E LICENSE TRAINING ACTIVITIES

Transcription

1 E LICENSE TRAINING ACTIVITIES DR. TOM TURNER OHIO NORTH YOUTH SOCCER ASSOCIATION OCTOBER 2015

2 INTRODUCTION PRACTICE PLANS ARE CONSTRUCTED TO ADDRESS THE INDIVIDUAL AND COLLECTIVE NEEDS OF A TEAM AND ARE REFLECTIVE OF THE AGE AND ABILITY LEVEL OF THE PLAYERS, THE WEEKLY TRAINING CYCLE, THE STAGE OF THE SEASON, AND THE IMMEDIATE MATCH SCHEDULE. TRAINING TO RECOVER FROM A GAME DOES NOT TAKE THE SAME FORM AS TRAINING TO PREPARE FOR AN UPCOMING OPPONENT. SIMILARLY, TRAINING TO DEVELOP TECHNICAL OR TACTICAL CONCEPTS IN YOUNG PLAYERS, OR TEAM CONCEPTS IN OLDER PLAYERS, OR SOCCER FITNESS, ALL REQUIRE DIFFERENT PROGRESSIONS WITH MODIFICATIONS TO THE ACTIVITIES, THE COACHING METHODS, THE ACTIVITY INTENSITIES, AND THE ACTIVITY DURATIONS. THERE IS NO UNIVERSAL APPROACH TO BUILDING A PRACTICE PLAN.

3 INTRODUCTION THE US SOCCER FEDERATION S PROFESSIONAL COACHING PATHWAY HAS BEEN DEVELOPED TO TRAIN COACHES TO ADDRESS SPECIFIC SOCCER PROBLEMS, WHICH FOCUS ON IMPROVING OR REINFORCING POSITIONAL UNDERSTANDING AND TACTICAL RELATIONSHIPS. SOCCER PROBLEMS CAN ADDRESS INDIVIDUAL PLAYERS, OR GROUPS OF PLAYERS, OR THE TEAM AS A WHOLE. THE MORE SPECIFICALLY A SOCCER PROBLEM IS DEFINED, THE EASIER IT BECOMES TO PLAN A REALISTIC TRAINING SESSION; AND, THE MORE CLOSELY TRAINING SESSIONS RESEMBLE REALISTIC MATCH SITUATIONS, THE MORE LIKELY GOOD PLAYING HABITS WILL BE DEVELOPED AS LEARNING IMPROVES INDIVIDUAL AND TEAM PERFORMANCE.

4 INTRODUCTION ULTIMATELY, EXCELLENT COACHES IMPROVE THEIR TEAMS BY DEVELOPING THE TECHNICAL AND TACTICAL HABITS OF INDIVIDUAL PLAYERS IN RESPONSE TO THE GAME S TACTICAL CUES. EFFECTIVE COACHING, FIRST AND FOREMOST, MUST ADDRESS THE POSITIONAL NEEDS OF INDIVIDUAL PLAYERS WITHIN THE CONTEXT OF A TEAM STRUCTURE. THIS PRESENTATION IS DIVIDED INTO TWO PARTS. PART A PROVIDES E LICENSE COACHES WITH PRACTICAL EXAMPLES OF FUNCTIONAL (POSITIONAL) TRAINING GAMES FOR USE IN THE TEACHING PHASE OF THE US SOCCER LICENSING PATHWAY; WHILE PART B PROVIDES EXAMPLES OF THE ACCOMPANYING TECHNICAL AND TACTICAL INFORMATION THAT HELPS IMPROVE INDIVIDUAL AND COLLECTIVE SPEED OF PLAY. EFFECTIVE COACHING MUST LINK THE APPLICATION OF TECHNIQUE TO THE TACTICAL CONTEXT.

5 INTRODUCTION PLEASE BE AWARE OF THE FOLLOWING WHEN VIEWING THE FIELD DIAGRAMS. 1. THE FIELD DIAGRAMS ARE NOT DRAWN TO SCALE; THE ACTUAL SIZE OF THE PLAYING SPACES MUST BE DETERMINED BY THE COACH. A TABLE SHOWING ESTIMATED FIELD SIZES, RELATIVE TO PLAYING NUMBERS IS SHOWN ON SLIDE #6. 2. THE STANDARD FIELD MARKINGS ARE ONLY INCLUDED TO PROVIDE CONTEXT FOR WHERE THE ACTION TAKES PLACE, RELATIVE TO THE THIRDS OF THE FIELD. 3. THERE ARE NO COUNTER-ATTACK / TRANSITION OPTIONS INCLUDED ON THE DIAGRAMS. THESE MUST BE DETERMINED BY THE COACH. EXAMPLES OF COUNTER-ATTACK / TRANSITION OPTIONS ARE SHOWN ON SLIDE #7. 4. THERE ARE NO PERIODIZATION NUMBERS INCLUDED. THESE MUST BE DETERMINED BY THE COACH. PERIODIZATION GUIDELINES ARE SHOWN ON SLIDES

6 Game Numbers Field Length Field Width 11v yards 10v10 (91%) v9 (82%) v8 (73%) v7 (64%) v6 (55%) v5 (45%) v4 (36%) v3 (27%) v2 (18%) 20 14

7 COUNTER-ATTACK / TRANSITION OPTIONS

8 STANDARD NUMBERING SYSTEM INDIVIDUAL TACTICAL HABITS AND COLLECTIVE SPEED OF PLAY ARE DEVELOPED THROUGH FAMILIARITY AND REPETITION. THE STRUCTURAL ORGANIZATION OF THE TEAM IS, THEREFORE, A KEY ELEMENT OF PRACTICE PLANNING WHEN USING THE SOCCER PROBLEMS MODEL. MODERN COACHING CONVENTION ASSIGNS A DESIGNATED NUMBER TO EACH PLAYER S POSITION ON THE FIELD. THIS IS THE PLAYER S ROLE. IT IS THE COACH S RESPONSIBILITY TO DEFINE HOW EACH PLAYER WILL OPERATE WITHIN THE TEAM S SYSTEM OF PLAY. THIS DEFINES THE PLAYER S FUNCTION. INDIVIDUAL FUNCTIONS OFTEN CHANGE FROM GAME-TO-GAME AND IN RESPONSE TO CHANGES IN THE MATCH SITUATION.

9 STANDARD NUMBERING SYSTEM THE FOLLOWING SLIDES PROVIDE EXAMPLES OF THE STANDARD NUMBERING SYSTEM APPLIED TO AN 11-A-SIDE SYSTEM ( ) AND TO COMMON DEVELOPMENTAL (6V6 / 7V7) AND SMALL- SIDED (8V8 / 9V9) FORMATS. YOUNG PLAYERS SHOULD BECOME FAMILIAR WITH THE STANDARD POSITIONAL NUMBERS. STAGE 4 OF AN E LICENSE LESSON PLAN SHOULD REFLECT THE TEAM S SYSTEM OF PLAY; WITH STAGES 2 AND 3 STRUCTURED TO HELP PLAYERS UNDERSTAND HOW TO APPLY THE PRINCIPLES OF PLAY TO THEIR ASSIGNED POSITIONS.

10 #3 Left Defender #11 Left Attacker #10 Attacking Midfielder #9 Striker #6 Defensive Midfielder #8 Center Midfielder #7 Right Attacker #2 Right Defender 11v #5 Left Sided Center Back #4 Right Sided Center Back #1 Goalkeeper

11 #9 Striker #8 Center Midfielder #8 Center Midfielder 6v #5 Left Sided Center Back #4 Right Sided Center Back #1 Goalkeeper

12 #9 Striker #3 Left Defender #8 Center Midfielder #4/5 Center Back #8 Center Midfielder #2 Right Defender 7v #1 Goalkeeper

13 #9 Striker #9 Striker #3 Left Defender #8 Center Midfielder #4/5 Center Back #8 Center Midfielder #2 Right Defender 8v #1 Goalkeeper

14 #9 Striker #9 Striker #8 Center Midfielder #6 Defensive Midfielder #8 Center Midfielder 8v #5 Left Sided Center Back #4 Right Sided Center Back #1 Goalkeeper

15 #11 Left Attacker #9 Striker #7 Right Attacker #8 Center Midfielder #10 Attacking Midfielder #8 Center Midfielder 8v #6 Defensive Midfielder #1 Goalkeeper

16 #9 Striker #9 Striker #8 Center Midfielder #6 Defensive Midfielder #8 Center Midfielder 9v #3 Left Defender #4/5 Center Back #2 Right Defender #1 Goalkeeper

17 #9 Striker #11 Left Attacker #8 Center Midfielder #6 Defensive Midfielder #7 Right Attacker 9v #3 Left Defender #4/5 Center Back #2 Right Defender #1 Goalkeeper

18 #11 Left Attacker #9 Striker #7 Right Attacker #3 Left Defender #8 Center Midfielder #4/5 Center Back #6 Defensive Midfielder #2 Right Defender 9v #1 Goalkeeper

19 #9 Striker #9 Striker #3 Left Defender #5 Left Center Back #8 Center Midfielder #6 Defensive Midfielder #4 Right Center Back #2 Right Defender 9v #1 Goalkeeper

20 #9 Striker #8 Center Midfielder #8 Center Midfielder 9v9 #3 Left Defender #5 Left Center Back #6 Defensive Midfielder #4 Right Center Back #2 Right Defender #1 Goalkeeper

21 #9 Striker #9 Striker #11 Left Attacker #8 Center Midfielder #6 Defensive Midfielder #7 Right Attacker 9v #5 Left Center Back #4 Right Center Back #1 Goalkeeper

22 SOCCER PROBLEMS US SOCCER APPLIES THE SOCCER PROBLEMS APPROACH THROUGHOUT THE PROFESSIONAL COACHING PATHWAY. THE GENERAL COACHING EXPECTATIONS FOR EACH LICENSE LEVEL ARE NOTED IN THE TABLE BELOW. License Level E License D License C License B License A License Coaching Emphasis Focus on One Position and the Related Functional Group i.e., Improve the receiving and passing of the #6 Focus on One Line or a Related Functional Group i.e., Improve the midfield line during the build up from the defensive half Focus on connecting Two Lines i.e., Improve the build-up from the defensive half. Focus on Coaching the Team i.e., Improve the build-up from the defensive half (4-3-3) Focus on coaching one System against another System i.e., Improve the build-up (4-3-3) against a team (4-4-2) defending high.

