LAKES UNITED FUTBOL CLUB CURRICULUM FOR DEVELOPMENT

Transcription

1 LAKES UNITED FUTBOL CLUB CURRICULUM FOR DEVELOPMENT A Guide For Player Development An insight into player development and training focus for the U6 player through to the U19 player.

2 Table of Contents Table of Contents... 1 Ball Control and Creativity... 1 U6 Recreational Coaching Guidelines... 1 Goal of U6 Program... 2 U8-U9 1st and 2nd Graders... 4 U8 Recreational Coaching Guidelines... 4 Goal of U8 Program... 5 U-10: 3rd and 4th Graders... 7 U10 Traveling Coaching Guidelines... 7 Goals for Practice, Games and Season... 8 Foundation Phase: The Romance (U-12)... 9 Development of individual skills - Individual and small group tactics... 9 Development Phase U Development of individual skills - individual and small group tactics Development of individual skills U References... 20

3 Ball Control and Creativity U6 Recreational Coaching Guidelines LUFC Coaching Guidelines are designed to provide a framework or set of guidelines for each coach to develop their OWN coaching style within the guidelines. U6 Coaching Philosophy At this age (U6) coaches should: Avoid the 3L s lines, laps & lectures Encourage Creativity & Ball Skills before Tactics. Have the children learn through Games/Activities (i.e. tag etc.) Maximize the number of touches each player s gets with the ball by utilizing exercises that require each player to have a ball vs. having 1 ball and a line of players waiting to touch it. (No lines) Encourage Kicking Is Not Soccer (KINS) Have the children only 'kick' the ball when it s a shot on goal Make sure the children are having fun by letting them play. Characteristics of U6 Players They go in only 1 direction and at 1 speed (fast). They have no concept of team, vet. They don t always know what we are asking, so we "show them" instead. Their bodies do not benefit from physical training efforts (i.e. laps, sprints Etc.). The Ball itself is their biggest Opponent. They like to play games, run around and have fun so that s what we do. What to Teach at Practice Controlling/Receiving the ball (20%) This is how the player gets control of a moving ball. We will be focusing on the player controlling the ball with all surfaces of their feet. Inside, Outside, laces, and Sole or bottom Dribbling/Ball Control (70%) This is what happens after the player controls the ball. lt is the MOST important element in any players game. Dribbling is the foundation and preparation for all the other fundamental skills of soccer, such as controlling, passing, and shooting. Dribble with laces, Insides, outside, Sole. 1

4 Shooting/Striking (10%) Most people think that shooting hard is the most important part, but it is really the placement of the shot that is most important, which is controlled by which part of the foot strikes which part ofthe ball. Becoming comfortable with touching, moving and striking the ball with different parts of the foot will be our focus. REMEMBER THIS PHRASE: TOES ARE FOR BOZO'S. LACES ARE FOR ACES AND INSIDES ARE FOR HIGH FIVES Goal of U6 Program The goal of the U6 program is to develop confident dribblers as they move up to U8. Your practices should be structured so that at the end of the season you will see improvements in your player s ability to: Dribble in traffic & looking up while dribbling Change directions & speed while dribbling Execute on verbal and visual commands while dribbling Use multiple surfaces of the foot to control and dribble. Use both feet Ball Control Eye/foot coordination Balance & Coordination Creative problem solving There is NO tactical work to be done with this age group, only technical work, so please only work on technical ball skills that maximize the number of touches each player gets with ball during every practice. Each child at this age should try and touch the ball several hundred times. Duration: Ratio of Ball to Child 45 to 60 minutes is the best option for these ages. Most of the practice should be spent in ratios of one ball per child or one ball per two children. 2

