Wellness to World Cup Volume 2: LTPD Technical. Volume 2 - Technical. Long-Term Player Development

Transcription

1 Wellness to World Cup Volume 2: LTPD Technical 1 Volume 2 - Technical Long-Term Player Development

2 2 Wellness to World Cup Volume 2: LTPD Technical

3 Wellness to World Cup Volume 2: LTPD Technical 1 Introduction to Volume 2 How many times do we hear national coaches and coaches of elite teams complain about the limitations of the players they work with? Some of the players don t know how to do a wall pass. There are a few players who can t even kick an accurate pass with their left foot to a player 10 yards away. Or the major criticism in North America: They are 16 year olds boys/girls and they don t know how to head the ball. And they are even worse under pressure. Wellness to World Cup Volume 2 presents a road-map a developmental check list for coaches to remedy these traditional shortcomings by training players according to the Long-Term Player Development program (LTPD) outlined in Wellness to World Cup volume one. Within Volume 2, a series of itemized tables or matrices show expressly which player skills and attributes should be developed at each LTPD stage, beginning with and proceeding through to the for Life stage. Volume 2 is not the cure-all for our national team program. Nor is it the definitive word in age- and developmentally-appropriate coaching readiness. Rather, it is the findings of a group of experienced and expert soccer educators attempting to give coaches and community soccer organizations a guide for their programs and curricula. In this regard, Volume 2 is a work in progress and probably always will be. It is based on current knowledge and experience along with available research in areas of physiological testing and human development. The LTPD Work Group is aware that much of what is done in soccer is not based on scientific research and testing, so our hope is that this document will start to address that issue. We believe the matrices and information in Volume 2 will provide a powerful tool for coaches, clubs provincial and national teams. However, as this document is a work in progress, we welcome all enlightened suggestions that will help us advance Volume 2 for subsequent revisions and updates.

4 2 Wellness to World Cup Volume 2: LTPD Technical Table of Contents Executive Summary Acknowledgements Introduction Player Age Stages of Long-Term Player Development Overview Of Canadian Soccer s LTPD Model Periodization LTPD and Periodization Reviewing the 10 S s of Training and Performance The Learning Continuum Training Matrixes How to Use the Matrix Information Developing Game Play Long-Term Skill Development Attacking Defending Goal Keeping Long-Term Tactical Development Attacking Defending Collective Tactics Long-Term Physical Development Long-Term Psychological Development The Other Four S s Planning Competition Monitoring Glossary References Appendices

5 Wellness to World Cup Volume 2: LTPD Technical 3 Executive Summary In June 2008, the CSA officially launched Wellness to World Cup, the document which first presented the Long-Term Player Development (LTPD) model for Canadian soccer. LTPD is born of a synthesis of the leading sports science around human development and the discussions of top professional soccer coaches and administrators at the national and provincial levels across Canada. Wellness to World Cup and LTPD are predicated on the idea that a properly integrated player development pathway can achieve two major objectives for Canadian soccer: optimized development for elite players who pursue professional and international competition, and increased lifelong wellness for a much greater number of recreational players of all ages. Properly applied, LTPD will generate more success for our National teams, and it will simultaneously increase and improve recreational participation across the country hence the name, Wellness to World Cup. The document you are now reading, Wellness to World Cup: Volume 2 Technical, identifies which player capacities should be trained at which developmental stages within LTPD. As players grow and develop from childhood through adolescence to adulthood, they pass through optimal windows of trainability when different aspects of their physical, mental, emotional and psychological capacities and characteristics will benefit most from extra emphasis during training. The tables or matrixes in this document list those target capacities within each LTPD stage. The matrixes are not intended to instruct coaches on the optimal methods for training capacities such as ball dribbling, awareness of tactical formations, nutrition, fitness, or techniques for mental control or relaxation. The purpose of the matrixes is merely to guide administrators, technical directors and coaches in identifying the target capacities for each LTPD stage as they develop their own training curricula it is a matter for coaches and clubs to determine how those targets are reached at each LTPD stage. In addition, the format of the matrixes may create the illusion that the different player skills and capacities are to be trained independently of one another. Be assured, this is not the case. While training for young children will likely tend to isolate one or two skills or capacities at a time due to their limited cognitive development, training and game play through the upper stages of LTPD is intended to integrate progressively larger numbers of skills and capacities at the same time, thereby reflecting the truly diverse nature of soccer and the myriad skills, awareness and knowledge required to excel in the game. The information contained in this document should help to build more effective soccer training programs at all recreational and competitive levels in Canada. Players who train the right skills and capacities at the right time will flourish in the game, whether or not they choose to play for Canada or their local recreational team, and that can only be good for the sport we love.

6 4 Wellness to World Cup Volume 2: LTPD Technical Acknowledgements This document would not have been possible without the concerted efforts of the many members and contributors of the LTPD Work Group. We extend our gratitude to the following people for giving this work its tremendous breadth and depth: Work Group Members Sylvie Béliveau Richard Way Eric Leroy Jim Cannovan Mike Hudson Rick Celebrini Sean Fleming Tony Waiters Stephen Hart Michael Findlay Work Group Contributors Istvan Balyi Anna Mees Markus Reinkens Mark Parker John Walker Francis Millien Estelle Nicholls Martin Harvey Dean Morely Danny Worthington We acknowledge and appreciate the contribution of addtional soccer technical experts. We acknowledge and appreciate the contribution of the Canadian Sport Center. Design: McAllister Media Written by the LTPD Work Group and edited by Jim Grove. We acknowledge the financial support of the Government of Canada through Sport Canada, a branch of the Department of Canadian Heritage.

7 Wellness to World Cup Volume 2: LTPD Technical 5 Introduction This document is a companion to the CSA publication Wellness to World Cup which describes the Long-Term Player Development (LTPD) pathway for Canadian soccer players. While Wellness to World Cup discusses the sports science and theory behind LTPD, this second volume identifies specific player skills, knowledge and capacities that should be trained at the different LTPD stages. Using these training targets as a guide, Canadian soccer coaches and administrators can better design their soccer programs around LTPD principles. This document will also provide a guide for parents to understand, in detail, what their expectations should be for their child s training and development at different ages and stages of LTPD. This knowledge may help them to determine if their child s soccer program is correctly addressing their developmental needs, and whether or not it is also promoting a love for the game that will encourage them to continue playing in the long-term. Figure 1

8 6 Wellness to World Cup Volume 2: LTPD Technical Player Age When coaches design training, competition, and recovery programs for players, they must consider the age of their athletes. This is not simply done by checking the date of birth (chronological age). There are a number of ages which must be considered, including: Chronological age Relative age Developmental age (Physical, Mental and Emotional) Developmental age (Physical, Mental and Emotional) Skeletal age General Sport Training age Soccer Training age If coaches are able to determine the correct age of their players, they will be able to place these players in appropriate training and competition programs that correctly address their developmental needs within LTPD.

9 Wellness to World Cup Volume 2: LTPD Technical 7 Stages of Long-Term Player Development Sports can be classified as early or late specialization, and the seven stages of LTPD are based on this concept. Sports such as gymnastics and figure skating require early specialization, while other sports such as basketball and soccer are classified as late specialization sports. Because soccer is a late specialization sport, LTPD actively discourages early specialization in soccer (i.e. prior to the age of 10 years) since premature specialization contributes to onesided physical development, overuse injuries, early burnout, and inadequate development of movement and sports skills. The first three stages of LTPD encourage physical literacy for all players, regardless of their abilities or disabilities, and correspond to the ages prior to the adolescent growth spurt (PHV). Stages four, five, and six focus on developing excellence and correspond to the onset and aftermath of PHV. Stage seven encourages lifelong physical activity, and players may choose to exit the competitive stream and enter this stage at any time in their playing career. Stage seven also encourages participants to give back to soccer through coaching, officiating and administration. Figure 2

10 8 Wellness to World Cup Volume 2: LTPD Technical Overview of Canadian Soccer s LTPD Model Overview Of Canadian Soccer s LTPD Model Stage LTAD Stage Age & Focus Skill Level Program Level Coaching Stage Stage 1 Child s play First Kicks Females and Males U6 Fundamentals movements and play Play with parents and friends First Steps First Kicks Stage 2 FUNdamentals Fun with the ball Females and Males U9 Fundamental movement and soccer skills Entry Level Program Club Teams Community Coach Children Stage 3 Learning to Train Golden age of learning U12 Females U13 Males Developing Soccer Skills and speed Club teams Program Community Coach Youth Stage 4 Train Identifying the elite U16 Females U17 Males Building physical capacities and developing soccer skills and tactics District and Provincial Teams and Academies (provincial, school and private) Nat. Training Ctrs. B pt.1 Prov License Competition Intro Trained or Certified Stage 5 Compete Developing the international U18 Females U19 Males Refining skills and position play specific physical and mental training National Training Ctrs. Universities Pro teams B pt.2 - Nat. License Competition Development Trained or Certified Stage 6 Win Building the World Cup player 18+ Females 19+ Males Perfecting performance Pro Teams (top ten leagues in the World) National Team A license High Performance Trained or Certified Stage 7 for Life Soccer for Health Females and Males All ages Maintaining fitness and enjoyment Move from high performance teams to competitive or recreational activity Community Coach Senior

