A Decision/Action Model for Soccer – Pt 10. The strategic game of interaction and isolation - [JRBoyd briefings-abridged for soccer]. “A game in which we must be able to diminish adversary’s ability to communicate or interact with his environment while sustaining or improving ours.” “How do we do this this? Three ways come to mind; physical, mental and moral." “According to Von Clausewitz… any conflict calls into play physical, mental, and moral factors. The problem then consists in maintaining reflection or theory at the center of these three tendencies as if suspended among three attracting forces or magnets.” Grehaigne, Richard & Griffin - Teaching and Learning Team Sports and Games.

1. 1
A Decision/Action Model for Soccer – Pt 10
The strategic game of interaction and isolation
[JRBoyd briefings-abridged for soccer]
“How do we do this this? Three ways come to mind; physical, mental
and moral.” [e) slide 34]
“According to Von Clausewitz… any conflict calls into play physical,
mental, and moral factors. The problem then consists in maintaining
reflection or theory at the center of these three tendencies as if
suspended among three attracting forces or magnets.” Grehaigne [20]
“A game in which we must be able to diminish adversary’s ability to
communicate or interact with his environment while sustaining or
improving ours.” [e) slide 33]

2. 2
“Very nice but, where do we begin?”[e) slide 13]
Human Nature [e) slide 14]
Goal
 Survive, survive on own terms, or improve our capacity for independent action.
 Diminish adversary’s capacity for independent action, or deny him the opportunity
to survive on his on terms, or make it impossible for him to survive at all.
Raises the question? [e) slide 15]
 In a most fundamental way how do we realize this goal or make it more difficult
for others to realize this goal?
Implication [c) slide 10]
 Life is conflict, survival, and conquest.
The competition for limited resources to
satisfy these desires may force one to:

3. 3
“Why should we use these?” [e) slide 35]
Physical
 represents the world of matter-energy-information all of us are a part of, live in,
and feed upon. [e) slide 35]
 [In soccer, technical skills are a part of the physical factors. Coaching soccer;
“Conditioning is soccer training, soccer training is conditioning.” [48]]
Mental
 represents the emotional/intellectual activity we generate to adjust to, or cope
with, that physical world. [e) slide 35]
 [In soccer the primary mental factor is the ability to quickly read situations and
decide on a course of action. Johan Cruyff; “The only special thing I have is
insight: I see things a fraction earlier…” [5]]
Moral
 represents the cultural codes of conduct or standards of behavior that constrain,
as well as sustain and focus, our emotional/intellectual responses. [e) slide 35]
 [In soccer the moral factor is the level and adaptability of individual and collective
character. Rinus Michels; “This is the guideline for the youth education system,
the style of play, and the code of conduct, and needs to be monitored through
the years.” [37]]

4. 4
“Upon folding these ideas into our
interactions/isolation theme we can say:”[e) slide 36]
Physical isolation
 occurs when we fail to gain support in the form of matter-energy-information
from others outside ourselves. [e) slide 36]
 [In soccer physical isolation involves degrading or eliminating the available physical,
technical and informational options. Simply put, being outplayed on the pitch.]
Mental isolation
 occurs when we fail to discern, perceive, or make sense out of what’s going
around ourselves. [e) slide 36]
 [In soccer mental isolation involves misleading, degrading or derailing the decision-
making process. Simply put, being outplayed between the ears.]
Moral isolation
 Occurs when we fail to abide by codes of conduct or standards of behavior in a
manner deemed acceptable or essential by others outside ourselves. [e) slide 36]
 [In soccer moral isolation involves degrading or eliminating esprit de corps, trust and
commitment to the mission. Simply put, being outplayed through desire, team spirit
and positive team interactions.]

5. 5
“Which leads to” [c) slide 134]
Strategy
Penetrate adversary’s moral-mental-physical being to dissolve his moral fiber,
disorient his mental images, disrupt his operations, and overload his system
as well as subvert, shatter, seize, or otherwise subdue those moral-mental
physical bastions, connections, or activities that he depends upon—in order to
destroy internal harmony, produce paralysis, and collapse adversary’s will to
resist. [c) slide 134]
 [In soccer the destructive focus must be multi-leveled. However, since soccer is a
contest of opposing wills moral isolation is a primary goal. This can be done by out
working/playing the opponents, the physical side i.e. the Berti Vogts method; out
thinking them, the mental side i.e. Cruyff’s way; having greater moral resolve i.e.
Ferguson; or a combination i.e. Michels and “Total Football.”]

