Kindergarten and U6 Player Guide

Transcription

The
Evansville Soccer Club
U-6
Coaches Guide
Dear Evansville Soccer Club Parent/Coach:
Welcome to U-6 soccer!
If this is your first time coaching at the U-6 level, whether you have years of soccer knowledge
or are an ignorant, but willing volunteer, this guide is meant for you. This coaching handbook is
a collection of ideas organized into a sequential series of practices. However, it is only the
beginning and merely a guide. Some of the best practice sessions come from improvising while
on the practice field with your players. Flexibility and creativity are strongly encouraged. The
very first objective you should have as a coach is to ensure your players are having fun playing
soccer.
Your first priority is your players. Focus on them and not on your practice agenda. Your agenda
will keep you moving in the right direction, but don’t worry if you don’t accomplish everything
you had hoped to in the scheduled practice. As long as your players are having fun and look
forward to coming back to the field for the “next time,” then you’re a successful coach.
This Kindergarten / Under-6 (U6) handbook is a general orientation to the game of soccer.
The aim is to create an environment where five year old players have a productive, fun based
introduction to the game of soccer. The curriculum is based upon introducing these younger
players to key fundamentals of the game through involvement in a series of FUN based
practices and small sided games.
At the age of five the following techniques will be introduced and reinforced:
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Dribbling
Individual Moves and ball handling skills
Juggling
Short passing
Ball control - pass to yourself.
PROGRAM PARAMETERS
The emphasis of the work with these young players is focused firmly upon introducing
them to the game in a manner which leaves them excited about playing.
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GUIDELINES FOR COACHES
These guidelines can be seen as “golden rules" by which coaches can use to help run practice
sessions and games.
1. Give the players as much active time with the ball as possible.
2. Do not use practices that involve the players standing in a line.
3. Try to finish the practice when the children are having tremendous fun and you have
accomplished your "goals" for the day.
4. Juggling and Dribbling type moves should be part of every session.
5. Be an entertainer. Remember a child’s world is one colored with magic and
imagination. Sponge Bob means more to young players than a simple passing drill. Do
not coach them as though they are miniature adults.
6. Players at these ages learn best by touching the ball frequently. It therefore seems
logical to play small sided games as much as possible. As the parameters for five and
six year olds suggest, the best game to play is 3v3 Soccer.
7. Although they are young they need and respect discipline. Carefully select your
teaching style and your guidelines for behavior, and then be firm with what you will and
will not accept.
8. Carefully select the language that you use when communicating with the young
players. For example, by saying: “The one who works the hardest will be my next
catcher” you effectively invite all players (regardless of ability) to participate in the game.
Alternatively the phrase “The first one to do........” invites only the gifted few. At all times
try to use language which invites all, and excites all, and alienates no one.
9. Use your body to help express the enthusiasm that you have for the practice you are
running. Avoid towering above them, get down on your knees and become part of their
world. They will relate better to you if you are an animated character.
This guidebook contains some general information about the game of soccer, some fun learning
activities that can be done during quiet time and a step by step guide to run a season of
practices. The materials in this guidebook were collected from a variety of sources, including
programs developed by other soccer clubs around the country.
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One other note.
Recruit an assistant coach!
Having an assistant coach will be invaluable to you and your players. Many parents are
reluctant, for a number of good reasons, but at least one will have at least some interest in
helping out. Ease them into it and work together with the kids. Having two coaches (even a
third) will make the entire experience more rewarding for everyone (not to mention providing
you with a back-up).
Also, don’t forget that your soccer club U-6 commissioner and the director of coaching are
willing resources for you. Please use them.
ENJOY THE SEASON!
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The Evansville Soccer Club Kindergarten / U – 6 Soccer Curriculum
Section 1: Overview and General Comments
Coaching priorities. “Coach” will:
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Set a good example
Encourage FUN. Soccer should be fun.
Be organized and prepared
Be enthusiastic (this is a fun time, so show it)
Have a good understanding of young players
Be willing to constantly learn (just like the players)
Communicate well with player, parents, and club officials
Set realistic objectives for his players
Build the players’ self-confidence and makes training FUN
*The key here is taking care of the players. Note that nowhere in the priority list does it say
you, as the coach, need to be an expert in soccer. Certainly soccer knowledge important, but
the focus should be on having fun with a soccer ball and this curriculum will give you basic
soccer knowledge for this level and guide you through the season.
The best way to communicate when practicing & playing (actions speak louder than words):
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Demonstrate- simply show the players what you’d like them to do and ask them to copy
as closely as possible. This is the quickest, most economical way of communicating
movements.
Instruct- Clear, brief instructions work the best on players of all ages.
Let them play- The most renowned players and coaches in the world agree the game is
its own best teacher. Players can learn technique, tactics, sportsmanship and the rules
simply by playing fun games, activities and scrimmages.
Equipment needed:
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All players need to come to practice with water or some other drink, cleats, shin guards
and proper clothing for the weather. In addition, bringing a soccer ball is nice (more for
the player’s comfort/pride (they usually like to practice with their own ball). More
below:
Every player needs their own ball to practice with. If they don’t bring one, then you
provide one. At this age, a size 3 ball is appropriate.
