San Carlos AYSO

Transcription

San Carlos AYSO

San Carlos AYSO
Coach’s Binder
Coach Name:
Home Phone:
Cell Phone:
Field Hotline
(650) 594-2626
Medical Emergency
911
San Carlos Police Department
(650) 592-2222
www.sancarlosayso.org (Soccer info)
IT’S ABOUT
THE
KIDS
Important 2005 Dates
Coordinator/Coaches Meeting (set by Coor.)
Team Meeting (set by Coach)
First Practice
All Coaches Meeting/Positive Coaching Alliance
Soccerama
First Games/Opening Day
Picture Day (1st & 2nd Groups)
Volunteer Dinner
Player Rating Meetings (Set by Coor.)
U-10 Last Season Games
U-10 Knickerbocker Tournament
U-6 & U-8 Last Season Games
Thanksgiving Indoor Tournament
Team Party (Set by Coach) & Trophies
Winter League Tryouts
August 1-15
Week of August 23th
August.30
Sept. 9
Sept. 10
Sept. 17, 24
October 15
Nov. 1-14
Nov.11-14
Nov. 18-20
Nov.19
Nov. 25-27
Last Games
Dec. 10 & 11
End of Season – Recycle! ---- Bob Cook, 1445 Orange Avenue
Table of Contents
1)
Skills & Drills/Practice Training Sessions .......................................................... 1-1
2)
Sample Games Lineups, Rules, Strategy.......................................................... 2-1
3)
Training Terms .................................................................................................. 3-1
4)
Positive Coaching & Philosophy ........................................................................ 4-1
5)
Team Meetings.................................................................................................. 5-1
6)
Contacts/Resources .......................................................................................... 6-1
7)
Coach & Player Evaluation Forms..................................................................... 7-1
8)
Medical Release Forms and Safety................................................................... 8-1
San Carlos Parks & Recreation
"Creating Community through People, Parks & Programs "
November 18, 2003
2004 Field Maintenance Closure Schedule:
FIELD
DATE
Heather
OPEN
Arguello
3/15-December 2004 (closed for renovation)
Crestview
6/7-7/16
Highlands
6/14-7/23
Stadium
7/5-8/13
Burton
8/2-9/10
Laureola
10/11-12/3
1-1
WHAT TO BRING TO PRACTICE
-
Medical release forms
Balls
Cones
Whistles
Cell phones
Pennies
Written practice plan
All kids bring a ball – U6 & U-8 = #3; U-10 & U12 = #4
Water
YOUR FIRST PRACTICE
-
Introduce yourself
Set the tone:
i. Tell the players what your expectations are – BRIEFLY!!!
1. Show up on time
2. Try hard
3. Have fun
Number 1 Rule: It’s ok to make mistakes!!!
-
Have players tell the group their name/age/school and if it’s their first or
second year in this division.
Check their equipment (no toe cleats, jewelry or gum…)
All players play all positions – this is a learning/developmental league.
1-2
SAMPLE FIRST PRACTICE DRILLS
0.)
1.)
Jog around field – with or without ball – no stopping – don’t sit/or do fun warm-up
drill
Stretch
a)
b)
c)
d)
e)
f)
g)
h)
i)
head around & reverse
arms around & reverse
body around & reverse
touch your toes & hold – knees straight
calf stretch – each side
seated quad stretch – legs spread touch & old toes
25 jumping jacks
crazy 8’s
10 sit ups
2.)
Make circle of cones – 20’ in diameter
All kids bring ball into circle:
- dribble right foot
- dribble left foot
- dribble inside feet
- dribble outside feet
- dribble head up drill
Coach take away who’s left?
Kids kick out other’s balls
3.)
Throw in drill
- have kids make giant W with their hands
- ball directly behind head
- bend knees
- toes behind line
- throw it “up the line”
4.)
Discuss field positions & your expectations of responsibility…
- make small field
- give all kids a position to run to
- mix them around – “move to X, or move to Y
5.)
Play 2 goal dog fight (steal the bacon)
- set 2 goals approximately 80’ apart
- divide kids into 2 groups. Everyone stands to game side of field
- give each kid a number – 1 through 5
- coach throws ball into center of field and yells “1”.
1-3
-
Kids #1 run out and play 1 on 1. The players must touch the ball at least 3
times before shooting to the goal.
6.)
Goal keeping & shots on goal with 2 goalies
- describe correct stance for a keeper
- divide a goal into halves. One goalie in each half.
- other boys form a line at a safe distance away
- coach rolls ball to a boy who kicks into the goal
- if the ball goes in – the goalie who missed it runs to the fence and then to
the back of the line. The child who scored has now won the right to be
goalie
7.)
Scrimmage
- with another team or with your own team
- move kids around
- tell them to keep moving – “flow”
- encourage shots on goal
8.)
Talk
-
tell them how excited you are to have them on your team
reiterate your expectations
let them laugh/play and ask you questions
get to know them and what makes them tick!
go over game plays
practice “holding back” when game is one-sided
While waiting for parents, have them take shots on goal or play bocci
1-4
U-6
Page 1 of 11
SOCCER PRACTICE GAMES
"Hit The Coach" * * * *
(U-6 only)
Teaches:
Dribbling, kicking & teaches the Coach how to be funny
Comment:
A simple, fun game for U-6
Set-up:
•
Each player has a ball
The Game:
•
Players stand shoulder-to-shoulder facing Coach who is
about 5 steps away
On "Go", the Coach runs slowly away while players
dribble to chase him & try to hit him with the ball by
shooting at him
They get 1 point each time they hit him
Recruit parents to help & split into 2 games or even 3, so
it is less crowded
Stay in a small area & have fun with this game <P.
Play for about 5 minutes
•
•
•
•
•
Variation:
•
•
Comments:
Before starting, tell the players that if they hit you 5 times
(total) you will make the sound of their favorite animal,
like a dog or a cow, etc. When you are hit 5 times, stop
& let them choose a sound. Then start all over.
Try to stop about every 60 seconds. You can adjust by
changing the number of required hits to 3 or 4
Whether children continue to play soccer will have a lot to do
with whether it is fun at early ages. SoccerHelp Practice Games
are designed to be fun, to teach important skills and concepts,
and to keep players active. We don't use "knock-out" or
elimination games which leave kids standing on the sideline
and we don't use games such as "Crab Soccer" which are fun
but have many kids crawling on the ground instead of learning
t l
Th
th
d f d ill
th I t
t b t
Page 2 of 11
most are not well thought out, efficient, effective or fun. Most
drills and games do not provide enough touches on the ball or
the activity level is too low (i.e., there is too much standing
around) to meet SoccerHelp standards. SoccerHelp Practice
Games are selected from hundreds we have tried and less than
5% of the games we evaluate are selected for SoccerHelp
Premium. We believe in positive motivation and don't believe in
punishing a child who has tried their best but lost a Practice
Game. Thus, we do not recommend punishing the losers or
making the losers leave the game.
Page 3 of 11
"Monster Invasion"
****
(Dribbling & concept of a field, U-6)
Summary:
Set-up:
Comments:
Tell the players that a Monster is coming to try to steal
their pet ball and they must keep it away from the Monster
by dribbling it around the field (tell them they must stay
inside the field). The Coach or a parent is the monster.
Ideas: drag your leg like Frankenstein, make monster
noises, wear a mask or make a face. Don't catch the
players, just have fun.
1. A ball for every player.
2. Use disk cones to make a square field about 10
steps wide.
Whether children continue to play soccer will have a lot to
do with whether it is fun at early ages. SoccerHelp
Practice Games are designed to be fun, to teach
important skills and concepts, and to keep players active.
We don't use "knock-out" or elimination games which
leave kids standing on the sideline and we don't use
games such as "Crab Soccer" which are fun but have
many kids crawling on the ground instead of learning to
play soccer. There are thousands of drills on the Internet,
but most are not well thought out, efficient, effective or
fun. Most drills and games do not provide enough touches
on the ball or the activity level is too low (i.e., there is too
much standing around) to meet SoccerHelp standards.
SoccerHelp Practice Games are selected from hundreds
we have tried and less than 5% of the games we evaluate
are selected for SoccerHelp Premium. We believe in
positive motivation and don't believe in punishing a child
who has tried their best but lost a Practice Game. Thus,
we do not recommend punishing the losers or making the
losers leave the game.
Page 4 of 11
1 2 3 Red Light
Skill: Dribbling
Number Of Players Required: Full U-6 team
Equipment: 4 cones to mark grid and 1 cone and 1 ball for each player
Grid Requirement: 20 X 20 yard grid
Organization: Create a 20 X 30 yard grid marked with cones. All players are
required to play within the grid and each player must have a soccer ball.
How The Game Is Played: The coach stands on one endline with his back to the
players who are spread along the opposite endline. Place 5 cones behind the coach,
when the coach has back to the players, the players must dribble toward the opposite
endline. Before the coach turns around he yells “1 2 3 Red Light” and then turns around.
At that point all players must have stopped the ball with the sole of their feet. Any one
seen moving is sent back to the endline. The coach turns his back again. Repeat. The
first player to pick up a cone wins.
Variations: Allow players to only use left foot, right foot, outside of R or L, or use inside
of both feet. Use the endline in place of cones (first player to the endline wins).
Bank Robbery
Skill: Dribbling
Equipment: 4 or more cones to mark grid, 10 to 12 soccer balls.
Grid Requirement: 20 X 20 yard grid or circle can be used.
required to play within the grid.
How The Game Is Played: All players are standing on a line (imaginary
boundary line that marks the grid). The coach will yell “Bank Robbery”. At that
time all players must sprint to the center of the grid collect a ball with her feet and
return to the line as quickly as possible, stop the ball on the line and return to the
center to get another ball. When all the balls have been collected the player who
has collected the most balls wins.
Variations: Allow players to only use left foot, right foot, outside of R or L, or use
inside of both feet. Add more balls to the center and enlarge the grid.
Big Bad Coach
Skill: Dribbling
Equipment: 4 or more cones to mark grid, 1 ball for each player
Page 5 of 11
How The Game Is Played: The players dribble around the area. The coach
must attempt to kick the player’s ball out of the grid. Once a player has had her
ball kicked out of the grid or has dribbled outside of the grid, she must bring it
back into the area and stand with the ball above her head with her legs apart in a
stationary position. Players can get back into the game only when a teammate
passes their ball through teammates legs.
inside of both feet. Coach should play at 20% speed. Increase the speed of play
as the players become more comfortable with the game.
“Coach Says”
Skill: Dribbling
Number of Players Required: Full U-6 team
Equipment: 4 or more cones to mark grid
1 ball for each player
required to stay in the grid and each player must have their own soccer ball.
How the Game Is Played: The coach will explain that he or she will tell the
players exactly what he would like the players to do. Like: STOP, START, SIT
DOWN, SIT ON BALL, ONE FOOT ON BALL, SPEED UP, SLOW DOWN,
ELBOW ON BALL, and so on. They must only react if “Coach Says” precedes
the direction. Players should continue old activity if “Coach Says” did not
precede direction.
Variations: None
Golf
Skill: Passing and Shooting
Number Of Players Required: Full U-6 Team
Equipment: 12 or more pro cones to mark the grid with and one soccer ball per
player.
Grid Requirement: 25 X 25 yard grid with the center circle of a field some place
in the grid.
Organization: Create a 25 X 25 yard grid marked with pro cones with the center
circle of the field located within the grid. All players with a soccer ball at their feet
will be located outside of the grid.
How The Game Is Played: Each player will attempt to strike his or her ball with
correct pace so that it stops within the center circle. The first player to play five
balls that stop within the grid will be declared the winner.
Variations: Increase the size of the grid. Decrease the size of the circle.
Page 6 of 11
Change the location of the circle or the players.
Into The Well
Skill: Throw-In
Equipment: 10 or more cones to mark grid, 1 ball for each player and a
trashcan.
Grid Requirement: 5-yard diameter circle.
Organization: Circle the players (5 yard diameter circle) around a target (trash
can) with soccer ball in hand.
How The Game Is Played: The players attempt to throw the balls into the
trashcan all at once. The object is to improve the number of balls that go into the
trashcan, not to have a winner. Have the teamwork on improving the number of
balls in the target.
Variations: Increase the circumference of the circle. Allow a parent to move
around the circle carrying the target.
Knock It Off
Skill: Passing/Shooting
Equipment: 14 or more cones, 4 to mark grid and 10 to place balls on, 11
soccer balls.
Organization: Create a 20 X 20 yard grid marked with cones. Place 5 cones
with a ball on it along each end line.
How The Game Is Played: The coach will roll a ball into the grid and say “Go”.
Each team fights for possession. The team that gains possession attacks and
the other team tries to regain possession. The game is won when all the balls on
the end line that a team is attacking are knocked off the cones. If the ball goes
out of play the coach will roll it back into the grid. Coach determines which team
attacks.
Variations: Can only shoot with the foot the coach designates. Let any team
attack any ball, team that knock off the most balls wins. Have players on the
same team alternate knocking off the ball (one player can’t knock off two in a
row).
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LA Freeway
Skill: Dribbling
How The Game Is Played: All players dribble around in the grid. They must
react to the following directions given by the LAPD (the coach). “Green” is go,
“Yellow” slow down, “Red” is stop with foot on the ball for 3 seconds, “Crash” all
must fall to the ground, and “Runaway Speeder” the coach runs in the grid and
kicks the balls out of the grid.
inside of both feet. Coach play nicely, they are children.
Lion King
Skill: Dribbling
How The Game Is Played: At the start of the game, players lie face down on the
ground with their heads on the ball and their eyes closed. When the coach
shouts, “Mufasa,” the players jump up and dribble their ball to the coach. Players
must attempt to grab the coach’s hand as he moves around the grid.
Variations: Allow players to only use left foot, right foot. The Coach needs to
vary the speed at which they tag.
The Mosquito
Skill: Passing
Equipment: 4 cones to mark grid, 1 ball for each player.
Organization: Create a 15 X 15 yard grid marked with cones. Place all players
(exterminators) on one end of the grid with a ball at their feet. Coach (the
Mosquito) will center himself at a mid-point of the grid.
How The Game Is Played: The Mosquito will dash (as best he can) across the
grid trying to avoid being hit with the balls that the exterminators are shooting at
him. Before heading back to the starting point the coach will allow the players to
collect their ball and line up on the other side of the grid for one more go at the
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Mosquito.
Variations: Tell players which foot to use.
My Ball
Skill: Dribbling
Grid Requirement: 20 X 20 yard grid can also use a circle.
How The Game Is Played: All players are standing on a line (imaginary
boundary line that marks the grid) The coach will call out a player’s name, that
player must sprint to the center of the grid collect a ball with her feet and return to
the line as quickly as possible. The fastest player wins.
inside of both feet. The coach can call two or three names at a time. Just have
some fun with the game.
One Pin Bowling
Equipment: 10 or more cones to mark grid, 2 balls for each player and a cone
for each player.
Organization: Create a 10 X 10 yard grid marked with cones. Place each player
across from a cone with a ball placed on the cone located at the mid point of the
grid.
How The Game Is Played: One at a time each player tries to knock the ball off
the cone directly in line with her. Let each player try it once before you start over
from player 1. After each player has attempted five shots, the player who has
knocked the most balls off the cone is the winner.
Variations: Have players strike the ball with the left and right foot. Change the
distance that the balls are away from the players. Try to get all five balls at the
end of the grid by the end of the training session.
Sharks/Minnows
Skill: Dribbling
Equipment: 4 or more cones to mark grid, 1 ball for each player and some type
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of tail (piece of cloth) for each player.
required to play within the grid and each player must have a soccer ball and a
tail. The players are Minnows and the coach is the Shark.
How The Game Is Played: The Minnows have a tail tucked in the back of their
shorts. The Shark (coach) moves around the grid catching minnows by pulling
out their tails. The minnows try to avoid the shark. When a minnow has lost its
tail it must leave the grid. Conduct the activity without a ball first and then
introduce a ball.
inside of both feet.
Tag
Skill: Dribbling
Organization: Create a 20 X 20 yard grid marked with cones. All players are required
to play within the grid and each player must have a soccer ball.
How The Game Is Played: Explain how the game of Tag is played to the players. The
coach will do the tagging. After a player is tagged they must sit-down.
Variations: Allow players to only use left foot, right foot, outside of R or L, or use inside
of both feet. Coach needs to vary the speed at which they tag and allow all players to be
the last player to be tagged.
Target Practice
Equipment: 4 cones to mark grid, 6 or more hoops, 1 ball for each player.
Organization: Create a 20 X 20 yard grid marked with cones. Place 5 or 6
hoops (hula hoops work well) randomly within the grid.
How The Game Is Played: One at a time each player tries to kick and have his
or her ball stop within the hoop. The first player to keep a ball within all the hoops
is the winner. After a miss the next player is up. Players can shoot from any
place on the line.
Variations: Allow players to only use left foot, right foot, or the outside of R or L.
Page 10 of 11
Target Practice Two
Equipment: 4 cones to mark grid and 6 cones to place soccer balls on, 7 or 8
soccer balls.
Grid Requirement: 15X 15 yard grid
Organization: Create a 15 X 15 yard grid marked with cones. Place 5 or 6
cones with soccer ball on top of them randomly within the grid.
How The Game Is Played: One at a time, each player tries to knock a ball off
the cones, one ball at a time. After a miss the coach resets the balls and next
player is up. Players can shoot from any place on the line. The first player to
knock all six balls of the cones is the winner.
Variations: Direct the players to only use left foot or right foot.
The Big Bad Bear
Skill: Dribbling
Equipment: 12 cones - 4 cones to mark grid the grid, 8 cones to make two
caves and 1 ball for each player.
Organization: Create a 30 X 30 yard grid marked with cones. Players must stay
within the grid.
How The Game Is Played: The coach is the “Big Bad Bear” and the bear must
try to capture the players. The players dribble around the area while the bear
tries to capture them. The bear cannot capture the players if they hide in the
cave. The players can only stay in the cave for 10 seconds and must go to the
other cave to avoid capture. If a player is captured they become a Bear and help
the Big Bad Bear capture the remaining players. Last player to be captured is
the winner.
Variations: All Bears must hold hands while trying to capture the remaining
players. Bears must always be growling.
The Big Snake
Skill: Dribbling
How The Game Is Played: The players’ dribble around the area. All players
form a snake like line; each player has a ball at his feet and must follow the lead
Page 11 of 11
player (the head of the snake). When the coach yells “new snake” the player at
the back of the snake runs to the front and becomes the head of the snake.
inside of both feet. Ensure that all players become the head of the snake at one
time or another. Have the players add their favorite soccer fake (move) when
they are the head of the snake.
To The Line
Skill: Throw-in
Number Of Players Required: Full U6 team
Equipment: 4 or more cones to mark grid, 1 ball for each player and some thing
that can be used for a line (rope, cones, or a piece of pvc).
Organization: Create a 20 X 20 yard grid marked with cones. Place all players
at one end of the grid with a ball in hand. Mark a target line of some type placed
about 2 yards apart.
How The Game Is Played: The coach will have the first player in line attempt to
hit the first target line with a Throw-in. Coach goes from player one to the end of
the line. On the second throw-in the second target line will be the goal and so on
and so on. Use a point system for the team outcome. If all five players hit the first
line award five points. Two points for all that hit the second line. Try to top the
previous total.
Variations: None
Treasure Hunt
Skill: Dribbling
Equipment: 10 to 14 pro cones that will be placed randomly in the grid, 1 ball for
each player
How The Game Is Played: The coach yells “go” and the players dribble around
the grid keeping the ball close. The object of the game is to collect as many
discs as possible, while dribbling around the grid. Once all cones have been
picked up, the player with the most cones is the winner.
inside of both feet.
U-8 to U-16
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4 v. 4 Program
4 v. 4 System
A complete program including set up, rostering and schedules.
Practice Sessions with Drills
• Instep Work A complete practice on shooting.
• Technical Speed - Passing A complete practice on passing.
• Passing A Complete passing practice.
• 4 v. 4 Sessions Part of the NHSA 4 v. 4 System
• Small Group Defending A complete practice emphasizing defending
• Individual Tactics For Attack or Defense - 1 v. 1
• Technical Speed - Receiving A complete practice emphasizing receiving the ball
Individual Drills
Defending
• Pressure
• Pressure / Cover Defending
• Four Goals - End Line
• Two Sided Goal
• Four Zone Game
Goalkeeping
"Some environments can be used to train goalkeepers and shooters as well. Again, just by putting
keepers in these environments and making the situations competitive, they will better. The
coach's expertise can enhance these environments. Let us know what you think."
• The Triangular Goal Game
• Breakaways
• Catch 22
• Keeper Warm Up
• Shot Stopper
• Diving Speed Drill
• The Shooting Square
• Goalie Wars
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• Bubba's Goalie Toss Game
• Crosses
Fitness
Soccer players cover a total distance of about 6 miles during an average game. This distance is
an accumulation of walking, jogging, cruising, and sprinting that is randomly spread throughout
the game. Added to this is the fact that the movements are not only "straight ahead" running, but
often involve agility running (change of speed and direction), running backwards, and sideways.
What follows are selected games and activities that attempt to replicate the type of fitness
demanded during a game. The activities vary in that some are individual activities, some small
group activities and some large group. Notice that all of them involve the ball, and all can be
played to keep score so that the activities become competitive and intense. Never are players
standing on long lines, waiting to play. If they are waiting, it is to recover from intense activities.
The best way to monitor fitness levels and work rates is by taking one's pulse. The average heart
rate should be approximately 90% of maximum heart rate. maximum heart rate can be found by
taking 220 minus the player's age (202 for an 18 year old player). Therefore for an 18 year old
their average should be about 180 beats / min.. Or a range of about 160 - 200 bpm while working
hard. Pulse rates can be found by taking the pulse for 15 sec, and then multiplying by 4.
I would like to believe that the included environments are fun to play as well, thus, making
fitness work not seem like drudgery. Try them out, and let us know what you think.
• 1 v. 1 v. 1
• 1 + 1 v. 1 + 1
• Gates
• Foxes & Hunters
• Fitness Fun
• Group Fitness
• Team Fitness
• Two Sided Goal
• Two Team Keep Away
• Corner Goals
• Sit Down!
• Transfer Boxes
• The Crossing Game
Favorites
"What follows is a smattering of my favorite drills that I often use because of their effectiveness
in teaching the game in and of themselves... just by playing these games, and keeping score so
that the games are competitive, players will improve. Many of these games can be used to teach
a variety of concepts or skills. Each individual coach's expertise that they bring to these
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environments can only enhance the learning experience for the players. Try them out, and let us
know what you think!"
• The End Zone Game
• Bread & Butter
• War
• Soccer Volleyball
• 1 + 2 v. 2 + 1
• The Triangular Goal Game
• Running Bases
• Dribble to Score
• Protect The Cone - Individual
• Protect The Cone - Group
• Protect The Cone - Team
• Penalty Box Shootout
• 1 v. 1 Possession / Penetration
• Hospital Tag
• Red Light - Green Light
• 4 v. 4 v. 4 Keepaway
• Escape
• Receiving Through Gates
• Gauntlet
• 2 v. 2 From Corners
• Monkey in the Middle
• Moving Goal
• Three Ball Keep Away
• Steal The Bacon
• Receiving Through Gates
• Line Game
• 1 v. 1 with Support
Team Training
It is essential that coaches take the time to train the entire team as a unit. This allows everyone to
"be on the same page" as the team organizes their attack and defense.
The following training ideas assist the coach in achieving some of these "TEAM TACTICS"
goals.
• Keeper To Keeper
• Thirds Game - Goals In Middle
• Thirds Game - Goals On Ends
• Shadow Play
• Shadow Attack
4 of 4
• 8 v. 8 To Goal
• 8 v. 8 - 6 Goals
• 8 v. 8
Individual Tactics In Defense And Attack
Teams that win a majority of the individual duals during the course of a game generally end up
being on top of the final result. The following are some games that particularly emphasize the
individual duel both in attack and defense.
• 1 v. 1 Battles
• 1 v. 1 Basics
• 1 + 1 v. 1 + 1
• 1 v. 1 v. 1
• War
• 1 v. 1 Attacker Facing Goal
• 1. v. 1 Attacker's Back To Goal
• 1 v. 1 Wars
Page 1 of 6
Practice - Shooting
Warm Up 5 - 10 minutes. Activity level - Mild ramping up. Space: General. 1 - 2 Players per
group.
Instep Warm Up
The Game
A good warm up for sessions dealing with insteps. Start with players sitting down and kicking
the ball out of their hands. Look for good technique - ankle locked, toe pointed, strike ball with
laces, plant foot facing target, leaning forward, no spin on ball, head position.
Progression
•
•
•
•
•
•
Sitting
Two insteps in a row
Kick ball, stand up and catch it.
While standing (moving), kick ball and catch it.
Have the ball bounce in between touches, keep ball going.
Two touches without ball hitting ground.
Instep Passing
Page 2 of 6
The Game
In pairs, players make instep passes back and forth.
Progression
•
•
•
•
Start with ball being kicked after a bounce, dropped from hands..
Ball kicked from the ground.
Increase distance.
Restrict player to 2 touches.
Small Game 20 - 25 Minutes. Activity level: Medium progression to high. Space: Defined space
"smaller". 3 - 5 players per group.
Instep Squares
The Game
Two squares are set up with two players in each square who are teammates. The more skillful the
players, the smaller the squares are and the further apart they. are. The game starts when one
team kicks the ball into the others' square. The receiving team must control the ball without it
going outside of their square. Each player is allowed to play the ball with one touch. The team
has 3 touches to get the ball into their opponents square. The ball may not stop at any time. Play
stops when a shot misses the other team’s grid or is not controlled. Decide beforehand how high
a ball may be played to be considered fair.
Coaching Points
• "Drive" the ball into the other teams grid to make it difficult to control
• Good shooting technique
• Encourage an aggressive "shooting mentality"
• To receive the ball, get in the line of flight, yanking the first touch to "kill the ball" for
your partner.
• Prepare the surface that will receive the ball early
• Keep the body balanced, weight on toes.
Page 3 of 6
Team Game 30 Minutes plus. Activity level: High. Space: Defined for the game = larger space.
7 - 11 players per team.
Steal The Bacon
The Game
Two teams, each player is designated a number. The coach calls out the numbers of the players.
These players then run out from the endline to play the game. The coach serves balls from the
sideline if the ball goes out of bounds or into a goal. Each group should play for a minute and a
half of continuous action. Players waiting to come on should return loose balls to the coach, or
act as "support" players, returning passes back to the team who made them. The number of
players playing at one time depends on the coach's objectives. This game is best played 2 v. 2 or
3 v. 3.
Coaching Points
• Combination play
• Seeking and taking shots
• Attacking and defending principles of play
Bread & Butter
The Game
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Three teams of 4 (A, B, C) and two keepers (X, Y). Team A attacks against keeper Y. If they
score, they then quickly try to attack keeper X. At this time, team B leaves the field and takes the
place of team C who were the supporting players on the endlines, supporting both teams. The
supporting players support for both teams and can move along the end line. The are limited to
one touch one the ball. Have an ample supply of balls ready in each net.
Coaching Points
• After scoring a goal, attacking players look to play quickly before the other team has a
chance to come on and get organized.
• Try to play the ball to target players.
• Attacking and defending principles of play.
3 Goals
The Game
Start with two teams of equal number. Each team has 3 goals to defend and attack. Each team
has one keeper who must defend all 3 goals. Play regular soccer rules.
Coaching Points
• Attacking team should try to change the point of attack away from the keeper, then
proceed to get a quick shot off.
• Defending team must try to force the attackers in one direction so their keeper knows
which goal to defend.
Warm Down 5 - 10 Minutes. Activity level: Low ramping down. Space: General, No specific
boundaries. 1 - 2 players per group.
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Central Goal Shooting
The Game
Player 1 starts in goal. Player A dribbles at speed to cone, stops the ball and shoots with the next
step. After the shot, player A runs to become the new keeper waiting for player 2 to shoot. Player
1 gets ball and goes back to his side.
Coaching Points
• Watch for players backing up or moving to the side before they shoot. There should be
no extra steps.
• Set up several fields and have contests.
• Teams should not wait to advance ball to cone and shoot immediately after the
opponent shoots.
• The drill makes players follow their shot, and the group will coach and remind the
players. If they do not get to the goal, the opposition will have an open goal to shoot at.
• Teams can keep score themselves. A goal counts if only below the height of the keeper
and in between the markers. First to 5 wins or 3 minutes. Players should get quality
repetition in short periods of time.
• Coach can vary repetition by the number of players in each line.
• Vary distance to goal and size of goal so players have success, then make it harder by
increasing the distance and making goal smaller.
• Encourage players to hit hard.
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Same game as before but the shooter must strike the ball before the cone and on the move.
Coaching Points
• Watch for the plant foot being too far behind the ball, this will send the ball over the
keeper's head.
• Make sure starting position to cone distance is great enough to allow other player time
to get to goal.
• Progress further, allow players to dribble around the cone and then shoot.
• Hips and plant foot should be facing goal when shooting.
• Players should strike the ball with a smooth swing. Don't allow swing to be a sickle
motion.
• Players should look at ball when making contact.
• Follow through on kicking foot and get to goal.
Player A now dribbles directly between cone markers simulating a defender (cones about one
step apart). Player chops ball to either side and shoots ball back to far post.
Coaching Points
•
•
•
•
Kicking foot and hips should be pointing toward far post.
Follow through onto kicking foot.
Eyes on ball during shot.
Get to goal after shot.
Page 1 of 5
Practice - Passing & Receiving
group.
Passing Warm Up
The Game
Players in the grid are without the ball, players on outside each have a ball. Inside players move
around the grid freely, receive a ball from an outside player and return it as quickly as they can.
Switch positions after a while.
Progression
•
•
•
•
•
Return with one touch, then two touches,
Receive with outside of the foot, inside of the foot, left foot only...
Receive balls out of the air.
Receive, do a dribbling move then return.
Receive, turn and find a different target
Coaching Points
• Quality of first touch. Keep it outside your "footprints" so that it can be returned
quickly.
• Receive "sideways on" when shielding from an opponent,
• Prepare surface as soon as possible.
• Be first to the ball, get into the line of flight of the ball.
• Check away, then back to the ball.
• Make "eye contact" with the server.
• Changes of speed and direction.
• Teach turning moves when players need to get the ball back to a different server.
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• Do not run "across" the server, check back at an angle. This makes it easier to turn and
look back over your shoulder.
Corner Passing Game
The Game
Players with the ball are put on the outside of the grid as shown. The other players pair up inside
the grid and designate one person as the attacker and one as the defender (Attackers wear the
same color). The attacking player must get free of their defender, receive a ball from any support
player and play it back without losing possession.
Coaching Points
• Change of speed, change of direction.
• Take defender away from the player you want to receive the ball from to create space
for yourself.
• Receive "sideways on: to create more time for yourself.
• Make sure to rotate players.
Variations
•
•
•
Attacker does 5 push ups at the end of the session for each time defender touched the ball.
Attackers must 2 or 3 touch before returning the ball.
Must return ball to different support player.
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Targets
The Game
Start with three teams of equal numbers. The space should be rectangular in shape. Team A starts
as free target players on all sides of space. Teams B and C play a game of keepaway. Passes can
be made to the A players (they must return the ball to the passer's team). Count the number of
consecutive passes. Ten equals one goal. After a specified time period, or a goal, rotate teams.
Let the scoring team make the decision whether to become "targets" or stay in the grid.
Coaching Points
• Encourage good pace and accuracy of passes.
• Pace should be fast enough so defenders can not intercept, and comfortable for the
receiver to control.
• Accuracy - Ball should be played to player’s feet.
• Players need to make good decision on how to utilize targets to retain possession.
Variations
• Targets can only one touch the ball.
• Field players must have 1, 2 or 3 touches, depending on skill level.
• Award a goal if player can make a wall pass with target players.