6. 6
“While in opposite fashion we can say:”[e) slide 37]
Physical interaction
 occurs when we freely exchange energy-matter-information with others
outside ourselves. [e) slide 37]
 [All energy-matter-information is focused on schwerpunkt. Schwerpunkt shapes
every physical interaction while every physical interaction shapes future conditions
and situations of the unfolding schwerpunkt. See Pt.2 Teambuilding]
Mental interaction
 occurs when we generate images or impressions that match-up with the
events or happenings that unfold around ourselves. [e) slide 37]
 [This involves a common vocabulary, mutual trust, shared and distributed
orientations between players. Implicit and explicit interactions must stand up to real
environmental challenges.]
Moral interaction
 occurs when we live by the codes of conduct or standards of behavior that
we profess, and others expect us, to uphold. [e) slide 37]
 [Sticking to your part of the bargain while others do the same.]

7. 7
“Insight” [f) slide 11]
“Interactions, as shown, represent a many-sided implicit
cross-referencing process of projection, empathy, correlation, and
rejection.” [f) slide 11]
“Message” [f) slide 15]
“Referring back to our previous discussion, we can say: orientation is an
interactive process of many-sided implicit cross-referencing
projections, empathies, correlations, and rejections that is shaped by
and shapes the interplay of genetic heritage, cultural tradition, previous
experiences, and unfolding circumstances.” [f) slide 15]
 [The combination of genetic heritage, cultural tradition and previous experience
against a background of unfolding circumstances creates complex system interactions.
This requires the attentive, open system perspective as opposed to assertive, closed
system point of view. By seeing interactions as “a many-sided implicit cross-
referencing process of projection, empathy, correlation, and rejection” we have a
process model that results in high speed, negative feedback loops. A path to survival
and growth.]

8. 8
“Which carries us to the question?”[e) slide 46]
“How do we fold adversaries back inside themselves, morally-mentally-
physically… without suffering the same fate ourselves?
or put another way
How do we physically isolate our adversaries yet interact with others outside
ourselves?
How do we mentally isolate our adversaries yet keep in touch hence
interact, with unfolding events.
How do we morally isolate our adversaries yet maintain the trust/confidence
of others and thereby interact with them?” [e) slide 46]
 [See A Decision/Action Model for Soccer – Pt 7, Feedback in soccer, A cybernetic
approach in this series. Any single path, run out to its logical conclusion leads to a
dead end. We continually deal with all three factors at all times. Separation into neat
and clean categories isn’t going to happen.]

9. 9
“Illumination”[e) slide 47]
“Physically we can isolate adversaries by severing their communications with
the outside world as well as by severing their internal communications to one
another… To cut them off from one another we should penetrate their system
by being unpredictable, otherwise they can counter our efforts.
Mentally we can isolate our adversaries by presenting them with ambiguous,
deceptive, or novel situations, as well as by operating at a tempo or rhythm
they can neither make out nor keep up with. Operating inside their O-O-D-A
loops will accomplish this just by disorienting or twisting their mental images so
they can neither appreciate nor cope with what’s really going on.
Morally adversaries isolate themselves when they visibly improve their well
being to the detriment of others… by violating codes of conduct or behavior
patterns that they profess to uphold or others expect them to uphold.” [e) slide 47]
 [You can recognize moral failure when players hide, quit, cheat or place blame on
others. This behavior in a team is like a cancer. It can quickly infect others and
develop into “many non-cooperative centers of gravity” i.e. every man for himself. [c]
Cohesion breaks down and the mission gets lost in uncoordinated individual actions.]

10. 10
“Expected payoff”[e) slide 48]
“Disintegration and collapse, unless adversaries change their behavior patterns to
conform to what is deemed acceptable by others outside themselves.” [e) slide 48]
 [Change, which requires leadership, is necessary and difficult to do under pressure. It’s
risky and requires moral courage, sufficient physical capacity and the mental where-
with-all to make the most of what’s on hand.]

