3v3 Funino – Developing game understanding and decision-making - FIFA Training Centre

By using multiple goals the format encourages players to spread out, scan the pitch, assess situations and make intelligent decisions about when to penetrate forward and when to switch the point of attack. As a result, Funino helps players learn to recognise space, create passing options and move the ball strategically to outplay opponents. At the same time, it develops the technical skills needed to execute these decisions, including dribbling, passing, receiving and combination play.

In this article, we analyse Funino through the game design framework introduced in the first two parts of this series. We examine how the game’s design influences player behaviour, why it is such an effective learning environment and how coaches can adapt it to emphasise different tactical and technical objectives.

Watch the video below for an overview of the game before exploring the design principles behind it.

Part 1: Introducing the game

Discover the organisation, objectives and rules of the practice, and understand how the format encourages player involvement and decision-making.

Part 2: Key coaching points

Explore the main coaching messages, understand the players’ options, and learn how to guide them towards adaptable solutions.

Part 3: Introducing a variation

See how the practice can be adapted to create new challenges, encourage vertical play, and improve support underneath the ball.

Funino is a directional 3v3 game played on a 25x25m pitch. Each team attacks and defends two mini-goals, but goals only count when scored from inside a designated shooting zone. Played in short, high-intensity rounds, the format creates a constant flow of attacking, defending and transition moments, ensuring every player is constantly involved.

Game design

Players: 3v3 (equal numbers)
Space: 25x25m rectangular pitch
Targets: Two mini-goals per team
Rules: Goals only count from inside the shooting zone
Organisation: Short rounds with regular rotations

Modified games can target different levels of performance, from specific phases of play such as pressing or building from the back, to broader principles such as creating space or defending compactly, and individual actions such as dribbling, passing or finishing.

When selecting a game, it is important to recognise not only what it develops, but also what it does not. Every game emphasises certain aspects of football while inevitably reducing others.

Funino is not designed to replicate specific phases of play. Although players constantly solve problems related to progressing the ball and preventing the opponent from doing the same, the game lacks many of the positional and tactical characteristics of larger formats.

Its strength lies elsewhere. Funino is highly effective at developing game understanding, decision-making and the individual competencies required to outplay opponents. In particular, it promotes the following attacking principles:

Creating width – With two goals to attack, teams learn to spread out, stretch the defence and open passing lanes.
Penetration – Players look for opportunities to dribble through gaps, combine forward and make runs beyond defenders.
Switching the point of attack – When one goal is blocked, the opposite side often becomes the better option.
Creativity and initiative – Because solutions are rarely prescribed, players are encouraged to experiment, take risks and solve problems independently.

The behaviours produced by Funino do not result from a single design choice. They emerge from the interaction between players, space, targets and rules.

With fewer players, involvement increases significantly. Players are more frequently on the ball, attacking, defending and transitioning between phases. The result is a game rich in actions, repetitions and learning opportunities.

Equal numbers further shape the type of actions that emerge. Without a free player, attackers must create advantages themselves — through movement, ball manipulation and creativity. This increases the frequency of:

receiving and playing under direct pressure;
1v1 situations and dribbling actions;
changes of direction to escape opponents;
quick combinations in tight spaces; and
runs in behind to attack space.

The pitch shape and relative size creates space both vertically and horizontally. This allows teams to either:

penetrate forward by passing or dribbling through lines and attacking space towards goal; or
changing the point of attack by switching play and using width to exploit open space.

By adjusting the proportions of the pitch, coaches can easily shift the emphasis between vertical and horizontal play.

Attacking two goals increases choice. Players must constantly scan, compare options and decide where to attack. This encourages:

attackers to switch play by changing direction and exploiting space on the weak side; and
defenders to remain connected by shifting across the pitch and protecting both goals.

One simple rule has a significant impact: goals only count from inside the shooting zone. This:

discourages speculative long-range shots;
rewards penetration into dangerous areas; and
increases forward runs, dribbling and combinations close to goal.

Well-designed games create opportunities for learning, but they do not guarantee that desired behaviours will emerge. Players need time to explore, experiment and discover solutions. As patterns begin to appear, coaches can use well-timed questions, feedback and brief interventions to help players recognise important cues, understand why certain solutions are effective and apply them more consistently. The following examples illustrate how coaching can support learning within the game.

1. Creating overloads through movement
A key coaching moment is helping players understand how intelligent movement creates temporary advantages. When the central player runs in behind, the defender is forced to make a decision, creating two possible outcomes:

If the defender stays, the runner becomes free and can receive in behind (A)
If the defender follows, space opens centrally. The ball carrier can attack that space by dribbling inside, creating a temporary 2v1 on the opposite side (B)

By making these possibilities explicit, coaches help players understand how their movement influences defenders and creates advantages for team-mates.

2. Reading defensive pressure
Wide players must constantly read the defender's behaviour and adjust accordingly. Rather than repeating the same movement pattern, they learn to adapt their positioning to the situation. Two contrasting situations occur frequently:

If the defender stays deeper, the wide player can provide a short passing option, receive to feet and attack from there (A).
If the defender marks more closely, space opens behind the defender. The wide player can exploit it with a well-timed run in behind (B)

By drawing attention to these cues, coaches help players understand that effective movement is not about following predetermined patterns. It is about recognising what the defender is trying to take away and exploiting the space that becomes available

3. Recognising when to switch play
Players must first learn to recognise when changing direction is the best solution. This occurs when:

the direct route to goal is blocked;
the opponent has shifted towards one side; or
space is available on the opposite side.

Coaching helps players understand that progressing forward does not always mean continuing in the same direction.

4. Switching play effectively
Recognising the opportunity is only the first step. Players must also learn how to execute the switch before the defence can recover. Effective switching requires:

advanced positioning of team-mates;
passes played into the receiver’s front foot; and
appropriate speed and timing of the pass.

The objective is to move the ball faster than the defence can shift and close space.

One of the strengths of Funino is how easily it can be adapted to create different learning opportunities.

Variation 1 – Neutral Player

Adding a neutral player creates an attacking overload. This increases possession stability, while reducing the frequency of duels and off-the-ball movement. Defenders, in contrast, are challenged to organise collectively.

Variation 2 – Short and Wide Pitch

A shorter and wider pitch increases the importance of using the full width of the field. Attackers are encouraged to stretch the defence, circulate the ball and create openings by switching the point of attack.

Variation 3 – Long and Narrow Pitch

A longer and narrower pitch increases the importance of vertical progression. Players operate on different lines, with attackers and defenders constantly managing space in front of and behind them.

Variation 4 – Target Players

Adding a target player introduces a new vertical passing option, encouraging forward play, supporting runs and third-player combinations. Defenders are challenged to block passing lanes and defend backwards.

Funino demonstrates how thoughtful game design can create a rich learning environment without unnecessary complexity. Its effectiveness comes from the interaction of several design elements:

Few players maximise involvement
Equal numbers promote individual problem-solving
Space supports both vertical and horizontal solutions
Multiple goals encourage scanning and switching
The shooting zone rewards penetration before finishing
Coaching helps players recognise and apply effective solutions

Viewed through this framework, Funino becomes much more than a small-sided game. It is a practical example of how thoughtful design can shape behaviour, increase meaningful repetitions and accelerate player development.

Next article coming soon.