The Official US Youth Soccer Coaching Manual PDF

The Official US Youth Soccer Coaching Manual By Dr. Thomas Fleck, Dr. Ronald W. Quinn, Dr. David Carr, William Buren, Virgil Stringfield Copyright 2008 US Youth Soccer All Rights Reserved The Official US Youth Soccer Coaching Manual Table of Contents Page Dedication 1 Introduction 1 Chapter 1 Caution: Children at Play, Proceed With Care 2 Chapter 2 Foundations of Coaching Children 6 Chapter 3 Effective Coaching Behavior 17 Chapter 4 Coaching Five and Six Year Olds: “Which Way Do I Go?” 22 Chapter 5 Coaching Seven and Eight Year Olds: Are You My Teammate? 27 Chapter 6 Coaching Nine and Ten Year Olds: Team Identity 33 Chapter 7 Coaching Eleven and Twelve Year Olds: The Dawning of Tactical Awareness 38 Chapter 8 The Role of Competition in Player Development 47 Chapter 9 Team Management 51 Chapter 10 Risk Management: Keeping Children Safe 57 Chapter 11 Coaching Players with Disabilities 61 Chapter 12 Street Soccer 66 Chapter 13 Sports Nutrition for Youth Soccer 70 Chapter 14 US Youth Soccer Modified Rules of Play 77 Chapter 15 The Importance of Responsible Coaching 83 References 99 About the Authors 101 3 Dedication To the most important people in youth soccer today–the youth parent/ coach. Your efforts start the wheel of inertia that initiate a love of soccer for chil- dren, which through the help of countless others will provide the foundation for people to experience the joy of participation throughout their lifetime. Introduction US Youth Soccer is delighted to present this coaching resource to our greatest asset—the youth soccer coach. Many great players can trace their suc- cess to the coaching that they received at an early age. We hope that you, the youth soccer coach, will one day look back with pride at the opportunities you created for learning and enjoyment. A supportive, child centered, positive expe- rience in youth soccer is vital to the growth of our sport. Far too many soccer coaching books and videos focus solely on the “X’s and O’s” or are written for those who coach players older than age 14. Few of these resources deal with the most important years in player development, ages five through fourteen. Our philosophy of coaching youth soccer places great importance on age appropriate activities and creating a child centered learning environment. This manual contains a gold mine of information for novice as well as experienced youth coaches. Using an educational and sport science foun- dation rather than a simple collection of drills allows the youth coach a better understanding of the player. We urge you to continue your coaching education through coaching clin- ics offered by your US Youth Soccer State Association. Contact your local club, league, State Association or visit www.UsYouthSoccer.org. 1 Chapter 1 Caution: Children At Play, Proceed With Care “Play is the Key to Open Many Doors.” Dr. Marianne Torbert, Professor, Temple University Director, Leonard Gordon Institute for Human Growth Through Play In the 21st century, children ages 5 through 12 years old are playing soccer in vast numbers throughout North America. And the number of players has increased significantly over the most recent several years. In 2003, there 2 were over 19 million total soccer participants in the U.S. with over 8 million soc- cer participants under the age of 12 (SGMA, 2003). However, fewer than 20 percent of our youth sport coaches have received any type of training to become coaches (Marten, 1990; Stewart & Sweet, 1992). This translates into an imperative need to educate parents and volunteer coaches. Recent studies show that more than 73 percent of all kids who play organized youth sports end up quitting by the time they reach the age of 13 (Time Magazine, July 12, 1999). Some things that parents should know or inquire about before enlisting their children into organized soccer include: Is your child ready (physically, mentally and socially) to participate in team sport activities? What is the coach’s philosophy? Will the parents be responsible for transportation, communication, fundraising, dues, snacks, etc.? Must the parents attend training and games? What are the costs involved? Will my son/daughter play as much as the others? State and national youth coaching courses have been specifically designed for coaches of under-6 through under-12 players. Your US Youth Soccer State Association or local league can provide scheduling information about the courses. Children and Play Children benefit in many ways from playing games if the games are appropriate for the child’s mental and physical development. Chances are good that the child will have a positive experience in the games. Most young children from ages 5 to 8 like to run, jump, roll, climb, skip, fall down and shout while involved in play. All this makes a strong case for them to play soccer. This behavior should be considered when adults set up a playing environment. Activities should fit the developmental levels of the children. Avoid the opposite approach of having the children fit the activities. If an activity does not fit the needs of the child, the child will show either frustration if it is too difficult or boredom if it is too easy. Coaches should be well aware of a child’s varying 3 developmental levels and how their development affects the way they play soccer. Soccer is natural for young children because soccer players experience body awareness and they use various body parts. How they use balance, agil- ity, coordination, vision and social interaction can determine how they develop physical and social skills. As players get older, their development (i.e. psychomotor, cognitive and psychosocial) levels mature. This growth allows coaches to create more com- plexities in the training environment. For example, under-6 players must each have a ball; under-8 players should use one ball in pairs; under-10 can share one ball among four players and one ball for eight players is appropriate for under-12 players. The imbalance of more players and fewer balls forces more abstract thinking by the players. Remember, in games soccer coaches can’t stop the run of play to get everybody on the same page. Now that we have touched on the idea of what is developmentally appropriate, let’s describe how coaches can implement it. Players are grouped by similarity of age, but their developmental stages might not be equal. Coaches must prepare and implement a training environment that allows for each player to find success in the activity. Muska Mosston, a leading physical education teacher, introduced the concept of an instructional approach known as the “Slanty Line.” The Slanty Line is a conceptual approach with very real implications. It is built on the belief that in every activity, each participant should have the opportunity to take part at their own ability level. Imagine the old game of “High Water/Low Water” played with a rope. Two children held the rope at a certain level and everyone jumped over it. If you were unable to jump over the rope you were eliminated. The rope contin- ued to be raised until the best jumper was determined. The paradox here is that the individuals who needed the most practice jumping, received the least. Activity Box Each player with a ball. The players must toss their ball in the air and clap as many times as they can before catching the ball. The coach then asks each player how many claps they did before they caught the ball. (Players are to be congratulated whether they clapped twice or six times). They are then asked if they think they could beat their number with a second try. The answer hopefully will be, “I’ll try”. 4 Mosston would like to take the same game, but slant the rope. Now all partici- pants can receive the same amount of turns and when a child is ready to try a new height, the opportunity is still there. It is this concept that we would like to challenge all coaches to imple- ment. Can you present activities in practice in which all players receive the same practice opportunities and are able to improve their skills? We believe this is more than just a theoretical concept, but an instructional method that should be the foundation of all coaching and the right of every youth soccer player. For example, if a player performs 15 ball taps in 30 seconds, challenge the player to perform 20 ball taps. If another player completed 22 ball taps, challenge them to perform 25 ball taps. Place both players in a potential situ- ation of personal success. We all need some form of success in whatever we are trying to accomplish. Why should young soccer players be any different? 5 Chapter 2 Foundations of Coaching Children The Art and Science of Coaching “The most important things that must be seen in youth soccer are those things that are unseen.” Dr. Ronald W. Quinn, Associate Professor, Xavier University 6 Is coaching an art or a science? With the rapid advances in sports technology, it could be a science. However, since it deals with children, youth coaching could be an art that only improves with experience. Coaching is both an art and a science. All involved with coaching–whether volunteer or paid–and the administration of youth organizations should address player development from an educational training perspective. Rainer Martens, a noted youth sport researcher and author, stated that youth coaches exert great influence on young athletes, but fewer than 20 percent of these coaches have received any type of training to become a coach. If we are truly concerned with the positive development of children to become productive, compassionate and moral citizens through sports, then all should be adequately prepared to be a youth coach. Whether paid or a volunteer, coaches are still involved with the same aged child. Children do not make any distinction between a “professional coach” or a “volunteer coach.” Both coaches can have a profound influence on how a child views sport, physical activity, themselves and others. Jay Coakley, a noted sport sociologist, states: “Coaching education programs will become more popular because of an effort to certify youth coaches as experts. This will be done to satisfy parents’ demands for more professional approaches to youth sports and to minimize legal liability. Youth programs will emphasize sports development rather than recre- ation, and parents will become increasingly concerned about how their child’s par- ticipation may pay off in the future—in scholarships and social acceptance. “ The Role and Importance of the Science of Coaching Over the last 30 years, we have experienced an information explosion. Technology and science, our knowledge of physical training, growth and develop- ment, and instructional methods have dramatically improved during that time. We now know that it is dangerous to deny an athlete water during a training session, and certain stretches such as the “hurdlers stretch,” place unnecessary stress on the knee. Children who specialize in one sport too early are more prone to overuse injuries and burnout. “Military” style coaching is no longer appropriate for youth soccer. Unfortunately, this information is not common knowledge within youth organizations. Many coaches still deny children water, many have them run laps as punishment, and many run a practice like a drill sergeant, ignoring the creativ- ity and energy that children bring to the sport. It is important that coaches seek out current information on child development by attending clinics, going to the library, and/or searching the internet. 