when
possession is on the far side. This sub-sub-principle of play will be a key factor in how
we aline our side to beat the opponent demonstrating our principles, with the support
of sub-principles and sub-sub-principles.
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Game Situation
Now we have an opponent, a situation and a purpose to train, we can add this to our
game model to create very speci c tasks for our players to attempt, in order to play
against the opponent.
We are now going to try and create a task for each day of the training week this will
include;
Tension
Endurance
Speed
The task design will be for the problem previously mentioned. How our players can
look to break down the opponent when they sit within a block. Within our game model
we will have some key principles:
Play forward through the opponent
Attack through the thirds
Use the space behind the opponent.
These key in possession principles will be backed up by more speci c sub-principles,

such as:
- Finding the space between wide player and central player (Half Space)
- Create with in possession, in the nal third
- Run across centre-backs in to the space behind
This combined with more match speci c sub-sub principles will allow our players to
have an increased in uence on the opponent, due to the execution and awareness of
our match plan.
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Game Situation
Within the endurance day, it’s the period where training will look most like the game
with multiple units being trained and training numbers being similar to the game
situation.
The space will be large with enough space for players to be exposed to the realistic
situations, without training the entirety of the game.
The bene ts here are that we are able to see multiple units work within a 10v10. The
timings will be longer, of around 12 minutes, to allow for players to be exposed to
situations which require repeated high intensity running, building their endurance and
increasing the physical limitations of the player.
However these large sided games can also be delivered within a match day -1 session,
with coaches delivering ‘match-prep’ like sessions, in 10v10 or 11v11 with very large
distances. However there are signi cant differences in its delivery, to limit its physical
demand. Within MD-1 sessions, the sessions are trained at a much lower intensity, and
the opponent is often ‘passive’, meaning they apply little to no pressure in a non-contact
form, in order to allow an element of success. This also allows for players to see the
picture, before the game.
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Game Situation
This is a very simple task, that can be used to demonstrate the tactical periodisation
methodology delivering a rondo. Here we can simply see a 6v4 rondo, however the task
complexity exists. The rondo is setup as a back 4 with two centre backs one side, and
two wide players, a central player and an attacker, whilst the opponent is a four. We are
going to train the sub-principle of playing through the CB and FB, here we can do this
simply with the combination of a sub-sub principle, this is through the central player
pinning the the opponent and the wide player attacking pressure, before we are able to
play through them.
Session Delivery
The physical element of performance will naturally be trained as change of direction

will be consistent. Cognitively concentration will be challenged within this practice as
players need to focus with constant engagement. Coaches should be challenged to
demand the blues work hard pressing and this will help create a more natural playing
environment for the sub-principle to be trained.
Clever task design will allow key defensive principles to be trained by the players when
they are out of possession of the ball
Sub-Sub Principle Principle Sub-Principle
Isolate the full-backs in to Playing forward through Try and play through the
the wide area and x the the opponent space between FB and CB,
screen in to the centre trying to exploit the Half
area. space
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Game Situation
Size 20x30
Numbers 10 Players
Work 4 Minutes
2 Minutes
Rest
Blocks 3 Blocks
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Game Situation
This session is commonly delivered as part of a strength session with players working
end to end with constant changes in direction. However with the principles of
speci city and Tactical Periodisation, we are going to show how this can be adapted to
use within an endurance session. Simply by stretching the pitch to 50m long, we will
naturally remove around 30% of the transitions (changes in direction) this will mean
players will spend more time accelerating and less time decelerating and changing
direction. It also means we are able to train a more core principle of playing forward
through the opponent.
Session Delivery
With less change of direction and less decelerations, we can expect to see players play
within a more realistic space with a more realistic top end space. This will put an extra
strain on players cognitive ability to perform actions both with and without the ball.
It is key here to ensure that the players themselves are delivering some of the key
principles intrinsically, correcting behaviour that does not match the game model, and
are aware of the expected standards within the group, although it is our job at times to
manage this, we must also be aware that it is even more powerful when coming form
the players themselves.
area. space
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Game Situation
Size 50x30
4v4v4
Numbers 14 Players
Work 8 Minutes
2 Minutes
Rest
Blocks 3 Blocks
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This session is an example of how an endurance session might take place within our
game model. The players are competing within an 8v8 where the blues are challenged
to defend their goal and play into the two far goals from anywhere. Whilst the reds are
challenged to play through the blues and score.
Session Delivery
As a coach the session is very simple. We are now looking to train the main principle of
playing through the opponent, using the information and detail we have delivered
earlier in the week, the sub-principle and sub-sub-principle are effectively the processes
that areneeded to deliver the principle.
Key information for us as the coach to deliver here is, keeping the blues motivated by
allowing them periods of possession (starting the game), rewarding them for defending
deep, and celebrating their success playing in to the half way line. In order to deliver
the physical component, we will need to force the reds to drop back to the other goals to
pick up possession, this will naturally force more high speed running and create a
practice where players are moving at high speeds repeatedly, creating the endurance
element of performance we want to achieve.
area. space
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Game Situation
Size 1 X Half
8v8
Numbers 16 Players
Work 9 Minutes
2 Minutes
Rest
Blocks 3 Blocks
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The Training Week
One of the more well discussed areas of Tactical Periodisation is its use of a
‘Morphocycle’ to outline a week to week training plan, this is where the training week is
de ned by the weekly period from game to game (match day to match day). The
Morphocycle follows a speci c pattern throughout the week, in order to prepare the
players for maximum performance on a match day.
Unlike some other models of periodisation, where physical performance it is