11 Wellness to World Cup Volume 2: LTPD Technical 9 Periodization The guidelines presented in this document are largely based on the concept of periodization in training, competition, and recovery planning. For Canada to match countries that are regularly qualifying and achieving excellence at the World Cup, our elite players need periodized annual plans to optimize their training and performance at all stages of development. Periodized training will also ensure the best development and playing experience for our recreational players at all levels of ability and disability, encouraging them to continue playing soccer as a lifelong activity. Periodization is essentially time management: it describes how many hours of training and competition are appropriate at each stage of LTPD during the course of a season, including the appropriate ratios of total training hours to total competition hours, as well as time for programmed rest and recovery. The ratios and the number of hours are determined by sport science that describes the physical, psychological, mental, and emotional needs of players at each LTPD stage. Periodization sequences the components of soccer training into months, weeks, days, and sessions. It is situation-specific in that it depends on the training and competition priorities, as well as the time available to bring about the required improvements. It organizes and manipulates the aspects of volume 1, intensity 2, and frequency 3 of soccer training through long-term (multi-year) and short-term (annual) training, competition, and recovery programs to achieve peak performances when they are required. The value of periodization planning is that it provides soccer coaches and administrators with a framework for arranging the complex array of training processes into a logical and scientifically-based schedule that connects each player s LTPD stage to the requirements of that stage. With such a schedule, players will achieve optimal improvements in performance over the course of their seasonal development, while their risk of injury and burnout will be significantly reduced. LTPD to Your Next Training Session 1 Volume of training is the quantitative component of training, referring to duration, length or extent of exercise. 2 Intensity of training is the qualitative component of training, accounting for the number of training activities performed in a given unit of time. 3 Frequency of training refers to the number of training sessions within a given timeframe such as a day, micro cycle, or meso cycle.

12 10 Wellness to World Cup Volume 2: LTPD Technical LTPD and Periodization In an ideal setting, where players enter the soccer system in pre-adolescence, LTPD will lead them through a periodized 10- to 12- year program that optimizes their physical, technical, tactical, and mental preparation, as well as their supporting ancillary capacities (see below). Depending on their LTPD stage, periodization formats might provide them with single, double, triple, or multiple periodization for training, competition, and recovery during one calendar year. Within a single periodization, the smaller subsets of time (organized blocks of training or competition) are described as phases, meso cycles and micro cycles. Within a training phase of 8-16 weeks, meso cycles are medium blocks of time (usually about a month) and micro cycles are the smallest training block (usually 7 days). Table 1: Phases of an annual plan for single and double periodization. The terminology associated with periodization is generally used with individual sports. The following list relates common team sport terminology to periodization terms. (Author s note: this usage is new and continues to be refined.) Month Common periodization terms Common team sport term 1 General Preparation Period (GPP) Off season 2 GPP Off season 3 GPP Off season 4 Specific Preparation Period (SPP) Late Off-Season 5 SPP Late Off-Season 6 Pre-Competition Period (PCP) Pre-Season 7 Competition Period (CP) In-season - League Play 8 CP In-season - League Play 9 CP In-season - League Play 10 CP In-season - League Play 11 Competition Period (Peak) Playoffs or Post season 12 Transition Rest

13 Wellness to World Cup Volume 2: LTPD Technical 11 Ancillary Capacities Ancillary capacities refer to each player s knowledge and mastery of the activities and habits that support formal game play and training, including warm-up and cool-down procedures, stretching, nutrition, hydration, rest, recovery, recovery, regeneration, metal preparation, and taper and peak. Coaches must address this aspect of training as players progress through LTPD. The more knowledgeable players are about these training and performance factors, the more they can enhance their training and performance levels. When players reach their genetic potential and physiologically cannot improve further, their performances can be improved by using the ancillary capacities to full advantage. Other Sports & Activities As soccer is a late specialization sport, periodization plans should also encourage players to participate in complementary sports and activities at appropriate times to enhance their all-round development. To varying degrees during the preliminary stages of LTPD, players will actually benefit in their soccer development by being involved in other sports and activities. Some examples of sports and activities that support and complement soccer player development at different LTPD stages: Swimming and gymnastics ( ) Swimming, basketball, hockey, lacrosse, tennis (FUNdamentals) Swimming, basketball, hockey, lacrosse, tennis, cross country (Learning to Train) Basketball, hockey, lacrosse, tennis, cross country ( Train) At the Compete and Win stages, it is expected that players will have specialized in soccer and soccer will be their year-round sporting activity. Other activities such as swimming and weight training may be utilized as part of a training regime. Tracking Other Sports & Activities Coaches should have their players complete a form that lists the other activities and sports that they play, including the training and competition hours per week and the duration of the season/program. By tracking these additional activities, coaches can determine if players may be overloading their musculoskeletal structures or risking psychological, mental, or emotional burnout. These are significant concerns for players who may be involved in many different sports and physical activities, and coaches share responsibility with parents to make sure that sports training and competition does not bring harm to their players. Simple Tracking Form: Player name: Date: Activity Tracking Form Please list any physical activities or sports that you play outside of soccer. Include the dates when each activity/program begins and finishes during the year. Also include an estimate of how many hours per week you are involved in that activity. Activity/Sport Season/Program Date Season/Program Finish Date Hours per Week doing this activity (estimate)

14 12 Wellness to World Cup Volume 2: LTPD Technical Reviewing the 10 S s of Training and Performance LTPD requires the integration of ten S s of training and performance when Reviewing the 10 S s of Training and Performance developing annual training and competition plans. The first five of the ten S s describe the physical capacities of players: stamina (endurance), strength, speed, skill, and suppleness (flexibility). Coaches monitor the remaining five S s to provide holistic balance in each player s development: structure/stature, (p)sychology, sustenance, schooling, and socio-cultural needs. Each of the first five physical capacities is trainable throughout a player s lifetime, but there are clearly sensitive periods in the development of each capacity when training produces the greatest benefit to each player s long-term development. These special periods of trainability are described as windows of accelerated adaptation to training. The windows of trainability vary according to each player s unique genetic makeup. While they follow general stages of human growth and maturation, scientific evidence shows that the windows may vary considerably between players, as witnessed in the different magnitude and rate of player response to different training stimuli at all stages. Some players may respond early to training and show potential for excellence by age 11, whereas others may not begin to show their promise until age 15 or 16. Consequently, a long-term approach to player development is needed to ensure that players who respond slowly or late to training stimuli are not short-changed in their development. Short-changing the player has obvious repercussions for the development and welfare of the individual in question, but it also has repercussions for the development of our soccer community as a whole. Imagine if you were coaching a future Diego Maradona or Pele, but you didn t know it because they happened to be late developers whose bodies simply aren t responding to training at the same early time as their peers we would be seriously remiss to neglect the training needs of these players! Optimal Windows of Trainability PHV Females Speed Skills Speed 2 Stamina Suppleness Strength 1 & 2 Rate of Growth Chronological Age Developmental Age under PHV Males Suppleness Stamina Skills Speed 1 Speed 2 Strength Rate of Growth Physical, Mental - Cognitive, Emotional Development

