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Chunking in Soccer

Chunking  is dividing large amounts of information into smaller chunks that can be retained in "working memory" so that retention, learning and understanding is dramatically improved.

​Research studies have determined that "working memory", what an average individual can only focus on at the same time, is limited for most individuals, to 4 chunks of information that it can handle at the same time. The range in studies is between 3 and 5 chunks of information and varies by individual and the size of the chunks of information.

When too many chunks are presented to "working memory" or when the chunks presented to "working memory" are too large, an individual's focus goes into overload and performance suffers.
Bibliography: Current Directions in Psychological Science: 2010, Feb 1;19(1):51-57

Chunking In Practices

Training exercises and materials need to be covered in logical sequential chunks that individual players can process and learn from. When information is provided out of sequence or in chunks that are too large players do not learn as quickly or as well.

In surveys most youth players quit playing sports, often forever, when they feel they are not learning, not getting better, they are bored and/or they are no longer having fun.
Bibliography - ESPN: 2013, July, 16:

To keep players from being bored, losing focus and/or not learning keep them active and avoid having players stand in waiting lines. To keep players focused setup an exercise for the best number of players to keep players learning. If 7 is the best number of players and you have 14 players at practice. Set-up the same exercise in two side by side areas.

Samples of Chunking In Player Training

Training players to use their weaker foot as a manipulative foot to handle the ball (to touch, dribble, pass and shoot) is a 5 step sequential chunk progression. See Training 1 Footed Players

1. Teach the practice exercise progression for players to learn to balance on their stronger manipulative foot, at home on their own time, so that they develop a strong, stable plant foot (platform) so that their weaker manipulative foot can be used to manipulate (touch, dribble, pass and shoot) the ball. (2-3 weeks)
2. Teach groups of 4 to 5 teammates the team dribbling exercise, using their dominant manipulative foot, that forces players to learn to use micro touches while dribbling and handling the ball. (2-3 weeks)
3. Teach groups of 4 to 5 teammates to do the same team dribbling exercise in Step 2, using their non-dominant weaker foot. (2-3 weeks)
4. Repeat exercise with 2 lines crossing each other to replicate game chaos. (2-3 weeks)
5. Repeat exercise with 3 lines crossing each other to replicate game chaos. (2-3 weeks)

Training players to scan the field (for teammates, opponents and open spaces) is a 6 step sequential chunk progression. Most players stare at the ball and player in possession of the ball for 54 seconds a minute. The very best players scan the field for teammates, opponents and open spaces for up to 26 seconds a minute. See Faster Scan Rate Training

1. Teach players the eye conditioning progressions, to do at home on their own time, to strengthen eye muscles, improve eye teaming (the eyes working together) and to track targets in motion (dynamic acuity), (2-3 weeks)
2. Teach players the "To and From" eye exercises to do on their own on the way to and from practices and games, (2-3 weeks)
3. Have players watch the on-line interactive, to do at home, computer animations that improve eye movement and scanning, (2-3 weeks)
4. Have players watch the selected SSG (Small Sided Game) Video exercises, to do at home, to learn to anticipate movements by teammates and opponents in games. (Research studies found doing exercises for 15 minutes a session, 3 times a week for 4 weeks improves match anticipation by 76%. Bibliography: Journal of Strength and Conditioning Research: 2008, Nov, 22(6): 2027-35.)
5. Do in practice "Scan Rate Game Restart" exercises to tweak player's scanning of teammates, opponents and open spaces on restarts. (2-3 weeks)
6. Do in practice "Scan Rate In Game" exercises that require non-stop scanning and identification of players by jersey color and position. (2-3 weeks)

Chunking in Games

Players "working memory" can be overloaded in games when coaches, their assistants and parents all giving them too many, complex and/or conflicting instructions. To protect players from information overload coaches need to teach their assistants and parents not to give players instructions before or during games unless the coach has specifically asked them to do so.

When it comes to pre-game, during game and half time instructions:

• Only give 3 or fewer instructions to a player before, during and at half time. Only give 2 instructions at the same time (pre-game, half time or when a player substitutes into the game). Make notes on what each player needs to play better and use the notes to teach in practices.
• Players should only be given the instructions that apply to them. This means the Goalkeeper should be given their own instructions. The defenders in the same roles should be given their own instructions. The midfielders in the same roles should be given their own instructions. The attacking players in the same roles should be given their own instructions.
• Player's on the bench should be asked to comment on the opponent they are going to play against when they are to go into the game. Questioning encourages players to focus on the game when they are not in the game so they can tell you about the player they will be playing against. For most players knowing how their opponent plays before going on the field helps them play better and learn faster. 
• If there is something a player need to know about their opponent giving them 1 or 2 chunks just before they go on the field to help them. 
• All instructions from the sidelines should be given by or authorized by the coach.
• Parents often help the team's opponents win by giving bad instructions or simply breaking their child's focus on learning to do their job well by yelling at them. 
• Parents who yell too much or say the wrong thing(s) also take the fun out of playing the game for many children.
• Parents who yell at the wrong time and break their child's focus on playing safely also put their child at risk of injury if they, as a result, are hit by the ball, fall, collide with another person or run into a goalpost.

Chunking in Player Development

Player development is dividing a very large chunk of training, like team defending, into a logical progression of small chunks that are introduced in a developmental sequence that players can learn over time. The goal is not 100% perfection by 100% of all players in a single practice, but rather the players starting to pickup and learn the topic, at their own learning rate over time.

When one or more players start to master a chunk and are successful their teammates see their success and also learn. When a few learn and master, others soon follow.

Chunks should be on the edge of being challenging, so players don't get bored and lose focus. Human nature is to do what you already know that is comfortable for you. Development is being challenged to be just a little out of your comfort zone so you must focus, because when you focus learning and improvement follow.

And because doing the same thing session after session becomes boring chunks need to challenge the mind and body in different ways. For example:

• repetition of skills training,
• watching small sided games videos at home or as a team,
• interactive online tutorials,
• watching training videos at home or as a team,
• viewing an animation of what you will do in your next practice before your practice,
• online breathing exercises,
• to and from exercises when audio click sounds,
• at home color deficiency screening,
• short term visual memory flash training, and
• in practice "chaos" exercises to improve vision.

There are several dozen teaching aids and approaches to training that are used to present chunks of information in learning progressions.