23 SOCCER PROBLEMS SOCCER PROBLEMS ARE DESCRIBED IN TERMS OF THE 5-W S BASED ON MY SYSTEM OF PLAY WHAT NEEDS TO GET BETTER / BE REINFORCED? WHO IS INVOLVED IN THE ACTION? WHERE ON THE FIELD DOES THE PROBLEM HAPPEN? WHEN DOES THE PROBLEM HAPPEN? WHY IS THE PROBLEM HAPPENING?

24 AN EXAMPLE OF AN E LEVEL SOCCER PROBLEM WHAT NEEDS TO GET BETTER? THE OUTSIDE BACKS DO NOT MOVE OUT OF THEIR LINE. WHO IS INVOLVED? THE #2 AND/OR #3. RELATED FUNCTIONAL GROUP: #1, #4/5, #8, #8. WHERE ON THE FIELD DOES THE PROBLEM HAPPEN? ON THE FLANK(S), FROM THE DEFENSIVE THIRD INTO THE MIDFIELD THIRD. WHEN DOES THE PROBLEM HAPPEN? FOLLOWING PASSES INTO THE MIDFIELD THIRD WHY IS THE PROBLEM HAPPENING? NO PRE-CONTROL VISION? POOR 1 ST TOUCHES? POOR PASS QUALITY? POOR TIMING OF SUPPORTING RUNS? POOR TACTICAL AWARENESS? 7v7 SYSTEM

25 PROGRESSION THE PROGRESSION FOR COACHING IN THE US SOCCER PROFESSIONAL PATHWAY IS OUTLINED BELOW. THIS PRESENTATION PROVIDES EXAMPLES OF E LEVEL ACTIVITIES APPLICABLE TO THE TEACHING PHASE, BASED ON THE SPECIFICS OF THE SOCCER PROBLEM. Stages Warm-up Teaching Phase Small-Number Activity Expanded-Number Activity Final Game Purpose Physical Preparation and Technical Repetition Introduce the Session Develop the Session Provide for Transfer to the Competitive Format

26 THE WARM-UP THE TRAINING SESSION BEGINS WITH A PHYSICAL AND TECHNICAL WARM-UP DESIGNED TO PREPARE THE PLAYERS FOR THE MAIN TEACHING PHASE OF THE SESSION. THE WARM-UP SHOULD BE STRUCTURED TO MAXIMIZE TECHNICAL REPETITION AND SHOULD BUILD IN INTENSITY. PRESSURE FROM OPPONENTS MAY BE ADDED TOWARDS THE END OF THE WARM-UP. THE TECHNIQUES SELECTED FOR THE WARM-UP SHOULD REFLECT THE KEY ELEMENTS UNDERLYING THE SOCCER PROBLEM, SUCH AS SHORT PASSING, OR INDIVIDUAL DEFENDING, OR DRIBBLING FOR POSSESSION.

27 THE TEACHING PHASE DEVELOPING THE SOCCER PROBLEM THE TEACHING PHASE BUILDS FROM A SIMPLE, CLEAR EXAMPLE OF THE BASIC SOCCER PROBLEM (SMALL-NUMBERED ACTIVITY) TOWARDS A MORE COMPLEX ORGANIZATION THAT PROVIDES FOR FUNCTIONAL (POSITIONAL) REPETITION WITHIN THE CONTEXT OF LIVE TRAINING GAMES (EXPANDED-NUMBER ACTIVITY). THIS PROGRESSION IS ACCOMPLISHED BY ADDING TEAMMATES AND OPPONENTS TO THE INITIAL ORGANIZATION ONCE IMPROVED UNDERSTANDING AND APPLICATION (LEARNING) HAS BEEN OBSERVED.

28 TEACHING PHASE DEVELOPING THE SOCCER PROBLEM THE EXPANDED-NUMBER ACTIVITY MUST BE POSITIONAL, MUST BE DIRECTIONAL, MUST INCLUDE AT LEAST ONE FULL-SIZE GOAL WITH A GOALKEEPER, AND MUST INCLUDE NATURAL TRANSITIONS BETWEEN ATTACK AND DEFENSE FOR BOTH TEAMS. THE OFFSIDE LAW SHOULD ALSO BE INCLUDED AT THIS STAGE, IF IT WAS NOT APPLIED IN THE SMALL- NUMBERED ACTIVITY. THE APPLICATION OF TECHNIQUE MUST REMAIN PART OF THE COACHING INFORMATION THROUGHOUT THE SESSION.

29 THE FINAL GAME THE FINAL STEP OF THE PRACTICE PLAN IS A LARGE-SIDED GAME OF UP TO 9V9. THIS STAGE IS IMPORTANT FOR PROVIDING DIRECT TRANSFER BETWEEN THE TRAINING SESSION AND THE COMPETITIVE MATCH. THE TEAM S PLAYING SYSTEM (i.e., , ) SHOULD PROVIDE THE BASIS FOR THE ORGANIZATION OF THE PLAYERS THROUGHOUT THE TEACHING PHASE. COACHING PERFORMANCE IN THE FINAL GAME IS NOT ASSESSED AT THE E LICENSE; HOWEVER, THIS IS AN IMPORTANT SKILL SET FOR COACHES TO DEVELOP IN THEIR HOME ENVIRONMENT AS THEY ADVANCE THROUGH THE US SOCCER PROFESSIONAL PATHWAY.

30 PERIODIZATION MANAGING EXERTION AND RECOVERY

31 PERIODIZATION THE CONCEPT OF PERIODIZATION WAS DEVELOPED BEHIND THE IRON CURTAIN DURING THE 1950 S AND 60 S TO TRAIN OLYMPIC ATHLETES TO PEAK FOR MAJOR COMPETITIONS. THE GOAL OF PERIODIZATION WAS, AND IS, TO MAXIMIZE FITNESS BY MANAGING WORK, REST AND RECOVERY. TODAY, EXERCISE SCIENCE PROVIDES PROFESSIONAL COACHES IN ALL SPORTS WITH SPECIFIC GUIDELINES FOR MANAGING THE STRESS OF DAILY, WEEKLY, SEASONAL AND ANNUAL TRAINING PROGRAMS. THE KEY MESSAGE IS SIMPLE: LESS IS MORE!

32 PERIODIZATION CLEARLY, PLAYING SMALL-SIDED GAMES (1V1 3V3) IS MORE PHYSICALLY DEMANDING THAN PLAYING MID-SIZE GAMES (4V4 7V7); WHICH, IN TURN, ARE MORE PHYSICALLY DEMANDING THAN PLAYING LARGE-SIDED GAMES (8V8 11V11). EACH GAME FORM BETWEEN 1V1 AND 11V11 RELIES ON A DIFFERENT BLEND OF ENERGY SYSTEMS AND DEVELOPS DIFFERENT COMPONENTS OF SOCCER FITNESS. THE US SOCCER COACHING PATHWAY NOW REQUIRES COACHES TO DEVELOP A PRACTICAL UNDERSTANDING OF HOW PLAYING NUMBERS IMPACT PHYSICAL STRESS; HOW PHYSICAL STRESS (LOAD) HELPS DETERMINE WORK INTERVALS DURING AN ACTIVITY; AND HOW LOAD IMPACTS THE REST INTERVAL BETWEEN REPETITIONS.

33 PERIODIZATION THE HUMAN BODY USES THREE PATHWAYS TO PRODUCE ENERGY TO MOVE SKELETAL MUSCLES AND EACH SYSTEM IS IMPORTANT FOR OPTIMIZING SOCCER FITNESS. SKELETAL MUSCLES HAVE A READY SUPPLY OF STORED ENERGY (ATP) AVAILABLE FOR SHORT BURSTS (<10S) OF HIGH INTENSITY ACTIVITY, SUCH AS SPRINTING OR JUMPING OR DRIBBLING. THE BODY WILL NATURALLY REPLACE THE DEPLETED ATP, BUT NEEDS REST. THE LONGER THE BURST, THE LONGER THE RECOVERY. SMALL-SIDED ACTIVITIES AND GAMES (1V1 3V3) ARE THE MOST PHYSICALLY DEMANDING SOCCER TRAINING ACTIVITIES, WITH A WORK TO REST RATIO OF UP TO 1:6.