11. 11
“Illumination (continued)” [e) slide 49]
“Physically we interact by opening-up and maintaining many channels of
communication with the outside world, hence with others out there, that we
depend upon for sustenance, nourishment, or support. [e) slide 49]
 [See A Decision/Action Model for Soccer – Pt 5, Adaptive Leadership, Organic
Command & Control and Distributed Situational Awareness in soccer in this series.]
Mentally we interact by selecting information from a variety of sources or
channels in order to generate mental images or impressions that match-up with
the world of events or happenings that we are trying to understand and cope
with. [e) slide 49]
 [See A Decision/Action Model for Soccer – Pt 4, Using heuristics as coaching points
and Pt 8, Individual decision making in this series.]
Morally we interact with others by avoiding mismatches between what we say
we are, what we are, and the world we have to deal with, as well as by abiding
by those cultural codes or standards that we are expected to uphold.” [e) slide 49]
 [See A Decision/Action Model for Soccer – Pt 2, Teambuilding, Necessary elements for
team cohesive action in this series.]

12. 12
“Expected payoff” [e) slide 50]
“Vitality and growth, with the opportunity to shape and adapt to unfolding
events thereby influence the ideas and actions of others.”
 [Interactions are “an interactive process of many-sided implicit cross-referencing
projections, empathies, correlations, and rejections.” They are simultaneously
incoming and outgoing, friendly and hostile, clear and ambiguous, critical and
trivial messages received and transmitted over visual, auditory and tactile
channels that contain various degrees and levels of background noise. Whoever
orients quickest and begins to act becomes the leader of the moment. Their
action will have shaped events into a new direction. Others will follow this
temporary leader pushing events even further from the status quo. Players and
coaches with good fingerspitzengefühl have an advantage. Their experience
helps them to predict who is likely to influence the tempo and direction of
events. They can either join in a collaborative effort, continuing to follow the
course of events, or take preemptive action and assume leadership and a
possible change in direction.]

13. 13
“Pulling all of this together we have in a nutshell” [e) slide 51]
“The art of success
 Shape or influence the moral-mental-physical atmosphere that we are a part
of, live in, and feed upon so that we not only magnify our inner spirit and
strength, but also influence potential adversaries and current adversaries…
yet be able to
Morally-mentally-physically isolate our adversaries from their allies and outside
support as well as isolate them from one another, in order to: magnify their
internal friction, produce paralysis, bring about their collapse; and/or bring about
a change… so that they can no longer inhibit our vitality and growth.” [e) slide 51]

14. 14
“Raises question?” [f) slide 17]
“How do we set-up and take advantage of the many-sided implicit
cross-referencing process of projection, empathy, and correlation,
rejection that make appropriate orientation possible?” [f) slide 17]
 [Striking the balance between teaching, learning, education and
indoctrination in the context of soccer. Rinus Michels; “it is important to
employ the teambuilding process as young as possible, even with the
youngest age group category. Team building is a step-by-step educational
mechanism. It occurs in the young age groups with many simple guidelines
such as looking for open space, trying to win the ball back as soon as it is
lost and making the field as big as possible.” [37] Note the reference to the
teambuilding process at the youngest ages. This calls into question a rigid
use of Piaget’s Stages of Development model. The “simple guidelines” are
coaching heuristics found in Part 4.]

15. 15
“Message” [f) slide 18]
“Expose individuals, with different skills and abilities, against a variety of
situations—whereby each individual can observe and orient himself
simultaneously to the others and to the variety of changing situations.
Why
In such an environment, a harmony, or focus and direction, in operations is
created by the bonds of implicit communications and trust that evolve as a
consequence of the similar mental images or impressions each individual
creates and commits to memory by repeatedly sharing the same variety of
experiences in the same ways.
Beneficial payoff
A command and control system, whose secret lies in what’s unstated or not
communicated to one another (in an explicit sense)—in order to exploit lower-
level initiative yet realize higher-level intent, thereby diminish friction and
compress time, hence gain both quickness and security.” [f) slide 18]

