The United Soccer Association

Transcription

1 Coaching Curriculum

2 Our Mission The mission of the United Soccer Association is to provide a fun and safe environment to learn and play the game of soccer and create opportunities for young athletes to enhance character, build self-esteem and self-confidence, promote teamwork, and develop respect for themselves, teammates, opponents, referees, coaches and parents. The Eagle Way The Eagle Way is the coaching methodology that the United Soccer Association utilizes for the purpose of developing each player to their full potential. The objectives of The Eagle Way are: Provide a fun and challenging player-centered learning environment Help each player reach their technical, tactical, physical, psychological, and social goals utilizing developmentally-appropriate training methods Build character and teach life lessons including integrity, sportsmanship, hard work, team work, and perseverance Foster a love and passion for the sport of soccer The Eagle Way includes a progressive coaching curriculum based on key developmental needs that have been identified for each age group. Learning objectives and teaching priorities are setup for the purpose of developing each player to their full potential to create Complete Soccer Players. Winning in Perspective The definition of success in the United Soccer Association is the improvement of players over time. Other youth associations and clubs define success by the number of championships and games won. Defining success in youth soccer in this way is fundamentally wrong because it does not focus on Player Development. The definition of success in the United Soccer Association is based upon a single premise: Winning is important, but Player Development is far more important. When Player Development is a primary focus, players are allowed to make mistakes and take risks in order to improve. There is an understanding that less mistakes will occur over time. The result is that individual players improve more than in a win-first environment where risk taking and mistakes are discouraged. Over time, players in a player-centered and Player Development focused learning environment will more completely develop the techniques, skills, and tactics necessary to become a Complete Soccer Player.

3 Winning and Player Development are competing interests. We prioritize a Player Development approach because it makes players better in the long run. It better prepares players to reach their technical, tactical, physical, psychological, and social goals in developmentally-appropriate ways. It more adequately prepares the players for playing at the next level, whether that is a club team, a high school team, or ultimately a professional or national team. We expect our players to play well. It is quite common in youth soccer to win a game and NOT play well. That is not acceptable in our program. When it comes to game day, the United Soccer Association emphasizes: Playing the game the right way (possession-based soccer utilizing proper technique) Focusing upon the technical, tactical, physical, psychological, and social development of each player Rewarding individual and team merit and effort Exhibiting good sportsmanship, learning life lessons, and building character Playing to win, but never at the expense of the first 4 items Player Development The United Soccer Association is devoted to promoting player development by cultivating a fun and challenging player-centered learning environment. In this way each player can develop an understanding and enjoyment of the game of soccer, as well as developmentally-appropriate mastery of the techniques, skills, and tactics necessary to become a Complete Soccer Player. The Complete Soccer Player: 1. Is comfortable with the ball and uses appropriate techniques on demand and under pressure; 2. Has an understanding of the game; 3. Understands the roles and responsibilities associated with the principles of play as they pertain to attacking and defending; 4. Is comfortable in all positions or areas of the field.

4 Player Development Model: Player Development occurs on a continuum where development is more important than the chronological age of the player. Developmental differences between players of the same age are common place and can correlate to +/- 2 years of chronological age. Thus, in a mixed ability group of 10 year old players, it is feasible to have players performing at a level of an average 8 year old and an average 12 year old (a 4 year development range). 5 STAGES OF DEVELOPMENT Age in Years Active Start Fundamentals Learning to Train Training to Train Training to Compete Stage of Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Development Age Groups U6 U8 U10-U12 U14 High School Soccer Age 2 years +/- 2 years +/- 2 years +/- 2 years +/- 2 years +/- Development Social Technical Technical Technical Tactical Focus Physical Social Social Tactical Psychological Technical Physical Tactical Physical Technical Psychological Tactical Physical Psychological Physical Tactical Psychological Psychological Social Social Specialist No Positions Attack & Specialist Groups & Whole Team Training Defend Positions Units Training 1v1 to 6v6 1v1 to 7v7 1v1 to 9v9 4v4 to 11v11 4v4 to 11v11 Format Game Format Field Size (yards) 6v6 (USSF-4v4) 30x25 (USSF-30x20) 7v7 (USSF-4v4) 50x30 (USSF-30x20) U10-8v8 (USSF-7v7) U12-9v9 11v11 11v11 U10-80x50 112x75 112x75 (USSF-47x30) U12-80x50 (USSF-75x47) YES YES YES Goalkeeper NO YES (USSF-NO) Playing Time 4x10 4x10 U10-2x25 2x35 2x 40 (minutes) (USSF-4x8) (USSF-3x15) U12-2X30 Ball Size Goal Size 4x6 4x6 6.5x x18.5 8x24 (feet) Offside NO NO YES YES YES Coach NSCAA 1-3; NSCAA 1-3; NSCAA 3-6; NSCAA NSCCA Diplomas/ USSF F USSF F USSF E National; National+; Licensing USSF D USSF C NOTE: Areas where the Salem Youth Soccer Association rules vary from U.S. Soccer Federation recommendations are identified.