5 Sample Formations for 4 v 4 Teams D Defender, RM Right Midfield, LM Left Midfield, RF Right Forward, LF Left Forward 3

6 U8-U9 1st and 2nd Graders U8 Recreational Coaching Guidelines LUFC Coaching Guidelines are designed to provide a framework or set of guidelines for each coach to develop their own coaching style within the guidelines. U8 Teaching Philosophy At this age (U8) coaches should: Avoiding the 3 L s (Lines, Laps & Lectures) Learning through Games/Activities (i.e. tag etc.) Maximize the number of touches each piayer gets with the ball by utilizing drills that require each player to have a ball vs. having 1 ball and a line of players waiting to touch it Kicking Is Not Soccer (KINS). OnIy kick the ball when it s a shot on goal. When we have ball, entire team attacks When other team has ball, our entire team is on defense Practices are for learning; games are for seeing if we Iearned Having Fun & Letting them PIay. The Game is the greatest teacher Characteristics of U8 Players They go at 1 speed (fast) and in 2 directions They are willing to give the ball to someone they know Just because they know how to pass, doesn1t mean they know when or where to pass They can work successfully in pairs They are sensitive to any kind of criticism They need training for agility & coordination Their bodies do not benefit from physical fitness training What to Teach at Practice Controlling/Receiving the ball (20%) This is how the player gets control of a moving ball We will be focusing on the player controlling the ball with all surfaces of their feet. Dribbling/Ball Control (60%) This is what happens after the player controls the ball. lt is the MOST important element in any player s game. Dribbling is the foundation and preparation for all the other fundamental skills of soccer, such as controlling, passing, and shooting. Laces. Inside. Outside and Sole or bottom 4

7 Shooting/Striking (10%) Most people think that shooting hard is the most important part, but it is really the placement of the shot that is most important, which is controlled by which part of the foot strikes which part of the ball. Becoming comfortable with touching, moving and striking the ball with different parts of the foot will be our focus. Passing (10%) Passing is how the ball moves between players of the same team. lt is usually done with the instep/inside of the foot. lt requires that the player have balance and coordination. Placement of the plant foot, body position and applied strength all contribute to the execution of a pass. ABC of passing; Approach, Balance and Contact A. Approach the ball at an angle, or from side B. Balance plant foot beside ball, bend knee, point plant foot to target C. Connect with the ball with the inside of foot at the center of the ball Goal of U8 Program The goal of the U8 program is to develop confident dribblers and passers so as they move up to U 10 they will have the technical skills necessary to know "when" and "where to pass the ball building on the technical skills learned in U8 of "how" to pass the ball. Your practices should be structured so that at the end for the season you will see improvements in your player s ability to: Dribble in traffic & looking up while dribbling Change directions & speed while dribbling Know how to pass & strike the ball using proper technique Use multiple surfaces of the foot to control, dribble, pass and strike the ball. Use both feet Ball Control Agility & Coordination Work successfully in pairs Creative problem solving There is NO tactical work to be done with this age group, only technical work, so please only work on technical ball skills that maximize the number of touches each player gets with ball during every practice. Duration: Ratio of Ball to Child Practices should last 45 to 60 minutes. For most of the practice, each player should be actively involved with a ball. Games of 1 v 1, or games up to 3 v 3 with multiple balls involved (2:1 ratio of player to ball), and games to goals are also enjoyable and effective for this age. 5

8 General Description of What Should Be Happening During Practice At this point, if you have not already done so, you may want to introduce some boundaries. However, don't allow the boundaries of the environment to hinder the training time by producing frequent stoppages of play because the ball goes out of bounds.' Try to keep the flow of the game going. For example parents kick the ball back into play by spreading around the field. (At practice only) Encourage informal play without pressure to "perform. Encourage the basic skills and give the players a lot of time with the ball. This will ultimately build their confidence. Make sure to always include games to goals. Remember this Quote: "Tell me and I ll forget, show me and I may remember, involve me and I ll understand." Coaches should say things such as. "See if you can make it look like this. Limit time spent breaking down the mechanics. Instead, try to do most of your teaching of technique by offering a picture and then set up fun games where the objective of the game is for players to practice certain ways to control the ball. This approach allows the player a certain amount of freedom to develop their ball control and accept that there is more than one way of doing it. Sample Formations for 4 v 4 Games D Defender, RM Right Midfield, LM Left Midfield, RF Right Forward, LF Left Forward 6