15 Wellness to World Cup Volume 2: LTPD Technical Stamina (Endurance) The critical window for training stamina occurs at the onset of Peak Height Velocity (PHV), commonly known as the adolescent growth spurt. Players need increased focus on aerobic capacity training as they enter PHV, and they should be progressively introduced to aerobic power as their growth rate decelerates. 2. Strength There are two critical windows of trainability for strength in girls: immediately after PHV and during the onset of menarche. Boys have one strength window, and it begins 12 to 18 months after PHV. 3. Speed In both boys and girls, there are two critical windows of trainability for speed. For girls, the first speed window occurs between ages 6-8 years, and the second window occurs between ages years. For boys, the first speed window occurs between ages 7-9 years, and the second window occurs between ages years. During the first speed window, training should focus on developing agility and quickness; during the second speed window, training should focus on developing the anaerobic alactic energy system. 4. Skill Girls and boys both have one window for optimal skill training. The skill hungry years for girls is before the onset of PHV, between ages 8-11 years, while in boys it is between ages 9-12 years (Learning to Train stage). During this window, young players should be developing physical literacy that is, competence in the fundamental movement and sport skills that are the foundation of all sports. Competence in these skills will make it easier for players to learn and excel later in all latespecialization sports, including soccer. 5. Suppleness The critical window of trainability for suppleness occurs between ages 6-10 years in both girls and boys. However, special attention should also be paid to flexibility during PHV. 6. (p)sychology Sport is a physical and mental challenge. The ability to maintain high levels of concentration while remaining relaxed with the confidence to succeed is a skill essential to long-term performance in soccer. This skill also has the potential to transcend soccer and enhance the everyday lives of players. 7. Structure / Stature This component describes the six phases of growth in the human body and links them to the windows of optimal trainability. Stature (individual height) is measured before, during, and after maturation to help coaches and parents track developmental age. By tracking developmental age and PHV with this degree of precision, coaches can more accurately identify the sensitive periods of skill acquisition and physical development (endurance, strength) and design training programs accordingly. 8. Sustenance Sustenance recognizes a broad range of components that serve the central purpose of replenishing the body, thereby preparing the player for the volume and intensity required to optimize training. Sustenance addresses several areas: nutrition, hydration, rest, sleep, and regeneration. While overtraining or over-competition can lead to burnout, improperly addressing sustenance can lead to the same result. 9. Schooling In training program design, the demands of school must be considered. This is not limited to the demands placed by school sports or physical education classes, but it also includes consideration of school academic loads and timing of exams. When possible, training camps and competition tours should compliment, not conflict, with the timing of major academic events at school. Coaches should monitor overstress in their players resulting from schooling, exams, peer groups, family, and boyfriend or girlfriend relationships, as well as increased training volume and intensities. A good balance should be established between all factors. 10. Socio-Cultural Soccer exposes players to forces of socialization at the community level, and it can also eventually lead to International exposure as players progress through the LTPD stages. This socio-cultural aspect of soccer can broaden the social perspective of players, including ethnicity awareness and national diversity. Socio-cultural development may be integrated within competition travel schedules, where recovery may include education related to the competition location, such as history, geography, architecture, cuisine, literature, music, and visual arts. Proper annual planning can allow sport to offer much more than simply commuting between hotel room and field of play. Other Considerations in Trainability Children often begin to play soccer after the sensitive periods of optimal trainability for speed, skill, and suppleness have passed. These children are therefore dependent on schools, recreation programs, and other sports to provide timely training in these capacities. LTPD advocates that soccer groups build relationships with these organizations to promote and support appropriate training. If players miss these training periods entirely, coaches will need to design individualized programs to remedy any shortcomings. 4 Peak Height Velocity (PHV) is the maximum rate of growth during the adolescent growth spurt.

16 14 Wellness to World Cup Volume 2: LTPD Technical The Learning Continuum The tables (matrixes) and notes in this document describe a sequential process for coaching soccer skills that includes the Introduction, Development, Refinement, Perfecting, and Maintenance of those skills over specific timelines. Coaches and administrators need to incorporate this learning continuum into the design of their soccer training programs as the recommended sequences reflect the natural progression of learning, and the matrix tables identify the optimal training ages for each stage and skill. The five stages of the learning continuum are dictated by player developmental age, not chronological age. In the ideal coaching scenario, players will begin learning and playing soccer during pre-adolescence, and coaches will thereby be able to apply the enclosed coaching, monitoring, and testing guidelines according to the optimal training timeline for producing long-term player excellence. v In some cases, some players will begin to learn and train in soccer at a much later developmental age (e.g. post-adolescence). In these instances, coaches must be prepared to customize portions of their training programs to accommodate these latecomers. Throughout the learning continuum, coaches should understand that the learning and training of these skills and capacities is an integrated process, where techniques and tactics are learned and developed in combination with each other. For the sake of simplicity and clarity, this document presents skills and tactics separately in a matrix format, but this should not be construed to mean that different training capacities and elements of game knowledge are intended to be learned in isolation from one another. Words and tables do not capture the integrated nature of the game in this sense, the matrixes are a best effort to highlight the components required in an integrated training program.

17 Wellness to World Cup Volume 2: LTPD Technical Skill Introduction The purpose of skill Introduction is to ensure that players correctly understand the fundamental movements needed to execute a particular skill; development and mastery of that skill will follow in later stages of the learning continuum. Under ideal circumstances where soccer learning and training begins with pre-adolescent youth, different soccer skills are introduced to players at different developmental ages according to a sequential plan. That is, fundamental skills such as kicking and dribbling that form the basic building blocks of soccer will be introduced first, followed by progressively more sophisticated skills that represent the combining or refining of the fundamental skills, such as shooting or passing while dribbling. More sophisticated skills generally require greater subtlety of movement and decision making, so physiological and cognitive development play a large role in determining when they are introduced. 2. Skill Development After players have been introduced to a skill and clearly understand the elements of its correct execution, they must be engaged in repeated practice of the skill so its basic execution becomes reliable. Many hours of formal training will be required, along with opportunities to apply the skill in practices and competitive settings. Qualified coaches must lead technical sessions so players can receive appropriate feedback and correction of the skill. Skills are then incorporated into game situations, forging the link between theory and practice (e.g. controlling a ball out of the air and dribbling with a change of direction). 3. Skill Refinement Following basic development of each skill, players refine their execution of the skill by combining it with other skills and tactics under conditions of game pressure and pace. Players will also adapt the skill to their own unique physiology. For example, some soccer players may be able to dribble quickly and rely less on control or finesse as they outrun opponents based on their superior speed. Meanwhile, some slower players may come to rely to a much larger degree on finer ball handling skills or deceptions as they dribble, frequently executing such refinements as nutmegs and step-overs in their dribbling to gain advantage on a quicker opponent. Both player types may possess the same variety of dribbling skills, but they will have adapted them differently to suit differences in stature, speed, stamina, strength, and suppleness. As with all stages of skill development, many hours of practice are required in a variety of training and competitive settings to refine skills. The significant difference is that players refine their skills under increasing pressure as the speed of the game increases. 4. Skill Perfecting Players begin perfecting skills once they have completely adapted the skills to suit their particular physiology and they have reached their highest level of competition. Now begins the process of improving the most subtle aspects of their skills such as speed, suppleness, and power under the greatest conditions of pressure and performance. Players need to train and apply their skill sets regularly at the greatest level of competitive difficulty in order to challenge their skills at their optimal limits. Also note: improvements in performance may be partially contingent on training elements that are not visible on the soccer field, such as diet and nutritional programming, weight training, and suppleness and flexibility regimens. 5. Skill Maintenance When playing careers shift from high performance competition to competitive recreational soccer, players no longer seek to refine and perfect new soccer skills. However, it is beneficial that they maintain their existing skills so they can remain active in the sport in a variety of playing, coaching, and officiating roles. Those of us who are involved in youth development or in soccer academies, must bear in mind that, of the 16-year-olds who sign a professional contract, 85% are out of the professional game by the age of 21. Higgins, T. Laying the foundations. The Technician - UEFA (Jan. 2007), Vol. 35, P

18 16 Wellness to World Cup Volume 2: LTPD Technical Training Matrixes How to Use the Matrix Information Throughout this document, the matrix tables provide guidance on what skills and capacities to train at specific ages and stages in the development of the player. Please take a moment to review the sample matrix below where the male Learning to Train stage for Attacking is highlighted with a black box. As in this sample, you can review the skill set for each LTPD stage by reading the table vertically beneath the heading for each LTPD stage. By reading the tables as a series of vertical columns, you can see: the abilities expected for players entering each stage the abilities to be trained during each stage the abilities expected for players exiting each stage Figure 4 Males FUNdamentals Learning to Train Training to Train Females FUN L2T Train Train to Compete T2W Train to Compete Train to Win ATTACKING Running with the ball Dribbling - 1v1 Dribbling without pressure Straight > Inside of foot Straight > Outside of foot Straight > Laces

