Toronto High Park Football Club Coaching Manual Timbits U04-U06. (c) THPFC 2017 Timbits Coaching Manual

Transcription

1 Toronto High Park Football Club Coaching Manual Timbits U04-U06 (c) THPFC 2017 Timbits Coaching Manual 0

2 Table of Contents Introduction 2 Message from THPFC 3 Long-Term Player Development 4 LTPD Key Components 5 Why Children Play Sport 6 Physical Literacy 7 4 Corners of Holistic Development 8 Role of a Youth Coach 9-10 Coaching Styles 11 Nutrition and Lifestyle 12 Timbits Session Planning Early Arrival Activities Week 1 to Week 10 Plans Points of Contact 27 (c) THPFC 2017 Timbits Coaching Manual 1

3 Introduction On behalf of everyone at Toronto High Park FC, I would like to take the time to thank you all for your help throughout the year. Without your time, input, and feedback we would not be able to function successfully as a club. THPFC s strengths continue to lie in community building and a sense of togetherness, two factors that formed the basis of the club many years ago. As we continue to prosper and grow, I hope we can maintain that community feel while also adding in the professional nature that a club of this size needs. The following manual will assist you as a coach, provide a framework for your respective program, and act as a valuable educational tool to further your development as a coach, mentor, and role model. The network of THPFC parent and volunteer coaches is one of the biggest assets to the club, providing its sound foundation. Nick Farnborough Director of Coaching Recreation and Select, THPFC (c) THPFC 2017 Timbits Coaching Manual 2

4 Messages From Club Toronto High Park FC has a proud history of providing recreational soccer programs for kids in our community. Our Club's roots are firmly planted in house league soccer. It's been true for over 30 years. It will remain true in the future. House league soccer is meant to be recreational and fun. That doesn't mean players can not and should not learn to play properly, or have the opportunity to improve their skills. Soccer is a game players can play for life and laying a solid foundation is important. It's the volunteer coach that makes this happen! THPFC knows about the importance of volunteer coaches. For the young player, the volunteer coach is a very important part of their soccer experience. We hope this manual helps make the volunteer coaching experience easier and more rewarding. See you on the field! William Buckingham President, THPFC Dear THPFC Coaches, First and foremost, thank you for your willingness to coach within our recreational program. The impact of a coach on a young player cannot be understated. To this day, I recall with fondness, the coaches who had the biggest influence on me personally. This summer, you will have the opportunity to impact many young individuals in a positive way. In the past, we have not been structured to provide our recreational coaches with much in the way of support. This year, Nick Farnborough has been appointed the Director of Coaching for Recreation and Select. His role is to provide you with coaching ideas and strategies, and is your first port of call for your coaching needs. In addition, we have updated our coaching manual this year, with information specific to the age groups you will be working with. With a variety of activities and session plans, we hope this manual will serve as a useful guide and resource. Thank you again for being a coach. We fully recognize the dedication and effort required for the role. We truly hope you find it a rewarding experience. Warm regards, Rahim Z Mohamed Technical Director, THPFC (c) THPFC 2017 Timbits Coaching Manual 3

5 Long-Term Player Development (LTPD) Launched in 2008 by the Canadian Soccer Association. Follows the principles of athlete development as laid out in the generic model Long Term Athlete Development (LTAD). The seven stage model provides a framework for development that ensures enjoyable lifelong playing opportunities for players of all levels of ability, as well as development of a pathway for elite players who pursue excellence. Some of the key components relevant to soccer are below but for more information, reference the LTPD information made available through Canada Soccer and Ontario Soccer. (c) THPFC 2017 Timbits Coaching Manual 4