9 U-10: 3rd and 4th Graders CONSIDER THIS: At the youth level, games are a forum for players to test their ball skills and game awareness, and should be considered an additional means of development, rather than the objective. Results are important as it gives the players a competitive focus in the match. Coaches are encouraged to promote soccer that: Is free flowing Is coach-guided, not coach-directed Demands that all players on the field, regardless of their specified position, participate in defending and attacking U10 Traveling Coaching Guidelines Soccer at this age is a fun activity for the kids that encourages a lot of games to goals and encourages experimentation with the ball. The ratio of balls to players should be small enough that all your players are involved all the time (Still 1:1, 2:1). The focus is on developing a relationship with the ball in a joyful environment. Game Application Game Form: A maximum of 6 v 6 including a goalkeeper Game Duration: 2 x 25 minutes Substitution: Free GK Status: Players rotate as goalkeeper in game. All players should experience playing all the different spots on the field during the season. Field Size: 60 yards x 40 yards Ball Size: 4 Some Thoughts About This Age At this age, there are some children that are becoming more physically mature. Among your group, there are now some bigger and faster players whose eye-hand and eye-foot coordination is a little ahead of the majority of your players. Some of your players may also demonstrate a greater capacity to stay focused for longer periods of time. At the same time, they are still people of action rather than thought. Explanations must still be brief, concise and purposeful. What seemed to make sense to them last practice may have to be almost relearned at the next practice. Care should be taken with players, regardless of athletic ability, to address ball skill, especially in tight spaces. The faster, stronger players should not be encouraged to use their athleticism to solve all their problems. Building comfort with the ball at ages nine and ten will provide them with a variety of crucial tools they will need as they get older, and the level of ball skill and athleticism rises. Begin to introduce the players to the idea of thinking about their decisions and movement as being related to themselves and one or at most two of their teammates and one or two of their opponents. 7

10 Goals for Practice, Games and Season Building the player s skill base continues to be the most important goal of the season. At this age, this can be done through the introduction of a few more players in the games the coach sets up. Depending on the skill level of the group, anywhere from 3 v 3, to 5 v 5 plus goalkeepers should be the range during practice. Keep in mind that even the more competent players will not be working effectively as a group once the numbers get beyond 5 v 5. In the smaller numbers, emphasis must still be on creating 1 v 1 or 2 v 1 duels on the field. These are key situations that will continue to confront players throughout their soccer future. Gaining competence and mastery over these numbers is the key to preparing players for the future. Sample Formations for 6 V 6 Games GK - Goal Keeper, RD - Right Defender, CD - Center Defender, LD - Left Defender, RM - Right Midfield, CM - Center Midfield, LM - Left Midfield, F - Forward, RF - Right Forward, LF - Left Forward 8

11 Foundation Phase: The Romance (U-12) Development of individual skills - Individual and small group tactics The effect of the role model is very important at this stage of development. Hero worship, identification with successful teams and players and a hunger for imaginative skills, typify the mentality of this age. This is a time of transition from self-centered to self-critical. Players of this age have a high arousal level in relation to the training of basic skills. This is the "golden age of learning" and the most important age for skill development. Demonstration is very important and the players learn best "by doing. This is also an important time to introduce and teach the basic principles of play. It is important to establish discipline from the beginning. Coach must be a sensitive teacher, enthusiastic and possess soccer awareness, ability to demonstrate or utilize someone who can paint a good picture (older player, assistant coach), knowledge of the key factors of basic skills, give encouragement. The famous quote again is; "Tell me and I ll forget, show me and I may remember, involve me and I ll understand." Technique and Coaching Points It is important to establish a good strong solid base. The coach must develop individual skills under the pressure of time, space and an opponent and increase technical speed: Dribbling: Encourage risk taking. Teach moves to beat an Opponent and to keep possession. Scissors, Matthews, Rivelino, Beardlsey, etc. Speed dribbling with toe to ground using laces. Use inside, outside or sole of foot to change direction. Shielding: Spin turns, change of speed, change of direction. Keep body in between defender and ball so opponent cannot get to the ball. Knees bent for balance, use arms to protect and feel for defender... Receiving: Ground balls: Serves from a partner on the move. Inside of foot away from body, Inside of foot across body and outside/laces away from body... Receiving: Air balls: Serves from partner still and then on the move. Chest, Thigh, Laces. Get in line of ball, Decide which body part, cushion ball/relax upon contact and direct it away from pressure. Shooting: Proper striking technique, partner serve from all angles, turns, cutbacks, volleys. Shoot with laces-point toe to ground, land on kicking foot \with weight forward. Knee over ball, and head down. Passing: Emphasize the proper technique by using the laces inside and outside of the foot and short and long crossing. Remember the ABC of passing. Heading: Start with self-serve, then add a partner to serve. Teach jumping to head, turning the ball and partner juggling. Use arms for power. Pretend to hold a picture frame while heading. Use forehead and not top. Keep eyes open and on ball at all times, mouth closed. 9