19 Wellness to World Cup Volume 2: LTPD Technical 17 Developing Game Play Throughout the LTPD pathway, coaches must introduce their players to the concepts and theories that create effective game play. These concepts begin with fundamental principles of play (such as support, width, cover, balance) and gradually become incorporated into systems of play and styles of play. Components of the Game Figure 5 divides the game of soccer into the components that players and coaches need to understand. Figure 5 STAGE OBJECTIVES STYLE OF PLAY IN ATTACK IN POSSESION TRANSITION IN DEFENCE BALL RECOVERY PRINCIPLES OF PLAY SYSTEM OF PLAY TEAM STRATEGIES AND TACTICS Set pieces doing and responding to it Team balance positional play Width field occupation - positional play Depth field occupation - positional play Change of rhythm Speed of play Mobility Offensive patterns Permutation Runs Penetrating runs Runs Improvisation Understanding of the 1/3 Game understanding: study opponent Game understanding: exploit opponent's weaknesses TEAM STRATEGIES AND TACTICS Set pieces response to Team balance positional play Compactness field occupation - positional play Tracking back Concentration Vision and decision making Zonal - individual marking Defensive set up according to area on the field Patience Delay Pressure GROUP TACTICS 2 players 2 to 3 players 4 players Wall pass Permutation relays Cross over Over lap Let go Diagonal runs 3rd man run Creating space Using space GROUP TACTICS 2 players 2 to 3 players 3 players Pressing Pressing Covering Delay Player 1 Player in possession of the ball Technique Dribbling Running w/ the ball Receiving the ball Heading Shooting Crossing Turning Combined technique Deflection Player 2 Player 3 Closest to ball carrier Furthest to ball carrier Tactical Tactical / Strategy Fakes Support Unmark Communication Creativity Runs off the ball to get unmarked Penetration Creativity Rhythm Runs: into space Decision Runs: towards team-mate Improvisation Runs: between defenders Change Runs: penetrating runs speed Runs: towards opponent direction Improvisation Communication Decision making Run to player Player 1 Player 2 Player 3 Furthest to defender 1 Tactical / Strategy Player closest to ball carrier Close to defender 1 Technical Tactical Talking Pressure Interception Jockeying Challenging Decision making Toe Poke Defending 1 v 1 Slide Side tap Back heel Covering 2nd defender marking Opponent awareness Recovery runs Zone marking Individual marking Tracking down Positioning Switching Decision making Communication Block In-possession refers to how a team plays when they have possession of the ball (attack). Ball Recovery refers to how a team plays when they do not have possession of the ball (defence). Transition refers to how a team adjusts between attacking play (in-possession) and defending play (ball recovery).

20 18 Wellness to World Cup Volume 2: LTPD Technical Styles of Play Styles of play refer to the overall unifying approach or tactic behind a team s attacking or defending. In attack, there are essentially three styles of play: direct soccer, possession soccer, or a mixture of the two. In defense, there are basically three styles of play: pressing, dropping off, or a mixture of the two. Attack Direct Direct soccer describes a team s determination to force the ball quickly up the field, directly towards the opponent s goal. In this style, passes are frequently sent long and in the air, and the intention is to place the opponent s defense under immediate pressure and force them to defend in their own half of the field. Play tends to be quick and attackers take risks to force the ball forward, whether through long passes or aggressive dribbling runs. Possession is frequently turned over to opponents. Attack Possession Possession soccer is where attacking teams concentrate on maintaining possession through frequent passing to teammates who find space to receive the ball under relatively low pressure. The main objective is to retain the ball with the intention moving towards the opposition goal. The attacking movement can include lateral and backwards passes and substantial passing build up may take place to work the ball gradually forward into the opponent s half. Attack Combination In between the two attacking styles is a range of between the two. As you can see in Figure 7 teams 2 and 3 have a style that would be a combination of Direct and Possession. Figure Direct Possession Defense Pressing A defensive style that relies on pressing has all players on the defending team moving quickly to their opponents in an effort to force an opponent error and win possession. Having gained possession, the defending team may now transition to attack. Pressing can take place in various parts of the field. Defense Dropping Off A defensive style that favours dropping off has all players on the defending team retreating to a predetermined zone of the field to absorb the attacking pressure. Players on the defending team wait for the attackers to attempt penetrating movements whereupon the defenders try to dispossess the attackers of the ball. Defense Combination In between the two defensive styles is a range of between the two. As you can see in Figure 7 teams 2 and 3 have a style that would be a combination of Pressing and Dropping Off. Figure Pressing Dropping Off

21 Wellness to World Cup Volume 2: LTPD Technical 19 Principles of Play Principles of play are the basic playing concepts that form the building blocks of individual and team tactical play. These principles are divided into two areas: attacking play and defending play. Attacking principles include concepts such as penetration, width, mobility, support, surprise, and depth. Defending principles include ideas such as delay/pressure, cover/support, concentration, balance, constraint, and compactness. Principles of Play AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Attack Improvisation Mobility Support Penetration Width Defending Delay Depth/ Support/ Covering Concentration Discipline/ Patience Balance Systems of Play Internationally, systems of play are becoming complex. Systems of play describe the formations or alignments that teams adopt when they take to the field. Common formations include 4-4-2, 3-5-2, 3-4-3, 4-3-3, and 4-5-1, where the sequences represent the number of defenders-midfielders-forwards in the formation. Coaches apply the different formations according to whether or not the tactical objective is to emphasize attack, defense, or a balance of both. Whatever system is chosen, the players need to understand their roles and responsibilities within that system. Players develop this understanding over the course of years as coaches gradually introduce the different systems through training and competition.

22 20 Wellness to World Cup Volume 2: LTPD Technical Systems of Play LTAD Terms AS FUNdamentals Learning to Train Train Collective play Compete AGES Age? PRINCIPLES OF PLAY Attack Sense of the game Introduction Break the pack / cluster Introduction Cooperation Introduction Develop First combination short passes Positional play / field occupation Recognizing teammates - opponents Introduction Develop Introduction Develop Introduction Develop Losing the defender Introduction Develop Transition Introduction Develop Wing play Introduction Develop Central attacking Introduction Develop Defending Sense of the game Introduction Cooperation Introduction Develop Positional play / field occupation Introduction Develop Marking Introduction Develop Transition Introduction Develop T2W Systems of Play of Play AGES Any age Males FUNdamentals Learning to Train Train NOTE: Introducing a system of play refers to playing the system in practice, not in a game situation. compete Females FUN L2T Train Compete Win Man marking / sweeper (8 v 8)) Zonal defending T2W

23 Wellness to World Cup Volume 2: LTPD Technical 21 Long-Term Skill Development Soccer skills refer to the individual ball-handling abilities where the player is actually in contact with the ball, such as dribbling, passing, receiving, shooting, and heading. The preferred timeline for introducing specific soccer skills is indicated over the following pages through the Long-Term Skill Development plan.

24 22 Wellness to World Cup Volume 2: LTPD Technical Attacking Attacking skills are those used by players to move the ball progressively towards the opponent s goal and score. They represent a diverse set of abilities used to maintain possession and control of the ball in cooperation with attacking teammates, culminating in shots on goal. Attacking skills include dribbling, passing, receiving, shooting and finishing. Dribbling Dribbling describes the player s ability to run with the ball at their feet, controlling and maintaining possession with frequent touches. Dribbling AGES Any age Males FUNdamentals Learning to Train Train Females FUN L2T Train Running with the ball Dribbling with laces Dribbling with toe Dribbling with sole compete Compete T2W Win Inside and outside of foot Changing direction Stop turn Drag back Shielding Inside hook Outside hook Fakes / feints Change in direction Change in pace Step over Scissors Lunge locomotion Dribbling decision Toward goal Outside vs. inside Fast vs. slow Back Away from pressure

25 Wellness to World Cup Volume 2: LTPD Technical 23 Passing Passing refers to the player s ability to propel the ball to a teammate, using predominantly the foot and its various surfaces. Passing AGES Any age Males FUNdamentals Learning to Train Train Females FUN L2T Train Compete compete T2W Win Technique, weight & distance Short pass dominant & non dominant foot Side foot / Push pass Laces Chip Outside foot Driven Back heel Medium range passes 20 m / DF Medium range passes 20 m / NDF Bending the ball (inside) Bending the ball (outside) Long range passes 35 m + / DF Long range passes 35 m + / NDF Decision making & pass type Passing to feet Passing to space Cross Penetrating pass 2, 2+ touch should be by self 1 Touch Switch Passing - movement options Along Line Show to Ball Handler Wide for 1-2 (wall pass) Overlap Prepare for Long Ball

26 24 Wellness to World Cup Volume 2: LTPD Technical Receiving Receiving describes the player s ability to bring a ball under close control that has been propelled by another player along the ground or through the air over a variety of distances and trajectories. Whether or not the player was the intended target of the ball, the player must be able to bring it quickly under control, generally with a single touch. Receiving AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Inside foot Outside foot Instep Thigh Chest Shooting and Finishing Shooting refers to the player s ability to use the feet to strike the ball at goal with accuracy and power while the ball is on the ground (either stationary or rolling). Finishing describes the player s ability to use different body parts (generally the feet or the head) to apply the final touch that propels or redirects the ball accurately at goal. Common examples of finishing touches or strikes include heading and volleys with the feet. Shooting and Finishing AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Shooting Dribble & shoot Crossing Half-volley Volley Finishing - placing Finishing - toe poke Throw in Heading Chest & volley

27 Wellness to World Cup Volume 2: LTPD Technical 25 Defending Defending skills are used to prevent shots on goal and recover ball possession. To perform these essential tasks, defending players must acquire and exercise a variety of physical skills and capacities to defend individually, but they must also acquire tactical awareness to defend cooperatively with their teammates. In basic defending, we frequently refer to Player 1 and Player 2. Player 1 is the defender who is closest to the opponent who has possession of the ball, and Player 2 is the defender next-closest to the opponent with the ball. Defending AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Player closest to opponent in possession Challenge / closing down / tackling Marking: beside/ behind; close/far Heading - defensive Heading - challenge Clearing Blocking shots, crosses, passes