7 The Role and Importance of the Art of Coaching The art of coaching is difficult to describe because it can’t be measured by quantitative data in a society that is most interested in measurement. Our educational system is based on proficiency tests, SAT/ACT scores and teach- ing to the curriculum. To place value on something that is difficult to measure faces much resistance. Still, the importance of interpersonal skills, developing a healthy team climate, imparting a moral and value-based coaching approach is gaining strength as an integral part of the youth soccer experience. This qualitative approach can be measured and for our purpose can be viewed as good art–you know it when you see it. A good coach who is actively practicing the craft of coaching is easily identified. The players will be active, coaches are teaching, players are learning and everyone is having fun. The quality of player/coach interaction, the development of player self- esteem and self-confidence, and introducing children to sport as a life long pursuit with strong moral values are the primary objectives of youth soccer in America. Developing winning teams or pursuing sport for future economic gains creates very few winners and countless losers. Ron Quinn states, “The needs of the child, while playing soccer, should be placed above the needs, convenience and self-interest of the adults. True player development focuses on the development of the player, not the develop- ment of the team! Up to age 12, this should be the only criteria used in design- ing and running (youth soccer) programs. Child-Centered Coaching Richard Schmidt, a motor learning and motor development expert, devel- oped a schema theory (1975, 2000), which suggests that children up to age 14 should experience a wide range of movement in early life to aid in solving future movement challenges. “When people practice a number of specific throwing distances, they learn something that allows them to generalize this experience to the performance of many throwing distances.” Child-centered coaching places a high priority on the total development of the young athlete. The early specialization of sport skills has a limiting effect on child development. Sport skills require specific motor patterns and a child should be exposed to a wide range of movement experiences early in life. A great basketball player doesn’t necessarily have the skills to be a great baseball player at early ages. Does the name Michael Jordan ring a bell? When developing youth soccer players, apply the schema theory by pre- senting a wide range of movement activities and challenges during practices. 8 The three learning domains described below provide a conceptual framework to guide us in the design of developmentally appropriate games and practices. Psychomotor (Physical) Children grow at different rates. Balance, center of gravity, length of limbs, body mass, and gross and fine motor control all play a part in a child’s ability to move effectively. Within the same age group, some are shorter or taller than others, some have better balance, and others fall down quite often. As a result, we cannot pass false judgement on a child whose development is a little slower than the rest of the team. Activities should be designed in which players are provided the opportu- nity to practice a wide range of locomotor movements (running, skipping, hop- ing, galloping, leaping, etc.), nonlocomotor movements (bending, pulling, twist- ing, pushing, etc.) and other movement components such as balance, change of direction, strength, and cardiovascular endurance. Cognitive (Thinking & Learning) Knowledge gained from studying early learning theories can be used to help plan effective experiences for youth sport beginners. It is equally important to understand how a child thinks; how they perceive and understand their sur- roundings and the world. Experience and challenging the mind become the two most important characteristics of learning and future performance. The authors have introduced the work of various cognitive theorists such as Jean Piaget, Eric Erikson, Lawrence Kohlberg, and Albert Bandura in an attempt to bridge the gap between theory and practice. If we understand how the child thinks, or their stage of development, then perhaps we can better understand the child. Psychosocial (Psychological & Sociological) It has already been mentioned that nothing good happens in isolation when learning sport skills. We cannot teach dribbling without creating an inter- est and desire to dribble. Force-feeding skill development through drills does not work! There is a great tendency to underestimate the importance and role that emotion, feelings and motivation play during the youth soccer experience. Young children don’t pass the ball to a teammate in the best position to receive it; they pass to their best friend. Why? Because most tactical decisions don’t 9 Piaget’s Cognitive Development Theory Jean Piaget (1896-1980) is credited with forging the single most comprehensive theory of intellectual development. He discov- ered early in life an interest for studying children and in particular how they responded to questions and how they reasoned answers. He determined that children think in entirely different ways than adults. He spent countless hours observing children’s spontaneous activities. His attempt was to learn from the children themselves. He primarily inter- viewed and observed children between the ages of four and twelve. Piaget recognized that children pass through “stages” of devel- opment at different rates (periods) and attached little importance to the ages associated with each stage. He did believe that children moved through these stages in the same order. He did not think that these stages are genetically determined. They represent increas- ingly comprehensive ways of thinking. He felt that children were con- stantly exploring, manipulating, and trying to make sense out of the environment and were actually constructing new ways to deal with it (Kohlberg, 1968). Piaget developed a four-stage approach that is often referred to as The General Periods of Development. According to Piaget, development is not governed by internal maturation or external teach- ings; it is an “active construction process,” in which children, through their own activities, build increasingly differentiated and comprehensive cognitive structures (Crain, 2000). For the purposes of youth soccer, parents and coaches have to provide an environment in which children can participate independently and with their peers at constructing their own soccer environment. Stage Summary Sensory Motor (0-2): Learning through senses and early develop- ment of language. Preoperational (2-7): Early childhood, very egocentric, highly imagina- tive. Concrete Operational (7-11): Development of rule structure, coop- erative play and development of friendships. Formal Operational (11+): Abstract thought and expanded social groups. 10 exist and they are most concerned with sharing the ball with a few of their best buddies. If we recognize this, then we can work within it and create activities in which players get to know each other better. Principles of Coaching The principles of youth coaching are guidelines developed as a foundation or a sounding board to assess the appropriateness of an activity or training ses- sion. The following six principles are presented so that youth players receive a healthy and positive youth soccer experience. Developmentally Appropriate. This challenges the coach to examine the appropriate- ness of the activity. The requirements or demands of the activity should fall within the range of a players’ abilities. Examples include: Attempting to teach a wall-pass to U8’s when they cannot think in advance of the ball or asking a U6 player to stay in a specific position when their spatial awareness is limited and possess a strong desire to chase the ball. Clear, Concise and Correct Information. How instructions are given is crucial when dealing with young children. Too much information overwhelms them and too little information doesn’t give them enough to get started. Provide enough infor- mation to get them started and then add new challenges. Simple to Complex. Are the activities presented in a way that allows for ongoing modifications and new challenges to meet the players interests and abilities? Safe and Appropriate Training Area. The area should be free of hazardous materi- als (e.g., glass, stones, branches, holes, etc.) and be safe from traffic or other environmental dangers. The training environment should be psychologically safe. Does the child feel emotionally secure? Is the fear of failure reduced? Can the child take creative risks without the fear of admonishment from the coach? Decision Making. Are there opportunities for the players to make decisions? Decisions may be spatial (where to run or pass), temporal (when do I pass or run), or kinesthetic (how do I handle the ball)? These need to be present in all activities for learning to occur. Remember that learning is not efficient and that effective learning may be the result of inefficient trials. Implications for the Game. The activities presented in a training session must in some way reflect the demands a player faces in the game. The younger the player the less clear this may seem, while the older the player (i.e. 10 or older), the more clear it will become. However, the implications for the game are even 11 more important for the younger players. The coach at this level is providing the foundational movement and thinking skills that will enable the player to later solve more complex problems. Eliminating lines, laps and lectures This was to be included as a principle of coaching, but we decided that its importance warranted its placement here: Eliminating lines, laps and lectures means: a) having players stand in lines waiting for their turn generally indicates an inap- propriate activity. If players are standing and not moving the activity will not keep their interest; b) running laps, especially without a ball, is a waste of time. All practice activi- ties should take place on the field, preferably with a ball; c) lectures should be left for the classroom. Children come to practice to be active and participate, not to be talked to for extended periods of time. Often, coaches design activities that focus on determining a winner. These activities typically involve elements that lead to players being eliminated from the activity. Those eliminated first are players who usually need the most work on technique and decision-making. Design activities that keep all players engaged throughout the length of the activity. Eliminate elimination games!! Punishment The use of physical activity such as laps, push-ups, sit-ups etc., as pun- ishment for misbehavior is an inappropriate method of discipline. Players will come to believe that physical training is actually a form of punishment. Players need to understand the importance of fitness and making them run when there is a behavior problem is counter to what you what to develop. When the conse- quences warrant, short-term exclusion from the activity will often get a positive result. Game/Activity Classifications Game/activities are organized into three separate categories. It is important for coaches to select game/activities from each category that are age group appropriate. The categories are: Body Awareness — activities that emphasize the use of body parts, motion, coordi- nation, balance with and without the ball. 12 Target Games — activities that involve solving the objective by going from “point A to B.” In contrast