Bread & Butter
The Game
Page 4 of 5
Three teams of 4 (A, B, C) and two keepers (X, Y). Team A attacks against keeper Y. If they
score, they then quickly try to attack keeper X. At this time, team B leaves the field and takes the
place of team C who were the supporting players on the endlines, supporting both teams. The
supporting players support for both teams and can move along the end line. The are limited to
one touch one the ball. Have an ample supply of balls ready in each net.
Coaching Points
• After scoring a goal, attacking players look to play quickly before the other team has a
chance to come on and get organized.
• Try to play the ball to target players.
• Attacking and defending principles of play.
Match Conditions
The Game
An even sided game with full goals that is played like a real game but not necessarily with an 11
v. 11 format. The coach then observes if the training has had any effect on the player’s ability to
meet the demands of the game. Coaching points can still be made but the coach focuses
comments on the theme of the practice. If the session was a technical session, the coach focuses
on the player’s body and sees if it is meeting the demands of the game technically. If the session
was tactical, the coach focuses on what the player is seeing, and focuses on whether or not the
player is interpreting the visual clues correctly and making the correct decisions based on what is
seen.
Page 5 of 5
Keep Your Yard Clean
The Game Create a 5 - 10 yard neutral area that no player can enter. Use a minimum of one ball
per two players (for best results, use a ball for each player). On command, each team tries to
keep it's side free of balls by kicking through the neutral zone to the opposite side. Play for a
specific time limit.
Variations
•
•
•
•
•
•
Must use two touches.
Only use inside of foot.
Only use instep (laces) when kicking.
Must do an escape move, then kick.
Increase size of neutral zone for more advanced players.
Use fewer balls.
Page 1 of 6
Practice - Passing
group.
Numbers Passing
The Game
Players pass the ball to the player with the number one higher than their own. (eg. 5 passes to 6,
11 to 1). Ball travels through the entire team. First, allow unlimited touches, then two touches,
not allowing the ball to stop, then one touch. Try playing with left foot only, outside of foot only,
without talking.
Coaching Points
•
•
•
•
•
Eye contact.
Good passing technique.
Angles of support.
Proper weight of passes.
Keep body open to the field of play
Pass and Defend
Page 2 of 6
The Game
Groups of three, one ball per group. Player A rolls the ball (receiving ground balls) or tosses the
ball (receiving air balls) to either player B or player C. In this example, player C must control the
ball and get a completed pass to player B. While this is occurring, player A immediately
challenges player C and tries to win the ball back. After successful pass, player C would then
pick up the ball and repeat the activity as the defender. The defender is awarded a point for
winning the ball back and gets to throw again.
Coaching Points
• Encourage defender to pressure quickly after the toss. Defender needs to work hard at
closing down the space while the ball is in flight.
• Receiving player's first touch should be away from the pressuring defender.
• Player receiving the pass should move to create a clear passing lane.
• Do not allow the receiving player to one touch the incoming toss. This is a receiving
drill, as well as a drill that serves as a good warm-up for practices dealing with defenders.
Numbers Up Keep Away
The Game
A basic keep away game. One team tries to keep the ball from the other team. Because the one
team has an advantage, the amount of reps of the skill (ie. passing and receiving) is increased.
There are many variations; lose the ball and go in the middle, play for a time limit, if you "split"
the two defenders with a pass, you get a goal, play 3 v. 1, 5 v. 2, 6 v. 3.
Coaching Points
• Angle and distance of support must be good.
• Keep hips facing the play.
• Weight and accuracy of passes.
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• Good passing technique.
• Team shape, wide support and at height.
• Defending - make play predictable by being patient.
Targets Passing
The Game
Start with three teams of equal numbers. The space should be rectangular in shape. Team A starts
as free target players on all sides of space. Teams B and C play a game of keepaway. Passes can
be made to the A players (they must return the ball to the passer's team). Count the number of
consecutive passes. Ten equals one goal. After a specified time period, or a goal, rotate teams.
Let the scoring team make the decision whether to become "targets" or stay in the grid.
Coaching Points
• Encourage good pace and accuracy of passes.
• Pace should be fast enough so defenders can not intercept, and comfortable for the
receiver to control.
• Accuracy - Ball should be played to player’s feet.
• Players need to make good decision on how to utilize targets to retain possession.
Variations
• Targets can only one touch the ball.
• Field players must have 1, 2 or 3 touches, depending on skill level.
• Award a goal if player can make a wall pass with target players.
Page 4 of 6
8 v. 8 with Corner Goals
The Game
8 v. 8 played on half a field. Set up 10 yard squares in each corner of the field. These act as goals.
A goal is scored when the ball is passed into the square and then out to a teammate. Each team
can attack any of the four goals.
Coaching Points
• Keep the team balanced in attack and defense. Don't bunch up around one goal.
• Look to attack the goal that is open. See if players can recognize where the pressure is.
• It should be easy to keep possession since the defense has so many goals to defend. Be
patient in attack and don't take unnecessary risks.
• In defense, look to create opportunities to double team.
Variations
•
•
•
•
Play with two balls to open game up.
Allow a goal if player dribbles in and out of square.
Insist that passing goals require three players.
Limit players to 2 touches
End Zone Game
The Game
Page 5 of 6
Set up field as shown with a seven yard "Endzone" at each end. Score a goal by getting the ball
from one "Endzone" to the other by passing or dribbling. Once a goal is scored, immediately
attack going in the other direction. The end zones are "free". Only the attacking team can enter
this area.
Coaching Points
• Attacking and defending principles
• Counter attack
• Passing and receiving
Keeper to Keeper
The Game
This is a possession game that uses the keepers. Instead of trying to score, each team tries to pass
the ball from one keeper to another. Keepers can play the ball with their hands.
Coaching Points
• In attack: Attacking principles of play. Always look to get the ball forward and to the
keeper. especially, right when you get it from the keeper. Counter attack often. Since the
flow of play changes quickly, players get practice in the back and front.
• In defense: Must have pressure on the ball. Quickly get behind the ball when
possession is lost. Prohibit counter attacks.
• Keeper distributions
Page 6 of 6
Triangle Passing Drill
The Game
The triangle has sides of one yard in length. Player A passes the ball to player B. Player B
receives the ball at position 2, after it has come out of the triangle. B then touches the ball to the
side and returns it to A making sure the ball does not travel through the side of the triangle which
it came from. The diagram shows 2 options for the return pass. Try to keep the game going as
long as possible without making a mistake.
Coaching Points
• Passing and receiving warm-ups.
• Preparing the surface before reception, keeping feet active.
• Keep body facing the play. Use good technique.
Progression
• Allow unlimited touches to develop a feel for the game.
• Restrict players to 2 touches, one to prepare ball, one to return it.
• Ask the players to determine if there is an easier way to bring their first touch. (This
should be towards the nearest cone - the cut becomes determined)
• Nearest Cone forces player to take his eyes off the ball and look at the "field" in front
of him.
• Make the triangle 2 yards apart and see what happens.
Page 1 of 4
4 v. 4 Practice Sessions
4 v. 4 The Basic Game
Size of Field
Depends on the age of players. Can vary from 30 yd. x 20 yd. up to 40 yd. x 25 yd.. The goals
are 8 feet wide.
The Team In Possession of the Ball
• Can employ buildup by using the entire playing area in terms of length and width
(spread out, possession).
• Can learn and determine team shape, which, in a group of 4 resembles a diamond.
• Can create goal scoring opportunities by taking action either individually or
collectively.
When the Other Team Has the Ball
• The aim is to prevent goals from being scored by getting behind the ball and to regain
possession of the ball.
• Simple principles of defending are reinforced and amplified since there is no spare
defender or goalkeeper.
Page 2 of 4
4 v. 4 Line Soccer
Variations of the 4 v. 4 Game
Using slightly different sizes of goals, differing methods to score, and slightly altered size and
shape of field can guide players to solve problems by emphasizing certain aspects of play.
4 v. 4 Line Soccer
• Each team has a line to defend and attack.
• Score a goal by dribbling the ball over any portion of the line that your team is
attacking.
• The size of the field is the same as a standard 4 v. 4 game, but it is turned sideways.
The wider, shorter field allows for maintaining good shape (diamond), but also creates
many good 1 v. 1 situations which challenges the player's dribbling skills.
• Players need to evaluate and identify when to dribble and pass. This variation
highlights: The correct attitude (when to take a risk aggressively) and the technical
development and execution of dribbling.
4 v. 4 The Dribbling Game
The Game
Same field as the "Line Soccer" game, a wide, short field. teams can score in one of 2 ways.
Passing into an open goal or by stopping the ball on the endline between the two goals they are
attacking.
Page 3 of 4
What The Game Incorporates
• Vision
• Changes in the direction and speed of play due to the shape of the field and presence of
multiple goals.
• Decision making skills because the player has a variety of options at his disposal
(dribbling, passing, "shooting", changing directions)
4 v. 4 The Passing Game
The Game
Since the playing area is longer than it is wide, the emphasis is on creating length (height) in the
game. In this game, there is a premium placed on playing the ball forward early. The ball can be
played early:
• To a target player who is coming back for the ball with a defender behind them (as
shown in diagram).
• To a player running forward away from the server.
Scoring
• Stopping the ball anywhere on the line.
• Passing the ball through an open goal.
This Game Emphasizes
•
•
•
•
Vision
Changes in direction and speed of play.
Appropriate use of firm touch.
Long and short passing.
Page 4 of 4
Transitions
The Game
While one team attacks the large goal, the opposition attacks either of the two smaller goals.
When the team scores in one of the two smaller goals, they must change directions and take a
turn at attacking the larger goal.
This Game Emphasizes
• Attitude and confidence that is essential for scoring goals. (Large net)
• Passing, shooting and dribbling skills required in the other 4 v. 4 games.
• Transition awareness since the team can attack quickly in the other direction.
• Team shape and the roles of each player because when there is a transition, the back
becomes the front and vice versa.
4 v. 4 The Shooting Game
The priority of this game is shooting and scoring. Since the field is wide and short, players
should be looking to shoot almost whenever they get the ball. Game played like a regular 4 v. 4
match.
Page 1 of 4
Practice - Small Group Defending
group.
Pressure
The Game
Coaching Points
Page 2 of 4
Pressure / Cover Defending
The Game
• 2 v. 2, with goals marked out in the corner of the grid.
• Have a regular game with periods of about 2 - 3 minutes in duration.
• Have plenty of extra balls ready to keep the game flowing
Coaching Points
Defending principles of play
• Pressure on the ball, do not let the first attacker's head to come up
• Second defender must cover the goal as well as be aware of the second attacker
• First defender tries to channel the attacker into the sideline and away from the second
attacker.(This is easier to do since the goals are in the corners of the grid, the sidelines
come up quicker.)
• When first defender has made the play predictable, second defender tries to double
team.
• Make sure the defenders stay balanced, that they do not become too spread out,
enabling the attacking team to make "splitting passes".
• As soon as the ball is won, can they shoot? This is the best time to do so because the
attacking team is not in a good defending posture.
Page 3 of 4
Four Goals - End Line
The Game
4 v. 4. Each team defends two goals and attacks two goals. Having the goals on the end lines
makes this game more realistic as it forces the attacking team to have more of a direction to their
attack.
Coaching Points
Defending principles
• Defending become particularly challenging since the defending team has two goals to
defend, essentially turning this into a 6 v. 4 game.
• It is a good idea to allow each team to decide by themselves, at first, where they are
going to try to win the ball. In other words, are they going to challenge the ball all over
the field, or will they hang back and try to only defend the space close to their own goals?
• Can they "channel" the ball into certain areas of the field to gain possession.
• Can they apply enough pressure on the ball to limit the first attacker's options, and
make the play predictable.
A good session for U-12 players and above.
Four Zones Game
The Game
A regular 11 v. 11 or 8 v. 8 scrimmage. Break the field into 4 horizontal zones. Award the
defending team points when they win the ball back in a chosen zone. For example, the Blue team
Page 4 of 4
might be given 3 points for winning the ball back in the first zone, two points for the second zone,
one point for the third zone and no points for the fourth zone. This can change depending on
where the coach wants the team to try to force the play
Coaching Points
• Try to get the players t work together, collectively, as a unit, with all 11 players aware
of the defensive plan.
• Can the defending team control the attacking team, making them play the ball in a
certain area of the field, and then winning the ball there.
• Make sure you give defending agendas to both teams.
Two Sided Goal Game
The Game
A 2 v. 2 game played to a two sided goal. Goals can be scored from either side. The game is a
continuous flow game that is best played for 2 - 3 minutes.
Coaching Points
•
•
•
•
•
•
A good warm-up or cool-down game to teach defending and attacking skills.
Defenders must make sure they cover the goal as well as the attacking players.
Defenders must work at channeling the first attacker away from their support.
Attacking team must be good at combination play to unbalance the defense.
As soon as the ball is lost, defending team must get goal side.
Try to attack immediately when the ball is won.
Page 1 of 6
Practice - Individual Tactics For Attack or
Defense - 1 v. 1
group.
Numbers Dribbling
The Game
1. Each player has a ball and dribbles freely around the grid.
2. The coach demonstrates 3 - 4 dribbling or control moves, assigning each a number.
3. As players dribble, the coach calls out a number and the players execute that particular
move.
Coaching Points
1. Emphasize keeping head up, change of pace, change of direction, ball control.
2. A good warm-up for any dribbling session
Knock Out
The Game
Page 2 of 6
1. Each player has a ball.
2. The object of the game is to protect your own ball while trying to kick the other player's
balls out of the grid.
3. If your ball is kicked out, retrieve it, do five push-ups and return to the game
4. The player that is knocked out the least amount of time wins.
Coaching Points
1. Shielding sideways on
2. Tackling with nearest foot.
3. Make sure players do not hang out in the corners.
One Versus One Basics
The Game
1. 2 players play 1 v. 1 inside a grid.
2. Players outside the grid assist the practice, inserting balls when they go out and
encouraging their teammates to work harder.
3. Rotate new players every 2 minutes or so.
Try This Progression
1. Attacking player tries to get behind the defender whenever they are in the grid. Defender
tries to gain possession of the ball. This is a continuous flow game, never stopping. If the
attacker beats the defender, they immediately try to face the defender and beat them again.
2. Play where the attacker tries to stop the ball on the endline.
3. Play a game with goals on the endline to shoot through.
Coaching Points
Page 3 of 6
Attackers:
•
•
•
•
•
Keep balanced, short steps, knees bent.
Always try to face defender, and take them on.
Shield ball for possession, sideways on.
When taking players on, drive towards leading foot. First fake the other.
When attempting to face defender, make a "self-pass" to get away.
Defenders:
•
•
•
•
•
•
Keep balanced, short steps, knees bent, never square to attacker
Try to channel attacker to sideline.
Tackle after touch is made.
Don't lunge.
Angle of approach, speed of approach.
Make play predictable.
1 + 1 v. 1 + 1
The Game
1. The object of this game is to get the ball from one target "A" to the other "B" without
losing possession.
2. Each time this is done, it is worth one goal.
3. The attacking team keeps this sequence up until possession is lost (ie. they can score as
much as possible).
4. If the ball goes out of bounds, it belongs to the other team.
5. Targets "A" & "B" may move along their line.
Coaching Points
1. In attack
o Encourage combination play between the players.
o Have targets look for the player farthest away.
Page 4 of 6
Check away from the ball to create space for yourself, check back for the ball at
angles.
o Receive the ball sideways on whenever possible.
2. In defense:
o Make attackers play the ball back whenever possible.
o keep the play in front of you.
o Never get flat with each other.
o Take away options for the attackers, make the play predictable.
o
Variations
1.
2.
3.
4.
5.
Limit target players to one touch.
Limit field players to two touches.
Do not allow field players to play the ball back to the target they received it from.
Play 2 v. 2 in the middle or 3 v. 3, size accordingly.
Make field players play it to each other at least once before they make a goal.
Passers & Dribblers Game
The Game
Two equal teams on a regulation field. Divide each team: half are dribblers (with a maximum of
5 touches before they shoot or pass) and passers (maximum of two touches). All soccer rules
apply. If dribbler or passer breaks the restrictions, ball goes to the other team. Use different color
pennies to identify dribblers and passers.
Coaching Points
1. Each team must organize passers and dribblers so they are in the best positions on the
field.
Page 5 of 6
2. Make sure to rotate passers and dribblers.
3. Dribblers must control the ball, and dribble to shield if there are too many players around
them or dribble to goal and beat opposing defenders.
4. Passers must receive the ball on their first touch and make good passes with the next
touch. Don't allow them to just kick the ball away. It should be passed to a teammate.
Match Conditions
The Game
1. An even sided game with full goals that is played just like the real game but not
necessarily with an 11 v. 11 format.
2. The coach then observes if the training has had any effect on the players' ability to meet
the demands of the game.
3. Coaching points can still be made but the coach focuses his comments on the theme of
the practice.
4. If the session was a technical session, the coach focuses on the player’s body and sees if
it is meeting the demands of the game technically.
5. If the session was tactical in nature, the coach focuses on what the player is seeing and
focuses on whether or not the player is interpreting the visual clues correctly or making
the correct decisions based on what is seen.
Page 6 of 6
Snake
Snake Dribble
Divide players into groups of three or four. Middle player (B) starts with the ball. Player B must
try to follow the head of the snake, Player A. Player C follows Player B. On command, B steps
on ball and becomes new head of snake. Player A goes to the end and Player C now has the ball
in the middle.
Coaching Points
1.
2.
3.
4.
Head of snake should move at different speeds, including stopping.
Encourage moving in many different directions.
Middle player must keep eyes up to see the head of the snake.
Encourage use of man different surfaces of the feet in contact with the ball.
Page 1 of 4
Practice - Receiving
group.
Toss and Control
The Game
Players move around the space freely, tossing their own ball in the air and trying to control it
before it lands. Players dribble around controlling, then repeat the activity.
Coaching Points
1. Have player's body touch ball before it first hits the ground.
2. Have players control first touch with different body parts: foot, head, thigh, etc.
3. Have players flick ball into hands before the toss, don't allow them to pick the ball off the
ground with their hands.
4. watch for height. Encourage different heights.
5. Have players fake before their first touch, fake on way to first touch in the opposite
direction.
Page 2 of 4
Receiving Square
The Game
Define a space approximately 20 x 20. Each player should have a partner and one ball per group.
One partner goes to the outside of the defined space with a soccer ball. The other partner goes
into the space. On command, outside players pass the ball to partner, who must receive and turn
the ball. While dribbling, the inside player must find a new outside player to pass to. After a
successful pass, the inside player must move to any outside player with the ball and repeat the
sequence.
Coaching Points
1. Inside players must be moving toward the incoming pass.
2. Encourage players to turn the ball several ways inside, outside of foot. Use of both feet is
important.
3. After the turn, encourage quick decisions on where to pass or dribble next.
4. Change player roles (inside/outside) every 2 minutes.
5. As players become more proficient at receiving and turning, encourage them to fake one
way before receiving, then turn the opposite way.
Keeper Game Receiving
Page 3 of 4
The Game
Play on your soccer field or across the width. Two equal teams, each with at least two keepers.
keepers are allowed to move anywhere on the field and use their hands, but are not allowed to
score. Field players can score one point by getting a header over the endline and five points for a
header in the goal. Play a regular game. When keepers get the ball the only way they can pass to
their field players is with underhand tosses to the player’s body or bowling on the ground to their
feet.
Coaching Points
1. This game allows keeper to use hands out of the penalty area to make sure players get
plenty of good air balls and ground balls to receive.
2. It may be necessary to add or delete keepers for desired results.
3. Make rules only when necessary.
4. If keepers run too much with ball, allow them only four steps.
5. Keepers throwing to other keepers? Make it so they can not make a direct pass from
keeper to keeper, they must use a field player.
6. Encourage keepers to attack and defend.
Match Conditions
The Game
1. An even sided game with full goals that is played just like the real game but not
necessarily with an 11 v. 11 format.
2. The coach then observes if the training has had any effect on the players' ability to meet
the demands of the game.
3. Coaching points can still be made, but the coach focuses comments on the theme of the
practice.
4. If the session was a technical session, the coach focuses on the player's body, and sees if
it is meeting the demands of the game technically.
5. If the session was tactical, the coach focuses on what the player is seeing, and focuses on
whether or not the player is interpreting the visual clues correctly and making the correct
decisions based on what is seen.
Page 4 of 4
Receiving Through Gates
The Game
Two Players per gate. The gates are approximately two steps apart. One ball per group. First
player must play ball on ground through the gate within two touches. The game continues until
players can not get ball back through gate on the ground within two touches.
Coaching Points
• Player receiving the ball should get in path of ball before it arrives.
• First touch should help player to get a good kick back through the gate..
• Keep score and rotate stations.
• Receive with thigh, pass back with instep.
• vary the serve to start the game: long balls, short balls, inside of foot, instep, outside of
foot, weak foot only, etc.
• Players should receive with one foot and play it back with another.
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Pressure
The Game
Coaching Points
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Pressure / Cover Defending
The Game
• 2 v. 2, with goals marked out in the corner of the grid.
• Have a regular game with periods of about 2 - 3 minutes in duration.
• Have plenty of extra balls ready to keep the game flowing
Coaching Points
Defending principles of play
• Pressure on the ball, do not let the first attacker's head to come up
• Second defender must cover the goal as well as be aware of the second attacker
• First defender tries to channel the attacker into the sideline and away from the second
attacker.(This is easier to do since the goals are in the corners of the grid, the sidelines
come up quicker.)
• When first defender has made the play predictable, second defender tries to double
team.
• Make sure the defenders stay balanced, that they do not become too spread out,
enabling the attacking team to make "splitting passes".
• As soon as the ball is won, can they shoot? This is the best time to do so because the
attacking team is not in a good defending posture.
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Four Goals - End Line
The Game
4 v. 4. Each team defends two goals and attacks two goals. Having the goals on the end lines
makes this game more realistic as it forces the attacking team to have more of a direction to their
attack.
Coaching Points
Defending principles
• Defending become particularly challenging since the defending team has two goals to
defend, essentially turning this into a 6 v. 4 game.
• It is a good idea to allow each team to decide by themselves, at first, where they are
going to try to win the ball. In other words, are they going to challenge the ball all over
the field, or will they hang back and try to only defend the space close to their own goals?
• Can they "channel" the ball into certain areas of the field to gain possession.
• Can they apply enough pressure on the ball to limit the first attacker's options, and
make the play predictable.
A good session for U-12 players and above.
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Two Sided Goal
The Game
A 2 v. 2 game played to a two sided goal. Goals can be scored from either side. The game is a
continuous flow game that is best played for 2 - 3 minutes.
Coaching Points
•
•
•
•
•
•
A good warm-up or cool-down game to teach defending and attacking skills.
Defenders must make sure they cover the goal as well as the attacking players.
Defenders must work at channeling the first attacker away from their support.
Attacking team must be good at combination play to unbalance the defense.
As soon as the ball is lost, defending team must get goal side.
Try to attack immediately when the ball is won.
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Four Zones Game
The Game
A regular 11 v. 11 or 8 v. 8 scrimmage. Break the field into 4 horizontal zones. Award the
defending team points when they win the ball back in a chosen zone. For example, the Blue team
might be given 3 points for winning the ball back in the first zone, two points for the second zone,
one point for the third zone and no points for the fourth zone. This can change depending on
where the coach wants the team to try to force the play
Coaching Points
• Try to get the players t work together, collectively, as a unit, with all 11 players aware
of the defensive plan.
• Can the defending team control the attacking team, making them play the ball in a
certain area of the field, and then winning the ball there.
• Make sure you give defending agendas to both teams.
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The Triangle Goal Shooting Game
The Game
• Set up a triangular goal in the middle of a 50 x 50 grid.
• Play an even sided game with both teams having their own keeper.
• Both teams try to score through any one of the three sides of the triangular goal.
• It is best to place the goal in the center of a 20 yard in diameter circle, with only the
keepers allowed inside the circle.
• If the keeper catches the ball, his or her team must take the ball outside of the grid
before they may attack again.
• Play with 2 balls for real excitement.
• Goalkeepers may become attacking players when their team has possession.
Coaching Points
•
•
•
•
•
Attacking and defending principles of play.
Shooting
Finishing
Possession
Goalkeeper positioning, shot saving and distribution.
Page 1 of 1
Running Bases
The Game
• Players try to dribble their ball without being tagged. If they get tagged, they exchange
places with the "tagger"
• Have taggers carry a penny to distinguish themselves. Hand pennies over to the player
that is tagged and use their ball to dribble.
• Players are save in any one of the 4 bases. Only one player allowed in a base at one
time. If a new players enters a base, the old player must leave.
Variations
For younger players:
•
•
•
Only one tagger
Fewer bases
Only one player in a base at a time
For older players:
•
•
•
More bases and taggers.
2 players allowed in each base.
Play with fewer balls: can only be tagged if you have the ball. or, if you don't have a ball
(balls must be passed).
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Dribble To Score
The Game
• Dribblers (in Red) try to dribble through the three zones occupied by the blue
defenders.
• Defenders must stay in their zones and try to kick any ball they intercept out of bounds.
• Dribblers go three at a time. If the dribbler ahead of you in your line gets their ball
knocked out, you may start right away.
• As soon as the dribbler in front of you moves to the next zone, you can also go.
• After beating the last defender, the dribbler must shoot the ball into the goal to get a
point for their team.
Coaching Points
• Good dribbling technique.
• Look for an opening..perhaps sending a teammate in early to act as a decoy, then, when
the defense opens up, take that clue to penetrate.
Variations
• Put a "free zone" between each zone shown. The free zone can be 5 yards wide.
• Once the dribbler gets in the free zone, they can rest before they take on the next
defender.
• You can also have people that make it into the free zone, leave their ball and assist the
next person to try to get past the defender by passing.
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Protect The Cone - Individual
The Game
Define a rectangular space. Each player starts with a ball and a cone. Each player must control
their own cone while trying to attack and kick over other cones. Player must keep the ball under
control while defending and attacking. When defending, try to block attackers by keeping your
ball and body between the cone and the attacker. On attack, try to maneuver around defenders
while controlling your ball to get a clear kick at their cone. If your cone is kicked over, you can
set it up again after you do an exercise (sit-ups, pushups, etc.), dribbling move or juggling of the
soccer ball.
Coaching Points
• This game allows players to stay included by doing some remedial exercise. Choose
activities that can be performed quickly so players can get back involved.
• Vary the activity to include exercises like pushups, sit-ups, cartwheels and also
dribbling; pull backs, stepovers, touches on ball, hopping over ball, etc.
• Make sure players control the ball while defending and attacking.
• Watch for players who DEFEND or ATTACK more often.
• Watch and help players determine when to attack and when to leave the cone, also
when to defend and stay at home around the cone.
• Help players remember to keep their body and the soccer ball between their cone and
the attacker.
• Explosive, quick move will help attackers maneuver around defender.
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Protect The Cone - Group
The Game
Same space as in previous activity. Divide the group into four teams. Each teams sets up three or
four cones to protect on one side of the space. Each player must have a ball. Group leader can
choose a group captain. Captain must organize the group; which players will defend and/or
attack. On command, the game begins with players defending their cones or attacking the other
team's cones, while controlling their own soccer ball. When your cones are knocked down, your
team can no longer attack. The team with the last standing cone is the winner.
Coaching Points
• Allow players to organize themselves with as little interference from group leader as
possible. This will be a valuable experience for when they are playing in an organized
soccer game.
• Watch which players have the most success at organizing their group. But make sure
all get plenty of opportunities to be the leader.
• Watch the group dynamics and switch players so all get to work together.
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Protect The Cone - Team
The Game
Same space and equipment as in previous activity. Combine the four groups into two. Set up four
cones at each end of the rectangular space. Group leader should pick and offensive and defensive
captain for each team. Allow captains 2 to 3 minutes to prepare the respective strategies. While
controlling the ball, players must attack and defend the cones. The team with the last standing
cone wins.
Coaching Points
• After one round, switch roles so captains and players get a chance at offense and
defense.
• Encourage players to kick away opponent’s soccer ball, while keeping their ball under
control.
• No player can attack or defend without their ball.
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Penalty Box Shootout
The Game
•
•
•
•
Play takes place inside the penalty box.
Play continues until keeper makes a save and maintains possession or until the ball goes
out of bounds.
Coach immediately serves a new ball when this happens.
The team in possession attacks, the other teams defends. When possession is won, that
team immediately tries to score.
Coaching Points
• Teams are encouraged to shoot rather than play "good soccer".
• Look for half chances and rebounds.
• If play becomes too bunched around goal, prohibit players from entering keeper's box
unless in pursuit of a rebound..
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1 v. 1 Possession/Penetration
The Game
• 1 v. 1 in the middle. Offensive player attempts to receive ball from one of their target
players and then play it to the other target on the opposite end of the diagonal.
• Whenever they play the ball out, to one of the targets, they switch positions with the
player they passed to. The target brings the ball into play and become the field player.
• If defender wins possession of the ball, they start by playing it to any one of their
targets, changing places with them when they do so.
• Score can be kept by allowing a goal every time the ball is played out to the opposite
target.
Coaching Points
For younger players:
•
•
•
•
Focus on possession vs. penetration decisions of the field players.
First attacker penetrates if possible, possesses when penetration is not possible.
Start the activity having the field player just try to keep it from the defender, not allowing
them to play the ball back. Teach escape moves at this stage as well as sideways on
shielding.
First attacker can then work on dribbling the ball sideways, across the field:
1. This allows the attacker to possess the ball individually.
2. It also opens up space for the second attacker who can thus immediately penetrate
once a back pass is made, which often happens in a real game setting.
3. Attacker decides to penetrate with a dribble if they are able to:
Face the defender
If the defender is "lunging out"
Page 2 of 2
•
Has open space in front
Defenders must look to constantly recover goal side and in line of
penetrating passes.
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Hospital Tag
The Game
All players with one ball in a defined space. Set up a second space for the hospital. Players must
dribble around in the main space and try to tag other players while controlling the ball. If tagged,
player must hold the part of the body that was touched by the ball. After player is tagged for the
third time, he must go to the hospital. While in the hospital space, the players practice more
dribbling. After competition, they come back to the game and begin to play with a fresh start.
Coaching Points
• Make sure players are controlling the ball while tagging others.
• Encourage rapid changes of speed and direction. This will help them catch the other
players by surprise.
• Encourage players to attack while they have free hands, but when both hands are
holding tagged body areas, they must employ defensive dribbling and go away from
attackers.
• Give players various dribbling moves, such as pull backs, step overs or quick feet.
Try These Variations
1. Can only dribble with one foot. Use one sock up, the other down to help players
remember.
1. Can only use the inside of foot to dribble.
2. Can only use the outside of foot to dribble.
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Red Light, Green Light
The Game
Each player has a ball except the player designated as the light. Lines from start to finish should
be approximately 20-30 yards. Players start a line opposite the light. The player who is the light
faces away from the group and calls out "green light". Players begin to dribble towards the light.
When the light turns around and calls out "red light", players must freeze their bodies and the
ball. If the light catches players still moving, or dribbling, he send them back tot he starting line.
The first player to cross the line where the light is standing is the winner and becomes the new
light.
Coaching Points
• Encourage players to dribble under close control.
• This drill promotes quick reactions and dynamic balance..
Page 1 of 1
4 v. 4 v. 4 Keepaway
The Game
•
•
•
•
Break up the squad into 3 equal teams, A, B and C.
Two of the teams are on attack (A and B) and C defends.
If a B player causes the attacking teams to lose possession, then all of the B's become
defenders while the A's and C's attack together.
Make sure play keeps flowing.
Coaching Points
• Communication.
• Passing and receiving.
• Team balance on attack and defense.
• Attacking and defending principles
• This game has the added element of peer pressure. Players do not want to lose the ball
because it means their teammates will need to defend also..
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Escape
The Game
Seven players try to possess the ball. 15 passes equals 1 goal. 4 players are collectively trying to
gain possession and get the ball out of the space. One goal each time they get it out. 3 points
wins the game
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The Game
Two Players per gate. The gates are approximately two steps apart. One ball per group. First
player must play ball on ground through the gate within two touches. The game continues until
players can not get ball back through gate on the ground within two touches.
Coaching Points
• Player receiving the ball should get in path of ball before it arrives.
• First touch should help player to get a good kick back through the gate..
• Keep score and rotate stations.
• vary the serve to start the game: long balls, short balls, inside of foot, instep, outside of
• Players should receive with one foot and play it back with another.
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Gauntlet
The Game
•
•
•
Each player starts with an activity as shown, facing their partner. Players on Line X each
have a ball.
Each players starts the activity with their partner and advances down the line, repeating
the activity at each successive player. Line Y players receive the ball and return it to the
player in Line X that gave it to them.
When a player gets to position A, they recycle and start again at the top of the line.
Try These Activities
• One touch back with either foot. (Make sure players go in both directions, up and
down.)
• Two touch returns, receiving with inside and outside of foot.
• Pass back with inside or outside of feet.
• Chest - instep
• Chest - thigh - inside of foot.
• Outside of foot volley.
• Preparation touch with the head, back with head ("double header").
• Chest - head.
• The possibilities are endless.
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2 v. 2 From Corners
The Game
•
•
•
•
First player on each line comes into the game and plays 2 v. 2.
Coach serves ball to one of the four corners.
Game continues until goal is scored or the ball goes out of bounds.
Coach immediately puts a new ball into play when ball is out of bounds.
Coaching Points:
Attacking
•
•
•
•
•
Playing quickly, one or two touch.
Finding the open player with he best opportunity to score.
Recognizing passing "seams".
Passing and receiving.
Combination play.
Defending
•
•
•
Goalkeeping
Recovery runs.
Pressure, cover (first and second defender principles).
Try These Variations:
1. Vary the type of the serve to each corner (high, low, hard, chipped, driven).
2. Increase the size of the grid for greater fitness demands (44 X 40).
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3. Decrease the size of the grid to make the attackers play quicker (20 X 20).
Page 1 of 2
Monkey in the Middle
The Game
•
•
•
•
•
•
Three teams, A, B and C.
Teams A and B attempt to keep the ball from Team C by:
1. Possessing the ball using their own players.
2. Passing the ball over or through the middle zone to the other team waiting in their
own zone. (Team A can pass to Team B as shown in the diagram)
The defending team (Team C) is able to get out of the middle by:
1. Replacing the team that looses the ball out of bounds.
2. Dispossessing a team and making a pass into the other grid to the waiting team.
(eg. Staling it from A and passing it to B).
The defending team is only allowed to send three players into one of the grids at one time.
The three remaining players must be back in the "middle" before the ball is sent into the
other grid. They can not enter the grid until the ball does.
If a ball is lost out of bounds, the coach immediately puts a ball into play in the other grid
area, making the new defending team run to put immediate pressure on the ball.
Make the grids bigger to allow attacking team more success, smaller to challenge them
more.
Coaching Points:
1. Transition
2. Attacking principles: Long passing, attacking shape, receiving long passes, support.
3. defending principles: Pressure, cover, balance, compactness, immediate chase.
Make Sure:
Page 2 of 2
1. If teams are not even, it is OK for a team to play one player down.
2. Keep the game flowing, if a ball goes out of bounds, immediately call out who is in the
"middle" and put the next ball into play.
3. Defending team defends as a unit and keeps compact .
4. If the attacking team looses possession of the ball, they try to win it back before the
defending team plays it out of their grid.
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Moving Goal
Moving Goal Game
Two equal teams. Select two players to become the "moving goal". These players take the ends
of a rope or beach towel and stretch it out as they move around the space. The other players play
a game trying to score in the moving goal.
Coaching Points:
1. Players should look at the ball during shooting motion.
2. Strike the ball with the instep (laces) with toe pointing down and ankle locked. This will
give the players a firm hitting surface.
3. Hips should face the goal.
1. Add two balls.
2. Add a second goal. With more goals, players will get more shooting chances and must
play with their eyes off the ball. This will present more complex decision making.
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Three Ball Keep Away
Keep Away
Start with two teams of equal numbers and three soccer balls. On signal, players try to possess as
many balls as possible. On coach's command, play stops and the team in possession of two or
more balls wins that round. Play several rounds.
Coaching Points
1. Players must use skills of passing and dribbling to keep possession. They must also make
decisions on where to run when they don't have the ball, when to pass or dribble, and
whom to pass to.
2. Encourage players to hold the ball against pressure. Many players when faced with
pressure from opponents will just kick the ball away. If player does decide to pass, it
must be to another player.
1. Each player must hold the ball a minimum of five touches before passing. This will force
more dribbling and shielding of the ball.
2. Each player has only two or three touches. Will force more passing of the ball.
3. Players may only use their "good" foot.
4. Players may only use their "weak" foot. (Help players remember which foot they're using
by passing one sock down.)
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Steal The Bacon
The Game
• Two teams, each player is designated a number.
• The coach calls out the numbers of the players. These players then run out from the
endline to play the game.
• The coach serves balls in from the sideline if the ball goes out of bounds or into a goal.
• Each group should play for about one and a half minutes of continuous action.
• Players waiting to come on should return loose balls to the coach, or act as "support"
players for those that are playing, able to return passes made to them.
• The number of players playing at one time depends on the coach's objectives. However,
this game is best when played in groups of 2 v. 2, or 3 v. 3.
Coaching Points
•
•
•
Combination Play
Seeking and taking shots
Attacking and defending principles of play
Page 1 of 1
Two players per gate. The gates are approximately two steps apart. One ball per group. First
player must play ball on ground through gate to second player. Second player must receive and
play back through the gate within two touches. the game continues until players cannot get ball
back through the gate on the ground within two touches.
Coaching Points:
1.
2.
3.
4.
Player receiving the ball should get in the path of the ball before it arrives.
First touch should help player to get a good kick back through the gate.
Keep score and rotate stations.
Vary the serve to start the game: Long balls, short balls, inside of foot, instep, outside of
5. Players should receive with one foot, play back with the other.
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Line Game
The Game
Two teams of equal numbers. Coach calls out a number and that number of players go out into
the field. The remaining players stay on the goal line, hold hands, and try to prevent goals. After
a goal, or a period of play, coach calls out another number..
Coaching Points:
1. Call out different numbers, so players learn to interact with different subsets..
2. Give advantages to certain teams so players can learn to deal with numbers of up and
down situations (for example, red team 3 players, blue team 4 players).
3. After players understand the game, have them switch quickly. it is important that players
control who comes out and how. This helps develop organizational skills and team
dynamics.
1.
2.
3.
4.
Three touch: each player can use up to three touches.
Double points if scored off a head ball.
Double points if scored off combination (ie. give and go, take over, etc.).
Setup: Only one player from each team is allowed to score.
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1 v. 1 with Support
The Game
1. Players in the grid play 1 v. 1.
2. Players A, B, C and D are support players, outside the corners, without a ball.
3. Attacking players get a goal when they make a pass to a support player and get the return
pass.
4. Whoever has the ball is attacking, whomever doesn't is trying to win the ball.
5. Rotate support players with field players.
Coaching Points:
1.
2.
3.
4.
Good dribbling, shielding and passing technique.
Make passes to support players when eye contact is made.
Play away from your defender.
Make sure you are keeping space open to receive the pass back.
1. Make support players play with one touch.
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Keeper to Keeper
The Game
1. This is a possession game that uses the keepers. 2. Instead of trying to score, each team tries to
pass the ball from one keeper to the other. 3. Keepers can play the ball with their hands. 4. Once
they get it from one keeper, they receive it back again and try to attack going the other way.
Coaching Points
In Attack:
•
•
•
Attacking principles of play.
Always look to play the ball forward, and to the keeper, especially right when you get it
from the keeper (Counter attack often).
Since the game changes directions frequently, players get practice playing in the back and
front of the team.
In Defense:
•
•
Must have pressure on the ball.
Quickly get behind the ball when possession is lost, prohibit counter attacks.
Keeper distributions.
Variations
•
•
Limit field players to 2 touches.
Do not allow keepers to handle the ball with their hands.
Page 1 of 1
Thirds Game - Goals In Middle
The Game
1. Break the field into thirds, placing the goals on the edge lines of the middle third.
2. Ball must be passed over the line to advance it up field. When ball is passed over the line,
one attacking player may follow the pass into that new third.
3. Play with two balls to increase repetitions.
4. White team defends goal 'A', black team defends goal 'B'
5. Keepers can not throw the ball into the middle third.
Coaching Points
1. Attacking and defending principles.
2. Passing and receiving.
3. Since teams must go 'around' goals, this game forces teams to play the ball down the
flanks.
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Thirds Game - Goals On End
The Game
1. Field is broken into thirds.
2. Ball must be passed over each line, no dribbling or self passes over the line.
3. When the ball is passed over a line, one player from the initial third may follow the pass
in. If possession is lost, they must return to their own third.
4. Team that scores the most goals wins.
5. Play with two balls to increase touches on the ball.
Coaching Points
2. 2. Passing and receiving.
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Shadow Play
The Game
1. Break the field into thirds, placing the goals on the edge lines of the middle third.
2. Ball must be passed over the line to advance it up field. When ball is passed over the line,
one attacking player may follow the pass into that new third.
3. Play with two balls to increase repetitions.
4. White team defends goal 'A', black team defends goal 'B'
5. Keepers can not throw the ball into the middle third.
Coaching Points
2. Passing and receiving.
3. Since teams must go 'around' goals, this game forces teams to play the ball down the
flanks.
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Shadow Attack
The Game
The keeper starts with the ball. Have players line up in their basic formation. In this example we
are assuming team is playing 8 aside. Players attack the opposite goal, trying to score. After the
attempt at goal, repeat in the opposite direction. If you have enough players, organize another
group to attack in the opposite direction. The two teams play through one another, no defense.
Coaching Points
•
•
•
•
•
Activity leader should encourage wide players to stay wide, but make sure they get the
ball.
Demand that the players go to goal as in a real game. This should look like a real game.
Demand players go to goal at speed.
Watch the way the players attack: Do they pass most? Do they dribble most?
Which players seem to control the attack.
1.
2.
3.
4.
5.
6.
Get to goal in 15 seconds.
All players must touch the ball before final strike at goal.
Players only have 3 touch, 2 touch ,then 1 touch.
Get to goal in as few passes as possible.
Get to goal using to passes.
Activity leader gives each player a number. At the start of each attack, the leader calls a
number, and the team must organize so that player takes the final shot on goal.
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8 v. 8 To Goal
The Game
Two teams playing 8v. 8 in the middle third of the field as marked. The team in possession of the
ball tries to make a pass over the cones to a teammate that is coming out of the middle third. The
passed ball must proceed the player running in. Defenders can not 'track-back' to defend. Once in,
the attacker can play one on one with the keeper. Play is then started in the opposite direction
with the keeper playing the ball into the middle third to a teammate.
Coaching Points
Attack:
1.
2.
3.
4.
Good possession / penetration decisions.
Playing the ball away from pressure in order to complete a 'good pass' into the final third.
Combination play in order to get behind the defense.
Quality of final service so that it does not go through to the keeper.
Defense:
1. Quality pressure on the ball.
2. Group effort to 'keep the ball in front of us'
3. Good compactness.
1. Shooter must shoot first time, or limit the number of touches he may have.
2. If penetrating ball is a wide ball, another attacker may advance to receive a cross.
3. Allow 2 attackers and one defender in to the final third.
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8 v. 8 - 6 Goals
The Game
1. 2 teams of 8.
2. Each team defends their 3 goals, and tries to score in the opponents 3 goals. Team with
most goals wins.
Coaching Points
Attack:
1. Vision, recognizing where pressure is coming from.
2. Possession / penetration decisions.
3. Switching the point of attack.
Defense:
1. Pressure , cover, balance.
2. Defending zonally since the 3 goals force a team to defend 'numbers down'.
3. Immediate counter attack when ball is won.
1. Dribble through the goals instead of passing. (Make goals 10 yds.wide)
2. Goals must come off a 'one touch'
3. Limit attackers to '2 touches'
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8 v. 8
The Game
1. Two teams of 8 play ~keep-away~ in the middle zone as marked.
2. If the defending team wins the ball, they immediately try to possess it.
Coaching Points
Attack:
1.
2.
3.
4.
Moving with and without the ball.
Angles of support.
Team 'Balance.
Vision.
Defense:
1.
2.
3.
4.
Immediate pressure when the ball is turned over.
Cover.
Making play predictable.
Compacting space.
1. Limit attacking players to '2 touch'
2. Create a sequence where if an attacker takes more than 2 touches, the next touch must be
a 'i touch'
3. After every fourth touch the area of play must be shifted elsewhere.
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1 v. 1 Battles
The Game
Play one vs. one, trying to score through a 'two-side' goal. There is no out-of-bounds. The player
in possession of the ball is the attacker, the other player, the defender. Play games of one minute
in duration.
Coaching Points
1. Individual defending: steer attacker away from the goal, tackle when ball is exposed, get
goal side when possession is lost.
2. Individual attacking: try to face the defender whenever possible~ change of speed,
change of direction; shield when trying to maintain possession.
3. Dribbling.
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1 v. 1 Basics
The Game
1. 2 players play 1 v. 1 inside a grid.
2. Players outside the grid assist the practice, inserting balls when they go out and
encouraging their teammates to work harder.
3. Rotate new players every 2 minutes or so.
Try This Progression
1. Attacking player tries to 'get behind' the defender wherever they are in the grid.
2. Defender tries to gain possession of the ball.
3. This is a continuous flow game, never stopping. If the attacker beats t defender, they
immediately try to face the defender and beat the again.
4. Play where the attacker tries to stop the ball on the endline.
5. Play a game with goals on the endlines to shoot through.
Coaching Points
Attackers
•
•
•
•
•
Keep balanced, short steps, knees bent.
Always try to face defender, and take them on.
Shield ball for possession, sideways on.
When taking players on, drive towards leading foot. First fake the other.
When attempting to face defender, make a 'self-pass' to get away.
Defenders
•
Keep balanced, short steps, knees bent, never square to attacker.
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•
•
•
•
•
Try to channel attacker towards sideline.
Tackle after touch is made.
Don't lunge.
Angle of approach, speed of approach.
Make play predictable.
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1 + 1 v. 1 + 1
The Game
• The object of the game is to get the ball from one target "A" to the other, "B" without
losing possession.
• Each time this is done, it is worth one goal.
• The attacking team keeps this sequence up until possession is lost (they can score as
many goals in a row as possible).
• If the ball goes out of bounds, it belongs to the other team.
• Targets can move back and forth along their line.
Coaching Points
In Attack
•
•
•
•
Encourage combination play between the players
Have targets look for the player farthest from the ball
Check away from the ball to create space for yourself, check back for the ball at angles.
Receive the ball "sideways on" whenever possible.
In Defense
• Make the attackers play the ball back whenever possible.
• Keep the play in front of you.
• Never get flat with each other.
• Take away options for the attackers, make the play predictable, use sideline as extra
defenders.
Variations
Page 2 of 2
•
•
•
•
•
Limit target players to one touch.
Limit field players to two touches.
Do not allow field players to play the ball back to the target they received it from.
Play 2 v. 2 or 3 v. 3 in the middle.
Make field players play it to each other at least once before they make a goal.
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1 v. 1 v. 1
The Game
1. Player 'C' starts on the endline and dribbles into zone 1, trying to get past defender 'A'
2. If 'A' steals the ball, 'A' tries to dribble past 'C', and over the end line.
3. If 'C' manages to get by 'A', 'C' continues through zone 2 and tries to beat 'B' over the end
line.
4. If 'B' steals it, he takes on player 'A' who has been waiting in zone 1.
Coaching Points Individual attack and defense.
Attackers
•
•
•
Try to unbalance defender.
Attack at pace, try to keep facing the defender.
Change pace and direction.
Defenders
•
Try to channel attacker towards sideline, use sideline as another defender.
Variations
•
Allow defender 'A' to chase 'C' into zone 2 if beaten. 'C' must then hold 'A' off while at
the same time moving towards taking on 'B'. This also makes 'C' not give up once beat,
teaching them to recover 'goalside'.
Page 1 of 1
War
The Game
1. 'Dribblers' (in dark) try to dribble through the three zones occupied by the light defenders.
2. Defenders must stay in their zones, and try to kick any ball that is dribbled through out of
bounds.
3. 'Dribblers' go three at a time. If the dribbler ahead of you in your line gets their ball
knocked out, the next dribbler in line may go right away.
4. As soon as the 'dribbler' in front of you leaves the zone, the next 'dribbler' can also go.
5. After beating the last defender, the 'dribbler' must shoot the ball into the goal to get a
point for their team.
Coaching Points
1. Good dribbling technique.
2. Look for an opening... perhaps sending a teammate in early to act as a decoy, then when
the defense opens up take that clue to penetrate.
Variations
1. Put a 'FREE ZONE' between each zone shown. The free zone can be 5 yds. wide.
2. Once the dribbler gets in the free zone, they can rest before they take on the next defender.
3. You can also have people that make it into the free zone, leave their ball and assist the
next person to try to get past the defender by passing.
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1 v. 1 Attacker Facing Goal
The Game Server passes the ball to attacker who tries to :
•
•
Dribble under control over the endline for 1 point.
Pass it through the small cone-goal for 3 points.
If defender wins the ball and dribbles over the opposite line, they get a point. If the ball goes out
of the grid, no points for either player. Players exchange positions. Keep score to make the game
competitive.
Coaching Points
Defenders:
1. Try to close down the attacker immediately, during the time of flight of the ball.
2. If attacker receives the ball cleanly:
•
•
•
Do not lunge. Retreat a little slower than the attacker is moving forward
Tackle only immediately after the attacker has touched the ball.
Play the attacker honestly, but make sure to take away the pass into the goal. This is a
'channeling' motion, but can not be so extreme that it allows attacker to dribble right by
the defender.
Make sure that defender is in a proper stance. Knees bent, leaning slightly forward. One foot
slightly in front of the other.
Attackers:
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1. Attack with speed.
2. Attack the front foot by faking towards the trailing foot, then exploding in the other
direction.
3. Approach the defender with short, controlled strides.
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1 v. 1 Attacker's Back To Goal
The Game
1. Server passes the ball so that it stays in the grid.
2. Attacker is the only one able to play the ball initially.
3. Attacker attempts to turn with the ball and:
a. Dribble under control over the endline for 1 point.
b. Pass the ball through the goal for 3 points.
4. Defender attempts to: a. Win the ball and dribble over the opposite line for 1 point. If the
ball goes out of the grid, no points for either player.
Alternate roles.
Coaching Points
Defenders:
1. Do not allow the attacker to turn. Play him honestly. Do not let him know where you are
by 'leaning' on him. He will use this over-commitment to turn you.
2. Tackle when the attacker turns, and only when certain of winning the ball.
3. If attacker turns, play them honestly, but deny pass into the goal. However, do not
overplay this option too extremely as this will allow the attacker to dribble right by.
Attackers:
1. Make a self-pass in order to escape pressure. Turn and face the defender as soon as
possible.
2. When facing defender, take him on with speed. Use short, controlled steps.
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3. Use quick changes of pace and direction.
Page 1 of 1
1 v. 1 Wars
The Game
1. Players play 1 v. 1 for 60 - 90 seconds.
2. Goalkeepers are in full sized goals.
3. If the ball goes out of bounds support player puts a ball into play immediately.
Coaching Points
1. . Individual attacking and defending.
2. Dribbling.
3. Goalkeeping: Distribution. Coordination with defender.
U-12
Page 1 of 8
TYPICAL TRAINING SESSION
Here are some items that should be included in a U-12 training session:
WARM-UP: A brief warm-up is appropriate in order to get the players thinking about soccer
and to prepare them physically for the time ahead. This should involve individual or small group
activities that involve the ball. Since there can be one theme to the session, hopefully, the warmup will lead into the theme of the day. Static stretching is also appropriate at this time, after the
players have broken a sweat, again, hopefully done with the ball. The warm-up should get the
players ready to play. It should be lively, fun, and engaging as well as instructional. There is
nothing like a good, fast-paced activity to grab the player's attention and make them glad that
they came to practice.
INDIVIDUAL OR SMALL GROUP ACTIVITIES: Follow the warm-up with some kind of
individual activity, not necessarily a real 1v.1 game, but some kind of activity where players act
as individuals or cooperate in small groups in a game environment. An example would be a kind
of keep-away game, or small sided games that bring out or emphasize a specific skill or topic.
Keep players in motion at all times. Avoid having them wait on lines. Play games of "inclusion"
instead of games where the "looser sits". Be creative. These players like "crazy" games with a lot
of action.
PLAY THE GAME: Small sided soccer can be used to heighten intensity and create some good
competition. Play 4v.4 up to 8v.8. Be creative. Play with 4 goals, or 2 balls. Play with or without
boundaries. Perhaps play to emphasize a particular skill (can only dribble the ball over a goal
line in order to get a point). Use cones if you don't have real goals. Keep players involved. Have
more than one game going on at a time if necessary. Switch teams often, give everyone a chance
to win. Also, it is important that every player has a chance to shoot on goal as often as possible.
Finish this stage with a real game with regular rules. Players need to apply their newly learned
abilities to the real game.
WARM-DOWN & HOMEWORK: Finish the session with a warm down. Give them some
more stretches to do with the ball. You may want to review what you started the session with.
Also, give them some homework so that they practice on their own. Challenge them with some
ball trick. Can they complete a juggling pattern? Can one player kick a ball to a partner and then
back without it hitting the ground? Can they do that with their heads? How many times can they
do it back and forth? It is important to finish on time. This is especially essential if the players
are really into it. Stop at this point and you will get an enthusiastic return.
U-12 TRAINING IDEA
'NUMBERS PASSING'
Here is a good warm-up that will get players prepared for a session on passing and receiving
skills. It is an example of how players can be challenged in an environment that is dynamic and
can demand specific, targeted technique that has direct implications to the demands placed upon
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players during the real game. Since there is no pressure from an opponent, it is appropriate to use
this activity during the warm-up.
THE GAME:
•
•
•
•
•
•
Assign each player a number.
Players pass the ball to the player with the # one higher than their own # (eg: 5 passes to
6, 11 to 1.)
All balls travel through the entire team.
After they pass a ball, they must run to a different spot on the field.
Players are first allowed unlimited touches, then only two touches, then one touch if they
area able.
Ask the players not to let the ball stop, or to let their pass hit other players or balls.
TRY THESE VARIATIONS:
•
•
•
Left foot only.
Outside of foot only.
No talking allowed.
ASK THE PLAYERS TO:
•
•
•
•
•
Make eye contact with the person they are passing to.
Perform good passing technique.
Keep their body and vision open to the field of play.
Keep the person they are passing to in their line of sight.
Be active. Look like a soccer player.
U-12 TRAINING IDEA
'CORNER GOAL GAME'
Here is a game that can be used in the middle
phases of the training session. This game
involves passing and receiving skills and is also
a good activity for showing players the benefits
of 'spreading out'. It is a dynamic game with a lot of running. It provides a lot of 'puzzles' for
players to figure out and demands that they cooperate.
THE GAME:
•
•
•
•
Set up the field as shown on approximately half-field, depending on how many players
are on your team. (16 players shown. It is OK if one team has an extra player. If there is
an odd # of players on the team, that gives the players a different puzzle to solve.)
10 yd. 'squares' are set up in each corner.
Goals are scored when the ball is passed into the square and then out to a teammate.
Each team can attack any one of the four goals.
Page 3 of 8
•
•
•
Whoever has the ball is on offense until they loose possession, or if they kick it out of
bounds.
Score can be kept.
Play with two balls at once to make the game exciting. (This will actually make the game
two, separate smaller games going on at the same time.)
Ask the players to keep spread out and to try to attack the goal that is 'open'. Keep possession;
make the other team earn the ball. See if the players can recognize where pressure is coming
from.
3-5-2 TEAM
Team Formations: 3-5-2
The most recent formation to pop on the scene is that of the 3-5-2. This formation is often used
by higher levels of competitors such as collegiate or professional teams. To be successful with
this formation you must have exactly the right amount of talent. Because the talent is so precise
to fit this formation, youth teams who randomly select members, often don’t have the luxury and
talent to use this formation.
DEFENDERS in the 3-5-2 formation consist of three athletes: a left fullback, right fullback and a
sweeper (or center fullback). These three defenders must stay tightly together, no more than 1025 yards apart from each other at all times. They form a slight triangle in shape with the sweeper
nearest his own goal. That means, from left fullback to right fullback the distance should be no
more than 50 yards. These three fullbacks must work together, sliding back and forth across the
field supporting each other and making sure that all attackers are accounted for. Generally, the
two outside fullbacks will mark the two opposing forwards “man to man” all game long, leaving
the sweeper free to help out whenever necessary. Because there are only three defenders, they
are much less likely to make offensive runs. Only if they are absolutely sure that they will score
or assist in a goal should they make an offensive run and leave the man their marking. Again,
this defensive strategy is only for the most skilled of teams and very confident defenders.
MIDFIELDERS in the 3-5-2 formation consist of five athletes. This formation allows for three
central midfielders and two outside midfielders. Again, skill level comes into play here. This
type of formation can not be run by a team unless the skill level is excellent. With three players
in the middle it is critical that they all have tight ball skills as well as communication skills. They
must all work together in attacking, defending, maintaining possession, winning 50/50 ball and
controlling the overall pace of the game. These 5 midfielders can be murder on the opposing
team if skilled, but they can also ruin a team’s chemistry and ability if not properly trained. It
takes a very special group of individuals to create a successful 5 person midfield.
FORWARDS in the 3-5-2 formation consist of 2 athletes. These two athletes have a very unique
job. They must work together the entire game, rarely separating themselves by more then 10 to
20 yards. Together they must work to close off angles and defenders from clearing the ball out of
the defensive areas. These two forwards must become so comfortable with each other that they
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can predict where the others next move will be. It is very important for these players to be fast
and agile. It is also important that these two players are in fairly good shape. Now that their are
only two of them up there they have to pick up some of the slack for the missing third forward.
With the additional, fifth player, in the midfield the forwards receive a little bit more help then
they would from the 4-4-2 formation but still need to work together to produce.
The 3-5-2 formation is definitely not for everyone. In fact it is not for the majority. It is good
however to be familiar with it. Picking a formation is simply up to the coaching staff. You want
to pick the system that will best exploit your talents and support your less talented individuals.
Keep an open mind though when picking formations and don’t be afraid to try something totally
new and unorthodox because who knows it could be the best formation yet.
4-3-3 TEAM
The 4-3-3 consists of four defenders, three midfielders, three forwards and a goalie (goalies are
not counted for in the 4-3-3 equation). At one time this formation was the dominant style of play
for teams at all levels. Currently it is a formation that is being used for younger groups of
athletes just starting to play the game. It is the easiest and least complex formation to learn,
understand and play within. Lately, due to the lack of scoring in American soccer this formation
is making a slight come back in higher ranks, yet still plays second fiddle to the very popular 44-2, which will be explained later.
DEFENDERS of the 4-3-3 formation consists of four athletes. The defensive positions consist of
a left and right fullback, a sweeper and a stopper. The left and right fullbacks play in front of the
goalie and behind the midfielders on their respective sides of the field. The sweeper plays in the
middle of the field and is the very last defender. The only player behind him is the goalie, so this
player needs to be very reliable. The stopper also plays in the middle of the field. He/she is
positioned approximately 10 yds. in front of the sweeper. Set up correctly these four
players should form a diamond shape.
Left and Right Fullback Responsibilities- These two positions are probably the most varied
positions in the game when it comes to skill level. What I mean by that is, at young ages (5-12)
these players should focus mainly on defending their side of the field, and clearing the ball when
necessary. They are responsible for sending balls long into space for the forwards to run onto as
well as looking to play the ball into the feet of open midfielders. Speed is not all that essential for
outside fullbacks at a young age. Now as the level of play increases (ages 13 through college) the
outside fullbacks become much more then just defensive players. These outside fullbacks
become essential members of the offense making runs up the sideline, at appropriate times, and
looking for crossed balls for scoring opportunities. They can also carry the ball down the sideline
and look to get crosses in themselves. In this case it is very important to have speedy outside
fullbacks. They must be able to get up and down the field very quickly in case of a counter attack.
It is very important that outside fullbacks do not get carried away with the amount of offensive
runs. They must judge the opportunity and only go on the occasions they feel will actually result
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in them touching the ball or taking a shot. If an outside fullback makes to many unproductive
runs, they run the chance of getting tired and not being able to get back and defend their goal,
like their job description indicates.
Sweeper Responsibilities - The sweeper position is one of the most crucial
positions on the field and should be manned accordingly. A sweeper needs to be smart, fast,
skilled and very comfortable with his/her ability. Because they are the last line of defense they
very rarely make offensive type runs. Their job is to control the back. They are the leader of the
other three defenders and it is their job to back the other three up at all times. If the opposing
team is coming down the right side of the field the sweeper needs to be ready and able to back up
his right fullback if he/she gets beat. The sweeper needs to do it all. He/she must be able to clear
the ball, send the ball to open space for the forwards (generally aiming for the corner flags), clear
balls out with his/her head, control the other defenders, stop breakaways from happening as well
as work with the goalie in setting up defensive situations such as corner kicks, free kicks etc. The
sweeper is an extremely important player.
Stopper Responsibilities- The stopper is generally a bigger player. Speed is
not a must here but one thing that is a must is consistency. This player must do things the same
way constantly and not be sporadic. I say this because if he/she gets beat in an unexpected
manner, his/her only safety net is the sweeper who will most likely be so caught off guard by the
mistake that they too will miss the ball and then a breakaway occurs. This player’s role is to
simply stop attacks from happening. He/She is to strip the opposing team of the ball and
distribute. The stopper is not a play maker or a showboat. He/she is the simplest player on the
field. Win possession of the ball and get it to another player on your team. Although his/her tasks
are limited, the stopper is still an extremely important player.
MIDFIELDERS of the 4-3-3 consist of three players. A right midfielder, left midfielder and a
center midfielder. These three players are generally the nucleus of your team. They are always in
the middle of things and more often then not create most of a teams scoring opportunities.
Midfielders must be able to play great defense as well as offense. These players must be versatile
and very athletic.
Outside Midfielders Responsibilities- The left and right midfielders should be the most fit
players on the team. They will be asked to do an awesome amount of running during the course
of a game. They must support the forward in front of them and compliment the defender behind
them to be successful. These two players are often the ones who cross the ball in and around the
goal. They must have strong legs and be very unselfish when it comes to scoring. They should
not be shooting to much from their corners of the field. If they do wander into the middle of the
field then they should be ready to shoot, but in most cases they will be running up and down the
sideline hitting crosses in for the forwards to convert into goals.
Center Midfielder Responsibilities- The center midfielder should be the most talented player on
the field as well as the athlete with the hardest work ethic. Everything should essentially work
through him and his presence must be known by all. He is responsible for switching the field of
play from side to side, setting up forwards for shots, winning all 50/50 balls, playing great
defense, shooting from distance and basically playing the role of “player coach” while on the
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field. He/she must be a very vocal leader and instructor. The center midfielder has an advantage
over every other player on his team, that being he is closer to every other player than anyone else.
He/she can turn 360 degrees and should always have someone within 10 -15 yards away to pass
to. They also have the opportunity to play the long ball into space for on-running forwards. This
position is the most crucial and should be looked upon as so.
FORWARDS for a 4-3-3 formation consist of 3 athletes. They are very similar to the
midfielders in that they play straight across the field in a right forward, center forward, left
forward fashion. There is a grave misconception about the forward position. Many believe that
you are only an effective forward if you can score goals. Scoring goals is obviously an incredible
attribute but a forward who sets goals up and collects assists is also very valuable. Some of the
greatest forwards in the world are the ones who set big time goal scores up for all of their goals.
That behind the scenes forward is important.
Outside Forwards Responsibilities- These two forwards should always be looking to score. Their
first thought should be shot, but their second thought should always be, is there a better way.
These forwards are often the ones setting plays up. Often times the angles on goal that these
players run into don’t equate into quality shots. Because of this they simply pass the ball towards
the middle and allow the center forward to finish the job. These players should be good dribblers,
and have at least one solid move that they can use to beat defenders. Speed is a nice attribute to a
outside forward, but good skills can replace speed sometimes.
Center Forward Responsibilities- This player should be the team’s best shooter. The center
forward will be, or at least in theory, should be shooting the ball more times than anyone else on
the team. This player should be fast and crafty with the ball. His/Her small ball skills should be
excellent. They should be able to dribble and control the ball very close to their bodies and work
well in tight places. More often than not, when coaching a team you will notice a player who just
seems to have a knack for the goal. That is the player you want to play at center forward. He/She
should be the most selfish player on the field. This doesn’t mean that they never pass the ball, but
it does mean, when they have a mediocre shot, they take it. All other players should (most of the
time) pass off mediocre shots but the center forward should always take the chance and use
his/her abilities to the fullest.
4-4-2 TEAM
The 4-4-2 formation is the most popular formation in today’s game. It consists of four defenders,
four midfielders, two forwards and a goalie. At first glance one might think that this formation
would limit scoring due to the lack of forward power. This is not always true. In this formation,
the midfielders and outside defenders are much more active in the offensive attack, thus resulting
in goals.
DEFENDERS of the 4-4-2 can play many different ways. They can play in the diamond
formation, much like they would in the 4-3-3 formation. They can play flat across the back of the
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field in a line. They can play in an arc shape, eliminating the stopper position and forming a
double sweeper. They can also play three flat across the field with the sweeper hanging behind in
the middle ready to clean up any mistakes. Which way you want to set your players depends a
little bit on personnel and comfort. As far as responsibilities go, they are very similar to the
responsibilities the defenders have in the 4-3-3 formation. The only difference occurs when you
play in the arc with the double sweeper or if you play the flat back four. In these cases the
position of stopper is eliminated and you are left with two players that fulfill the role of sweeper.
Generally you will use one of your sweepers as strictly a man marker. You pick the opposing
team’s best attacker and have your extra sweeper mark him all game long. Other than that, the
defensive rolls are all the same.
MIDFIELDERS of the 4-4-2 consist of four athletes. The right and left midfielders still exist and
carry out the same duties as with the 4-3-3 but a new member of the midfield moves in. This
addition to the midfield plays in the middle of the field alongside the center midfielder. The two
become an offensive/defensive duo and do their best to hold the middle of the field and control
the game. Often times one player will take the roll of attacking midfielder and the other the role
of defensive midfielder, although those labels are not branded in stone. These two central
midfielders may swap roles as long as they communicate and let the other know when a switch is
occurring. These four midfielders start looking a little bit like the defensive diamond mentioned
in the 4-3-3 formation. Because the middle of the field is now occupied with two central players,
the defense can afford to eliminate the stopper position, due to the excess help in the central
midfield. The attacking midfielder is expected to also step up the other way and help produce
some offensive scoring power though, now that the extra forward slot has been removed.
FORWARDS of the 4-4-2 consist of only two athletes. These two athletes have a very unique
job. They must work together the entire game, rarely separating themselves by more then 10 to
20 yards. Together they must work to close off angles and defenders from clearing the ball out of
the defensive areas. These two forwards must become so comfortable with each other that they
can predict where the others next move will be. It is very important for these players to be fast
and agile. It is also important that these two players are in fairly good shape. Now that their are
only two of them up there they have to pick up some of the slack for the missing third forward.
The attacking midfielder, as mentioned above, should also help pick up some of the slack but the
responsibility of scoring goals is still that of the forward so they must really work hard and work
together to accomplish their goal.
At this age, players are finally developing the physical abilities to do the things they have seen
and watched their coaches demonstrate time and time again. Soon, athletically advanced players
will be ‘taking’ over during games and practice. Be sure to remember to avoid “elimination”
drills. The U-12 group may begin to get contradictory, and may talk back to the coach more and
more frequently, especially during sprint workouts. Stay calm and don’t cut any slack, simply
expressing that good soccer players must and will practice.
As these age groups have noticeably increased motor skills over their U-8 counterparts, more
complicated sprinting and agility drills can be helpful. In particular, drills using ‘dot mats’ can
be very effective. A dot mat can be purchased (see www.jumpusa.com), but it is just as easy to
make one at home with a big poster board or large roll of thick paper. The mat should be
Page 8 of 8
approximately 40 inches by 20 inches. Draw two red dots in each right corner of the mat, two
blue dots in each left corner, and one half blue, half red dot in the center.
2-1-2 Dot Mat Drill
Rules: The red dots represent the right foot and the blue dots the left foot. The combo/center dot
represents that both feet land on this dot together.
Start on the center dot (feet together). Hop forward and land with one foot on each edge dot.
Upon landing, immediately hop backwards to the center dot and then hop backwards to the other
edge dots. Upon landing, immediately jump back to the center dot.
Perform the drill for 10 or 15 seconds. Count repetitions by the number of foot touches on the
center dot in the time period.
U-14
Page 1 of 3
U-13 and U-14: DEVELOPMENT OF INDIVIDUAL SKILLS, INDIVIDUAL AND
SMALL GROUP TACTICS.
HIGH PRIORITY: The importance of possession: DO NOT GIVE THE BALL AWAY!!!
Development of individual skill.
All practices must challenge the player in competition.
Understanding of combination play:
1. Support
2. Takeovers
3. Wall pass
Individual and small group defending.
One session in three devoted to 1v1's, 2v2's, 3v3's.
Develop an understanding of:
1.
2.
3.
4.
Delay
Tracking back
Depth
Balance
LOWER EMPHASIS Functional play, Team play, Set Plays.
All activities should be challenging, motivating and involve TRANSITION!!!
Basic Sprinting
Set two cones out about 50 yards from one another and have players sprint from one cone to the
next. A variation can be to have the players 'start,' or take off, from different 'scenarios,' i.e. after
heading a ball, after sending a pass, etc.
Slow to Start
This drill is the same as the first (Basic Sprinting) but have the players jog for 20 yards or so
before they begin sprinting. This works to improve acceleration when the players are already
moving, because how often are players really standing still on the field?
Hills
Run the same sprint up a slight incline (20 to 30 degrees). This develops power as well as
acceleration. Add the slow start as a variation. Then do the sprints down the same hill (called
overspeed training) to improve coordination while sprinting.
Page 2 of 3
Repetitions
Set the cones out at 40-50 yard intervals. Have players sprint for one interval, then jog the next
interval, for five intervals. Walk back to start, use this walking time for recovery.
Weaving Sprints
Have the players weave in and out of the cones while they sprint.
Partner Sprints
Have the players choose partners. Have one player follow another. The leader can jog, sprint,
and turn at will, and the second player must mimic these actions, with cones or without. This
drill is beneficial for improving reaction time.
Unfortunately, at this age many soccer players have already developed habits and techniques that
may use fouls rather than clean aggressive play during their one-on-one confrontations on the
field. As a coach, it is your duty to always review the basics, including why it is so important
not to foul on the field.
One good drill to use to study your players' techniques and abilities and teach (or re-teach) them
the differences between dangerous and aggressive play is a drill called Four Corners. This drill
pits four players against one another at a time, so as a coach, you have the opportunity to watch
your players interact with opponents and a teammate. You can instruct them on how to avoid
fouling and/or how to become more confident and aggressive in one-on-one situations.
In Four Corners, you'll need: an area 30 x 30 yards, one ball, four players, and one feeder (the
coach can act as the feeder):
Rules: Place each player at each corner of a 30 x 30 grid, and put the feeder with the ball just
outside of the grid on the middle of one side of the grid. The feeder then kicks, tosses, punts, or
volleys the ball into the middle of the grid. The first player to reach the ball must then establish
possession and keep the ball from the other players for at least five seconds (use the second hand
on your watch). If the player keeps control for five seconds, he then passes the ball back to the
feeder. If another player takes the ball from the first player before the five seconds are completed,
the clock starts over and he must keep the ball for five seconds as well. A variation is using
teammates—the “winner” of possession may use his teammate to keep the ball away from the
other two players.
This drill gives a coach ample opportunity to watch how his players are getting control of the
ball and/or trying to keep the ball from one another. Stop the drill if a foul occurs and explain
why this type of move will not work on the field and may result in a costly penalty kick against
the team. Encourage players who shy away from the ball to get in on the action.
Page 3 of 3
Good variations on the Four Corners drill include varying the types of passes sent by the feeder,
having the players complete 3-5 passes before sending the ball back to the feeder, adding more
players to create 3 v. 2 or 3 v. 3 situations, and switching possession in case of a foul.
U-16
Page 1 of 1
U-16: DEVELOPMENT OF GROUP SKILL / TACTICS.
HIGH PRIORITY: Development of individual skill should be covered in the warm-up.
Understanding of combination play:
1.
2.
3.
4.
5.
Support
Takeovers
Wall pass
Third man running
Overlap
DO NOT GIVE THE BALL AWAY!!!
One session in three devoted to 3v3's, 4v4's, 5v5's.
Develop an understanding of:
1.
2.
3.
4.
Depth -- role of strong side defenders.
Balance -- role of weak side defenders
Compactness
Communication -- who, what, when.
LOWER EMPHASIS: Functional play, team play, set plays.
All activities should be challenging, motivating, and involve TRANSITION!!!
Team
Roster
Here
2-1
Division Age Groupings
Players are assigned to teams in the following age groupings:
Division
Under 6 (Division 7)
Age (at 7/31)
4 ½ years
Length of Games
24 minutes
6-7 years
40 minutes
8-9 years
50 minutes
10-11 years
60 minutes
12-13 years
70 minutes
14-15 years
80 minutes
16-18 years
90 minutes
Other
No goalkeepers, five
players on the field
Seven players on the
field; players play at
least 3 quarters (only
2 as goalkeeper)
Nine players on the
field; players play at
least 3 quarters (only
2 as goalkeeper)
Players play at least 3
quarters and must
play at least one
quarter on the field
quarters
quarters
quarters
2-2
Laws of the Game - What a U10 Coach Must Know
The laws of the game are governed by FEFA (see www.fifa.com). AYSO uses these laws with
modifications made for their application for matches for players under 19 years of age.
•
•
•
•
•
•
•
•
•
The field must be safe to play.
Opposing teams and spectators are to be on opposite sides of the field. Spectators,
parents and players are within ten yards of either side of the half-line. Coaching to take
place only within ten yards of either side of the half-line. All persons must be one yard
off the field.
Division U10 uses a size 4 ball - be sure the ball is properly inflated (press – ¼ inch)
All players must wear AYSO issued uniform. Shin-guards must be kept covered with
socks. Soccer cleats are recommended (but not mandatory) - absolutely no softball
cleats!
Absolutely no jewelry, watches, pants/sweats, friendship bracelets, earrings,
headbands, wrist sweatbands, hats/visors [Exception - medical bracelets must be taped
over, goalkeeper may wear hat/visor and pants/sweats]. No splints or casts are
allowed.
Be prepared to start the game at the scheduled time.
Two twenty-five minute halves are played. Half time is a minimum of 5 minutes,
maximum of 10, at discretion of referee.
Substitutions must be made only at quarters, half-time or to substitute for an injured
player.
Sliding tackles are not permitted.
Division U10 Region Law Modifications
Our region made the following changes to the Laws of the Game specifically for division U10
play
•
•
•
Goalkeepers may not play more than 2 quarters in goal. Goalkeepers must play at least one
quarter on the field.
Each player must play at least three quarters of each game.
Goal kicks are to be taken from anywhere in the Penalty Area.
Line-up Card Administration
Please refer to the handout provided.
2-3
The Under 6 league is one of the first experiences a child will have with team sports. Emphasis
is placed on skill development and the enjoyment of putting on a uniform and playing with
teammates.
Teams gather for one hour on Saturday. Basic skills are taught in a 20-minute practice session
which precedes a game. A game consists of two 12-minute halves. Scores are not kept so that
fun and skill development, not competition, are the major focus. It is important that overzealous parents or spectators don't impose expectations that are beyond the skill and maturity
level of the children. Coaches act as referees. This division is intended to introduce children to
team play and some concepts and skills of the game of soccer.
• Each child will be allowed up to two throw-ins at a given time before the ball is
turned over to the
opposing team.
• There are no direct free kicks. All fouls will be awarded indirect kicks, including
those in the penalty
area. Slide tackling is not permitted.
• Goal kicks shall be taken from the top of the penalty area, with all opposing players
at least 10 yards
away.
• Each team will provide a parent volunteer to referee games. An Under 8 Referee Clinic
will be provided
for parent volunteers.
The emphasis will be on teaching proper ball control techniques. With skills developed at an
early age, strategy can be emphasized, as the players grow older. No league standings are kept.
• Slide tackling is not permitted.
• Goal kicks shall be taken from the top of the penalty area, with all opposing players
at least 10 yards
away.
• No league standings are kept.
• Two year end, blind draw, single elimination tournaments shall be held; weather
permitting.
All Other Divisions
• No other special provisions.
2-4
Game Day
All Games are scheduled for Saturdays.
Actual Schedules & Locations will not be available until the all Coaches
meeting August
Players should be at the field at least 30 minutes before game time. The
games are scheduled to start 10 minutes after the previous game. There is
no room for tardiness. The games are 50 minutes in length.
Players must wear complete uniforms to the game. The referee will check
this and anyone not complying may not be allowed to play. Complete
uniform includes Team Jerseys, Shorts & Socks, and Shin Guards (under
the sock) & Shoes. Jerseys must be tucked in!
Soccer Balls should not be brought to the games, but water and or
other liquids should be brought for each player.
We encourage enthusiastic and positive cheering. We are trying to set a
good example for our children and teach them good sportsmanship. We
and AYSO will not tolerate any abusive or disruptive conduct towards,
Referees, Coaches, or Players on either Team. Please leave the Coaching
during the game to the Coaches.
The Field Of Play:
•
•
•
•
Opposing spectators are to be on the opposite side of the field.
All Coaching must take place within ten yards on either side of the
half line.
No Spectators or Coaches shall be behind the goals.
All spectators must be one yard away from the field. Many fields have
a "spectator line" to help guide Coaches and Parents.
2-5
Tools for Parents
The following ideas may be helpful for being an AYSO supportive parent:
Conversations before the games
•
•
Tell your child you love him/her regardless of the outcome.
Tell him or her "Go for it, give it your best shot and have fun!"
During the game
•
•
Understand that kids are over-stimulated during games. The coach is yelling
instructions, opponents and teammates are talking, the crowd is cheering, and the.
referee is blowing the whistle. To a youth sports participant the atmosphere is much
like that of a fighter pilot with enemy jets racing all around. Do not yell instructions
to your child during the game, since it only adds to the confusion. Sometimes the best thing
you can do as a parent is to be quiet.
Cheer and acknowledge good plays by both teams.
After the game
• Thank the officials for doing a difficult job.
• Thank the coaches for their efforts. Understand that after a difficult loss is not a good
time to question a coach.
• Thank your opponents for a good game.
• Congratulate your child and his or her teammates for their effort.
• Compliment individual players on good plays they made in the game.
During the car ride home
•
•
•
Point out a good play your child made during the game.
Avoid criticizing or correcting mistakes.
Ask open-ended questions about how the game was played rather than how many
points were scored. Examples of open-ended questions that might apply:
"Did you have fun?"
"Did you give it your best effort?"
"What did you learn from the game?"
"What was the best play you made and how did it feel?"
" Did you bounce back from your mistakes?"
AYSO recognizes the efforts and advancements made by the Positive Coaching Alliance "In honor of the
game." Furthermore, we thank Dr. Jim Thompson for help in creating the AYSO Parent Pledge.
2-6
Lineup Card Administration
1. Coach prepares top portion of card and enters names in order by jersey number (not
alphabetical) to make it easier for the referee.
2. Coach marks players who are OUT and who is in goal each quarter. Remember all
players in division U10 and U8 must play 3 quarters with a maximum of 2 quarters in
goal.
3. Referee completes bottom portion of card and reverse side of card (required in all
divisions).
4. Referee - completed cards should be dropped in box at Carlos DeMarchena's home,
418 Hill Way, San Carlos (cross-street Alameda de las Pulgas) or sent by mail.
5. Questions? Call Carlos DeMarchena at 592-1657 or 368-3521.
2-7
2003 U10B
******* NO HEADING OR SLIDE TACKLING IN U10 *******
2-8
San Carlos AYSO - Player Development
ARTICLE EIGHT
Section 7.32. Player Development Recognizing that one of the most
important missions of San Carlos AYSO is to have all participants develop
versatility as soccer players, with a thorough understanding of the game of
soccer, all coaches shall teach all of the positions to all of their players,
regardless of ability. Further, coaches are expected to play each player for a
minimum number of games (minimum = two games or four halves or eight
quarters) in each of the Forward, Midfield, and Back lines. We encourage kids
to experience the Goalkeeper position for a full understanding of the game. This
player development guideline applies to Divisions U6, U8, U10, U12 and U14.
July 2003 - S/C AYSO
2-9
SAN CARLOS AYSO
SPORTSMANSHIP POLICY
In order to promote the AYSO philosophy of good sportsmanship, the San Carlos AYSO
Board has adopted the following policy:
1. Prior to each game, players and coaches will meet in the middle of the field to shake
hands in a show of positive sportsmanship, with the expectation that this will continue
throughout the game.
2. Referees for the Under 6. Under 8, and Under 10 Divisions will be supplied with pins to
reward players after the game for displays of positive sportsmanship. These will be
handed out at the discretion of the referee.
3. At the conclusion of each game in the U10, U12, and U14 Divisions, referees will give a
numerical assessment of sportsmanship behavior. Referees will assess three categories:
Players, Coaches, and Spectators. Ratings will be based on 5 points maximum, with
everyone starting at 3, and be written on the back of the game cards. Explanations will
be provided for any ratings above or below a 3. Summary totals will be kept during the
season, and this information will be passed on to coaches.
4. Have kids thank the families & referees after the game.
In the future, sportsmanship points may be a factor in determining which teams advance to
postseason tournaments.
2-10
Bring to the Game
-
players w/ appropriate attire
game lineup
referee card
key to pen soccer gang box
medical bag (keep in your soccer bag)
game ball (if you’re the home team)
game plan or items to work on
felt pen to write positions on player’s hands
coin for tossing
medical release forms (or don’t play)
warm up balls
notepad to write positive contributions of each player
regular pen or pencil
smile
great attitude
cell phone
Do not Bring to the Game
-
ego
grumpiness
work
worries
stress
2-11
SAMPLE
2-12
SAMPLE
2-13
SAMPLE
2-14
Team Name
Division
Team #
#
1
Name
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Date:
Time:
Location:
Captains:
Game #:
Work on:
Home/Visitor
Outcome:
2-15
Lineup Strategy
Rule #1
All athletes play all positions every game!
-
tell this to your players at team meetings and at every practice!
1. Make a player grid based upon who will be playing.
2. Choose your 1st and 2nd half goalies. Players only play half of the games as a goalie!
3. Figure out how many R’s you have per quarter. R stands for Rest. Fill in the R’s on the grid.
4. Fill in game positions for each child. DO THIS IN PENCIL. Make copies for your
assistant coaches.
Consider:
-
player’s abilities
-
are you defensively covered?
-
are your weaker players within reach of stronger ones?
-
have you created a challenging set of positions for all players?
-
be sure to put your goalie as a forward or halfback in one of their remaining
playing quarters
-
see the strength on your field with regard to “flow”.
-
use your imagination
GOAL – all kids score a goal this season!
2-16
During Game Plays
-
kids must know these and practice them in advance of the game.
#1 – all outside (L. & R.) halfbacks and fullbacks move up field one position
#2 – all outside (L. & R.) halfbacks and fullbacks move up field two positions
#69 – defense moves up field to create an offside trap
#10 – No scoring! Forwards do not cross the ½ mark (mid field).
In general -
forwards are always on the up field side of mid field
no one is standing still – constant motion
HBR (halfback rabbit) – running position – always attacking the ball when it’s in the center 1/3
of field.
FBR (fullback rabbit) – running position – always attacking the ball when it’s in the down field
1/3 of field.
2-17
ALREADY
PLAYED
GAMES
HERE
-
keep old lineups, outcomes, things worked on, etc.
-
keep track of who played where, who started, whose turn to be goalie, etc.
-
if out of town, a substitute can pick one of these and use it…
-
keep track of who played the entire game… rotate!
2-18
Soccer Terms
A
•
"A ball in the back of the net knows no gender." This is what I tell my coed teams when they think
that only boys can score.
•
•
•
•
•
•
Accuracy – well placed.
•
•
•
Amazing- shouted from coaches and parents.
•
Assistant Referee - Prior to 1996 they were known as linesmen/lineswomen. There are two per
game. Their job mainly consists of signaling out of bounds, goal kicks, corner kicks, and offsides
positions and to assist the Center referee.
•
Attacking midfielder - the most forward-playing midfielder, playing right behind the forwards; he
supports the offense by providing passes to forwards to set up goals.
•
•
•
Athlete- a player.
•
B International - An "international" is a match between two national teams. It does not include a
game between just any two teams that come from different countries.
A "full" international is a match where both teams are "The" national team (sometimes called the
senior national team) from their country. It does not cover, say, U-23 teams playing, which are
referred to as "B Internationals."
Both teams have to be the national team from their country.
•
•
•
Back - a defender.
•
•
•
Back third- 1/3 of field closest to your own goal.
•
•
Ballside
•
Banana Kick - A kick (usually a long corner kick) that curves so much that it take the shape of a
banana. The idea is to curve the ball from the corner directly into the goal.
•
Bending Runs - runs made by players on the team with the ball that are not straight. If you run
straight down the field in front of a teammate you can not receive a pass since your back is to the
passer. By making a bending run you are always in a position "open" to a pass.
•
•
Body control – methodical movement in a short period of time.
Activation – point of beginning.
Advantage rule Advantages –
Agility – fleet footed.
All Ball! - what coaches and parents like to yell when they feel that a tackle was properly
made. Usually this is a pre-emptive strike yelled just at the referee just before the referee pulls out a
yellow or red card to signify that it was a foul.
American Football - What the rest of the world calls our pointy football.
Assist - the pass or passes that immediately precede a goal. Only the last pass or the last two passes
can qualify as an assist to go in the record book.
Away - clear the ball out of the area it is in, usually the Penalty Area (PA)
AYSO - American Youth Soccer Organization — an administrative body of youth soccer which sets
rules and provides information and equipment to youth league referees, coaches and players.
B
Back header - a player's use of his head to direct the ball backwards.
Back tackle - an attempt by a defender to take the ball away from a ball carrier by swinging the
defender's leg in front of the ball from behind.
Balance
– symmetry.
Ball - going for a loose ball; for example, "Gary's ball"; yelling "mine" may be construed as
ungentlemanly conduct, trying to deceive an opponent verbally.
– ball is between the player and the goal you’re attacking.
Ball-to-Hand - This term means an unintentional handling of a ball by a player other than the goalkeeper in the Penalty Area. This action is not deliberate and requires no penalty. In other words
movement of the ball into the player’s hand. This is the opposite of Hand-to-Ball which means
movement of the hand into the ball which is considered as a deliberate action by the player and is
penalized.
Boots - soccer shoes - what Americans refer to as cleats.
3-1
•
Breakaway - when an attacker with the ball approaches the goal undefended; this exciting play pits a
sole attacker against the goalkeeper in a one-on-one showdown.
•
•
•
Brilliant – good thing to say frequently.
•
•
Cap - Recognition earned by a player for each appearance in an international game for his country.
•
•
Carry - Dribble
•
Center - a pass from a player located near the sideline towards the middle of the field; used to get the
ball closer to the front of the goal; also called a cross.
Bundesliga - The German professional football league.
By-line - what we, Americans, normally refer to as the goal line. The end line at each end of the field
that the goals are lined up on.
C
•
•
Cards - Because soccer is often played between players and fans who may not speak each other's
language the card system was devised as the universal symbol of fouls.
Carrying the ball - a foul called on a goalkeeper when he takes more than 4 steps while holding or
bouncing the ball.
Center Back – ‘Middle’ fullback.
Center Circle - a circular marking with a 10-yard radius in the center of the field from which kickoffs
are taken to start or restart the game.
•
•
Center Line - The Midfield line that cuts the field in half. It is parallel to the goals.
•
Central Defender - a player who guards the area directly in front of his own goal in a zone defense;
does not exist in a man-to-man defense.
Center Spot - a small circular mark inside the center circle that denotes the center of the field from
which kickoffs are taken to start or restart the game.
•
•
•
Chaining - linking drills together so that complicated skills can be learned by a series of simple steps.
•
Charging - A method of unbalancing the player who has possession, or is attempting to gain
possession, of the ball. The maneuver of using a "shoulder" (actually from elbow up to and including
the shoulder) against an opponent’s shoulder to gain an advantage; permissible only when the ball is
playable (i.e. within 3 feet).
•
•
Chest trap - when a player uses his chest to slow down and control a ball in the air.
•
Chip shot - a kick lofted into the air to try to sail the ball over the goalkeeper's head and still make it
under the crossbar into the goal.
•
•
•
Chunking - spatial awareness of other players and positions
•
Cleats - the metal, plastic or rubber points in the bottom of a soccer shoe used to provide a player
with traction; term also used to refer to the shoes themselves. See also "Boots".
•
•
Close down - pressure the ball immediately
•
Coerver - Weil Coerver - well known Dutch coach who teaches soccer moves and a total soccer
concept known as the Coerver method. It relies on lots of repetition to gain ball handling skills.
•
•
Compete – to try.
•
•
•
Contain - Slow down player with the ball
Challenge
– attack the ball.
Charge - to run into an opponent; legal if done from the front or side of the ball carrier; illegal against
a player without the ball or from behind.
Chip pass - a pass lofted into the air from a player to a teammate; used primarily to evade a defender
by kicking the ball over his head.
Clear - to kick the ball away from one's goal.
Clearing - The act of moving the ball out of the vicinity of one’s own goal area by throwing
(goalkeeper only) or kicking it (generally up the sideline).
Coachable Moment - A quick freeze of the action during a drill. The coach blows his whistle. The
players freeze their positions. The coach gets in, makes an observation or point, and then
immediately gets back out. No preaching and no long drawn out speeches. This is the consensus pick
among coaches as the best way to coach drills.
CONCACAF - The Confederation Norte-Centroamericana y Del Caribe de Footbal — the regional
organization of North American and Central American soccer under which World Cup qualifying
matches are played; member countries include the U.S., Canada, Mexico, and Central American and
Caribbean countries.
.
Cool – how kids want to look.
Corner arc - a quarter-circle with a radius of 1 yard located at each of the 4 corners of the field; on a
corner kick, the ball must be kicked from inside this arc.
3-2
•
•
Corner flag - the flag located at each of the 4 corners of the field, inside the corner area.
•
Counterattack - an attack launched by a defending team soon after it regains possession of
the ball.
•
Creating Space - A term meaning to draw your mark away from your teammates or away from the
area that you want open. The most obvious use of this is to draw defenders out of the box on set
plays (i.e. corner kicks) so that a player on your team can use that space to receive, shoot or head the
ball.
•
•
Creative – use of imagination.
•
Crossbar - the horizontal beam that forms the top of a goal and sits on top of the two posts; it is 24
feet long and supported 8 feet above the ground.
•
•
Cut – quick turn.
•
•
Dad – Someone for players to thank for coming to their game, and someone who cheers positively.
•
Defender - Also called fullback. A player who functions primarily in the defensive third of the field and
whose major role is to repel attacks on the goal by the opposing team.
•
Defensive midfielder - the player positioned just in front of his team's defense; he is often assigned to
mark the opposition's best offensive player; also called the midfield anchor.
•
Defensive pressure - when one or more defenders closely mark a ball carrier to harass him into losing
the ball.
•
•
•
•
•
Deflection - the ricochet of a ball after it hits a player.
•
•
•
•
Diving header - a ball struck near ground level by the head of a diving player.
Corner kick - a type of restart where the ball is kicked from the corner arc in an attempt to score;
awarded to an attacking team when the ball crosses the goal line last touched by the defending team.
A kick made by the attacking team from the corner arc on the side of the field where the ball went out
of play. A corner kick is awarded when the ball is last touched by a defensive player and goes out of
play over the goal line without resulting in a goal. Opponents must be at least 10 yards away from the
ball when the kick is taken. A goal may be scored directly (without being touched by another player)
from a corner kick.
Cross or Crossing Pass - a kick into the middle of the goal box, a pass from an attacking player near
the sideline to a teammate in the middle or opposite side of the field; used to give the teammate a
good scoring opportunity. A pass in which the ball is kicked from one side of the field to the other side.
Cut off the line - A defense against teams that throw "down the line".
D
Dangerous play - when a player attempts a play that the referee considers dangerous to that player
or others. Play that is likely to cause injury. Examples are high kicking, playing while lying on the
ground if a defender is also playing the ball, or playing the ball while it is in the possession of the
goalkeeper. Most referees include that there should be a "flinch factor" by the opposing player for it
to be a dangerous player. In other words if the play does not cause the opposing player to "flinch" or
hold back from playing the ball then it probably is not a dangerous play. What is a dangerous play at
U10 may not be a dangerous play at U14.
Demonstrate – physically show.
Dexterity -
.
DIMITT – determination is more important than talent
Direct Free Kick - a free kick that is awarded for fouls that involve physical contact such as tripping,
holding, or pushing or for a hand ball by field players or for a hand ball by the goalkeeper when he is
outside of the penalty area. A free kick requires the other team to back off of the ball ten yards and
allow a free striking of the ball. A free kick can score by going directly into goal. It does not have to
be touched by anyone other than the kicker. A free kick from which a goal can be scored directly (i.e.
without first being touched by another player). It is awarded for substantial infractions of the rules
(see Summary of the FIFA Laws of the Game, Law XII, this section). Opponents must be at least 10
yards away from the ball (opposing players may stand on their own goal line between the goal posts),
but the player taking the kick may do so without waiting if he/she wishes. The ball is not in play until
it has traveled its own circumference. The ball must be stationary when kicked and the kicker may
not touch the ball a second time until it has been played by another player (of either team).
Don't be caught flat
–
Down field – toward your own goal.
Down the line - a cry heard in youth soccer during Throw-ins meaning to throw the ball close to the
touch line toward your opponent's goal rather than toward the center of the field.
3-3
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Draw - a game that ends with a tied score.
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Dribbling - run with the ball at your feet, playing it on every step or every other step. Used in close
proximity to an opponent.
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Driving - (running with the ball) playing the ball well forward and running after it. Used to accelerate
away from an opponent.
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Drop - pass backwards into negative space (usually) dropping a ball for a teammate to possess or
shoot.
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Drop ball - a method of restarting a game where the referee drops the ball between 2 players facing
each other. A ball held by the referee and allowed to fall directly to the ground between two
opponents. The ball is in play after it touches the ground. A drop ball restarts the game after play is
stopped for no penalty situation (e.g. after an injury). The ball is dropped where it was last in play or
at the nearest point outside the penalty area. A goal may be scored directly from a drop ball.
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Drop kick - when a goalie drops the ball from his hands and kicks it before it hits the ground.
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Early Service - Not church at 8:00am on Sunday but rather to cross or pass the ball into the 18 Yard
box quickly. This puts the ball far enough out that the keeper has to risk coming out of the goal after
the ball and leaving an undefended "empty" net. The reason that attackers like an early service is
that the ball is served high and behind the sweeper and fullbacks who have to risk turning their backs
to the attackers to clear the ball. They also risk an "Own Goal" if they play the ball wrong.
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18 Yard Box - The large area in front of the goal known as the penalty area. Most fouls in this area
against the defensive team will result in a penalty kick.
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Empty net - A goal without a keeper in front of it. Often the goal is emptied on purpose late in a
match by the trailing team in order to get numbers up on the offensive end of the field.
The Draw - the selection of World Cup teams to place them into playing groups for the World Cup
Championship.
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Endline - see Goal line.
English Football Association - the F.A., an association of English soccer teams founded in 1863 to set
soccer rules.
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Escort - A defensive move using the attackers own momentum and no passing lanes to "escort" the
attacker out of bounds.
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Escort him out of bounds. A good delaying form of defense against teams that tend to dribble too
deeply into the corners before serving their crosses into the mouth of the goal. As long as the
attacker is going wide the defender will try to deny the cross while defending against a cut-back
dribble into the middle. This defense often pushes the attacker into an error so deep that he carries
or shoots the ball over the goal line.
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European Cup - the championship tournament played between Europe's top national teams.
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Fake or feint - a move by a player meant to deceive an opposing player; used by a ball carrier to make
a defender think the ball carrier is going to dribble, pass or shoot in a certain direction when he is not.
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Fantastic – shouted by coaches and parents.
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Flat Back Four - A popular defensive formation that relies on lots of support.
Excel – expand beyond one’s normal ability, to do well.
Excellent – good thing to say frequently.
Explode – accelerate rapidly.
F
Far and Wide - Spread out using the width and length of the field.
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Far post - goal post farthest from the ball
Field - the pitch, the rectangular area where soccer matches are played.
FIFA - The association that rules the world of futbol "soccer".
Finish - The ability to complete a play or move. Younger players have problems "finishing". Because
they lack confidence in their ability to shoot or pass accurately from long distances they tend to
dribble or possess the ball too long and end up losing the ball to an opponent. Strikers must be "good
finishers".
Flexibility – bendable.
Flick - A quick header, flick header
Foot trap - a player's use of the bottom or sides of his shoe to control a rolling or low-bouncing ball.
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Formation - the arrangement into positions of players on the field; When listed as numbers
formations always leave the goalkeeper off and work from the defensive end to the offensive end. For
example, a 4-3-3 formation places 4 defenders, 3 midfielders and 3 forwards on the field.
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Forward line - the 3 or 4 forwards who work together to try and score goals; consists of two wingers
and 1 or 2 strikers.
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Forward pass - a pass made towards the opposition's goal.
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Foul - a violation of the rules for which an official assesses a free kick.
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4-4-2 - a formation that consists of 4 defenders, 4 midfielders and 2 forwards - also one of the most
popular formations currently used by World Cup teams.
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Free kick - a kick awarded to a player for a foul committed by the opposition; the player kicks a
stationary ball without any opposing players within 10 feet of him. See also Direct free kick and
Indirect free kick
Forwards - the 2, 3 or 4 players on a team who are responsible for most of a team's scoring; they play
in front of the rest of their team where they can take most of its shots; strikers and wingers. Player
who functions primarily in the attacking third of the field and whose major responsibility is to score
goals.
4-2-4 - a formation that consists of 4 defenders, 2 midfielders and 4 forwards.
4-3-3 - a formation that consists of 4 defenders, 3 midfielders and 3 forwards; the most common
formation used by teams.
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Friendly - a British term meaning a practice match as in "We had a friendly with a team before the
regular season began." It simply means that the match does not count in official standings (e.g., not
a World Cup qualifying match). It's another name for a practice match or scrimmage, but you can't
get people to pay $30 to watch a "scrimmage". Did you know that last year's friendly Argentina v
Brasil was shown only on Pay Per View? And the stadium was sold out (scalpers had a field day).
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Front header - the striking of a ball in the air by a player's forehead; the most common type of header.
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Front third – 1/3 of field closest to opponent’s goal.
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Front tackle - an attempt by a defender to kick the ball away from an attacker by approaching him
from a head-on position.
Fullback - A rear defender. See also Defender
Full International - An "international" is a match between two national teams. It does not include a
game between just any two teams that come from different countries.
Funnel - an imaginary funnel shape on the field with the wide portion of the funnel originating at the
points where the mid-field line meets the touch-lines and the narrow end of the funnel pouring into
the mouth of your own goal. This is a term used by the defense to get the opponent out of the funnel
area where the angle on shots is good.
G
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Genius – good use of your brain.
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Give & go -
Get it out of there! - An obvious call to kick the ball out from in front of the goal.
Get square. - an offensive tactic of getting ten to twenty yards away from your teammate who
possesses the ball at a 90 degree angle (formed between the teammate and the goal.)
Goal - a ball that crosses the goal line between the goalposts and below the crossbar for which a
point is awarded; also, the 8-foot high, 24-foot wide structure consisting of two posts, a crossbar and
a net into which all goals are scored. A one-point score occurring when the whole of the ball passes
entirely over the goal line, between the vertical goal posts, and under the horizontal crossbar. A goal
is not scored if the ball was not touched by another player (of either team) after an indirect free kick,
goal kick, kick off, or throw in.
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Goal area - the rectangular area 20 yards wide by 6 yards deep in front of each goal from which all
goal kicks are taken; inside this area, it is illegal for opposing players to charge a goalie not holding
the ball. Area (20 x 6 yd. on a full-size field) marked within the penalty area, and directly in front of
goal, from which all goal kicks originate.
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Goal kick - a type of restart where the ball is kicked from inside the goal area away from the goal;
awarded to the defending team when a ball that crossed the goal line was last touched by a player on
the attacking team. Taken by any defending player to restart the game after the ball goes out of play
over the goal line, having last been touched by an attacking player. It may be taken from any point
within the half of the goal area nearest where the ball went out. All opposing players must stand
3-5
outside the penalty area. To be in play, the ball must leave the penalty area (inbounds); otherwise
the kick is retaken.
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Goal line - the field boundary running along its width at each end; also called the end line or by-line;
runs right across the front of the goal; the line which a ball must completely cross for a goal to be
scored.
Goalie - Goalkeeper, GK, keeper - other names for Goalkeeper.
Goalkeeper - the player positioned directly in front of the goal who tries to prevent shots from getting
into the net behind him; the only player allowed to use his hands and arms, though only within the
penalty area. Player who functions primarily in the penalty area and whose major responsibility is to
prevent the opponents’ shots from entering the goal for a score. The goalkeeper is the only player
allowed to touch or pick up the ball with his/her hands, and may only do so when the ball is within
his/her own penalty area. The keeper is the team’s last line of defense.
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Goalmouth - the front opening to each goal.
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Goal side - Keep opponent with or without the ball towards the outside touchline.
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Hacking - kicking an opponent's legs.
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Halfback - Midfielder.
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Hat trick - 3 or more goals scored in a game by a single player.
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Hello – accompany with a name.
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Hook - the curved trajectory of a ball due to spin imparted on it by a kicker, such as in a banana kick.
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IFAB - International Football Association Board — the organization consisting of 4 British soccer
organizations and FIFA that approves all changes in the official international rules of soccer called the
17 Laws.
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Illegal Throw-in - violation of legal throw-in requirements.
Goalposts - the two vertical beams located 24 feet apart which extend 8 feet high to form the sides of
a goal and support the crossbar. See also far post and near post.
Good sportsmanship – demand this from your players.
Grandparents – someone for players to thank for coming to see their game.
Great – good thing to say frequently.
H
Half and Half - This is what I yell to my goalkeeper. It means that, if the attacker had a clear view of
my goalkeeper and the goal, then half of that view of the goal should be on one side of the keeper
and the other half on the other side of the keeper. I don't mean that half of the goal should be on one
side of the keeper and the other half on the other side of the keeper - rather "HALF OF THE
VIEW". It’s a spatial/angle concept putting the goalkeeper in center of the attacker's shooting angle
allowing the goalkeeper the best defensive position in most circumstances.
Halftime - the intermission between the 2 periods or halves of a game.
Halves - see Periods.
Handle - What the goalkeeper can do inside of the 18 Yard Box - use his hands to pick up the ball.
Hand-to-Ball - This term means deliberate handling of a ball by a player other than the goal-keeper in
the Penalty Area. This is considered as a deliberate action by the player and is penalized. In other
words movement of the hand towards the ball. This is the opposite of Ball-to-Hand which means a
movement of the ball into the player’s hand which is not deliberate. That action requires no penalty.
Header - the striking of a ball in the air by a player's head.
"Heels on the Line" - Coaches often yell "Heels on the Line" to their midfielders to remind them to
remain wide.
.
Help - Support teammate in trouble
High 5 - good thing to say frequently.
Hips open - this is the way a player should receive the pass from a teammate. By having you hips
open to the field in the direction that you are attacking you can receive the ball on your back foot
without stopping or trapping it and thus can play it forward immediately. Also the "hips open"
position allows the player to see the whole field so he can remain aware of open teammates or
defenders.
Hospital Pass - a pass from one teammate to another that should be crisp but instead is too soft. This
results in a pass that becomes a 50/50 ball instead of one that is easily received without being
contested by the opposition. A hospital pass is just what it says it is - a pass that could result in an
injury that puts the receiver in the hospital.
I
3-6
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In bounds - when a ball is within the boundaries of the field, having not completely crossed a sideline
or goal line.
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Incredible - good thing to say frequently.
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Injury time - time added to the end of any period according to the referee's judgment of time lost due
to player injuries or intentional stalling by a team.
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Inner circle -
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Instep drive - a straight shot taken with the instep of a player's foot; usually the most powerful and
accurate of shots.
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Indirect Free Kick - a free kick that is awarded for other fouls that are judged to be not serious - such
as obstruction, dangerous play or charging. Indirect kicks must touch another player (either team)
before the ball goes into the net in order to score. The player kicks a stationary ball without any
opposing players within 10 feet of him; a goal can only be scored on this kick after the ball has
touched another player. A free kick from which a goal cannot be scored until the ball is touched by
another player. It is awarded for technical and minor infractions of the rules (see Summary of the
FIFA Laws of the Game, Law XII, this section). Opponents must be at least 10 yards away from the
ball (opposing players may stand on their own goal line between the goal posts), but the player
taking the kick may do so without waiting if he/she wishes. The ball is not in play until it has traveled
its own circumference. The ball must be stationary when kicked and the kicker may not touch the ball
a second time until it has been played by another player (of either team).
In play - when a ball is within the boundaries of the field and play has not been stopped by the
referee.
Inswinging - A kick that curves in towards the goal mouth.
International - An "international" is a match between two national teams. It does not include a game
between just any two teams that come from different countries.
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Intermission - the 5-minute rest period between periods of a game.
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ITOOTR - Abbreviation meaning In the Opinion of the Referee which is what matters in any ruling.
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Jazzed up -
In Touch - A ball that is out of play is called "in touch" - A ball that crosses the plane of the touch line
or goal line is in or out of play. It does not have to make contact with the ground or an object. This
means it can be blown in or out of bounds without ever actually touching a player or ground.
Intuitive -
J
Juggling - keeping a ball in the air with any part of the body besides the hands or arms; used for
practice and developing coordination.
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Jules Rimet Trophy - the trophy given to the World Cup winner between 1930 and 1970, after which it
was permanently retired.
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Jump kick – hop vertically to bring power into your kick.
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Keeper - goal keeper command for the ball
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Kickoff - the method of starting a game or restarting it after each goal; a player passes the ball
forward to a teammate from the center spot. Officially begins the game at each half and restarts
play after a goal is scored. The ball must go forward (into the opponent’s half of the field) and is in
play after rolling its own circumference (about 27 inches). This was changed in the July 1997 FIFA
rules to "the ball must move." The player kicking off must not play the ball again until it has been
played by another player (of either team). Opponents must be at least 10 yards away from the ball in
their own half of the field when the kick off is taken.
K
Keepers in charge - Yelled to the keeper to remind him to communicate to all defenders on corner
kicks and throw-ins deep in your own territory as to who is to mark which opponent. This is
especially important when opponents overload the far post on corner kicks.
3-7
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Laugh – often.
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Lead pass - a pass sent ahead of a moving teammate to arrive at a location at the same time he does.
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Legal Throw-in - A throw-in made with both hands. Hands must begin behind the head. The ball can
not spin when thrown - must be thrown with equal force by both hands. Both feet must remain on
the ground. Part of each foot must be on the touch line or behind it.
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Line - deliver the ball to or down the touchline
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Location – (not position).
Laws of the Game - the 17 main rules for soccer established by FIFA.
Law XVIII - Law 18 is the unwritten law that requires referees to apply common sense to officiating a
game. In other words a referee should apply the 17 Laws of the Game so that they do not interfere
with the fairness of the game at hand.
Leftback – defensive player on left side if looking up field.
Legal slide tackle - most tackles where the defender gets all or most of the ball are considered
legal. However, tackles from the front "cleats up" and almost any tackle from the rear are
considered illegal by most referees.
Linesman - Now known as assistant referees. If they are certified assistant referees may help the
referee call fouls, offside and out-of-bounds calls. If they are not certified they are restricted to
helping make out-of-bound calls. And they carry a flag to signal their observations. Also
Linesperson - Person (often a parent volunteer) who assists the referee; one linesperson is assigned
to each touchline. Their primary responsibility is to indicate when the ball is out of play (i.e. when the
whole of the ball crosses the whole of the touchline or endline). The linesperson also signals which
team has the right to put the ball in play again by using their flag to show the direction of play for the
restart.
Lock in - double team opportunity, normally along the touchline
Lock on - pick up and stay with an opponent, tightly
Long Corner - A corner kick where the attacking team attempts to kick the ball all the way into the
goal box.
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L.O.T.G. - abbreviation for The Laws of the Game - FIFA's rules.
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Magnificent - good thing to say frequently.
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Marking - guarding a player to prevent him from advancing the ball towards the net, making an easy
pass or getting the ball from a teammate. Guarding or covering an opposing player (with or without
the ball) when he/she moves into your area of play.
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Mark or Mark Up - cover an opponent
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Megged - short for nutmegged.
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Middle third – 1/3 of field equally close to both goals.
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Mom – someone for players to thank for coming to see their game.
M
Man on - opponent approaching fast
Man-to-man - a type of defense where each defender is assigned to mark a different forward from the
other team; the most common type of defense for national-level teams.
Match - a soccer game.
Measure - What you do to your opponent in a man-to-man system. You "measure" him. Does he
always go to his right to shoot? Does he have a favorite move that
he uses all the time? Does he try to always tackle or just delay on defense? Does he have a favorite
receiver or passer? Generally this is done in the first portion of a match. Then a smart player will use
that information to gain an advantage during the remainder of the match. For example, if you know
that you opponent has a weak left foot you can cheat to his right to tackle away the ball.
Mid - short for midfielder - as in "He's playing center mid."
Midfield - the region of the field near the midfield line; the area controlled by the midfielders.
Midfielders - the 2, 3 or 4 players who link together the offensive and defensive functions of a team;
they play behind their forwards. Player who functions primarily in the center (neutral) third of the
field and whose principal job is to link the defense and the attack through ball control and passing.
M.L.S. - Major League Soccer — the major U.S. outdoor soccer league
Mine - signifies "My ball" - yelled when going for a loose ball - can be considered unsporting behavior
by the referee, especially if used to trick an opponent into not playing a ball.
Motor skills -
3-8
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Move - don't get caught flat footed and keep moving or also a move is a way of maneuvering around
an opponent - "to put a move on him."
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N.A.S.L. - North American Soccer League — an outdoor league formed in the U.S. in 1967 that
attracted great international players including Pele and huge audiences to the U.S. in the 1970s;
folded in 1985.
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Nasty – as in dog do or boogers.
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Near Post - goal post nearest to the ball - this same post can become the far post as the ball moves to
the other side of the field.
N
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National team - a team consisting of the best players in a country chosen to represent it in
international competitions such as the World Cup.
Net - hemp, jute or nylon cord draped over the frame of the goal and extending behind it; also used to
refer to the goal itself.
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Nil - an English term meaning zero as in the score of the match is one - nil. Used in the United States
until mid twentieth century. Heard often from the British announcers when watching soccer Fox
Sports World.
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"Numbers Down" - Have fewer defenders than the other team has attackers in a third of the field or
conversely having fewer attackers than the other team has defenders in a third of the field. You never
want to be "numbers down".
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"Numbers Up" - Have more defenders than the other team has attackers in a third of the field or
conversely having more attackers than the other team has defenders in a third of the field. You
always want to be "numbers up".
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Nutmeg - to pass or dribble the ball through the legs of a defender.
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Obstruction - when a defensive player, instead of going after the ball, uses his body to prevent an
offensive player from playing it.
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ODP - Olympic Development Program (or Player)
O
Offense - the function of trying to score goals.
Offensive team - see Attacking team.
Official game clock - the clock that the referee carries with him on the field so he can signal when
each half is over; does not stop during the game, even when play does.
•
Officials - the referee and 2 linesmen who work together to make sure the game is played according
to the rules of soccer; responsible for stopping and restarting play, keeping track of the score and the
time remaining and citing violations of the rules, called fouls; they wear uniforms that distinguish
them from the players on both teams.
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Offside - a violation called when a player in an offside position receives a pass from a teammate; an
indirect free kick is awarded to the non-offending team. Offside is defined as occurring at the moment
the ball is played by one of the attacking players to a teammate. A player is in an offside position if
he/she is nearer to the opponents’ goal line than the ball, unless: (a) the player is in his/her own half
of the field, or (b) there are at least two opponents (one may be the goalkeeper) nearer the goal line
than the player.
A player is penalized if he/she is in an offside position AND if, in the judgment of the referee, the
player is: (a) interfering with play or with an opponent, or (b) seeking to gain an advantage by being
in that position.
A player is not declared offside (a) merely by being in an offside position; (b) if they receive the ball
directly from a goal kick, a corner kick, a throw in, or a drop ball; or (c) if the ball is last played by an
opposing player.
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Offside position - an attacking player positioned so that fewer than 2 opposing defensive players
(usually the goalie and 1 other defender) are between him and the goal he is attacking; a player is
not offside if he is exactly even with one or both of these defensive players. Being in an offside
position is not the same as offsides and is not illegal unless he participates in the play or gains an
advantage in being offsides.
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Offside Trap - A play by the defense to catch the attacking team offsides. It is often used on restarts
(short corner kicks, deep indirect free kicks and deep throw-ins). The sweeper usually calls out
"Trap" as a signal for the fullbacks to pull up past the attackers as soon as the ball is put into play by
an attacker.
3-9
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OGSO - Obvious Goal Scoring Opportunity
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Out of bounds - when a ball is wholly outside the boundaries of the field, having completely crossed a
sideline or goal line.
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Out of play - when a ball is wholly outside the boundaries of the field or play has been stopped by the
referee.
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Outrageous - good thing to say frequently.
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Overlap - when a wing moves away from the sideline towards the center of the field to create space
for a teammate to advance the ball undefended along the side of the field.
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Overtime - the extra periods played after a regulation game ends tied; used in collegiate and
championship international matches to determine a winner.
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Out - defenders are to move towards the ball, away from the goal line
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Own Goal - to accidentally put the ball in your own goal which counts as a goal for your opponents.
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Pal – friend.
On-side - the opposite of offside.
Open - describes an attacking player who does not have anyone marking him.
Osgood-Schlatters - A painful knee condition that many soccer players going through the growth
spurts of puberty get.
Outstanding
- good thing to say frequently.
Outlet passes - when a goaltender or defender passes the ball from close to his own goal toward the
other team's goal; used to start a counterattack.
Outswinging - A kick that curves away from the goal mouth. The idea is to curve the corner kick away
from the arms of the goalkeeper to an attacker with a clear shot or head at goal.
P
Passing - when a player kicks the ball to his teammate; used to move the ball closer to the opposing
goal, to keep the ball away from an opponent or to give the ball to a player who is in a better position
to score.
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Passive offsides - being in an offsides position but not being involved in or interfering with or gaining
an advantage in the play.
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Penalty - short for penalty kick; also, a punishment given by the referee for a violation of the rules.
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Penalty area - a rectangular area 44 yards wide by 18 yards deep with its long edge on the goal line;
the goalkeeper may use his hands to block or control the ball only within this area.
Large area (18 x 44 yd. on a full size field) in front of goal in which any of the "direct kick" fouls by
the defending team result in a penalty kick. Also delimits the area where the goalie can use his/her
hands. The penalty area includes the goal area.
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Penalty arc - a circular arc whose center is the penalty spot and extends from the top of the penalty
area; designates an area that opposing players are not allowed to enter prior to a penalty kick. The
arc at the top of the penalty area; no player may be within this area while a penalty kick is being
taken
Penalty kick - Awarded to the attacking team if the defending team commits a direct free kick
violation within the penalty area. Penalty kicks are taken from the penalty mark. All players (of both
teams) except the kicker and opposing goalkeeper, must remain on the field of play outside the
penalty area and penalty arc. The opposing goalkeeper must stand (without moving his/her feet) on
the goal line, between the goal posts, until the ball is kicked. The player taking the kick must kick the
ball forward and may not touch the ball a second time until it has been played by another player (of
either team). The ball is in play after it has traveled its own circumference. A goal may be scored
directly from a penalty kick.
For any infringement of the penalty kick rules by: (a) the defending team, the referee will allow the
kick to proceed, but if a goal does not result, the kick will be retaken; (b) the attacking team, other
than the player designated to take the kick, if a goal is not scored it will be disallowed and the kick
retaken; (c) by the player taking the penalty kick, committed after the ball is in play, an opposing
player will take an indirect free kick at the point where the infraction occurred.
The referee’s whistle always starts the taking of a penalty kick. Any penalty kick taken prior to the
referee’s whistle will be retaken using the referee’s whistle as the proper start for the kick. See also
Penalty shot.
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Penalty mark - A mark on the field from which penalty kicks are taken; also called the penalty spot. It
is located 12 yards from the goal line, equally spaced between the goal posts.
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Penalty shot - a kick taken from the penalty spot by a player against the opposing goalie without any
players closer than 10 yards away; awarded for the most severe rule violations and those committed
by the defense within its own penalty area; also taken in a tiebreaker to decide a match.
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Penalty spot - the small circular spot located 12 yards in front of the center of the goal line from
which all penalty kicks are taken; positioned at the center of the penalty arc.
3-10
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Penetrate - to advance the ball behind opposing defenders (between them and their goal).
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Pinny - short for pinafore, the colored bibs worn in practice by players to distinguish each team.
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Points - a team statistic indicating its degree of success, calculated as follows: 2 points for a win (3 in
the 1994 World Cup), 1 point for a tie, 0 points for a loss; also, an individual statistic for a player,
calculated by totaling 2 points for each goal and 1 point for each assist.
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Positive coaching – a must in AYSO coaches.
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Pull up - defense move up command
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Qualifying Draw - the division of teams into groups for World Cup qualifying matches, held 2 years
before The Draw.
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Qualifying matches - games played in the 2 years preceding the World Cup to determine which teams
participate in the tournament.
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Quality – very well done/good technique.
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Radical – wildly creative.
Periods - the segments of time into which a game is divided; a regulation game played by adults
consists of two 45-minutes halves.
Pitch - a British term for soccer field.
PK - short for Penalty Kick
Play - This is a generic term as in "play the ball" - to trap, dribble, kick or head the ball.
Play on. - The referee may wave his hands and yell "Play on" if, in his opinion, stopping the play at
that point would benefit the team that committed the foul more than the team that was fouled. For
example, if a player with a break-away is tripped from behind but the player is able to retain
possession and has a chance to shoot on goal the referee would not want to stop the play at that
point and charge the defender with a penalty. The referee retains his right to issue a penalty card at
a later point in the action. By yelling "Play on" he lets everyone know he is aware of the foul.
Possession - control of the ball.
Post - goalpost or the area near it.
Posture – description of stance.
Pressure - tight defense - as in "We pressured the goalkeeper on all punts."
Professional foul - a foul committed intentionally, usually by a defender on an attacker just outside
the defender's penalty area; used to prevent a scoring opportunity without incurring a penalty shot.
Push pass - when a player pushes the ball with the inside of his foot to a teammate.
Push up - move toward your opponent's goal. Can also be the command for an off-side trap.
Q
Quick – a fast start.
Quiet – said to kids to get their attention.
R
Recovery runs - A looping run made by a defender backward into the center of the field (and behind
your sweeper or second defender) after being beaten by an attacker. It is important that the
recovery run by a first defender be backward behind the second defender. Younger defenders often
make the mistake when they are beaten by an attacker of racing after (in effect trailing) the attacker.
First and second defender drills are important in teaching this concept. It is equally important to
teach the second defender to immediately step up and press the attacker - not necessarily trying to
steal the ball but stepping up close enough that attacker is delayed long enough that the first
defender can make a recovery run into a back-up position.
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Red Card - A card issued by the referee for particularly blatant fouls or abusive language. A player
receiving a red card is automatically ejected for the game and his team must play the remainder of
the game shorthanded. They may not substitute for an ejected player.
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Referee - The official in control of a soccer match. His word is final. His objective is to enforce the
rules. The official who is in complete charge of the soccer game. The safety of the players is the
referee’s main concern. He or she is responsible for keeping time, enforcing the Laws of the Game
(see Summary of the FIFA Laws of the Game, this section), stopping and restarting the game for
penalties or injuries, cautioning or banishing offenders (including coaches or spectators) and ending
the game, if necessary. All decisions by the referee are final! The referee is assisted by two
linespersons.
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Regulation game - two completed periods of a game, prior to any overtime or tiebreaker.
Reverse the field/Switch the Field - A strategy used against aggressive defenses where the attackers
place a wing wide (and sometimes an extra forward) on the opposite side of the field from the ball
3-11
and when an aggressive defense runs to the ball the attacking team sends a driving kick into the
opposite corner which their wing chases down and crosses or shoots over the back of the
defenders. It is an example of attacking your opponent's over-aggressive defense - similar to a
counter play in American (pointy) Football.
- shouted from coaches and parents.
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Right on
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Safety – necessary for soccer practices and games. Priority #1.
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Scorers - players who score goals.
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Sever's disease - occurs in children when the growing part of the heel is injured. This growing part is
called the growth plate. The foot is one of the first body parts to grow to full size. This usually occurs
in early puberty. During this time, bones often grow faster than muscles and tendons. As a result,
muscles and tendons become tight. The heel area is less flexible. During weight-bearing activity
(activity performed while standing), the tight heel tendons may put too much pressure at the back of
the heel (where the Achilles tendon attaches). This may injure the heel.
Children are most at risk for this condition when he or she is in the early part of the growth spurt in
early puberty. Sever's disease is most common in physically active girls 8 to 10 years old and in
physically active boys 10 to 12 years old. Soccer players and gymnasts often get Sever's disease, but
children who do any running or jumping activity may be affected. Sever's disease rarely occurs in
older teenagers, because the back of the heel has finished growing by the age of 15.
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Shadow Dribbling - Shadow dribbling is a great warm-up exercise. Two players, one ball.
One player dribbles, the other player moves around in open space. The object is for the dribbler to
attempt to keep his ball, by dribbling, in contact with or very near the other player’s shadow. Kinda
like tag. Younger kids laugh while doing this exercise. High school boys don't too much work.
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Shepparding – how a defensive back pushes players where she wants them to go.
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Shin guards - pads that strap onto a player's lower leg to protect the shins should he or she be kicked
there.
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Shooting - when a player kicks the ball at the opponent's net in an attempt to score a goal.
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Shutout - preventing the opposition from scoring any goals in a game; for example, a score of 2-0 or
4-0; goalies are often credited with shutouts because they did not allow any goals to get past them.
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Side tackle - an attempt by a defender to redirect the ball slightly with his foot away from a ball
carrier running in the same direction.
Rightback – defensive player on right side if looking up field.
Rhythm – good cadence.
S
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Save - the act of a goalkeeper in blocking or stopping a shot that would have gone into the goal
without his intervention.
Scoring opportunity - a situation where a team stands a good chance of scoring a goal.
Screening - see Shielding.
Send - Pass or kick to the open player
Send It! - A call to kick the ball long.
Set play - a planned strategy that a team uses when a game is restarted with a free kick, penalty kick,
corner kick, goal kick, throw-in or kickoff.
Shielding - a technique used by a ball carrier to protect the ball from a defender closely marking him;
the ball carrier keeps his body between the ball and the defender.
Shorthanded - a team playing with less than its full complement of 11 players.
Shot - a ball kicked or headed by a player at the opponent's net in an attempt to score a goal.
Shoulder charge - minimal shoulder-to-shoulder contact by a defender against a ball carrier; the only
contact allowed by the rules unless a defender touches the ball first.
6 Yard Box - The small area in front of the goal - similar to the crease in hockey.
Shoot - Take a shot on the goal
Short Corner - A corner kick that is played to a teammate who is not around the 6 yard box and who
is fairly close to the kicker as opposed to a long corner which is kicked directly to a player in front of
the goal.
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Skill -
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Small-sided game - a match played with fewer than 11 players per side. This is currently "in" in
American recreational soccer because it allows more touches on the ball during a game and promotes
ball control and confidence in younger players.
Sliding tackle - an attempt by a defender to take the ball away from a ball carrier by sliding on the
ground feet-first into the ball.
3-12
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Snapshot - a mental picture. Strikers are often told to take a snapshot of the goal (steal a glimpse)
so they know the position of the other players. That allows them to shoot on one touch without
having to look up at the goal.
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Soccer - In the late 1800s it was the practice of the well-to-do students at Oxford University in
England to shorten the length of some common words. At the same time they would add -er to the
end of the word. For example, breakfast became known as "brekkers". There were two forms of
"football" being played on campus at the time. One used the Rugby Rules and the other form used
the rules governed by the Football Association of London. The prior was called "ruggers" on campus
and the latter as "soccer" which was short for association and included the popular "-er" ending used
by the "in" students. The phrasing caught on and became the popular nickname for the sport. In the
United States it is used to differentiate soccer from what the rest of the world refers to as American
Football - the pointy variety. In recent years the term soccer has actually become acceptable in the
rest of the world.
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Soft Goal - A goal given up by a goalkeeper on what should be an easy save - i.e. no pressure, weak
shot, etc.
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S.O.T.G. - Spirit of The Game
Spread - distance on the field
Square - pass across to another player
Square pass - a pass made by a player to a teammate running alongside him.
Starter - a player who is on the field to play at the start of a game; a team usually makes its best
players starters.
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"Stay Wide" - Yelled to wings and outside midfielders to remind them to hold their positions and not
run to the ball.
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Steal - when a player takes the ball away from an opposing player.
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Strength -
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Strong side – the side that the ball is on.
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Sudden death - a type of overtime where the first goal scored by a team ends the game and gives that
team the victory; most overtime in soccer is not sudden death.
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Step - defense move up command
Stick - go for the tackle
Stopper - the defender that marks the best scorer on the attacking team, often the opposition's
striker; exists only in a man-to-man defense.
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Stretch Out - asking forward to go as far forward as the defense allows
Stride –
Strike – to kick the ball.
Striker - a team's most powerful and best-scoring forward who plays towards the center of the field;
also, the name of the mascot for the 1994 World Cup.
Stupendous - good thing to say frequently.
Substitution - replacement of one player on the field with another player not on the field; FIFA rules
allow only 2 substitutions per game.
Sunday Shot - a desperation shot from long out that remarkably results in a goal.
Support - support teammate in trouble (offensively or defensively)
Sweeper - the defender that plays closest to his own goal behind the rest of the defenders; a team's
last line of defense in front of the goalkeeper.
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Sweepers in charge - Yelled to the sweeper and fullbacks to let them know that the sweeper is
responsible for communicating to the fullbacks and defenders which defender is to mark which
attacker. Also that the sweeper is in charge of calling for the offside trap.
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Switch - changing positions with another player up field
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Tackling - the act of taking the ball away from a player by kicking or stopping it with one's feet; only
a minimal amount of shoulder-to-shoulder contact, called a charge, is permitted to knock the ball
carrier off balance. A method of gaining possession of the ball by use of the feet. Unnecessary
roughness and use of the hands are not permitted.
Switch the Field/Reverse the field - A strategy used against aggressive defenses where the attackers
place a wing wide (and sometimes an extra forward) on the opposite side of the field from the ball
and when an aggressive defense runs to the ball the attacking team sends a driving kick into the
opposite corner which their wing chases down and crosses or shoots over the back of the
defenders. It is an example of attacking your opponent's defense at its weakest point - similar to a
counter play in American Football.
T
3-13
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Tandombacks –
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The three D's of Defense - Deny, Delay & Destroy
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Thigh trap - when a player uses his thigh to slow down and control a ball in the air.
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Throw-in - a type of restart where a player throws the ball from behind his head with two hands while
standing with both feet on the ground behind a sideline; taken by a player opposite the team that last
touched the ball before it went out of bounds across a sideline. Taken to restart the game after the
whole of the ball crosses the outside edge of the touchline. The throw in, by any member of the team
that did not touch the ball last, is taken at the point where the ball went out of play. The thrower
must face the field and throw the ball with both hands, in one continuous motion from the back of
his/her head and over the top of his/her head. When the ball is released, the thrower must have
some part of both feet on the ground on or behind the touchline.
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Tie game - when two teams have scored the same number of goals in a match; if the game ends tied,
it is a draw.
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Tiebreaker - a way to choose the winner of a match when teams are tied after overtime; in FIFA
tournament play, a series of penalty kicks are taken by players from both teams, and the team that
scores on more of them is declared the winner.
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Timekeeper - the job of the referee, who keeps track of the official time to notify teams and fans
when each period is completed.
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Time - Settle down, get the ball under control - There is no pressure from the defenders.
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Timing -
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Triangles -
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Unbelievable - good thing to say frequently.
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Unsportsmanlike conduct - rude behavior.
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USYSA - United States Youth Soccer Association — the official Youth Division of the organizes and
administers youth league competitions, establishes rules and guidelines, and holds clinics and
workshops to support players, coaches and referees. USSF and the largest youth soccer organization
in the U.S.
TechniqueTerritory - the half of the field which a team defends.
The ball has no lungs. A Brasilian saying meaning to pass the ball to cover ground rather than dribble
or run after it. Save your energy by passing!
Third Man Running - an offensive attack characterized by movement away from the ball and passes
into space.
Three Stripes - Three stripes on a sock signifies a certified FIFA referee
Through Pass/Through Ball - a ball delivered through the defensive line to a teammate to get him the
ball behind his defender; used to penetrate a line of defenders.
Timeout - an official break in the action of a sport; the rules of soccer do not allow for any timeouts;
timeouts for television advertising breaks are permitted by NCAA collegiate rules.
Touchline – side long lines of field.
Touch me - requesting a quick one-touch or flick pass
Trailing - running behind another player.
Training – practice.
Trap - when a player uses his body to slow down and control a moving ball, most often using his
chest, thighs or feet. Trap can also be the command yelled for an offside trap by the defense.
TRIAR - Abbreviation meaning the referee is always right.
Turnover - the loss of possession of the ball.
U
Unlucky - a phrase used by soccer coaches to tell a player that he/she was doing what they were
supposed to be doing and just because the result wasn't good that they should not change what they
were doing because they were doing it properly. For example, if a goalkeeper plays a corner kick
properly and the opponents still score the coach might yell "unlucky" to let him know that it was not
his fault. This is a difficult concept for newcomers from other sports to understand. For the longest I
refused to use the term as I felt that luck has little to do with performance. I now understand that
acceptance of the term has as much to do with understanding that the score of a game is not the
most important part of a soccer match.
Up field USSF - United States Soccer Federation — organization formed in 1913 to govern soccer in America;
America's link to FIFA, providing soccer rules and guidelines to players, referees and spectators
nationwide.
3-14
V
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v - short for versus - used to denote how many attackers are facing how many defenders in drills or
game situations such as "We had 3v2 in their end most of the match" meaning we had three
attackers versus two defenders in their third of the field.
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Venue - location where a sporting competition is held.
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Wall - A defensive line of players posted to protect their own goal against a defender's direct or
indirect free kick. The idea is to give the shooter very little area of the goal to aim for.
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Wall Pass/Give and Go - a series of passes where one player passes to nearby teammate and then
sprints forward to receive pass that's returned. Similar to passing the ball off of a wall and then
receiving the return ball.
Volley - any ball kicked by a player when it is off the ground.
W
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Width
Wing - A forward who stays wide to either side of the field. The main responsibilities of a wing is to
feed the ball to the strikers and to take shots when they are open.
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W-M formation - A team shape used for years which forces attacking teams wide while maintaining
strength in the midfield area. It provides for two sweepers and is a good defensive shape. It can be
weak on the offensive end - especially if the other team is also playing a W-M. The general shape is
usually a 3-2-3-2.
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Yeah Baby
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"You'll always miss 100% of the shots you don't take." - This is an old soccer maxim that all coaches
abide by. While some shots are not "good shots" even poor or bad shots are preferred to no shots at
all since you can't usually win without shooting.
X
Y
- shouted from coaches and parents.
Yellow Card - a warning card issued by the referee for repeated or blatant fouls or abusive
language. Anyone receiving two yellow cards in a single match is automatically ejected for the game
and his team must play the remainder of the game shorthanded. They may not substitute for an
ejected player.
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"You're either part of the steamroller or part of the pavement." Soccer is not a passive
sport. Players sometimes have to make ten or twenty runs before the ball is played to them. So even
if you are not involved in the play you must be involved in the action.
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Zone - a type of defense that assigns each defender to a particular area in front of or around his
team's goal in which he is responsible for marking any attacker that enters; often used in youth
league games but rarely in professional competition.
Z
3-15
Miscellaneous Soccer Abbreviations:
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IFAB - International Football Association Board
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SOTG - Spirit of the Game
FIFA - Federation Internationale de Football Association
USSF - United States Soccer Association
CONCACF - Confederation of US, Can, Mex, Caribbean nations
UEFA Europe
AFC - Asian Confederation
CAF - African
OFC - Down Under Confed.
CONMEBOL - South American Confed.
NF - national high school soccer governing body
NCAA - college Soccer governing body
AYSO - a runaway soccer org.
YSA - another runaway soccer org.
HS - high school
US Referee ranks:
010 - Assistant Referee only
09 - Referee of small sided games
08 (R2) - Entry level referee rank
07 (R1) - advanced beyond entry level
06 (S2) - junior State referee: CR in amateur leagues
05 (S1) - senior State referee: CR in Div III professional
04 (N2) - junior National referee: CR in Div II pro/AR in in DivI
03 (N1) - National referee: CR the highest national level
02 - FIFA AR
01 (IP) - FIFA Referee
LOTG - the Laws Of The Game: the written laws
IBD - International (FA) Board Decision
AIRTLOTG - Additional Instructions Regarding The Laws Of The Game
Law-0 - Spirit of the Laws
Law-18 - Common Sense
CR - Center Referee
AR - Assistant Referee
CAR - Club Assistant Referee
ITOOTR - In The Opinion Of The Referee
2LD - 2nd to the Last Defender
OSP - Off-Side Position
K - Keeper
DSC - Diagonal System of Control: one referee two ARs
DSR - Dual System of Refereeing: 2 referees with no ARs.
OGSO - Obvious Goal Scoring Opportunity
FP - Serious Foul Play
F&A - Foul and Abusive language
VC - Violent Conduct
FRD - Failure to Respect the Distance
FK - Free Kick
DFK - Direct Free Kick
IFK - Indirect Free Kick
GK - Goal Kick
CK - Corner Kick
PK - Penalty Kick
KO - Kick Off
TI - Throw In
3-16
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DP - Dangerous Play
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CC - Center Circle
DB - Drop Ball
AOAP - Area Of Active Play or AOA: Area Of Activity; referred to where the ball's trajectory will end
(in judging Offside)
GA - Goal Area
PA - Penalty Area
GL - Goal Line (end lines)
TL - Touch Line (side lines)
QC - Quarter Circle (at the corner flag)
CF - Corner Flag
HL - Halfway Line
HT - Half Time
OT - Over Time
CF - Corner Flag
3-17
CREATE YOUR OWN ACRONYMS
Example:
Superb
Outstanding
Incredible
Fantastic
Unbelievable
“SOIFU”
Use them with your athletes!
3-18
AYSO Philosophy
Purpose
To operate soccer programs where young people can learn and develop a positive self-image,
self-confidence, and other positive character traits through their interest and participation in
soccer based on our philosophy of:
Balanced Teams
At the start of each season we aim to set up teams as
evenly balanced as possible - it is more fun when teams of equal ability play one sided games have little value to either team.
Everyone Plays
Our goal is for kids to play soccer - so we mandate that
every player on every team must play at least half of every game. When team
size allows, all players in U6-U14 shall play at least three quarters of every game.
Positive Coaching
Winning kids are built up, not torn down! We train
and require our coaches to offer honest positive encouragement to our players,
rather than negative criticism; "catch them doing something right." Soccer is
FUN for players, coaches and parents. MAKE IT SO!
Open Registration
Our programs are open to children between the ages of 4
½ and 18 years who want to register and play soccer. Interest and enthusiasm
are the only criteria for playing. We will accommodate as many children as
available playing fields and qualified volunteers allow.
Sportsmanship
Athletic contests naturally involve competition. We desire
to create an environment in which the game is played with a healthy and
constructive orientation, rather than a "win dominated" attitude. We want
everyone to "honor the game." We emphasize respect for: rules of the game,
opponents (for whom without we have no game), officials, teammates, and self.
We believe that no matter what the outcome of the game, everyone will have a
positive experience if they are treated respectfully and congratulated for giving
their best effort.
4-1
SAN CARLOS AYSO
RECYCLES
KIDS NEED YOUR HELP
REGISTRATION & SOCCERAMMA
♦ BRING ALL OF YOUR OLD SOCCER GEAR!!!
♦ EMPTY THOSE DRAWERS!!!
GIVE YOUR OLD SOCCER GEAR NEW LIFE
SHORTS
SOCKS
SHIN GUARDS
BALLS
SHIRTS
GOALIE GEAR
LET’S OUTFIT A TEAM THAT HAS NO UNIFORMS!!!!!!
LAST GAME - BRING AN EXTRA SET OF
CLOTHES - COACHES WILL COLLECT TEAM
UNIFORMS AT THE LAST SEASON GAME
RECYCLING: - 'IT'S GOOD FOR THE GEAR
- 'IT’S GOOD FOR THE KIDS'
THANK YOU EVERYONE!!!!!!
4-2
I WILL PERSONALLY BUY A
T-SHIRT FOR ANY COACH WHO BRINGS
ME ALL OF THEIR UNIFORMS!!!
Bob Cook 591-1919
Uniform drop-off – Bob & Lisa Cook – 1445 Orange Avenue
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Explain to the kids! Uniforms will go to the needy.
They don’t have to return them – it’s ok!
4-3
COACHING IS A PROCESS!
Your thoughts, dreams & worries this year will not be the same next year; neither will be your
coaching method!
WORLD’S ALL TIME GREATEST COACH…
YOUR PICTURE HERE
… NOW AND FOREVER
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I want to develop character and self esteem in my players, but… if I want to keep
my self portrait intact, I also want to be recognized as a good coach. For me to
look good, my team needs to look good, and the surest way to look good is to
win!
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It is the rare observer who can recognize good coaching in a losing effort.
4-4
- Fact – 10-year olds have 60% of the depth perception of the average adult… eyes too close
together, thus, miss the ball 6 of 10 times!
- Coaches are role models 24/7/365
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Don’t ‘lose it’
Don’t ‘flip out’
Kids will mimic our good and bad behavior.
- None of you will lose a game of soccer this year! However, we will all “run out of time”.
- A Coach’s measure of success is what we see looking back at the season.
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Taught kids skills
Had fun (Coach)
Special moments
Built character
Was it challenging for players?
Was it fun for players?
- Fact – 70% of all kids quit playing sports by the age of 13.
Don’t argue calls!
- Since the referee represents the authority figure, on the field, during games, it is often difficult
to effect change immediately during a game and still maintain the respect due the referee’s
position of authority…
Always model appropriate behavior in front of impressionable players!!!
4-5
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Cheer when ANY kid scores
Goal – Have all kids on your team score
Set example of “winning doesn’t matter”
Tell kids you want or expect them to make mistakes!
Teach them how to ‘shrug it off’
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Over shoulder
Flush it
Throw to ground
Then move on.
- Fact – 750,000 AYSO players
4.5% will play in high school
33,750
1.35% of these will play in college
455
.23% of these will play pro soccer
1
- Fact – Scholarship Data
30
academic
to
1
sports
- Broken arms and legs heal – broken spirits do not.
4-6
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Being awarded a ‘throw in’ is rarely an advantage!
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To learn a word, a child must hear it approximately 25 times.
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If they can’t do it in practice – they can’t do it in a game.
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Allow silliness – it’s not the Army.
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Coaches are senders – kids are receivers: they’ll do what you do.
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Kids provide 90% of the talent on their own. Coaches can affect 10%, at the most.
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Know the kids’ birthdays. It’s on the medical release forms. Cookies at practice that
day!
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If kids want a sleepover before the ‘big game’, let them! It’s unlikely they’ll be tired, and
if they are, who cares?
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Use language that’s appropriate: no – suck, hate… negatives; yes – adult beverage…
positives.
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Krispy Kreme doughnuts are ok!
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Boys & Girls are different. Girls are more into the fun! Example – “pick a player”.
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Mark Twain (mistakes) “A person that can spell a word in many ways is very creative.”
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Technique is different from skill. Skill is the ability to correctly execute the technique
while under pressure. A coach cannot teach skill.
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Force out discrimination. Celebrate individuality.
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Coaching is a process that can never be mastered.
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How to reach kids?
Soft voice, on knees, self esteem.
Kids listen after a genuine complement, and they’re much more receptive.
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Sandwich Criticism – 1 to 1; 3 to 1; 5 to 1.
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Teach your kids to:
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win and lose with class
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have compassion for others
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develop mental toughness/persistence
Too often our standard of success is to win at the beginning.
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Ghandi → mistreated Indians burning I.D. cards in Africa
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Robert Bruce → First King of Scotland – defeated British on his 7th attempt
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Be the coach you would’ve wanted to play for.
•
One of the greatest challenges a coach faces is dealing with special needs.
•
Make the “unspecial” kids feel special.
4-7
•
The kindness you show kids with problems often aren’t reflected in your ‘won-lost’
record, but they can pay off dramatically with those kids who rarely get singled out for
special attention.
•
Make sure weaker players learn some tangible skills by the end of the season.
Fundamentals…
•
More than anyone else on the team, make sure that the weaker players have fun.
•
“Sports don’t develop character as much as reveal it.”
•
We all want to be cheered for, if not by thousands, at least by a few.
•
The highest rates of participation in sports occur at age 10.
•
“More, Better, Longer” = more kids having a better experience and staying with it longer.
•
Coaching kids is difficult:
-
Everything you do (and fail to do) is exposed for everyone to see.
-
Your mistakes are often obvious to everyone, while your genius moves can be
invisible.
•
Competitive sports tend to bring out the worst in the parents of young athletes.
•
Goal = every kid has a positive experience, gets to play all positions, and develops a
stronger sense of self esteem.
•
Peter Pan (Hook movie when Peter has grown up) said to Captain Hook, “You seemed so
much bigger before.” To which Hook replies, “To a ten-year-old, I’m huge!”
•
Imagine what a soccer field looks like when you’re 3-feet tall.
•
Commitment frustration → kids today have many more things to occupy their time than I
did as a child.
•
Coaching can be incredibly rewarding.
•
The greatest coaching principle in the world: The things that get rewarded, get done.
•
Punishment does carry with it some information value, and it can stop a behavior, but it
rarely can teach new ones.
•
Responding successfully to a challenge requires emotional support. When a child is
secure in knowing that they will be valued and accepted by the coach, parents, or
someone, no matter how they perform, more of their energy can go to responding to the
challenge. – important goal kicks – “it’s ok to miss it!”
•
Reinforce positive behavior; ignore negative behavior as much as possible; and when
negative behavior can no longer be ignored, intervene in a way that extinguishes the
behavior rather than reinforcing it.
•
The key is being “relentlessly positive”, not just positive at first.
•
Maximize the amount of time you can get your players to practice what you are trying to
teach them.
4-8
•
At the beginning of practice following a game, take a few minutes to share with your
team the good things that you’ve noted about each of them.
- carry a note pad – write down several significant, positive things about each kid. This
sets a positive tone for practice, helps motivate kids to try to improve, especially since
they know improvements will be noted and will be called to the attention of the entire
group.
•
People do what gets measured.
•
Ask kids to practice on their own, or with their parents.
•
Most of the average kid’s life is spent being corrected, criticized, yelled at, punished, or
in some way being made aware of shortcomings. Here is a moment where the child can
do no wrong. Kids love it, and they respond by trying harder to improve.
-
Each kid should have about the same amount of things noted and shared for each
game.
-
Recognize kids for great things they have done on their own, as well as on what
you are teaching.
-
Include “character” items when appropriate. For example, a child may have
trouble controlling her temper when an opposing soccer player elbows her. If so,
make that one of the things she is working on and note it and share it with the
group when she makes progress.
-
Give recognition for effort, not just results. Most improvements come about little
by little, same of coach development.
-
Do note negative things during the game but don’t share them with the kids at this
time. One rule on criticism is clear and inviolate: praise in public, criticize in
private.
-
Ask kids to help you observe good things that other kids are doing.
-
After the last practice before a game, get together with your coaches and note
what things you want to watch for with each kid during the next game.
4-9
The following are some excerpts from Positive Coaching by Jim Thompson, to help you to
better coach:
•
A sport like soccer should be the source of a lifelong love affair, not constant agonizing
over what might have been.
•
Some kids will be outstanding athletes, most won’t. Some teams will have winning
records, about half won’t. But in the bigger picture, every child can develop a stronger
sense of herself through participation as a member of a team. Every child can learn
important lessons about life by making great efforts, enjoying the taste of victory, and
returning to try again after loss.
•
Coaching kids is difficult. There are a number of perfectly good reasons why coaching is
hard. For one thing, everything you do (and fail to do) is exposed for everyone to see.
•
Managing is like holding a dove in your hand. Squeeze too hard and you kill it; not hard
enough and it flies away. – Tommy Lasorda
•
Your mistakes often are obvious to everyone, while your genius moves can be invisible.
The players look like stars for doing what you taught them to do, while all the parents can
think about is how the kid is a chip off the old block.
•
Competitive sports also tend to exacerbate the situation by bringing out the worst in the
parents of young athletes.
•
If you are getting into coaching with the idea that you intend to be in control of the
situation, forget it! As a coach you usually can’t control which players will be on your
team. You can’t guarantee that your players will show up for practice, especially when
you’re prepared to work on a skill that the no-shows really need work on. You can’t
know or control whether key players will get sick right before a crucial game. And you
certainly should not go into coaching with the idea that you will be able to control the
outcome of the games themselves.
•
Another problem many coaches bring with them is a lack of positive role models. The
yelling and screaming comes through while the teaching and the strong relationships that
many of the greatest coaches establish with their players are invisible.
•
Kids today have many more things to occupy their time than I did as a child.
•
Some moments are just not teachable:
-
Games: In general, games are not filled with teachable moments.
-
Mistakes: When a child makes a mistake that costs the team a game, he knows it
better than anyone. If you are emotionally caught up in the mistake and can’t be
positive at the moment, then be silent.
-
When you are angry: I firmly believe that it is okay, even desirable, to be able to
get angry at kids. However, do not confuse this with the idea that you can teach
much of anything to a kid when you are mad.
-
Factors beyond your control: A child whose parents have recently divorced or
whose father has recently died is probably not going to have as many teachable
moments as he otherwise would have, no matter how positive you are.
4-10
•
“Acceptance time” has been a valuable tool for me as a coach. This is the time it takes an
individual to process a suggestion or criticism and embrace it as her own.
•
In some cases, kids need time to be able to “forget” that the idea wasn’t theirs in the first
place so they can embrace it as their own.
•
The enlightened coach will derive satisfaction from the learning he has inspired and not
try to force the player to acknowledge the source of the new skill.
•
Teachable moments are not always discrete, teary-eyed flashes of breakthrough. Often
what makes the difference is an accumulation of many seemingly ordinary interactions
that create an atmosphere in which learning, growth, and change take place.
•
There’s nothing tough about getting negative when things don’t go your way. Any threeyear-old throwing a temper tantrum is tough in that sense. A truly disciplined coach is
one who can provide emotional support to a kid who just blew an “easy” play (easy from
the sidelines) that cost a game. He can remain cool while analyzing the situation that
contributed to the mistake. Then, at a future practice, he can introduce drills to help the
player reduce the likelihood that the same mistake will be repeated. True mental
toughness is exhibited by remaining positive in the face of adversity.
•
Coaches should tell stories. Humans respond to stories. Stories motivate.
•
To most kids, a baseball or soccer game seems like a series of random events. There’s no
big picture. There’s no logic or structure to what’s happening. It’s either “we’re
winning” (not sure why, we must be better) or “we’re losing” (not sure why, they must be
better). One of the coach’s most important roles is to help the players impose a
framework on events that can help them gain some measure of control.
•
Today is hot for both teams. But if you guys can put even more effort into your play, it
will demoralize the other team since they will be thinking about how hot it is, while you
will be thinking about how much more miserable they will be in the heat when you
outhustle them.
•
Kids have lots of what we adults think of as distractions or “noise” competing for a share
of their attention. They have fantasies. They wonder what other kids think of them.
They hear the traffic passing by on the streets next to the soccer field. They see birds fly
overhead. They get hungry and wonder what’s for dinner. So, it’s not surprising that our
players don’t always (or even often) get what we’re trying to teach them the first time.
•
If we want to help kids develop the ability and the self-confidence (two related, but very
different things) to deal with problems and chart a life of their own choosing, we should
be looking at sports as an opportunity to develop thinking skills.
•
The first step in getting kids to think is to set the expectation by telling them again and
again that you expect them to use their heads on the field.
•
The place where kids will begin to believe you when you say you want them to think is
when they make a mistake.
•
If you tell kids you want them to learn to think and they take your word, they will make
mistakes. And you need to respond in a supportive, encouraging way so they won’t be
afraid to try to think the next time.
4-11
•
Incorporate kid-teaching into your teaching:
-
explain how to kick
-
demonstrate the kick
-
ask each of them, in their own words, to describe how to kick
-
in pairs, have then demonstrate kicking to each other; and
-
still in pairs, have them critique and encourage each other.
•
Train the trainers – whether its kids that are helping or your assistant coaches.
•
“Player buy-in”: I will work incredibly hard on something when the motivation comes
from me. When the goal is someone else’s goal for me, I may work at it, but often only
to the degree that I think is necessary to satisfy someone else, not to the point of
achieving excellence.
•
… if your child has high self-esteem, he has made… self-esteem is the mainspring that
slates every child for success or failure as a human being. – Dorothy Corkille Briggs
•
Self-esteem is one’s internal judgment of oneself. Often it is not a conscious statement as
much as a feeling about oneself.
•
It is acceptable and useful to assume that high self-esteem involves two things:
-
the belief that one is worthy of life’s blessings
-
the belief that one is competent to master life’s challenges
•
Youth sports are such a great opportunity to build self-esteem precisely because sports
are highly valued in this society, and athletic ability is highly valued by young athletes
and their peers.
•
As a coach, you can improve the self-esteem of your athletes in a number of ways, but
the key is to communicate that you accept and value them in ways that they can’t mistake,
that you like them, and that you endorse them.
•
Endorsement, being chosen for important positions and being supported by important
others, is ultimately what drives our own feelings of self-worth.
•
The belief that one is worthy comes from feeling appreciated and valued by important
adults in a child’s life.
•
Too often the message given young athletes is that their value as human beings
corresponds to how well they perform on the field.
4-12
A youth sports coach can increase the self-esteem of players by these means:
1. Names: Kids respond to adults who take the time to learn their names and call them
by name often.
2. Smiling: Coaches can communicate that they like a player perhaps more easily by
smiling than any other way.
3. Joking: Humor does not make fun of someone, it is something that typically only
goes on between people that like and care about each other. Friendly humor causes
people to enjoy each other’s company, something that can be important in a
stressful setting such as an athletic team.
4. Eye contact: Eye contact of a friendly nature communicates caring.
5. Appropriate touching: Touching kids can be a controversial issue in a time when
so much sexual abuse of kids is being uncovered. But a coach who tousles the hair
of their players, who appropriately puts their arm around kids’ shoulders during a
huddle, who pats players on the back, who exchanges “high fives”, and who shakes
hands with players after good efforts is communicating that you like and value your
players.
6. Influence-ability: A coach who can be influenced by his players is communicating
that he cares about them and values their ideas.
7. Listening: Implicit in influence-ability is being heard. There are times when a
coach simply has to make a decision that the athlete is not going to like or agree
with. But it can make an incredible difference if the coach will give the child a
chance to say his piece. Just listening without interruption can communicate caring
to the player, whether or not the decision goes his way.
8. Apologies: There are a few things in life I find as difficult as apologizing when I
make a mistake that hurts someone. I don’t like to do it, largely because I don’t like
to admit that I might have been wrong. But every time I do apologize I feel better,
usually the other person feels better, and our relationship is strengthened.
9. Forgiving: The flip side of apologizing is forgiving children when they hurt us.
10. Asking for help: A coach can build young athletes’ self-esteem by simply asking
them to help.
11. Expressing appreciation and recognition: When someone notices what I have
done or an effort I have made, I feel great and am more inclined to make additional
efforts.
12. Bragging: I like to brag about my son. I am proud of my wife and the exciting
work she does, and I enjoy telling people about her. Bragging about someone
conveys pride in who that person is and his or her accomplishments.
13. Negative feedback gently delivered: While we may not want to hear negative
feedback from anyone, it is true that a gentle word about how we might improve
ourselves is a sign that someone cares about us.
4-13
14. Helping see one’s potential: Most of us would work hard for someone who helps
us see our potential and cares enough to share his perception with us.
15. Photographs: Make a point of having pictures taken of your players.
•
The number one character trait of an effective coach is the ability to demonstrate
unqualified support for one’s players.
•
In adversity lies the potential for development of mental toughness and other positive
character traits.
•
As time passes, the stressful nature of the challenges fades but the character lessons live
on.
•
One way to help players develop character is to acknowledge when someone is facing a
difficult situation, either privately to the person or in front of the entire team.
•
Tell every potential goalie at the beginning of every season that being a goalie is a
character building experience.
•
When bad things happen, as they always do to goalies sooner or later, I remind them that
this s a moment in which they can work on building character.
•
By calling attention to the fact that they are indeed in a stressful situation, you can help
them minimize worry about fear of failure. You can help them begin to see the presence
of stress as an opportunity to work on playing under pressure without letting it bother
them unduly. Say to your players when they’re under stress, “I’m glad you got into that
jam. That’s the only way you’ll ever learn to work yourself out of one.”
•
Each of us needs to decide for ourselves what character traits are important for us to teach
and reinforce with our players:
1. Mental toughness: Successful people do what unsuccessful people aren’t willing
to do.
2. Having fun: The ability to enjoy challenges and take pleasure in struggle is a
character trait that can be developed and will make for happier, more successful
people. Most people who are truly successful in their lives enjoy what they are
doing. They see a challenge as an opportunity rather than a threat.
3. Winning and losing with class: Where “being a good sport” often can seem like
a passive behavior, winning and losing with class seems to give young people
more to grab onto. Encourage them to help an opponent up after a collision.
Insist that they give a rousing cheer for the other team at the end of a game
whether or not you win. Try to point out examples of classy behavior to your
players whenever you see it. Stress that class never involves cheating or
sacrificing your principles to win a game.
4. Courage: Courage isn’t the absence of fear. If you’re not afraid, you’re not
demonstrating courage. Courage is doing what you think is right or necessary in
spite of being afraid. When children are given support and encouraged to see
scary situations as opportunities to develop their courage, they can feel more free
4-14
to try to deal with the challenge. When there is overemphasis on success and it
seems that only winners are worthwhile, who in their right mind would want to
tackle something scary?
5. Setting and commitment to goals: Help your players determine what their goals
are for the season. Ask them to think about what they want to get better at, and
what they want to accomplish, and to come back to the next practice with a clear
idea that they can share with you.
•
If you can communicate to your players that it is the amount of effort they are willing to
put into becoming better at kicking with their weak foot in soccer that will determine how
good they can become, you will be giving them an invaluable gift.
•
The person who wins the tackle is the person who wants it the most. Defense is a gutsy
thing where effort and hustle can make up for a great lack of ability.
•
DIMITT is an acronym for “determination is more important than talent.” In a single
“word” it sums up the message that you want the players to remember, that it is their
effort on each play that mostly determines the outcome. Often now, when we break from
a huddle, instead of “Defense!” or “Rebound!” the cheer will be “DIMMIT!”
•
4 steps to teaching positive character traits:
1. introduce and define the character trait;
2. look for opportunities to illustrate the concept as the season progresses;
3. reinforce, model, and intervene when appropriate; and
4. look for stories to share with the players.
•
We’re not just building soccer teams, we’re building character!
•
Mistakes are the lifeblood of learning. Without the willingness to make mistakes and
learn from them, learning shrivels up.
•
One of the reasons mature people are apt to learn less than young people is that they are
willing to risk less. Learning is a risky business, and they do not like failure.
•
The message may need to be repeated again and again, so ingrained is the fear and
loathing of mistakes in this society. It’s okay to make a mistake.
•
Most young athletes, like most adults, want more than anything else to avoid looking
dumb. The single most prevalent mistaken goal of young athletes is to avoid looking
dumb. If you never look ‘dumb’, maybe you’re not trying hard enough.
•
One of the great things about sports is that it can give children the chance to experiment
with making gigantic efforts without horrible consequences when they fail.
•
Often foolish mistakes result from nervousness. After making the foolish mistake, the
player may settle down and be the least likely player to make the next error. It may also
be that the substitute may be the person most likely to blow the next play.
•
Perhaps the most important reason why coaches should make the most of mistakes is
because every kid knows that adults can be two-faced. All adults tell kids to “do as I say,
not as I do.” Every kid has seen adults espouse values in the abstract and then violate
4-15
them in the specific when it was in their interest to do so… but it is a different matter
when a coach responds positively after a costly mistake. There is no more dramatic way
to communicate that you care about a person, and that you mean it when you say that
mistakes are okay, than after that person has made a costly mistake.
•
By owning up publicly to our own errors, we help to reinforce that it truly is okay to
make a mistake on this team, even if you’re the coach.
•
When a coach sees something happen again and again, it becomes very difficult to
continue to believe and act as if you believe that mistakes are okay. It helps to try to
understand exactly what it is that is the mistake and why it is happening.
•
You get good judgment by exercising bad judgment.
•
Make practices fun!
•
How a team practices determines how it plays. Practice sessions are where the players
discover whether the coach knows what he is doing and whether he has a commitment to
helping the team become as good as it can be. Practice is critical. Ted Sizer, Dean of
Education School at Brown University said, “Show me a quarterback that thinks and I’ll
show you a losing team.” Sizer pointed out that in the heat of an athletic contest, what
most determined the outcome were the habitual responses of the athletes. The only way
to truly acquire a skill is to overlearn it. Repetition is the key to overlearning, which can
lead to outstanding athletic performances.
•
Recognize that organizing an effective practice is an art and requires a commitment to
make it happen.
•
Once you have decided that you are going to become a good/better/even better coach,
there are numerous resources available to you. Attend coaching clinics. Ask players how
their coach last year dealt with a specific problem.
•
If you don’t know where you are going you will end up there. Think it and ink it. Ideas
for practice come from games, either the experience of the most recent or the anticipation
of the one coming up. In either case, it is essential to write down your thoughts or you
will lose most of them by the time the next practice rolls around.
•
At the beginning of practice, go over with them what you want to cover during the
practice to get their commitment to give it their best effort.
•
Try to develop a core of activities, usually centered on fundamental skills that need
constant reinforcement. There are at least three advantages to building around a core
practice schedule. First, it helps you remember to continue to focus on fundamentals as
the season progresses. Second, it cuts down on wasted energy. Each player knows that
they always do certain things at certain times during practice. Finally, it allows everyone
to focus most of the creative energy on learning the new things that are introduced in any
particular practice session. Everyone is less distracted by the routine things that simply
get done without a lot of thought.
•
Students’ expectations are set on the first day of school. And for a team, expectations are
set at the first practice. Set expectations of behavior that will allow you to give your
players some degree of autonomy. My first goal is to endorse them and let them know
4-16
that I am excited about having them on my team. I want them to know right from the
start that they will be “among friends”.
•
Talk about this team’s Big Three goals and Rule Number One. The first is to have fun.
The second is to try our hardest. I don’t particularly care whether we win a lot or not, but
I do want each of you to try hard on every play. If you try hard, we will be much more
likely to win, and we’ll have more fun. Almost no one has fun without putting some
effort into the activity, so I want you to try hard and to have fun. The third goal is to be a
good sport. It is very important to me that you display good sportsmanship all the time.
That means being a gracious winner and a dignified loser. I want you to win with class
and lose with class. Rule Number One is that it’s okay to make a mistake. You can’t
learn anything new without making mistakes.
•
The single biggest failing in beginning coaches is a tendency to overcontrol kids during
practice.
•
The key to being able to allow your players some autonomy during practice is having the
confidence that you can get and hold their attention when you need or want it.
•
The ideal practice session allows players to work hard, run off energy, try new things,
have some choice about what they do, and converse with their teammates – all while
operating within a structure that allows the coach to have some significant measure of
control when she wants it. One way of getting back control – run!
•
A pause between drills to reflect can refresh your players.
•
Before the scrimmage, remind the players of what we have been working on and ask
them to try to remember to implement this skill during the scrimmage. If it is feasible,
stop the scrimmage in midstream several times to remind them if they are not
remembering to incorporate the new skills.
•
Many coaches overtalk. The longer you talk the less likely the players are to stay tuned
in. Make your talking brief and to the point, and punctuate it with drills, competitions,
breaks for water fountain, and scrimmaging.
•
It works much better to talk individually with players. You can communicate what you
want more easily. The athlete can hear you better since he knows that he is the only one
you’re focusing on. And sometimes, it can even become a special moment between
coach and player.
•
Many coaches get too hung up about insisting that their players come to every practice.
It is simple courtesy for a player to let you know if he is unable to attend practice… ask
your players to do this.
•
The people who have the most fun in their lives have a certain lightness about them.
Mostly what kids remember about a sport is whether they had fun or not. If they have
fun, they keep laying the game. If they stop having fun, they eventually quit.
•
There are a variety of ways to introduce more fun into practices. Here are four:
competition, reducing the level of play, having coaches play, and bringing a sense of
drama to the practice.
4-17
•
1.
Competition (with or without handicaps): One of the ways to inject fun into
a practice is to scrimmage.
2.
Reducing the level of play: There are times when a person needs to withdraw
and take it easy for a bit to recharge batteries. Reducing the level of play can
often add some fun and motivation to a practice.
3.
Having coaches play.
4.
Bring drama into practices.
3 Levels of delegation:
1.
See and do: The most basic form of delegation is to have your assistants
watch you teach a sill with a group of players and then replicate with another
group.
2.
Plan and preview: The next level of delegation gives more authority to the
assistants. Ask your assistant ahead of time to think about how she would
teach a particular skill and be prepared to explain what she plans on doing
before unveiling it at the next practice.
3.
Do and report: A more complete level of delegation involves asking your
assistant(s) to figure out how to teach some skill, do so at the next practice,
and then talk with you afterwards about how it went.
•
Take your team to observe a local college or high school team practice.
•
Games are different. How kids perform during games matters more than during practice,
and they know it. Therefore, they tend to get nervous, and because they don’t know how
to deal with nervousness, their performance often degrades. When performance degrades,
players often get depressed and frustrated. At these moments they need support and
insight of their coach to help them weather what is an unavoidable part of any sport.
•
The most important role a coach can play in a game situation is to be a cheerleader and
advocate for the players. When a coach lets his players know that he is for them no
matter what, they can turn their inner energies toward doing their best in the game.
•
A coach who expects loyalty from his players (and who doesn’t want that?) needs to
demonstrate the same loyalty back, rather than telling the world about their failings.
•
Coaching up to the kids means supporting them in their most vulnerable hour, when
they’ve made a mistake that loses a game.
•
Dominant (well-learned) responses are enhanced by an audience while non-dominant
(poorly learned) responses are lessened by an audience. The implications of this
information are important. It is rare that an athlete finds himself in a teachable moment
during a pressure-filled game.
•
A coach who prepares her players adequately for a challenging game situation can
sometimes find that her players can’t wait to play the team that played against them so
successfully the last time.
4-18
•
One of the realities of games is that much of what happens is beyond the control of the
players and coaches. The savvy coach will incorporate the style of the refereeing into his
coaching.
•
More emotion is not always better. High levels of emotional arousal can work against
development of the mental concentration that is necessary to execute in a game the way
one has been practicing.
•
Mental concentration is the key to successful execution in a game, and a pep talk that
distracts a player from concentrating on what he needs to do in the game is likely to be
counterproductive. In lieu of an emotional pep talk, review the game plan with your
players before the game. Remind them, or ask them to remind all of us, what we need to
do to win the game. Especially before a big game, remind the players that soccer is
supposed to be fun. You want them to enjoy the game as well as do well in it.
•
A coach can provide the equivalent of the elephant’s stick to help young athletes deal
with anxiety in a pressure-filled situation by giving them some specific tasks to perform
early in the game. Two suggestions can apply to almost any nervous situation: remember
to breathe/feel your feet.
•
One of the great opportunities of hotly contested games is that they offer countless
chances to teach and reinforce lessons on character. Dorcas Susan Butt wrote:
“…If athletes understand that the sport in which they participate is
greater than themselves and will continue longer than they will,
and if they have a clear picture of its organization and rules, and
understand that it places the highest value upon the development of
competence, then the athlete will be able to concentrate fully upon
developing his or her own competence and appreciating the
competence of others.”
•
Enjoyment is often the first thing that goes out the window in a game. Continually
remind them to relax and simply have fun.
•
More than almost any other factor, it is parents that give would-be coaches pause. As
kids get older, parents tend to become more belligerent, as if they acknowledge that it is
okay to just have fun when kids were young, but now that they are in seventh grade (or
sixty, or fifth, or…) it’s time to win.
•
No matter the referee’s call, yell “Good call”.
•
Begin the season by telling parents some horror stories of parents and coaches you’ve
seen in the past. Make it clear to them that you don’t want that to happen with your team
and that you are confident it won’t.
•
Arranging situations where parents have to perform (and not just give directions to their
children) can have a positive impact by giving parents a whole different way of looking
at their child’s performance. If possible, get parents into game-like situations where they
cannot continue to fantasize unrealistically.
•
No one will judge you based upon your child’s athletic performance!
•
What parents want from a coach:
4-19
1.
To be in the information loop.
2.
To hear good things about their kids.
3.
To see their kids play.
4.
To be included – to also be “among friends”.
•
A coach who wants his players to be enthusiastic and positive about the team and the
sport is to recognize the impact parents can have on a player’s attitude and effort level.
Discuss this impact with parents at the beginning of the season and encourage them to be
visibly upbeat about the season with their child.
•
If you can give parents some concrete guidelines about how they can help, you are more
likely to forge a potent coach-parent partnership that will benefit everyone. Hear are
some guidelines:
1.
Don’t put the player in the middle: Ask them to talk directly with you if
they have a problem.
2.
Give you feedback: You can only benefit from encouraging your parents to
engage in full disclosure about your players.
3.
Don’t give instructions during a game: Too often, players are put in the nowin situation of trying to please both the coach and the parent.
4.
Provide positive support for their player: Perhaps the most important thing
a parent can do is to be there for the athlete. Competitive sports are stressful
to players and the last thing they need is a critic at home. Be clear with your
parents that you want them to be a cheerleader for their kids. You want them
to focus on the positive things their child is doing and leave the correcting of
mistakes to you.
5.
Be a part of the “home court advantage” for the team.
6.
Don’t disparage the other team: Don’t win at the expense of diminishing
the players and coaches on opposing teams.
•
When parents get clear signals of what your program of parental involvement is and isn’t,
when they are clued into the sources of AYSO parent-it is, when they hear lots of good
stuff about their children from the coach, when their kids get to play a lot and are
progressing and having fun, they tend to go along with the program.
•
Most parents want their kids to do well because they love them.
•
Usually coaches win if they can; if they can’t, they build character. – Austin Henderson,
a character in Thomas J. Dygard’s Quarterback Walk-on.
•
Youth sports is not war, and even trying to win needs to be balanced against other goals
of participation in sports, such as having fun and learning good sportsmanship.
•
As a coach, be clear how you feel about winning.
•
Hold yourself to the standards you ask of your players.
•
Sometimes when we coach to win we do more poorly than if we come at winning
indirectly. I like to start each season with a new group of players by stressing the big
4-20
three goals: having fun, trying hard, and being good sports. When, as they sometimes do,
players ask about winning, it gives me the chance to say that the surest way to win is by
trying hard and having fun.
•
It’s common for us to play over our heads against superior opposition, because this
foreknowledge that winning is not an essential part of the experience is what brings out
our best performances… If you are not intimidated by the idea of losing… or “looking
bad,” you can simply concentrate on playing and sometimes go beyond yourself. –
Thomas Tutko and Umberto Tosi, Sports Psyching.
•
Thomas Edison was reputed to have tried more than a thousand times to invent the light
bulb before he was successful.
•
It is difficult to see how one could develop the positive character trait of persistence in
the face of adversity without the adversity. It’s hard to develop the ability to keep getting
up if you’re never knocked down. We need to value losing for the lessons it can bring us
and our players.
•
Coaches who want to make a positive difference in their players’ lives should welcome
adversity. It is when things go wrong that coaches can have the most impact. When you
have a great bunch of athletes who always win, what is there for you to add?
•
Too often our standard of success is to win at the beginning.
•
Losing restores us to balance. We coaches, whether of children or of college athletes or
of professionals, are really just quite little fellows (and fellowettes) in a wide world after
all. Losing helps us remember that.
•
The first rule of medicine, international development, and coaching kids is “Do no harm.”
•
Every coach undoubtedly wants his players to work harder on becoming better athletes.
The research on self-efficacy gives some clear direction on how coaches can encourage
their players. Here are some guidelines:
1.
Educate them about internal motivation.
2.
Encourage them to see skills as acquirable.
3.
Provide mastery experiences for key skills.
4.
Encourage personal goal-setting and charting.
5.
Focus on the do-able parts of any challenge.
6.
Encourage generous estimation of relative ability. Stark realism about one’s
own abilities is not advantage, and can even be a handicap.
7.
Desensitize them to pressure. There is an old saying that the greater part of
courage is having done something before.
8.
Be influencable. There is much evidence that it is a person’s feeling of having
little or no control over his environment, not stress itself, that permits stress to
overwhelm him.
9.
Coaches cannot make their kids into superstars. You can nurture it, but you
can’t do it. So relax and enjoy coaching.
4-21
•
People on a meshed team will help each other personally… A group of self-dedicated
soloists, on the other hand, never ceases its internal competition. – Bill Bradley, Life on
the Run.
•
Whenever a new group assembles, there is a sorting out process that it must go through
before it can become a team that works together toward a common goal. There are four
general requirements that must be satisfied in the minds of your players (and coaches for
that matter) before they can begin to work together as a team to accomplish the group
goals of playing as well as they can and winning:
1.
Acceptance: Each player must feel that she is accepted by her coaches and
teammates before she can devote anything close to 100 percent of her energies
to improving as an athlete and helping the team win.
2.
Influence: If a player has a sense that they can exert an adequate amount of
influence over what happens to them on the team, then they can throw
themselves wholeheartedly into helping the team win.
3.
Identity: Am I an important member of this team? Do I have a role that will
help the team achieve its goals?
4.
Goal matching: Each player needs to feel that he wins if the team wins.
•
Liking someone is involuntary (at least initially). Caring, on the other hand, is an act of
will. You can decide that you are going to care for someone and you can learn to do it.
You can decide that you are going to act in ways that benefit another person even if you
don’t particularly like them.
•
Avoid MVP type awards, which often backfire with 11 kids coming away feeling like the
least-valuable player and resentful of the one. Instead, try to give each child an award
that says something about the unique contribution each made to the team.
•
“Just caring about each other and wanting each other to do well.” If you can help your
players achieve that state of mind, you will have helped them become something rare and
wonderful – a true team.
•
It is only as a child’s total uniqueness that he can permit his individuality to unfold. –
Dorothy Corkille Briggs, Your Child’s Self-Esteem.
•
Two good goals: First, I want to make sure that the weaker players learn some tangible
skills by the end of the season. While I try to help all my players learn as much as I can, I
want to make especially sure with weaker players that the fundamentals are covered. My
second and most important, goal with weaker players is that, more than anyone else on
the team, I want them to have fun.
•
It will be no surprise to students of psychology that, as you began to look for positive
things about each child’s behavior every week, you begin to like them.
•
Coaches love the kid that takes coaching well. The players that hang on every word and
then try to do what we tell them are terrific. The uncoachable kid has something
important going for him. He owns his behavior. He takes responsibility for what he
learns and refuses to learn. He may not be open to lots of things that would make him a
better athlete or person, but his acceptance of responsibility can be turned to the
4-22
perceptive coach’s advantage. The key is the art of suggestion. Ask her if she is open to
a suggestion. “Anna, I noticed something in the game and I wondered if you are open to
a suggestion.”
•
Regardless of how well a parent/coach and child/athlete get along with each other, there
definitely is stress for both the child and the parent when the parent is a coach. The key
to doing a good job with your own kid is to never forget that your kid is not you.
•
There is a normal curve of behavior for each child – some days the kid will be an
absolute angel and others will be a terror. Most of the time, the behavior is somewhere in
the middle of the curve (if he is a “normal” child).
•
Don’t forget that every child is special. What makes a child special is special attention
by an important adult in that child’s life. You can be a coach that gives special attention
to all of your players, those that society has designated as special, and those that are
special because they don’t have a special category for themselves. And when you begin
to see ach of them as special, each will be!
•
Public ceremonies and rituals are the ingredients that crystallize personal commitment.
They help to bond people together and let them know that they are not alone… There is a
family feeling about celebrations. While fun, they also provide a meaningful reminder
about which key values are celebrated in the organization. – James M. Kouzes and
Barry Z. Posner, The Leadership Challenge.
•
A primary purpose of the end-of-the-season party is to recognize your players both for
the effort and progress each player made during the season. Make a point to recognize
each player individually.
•
The ideal is to create an award for each child that expresses something about their
uniqueness and the specific kinds of contributions they have made during the season.
•
Sometimes the greatest teachable moments come at the ceremony at the end of the season.
The kids are paying attention in a way that some of them haven’t all year. The parents
are there. The work is completed, for better or for worse. What you have to say, and
how you structure the event that celebrates the end of your season, can reinforce what
you’ve been trying to do all year, and it can sometimes even make points that you
weren’t able to make effectively during the season. When you have a child standing next
to you in front of an audience of his teammates and their parents, and you are talking
about him and what he has accomplished during the season, you can be sure of one thing:
he is listening to you. This is a teachable moment. Sometimes it is at a moment like this
that you can make the points that just didn’t make it through their skulls to their minds
during the season. You can also reinforce ideas with parents, who after all, aren’t’ with
you during the season when you practice day after day.
Two challenges and wishes for you in your great adventure as a coach of young people. First,
make your goal to turn every one of your players into a coach so they can pass on to others what
you are teaching them about life as well as sports. And finally, never lose sight of what it is you
would have wanted in a coach when you were young, and do everything in your power to
become the coach that you would have wanted to play for.
4-23
KIDS PLAY
I COACH
YOU CHEER
5-1
Team Volunteer List – Page 1
These positions need to be filled prior to the end of our team meeting:
Team Sponsor(s)
$
Name
Phone
$
Name
Phone
$
Name
Phone
Team Mom(s) – snack schedule/party/ph. Wrk
Name
Phone
Name
Phone
Field Helpers – early games – goals/check field for safety
Name
Phone
Name
Phone
Practice Helpers
Name
Phone
Name
Phone
Name
Phone
Name
Phone
Banner Creator(s)
Name
Phone
Name
Phone
5-2
Team Volunteer List – Page 2
Referee (U-8’s only)
Name
Phone
Name
Phone
Name
Phone
Team Photographers
Name
Phone
Name
Phone
Name
Phone
Name
Phone
Take photos early in the year! They are due approximately 1/3 into the season!
Publicist
Write a brief summary of each game for the website. Name all players equally throughout the
year, and with positive enthusiasm.
5-3
TEAM MEETING
-
Introduce yourself and your assistant coaches.
-
Kids pick team name. Write their list of choices and let them vote!
-
Set expectations of parents. Late to pick up kids, etc. Practice starts and ends on
time!
-
Set expectations of kids (to the parents).
-
Zero tolerance for negative comments to players, refs, anyone!
-
All kids play all positions EVERY game.
-
All families chip in $10.00 to make banner.
-
U-8’s need one ref volunteer from each team, each game.
-
Handouts to parents.
-
After volunteer list is filled out: hand out uniforms.
-
Write down child’s name next to uniform number.
-
Get all parent’s phone numbers, e-mail address and addresses.
-
Kids bring tennis shoes if it rains.
-
Parents always bring water for their children.
-
All children bring their own soccer ball, shoes, and shin guards!
-
No winning by more than 5 goals!
-
Tell parents what team number we are.
-
Inform parents of the “recycle” uniforms and equipment at end of season!
5-4
Team #:
Team:
Name:
Roster (list alphabetically)
Name
Jersey #
Parents’ Names
Phone Number
E-Mail Address
5-5
TEAM NAME:
Jersey #
Player’s Name
Parents’ Names
Address
Phone #
E-mail
Team Job
Snack Date
2
3
4
5
6
7
8
9
10
11
12
13
5-6
SAN CARLOS AYSO TEAM EXPECTATIONS
Players, coaches and parents need to be able to work together in order to
form a fun, cohesive and well organized team. Everyone involved must have a
clear understanding of what is expected from them, as well as v/hat they can
expect from others. San Carlos AYSO has the following expectations of the
players, coaches and parents that participate in our soccer program.
EXPECTATIONS OF THE PLAYERS:
1. Players should play for the fun of it, not just to please their parents or coach.
2. Players should arrive to practices and games on time, focused and ready to practice and play.
3. Players should never argue with or complain about the referee calls or decisions.
4. Players should always give their best effort and work equally hard for their team as for themselves.
5. Players should treat all players as they would like to be treated.
6. Players should not talk when the coach is speaking and should listen attentively.
7. Players should show respect to coaches, referees, teammates and opposing players.
8. Players should help and encourage their teammates.
9. Players should be willing and eager to learn and improve.
10. Players should show good sportsmanship at all times, regardless of whether they win or lose.
EXPECTATIONS OF THE COACHES:
1. Coaches should conduct well-organized practices, starting and finishing practices on time.
2. Coaches should be reasonable in their demands on the player's time, energy and their performance.
3. Coaches should be enthusiastic, encouraging, motivating and stress positive coaching.
4. Coaches should prepare a well thought out game plan, including player substitutions.
5. Coaches should enlist the team's parents to instill the proper attitudes and values in the players.
6. Coaches should be supportive, patient and understanding with their players.
7. Coaches should be fair with all their players, regardless of their abilities.
8. Coaches should always display good sportsmanship and never criticize the referee.
9. Coaches should stay informed about sound principles of coaching by reading books and taking clinics.
10. Coaches should ensure that their players' soccer experience is one of fun and enjoyment.
EXPECTATIONS OF THE PARENTS:
1. Parents should not force an unwilling child to participate in sports.
2. Parents should remember that their child is playing soccer for his/her enjoyment, not the parent's.
3. Parents should teach their child that playing hard and giving their best is all they expect.
4. Parents should help their child work toward skill improvement and good sportsmanship.
5. Parents should recognize the importance of coaches and referees and give them their due respect.
6. Parents should not question a referee's judgment or honesty, or complain about the referee's calls.
7. Parents should applaud good plays by players on both teams, not just their own child’s.
8. Parents should get involved with their child's team by volunteering for a team job.
9. Parents should make every effort to drop off and pick up their child on time from practices and games.
10. Parents should remember that the AYSO soccer is "for the kids".
5-7
2004 San Carlos AYSO Board of Directors
Position
Name
E-Mail
Phone
Commissioner
Raymond Merala
Commissioner Emeritus
Barbara Billings
Asst. Comm. Leagues
Brad Lewis
Registrar
Tim Gordon
Boys League Director
Dan Hoffman
Girls League Director
Rob Holden
Treasurer
Barney Mooney
Secretary
Leanne Moore
Auditor
Anna Lippi
Scheduler
Steve Lippi
Community Relations
Rod Lehr
Chief Coach
Bob Cook
Referee Administrator
Keith Hussinger
Director of Referee Instr.
Carlos De Marchena
Dir, of Ref. Assessment
Bob Miller
Open • We Need Help
U8 Parent Referee Coord.
Field Director
Will Stambaugh
Sponsor Director
Tom Paraubek
Safety Director
Marianne Camous
Purchasing Director
Tom Bedell
Purchasing intern/Asst.
Stanley Johnson
Technology Advisor
Dana Rasmussen
Picture Coordinator
Joslin Cory
Prof/College League Liaison
Alex Leibovich
Appreciation Event Coord.
Maureen Garrett
Indoor Director
Lisa Allen
Winter League
Michael Lipinski
Yearbook Coordinator
Robin Mendoza
Soccerama
U6-U10
Will Stambaugh
Soccerama/website design asst. Tim King
Child & Vol. Protect. Adv.
Greg Cattermole
Asst. Child & Vol. Protect. Adv. Bob Miller
BOYS COORDINATORS:
Under 19 & Under 16
Terry Juri
Open - We Need Help
Under 14
Under 12
Marey Rich ins
Under 12
Greg Gehlen
Under 12
Joe Wucher
Under 10
Chris McKay
Under 10
Frank Bravo
Under 8
Kelly Cabezon
Under 6
Jeannine Stambaugh
Open - We Need Help
Under 6 Assistant
GIRLS COORDINATORS:
Under 19 & Under 16
Terry Juri
Under 14
Linda Townsend
Under 12
Chuck Gillooley
Under 10
Chris Thane
[email protected]
[email protected]
[email protected], [email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Open • We Need Help
[email protected]
[email protected]
chloetown @aol .com
[email protected]
[email protected]
591-1134
593-1705
595-2599
598-9492
Under 10
Under 8
Under 6
Area Director
[email protected]
[email protected]
[email protected]
[email protected]
593-9832
598-0667
576-6659
Brad Driver
Karen Boe
Jeannine Stambaugh
Ken Rhoads
598-9617
592-5815
556-1958
591-5781
631-7969
592-5056
367-1760
892-/8514
593-5757
593-5757
591-1947
450-1120
464-1370
368-3521
593-2464
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
catthowse@aol .com
[email protected]
280-5603
592-6061
654-5516
369-3684
593-7292
637-1170
508-1571
592-4289
592-6535
594-4828
593-7480
802-9356
280 5603
594-0686
592-3850
593-2464
[email protected]
591-1134
[email protected]
595-3172
595-8574
508-9840
593-0101
508-8945
593-1779
576-6659
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Open - We Need Help
6-1
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27.
Coaching Education
New Jersey Youth Soccer. Coaching Education. F License. E License. D License. Waiver. Policies. Hosting a Course. Part of the mission of New
Jersey Youth Soccer is to provide coaching education to those involved in the game. ... a wealth of coaching education resources. The Soccer
Coaches Mail List provides ...
www.njyouthsoccer.com/coaching/coaching_schools.htm
28.
NK United
... United Soccer Club ... Soccer Sites. Choose a Link by Category: Local Soccer SitesSoccer OrganizationsProfessional Soccer. Soccer
NewsSoccer Coaching ResourcesTop (Exit) Cincinnati United Soccer ...
www.nkunited.org/links.html
29.
Compare Prices and Read Reviews on Kwik Goal Coaching Sticks 16B1041 at Epinions.com
Epinions has the best comparison shopping information on Kwik Goal Coaching Sticks 16B1041. Compare prices from across the web and read
reviews from other consumers on Kwik Goal Coaching Sticks ... View store info. Kwik Goal Soccer Coaching Sticks ...
www.epinions.com/Kwik_Goal_Coaching_Sticks_16B1041_Soccer
30.
Coaching Resources
coaching resources. recommended books for coaches. Soccer: How to Play the Game. The Official Playing and Coaching Manual of the U.S.
Soccer Federation (1999: Universe Press) ( review: "This should be on every American coach's bookshelf. ... the best book in 30 years on soccer
coaching. A dream book for soccer coaches and players, it's ...
www.greatfallssoccer.com/Files/coach_resources.html
31.
Yahoo! Directory Soccer > Coaching
... private camps and clinics. Soccer Coaching Net - information for coaches including ... information, and more. SOCCER-COACH-L Basic Coaching Manual resources, basic principles, practice ...
dir.yahoo.com/Recreation/Sports/Soccer/Coaching
32.
Coaching Resources
6-5
... Coaching Resources. PORTLAND YOUTH SOCCER ASSOCIATION COACHES MANUAL ... about PYSA, code of conducts, parent’s role, rules summary,
soccer primer for all age groups, laws of the game ...
www.pysa.net/Coaching%20Resources.htm
33.
Youth & Coaching Links
... SOCCER RESOURCES ON THE 'NET ... be made available for coaches who want to print out parts of it." Soccer Coaching Resources
( http://www.kick.com/coach) ...
www.ortho.lsumc.edu/Geo/soccer2.html
34.
Coaches: Kentucky Youth Soccer Association
The Kentucky Youth Soccer Association represents over 50,000 Kentucky soccer players. ... Coaching Resources. Available resources on this website and on
the web ... sites on the web for soccer coaches. Coaching Articles Interesting soccer articles from Kentucky and around ...
www.kysoccer.com/coaches/information/resources.html
35.
NHSA Coaching: Resources and Links
Your browser does not support script. Director of Coaching. Mark Ruest. 66 Highland St. Candia, NH 03034. [email protected] ( 603) 483-2421. Coaching
Links - NHSA Home - Director of Coaching - Course Description - Course Schedule www.soccernh.com/coaching_resources.htm
36.
Coaches: Resources (Updated: 1-27-04)
Coaching Resources & Educational Materials. Coaching Education Scholarship. April Heinrichs, Technical Director of the U.S. Women’s National Teams
Program, and Nike, Inc. ... to the US Youth Soccer Coaching Education Network: The National Director of Coaching Education and ...
www.mnyouthsoccer.org/coaches/resources.cfm
37.
Farmington Club Soccer, Coaches Page
Farmington Club Soccer. ETEAMS - TIPS, DRILLS and RULES. Coaches Corner. The only way to have a successful soccer program in Farmington is to ensure
that all coaches stay up-to-date and informed. ... There are hundreds of soccer coaching resources on the Web ... It will include links to coaching resources,
age specific practice plans, season prep sheets, and more ...
www.sol-is.com/soccer/coaches/forcoaches.htm
38.
New Soccer Coach - Tips and Ideas for Beginning Soccer Parents
Are you a new Soccer Coach? Here are some basic tips, drills, and resources to make your soccer coaching experience rewarding and fun. ... Most parents are
glad to help the soccer coach if you will specifically tell them what to do ... Let them borrow your soccer coaching resources or recommend material the
parents ...
www.soccer-for-parents.com/soccer-coach.html
39.
Coaching Resources
Mebane Youth Soccer Association. Spring 2004 Season Information. Date. Deadline/Activity. 1/24/2004. Registration Ends. 2/9/2004. Practices Begin. Reminders.
If you need registration forms, you can print them out. ... other good coaching resources on the Internet, please send me the URLs! Soccer-Coach-L Mailing List.
Soccer-Coach-L Basic Coaching Manual. Soccer-Coach-L ...
www.mebanesoccer.us/coach.html?SoccerSys_Parent=5b0f4935626db8813ff8bc...
40.
Youth Soccer
... Guide to Youth Soccer Coaching. For First Time Coaches ... specific youth soccer coaching information, please consult the sources below, under Coaching
Resources & Links (Online ...
family.knick.net/slomar/soccer.htm
41.
Soccer Coaching Manuals
... are part of the most comprehensive soccer coaching library on the internet ... by George Lasher. Soccer-Coach-L Coach's Manual. Overview. Principles.
Coaching Resources. Practical Guidelines ...
www.nasl.com/drills/manuals.htm
42.
South San Jose Youth Soccer League
non-profit organization supporting youth soccer ... San Jose Youth Soccer League. Coaching Resources. Coaching Sources and Resouces ... Fieldturf socer
surfaces. Buy Soccer Coaching books ONLINE! SPORTS HARDWEAR - industrial strength soccer ...
www.ssjysl.org/resources.html
43.
Soccer Coaching Videos & Books for Youth Soccer Leagues
6-6
Soccer instructional sports videos for youth Soccer, PAL, and Little League soccer coaches and parents. ... thorough and useful guidance on age-appropriate
soccer coaching. Using more than 200 full-color ... These valuable resources will be a complement to your soccer coaching library and are ...
www.soccercoach1.com
44.
Soccer, Football Drills, Coaching, Dribbling, Passing, Goalkeeping, Tryouts...
Soccer tips for players, coaches and parents, including ball handling skills such as passing and dribbling, drills, goalkeeping, strategy and more. ...
Soccer/Football Lessons, Drills Ball Handling, Dribbling, Passing, Heading, Shooting... Coaching ... Resource Library - US Youth Soccer. Coaching Resources
(risk management, on ...
www.knowledgehound.com/topics/soccer.htm
45.
Valley Soccer Coaching and Players
Valley Soccer Coaching and Players' Resources. FUNdamental Soccer Coaching. UKELITE <--- Back--www.valleysc.org/coaching.html
Results 1-15 of about 549 containing "ayso coaching resources"
NEXT >>
WEB PAGES - ABOUT
1.
Malibu AYSO Region 759 - Links & Resources
... matrix of all AYSO coaching courses offered, along with ... coaching resources, plus links to many other soccer-based websites. Copyright © 1996-2004 All
Rights Reserved. Malibu AYSO ...
www.malibuayso.org/_content/linkpage.asp
2.
Welcome To The Trophies2Go.com Link Directory - Coaching Resources
... Coaching Resources. Home. Please support our Link Partners by visiting them ... Coaching Newsletters Affiliate Programs Software Store AYSO Coaching
Software Complete Allsports Software ...
www.trophies2go.com/links/coachingresources.html
3.
Ojai Valley AYSO Region 147 - Links & Resources
... A detailed matrix of all AYSO coaching courses offered, along with the prerequisites and time ... Website with many excellent free coaching resources, plus
links to many other ...
www.ojaiayso.org/_content/linkpage.asp
4.
Malibu AYSO Region 759 - Coaching Page
... The following AYSO coaching-related events are all ... coaching resources, plus links to many other soccer-based websites. Copyright © 1996-2004 All
Rights Reserved. Malibu AYSO ...
www.malibuayso.org/_content/coachpage.asp
5.
Ojai Valley AYSO Region 147 - Coaching Page
... The following AYSO coaching-related events are all tentatively scheduled ... Website with many excellent free coaching resources, plus links to many other
soccer-based websites. ...
www.ojaiayso.org/_content/coachpage.asp
6.
COACHING RESOURCES
... Coaching Resources. note: any web site or product listed here is provided for informational purposes only. No official AYSO ... of other great coaching
resources, please send an email ...
www.ayso105.org/resources.htm
7.
coaching
Coaching Resources. ( updated 2/04/02) Upcoming Training. Drills and Links. Miscellany. Intermediate Coach Training. February 4, 2003. 6 to 10 pm.
Albuquerque, NM. AYSO Training Center. Field Session: February 8, 2003. 9 am to 5 pm
www.ayso-s12.org/coaching.htm
6-7
8.
Links
... AYSO Region 198 - Clearfield, Sunset, Syracuse, Clinton, West Point & Hill Air Force Base, UT ... World Cup. Coaching Resources. AYSO Coach Home Page Resources & training for coaches ...
ayso198.tripod.com/links.htm
9.
Term Papers Online - Welcome To Our Directory - Christian family
Term papers online, custom written college essays and thesis writing help. Research topics for term papers help, essay & thesis analysis from writing and
research experts! ... Coaching Resources. Main | Suggest A Site ... The Author Coaching Newsletters Affiliate Programs Software Store AYSO Coaching Software
Complete Allsports Software ...
www.mostpopular-term-papers.com/links/coachingresources.php
10.
AYSO Region 89 -- La Mesa AYSO Soccer Home Page
Event Calendar. August 2003. S. M. T. W. T. F. S. 27. 28. 29. 30. 31. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.
28. 29. 30. 31. 1. 2. 3. 4. 5. 6
www.lamesaayso.com/coaching/coaching.asp?month=8&year=2003
11.
AYSO - Region 443 - La Quinta, California
Our mission is to develop and deliver quality youth soccer programs, build positive character through participation in a fun, family environment based on the AYSO
philosophies
www.laquintasoccer.com/coaches.htm
12.
Coach Information
Leeward AYSO. Region 269. Hey Coach! Cool New Region Shirts, Sweaters and Tank Tops. Check them Out. Player Evaluation Form. Coaches! Please fill out
and return the player evaluation form. ... Drills and Coaching Resources. TRAINING. Date(s), Place and Times ...
leewardayso.org/coach.htm
13.
Untitled
... Welcome to the Home of AYSO Region 1053 Soccer ... Comics. Coaches. Coaches. Coaching Resources. Coaches Training ...
www.region1053.com
14.
AYSO Soccer Region 1112
AYSO Region 1112. Serving Cedar Rapids, Marion and the surrounding area. Schedules and information. ... Real Madrid & nbsp. Coaching Resources. Fine
Soccer. World Class Coaching. World of Soccer ... Association of America & nbsp. Referee Resources. Laws of the Game ...
www.ayso-cr.org
15.
AYSO Region 76 Beverly Hills Youth Soccer Home Page
AYSO Region 76 Beverly Hills, California provides a fun recreational youth soccer program to the children of the City of Beverly Hills and the surrounding area. ...
Official Licensee of AYSO Coaching Software. For more information, visit our coaching page or ... gathers together numerous Regional resources on coaching,
including Words of Wisdom, a ...
www.ayso76.org/index_reg.html
16.
AYSO Region 83 - Five Cities, CA - LINKS PAGE
AYSO Region 83 - Links to see ... AYSO National - American Youth Soccer Organization - Founded in 1964 in Torrance, CA, AYSO is the ... de Football
Association. Soccer Coaching Resources: Positive Coaching Alliance ...
www.5cities-ayso.com/links.htm
17.
AYSO Region 1159 - Home Page
... You can also find coaching resources, referee resources, game schedules, ... The design and content of this web site is the sole property of AYSO Region
1159. ...
www.korrnet.org/ayso1159
18.
Soccer Coaching Tips
... The role of the youth coach. Coaching resources. Watch, listen and learn ... Positions When and how to start teaching positional play. Successful coaching.
AYSO Positive Philosophy ...
www.decatursports.com/drills/soc/soccer_tips.htm
19.
AYSO Resources and other Soccer Related Sites
6-8
AYSO Resources and other Soccer Related Sites. The following sites are provided for your use and education. ... Fun stuff for kids and coaching tips for every
level ...
www.ayso112.org/aysoresources.htm
20.
AYSO Region 55 - Huntington Beach, CA - LINKS PAGE
AYSO Region 55 - Links to see ... Soccer Links. AYSO - American Youth Soccer Organization - Founded in 1964 in Torrance, CA, AYSO is the official ... Soccer
Coaching Resources (check these out - they're excellent): ...
www.ayso55.org/links.htm
21.
California Youth Soccer Association - South
Excellence in Youth Soccer
www.calsouth.com/coaching.htm
22.
CASA Coach's Corner
... Resources. The links below lead to some neat coaching resources for coaches and kids ... American Youth Soccer Association AYSO is another national
organization promoting youth soccer ...
www.capsoccer.org/coachs.htm
23.
VI AYSO Coaches Links Page
... Coaches Links: Coaching Resources www.worldclasscoaching.com. Coaching Soccer www.coachingsoccer.net ... Soccer-Coach-L Coaching Manual
http://www.ucs ...
www.ayso1383.org/coaches.htm
24.
Region 275 Coaching Information
Region 275 Coaching Information. Region 275 coaching information and resources: Check Current Referee Assignment Status. Download a Letter from the
AYSO Safety Director - Welcome (6k PDF) - added 9/20/99
www.korrnet.org/ayso275/coaching.htm
25.
Youth Soccer
Guide to Youth Soccer Coaching. For First Time Coaches. About this Webpage. ... please consult the sources below, under Coaching Resources & Links
(Online and/or Print Resources ... different philosophy behind youth soccer; AYSO membership is not as large as ...
family.knick.net/slomar/soccer.htm
26.
Contacts
... The Monroe AYSO is an entirely volunteer organization dedicated to spreading the love of soccer and the positive ... Contact Jim for information on Coaching
resources. Coaching Director ...
www.monroeayso.org/monroe_ayso_soccer_contacts.htm
27.
region 127
... Here you can receive information on AYSO coaching, reffing and administration ... Beverly Hills) has a lot of good resources for coaches.
http://www.soccer.org/about/regions/socal.html ...
www.sanmarcosayso.org/links.htm
28.
Palo Alto AYSO Youth Clinic
... Open Registration. Positive Coaching. Good Sportsmanship ... Coaching Resources. Region Chief Coach. Books & Videos. Graduation / Course Evaluation.
Last updated 6 September 97. Palo Alto AYSO ...
www.ayso26.org/coach/youth.html
29.
Hawks Soccer Club - Girls Traveling Soccer
The following listing represents various sites that may be of interest to our visitors. ... American Youth Soccer Organization (AYSO) AYSO Region 210. United
States Soccer Federation (USSF ... Coaching Resources. The Laws of the Game from FIFA ...
www.hawkssoccerclub.com/links.htm
30.
Coaches Page
Monroe, Connecticut AYSO. Coaches. " Planning a training session" ProExcel Camp. Forms available online. Susan Shea. Checkout these suggested stretching
exercises. Coaching Resources ... Coaching Resources. Mo' touches, mo' better! Take a look at the "Short-sided" info at the AYSO national site ...
www.monroeayso.org/CoachesHome.htm
6-9
31.
Positive Coaching Alliance
... Certification. Resources. Events. Keynote Speeches ... balanced teams with open registration, positive coaching and good sportsmanship. AYSO has grown
from nine teams in Los ...
www.positivecoach.org/arDisplay.aspx?SecID=131&ID=142
32.
Section 2 Training
... Instructed in at least three AYSO Coaching Courses following the completion of Intermediate (G4) Coach ... to Amernet for providing the resources and space
necessary for this page ...
www.skyhighinteractive.com/Section2/training.asp
33.
Coach/Player Development Info
... Development Director coordinates all Coaching development resources to provide opportunities for coaches ... Regional and National Diplomas. AYSO
Coaching Licenses - details about U6, U8 ...
www.nasl.com/coachinfo.htm
34.
Links
... Visit Pleasant Hill Martinez Soccer Association AYSO Region 281 ... Click here to visit WorldClassCoaching.com - "coaching resources for the World's most
innovative soccer coaches ...
www.concordayso.org/OtherLinksHome.htm
35.
Coaches and Referees
... techniques and tactics and the critical AYSO coaching philosophy. It draws from a diverse ... coach, offering the best planning resources for organizing
worthwhile practice sessions for ...
www.ayso41.org/hndbk/coach.htm
36.
San Mateo AYSO Region 36
... Welcome to San Mateo AYSO. Calendar. Season, Events, Clinics, Tournaments ... Standings, Field locations. Coaching. Coach's manuals and resource links.
Referees. Resources, Schedules, Quizzes ...
www.aysosm.org
37.
CoachPage
... A page gathering together resources for coaches. ... Official Licensee of AYSO Coaching Software. CoachPal is software to help manage your team and do
line-ups that comply ...
www.ayso76.org/coach.html
38.
AYSO National Policy Statements
... All persons assisting with training and coaching of AYSO teams must be registered prior to engaging in ... because it may diminish volunteer resources to be
expended on regular season ...
www.deerfieldayso.org/ayso_national_policy_statements.htm
39.
AYSO Region 42 Soccer
... a Referee. Clinics. Schedules. Referee Resources ... coaching clinic outside Region 42 please let your division director know after completion to ensure you
receive full credit. 2004 AYSO ...
www.aysoregion42.org
40.
*** FAQ of [email protected] ***
WELCOME to AYSO-L !!! Air Your Soccer Opinions - List. NOTE 1: All list members should BOOKMARK & SAVE this FAQ for Future reference. Click on the
Above to... BOOKMARK!!! ... administrative, coaching, and referee techniques among the. AYSO soccer mindset. ... Area, Hey_Coach, Humor, Management,
Hey_Ref, Regional, Resources, Section, Talk, Tournaments, WinAYSO ...
www.ayso-l.org/ayso-l_faq.htm
41.
Balancing Out Blowouts
[PDF/Adobe Acrobat]
6-10
... Coach!Congratulations on accepting the privileges and responsibilities of coaching an AYSO team thisseason ... and how best to utilize your coaching
resources. Balancing out a blowout ...
www.ayso2j.org/Blowouts.pdf
42.
Physical Education
Search for educational information and links in over 50 categories. ... AYSO Online. The American Youth Soccer Organization offers ... Information on training and
coaching.... and much, much ... indispensable collection of Olympic resources," this site is nicely ...
www.educationindex.com/physed
43.
AYSO - The American Youth Soccer Organization
... Educational resources. Centralized accounting and registration functions ... Positive Coaching Alliance to Participate in AYSO Section Meetings ...
www.soccer.org/about/faq.html
44.
region 669 south haven ayso - referees AYSO Region 669 Referees. Resources. Referee Programs & Courses > Referee. Regional Referee. Area Referee. Section Referee. National 2. National 1.
Referee Training Calendar. Coach Programs ... AYSO Region 669 Referees. Resources. Everyone Plays ·. Balanced Teams ·. Open Registration ·. Positive
Coaching ... you can become an AYSO certified referee, please contact your local ...
www.geocities.com/Colosseum/Stadium/4332/refpage.htm
45.
AYSO Region 1 - Information for Coaches
... The goal of the AYSO Region 1 Coaching program is to provide a safe, fun, educational environment for ... some links to online drill resources that we hope
you'll find useful ...
www.ayso1.org/coaches.shtml
6-11
2003 Coach Evaluation Report Results:
-
over 200 returned
-
95% positive comments
many – “my child’s best experience ever!”
-
Negative comments were:
1)
Coach was unorganized. Didn’t get information to parents.
2)
Great person but didn’t have coaching skills, or knowledge of soccer.
3)
Only cared about their own kid.
Fact: 65% of coaches are harder on their own child. Be careful of the ride home.
Let them “move on”…
4)
Didn’t let kids pick the team name.
Keep yearbook? YES 2 to 1
7-1
-
Coaching is a never-ending process.
No slipping through the cracks!
-
Much of our coaching is “boilerplate” – Yelling, drilling, laughing. Make a goal to speak
alone to every child on your team, at least twice! Say something specific to them to help
their self-esteem, twice per week!
It’s not just “little Johnny” – it’s Mary and Mike’s everything!
We teach our kids that it’s ok to make mistakes. It’s part of being creative and learning. We need to
offer that to ourselves, as coaches, but with a heavy weight on “learn from it”. We need to be able to
change, to adapt.
We need to adjust from our normal ways of dealing with our own child, to include ways that make each
child feel that they are having fun, in a positive atmosphere.
Make every effort to increase a child’s self-esteem!
7-2
San Carlos AYSO
2003 Parent Feedback - Please give us ten minutes and your feedback
The AYSO Board of Directors wishes to "Thank-you!" for your involvement in this youth soccer program. The
ongoing success of our program is due, in no small measure, to the consistent and generous support from you, the
parents of our young players. Once again, as the 2004 season comes to an end, we would like to express our
appreciation to you. We also ask for a few moments of your time as we evaluate the success of our AYSO
program and coaches. We'd appreciate your response in the next week or so.
San Carlos AYSO recognizes that quality coaching is central to a positive youth sport experience and that the
coach is a role model for the players. We are dedicated to developing a high level of positive coaching
competence. In addition to effectively teaching the fundamentals of soccer, AYSO coaches strive to help
players acquire the positive character traits and enhanced self esteem that players can implement off the
playing field. In this regard, and with your feedback, we hope to acknowledge those coaches who are
successfully implementing the "AYSO Coaching Philosophy" and to help and support those coaches that are
struggling to get there. Thank you for your time and thoughts on this.
Team name: _____________________________________
Gender/Age: ___________
(e.g. Boys/Under 10)
Head Coach:_____________________________________
Assistant Coach:
This coach:
Second Assistant:
Head Coach
Assistant Coach
Second Assistant
(1 = Strongly disagree, 7=Strongly agree)
Fostered a fun, fair, safe environment 1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Used positive reinforcement
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Emphasized effort, trying one's best
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Emphasized accomplishments,
rather than mistakes
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Taught players to bounce back
after making mistakes
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Recognized and rewarded effort,
not just results
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Gave truthful and warranted
feedback to players
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Made the season fun for my child
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Treated all players respectfully
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Treated opponents respectfully
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
7-3
Head Coach
Assistant Coach
Second Assistant
Showed respect for officials
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Obeyed rules, in spirit and practice
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Remained positive, even when
things were not going well
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Promoted good sportsmanship
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Communicated effectively and
1 2 3 4 5 6 7
managed my expectations as a parent
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Encouraged players of all levels
of ability
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Put players first, winning
games second
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Was well organized at practices
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Was well organized at games
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Knows soccer skills and tactics
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
I would recommend this coach
to other families and players
Yes
No
Yes
No
Yes
No
Players on this team
Gave maximum effort
1 2 3 4 5 6 7
Continued to learn and improve
1 2 3 4 5 6 7
Didn’t let mistakes or fear of
mistakes hamper their effort
1 2 3 4 5 6 7
Had fun
1 2 3 4 5 6 7
Learned soccer
1 2 3 4 5 6 7
Please add any further comments/feedback regarding the strengths and weaknesses of your head and/or
assistant coaches.
7-4
Most positive aspect of your child’s AYSO experience?
The yearbook costs us about $8.00 per player to produce – shall we continue with the yearbook?
Any recommendations to improve the quality of the AYSO program?
Additional Comments
Please mail completed form to:
San Carlos AYSO
Attn: Chief Coaches
P.O. Box 1462
San Carlos, CA 94070
7-5
GENERAL RULES FOR ALL FIELDS (revised 8/2004)
(handout for all coaches)
1. Safety: Always supervise the movement, installation, and take-down of the goals to prevent
injuries and damage. Never let anyone climb or do pull-ops on the crossbars. Never allow the large
goals to slam to the ground. It works best if four or more adults move the full-size goals. Start with the
crossbar on the ground and then lift and move the goals. Metal goal stakes must be installed during all
games and practices. Keep the equipment box lid down whenever possible and keep the box locked during
games. We play in wet and rainy weather unless there is thunder/lightning, the field is dangerous to players
or the field is likely to be damaged.
2. City Policies: Never allow balls to be kicked against fences, violate City "closed field" signs, or place
goals in the game position during practices. During practice move the goals approximately six yards
forward or backwards, or to the side of the field.
3. Nets/Goals: At the start of the season most of the nets on the full size goals will be left attached to
the goals with heavy plastic straps. Leave the nets on these goals unless advised otherwise. During
games the large goals are placed on the goal line an equal distance from the edge of the goal area lines. The
back edge of the goal posts will be lined up with the back of the goal line (especially important for the goals
with narrow goal posts at Stadium and the U10 fields). In a goal scoring opportunity this makes it easier
for the assistant referee to see if a ball completely crosses the goal line on the ground or in the air. Make
sure the metal goal stakes are in place for all games and practices and use 4 to 6 plastic stakes to secure the
nets for games.
4. Keys: Make sure you bring the key (#A272) for the boxes and for the locks that secure the goals to
the fences, especially if you have the first or last game. The paint box has a separate key which is
restricted. Some locks are hard to close without the key. Push the locks inward to lock the equipment
boxes.
5. Equipment: Parents must start setting up the goals and flags 30 minutes before the first game. AYSO
games may be shortened by the referee so that the next team can start on time. Both teams are responsible
for setting up and taking down the equipment, but if you are playing an out of town team you might have to
do everything. Show good sportsmanship by helping with these duties when playing in other cities. Flags at
the corners are mandatory. Flags at midfield are optional, but help the players and referees with offside. The
midfield flags are placed one yard off of the field. If there is more than an one hour break between
games the flags need to be locked up. Do not use the flags for goals during practice. The shovel is for
minor field repairs and clean-up, but never put sand on the field. If really necessary use some dirt from the
side of the field to make repairs. Coaches are responsible for game day field, goal, net, etc. repairs.
6. General: Both teams must check for litter after EACH game and it would be greatly appreciated if
the parents from the last game of each day make a special effort to ensure that the area is litter free. Please do
not violate Park or School rules. If we put locks on Port-a-potties at Headier and Tierra Linda, use your
AYSO key to open and secure them. Volunteers lining the field have priority during your practice.
The paint is usually dry in about a minute.
7. Contact numbers: City Field Hotline: 594-2626. AYSO recording: 595-0642. Police/Fire from cell
phone: 592-2222. Advise your Division Coordinator of any field or equipment problems.
8-1
The No’s
1.
No jewelry, including watches, and any and all earrings, chains, bracelets,
barrettes, etc.
2.
No team uniforms are to be worn to practice.
3.
No bike pants or sweatpants are allowed to be worn underneath game
shorts.
4.
No shoes with sharp spikes or toe cleats are allowed.
5.
No sweatshirts or sweaters are allowed to be worn over uniforms during
game.
6.
No player soccer balls need to be brought to games.
7.
Players are not allowed to chew gum or eat food while participating in
games or practices.
8.
No casts or splints during practices and games.
9.
Nothing shall be added to uniforms, such as player, team, or sponsor’s
name.
8-2
Emergency Medical Treatment of
Dehydration, Concussions and Nose
Bleeds
DEHYDRATION
1. Heat Exhaustion.
The body is overheated and needs fluids. Not life threatening.
Signs and symptoms: Pale in color, hot sweaty skin, nauseated, elevated pulse,
elevated blood pressure, may have a headache. (The headache is caused by the
body compensating for the lack of fluids. More specifically, cerebral spinal
fluid is drawn out of the spinal canal having a direct effect on the brain stem.)
Treatment:
Cool the patient by resting them in the shade, fans, wet towels,
plenty of water or Gatorade type drinks. No Coke.
Prevention: Drink water starting the day prior to the event and continue until
the game is over. Drink Gatorade or a similar product and/or water. Do not
drink Coke or other caffeine products because the caffeine makes the person want
to urinate.
2. Heatstroke.
The body has lost its ability to cool itself. The brain is now affected and is not
sending the message to the skin to sweat. This condition can be life threatening.
Signs and symptoms: Red skin, very hot to the touch, patient cannot sweat even
when overheated, diminished level of consciousness, low blood pressure, elevated
pulse rate.
Treatment: Rapid cooling. Use shade along with fluids, wet towels, ice. Ice packs
should be placed in areas of massive blood flow such as the groin area and the arm
pits to cool the blood as it flows by. THIS IS A TRUE EMERGENCY CALL 911.
This patient need intravenous fluid replacement in an emergency room.
Prevention: Drink water starting the day prior to the event and continue until
the game is over. Drink Gatorade or a similar product and/or water. Do not
drink Coke or other caffeine products because the caffeine makes the person want
to urinate.
8-3
Injuries in Youth Soccer
-How many play soccer in the U.S.?
-12-18 million, 3 million in youth soccer/high school.
-How many injuries?
-approximately 150,000 annually
-85% = up to 23 y/o, 45% < 15 y/o
-non-fatal injuries: 2.6 - 5.2% of
players/season
-injury rate: 0.6 - 19.1/1000 playerhours
-male: female ratio = 1:2 overall
-indoor: outdoor rate = 6:1
-Factors
-outdoor: player-to-player contact = 43 - 61% of total injuries reported
*48% occurred during tackling
-age: higher injury rate in older (male or female), lowest = 9-13 y/o girls
-higher rates if relatively poor muscular strength
-goalposts: during play and when not in use
-Types
-contusion/bruise = #1 -fractures uncommon,
3-9% of injuries -lower extremity = 61-81%
of all injuries -ankle, knee, foot, hip, thigh,
groin -upper extremity = 2.3-7.7% of total
injuries
-hand, shoulder
-head/facial = 5-22% of total injuries, 20% = concussions
-dangers of heading the ball?
-protect your player's
brain
-research studies
-eye injuries: polycarbonate sports goggles?
-mouth/face injuries: 2nd only to basketball. Use mouthguard?
8-4
References
1. American Academy of Pediatrics. Committee on Sports Medicine and Fitness. Injuries in youth
soccer: a subject review. Pediatrics. 2000; 105: 659-61.
2. Safety: Goal Safety. American Youth Soccer Organization website, www.soccer.org.
3. Safety: Heading the ball. Ouellette, J. American Youth Soccer Organization website,
www.soccer.org.
8-5
Responding to an injured player
“First, Do No Harm”
***CALL for HELP: 592-2222 or 911 when there is any doubt.
Don’t try to be a hero.
Take a CPR/First Aid class.
First Step
-
Did you see what happened?
-
Don’t touch the player.
-
Ask: “Are you OK?”, “Where does it hurt?”, “Can you move your leg/arm?”
Second Step
-
Decide how serious the injury is.
-
If any loss of consciousness or decreased alertness → DO NOT RETURN TO PLAY.
Call for emergency help!!!
-
If bleeding:
-
-
wear gloves
apply direct pressure with bandage or clean cloth for 5 minutes.
if minor, clean the wound and apply bandage.
if more serious or any facial lacerations, send to the Emergency Dept. for
treatment.
For joint problems (ankle, knee, wrist, etc.):
-
if swelling and severe pain: DO NOT RETURN TO PLAY. Needs medical
follow-up.
if dislocated: DO NOT ATTEMPT TO MOVE THE JOINT. Call for
emergency help.
if contusion, determine severity of pain.
- Don’t try to have the player “walk off the sprain.”
- “RICE”:
R = Rest
I = Ice
C= Compression (only if you know how)
E= Elevation (keep injured part of body above level of the heart)
8-6
First Aid Kit – What I Carry
*** Ice & Zip-Loc bags
-
-
San Carlos Emergency Services phone # (650) 592-2222
Player registration forms
Pen & paper
Latex/non-latex gloves (always wear when you might touch blood or bodily fluids)
Alcohol wipes (to cleanse cut)
Iodine/swabs (rinse off before applying bandage)
Hydrogen peroxide (rinse off before applying bandage)
Saline (to cleanse wound or flush an eye)
Bandages (assorted sizes)
Tape
Tongue depressors
Ointments (cortisone, antibiotic)
Nail clippers
Orthopedic scissors
Safety pins
Medications
- Tylenol, Motrin
- Aspirin (not for children)
- Epi-pens (for emergency allergic reactions)
Bleach
8-7
FACT
•
•
20 million people play soccer in this country and about 3 million are in youth and
high school programs. Of the injuries that occur, 45 % are in participants under the
age of 15.
It appears that lesser skill and lesser emphasis on appropriate conditioning and
stretching are at least partly to blame.
QUOTE
"To work with the developing mind and body of individuals, all youth soccer
competitions and training programs must respect the laws of nature and take into account
the actual mental and physical condition of their young participants." Horst Wein
OBJECTIVE
The focus of this presentation will be on the appropriate stretching, training, strength and
conditioning, and nutrition for the young soccer player.
8-8
- STRETCHING
•
•
Being properly stretched will affect how a player moves in the game. Because skills
such as lateral speed, acceleration, and change of direction require a lot of range
of motion, increasing flexibility will increase the player's potential for gains in
each area.
In order to achieve the greatest benefits from stretching, it is best to do a 5 to 10
minute warm-up. Muscles and joints will perform better when warm and stretched
and will also help in reducing injuries. Warming up can entail doing gentle running
drills or doing a few laps around the soccer field.
Stretching should include a static and dynamic component. Static stretching means
holding a stretch for 20-30 seconds without bouncing or using too much force.
The major muscle groups that should be stretched are:
♦
♦
♦
♦
Neck
Shoulders
Back
Groin
♦ Quads
♦ Hips
♦ Hamstrings
♦ Calves
Dynamic stretching involves taking the body through the movements that it would during
the activity. For soccer this would include doing movements such as forward runs and
backward runs, side steps, and cross-overs.
- TRAINING
Training of the youth soccer player should include:
• Speed
• Agility
• Skill
• Endurance
8-9
TRAINING: Speed
Speed is an essential component of most sports. For soccer speed is seen as:
1. The ability to accelerate quickly
2. The ability to react quickly to situations
3. Being able to twist, turn, and change direction quickly
4. The ability to produce bursts of fast running throughout the game
5. The ability to read a situation and anticipate
6. The ability to move the ball and use the ball with speed
The first five elements can be done with specific drills and the last is specific to soccer
training with the ball. It is good to simulate these elements in practice so that the youth
soccer player can respond well in a real game situation.
Players must be fully warmed up before doing speed training, and should be done at the
start of practice when players are fresh. It is also important that good form and technique
is used and that players are given adequate rest periods.
Some specific drills that can be done to improve speed are:
•
Having players sprint when given a command
•
20-30 meter forward, backward, side to side, and diagonal sprints
•
Using speed ladders
TRAINING: Agility
A good soccer player must always win the battle of balance and body control. Therefore
drills to improve agility can definitely benefit the youth soccer player.
Using a speed ladder is a great way to work on agility. Different activities that can be
done with the ladder are:
•
Sprinting through the ladder: one step in each box, or two steps in each box
•
Starting out the ladder, then one foot at a time into the ladder, and out the other side
of the ladder progressing through the ladder
•
Jumping forward into the ladder, then jumping backwards and two forward jumps
until the entire ladder is crossed.
Many other drills for agility can be done with cones.
•
Sprinting in and out cones set up in a line about 3 to 5 yards apart
With three cones set up in a big triangle: Start at the top of the triangle, sprint to a
corner and stop, run backwards to the other corner, and sprint back to the top.
8-10
TRAINING: Skill
Being skillful in soccer also means being able to handle, control, and move the ball with a
purpose. Techniques such as dribbling, ball control, passing, shooting, heading, and
defending should be practiced.
There are many ways in which these skills can be practiced with a little creativity. An
example is the "circle control drill" the player in the center is coached to receive passes,
then quickly pass the ball back to players on the outside of a circle.
For many other creative drills, check out these sites:
•
•
•
www.soccerclub.com/training/drills/default.assp
www.howtoplay.com
www.flashdrills.com
TRAINING: Endurance
A soccer player needs to be able to carry out short bursts of effort, but also needs the
ability to hold close to a maximum speed for as long as possible and be able to handle
running back and forth across the soccer field throughout a game. Training for this requires
interval training with high intensity and a set rest period.
A 2001 study looked at the effects of aerobic interval training on performance of junior
soccer players during a soccer match. The findings showed that enhanced aerobic
endurance improved soccer performance by increasing the distance covered, increased the
work intensity, and increased the number of sprints and involvement with the ball during a
match.
Suicide runs
• Set up about 3 or 4 cones about 10 yards apart.
• Each player runs to the first cone and back to the starting line
•
Then each player runs to the second cone and back to the starting line and so forth to the
last cone
• Repeat as needed
Indian runs:
•
Players line up one behind another and stay lined up as they am around the soccer
field
•
The player at the end of the line sprints to the front of the l i n e and so on
8-11
- STRENGTH AND CONDITIONING
•
•
•
It is important that the youth soccer player is strengthened and conditioned properly.
Training can be a positive aspect of practice that will help prevent injury
Additionally, weight training is ideal for gaining strength. With close supervision
and the use of proper technique weight training can be started at an earlier age.
Push ups, sit ups, pull ups, squats, lunges, upper and lower body strengthening with
thera-tubing should be done 3-4x/week for 20-40 reps each.
Another way for the youth soccer player to gain more leg strength as well as speed is to
work on sprint drills These can be done over a 20-30 meter distance with a slow jog or
walk back.
Some examples of drills are as follows:
•
Bum kicks
•
High knees
•
Skips for height
•
Skips for length
•
Bounds for length (players 13+)
•
Hops for length (players 13+)
STRENGTH AND CONDITIONING: Plyometrics (see additional handout)
•
•
•
•
•
•
•
Plyometric training is an excellent way to improve strength and conditioning in
young athletes. Plyometric exercises enhance power used during a specific athletic
activity like kicking a soccer ball or exploding (running) to a space on the field.
Plyometrics is the use of certain exercises, normally jumping, leaping, hopping, and
bounding without weights, in a specific fashion, in order to maximize an athlete's
speed and strength.
The training emphasizes quick reactions in a strong burst of muscle force.
Before any plyometric drill is started, it is important for the athlete to already be
warmed up and should not have any leg or knee injury.
These are explosive exercises during which a coach must closely monitor the
athletes.
No more than two sessions per week of plyometric training should be performed.
Plyometrics work so long as the jumping, leaping, hopping, and bounding are done
with a specific purpose in mind and are strictly controlled by the coach.
Other ideas for conditioning for the youth athlete are:
•
Short hill runs
•
Stair running
8-12
NUTRITION
Nutrition can definitely have an effect on the youth soccer player s performance. A meal
containing carbohydrates that are easy to digest should be eaten ! -2 hours before a match
and snacks can be eaten up until the match starts. Foods containing significant amounts
of protein will take a bit longer to digest. The main purpose of a pre-match meal is to top
up your glycogen stores.
It is also important to drink lots of water as well, especially when a match is to be played
in hot weather so that player's are hydrated. Also, most “sports drinks” come with
carbohydrates, electrolytes and important vitamins like C and E that may help in early
tissue recovery.
Some examples of meals that can be eaten as a pre-match meal are:
• Breakfast cereal with skim milk and fruit, toast and juice
• Muffins, fruit and yogurt
•
Pancakes, syrup and fruit
•
Baked potato with low fat filling and juice
•
Pasta with low fat sauce, and juice
•
Liquid meal, fruit smoothie, etc.
•
Fruit salad
•
Donuts?
CONCLUSION
These are just a few ideas for training a youth soccer player. There are many books,
videos, articles, and internet sites that can also be helpful for coaches training young
soccer players. With general education to coaches and players, many injuries can be
prevented, and soccer can continue to be a safe and fun sport.
8-13
REFERENCES
Helgerud, Jan; Engen, Lars Christian; Wisloff, Ulrik; Hoff, Jan. Medicine and Science in Sports and
Exercise. Aerobic endurance training improves soccer performance. Volume 33(11): pp 1925-1931.
November 2001.
Wein, Horst. Developing the Youth Soccer Player. Champaign: Human Kinetics, 2000. Youth soccer
training techniques and exercises, www.turboathletics.com
Injury prevention in the youth soccer player, www. Youth Soccer Injury Prevention, Treatment,
and Conditioning.htm
Plyometrics for strength and conditioning. www.ThePitch.org US Soccer
Foundation www.howtoplay.com
8-14
Stretching
Stretching exercises from Stretching by Bob Anderson, illustrated by Jean Anderson Shelter
Publications, 1980
Before and after soccer; exercises take approximately 10 minutes. For full explanations of
each stretch consult the book.
8-15
25-30 seconds
10 seconds to each side.
8-16
MEDICAL RELEASE FORMS HERE
Do not hold practice or play a game without them!
8-17

San Carlos AYSO

Transcription

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