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Coaches should also have a dozen or so disks, plus 4 cones and 4 flags. These are used
to mark practice areas for specific skill drills as well as general field marking. Exact type
(disks or cones) is not critical. Coaches should also have enough practice vests or
“pinnies” to dress at least half of the team. Multiple colors are nice, but not critical.
Whistle is optional (don’t use it). Whistle usage can be debated, but it’s not necessary
at the U-6 level. Later on whistle usage can be effective, but at this age, coach’s voice is
more important.
Practice session: 30 – 45 minutes with breaks.
Some Important characteristics of the U-6 player:
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This is not World Cup level soccer. Players will barely understand the game, other than
knowing they need to chase a soccer ball, so keep your expectations realistic. Early in
the season, you’re likely to see a variety of behaviors, but as you near the end of spring
season, you’ll be able to recognize the activity on the field as soccer.
U-6 most likely means you’ll have a mix of pre-K and Kindergarteners on your team.
You’ll see that skills and abilities will vary widely. Some will “get it” fairly quickly and
others will need more development and coaching.
Typically, 5 and 6 year old players have two speeds: Fast and resting
U-6 players’s likely will not understand all the mechanics of a rolling or
bouncing/airborne ball and sometimes shy away from the ball. They don’t really
understand cause and effect. Do things to get them comfortable with the ball in
different circumstances (lots of touches with moving ball, Do NOT have them waiting in
line).
Difficult for them to think abstractly – asking them to think about spatial relations or
runs off the ball is unrealistic. They live in the moment! So, make sure they have the
ball.
U-6 players have a short attention span and can only process small bits of information at
any one time, so be brief and clear. Structure many, short activities. If you like to talk a
lot, don’t. U-6 players’s want to actively participate. They don’t like to watch.
Celebrate success! Young players’s need generous praise and are easily bruised
emotionally. With many, effort is synonymous with performance – if they have tried
hard, they believe they have done well.
Find ways to play without pressure. Don't tell kids to "Do this". Ask them to "Try this".
Imagination is important, so be inventive with games. Kids love to chase and be chased
(esp. by adult). Go with this in inventive directions!
Your bottom line is: Are all the players involved and having fun?
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U-6 player target skills (all related to becoming comfortable with the ball):
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Dribbling a ball. Dribble, dribble, dribble! Basic control, change of direction, speed is
less important.
Passing to and receiving from a partner. Encourage use of both feet for passing and
receiving. This gets harder to learn as they get older!
Shooting isn’t emphasized at this level, even though the players instinctively will migrate
toward the goals and want to shoot and score. Practice shooting as part of the overall
concept of playing with a soccer ball. Do NOT over emphasize. Instead of shooting,
have the players work on accurate passes. In some ways, a shot on goal is really a hard
pass to a target. Shooting and scoring is important, but it gets enough emphasis
without additional encouragement and at this level it should not be a priority. Passing!
NO HEADING!!! Do not do any heading with this age group. If players try it, gently but
firmly dissuade them from doing it again.
Additional thoughts:
No hands (except and only for throw-ins)
NO LINES, NO LAPS and NO LECTURES. A primary coaching objective should be that each player
touch the ball as much as possible each practice. Nothing is gained by standing in line. If a drill
or activity has to have a line of players waiting, then set up the same drill in two different areas
(two groups), one with the head coach, one with the assistant or parent. This will at least
shorten the waiting line.
Dribbling vs. running with a soccer ball: There is a difference. Dribbling is having the ball under
control right at one’s feet or within 2-3’ of the player. (stationary dribbling is sometimes called
“boxing” the soccer ball). Dribbling is also being able to move, advance or turn in any direction
in a tighter area usually in an attempt to evade an opponent. It is an acquired skill that can be
improved with practice and repetition. Running with the ball is just that. It’s usually strike the
ball forward and run after it. Most soccer players have no problems running with the ball, even
though the ball may not be under control. Knowing when to change from dribbling to running
with the ball and vice versa is something that most young players need to work on. All players
should be taught that they can use 5 parts of their feet to dribble: the laces or top of their foot,
the inside and outside of their feet, the bottom or sole of their foot and even the heel. (Work
to discourage toe strikes)
Passing: Passing should be done with the inside of the foot. The non-kicking foot should be
beside the ball or slightly behind it. The non-kicking foot should point to the intended target.
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The kicking ankle should be locked and the inside of the foot should strike the ball right in the
middle (picture an equator on a globe). There should be a slight follow-through with the kicking
foot/leg. This important fundamental provides the greatest amount of accuracy and also keeps
passes on the ground where they are more easily handled by teammates. It can be compared
to a putt in golf.
Shooting: Again, not emphasized at this age, however you do not want players to develop bad
habits or bad mechanics. Thus, the mechanics of shooting are very similar to passing. For
accuracy, shooting can be done with the inside of the foot. For more power, the laces or top of
the foot is used. The non-kicking foot should be slightly behind the ball and pointing at the
intended target (hopefully an open spot in the goal!) The shooting ankle should be locked, and
there should be a slight follow-through.
Heading. Don’t do it.
Juggling: This term is used to describe the act of keeping the ball from hitting the ground by
repeatedly striking it with soft controlled touches using the feet and thighs (and head for older
kids). It can be used as part of a warm-up, in between drills or as a contest (see who can get the
most without the ball hitting the ground, personal bests/records, etc.) It is an excellent way to
improve ball control.