to Maze Games, these activities are more directionally defined and can be done both with and without the ball. Maze Games — activities in which the player has the opportunity to move in a 360º or circle environment with and without the ball. Even though the area is defined, it does not necessarily have a specific target or boundary to go to. These activ- ities allow the players to make decisions while moving in all directions. There are times when the concepts of each of these three types of activ- ities may be utilized in a single activity. Drills versus Game/Activities Drills are generally an absence of thought. An individual repeats the same movement or patterns exactly the same way each time. This approach with regard to youth soccer has several limitations. During a soccer game the environment is constantly changing, therefore activities must also reflect this ever changing competitive environment. Children are drawn to games and activities like opposite poles of a magnet, whereas drills repel them and decrease their interest. A game/activity approach creates an environment that allows technique, tactics, fitness and creativity to develop in harmony. Below is a simple illustration of the differences between “Drills” and “Game/Activities.” Which do you think best fits the developmental needs of children? Learning Through Game/Activities Characteristics of Drills Characteristics of Game/Activities Static Dynamic Military Organized but unstructured Lines Free Movement Boring Fun No Thought Decision Making Age Inappropriate Age Appropriate 13 The embedded method of teaching physical skills or games involves a brief introduction and demonstration, a warm-up and stretching period, organi- zation of instructional groups, practicing and repeating specific sport techniques, intermittent verbal cues or demonstration, and concludes with “the game.” This approach, although efficient from an organizational perspective, may not be the most effective. What has been lacking are the opportunities for players to prac- tice the various techniques in the context of the actual game. Team sports present a dynamic and unpredictable environment. To iso- late specific techniques is unwise since technique is useless without the dynam- ics of time, space, decision making, and teammate/opponent movements. This is where the article “Teaching Games for Understanding,” (TGFU) approach (Turner & Martinek, 1995) is gaining importance in academic litera- ture. This approach works on the premise that nothing happens in isolation. It teaches that technique cannot be learned without incorporating decision mak- ing, without considering the emotional and motivational state, and without creat- ing an environment that mirrors the physical demands of the game. If learning a skill is not enjoyable and if it does not feature lots of movement, the players will stop participating before they get to the game. If learning occurred in a static environment, do the players possess the understanding to make game deci- sions? That would be unlikely. The game/activity approach is a dynamic instructional method that allows the participant to fully experience the sport. It is not the “just let them play,” approach. Proper technical execution is not important. Technique will improve with practice and experience. Children need to make decisions, exert themselves physically, perform technical skills and, most importantly, have fun. The game/activities presented in this manual and in the recommended books employ a coaching method in which the emotional, physical and mental aspects are addressed. The checklist below provides a measuring stick to evaluate practice activities. Game/Activity Checklist Are the activities fun? Are they enjoyable to perform and will it keep their interest? Are the activities organized? Are the objectives clear? It doesn’t need to be highly structured or without any rules, but the purpose and guidelines of the activity need to be understood. 14 Are the players involved in the activities? Is there maximum participation of all players, or are some more active than others? Is creativity and decision making being used? Are their decisions to move or employ a particular skill ever changing, or are they just repeating the same movement without thinking? Is the space appropriate for the age group and number of players? If they can effectively move without colliding into each other as well as not becoming too exhausted from trying to cover too much ground, it is probably a sufficient area. Is the space allowing for the objectives of the activity to be realized? Is the coach’s feedback appropriate? For younger players, feedback should be positive and frequent. Players up to around age nine view effort and ability as synonymous. If they try hard, they believe they are really good. Coaches should try to combine feedback with the player’s first name. It leads to a more personalized approach and players tend to focus on the feedback better. What are the implications for the game? Are the objectives of the activity relat- ed to the demands they will face in a game? The younger the child, the broad- er and less clear the activity objectives may appear in relation to the game. But a closer examination may reveal key building blocks. These blocks may be in any one or all three of the learning domains (psychomotor, cognitive, and psychosocial). Summary Coaching is a very complex and complicated activity. We need to take it much more seriously and recognize the important role of the coach. A passage on readiness in Zorba the Greek by Kazantzakis seems appropriate to conclude this section. “I remember one morning when I discovered a cocoon in the bark of a tree, just as a butterfly was making a hole in its case and preparing to come out. I waited a while, but it was too long appearing and I was impatient. I bent over it and breathed on it to warm it. I warmed it as quickly as I could and the miracle began to happen before my eyes, faster than life. The case opened, the butterfly started slowly crawling out and I shall never forget my horror when I saw how its wings were folded and crumpled; the wretched butterfly tried with its whole trembling body to unfold them. Bending over it, I tried to help with my breath. In vain. It needed to be hatched out patiently and the unfolding of the wings should be a gradual process in the sun. Now it was too late. My breath had 15 forced the butterfly to appear all crumpled before its time. It struggled desper- ately and, a few seconds later, died in the palm of my hand. That little body is, I do believe, the greatest weight I have on my conscience. For I realize today that it is a mortal sin to violate the great laws of nature. We should not hurry, we should not be impatient, but we should confidently obey the eternal rhythm.” Can we really afford to disrupt the great laws of nature and create an environment in which youth players have not had the developmental time to adequately prepare? Shouldn’t we blend the science and art of coaching so that our young people view sport as a healthy, life long pursuit? 16 Chapter 3 Effective Coaching Behavior “If a coach is constantly talking or yelling at players during the game, it prevents your players from thinking for themselves.” Steve Sampson, Former Men’s National Team Coach, June 1998 You have just volunteered to become a soccer coach for a youth program in your community. Congratulations! You have just agreed to pursue one of the most rewarding and difficult challenges in which you have ever engaged. To enjoy the best possible experience, you need to adopt a number of characteris- tics and behaviors. Few of us possess all the abilities required to properly coach young children. The youth sport experience is all about children. Being an effective soc- cer coach requires certain traits. You must be a responsible adult at all times. You must possess a strong desire to work with children and to understand the complexities that exist within children of different ages, levels of development and maturity. How can you provide the best environment for children to grow, develop, and have fun? 18 There are dozens of positive characteristics that one must possess to become an effective youth soccer coach. Some are listed below: Characteristics of Effective Youth Coaches High Moral and Ethical Standards. Be an appropriate role model. Honesty. Be fair, no one likes it if you cheat. Respect of Players, Parents, and Community. Develop strategies to develop positive relationships with all involved. Understanding Readiness Factors for Participation. Maturation — when to begin, how the game is structured. Learning — what are children able to comprehend and how do they learn. Motivation — internal desire to play and have fun. Communication. Appropriate verbal and nonverbal responses (body language & gestures). Appropriate language (words, tone, volume, rhythm, articulation). Development of an Appropriate Temperament for Coaching Children. Be sensitive to each child. Exhibit a calm personality. Show patience. Observe and Guide; Don’t Direct. Use you normal voice, not a whistle. Ability to Motivate Positively. Develop high levels of self-confidence. Positive coaching. Don’t yell. Possess Leadership Qualities. Be prepared. Be organized. 19 Demonstrate discipline — identify appropriate and inappropriate behavior and enforce team rules. Learn to be critical of behavior, not a player’s personality. Be Dedicated to Child Development and the Sport of Soccer. Understand what is appropriate for different ages and levels of play. Let every child play (and play a lot). Be Enthusiastic. Your enthusiasm is contagious. Celebrate! Have a Good Sense of Humor. Keep things light. Have fun. Smile and laugh. Must Have Current Knowledge of Coaching Youth Soccer. Learn about children and how they learn. Learn the rules. Learn appropriate practices, activities, and content. Learn appropriate tactics and strategy. Learn how to have fun. Developing Practice Procedures (Protocols) Equipment - Every player must have a ball to use at every practice. So much more can be accomplished if everyone can be engaged in play at the same time. Players who have to wait their turn will often become bored and disenfranchised with the activities. Coaches should always bring a couple of extra balls with them to practice in the event children forget their ball. Cones and disks help organize play- ing spaces and can be used to designate boundaries, goals or a target area. Colored scrimmage vests will enhance the practice settings by allowing different players to be placed in a group. It avoids “shirts and skins” which is helpful in direct sun or in coed situations. Both are inexpensive and can be easily obtained. It is also important to keep equipment in one designated area and to teach the players the procedures for getting and returning equipment. This will help keep your practice space organized and will help you keep track of equipment. Instant Activity — When children arrive at soccer practice, they are ready to play. They often arrive at different times and wait until the coach determines when 20 practice will begin. Prepare activities in which the children can engage immediately upon arrival. They can play with a ball by themselves, engage in practice with a coach, play 1 v 1 with a teammate, or get in a group and begin to play. By the time everyone arrives, they are all playing and you can sit back and watch for a few min- utes. They come to play; let them. Start & Stop Signals — It will be important for you to devise starting and stopping signals that the players can see or hear. How do you want activity to begin or stop? These basic concepts need to be taught so players understand exactly what the signal means. Many of the games played by young players have names (hospital tag, everybody is it, etc.). Allow players to find space and begin moving and then use the name of the game to initiate play. The word “freeze” is a common stop signal and players should immediate stop when they hear the word. Avoid using a whistle. Players need to hear voice commands. Forming Groups — How do players get partners? What do you do when you have an odd number of players and the number doesn’t fit the activity you want to do. A coach needs to solve this problem. No player should be elimi- nated or have to wait their turn. Players are taught how to quickly get a partner (it doesn’t have to be their best friend every time), or to get in groups. If there is an odd number, the players need to sort it out by forming one or two dif- ferent-sized groups that will adapt to the activity the coach has implemented. Everyone is accepted; no one is rejected. 