6 LTPD Key Components This the heart of the program: we are giving children of all ages and abilities the opportunity to experience and enjoy a new sport or build on the skills they have learnt in other areas. Sometimes a soccer session comes around when it is not convenient for you as a coach. Work running late, plans have changed, or a host of other reasons. We are taking the time to plan out sessions to help you as a coach and the players you teach; as long as you bring the energy, the players will have a good time and come away from the session feeling like they have succeeded in learning. The need for balance. Pathways should be for all skill commitment levels. The needs of the player should be put first. Give the Children the Best Experience Possible. LTPD The game grows and the players grow. We do this by including games that are both educational and fun. Each session will be delivered by you with animation, effort, and a sense of how important early experiences are to a child. More touches and time on the ball Allow players to make more decisions in practices and games. This is achieved by tailoring each of our sessions to ensure every player has a ball and gets to use it as frequently as possible. We minimize downtime between activities to maximize the amount of time the ball is moving during a session. Always try to let the game be the teacher; the players learn more and have more fun when they are given extended time to play the game. Every session that is included in this manual is age specific. We understand that players need appropriate space when playing to give the best learning environment and different age groups will need to have different field sizes. (c) THPFC 2017 Timbits Coaching Manual 5

7 Why Children Play Soccer Children play soccer for a variety of reasons, including: To have fun To experience thrills To be with or make new friends To be challenged To feel good To feel accepted To improve and learn skills To be part of a team As a coach, be aware that every child is different and what works for one child will not necessarily work for another. Therefore, make sure that every session is: Fun Safe Positive and Enjoyable Provides stimulating activities Has a well thought out plan (and a backup!) (c) THPFC 2017 Timbits Coaching Manual 6

8 Physical Literacy Physical Literacy is defined as the combination of mastering fundamental movement skills and fundamental sport skills. It is important that children are able to master basic movement skills before specific sport skills. As a result of learning this way, it will improve overall performance ability and provide a solid physical base useful in daily life and other sports. Getting children comfortable to a wide variety of movement types is more important now than ever before. Children are spending more time indoors engaged in non-physical activities, which is creating a gap in physical literacy skills that we can incorporate into our soccer practices. Physical literacy can help a young athlete develop the foundation for a life time of sport participation and enjoyment. (c) THPFC 2017 Timbits Coaching Manual 7

9 4 Corners of Holistic Development At the Active Start age group, the main objective is to get children moving and to keep them participating in lots of basic movements. Physical - Make sure they have lots of opportunities to run, jump, twist, dodge, throw and catch while playing. Tactical - No tactics needed at this age group Technical - Work on the basic soccer movements when possible. Things like running with the ball, controlling the ball, shooting and general kicking action. Mental - Ensure they have fun and a passion for the game. Each session should be an exciting experience. Agility, balance, coordination, and speed are valuable in almost all sports. Developing these ABCs, as well as prediction and interception, is an important part of physical literacy, and can be achieved through involvement in a variety of sports and programs. Canadian Sport for Life (c) THPFC 2017 Timbits Coaching Manual 8

10 Roles of a Youth Coach As a youth soccer coach, you are going to be required to wear many different hats. Everything from mentor and role model to part-time pirate and monster. You will need to show compassion and enthusiasm towards both the game of soccer and its participants. It is important to remember that for a lot of the children you are coaching, it is the first time they have ever had to lace up a pair of cleats. As a result, you will need to fill your sessions with energy, excitement, and a willingness to adapt and be flexible. There will be times where discipline is needed, but the overriding factor should always be the element of fun to the game. Being a player s first coach is a often a larger responsibility than people realize; you will be shaping the child's views on an entire sport and will often have a lasting impact on their participation in the game. It is this responsibility that brings both the biggest challenges and the biggest rewards. It is important to note that every player is unique and you will need to be flexible in your coaching style to get the best out of all your players. This may involve being loud and boisterous to the main group and immediately having a quiet word in the ear of a child who is feeling shy being away from their parents. (c) THPFC 2017 Timbits Coaching Manual 9

11 Roles of a Youth Coach Continued The main roles and responsibilities of a youth coach are: Provide a fun and safe atmosphere for players Be a positive role model Arrive with enough time to set up before the players begin to filter in Have a plan for each session Be prepared with a backup in case things don t go according to the first plan Bring the correct equipment to conduct a fulfilling soccer session Nurture their love of the game Be a point of contact for players and parents Make sure the parents and players understand what is expected from them and what you will provide Use discipline where needed Help to develop a well rounded person, not just related to sports (c) THPFC 2017 Timbits Coaching Manual 10