12 Tackling: Teach the proper technique with emphasis on balance and having no fear. Do not pull out half way through a tackle. Lock ankle. Tactics The dawn of tactical awareness Individual: Start with 1 v 1 situations in attack and defense. Play 1 v 1 frequently. Small Group: Continue with 2 v 1, 2 v 2, 3 v 1, 3 v 2, 3 v 3, 4 v 2, 4 v 3, 4 v 4. Positions: Players must play a variety of positions. They must develop an awareness of the game. Emphasize the complete player and the basic principles of play Attacking: Encourage keeping possession and risk taking. Have players take opponents on 1 v 1 in proper areas of the field. Teach the concept of support basic combination play (wall pass, takeover). Promote attacking soccer. Defending: Emphasize the proper pressure both in front and behind. Teach the concepts of channeling the player, immediate chase, cover and marking. Team: Team tactics do not take priority at this age. Focus is placed on maintaining balance and playing skillful soccer. Players play a variety of positions and emphasis is placed on player development instead of getting results as a team. System: Put players out on the field for the love of the game, without spending much time coaching a system. Focus on teaching principles of play as opposed to systems. If playing 8 v. 8, then play a If playing 9 v. 9, play a Most importantly, players should enjoy the great game. Note. A great deal of coaching/teaching within 4 v. 4 games Physical All fitness work should be done with the ball, with partners, and using fun and engaging activities. Physical activities should include the following components: Flexibility Agility with and without the ball Speed Strength Endurance Balance Psychological: Keep it fun and enjoyable to foster a desire to play (intrinsic motivation) Encourage decision-making Imagination/creativity Increase demands in training Emphasize discipline Encourage players/teams to watch professional and National Team games on television 10

13 The Game 8 v. 8 (includes keepers) Sample Formations 11

14 Development Phase U14 Development of individual skills - individual and small group tactics Players at this age now play to adult standards and must abide by formal rules. At this time, development accelerates due to physical and mental maturity. During practice, training should increase developing mental toughness, concentration, and thoroughness of exercises being taught. The children should become aware of the importance of tactics in a game such as 1st, 2nd, and 3rd man defending also known as Pressure, Cover and Balance. In attack, the players should start to understand the concepts of attack which are: Penetration, Depth, Mobility, Width and Improvisation. Theory of Tactics Defending Pressure Cover Force attacking team to take time in organizing attack so that defenders have time to build a collective defending action between the ball and goal. First defender s angle makes opponents play predictable. The work of the first defender should implement principle of delay. Covering players support pressuring players at the correct angle and distance depending on disposition of attackers and area of the field. Work of second defender. Balance Tracking of opponents making vertical runs away from the area of the ball (weak side). Work of the third defender. Roles of the first, second and third defenders (pressure, cover and balance) First defender (pressure and angles of pressure) Restriction o Limit attacker s passing options. Deny penetration o Prevent penetrating pass. Force opponent sideways or backward o Make player with ball a ball watcher (head down) so player cannot read game. Make opponents play predictable. o This is accomplished by the angle of the challenge. Not so close that attacker can get behind defender. Becoming the first defender o Angle of challenge when going to close down player receiving ball, take angle to intercept, tackle or predict. 12

15 o Speed of challenge must not be so slow, that player receiving the ball has time to play ball forward or attack defender with ball. Must not be so fast that player receiving ball can play ball past defender one time or can execute a 1-2 movement. Second defender (cover) Support the first defender. o Angle of support Second defender should support the first defender at a 45-degree angle. This allows the second defender to be equal distance from supporting the first defender and closing down a supporting attacker. Angle of support will vary according to positions of attackers and third of the field. o Distance of support Should be a distance that the second defender can tackle or immediately close down an attacker who has beaten the first defender. Distance of support will vary with the third of the field, how the first defender has closed down the ball, and whether the player with the ball is running or standing with the ball. Track down supporting attacker who makes run in advance of ball, while still providing cover for first defender. Third defender (balance) Track down attackers away from area of ball who are making runs toward goal. Deny space toward center of field. Theory of Tactics - Attacking Penetration Depth Player with the ball, the most important player on the field. They should look to penetrate with a pass, dribble or a shot The work of the first attacker should implement the principle of penetration. Mobility The organization of players behind and in front of the first attacker. Specifically, the work of the second attacker. Width The attempt of attacking players to penetrate and unbalance the collective defending action. The work of the third attacker. The disposition of attackers across the field to pull apart the collective defending action. 13