21 Understanding the Potential Impact of a Youth Soccer Coach The coach is likely to be the first person of influence in the child’s sport involvement. Have total respect for the players, parents, officials, the game and yourself. Never make physical gestures or verbal statements that are meant to embarrass or humiliate a player, opponent, parent, or official. Be sure everyone plays an appropriate amount of time regardless of the score. Set a language example and enforce it. No swearing or use of profanity ever! Be a disciplinarian! Enforce your philosophy. Demonstrate sportsmanlike behavior. Shake hands with the opposing coach and be sure to praise the opposition. Encourage your players to do the same. Summary A coach’s influence on a young child is extremely important. The effect that a coach has could last for an extended period of time beyond the season. Therefore, your personality, action and words could have a dramatic positive, or negative, effect on each and every child. The value of understanding children, being fair and enthusi- astic, as well as being a positive role model, cannot be underestimated. 22 Chapter 4 Coaching Five and Six Year Olds: “Which Way Do I Go?” “From 3-6 years of age children should be absorbed with play, in games of their own devising.” Plato 427-347 B.C. One ball, One Player Before we determine which way we are going, we need to know as much as possible about whom is going with us. In this chapter, the age group is U-6’s, which has a window of developmental growth difference between ages four to seven. The time of year and policies of the youth soccer program may include children who are about to turn five and children who are nearly seven years old. This is a large range based on an individual players level of development and may pose additional challenges to the youth coach. 24 Let’s touch on their developmental patterns. On the soccer field their ego- centric behavior is quite observable. Players commonly use such expressions as “my ball,” “not yours,” “mine” or “me, me, me” and why shouldn’t that be the case. Each player brings a ball and they want to touch it as often as possible, because that’s fun. ‰Psychomotor Physical movements such as running, jumping, skipping, hopping and main- taining balance are not fully developed at this age. When changing direction, a U-6 child will often tumble as a result of a high center of gravity. This does not imply that they are clumsy. They also play at full speed until they drop and then after a brief rest, they are ready to go full speed again. Children in this age range need multiple breaks during practices and games to allow for recovery, as it is difficult for them to sustain a high intensity of play for long periods of time. ‰Cognitive They can perform tasks one at a time when simple directions are given. Complex tasks are difficult as U-6 players have difficulty linking skills together. A visual demonstration is often necessary to help them to understand more clearly what is expected of them. “My Ball,” is a commonly used phrase from this age group. This is because they don’t quite understand what it means to participate as part of a team. Tactics at this age are very limited. Their biggest concern during their play is to determine which way to go when they have the ball. Boundaries may not mean much to many children in this age group. It is common to see most or all of the players continue to chase the ball after it has gone out of bounds. ‰Psychosocial The youth soccer experience might be their initial exposure to team sport. At this point the coach must recognize the importance of the young player’s need to feel secure in practice and game environments. Their social development at this time is often limited to one best friend and many are just adapting to the social interactions that occur at school. The coach must be sensitive to this when selecting practice activities, which must include positive social interaction. Activities that involve interacting with all of the members of the team are important. 25 Some general characteristics of the U6 player include: Constantly in motion Short attention span (easily distracted) Individually oriented (egocentric) About 3 feet, 3 inches tall Weigh between 30-50 pounds Easily bruised psychologically Primitive eye-foot coordination Little concern for team activities Balance on the dominant foot No sense of pace; they will often run until they drop Implications for training the U-6 player include: Give brief directions; repeat when necessary. Many activities of short duration. Lots of water breaks. Limit training sessions to 45 minutes Emphasize familiarity and confidence with the ball (every child must have access to a ball throughout every training session) Sample Game/Activities It is important to vary the activities from practice to practice. New and different activ- ities can be added over the course of the season. Each activity can also be modified to make it more or less challenging (this depends on the developmental levels and abilities of the children in the group). Remember, every child must have a ball. The following series of activities can be utilized during every training session although it is wise to develop new activities and games and introduce them over the course of the season. 26 Game 1: Ball Retrieve (Body Awareness/Target Game) The coach stands in the middle of the training site and collects all of the balls. The coach then explains that he will throw the balls in different directions and that each player must bring their ball back to the coach as quickly as they can. The coach puts various conditions on how they retrieve the ball (an example: with one hand; one hand with the ball touching the forehead; both hands and the ball touching their belly button, etc.). Once the children show comfort with the exercise, they are asked to maneuver the ball with their feet. Once a comfort level is reached again, the coach then creates a different challenge for the players to solve. Game 2: Body Part Dribble (Body Awareness) Each player has a ball in an area such as a 20 x 20 yard circle or square. Players dribble their ball in the space and avoid touching other players. While they dribble, the coach or leader calls out a body part, such as “forehead,” “elbow,” “chin,” “knee,” etc. Simon Says is a good variation of this activity. After the player has touched the body part to the ball, the player should then immedi- ately continue to dribble. This activity promotes listening skills and reinforces the knowledge of body parts. Very young players do not understand left or right direc- tion. If you say “left elbow”, don’t expect compliance from the player. Game 3: Glob (Target Game) Players like this so much they would likely perform this activity for the entire training period if permitted. Begin without a ball. Use cones to outline the sidelines and the finish line (a 20 x 20 yard space should be adequate). Stand in the middle of the area and talk and act like a Glob, challenging the players to TRY to run (without the ball) across the space without being caught (tagged) by the nasty Glob. Ham it up a bit to have more fun. Then, have them try to get across Glob Country by dribbling their ball while the coach tries to touch their ball out of bounds. Their re-entry back into the game can be done in many ways, (i.e. three foot taps on the ball, throw the ball in the air clap twice and catch it, etc). This is not an elimination game. Game 4: Everybody’s It (Maze Game) This activity borders on the edge of controlled mayhem. In an appropriately sized space (approximately 20 x 20 yards), develop boundaries. Each player runs around, staying inside the boundaries, trying to tag as many other players while at the same time trying to not get tagged themselves. Give a signal of when to begin and let 27 them play for 30-45 seconds. It’s a game of total vision, requiring the players to have full awareness of what’s around them. They need to learn how to move into spaces to attack (tag), and out of space to retreat (avoid being tagged). Game 5: Gates (Maze Game) The coach places cones throughout the training area (20 x 20 yards) in pairs about three feet apart. Upon command, players dribble a ball through as many “cone gates” in the time specified by the coach. Sixty seconds work well. Parents should help the players count how many times they pass through the gates as the ability to dribble through gates and count is difficult at this age. Each player gets a chance to repeat the exercise to try and beat their own score. It is appropriate for younger players to com- pete against themselves, not other players. In all the games, start first without a ball. After the players understand the objective and the rules of the game, introduce the ball. We end each age-specific chapter with a graphic representation of the tactical characteristics of players in this age group. Our first tactical sign for the U-6 player is demonstrated with a One-Way Sign. 28 Chapter 5 Coaching Seven and Eight Year Olds: Are You My Teammate? Maria Montessori, an Italian Physician and Educator, who lived from 1870-1952, developed the idea that structuring the play environment enhanced learning. We believe that by designing coop- erative and competitive activities, young players better learn and understand how to begin to be part of a team. Two Players - One Ball This is the age where players can begin to understand the concept of working with a teammate. The notion, or willingness, to intentionally pass the ball to someone is just beginning to take hold. In the U-6 year old age group, efforts from coaches and parents to encourage the player to pass the ball usually 30 failed. Coaches and parents will have more success encouraging players to pass the ball in the seven to eight year old age group. In this age group, the player begins to think beyond their personal needs and actively looks to pass to a teammate. In many cases they will pass to their best friend and not necessarily the player in the best posi- tion to receive the ball. Some players will be more developmentally mature and seem more advanced than others. To help offset this, encourage continued practice without cre- ating an elitist attitude. Some players will go back and forth between egocentric play and cooperative play while others will appear to lag behind due to a slower develop- mental path. The “two players-one ball” concept that applied to this age group should encourage a coach to design activities in which players are sharing a ball. However, this does not mean that players should no longer do activities that require individual ball work. Even professional players work individually with a ball! An NBA player will go to the gym and work on their dribbling skills and jump shot. Do not ignore exercises used in earlier developmental stages. Player Characteristics It is important to have a basic understanding of how a player thinks, feels, acts and moves. Below is a brief description of the domains of learning in seven and eight year olds. ‰Psychomotor Skeletal system is still growing; growth plates are near the joints. Be aware of possible injuries to those areas. Cardiovascular system is less efficient than an adult’s; a child’s heart rate peaks sooner and takes longer to recover. Temperature regulation system is less efficient than adults; children elevate their core temperature more quickly and take longer to cool down than an adult. Improvement in pace and coordination from U-6; the immaturity of a U-8’s physical abilities are still obvious. ‰Cognitive Concrete Operational Stage (see Piaget text box, Chapter 2). Language vastly expands and ability to recall previous events is enhanced. 