34 PERIODIZATION PLAYING MID-SIZED GAMES (4V4 7V7) PROVIDE PLAYERS WITH OPPORTUNITIES TO REPEATEDLY EXPERIENCE SITUATIONAL TECHNICAL AND TACTICAL ACTIONS, WHILE PROVIDING FOR MORE NATURAL RECOVERY INTERVALS WITHIN THE GAMES. MORE PLAYERS MEANS A SHARING OF THE PHYSICAL LOAD. THE PRIMARY ENERGY PATHWAY DURING MID-SIZED GAMES IS THE GLYCOGEN SYSTEM, WHICH USES OXYGEN TO RECYCLE THE LACTIC ACID ACCUMULATED FROM EXERTION. HEAVY BREATHING IS A CLEAR SIGNAL THAT PLAYERS ARE IN PHYSICAL DISTRESS AND COACHES SHOULD USE THIS FEEDBACK AS AN INDICATION THAT THE GAME DURATION IS TOO LONG. THE WORK TO REST RATIO FOR MID-SIZED GAMES IS GENERALLY 1:3.

35 PERIODIZATION THE THIRD PATHWAY IS THE AEROBIC SYSTEM, WHICH PROVIDES PLAYERS WITH THE ENERGY TO MAINTAIN BASIC RUNNING MOVEMENTS THROUGHOUT A GAME. WHILE THE AEROBIC SYSTEM IS THE DOMINANT ENERGY SOURCE IN SOCCER, THE BODY RELIES ON THE CONTRIBUTIONS OF ALL THREE ENERGY SYSTEMS TO MEET THE PHYSICAL DEMANDS OF A SPORT WHICH CHANGES UNPREDICTABLY BETWEEN SLOWER (AEROBIC), MEDIUM (GLYCOGEN) AND HIGHER (ATP) INTENSITIES. ULTIMATELY, SOCCER FITNESS IS DEFINED BY A PLAYER S ABILITY TO RECOVER FROM AN ACTION IN TIME TO MEET THE GAME S NEXT TACTICAL CHALLENGE.

36 PERIODIZATION THE TABLE BELOW SUMMARIZES THE ANTICIPATED PHYSICAL INTENSITY AND PRIMARY ENERGY SYSTEMS OF THE RESPECTIVE TRAINING SESSION COMPONENTS. Practice Element Anticipated Intensity Primary Energy System Warm-up Low to Medium Aerobic Small-sided Activity Medium to High ATP / Glycogen Expanded-sided Activity Medium to High Glycogen / Aerobic Final Game Medium Aerobic

37 PERIODIZATION Playing Numbers Average Intensity Average Game Duration Recovery Range 1v1 High Up to 30sec 30sec 60sec 2v2 High 30sec 1min 30sec 90sec 3v3 High 1min 90sec 1min 2min 4v4 High to Medium 2min 3min 1min 2min 5v5 High to Medium 3min 4min 2min 3min 6v6 High to Medium 4min 5min 2min 3min 7v7 High to Medium 5min 6min 2min 3min 8v8 Medium 6min 7min 1min 2min 9v9 Medium 7min 8min 1min 2min 10v10 Medium 8min 9min 1min 2min 11v11 Medium 9min 10min 1min 2min THIS TABLE SUMMARIZES THE GENERAL GUIDELINES FOR MANAGING SOCCER PERIODIZATION.

38 PERIODIZATION WHEN PLANNING TRAINING SESSIONS, COACHES SHOULD ANSWER THE FOLLOWING QUESTIONS TO HELP PLAN THEIR PERIODIZATION: 1. WHICH PLAYERS (ATTACKERS OR DEFENDERS) WILL BE THE MOST STRESSED IN MY ACTIVITIES? (I.E., IN A 5V3 GAME, THE THREE DEFENDERS WILL WORK HARDER THAN THE FIVE ATTACKERS) 2. FOR THE MOST STRESSED PLAYERS, IS THE ACTIVITY WARM-UP, SMALL-SIDED, EXPANDED- SIDED, OR LARGE-SIDED? 3. REFERRING TO THE PERIODIZATION GUIDE, HOW LONG SHOULD EACH ROUND BE PLAYED? 4. WHAT IS THE CORRESPONDING REST PERIOD? 5. HOW DO I MANAGE REST PERIODS OR PLAYER ROTATIONS TO ACHIEVE MY PERIODIZATION TARGETS? 6. HOW MANY ROUNDS OF ACTIVITY DO I WANT TO PLAN?

39 PART A FUNCTIONAL GAMES

40 GENERAL SOCCER GAMES VS FUNCTIONAL TRAINING

41 What s the Soccer Problem? While 2v2 to two goals is an excellent soccer activity, there is no direct functional (positional) transfer to the organization of the team because the players change roles after each change of possession. To explain further, in this example, the Red player would likely be a striker (#9), while the White player would likely be a central defender (#4/#5). Whenever the ball turns over, the roles would reverse, which doesn t happen in a functionally organized game. The Soccer Problem can t be clearly defined because the WHO is never established.

42 9 8 8 What s the Soccer Problem? Simply adjusting the activity, as shown, creates a more recognizable positional context. In this activity, the Red midfield player (#8) must receive the ball from a defender (#4/5) and pass to a more advanced player - from the same line (#8) or the next line (#9/10). 4 The soccer problem would relate to the #8 s ability to play with their back to goal; their ability to create and use space; their ability to connect with a more advanced player when under pressure; and their ability to receive, dribble and pass the ball while building the game through the midfield third.

43 4 What s the Soccer Problem? 8 The activity can be further adjusted as shown to create a more free-flowing, transitional game between two teams. 8 In this activity, the Red midfield player (#8) receives the ball from his own defender (#4/5) and scores by passing the ball to the White defender (#4/5) who, in turn, restarts the game by passing to his own midfielder (#8) who scores by passing to the Red #4/5. 4

44 SMALL-NUMBER ACTIVITIES 1V1

45 Example In this example, there is a clear functional relationship to the game. The Red striker (#9) receives the ball from the midfield line (#6/8) in the final third and plays against a White defender (#4/5) and a goalkeeper (#1). 8 The Soccer Problem will relate to either individual attacking or individual defending or goalkeeping. When the White team wins possession, they must have the ability to transition to attack. This is achieved by selecting one of the options shown on slide #7.

46 Example If the objective is to train the #9, the coaching points can relate to the visual communication with the passer; the ability to recognize and create space; the technical aspects of receiving the ball with back to goal; the timing of runs into a channel; the use of the body to shield the ball; the technical aspects of turning; the technical/tactical aspects of beating a defender; and the technical/tactical aspects of finishing.

47 Example If the objective is to train the #4/5, the coaching points can relate to starting positions; balance and body control; the ability to close an attacker with back to goal; the ability to win the ball; the ability to channel an opponent; the relationship with the goalkeeper; and transitioning to attack.

48 Example If the objective is to train the goalkeeper (#1), the coaching points can relate to starting positions; balance and body control; communication; angle play; footwork; dealing with offside space; the technical aspects of shot stopping; the technical aspects of collapsing and diving; and the technical aspects of transitioning to attack.

49 Example The field size must be determined and slide #6 offers approximate starting dimensions, based on the playing numbers. Since the activity is taking place in the final third with a goal and a goalkeeper, the action will take place outside of the penalty area. 8 Realistically, a #9 will only receive short passes when operating around the top of the penalty area (offside is a factor), so the distance to the passer will be approximately yards, depending on the age of the players. To provide opportunities for channel attacking / defending offside space, the corresponding width would be around 20 yards.

50 Example Finally, the periodization (physical exertion and related recover intervals) must be assessed. This is a very short, but demanding activity, so the periodization will call for 5-8 seconds of active play and seconds of recovery. 8 To manage this ratio, additional pairs of players can be organized as shown.

51 Example In this example, the players are restricted to their own halves and the ball must be passed over the half-way line by either the defender or the goalkeeper. 9 The coaching points for each player remain the same as example #1, but the emphasis focuses on the communication and timing for the forward pass and the technical aspects of how the pass is delivered and received. 5 9 The field should provide enough width for lateral movement, but must also be realistic to the physical demands of playing 1v1. 1

52 SMALL-NUMBER ACTIVITIES EXPLOITING 2V1

53 Example 3 In this example, the objective is to help the Red defenders (#3/5 and #2/4) understand how to create space away from the goalkeeper (#1) to build the ball into the midfield third The Red goalkeeper (#1) participates as a supporting player (technically, creating 3v1), but cannot advance the ball out of the defensive third. Each round ends when the ball is passed to the midfield players (#8). If the White attacker (#9) comes into possession, she attacks the goal

54 Example 4 9 In this example, the objective is to help the Red midfielders (#8 and #8) understand how to create space and combine to help build the game through the midfield third The Red defender (#4/5) supports the midfielders (technically, creating 3v1), but cannot advance the ball through the midfield third or defend in transition. Each round ends when the ball is passed to the Red forward (#9). To encourage movement and combination play, the number of touches may be restricted, based on the age and experience of the players. If the White midfielder (#8) comes into possession, she scores by dribbling the ball across the line and into the attacking third.

55 Example In this example, the objective is to help the Red attackers (#9 or #10) understand how to create space and combine to attack the goal The Red midfielder (#8) supports the forwards (technically, creating 3v1), but cannot shoot or defend in transition. Each round ends when the ball goes out of bounds or one team scores. To encourage movement and speed of play, a time limit (~6 secs) may be given for each attack, based on the age and experience of the players. A transition objective must be added for the White team (#1 and #4/5).