5 Coach Development The United Soccer Association is devoted to promoting coach development by emphasizing the importance of coaching education for all of our parent-volunteer coaches. It is critical that players are coached well in order to develop the techniques, skills, and tactics necessary to become a Complete Soccer Player. An effective coach can improve a team s ability by about 10%, but an ineffective coach can decrease a team s ability by over 30%. Coaching Education: The following are the recommended NSCAA Diplomas and USSF Licensing levels for each age group: U6: NSCAA Level 1-3 Diplomas AND/OR USSF National F License U8: NSCAA Level 1-3 Diplomas AND/OR USSF National F License U-10-U12: NSCAA Level 3-6 Diplomas AND/OR USSF National E License U14: NSCAA National Diploma AND/OR USSF National D License All United Soccer Association coaches (regardless of what age they coach) are strongly encouraged to hold a minimum of the NSCAA Level 1 Diploma and/or USSF National F License (both can be completed online). Follow the links below for additional information: NSCAA Level 1 Diploma: USSF National F License: Concussion Training: All United Soccer Association coaches are expected to complete annual Concussion Training as required by Ohio Bill 143, Return to Play law. Certificates of Completion should be turned in to the Director of Player and Coach Development before the first day of practice. Follow the links below for additional information: Concussion Training Information: Concussion Information Sheet:

6 Coaching Methodology: We appreciate the willingness of all of our parent-volunteer coaches to invest their time in the development of our players. Coaching soccer can be an intimidating task for new parentvolunteers and those who do not have a playing background themselves. The information below is intended to help guide our parent-volunteers and supplements the information provided in the NSCAA Level 1 Diploma and USSF National F License courses. Training Sessions: Come prepared with a training plan that addresses a Soccer Problem (something that you have identified your team needs to improve on). Generally speaking your training plans should have 4 stages: o Warm-Up: Begin with a physical and technical warm-up designed to prepare the players for the main teaching phase of the session. It 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. o Small-Numbered Activity: The teaching phase of the session begins here. Introduce the Soccer Problem with a simple and clear activity that is functional (put them in their positions & practice what you want them to learn on the part of the field where they will be playing) and provides technical and tactical repetition. Progression is accomplished by adding teammates and opponents to the initial organization once improved understanding and application has been observed. o Expanded-Number Activity: Continue to build upon the previous activity by increasing the complexity by adding teammates and opponents. This activity must be functional, positional, and directional with at least one full-size goal with a goalkeeper (for U8 and above). It should include natural transitions between attack and defense for both teams. The offside law should also be included at this stage (for U10 and above). The application of technique must remain part of the coaching information in this stage. This concludes the teaching phase. o Final Game: End with a large-sided game (play with the same numbers you use during real games). This stage is important for providing direct transfer between the training session and a competitive game. Players should be organized into positions and then let them play. Emphasize the coaching points you made throughout the training session with your Soccer Problem in mind.

7 Coach s Tool Kit: The Coach s Tool Kit are the coaching strategies that can be utilized during training sessions to help your players learn what you are trying to teach them. The focus of the Tool Kit is to maximize players playing and minimize coaches lecturing/talking. The Coach s Tool Kit includes: o Try to Coach in the Flow as much as possible. This means coach from the sideline as the training session and training activities go on, without stopping the activity. Stop training as little as possible. o Utilize Individual Coaching as much as possible. This is one-on-one; pull the player to the side while the training session and training activities go on, without stopping the activity. Make it quick seconds max and get the player back to the activity. o Make corrections during Natural Stoppages as much as possible. During free kicks, the ball going out of bounds, etc. are perfect opportunities to step in for 30 seconds to 1 minute to make your coaching points and address the entire team. Make it quick and get the players back to the activity. o Manipulate the Activity as much as possible. Use how you set up and plan your activities to coach/teach the players what you want them to learn. For example, if you want to encourage players to switch the point of the attack or to shift defensively, play a game with four goals (two for each team) instead of the usual two goals. o Utilize Discovery Learning with your players. Ask questions, let them explore, problem-solve, be creative discover. Better players are created when they are taught to think for themselves; not when a coach tells them exactly what to do in every situation. o Freeze or stop an activity as little as possible. IF you do choose to stop a training activity to make a coaching point, keep it short 30 seconds max and get the players back to the activity.

8 Training Games Compatibility & Effectiveness: U6 U8 U10 U12 U14 Games with Adults High High Med Low Low Skill & Support High High High Med Low Games Games with Two N/A Med High High High Lines (defenders, midfielders, attackers) Games with N/A Low Med High High Targets (players you pass to in order to score) Games with N/A N/A Low High High Bumpers (players on the side you can pass to) 360 Possession N/A N/A Low High High Games Games with Three N/A N/A N/A Med High Lines (defenders, midfields, attacks) Games with N/A N/A High High High Offsides Team Development Games N/A N/A Low Med High Training Activity Structure: Playing Numbers Playing Area Size (yards) Average Intensity Average Activity Duration Recommended Rest/Recovery Duration 1v1 10x10 High Up to 30 sec sec 2v2 20x15 High 20 sec 1 min sec 3v3 30x20 High 1-2 min 1-2 min 4v4 40x25 High to Med 3-4 min 1-2 min 5v5 50x35 High to Med 4-6 min 2-3 min 6v6 60x40 High to Med 5-6 min 2-3 min 7v7 70x50 High to Med 6-7 min 2-3 min 8v8 80x55 Med 7-15 min 2-3 min 9v9 90x60 Med 8-15 min 2-3 min 10v10 100x65 Med 8-15 min 2-3 min 11v11 112x75 Med min 2-3 min