31 Show a limited ability to tend to more than one task at a time; the simple task of con- trolling the ball demands most of the attention capacity, thereby leaving little or no capacity for tactical decision making. Understanding of the relationship between time and space is beginning to develop and will be limited by the individual player’s capacity to attend to multiple tasks. Show limited experience with understanding personal evaluation; effort is synony- mous with performance; they feel if they tried hard, they performed well, regardless of performance. ‰Psychosocial Self-concept and body image are beginning to develop, but are very fragile. Great need for approval from adults such as parents, teachers, and coaches; like to show individual skills. Easily bruised psychologically by adults; negative comments carry great weight. Like to play soccer because it is “fun.” Intrinsically motivated. Play for their own enjoyment. Their universe has expanded beyond their home environment to the neighborhood. True playmates emerge with the inclination toward small group activities. Team identity is limited; “I play on Coach Tom’s team” or “I play on the Tigers.” Club and league concepts are nonexistent. There is a desire for social acceptance; they want everyone to like them. The influential person is most likely their father or significant parent. General Characteristics of U-8 Players Attention span is a bit longer than the U-6 player, but still not at the “team at all costs” intensity. Inclined more toward group activities. 32 Still in motion-twitching, jerking, scratching and blinking are all second nature phys- ical movements. Still very sensitive (dislike personal failure in front of peers); ridicule from the coach in front of the group is very destructive. Santa Claus is no longer a peer topic of discussion. Boys and girls are still similar in physical and psychological development. Beginning to develop some physical confidence (most can ride a two-wheeler). Still into running, jumping, climbing and rolling. More into imitation of the big guys (identifying with sports heroes is becoming important). Still lack a sense of pace; will run very hard most of the time and chase the ball until they drop. Typical Training Session Format Should not exceed 1 hour. Warm-up, each player with a ball, stretching and soccernastics (individual and paired activities with the ball). Allow 10 minutes for this. A mixture of individual and partner activities. Add more maze-type games and introduce target games. (30 min.) Conclude with small-sided game 4v4 to two goals with no goalkeepers. (20 min). Sample Game/Activities Game 1: Math Dribble Every player has a ball and works within a confined area. Players dribble to keep control while avoiding others. While they dribble, coach or leader calls out a math problem. The players immediately solve the problem by forming the appropri- ately sized group. This activity organizes groups without asking players to choose a partner or counting off. For example, if your next activity requires partners, call out 1+1 or 3-1. The activity encourages dribbling in a 33 confined area, changing direction and changing speed. Quick reaction to cues, awareness of other players, problem solving and listening skills are stressed. Game 2: Ball Retrieve in Pairs (Target Game) Work with one ball between two players. Using general field space, start from the middle of the field. One pair of players hands the coach a ball who tosses it away and calls out a number from 2-10. Whatever number the coach calls, each pair of players must return the ball to the coach by passing the ball with their feet in exactly the asked for number of touches. The players decide how to solve this problem. The coach should rapidly toss balls away to keep the activity flowing. The coach can also move to a different space after the ball has been tossed so that players must be aware of where they are going. The activity encourages working in pairs, pacing of passes, playing to a target, and keeping the heads up to scan the environment. Game 3: Gates in Pairs (Maze Game) Using pairs of cones, the coach constructs 8 to 12 randomly spaced goals that are placed approximately three yards apart. Each pair of players should have one ball. After a signal from the coach, pairs of players attempt to play as many passes to each other as possible through the gates in 60 sec- onds. Players cannot play a ball through the same gate on consecutive passes. At the end of 60 seconds, challenge players to improve on their first score. This activity encourages problem-solving, speed of passing, changing direction, receiving and passing to feet, communication and cooperation. Game 4: Pac Man (Maze game) Each player has a ball in a confined area of approximately 20 x 20 yards. Adjust the space to accommodate the number of players. All but two players must place their ball outside the area. The two players with the ball are the Pac Men. Pac Men dribble their balls and attempt to hit other players below the knee with a pass. Players try to avoid being hit by running, dodging and jumping. Once a player is hit, he/she gets their ball and becomes a Pac Man. The game continues until all players have been hit and have their ball. The activity encourages dribbling and passing to a moving target, decision making, changing direction, cardio-respiratory endurance, and allows all ability levels to play equally. If players are hit early, they will have more opportunity to dribble. If they manage to avoid getting hit until near the end of the game, their challenge increases greatly. 34 Game 5: Boss of the Balls This is a small-sided game of 4 v 4 to two small goals and is played in an area of approximately 20 x 30 yards. The coach is standing at the midline with all of the balls. Ball one is put into play and the game begins. As soon as a goal is scored or a ball goes out of bounds, the coach tosses or kicks in another ball. When the coach runs out of balls, players run to collect and return all the balls and the game begins again. Note to Coaches and Parents: don’t retrieve balls! The game must have a natu- ral ending point. When a coach runs out of balls, players must gather them up if they want to keep playing. 35 Chapter 6 Coaching Nine and Ten Year Olds: Team Identity Friedreich Frobel, German Educational Reformist (1782-1852 A.D.), fostered the idea that learning can occur through play and games. One Ball - Four Players Children at this age are typically enrolled in grades 4 and 5 and may have been playing soccer for half of their lifetime. Some children, however, choose to 36 begin play in soccer at this age. Both boys and girls are beginning to demonstrate an improved ability and a mastery of some aspects of basic locomotor, nonlocomotor, and manipulative skills (the ability to control objects, either directly through hands and feet, or indirectly with an implement such as a tennis racket). They have also begun to develop basic technical abilities to play soccer and their cognitive understanding of tactics and strategies is evolving. They are begin- ning to demonstrate an ability to think in advance of the ball (anticipation). Formal schooling plays an increasingly important role in the development of chil- dren’s thinking. They will demonstrate a very basic form of self-awareness; of realizing what they know and what they don’t know ‰Psychomotor During this period, children gain a tremendous amount of physical strength, endurance, and power. Strength is related to body size and muscle mass. During childhood and adolescence, boys tend to have greater strength, especially in the trunk and upper body when compared to girls; however, leg strength differences are minimal. Motor performance is most often measured by a variety of motor tasks that require speed, balance, flexibility, explosive strength and muscular endur- ance. Children are in a linear growth mode (from head to toe) that peaks with a growth spurt at adolescence. Some children will grow faster than others. Height can approach 5 feet and weight can reach 80 pounds or more. Significant physical differences appear between genders from 10 to 11 years of age and onward. ‰Cognitive There are significant changes in a child’s memory ability in nine and 10 year olds, particularly in deliberate recall memory. By the age of 11 or 12 their deliberate recall memory is similar to an adult’s. They have the ability to remember and follow more complex instructions, which enables them to solve higher-level problems. Improvements in memory reflect a child’s increasing fund of knowledge and experience. Children begin to move from Piaget’s 3rd period of cognitive development (concrete opera- tions) to the 4th stage of cognitive development (formal operations). Children in this age group develop an ability to focus longer and stay “on task.” They begin to sequence thought and actions and they begin to think in advance of, or anticipate, the ball. They will start recognizing when and where to move with and without the ball and they begin to develop a sense of pace. Young soccer players must be observed and assessed in authentic game related activities that 37 foster learning in all three identified domains–psychomotor, cognitive and psychosocial. ‰Psychosocial Players begin to initiate play on their own and are likely to want to play rather than to be reminded that it is time to go to soccer practice. Many play- ers are becoming more serious about their play and with whom they play. Peer group attachment and the pressure generated by peers become significant. There is a need to belong and the association with a team becomes increas- ingly more important. They will develop a group of friends; there is great social need to interact. Adults outside of the immediate family (most notably the coach) begin to take on added significance. Gender differences become more apparent. Over 76% of girls aged 9-12 cited “FUN” as the primary reason to be physically active (Jaffe & Manzer, 1992). Sample Game/Activities Game 1: Ball Retrieve - Groups of Four Players are in groups of 3 or 4 with one ball in general space, about half a soccer field. The coach tosses or plays the ball away and players must return it to the coach with each player touching the ball (feet only) at least once. The final pass should be played to a player standing next to the coach. The coach then calls out a number and players