In 2016, when I was scribbling notes on a piece of paper and trying to piece together what I thought the identity of my “dream football academy” would look like, everything came back to one thing: players being comfortable enough to stay on the ball.

In the current moment, staying on the ball is a phrase that gets thrown around by many coaches and disagreed with by just as many. But the term — and the philosophy — in my humble opinion, is extremely misunderstood.

Staying on the ball: dribbling, just to dribble?

Staying on the ball requires children to become comfortable manipulating the ball both under no pressure and then under pressure. It requires children to make decisions on how to hide the ball, protect the ball, and then produce an action at the end of it. But this is where the majority of the misunderstanding lies.

When children are asked to stay on the ball, it should be for a number of reasons:

Learning to manipulate the ball under pressure

As Arsène Wenger once famously said: “The first condition is that the player must be technically capable to express what is tactically asked.”

Without enough practice at a young age, players won’t be exposed to enough scenarios where they are forced to manipulate the ball under pressure — tightening and enhancing their technical ability. This can be taught in both unopposed practices (with no pressure) and opposed practices (under pressure from an opponent).

This is where children practise. They practise twisting, turning, hiding the ball, and eliminating or outwitting opponents, so that when they’re old enough to play in a team — under a coach who has specific instructions — they are technically able to produce the outcome necessary to keep being selected.

Dribbling as a vehicle: debunking the myth that it produces greedy players

Now that we know staying on the ball is a skill that can be improved, let’s talk about why — and how — it improves a child’s decision-making.

The first step is being comfortable enough to manipulate the ball under pressure. But what comes next?

Children should then be taught that dribbling is a vehicle — and a vehicle needs an action at the end of it.

After your dribble, has there been a pass? A shot? A cross?

And if not, why not?

That last question is where decision-making happens — and where it can be improved.

How to get better at dribbling

Assuming that you want to, here are some practical things children can practise:

Unopposed practices:

Practices where children have high repetitions manipulating the ball under no pressure, so they can experiment with ways to hide/protect the ball and eliminate potential defenders with moves. Preferably done on the move and at speed.

Semi-opposed practices:

Similar to the above, but with “fake pressure” applied. This teaches children how to execute what’s needed in specific scenarios. For example, if your fake pressure puts them in a position where they need to get past you to advance, they should learn the space, timing, and skill required to eliminate you.

Opposed practices:

This is where children link what they’ve learned to live defending. Again, it should vary:

Is the pressure from in front? To the side? Behind?

What’s required in each scenario?

Finishing with an action:

Another layer is needed now.

Do you want the child to shoot after the dribble? Provide goals.

Do you want them to pass? Give them a teammate.

A cross? Have a teammate arriving in the box.

Final Thoughts

Staying on the ball is a process, not an event. It’s not a single eureka moment. And you have to stay committed to the process for years to see the real benefit.

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