‘increased’ throughout the season, with speci c periods of work in each area through
out the year. Tactical Periodisation is always looking to prepare the players for each
game day, to allow them to be at there best physically, mentally, technically and
tactically. The holistic nature of Tactical Periodisation ensures that every element of
performance is trained together, catered for collectively and ready to peek at a collective
time.
Training days within this model are known as MD(+/-), this is short for Match Day +
the amount of days it is either to or from a game. When recovery is the prime function,
we record the training days as plus (+), this is because we are still in the cycle from the
previous game physically. Once we are training with an acquisition stimuli it becomes a
minus (-) day, as we are physically preparing in advance of the next game.
Each day, provides a different need to the players to ensure they’re prepared properly
for the game day. It is important that the days are trained in the right order, and to the
framework set out of by Tactical Periodisation, this will allow the players to gain the
exposure they need to acquisition. Whilst still being able to recover adequately in order
to perform.
Below a standard training week has been explained for a traditional game week of
Saturday to Saturday
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The Training Week
Sunday (MD+1)
Like most models of periodisation, this is a day off. This not only allows for physical
recovery in the 24 hours after a game, but this also allows for the psychological recovery
needed after the stress provided by a game, due to the unique demands a match day
produces.
It is important that within these 24 hours, players aren’t provided with game footage,
and asked to make an attempt at analysis. This is because within Tactical Periodisation,
the mind and body are never separate, we can’t ask the body to recover if the mind isn’t
allowed to recover. We must accept whole heartedly that recovery is a process of
physical and mental effort.
Monday (MD+2)
Like Sunday, we are still working with a + session, as recovery is still the main aim of
the game within 48 hours of playing within a game. The aim of this session is to aid the
body and minds recovery as we look to move towards an acquisition day on Tuesday.
It is very important that this session is a low stimuli for both mind and body, when
looking to train principles or sub-principles, we must remember that these must be
game model based, or based on the last opponent. We are not ready to move on to the
next game as the players are still in the process of recovering from the previous game,
and in these situations won’t bene t from taking new information in.
Some coaches will look to train a ‘principle’ a core element of their game model that
might be non-speci c to the previous game, but speci c to their model. Other coaches
will look to work hard at a sub-principle, something that relates speci cally to the
previous game that they feel needs to be trained to support the development of the
wider group. At this point speci c player information overload can be damaging as
players are still recovering mentally from the challenges they experienced.
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The Training Week
Tuesday (MD-4)
Notice within the Tuesday session, that the focus has now moved from a plus session, to
a minus session, this is meaningful for players, but it is the moment that we as coaches
change our focus to the next game. This is also the rst day in the new Morphocycle
where we begin to look to challenge the players with a stimuli, the rst acquisition day.
This acquisition day is both for mind and body, and physically this training day is a
strength day. During these sessions we are looking for players to change direction
multiple times at a high intensity, within a smaller space than normal. This will limit
their exposure to high speed running, but will make sure that they are constantly
accelerating and decelerating, building the strength and resistance within the muscles.
Players will also be challenged to jump and shoot during these sessions, as this will
resemble the strength element of muscle contraction.
Within these training sessions, coaches are delivering in much smaller spaces, with
much smaller groups of players. This then means we are focusing on coaching the sub-
principles of our game model, as well as the sub-sub principles. This is the rst time
where we are changing player focus from the previous opponent, to a new opponent as
the sub-sub-principles will contain information speci c to the next opponent.
That they feel needs to be trained to support the development of the wider group. At
this point speci c player information overload can be damaging as players are still
recovering mentally from the challenges they experienced.
Wednesday (MD-3)
Within the session of MD-3 we are focusing on training the core principles to our game
model. This is the training day where speci city and complexity are at their peak during
training. The session also include their largest numbers, with sessions taking place in
much larger spaces, with numbers that are more similar to those of a game day (11v11
or 11v9 etc).
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The Training Week
This is also the largest stimulus on the psychological part of the game, with players
taking in more information around the game model and opponent than any other day,
which is why in the tables, the MD-3 shows the largest cognitive loading.
The larger spaces will naturally force players to reach high speeds, and the longer
periods of work will ensure that the players are repeatedly challenged to cover distance
at high speed, exposing them to the speci c endurance we are looking for in a
footballer. This speci c endurance is not a one demential speed endurance like long
distance running, but the ability to work hard at high speeds, multiple times during a
large period of time.
Thursday (MD-2)
This is the nal acquisition day before the upcoming game, during this session the focus
will be speed, and players are challenged not just to accelerate and reach high speeds,
but make decisions and think at high speed. This is challenging those players to think
quickly and act quickly.
The emphasis on speed will force the coach to create a task where players are explosive
physically in their reaction, and are given the opportunity to compete in tasks where
quick thinking and quick moving is rewarded. It is however very important that the
coach limits how much work players compete in during these sessions, the intensity is
high which means the total work must be low. This is because it is impossible for players
to perform at an explosive intensity for large periods before we lose the quality.
Mourinho has spoken extensively about the need to limit change of direction in these
sessions, and have limited SSG action to limit the decelerations.
Friday (MD-1)
Within the Morphocycle this session creates the biggest risk to our training week, this is
because if performed incorrectly it can compromise the entire training week, if the
recovery of the players is not respected, both mentally and physically.
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The Training Week
It is important that this session focuses on the mental and physical recovery of players
as well as ensuring they are adequately prepared for the upcoming game, as this is the
nal opportunity.
However at this point it is too late to share vast amounts of new information, this is
because cognitive recovery is important, overloading individuals with vast amounts of
new information will be counter productive to this, and in time be more damaging to
performance. It is important that this day does not become a day where we chase
physical and tactical loses created earlier in the week, through poor planning. This
means if the training week has been poorly planned, the process has been lost, it can
not simply be xed by over training and over preparing in the nal session.
The session itself in MD-1 looks like larger spaces, and larger numbers, however the
duration and intensity of the session is much lower, almost like a walk through for
players at times. The decisions players make must be quick decisions, to the point of
activation. With out the high intensity running that a normal large sided session might
have. Small boxes or rondos can be an effective way to train activation as it limits the
total distance but still provides a physical and cognitive load on the players.
Saturday (Match Day)
This is the centre piece to everything we are trying to achieve. The 6 previous days have
been structured into the morphocycle to allow us to have the greatest opportunity of
success in this moment. The game is naturally a huge in uence on the previous, and
upcoming training week. It also provides the biggest workload from a cognitive and
physical position for players. They will not experience this high a workload, for this long
a period in any other training moment.
It is important that even us as coaches prepare ourselves around this moment, and
ensure that we as-well as the players are prepared just as well to perform in this
moment, as this is the outcome moment for the training week.
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The Training Week (Morphocycle)
Below is an example of the previously discussed morphocycle, when a training week is