must return the ball in exactly that many passes. The activity encourages players to think in terms of length and width as well as collective play. The coach can move within the space to make the task more difficult. Game 2: Elbow Tag Players are in pairs with their elbows hooked and standing in a random for- mation. The other hand is on their hip with elbow bent. The coach breaks apart one pair and gives one player a cone or small ball to carry. This player chases his/her part- ner and tries to tag them with the cone. The players may not throw the object. If they tag their partner, the player drops the object and the roles reverse. The player who is being chased tries to get safe by hooking onto an empty outside elbow of another player. Once this occurs the player on the opposite end must leave and is now being chased by the player with the object. Once the players get the hang of it, involve another pair, so now you have two chas- ers and two players being chased. Players chasing can tag anyone who is not safe on 38 an elbow. Continue adding chasers and runners until the game completely falls apart from sheer fun and chaos. This activity encourages quick thinking and anticipation, as well as a great deal of sprinting and changing direction. Game 3: Hurricanes & Ladders Play consists of two teams of 5 to 7 players with one ball using half a field. One team starts out as the ladder; the other is the hurricane. The coach tosses the ball away and the ladder group must run to the ball, form a line and immediately begin handing the ball to the end of the line in an over the head/between the legs fashion. At the same time the hurricane team forms a tight circle or huddle and watches while one team member runs around the huddle as many times as possible before the ladder group completes the process of passing the ball from the front to the back of the line and yells stop! The number of circles is counted and the roles reverse when the coach tosses the ball away again. Play until one team reaches 10. This activity encourages teamwork and problem solving. Game 4: Defrost Tag Start with two equal teams and a 30 x 30 yard area. One entire team is inside the area without balls. The other team starts on the outside of the area with one ball per player. On the coach’s signal, the team with the balls dribbles into the area and tries to hit the other team players below the knees. Emphasize passing, not shooting, the ball. Players can run or jump to avoid getting hit. Once a player is hit with a ball, they freeze and must stand with legs apart and hands on hips. A frozen player can be unfrozen if a teammate crawls through the legs. The objective is to see how long it takes to freeze the entire team. Safety note: as long as a part of the crawling player’s body is still beneath the frozen player, both players are safe and a ball cannot be played at them. Only when a player crawls completely through a frozen player does the frozen player become unfrozen. Both are then actively back in the game. Use a time limit or end it when all players are frozen. Make sure that each team gets a chance to play both roles. This is a great activity for deceptive dribbling, passing to a target and fitness, as well as fostering communication and problem solving skills. 39 Game 5: Get Outta-Here Set up a small-sided field with two equal sized teams. Players will play in a two versus two format played to two small goals at each end of the field. A 30 x 20 yard space with goals approximately 6-8 feet across and 4 feet high will work well but any small size goal will work. The starting point is on the outside of the field at the mid-line. The coach tosses a ball onto the field and one pair from each team runs onto the field for a 2 v 2 situation. If a goal is scored, the scoring team stays on while the defending team sprints off and a new pair runs on. If a ball goes out of bounds or a goal is not scored, coach shouts “Get Outta-Here” and both pairs must run off the field and are replaced by the next two players from each team. Teams with odd numbers of players must organize effectively so that every player plays an equal amount. Each team must keep track of the total number of goals they score. The game can be played to a final score or with a time limit. This is a fast paced activity that requires concentration from everyone on and off the field. U10 TACTICAL SIGN 40 Chapter 7 Coaching Eleven and Twelve Year Olds: The Dawning of Tactical Awareness William James, An American Educator/Psychologist (1842-1919), promoted the idea that play was the result of instinct. He fur- thered the idea that children learn best when they are motivated by their own interests. 42 One Ball Four to Eight Players Teetering on the edge of childhood and adolescence, the U-12 player pres- ents a myriad of problems, but a gold mine of potential. Not only can they follow complex instruction, they now have the ability to create their own variations of the games. When compared to younger players, the U-12 player demonstrates a greater degree of analytical thought, which enhances tactical understanding. Still, their performance during match play will be inconsistent. Much of their training should consist of small-sided games with various playing or field conditions placed upon the players. ‰Psychomotor As muscles mature, strength and power become a factor in their perfor- mance. Prior to age 11, running up and down the field presented a physical challenge in itself. With a size #4 ball in play and natural muscle development taking place, the U-12 player can strike the ball with ample distance and with a degree of directional confidence. A coach can ask and should expect players to execute a pass successfully much of the time. Coordination improves in the 11 and 12 year old. In order to strike a soccer ball with one’s foot and send it in a predetermined direction, it requires proper technique and coordination of the entire body. Players will begin to gain more confidence with the ball above their waist and upper body traps and head- ing takes on a bigger role in their play. Skills of the goalkeeper are also being developed and require flexibility, agility and overall body coordination. Players are growing and many players may be well over 5 feet in height and 100 pounds in weight. There are now significant, observable differences between genders. ‰Cognitive Educators refer to the U-12 age as a fertile period for learning. They contend that enough basic knowledge is present to allow a nonrestrictive element of inquiry on the part of the learner. This means they can sequence thoughts and actions and perform more complex tasks. Players at this age are entering Piaget’s fourth stage of cognitive development called formal operations. Players can be expected to use more abstract thought in meeting the demands of the game. A coach can expect his players to understand the game and use teammates to help solve problems. If training sessions present appropriate problems for players to solve, reasonable game results can be expected. 43 At this point in the development, U-12 players should be able to simultane- ously run, strike the ball and think. The idea that field space can be successfully covered by several small passes or one properly played pass begins making sense to players. The U-12 player is usually eager to learn. They are very much internally motivated to play but the nature of training sessions is crucial. It may stimulate or stifle the learning process. ‰Psychosocial Whether a child enters puberty early or late has important psychological implications. These implications have direct impact on how a child develops relation- ships with teammates. Girls have a tendency to form cliques, boys take a more broad approach to team relationships. Popularity influences self-esteem. The manner in which they feel about themselves can determine how they relate to their teammates. Rules can be modified and created based on acceptance and/or agreement from the group. The Game as Teacher The U-12 player should be exposed to as many game-like situations as possible during training. For this to happen, all of the elements of the game that create realistic situations should be in place. These elements include: ball, field, laws, teammates, opponents, and objectives. Ball - The use of a ball by each player throughout practice is essential for building confidence and maintaining realistic qualities that relate to playing soccer. Young players need to practice individually with a ball, a partner, in small groups and with their team as a whole. Having plenty of balls available increases opportunities for decision-making and less time is spent retrieving stray balls. Field - Select the size of the playing area to correspond to the age, skill and demands of the practice. The size of the space puts some limitations on players. Too small a space may frustrate players as they don’t have enough time or space in which to play. Too large an area will not challenge the players to “make” their own space, may lull them into feeling too comfortable and won’t prepare them for the rigors of game space. Laws - The use of the laws of the game and fair play (sportsmanship) should be emphasized in practice. This will lead to compliance in games. Laws such as off- side should be included in sessions that relate to how the law is enforced in the game. 44 Teammates and Opponents - All decisions in the game are made based on the position of the ball, the objective of the game, the positions of teammates and the positions of the opponents. This requires keen observation of all players. The decision to pass, shoot, dribble, cross, and receive in one direction or another are all made based on this observation. Objectives - Players should be challenged to play to an objective. Whether they score a goal or create points, the players should set and achieve results of their play. Correcting Technique Technical correction (i.e., foot placement, follow through, etc.) are effective with this age group since they can now visualize what it is you want them to do and how you want them to do it. Using the “freeze” method during play to describe, explain and correct is useful, but it should not be over-used. Trial and error, which includes free play, is a process of eliminating those skills that fail and experimenting with those that lead to success. Players need to be encouraged to self-correct mis- takes they make during their play. This comes from instruction, feedback, and experi- ence. When introducing new skills, one must manage the tightrope between challenge and frustration. If practice is too simple, the player might lose inter- est; if the practice is too difficult, frustration creeps in rapidly and the player may give up, thinking that they “won’t get it.” Tactical Awareness — Team Concepts It is easy to fall into a detrimental method of coaching known as “over coaching.” The coach should first wait and observe, so players can search for solutions. Try hinting at something rather that offering an all out solution. Ask opinions (make sure you know the right answer). When time comes to coach, communicate clearly, concisely and correctly. An U-12 player can discuss and understand basic tactical concepts such as depth, width, balance and individual player responsibilities. But, remember that not everyone on your team will be at the same level of tactical understanding. At younger ages, distribution of the ball by the coach has many advantages, but as players get older they must experience realistic restarts. Goalkeepers must be encouraged to distribute the ball from their end and field players should play the ball from the touchlines. Allow players to keep score during games, encourage good sportsmanship and allow for a competitive atmosphere to exist in practice. 