9 Principles of Play: Emphasize the Principles of Play as much as possible: Principles of Attack Penetration Breaking through the defense by dribbling, shooting, running, or passing. Depth support (angle and distance) A player in possession of the ball receives help to maintain possession. Support attackers provide forward, backward, and sideways options to the attacker in possession. Mobility unbalancing (off-the-ball runs) Attackers make runs into different areas of the field in order to draw defenders out of their positions. Width switch the point of attack The attacking team attempts to stretch the opponent s defensive shape. The attacking players use the width of the field to tempt defenders from a compact shape covering the dangerous areas in front of goal and in so doing create space. The attackers move the ball to change the point of attack in an effort to find a seam or space between or behind the defense. Improvisation Attackers will try to break down defenses by employing the element of surprise. Skills such as back heels, cut backs, flicks, feints, and fakes are all used to this end. Comfort on the ball is critical. Finishing (shooting & scoring) Attackers need to be comfortable using both feet, their head, and other parts of their body to handle ground and aerial balls and score. Principles of Defense Pressure immediate chase The moment possession is lost the nearest player(s) try to regain possession or apply pressure on the ball, if possible. Delay get goal-side Players giving immediate chase can also help to delay the attack by making recovery runs that deny the opponent the opportunity to play the ball quickly forward. If a defender cannot put immediate pressure on the ball, he or she must drop back and delay the attacker s advance. Depth cover The immediate organization of players behind the pressuring defender. While the ball is being pressured all other players should be recovering into defensive positions. The positions taken should support the pressuring defender in the event he/she is beaten. Balance get ball-side As the team concentrates their defense in the area of the ball, defenders away from the ball (opposite side of field) must position themselves to cover vital spaces (central areas) in order to prevents attackers from making penetrating runs into these spaces in which to receive the ball for an attempt on goal. All players who are on the opposite side must seek positions in which to provide balance to the defense. Compactness concentration As players recover towards their own goal and organize their defense, the objective is to limit the time and space for the opponent by concentrating their defense in the area of the ball. Defenders also recover centrally towards their goal in order to limit the opponents ability to directly attack the goal. Control and Restraint Players must be disciplined and play under control when challenging for the ball. Too often players make poorly timed or off-balanced attempts to win the ball. Players should restrain from tackling until they are confident they will win the ball.

10 Applying the Principles of Play Player Role Principle 1 st Attacker (player WITH the ball) Penetration 2 nd Attacker (player CLOSE to the ball) Support 3 rd Attacker (player AWAY from the ball) Width and Depth 1 st Defender (player CLOSEST to the ball) Pressure and Delay 2 nd Defender (player NEAR the ball) Depth 3 rd Defender (player AWAY from the ball) Balance General Recommendations: Do not perform fitness training without the ball until at least the U14 age group. It s a complete waste of the player s developmental time to incorporate fitness training without the ball before U14. Encourage creativity, even if goals are conceded and games are lost between U6 and U12. Encourage creativity with constraints to control turnovers for U12 and above. No laps, lines, or lectures. Lines can only be used as a means to provide a brief rest period during training activities. Keep the ball on the ground with nothing in the air for U12 and below. U12s may have limited heading in practice. Do not spend significant amounts of time on set pieces. Time is better spent on teaching other technical and tactical skills necessary to become a Complete Soccer Player. Curriculum Overview The United Soccer Association curriculum is based upon recommendations set forth by: (1) the U.S. Soccer Federation (USSF), (2) Ohio Youth Soccer Association North (Ohio North), (3) the NSCAA Player Development Model, (4) the U.S. Youth Soccer Player Development Model, (5) the Salem Youth Soccer Association League Rules, and (6) the United Local High School Varsity Boys and Girls Programs. For each age group recommendations are provided regarding: Development Focus, Style of Play, Techniques, Skills, & Tactics, Areas to Avoid, The Training Environment, & Practice Progression Structure.

11 U6s The introduction to soccer at this age coincides with the onset of independence from parents and increased self-confidence in most children. Children also start to begin to play cooperatively with others. This does not mean however that parents should fully pass the responsibility for learning to the team coach. The parent has a very important role to play in encouraging the child to play at home. Practice sessions should occur once or twice per week and players should be encouraged to play multiple sports and activities. General Coaching Recommendations: 1. Significant emphasis on fundamental movement skills running, jumping, skipping, throwing, etc. 2. Focus on ball familiarization and dribbling skills one ball per child as much as possible. 3. Create sessions that are simple, fun, and have variety. 4. Select activities that do not place undue stress on the muscles, bones, and energy systems of the body. 5. Repeat activities regularly constant change and insufficient reinforcement negatively affects learning. 6. Include activities that take a short time to complete (5-10 minutes), due to short attention spans. 7. Camouflage and conceal technical information by using names, characters, and stories. 8. Encourage trial and error; keep instruction to a minimum. 9. Use equipment and props to increase complexity, but continue to make the sessions fun. 10. Include competitive games, but emphasize successes other than just winning (i.e. effort). 11. Provide considerable encouragement. 12. Keep instruction to a minimum and activity regular. 13. Include games and matches in every session. 14. Avoid the temptation to place players in specialist positions (i.e. full back, forward). 15. Continually reinforce effort and constantly praise players; laugh, encourage, and enjoy their efforts. 16. Remember that your players are egocentric: a me, my, mine mentality they do not play together, but rather next to one another. They do not want to share and do not like to pass the ball; they will all chase the ball in a big mob.