Scrimmaging: EVERY practice session should end with a 3 v 3 scrimmage/micro soccer (it’s a
game). Remember, the game is its own best teacher. If you’re having “one of those days”, or
the kids aren’t quite into it or you’ve got extra time, just set up a scrimmage. Also remember,
as a coach you want each player to touch the ball the maximum amount of times, so encourage
all phases of the game…passing, dribbling, running, receiving, shooting. Share the ball.
End of Practice
Have your players help pick up cones, disks, flags and balls. They can help you put the
equipment back in the bag. Remind them of the next time you’ll meet (practice or game).
Parent info/hand-outs. Be prepared before practice and make this time quick. Players are
usually unfocused now and ready to go, so keep this in mind. Short parent meetings work
(minute or two). Long meetings do not.
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Learning the Basics: The next section of this guide will teach young players
some of the basic facts about the game of soccer.
Color in the SOCCER BALL below
to find out what is hiding on the ball
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HAND BALL
Soccer is a game that you play with your FEET. That is why many people
from other countries sometimes call it FOOTBALL.
Only the goalie is allowed to use their hands unless a player is taking a
THROW-IN
Using your hands at other times is not allowed and will give the other team
a FREE KICK for HAND BALL.
HAND BALL in soccer goes all the way to your SHOULDER
Look at the pictures below and decide if the player has made a HAND
BALL
Put an X in the box where a player has handled the ball and put a
the box if the player has played the ball without using their hands
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in
SOCCER TRIANGLES
The TRIANGLE is a soccer players favorite shape. It is the shape that
soccer players use to ATTACK and to DEFEND.
In the 3v3 game below draw a line between the three players with short
sleeve shirts and then color this triangle RED - these are the ATTACKERS.
Then draw another line between the three players with long sleeve shirts Color this triangle BLUE - these are the DEFENDERS
Now draw a CIRCLE around the BIGGEST TRIANGLE. Your coach will tell
you why this triangle is bigger at your next practice.
Lewisboro Soccer Club - “K” & 1st G
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SOCCER SHAPES
Trace and draw the following SOCCER SHAPES
A TRIANGLE is a very good shape for PLAYERS in SOCCER GAMES of
3v3.
A SQUARE is a shape that is often use for a SOCCER PRACTICE
A CIRCLE is found in the center of a SOCCER FIELD
A RECTANGLE is the shape of all SOCCER FIELDS
Lewisboro Soccer Club - “K” & 1st Grade
FootBook
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SOCCER IN AND OUT
In SOCCER the WHOLE of the ball has to cross the line for the ball to be OUT of
play. If any part of the ball is ON or OVER the line then the ball is still IN.
Look at the SOCCER BALLS on the SOCCER FIELD below.
How many SOCCER BALLS are there? __________
How many SOCCER BALLS are still IN play? ______ (Color these BLUE)
How many SOCCER BALLS are OUT of play?_______ (Color these RED)
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RIGHT . . . LEFT . . . UP or DOWN
Where a SOCCER BALL moves when you KICK it depends on the part of
the BALL that you KICK.
Read the following and then write the correct number to KICK
UP
If you KICK number 2 the ball
will go to the RIGHT
will go to the LEFT
If you KICK number 4 the
BALL will go UP
LEFT
will go STRAIGHT and stay
DOWN
DOWN
To make the BALL go to the RIGHT you KICK on number ____________
To make the BALL go to the LEFT you KICK on number ____________
To make the BALL go UP you KICK on number ____________
To make the BALL stay DOWN you KICK on number ____________
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SOCCER MIXED-UP
Look at these SOCCER pictures and
then find out what SOCCER word is
all mixed up.
Write the word into the boxes
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YOUR SOCCER FOOT
You use different parts of your foot to play soccer.
For SHORT PASSES you use the INSIDE and OUTSIDE of your foot
Color in the
DIAMOND on
the side of this soccer
shoe.
This is the part of the
foot used for short
passes
For LONG PASSES or SHOTS on GOAL you use the TOP of the foot
where your LACES are. (do not kick the ball with your toe)
Color in the LACES
on the top of this
soccer shoe.
This is the part of the
foot used for long
passes and
shooting at goal
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GOALKEEPERS USE “W” AND “M”
When a goalkeeper makes a HIGH save they
keep their thumbs touching close together to
make a “W” shape with their hands.
When a goalkeeper makes a LOW save they
keep theirlittle fingers close together to make
an “M” shape with their hands.
U6 practices and games to not include
goal keepers. Teams start using keepers at
the U8 level. However, often players want to try the position and if the
opportunity presents itself, it’s better to teach players the correct way to
play when they first learn.
HEADING
Just 2 words about heading: NO HEADING! Simple. Don’t do it. U6
players are much too young to be using their head when contacting the
ball. If a player attempts to head the ball, firmly explain that we don’t head
the ball in U6. It’s simply too dangerous for 5 year old children to head the
ball and thus it’s against the rules.
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The Season
DURATION OF INSTRUCTIONAL WORK: 45 Minutes maximum, including game time.
Week 1 - Introduction to dribbling
Week 2 - Dribbling Moves
Week 3 - Dribbling and Juggling.
Week 4 - Introduction to the Push Pass
Week 5 - Pass to yourself – foundation for control
Week 6 - Dribbling, moves and passing
Week 7 - Dribbling, moves and passing
Week 8- - Dribbling, moves and passing
Note: For every instructional element, use these four steps: (some drills may not need
a lot of explanation or demonstration)
1. Explain: Tell the children the name of the drill/move and explain/describe what
they will be doing.
2. Demonstrate: In slow motion, demonstrate (or have a skilled player or another
coach) the move – explaining the steps as it‟s being demonstrated.
3. Experience: Have the players perform the drill. Monitor their performance and
ensure that the technique is correct. Emphasize correct technique over speed
(but don‟t let them go in slow-mo).
4. Feedback. A) use individual coaching to encourage and correct each player on
their performance b) stop the action and explain a common element to them all.
Keep these feedback sessions short – 10 – 15 seconds at most. Let them play.
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Week 1
Prior to starting the game, explain and show the children basic dribbling – tapping the
ball side to side, between the feet using the forward instep (large big toe joint). Explain,
demonstrate, then have them practice. Practice stationary dribbling (one spot), then
have them try running forward dribbling, then make turns. Have them practice this for a
few minutes – stopping play as needed to correct technique. This is basic, but
essential. Once they understand what to do, move into the games:
Game 1 – FAVORITE FOODS/CANDY
The children play in a square approximately 30 x 20 steps. The coach names each side
of the area after a favorite food. Each child has a soccer ball. When the coach
shouts out the name of the food, the children dribble their soccer ball to the
appropriate side.
Coaching Points:
1. Young children usually have a favorite food, easy for them to understand.
2. This practice should be “up-beat” : it requires a dynamic coaching performance.
3. When the children reach the particular food, they should be encouraged not to
stand still, but to perform a soccer action to secure the food, for example toe taps.
4. This game can be played without a ball, this is done in order to get the children's
attention and familiarize the young players with the coach’s different tones.
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Move 1 - THE DRAG BACK TURN: During the game, have them execute the move.
Coaching points:
1. Place the non - kicking foot at the side of the ball.
2. Place the kicking foot on the top of the ball.
3. The player’s body should be leaning over the ball.
4. Drag the ball back, in the opposite direction.
5. Push the ball away using opposite foot.
Game 2 - BODY BRAKES
The children play in a square approximately 30 x 20 steps. The children dribble around
with a ball each. The coach calls out a body part, for example left elbow. The first child
to stop the ball with the named body part gets a point.
Coaching Points:
1. The coach should make the point that, if a child’s ball is rolling away from them and
they are unable to stop it, they are dribbling too fast and the ball is not under control.
2. When the children are stopped, the coach should encourage them to be in an open
space. Thus also making the point that the child should dribble to open space.
Game 3 - CONEMAN
The children play in a square approximately 30 x 20 steps. The coach is the
“Coneman/Conewoman” who runs in the area attempting to “Cone” the players. This is
done by placing a cone on top of the player's ball, and shouting “Coneman has got you”.
Once a player has been coned they must perform three juggles to get back in the game.
Coaching Points:
1. The coach should encourage the children to dribble with their heads up, looking for
space and defenders.
2. The coach should encourage the children to take as many touches of the ball as
possible.
3. The coach should encourage the children to use both feet.
4. The coach should make known that he/she is always looking for the person who is
working the hardest to use as the next “Coneman/Conewoman”!
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Game 5 - STORY BOOK SOCCER
The children play in a square approximately 30 x 20 steps. The coach tells a story of
when he/she was young and on his/her birthday they were given a magic car. The
coach then asks the children if they want to play “magic cars.” The children dribble
around the area and the coach introduces three gears. In first gear the children must
dribble their soccer ball really slowly. In second gear the children should be encouraged
to dribble the ball at a medium speed. Third gear is “racing car” speed, the children
should be encouraged to dribble the soccer ball as fast as they can.
Coaching Points:
1. The coach can introduce additional coaching points:
a) Traffic lights at which children must stop. Remember if you are traveling really
fast, cars usually screech to a halt.
b) Hills: the children are asked to travel up a hill; this is done by performing toe
taps.
c) Slalom: the children are asked to travel through a slalom course (use cones), this is
done by cradling the ball (inside to inside).
d) If the children fail to stop when the coach shouts out red light, they get a
speeding ticket.
e) The coach finally introduces a car thief. The thief steals the children’s soccer
ball by touching them with his/ her foot. To get back in the game the child must
perform three juggles.
f) It should be made quite clear that all of these progressions do not have to be
made in the first week, or even the second. This game should be played
regularly so the children remember the storyline.
Game 6 - THE GOLDEN EGG
The coach makes two small squares approximately 30 steps apart. Each square acts
as a nest for a group of birds (children). The coach places all the soccer balls into the
middle of the “nests” (the area between the two nests). The soccer balls have turned
into “GOLDEN EGGS” that the birds have to save. The “Golden Eggs” are then taken
back to their nests. On the coaches‟ command of “magpies”, the birds fly into the
middle to save the eggs. The children can save the eggs from other nests.
Coaching Points:
1. The coach should encourage the birds to save the balls using only their feet.
2. When the balls are in the middle they should be slightly spread out, so as to avoid
collisions.
3. Remember that the golden eggs are extremely heavy, and the only way the children
can move them is by dribbling.
4. The birds should be constantly encouraged to save eggs from other nests.
Remember the simple philosophy that the more touches of the golden eggs the birds
get, the greater the development.
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5. With more advanced groups, the coach should encourage the birds to perform dragback turn when stealing the “golden eggs”.
Game 7 - GAME SITUATION - MICRO SOCCER
Play 3v3 with small goals. On a field approximately 30 x 20 steps
Coaching Points:
1. Throughout the game, discourage them from just kicking the ball. They should always
be either trying to pass or dribble.
2. Do not stop the game every time the ball goes out of play. Simply roll another ball on
and let play continues.
3. The players should be asked if they can perform the drag back move within a game
before they make a pass to a team mate. Coach: Tim can you do a drag back (swoosh
move)?
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W
Weeeekk 22
Game 1 - CONEMAN
The children play in a square approximately 30 x 20 steps. The coach is the
“Cone/Woman” who runs around the area attempting to “Cone” the players. This is
done by placing a cone on top of the player's ball, and shouting “Conman‟s got you”.
Once a player has been coned they must perform three juggles to get back in the game.
Coaching Points:
possible.
4. The coach should make it known that he/she is always looking for the person who is
working the hardest to use as the next “Coneman/woman”!
Move 1 - THE DRAG BACK TURN:
Coaching points:
1. Place the non kicking foot at the side of the ball.
2. Place the kicking foot on the top of the ball.
3. The player’s body should be slightly leaning over the ball.
4. Drag the ball back, in the opposite direction.
5 Push the ball away using opposite foot.
Game 2 - BRITISH BULLDOG
The children play in a square approximately 30 x 20 steps. They start at one side of the
area. The coach has told the story of a “British Bulldog” who will not let the children out
to play. The children have to dribble their soccer ball past the “British Bulldog” so that
they can get out the opposite side of the grid. The coach plays the part of the “British
Bulldog.” Each time the children make it past the “British Bulldog” they get a quarter to
buy candy, this is done by performing toe taps. The young players can only travel
across the street when the coach says “British Bulldogs” Once the players have been
caught, they become a bulldog and assist the coach to catch the others.
Coaching Points:
possible.
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4. The coach should make it known that he/she is always looking for the person who is
working the hardest to use as the next “British Bulldog”
5. The coach should always let the children have success, to begin with at least!
Game 3 - STORY BOOK SOCCER
The children play in a square approximately 30 x 30 yds. The coach tells a story of
when he/she was young and on his/her birthday they were given a magic car. The
coach then asks the children if they want to „play magic cars‟. The children dribble
around the area and the coach introduces three gears. First gear is “grandma and
granddad” gear the children must dribble their soccer ball really slowly. Second gear is
“mummy and daddy” gear and the children should be encouraged to dribble the ball at a
medium speed. Third gear is “kiddie” speed, the children should be encourage to
dribble the soccer ball as fast as they can.
Coaching Points:
1. The coach can introduce additional coaching points:
a) Traffic lights at which children must stop. Remember if you are traveling really
fast, cars usually screech to a halt.
b) Hills: the children are asked to travel up a hill, this is done by performing toe taps.
c) Chicane: the children are asked to travel through a Chicane, this is done by
cradling the ball (inside to inside).
d) If the children fail to stop when the coach shouts out red light, they get a
speeding ticket.
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e) The coach finally introduces a car thief. The thief steals the children’s soccer
ball by touching them with his /her foot. To get back in the game the child must
perform three juggles. On the second week, the children can only get back in by
performing a drag back turn.
f) It should be made quite clear that all of these progressions do not have to be
made in the first week, or even the second. This game should be played
regularly so the children remember the storyline.
Game 4 - HOSPITAL TAG
The children play in a square approximately 30 x 20 steps. The children all have a
soccer ball and are dribbling around the area. When the coach shouts “Hospital," the
children can try to tag one another. When they have been tagged they hold that part of
the body. When the children have been tagged twice and both hands have been used,
the next tag means that they have to go to “Hospital” for treatment, this can only be
administrated after four juggles.
Coaching Points:
1. The coach should be aware that children may tag too aggressively, this should be
addressed immediately. It is only natural that children will get excited, this should not
be in any way discouraged. However the coach should be in complete control of the
practice at all times.
possible.
5. If the coach feels that certain players need to be more adventurous he can adjust the
game by having a winner ie the first player to tag 6 people wins.
Game 5 - MICKEY MOUSE’S DOORBELL
The coach sets up gates that are approximately four yards apart. The players stand
facing one another, with the cones either side of them. As shown below:
Explain that Goofy and Donald Duck have a disagreement because as they went to call
for Mickey they couldn‟t decide who would ring the doorbell. One player starts with the
ball and is trying to ring the door bell and the other player is trying to stop him.
25
This is done by the defending player putting his foot over the cone (doorbell). The coach
tells the children that there is an imaginary (electric) line between the two doorbells,
which the children cannot cross.
Coaching Points:
1. The coach should encourage the children to have happy feet i.e. that they are on
their toes.
2. The coach should encourage the children to use any moves that they have learnt i.e.
drag back.
3. The coach should constantly ask how Goofy and Donald are doing! This should
increase the intensity level of which the practice is being performed.
4. The coach should encourage the player with the ball to always keep the ball moving.
5. The coach should use judgment as to whether to name the children as characters, as
children have favorites and disagreements have started over who gets the role of
“Goofy”.
Game 6 - FOUR CONE SOCCER
The coach sets the cones up as shown below:
Play a maximum of three- a -side (Micro soccer). Both teams are trying to knock down
each others cones.
Coaching Points:
1. The coach should stand with a supply of soccer balls. Play with two or even three
balls at a time.
2. There is no out of bounds.
3. The coach should encourage the children to knock the cones over using the correct
push pass technique.
a. Non kicking foot by the side of the ball.
b. Lock ankle and follow through in the direction you want the ball to go.
c. Watch the foot make contact with the middle of the ball.
26
Week 3
Game 1 -- BODY BRAKES
The children play in a square approximately 30 x 20 steps. The children dribble
inside the square with a ball each. The coach calls out a body part, for example left
elbow. The first child to stop the ball with the named body part gets a point.
Coaching/Organizational points:
1. The coach should make the point that, if a child’s ball is running away from
them and they are unable to stop it, they are dribbling to fast and the ball is
not under control.
2. When the children stop the coach should encourage them to be in an open space.
Move 2 THE STEP OVER
Coaching Points:
1. Place both feet at the side of the ball, with the strongest foot nearest the ball.
2. The strongest foot is taken over the ball and placed down.
3. The upper body has moved down wards, attempting to throw the defender
of balance.
4. The weaker foot then takes the ball away in the opposite direction.
Game 2 - POWER RANGERS
The children play in a square approximately 30 x 20 steps. Select a catcher (s). All
the players dribble around the area with a ball. The catcher gets players out of the
game by touching their soccer ball with his/her foot. The catcher is “Evil Rita”
he/she can win the game by getting all the Power Rangers out of the square. The
players must perform 3 “zigs” and 3 “zags” on each foot to get back in the game.
1. For the first game the coach should be Evil Rita.
2. In the next game Evil Rita should be the child who is working the hardest during
the practice.
3. The coach should encourage the children to perform the step over move within
the game.
4. The same game can be played but this time the children can freeze the catcher
b y performing the step over move.
5. The coach should encourage the children to do the step over move.
27
Game 3 - The Numbers Game
The children all dribble around in a square with a ball. When the coach calls out a
number the players get into groups of that number. Any players who cannot get
into a group join the coach as part of his group.
Coaching/ Organizational points:
1. Encourage the young players to communicate amongst themselves and
organize each other.
2. The coach should always add onto his game description the phrase “ If you
cannot find a friend come to me and be my friend”. This simple use of language
keeps the game fun for all the players and means that none of the players end up
feeling left out.
Game 4 - STUCK IN THE MUD
The children dribble around the marshland approximately 30 x 30 yds. Two
marsh monsters attempt to freeze out the players. To do this they simply have to
touch the player‟s ball with their foot. Once the player is frozen he/she picks up
the ball and stands with their legs open, ball held on head. Players can set each
other free by passing the ball through a frozen players legs.
1. Use whoever tries the hardest to do X amount of juggles as the catcher.
2. Encourage players to use the correct technique when setting the players free
i.e. a. Non-kicking foot by the side of the ball.
d. Encourage the correct weight of the pass.
3. For this to be an effective practice the coach has to see the children passing the
ball as many times as possible. If the r e c e i v i n g p l a y e r is having little
success the coach is not seeing many of the children pass the ball. He/she
therefore needs to use more catchers to increase the chances of the children
being caught, which in turn will increase the number of children who are making
passes.
4.The coach should be aware that youngsters (in general) will not help their
teammates preferring instead to concentrate on looking after themselves. This is a
great opportunity for the coach to provide a moment of social education, explaining
to the children that they all play on the same team and that they should all try to
help each other.
28
Game 5 - GHOSTBUSTERS
The children stand approximately six yards apart, as shown below. The coach
introduces the game as “Ghostbusters”; every time the children can pass the
ball through their partner‟s legs, they score a “slimer”. First pair to five “slimers”
is the winners.
Coaching /Organizational points:
1. The coach should use the numbers game to get the children into groups.
2. The coach should coach the push pass. Encourage players to use the correct
technique.
a. Non-kicking foot by the side of the ball.
3. The coach should encourage the children to shout out “Slimer”.
29
Game 6 - CAPTAIN PLANET
The children play in square 40 x 30 steps. The coach sets out a series of cones,
explaining to the children that they are pollution plants that are going to poison the
earth. The children can save the earth by knocking the discs or cones over stopping
the pollution plants.
1. The coach should use this opportunity to teach the push pass
Encourage players to use the correct technique.
2. The coach should keep putting the disks back up so that the children are
continuously working hard.
Game 7 - BATMAN AND ROBIN (or some other favorite set of characters)
Mark out an area as shown below:
30
The coach stands at the side of the field with a supply of soccer balls. The children
are given different names of Batman and Robin characters i.e. Joker, Penguin.
When the coach shouts out the name of the child‟s character he/she runs into the
“Bat Cave” and tries to score. The two characters competing against each other. As
shown in the diagram a coach can have two Batmen competing over one ball whilst
two Robins compete over another. When the coach shouts “Gotham City”, all the
characters run into the “Bat Cave” and try to score. They score by dribbling or
passing through the goal.
1. The coach plays one ball in and calls a character both players have to
compete against each other to see who scores first.
3. The coach calls two characters and puts in two balls, creating two 1v1 practices.
4. The coach shouts “Gotham City” all the players are in the “Bat dome” with x
amount of balls.
5. It is vitally important that the players are changed frequently; the coach must
keep the tempo of the game high. This requires a dynamic coaching performance!
6. Remember keep the game fun, winning and losing is not important.
7. As the players improve it is possible to play with one ball for two sets of
characters with the added rule that you must pass to your teammate before you can
score.
Game 8 - 3v3 (MICRO SOCCER)
Play 3v3 in a small area to small goals. The small area will emphasize first
touch.
1. Throughout the game emphasize that a good first touch is one that puts the ball
into a space and creates more time for them.
2. Do not stop the game every time the ball goes out of play. Simply roll another
ball on and let play continue.
3. The players should asked if the can perform the drag back move within a
game before they make a pass to a teammate. Coach: Tim can you do a
drag back (swoosh move)?
31
Week 4
GAME 1. CONEMAN/WOMAN
The children play in a square approximately 30 x30 yds. The coach is the
“CONEMAN/ WOMAN” who runs around the square attempting to “Cone” the players.
This is done by placing a cone on top of the player's ball, and shouting, “CONEMAN
has got you”. Once a player has been coned they must perform three juggles to get
back in the game.
1. The coach should encourage the children to dribble with their heads up, looking
for space and defenders.
2. The coach should encourage the children to take as many touches of the ball
as possible.
3. The should encourage the children to use both feet.
4. The coach should make it known that he/she is always looking for the person
who is working the hardest. To use as the next “CONEMAN/WOMAN”!
Game 2 - THE SLEEPING GIANT
In the deepest part of the forest there lived a Giant. The Giant had planted rows
and rows of beanstalks (his father once told him a story about beanstalks, he had
been fascinated ever since!). The only problem was that the beanstalks were
planted right in the middle of a soccer practice field…so they kept getting
knocked down. This made the giant really angry, so angry that he would often
chase after the players. So, the players play when the giant sleeps; but, if he
wakes up he tries to catch the children knocking down the beanstalks and
chases them all over the field. The practice is set up as shown below.
32
1. The push pass should be coached:
2. The game should be played several times, giving the children time to become
use to the storyline.
3 The children can also escape aloft by performing eight toe taps.
Game 4 - BATMAN AND ROBIN
Mark out an area as shown
The coach stands in the position shown with a supply of soccer balls. The children
have been give different names of Batman and Robin characters i.e. Joker, Penguin,
this can been done in pairs or single. When the coach shouts out the name of the
child‟s character he/she runs into the “Bat dome” and tries to score. When the coach
shouts out “Gotham City” all the children run into the “Bat dome” and try to score.
1. The coach plays one ball in and calls a character both players have to
compete against each other to see who scores first.
2. The coach plays one ball in and calls a character both players have to pass
the ball between them four times.
3. The coach calls two characters and puts in two balls, creating two 1v1 practices.
4. The coach shouts “Gotham City” all the players are in the “Bat dome” with x
amount of balls.
5. It is vitally important that the players are changed frequently; the coach must
keep the tempo of the game high. This requires a dynamic coaching performance!
6. Remember keep the game fun, winning and losing is not important.
7. As the they improve it’s possible to play with one ball for two sets of characters
with the added rule that you must pass to your teammate before you can score.
33
Game 5 - 3v3 (MICRO SOCCER)
Play 3v3 in a small area to small goals. On a field approximately 30 x 20 steps.
The small area will emphasize first touch.
1. Throughout the game encourage the players to do one of the moves before
they attempt to pass or shoot.
3. Experiment by adding game conditions such as: you must pass before you
can score, three passes equals a goal.
4. Within the game the players should be asked by the coach if they can produce
a step over move when faced with an opponent.
34
WEEK 5
Game 1 - STUCK IN THE MUD
The children play in a square approximately 30 x 20 steps. Two marsh monsters
attempt to freeze out the players. To do this they simply have to touch the player‟s
ball with their foot. Once the player is frozen he/she picks up the ball and stands
with their
legs open, ball held on head. Players can set each other free by passing the
ball through a frozen players legs.
1. Use the player who tries the hardest to do three amount of juggles as the catcher.
2. Encourage players to use the correct technique when setting the players free
i.e. a. Non-kicking foot by the side of the ball.
Move 3 THE CRYUFF TURN (BIRTHDAY BOX MOVE)
Coaching points:
1. Place the non-kicking foot at the side of the soccer ball.
2. The kicking foot is placed in front of the ball at 90 degrees to the non-kicking
foot (making a part of a birthday box).