56 SMALL-NUMBER ACTIVITIES CREATING 2V1

57 Example In this example, the ball is passed between the Red midfielders (#8 s) until their #9 creates space for a pass. When the ball is played forward, one of the Red midfielders joins the attack to create a 2v1 to goal. Depending on the nature of the soccer problem, the striker (#9) may or may not be required to include the supporting midfielder (#8) in the attack. The offside law should be applied after the initial pass into the striker.

58 Example In this example, the ball always begins with the Red goalkeeper (#1), who can build out of the back with the #2/4 and #3/5; or play directly to the #9. The ball must be passed over the half-way line and one of the Red defenders can join the striker to create a 2v1 in the attacking half. 9 In transition, the White team scores by passing the ball to either goalkeeper, while the Red team (4v3) can look to recover possession while the ball remains in play

59 Example In this example, the ball always begins with the Red defender (#4/5) who supports behind her midfielders (#8, #8), who are playing 2v When the ball reaches the striker (#9), one of the midfielders joins the attack in the final third to create 2v1. The ball can be played directly to the Red forward (#9) by the Red defender (#4/5). 8 Offside should be applied at the top of the penalty area; or only after the striker receives the first pass. 4 In transition, the Red team can look to recover possession while the ball is in play.

60 Example The soccer problem in Example 8 relates to the midfielders ability to build through the central area and support their striker. The activity can be manipulated by allowing a White midfielder to defend in the final third; or by limiting touches in the midfield area where the Red team has a 3v2 advantage. 4

61 Example In this example, the game starts with the Red goalkeeper (#1) and the soccer problem relates to building-up through the midfield third. The ball must be passed to the #8 and either of the defenders (#2/4 or #3/5) can support into midfield. The build-up ends when the ball is passed to the unmarked # The White team scores by passing the ball to the Red goalkeeper

62 SMALL-NUMBER ACTIVITIES 2V2

63 Example In this example, each round begins with the Red midfielder (#8), who must pass the ball to one of the two attacking players (#9 or #10) who play against two White defenders (#4 & #5). The game can be used to train the Red strikers or the White defenders and their goalkeeper (#1). In transition, the White team can pass to teammates resting at the half way line, or to the Red #8; while the Red attackers can look to recover possession while the ball remains in play.

64 Example In this example, two attacking players ( #9 & #10) play against two defenders (#4 & #5) and a goalkeeper (#1). The players are restricted to their own halves and the ball must be passed over the half-way line by either of the defenders or the goalkeeper The ball can be passed backwards at any time and the offside law is only applied after the ball is passed forward over the half-way line. 5 4 The field should provide enough width for lateral movement, but must also be realistic to the physical demands of playing 2v2. 1

65 Example In this example, all three field players (#4, #5, #9) cannot be in the same half at the same time and, depending on the definition of the soccer problem, dribbling the ball over the half-way line may be restricted. The offside law may be applied after the first pass forward; or when the ball is dribbled into the attacking half The players are not required to return to their own half of the field (as shown) after each change of possession. 1

66 SMALL-NUMBER ACTIVITIES EXPLOITING 3V2

67 Example In this example, each round begins with the Red midfielder (#6), who must pass the ball to one of the three attacking players (#8, #9 or #10) who play against two White defenders (#4 & #5). Offside can be applied at the top of the penalty area; or after the first pass forward. The Red team may be restricted to a limited number of touches per possession; or to a time limit for each attack. In transition, the White team can pass to teammates resting at the half way line, or to the Red #6; while the Red attackers can look to recover possession while the ball remains in play.

68 Example In this example, three attacking players (#8, #9, #10) play against two defenders (#4 & #5) and a goalkeeper (#1) in each half. The players are restricted to their own halves and the ball must be passed over the half-way line by either of the defenders or the goalkeeper The offside law applied at the top of the penalty area; or after the first pass into the attacking players The field should provide enough width for lateral movement, but must also be realistic to the physical demands of playing 3v2. 1

69 Example In this example, each team has a goalkeeper (#1), two defenders (#4, #5) and two attackers (#9, #10) who are restricted to their own halves. N 10 N 10 The neutral player in each half (N) functions as a #8 (to create 3v2) when the ball is played forward to the #9 or #10; and also as a #6 (to create 4v2) when the defending team is building out of the back In transition, teams can look to recover possession while in their own half.

70 Example In this example, each team has a goalkeeper (#1), two defenders (#4, #5), two wide players (#7, #11) and a forward (#9) The field should be kept relatively short and the players should stay in their own halves The wide attackers do not defend each other and the ball can be circulated backwards through the defenders and goalkeeper. 5 4 The outside defenders should defend the wide players, who are not restricted to staying in their channels. 1

71 SMALL-NUMBER ACTIVITIES CREATING 3V2

72 Example In this example, the ball is passed between the Red midfielders (#8 s) until one of the attackers (#9 / #10) creates space to receive a pass. When the ball is played forward, one of the midfielders joins the attack to create 3v2 to goal. 8 8 The offside law should be applied at the top of the penalty area; or after the initial pass into the strikers. The Red team may be restricted to a limited number of touches per possession; or to a limited time for each attack. In transition, the White team can pass to teammates resting at the half way line, or to the Red #8; while the Red attackers can look to recover possession while the ball remains in play.

73 Example In this example, each round starts with the Red goalkeeper (#1), who plays with two defenders (#2/4 or #3/5) and a midfielder (#6) to build the ball into the attacking half. When the ball is played forward to the forwards, (#9, #10), one player joins the attack to create 3v2 to goal. Depending on the nature of the soccer problem, the ball can be passed or dribbled across the half- way line. In transition, the White team scores by passing the ball to either goalkeeper, while the Red team attempts to regain possession while the ball remains in play. There are no end-line or sideline restarts.

74 Example In this example, the game starts with the Red goalkeeper (#1) who plays with two defenders (#2/4 and #3/5), two midfielders (#8, #8), and a striker (#9). The White team has two midfielders (#8, #8) and a forward (#9). The players start each round in the own thirds The ball must be passed into the midfield area where either of the Red defenders (#2/4 and #3/5) can support the pass. The build-up ends when the ball is passed to the unmarked forward (#9) The White team scores by passing the ball to the Red goalkeeper.

75 EXPANDED-NUMBER ACTIVITIES

76 Example In this example, the game starts with the Red goalkeeper (#1), who plays with two defenders (#2/4 and #3/5), a midfielder (#8), and a forward (#9). The White team has one defender (#4), one midfielder (#8), and one forward (#9). The ball must be passed into each third and one player can support forward to create 2v The offside law can be applied at the top of the penalty area; or after the ball enters the final third. There are no sideline or end-line restarts. In transition, the White team scores by passing the ball to either goalkeeper, while the Red team looks to recover possession while the ball remains in play.

77 Example In this example, each team has a goalkeeper (#1), two defenders (#2/4, #3/5), two midfielders (#8, #8) and a forward (#9). Depending on the soccer problem, the ball can be dribbled or passed into the next third When attacking, one of the defenders should move forward to create 3v2 in midfield; while the number of players entering the attacking third can range from one attacker (creating 2v2), to one attacker and one defender (creating 2v3), to two attackers (creating 3v2). 1 The offside law can be applied at the top of the penalty area; or after the ball enters the final third. There are no sideline or end-line restarts.

78 Example In this example, each team has a goalkeeper (#1), three defenders (#2, #3, #4/5), two wide players (#7, #11) and two forwards (#9, #10) The players are restricted to their own halves. The wide attackers do not defend each other and are not restricted to their channels. The defenders should defend the wide players and the ball can be circulated backwards through defenders and goalkeeper. The offside law is applied at the top of the penalty area and there are no sideline or end-line restarts. 1

79 Example In this example, each team has a goalkeeper (#1), three defenders (#2, #3, #4/5), one midfielder (#8), two wide players (#7, #11) and two forwards (#9, #10). The wide attackers do not defend each other and are not restricted to their channels. The wide defenders should defend in the channel The offside law is applied at the top of the penalty area There are no sideline or end-line restarts. 1

80 Example In this example, four Red attacking players (#7, #9, #10, #11) play against three White defenders (#4, #5, #6), and are supported by two Red defenders (#4 and #5) The offside law is applied normally. 5 4 There are no sideline or endline restarts.

81 Example In this example, each team has a goalkeeper (#1), two defenders (#2/4, #3/5), two midfielders (#6, #8), and one forward (#9). 8 6 The offside law is applied at the half-way line or inside the final yards, as shown. 8 Sideline and endline restarts are taken as normal

82 PART B COACHING INFORMATION

83 COACHING INFORMATION THERE ARE TWO BASIC ELEMENTS TO CONDUCTING A SUCCESSFUL TRAINING SESSION 1) MANAGING THE PHYSICAL ORGANIZATION OF THE ACTIVITIES 2) MANAGING THE EXCHANGE OF INFORMATION BETWEEN THE COACH AND THE PLAYERS THIS PRESENTATION HAS PROVIDED EXAMPLES OF THE PHYSICAL ORGANIZATIONS NECESSARY TO MEET THE EXPECTATIONS OF THE E LICENSE. THE REMAINING SLIDES PROVIDE EXAMPLES OF THE ACCOMPANYING TECHNICAL AND TACTICAL INFORMATION.