12 5 Different Coaching Styles Which one of these options works better? 5. Trial & Error: The players and/ or coach decide on a challenge, and the players are encouraged to find their own solutions with minimal support from the coach 1. Question & Answer: The coach leads with a question and requests an answer from players Which one of your teammates could you pass the ball to? 2. Observation & Feedback: The coach and players observe an activity and discuss the outcome Let s watch and see what happens I want you to pass the ball to your partner 4. Command: The coach tells the player what to do and demonstrates it 3. Guided Discovery: The coach asks a question and issues a challenge; the player than demonstrates how she/he would do it Can you show me how you would get the ball past the defender? (c) THPFC 2017 Timbits Coaching Manual 11

13 Nutrition and Lifestyle Given the fast paced nature of soccer, there can be very high demands on a young player's body during the course of a game or training session. Therefore, what is consumed by the player has an impact on concentration levels, performance, recovery and overall health. Some key basic pointers for a young soccer player: Wake up at a similar time each day Eat breakfast within one hour of waking up. Drink plenty of water throughout the day Consume a pre and post training snack Eat frequently throughout the day Have a portion of vegetables with each meal Have a portion of fruit with each meal Start hydrating and carbohydrate loading 2-3 days before a game or festival Consistently get 8-10 hours of sleep a night Go to bed at a similar time each day (c) THPFC 2017 Timbits Coaching Manual 12

14 Timbits Session Plans Timbits is often the first soccer experience for a child. At the Active Start age group we know that 4-6 year olds: Are not ready for competition Have short attention spans Need success Are egocentric Have inquisitive minds As a recreational coach, you are often going to be working with limited resources; field size, equipment, time will all be in high demand. The best way to counter these constraints is with preparation. Given the likelihood of having limited field space, you should try to make sure you can move from activity to activity with as little equipment change as possible. Rather than setting up 3-4 different areas to have the players move into as your session progresses, look at your session plan and decide which activities can be set up in advance. Given that you are going to be working with players that are mostly new to the game of soccer, your session plans need to involve as many fun games as possible, preferably with lots of room for breaks and progressions, to help keep the children engaged and having fun. At THPFC, we endeavour to have a ball for every child in as many activities as possible, to allow the game be the teacher. Over the following 10 weeks of session plans, we will focus on some of the core technical aspects of soccer. The players will learn the basic concepts of dribbling, passing, ball control, shooting, and a variety of other non-soccer specific sport skills. (c) THPFC 2017 Timbits Coaching Manual 13

15 Session Structure Each session will follow the following pattern: Early arrival game Duration: 5 mins Your players will not be arriving in one uniformed group. As a result it is a good idea to pick an activity that players can join in easily while the rest of their team arrives. We have a selection of activities to choose from in the section Early Arrival Games. Activity 1 Duration: Most of the activities introduced here will be played without a ball to begin. This is to allow the players time to understand the rules of the game and spend time getting acquainted to the field and their fellow players. Try to introduce new rules and elements slowly to ensure the players understand what is required of them. Activity 2 Duration: The second activity is often a progression from the first, this time involving a ball or a modified set of rules. Game Duration: 30 mins Once the players know the rules of the game, let them play. This is not the time to include lots of coaching points, it is the player's opportunity to have fun and use what they learned during the session. At the end of the game, ask your players some questions. Did they have fun? Did they learn anything from the session? Which activity was the best? (c) THPFC 2017 Timbits Coaching Manual 14