12 Development Focus: 1. Players should learn the fundamental movement skills of running (forwards, backwards, and sideways), jumping, turning, twisting, and bending (lowering center of gravity to form a solid base). 2. The ball should be involved all the time; one ball per player as much as possible. 3. Foster creative players that can solve individual problems. 4. Develop a basic understanding of attacking versus defending. 5. Encourage players to think and problem solve. 6. Emphasize that every kick of the ball should be preceded with a thought/purpose; we do not want to encourage players to develop the bad habit of simply kicking the ball as hard and as far as they can. 7. Promote intrinsic motivation and creativity of each player. 8. Promote fun more fun and even more fun! Style of Play: 1. Players that have fun, enjoy the sport, and are developing a passion for soccer. Coaches should laugh, encourage, and enjoy their players efforts; celebrate their successes and ignore their mistakes; be a cheerleader not a criticizer! 2. Team Shape: (no goalkeeper, 3 defenders, no midfielders, and 3 forwards) Coaches should expect mob ball and understand that their players will not spread out; every player wants the ball and will chase it. Every player should play defender and forward (although they will not stay where you place them). Focus on what it means to attack and what it means to defend. Techniques, Skills, & Tactics: Players need considerable movement education (they cannot control the ball before they can control their bodies). However, this does not mean they need any fitness training; they do not need to stretch, run laps, etc. The following movements should be incorporated in every training session as part of warm-ups: 1. Running with stops and starts 2. Running and changing direction 3. Galloping 4. Skipping 5. Lateral Movements (side step) 6. Rolling, bending low 7. Twisting and Reaching

13 8. Balance (on a line, on one foot) 9. Throwing (strong hand, weak hand) 10. Jumping (make shapes in air, one foot to another, stride/bound patterns, hurdles) 11. Hopping 12. Quick feet and crossovers 13. Running technique It is important that every player has a ball for every training session. The following items should be executed within the context of games (not drills) that promote fun and imagination to teach technique. 1. Promote experimentation with dribbling and ball familiarity. Focus on basic turns with both feet (step-on turn, drag back turn, back heel, inside cut, outside cut, ball rolls), dribbling basics using all surfaces of the foot (inside of foot, outside foot/pinky toe, laces, heel, sole), feints, beating an opponent, and escaping an opponent. 2. Promote receiving balls on the ground (inside foot, outside foot, front foot, back foot, sole) using both feet. 3. Promote shooting with the instep (laces) using both feet. 4. Develop confidence in attacking as an individual 1v1. 5. Introduce the idea of sharing the ball by promoting passing to teammates using both feet, but understand players will be reluctant to do so. Begin to familiarize the players with the field and the game including: the concept of boundary lines, which goal to shoot at, playing with the ball wherever it may go, when to attack versus when to defend, individual and team behavior, fair and foul play, and basic rules. Areas to Avoid: 1. Do not encourage the players to simply kick the ball as hard and as far as they can. This may be quite an accomplishment for tiny players, but it is encouraging them to develop a bad habit. 2. Encourage your parents to not coach from the sideline; they should cheer positively, but should not yell directions to the players. They should not cheer or encourage players to simply kick the ball as hard and as far as they can. 3. Avoid laps, lines, or lectures. Lines can only be used as a means to provide a brief rest period during training activities. 4. Avoid fitness training without the ball. It s a complete waste of the player s developmental time to incorporate fitness training without the ball before U14.

14 5. No heading as per U.S. Soccer Federation recommendations. Emphasize keeping the ball on the ground in order to ingrain good habits. 6. Avoid spending any time coaching specialist positions, team shape, and team tactics. They essentially play as individuals and can understand attack versus defend. If you can t explain a player s role in a few words or less, it s already too complicated. The ability to think abstractly for players this age is limited. The Training Environment: 1. Create a fun, game-based (not drill-based) environment where mistakes are encouraged for the purposes of learning, improvement, and creativity. This includes developing a culture amongst the players to exhibit good sportsmanship and mutual encouragement. Players should have fun, enjoy the sport, and be developing a passion for soccer. 2. Coaches should laugh, encourage, and enjoy their players efforts; celebrate their successes and ignore their mistakes; be a cheerleader not a criticizer! 3. Place restrictions such that the ball must always be played on the ground. This restriction should be done to the extreme in order to ingrain good habits. 4. After the players become more proficient in a particular skill, incorporate transition in the activity and incorporate activities where at least 2 techniques must be used to solve a problem. Example: 1v1 dribbling with shooting, 1v1 turning with shooting. 5. Strongly encourage creativity even if it leads to mistakes, goals conceded, and games lost. This is about player development; not winning and losing. Practice Progression Structure: Stage 1 Warm-up & Technical Activity Every player with a ball; movement education; basic dribbling, turning, shooting skills Stage 2 Small-Sided Activity Games with every player with a ball; can incorporate 1v1 or 2v2 Activity Stage 3 Expanded- Numbered Activity Games that incorporate 2v2 or 3v3 Activity Stage 4 The Game No more than 6v6 1. At least 50-66% of practice time must be spent on solving soccer problems as individuals each player should have their own ball. Smaller numbers encourage more technical emphasis at training. This specifically applies to the first stage, second stage, and occasionally third stage activities within the practice progression.

