New York State West 2009 Coaches Handbook

Transcription

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2009 NYSWYSA Coaches Handbook
A Message From NYSWYSA
Director of Coaching Glen Buckley
Welcome to this new issue of our ever-popular Coaches Handbook. I
hope you find the information helpful and informative. A concerted effort
has been made this year to make the New York State West Youth Soccer
Association Coaches’ Handbook a true “coaches” handbook, and thus
much of the administrative content found
in previous handbooks has been eliminated.
However,
important
administrative
information — including contact information
for the various individuals serving you
on behalf of New York West, along with a
section on the benefits of being a member
of NYSWYSA — have been included, as
these are elements we feel are important
for
fo all coaches to be aware of.
The last year has been a lot of fun within
STATE DIR. OF COACHING
our
o coaching department. My four assistant
GLEN BUCKLEY
Directors
of Coaching and I have been in
D
great
demand across the state. The program,
g
whilst still in its infancy, was popular with many organizations that sought
our help and involvement. Whether State-hosted special topics courses or
education courses, the support and attendance was yet again encouraging.
We will continue to host these popular events across the state throughout
the year.
The individual club, league or team programs we worked on began to
increase as the year unfolded. We would like to hear from more of you who
would like us to come and work with your teams or coaches for a one-time
session or over a period of time. We are highly flexible and will do anything
within our means and time restraints to accommodate your wishes. To give
you an idea of areas in which you can call on us for help, here are just a few
of the ways in which that the ADOCs and I have assisted clubs over the
past year:
• Implemented club sessions for coaches, along with team sessions for each age group
and gender in a club over a negotiated period of time
• Assisted at club tryouts
• Held parent education sessions
• Helped restructure many organizations’ development or recreational programs to a more
“player-development” inclusion model through the small-sided game process.
• Attended many club board meetings to lend our advice to those looking for change
• Held YM, Intermediate and “E” courses for individual or neighboring club coaches. You
only need 15 coaches to make these education courses happen. I encourage you to talk
to your closest club or organization to work closer together to make these important
courses happen.
In May, we hosted a US Soccer National “C” License at the Chiropractic
College in Seneca Falls. We had 42 candidates from 11 different states stay
with us for the 10-day residential course. The course was a huge success,
so much so that we are being allowed [awaiting final confirmation] to
host another course in May of ’09, details of which will be posted on the
nyswysa.org website as soon as possible. This gives coaches in our state
who wish to obtain the “C” license a great opportunity to do so without the
added expense of the travel to far-off places.
This year’s State Cup was the best I have seen — especially the U12
competition. The venue was perfect, with the field sizes for this age group
relevant to the physical, technical and tactical ability of the players. I saw
the best goal of the competition [in all age groups] that would not have
taken place on a larger field with this age group. It was a three-pass goal
2
— one pass from midfield to the outside left, who one-touched the ball
forward and, with the second, crossed a ball to the back post for a header
into the net. The crosser had to have a good touch and cross quickly, as
pressure was imminent. The cross reached an area that, on a larger field,
would not have enabled the one-touch finish. All in all, the U12 competition
was great. The U13s also provided me with some positive feelings about
the development of our younger players. We still have a ways to go, but all
in all, I left the State Cup feeling positive about our future.
The Olympic Development program continues to be competitive within
our region. Both our youngest age groups, the ‘95s [Boys and Girls], won
their respective groups at the Regional Tournament. The ‘92 Boys reached
the final of the tournament, only to finish second-best. The ODP Academy
was opened up to players in younger age groups. We invited players born in
‘96 and ‘97 to attend the sessions in Cortland, Buffalo and Rochester. I am
delighted with the response, as over 200 players took part.
On a personal note, I had another visit to a small town in South Dakota
recently that set me thinking and, quite honestly, left me feeling envious.
The town is steeped in basketball and football, and it has a recreational
soccer association that is only one year old. I was pre-warned not to expect
much, as the coaches were brand new to the game, would be wearing
corn-seed hats and be carrying a clipboard with the customary whistle
on a lanyard around their neck. They forgot to mention two other things
the coaches would be wearing — both rather funny to the eye, yet to the
soccer purist, definite no-nos. One donned his best Wrangler jeans tucked
into socks with the biggest basketball boots I have ever seen in my life.
Another wore his best Sunday church gear [tie and all], with pants also
tucked into his best Sunday Brogues that, with the dampness of the grass,
had no traction whatsoever. You would have thought this coach would have
had the good sense to stand still, but instead he ran around kicking every
ball with the kids — of course, following every swipe and miss, he ended
up on his backside! You had to be there to really appreciate it, I suppose.
Anyway, the reason for my envy was the facility, which was probably the
best outdoor facility I have ever seen. Fields for as far as the eye could see,
in all sizes, clearly marked out with the correct markings and appropriatesize goals. The grass was cut to a length that allowed the ball to roll, and the
conditions made you feel like treading carefully for fear of leaving a footprint
in the pool table-like surface.
Now, I know that there is a perception that there is not a lot in South
Dakota, but the one thing they do have is space. The point is, how well they
have used it. There are only 400 children in the local soccer association,
but organizers put the plan in place to build the facility before the club was
even in business. A group of individuals raised money in all kinds of “girl
scout cookie” ways just a few years previous and raised enough from local
authorities and businesses to complete the project.
What I, or what you, would not give for such a facility in our state! The
task of finding indoor or outdoor venues to host ODP or Coach Education
courses is becoming harder each year. I know that goes for you, too. The
fact that this “backwoods” area, in soccer terms, could do such a thing was
truly incredible. I left inspired to come back here and begin the process for
ourselves. If you have interest in this type of project or have a few million
dollars you don’t know what to do with, please feel free to contact me.
Seriously, I do believe that it is time for us to come together and at least
discuss a project.
As always I am at your service and am proud to represent you in my
role as the State Director of Coaching. The invitation to contact me or my
Associate DOCs is always open, and we look forward to hearing from you.
Have a great New Soccer Year!
www.nyswysa.org
CONTENTS
SECTION I
A Message from NYSWYSA Coaching Director Glen Buckley .....................................................................................2
Mission Statement ......................................................................................................................................................4
State Office Staff .........................................................................................................................................................4
Board of Directors and Staff ........................................................................................................................................5
Benefits of Being a NYSWYSA Member .....................................................................................................................6
ODP Age Matrix ...........................................................................................................................................................9
What Is Recreational Soccer? .................................................................................................................................... 12
Best Practices For Coaching Soccer In The U.S. ........................................................................................................ 13
Remembering The Purpose Of Youth Sports ............................................................................................................. 14
Why Small-Sided Games? ......................................................................................................................................... 15
We Have To Do More For Our Referees .................................................................................................................... 15
U6 Lesson Plan: Individual Activities ......................................................................................................................... 16
U8 Lesson Plan: Pairs Activities ................................................................................................................................. 18
U10 Lesson Plan: Receiving Lofted Balls ...................................................................................................................20
U12 Lesson Plan: Penetration ....................................................................................................................................22
Three-Team Transition Game .....................................................................................................................................23
U12 Lesson Plan: Spatial Awareness .........................................................................................................................24
U14 Lesson Plan: Flank Play & Finishing ...................................................................................................................26
U15 Lesson Plan: Finding & Combining With Strikers ...............................................................................................28
U16 Lesson Plan: Vision Support ...............................................................................................................................30
U17 Lesson Plan: Combining .....................................................................................................................................32
U18 Lesson Plan: Heading For Attack ........................................................................................................................34
U19 Lesson Plan: Incorporating The Goalkeeper Into The Attack ...............................................................................36
Game To Four Goals ...................................................................................................................................................38
Six-Goal Game ...........................................................................................................................................................39
5v5 With Targets ........................................................................................................................................................40
Coaching Teenage American Players .........................................................................................................................41
Slide Tackling ..............................................................................................................................................................43
Junior Goalkeeper Ball ...............................................................................................................................................44
Why They Stop ...........................................................................................................................................................45
Beware Of Tournamentitis .........................................................................................................................................47
e a e t Contract
Co t act ...............................................................................................................................................48
Player-Parent
nyswysa.org
ALL THE LATEST NEWS AND INFO
A
NYSWYSA 2009 COACHES HANDBOOK published by Varsity Communications, Inc.
N
www.varsitycommunications.com • (206) 367-2420
www.nyswysa.org
3
State Office Staff
Operations Manager
Risk Management Director
Registration
Roster Pro
Tournaments and Publications
Dan Watson
E-mail: [email protected]
Risk Management
ODP Assistant
Coaching Courses
Terri Raeder
Bookkeeper and Accounting
Registration
Payments and Billing
Donna Mizerak
STATE OFFICE
PO Box 1247
41 Riverside Dr.
Corning NY 14830
Phone: 607-962-9923
Phone: 800-789-4806 (In NY Only)
Fax: 607-962-0525
Email: [email protected]
NYSWYSA
OUR MISSION
NY We
West is a not-for-profit service organization
dedicated to providing players, coaches, volunteers, referees and administrators with a safe, fair, organized, open
and diverse environment where the sport of soccer can be
learned and enjoyed at every level — not only for a game,
season or a career, but for life.
Board Motto: “Who can I serve — how can I serve.”
4
www.nyswysa.org
PRESIDENT
MICHAEL RADECKE
[email protected]
1ST VICE-PRESIDENT
RICH WAGNER
[email protected]
2ND VICE-PRESIDENT
MATTHEW DIMAS
[email protected]
SECRETARY
CURT REGRUIT
[email protected]
TREASURER
BRIAN LANG
[email protected]
BINGHAMTON COMMISSIONER
KEVIN ARNOLD
[email protected]
BUFFALO COMMISSIONER
MICHAEL RUSS
[email protected]
ROCHESTER COMMISSIONER
ROGER BEST
[email protected]
SYRACUSE COMMISSIONER
GREG FIRENZE
[email protected]
S. TIER CONTACT PERSON
MARK SPACONE
[email protected]
TWIN TIERS CONTACT PERSON
MAUREEN DRACUP
[email protected]
STATE DIR. OF COACHING
GLEN BUCKLEY
[email protected]
REG./WEB COORDINATOR
Tim Mellander
[email protected]
TOPSoccer COORDINATOR
SCOTT BONIFACE
[email protected]
STATE ODP ADMIN.
MILLIE BLAAKMAN
[email protected]
www.nyswysa.org
STATE YOUTH REFEREE ADMIN.
BILL CAMPBELL
[email protected]
DIR. OF PUBLIC AFFAIRS
OYSTEIN OSTEBO
[email protected]
5
Benefits of Being a NYSWYSA Member
STATE DIRECTOR
DIRE
OF COACHING EDUCATION
Glen Buckley, a full-time employee of NY West, whose
mission is to develop all levels of coaches and players from U6m
U19, is available to conduct programs for your club. Glen holds
U
a UEFA A license, USSF A and NSCAA Premier Diploma and is
a National Youth National Staff Instructor for US Soccer and US
YYouth Soccer.
GLEN BUCKLEY
DISTRICT DI
DIRECTOR OF
FC
COACHING PROGRAM
PR
GREG HEWLETT
MAUREEN DRACUP
MARK SPACONE
CHRIS HERSHEY
The new District Director of Coaching program, under the guidance of the State
Director of Coaching Glen Buckley, was launched by the NYSW board of directors to
support the growth of the coaching education services provided by the state. Leagues,
travel clubs, and recreational programs will now have a local partner whose primary
goal is to help to develop their program, coaches and players.
The District Directors of Coaching will have access to the latest national and
international information provided by organizations such as U.S. Soccer, U.S. Youth
Soccer, FIFA and the English Football Association.
In many areas across the United States, organizations have been employing their
own Directors of Coaching to cover these areas. In NY West, this has not been the
case. This program is an opportunity for our members to take advantage of some of the
knowledge that a DOC can provide.
Geographically, we are a large state with many differing logistical problems to
overcome. Clubs may not have enough coaches to meet the required number to host an
education course. With the help of the District DOC, the opportunity to bring together
coaches from a variety of clubs in a single venue will now be possible.
Programs designed to meet the specific needs of each organization can be
constructed, regarding such topics as (but not limited to) parent education, coach
and player workshops, and clinics, both on the field and in a seminar environment.
Programs can be designed as single- or multiple- day events.
The District DOC will also be available to attend league meetings, board meetings
and coaches’ meetings to discuss areas of interest to each individual organization.
Ultimately, the goal of this program is to help to create an awareness of the
programs and services that NY West has to offer, and to create closer, long-term
working relationships with our members.
• SSpecial
i l TTopics
i CCourses ffor any age group
Additionally, individual clubs, leagues or teams can request a clinic for players,
coaches or parents on any given subject.
HOSTING A COURSE
If your club or organization would like to host a coaching course, please visit
the NYSWYSA Website — www.nyswysa.org — to download the appropriate
forms. Details of all scheduled courses are listed on the Website. Please click on
“Coaching” and then click on “Coaching Courses.” Alternatively, you may contact the
State Office and our Course Coordinator will be more than happy to help you.
NATIONAL COURSES
YOUTH MODULE COURSES
The Youth module courses are designed for the parent-coach of U6, U8 and U10
players. The courses provide a better understanding of:
COACHING EDUCATION PROGRAM
The following courses are offered to aid coaches at the indicated age level:
•
•
•
•
•
•
•
Youth Modules for U6, U8, U10 & U12
USSF State “E” Certificate for U12 to U14
USSF State/National “D” License for U16-U19
USSF National Youth License for players age 4-12
USSF National C License for U16 and older, higher level of play
State Intermediate Course for U9 – U12
State Goalkeeper Course
6
• The specific age groups
• How to place players in age-appropriate activities
• Developmental characteristics of the various age groups
The course consists of three hours of practical field work and two hours of classroom
theory. There is no testing on this course, and no pre-requisites are required.
Minimum age = 16. • Duration: 4-5 hours
Cost: $25 per person. Facility rental is additional and is the responsibility of the
host organization.
www.nyswysa.org
“E” CERTIFICATION
The State “E” Certification course is designed for the coach of players who are
preparing to or already playing 11 vs. 11 games. Focus is on the players aged 12
through 14. Candidates are introduced to the same methodology of coaching that is
used in the National Coaching School Program. The use of small-sided games to teach
technique and tactics is demonstrated. Preparation of lesson plans that progress in a
simple-to-complex fashion is a main focus of the course. Laws of the Game and Team
Management are also included in the curriculum.
The course is normally conducted on Friday evenings through Sunday afternoons.
There is no testing on this course; however, candidates must attend at all scheduled
sessions. No pre-requisites are required.
Minimum age = 17. • Duration: 18 hours (one weekend)
Cost: $85-$95 per candidate. Facility rental additional.
• Applicant has three (3) years coaching experience AND three years playing experience
with U.S. National Teams or three (3) years professional playing experience
STATE COURSES
STATE INTERMEDIATE COURSE
This course has been designed to help the coach that is working with players U9
through U12, playing small-sided games. The course will focus on the use of smallsided games to teach the roles of the player within the 6v6, 7v7, 8v8 or 9v9 format.
The majority of the course is field work, with participants role-playing as players.
Participants will be asked to coach within a game and feedback will be given. All
participants will receive a certificate of completion.
Duration: 7-8 hours
“D” LICENSE
STATE GOALKEEPER COURSE
The “D” License course is the first step in the National Licensing accreditation
and is designed to prepare candidates for the National “C” License. The course
focuses on the youth player 14 through 18 years of age. Candidates are tested in their
understanding of the technical and tactical demands of the game and the developmental
process necessary for players in these age groups. The course provides an opportunity
to further understand the practical coaching methodology and framework necessary to
prepare players and a team for competition. The course also covers Team Management
and Match Analysis. Candidates are tested in both practical coaching ability and
knowledge of the game through theory papers.
This is a Pass/Fail course, and candidates will be granted a National License or a
State License based on their testing results. Candidates who are given a National “D”
License, will be eligible to apply for a “C” License course after 12 months, while those
given a State “D” License have to wait a full year before applying.
All coaches, regardless of playing or coaching experience, will be required to attend
the State “E” Certification course and wait 12 months before applying to take the
National “D” License. Only Licenses or Diplomas from other organizations or Countries
will be recognized for waiver. All supporting documentation must be sent to the State
Director of Coaching prior to “D” License application.
Minimum age = 18. • Duration: 36 Hours (two weekends)
The State Goalkeeper Course is designed to address technical, functional and
psychological considerations of this unique position. Our goal is to provide coaches
with the fundamentals required to address and coach the goalkeeper as he or she
would any other player on the field. The course will be a combination of classroom
discussions and activities and practical field sessions. The first half of the course
covers the technical foundation of the position and its application to the game.
The second half discusses the goalkeeper’s role as part of the team and provides
examples of how to integrate the goalkeeper into your training sessions.
Upon completion of the course, coaches will be awarded a State Goalkeeping
Certificate. As with all courses offered by NYSW, candidates will be expected
to participate in certain portions of the course. No prior goalkeeping experience is
required or expected.
Duration: 6 hours • Cost: $55
NATIONAL YOUTH AND NATIONAL “C” LICENSE
The New York State West Youth Soccer Association is recognized by U.S. Youth
Soccer and the U.S. Soccer Federation as one of the few state associations with
the required level of instructors, the expertise, and experience to host both the
National “C” and the National Youth License courses. We have been hosting both
on a two-year cycle. The National Youth License, a U.S. Soccer course, focuses upon
the nature of children and the adjustments adults must make to coach them. The
course curriculum covers the ages of 4-12 years old. Each day of the course, the
focus is upon one of the traditional soccer age groups of U6, U8, U10 or U12. Each
day, children of the appropriate age group are brought to the course site for the
candidates to work with them in a practice training session. The candidates are
videotaped while coaching the kids and the video is reviewed with each candidate
to aid in the education of the coach. The course combines both classroom (theory)
and field (practical) sessions. The course concludes with written, oral and practical
examinations. The National Youth License course is six days in length, sometimes
being held over two weekends rather than six days in a row. It is ideal for anyone
hoping to become a better and more effective coach.
Applicants for the “C” license must be at least 18 years of age, and have
earned a National “D” License certification held for a minimum of 12 months
(attach a copy to application). “D” License certification may be waived under one
of the following conditions:
• Applicant received the NSCAA National Diploma and has held it for a minimum of
12 months
www.nyswysa.org
7
SPECIAL TOPICS COURSES
INTERNET WEBSITE (WWW.NYSWYSA.ORG)
Special topics courses can be designed to meet the needs of individual clubs or
organizations. Courses can take place over a period of time or as a single-day program.
The district DOC will work with the club DOC or coaching coordinator to build a program
that meets the expectations of the organizing body.
CLINICS FOR LEAGUES, CLUBS, PLAYERS,
PARENT & COACHES
Individual clubs, leagues or teams can request a clinic for players, coaches
or parents, on any given subject (i.e., nutrition, goal-setting, college recruitment,
tournaments, injury care and prevention, tryouts, etc.). Information on a wide array of
subjects is available.
Duration: 2-4 hours • Cost: $15-$30 per attendee
Contact your District Director of Coaching to design a comprehensive development
program to meet the specific needs of your organization.
REFEREE TRAINING AND MENTOR PROGRAMS
NY West supports programs encouraging referee education and training
as well as programs assisting in the scheduling of referees (such as the
Arbiter program).
U.S. YOUTH SOCCER FAMILY
As a member of the NYSWYSA, members are a part of the largest youth soccer
organization in America — U.S. Youth Soccer — with more than three million
players, and are affiliated with the U.S. Soccer Federation and FIFA, the international
governing body of soccer.
MEMBERSHIP AND ADMINISTRATIVE SUPPORT
A full-time State Office staff is happy to assist with any inquiry. Moreover,
the NYSWYSA is proud to make its coordinators for Recreational soccer,
TOPSoccer and Soccer Start, and District Commissioners available to clarify,
review and discuss benefits and services, activities and programs, and offer
solutions to inquiries.
The NYSWYSA maintains a fully-functional website that publishes information
for members, including updated educational information on all topics of youth soccer,
rules, policies, coaching education, soccer links, Risk Management, tournament
listings and more.
COMMUNICATIONS AND
D PUBLICATIONS
Each year NY West publishes and distributess
the following absolutely free of charge to alll
registered member clubs:
• Coaches Handbook — An informational guidee
for coaches and administrators, containingg
numerous coaching tips and the most recentt
information about NY West and the programss
available to its members.
• The Network — A printed news publicationn
containing relevant and up-to-date informationn
for all NYW members. The Network iss
scheduled to be published in April, June andd
October of 2009.
• Striker West — An electronic e-Newsletter containing important information
about upcoming events as well as reports on recently concluded activities. This
newsletter will be published once a month – during months that the Network is
not issued.
• Several special pamphlets and brochures with information about special programs,
like ODP and Coaching Courses.
• Multiple special e-mails with information about special promotions and benefits
available to the NYW membership or to announce important upcoming events.
Please note that Striker West and the special e-mails can only be sent to those
who have their e-mails entered in the RosterPro registration program. So in order not
to miss out on these, make sure your club registers your e-mail in RosterPro.
Age Matrix 2008 - 2009
Effective August 1, 2008 through July 31, 2009
Division
U19
U18
U17
U16
U15
U14
U13
U12
U11
U10
U09
U08
U07
U06
Aug
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Oct
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Nov
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Dec
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Jan
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www.nyswysa.org
Feb
90
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01
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Mar
90
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013
Apr
90
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May
90
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9
ONLINE REGISTRATION
Demosphere, Int., the largest manager of soccer websites in America, is managing
the NY West RosterPro online registration program for all players, volunteers, coaches
and certified referees. RosterPro is continuously improving, offering additional features
to better serve the association’s membership.
The following have been inducted into the
HALL
L OF F
FAME
AME
ONLINE SANCTIONING OF TOURNAMENTS
NYW, as the local governing body for youth soccer, determines tournamentsanctioning requirements to ensure equity, liability coverage, fairness and quality.
All NYSWYSA-sanctioned tournaments are listed on the NYW Web site
www.nyswysa.org.
ONLINE PERMISSION TO TRAVEL
Permission to travel and other forms are now easier than ever to complete online
at: www.nyswysa.org/eTravelForms/index_E.html. For most states in Region I, the
travel forms are no longer required. Check the online site above.
ROGER BEST
Contributor
KARL KRETCH
Contributor
ROSS RILEY
Contributor
RISK MANAGEMENT PROGRAMS
NY West conducts background checks on ALL coaches, assistants and managers
as well as certified referees. Additionally, per the request of its member clubs, it will
also perform background checks on volunteers and administrators. RM passes are
valid for two years.
TOMMY TANNER
Player
The NYSWYSA Pass Issuance Model, which guides the Association in making
decisions on issuing Risk Management passes, is regarded as one of the best
in the nation. All requests are now processed electronically via the RosterPro
system. Background searches are executed directly between RosterProTM and the
vendor on a secure platform to protect members’ privacy — a primary objective of
the Association.
YURI LAVRYNENKO
Player
INSURANCE
As part of your membership, the NYSWYSA carries three policies for its clubs:
• General Liability — $2,000,000 general liability insurance coverage for clubs.
• Medical Insurance — Secondary medical coverage for registered players and
coaches up to $100,000.
• Directors & Officers (D&O) Insurance — A policy in place to cover member clubs’
officers from a suit arising out of decisions made on behalf of the club.
WILLIE
FITZPATRICK
Contributor
DOUG MAY
Contributor
AL ODENBACH
Contributor
“THE GAME FOR ALL KIDS”
AGM, COACHING WORKSHOP & VENDOR SHOW
NY West has programs for players at all levels. The following is a menu of programs
with a brief description of each program offered:
The Annual General Meeting (AGM) to conduct elections and other state business
is held in November each year. In conjunction with the AGM, NY West also sponsors a
Coaches’ Workshop and vendor show.
2009 STATE CUP AND US YOUTH SOCCER
NATIONAL CHAMPIONSHIP SERIES
AWARDS PROGRAM
NY West has an extensive awards program honoring individuals in the following
categories:
•
•
•
•
•
•
•
•
•
Volunteer of the Year
Administrator of the Year
Girls & Boys Recreational Coaches of the Year
Girls & Boys Travel Coaches of the Year
Girls & Boys ODP Coaches of the Year
TOPSoccer Volunteer of the Year
TOPSoccer “Buddies” of the Year
Young Female Referee of the Year
Young Male Referee of the Year
then be part of the US Youth Soccer National Championships Final Four competition,
held in Lancaster, Mass., July 21-27, 2009.
OLYMPIC DEVELOPMENT PROGRAM (ODP)
HALL OF FAME
The NYSWYSA recognizes individuals who have excelled as players of who have
made significant contributions to youth soccer in the western part of NY state by
inducting them into a Hall of Fame at the annual Awards Banquet.
10
The 2009 NYSWYSA State Cup, the qualifier for the Region I US Youth Soccer
Championships and US Youth Soccer National Championships, will be held at
SUNY Cortland on the weekend of May 29-31, 2009. Details, applications, rules,
required forms and deadlines will all be posted on the website (www.nyswysa.
org) in January. Be sure to check the State Cup link on the contents list to get
the latest information.
Age Group Champions for both boys and girls will travel on to the Region I
US Youth Soccer Championships, to be held in Barboursville/Huntington, W. Va.,
beginning July 2, 2009, and culminating in the Finals on July 7. Region I winners will
ODP teams are formed at the state association and regional
levels, made up of the best players in various age groups. At the
state level, pools of players are identified in each eligible age group,
boys and girls, and brought together as a team to develop their skills
through training and competition. From the state pools, players are
identified for regional and national pools and teams.
www.nyswysa.org
the U.S. Youth Soccer National Championships.
RECREATIONAL SOCCER
GOALS OF THE ODP PROGRAM
1. To provide high-level training to benefit the development of players at all levels.
2. To identify a pool of players in each age group, from which a United States National
Team will be selected for international play.
3. To develop a mechanism for the enhancement of ideas and curriculum to improve
all levels of coaching through the use of carefully selected licensed coaches.
Recreational soccer is the core of most every program in all districts. Each recreational
club and league enlists many volunteer parent-coaches, managers and league organizers.
Clubs have developed programs that are safe, fun, age-appropriate and allow maximum
opportunities for soccer players. Downsizing fields and goals while playing small-sided
games are the primary concerns in making the game age-appropriate. Introductory
tournaments, available solely to recreational players, are hosted each year by local clubs
in partnership with the NYSWYSA and various sponsors. The State Director of Coaching
and his associate directors of coaching are active in each district, providing help where
needed and assisting in organizing a number of state and local recreational events.
The NYSWYSA Youth Modules provide a great opportunity for coaches and
volunteers to learn more about what should be presented at the various age groups.
The module curriculum is developed by competent instructors with professional
specialties in child development and child psychology.
SOCCER START
ELIGIBILITY
Any properly registered and insured NY West soccer player who is not participating
in a US Soccer Development Academy program is eligible for consideration in our ODP
program. A player may only try out in the state association in which he or she is eligible
to be registered.
SELECTION PROCESS
Players are selected on the basis of open tryouts. Tryouts are conducted by the
NYW ODP coaching staff, which is recognized for its ability to identify and train players
with superior skills. The NYW State Director of Coaching, Glen Buckley, will assist
the ODP staff in the selection process. Players are evaluated on the following four
components of play:
• Technique
• Tactics
• Fitness and Athletic Ability
• Psychological Component (Attitude)
Soccer Start is designed to introduce the sport of soccer to youngsters living
in communities not yet served by existing clubs and leagues. Focused on making
soccer available to lower-income children in underserved communities, Soccer
Start provides soccer training and administrative guidance to players who might not
otherwise be exposed to the sport. Through its Soccer Start program, the NYSWYSA
also helps new programs find the funding and equipment to begin and expand their
activities. In the past several years, U.S. Youth Soccer has donated hundreds of
thousands of dollars in financial and material support to programs across the United
States, and within NY West over $100,000 has been distributed in grants.
ACTIVITIES
Upon selection, the NYW ODP players are expected to participate in all activities
of their teams. If players are not available for a specific event, they may be replaced
by another player from their pool. Players are expected to take their participation in the
program seriously and should be committed to improving their individual skills as well
as improving as team players. Players are subject to the ODP Code of Conduct upon
entry into the program at the state level.
BENEFITS
1. Development as a player as one gets to train and play with the best players in one’s
age group
2. Quality instruction from nationally licensed coaches
3. Quality competition in the form of games against ODP teams from other states
4. Exposure to regional and national teams
5. The opportunity to represent one’s state, region, or country in competition
6. Exposure to college coaches
TRAVEL SOCCER
Many teams participate in travel leagues. These ‘Classic’ teams also travel
to tournaments in other parts of western New York State and neighboring states.
Some of the teams participate in ‘Premier Leagues’ where the level of play
generally is much more competitive than in the local travel leagues. A few teams
also play in the Region I-sponsored and administered Region I Premier League and
the Western Appalachian Sub-Regional League. All teams playing in an approved
NYW league may enter the New York State West Youth Soccer Association
Championship Series (‘State Cup’) to qualify for regional and national level play in
www.nyswysa.org
11
What is Recreational Soccer?
It’s the Player’s Game
however,
there are common perceptions of what people
h
mean
when they refer to recreational soccer.
m
Let us look at those perceptions. Some common
perceptions
of recreational soccer are:
p
• Made up of players assigned to team in a random
manner without regard to the ability of the players —
as opposed to “select” soccer, in which the players
are selected to be on a team through some sort of
tryout or selection process.
• Less competitive than “select” soccer.
• Lower intensity for training and practices.
• Less travel, fewer games
• Less skilled players
• Less experienced coaches
• Annual or biannual shuffling of players to new teams
From the US Youth Soccer Director of Coach
and Player Development Manual
The major concern is that we don’t all talk about the
same thing when we discuss recreational soccer. Let’s
first look at the problem.
DEFINITIONS:
What do the words “recreation” and “recreational”
mean in the English language?
rec·re·a·tion, noun
1: an activity that diverts, amuses or stimulates; “scuba
diving is provided as a diversion for tourists”; “for
recreation he wrote poetry and solved crossword
puzzles”; “drug abuse is often regarded as a form of recreation” [syn: diversion]
2: activity that refreshes and recreates; activity that renews your health and spirits
by enjoyment and relaxation; “time for rest and refreshment by the pool”; “days of
joyous recreation with his friends” [syn: refreshment]
3: refreshment of one’s mind or body after work through activity that amuses or
stimulates; play.
4: the act of recreating, or the state of being recreated; refreshment of the strength
and spirits after toil; amusement; diversion; sport; pastime.
rec·re·a·tion·al, adj.
1: of or relating to recreation; “a recreational area with a pool and ball fields”
2: engaged in as a pastime; “an amateur painter”; “gained valuable experience in amateur
theatricals”; “recreational golfers”; “reading matter that is both recreational and
mentally stimulating”; “unpaid extras in the documentary” [syn: amateur, unpaid]
Now what does “recreational soccer” mean?
So you have heard the term before, but do you really know what “recreational
soccer” is? There are no legal definitions, no US Youth Soccer rules, policies or
regulations. One of the most often-used terms is one of the least defined. Soccer has
created a new meaning for both the words “recreation” and “recreational”.
US Youth Soccer does offer a partial definition in its “Policy on Players and Playing
Rules” in the definitions section when it states that,
“Recreational league” means an intraclub league in which:
(A) The use of tryouts, invitations, recruiting or any similar process to roster players to
any team on the basis of talent or ability is prohibited;
(B) The club administering the league accepts as participants in the league any eligible
youths (subject to reasonable terms on registration);
(C) A system or rostering players is used to establish a fair or balanced distribution of
playing talent among all teams participating; and
(D) League rules require that each player must play at least one-half of each game
except for reasons of injury, illness, or discipline.
“Recreational team” means a team that participates in a recreational league.
However, the section head note states that the “definitions are suggested for use
by State Associations to facilitate communication and understanding among them.”
Thus, each state association has its own definition and implementation —
12
Other perceptions are less gentle.
• “He’s a rec player,” can be an observation or a put down.
• “They ought to be a rec team,” is definitely a put down.
Such other perceptions must be stamped out, as recreational soccer is the
foundation of the sport in the United States.
Recreational soccer is defined in the common mind by what it is not, and not by
what it is. A similar situation exists in the definition of amateur versus professional
athletes. The word is borrowed from the common definitions in the English language
quoted above, but vastly stretched in each application.
For the purposes of this manual, let’s use the following basic definitions:
Recreational soccer: Is that soccer program that is primarily devoted to the
enjoyment and development of soccer players without the emphasis on travel or highlevel competition. The purpose of recreational soccer is to provide an opportunity for
the participants to have fun, learn the sport and develop life skills, including a lifelong love of the game.
Recreational Player: A player who is randomly assigned to a team without regard
to his/her abilities and skills.
Recreational Team: Teams formed randomly to play soccer
Recreational League: Leagues composed of teams formed in a random manner.
US Youth Soccer Player Participation Objectives
• FUN! It is critical that players involved in youth soccer enjoy the game in which
they are playing. If the organization is able to instill a passion and enjoyment in
the game then half the battle is already won. This also relates very closely to how
players perceive their coach(es) and their interaction with them. One of the main
reasons players under 12 decide not to continue is that they no longer are enjoying
the game; it has become work.
• DEVELOPMENT: A necessary element to support fun. Without it, training and
games become stale because there is no improvement.
• LIFE SKILLS: In our case, through the sport of soccer
Note: For a complete copy of this manual, go to nyswysa.org and click on: US Youth
Soccer Director of Coach and Player Development Manual
www.nyswysa.org
Best Practices
By Mike Woitalla
Executive Director of Soccer America
What’s really important about the U.S. Soccer Federation’s ambitious
move into youth soccer isn’t just the U16 and U18 boys leagues of its
new US Soccer Development Academy.
For sure, taming the wild west of youth soccer that overburdens
elite teen-age players is a crucial part of steering player development
in a better direction. In addition, expanding the player identification
process by incorporating the nation’s elite clubs into the national team
program should decrease the chances of missing young talent.
However, what will make the most profound impact is whether US
Soccer succeeds in its stated goal to change the approach to how the
nation’s youngest players are coached. The Academy launch, stress
its architects, is only the first step in their quest to change the youth
soccer culture in the USA.
Specifically, US Soccer aims to have youth coaches adopt the “Best
Practices Player Development Guidelines: Best Practices for Coaching
Soccer in the United States,” published by the Federation under the
guidance of Director of Coaching Education Bob Jenkins.
The booklet was created by the Federation’s coaching education
staff and men’s and women’s U.S. National Team coaches. Unlike so
much of the pseudo-scientific coaching literature that has turned youth
soccer into an adult-dominated environment, “Best Practices” is plain
common sense. It is a welcome response to the overemphasis on the
coach’s role as a “teacher” and “instructor.”
The inclination to constantly “correct” young players as they
explore the sport may be driven by good intentions, but it neglects the
important difference between learning and being taught.
“Young players should be allowed the opportunity to experiment,
and with that, succeed and fail,” says US Soccer. “A coach’s long-term
goal is to prepare a player to successfully recognize and solve the
challenges of a game on his or her own.”
“Best Practices” helps youth coaches understand the different
developmental stages of young soccer players. The youth coach’s role at
the younger ages is simply to create an environment that gives children
the opportunity to discover the joys of the game. Some children will
decide the sport is so much fun, they’ll start dedicating themselves to
it so fervently that they will become exceptional players.
Unlike so many coaching guides that preceded it, “Best Practices”
does not make youth coaching seem like a daunting task. Too often,
coaching instruction has encouraged coaches to expect too much, too
soon from young players.
The guide explains convincingly why an adult-dominated environment
is not conducive to developing great players.
Here are a few excerpts from the “Best Practices” Guidelines on
coaching
g younger
y
g players:
p y
• A primary focus for the coach at the youth level, through the U12 age group, is
to provide an environment that comes close to simulating the “pickup” games of
our youth.
• Coaches should think of themselves more as facilitators, monitors, guides or
even participants.
• Coaches can often be more helpful to a young player’s development by organizing
less, saying less and allowing players to do more.
• Set up a game and let the kids play.
• Encourage the dribbler at the younger ages.
• At the younger ages (6 to about 10), soccer is not a team sport. On the contrary, it
is a time for children to develop their individual relationships with the ball.
•
Do not demand that the more confident players share the ball. Encourage them to
be creative and go to goal.
• Coaches should avoid the impulse to “coach” their players from play to play in
order to help them win the match. Coaches should not be telling their young players
to “pass rather than dribble,” to “hold their positions” or to “never” do something
(like pass or dribble in front of the goal).
• The game is the best teacher for young players.
To download a copy of “Best Practices for Coaching Soccer in the
United States” for free,, g
go to nyswysa.org
y y
g and click on “Best Practices”.
SUPPORT OUR SPONSORS
The official Equipment and Apparel
Supplier of New York West.
www.nyswysa.org
13
Timely Reminder: Purpose of Youth Sport
Jacob Daniel
Director of Coaching, Georgia Youth Soccer Association
WE ARE AN ‘ELITE CLUB’
A club that claims elite status has a responsibility to provide the players elite-level
facilities, expert coaching, administrative support and, above all, a high standard of
behavior and role modeling. Elite status should reflect a measurement of what the club
can do for the player in terms of character and skill development, not what the player
can do for the club.
As was noted earlier, the undeniably disturbing trend in youth soccer is that the line
between ‘right’ and ‘wrong’ is no longer clear. Most club leaders are well-meaning and
passionate about the game, but some inadvertently take the wrong turn somewhere
along the way, while others turn a blind eye to questionable behavior within their club,
in their quest for success.
Is it ethical for a coach to try and convince a player to join his team after the
player has already given his word to another team? In the strict terms of the local
governing rules, this scenario might be legal, but it’s not ethical. Is it ethical for
a coach to make false promises to a young player, or to disparage a fellow coach
in order to convince a player to sign? When a coach tells a player that his current
coach cannot help him reach the next level, ethical boundaries have definitely
been exceeded.
When the main reason for traveling to an expensive prestige tournament is to give
the team a recruiting advantage, is it fair to impose such expenses and time away
from home on all the players just to attract better players, some of whom will replace
existing ones upon their return?
What would you do as a parent, if you found out that your child’s teacher shouted
at and criticized him/her in front of the whole class because your child gave the
wrong answer. You would undoubtedly be upset at the teacher and probably have
a word with him. Yet, many parents allow the coach to shout and berate their child
when he/she makes a mistake on the soccer field. How is this different from the
classroom example? Any way one looks at it, it is child abuse. Parents should not
tolerate this type of behavior by coaches. However, many do, because they think this
coach will help their child reach the ‘next level’.
Some club leaders tolerate coaches who are poor role models because of their
winning track record — coaches who are constantly shouting at players, or criticizing
referees with sarcastic remarks, or are often confrontational with opposing coaches
and parents; who punish their players for losing a game by making them do laps or sit
ups; who flaunt the rules and teach their players that ‘acceptable deceit’ overrules
sportsmanship and fair play, and that nice guys finish last. Such poor role models
should not be tolerated. It flies in the face of the main goal of youth sports.
Another widely accepted reality is the perpetual bench warmer. If club leaders
and coaches were to personally experience the indignity of sitting on the bench for a
whole game, or for most of the game, they might view this humiliating practice in a
different light. The argument that the bench warmer still gets to play in games of lesser
importance or against easier opponents misses the whole point. If the purpose of youth
sport is to help children develop self-esteem, how is the implied lack of confidence in
a player going to accomplish that? Is it ethical for a coach to ask a family to fork out
hundreds of dollars for an out-of-town tournament but keep the player on the bench
because it’s a ‘must-win’ tournament? Has anyone bothered to look at the faces of the
players sitting on the bench, those who know they won’t get to play? Or the painful
expression on their parents’ faces as they share in their embarrassment?
Club leaders who position their organization as an elite club aimed at the elite
player must remember that they are still dealing with fragile, impressionable children
who are easily bruised, psychologically. The term ‘elite’ is overused and often misused
in sport. Unfortunately, the school of thought among some coaches is that “if the player
wants to be part of our elite club, he/she must be able to handle the pressure.” An
‘elite’ tag is not a license to abuse players and it doesn’t absolve us of responsibility
for the unpleasant consequences our players might suffer in the name of competition.
Americans love to cheer for the underdogs. Sport folklore is awash with stories of
a team of underdogs overcoming adversity, rising to the challenge under the inspiration
of a caring coach and beating a team of cocky favorites. In youth soccer, the real life
(but sadly ignored) underdog is the bench warmer. It’s time Hollywood made a movie
about a bench warmer who overcame the ignominy of his tag, under the tutelage of a
caring adult, and scored the winning goal in a ‘must-win’ tournament.
The competitive trends are not only adversely affecting the essence of player
development, but also causing the line between ethical and unethical behavior to become
blurry. Youth club leaders need a timely reminder of the purpose of youth sports.
The mission of any youth organization is to develop character, instill values, teach
respect for authority and society, develop confidence and a positive self-image and
help youth reach their potential in life. We just happen to use soccer as the vehicle to
achieve this mission.
The mission of a youth club should not revolve around winning championships.
Winning is a byproduct of a quality program, but it should not be the driving force.
Many well-meaning club leaders verbalize and articulate the need to de-emphasize
results, but fail to notice that their actions, or the actions of their staff, contradict their
stated philosophy. Some simply don’t see the difference between ‘teaching life lessons
through sport’ and ‘collecting trophies in sport’. The ambivalence in what is ‘right’ and
what is ‘wrong’ dims the moral clarity and leads to a collision between mission and
ambition. Some examples:
WE WANT OUR CLUB TO BE THE BEST IN THE
STATE/REGION/NATION
When club leaders make such claims, on the face of it, it sounds reasonable and
a plausible sporting goal. However, the question begs: Is it really about the players,
or is it about adult personal ambitions? Just how far are they willing to go to achieve
this ambition? Will judgment be clouded by ambition and push the ethical envelope
too far? Who benefits, exactly? Will these leaders look after the best interest of the
individual players?
IT’S A BUSINESS! IT’S SURVIVAL OF THE FITTEST!
As youth clubs grow in size and budgets, comparisons with business are inevitable.
Although a business model can and should be used to structure and professionalize
youth soccer, it should not be used to condone the more distasteful ‘cutthroat’ aspects
of business as acceptable practice in youth soccer.
Corporate business mantra allows market forces to determine winners and losers. The
goal of each entrepreneur company is to maximize profits, annihilate the competition
and monopolize the market share. If soccer followed the same mantra, the end result
will be only one club left standing in, say, Atlanta. Youth soccer should not allow itself
to be governed by market forces alone.
Youth soccer has more in common with organizations such as Boy Scouts of America,
or a School District Board. Such organizations strive to operate in a businesslike manner,
with fiscal responsibility, and a child welfare-oriented philosophy. They have board of
directors who set the vision and mission and who hire experts to run the day-to-day
operation. A Club Director of Coaching’s role is more akin to a School Principal’s than
that of a corporate CEO — and school principals don’t waste their time and energy
trying to lure children from other schools.
14
www.nyswysa.org
Why Small-Sided
Games?
We Have To Do More
For Our Referees
US Youth Soccer has thought long and hard about the answer to
the question, “Why Small-Sided Games?”
What does “Small-Sided Games” mean? These are soccer games
with fewer players competing on a smaller sized field. These are
fun games that involve the players more because fewer players are
sharing one ball. All ages can play “Small-Sided Games”, but it has
a definite developmental impact on our younger soccer players.
US Youth Soccer recommendations for “number of players” at the
various age groups are as follows:
By Tony Waiters
•
•
•
•
•
U6
U8
U10
U12
U13+
|
|
|
|
|
3v3
4v4
6v6
8v8
11v11
no goalkeepers
no goalkeepers
with goalkeepers
with goalkeepers
with goalkeepers
Here are some of the reasons why we believe, as soccer coaches,
that administrators and parents must guarantee that our young soccer
players play small-sided games:
1. Because we want our young soccer players to touch the soccer
ball more often and become more skillful with it! (Individual
technical development)
2. Because we want our young soccer players to make more, lesscomplicated decisions during the game! (Tactical development)
3. Because we want our young soccer players to be more physically
efficient in the field space they are playing in! (Reduced field size)
4. Because we want our young soccer players to have more individual
teaching time with the coach! Less players on the field and less
players on the team will guarantee this! (Need to feel worthy and
need to feel important)
5. Because we want our young soccer players to have more involved
playing time in the game! (More opportunity to solve problems
that only the game presents)
Without referees the game of soccer many a time would be a
complete shambles.
Can you imagine the recent Euro 2008 without referees? It is
beyond comprehension.
I was proud of my record as a pro player. I was never booked. Of
course, I was a goalkeeper. That, in itself, was enough to keep me
disciplined. If the keeper loses his or her cool — or worse, gets
thrown out of the game — what does that do for the team?
I wasn’t as proud of my record as a coach. Twice I was thrown out
for “protecting my players” when remonstrating to the referee. But
was I really, “protecting my players”? As a coach of a professional
team, you could make a case that sticking up for your players is an
expectation — but it would be a weak case.
What must happen in the game at every level is that there has
to be zero tolerance for players, fans, coaches and parents verbally
abusing the referee — or worse.
In some of the tougher sports such as American Football and
Rugby, there is no abuse of the officials because it is just not tolerated.
It’s the only way to go.
It comes of no surprise to read an article out of Ontario where
a mother of a child playing in a U8 tournament was charged after
berating a 14-year old girl referee and then punching the referee’s Dad
when he came to her defense.
If it was just an isolated incident, we could brush it under the carpet,
but we all know behaving badly and abusively to young and not-soyoung referees happens far too often. We have to take a position.
When our own son, at 14 years of age, passed his referee exam
and started officiating U7 and U8 games, I would always drive him to
his games and then stay in the background. Scott thought I was doing
him a favor by giving him a ride. Actually I was his “minder” in case
a parent became carried away — and it did happen. Usually, a little
word with a parent would bring him/her back to earth.
Solution? There is no watertight answer. Though, what if — when
players are registered for a soccer (or whatever) program — the parents
had to register, too, and sign a Parents Code of Conduct contract? That
would be a start, and it would give the soccer organization executive the
ammunition and incentive to act when and if, it became necessary.
6. Because we want our young soccer players to have more
opportunity to play on both sides of the ball! (More exposure to
attacking and defending situations)
7. Because we want our young soccer players to have more
opportunities to score goals! (Pure excitement)
These are the reasons why we adults must foster “SmallSided Games” in our youth soccer programs. The “Small-Sided”
environment is a developmentally appropriate environment for our
young soccer players. It’s a FUN environment that focuses on the
young soccer player.
It just makes sense doesn’t it?
www.nyswysa.org
15
16
www.nyswysa.org
Periodic Stretching
and Calming Moments
— Team Mantra
Body Control, Balance
Replication Practice
2. Zen Master
Follow the
Grasshopper
Give players a
funny team mantra
to quietly recite at
calming moments.
Periodic Stretching
and Calming Moments.
1. Zen Master
Warm Up
ACTIVITY
Master leads Student around and through the
cones. When Masters reaches an open cone,
they choose and perform a soccer skill (the
activities we did in the Zen Master Warm-up
or new ones) that must be replicated by the
Student. Master chants Team or Individual
Mantra (players can make up their own new
individual chant)
20 sec. then switch Master and Student.
Repeat.
Activities start without ball and then with
ball after a few rounds.
Groups of Two, one Master, one Student
Players Stand near a cone
Cone serves as point of reference.
Coach is the Master.
Coach demonstrates skill and on command
players perform skill repeatedly (10 sec.) and
then move to new cone. Repeat.
Activities Without Ball
1 foot balance, other foot balance,1 foot
hop, other foot hop, 2 foot hop, bear crawl, crab
crawl
Introduce ball
Figure 8’s around legs with hands, Round
the Waist, Ball Tap on Forehead, Thigh Catch,
Throw Catch, Head Catch, Ball Taps, Body Part
Dribble, Ask Player to Pick
Combine Two Activities
Random select two activities to combine
which players perform before moving on.
DESCRIPTION
DIAGRAM
Author — F. Trovato — Alaska State DOC 2003
Individual Activities
U6 LESSON PLAN
NATIONAL YOUTH CERTIFICATE COURSE
Water Break!
Field Size:
Cones should be 10 yards apart.
Extra laughs for new individual chants
Encourage creativity of new soccer skills
and new chants.
Stretching, Relaxation, Balance,
Coordination, Enjoy, Fun
Water Break!
Extra laughs after team mantra
Field Size:
Cones should be 10 yards apart.
Coordination, Fun
PURPOSE & COACHING POINTS
4. 3v3 without
keepers
Red Light — Green Light
Players move across area on command of
Green Light. Coach announces Red Light and
players must stop. Any players caught moving
or with ball far away from them must restart
10 steps back toward starting line. When
all players reach end line game is complete.
Repeat.
3. Freeze Games
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Coach serves balls in. If ball goes out of play,
have players leave it and coach restarts play
with a new ball. Throw-ins can be added.
Games to two or three and reshuffle players
on teams if teams are lopsided. Celebrate
Goals with Team Mantra!
Freeze Tag w/ball
Players have ball. When player is frozen,
teammates must nutmeg frozen player to
unfreeze.
Freeze Tag 45 sec. games
Coach is “It.” Players move in area. When
“It” touches a player, player must freeze in
that position. Teammates can unfreeze player
by standing next to frozen player and stand on
one foot balanced for count of 4.
DESCRIPTION
ACTIVITY
FREEZE TAG
RED LIGHT GREEN LIGHT
DIAGRAM
Individual Activities
U6 LESSON PLAN
BIG FINISH – Thank you and
congratulations to all!
20 x 30 yards
Field Size:
Water Break!
Freeze Tag
25 x 25 yards
Red Light – Green Light
20 x 40 yards
Field Size:
Extra Laughs for funny frozen forms
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Set up 15 x 15 yard
grids. Two players and
one ball in each grid.
3. Volley Game
Cooperative –
Competitive
Use a size 3 ball not
too inflated
Two players freely passing a ball
inside the grid. Try to keep the ball in
the air. The ball may not bounce more
than twice before it is played. Count
the passes inside the grid each pass
is a point. Go for thirty seconds. Try to
get more points than other pairs.
20 x 15 (one yd. “dead space” for net).
2 teams of 2 play toss-receive-catch
over the net. If caught = 1 point — if
the ball hits the ground no point —
toss it over. Allow 1 bounce.
Partner helps catch/control.
Two players compete against other
pairs to keep the ball up in the air
using as many touches as needed in
3-minute period.
1. Juggling with
a Partner
2. Soccer
Newcomb
DESCRIPTION
ACTIVITY
15 yds
15 yds
X
X
X
15 yds
X
20 yds
DIAGRAM
Author — Sam Snow
O
O
Pairs Activities
U8 LESSON PLAN
NATIONAL YOUTH LICENSE
•
•
•
•
•
Get in “line of flight” quickly.
Ready, balanced to receive.
Choose body surface.
Withdraw surface.
Scoop/”spoon” ball with foot.
• Move quickly to get behind and in line
with flight of ball
• Select surface early
• “Withdraw” on contact
15 yds.
20 yds.
• Move to get behind and in line with ball.
• Select the surface quickly.
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X & O = players
C = coach
. = ball
5. 2v2 Get Outta
There
This is a simple game.
4. Pong
ACTIVITY
a. coach as boss of the balls
b. coach passes ball onto field to
start play
c. two players from each team play
until a goal is scored or the ball
goes out of bounds
d. out of bounds, coach yells “get
outta there,” and two new players
from each team go on with the
next ball
e. goal is scored, two players who
scored stay on and two new
players from the other team play
against them
Two players play against each other
and share a ball. They place two cones
anywhere from 2-8 yards apart. They
choose! Players pass back and forth
to each other. The rules are that the
ball must never stop, must always stay
on the ground and must go through
the two cones without touching them.
Whenever this is violated the other
person receives a point. Because of
the rule that the ball must never stop,
players have to play 1-2 touch. The
closer the two cones are the closer
the pairs are probably going to be. The
farther apart they are, the more they
will have to move laterally and look
more like the old arcade “pong” game.
Play for time and see who can become
the PONG Champ!
DESCRIPTION
OO
OO
C
XX
XX
O
X
O
X
DIAGRAM
Pairs Activities
U8 LESSON PLAN
a.
b.
c.
d.
XX
XX
…
C
OO
OO
see ball through bottom of eyes
keep ball rolling
first try to solve game by dribbling
player w/o ball find big, easy spot to
receive a pass
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Half the group with balls, half
without. Player without ball runs
to player on outside of square with
a ball. Player with ball tosses ball
underhand to player who is running
toward them. Inside player receives
ball with a designated part of the
body and then passes it back. Then
they repeat it by receiving a ball from
someone new.
Passer using throw-in technique
throws ball to a player ahead of them
in the opposite line. After throwing
the ball, they run towards the receiving player to simulate pressure, but
don’t take the ball away. After simulated pressure, then run to the back
of the opposite line. Receiving player
brings ball down and then dribbles to
the line across and leaves the ball for
the first player in the opposite line
to repeat.
2. Receiving Line
DESCRIPTION
1. Receiving
Square
ACTIVITY
DIAGRAM
Author — Vince Ganzberg — DOC Indiana
1. First touch and importance of
cushioning ball
2. Get in line with the ball
3. Select controlling surface early
4. Relax body part at impact.
5. First touch sets up your second touch.
6. Ball should come down no farther than
a “legs length” away.
cushioning ball
Receiving Lofted Balls
U10 LESSON PLAN
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Session should end with a 6v6 match played
on a field that is 50 x 30 or 60 x 40.
Play 4v2 in each half. Field is 50 x 30 yards with no
one allowed over half line. Four players from each
team go into their defensive half of the field. The
other two players go into the attacking half. The
defending players can only defend with two. The
other two defending players retreat back to their
goal until possession is retained or the attacking
team scores.
Could make a restriction that the ball played
into other half has to be in the air.
4. 6v6
(4v2 in each half)
5. 6v6 match
Two players per team. Two boxes are made approximately 20-30 yards apart. There is a player from each
team in one box. One team starts the game. When
the ball is played to the other box, the attacking team
gets the opportunity to get the first touch. Then they
have to dribble outside of the box (square) to receive
a point. The defending player is outside the box and
has to wait until the attacking player gets the first
touch. The defending player tries to win the ball after
the first touch has been made. If the attacking player
is successful in bringing the ball down and dribbling
outside of the square then they keep it. If the defending player wins the ball after the first touch, then
they become the attacking team. Coach may have
to allow serving players to toss ball in air and then
strike it to their teammate in opposite box.
DESCRIPTION
3. Box to Box
ACTIVITY
DIAGRAM
Control made easier by early selection, getting in line of flight of the ball, and relaxing
body part at impact.
cushioning ball
5. Take first touch away from where
pressure is coming from.
cushioning ball
5. Take first touch away from where
pressure is coming from.
Receiving Lofted Balls
U10 LESSON PLAN
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Two teams, one ball keep away.
Score with combinations, 1-2’s,
take overs, over laps, etc.
4v4 possession — Score by hitting
the targets & receiving it back. Keep
possession. All players must be in
one half, can’t cross half until ball
does, either with a dribble or a pass.
If defending team wins it they score in
that half before crossing over.
Directional game. Each team tries to
score in other team end zone. Score by
getting ball in end zone under control,
pass or dribble.
Defending team defends the offside line & score on the counters.
Attackers try to penetrate & score.
Play according to the US Youth Soccer
U12 modified rules.
2. Target Game
3. End Zone Game
4. One Goal
with Counters
5. Full Game 8v8
DESCRIPTION
1. Keep Away
Warm Up
ACTIVITY
40 yds
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Offside
40 yds
30 yds
T
T
8v8
50 yds
4v4
30 yds
8v8
40 yds
DIAGRAM
Author — James Clarkson
T
T
Penetration
U12 LESSON PLAN
No restrictions.
As Above
As Above
As above with real focus on imagination
and creativity.
Don’t force it.
Work on ideas for penetration.
CP: Timing, movement, disguise,
communication, weight and shape of pass.
Three-Team Transition Game
(Ages 12 -14)
TEAM C
TEAM A
TEAM B
36’
25’
THE GAME
Set up three teams of four players each. Team A defends one goal, Team B defends the other goal and Team C stands on the sidelines. The game
lasts 20-30 minutes. If Team A scores they’ll get a ball out of the goal that they’re defending and try to score again, Team B will sprint out, while
Team C will replace them. The Team that comes out five times loses the game.
FIELD SIZE: 36’ long by 25’ wide with two regular size goals on each end of the grid. A good supply of balls inside both goals is also needed.
COACHING POINTS
•
•
•
•
Play the ball quickly
Pressure the ball
Early shot
After turnover, pressure right away and play away from pressure quickly
VARIATIONS
• U-10s - no goalkeepers
• U-12s - last defender acts like a goal keeper (as long as it is not always the same kid)
• U-14s – with goalkeepers and a two touch restriction.
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The players should organize
themselves into groups of
four to play 4v4. The training grid is 40 yards long by
30 yards wide. Corner flags
or tall cones should be used
for goals and disc cones
to mark the corners of the
grid. The goals are set up
diagonally from one another
and ten yards in from the
goal line.
3. Crossing Game
The players organize
themselves into groups of
five to seven. Players are
numbered 1-5(7) and must
pass in that sequence, 1
to 2, and 2 to 3 and so on
with 5(7) passing to 1.
2. Sequence
Passing
Players can score from either side of the goal
and the game doesn’t stop after a goal is scored.
Play a normal 4v4 match except for goals being
scored from either side of the goal. Because of
the angled goals there will be more crosses into
areas in front of the goalmouth. Many goals can
be scored under match conditions in a short time
period. Teamwork in preparation of attack and
defense will improve.
All passing is done on the move, no standing
allowed. Divide into two or three groups with all
groups using the same field. The groups have to
play through, over and around each other, which
increases the demand on vision and communication and off the ball movement.
VARIATIONS:
1. Reduce the playing area to half of the
original size.
2. Each group starts with one ball and once they
have the hang of it add a second ball, which
increases the tempo of the session. A player
should not get caught with two balls.
The coach has the watch and the players have
thirty seconds to use the ball as a “paint brush”
and “paint” (via passing) as much of the grass in
the grid as they can.
1. Paint The Grass
Warm Up
Pairs with one ball go
into a 10-yard by 15-yard
grid. Three rounds with
a stretch between each
round.
DESCRIPTION
ACTIVITY
40 yds
10 yds
X2
O2
X1
X3
X1
X
O2
X4
O4
O3
X5
X2
30 yds
O5
15 yds
O3
X3
O1
O4
X4
X
DIAGRAM
Author — Sam Snow
Spatial Awareness
U12 LESSON PLAN
This activity promotes group movement (tactic)
and involves transition. The techniques of dribbling, passing, receiving, shooting, heading,
tackling and crossing will have the chance to
emerge. As a bonus fitness will also improve
in a fun and competitive fashion.
Off the ball players must get into the field of
vision of the teammate with the ball. A dynamic run should be made to show for the ball.
The intent is to promote vision and communication between the players without the pressure of opponents. The activity will cause the
players to work on the techniques of passing
and receiving. Rhythm of play and timing of
support runs will improve.
The intent is to get the players to move,
work on passing and receiving techniques,
to communicate and solve problems together.
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Use a painted/chalked line
or small disc cones to mark
the halfway line.
Play a full field match of
8v8. Follow the US Youth
Soccer rules for 8v8
U12 soccer.
5. All Up &
All Back
The players organize themselves into three groups of
five plus a goalkeeper in
each goal. Use a regulation
field and goals for the age
group. Each group keeps
track of their own score.
Goalkeepers act as their
own team.
4. Three Team
Game
ACTIVITY
For a goal to count all field players of the attacking team must be over the halfway line. If any
of the field players are not over the halfway line
and in the opponent’s half of the field then the
goal does not count and a goal kick follows. Let
them play under this condition until it is obvious they all understand it. Then if the coach
feels they are ready the second condition can
be added to the game. When a goal is scored
against the defending team they must have all of
their players in their half of the field or the goal
counts double.
Divide the field into thirds-defensive, midfield
and attacking. Place each group (X, Z & O) into
a third. The group Z in the midfield third has the
ball. Group Z chooses one goal to attack and
plays against the group X in that third. The group
O at the other end is resting. Only the group in
possession of the ball may enter the midfield
third. If group Z scores they keep the ball, go
back to the midfield third and attack the group
O goal. If the defending group X wins the ball
and gets it into the midfield third then group Z
stays in the final third and group X now attacks
against group O.
DESCRIPTION
O
X
GK
X
O
O
GK
O
X
O
Z
X
O
X
X
GK
O
O
Z
Z
X
GK
X
Z
DIAGRAM
X
O
Z
X
X
O
O
O
X
Spatial Awareness
U12 LESSON PLAN
The intent of these conditions is to work on
team communication, off the ball runs, vision,
fitness and most importantly compactness.
This is a complex environment and will require
the highest level of concentration from the
players. It will take them awhile to get the
hang of it, so be patient. While this is a match
related activity, it may be the most complex
activity in this training session. Encourage one
and two touch passing in the midfield third to
change the point of attack and to get targets
forward of the ball. A multitude of techniques,
offensive and defensive tactics can be taught
in this activity. The coach should focus in this
lesson on creating space.
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Numbers 9 v 9 / 10 v 10
3. Flank Game
• Field size: 75 yds
(44 + channel) x half field.
For U-14’s, this “may” be too
much width???
• Offside applies inside
penalty area
• Use corner flags at half
(common goal)
• Players are arranged as
shown below
• Only add the second central
pair if the space is not too
cluttered. Start with 1v1 in
the center.
2 goalkeepers
3 “pairs” of attackers outside of
the penalty area
2 wide players on each flank
XX
XX
XX
XX / XX / XX
• Develop some basic ideas on how the wide players (perhaps in
Xcombination with a central player or a striker) might combine to get
the flank players into crossing positions.
• Early vision from flak players.
• Strikers should not run offside.
• Periodically vary the crossing positions and expected serves. These
can include crosses from outside the box, crosses from the end line,
balls dropped to the supporting fullback (use 2nd flank player); and
then we have options for bending balls, driven balls across the face
of the goal, balls cut back to the penalty spot, balls flighted to the
far post, balls driven in the air to the near post, etc.
• You can also design ways to involve both strikers by playing to
the far post first, or by playing an early ball to the 2nd striker
to find her teammate.
• The three pairs of strikers should rotate to provide for alternating finishing from left and right flanks.
• Develop the shape and, particularly, the timing of runs into the box.
• Basic technical issues for the wide players should include ball
preparation, getting the hips around the ball, ball contact point,
body balance (opposite arm), etc.
• Basic technical points for the strikers should include steering
versus hammering, timing of runs, organizing and adjusting the
feet (balance), taking risks with non-dominant surfaces, being
as efficient as possible with touches. Let them complete the
strike, regardless of touch quality.
GK
ORGANIZATION:
2 midfielders with soccer balls
25-35 yards from goal
2. Technical
Functional
Training
At the basic level, this practice should provide lots of “varied”
technical repetition for crossing and finishing. Coaches should not
over-analyze every detail; pick and choose your times to interject
and take your time!
DIAGRAM
Any activity involving running and
striking the ball with the laces
and instep.
DESCRIPTION
1. General
Warm-up
ACTIVITY
Author — Tom Turner
Flank Play & Finishing
U14 LESSON PLAN
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Numbers 9 v 9 / 10 v 10
3. Flank Game
• Field size: 75 yds
(44 + channel) x half field.
For U-14’s, this “may” be too
much width???
• Offside applies inside
penalty area
• Use corner flags at half
(common goal)
• Players are arranged as
shown below
• Only add the second central
pair if the space is not too
cluttered. Start with 1v1 in
the center.
2 goalkeepers
3 “pairs” of attackers outside of
the penalty area
2 wide players on each flank
XX
XX
XX
XX / XX / XX
• Develop some basic ideas on how the wide players (perhaps in
combination with a central player or a striker) might combine to get
the flank players into crossing positions.
• Early vision from flak players.
• Strikers should not run offside.
• Periodically vary the crossing positions and expected serves. These
can include crosses from outside the box, crosses from the end line,
balls dropped to the supporting fullback (use 2nd flank player); and
then we have options for bending balls, driven balls across the face
of the goal, balls cut back to the penalty spot, balls flighted to the
far post, balls driven in the air to the near post, etc.
• You can also design ways to involve both strikers by playing to
the far post first, or by playing an early ball to the 2nd striker
to find her teammate.
• The three pairs of strikers should rotate to provide for alternating finishing from left and right flanks.
• Develop the shape and, particularly, the timing of runs into the box.
• Basic technical issues for the wide players should include ball
preparation, getting the hips around the ball, ball contact point,
body balance (opposite arm), etc.
• Basic technical points for the strikers should include steering
versus hammering, timing of runs, organizing and adjusting the
feet (balance), taking risks with non-dominant surfaces, being
as efficient as possible with touches. Let them complete the
strike, regardless of touch quality.
GK
ORGANIZATION:
2 midfielders with soccer balls
25-35 yards from goal
2. Technical
Functional
Training
At the basic level, this practice should provide lots of “varied”
technical repetition for crossing and finishing. Coaches should not
over-analyze every detail; pick and choose your times to interject
and take your time!
DIAGRAM
Any activity involving running and
striking the ball with the laces
and instep.
DESCRIPTION
1. General
Warm-up
ACTIVITY
Flank Play & Finishing
U14 LESSON PLAN
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ORGANIZATION:
Playing Rules:
X/T starts each build up.
X\T can pass to the
strikers (on the ground),
but not on the first ball.
4/5 passes to X/T from O
= goal. Play rounds to
two or three goals.
2 corners = goal - Don’t
take corners!
2. Activity #2
1. Warm-up:
Players
responsibility.
ACTIVITY
DESCRIPTION
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O
O
O
X
O
O X
X
X / T ........................ X /T
44 yds
X
X
GK
MF numbers
can be from
3v2 to 3v4 to
balance between
challenge
and success.
Even numbers
Balls on the ground to the strikers trigger the end of the build-up and
the beginning of the attack.
Midfield players can/should combine with strikers.
Play out each attack to its natural conclusion.
Maintain midfield balance in attack.
~20-25 yds
~10-15 yds
18 yds
DIAGRAM
COACHING POINTS:
Vision and patience to pick out the strikers.
Strikers create space to show for balls to feet,
or make diagonal runs into channels.
Develop combination ideas.
Attack with speed, but recycle as necessary
when attack stalls.
Expect the players to take charge
of themselves.
Finding & Combining w/Strikers
U15 LESSON PLAN
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Rhythmic exercises at a slow pace.
Static stretching exercises.
5. Cool-Down
Regulation pitch
Add a “no press” zone at 20 yards
from half way to develop more
frequent possession in the back/
midfield. No press rule applies to GK
possessions and outbound throw-ins.
O
X
No offside in build-up
area
O
X
X/T ……………..X/T
DESCRIPTION
4. Activity #4:
11v11
~24 yds
GK
Offside inside final
area
~30 yds
O
X
OOO
XX
O
X
ORGANIZATION:
General organizational
rules, as Activity #2
above.
3. Activity #3
ACTIVITY
O
Rehydrate!
X
~30 yds
~24 yds
X
X
O
O
X
O
X
O
X / T ........................ X /T
O
GK
DIAGRAM
O
X
No offside in
build-up area
Offside inside
final area
Lower the heart rate to below
100 beats per minute.
Play by FIFA Laws of the Game.
Be careful of “requiring” balls be played to
forwards; allowing midfielders to get forward
as the game dictates should open up natural
options to the strikers.
In the building-up area, play between
4v3 and 4v5, as necessary, to balance
success and challenge.
Defenders should not be restricted to
playing on the midfield zone.
Finding & Combining w/Strikers
U15 LESSON PLAN
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Two even teams of 5-8
players. Make small goals
around a half field area
with cones. Make one
more goal than each team
has players.
3. 2nd Activity
Multi Goals
3 Teams of three. One of
the colored teams is the
defending team. The other
two teams are trying to
see how many passes they
can get against the
defending team.
2. 1st Activity
3v3v3
1. Warm-up
ACTIVITY
So if there are teams of six, have seven small
goals scattered around half a field. This is a
familiar possession game in which a point is
scored when a team plays the ball thru a coned
goal to another teammate. A bonus point is
scored If the ball gets thru a coned goal to a
teammate who then plays one touch to a third
player. Could also make this way the only way to
get a point If your emphasis is getting support.
The two attacking teams are counting the
total number of passes in a time period. When
the defense wins the ball or the attacking team
plays out the ball, they keep the ball from the
two attacking teams. It is then up to the attacking
teams to win the ball back and keep possession.
To work on vision and support, tell the attacking
teams that they cannot pass the ball to their own
color. They must pass the ball to another color,
like the warm-up. Another variation is to put a
touch restriction on like 1-2 touch.
Three colors passing in an area have three
different groups of colors.
Have one ball to start. Instruct each color that
they must pass to another color yet receive from
a third color. For example: Reds pass to Greens,
Greens pass to Yellows, and Yellows pass to
Reds. After a little bit add a second and third ball.
DESCRIPTION
DIAGRAM
Author — Vince Ganzberg — DOC Indiana
Vision Support
U16 LESSON PLAN
COACHING POINTS
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Could put a touch restriction on them like 1-2
touch, but one of my favorite twists is to make
them play silently, no clapping, hooting, hollering,
etc. After a bit, then play normally.
To work on possession, vision, and support limit
the plus player to one touch while everyone else
has two touches. First team to three wins.
Before a goal can be scored, the attacking team
must play the ball to one of their two target
players who then only have one touch to play
the ball back in the field to their own team.
Could play that whomever plays the ball to the
end target must replace them. The target player
then plays the ball in and can join their teammates on the field.
DESCRIPTION
DIAGRAM
COACHING POINTS
This session is geared for the advanced-level player about the ages of 14 and up. The technical ability to play 1-2 touch, possessing a good first touch, and the ability to receive under pressure is
something for you to consider if you are to do this type of training session with your players.
The purpose is to work on player’s vision and getting support in order to have more productive possessions. This training session also works on speed of play.
Play 8v8-11v11
6. Concluding
Activity
Play 7v7 and have two
plus players who are
always with the attack.
The plus players are
now on the field.
5. 4th Activity
Play 7v7 Plus
two to Goals
Play five aside to two
goals. Two teams of seven
players. Play to two goals.
Each team has two target
players on their attacking
end line.
4. 3rd Activity
5v5 plus two
ACTIVITY
Vision Support
U16 LESSON PLAN
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Numbers: four field
players and a
goalkeeper
Space: 40/45 x 30/35 yards
Organize players 2-1-1
3. 5 v 5 to goals
Numbers: 3 v 3 + 4
(NEUTRALS)
2. Mobility &
Connecting
Numbers: 3 v 3 + 4
(NEUTRALS)
SPECIAL RULES:
1. Limit touches (3) to reduce dribbling
and increase ball circulation
2. Reward two- and then three-player
combinations with a point; goals
are worth three points.
• If the passer receives the ball back
from the neutral player, the team
maintains possession, but does
not score.
• Neutral players have three touches. If no pass is made after two
touches, the ball MUST be passed
to one of the other neutral players
to keep the ball circulating.
O
O
X O
X O
O
O
X
X
X
X
X
X
• To score, the attacking team
passes to any of the four neutral
players and connects to a third
teammate with a one-touch pass.
• Games are to five.
1. Creating space
& combining in
two’s and three’s
X
X
DIAGRAM
DESCRIPTION
ACTIVITY
O
O
Combining
U17 LESSON PLAN
O
O
If no immediate counter-attack, develop basic
spacing ideas:
• Forward and midfield players push out of
the back (GK in possession)
• Defenders open to the side of the field
• **GK should advance the ball to create a
passing lane(s)
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SPECIAL RULES:
1. Limit touches/unlimited touches
2. No punting
3. No pressing
4. Reward any reasonable
combination attempt
(successful or otherwise) with
points (goals always worth more)
5. Do not pigeonhole what a
“combination” is. Any reasonable
combining action involving two or
more players should count!
5. 8 v 8
(not 11 v 11)
Cool-Down
Building up: Build basic connection
ideas between five players.
• Midfielder and forward should
move in opposition to each other
(high-low, left-right)
• Midfield player acts like a AMF
/#10 in three-front, playing off
striker’s movements
• Defenders should not be forward
together (team should be even numbers in defense)
• Central player should not kill passing lanes to the forward
• Striker should not stand on sidelines
• Midfield player should help build
out of the back / change Point Of
Attack by showing in central spaces
• Defenders should run the ball into
space when possible
• Turning and finishing from MF and
striker encouraged
DESCRIPTION
4. 5 v 5 to goals
ACTIVITY
DIAGRAM
Combining
U17 LESSON PLAN
1. As above
2. Develop team shape ideas
3. Develop ideas on rhythm and
phases of play
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Now the players organize
themselves to play 4v4 (no
GK) in a 36-x-44 yard area
3. 4v4 To Goals
Players organize
themselves to Play 2v2
in a 14-x-10 yard grid
2. 2v2 Heading
for the Goal
Set up a 25-x-35 yard grid
1. Warm Up
ACTIVITY
• Teams throw the ball to teammates who must head ball to
another teammate that can then
catch the ball
• Defenders not allowed in own
6 yard box and cannot disrupt
thrown balls, only headed balls
• First team to five goals wins
• Players are restricted to their
own half
• Play starts with one person tossing
ball up and heading to their partner
who must either attempt to score
on a header or head the ball back
to their teammate who then must
either score or pass back…
• When defense wins ball they score
• Play to three goals
• Half of team on outside of grid
(half of those players need a ball),
and the other half moving on the
inside
• Players on the inside show for a
ball, receive a pass, and then head
the ball back to the outside player
• Stretch then switch
inside/outside players
DESCRIPTION
4v4
DIAGRAM
Author — John Thomas
Heading for Attack
U18 LESSON PLAN
COACHES CONNECTION
Read the flight of the ball
Keep eye on the ball
Get in the line of flight of the ball
Time jump to hit ball at highest point
Lock neck and keep upper body rigid
Thrust forward from waist
Direct ball down and with force
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Juggle in pairs.
5. COOL-DOWN
The players organize
themselves into two
teams of four, including a
goalkeeper on each team.
4. Scrimmage
ACTIVITY
25 touches between partners and then
stretch.
Finish with individual juggling. Stretch
and replenish fluids.
• 8v8 + GK game
• No restrictions on players 8v8
DESCRIPTION
X
X
8v8
DIAGRAM
Heading for Attack
U18 LESSON PLAN
COACHES CONNECTION
Recap the key points of executing finishing.
Observe to see if players are using
correct technique.
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Add neutral player(s) in the
central zone if necessary.
5 v 5 with goalkeepers to
two large goals
(36 x 45 or as needed).
Divide field into thirds
and organize players
accordingly.
Match Related I
7 v 7 + 2 exercise (define
area if necessary). Begin
with two balls (one ball
for each team – Yellow
and Blue). Neutral
players (goalkeepers) play
for team in possession.
Stretch.
Fundamental
ORGANIZATION
• Begin by restricting players to
their appropriate third of the
field (2 v 2 in the attacking and
defensive third; and 3 v 3 in the
middle third).
• If the defending team wins the
ball in the middle third of the
field, they must quickly play the
ball back to their goalkeeper
before they are allowed to go
forward to goal.
• Award one point for scoring
during the run of play and two
points for goals scored beginning
with the goalkeeper.
• Each team begins with a ball
passing and moving.
Every 2-4 passes, the team must
pass it to one of the goalkeepers,
who then distribute the ball (with
their feet) to the opposite colored
team. Continuous.
• Goalkeepers should vary service
between short and long passes.
• Eliminate one ball and play “keepaway.” Teams score by linking six
passes together. One of the six
passes must involve a goalkeeper.
VARIATIONS
B
45 yds.
B
Y
Y
X
O X
O
Y
GK
36 yds.
GK
GK
B
Y
B
B
B
X
DIAGRAM
X
X
O
Y
O
Author — Greg Maas — UYSA Technical Director
GK
B
• Good starting position in support of the ball
• Link with the run of play (up, down and
side to side)
• Correct distribution to the attack
• Play the ball away from pressure and support the pass
• Organization of the team in transition to
defend or attack
Maintain proper angles of support
Vision and awareness away from the ball
Proper verbal and visual communication
Appropriate technique while receiving and
passing the ball
• Correct and decisive decision making
•
•
•
•
COACHING POINTS
Incorporating the Goalkeeper Into the Attack
U19 LESSON PLAN
COACHES CONNECTION
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Players jog (dynamic
movements). Stretch.
Cool Down
7 v 7 with goalkeepers to
two large goals (½ field
or as needed).
Match Condition
Create two large crossing
channels on the flanks
and allow, no more than,
1 v 1 in the channels at
any time.
5 v 5 with four neutral
players and goalkeepers
to two large goals (½ field
or as needed).
Match Related II
ORGANIZATION
• Focus on major muscle groups.
• Possible Formation 1:2:3:2.
• No restrictions.
N
O
GK
O
X
X O
8v8
The Game
X
O X
X O
GK
½ Field
• Begin with four neutral players in
the channels, progress to 1 v 1
in the outside channels and 5 v 5
in the middle.
• Regular rules apply, however
crossing from the outside flanks
is encouraged.
• Award one point for scoring during
the run of play and two points for
goals scored off crosses.
• Goalkeepers must look to change
the point of attack when they win
the ball.
N
DIAGRAM
VARIATIONS
N
N
Author — Greg Maas — UYSA Technical Director
• Reduce Heart Rate
• Static Stretching
• Review Session
All of the above
• Change the point of attack quickly
• Correct decision to play to feet or space
• Receive the ball and play away
from pressure
• Appropriate decision to control the ball or
clear the ball first-time
• Communication and organization at
all times
COACHING POINTS
Incorporating the Goalkeeper Into the Attack
U19 LESSON PLAN
COACHES CONNECTION
37
Game to Four Goals
(Ages 9 -14)
B
B
A
A
36’
25’
THE GAME
This game is used for U-10s to get them used to looking both ways, for U-12s to recognize numbers up and numbers down situations and for
U-14s to switch the point of attack and speed of play. It could be also used to improve the defenders shifting and narrowing the field. Set up the
field by dividing players into two teams of four players each. Both teams defend and attack two goals. The game lasts 20-30 minutes and the
object of the game is to score on two small counter goals. The team that scores more goals wins.
FIELD SIZE: 25’ long by 36’ wide, with one 5’ counter goal at each corner of the grid.
COACHING POINTS
•
•
•
•
•
First touch
Preparation
Looking both ways
Playing the ball back then forward
Coaching the movement off the ball by the two neutral players
VARIATIONS
• U-10s – 4v4
• U-12s – 4v4 + 2
• U-14s – 4v4 + 2, the two neutral players must switch the ball whenever they receive it, everybody plays with a two-touch restriction.
38
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Six-Goal Game
(Ages 4-6, 12)
30’- 40’
40’- 50’
THE GAME
Each team defends three goals and attacks three goals. Normal possession rules apply for balls that go out of bounds. