Football Coaching Manual A Guide to working with 5-12 year-olds page 1 of 20: TRAVELLERS SPORTS Coaching Young Footballers A Guide to working with 5-12 year olds By Martin Friel Volunteer at Sunridge Primary School, South Africa June 2006 Issue Date of Issue CR/DR Numbers CHANGE HISTORY No. of Pages 1 8-Aug-06 20 Pages Changed and Reasons for Change
Key concepts for coaching children - Set a good example - Ensure fun - Plan and prepare - Used varied and realistic practices - Involve all - Promote small sided games How to plan a coaching session - Introductory activity/warm up - Skill practice - Fun game - Small sided game - Warm down Activities for younger age groups - Dodgeball - Head-catch - Races Round and Square - Piggy in the Middle - Relay races - Under arm Over arm - Kickball - Stealing balls - King of the Ring Skill Practices - Passing - Dribbling/Turning - Tackling - Shooting Small sided games - 4 v 4-7 v 7 Football Coaching Manual A Guide to working with 5-12 year-olds page 2 of 20: Contents Coaching techniques - Children s involvement in coaching session straight away - Demonstration position - Speak when still - Name association - Maximize participation - Proper management of area/space - Active coaching - Coaching feedback - Immobilize all footballs - Incorporating a theme
Football Coaching Manual A Guide to working with 5-12 year-olds page 3 of 20: Adapting activities for different skill levels - The core practice - Extension and Support Match related practices - Important concepts for Good Attacking play - Important concepts for Good Defensive play Positioning - Positioning - Importance of width and depth What to look for in a talented player - Head up - Communication with team mates - Use of whole pitch - Correct decision making - Late developer - Correct position Key Concepts When dealing with young children, coaches should: Set a good example. - Promote good sportsmanship and educate children how to deal properly with others at all times. Ensure fun - Football is an exciting and enjoyable game. Don t over-emphasis competition as this can stop children from enjoying the sport. Plan and prepare - Children s short concentration span combined with their desire to be active means that sound organization is required for a coaching session to be successful. Use varied and realistic practices - In order to maintain interest, relevant practices that provide success are vital. Involve all - All children deserve an equal share of time regardless of their skill level. They must all have the opportunity to learn and improve. Promote small sided games - Small sided matches such as 5 v 5 leads to children having more contact with the ball and a greater chance to develop their skills and awareness.
How to plan a coaching session Football Coaching Manual A Guide to working with 5-12 year-olds page 4 of 20: When working with young children (age 5 12), it is recommended that coaching sessions should last no longer than 60 minutes. Before each training session, the coach should plan ahead as to the activities and skills they would like to work on during that session. Based upon a 60 minute session, the timings should be as outlined below. However these should be adapted to suit your available session. Introductory activity/warm up. Games Skill practice Fun game (related to skill practice) Small sided game Warm down 5 MINS 10 MINS 15 MINS 10 MINS 15 MINS 5 MINS When planning a session, it is often a good idea to have a running theme throughout the session. For example, if the skill practice is passing, the fun game after the practice should incorporate some of the passing drills that the children have been learning. Using a fun game that incorporates the skill they have just practiced keeps the skill fresh in the child s mind and also provides them with an opportunity to develop with a more relaxed situation. Activities for younger age groups Dodge Ball Mark out a box roughly 10m x 10m. Half the class stands inside the box whilst the other half lines the outside of the box. 5 balls are handed to those on the outside. The children inside must run around dodging the balls that are thrown by the children outside the box. The last child not to be hit by a ball is the winner. Balls must be thrown at below the waist and only those on the outside of the box may throw the ball.
Football Coaching Manual A Guide to working with 5-12 year-olds page 5 of 20: Head Catch A very simple game. Ask the children to form a large circle. The coach stands in the middle. Explain to the children that you are going to throw the ball to them one by one. If the coach says catch, then the child must header the ball back to the coach. If the coach says header, then the child must catch the ball and throw it back. If the child gets the action wrong, they must sit down. The last child left standing is declared the winner. If the children are doing well at this game, you can begin to play the game faster, sometimes throwing the ball to the same child 2 or 3 times in a row, trying to confuse the child. The main purpose of this game is to encourage children to concentrate. Round races Another game that requires children to be in a circle, but this time sitting down (this game can be played immediately after a game of head catch). Number each child in the circle 1-4. Place 1 ball in the middle of the circle. When the coach shouts a number e.g. 3, all the number 3 s must jump up and run clockwise around the outside of the circle. Once they get back to the place they were sitting, the children must run into the circle and try to pick up the ball in the middle. The child that collects the ball is the winner. The coach must always encourage those children who are not running to stay seated so they do not get in the way of the children who are running around the circle. Also, before calling a number, ensure all the children are properly seated. Piggy in the middle
Football Coaching Manual A Guide to working with 5-12 year-olds page 6 of 20: Children standing in a circle, with one child standing in the middle. The kids in the circle must pass the ball to each other (with their feet) whilst the child in the middle looks to intercept the pass. The child, whose pass is intercepted, replaces the child in the middle and the game starts over again. The progression of this game is to limit the number of touches each child may have on the ball at one time. Ultimately, the game should be played with only one touch passing. This game is a useful drill to use before the beginning of a match, during the warm up. Relay races This game is very simple and can be varied easily. Split the group into 2 teams. Ask each team to line up one behind the other. The first race could be running, with a ball in hands, down to a cone, touching the ball on the cone and then running, passing the ball to the next person in the queue. The second person then runs and so on. Ask the children from each team to sit down once they have run so that it is easy to spot which team has won. Possible adaptations to this game include: - Dribbling the ball with your feet, Dribbling the ball with your hands, Running backwards with the ball in your hands, etc. Emphasis that the children must always hand the ball over to the next person in the queue and not throw the ball. Under arm Over arm This game has a similar set up to a relay race. 2 teams are lined up. The person at the front of the queue passes the ball over his head back to the person behind them and then he runs to the back of the queue. The child receiving the ball then passes the ball behind him, this time between his legs. He then runs to the back of the queue. This is repeated by all of the line, under, over, under, over, under etc. until the winning team passes the finish line.
Football Coaching Manual A Guide to working with 5-12 year-olds page 7 of 20: Keep an eye open for teams who do not pass the ball properly. If this does happen, they must start all the way back at the beginning. Kick ball This game follows the same general rules of either Baseball or Rounders. However, rather than hitting a ball with a bat, a football is kicked. Split the group into two teams, the kickers and the fielders. A player may be put out in 3 ways: Caught Ball touches the base the kickers running too. Ball touches the kicker whilst between bases. 3 outs in a team means that the fielding team then becomes the kicking team. Try to explain that the kicker must be aware of where the ball is once he has kicked it and that he must think how many bases he can run too before the danger of being put out. To begin with, the coach must bowl the ball to the kicker but after a while a member of the kicking team may be used. Stealing balls Four teams, nine balls. One player from each team collects one ball at a time and returns it into his/her teams hoop. The first to collect 3 balls wins. Initially the game is played using hands, but if appropriate, the ball could also be dribbled to the team s hoop.
Football Coaching Manual A Guide to working with 5-12 year-olds page 8 of 20: The progression of this game is to allow the players to collect not only from the centre hoop but the opposing teams hoops as well. The winner must now collect 4 balls to win the game. The coach must make sure that no players throw the balls to their team; they must be placed into the hoop. Also, only one player at a time from each team may collect the balls. Finally, the coach must look out for children who attempt to stop players from stealing the ball from their team s hoop. King of the ring Mark out a box, roughly 10m x 10m. Each child is given a ball and asked to stand inside the box (a maximum of 12 for this game). The players must dribble their ball within the defined area. A player is eliminated from the game if they fail to keep their ball within the area. As well as defending their own ball, players are encouraged to kick other player s balls out of the area. Use of hands is forbidden. Players can only eliminate other whilst they are still in the game i.e. their own ball must still be in play. Skill Practices Passing Wall-ball Ask the child to pass the ball against a wall. Young players are simply asked to count the number of consecutive passes that they can play against the wall or bench. Older players can make the same game more competitive by stipulating that failure to hit the wall results in the loss of a point. Angled passing groups. Four groups of four/six players. Two balls. The ball is dribbled from the back cone to the front cone. It is then passed to the back marker of the group to the right. After passing the ball, the player must run to the group directly opposite.
Football Coaching Manual A Guide to working with 5-12 year-olds page 9 of 20: Once this exercise has been practiced, the ball must be passed to the back marker of the group on the left. Different ways of passing should also be incorporated into this exercise, using the inside of the foot, the outside of the boot, the left foot and the right foot. Circle passing Group of roughly ten. One ball. The centre player passes the ball to one of the players on the outside of the circle, he then runs to a different player in the circle. When the player on the outside of the circle receives the pass, they must pass the ball back into the centre of the circle. When the centre player runs to the different outside player, they change places with the outside player becoming the middle player. They will now run into the middle, receive the pass and then pass the ball to another person on the outside of the circle. This sequence is then repeated. It is a good idea to start doing this exercise at walking pace so that all the players understand where they and the ball must go. Once they all fully understand the exercise, the coach can ask them to speed up the exercise. Dribbling/Turning Mark out a narrow strip of the pitch with 4 cones and ask the child to dribble the ball back and forward, keeping within the marked out area. There are a number of routines that can be used to increase the child s control of the ball. Inside of the foot Where the child may only touch the ball with the inside of his/her foot. Encourage the child from an early stage to use both feet. Outside of the foot The child is only allowed to control the ball using the outside of the foot. Again, try to encourage the child to use both feet. Step over A quick way of turning and running in the opposite direction. Run forward, stop the ball with the sole of your foot, roll the ball backwards, and then turn around and run back in the opposite direction. Once the basics of this skill have been mastered, the child should be encouraged to perform the skill at pace, and also try stopping and turning with both the left and right foot. Cruyff turn This move is similar to a step over, except this time, before the player rolls the ball behind them, they must put emphasis on pretending to pass or cross the ball. I.e. shape your body to cross the ball over, but instead, roll the ball behind you and turn and run in the other direction. The better a child is at performing a dummy cross or pass, the more effective this turn becomes. This can be quite tricky, so at first the child should maybe try the move at walking pace. Cross over Ronaldo s favorite trick. Whilst running straight with the ball, shape your body to take a touch to either the right or the left. Rather than touching the ball, bring your leg around the ball (swing leg from inside to the outside). Then repeat this move with the other leg. This move is supposed to be repeated a
Football Coaching Manual A Guide to working with 5-12 year-olds page 10 of 20: number of times so that the defender is confused as to the actual direction the ball will touched. If performed correctly, you can confuse the defender without touching the ball once. Again, children will find this task difficult at first; therefore it should be practiced at walking pace. Tackling The main concept that should be taught to children from an early stage is never dive into a tackle too early. Rather, it is better to stay close to the attacker with the ball and try to tackle him whilst standing upright. The reason for this is obvious but may not seem so for children. If a defender dives into a tackle, chances are that he will either commit a foul or the attacker will skip past the tackle and carry on his attack, leaving the defender useless on the ground. A slide tackle is required when there is no other alternative and when the child believes that they can make a firm contact with the ball without touching the attacker. There are few skill practices that can help a child s decision making in terms of tackling; the best practice comes from experience within a game situation. However, there are a few routines that can be used during training that can help a child understand the merit of staying on their feet rather than sliding in. Shepard and the sheep Mark out a box (roughly 5m x 5m). The attacker (sheep) is asked to dribble the ball within the box. A defender is asked to follow the attacker around the box and try to Shepard them outside the box. This is done by angling your body so as to close off the majority of the box to the attacker. When explaining this to the defender, ask them to imagine standing on a surf board. One leg in front of the other, standing side on and with your arms out. If the attacker is on the left side of the field, the defender must turn his body to face the ball, but side on, so that he cuts out the right hand side of the box for the attacker. This means that the attacker now only has the left hand side as an option, making it harder for the ball to be kept in play. As the defender gets better at this skill, you will find that they are able to cut off a large amount of the box in a quick period of time. Piggy in the middle This is a simple routine but effective. Two attackers passing the ball between each other, with a defender in the middle trying to intercept the passes. The defender should learn from this routine that if he is too far away from the attacker passing the ball, the pass can be completed easily. However, if the defender is to close to the passing attacker, this means the other attacker is left free to move and offer a better angle for a pass. Eventually, the defender should be able to find a comfortable position between the two attackers that causes difficulty for the attackers. The main point that should be emphasized is for the defender to remain on his toes at all times. Shooting Roll and shoot Mark out a goal for the player to aim at, using two cones. Players are put into pairs.