16. 16
“New conception” [c) slide 7]
Action
 Exploit operations and weapons [physical-mental-moral options] that:
 Generate a rapidly changing environment (quick/clear observations, orientation
and decisions, fast-tempo, fast transient maneuvers, quick kill)
 Inhibit an adversary’s capacity to adapt to such an environment (cloud or distort
his observations, orientation, and decisions and impede his actions)
Idea
 Simultaneously compress own time and stretch-out adversary time to
generate a favorable mismatch in time/ability to shape and adapt to
change.
Goal
 Collapse adversary’s system into confusion and disorder causing him to
over and under react to activity that appears simultaneously menacing as
well as ambiguous, chaotic, or misleading. [c) slide 7]

17. 17
“Simply stated” [e) slide 29]
“As human beings, we cannot exist without an external or surrounding
environment from which we can draw sustenance, nourishment, or
support.
In other words
Interaction permits vitality and growth while isolation leads to decay and
disintegration.” [e) slide 29]
 [“Soccer players” do not exist outside of soccer or a soccer like activity. An eleven
year old boy wearing a Man U shirt at school is a student, not a center back. If
he’s jogging around a field he’s an athlete, a jogger. Likewise a “soccer coach”
doesn’t exist outside the activity of coaching. Their level of interaction (quality
and quantity) within an activity constrains or enables the level of growth;
sustained isolation leads to “decay and disintegration.” This is an example of
peripheral participation, a fundamental part of learning models, Part 9. At the
same time the identity of “soccer player/coach” is open to the positive and
negative influences of other domains. Being aware and taking advantage of these
other domains is a key to aiding positive growth and development. They open the
door to cross-training specific problems for individuals and strengthening their
identity.]

18. 18
“Such a simple statement reveals that:” [e) slide 30]
“The theme associated with D & C, P O C, C & C is one of interaction and isolation
 ‘Organic Design for Command and Control’ (C&C) emphasizes interaction.
 ‘Patterns of Conflict’ (POC) emphasize isolation.
 ‘Destruction and Creation’ (D&C) is balanced between interaction and isolation.”
[e) slide 30]
[Some basic implications throughout these documents are:
 1) run every idea out to it’s logical conclusion. This helps to frame its limits and avoid getting
caught in a dead end or a positive feedback loop. The only difference between being in a
groove and stuck in a rut is time.
 2) always consider and value the opposing point of view. Every thing has some value. A
detail of an opposing idea maybe the one that can turn your bad idea into a good one. Don’t
throw the baby out with the bath water.
 3) do it faster than the opponent. They’re doing the same thing. First one who acts wins. “A
good plan violently executed now is better then a great plan executed next week” George
Patton.
 4) as important as minding your own process is, you’ll also need to disrupt or destroy your
opponents. Getting him to work slower is just as effective as trying to out race him. Bottom
line, the strategic game involves competing wills for limited resources. The game is played by
humans in the real world.]

19. 19
Summary
The physical-mental-moral factors model is well known in areas of conflict. Since
it is based from a human perspective his it helps to account for Clauswitzian
friction, the difference between theory and practice. Soccer is not immune to
the implications and can benefit from its application.
Adopting the physical-mental-moral model as a part of your perspective helps
you to step beyond assertive teaching and fully utilize the learning models. It
keeps people first in the people-ideas-technology hierarchy.
Why is adopting different models important? At least two reasons. First, there is
no single model currently available for anything beyond short term problems. At
some level, point or time, they’re all wrong. Second the future is uncertain and
as you go up each level it approaches at an increasingly faster speed. Unseen
minor events can have a tremendous effect that your current model can’t
handle. Bateson’s “difference that makes a difference” gets smaller and smaller.

20. 20
Summary
JR Boyd on the need for multiple models
John Boyd on doctrine:
 “That’s the kind of stuff you gotta do. You got to challenge all assumptions. It’s like,
you know, we have doctrine. The Air Force has a doctrine, the Army's got a doctrine,
Navy’s got a doctrine, everybody’s got a doctrine. You read my work, doctrine doesn’t
appear in there even once. You can’t find it. You know why I don’t have it in there?
Because it’s doctrine on day one, every day after it becomes dogma, that’s why.
And so what I tell people, I understand that you’re gonna have to write doctrine…
even after you write it assume it’s not right. And then not only that look at a whole
bunch of other doctrines; German doctrine, other kind of doctrines, learn those too.
And then you got a bunch of doctrines. The reason why you want to learn them all,
then your not captured by any one. Now you can list stuff out of here, stuff out of
there, stuff out of there… and you can do better then anybody else.
Cause if you got one doctrine you’re a dinosaur, period.”
 Link to video; http://www.youtube.com/watch?v=heWpHSOMAmY .