16 Early Arrival Activities ACTIVITY #1 ACTIVITY #2 ACTIVITY #3 PIRATE SHIP PLAYER/PARENT TAG TIC TAC TOE The coach/parent is the captain of the pirate ship. If the captain calls Pirates ready? the players stop the ball and call out ay ay Captain and salute. Scrub the deck - Perform tick tocks to clean the ship Climb the rigging - Toe taps and climb the ladder. Ask the players what they can see. Rats on deck - Rollovers Seagull attack - Shield the ball from the seagulls coming to try and take the balls Fire the cannons - Players line up a shot at the opposing pirate ship (an empty net) to finish Encourage players to focus on correct technique. Technique = speed This game is a good early arrival activity as you can play with any number of players. Designate a parent or player to be a 'tagger'. Begin without a ball to get the players comfortable with the game. Add a ball in after the players are comfortable with the rules of the game. Small touches on the ball to keep control use the laces, inside/outside of foot or sole to maintain control when dribbling. Set up 2 teams to play a game of tic tac toe. One player from each team is allowed to run out at a time. Use pinnies or cones as the markers and give each team 3-4 markers. Parents help to keep the game even. Encourage the players to move quickly and change direction. (c) THPFC 2017 Timbits Coaching Manual 15

17 Early Arrival Activities ACTIVITY #4 ACTIVITY #5 ACTIVITY #6 FOLLOW THE LEADER SHOW ME BODY PARTS Everyone with a ball. Have the players dribbling inside of a grid. Pick a leader that the other person has to follow as closely as possible. Let the leader choose to do a variety of soccer skills. Also make sure to include some fun elements to keep the players entertained and having fun. Every player has a ball in a grid. Have parents on the side to help the players if needed. Ask the players lots of questions. Can they do a figure 8 with the ball Can they pass to their parent and get the ball back Can they use different parts of the foot when dribbling Every player with a ball. Have the players move around the grid trying to use as much of the space as possible. The coach will call out different body parts for the players to touch the ball with. Use both lower and upper body parts of the body to make the game more fun for the players. Try to use as many parts of your foot to control the ball as you can. Can you keep close to your partner? Small touches on the ball to keep control. Head up when they can. Try to get the players having fun and using as much of their body as possible. (c) THPFC 2017 Timbits Coaching Manual 16

18 Week #1 - Dribbling ACTIVITY #1 ACTIVITY #2 GAME RELAY RACE (NO BALL) Set up a variety of cones, obstacles or paths for the players to take on. Keep group numbers small to ensure the players are not waiting in lines. Put competition in by having winning and losing teams for the older age groups. RELAY RACE (WITH BALL) Set up a variety of cones, obstacles or paths for the players to take on. Keep group numbers small to ensure the players are not waiting in lines. Put competition in by having winning and losing teams for the older age groups. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage players to focus on correct technique. Technique = speed Small touches on the ball to keep control use the laces, inside/outside of foot or sole to maintain control when dribbling. Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 17

19 Week #2 Ball Control ACTIVITY #1 ACTIVITY #2 GAME CRABS AND DOLPHINS (NO BALL) Dolphins (players) line up at one side of the grid and there are 1-2 crabs in the middle of the grid. The object of the game is for the dolphins to use their speed and agility to run past the crabs to the other side. Crabs can only move sideways. If a crab tags you, you become a crab until a group remains. Focus on player's awareness. Head-up when you can, using agility and changing speed. CRABS AND DOLPHINS (WITH BALL) Dolphins (players) line up at one side of the grid with a ball and there are 1-2 crabs in the middle of the grid. The object of the game is for the dolphins to use their speed and agility to dribble past the crabs to the other side. Crabs can only move sideways. If a crab gets your ball, you become a crab until a group remains. Small touches on the ball to keep control use the laces, inside/outside of foot or sole to maintain control when dribbling. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 18

20 Week #3 - Passing ACTIVITY #1 ACTIVITY #2 GAME PASSING GATES One ball between parent and player. Set up a variety of gates using cones around the field. Have all the players start with a ball. The parent without a ball runs to an open gate and the player with a ball follows and passes through the gate to their partner. Once the ball is released the open player should find another gate. Proper passing technique - Foot planted, pointed towards teammate, ankle locked, pass with the inside of the foot, leg follows through after the pass. Hit the coach! Players line up on either side of a corridor with a ball each. Coach must make it from point A to point B. Each time coach is hit with a pass they lose a body part. Lose arms, then kneel, then crawl. Proper passing technique - Foot planted, pointed towards target, ankle locked, pass with the inside of the foot, leg follows through after the pass. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 19