very standard (game every 7 days). We do however know that the modern day game can
be very demanding in terms of games per week. Providing exibility within this
morphocycle will be very important .
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

MD+2 MD-4 MD-3 MD-2 MD-1 MD MD+1
Function
Active Recovery
Acquisition Acquisition Acquisition Recovery Match
Recovery (Day O )
Training
Principle Sub- Sub-Sub
Principles Principles
Principles Principles Sub- Game
Sub- Sub- N/A
Sub-Sub Sub- Principles Model
Training
Units Cross-Unit Cross-Unit Cross-Unit
Collective Collective
Inter Single Unit Inter Collective N/A
Training Training
Sectional Group Sectional
Social And
Emotional
Load Low Medium High Medium Low Very High Very Low
Muscle
Speci c Speci c
Contraction Recovery Strength Activation All N/A
Endurance Speed
Pitch Size
Small-
Medium Small Large Medium Full Size N/A
Medium
Interval
Short -
Timings Short Short Long Medium Very Long N/A
Medium
Number Of High
Players Medium Low Low- Medium-
9-11 Per Maximun N/A
7-9 Per Side 2-7 Per Side Medium High
Side
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The second table shows how a training week will be adapted to allow for two games in
one week. We have removed two of the acquisition days, both strength and endurance,
as these will be more exposed during games. These are also the most physically taxing
sessions. Within this training week we will see the removal of the day off, and the
addition of active recovery twice
Monday Monday Thursday Friday Sunday

MD-1 MD+1 MD-2 MD-1 MD+1
Function Active Active

Recovery Acquisition Recovery
Recovery Recovery
Training Sub-Sub
Principle Principles Principles
Sub- Principles Sub-
Sub- Sub-
Principles Sub- Principles
Principles
Training
Units Cross-Unit Cross-Unit Cross-Unit
Collective Collective
Inter Inter Inter
Training Training
Sectional Sectional Sectional
Social And
Emotional Game Day Game Day
Load Low Low Medium Low Low
Muscle
Contraction Speci c
Activation Recovery Activation Recovery
Speed
Pitch Size Small-