28 26 Wellness to World Cup Volume 2: LTPD Technical Goalkeeping Goalkeeping represents a specialized array of skill sets that include abilities in ball handling (i.e. using the hands to catch, punch, or deflect the ball), diving, throwing, receiving, kicking, foot movement, and agility. Handling Ball handling describes the goalkeeper s ability to use their hands effectively to catch, parry and punch the ball from a number of angles and in a variety of positions. Goalkeeping - Handling AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Handling Ground Introducing Developing Refining Perfect Maintenance Waist Introducing Developing Refining Perfect Maintenance Chest Introducing Developing Refining Perfect Maintenance Head height Introducing Developing Refining Perfect Maintenance Above head Introducing Developing Refining Perfect Maintenance Deflecting Introducing Developing Refining Perfect Maintenance Punching Introducing Developing Refining Perfect Maintenance * All players try all team positions including goalkeeping Diving Diving normally occurs when a goalkeeper is unable to safely collect a ball while staying on their feet. Usually, but not always, it is when the ball, either from a shot or a dribble, is passing outside of the vertical position of the body. Goalkeeping - Diving AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Diving Collapse Introducing Developing Refining Perfect Maintenance Breakaways Introducing Developing Refining Perfect Maintenance Body shape Introducing Developing Refining Perfect Maintenance Side dive Introducing Developing Refining Perfect Maintenance Power dive Introducing Developing Ref Perfecting Maintenance Aerial dive Introducing Developing Refining Perfect Maintenance Forward dive Introducing Developing Refining Perfect Maintenance High dive Introducing Developing Refining Perfect Maintenance Wrong Hand dive Introducing Developing Ref Perfect Maintenance

29 Wellness to World Cup Volume 2: LTPD Technical 27 Feet Skills In addition to hand skills, goalkeepers are required to have feet skills as much as any other player on the field. Feet skills include everything from the ability to adjust feet positioning to passing, receiving, kicking and tackling. Goalkeeping -Feet Skills Feet AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Footwork : add starting Introducing Developing Refining Perfect Maintenance position Goal kick Introducing Developing Refining Perfect Maintenance Punt Introducing Developing Refining Perfect Maintenance Drop kick Introducing Developing Refining Perfect Maintenance Moving pass Back pass Introducing Developing Ref Perfect Maintenance Side winder Introducing Developing Ref Perfect Maintenance Fly kick Introducing Developing Ref Perfect Maintenance Tackle Introducing Developing Ref Perfect Maintenance Crossing Crosses from the flanks are some of the most difficult balls for goalkeepers to defend. Goalkeepers are required to make several quick decisions regarding; positioning, communicating, whether to come for the cross or stay, whether to catch or punch in successfully defending a cross. Goalkeeping - Crossing AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Crossing Catching technique Introducing Developing Refining Perfect Maintenance Punching technique Introducing Developing Refining Perfect Maintenance One hand Introducing Developing Refining Perfect Maintenance Two hands Introducing Developing Refining Perfect Maintenance position Introducing Developing Refining Perfect Maintenance Angle of approach Introducing Developing Refining Perfect Maintenance

30 28 Wellness to World Cup Volume 2: LTPD Technical Throwing Throwing describes the goalkeeper s ability to distribute the ball to teammates using a variety of throwing styles. Throwing Throwing AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Rolling Introducing Developing Refining Perfect Maintenance Over Arm Introducing Developing Refining Perfect Maintenance Side Arm / punch Introducing Refining Perfect Maintenance Javelin Introducing Refining Perfect Maintenance Principles and Tactical Role Goalkeepers must understand their role in the team organization, and they must understand a variety of basic tactical principles and technical practices to be effective in their role. Principles and Tactical Role Principles AGES Any age Males Females FUNdamentals Learning to Train Train FUN L2T Train Compete compete T2W Win Body shape Introducing Developing Refining Perfect Maintenance Decisions, communication, organization Introducing Developing Refining Perfect Maintenance Reading the game Introducing Developing Refining Perfect Maintenance 1st attacker Introducing Developing Refining Perfect Maintenance Set position Introducing Developing Refining Perfect Maintenance Stay on feet Introducing Developing Refining Perfect Maintenance Reaction vs. anticipation Introducing Developing Refining Perfect Maintenance Technical / Tactical Crossing - co-operating Introducing Developing Refining Perfect Maintenance Narrowing angle Introducing Developing Refining Perfect Maintenance Cutbacks Introducing Developing Refining Perfect Maintenance Through balls Introducing Developing Refining Perfect Maintenance Tactical Role Sweeper keeper Introducing Developing Refining Perfect Maintenance Space behind defence Introducing Developing Refining Perfect Maintenance Communication Introducing Developing Refining Perfect Maintenance Position relative to the ball Introducing Developing Refining Perfect Maintenance

31 Wellness to World Cup Volume 2: LTPD Technical 29 Long-Term Tactical Development In addition to developing specific ball skills, every soccer player must develop a thorough cognitive understanding of the larger tactical and strategic movements of the game. This includes movements where the player is defending or attacking as an individual, as well as larger movements where the player is part of a collective team effort to defend or attack. Vision, game awareness, and good decision-making are all fundamental aspects of effective tactical play. These capacities must be integrated in tactical drills that progressively lead the player towards more complex tactical understanding and decision making. Training Decision Making Small-sided games are a critical component of the technical and tactical development of soccer players. During smallsided games and game-like training situations, players learn to combine their different skills and tactics in integrated play. Moment-to-moment decision making becomes critical to their success. The most skilled players in the world will have little opportunity to utilize and display their skills if they are incapable of correctly reading the changing game conditions and choosing an effective response. At the highest levels of competition, players are required to constantly make decisions while under intense pressure from opponents (and arguably spectators and coaching staff). These decisions frequently must happen within tenths of a second. This means that players need an internal capacity to make effective decisions as there is no means for their coach or even their teammates to provide tactical direction to them in that instant. The best way to develop fast and effective decision-making is to provide players with ample opportunities to practice decision-making in scrimmages, games, and game-like situations. Beyond brief coach interventions during training to provide additional insight and awareness, players must be given the chance to make decisions and witness their outcomes. Together with appropriate instruction and commentary from the coach, this game-like feedback is the most powerful form of teaching. Training decision-making under game-like conditions is the thrust behind contemporary research into Decision Training (DT). Traditional coaching has focused on Behaviour Training (BT) where athletes were drilled again and again with the same specific skills and responses to specific situations, with the objective of creating automaticity in skills execution and decision making. However, sports research since the 1990s has encouraged a movement away this approach towards Decision Training (DT). While Behaviour Training often provides positive short-term results that satisfy coaches in winning games at young ages, research has shown that Decision Training produces better athlete performance in competition over the long-term (Vickers, 2003).

32 30 Wellness to World Cup Volume 2: LTPD Technical Attacking Attacking - Player One Tactical The player who has possession of the ball during an attacking movement has to make tactical decisions appropriate to the game situation in that moment. For example, attackers need to choose correctly when to feint, shield, or run into space with the ball. The following table details the types of decision-making skills that are required while attacking as Player One. Attacking - Player One With Possession AGES Any age Males Females FUNdamentals Learning to Train Train compete T2W FUN L2T Train Compete Win Changing pace Changing direction Vision Shielding Run toward defender Run toward teammate Run into space Attacking - Player Two Tactical The attacking player who is nearest to the attacking teammate with ball possession has to make quick tactical decisions to support the teammate and advance the attacking movement as a whole. The following table details the types of decision-making skills that are required while attacking as Player Two Attacking - Player Two AGES Any age Males Females Runs toward and away from ball carrier FUNdamentals Learning to Train Train FUN L2T Train Compete compete T2W Win Runs into space Non verbal communication Read game / anticipate Peripheral vision Creativity Diagonal and overlapping runs Runs to teammate (take and leave) Verbal communication Interval runs (timing of)

33 Wellness to World Cup Volume 2: LTPD Technical 31 Attacking - Team Tactics The attacking team with ball possession (which includes the 1st, 2nd and 3rd attackers) can use a multitude of tactics to generate forward ball movement, create spaces in the opposition defense for attacking teammates, and ultimately create shooting opportunities. The following table details the types of decision-making and tactical skills that players should be developing at the various ages indicated, in the context of reading the play of both teammates and opponents. Attacking: Team With Possession - Tactics AGES Any age Males Females Supporting movement FUNdamentals Learning to Train Train FUN L2T Train compete Compete T2W Win Show to ball handler Transition to offense Shield as target Supporting run from behind Supporting run after making a pass Supporting run to keep team shape Run wide for 1-2 (wall pass) Overlapping run Run anticipating long ball Supporting run to draw defender Run along Line Positioning Compactness vs. spreading out Predicting the play (reading the game) Communication Communication - key terms and phrases