21. 21
Summary
An example of a physical-mental-moral model in action.
 U.S. Marines – Recruit Depot – San Diego – Confidence Course. [Building up
resistance to isolation, one half of the strategic game.]
http://www.youtube.com/watch?v=VbIbzN3cbKM
 United States Marine Corps Drill Instructor Creed:
 "These recruits are entrusted to my care. I will train them to the best of
my ability. I will develop them into smartly disciplined, physically fit,
basically trained marines, thoroughly indoctrinated in love of the Corps
and country. I will demand of them and demonstrate by my own
example, the highest standards of personal conduct, morality and
professional skill." [36] [Legitimate peripheral participation in a learning
community. The apprenticeship model for an extreme environment, war.]
 Asymmetric Warfare Adaptive Leader Program. [Building up interaction skills, the
other half of the strategic game.] http://www.youtube.com/watch?v=SFKb_AjGBB0
 “With standards based training after the soldiers do the same scenario over, and over and
over again, basically, the soldiers at a certain point they stop learning and they simply
perform to the standards that they believe their key leaders want to see them accomplish.
Where in scenario based training you are basically preparing the soldier, or the team for
the unknown by changing variables, changing stressors… no one’s going to react to the
same scenario.” [In short, people handle these scenario’s in different ways. Having insight
into what makes them tic, or tic’s them off is vital for survival and growth.]

22. 22
Summary
Reminder; this model works in an age/context appropriate fashion. If the
children’s ambition is simply fun for funs sake the model can and should reflect
that. Learning still takes place. However, those who want more should expect,
and be asked to give more physically, mentally and morally. For them,
expectations and standards are higher.
 Rinus Michels; “This places higher demands on the mentality of the players during
training sessions. High demands are also placed on the coach in relation to his
practical and theoretical knowledge and his personality qualities. This concerns
all… coaches. Because the coach is responsible for the team’s performance he
will demand even more discipline than before, both during and outside the
training sessions. These are essential prerequisite's to increase the above
mentioned soccer tools, including an iron match mentality. In such a climate the
talented player has to ripen, step by step. In our welfare state such a rock hard
mental burden is not easy to deal with.” [37]

23. 23
Summary – a la Boyd
“Key Statements” [g) slide 1]
“Without our genetic heritage, cultural traditions, and previous experiences, we do not
possess an implicit repertoire of psychophysical skills shaped by environments and changes
that have been previously experienced.
Without analyses and synthesis across a variety of domains or across a variety of
competing/independent channels of information, we cannot evolve new repertoires to deal
with unfamiliar phenomena or unforeseen change.
Without a many-sided, implicit cross-referencing process of projection, empathy,
correlation, and rejection (across these many different domains or channels of information),
we cannot even do analysis and synthesis.
Without OODA loops, we can neither sense, hence observe, thereby collect a variety of
information for the above processes, nor decide as well as implement actions in accord with
these processes.
Or put another way:
Without OODA loops embracing all of the above and without the ability to get inside other
OODA loops (or other environments), we will find it impossible to comprehend, shape,
adapt to and in turn be shaped by an unfolding evolving reality that is uncertain, ever
changing, and unpredictable.” [g) slide 1]

24. 24
Summary – a la Boyd
“The OODA “Loop” Sketch” [g) slide 3]
“Insights:
Note how orientation shapes observation, shapes decision, shapes action, and in turn is
shaped by the feedback and other phenomena coming into our sensing or observing
window.
Also note how the entire “loop” (not just orientation) is an ongoing many-sided implicit
cross-referencing process of projection, empathy, correlation, and rejection.” [g) slide 3]