Medium Medium Medium Medium
Medium
Interval Short - Short -

Timings Short Medium Short
Medium Medium
Number Of
Players Medium- Medium Low- Medium- Medium
High 7-9 Per Side Medium High 7-9 Per Side
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Within one training week, we will also see speed as the single acquisition day, this is
because it is the least lactate building of the three acquisition days. We have also seen
an increase in the activation days, with both games having an activation day previous to
games as required.
Of course within training groups of senior players, we will see players that will need an
adapted version of this in order to play twice in a training week. This will be due to
inability to deal with fatigue, training history and or age. This is perfectly acceptable
and adaptability and individual exibility will be key to success.
Pre-Season
Unlike traditional periodisation models, Tactical Periodisation does not change for pre-
season. It does not have large training weeks where physical performance is hammered
in order to improve performance. It will allow for the rst week to be an adaption week,
for players to become used to the demands, before prioritising the training of the game
model and the speci c tactical dimensions.
In traditional periodisation models, we see an attempt to build tness early, then try to
work on different components of tness in different blocks. But what this leaves is
players who see a natural drop in performance as training load and game load start to
take its toll on the body. This then leaves players at the end of the season ghting for
trophies in a less than maximal physical and cognitive condition.
With tactical periodisation we do not see that massive drive early, we see an effective use
of training to balance acquisition and recovery. This means at the end of the season
when teams are dropping from their peak physical condition, teams who effectively
deploy tactical periodisation are continuing to excel with recovered and optimised
physical and cognitive performance.
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Understanding Players Recovery
In order to effectively deliver the model of Tactical Periodisation, you must rst
understand what fatigue is, and how it effects players. Fatigue is not as simple as it is
made out in the dictionary. It is not just a players body telling them they hurt and can
not perform to the peak of their ability.
It can be very different for each player. Some players will experience physical fatigue,
and will feel tightness, or a lack of range of motion in key muscle groups. Managing
this will be fairly easy as it is a result of an increased training load.
Other players will instead feel fatigue through their central nervous system, this can
come through the complexity of training and games. The constant need to train body
and mind alike will inevitably fatigue players and cause players to lose concentration,
miss information and make poorly informed decisions. Jose Mourinho has spoke about
this, and described it as ‘Tactical Fatigue’.
Jose is very aware of ‘Tactical Fatigue’ and has been very successful in recognising the
fatigue and managing it. He has also spoke about how it is important to always perform
with this cognitive stimuli when players train, at all-time. So if a player is ‘tactically
fatigued’ they can not just train physically, because training physically without the brain
becomes pointless, as this just creates high scoring tness test results and does not
transfer into ef cient footballers.
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Conclusion
Tactical Periodisation is not a simple set of rules that can improve player performance,
but a set of values and beliefs that can rede ne the way in which we think, behave and
perform. In our opinion Tactical Periodisation can only be implemented with 100%
belief in all aspects and understanding, it involves a deep belief in the process and a
99% application rule in order for it to be successful.
Those who only implement it when they feel like it will never experience the long term
bene ts and rewards which this incredible approach has. It is a revolutionising approach
that can be frightening to those who have never heard of it before, but will provide a set
of guidelines to your work that can make the difference to the way your team perform.
when trying something new remember;
First they might ridicule you, then they will appose you, then they
will accept it
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Mourinho’s Guardiola’s
TACTICAL MICROCICLO-
PERIODISATION V ESTRUCTURADO
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Microciclo-Estructurado
Guardiola’s Periodisation Model
Having made your way through the rst section of this book, you should now be
familiar with the aims of periodisation, as well as the way in which Tactical
Periodisation is delivered. Although Tactical Periodisation is by far the most popular
model of periodisation, it is important to recognise that it is not the only model of
periodisation.
Microciclo-Estructurado is a very unknown model of periodisation within the English

speaking world, in fact if you google it in an English search engine, you might not nd
one accurate result. This well kept secret, is in fact a Spanish model, that has been used
with FC Barcelona for the last 10 years. It simply translates to micro-cycle structured.
Simply meaning structured short cycles.
However, this unknown model of periodisation is used by one of the most famous
coaches and clubs in the world. Designed by Professor Paco Seirul lo or simply ‘Paco’.
He is the man who is famous for being known as the ‘professor’ by Pep Guardiola. The
65 year old scientist has been at FC Barcelona since 1994, and has played his role in the
creation of the ‘Barcelona Way’.
Since 1994, Barcelona have been moulded by the Catalan, Paco’s early work ‘Dynamic
Systems and Performance in Team Sports’ helped change the club’s views on training
and helped Barcelona move towards a model where body and mind are trained in
tandem. He also helped change the mindset of players such as Pep Guardiola, who
brought in to the idea of training a physical component of the body, at the same time
that tactical and technical demands were applied.
It is this such in uence on Pep Guardiola as a player, that led to his decision as a
manager to use the Microciclo-Estructurado model of Periodisation. Other coaches
such as Mikel Arteta have also continued to use the model since their experience of
working with Pep Guardiola.
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The model itself does share some very similar traits with the model of Tactical
Periodisation, however unlike the above model, Microciclo-Estructurado focuses on the
individual instead of the team. The model has been built with multiple sports in mind,
to match the environment that exists at FC Barcelona with handball, basketball and
other sports. His continued work found that in order to optimise individual
performance, you must have the individual at the heart of the model.
With this taken in to account, the process focuses on the individual and the the sport
itself is seen a a paradigm from the normal. It is proposed that from the analysis of the
individual, that an individual is made up on different structures. All of different
complexity, but these structures are all necessary to understand the person in the
physical, coordinative and psychosocial structures.
This clearly outlines the difference between standard periodisation and Microciclo
estructurado as the player is being considered in their environment, with all of the
structures and their importance. Compared to older paradigms which focus purely on
the physical and coordinative structures. For this reason these structures have been more
successful in sport such as sprinting and long distance running, where the randomness
does not exist.
This model does look to go further into the individual, believing that the emotional
factor and the interaction of all structures at the same time develop the player in a more
holistic environment and approach. Understanding the social element will increase our
understanding of how the player interacts in a more personal way with the sport
speci c environment
The need to train all these moments at the same time is similar to that of Tactical
Periodisation, however where it differs are the moments that must be trained at the
same time. Its proposed by Professor Seirul lo that six moments, must be trained at the
same time these are Conditional Structures, Coordinating structures, Mental-Cognative
Structures, Socio-affective Structures, Emotional-willpower structure and Creative-
expressive Structure.
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Within the structured microcycle there is a sum of structures that are consistent;
Conditional structure: these are the aspects that have to do with speed, strength,
endurance, exibility and relaxation.
Socio-affective structure: they are inter-personal-group relationships.
Co-ordinating structure: it is the ability to control movement.
Cognitive structure: the treatment of information by the player is considered.
Creative-expressive structure: it is the structure that consists of trying to get