34 32 Wellness to World Cup Volume 2: LTPD Technical Defending Defending - Player One Tactical The defender closest to the attacker who has possession of the ball has to make defensive tactical decisions appropriate to the game situation in that moment, or according to the tactical strategy determined by the team coach. For example, the defender needs to choose whether or not to apply pressure immediately, or retreat to a position where they will find more defensive support with teammates according to either a zone marking system or individual marking system. The following table details the types of decision-making skills that are required while defending as Player One. Defending - Player 1 - Closest to Player in Possession (1) AGES Any age Males Females Closing down - defender pressuring Pressure > 1 defender vs. 2 attackers Pressure > Delay vs. close down Winning a ball > Step in Winning a ball > Intercepting Winning a ball > Aggressive/ physical play Pressure > Directing attackers FUNdamentals Learning to Train Train FUN L2T Train compete Compete T2W Win Defending - Player Two Tactical The defender(s) who is second-closest defender to the attacker who has possession of the ball has to make defensive tactical decisions to support the other defending teammates, or according to the tactical strategy determined by the team coach. For example, the defender needs to choose whether or not to apply pressure immediately, supporting defending team-mate Player One, or retreat to a position where they will find more defensive support with other teammates according to either a zone marking system or individual marking system. The following table details the types of decision-making skills that are required while defending as Player Two. Defending - Player Two AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Individual marking (1 on 1 ) Covering Communication Zone marking

35 Wellness to World Cup Volume 2: LTPD Technical 33 Collective Tactics Team Formations (which includes the 1st, 2nd and 3rd attackers and defenders) During games, teams will choose a formation to align their defenders, midfielders, and forwards, and they may also adopt a particular style of defending (e.g. zonal or individual marking). The concept of team formations requires less attention prior to the Learning to Train stage, but formal alignments become appropriate when players advance to 8-a-side soccer. As players enter 11-a-side soccer and progress season to season, more complex team formations can be introduced. Formations AGES Any age Males Females Man marking / sweeper FUNdamentals Learning to Train Train FUN L2T Train compete Compete T2W Win (8 v 8)) Zonal defending

36 34 Wellness to World Cup Volume 2: LTPD Technical Set Play Situations Set play or re-starts occur after play stops or needs starting or re-starting. E.g. free kicks, kick-offs, corner kicks, throw-ins, etc. Set play become increasing important in both attack and defense as the players and teams progress through the stages. Set Play AGES Any age Males FUNdamentals Learning to Train Train compete T2W Females FUN L2T Train Compete Win Kick off Intro Developing Refining Perfecting Maintenance Goal kick Intro Developing Refining Perfecting Maintenance Throw ins Corner kicks Drop ball Penalty kicks Free kick in own half Free kick opposing half, outside box, central Free kick in opposing half, side of box Indirect free kick outside box, central Indirect free kick outside box, side Indirect free kick inside box Kick off Intro Developing Refining Perfecting Maintenance Maintenance Throw ins Corner kicks Corner kicks Free kick in own half Free kick in opposing half Intro Developing Refining Perfecting Maintenance Intro Developing Refining Perfecting Maintenance Collective Principles of Play In their long-term development, players must eventually come to understand and integrate a wide variety of general principles of play. Some of these principles fall under the category of attacking, some under defending, and some are common to both. A player s ability to learn and integrate these principles will largely rely on their stage of cognitive development and their hours of game experience.

37 Wellness to World Cup Volume 2: LTPD Technical 35 Collective Principles of Play Attack AGES Any age Males Females FUNdamentals Learning to Train Train FUN L2T Train compete Compete T2W Win Improvisation Mobility Support Penetration Width Defending Delay Depth/Support/ Covering Concentration Discipline/ Patience Balance Transition Off-the-ball movement in attack Counter-attacks Defensive delay after losing possession Links between team lines Use of full-backs Rapid transition from defence to attack Rapid transition from attack to defence Constructive build-up play Ability to change pace suddenly Tactical flexibility (adapting to state of play) Disciplined, well-organized defence

38 36 Wellness to World Cup Volume 2: LTPD Technical Long-Term Physical Development Players are born with a particular genetic potential for physical qualities such as stamina, strength, speed and suppleness. No amount of coaching will change their genetic endowment. However, well-designed and timely training can certainly maximize the expression of their genetic potential, and that is one of the key directives of LTPD. To maximize the development of each player s different physical traits, the correct physical stimuli need to be provided at key junctures during their physical development and maturation (i.e. exercise, movement and training). Players should follow logical, progressive, and systematic training regimens that optimize each window of trainability. Please note: Coaches must also remember that different players will mature at different rates and ages, so their genetic potential will be expressed at different times. In this light, special care must be taken to ensure that late bloomers are not neglected. As mentioned previously, they could be the next Maradona or Pele! Stamina The sensitive period for training stamina occurs at the onset of Peak Height Velocity (PHV), commonly known as the adolescent growth spurt. Players need increased focus on aerobic capacity training as they enter PHV during the Train stage, and coaches should introduce them progressively to aerobic power as their growth rate decelerates. Stamina Stamina (Endurance) Aerobic training U4-U6 FUNdamentals Females U6-U8 Learning to Train Train Compete Females U8- U11 Females U11-U15 Females U15-U19 Males U6-U9 Males U9-U12 Males U12-U16 Males U16-U20 Males U19+ Introducing Introducing Developing Sensitive period for trainability of stamina occurs at onset of PHV. Aerobic power should be introduced progressively after growth rate decelerates Training for to Win Life Females U18+ Any ages Refining Perfecting Maintenance Aerobic endurance refers to a player s ability to maintain a sub-maximal aerobic power output over time. (Commonly associated with stamina, such as being able to run or cycle at a moderate speed for a long duration.) Aerobic power refers to the highest rate of oxygen consumption that a player can reach during intense, maximal output (commonly expressed as VO2 max). The rate of oxygen consumption increases as exercise intensity increases, but there is a peak rate at which oxygen cannot be converted to power any faster, even though the exercise intensity may continue to increase. Strength There are two sensitive periods of trainability for strength in girls: immediately after PHV and during the onset of menarche. Boys have one strength window beginning 12 to 18 months after PHV. Strength Stamina (Endurance) Aerobic training U4-U6 FUNdamentals Females U6-U8 Learning to Train Train Compete Females U8- U11 Females U11-U15 Females U15-U19 Males U6-U9 Males U9-U12 Males U12-U16 Males U16-U20 Males U19+ Introducing Introducing Developing Sensitive period for trainability of stamina occurs at onset of PHV. Aerobic power should be introduced progressively after growth rate decelerates Training for to Win Life Females U18+ Any ages Refining Perfecting Maintenance

39 Wellness to World Cup Volume 2: LTPD Technical 37 Speed Both boys and girls have two sensitive periods of trainability for speed. For girls, the first window is between ages 6-8 years and the second window is between years. For boys, the first window is between ages 7-9 years and the second window is between years. During the first speed window, training should focus on developing agility and quickness; during the second speed window, training should focus on developing the anaerobic alactic energy system. Note: These speed windows are determined by chronological age, not developmental age, and speed can be trained year-round at all stages. Integrate a variety of drills at the end of warm-ups such as skipping, agility ladders, and multi-directional sprinting. Speed training should be low volume, maximum intensity, and allow full recovery (heart rate 120 or below). Speed Speed FUNdamentals Learning to Train Train Compete Win for Life U4-U6 Females U6-U8 Females U8-U11 Females U11-U15 Females U15-U19 Females U18+ Any ages Males U6-U9 Males U9-U12 Males U12-U16 Males U16-U20 Males U19+ Work on ABCs Focus on agility and quickness for girls 6-8 and boys 7-9 Continue to work on ABCs Focus on anaerobic alactic energy system for girls and boys Continue to integrate speed training exercises at the end of warm-ups Maintenance Suppleness The sensitive period of trainability for suppleness (flexibility) occurs between ages 6-10 years in both girls and boys. However, special attention should also be paid to suppleness/flexibility during PHV. Throughout a player s lifetime, flexibility is essential in both the optimization of performance and the prevention of injury. Suppleness Suppleness FUNdamentals Learning to Train Train Compete Win for Life U4-U6 Females U6-U8 Females U8-U11 Females U11-U15 Females U15-U19 Females U18+ Any ages Males U6-U9 Males U9-U12 Males U12-U16 Males U16-U20 Males U19+ Introducing & Developing Sensitive period for flexibility training is 6-10 for girls and boys Refining Special attention should be given to flexibility during PHV (girls and boys) Perfecting Maintenance