84 TECHNIQUE

85 TECHNIQUE COACHING TECHNIQUE IS NOT A BLACK AND WHITE PROCESS. PLAYERS HAVE TO SOLVE EACH TACTICAL SITUATION BY APPLYING TECHNIQUE IN SKILLFUL WAYS. FOR EXAMPLE, PLAYERS MUST DEAL WITH THE BALL ARRIVING AT DIFFERENT SPEEDS, FROM DIFFERENT DIRECTIONS, WITH DIFFERENT SPINS, AT DIFFERENT HEIGHTS, AND WITH MORE OR LESS TIME AVAILABLE (INFLUENCE OF OPPONENTS, TEAMMATES AND FIELD SPACE) TO MAKE TACTICAL DECISIONS AND EXECUTE A CONNECTED SEQUENCE OF MECHANICAL ACTIONS. TECHNIQUE DOES NOT HAPPEN IN A VACCUUM THERE IS NO CORRECT TECHNIQUE FOR ANY TACTICAL SITUATION THERE ARE MECHANICALLY PERFECT SOLUTIONS FOR EVERY TECHNIQUE PLAYERS MUST DEVELOP RELIABLE MOTOR PATTERNS FOR EVERY TECHNIQUE IMPROVISATION IS INHERENT TO SKILLFUL PLAY

86 TECHNIQUE COACHES MUST ASSESS SKILLFUL PLAY WITHIN THE CONTEXT OF SITUATIONAL DECISION- MAKING. FOR EXAMPLE, BASED ON THE PRINCIPLES OF PLAY, THE PLAYER WHO CONSISTENTLY COMPLETES GOOD PASSES - REGARDLESS OF THE PASSING SURFACE, SHOULD BE CONSIDERED MORE SKILLFUL THAN THE PLAYER WHO EXECUTES MECHANICALLY PERFECT PASSES, BUT WHO CONSISTENTLY FAILS TO ACHIEVE THE TACTICAL OBJECTIVE. IT IS THE QUALITY OF SKILLFUL PLAY THAT GENERALLY SEPARATES PLAYERS INTO ABILITY GROUPS. THOSE WHO ARE MOST COMFORTABLE IN POSSESSION; THOSE WHO CAN INDIVIDUALLY AND COLLECTIVELY CREATE SOLUTIONS TO SMALL-GROUP TACTICAL PROBLEMS; THOSE WHO CAN IMPOSE THEIR UNIQUE PERSONALITY ON A GAME; AND THOSE WHO CAN MEET THE ATHLETIC CHALLENGES OF THE HIGHER LEVELS ARE MOST LIKELY TO BECOME THE TOP PERFORMERS.

87 TECHNIQUE THE FIRST PART OF THIS PRESENTATION DEALT WITH POSITIONAL ORGANIZATIONS. WHILE POSITIONAL INSTRUCTION MAY PROVIDE TEAMS WITH ORGANIZATION AND STRUCTURE - AND PLAYERS WITH IMPROVED TACTICAL AWARENESS, INDIVIDUAL SPEED OF PLAY WILL NEVER SHOW SIGNIFICANT IMPROVEMENT WITHOUT A CORRESPONDING IMPROVEMENT IN THE QUALITY AND RANGE OF TECHNIQUES. THE KEY FACTORS IN SKILL LEARNING ARE REPETITION AND ACCURATE AND TIMELY FEEDBACK. FOR COACHES IN THE US SOCCER PROFEESSIONAL TRACK, A BASIC EXPECTATION IS THAT IMPROVED TECHNICAL INSTRUCTION WILL PERMEATE THE YOUTH SOCCER ENVIRONMENT.

88 TECHNICAL ANALYSIS COACHES MUST UNDERSTAND HOW TO IDENTIFY THE MECHANICAL COMPONENTS OF TECHNIQUE. THE FOLLOWING SLIDE PROVIDES A CHECKLIST FOR THE TECHNICAL ANALYSIS OF ONE SKILL: DRIVING THE BALL WITH THE INSTEP (LACES). THE ACTION IS SEPARATED INTO THREE DISCRETE PHASES: 1) WHAT HAPPENS BEFORE CONTACT; 2) WHAT HAPPENS AT CONTACT; AND 3) WHAT HAPPENS AFTER CONTACT. THERE ARE MANY SITUATIONAL ADAPTATIONS OF THIS SKILL AND COACHES MUST STUDY THE MECHNICAL ELEMENTS OF EACH VARIATION IN ORDER TO IDENTIFY CRITICAL BREAKDOWNS AND PROVIDE TIMELY, SPECIFIC, ACCURATE AND ONGOING FEEDBACK. TEACHING IS NOT LEARNING LEARNING IS ONLY DEMONSTRATED BY PERFORMANCE

89 DURING THE APPROACH TO THE BALL, CHECK THAT THE PLAYERS ARE 1. APPROACHING THE BALL FROM AN ANGLE THAT ALLOWS THE KICKING LEG TO ENTEND THEIR KNEE AND ANKLE. 2. TAKING AN EXTENDED STEP. 3. PLACING THEIR SUPPORTING LEG BESIDE THE BALL AND AT A DISTANCE THAT ALLOWS THE LACES TO DRIVE THROUGH THE BALL. 4. POINTING THEIR HIPS OUTSIDE OF THE TARGET. 5. RAISING THE ARM ON THE NON-KICKING SIDE. DURING CONTACT WITH THE BALL, CHECK THAT THE PLAYERS ARE 1. KEEPING THEIR HEAD AND SHOULDERS STEADY AND THEIR EYES ON THE BALL. 2. SQUARING THEIR HIPS TO THE TARGET. 3. STRIKING THROUGH THE CENTER OF THE BALL WITH THEIR LACES. 4. EXTENDING THE TOES AND LOCKING THE ANKLE OF THEIR KICKING LEG. 5. SWINGING FROM THE HIP, BUT EXTENDING THEIR KNEE TO GENERATE POWER. 6. ROTATING THE ARM OF THE NON-KICKING SIDE ACROSS THEIR BODY. 7. MOVING THEIR BODY WEIGHT FORWARD AND THROUGH THE BALL. DURING THE FOLLOW-THROUGH, CHECK THAT THE PLAYERS ARE 1. ALLOWING THEIR BODY WEIGHT TO CONTINUE MOVING FORWARD AND TOWARDS THE TARGET. 2. STEPPING ONTO THEIR KICKING FOOT TO MINIMIZE LEG LIFT.

90 TECHNIQUE THE FOLLOWING SLIDES HIGHLIGHT MANY OF THE ROUTINE TECHNICAL ISSUES ASSOCIATED WITH IMPROVING INDIVIDUAL PLAYER DEVELOPMENT.

91 PRE-CONTROL VISION INEXPERIENCED PLAYERS RARELY LOOK AROUND THEM BEFORE COMING INTO POSSESSION; AS A CONSEQUENCE, THEY ARE UNAWARE OF THE OPEN SPACES AVAILABLE TO CONTROL THE BALL. PLAYERS WHO ARE AWARE OF SPACE, TEAMMATES AND OPPONENTS PRIOR TO COMING INTO POSSESSION IMPROVE THEIR DECISION-MAKING AND SPEED OF PLAY. THE FIRST TOUCH DOES NOT HAPPEN IN A TACTICAL VACCUUM. PRIOR TO COMING INTO POSSESSION, ENCOURAGE THE PLAYERS TO 1. TURN THEIR BACKS TOWARDS A SIDELINE, WHENEVER POSSIBLE, TO BE SIDE-ON TO THE GAME. 2. LOOK AROUND TO ASSESS SPACE AND THE POSITION OF TEAMMATES AND OPPONENTS.

92 SOFT FIRST TOUCH DEVELOPING A SOFT FIRST (CONTROLLING) TOUCH HELPS PLAYERS MAINTAIN POSSESSION AND GIVES THEM MORE TIME TO DECIDE WHETHER TO PASS, DRIBBLE OR SHOOT. COACHES CAN CHANGE THE POOR HABITS OF INEXPERIENCED PLAYERS BY NOT ALLOWING 1- TOUCH PLAY FOR THOSE WHO STRUGGLE TO KEEP THE BALL CLOSE OR ROUTINELY KICK THE BALL AWAY. FOR MORE EXPERIENCED PLAYERS, COACHES CAN HELP IMPROVE THE QUALITY OF THE FIRST TOUCH BY REQUIRING PLAYERS TO LOOK AROUND THEM BEFORE CONTROLLING THE BALL. ENCOURAGE THE PLAYERS TO 1. MOVE THEIR BODY CLOSE TO THE BALL PRIOR TO CONTACT. 2. CONTROL THEIR BALANCE BY TAKING SMALL, LIGHT STEPS ON THE BALLS OF THEIR FEET. 3. POSITION THE CONTROLLING SURFACE BEHIND THE BALL PRIOR TO CONTACT. 4. BEND THEIR KNEE WHEN USING THE INSIDE OF THE FOOT TO CONTROL. 5. KEEP THEIR EYES ON THE BALL DURING CONTACT. 6. CUSHION THE BALL BY WITHDRAWING THE CONTROLLING SURFACE DURING CONTACT.