Football Coaching Manual A Guide to working with 5-12 year-olds page 11 of 20: One player kneels down in front and to the side of the goals. The other player passes the ball to him. The kneeling player collects the ball, rolls it to the side for the other player to run on to and shoot first time into the goal. For younger players, the kneeling player should be quite close to the goal. For more advanced players, the kneeling player can be moved further away from the goals. Also targets within the goals can be added. A target is placed in each corner of the goals. The player is encouraged to hit the targets in the corner as this is the ideal place to aim a shot. Each time the player hits the target, he gets one point, and a point is taken off if he misses. The targets will increase the accuracy of the players shot and also add an element of competitiveness to the exercise. Targets can be added to any of these exercises with the purpose of increasing accuracy. Through legs and shoot This time the kneeling player starts with the ball. The kneeling player rolls the ball to his partner. The partner lets the ball run through his legs and then turns and shoots towards the goal with a first time shot. To start with, the partner can stand facing the kneeler so that he may see the ball rolling towards him. Advancement on this exercise is for the partner to have his back to the kneeler thus he does not know when the ball will run through his legs. Exchange and shoot Two groups line up opposite each other. Each player at the front of their lines feeds the ball to the opposite player. They shoot, as shown below, and then join the opposite line so as to encourage shooting with both feet. Pass and shoot Two groups lined up as shown below. The player passes from the touch line to the shooting group. The player shoots then collects the ball and joins the feeding group, whilst the feeding player joins the shooting group. 1 v 1 shooting The passing player moves into the middle and now becomes a defender. At first the defender should not put too much pressure on the player shooting, but as skills improve, the defender can become more and more active.
Small sided games Football Coaching Manual A Guide to working with 5-12 year-olds page 12 of 20: 4 v 4 1. No goalkeepers. Play ball back in from the side. Substitutes can be used at any time, any number of times. Little coaching is required. 2. 4 v 4 with side players. No goalkeepers. Four players on each team plus two extra players on each team that stand on the side line, offering passes to those inside the pitch. 3. 4 v 4 indoors. No goalkeepers. Goals are two benches put on their sides, side by side large target. Substitutes are organized in corners. Color code benches for direction. 4. 4 v 4 indoors with side players. Same as 2 but now indoors. 7 v 7 For age groups up until the age of 11, games should be no larger than 7-a-side. This is not only due to an 11-a-side pitch being too big for young children, but also to ensure that each child has a reasonable amount of possession, so that they may gain experience of controlling the ball in a game environment. Goalkeepers should be used in 7-a-side games. It is also possible to have rotating goalkeepers, so that children can have experience in playing more than one position. Adaptations can be made to these games, such as 5 v 5 and 6 v 6. Principals are exactly the same. Within a confined area such as a school hall, 5 v 5 is probably the maximum that should be attempted. Coaching Technique Children s involvement in coaching session straight away - Avoid a long-winded explanation of the activity - A picture/visual example paints a thousand words! Demonstration position - Select a suitable demonstration position. This is important and certain basics must be followed. - The coach must be able to see every player. Do not begin to speak until all are in front and standing still. The players nearest to you should be asked to crouch down. - Do not speak into a strong wind. - Players should not be asked to look into the sun at the coach, i.e. the coaches back is to the sun. It is better for the coach to have the sun in his eyes. - Speak with authority. Only one person may speak at a time. Speak when still
Football Coaching Manual A Guide to working with 5-12 year-olds page 13 of 20: - If demonstrating personally, try not to speak whilst you are moving. - A short explanation before and/or after is desirable. Observe from the outside of the activity. Name association - Sometimes a child lacks motivation to perform a certain skill practice. A good way of encouraging a child to get active is to let them know that some of their hero s perform exactly the same skill practices when they train with their clubs. For example, a child does not want to practice his dribbling. Ask that child who his favorite player is (usually its Beckham or Benni McCarthy). Tell the child that you have read a book or seen a video about their favorite player which states that Beckham or McCarthy does this specific practice when they are at home. If a child believes that their football hero does exactly the same skill practice, then he will also want to take part as they will want to be as good as Beckham & McCarthy etc. Maximize participation - Whenever children are practicing, give them as many opportunities as possible to repeat the skill. - Organize the groups into small, manageable numbers. - Avoid long queues, as these hinder a child s development and can induce boredom. Proper management of area/space - When attempting to learn a skill, children need space. Other children getting in their work area can act as a distraction and hinder the learning. The proper use of the whole area is very important. Active coaching - Too often, coaches organize skill practices or drills, then relax and admire their work! Once a group is working, it is essential that the needs of each individual within the group, is addressed. This means being active. Encouraging the group. Walking around the group and keeping an eye open for children who are requiring some additional advice. Coaching feedback - Don t be shy in letting children know that they are doing well. A child is much more likely to remember the correct way of performing a skill if you provide plenty of praise. Immobilize all footballs - When speaking to the children, the coach must command the attention of the whole group. The ball, at this time, is a distraction to all kids. It must be kept still, and if necessary, out of reach of the children. Incorporating a theme - The session should not be a collection of different skill practices which cover a variety of themes. Repetition is the basis of all learning and, through different practices, one skill can be developed, e.g. passing, control etc.