25. 25
Selected references
Boyd briefings and slide shows
a) BOYD, J. 1987, Abstract, A Discourse on Winning and Losing
(http://pogoarchives.org/m/dni/john_boyd_compendium/abstract-19870000.pdf).
b) BOYD, J. 1976, Destruction and Creation
(http://pogoarchives.org/m/dni/john_boyd_compendium/destruction_and_creation.pdf)
c) BOYD, J. 2007, Patterns of Conflict (http://www.dnipogo.org/boyd/patterns_ppt.pdf)
d) BOYD, J. Source Lists for Patterns of Conflict
(http://pogoarchives.org/m/dni/john_boyd_compendium/Patterns_of_Conflict_Sources.pdf)
e) BOYD, J. 2006, The Strategic Game of ? and ? (http://www.dnipogo.org/boyd/strategic_game.pdf)
f) BOYD, J. 2005, Organic Design for Command and Control (http://www.dnipogo.org/boyd/organic_design.pdf).
g) BOYD, J. 2010, The Essence of Winning and Losing
(http://pogoarchives.org/m/dni/john_boyd_compendium/essence_of_winning_losing.pdf).
Books and articles
1. ARTMAN, H. GARBIS, C. 1998, Situation Awareness as Distributed Cognition (Proceedings of ECCE’98, Limerick).
2. ARTMAN, H. 1999, Co-operation Within and Between Hierarchial Units in Dynamic Decision Making (Ergonomics, Vol.
42, No. 11, 1404-14-17).
3. ARTMAN, H. 2000, Team Situation Assessment and Information Distribution (Ergonomics, Vol. 43, No. 8, 1111-1128).
4. BAARS, B. FRANKLIN, S. 2007, An architectural model of conscious brain functions: Global Workspace Theory and IDA
(Elsevier, Neural Networks 20, 955-961).
5. BAREND, F. & VAN DORP, H. 1999, Ajax, Barcelona, Cruyff, The ABC of an Obstinate Maestro (London: Bloomsbury).
6. BERTALANFFY, L. 1969, General System Theory, Foundations, Development, Applications (New York: George Braziller,
Inc).
7. BONGAARDT, R. 1996, Shifting Focus, The Bernstein Tradition in Movement Science (Amsterdam: Druk 80).
8. BREHMER, B. 2009, The Dynamic OODA Loop: Amalgamating Boyds OODA Loop and the Cybernetic Approach to
Command and Control (Department of War Sciences, Swedish National Defense College, 1-14).

26. 26
Selected references
9. CARR, C. 2000, The Book of War, Sun-Tzu, The Art of Warfare & Karl von Clausewitz, On War (New York: The
Modern Library).
10. CARTIER, J. RUDOLPH, J. STEWART, J. 2001, The Nature and Structure of Scientific Models (Working paper,
Wisconsin Center for Education Research, School of Education).
11. CHOW, J. et al. 2007 The Role of Nonlinear Pedagogy in Physical Education (Review of Educational Research 2007,
Vol. 77, No. 3, 251-278).
12. CONKLIN, J. 2005, Wicked Problems & Social Complexity (http://cognexus.org/wpf/wickedproblems.pdf).
13. CRENSHAW, D. 2008, The Myth of Multitasking, How “Doing it all” Gets Nothing Done (San Francisco: Wiley
Imprint).
14. DAVIDS, K., BUTTON, C. & BENNETT, S. 2008, Dynamics of Skill Acquisition, A Constraints-Led Approach
(Champaign, Il: Human Kinetics).
15. DYSON, B. GRIFFIN, L. HASTIE, P. 2004, Sport Education, Tactical Games, and Cooperative Learning: Theoretical
and Pedagogical Considerations (SIRE/Quest, 2004, 56, 226-240).
16. FORD, P. WARD, P. HODGES, N. WILLIAMS, A. 2009, The Role of Deliberate Practice and Play in Career
Progression in Sport: The Early Engagement Hypothesis (High Ability Studies, Vol. 20, No. 1, 65-75).
17. FRANKLIN, S. 1997, Artificial Minds (London, England: Bradford Book).
18. FRIGG, R. HARTMANN, S. 1999, Scientific Models (The Philosophy of Science, An Encyclopedia, Vol.2 N-Z, 740-
749).
19. GOFFMAN, E. 1959, The Presentation of Self in Everyday Life (New York: Anchor Books).
20. GREHAIGNE, J-F. RICHARD, J-F. GRIFFIN, L. 2005, Teaching and Learning, Team Games and Sports (London:
Routledge).
21. GROSSMAN, D. 2004, On Combat, The Psychology and Physiology of Deadly Conflict in War and in Peace (Warrior
Science Publications).
22. HAMMOND, G. 2001, The Mind of War, John Boyd and American Security (Washington D.C: Smithsonian Instition
Press).
23. HARRISON, W. 2010, Soccer Awareness, Developing the Thinking Player (Spring City, Pa: Reedswain).
24. HYBALLA, P. & TE POEL, H. 2011, Dutch Soccer Secrets (Maidenhead, England: Meyer & Meyer Sport).
25. HUGHES, C. 1973, Tactics and Teamwork (Yorkshire, England: EP Group).