3. Using the inside of the kicking foot push the ball back in the opposite
direction. (wrapping the present)
4. The player should then turn and pivot around the non-kicking foot. Children
will often pivot on the wrong foot. Note - for a young child this is a complex
bio- mechanical movement. To successfully coach the Cryuff turn the coach should
adopt a hands on approach.
Game 2 - CAPTAIN FREEZES
The children play in a square approximately 30 x 20 steps. They attempt to freeze
the two coaches by passing their ball against the coaches' ankle. If they can freeze
both coaches they have won.
35
1. Encourage them to try frequently to pass the ball against the coach.
2. As you play attempt to correct technique, as above.
Game 3 - FREEZE TEAMS
The children play in a square approximately 30 x 20 steps. Divide the team into two
groups. One half keeps a ball and the other half runs free in the square. Player‟s
with a ball can freeze the others by playing the ball against their ankles. When the
players are caught they stand with their feet open. The team without the balls can
set each other free by crawling through each other‟s legs. You cannot freeze a player
on the ground (setting a teammate free and you are not allowed to jump over the
ball - SAFETY)
Coaching /Organizational Points:
1. Do not let the kids jump over the ball. They must evade the ball simply
b y changing direction and speed.
2. The coach should encourage players to use the correct technique when setting
the players free i.e.
36
Game 4 - PASSING RACES
The children play in a square approximately 30 x 20 steps. Players work in pairs.
They stand approximately 8 feet apart and simply have to pass the ball back and
forth to each other.Play the race once with the left foot and once with the right. The
children have to complete 20 passes to unlock the Pad Lock.
Coaching/ Organizational Points:
1. Constantly correct the push pass technique.
2. Remind children to have happy feet - be on the balls of their feet.
Game 5 - PASS TO YOURSELF RACES
The children play in a square approximately 30 x 20 steps. Players work in
pairs. They have to pass to themselves before they can pass it back to their
partner.
1. As the ball arrives get the children to pass to themselves in the space at the
side, and before it stops rolling they have to pass it back.
2. Stress the idea that they should try and keep the ball moving and pass it
back before it stops rolling.
Play 3v3 with small goals. On a field approximately 30 x 20 steps.
1. Throughout the game encourage them to dribble if they have space in front of
them and pass if there is no pass.
4. The players should be asked if the can produce a Cryuff turn before they make
a pass to their teammate.
37
Week 6
Game 1 - “THE CAPTAIN OF THE SHIP”
The children play in a square approximately 30 x 20 steps. The coach plays the part
of the “CAPTAIN”. Whatever command the “captain” gives the players must follow.
This should begin with simple commands such as, port, starboard, bow and stern,
referring to different sides of the ship. The coach or should I say captain can
then begin to use other commands.
1. The coach should encourage everything to be done at game speed - the
children should not be walking.
2. Swabbing the decks - players perform inside- outside.
3. Manning the rigging - players perform toe taps.
4. Load the cannon -players perform drag back.
5. Captains over board - players perform a sequence of moves, for example
inside outside, drag back.
Move 3 THE CRYUFF TURN (Birthday Box)
Coaching points:
1. Place the non-kicking foot at the side of the soccer ball.
2. The kicking foot is placed in front of the ball at 90 degrees to the non-kicking
foot (making one side of a birthday box).
3. Using the inside of the kicking foot push the ball back in the opposite
direction. (Wrapping the present)
4. The player should then turn and pivot around the non-kicking foot. Children
will often pivot on the wrong foot. Note - for a young child this is a complex
bio- mechanical movement. To successfully coach the Cryuff turn the coach should
adopt a hand-on approach.
38
Game 2
TOONS
-
TINY
Two players play between the cones as
shown:
When player X‟s has the ball he tries to touch player Y‟s cone. When player Y‟s
has the ball he tries to hit player X‟s cone. First player to hit the cone three times
with the ball is the winner.
1. The coach should encourage the children to defend the ball and not just stand
b y their cone.
2. The coach should explain to the children that they cannot score without the ball
so they should work hard to get it.
3. The coach should use the numbers game to get the children into pairs.
Game 3 - MARBLES (SOCCER)
The children play in a square approximately 30 x 20 steps. All the children have a
ball each. The children are numbered one and two; number one plays the ball into
space. When the ball has stopped rolling their partner tries to hit the stationary ball
with his/her ball. If a hit is recorded a point is scored. The first to five points wins
the
game.
39
1. The coach should encourage players to use the correct technique.
2. The coach should use the numbers game to organize the pairs.
3. Using his/her assistant the coach should demonstrate this conversation to
the children, in order to select the numbering. “You be number one I’ll be number
two”.
4. Play the same game but with the weaker foot.
Game 4 - PASS TO YOURSELF RACES
Players work in pairs. They have to pass to themselves before they can pass it
back to their partner.
1. As the ball arrives get the children to pass to themselves in the space at the
side, and before it stops rolling they have to pass it back.
2. Stress the idea that they should try and keep the ball moving and pass it
back before it stops rolling.
Play 3v3 with small goals. On a field approximately 30 x 20 steps
1. Throughout the game emphasize that a good first touch is one that puts the ball
into a space and creates more time for them.
4. The players should be asked if they can perform a Cryuff turn before they make
a pass to a teammate.
40

Kindergarten and U6 Player Guide

Transcription

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