45 Bear in mind many players are afraid to experiment in practice and games for fear of failure. This fear is related to many cues given consciously or unconsciously by adults. Young children care a great deal what adults think of them. They strive to perform for adults, to the point of substituting safe, medio- cre play for more daring and dangerous play. We must allow players the freedom to play without fear to encourage their more creative responses. Why Small-sided? When we see a professional soccer game we watch as 22 players attempt to score goals or to try and prevent goals from being scored. This is a simple and true outlook on the game. All players must at one time or another be both an attacking player and defensive player. Youth players need to practice this condition until the reaction becomes permanent. Small-sided games provide this opportunity in abun- dance. The ebb and flow of 4 v 4 and other small-sided combinations offers innumer- able situations in which transition takes place. Characteristics of Small-sided Games More opportunities to play the ball. The fewer players on the field, the more possible times a player will come in contact with the ball. In fact, players will find they have no choice; the ball will quickly find them! More opportunities to score. Many players in an 11v11 game are not inclined to seek the goal, because they are so far away or because of defensive restraints. More opportunities to scheme. As we play we must constantly change and adapt to our surroundings. This challenge is the basis for tactics. How do we solve the puzzle? More opportunities to coach. The small-sided game allows coaches a perfect opportunity to observe and analyze the individual and collective responses of players under quick game-like conditions. Are players comfortable with the ball? Are they confident in defense? How well do they adapt to the unexpect- ed? Do they recognize goal-scoring opportunities? 46 Sample Small-sided Game/Activities Game 1: Grab the Tail (Warm-up) On a field 25 x 20 yards (based on 12 players), players tuck a scrim- mage vest into the back of their shorts. On the coaches signal all players try and grab each other’s tail and throw it to the ground. All players continue to play even if they have lost their tail and play until there is one player remaining with a tail. A variation is to allow the player to keep any tail he/she has captured. See who can collect the most tails. This activity encourages quickness, speed, and schem- ing. A quick warm-up activity should be followed by several minutes of stretching especially emphasizing range of motion in the major muscle groups. Game 2: Soccer to One Target (Target Game) On a 40 x 30 yard field (12 players), each team has five field and one target player (he/she can be the goalkeeper). The target player may run the length of the goal line opposite the field players of his own color. The object is to score by playing the ball to the hands or feet of the target player. The target then distributes the ball to the opposite color, before it crosses midfield, who then attempts to play the ball to their own target. Keep the game continuous. A variation to this is the team that scores keeps possession and attempts to score on the opposite target. The team who gave up the score must change ends of the field quickly in order to defend the distribution of the ball to a member of the team who just scored. This small-sided game encourages accuracy and pace of pass, an early forward pass, following the pass and distribution. Coaches should observe and praise players when they recognize the forward pass, keep possession long enough to get a clear chance to play forward and are in good position to receive the ball. Game 3: Barrel Ball (Target Game) This is commonly called a street-game. Use up to half the field with a barrel in the middle. The rules are quite simple: two teams play against each other and score a goal when they hit the barrel. The last player who touches 47 the ball before it hits the barrel receives the goal, regardless of which team shot the ball. Players are not permitted to touch the barrel. It would be good to have at least a one yard dead space around the barrel where players are not allowed to stand. Award bonus points for a ball that is played in the barrel (this is difficult but a great chal- lenge)! This is a great small-sided game that can be used to start or end a practice. Players have to possess the ball under pressure, find the open player and make accu- rate passes, and shoot the ball quickly and accurately when presented the opportu- nity. Game 4: Triangle Goal (Maze Game) Using cones or flags create a triangle goal in the middle of your training space. The sides of the triangle should be approximately 8-10 yards in length. Two teams of approximately 6-8 players each play against each other. The defending team places three goalkeepers on each line of the triangle goal while the remaining 3-5 players defend against the attacking players. A goal may be scored on any side. The team in possession is the attacking team and attempts to shoot or pass the ball across any one of the three triangle sides. The height of a “good” shot (goal) is determined by the coach. When possession is lost, goalkeepers must vacate the goal and the team that has lost possession must employ a quick defensive transition to avoid being scored upon. Play is to a set number of goals or to a time limit. If a goal is scored the team who scored can become the defending team or can be allowed to retain possession and try to score again. If the defending team gains possession, the three goalkeepers sprint out and three new players from the other team must run in and take up goalkeeper positions. The roles are now reversed and play continues. This activity encourages transition play and changing the point of attack. Game 5: Four Goal Game Two teams play on a 40 x 30 yard area with goals in each of the four corners. Each team will defend two goals and attack two goals. Goalkeepers are optional. One goalkeeper could be utilized to defend both goals. This game encourages changing the point of attack and establishing field width. Players are able to identify which goal is the most vulnerable to attack. 48 What About Goalkeeping? Last line of defense - first line of attack. Many of the law changes in soccer have been centered on goalkeeping; how quickly the ball is released, what is allowed in the passback, etc. All of these new laws have forced us to reconsider the overall dynamics of goalkeeping. More than ever before, modern goalkeepers cannot detach themselves from the game. They have become vital elements of the attack as well as their more traditional role as the last defensive stand. They must be accurate passers of the ball during distribution, reliable receivers of the ball under pressure and even show deftness at heading when clearing errant back passes. This means that the youth goalkeeper must be competent in field skills. Most goalkeeping skills are specific to the position (catching low, medium and high balls, diving, throwing). Older players are more likely to embrace goalkeeping as a more or less permanent role. How well these players incorporate the physical and mental skills of both field player and goalkeeper will determine the true effectiveness of their jobs as the first line of attack and the last line of defense. Some Key Considerations Players at the U-10 level and older should be encouraged, not forced, to be exposed to goalkeeping roles in practice. Many players develop goalkeeping skills at older ages. Exposing many players at U-10 and U-12 to the position could help identify a hidden talent. Further, exposure to the rigors of goalkeeping may help field players understand the difficulty of the position. 49 Goalkeeping should become an active part of every practice. Unfortunately, many coaches incorrectly set up practices where goalkeepers work mostly by themselves and call on them only for shooting exercises. Goalkeepers should be used early in practice in technical development with the ball at their feet, and either as targets or in their primary role in front of the net to solidify their importance. They should not only play as shot blockers and distributors of the ball, but as active communication links with the rest of the team. The role of the goalkeeper needs to move beyond that of a shot blocker during shooting practice. Coaches should permit goalkeepers to distribute the ball, which increases their decision-making and communication abilities. The goalkeeper’s offensive role should develop in concert with their defensive role. Be Active. Concentration by the goalkeeper is vitally important to their effective- ness. Goalkeepers who stay on their line or who are not attached to the rest of the team will soon be reacting to a desperate situation instead of a relatively safe one. Encouraging goalkeepers to be involved and ready goes a long way in reducing dangerous situations. Goalkeeping is a tough job. Much is expected of goalkeepers, but they receive very little praise. In many ways, goalkeepers are subject to open and unforgiving exposure. Mistakes are clearly showcased and become very personalized, and psychologically deflating. Mistakes will be made. Encouragement and understanding mixed with sound coaching advice will go a long way in creating a stimulating playing environment. When to begin as a goalkeeper is a question asked by many coaches. The authors believe that initiating goalkeeping in games prior to age nine is inap- propriate. Children should be exposed to body movements that simulate what goalkeepers do, but to put them under the pressure of being a goalkeeper before they have developed some basic psychomotor and cognitive skills is inappropriate. 50 Chapter 8 The Role of Competition in Player Development “If you can’t afford to lose, you probably shouldn’t play” Bernie DeKoven — Play Designer and Author of The Well Played Game: A Player’s Philosophy Competition in youth soccer in America can either be the best thing that could happen for a player or a major catastrophe. The first and most important question that must be asked is how appropriate is the competition? 