93 BODY BALANCE AND TECHNQIUE GOOD BALANCE PROVIDES THE MECHANICAL FOUNDATION FOR CONSISTENT TECHNICAL EXECUTION. PLAYERS WHO ARE WELL BALANCED GENERATE MORE POWER WHEN STRIKING THE BALL; ARE ABLE TO CHANGE SPEED AND DIRECTION MORE EFFICIENTLY WHEN DRIBBLING; HAVE A MORE CONSITENT FIRST TOUCH; AND ARE ABLE TO CONTROL THEIR BODY MOVEMENTS IN RESPONSE TO THE GAME. ENCOURAGE THE PLAYERS TO 1. STAY LIGHT ON THEIR FEET WHEN COMING INTO POSSESSION. 2. CONTROL THEIR CENTER OF GRAVITY WHEN DRIBLING BY USING THEIR KNEES AS SHOCK ABSORBERS. 3. POSITION BOTH FEET CLOSE TO THE BALL WHEN STRIKING PASSES OR SHOTS. 4. CONTROL THEIR BODY ROTATION BY USING THE ARM ON THE NON-KICKING SIDE FOR BALANCE. 5. SHIFT THEIR BODY WEIGHT TO THE STANDING LEG DURING CONTACT WHEN PASSING OR SHOOTING.

94 HIP CONTROL AND POWER THE FLIGHT OF THE BALL IS A FUNCTION OF BASIC PHYSICS AND ONE OF THE KEY MECHANICAL INDICATORS OF ACCURATE BALL STRIKING WITH THE LACES IS THE ALIGNMENT OF THE HIPS ON CONTACT. PRIOR TO CONTACT, ENCOURAGE THE PLAYERS TO 1. APPROACH THE BALL FROM THE SIDE: LEFT FOOTERS FROM THE RIGHT AND VICE VERSA. 2. PLANT THE FOOT OF THE SUPPORTING LEG PARALLEL TO THE BALL AND POINTED TOWARDS THE INTENDED TARGET. 3. PLANT THE FOOT OF THE SUPPORTING LEG AT A DISTANCE FROM THE BALL THAT PROVIDES SPACE FOR THE KNEE AND ANKLE OF THE KICKING LEG TO EXTEND. 4. CLOSE THE HIPS TO THE INTENDED TARGET. 5. RAISE THE ARM OF THE STANDING LEG TO CONTROL BODY ROTATION. 6. ON CONTACT, THE HIPS SHOULD BE SQUARE TO THE TARGET.

95 POWER AND WEIGHT TRANSFER MECHANICALLY, IT IS MUCH EASIER TO GENERATE POWER WITH THE LACES WHEN THE STANDING LEG PROVIDES FOR BOTH KNEE AND ANKLE EXTENSION AND THE BODY MOVES FORWARD AND TOWARDS THE INTENDED TARGET. THOSE WHO PLACE THEIR STANDING LEG TOO CLOSE, OR TOO FAR FROM THE BALL; AND WHO FAIL TO TRANSFER BODY WEIGHT, ARE INCAPABLE OF GENERATING POWER WHEN KICKING WITH THE INSTEP. THESE PLAYERS OFTEN KICK FROM THEIR HIP; WITH THE TOE, ANKLE, OR THE INSIDE OF THE FOOT; AND HAVE AWKWARD BALANCE BEFORE, DURING, AND AFTER CONTACT. AFTER CONTACT, ENCOURAGE THE PLAYERS TO 1. MAINTAIN A STEADY HEAD POSITION WITH THEIR EYES ON THE BALL. 2. MOVE THEIR BODY WEIGHT FORWARD TOWARDS THE TARGET. LAND ON THE KICKING LEG WHEN SHOOTING. STEP ONTO THE KICKING LEG WHEN DRIVING THE BALL. 3. BRING THE ARM OF THE NON-KICKING LEG ACROSS THE BODY TO BALANCE LEG SWING.

96 BALL CONTROL ON THE GROUND WHEN RECEIVING THE BALL ON THE GROUND WITH THE INSIDE OF THE FOOT, PLAYERS SHOULD TURN THEIR HIPS AND MOVE THE CONTROLLING FOOT UNDER OR BEHIND THE BODY TO CREATE A CLOSED WEDGE, RATHER THAN AN UPHILL RAMP. TYPICALLY, POOR FIRST TOUCHES ARE CAUSED BY THE CONTROLLING FOOT BEING POSITIONED IN FRONT OF THE BODY AND ANGLED UPWARDS, CREATING A RAMP FOR THE BALL TO JUMP UP, OR OVER. THE PROBLEM IS COMPOUNDED WHEN PLAYERS FAIL TO ABSORB THE BALL S ENERGY BY MOVING THE FOOT BACKWARDS WITH THE BALL TO CUSHION THE IMPACT OF THE CONTACT. AT THE POINT OF CONTACT, ENCOURAGE THE PLAYERS TO 1. TURN THEIR HIPS AND LET THE BALL RUN UNDER OR PAST THE BODY. 2. BALANCE ON THE NON-KICKING LEG. 3. LOCK THEIR ANKLE, WITH THE TOES POINTED UP. 4. BEND THE KNEE OF THE CONTROLLING LEG. 5. CUSHION THE BALL BY MOVING THE CONTROLLING FOOT BACKWARDS.

97 BALL CONTROL ON THE GROUND WHEN RECEIVING THE BALL ON THE GROUND WITH THE OUTSIDE OF THE FOOT, PLAYERS SHOULD REACH ACROSS THEIR BODY TO POSITION THE CONTROLLING FOOT BEHIND THE BALL. THIS CREATES A CLOSED WEDGE, RATHER THAN AN UPHILL RAMP. AT THE POINT OF CONTACT, ENCOURAGE THE PLAYERS TO 1. REACH ACROSS THE BODY: RIGHT FOOT TO LEFT SIDE OR LEFT FOOT TO RIGHT SIDE. 1. BALANCE ON THE NON-KICKING LEG. 2. TURN THE OUTSIDE OF THE FOOT DOWNWARDS, WITH THE TOES SLIGHTLY EXTENDED. 1. CONNECT WITH THE BALL AT THE MID-POINT, OR HIGHER. 2. CUSHION THE BALL BY MOVING THE CONTROLLING FOOT BACKWARDS.

98 DRIBBLING FOR POSSESSION INDIVIDUAL POSSESSION IS THE FOUNDATION OF TEAM PLAY AND EVERY PLAYER SHOULD HAVE A MINIMAL RANGE OF TECHNIQUES AVAILABLE TO CUT AND TURN THE BALL TO EVADE PRESSURE. THE MOST COMMON SURFACES USED TO TURN AND CUT THE BALL ARE THE INSIDE, OUTSIDE AND SOLE OF THE FOOT; IN REALITY, ANY SURFACE CAN BE EFFECTIVE. ENCOURAGE THE PLAYERS TO 1. LOOK FOR OPEN TEAMATES TO PASS THE BALL OUT OF PRESSURE. 2. KEEP THE BALL AS FAR FROM THE OPPONENT AS POSSIBLE. 3. TAKE QUICK TOUCHES AND REPEADEDLY CHANGE DIRECTION TO UNBALANCE THE OPPONENT AND BUY TIME. 1. KEEP THEIR BODY BETWEEN THE BALL AND THE OPPONENT. 2. LEAN INTO THE OPPONENT, WHEN NECESSARY, TO SHIELD THE BALL. 3. USE BENT ARMS TO KEEP THE OPPONENT FROM THE BALL.

99 DRIBBLING WITH THE OUTSIDE OF THE FOOT YOUNG PLAYERS SHOULD BE ENCOURAGED TO DRIBBLE (RUN WITH) THE BALL USING THE OUTSIDE OF THE FOOT (LITTLE TOE) - THE MOST UNDER-UTILIZED SURFACE IN YOUTH SOCCER. IT IS A MORE EFFICIENT SURFACE FOR RUNNING AT SPEED, IT PROVIDES DISQUISE WHEN PASSING, AND IT ALLOWS FOR EFFECTIVE TRANSITION TO TURNING WITH THE BALL. ENCOURAGE THE PLAYERS TO 1. POINT THE TOE OF THE KICKING FOOT DOWN AND INSIDE. 2. FEEL THE BALL CONTACT THEIR LITTLE TOE. 3. PUSH THE BALL FORWARD BY EXTENDING THEIR KNEE. 4. TAKE SMALL TOUCHES IN TRAFFIC AND BIGGER TOUCHES INTO SPACE.

100 TURNING WITH THE OUTSIDE OF THE FOOT TURNING WITH THE OUTSIDE OF THE FOOT (LITTLE TOE) IS AN UNDER-UTILIZED TECHNIQUE THAT PROVIDES PLAYERS WITH AN EFFICIENT TOOL FOR CHANGING DIRECTION, MAINTAINING POSSESSION AND SHIELDING THE BALL. TO PERFORM THE TURN, ENCOURAGE THE PLAYERS TO 1. START BY TAKING SMALL FORWARD DRIBBLES WITH THE OUTSIDE OF THE FOOT. 2. PLACE THEIR DRIBBLING FOOT IN FRONT OF, AND PERPENDICULAR TO THE BALL TO STOP FORWARD MOVEMENT. POINT THE TOES OF THEIR DRIBBLING FOOT AWAY FROM THE BODY; THE BALL AND THE DRIBBLING FOOT WILL BE IN A STRAIGHT LINE. 3. TURN THEIR SHOULDERS PERPENDICULAR TO THE TOES OF THE PLANTED FOOT. 4. STEP WITH THE NON-DRIBBLING LEG AND PLACE THE FOOT IN LINE WITH THE BALL AND THE DRIBBLING FOOT. BALL, FOOT AND FOOT WILL FORM A STRAIGHT LINE. 5. PUSH OFF WITH THE BACK LEG TO MOVE IN THE OPPOSITE DIRECTION.

