How to set it up
- In a 15 by 20 metre area mark three lanes about 4 metres wide and 16 metres long.
- Three players per lane: one at each end and one in the middle.
- One ball per lane.
How to play
- The end players pass to each other, trying to get the ball past the middle player.
- The middle player counts five seconds out loud; the pass must go before the count ends.
- Scoring: past the middle with the inside of the foot 1 point, the outside of the foot 3, the weaker foot 5.
- A pass that hits the middle player above the knee costs a point: keep it on the ground.
- Rounds of two minutes, then rotate so everyone plays in the middle.
Why it works
The blocker in the middle makes the pass a decision: which side of him, how hard, and when. Wait too long and the count runs out; rush it and the pass is easy to block.
The middle player is not a cone. They move, they feint, and they learn to read the passer's body before the ball comes.
What to coach
- Look at the blocker before you pass, then pass to the side they are not covering.
- A firm pass along the ground, struck with the ankle locked.
- Hide the pass: a late swing makes it harder to read.
- The receiver moves sideways to open a new line.
Questions to ask
- "Which side did you pass on, and why that side?"
- "What did you see the middle player do before you passed?"
- "How did your partner help you get the pass through?"
Make it easier, make it harder
- Easier: a wider lane, a longer count, the middle player can only move sideways one step.
- Harder: a narrower lane; one-touch passing; the middle player can win the ball and score by stopping it on either end line.
How to adapt it by age
- U8 to U9: the stronger foot, a wide lane, the inside and outside scoring.
- U10 to U12: the weaker foot scoring, the five-second count, a narrower lane.
- U13 to U14: one touch, the laces allowed, and promotion and relegation between lanes.
Put it in a session
Hobbit plans the whole practice around this game for your age group, numbers and space, with a diagram for every block.