40 38 Wellness to World Cup Volume 2: LTPD Technical Long-Term Psychological Development Like any sport, soccer presents a mental challenge to players as much as a physical one. To succeed in competition, players must have confidence in themselves, the motivation to train for long hours, the ability to maintain concentration during every minute of games, and the mental clarity to support good decision-making during play. These qualities are all extensions of the player s psychology, consequently LTPD recognizes that mental training must form an integral part of player development. Sports psychologists identify four principal mental qualities for player success: confidence concentration motivation handling pressure All of these qualities can be developed through training, but it requires soccer clubs and coaches to recognize their importance and then provide progressive mental training for their players as they make the passage from childhood through adolescence into adulthood. Mental training programs typically include instruction and practice in strategies such as imagery, self-talk, positive thinking, self-awareness, goal-setting, and thought-stopping. Player Psychology FUNdamentals Learning to Train Train Compete Win for Life U4-U6 Females U6-U8 Females U8-U11 Females U11-U15 Females U15-U19 Females U18+ Any ages Males U6-U9 Males U9-U12 Males U12-U16 Males U16-U20 Males U19+ Introducing Introduce simple, fun exercises to build a foundation for psychological training. Activities might include self-awareness games, codes of conduct, and game rules. Developing Structured mental training begins. Introduce players to basic skills in relaxation, confidence, concentration and motivation. Refining Introduce players to advanced mental skills, including advanced levels of self-talk, imagery, profiling, and thought-stopping. Introduce training and competition diaries. Refining Introduce performance analysis to identify which mental skills individual players need to develop. Introduce performance tracking and evaluate match preparation. Introduce maintenance of mental strategies under pressure and fatigue. Perfecting Profile player strengths and weaknesses, and develop individual programs. Refine and perfect maintenance of mental strategies under pressure and fatigue. Maintenance Enjoy the game, foster social contact, and release stress through healthy activity.

41 Wellness to World Cup Volume 2: LTPD Technical 39 Team Psychology As players come together to work as a team, an additional group or team dynamic is added. As soccer is a team sport, the success of the team is largely affected by the degree of mental focus, emotional well-being, and social harmony of the entire group. Consequently, team training and social activities must account for this aspect of player development within the context of the team. Team Psychology AGES Any age Males Females FUNdamentals Learning to Train Train FUN L2T Train Compete compete T2W Win Socialization Intro Developing Refining Perfecting Maintenance Team Building (Form, Storm, Norm, Perform) Determination Excellent team spirit Team dynamic Team Cohesion - Social Aspects Team Cohesion - Task Related Experience and composure Team Confidence Ability to stay focused after falling behind Winning mentality Intro Developing Refining Perfecting Maintenance Intro Developing Refining Perfecting Maintenance

42 40 Wellness to World Cup Volume 2: LTPD Technical The Other Four S s Structure/Stature Changes in stature reflect changes in growth and development in the human body. All players grow and develop, but the onset of growth and development will be unique for each player, so stature is used to help coaches and parents track developmental age by measuring stature (individual height) before, during, and after maturation. Why is this important? If coaches can accurately track the developmental age of each player, they can ensure their training regimens address the sensitive periods for skills acquisition and physical development (endurance, strength, speed and flexibility) otherwise known as the windows of optimal trainability. This will greatly enhance muscular, aerobic and skill development while reducing the likelihood of player injury due to inappropriate training. Sustenance Sustenance addresses the broad range of components that replenish the player s body before, during and after training and competition. While overtraining or over-competition can lead to burnout, improperly addressing sustenance can lead to the same result. Sustenance prepares players for the volume and intensity of these activities. Sustenance addresses five elements: Nutrition Hydration Rest Sleep Regeneration All five elements need to be applied differently to player training plans depending on the LTPD stage. For example, as players move to a 24/7 model of training and competition, the need increases for optimal recovery management. The activities and habits of each player away from the field of play become increasingly important, and coaches and parents must be careful to watch for fatigue. Fatigue can come in many forms including metabolic, neurological, psychological, environmental, and travel. Sustenance FUNdamentals Learning to Train Train Compete Win for Life U4-U6 Females U6-U8 Females U8-U11 Females U11-U15 Females U15-U19 Females U18+ Any ages Males U6-U9 Males U9-U12 Males U12-U16 Males U16-U20 Males U19+ Introducing Talk to parents about the importance of nutrition, hydration and regular rest. Introducing Begin to discuss with players the importance of nutrition, hydration, rest and recovery. Developing Begin to emphasize lifestyle habits, including nutrition, hydration, rest, recovery and regeneration. Refining Introduce advanced instruction in lifestyle habits, including the science of nutrition, hydration, rest, recovery, regeneration, tapering and peaking 24/7. Perfecting Continue advanced instruction in lifestyle habits, including nutrition, hydration, rest, recovery, regeneration, tapering and peaking 24/7. Refining

43 Wellness to World Cup Volume 2: LTPD Technical 41 Schooling When designing training programs, coaches must consider school demands on players. This is not limited to the demands placed by school sports or physical education classes. It also includes integrating school academic duties, exam schedules, and other stresses. When possible, training camps and competition tours should compliment, not conflict, with the timing of major school academic events. Coaches should carefully monitor overstress from schooling, exams, peer groups, family, boyfriend or girlfriend relationships as well as increased training volume and intensities. Interference from other school sports should be minimized. Coaches who are responsible for different training and competition programs should communicate and cooperate in the best interests of the player. As well, parents and coaches should work together to establish a good balance between all school activities. Socio-Cultural As players travel for games and tournaments, and as they join teams with players of diverse ethnicity and socio-economic backgrounds, their socio-cultural concepts of the world will change. These experiences may occur at the community soccer level, or they may occur at the regional or international levels as players progress through the LTPD stages and participate in competitions over a larger geographical area. These experiences will lead to broader socio-cultural perspectives, including ethnicity awareness and national diversity. Coaches need to be sensitive to this dimension of the soccer experience. Socio-cultural experiences can be multifaceted. Players may experience ethnic, racial, and cultural diversity to an extent previously unknown to them. They may also become aware of a broad spectrum of social and political issues, including poverty, political strife, and social protest. With their previously limited perspective on their world, many players may be inclined to form judgments based on clichés and prejudice. Coaches and training staff have a responsibility to mitigate prejudices by encouraging players to view their new experiences with an open and understanding mind. Coaches can do this by incorporating socio-cultural development within the travel schedule, where recovery periods may include education about competition locations including social demographics, history, geography, architecture, cuisine, literature, music, and visual arts. Within the team, coaches must also address sport sub-culture. Ethics training should be integrated into training and competition plans at all stages of LTPD, and coaches and parents must guard against group dynamics which create a culture of abuse or bullying. With proper annual planning, soccer can offer much more than simply a commute between hotel room and field of play. Overall socio-cultural activity is not negative distraction or interference with training and competition activities it can be a positive contribution to the development of the person and the athlete.

44 42 Wellness to World Cup Volume 2: LTPD Technical Planning Competition Throughout the LTPD pathway, coaches and administrators must address the problem of over-competition. Competition is a critical issue in all sports, but especially in team sports such as soccer. Unfortunately, the system of competition in Canadian soccer was never designed according to a comprehensive plan reflecting the developmental needs of players: it simply evolved on an improvised basis. Now many competition schedules and regional divisions are considered part of the tradition of Canadian soccer, but they often do not reflect the best interests of player development. Furthermore, these habitual patterns are resistant to change, often being passionately adhered to as This is the way we have always done it! One of the most common problems in Canadian soccer is that adult competition schedules have often been superimposed on our young players. As with training regimens, an adult schedule seldom proves suitable for children and youth. According to LTPD, soccer organizations need to: Ensure soccer competition scheduling is balanced to consider the development of abilities required in the technical matrix. Determine the training and competition environment required for the development of top international players. Identify the optimal training to competition ratio at each stage. Schedule competitions for optimal periodization towards peak performances. * Excluding Talent There are many ways in which the soccer system excludes talent from the playground to podium; some issues are within the control of soccer and some are outside the sport s control. Income, culture, social environment, and geographic proximity to facilities are primarily beyond the control of soccer governing bodies. However, other factors such as relative age and maturation can be addressed. Research has shown there is a significant bias towards players born in the first third of the year versus the last third. When winning is given priority at a young age, this bias is more pronounced as the younger athletes are cut to strengthen the team. Similarly, while there has not been a lot of research regarding exclusion based on maturation, the limited research and anecdotal evidence suggest a similar impact on players who are simply late maturers. As a consequence of this early culling of players, participant numbers are decreased prematurely during early LTPD stages and talent is excluded in the long term. UEFA Recommends Limits On Games In its club licensing system, UEFA does not recommend that players on U17, U19 and U21 teams play more than 40 competitive matches per year. Players on U13 and U15 teams should not play more than 30 games per year. (UEFA Club Licensing System, 2005)

