Structuring a soccer training session: 'Up the steps'

The ‘Up the steps’ format is arguably the most commonly used session structure.

In this format, the players participate in a small number of practices, which get progressively more difficult. 

Quite often, this involves them starting in an unopposed (or technical) practice, before moving into an opposed (or skill-based) practice, and finishing with a game.

The benefits of using the ’Up the steps’ format

There a number of reasons why this form of training is so popular with coaches – chiefly, because it makes the most sense to structure a session in this way.

If a player is to get better at something, the level of challenge they face needs to increase in difficulty to allow them to do so. If the difficulty does not increase, the player will find it more difficult to improve.

Also, if players are not being challenged, they will start to lose interest. 

The enjoyment players get from an ’Up the steps’ session is similar to the buzz they receive from video games where they have to work their way through different levels. 

Doing so brings them the satisfaction and joy that come with completing a level and unlocking the next challenge. They want to be able to progress through the game and succeed in the ultimate aim of completing it.

Therefore, this format of session design not only provides the coach with clear direction, it also gives players an obvious learning focus, which they can develop as they progress through the different stages of the session.

How to structure an ’Up the steps’ session

Typically, an ’Up the steps’ session will be structured as follows...

1. Unopposed (technical) or unopposed with interference practice

This allows the players to have a feeling of success, get lots of time on the ball and concentrate on the focus of the practice. 

During this first practice, we can start to introduce the coaching points that will support the players in their development of the session topic, breaking the focus of the session down into key actions.

2. Opposed (skill) practice

Once the technical practice has been completed, the players can then progress into the opposed practice, where they will be able to develop their learning further by practising their technique within a more challenging environment.

All opposed practices are performed in an environment which has a lot of variable factors, far more than in unopposed practices.

The key for coaches in this part of the session is to support the players in transferring what they learned in the previous practice into this one.

3. Small-sided or full-sized game

The final step is to place players into a game, where they will get a further opportunity to practise the focus of the session.

To aid this, we can add rules, constraints or a scoring system that encourages, or even forces, the players to complete the learning focus, more often than they usually would.

Example coaching points in an ’Up the steps’ session

Taking a session with a focus on receiving to play forward as an example, we may approach our coaching points in the following ways...

1. Unopposed with interference

Break the technique down into a number of key actions that the players will need to perform so they are able to receive the ball and play forwards. 

These could be...

• Scan the area to identify where to receive the ball, and where the other players are positioned
• Complete a double movement
• Open your body so you can see the ball and as much of the area as possible 
• Receive the ball on the back foot

These key actions can be introduced one at a time so that it is easier for the players to understand how to complete the full action effectively. This also makes it easier for the coach to analyse the players’ performance.

Once you have analysed the action, you can either praise the player if they are doing it correctly, or support them if they need some help doing it, perhaps through further instruction, or a demonstration. 

You can then move on to analysing the next player. After watching every player, you can introduce the next coaching point and follow the same process.

2. Opposed (skill) practice

Continue to observe the execution of the four key coaching points, and step in to support as needed.

For instance, if you observe a player receiving a pass in space, but with their back to goal instead of being open, you can raise this with them, referring to the previous practice and, where relevant, touching on some of the other coaching points.

You could ask: ’Did you know that when you received the ball, you were in lots of space?’. If the answer is ‘No’, you can remind them they need to scan before they receive the ball. 

Or, ask them: ’Can you remember how you received the ball in the last practice?’. If the answer is ‘Yes’, you can then ask them to try and receive it in the same way the next time that the ball is played to them and they are in space.

3. Small-sided or full-sized game

Add in rules, constraints or a scoring system to put the focus of the session at the forefront.

For example, you could split the pitch into thirds and add a rule that the ball can only be transferred between the different thirds through a pass. This means the player receiving the pass is encouraged to do so in a way that allows them to play forward. 

Once more, the role of the coach is to support the players in transferring their learning from the previous two practices into the game.

Any rules, constraints or scoring systems can be removed as a progression, allowing players to play and practise in a normal game, with the focus of the session still front of their minds, and completing their developmental journey for the session.

Variations on ’Up the steps’

Although the unopposed-opposed-game structure is the most commonly used format, an ’Up the steps’ session does not always need to follow this exact structure.

A session qualifies as an ’Up the steps’ structure as long as the level of difficulty increases throughout. For example, a session could start unopposed, before progressing to unopposed with interference. 

For a passing session, players could get into partners and pass between themselves, before all groups are asked to move around the same area and continue passing.

In another example, players could start the session with a semi-opposed practice and then move into an opposed practice. 

The difficulty would increase between these two practices, as the first practice would have an overload, whereas the second one would be matched up. 

For example, a session which has a focus on playing forwards quickly could begin with a practice that has four players playing against two opponents, before then progressing into a 3v3. 

Alternatively, the session could progress from opposed practice to opposed practice, with the difficulty increasing between the two. 

For example, a session on dribbling could start off with a number of 1v1 practices, before moving into a 2v2 or 3v3. 

By increasing the number of players within the practice, you are also escalating the challenge the players face due to the increased amount of decision-making needed.

You may also include more than three steps, depending on the amount of time you have for your session.