16 Improvisation The ability of players to creatively open up organized defenses. o Dribbling o Back-heels o Quick combination play Role of first, second and third attackers First attacker Player with ball. Most important player on the field! First attacker must achieve penetration. o Penetration by shooting. Technical ability to hit driven, bent and chipped balls. Tactical ability to choose where to place the ball. o Penetration by dribbling. Technical ability to attack and beat defender with the ball. Tactical ability to look through first defender to determine if dribbling is a viable option. o Penetration by passing. Technical ability to strike long ball. Technical ability to serve ball away from defenders or around defenders. Tactical ability to see and determine if penetrating pass is on. Tactical ability to make correct decision to serve or not serve the ball. Second attacker Player in immediate support of first attacker o Supports behind in front of, or square of first attacker depending on pressure on ball. o Supports far enough away from first attacker that first defender cannot restrict both first and second attackers. o Supports dose enough that a short, accurate ground pass can be played by the first attacker. Second attacker combines with the first attacker to penetrate. o Bent run Second attacker bends away from and ahead of first attacker. Second attacker has created space for first attacker to dribble Through ball-diagonal ball with vertical run or vertical ball with diagonal run o 1-2 movement o Take-over 14

17 o Overlap Second attacker runs behind and to the outside of first attacker. Second defender pulled out of good supporting position. First attacker will pass to overlapping player or dribble first defender. Third attacker Attempts to disturb balance of defending team by making runs behind third defenders. Deals with the area away from the vicinity of the ball. The penetrating run allows possibility of the third attacker receiving the ball or creating space behind his/her run for another attacker. Awareness of tactics within the game becomes an important aspect of the learning process. Players tend to be self-critical and rebellious, hut have a strong commitment to the team. Coach must be: A strong personality with some soccer knowledge. The coach should be enthusiastic and patient but demanding. Technique Build on the base. Emphasize the development of individual skills under the pressure of time, space, and an opponent. Continue to increase technical speed. Dribbling: Encourage the players to take opponents on 1 v. 1. Teach feints/moves, how to keep possession-, how to shield and spin tums. Receiving: Emphasize a quality first touch. Have players take balls out of the air and work on turning. Players should use all surfaces and learn to receive the ball on the run. Shooting: Work on shooting on the run, on the turn, from all angles, from crosses and from volleys. Passing: Work on short. long. bent. crossed. driven and chipped using all surfaces. All should be learned on the run. Heading: Work on going to goal (shoot/glance), to pass and to clear. Tackling: Emphasize the proper techniques. Tactics Increase tactical speed (decision making under pressure). Individual: Work on 1 v. 1 in attack and defense. o In attack: Teach players to keep possession but encourage risk taking and taking players on in the proper areas of the field. o In defense: Teach how to apply proper pressure (in front and behind), how to channel players, when to use immediate chase and how to use angles of pressure. 15

18 Team Small Group: Continue with 2 v 1, 2 v 2, 3 v 2, 3 v 3, 4 v 2 and 4 v 4. o In attack: Teach to keep possession, support, combination play (including the wall pass, takeover, overlap, the double pass). Introduce the concepts of width, depth and penetration. Begin work on crossing with proper runs in the box. Start to demonstrate simple set plays. o In defense: Players should be introduced to angle and distance of cover, defensive balance, delay and pressing as a group. In attack: Teach players how to keep possession and how to play the ball away from pressure. They should know how to maintain balance in the chosen system. Introduce interchange of positions during the run of play. Encourage attackers to take defenders on in the final third. The keeper becomes an integral part of the attack (play balls back to the keeper). Players should still play a variety of positions. In defense: Players should learn to maintain good "shape. Zonal concepts should be introduced and should include knowing when to "delay or step. Clear decision on where the "line of confrontation should be is important at this level. Coaches should teach how to maintain good pressure and cover in all three thirds of the field. System: According to the National Soccer Coaches Association of America. or NSCAA, the recommended system for player and team development is a Note: There should be a great deal of coaching/teaching in 4 v. 4 and 7 v. 7 games. Physical All fitness work should be done with the ball Flexibility - static stretching and dynamic flexibility Agility - Coordination with and without the ball Speed Strength - non-weight bearing, core strength and stability Endurance Balance Psychological The game should remain fun and enjoyable. Players should have a passion for the game Imagination/creativity Increase demands Establish training targets Maintain discipline Encourage players/teams to watch professional and National Team games on television. 16