52 Players improve their ability to play soccer through proper coaching, training on their own and appropriate competition. What is more appropriate, competitive games with scores of 6-0, 7-2 and 9-1 or games with scores of 2-1, 5-4, and 1-1. In the first set of results whether it was a win or a loss, there was little or no chance of the player benefiting from the outcome. The second set of results clearly shows games in which the players were in a situation of pressure, either to come from behind or to maintain a close lead. In the games with pressure, player growth is far more likely to take place. The authors advocate a de-emphasizing of competition at the earliest ages. We support games in which the score is not kept, nor are records of teams or leaders in numbers of goals scored. Children may know what the score is but it is important for adults not to dwell on who won or lost. A more appropriate question at the end of a game is not “did you win?” but “how did you play today?” Getting players to focus on and verbalize how they played in the game brings more meaning to their experience. We need to get away from the win = success and lose = failure mentality, especially with young children. As players get older (U-10), children have a better understanding of how to play and the elements of competition. They begin to be able to put winning and los- ing into perspective. It is still important however to balance competition and coopera- tion during training sessions. When training young players, coaches can get a great deal out of appro- priate kinds of competition as well as using varying types of cooperative activities. The following is a brief explanation of the competitive activities that could be introduced for player aged nine and older: A Slap Behind the Back - two players stand on either side of a ball with one hand behind their back. The object is to tag the opponent’s hand (the one held behind the back) by moving around the ball. Players may not step over the ball. The first to get three or five tags wins that competition. After three to five trials, they can switch and try the same activity with a different partner. My Ball Your Ball - two players face each other with their feet perfectly square to one another. They have a ball between them. Each player puts two hands on the ball and at a given signal, each tries to pull the other off balance without letting go of the ball. The task ends when one player loses his/her balance. Try two or three trials and then get a new partner. Keeper’s Nest — Groups of four with one ball per group. One player (keeper) guards, but can not touch the ball. The keeper may stand over the ball. The objec- tive is for the other three players to get the ball away from the keeper without being 53 tagged and frozen by the keeper. The keeper’s goal is to freeze the other three players. Once a player is frozen, he/she remains frozen until all of the players are frozen or the ball is snatched away. A frozen player can be allowed to recite the alphabet or count to 10 by thousands before returning to play. Players try to steal the ball by pulling it backward with the sole of the foot or by knocking it to one of the other two players (possession is the key). The keeper is not allowed to wildly swing his/her arms in an attempt to tag a player. Switch positions after one or two trials. Everybody’s It — Organize players in an appropriate size space. A space approxi- mately 30 x 30 yards for 12 players will work well. Everyone starts without the ball and each player attempts to tag as many players as possible in 30 seconds. Everyone is “it” adopts both an attack and defensive mode. Players will learn how to interact with others in a small area and will work on agility, balance and decision- making skills. Once players have an appreciation for how the game is played, have everyone play the same game while dribbling a ball. This activity is fun, gets them warmed-up and requires them to work reasonably hard for short periods of time. Soccer Golf - This activity involves two players, each with a ball. The first player plays a ball with one strike as far as they wish. The second player has two strokes (kicks) with their ball to hit the serve of the first player. If successful, the second player wins the hole. If the second player misses, the hole goes to the first player. The player who wins the hole serves first to start the next hole. Soccer Marbles — One ball per person with players in pairs in a large, open space. This is a passing game where the players’ take turns trying to hit each others ball while passing. One player plays his ball as far as he wishes using an inside or outside of the foot pass. The second player then attempts to pass his/her ball and hit the ball of player number one. For a hit, score one point. For a miss, the moment the passed ball has gone completely beyond the resting ball, the other player’s turn begins. There is an advantage to immediately chase your ball after the pass so you can be in a position to strike the ball immediately after your partner’s ball misses. Play to a time limit or to a set number of hits (example: 10). Mixing competitive games with cooperative games can quell the heated emotions that could occur from the competitive games. 54 Selected Cooperative Games: Between the Head, Up and Down - two players put the ball between their fore- heads and jump up and down on one leg. See how many times they can jump up and down without dropping the ball. Ball Pass Over and Under - the ball is passed with hands first over the head and then through the legs to see how many passes can be done in 20, 30 or 40 seconds. This can be done with pairs standing back to back or in groups standing in a line one behind the other. Players form a line with enough space in-between to receive the ball but allow them to “fix it” if they stand too close to one another. Ball Pass Inside and Outside — set this up similar to over and under (back to back), but instead of passing the ball overhead and between the legs, pass the ball to the person behind you by twisting and turning to either side without moving your feet. Players can both turn to the same side or to opposite sides. Juggling for Numbers - two or three players juggle the ball and keep it in the air as long as possible. Count the number of touches or length of time. Restrict to only certain body parts (i.e. thighs, feet, head etc.) Summary Appropriate competition can be one of the major factors that keeps play- ers coming back to play soccer. By the same token, contrived or inappropriate competition for the benefit of adult ego, or any other reason, can best be classi- fied as abusive. And, by the way, don’t count out pick-up games as being posi- tive development activities. The players always make sure that sides are even. 55 Chapter 9 Team Management “Failing to Plan, is Planning to Fail.” Anonymous When you volunteered to coach a youth soccer team, you were most likely given some information. The information likely included rosters, games and practice schedules, and rules. The requirements of team administration are fre- quently not fully covered. 56 It is important to recognize that each player comes to your team with parent(s). Effective communication and coordination with these parents will make the job of coaching a lot more enjoyable. There are two steps you can take that will help improve communication and coordination with parents: a “Philosophy of Coaching” and a “Parent—Coach Meeting.” Philosophy of Coaching Compose your philosophy of coaching before your first practice. The central theme should include player development and fun with purpose. The primary motivation for children to participate in sports is to have fun and improve. When writing your philosophy, consider the following questions: 1. Beliefs a) Why do you want to be a youth coach? b) Why do we have youth soccer? c) What are your responsibilities to each player, to the team, to yourself and to the community? d) What is a successful season? 2. Motivation a) Why are you interested in coaching? b) What do you enjoy most about coaching? c) What do you like least about coaching? 3. Experiences a) Past — What were your personal childhood experiences in sport? Were they enriching or inhibiting? b) Present self-evaluation. What are you doing now to become a better coach? c) Future — What experiences will I seek to improve my coaching? Parent-Coach Meeting An effective parent-coach meeting, held during pre-season, can establish a solid foundation for an enjoyable season. Many parents sign up their children for youth sports without considering realistic or age appropriate expectations. This is why your coaching philosophy should be the first topic presented at the meeting. Set goals and expectations based on developmentally appropriate principles. Below are other issues that need to be covered during the parent-coach meeting: 57 Player Information. This includes medical information (such as asthma, allergies, recent injuries), previous experience on other teams; and family situations, such as custody, that may affect a child’s participation or ride home. Ask only for informa- tion you need to know and avoid details that do not relate to your role as coach. Parent Information. It is important to be able to reach parents in case of an emergency. Coaches should obtain from each parent home, work and cell phone numbers. To enhance further communication, obtain e-mail addresses as well. Player, Parent and Coach Responsibilities. The coach should arrive before time for practice and also finish practice on time. Coaches must provide cones, vests, an air pump, extra soccer balls and a first-aid kit. Players are responsible for appropriate dress, including shin guards, as well as a ball and a water bottle. Additional responsibilities will be covered in the risk management section. Soccer Sideline Ethics (The following information is printed with permission of Len Oliver, Director of Coaching, DC Stoddert Soccer League, Inc. , Washington, D.C. The DC Stoddert Soccer League encourages participation in youth soccer for what it is–youngsters having fun. Coaches, parents, and spectators should show only good adult behavior on the sidelines and act as role models for the younger players. Help create a positive soccer atmosphere. Influence your youngster’s soccer experi- ence by following these “Soccer Sideline Ethics.” 1. The Fun is Playing Encourage youngsters in skill development and l00% performance. Winning is not their motivation. They want to be having fun. So lighten up, decrease the competitive pressures, and encourage skills, teamwork, self- esteem, and good sportsmanship. Enjoy this opportunity to be with youngsters on the field. 2. Know the Game and the Laws Soccer looks simple but it is complex to play, coach, and officiate. You’ll enjoy the game more by understanding soccer skills and tactics, the flow of play, and how the game is played. Soccer is free-flowing with ever-changing situations and constant problem solving by the players. Soccer is physical and demanding. With few tim- eouts, it is fun to watch. There are only 17 laws in soccer. Understand the basic laws and increase your enjoyment of the game. 58 3. Support the Team, Not Just Your Youngster Give encouragement to the entire team. Don’t yell constantly at a youngster. Avoid giving directions while they are playing. Soccer is above all a player-dominated game and they have to make the decisions on the field. Always be positive, win or lose. Don’t get over involved emotionally. 4. Practice Good Sportmanship Always show sportsmanship and enthusiasm. Young people learn by example. Encourage your players to play by the rules. Cheer good play by both teams. Ask your youngster: “Did you have fun and try your best?” rather than, “Why didn’t you win?” Win gracefully, not boastfully. Lose without being negative. Make sure the end-of-the- game rituals (such as the handshakes) reflect good sportsmanship. 5. Let the Players Play Soccer--a players’ game. Youngsters participate for their enjoyment, not ours. To children, playing is more important than winning, while winning is more important to parents and coaches. Emphasize player development and having fun over winning. 6. Let the Coaches Coach The coach, volunteer or paid, provides guidance, skill instruction, and super- vised fun for your youngsters in soccer. Respect the coaches and their decisions. Their concern is the whole team, not just your player. Don’t undermine, second-guess, or criticize a coach in public. Most coaches will listen to parents in private, and may ask parents to help with practice. 7. Let the Referee Judge the Game

The Official US Youth Soccer Coaching Manual PDF

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