21 Week #4 Changing Direction ACTIVITY #1 ACTIVITY #2 GAME 4 CORNERS ( NO BALL) Place cones in the 4 corners of your grid to make an area just large enough to dribble in and out of. Name each corner with a different theme. Soccer teams/players, Cartoon characters, colors etc. When you call out a corner the players must run to that corner and back into the grid as quickly as possible. Encourage the players to move quickly after the coach calls a name. Get the players to keep their head up. 4 CORNERS (WITH BALL) The set-up is the same as the no-ball game. When the coach calls out a name, the players have to dribble as quickly as they can to the area trying to avoid other players and stopping the ball on the line. Progression: Add in a parent in each corner. Small touches on the ball to keep control use the laces, inside/outside of foot or sole to maintain control when dribbling. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 20

22 Week #5 - Dribbling ACTIVITY #1 ACTIVITY #2 GAME TRAFFIC LIGHTS (NO BALL) Make a grid that allows enough room for players to move freely. Have three different colored cones that resemble traffic lights. By holding up a different colour cone, the players have to do a different movement or skill. Red cone - Stop and stand as still as possible. Orange cone - slow exaggerated steps or lunges. Green cone - Full speed running with changes of direction. Focus on player awareness. Head-up when you can, using agility and changing speed. TRAFFIC LIGHTS (WITH BALL) Make a grid that allows enough room for players to move freely. Have three different colored cones that resemble traffic lights. By holding up a different colour cone, the players have to do a different movement or skill. Red cone - Stop and stand as still as possible. Orange cone - slow exaggerated steps or lunges. Green cone - Full speed running with changes of direction. Small touches on the ball to keep control use the laces, inside/outside of foot or sole to maintain control when dribbling. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 21

23 Week #6 Ball Control ACTIVITY #1 ACTIVITY #2 GAME FOXES AND RABBITS (NO BALL) Rabbits start with a pinnie tucked into their shorts, foxes have no pinnie. The foxes try to take as many tails (pinnies) as possible. Rabbits turn into foxes once their tail is taken. FOXES AND RABBITS (WITH BALL) Rabbits start with a ball and a pinnie tucked into their shorts, foxes have no ball or pinnie. The foxes try to take as many tails (pinnies) as possible. Rabbits turn into foxes once their tail is taken. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Use speed and agility to keep away from the foxes. Changing speed can be a good way to get away from the other players. Small touches on the ball to keep control use the laces, inside/outside of foot or sole to maintain control when dribbling. Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 22

24 Week #7 - Passing ACTIVITY #1 ACTIVITY #2 GAME COCONUT SHY Place some soccer balls on top of cones in a triangle formation. Then make some small gates that players will attempt to pass through. Have players partner up with a parent or another player. When the player makes a set number of successful passes they get to try and knock over the coconut shy. Each ball they knock over is worth points. The winner is whoever gets the most points in the time allowed. When passing have the ankle tight and keep their head over the ball. CLEAN YOUR ROOM Set up the field into three thirds of equal size. Have 2 teams on the outer thirds start with a ball each. The object is to clean your room of soccer balls and kick them into the other team's room. The winning team is the team with the least amount of soccer balls in their area at the end of the time. To help with accuracy, points can be deducted for balls that are kicked out of both grids When passing have the ankle tight and keep their head over the ball. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 23

25 Week #8 - Shooting ACTIVITY #1 ACTIVITY #2 GAME BULLDOZERS! Place some tall cones in random areas of the field. Make 2 teams - Bulldozers and Construction Workers. Players are bulldozers and parents are construction workers. The bulldozers must use their soccer balls to demolish as many buildings (cones) as possible, while the construction workers rebuild as quickly as possible. Make sure the players are keeping the ball on the floor when aiming at the cones. NUMBERS GAME Have the balls in the middle of the field with 2 goals set up. Number the players equally and have them line up in their order. Call out different numbers to have them play 1v1, 2v2. Coach serves in the balls and can put new balls in if it goes out of bounds. Try to change direction quickly to move around another player. Get players to listen carefully for when their number is called out. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 24