the originality of the player and all his knowledge.
Emotional-evolutionary structure: the aspect that deals with the identi cation
of the player, with bringing out his emotions.
Coordinating
Mental-
Conditional Structure
Cognitive
Structure
Structure
The Individual
Creative
Socio- A ective
Expressive
Structure Structure
Emotional Will
Structure
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As previously discussed these structures must relate to each other when situations and
training moments occur, these elements will be present, at times some stronger than the
other. But it is their relationship with each other during those training moments that
will allow a person to grow through the individuals self-discovery of themselves in the
moment.
In order to keep this simple we will now try and compare this to Tactical Periodisation,
a more well known model of preparing athletes and players. Now we can see how the
individual is important within this model, we have spent a signi cant time discussing the
individual and this is very important as we now know what stimuluses are applied to our
player, what we want to know now is how does this in uence our practice? Well like
Tactical Periodisation, it is accepted that you must always have a targeted stimulus
within the practice (in tactical periodisation we called this a principle or sub principle)
with this model we have the ‘Preferential Simulation Situations’, this is where the coach
has structured a session towards one of the six structures but not exclusively worked on
it.
At this point we must recognise how important the coaches delivery is, the coach is no
longer the one who marks behaviour and instructs ways of thinking, but nurtures self-
discovery for players and provides an environment where they nd their own answers to
the questions and problems they have.
This should provide a clear example of what we mean when training

all six moments.
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The conditional structure - In this session we want the players to work on their
neuromuscular strength, to do this the practice has been built to a size that will require
a high quantity of change of direction. We know that strength is developed quite simply
through change of direction and a simple adaptation to the session allows this.
The coordinative structure - We know the strength element of performance is

key, it is required to compete in transition when the game moves from end to end, it
requires the skills of acceleration and balance to perform.
Cognitive structure - If the session is being completed in a tight space and is

focusing on overloading the opponent to score, the information must be relevant to the
speci c detail. The cognitive information and situation must support the players
understanding in how to dominate these overloaded moments
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The socio-affective structure - The session will naturally have key

relationships between players because of its team based practice. Speci cally the social
moments will be targeted in the combination of players to create overloads.
Emotional-volitional structure - It refers to how the players cope with the

demand of the session on a personal level. How do the rules (lets say offside rule)
in uence the player, how do they cope with the stresses this applies.
Creative-Expressive Structure - Finally the practice must allow for the

creative response to problems by players, if an overload session is created, the use of
four goals in the practice allows the player to experiment with the problem in order to
nd a solution.
MICROCICLO-ESTRUCTURADO
TASK CATEGORY
One of the most import factors within this model is ‘variability’, the model understands
that a structured approach must be different for each session. Putting preference to
different structures at different moments within the training week
Going in to further detail, the type of task a player might undergo within a typical
training week, the speci city of tasks players undertake will change dependent on the
training cycle and training day
Generic Tasks - These are more athlete based exercises such as swimming, running
or cycling. They offer assistance to performance but they are not speci c.
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Speci c Tasks - There are four types of speci c tasks.
General - Exercises such as running repeated high intensity 70% MHR runs (They
are important to our sport because they match the physical demands but are not
bespoke)
Directed - Exercises that resemble the game but only in a small manner, this could
be very basic rondos such as 4v1, it is football but it is not offering huge transferability
to similarity.
Specials - These are again more speci c than the directed tasks, these are now
practices such as larger sided games of 3v3v3 or rondos with 6v4 and multiple aims of
possession and practice.
Competition - These are much larger sided and orientated games, their focus is on
maybe much larger tactical outcomes, and played across much larger spaces.
The types of task are very important as Microciclo-Estructurado requires different types
of tasks at different parts of the year. For example there are ve micro-cycles, these are
preparatory, directed, special transformation, maintenance and then competition
micro-cycles. Each one of these cycles will require a slightly different balance of
‘generic-specifc’ tasks to ensure that the objective of the micro-cycle is achieved.
To help you understand each micro-cycle in more detail we have attached a description
of each opposite. Each cycle is explained in detail to help you understand the purpose
of the cycle and why you should move to each cycle
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1. Preparatory Microcycle - It is considered a microcycle for a regenerative

phase, in which its tasks have a generic and general nature. It usually occurs in pre-
season periods in which general and directed sessions alternate with special sessions.
2. Directed Transformation Microcycle - A microcycle in which the

sessions are predominantly directed and special. It is usually found from the second
week of preseason until the week that the season begins and in a week where the
activity is quite low.
3. Special transformation microcycle - It is a microcycle where the

sessions are characterised by having a special character and directed over the
competitive ones.
4. Maintenance microcycle - It is a microcycle where there is a balance

between special, directed and competitive tasks. It develops during the competitive
period.
5. Competition microcycle - It is mastering sessions of a special and

competitive nature. It takes place during the weeks where competition is the priority.
Finally the design of the training week is one of the most important factors for a coach
when planning and designing in line with Microciclo-Estructurado The training week
should look similar to that of Tactical Periodisation however there are some important
differences.
As you can see Professor Paco’s model believes players should get an increased amount
of recovery post game, with ‘optimisation’ not occurring until Wednesday, where a
reduced size practice takes place followed by Thursday which is another day of
optimisation or ‘Acquisition’ this time it takes place in a much larger space and the
physical structure switches. Friday then provides a ‘stress adjustment day’ this is
effectively a session of unopposed practice or ‘simple tasks’. The nal pre game session
is a ‘pre-comp day’, this is another recovery day where physical output is at its lowest in
the training week.
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Sunday Wednesday Sunday