15 U8s A 6-year old is eager, active, and likes to be on the go. Although prone to act independently, a 6- year old needs parental approval, understanding, praise, and encouragement. Pushing too hard or expecting too much can result in the child becoming tense and nervous. An 8-year old is able to accept moderate responsibilities. Peer groups become important and the child will identify with other youngsters of the same sex and with similar interests and activities. General Coaching Recommendations: 1. Continue to emphasize fundamental movement skills running, jumping, skipping, throwing, etc. 2. Focus on ball familiarization and dribbling skills one ball per child as much as possible. 3. Introduce paired and cooperation activities at this age they are more likely to share the ball and play with their teammates as opposed to playing beside their teammates ( mob ball is still likely, but not as prevalent as at the U6 level). 4. Help players understand a task by demonstration and asking questions (Discovery Learning). 5. Sessions should require players to be extremely active (minimal lines). 6. Select activities that do not place undue stress on the muscles, bones, and energy systems of the body. 7. Repeat activities regularly constant change and insufficient reinforcement negatively affects learning. 8. Camouflage and conceal technical information by using names, characters, and stories. 9. Encourage trial and error; keep instruction to a minimum. 10. Use equipment and props to increase complexity, but continue to make the sessions fun. 11. Include competitive games, but emphasize successes other than just winning (i.e. effort). 12. Provide considerable encouragement. 13. Include games and matches in every session. 14. Introduce small sided games (2v2 to 4v4) and play at the end of each practice session. 15. All players should receive fundamental goalkeeping skills (catching, throwing, diving). 16. Introduce basic rules of the game (including restarts when the ball leaves the field). 17. Introduce passing skills they are ready to share now! 18. Avoid the temptation to place players in specialist positions (i.e. full back, forward). 19. Continually reinforce effort and constantly praise players; laugh, encourage, and enjoy their efforts.

16 Development Focus: 1. Movement skills and technical development remain the priority. 2. Small sided games and teamwork activities are introduced. 3. Speed training can be commenced for Girls (6-8 years) and Boys (7-9 years). 4. Optimal time for training suppleness occurs for both Girls and Boys (6-10 years). 5. Foster creative players that can solve problems as individuals and in pairs. 6. Continue to develop a basic understanding of attacking versus defending. 7. Encourage players to think and problem solve. 8. Continue to emphasize that every kick of the ball should be preceded with a thought/purpose; we do not want to encourage players to develop the bad habit of simply kicking the ball as hard and as far as they can. 9. Promote intrinsic motivation and creativity of each player. 10. Promote fun more fun and even more fun! Style of Play: 1. Players that have fun, enjoy the sport, and are developing a passion for soccer. Coaches should laugh, encourage, and enjoy their players efforts; celebrate their successes and ignore their mistakes; be a cheerleader not a criticizer! 2. Team Shape: (1 goalie, 2 defenders, 2 midfielders, and 2 forwards) Mob ball should still be expected at times, but the players are now able to learn how to spread out; every player wants the ball and wants to chase it, but are willing to share now (pass). Every player should play every position (no specialist positions yet); players are capable of learning to stay in their positions during gameplay. Encourage goalkeepers to roll the ball out to a defender or place the ball on the ground and pass it to a defender (this encourages playing out of the back which will be beneficial as they develop as soccer players; punting the ball at the U8 level is ineffective). Encourage Defenders to play from their goal up to half field and to stay on their side (do not teach defenders to stand at the top of the goal box). Encourage Midfielders to play from the top of their goal box to the top of the other team s goal box and to stay on their side. Encourage Forwards to play from the center circle to the other team s goal and to stay on their side.

