EXPLAINER

www.mikephelancoching.com recently visited USYS https://www.usyouthsoccer.org/ and delivered a coaching masterclass and Q and A at the 2025 ODP trials.

The session involved our two vastly experienced coaches Mike Phelan and Paul McGuinness and looked at the theme of possession and progressive play. Paul giving tips from his under the microscope concept of game relative fine detail and Mike dealing with the reality of large group live coaching and making progression through chaos to produce front foot, positive and attacking football.

Overall and among other things (As the session is not staged or fixed) the session covers the following at micro and macro levels in terms of key content.

1.     Connecting play and advancing field position

2.     Timing, when to hold and entice the opponent and when to release the ball

3.     Quality (smoothness) of passing

4.     Supporting and blind side runs

5.     Creating overloads in opposition territory

In the initial stages we see McGuiness simply demonstrating a midfield player linking with a forward player to progress play. However, the microscopic detail often missing from many session plans and demonstration is, the when, the how and the why.

When (The defending player (White 6) has turned their head)

How (By making your movement blind side (Red 8 and red arrow), whichever side this may be of the opponent (White 6) who has turned their head)

Why (To dictate the flow of the game, to gain an advantage as the overload now appears in your favour Red 8,9 and 10 are now faced up against White 4 and 5 in the final third area)

This is just one example of the many details players require to be able to accumulate football intelligence and is a cornerstone of Pauls under the microscope concept delivered and pieced together into eventual gameplay by the www.mikephelancoaching.com team.

As with all good coaching, player Q and A and checks of understanding are carried out both during and post session and as we can see from our USYS ODP trialist the concept on display and new game intelligence is absolutely received and understood.

The session is then progressed to a larger scale possession based 6 v 6 where former Manchester United first team coach Phelan takes McGuinness concept into the chaotic environment of a live game scenario. Key points in the free play are how to use the space to create the best scenario for your team, when to connect and how to connect with your team mates and when sometimes to perhaps be patient and stay on the ball as the picture before you develops and changes.

Example start set up

Although the session is 6 v 6 Phelan is rotating players on and off due to the workload involved and a match being played later that day. As the footage progresses Phelan can be heard talking about timing (referring to McGuiness earlier detail) and how only the player can decide when the time is right, has the scenario prompted the connection and movement of the ball, are the conditions (details) right.

Although the play is frantic at times and to a degree with limited success in the circle (In terms of connections) Phelan is letting the game flow as opposed to stop start coaching and consistently and subtly praising all the good bits of play, decisions and technical aspects as they come out even though they may be unconnected at this point.

At 4 minutes Phelan decides to intervene with a coaching point but note the language and how he starts this particular point, “Stop, You’ve done ever so well, this is good, but it also could be better “He opens up the environment for learning instantly with his praise and positivity as he enters the field to clarify a little detail to help the grey team.

In the demonstration McGuiness concept is now appearing in the live game the grey player on the ball has been patient and brought the defending yellow onto him, he has invited the pressure (gets himself close to the fire, another ‘Under The Microscope’ detail) and the grey has then played the pass into the forward (the connection is made) however the added “good to better” detail is now the discussion in relation to the blind side run as earlier broken down by McGuinness.

As free play now resumes Phelan while allowing play to continue now engages (5 mins 30) with the players on the side with regard to the congested play and where the space may be and asks the question, how long will it take them to work it out.

Here we are seeing a coach adopting different teaching and learning styles by working with the observers as well as the participants and ensuring the best possible environment and operational culture is constant throughout the exercise while maximal learning is taking place for all.

On 5:55 minutes Phelan then engages in a Q and A with the participant player style coaching to check the understanding of what the player in possession had done (not released the ball, and why, the run wasn’t there) a different type of positive praise as he has recognised and checked the player had seen something but not been able to execute and the reasoning why. This particular educational intervention point is now bringing in extended but related details required for connections.  

The session then ends with a relaxed and informal bidirectional discussion while coaching points are still subtly placed into the learning environment. McGuiness now brings in the detail of the technical quality of the pass and once again demonstrates in a emphasises yet clear fashion the consequences of poor passing and the advantages good passing brings to a game in relation to connections for a team in possession of the football.

In summary an example of two coaches working together at micro and macro levels and taking training in to match style reality while maintaining a coaching and development focus through intensity and at times chaos.

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The Mike Phelan Coaching Team