Optimization Thursday
Reduced Optimization
Monday
Space Wider Friday
Recovery Optimization Saturday
Compensation Tuesday Space
Stimulation Stress Activation
Adjustment Pre Comp
Free
Although from the outset it is clear to see the models represent a very similar approach
with the way they are outlined from a brief view. it is clear that the core detail is very
different. With this approach to periodisation, there is an exception that different
moments need different types of tasks, such as general, directed and special etc. This is
very different to Tactical Periodisation, where every task is based around the theory of
speci city.
There are also some other major considerations to make if you are going to apply the
model of Microciclo-Estructurado, such as understanding the difference in each of the
ve training macrocycles, how they differ and at what point of the season they need to
be applied. This differs quite signi cantly from the model of Tactical Periodisation,
where very little changes in terms of physical preparation.
Both models offer a bespoke opportunity to prepare players in a professional manner

for games, they have a track record in reducing injury and increasing readiness for
games. Although we have discussed the pros and cons of each approach, it will need to
match the coaches beliefs. If the coach doesn’t 100% believe in the approach, then the
model will not be effectively delivered, and its bene ts will be mitigated and limited by
failure to apply the model it is best form.
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PERIODISED
TRAINING
TASKS
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DIRECTED TASKS
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Microciclo-Estructurado Directed Tasks
4-3-3 Passing Practice
SESSION DETAIL
The session here is a very simple passing practice that trains the small sub system of the
game in a session that does not have a huge amount of transferability to the real game,
but does have some transferability.
The passing practice is very simple, the players are working the ball from right to left
through the combinations, FB-CB-MF-Deep MF - MF - CB - FB and then back
through following this combination. However this practice can be changed depending
on the philosophy and game model of the coach. For example the players could play
against a different shape, depending on the opponent and play a different combination,
if the coach wants to play in a different way.
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4-3-3 Passing Practice
PHYSICAL LOADING
G
A
M
E - -
D + 4 -
A + 2 3 -
Y 1 2 1
WORKING RECOVERY BLOCKS TOTAL
3 MINS 2 MINS 4 20 MINS
WORKING
3 3 3 3
Min 2 Min 2 Min 2 Min 2
RECOVERY
min min min min
PERIODISATION
Direct tasks are sessions that offer a good opportunity to train at sub maximal effort,
when players are in need of recovery, or are in the nal two days before a game. As we
can see here, the game timings are much lower than those sessions where they are
competing within competition tasks.
The task does however still challenge every element of the player from the technical
and tactical detail to the cognate challenge and inter social challenges provided to
players.
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Microciclo-Estructurado Directed Tasks
5v2 Fixed Corner Rondo
SESSION DETAIL
This direct task does give coaches the opportunity to train a moment within the game
needing to train the entire game model within an 11v11 practice. The players are
competing within a very simple 5v2 rondo (square shape). We are looking to train the
principe of playing through a central player (combining centrally).
All we are looking to do is to challenge the central player to make the movements and
counter movements too and from the ball, in order to open the space up to receive.
Then the decision making and cognitive skills of the player are challenged, as the red
must decide when it is okay to play through and when we must play around pressure.
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5v2 Fixed Corner Rondo
PHYSICAL LOADING
G
A
M
E - -
D + 4 -
A + 2 3 -
Y 1 2 1
WORKING
3 3 3 3
RECOVERY
min min min min
PERIODISATION
Direct tasks do offer opportunity to train at sub maximal physical performance, which is
why the session is green at the point of MD -2 and MD -1. This means players should
be able to perform these tasks with little to no physical exploitation of the muscles.
However, the session has also highlighted the strength training day, as this session could
be performed with an increased space and muscular engagement time, forcing the
players to work in a change of direction at a high intensity
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Competition Tasks
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Microciclo-Estructurado Competition tasks
Central Combination Game
SESSION DETAIL
This session is a 7v7 practice with a central area containing a 4v4, with a 1v1 at each
end. The practice is very simple, the central players can not break into the nal box
until the end player has touched the ball, this session is designed as an opportunity to
train the attacking principle of playing forward and through the opponents lines. The
larger sided practice could even be increased all the way up to a 10 v 10 to make sure it
is even more competition based.
Once the 32 minute session has completed, the coach should then look to progress this
into a 11v11 as the training day would suggest large spaces and large distances are
required to help maintain the physical preparation of players.
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PHYSICAL LOADING
G
A
M
E - -
D + 4 -
A + 2 3 -
Y 1 2 1
WORKING
6 6 6 6
RECOVERY
min min min min
PERIODISATION
Within Microciclo-Estructurardo the session can be delivered differently depending on

the cycle the players are competing within. However, the principles will remain the
same with the session requiring large blocks, to allow the players to reach higher speeds
over longer distances. In addition to this the conditions applied will challenge the
cognitive elements within the players, ensuring that all of the structures are equal when
the player takes part in this session. Space wise, it is important to make sure that the
players have the opportunity to cover longer distances within this practice.
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SESSION DETAIL
As the second and third image