17 Techniques, Skills, & Tactics: Players still need considerable movement education (they cannot control the ball before they can control their bodies). However, this does not mean they need any fitness training; they do not need to stretch, run laps, etc. This is the ideal age to commence speed and suppleness training, but it should be done in the context of using a ball and playing the game. The following movements should be incorporated in every training session as part of warm-ups: 1. Running with stops and starts 2. Running and changing direction 3. Galloping 4. Skipping 5. Lateral Movements (side step) 6. Rolling, bending low 7. Twisting and Reaching 8. Balance (on a line, on one foot) 9. Throwing (strong hand, weak hand) 10. Jumping (make shapes in air, one foot to another, stride/bound patterns, hurdles) 11. Hopping 12. Quick feet and crossovers 13. Speed (Coordination of arms/legs and explosive first step) 14. Running technique 15. Sprinting technique 16. Eye-hand and eye-foot coordination It is important that every player has a ball for every training session. The introduction of working in pairs is also important at this level. It is important to note that muscle movement patterns are a clean slate at this point so encouraging skills with both feet is vitally important to promote ambidextrous players. The following items should be executed within the context of games (some drills are acceptable) that promote fun and imagination to teach technique. 1. Promote experimentation with dribbling and ball familiarity. Focus on basic turns with both feet (step-on turn, drag back turn, back heel, inside cut, outside cut, ball rolls), advanced turns with both feet (combinations of basic turns, step-pivot turn, flick turn, single cut dribble, double tap and dribble), dribbling basics using all surfaces of the foot (inside of foot, outside foot/pinky toe, laces, heel, sole), feints, beating an opponent, escaping an opponent, and running with the ball. 2. Introduce ball lifting and juggling; promote juggling every day at home.

18 3. Promote receiving balls on the ground (inside foot, outside foot, front foot, back foot, sole) using both feet, as well as with the thigh and chest. 4. Develop passing skills using the inside of the foot (5, 10, and 20 yards), using the instep (laces), and longer passing; every pass should be preceded by a thought/purpose (we do not want to encourage players to develop the bad habit of simply kicking the ball as hard and as far as they can). 5. Promote shooting with the instep (laces) using both feet as well as the half volley and volley (again with both feet). 6. Introduce fundamental goalkeeper techniques (catching, throwing, diving). 7. Introduce the basics of set plays (throw ins, penalties, corners, goal kicks, free kicks). 8. Encourage decision making: dribble versus pass. 9. Develop confidence in attacking as an individual 1v1 as well as in pairs (2v1 and 2v2). 10. Develop confidence in defending as an individual 1v1 as well as in pairs (1v2 and 2v2). 11. Introduce the concept of support with and without the ball. 12. Introduce the concept of positional play. 13. Promote communication between players (within lines and between lines). Continue to familiarize the players with the field and the game including: individual and team behavior, restarts, fair and foul play, basic rules, free kicks (direct, indirect), and miscellaneous rules (advantage, etc.). Begin to introduce and emphasis the attacking and defending principles of play. Areas to Avoid: 1. Do not encourage the players to simply kick the ball as hard and as far as they can. This may be quite an accomplishment for tiny players, but it is encouraging them to develop a bad habit. 2. Encourage your parents to not coach from the sideline; they should cheer positively, but should not yell directions to the players. They should not cheer or encourage players to simply kick the ball as hard and as far as they can. 3. Avoid laps, lines, or lectures. Lines can only be used as a means to provide a brief rest period during training activities. 4. Avoid fitness training without the ball. It s a complete waste of the player s developmental time to incorporate fitness training without the ball before U No heading as per U.S. Soccer Federation recommendations. Emphasize keeping the ball on the ground in order to ingrain good habits.

19 6. Avoid spending too much time coaching specialist positions, team shape, and team tactics. They still essentially play as individuals and pairs and anything beyond that becomes too complex. If you can t explain a player s role in a few words or less, it s already too complicated. The ability to think abstractly for players this age is limited. The Training Environment: 1. Create a fun, game-based (not drill-based) environment where mistakes are encouraged for the purposes of learning, improvement, and creativity. This includes developing a culture amongst the players to exhibit good sportsmanship and mutual encouragement. Players should have fun, enjoy the sport, and be developing a passion for soccer. 2. Coaches should laugh, encourage, and enjoy their players efforts; celebrate their successes and ignore their mistakes; be a cheerleader not a criticizer! 3. Place restrictions such that the ball must always be played on the ground. This restriction should be done to the extreme in order to ingrain good habits. 4. After the players become more proficient in a particular skill, incorporate transition in the activity and incorporate activities where at least 2 techniques must be used to solve a problem. Example: 1v1 dribbling with shooting, 1v1 turning with shooting. 5. Strongly encourage creativity even if it leads to mistakes, goals conceded, and games lost. This is about player development; not winning and losing. Practice Progression Structure: Stage 1 Warm-up & Technical Activity Every player with a ball or work in pairs; movement education; basic dribbling, turning, passing skills Stage 2 Small-Sided Activity Games in pairs; can incorporate 1v1 or 2v2 Activity Stage 3 Expanded- Numbered Activity Games that incorporate 2v2 or 3v3 Activity Stage 4 The Game No more than 7v7 1. At least 50-66% of practice time must be spent on solving soccer problems as in pairs. Smaller numbers encourage more technical emphasis at training. This specifically applies to the first stage, second stage, and occasionally third stage activities within the practice progression.