26 Week #9 - Dribbling ACTIVITY #1 ACTIVITY #2 GAME MONSTER TAG (NO BALL) Create a space large enough for players to run freely without knocking into each other. Designate one or two players as mud monsters, the rest are trying to avoid being tagged by the monsters. Players who get tagged by the monsters, have to stand with their hands above their head until a teammate comes and runs through their legs. Focus on player's awareness. Head-up when you can, using agility and changing speed. MONSTER TAG (WITH BALL) Players who get tagged by the monsters, have to now stand with the ball above their head until a teammate comes and passes the ball through their legs. Players can also can be freed if they do as the coach says (toe taps, tick tocks, skill move etc) Small touches on the ball to keep control use the laces, inside/outside of foot or sole to maintain control when dribbling. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 25

27 Week #10 Ball Control ACTIVITY #1 ACTIVITY #2 GAME SUPER MARIO (NO BALL) Place cones (flat and tall) randomly on the field. They become the obstacles, shells, mushrooms, bananas. Have the players pick a Mario Brothers character. Players then run from one side to the other trying to avoid the obstacles and other players. If a player hits an obstacle, they must perform a stretch, jump or some other activity of the coaches choice. Progression: Add a villain to tag players. If a player gets tagged they join in to help tag more players. SUPER MARIO (WITH BALL) Players now use a ball and dribble from one side to the other trying to avoid the mushrooms (cones). If a player hits an obstacle, they must perform a skill move (toe taps, a turn, tick tocks). This game can be played with (dribbling) or without (running) a ball. [Add a Villain to tag players so they become stuck in the mud until a friend tags them so they are no longer stuck] Small touches on the ball to keep control use the laces, inside/outside of foot or sole to maintain control when dribbling. GAME 30 mins Players can play between 2v2 to 4v4. At this age and stage, the smaller the game format the more appropriate. Engage your volunteer coach or a parent to create two fields so that no child sits. If Team Red has 6 players and Team Blue has 6 players, create 2 Games of 3v3! Encourage don t instruct Let players explore the game (c) THPFC 2017 Timbits Coaching Manual 26

28 Points of Contact General Enquiries: Timbits Director All Coaching Related Matters: Nick Farnborough All Registration Related Matters: Treva Thompson All Financial Matters: Ted Frank Any Club Operational Matters: Robert Miskimmin (c) THPFC 2017 Timbits Coaching Manual 27

29 Bibliography Active for Life. (2017). Physical Literacy. Retrieved from: activeforlife.com/physical-literacy Barth, Chrissy.(n.d.) Optimal Nutrition for Youth Soccer Players. Retrieved from: assets.ngin.com/attachments/document/0002/6582/optimal_nutrition_for_youth_soccer_players.pdf Canada Soccer. (2014. October, 06). Canada Soccer Pathway Toolkit. Retrieved from Canada Soccer. (2014. June 23). LTPD: A Community Guide. Retrieved from Canada Soccer. (2009). Wellness to World Cup. Retrieved from McKenzie, Diana (n.d.) Eat Right to Play Right Nutrition for the Soccer Player. Retrieved from: McLeod, Saul. (2009. Updated:. 2015). Jean Piaget. Retrieved from: Ontario Soccer. (n.d.) Grassroots Soccer - Provincial Curriculum. Retrieved from: Ontario Soccer. (n.d.). How Soccer in Ontario is Changing. Retrieved from Ontario Soccer (n.d.) Incorporating Physical Literacy in our Practices. Retrieved from: assets.ngin.com/attachments/document/0114/6857/incorporating_physical_literacy.pdf Physical Literacy. (2017. February, 29). Developing Physical Literacy: A Guide For Parents Of Children Ages 0 to12. Retrieved from: physicalliteracy.ca/wp-content/uploads/2017/03/dpl_eng_feb29.indd_.pdf US Youth Soccer. (2012. January, 01) The Official US Youth Soccer Coaching Manual. Retrieved from: (c) THPFC 2017 Timbits Coaching Manual 28