45 Wellness to World Cup Volume 2: LTPD Technical 43 Monitoring As the developmental age, skill level, and health of players are critical in the design of appropriate training, competition, and recovery programs, coaches should begin in pre-season by assessing these factors. Once coaches have identified the developmental ages and skill levels of their players, they will be able to use the notes and tables in this document to define the number of training hours the players require during the season (periodization) and the type of training that will best serve the development of each individual. General health assessments are necessary to avoid injury and risk to players. Pre-participation Assessment Before training begins each season, coaches should screen players to assess their basic health status. Health screening has two main goals: To identify any underlying medical conditions that would put the player at risk of injury or illness. To provide guidance for developing and implementing a plan of care for identified issues. To ensure the health and safety of a player and optimize their preparation and training, a pre-participation medical and biomechanical assessment is critical. A sports medicine physician or a family physician that has an interest and understanding in the demands of soccer should carry out the medical assessment. The purpose of this phase of the assessment is to identify any medical condition that may require attention or referral to another specialist prior to safe participation in soccer. A health care practitioner that has an expertise in musculoskeletal assessments should conduct the biomechanical assessment. The most significant risk factor for injury is a history of previous injury, especially incompletely rehabilitated injuries. Therefore, LTPD recognizes the importance of identifying these risk factors to minimize the risk of injury and maximize performance throughout the player s development. The purpose of the pre-participation assessment includes the following (adapted from Magee, 1997): Identify pre-existing medical / orthopedic conditions Develop musculoskeletal profile and baseline for future reference Determine health status Prevent injuries The pre-participation assessment should ideally be done 6 weeks before training starts. This allows adequate time for specialist consults, intervention for minor medical problems, and correction of muscle imbalances and weaknesses (Magee, 1997). Soccer clubs and coaches should recognize the importance of regular assessments of their players as they make the passage through the LTPD stages. This will influence the specific training guidelines for each individual player and help ensure a safe, enjoyable playing experience. Pre-participation Assessment FUNdamentals Learning to Train Train Compete Win for Life U4-U6 Females U6-U8 Females U8-U11 Females U11-U15 Females U15-U19 Females U18+ Any ages Males U6-U9 Males U9-U12 Males U12-U16 Males U16-U20 Males U19+ Introducing Introduce medical examination. *Include assessment for previously undetected congenital abnormalities 6. Developing Comprehensive medical examination (can be more focused pending previous examination findings and medical history). Introduce musculoskeletal screening exam. Refining Medical examination must still be complete but can be more focused pending previous examination findings and medical history. Musculoskeletal screening exam and introduce comprehensive biomechanical assessment. Refining Medical examination must still be complete but can be more focused pending previous examination findings and medical history. Musculoskeletal screening exam and comprehensive biomechanical assessment especially important with previous injuries. *Assessment should include history of previous injuries and sport-specific examinations 6 Perfecting Medical examination must still be complete but can be more focused pending previous examination findings and medical history. Musculoskeletal screening exam and comprehensive biomechanical assessment especially important with previous injuries. *Assessment should include history of previous injuries and sport-specific examinations 6 Maintenance *Assessment should include history of previous injuries and general conditioning 6

46 44 Wellness to World Cup Volume 2: LTPD Technical Testing Guidelines As players progress through their development and training, coaches will need to assess and monitor player progress in soccer skills and relevant physiological capacities. A number of aspects must be addressed and understood before, during and after any monitoring and/or testing period. The following points highlight the key issues: Players must be healthy and well rested (i.e., not under some major training load or other form of stress such as school examinations) at the time of testing. Testing protocols and environments must be standardized, otherwise the results will not be comparable between seasons or across generations. Testing should occur at consistent times during the training year to make year-to-year comparisons possible, as well as to provide information on progress during particular phases of training and education. Testing should occur at reasonable times in the training schedule and only after a rest or recovery period for the training load that is to be evaluated. The rule of thumb is no fatigue-generating activity the day before testing, though activation exercises are acceptable to activate the central nervous system. Also, the rest day should be preceded by a few days of only light training. Testing should occur at the same time of day to create consistent results. Recovery time and recovery activities must be consistent for tests that will be compared over time. Tests administered on the same day, or on successive days, must be done in the same order each time so that residual fatigue and recovery between tests is the same each time the series of tests is administered. In addition, the sequence of testing within a session or day needs to preplanned so that any confounding or interfering aspects of earlier tests upon subsequent tests are minimized. Recovery time should be scheduled after testing and before training is resumed. Testing can be stressful (physically and/or psychologically) and resource intensive. Therefore, only those tests that evaluate critical milestones of development (such as PHV) and/or specific and appropriate key performance indicators (i.e. components of physical literacy or specific skill sets) should be done. Measure recently trained performance components (e.g. aerobic fitness) and/or components that can be tested frequently enough to establish meaningful trends and provide meaningful comparisons with normative data sets. An example of an appropriately laid format and rationale is contained in the PacificSport-Canadian Sport Centre Performance Point document (June 2007) for Field Testing. Monitoring and Testing Relevancy, Content and Sequencing In addition to the guidelines mentioned above, coaches should also realize that the type and timing of a particular monitoring/ testing protocol is important. A basic realization should be that tests will reflect both the general and specific nature of the task in hand (in this case for soccer). Furthermore, testing protocols need to be introduced and taught to players in advance of the time when any data gathering is expected to occur. Basically, tests or new protocols should be introduced and practiced as part of training well in advance. As a basic rule, protocols should be learned during the training phase previous to the period in which they will actually be utilized for the first time. As soccer testing and monitoring advances through older age groups, older stages will require a sequential increase in the specificity of the physical and technical protocols, as well as clear attention paid to the appropriateness of the tests to the developmental stage of the players. In broad terms, these tests should examine 3 main areas: Physical structure and stature (i.e. height, limb length, foot size, etc.) Physical performance elements (i.e. stamina, speed, strength, etc.) Technical competency, both general (i.e. agility, balance, coordination) and specific (i.e. ambidextrous ball control, trapping, passing, shooting, heading, catching, etc.) The vast majority of this testing and monitoring, across all age groups and developmental phases, can be carried out via simple (i.e. easy to administer and cheap!) field tests that do not require specific facilities or expensive equipment. Only at the very highest levels of performance and targeted junior development will protocols likely be required that need more sophisticated attention. Men s National Team Among the 29 players in the men s senior national team pool in 2006, only 3 played previously on the U17 national team (~10%).

47 Wellness to World Cup Volume 2: LTPD Technical 45 Measuring PHV and Integrating Results in Training A fundamental indicator of developmental age is the adolescent growth spurt, otherwise known as Peak Height Velocity (PHV). Using standard measurement protocols for stature (height) and limb length, coaches can easily determine each player s developmental age relative to PHV. Measurements required are standing height, sitting height, and arm span. Equipment Recommended Ideally, a free-standing or wall-mounted stadiometer. If not available, then Anthropometer or retractable steel measuring tape is acceptable, together with Backboard/wall to ensure players are standing straight upright Headboard for transferring measurements accurately to the wall Level standing surface Equipment Not Recommended Cloth measuring tapes Flexible materials (e.g. paper and cardboard are not suitable for headboards) Carpeted or uneven floor surfaces Measuring Guidelines Measurements should be taken by the same person whenever possible. Measurements should be recorded by a second person (speeds the process). Measurements need to be made to the nearest 0.1cm. Measurements should be taken at the same time of day (AM or PM) or they will be unreliable due to normal compression of spinal discs between morning and afternoon, resulting in players appearing shorter. Measuring Protocol 1. Player removes shoes and socks. 2. Player stands or sits on a level surface (carpet not recommended). 3. Player s heels, buttocks, upper back, and head should touch wall or door (if not using a stadiometer). 4. Instruct player to stand straight with heels and toes together, arms relaxed at their side. 5. Position player s head into the Frankfort plane. (The Frankfort plane is an imaginary horizontal line running from the lower part of eye socket to the notch in the middle of the entrance to the ear). 6. Place the headboard firmly on top of the player s head. 7. Use the headboard to transfer the player s height to the wall and mark it. Measure the distance from the floor to the mark using a tape measure (if not using a stadiometer). When to Measure During Learning to Train and Train stages, players should be measured every 3 months, including the player s birthday. The 3 month frequency is recommended to ensure adequate time for noticeable and measurable growth. If measurements are taken in a club setting, measurements should also be taken at the beginning of the season as an annual starting point. Measurement frequency should be increased to once-per-month when acceleration in height is noticed. The timing and tempo of the growth spurt is different between individuals, therefore the measurement frequency may need to be increased at different times for different soccer players. Refer to the Optimal Window of Trainability chart on page 12.