Football Coaching Manual A Guide to working with 5-12 year-olds page 14 of 20: Adapting activities for different skill levels It is common for coaches to give practices to children which do not take account of the varying abilities within the group. Too often, the activities the children are involved in are tailored to accommodate the needs of the middle of the ability range or, worse still, they are given exercises that are so basic, the whole group can cope too easily. Consequently, it may be that children are not being presented with realistic and challenging objectives. It is the responsibility of the good coach to try to present skill practices in such a way that children can experience a realistic challenge at their own level. Giving standard practices to the whole group cannot stimulate and challenge everyone. The good coach must be aware of how to adapt practices. In practical terms, all this means is that the coach gives an exercise which he feels will be appropriate and challenging for the majority of the group. This is called the core practice. As the coach observes the group working he quickly assesses where there is need for adaptation of the practice. If there is a child or children in need of a greater challenge, then an extension practice is introduced. Similarly, if there are children who are finding difficulty in coping, then a support practice is appropriate. Adapting activities for different skill levels (continued) The adaptation of these practices should be introduced in a low key, discreet fashion while the others in the group are working. It is very important that the coach re-evaluates regularly to give the children the opportunity to reach their potential. However, support practices may be required for a short time only and the children should therefore be encouraged to move on whenever they feel confident enough to do so. The following list of strategies, though not exhaustive, should be helpful when adapting practices. - The strategic use of different body parts, e.g. inside/outside of the weaker/stronger foot. - Modify the distances involved. - By introducing or eliminating a bounce of the ball the time available can be lengthened or shortened accordingly. - Taking more/fewer touches. - Increase/decrease time.
Football Coaching Manual A Guide to working with 5-12 year-olds page 15 of 20: - Vary the height of the ball. - Increase/decrease target dimensions. - Vary the complexity of the skill required, e.g. turning. Good habits, acquired early, will become an integral part of a child s education and development in football. Important concepts for Good Attacking play
Football Coaching Manual A Guide to working with 5-12 year-olds page 16 of 20: Important concepts for Good Defensive play
Football Coaching Manual A Guide to working with 5-12 year-olds page 17 of 20: Positioning Centre backs main job is to make sure that the ball is cleared away from the goals. If possible, they should be encouraged to pass the ball wide to the full backs. Full backs must assist centre half s when defending. They must try and remain in the wide positions. When our team is attacking, they must go forward and assist the wingers. Centre midfield must tackle, pass, run and shoot. They need to help in defense but also be willing to run forward and help the strikers. They must try to remain in the middle section of the pitch. Winger s main job is to create goal scoring opportunities for the striker. They must try to remain in the wide areas of the field. It is also their duty to run back and help the full backs if need be.
Football Coaching Manual A Guide to working with 5-12 year-olds page 18 of 20: When teaching positioning to younger teams, it is probably best to tell the team their positions to play and then begin a training match. As the match progresses gradually tell one player at a time the area that they should be covering on the field. It is important not to tell all the children at one time about each individual position, as you are likely to confuse or overwhelm them. A striker should try to remain in the opponents half for most of the match. When they have the ball, they should try to run straight at the goal. It is important that a striker remains in a central position so that they can create space for a winger or a centre midfielder to pass into. Some positions are better to describe as to a pair of players rather than one at a time. These being Centre half s and strikers. These positions require good communication between the two players. This should be encouraged at all times by the coach. The common theme that must always be encouraged with all positions is to SPREAD OUT ALL OVER THE PITCH. Eleven players all within a confined space on the pitch is not going to win many matches. What to look for in a talented player Within any group there are going to be players that progress more quickly than others. It is important that a coach not only helps those who are struggling with learning new skills but also encourage those, who are progressing, to take on more difficult tasks. The main points to look for in a player who is progressing well are as follows: Head up A child should always be encouraged to keep his head up when the ball is at his feet, so that he may see the spaces and players in front that he can work with. This attribute will aid the child s control of the ball and also enable them to make correct decisions as to what they are going to do with the ball next. This relates to correct decision making, a point that will be discussed in more detail later on.
