The game of the Czech national team at the Prague World Championships 2018.

The game model is a way of trying to form an view of a game that can be considered a chaotic whole. It allows the game to be divided into phases and smaller parts which can be analyzed and practiced separately. Here is one example from that:

An example of one kind of game model.
  1. POSITIVE TRANSITION – what happened after Czech team won the ball:

Semifinal: Cze – Fin

  • Almost all the situations (24/25) started from own defense zone.
  • First pass: 14 x forward and 11 x backwards.
  • Czech team created four scoring chances so efficiency was 16%.
  • Only five situations ended the way that team was losing the ball.

Bronze game: Cze – Sui

  • All the situations (16/16) started from own defense zone.
  • First pass almost always forward 15/16.
  • Czech team created eight scoring chances so efficiency was 50%!
  • Only one situation ended the way where team was losing the ball.


2.1 Scoring:

  • Againts Finland 24 scoring situations. 14 Shots: three from best scoring area and four were goalkeeper had to react.
  • Againts Switzerland 15 scoring situations. Five Shots: one from best scoring area and for four shots which the goalkeeper had  to save.
Scoring situations against Finland and Switzerland.

2.2 Building up:

  • Againts Finland 34 situations: 18 times losing the ball in offense zone, nine times the game continued to the organized offensive game and six shots.
  • Againts Switzerland 19 situations: seven times losing the ball in offense zone, seven times the game continued to the organized offensive game and four shots.
Building up phase against Finland and Switzerland.

3. NEGATIVE TRANSITIONwhat happened after Czech team lose the ball

Semifinal: Cze – Fin

  • Almost all the situations (12/13) started from own Offense zone.
  • Pressing after losing the ball in four situations and winning the ball back one time.
  • Opponent was able to create four scoring chance after losing the ball.
  • Four situations ended to the opponent’s ball possession, without chance to score.

Bronze game: Cze – Sui

  • All the situations (9/9) starts from own Offence zone.
  • Pressing after losing the ball in six situations and not winning the ball back after losing.
  • Opponent was able to create one scoring chance after Czech lost the ball.
  • Two situations ended to the opponent’s ball possession, without chance to score.
Situations where Czech team loses the Ball against Finland and Switzerland.


4.1 Prevent scoring

  • Againts Finland 15 situations. seven times winning the ball, eight shots from Finland: one goal and two  good scoring chances.
  • Againts Switzerland 14 situations: five times winning the ball, nine shots from Switzerland, three of them were good scoring chance.
Defense situations when Finland and Switzerland has chance to score.

4.2 Disturbing

  • Againts Finland 39 situations: 36 situations ends in defense zone, 18 times winning the ball, 11 situations continues to Finland`s organized offense zone game, eight shots: two goals and three from best scoring area.
  • Againts Switzerland 28 situations: 27 situations ends in defense zone, 12 times winning the ball, eight situations continues to Switzerland`s organized offense zone game, five shots, two from best scoring area.
Organized defense against Finland and Switzerland.


Each player has their own, individually defined, role in the team. They are also different individuals, with their own strengths and weaknesses. The same applies for playing. The coach’s job is to help the player identify their own strengths and areas of improvement. Different playing styles and roles in the team also require the player to have different qualities that he or she should be aware of.

Different self-evaluation methods can be used as a tool in the development process of player`s game. With these assessments, the coach gets important information about how the player sees him or herself, and what are the strengths and weaknesses. At the same time, the player’s reflection skills develop and they learn to evaluate their own performance, which also changes the role of the coach. To identify the current situation, the coach can guide the player to set realistic goals. Different self-assessments can also be used as a tool in discussions between the player and the coach.

One example of a player self-assessment form.


The understanding of the game appears as actions and decisions made by the player. It can be considered as a player’s ability to solve basic game situations with and without the ball. These situations are, for example, 1vs1, 2vs1 and 3vs2. Simply, the understanding of the game is the player’s ability to contribute to the team to win. It can be divided into three areas: understanding and reading the game and decision making.

Understanding the game reflects the player ’s ability to understand the goals of the game and the principles of team collaboration. In practice, therefore, action in four different game roles according to the team’s style of play. In the game, it appears as a player action in four different roles (attacking with and without the ball, defending a player with or without a ball). It’s also about players perceiving how their own actions impact the course of the game. Understanding the game also includes the player’s ability to relate their own skills and physical characteristics to the solution required in the situation.

Coaches checklist for developing players understanding of the game:

  • Teach the player to act in different game situation roles and basic game situations
  • Practice all aspects of the game (understanding the game, reading the game and making decisions)
  • Ask the player for reasons for his decisions in different game situations
  • Develop your own understanding of the game
  • Use videos as a learning tool
  • Remember to develop factors related to game understanding, especially self-confidence
  • Vary the environment and adjust the level of requirements of the game by changing the rules, the number of players and the size of the field