27. 27
Selected references
26. KORMELINK, H. & SEEVERENS, T. 1997, Developing Soccer Players, The Dutch Way (Leeuwarden, Netherlands:
Uitgeverij Eisma bv).
27. KORMELINK, H. & SEEVERENS, T. 1997, The Coaching Philosophy of Louis van Gaal and the Ajax Coaches
(Leeuwarden, Netherlands: Uitgeverij Eisma bv).
28. KORMELINK, H. & SEEVERENS, T. 1997, Team Building (Leeuwarden, Netherlands: Uitgeverij Eisma bv).
29. LAVE, J. & WENGER, E. 1991, Situated Learning, Legitimate Peripheral Practice (New York: Cambridge
University Press).
30. MADL, T. BAARS, B. FRANKLIN, S. 2011, The Timing of the Cognitive Cycle (Open Access, Plosone).
31. MARINE CORPS, U.S. 1997, MCDP 1, Warfighting (http://www.dtic.mil/doctrine/jel/service_pubs/mcdp1.pdf).
32. MARINE Corps, U.S. 1997, MCDP 1-1, Strategy (http://navsci.berkeley.edu/ma20/MCDP%20Books/MCDP%201-
1,Strategy.pdf).
33. MARINE CORPS, U.S. 1997, MCDP 1-3, Tactics
34. (http://www.fs.fed.us/fire/doctrine/genesis_and_evolution/source_materials/MCDP-1-3_tactics.pdf).
35. MARINE CORPS, U.S. 1996, MCDP 6, Command and Control
(http://www.dtic.mil/doctrine/jel/service_pubs/mcdp6.pdf).
36. MARINEPARENTS, June 2013, Drill Instructor Creed (http://www.recruitparents.com/bootcamp/dicreed.asp.)
37. MICHELS, R. 2001, Teambuilding, The Road to Success (Spring City, Pa: Reedswain).
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43. SUTTON-SMITH, B. 1997, The Ambiguity of Play (Cambridge, Ma: Harvard University Press).

28. 28
Selected references
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(Champaign, Il: Human Kinetics).

29. 29
Selected references
58. WEIN, H. 2004, Developing Game Intelligence in Soccer (Spring City, Pa: Reedswain).
59. WENGER, E. 1998, Communities of Practice, Learning, Meaning, and Identity (New York: Cambridge University
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Thank You
“I’ll live or die by my own ideas.” Johan Cruyff
Presentation created June, 2013 by Larry Paul, Peoria Arizona.
All references are available as stated.
All content is the responsibility of the author.
For further information, questions or to inquire how to arrange a consultation on this topic
you can contact me at larry4v4@hotmail.com, subject line; decision/action model.
The content taken from Boyd’s briefings are direct quotes. I included the brief and slide
number for each. The reorganization is my effort to make his work relevant and accessible
to the soccer community. The quotes by soccer people like Michels and Cruyff fall right in
line with Boyd’s work. Same line of thought, different domains.
As one of the leading figures in understanding and dealing with conflict his briefs contain
priceless information for coaches and players. His work was based in real world problems
and reflects it. It does not reflect the business interests of any logo or brand.
John Boyd (military strategist)
http://www.ask.com/wiki/John_Boyd_(military_strategist)?o=2800&qsrc=999