show, the session can progress
quite quickly from end to end.
In the second image, the reds

have completed their
combination and have had a
shot on goal. As we can see the
reds have broken the box and
attacked the opponent because
they have played in to the end
zone.
However in the third and nal

image, we can see how the
yellow goalkeeper saves the
attempt from the reds and
instantly transitions through the
the centre forward encouraging
and unlocking forward runners
from the central zone.
This is encouraging direct and

forward thinking passing.
Players who want to be direct
and aggressive with possession
of the ball.
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Microciclo-Estructurado Competition tasks
4v4 Positional Transition Game
SESSION DETAIL
This positional practice is the perfect example of a competition task. The task is setup
with a 4v4 in the central area and a 4 on the outside plus two goalkeepers. The task is
very simple, two sets of four compete within the central area, whilst one team of four
on the outside offer support as ‘outside’ players. However when a team gives away
possession of the ball, the team from the outside become the defenders and press. This
constant transition element, means that we are always training multiple moments of the
game from in possession, to out of possession to the offensive and defensive transition.
As the session progresses we also have the opportunity to work across some of the units
we would see in a match day. In these moments we have a central 4+4, meaning we can
create more than one set of units for both teams, and provide a realistic and positional
challenge across at least two units.
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PHYSICAL LOADING
G
A
M
E - -
D + 4 -
A + 2 3 -
Y 1 2 1
WORKING
5 5 5 5
RECOVERY
min min min min
PERIODISATION
This positional practice, creates an easy to deliver competition task, that can be
manipulated to deliver on multiple days, across multiple mesocycles. If the space was
increased to 30m, this task could be delivered on the -3 day to ensure long runs and
high speeds are reached. However, it can be reduced to 18m and limited to 5 minute
blocks to ensure that it could take place within a non-acquisition day.
The only challenge as a coach when delivering this session, will be to correctly structure
the timings so that the player is not put at risk by incorrect loading in the dangerous
moments.
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SESSION DETAIL
The images outlined on

this page, provide an
understanding of what
the session will look like
once the ball starts
moving. Here we can
see in the top image
how yellow have given
away possession and
blues have picked up
possession. Now the
yellows transition out of
the practice, whilst the
reds transition into the
practice.
At this point, we are

now challenging the
blues to play through
the chaos and be quick
to play through the
spaces and attack.
However, the challenge
to the reds is to
dominate the chaos and
win the ball back
instantly from the blues.
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Special Tasks
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Microciclo-Estructurado Specials tasks
3v3 Central Loading Game
SESSION DETAIL
This specials system game, is slightly larger than a lot of specials system, but still has the
principle of much smaller numbers. This practice has the relevance of the game with
multiple in possession aims, but does not have the large multi unit challenges that a
competition task might have.
In this task, the players compete within a 3v3 in the central area. In each end zone are
two defensive players, the central players look to break out and attack the opponents
defenders and score. However, the players can turn back out and keep the ball within a
5v3 when in possession, if it becomes dif cult to maintain possession.
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3v3 Central Loading Game
PHYSICAL LOADING
G
A
M
E - -
D + 4 -
A + 2 3 -
Y 1 2 1
WORKING
5 5 5 5
RECOVERY
min min min min
PERIODISATION
This 28 minute session offers a great way to deliver a specials task, that trains the
principles of playing through mid eld and staying on the ball, when you can not play
forward. Without needing to be in a larger sided game where the opportunity for
fatigue is much greater. These sessions can take place on a recovery day or on an
acquisition day, on any of the macrocycles. Where fatigue is less of an issue, the middle
box can be increased in size to work the players to a stronger physical level.
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SESSION DETAIL
The second image

here shows the reds
struggling to play
forward in the 3v3
central area and
deciding to play
backwards, with a
pass into the
defensive half.
Where the game is

effectively now 5v3,
once the ball has
gone back you can
now see how the reds
create space by pulling
into the wide area
and stretching the
game.
In the below image,

we can now see
how the yellows are
stretched and the
reds take advantage
of this by playing
through them
quickly, with a line
breaking pass
through the space
left by the large shape.
89

3v3 Inc GK’s SSG
SESSION DETAIL
This specials task is a very simple task to deliver to players. It is a 3v3 split in to three
zones. In the central zone the players play 2v2 whilst the goalkeepers control the other
two zones. Only the attackers can open up the space in front of them, this means the
defensive units can not drop into the space behind them, until the oppositions attackers
have dropped into them.
This will keep the defensive lines high, it will prevent the game becoming a goal
blocking exercise and will give opportunity to the attacking side to attempt to play into
the space behind the defensive line. The goalkeepers also get opportunity to stay high
and attack the space in front of them.
90

3v3 Inc GK’s SSG
PHYSICAL LOADING
G
A
M
E - -
D + 4 -
A + 2 3 -
Y 1 2 1
WORKING
5 5 5 5
RECOVERY
min min min min
PERIODISATION
This is a 32 minute high intensity session that will need to go into a day of smaller sided
training due to its physical demands and the quantity of recovery that will be needed
after. This is simply a specials task because it holds relevance to the game, but does not
train multiple units and vast amounts of the game. This means we will see some
opportunity to have transferable skills, but this will be limited by the lack of tactical
complexity to the task.
91