Football Coaching Manual A Guide to working with 5-12 year-olds page 19 of 20: Communication with team mates Positive communication should also be encouraged. A good player is one that can not only lead by example but also encourage others to do well. All too often a player who is doing well will be frustrated with others who are not doing as well. It is the coach s job to explain to the player that they should not be angry with any of his teammates; rather he should be proving support and encouragement. There is no room for children bad mouthing other children in a team. Use of whole pitch From an early age, children should be taught that a football pitch is a large area, and that the most successful teams use the whole area of the field. A poor team will have eleven players all within a tight area chasing the ball. A good team is one that will spread out and use the whole area. Not everyone has to chase after the ball at the same time. The sooner that a player realizes that he does not always have to be chasing after the ball, the better that player will become. A good player is one that knows his position and is not lead astray by the action if it is on the other side of the pitch. For example, a right midfielder should very rarely be over on the left hand side of the pitch. Correct decision making Another important attribute to look for in a talented individual is whether or not they make the correct decisions within tight situation. All too often a child will try and play a pass that is far too difficult, resulting in loss of possession. A gifted child is one that can evaluate his options and consistently pass the ball successfully to his team mates. This might mean that he has to pass the ball backwards if there are no other options available. Always encourage children to make sure their passes go to their team mates. A poor decision can cost your team a goal or even the match. When selecting a team, it may be a good idea to pick those who are composed on that ball (i.e. good decision makers) for positions in the middle of the pitch, centre backs, sweeper and centre midfield. These are all key positions where a poor decision can be easily punished by the opposition. Coaches should also remind the defenders in the team that if they are any doubt as to what to do with the ball in a defensive position, they should always look to clear the ball out the pitch. As the child develops, hopefully that will become more comfortable with the ball at their feet and thus they will not to rely on clearing the ball away as often. Late Developer? Obviously a coach should look to encourage all his players to adopt the above points; however some players are better at learning these attributes than others. It is these children who will excel and should be noted for town and regional trials. Also, just because a child has not learned a skill straight away, does not mean he will never learn it. According to an interview with former team mates of Thierry Henry, at the age of 10 Thierry was struggling to get into their first team. It was only after a couple more years, when he had time to develop both physically and mentally and he began to excel.
Football Coaching Manual A Guide to working with 5-12 year-olds page 20 of 20: Coaches beware! Don t over look the next Thierry, it might be the child needs a little extra time to grow and become comfortable with the ball at their feet. Correct Position? An additional point that a coach must also look at is whether or not a player is best suited for the position they are playing in. It might be that your striker might be better suited at playing as a defender. Or your right defender is a very good passer of the ball and could perform better for the team in the centre of midfield. A coach should not be scared to make changes to a team if he believes that the player might be better suited to play elsewhere on the field. Jock Stein was the coach of the Celtic team that won the Champions League in 1967. His star midfielder was a player called Bobby Murdoch. Bobby originally played as a defender. However Stein realized that Bobby was easily the best passer of the ball in the team. Stein tried Bobby out in the centre midfield and he was an instant success. Stein was able to build his team around Bobby and that side went on to win 9 Scottish leagues in a row and also the Champions League. TRAVELLERS WOULD LIKE TO THANK MARTIN FRIEL FOR HIS TREMENDOUS WORK WHILE ON HIS PLACEMENT, AND FOR PREPARING THIS INVALUABLE MANUAL FOR FUTURE VOLUNTEERS. Copyright 2006. TRAVELQUEST LIMITED. All Rights Reserved. No part of this document may be used, translated into another language, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written consent of TRAVELQUEST LIMITED. While every effort has been made to ensure the accuracy of this document, TRAVELQUEST LIMITED assumes no responsibility for omissions and errors. Neither is any liability assumed for damages resulting from the use of information contained herein. TRAVELQUEST LIMITED reserves the right to revise any information contained in this document without prior notice. Questions or comment regarding this document or the project to which it relates should be directed to: Travellers Worldwide 7 Mulberry Close, Ferring, West Sussex, BN12 5HY, England Tel: +44 (0)1903 502595, Fax: +44 (0)1903 500364 Email: info@travellersworldwide.com