19 The Game 11 v 11 Formations 4-4-2, 4-3-3, &

20 Development of individual skills U16 This is a critical time in the player s development. Many stop playing due to other interests, lack of success, shortage of playing opportunities, poor leadership or other reasons. Players tend to lack mental toughness and self-confidence. They tend to be self-critical and struggle with their desire to be competitive or need to be more competitive. There is a need for attention and security. A great focus on team spirit, leadership and discipline within the team. Coach must be: Charismatic, experienced, knowledgeable, articulate, a disciplinarian, have managerial know how, a thoughtful persuader. Technique Skills should be mastered leading to artistry and improvisation, all under match conditions Individual skill covered during the warm-up and/or in competitive situations Increase technical speed. lt is important that technique is still highly emphasized at this age. Strike balls cleanly over distance with accuracy under pressure Tactics Increase tactical speed (decision making) Individual: Decisions based on thirds of the field o In attack: There must be an application of varied technical abilities in order to increase tactical options. There must be an aggressive attacking mentality in final third. Emphasis should be placed on predicting what the game will need next. Knowing what each player s specific roles and responsibilities are lends to greater understanding of the big picture. o In defense: There should be a clear understanding of how the quality of pressure affects team defending success. There must be an ability to take options away from the attacker. Small group: 4v4, 7v7, 9v9 o In attack: Players must understand the balance of needing possession and penetration. Continued work on combination play (wall pass, take over, overlap, double pass, third player running etc.). Playing for penetration and creativity in solving problems becomes important. Mobility - movement without the ball Crossing - picking out a runner rather than putting it in the box Box organization - penetration, width and support for every ball played in the box Attacking as a group of three (forwards, midfielders and defenders) Set plays (80 percent success rate: where we get: 1) a goal 2) a shot on goal or 3) a corner kick o In defense: Compactness Cover, delay, dictate and recover Communication (who, what, when, where?) Defending as a group of three (forwards, midfielders and defenders) 18

21 Enjoy winning possession of the ball and dictating the play Set plays Team Clearly defined team tactics, how the team decides to play as a group. In attack: o Comfort with direct and indirect styles o Sustained possession as a means to break down the opponenfs defense Understanding how to counterattack o Decisions based on thirds of the field In defense: o Comfort with "high pressure and "delayed high pressure styles Understanding of zonal and man-to-man marking play o Goalkeeper as the last defender o Keeping good team compactness o Stopping the counter-attack o Decisions based on thirds of the field and different systems of play System The recommended system to expose players to various systems using a and a Note: A great deal of coaching/teaching within 7 v. 7 and 9 v. 9 games. Physical Fitness should take place with and without the ball. Flexibility - static stretching after training/matches. Dynamic flexibility - partner stretching Importance of discipline for warm-up and cool-down Agility - with and without the ball Footwork - keeping the feet active when moving/playing Endurance - Aerobic and anaerobic Strength - Lipper and lower body. Core strength and stability Balance Nutrition - Proper diet pre-game, post-game, at tournaments Prevention and care of injuries Importance of rest/recovery - schedule issues relative to the physical demands Psychological Increased concentration Leadership/player responsibilities Discipline Respect for the game Goal setting 19

22 Vary program - satisfy players urge for competition Establish pre-practice and pre-game routine (as individuals and team). Encourage players/teams to watch professional and National Team soccer References United States Soccer Federation-LTSSF National Soccer Coaches Association-NSCAA Georgia Youth Soccer Association-GYSA 20