3v3 Inc GK’s SSG
SESSION DETAIL
The two images here show

how the session can be used
to train multiple moments
within the game. In the rst
image we can see how the
high enforced line is
encouraging players to travel
into the space behind. This
recreates the attacking and
counter attacking moments
that we see commonly within
the 11v11 game.
In the second image we can

see the realism and
transferability for
goalkeepers, as they are
required to start high and
dominate the defensive line,
and then they are able to
start the counter attacking
moment for the yellows as
well.
92

fi
3v3 Attacking Combination Game
SESSION DETAIL
This is a unique specials task that encompasses all elements of performance, from
tactical to social and psychological tasks. The players play 3v3 on each pitch with a
group of four outside players. The players look to combine centrally, or use the outside
players to add to the units in possession and overload the opponent.
The outside players should be rotated every 5 minutes when the blocks change over, to
ensure that each player has an even opportunity. Otherwise we will see players who
have an uneven physical loading.
93

PHYSICAL LOADING
G
A
M
E - -
D + 4 -
A + 2 3 -
Y 1 2 1
WORKING
5 5 5 5
RECOVERY
min min min min
PERIODISATION
This session is a 32 minute session, with opportunity for 3 minute recovery in-between
each block, the session is end to end and high in change of direction, meaning it will
involve a lot of change of direction.
The area is 20 meters long and 12 meters wide, but with two pitches and a central 1
meter zone. Depending on the microcycle, the recovery or loading block may need to
be manipulated, in order to increase the physical demand, or limit the physical demand.
94

SESSION DETAIL
Here we can see both pitches and how the session might progress when the reds start
with possession of the ball. The idea is for the reds to move forward quickly and score
in the far end, they can do this by playing through or around the opponent. In this
example, we can see how the reds have opted to play wide into the yellows, and are
creating positional dominance. This is important as this multi unit focus allows for this
specials task to be effective. In order to progress this session you can add cognitive tasks.
Players must switch pitches with another player once they have scored
Players can only play forward when playing to a yellow (this will encourage positive
movement inside the pitch to aid possession of the ball)
95

Street Football
SESSION DETAIL
This specials tasks is a very simple task, it can be very enjoyable and of high importance
to players. The game takes place within a 20m square, with four teams of three inside.
The game then takes place across each other. So for example the reds play the yellows
from left to right, whilst the pinks play the blues from top to bottom.
This is a cognitively taxing task, where players must be aware positionally of those
around them, and how to in uence the opponent. The game does not include enough
units and transferability to comply as a competitive task but does still offer some level of
transferability in core messages and traits, such as combination play and positional
awareness.
96

fl
Street Football
PHYSICAL LOADING
G
A
M
E - -
D + 4 -
A + 2 3 -
Y 1 2 1
WORKING
5 5 5 5
RECOVERY
min min min min
PERIODISATION
This practice takes place within a 20m squared area, the challenge physically will be to
complete these change of directions across the ve minute block. However because of
the lack of space, we should see players who actually cover less distance, at a lower
intensity, which is why we nd the session positioned within recovery and acquisition
days, If this session was being built into a competitive microcycle, it would be worth
extending the area to 30m to allow the players to reach higher speeds and larger
accelerations and decelerations.
97

fi
fi
Street Football
SESSION DETAIL
As the image shows, the game will naturally be very chaotic when all four teams are
working in the opposite direction of each-other. We as coaches must be willing to
accept the chaos, and accept that players can relish the dif cult situations, and this
might actually be where players are exposed to the greatest learning opportunity. The
session can be manipulated every 5 minutes to alter the challenge by;
Rotating the game, so players play different teams
Changing the shape of the pitches, to make sure that each game has a different
challenge
Restrictions on different games to provide a different challenge.
98

fi
Thank You for Reading
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MODERN

A Comparative Look Through Tactical

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Front cover image by TheFootballCoach.

Printed by FootballCoaching, Ltd., in the United Kingdom.

First printing edition 2020.

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Why Is Periodisation Important…………..……………………….………….……………7

Tradition V Tactical Periodisation.………..……………….……….………………………16

Moments of the game.…………………………………..……….…………………………22

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When looking into physical performance, it is important to understand why physical

However important running is within football, it isn’t the only parameter of

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Tactical Periodisation is a methodology which was developed in the mid 1980’s by

Before we look in to tactical periodisation in more detail, it is important that we

Tactical Periodisation is a modern holistic approach to a training methodology. It

The fundamental difference between standard periodisation and that of tactical

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Neuroscience Theory of Complexity

Sociology Tactical Physiology

Fractal Geometry Psychology

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Technical Tactical Physical Psychological

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PERIODISING TACTICAL ELEMENTS

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Fractality is an important part of Tactical Periodisation, it is how the game is broken

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PLAYER CLUBS NATIONAL

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It is fundamental to Tactical Periodisation that we understand what these four moments

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Defensive Organisation is effectively the opposite of Offensive Organisation. In these

In order to deliver Tactical Periodisation we must become comfortable recognising

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Oliveira, a well known preacher of Tactical Periodisation, talks of training in ‘Fractal’

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Unit Speci c Training

Although it might not be possible to recreate the accurate distances between