20 U10s This is the beginning of pre-adolescence. Children begin to spread out as their rate of development accelerates. Girls in particular start to physically mature quicker than boys and this growth surge can lead to awkward performance, particularly on tasks requiring fine motor movements. As friendships are developing and players are becoming more reliant on their peers it is important for team selection to be handled sensitively. The reason why so many athletes plateau during the later stages of their careers is primarily because of an overemphasis on competition instead of training during this important period in their development. General Coaching Recommendations: 1. Players can perform lower intensity activity for at least an hour. 2. Speed and endurance activities (with a ball) should be included to train and enhance the development of the energy systems. 3. Be conscious that girls going through puberty are more susceptible to dropout so be patient and provide plenty of encouragement. 4. Remember that amongst boys, the early developers will dominate other players by virtue of their size and speed. Ensure that evaluations are based on several factors including execution of technique and understanding the game. 5. Players at this stage in their development cannot maintain exercise intensities or durations that U14 players can. 6. Technical development must form a large focus of training and players should be encouraged to practice at home and informally skills such as juggling and freestyle moves should be encouraged. 7. Warm-Up activities are important to raise body temperature and heart rate. 8. Players must be encouraged to drink plenty of fluids prior to practices/games and they must replenish lost fluids during the post activity. 9. Correct technique must be emphasized to complement the development of neural pathways. 10. Sessions should be progressed into small sided games/activities (2v1 and 3v2 with a neutral player are excellent ways to introduce introductory tactics). 11. Sessions can follow a theme, but activities should be changed regularly to maintain interest. 12. Encourage and reward creativity in practice and games. 13. Different learning styles must be accommodated, so different coaching methodologies should be employed. 14. Praise and reward effort and create many opportunities for success. 15. Positive coaching focusing on strengths, promotes confidence and self-esteem. 16. Set goals and high expectations for all players.

21 17. Continue to encourage players to engage in unstructured physical play. 18. Players should be working on flexibility, speed, endurance, and strength (strength activities should be using their own body weight). Development Focus: 1. This is the crucial time for developing advanced competency in basic techniques and the introduction of more advanced skills. 2. Some basic tactical appreciation can also be introduced. 3. Commence aerobic capacity training, prior to the adolescent growth spurt (within the context of the game and with a ball). 4. Aerobic power should be introduced progressively after growth rate decelerates (again within the context of the game and with a ball). 5. It is also very important that children are encouraged to take part in unstructured play. 6. Creative players that can solve problems in 1s or groups of Application of basic attacking principles. 8. Developing intrinsic motivation and creativity of each player. 9. Continue to emphasize that every kick of the ball should be preceded with a thought/purpose; we do not want to encourage players to develop the bad habit of simply kicking the ball as hard and as far as they can. Style of Play: 1. Players that exhibit individual flair/creativity to solve problems Coaches should not place any restrictions on players in any part of the field even if it results in turnovers. 2. Team Shape: (1 goalkeeper, 3 defenders, 3 midfielders, and 1 forward) Keep the roles extremely simple. If you can t explain a player s role in a few words or less, it s already too complicated. Encourage goalkeepers to roll the ball out to a defender or place the ball on the ground and pass it to a defender (this encourages playing out of the back which will be beneficial as they develop as soccer players; punting the ball at the U10 level is ineffective). Encourage Defenders to play from their goal up to half field and to stay on their side (do not teach defenders to stand at the top of the goal box). Outside defenders should get as wide as possible when goalkeeper has possession of the ball; should look to pass/link with center midfielder or outside midfielder Center defender serves as a stopper and is positioned about half way between the outside defenders and the center midfielder.

22 Encourage Midfielders to play from the top of their goal box to the top of the other team s goal box and to stay on their side. Outside midfielders constantly encouraged to take players 1v1 on the flank and roam freely on the attack; they should get as wide as possible when in possession of the ball Center midfielder serves as the holding midfielder (stays primarily in the center of the field when attacking and serves as a link between defenders and forwards) Forward roams freely without restrictions. When defending, Forward should stay high up the field near opponent s back line Techniques, Skills, & Tactics: The following items are executed under light pressure within the context of small sided games. Solving the problems creatively within groups of 1 or 2 is an essential priority. 1. Execute at least three 1v1 moves proficiently at game speed using both feet. Promote an environment where players develop a creative and fearless attitude to take players on one versus one. Advanced moves can include Pulling the V, Matthews Take On, Single Scissors, The Weimer, Inside Foot Twist Off, and Ronaldo Chop. 2. Develop proper first touch with receiving balls on the ground (inside foot, outside foot, front foot, back foot, sole) using both feet. Ensure players are peeking away prior to the touch. 3. Develop the skill of shooting and finishing from all angles using both feet. Relevant topics include but are not limited to shooting off the dribble, shooting off first touch, chipping ball to finish, 1v1 breakaways against goalkeeper, volleys, half volleys, etc. Advanced topics include combining 1v1, attacking with finishing, 1v1 turning with finishing, etc. 4. Develop proper passing technique (outside foot, inside foot, laces, basic chip) using both feet with the proper accuracy and weight. 5. Develop a basic understanding of the decision making required in 1v1, 2v1, and 1v2 situations. Relevant topics include when to pass and when to dribble, when to change direction (and associated change of direction dribbling moves), etc. 6. Develop a basic understanding of receiving with turning and receiving with shielding. This topic also includes developing the skill of peeking over the shoulder to identify the pressure. 7. Develop proper first touch with receiving balls in the air (chest, thigh, laces, inside foot, outside foot).