101 KICKING WITH THE OUTSIDE OF THE FOOT THE OUTSIDE OF THE FOOT IS AN EFFECTIVE SURFACE FOR DISQUISING SHORT FLICKS AND PASSES, AND FOR BENDING THE BALL OVER MEDIUM AND LONGER DISTANCES. FOR SHORT PASSES, THE OUTSIDE OF THE FOOT IS THE ONLY SURFACE THAT ENGAGES THE ANKLE, KNEE AND HIP JOINTS TO ACCELERATE THE BALL. ENCOURAGE THE PLAYERS TO 1. ALIGN THEIR KICKING FOOT WITH THE TOE POINTED DOWN AND INSIDE. 2. POINT THE HIPS AWAY FROM THE TARGET PRIOR TO CONTACT. 3. CONTACT THE BALL FORWARD OF THE SUPPORTING FOOT. 4. BALANCE ON THE NON-KICKING LEG FOR CONTACT. 5. LEAN THE BODY WITH THE KICKING LEG ON CONTACT.

102 CUSHION CONTROL WHEN CONTROLLING BALLS COMING OUT OF THE AIR, IT IS IMPORTANT TO CUSHION THE BALL ONTO THE GROUND AS QUICKLY AS POSSIBLE. MANY PLAYERS ARE AFRAID TO USE THEIR HEAD OR CHEST AS A CONTROLLING SURFACE WHEN THE BALL IS ARRIVING WITH PACE, OR FROM A SIGNIFICANT HEIGHT. THE MECHANICS OF CONTROLLING (CUSHIONING) A FALLING SOCCER BALL ARE SIMILAR TO CATCHING ANY FALLING OBJECT. PRIOR TO CONTACT, ENCOURAGE THE PLAYERS TO 1. GET IN LINE OR CLOSE TO THE LINE OF THE BALL PRIOR TO CONTACT. 2. DETERMINE THE BODY PART TO BE USED, BASED ON THE PACE AND TRAJECTORY OF THE BALL AND (FOR MORE ADVANCED PLAYERS) THE TIME AND SPACE AVAILABLE. 3. MOVE THE SELECTED BODY PART INTO LINE WITH (UNDER OR BEHIND) THE FLIGHT OF THE BALL. 4. ON CONTACT, MOVE THE CONTROLLING BODY PART WITH THE BALL TO ABSORB THE ENERGY.

103 WEDGE CONTROL THE MOST EFFECTIVE TECHNIQUE FOR CONTROLLING BOUNCING BALLS OR BALLS COMING OUT OF THE AIR IS TO CONTACT THE BALL AS IT HITS THE GROUND AND WEDGE IT BETWEEN THE FOOT AND GROUND. THIS SKILL ELIMINATES AT LEAST ONE CONTROLLING TOUCH PRIOR TO DRIBBLING, PASSING OR SHOOTING. WEDGE CONTROL CAN BE APPLIED TO THE INSIDE, OUTSIDE AND SOLE (BOTTOM) OF THE FOOT. ENCOURAGE THE PLAYERS TO 1. POSITION THEIR SHOULDERS SQUARE (90 DEGREES) TO THE BALL. 2. CONTACT THE BALL AS IT HITS THE GROUND. 3. LEAN THEIR BODY TOWARDS THE RECEIVING SPACE FOR INSIDE OR OUTSIDE WEDGES. 4. KEEP THEIR BODY MORE UPRIGHT FOR WEDGES WITH THE SOLE. 5. CONTACT THE BALL WITH THEIR KNEE BENT AND TOES POINTED UP WHEN USING THE SOLE. 6. CONTACT THE BALL WITH THEIR KNEE BENT AND TOES POINTED DOWN.WHEN USING THE OUTSIDE.

104 HEADING FOR POSSESSION THE HEAD CAN BE AN EFFECTIVE SURFACE FOR RECOVERING POSSESSION EITHER BY PURPOSEFULLY PASSING TO A TEAMMATE, OR BY CUSHIONING THE BALL FOR A SELF-PASS. SIMILAR TO RECIEIVING PASSES ON THE GROUND, TAKING A QUICK CHECK OF THE IMMEDIATE TACTICAL SITUATION PRIOR TO MAKING CONTACT WITH THE BALL PROVIDES THE INFORMATION NECESSARY TO DECIDE BETWEEN A PASS OR A CLEARANCE. ENCOURAGE THE PLAYERS TO 1. FIRST MOVE INTO POSITION TO PLAY THE BALL BEFORE ASSESSING/DECIDING PASS VS CLEAR. 2. THINK POSSESSION FIRST AND CONTINUE TO ASSESS PASSING OPTIONS PRIOR TO CONTACT. 3. POINT THEIR FORHEAD TOWARDS THEIR INTENDED TARGET WHEN PASSING FOR POSSESSION. 4. ABSORB THE PACE OF THE BALL WITH THEIR HEAD AND NECK FOR SHORT PASSES. 5. BEND THEIR LEGS AND RECOIL THEIR BODY ON CONTACT FOR VERY SHORT OR SELF-PASSES.

105 INDIVIDUAL DEFENDING THE MECHANICS UNDERPINNING GOOD INDIVIDUAL DEFENDING ARE OFTEN IGNORED IN THE RUSH TO TEACH THE TACTICAL OR EMOTIONAL ASPECTS OF RECOVERING POSSESSION. WHILE STARTING POSITIONS, SPEED AND ANGLE OF APPROACH, THE AWARENESS OF HOW TO CHANNEL, AND CONTROLLED AGGRESSION ARE ALL INTEGRAL TO THE PROCESS, GOOD INDIVIDUAL DEFENDING TECHNIQUE IS BASED ON FOOTWORK, BALANCE AND BODY CONTROL. WHEN WITHIN CLOSING DISTANCE OF AN OPPONENT, ENCOURAGE THE PLAYERS TO 1. ALWAYS SEE THE BALL. 2. AVOID HAVING BOTH FEET SQUARE TO THE OPPONENT. 3. KEEP THEIR BODY WEIGHT ON THEIR BACK FOOT. 4. BEND THEIR KNEES. 5. TAKE SMALL SHUFFLING STEPS.

106 PLAYING WITH BACK TO GOAL PLAYING CONSTRUCTIVE (BUILD-UP) SOCCER RELIES ON PLAYERS WHO CAN RECEIVE THE BALL WHILE FACING THEIR OWN GOAL, OFTEN UNDER PRESSURE FROM AN OPPONENT. PLAYERS WHO ARE COMFORTABLE WHEN PLAYING WITH THEIR BACK TO GOAL ARE TYPICALLY MORE AWARE OF THEIR OPPONENT S POSITION; TYPICALLY MORE AWARE OF HOW TO KEEP RECEIVING SPACES ALIVE; TYPICALLY MORE AWARE OF WHEN THE BALL CAN BE PASSED TO THEM; AND TYPICALLY MORE AWARE OF WHEN TO TURN AND WHEN TO CONTROL THE BALL BACKWARDS. ENCOURAGE THE PLAYERS TO 1. MOVE TOWARDS THE BALL AS LATE AS POSSIBLE. 2. MOVE AWAY FROM THE INTENDED RECEIVING SPACE BEFORE SHOWING FOR THE PASS IF TIME ALLOWS. 3. KEEP THEIR BODY BETWEEN THE BALL AND THE OPPONENT. 4. LEAN INTO THEIR OPPONENT WHEN RECEIVING THE BALL UNDER PRESSURE. 5. CONTROL THE BALL AS FAR FROM THE OPPONENT AS POSSIBLE, WHEN RECEIVING FOR POSSESSION. 6. CONTROL THE BALL INTO AN OPEN SPACE WHEN RECEIVING THE BALL FOR PENETRATION.

107 EXPANDING TECHNICAL RANGE THERE ARE SIX SIDES OF THE FOOT (FRONT AND BACK, TOP AND BOTTOM, LEFT AND RIGHT) USED TO KICK AND CONTROL A SOCCER BALL, AND THE MORE SURFACES A PLAYER CAN USE THE MORE VERSATILE THEY BECOME. TOO OFTEN, WEAKER PLAYERS USE ONLY THE INSIDE OF THEIR DOMINANT LEG TO RECEIVE, PASS AND DRIBBLE. WHEN TEACHING PASSING AND RECEIVING TECHNIQUE VARY THE DELIVERY OF THE BALL FROM LOW TO HIGH TO BOUNCING TO ROLLING TO ARRIVING TO RUNNING AWAY TO FORCE ADAPTATIONS TO MUSCLE MEMORY. VARY THE ORIENTATION OF THE PLAYER S MOVEMENTS TO THE BALL. VARY THE PLAYERS ORIENTATION TO THE GROUND: WEIGHT BEARING VS AIRBORN. BRING IDEAS TO PRACTICE TO CHALLENGE PLAYERS TO USE DIFFERENT TECHNIQUES FOR TURNING THE BALL. CHALLENGE PLAYERS TO USE DIFFERENT TECHNIQUES FOR CONTROLING THE BALL. CHALENGE PLAYERS TO USE DIFFERENT TECHNIQUES FOR STRIKING THE BALL. CHALLENGE PLAYERS TO USE DIFFERENT TECHNIQUES FOR HEADING THE BALL. CHALLENGE PLAYERS TO USE DFIFFERENT TECHNIQUES FOR DRIBBLING THE BALL.

108 ENCOURAGING CREATIVITY PLAYERS CAN BECOME MORE CREATIVE IN PASSING AND DRIBBLING, AND THEREFORE MUCH MORE EFFECTIVE IN KEEPING POSSESSION AND CREATING SCORING CHANCES, IF THEY CAN DISGUISE THEIR INTENTIONS AND BECOME LESS PREDICTABLE. ENCOURAGE THE PLAYERS TO 1. USE DIFFERENT SURFACES OF THE FOOT TO PASS, DRIBBLE, SHOOT AND CONTROL THE BALL. 2. CHANGE THE DIRECTION OF THE BALL BEFORE PASSING OR DRIBBLING OR SHOOTING. 3. AVOID RUNNING WITH THE BALL IN STRAIGHT LINES WHEN UNDER PRESSURE. 4. USE FEINTS WITH THEIR BODY AND FAKES WITH THE BALL TO CREATE SPACE AND UNBALANCE DEFENDERS. 5. LEARN TO MAKE STEP-OVERS AND SCISSORS MOVEMENTS. 6. CHANGE SPEEDS WHEN DRIBBLING OR RUNNING FOR THE BALL. 7. THINK ABOUT THE SPACE BEHIND OR BESIDE DEFENDERS AS MUCH AS THE SPACE IN FRONT. 8. TAKE RISKS!

109 TACTICS 1 PHASES OF PLAY

110 PHASES OF PLAY SOCCER IS A GAME OF TURN-OVERS WHICH NATURALLY CONNECT TO CREATE A CYCLE OF TACTICAL SITUATIONS, OR PHASES OF PLAY. THE RELATIONSHIP BETWEEN THE FOUR BASIC PHASES OF PLAY (ATTACKING-TRANSITION TO DEFENDING-DEFENDING-TRANSITION TO ATTACKING) ARE SHOWN ON THE FOLLOWING SLIDE. COACHES WHO USE TRAINING GAMES THAT INVOLVE NATURAL TRANSITIONS BETWEEN ATTACKING AND DEFENDING ARE MORE EFFECTIVE IN TEACHING YOUNG PLAYERS TO UNDERSTAND SOCCER THAN THOSE WHO FAVOR REPETITIVE DRILLS.

111 PHASES OF PLAY We Have the Ball Build-Up / Attack We Win the Ball Counter-Attack We Lose the Ball Defend Counter They Have the Ball Recover Possession

112 TACTICS 2 PRINCIPLES OF PLAY

113 PRINCIPLES OF PLAY SOCCER IS BROKEN DOWN INTO PRINCIPLES OF PLAY THAT PROVIDE THE TACTICAL CUES UNDERLYING INDIVIDUAL AND COLLECTIVE DECISION-MAKING. HELPING PLAYERS UNDERSTAND HOW TO RECOGNIZE AND APPLY THE PRINCIPLES OF PLAY TO POSSESSION-ORIENTED SOCCER IS A KEY OBJECTIVE OF THE US SOCCER COACHING PATHWAY. YOUNG PLAYERS SHOULD LEARN TO UNDERSTAND THE PRINCIPLES AS A NATURAL OUTCOME OF REPEATEDLY EXPERIENCING TYPICAL GAME SITUATIONS IN PRACTICES AND MATCHES. E LICENSE CANDIDATES MUST DEMONSTRATE A PRACTICAL UNDERSTANDING OF THE PRINCIPLES OF PLAY IN ORDER TO ADVANCE TO THE D LICENSE.

114 PRINCIPLES OF ATTACK PENETRATE TRY TO SCORE TRY TO MOVE THE BALL FORWARD WIDTH CREATE SPACE FROM SIDE TO-SIDE DRAW DEFENDERS OUT OF THE MIDDLE SUPPORT MOVE TO HELP THE PLAYER WITH THE BALL COMBINING WITH TEAMMATES AROUND THE BALL DEPTH CREATE SPACE FROM FRONT-TO-BACK PROVIDE OPTIONS FOR FORWARD PASSES PROVIDE OPTIONS FOR BACKWARD PASSES MOBILITY IMPROVISATION MOVE TO UNBALANCE DEFENDERS CREATIVE APPLICATION OF TECHNIQUE MOVE TO SUPPORT WITHIN THE LINES SOLVING TACTICAL PROBLEMS MOVE TO SUPPORT BETWEEN THE LINES TRANSITION TO DEFENDING DENY THE COUNTER-ATTACK LOOK TO REGAIN POSSESSION

115 PRINCIPLES OF ATTACK ASSESSING INDIVIDUAL DECISION-MAKING WHENEVER POSSIBLE, PLAYERS SHOULD LOOK TO SHOOT AT GOAL. PLAYERS WHO CAN T SCORE, SHOULD LOOK TO PASS TO SOMEONE WHO CAN. WHEN SCORING IS NOT AN IMMEDIATE POSSIBILITY, PLAYERS SHOULD LOOK TO PASS OR DRIBBLE THE BALL FORWARD AND KEEP POSSESSION. WHEN THERE ARE NO IMMEDIATE FORWARD OPTIONS, PLAYERS SHOULD LOOK TO PASS OR DRIBBLE THE BALL SIDEWAYS OR BACKWARDS TO MAINTAIN POSSESSION. ONLY WHEN THERE ARE NO IMMEDIATE CONSTRUCTIVE OPTIONS, SHOULD THE PLAYERS LOOK TO SIMPLY KICK THE BALL AWAY.

116 PRINCIPLES OF ATTACK ASSESSING GROUP DECISION-MAKING UPON REGAINING POSSESSION, TEAMS SHOULD LOOK TO COUNTER-ATTACK. IF THE COUNTER-ATTACK STALLS, OR THERE IS NO OPPORTUNITY TO COUNTER-ATTACK, TEAMS SHOULD LOOK TO SPREAD OUT, POSSESS THE BALL, AND WAIT FOR OPPORTUNITIES TO GO FORWARD. TO EFFECTIVELY KEEP POSSESSION, TEAMS SHOULD CREATE SPACE BETWEEN THE FRONT AND BACK OF THE TEAM, AND FROM SIDE TO SIDE. THE GOALKEEPER IS TYPICALLY THE MOST OPEN SUPPORTING PLAYER ON THE FIELD AND SHOULD BE THE SAFETY PASS FOR ANYONE UNDER PRESSURE AND FACING THEIR OWN GOAL. OTHERWISE, THE PLAYERS AT THE BACK OF THE TEAM SERVE THE SAME ROLE.

117 PRINCIPLES OF DEFENSE IMMEDIATE CHASE TRANSITION TO DEFENDING UPON LOSING POSSESSION TRY TO WIN THE BALL BACK DELAY TRY TO STOP FORWARD PROGRESS TRY TO FORCE BACKWARD OR SIDEWAYS PASSES BALANCE SQUEEZE TOWARDS THE BALL FROM THE SIDES DEFEND SPACE AND OPPONENTS ON THE WEAK SIDE PRESSURE TRY TO DISRUPT THE PLAYER WITH THE BALL TRY TO WIN THE BALL BACK COVER (DEFENSIVE SUPPORT) MOVE TO HELP DEFEND AROUND THE BALL FOLLOW ATTACKERS RUNNING INTO DANGEROUS SPACES COMPACT SQUEEZE TOWARDS THE BALL FROM BACK AND FRONT MANAGE THE DEPTH OF THE TEAM MANAGE OFFSIDE TACTICS TRANSITION TO ATTACKING LOOK TO COUNTER-ATTACK LOOK TO OPEN UP THE TEAM AND CIRCULATE THE BALL

118 PRINCIPLES OF DEFENSE ASSESSING INDIVIDUAL DECISION-MAKING WHEN DISPOSSESSED, PLAYERS SHOULD FIRST LOOK TO WIN THE BALL BACK. IF WINNING POSSESSION IS NOT POSSIBLE, PLAYERS SHOULD TRY TO STOP FORWARD PROGRESS: WHEN CLOSE TO GOAL, OPPONENTS WILL LOOK TO SHOOT. WHEN FURTHER FROM GOAL, OPPONENTS WILL LOOK TO PASS OR DRIBBLE THE BALL FORWARD. WHEN IT IS NOT POSSIBLE TO STOP FORWARD PROGRESS, DEFENDERS SHOULD TRY TO CHANNEL THE BALL INTO TEAMMATES OR INTO A MORE CONSTRICTED SPACE.

119 PRINCIPLES OF DEFENSE ASSESSING GROUP DECISION-MAKING UPON LOSING POSSESSION, TEAMS SHOULD LOOK TO ELIMINATE OR MINIMIZE THE THREAT OF A COUNTER-ATTACK. IF THERE ARE POSITIVE NUMBERS IN THE IMMEDIATE AREA AROUND THE BALL, PRESSING FORWARD PROVIDES THE FIRST OPPORTUNITY TO RECOVER POSSESSION. IF PRESSING IS NOT POSSIBLE - OR DESIRABLE, PLAYERS SHOULD RECOVER BEHIND THE BALL AND SQUEEZE IN FROM THE SIDES TO FORM A DEFENSIVE BLOCK. ONCE ORGANIZED INTO THE BLOCK, INDIVIDUAL DEFENDERS CAN START TO LOOK FOR THEIR OPPORTUNITIES TO INTERCEPT PASSES, PRESSURE OPPONENTS INTO MISTAKES, OR WIN THE 1V1 DUELS.

120 ADDITIONAL QUESTIONS?