Ages 12-15: Introduction to the progressive methodology

Helping young players transition from simple activities to more complex, game-like situations is a cornerstone of effective grassroots coaching. When there is logical progression during sessions, children are more likely to develop not just technically and tactically, but physically and psychologically too, creating well-rounded players.

In this edition of FIFA’s Grassroots Coaching Essentials series, Dr Vanessa Martínez Lagunas explores how coaches can deliver sessions that follow a clear progression, and dives into the importance of a progressive methodology in supporting players aged 12 to 15 through each stage of their development. Vanessa breaks the presentation down into three crucial phases: technical foundation, tactical introduction, and game application. Each builds on the last, ensuring a purposeful and structured learning experience for the players.

Following the video is a written summary of the presentation, with three practical coaching tips for each phase provided, as well as sample exercises to bring the progressive methodology to life on the training pitch.

Phase 1: Technical foundation

The first phase of the progressive methodology focuses on developing basic, yet fundamental technical skills, which is one of the pillars of grassroots coaching. In this section, Vanessa outlines three key principles that coaches can use to build a strong technical foundation during this phase:

Lots of repetition: Frequent practise ensures that players are getting many touches of the ball, sharpening their technical ability for the rest of the session.
Practise without opposition: Practising without a direct opposing defender allows young players to build confidence with the ball, refining their skills under little pressure.
Incorporate competition: Coaches should always include some form of unopposed competition into the activity to maintain engagement in the learning process and avoid monotony.

Activity 1: This is a simple dribbling activity with teams of no more than five. Players dribble through cones in a relay race, avoiding contact, and are given plenty of touches of the ball unopposed. The exercise can be progressed by having players pick up cones that are the same colour as their team.

Phase 2: Tactical introduction

Once a sound technical base has been established, the next step is for coaches to introduce tactical elements to the activity to foster greater decision-making and a deeper understanding of the game. Here, Vanessa outlines three ways to support players’ tactical development:

Improve understanding of the game: Incorporating tactical concepts provides players with a deeper understanding of the game and the impact of their decision-making during a match.
Ask leading questions: Coaches can support the learning process further by encouraging critical thinking through asking thought-provoking, game-related questions to the players.
Keep it relevant to core skills: These types of activities also offer a valuable opportunity to players to work on fundamental skills alongside developing their tactical mind.

Activity 2: Two teams race from opposite ends, with each player dribbling to score past the goalkeeper. Whoever scores first earns a point for their side. This activity develops technical skills and introduces tactical awareness, boosting decision-making and understanding of the game.

Phase 3: Game application

The final phase of the progressive methodology is applying learnings from the first two phases into match-realistic situations. In this section, coaches should encourage greater freedom to problem-solve and execute technical skills. Vanessa highlights three core principles to help coaches get the most out of this stage:

Apply learned skills: After practising in a structured setting, players should be given the chance to put their learnings into action in match-like activities with fewer imposed restrictions.
Integrate all relevant skills: These activities should reflect the demands of real matches, requiring technical, tactical, physical and psychosocial skills to be put to the test, while still aligning to the core theme of the session.
Minimal coaching intervention: Coaches must take a step back during this activity, allowing players space to think for themselves and problem solve without constant intervention from the sidelines.

Activity 3: Two teams take turns attacking and defending 1v1 situations on a mini pitch with goalkeepers. If the defender wins the ball, they have five seconds to try score at the other end. This activity encourages players to apply skills independently, integrating technical and tactical demands.

Key Take-aways

By using progressively structured sessions, coaches can support deeper learning and more meaningful development. With this approach, Vanessa ensures that every stage of practice contributes to overall growth of the player. Here are the key take-aways from her presentation on implementing the progressive methodology:

Player-centred development: This approach allows coaches to tailor each activity to the individual needs and skill levels of each player, encouraging creativity and decision-making.
The session becomes gradually more complex: The progressive methodology increasingly challenges players by moving from simple to more difficult activities.
Fostering holistic growth: The progressive methodology balances the development of technical, tactical, physical and psychosocial skills, including teamwork, leadership and confidence.