23 8. Execute proper skill in 1v1 defending situations. Relevant topics include player defending the back of the attacker, player defending the front of the attacker, angle of approach, immediate chase, closing down on the touch, containment, poke tackle, block tackle, etc. The amount of time spent on this topic should be equal to the amount of time necessary to achieve light pressure for the relevant attacking topic. 9. Continue developing goalkeeper techniques (catching, positioning, diving, distribution). 10. Continue to develop the basics of set plays (throw ins, penalties, corners, goal kicks, freekicks). 11. Develop confidence in attacking as an individual 1v1 as well as in pairs (2v1 and 2v2), in small groups (3s and 4s), as a unit and a team, from wide positions, and transitions/counterattacks. 12. Develop confidence in defending as an individual 1v1 as well as in pairs (1v2 and 2v2), in small groups (3s and 4s), as well as the defensive topics of marking, recovery, and transition from defense to attack. 13. Continue to develop the concept of support with and without the ball. 14. Continue to develop the concept of positional play. 15. Continue to promote communication between players (within lines and between lines). 16. Continue to promote juggling every day at home. Continue to familiarize the players with the field and the game including: individual and team behavior, restarts, fair and foul play, basic rules, free kicks (offside, direct, indirect), and miscellaneous rules (advantage, etc.). Continue to emphasize the attacking and defending principles of play. Areas to Avoid: 1. Avoid spending any time on crossing (driven, curved, or air balls). The leg strength of the players at this age does not make this effective. 2. Avoid spending too much time on set pieces. Spending time on this item means that higher priority items are being neglected. 3. Avoid spending any time on group defending. This topic becomes abstract very quickly; focus on defending in pairs and supporting each other. 4. Encourage your parents to not coach from the sideline; they should cheer positively, but should not yell directions to the players. They should not cheer or encourage players to simply kick the ball as hard and as far as they can.

24 5. No heading as per U.S. Soccer Federation recommendations. Emphasize keeping the ball on the ground in order to ingrain good habits. 6. Avoid spending any time coaching team shape; focus on keeping players in their positions and on their side of the field. If you can t explain a player s role in a few words or less, it s already too complicated. The ability to think abstractly for players this age is limited. The Training Environment: 1. Create an environment where mistakes are encouraged for the purposes of learning, improvement, and creativity. This includes developing a culture amongst the players to exhibit good sportsmanship and mutual encouragement. 2. Place restrictions such that the ball must always be played on the ground. This restriction should be done to the extreme in order to ingrain good habits. 3. After the players become more proficient in a particular skill, incorporate transition in the activity and incorporate activities where at least 2 techniques must be used to solve a problem. Example: 1v1 dribbling with shooting, 1v1 turning with shooting. 4. Incorporate the goalkeeper into all activities. Goalkeepers need proficient foot skills as well as specialized training. 5. No fitness training without the ball. If the players need to improve their fitness, make the activities within the practice more intense. 6. Strongly encourage creativity even if it leads to mistakes, goals conceded, and games lost. This is about player development; not winning and losing. Practice Progression Structure: Stage 1 Warm-up & Technical Activity No pressure or light pressure Stage 2 Small-Sided Activity 1v1 or 2v2 Activity Stage 3 Expanded- Numbered Activity 2v2, 3v3, or 4v4 Activity Stage 4 The Game No more than 8v8 1. At least 50-66% of practice time must be spent on solving soccer problems in groups of 2 or less. Smaller numbers encourage more technical emphasis at training. This specifically applies to the first stage, second stage, and occasionally third stage activities within the practice progression.

25 U12s This is the beginning of pre-adolescence. Children begin to spread out as their rate of development accelerates. Girls in particular start to physically mature quicker than boys and this growth surge can lead to awkward performance, particularly on tasks requiring fine motor movements. As friendships are developing and players are becoming more reliant on their peers it is important for team selection to be handled sensitively. The reason why so many athletes plateau during the later stages of their careers is primarily because of an overemphasis on competition instead of training during this important period in their development. General Coaching Recommendations: 1. Players can perform lower intensity activity for at least an hour. 2. Speed and endurance activities (with a ball) should be included to train and enhance the development of the energy systems. 3. Be conscious that girls going through puberty are more susceptible to dropout so be patient and provide plenty of encouragement. 4. Remember that amongst boys, the early developers will dominate other players by virtue of their size and speed. Ensure that evaluations are based on several factors including execution of technique and understanding the game. 5. Players at this stage in their development cannot maintain exercise intensities or durations that U14 players can. 6. Technical development must form a large focus of training and players should be encouraged to practice at home and informally skills such as juggling and freestyle moves should be encouraged. 7. Warm-Up activities are important to raise body temperature and heart rate. 8. Players must be encouraged to drink plenty of fluids prior to practices/games and they must replenish lost fluids during the post activity. 9. Correct technique must be emphasized to complement the development of neural pathways. 10. Sessions should be progressed into small sided games/activities (2v1 and 3v2 with a neutral player are excellent ways to introduce introductory tactics). 11. Sessions can follow a theme, but activities should be changed regularly to maintain interest. 12. Encourage and reward creativity in practice and games. 13. Different learning styles must be accommodated, so different coaching methodologies should be employed. 14. Praise and reward effort and create many opportunities for success. 15. Positive coaching focusing on strengths, promotes confidence and self-esteem. 16. Set goals and high expectations for all players.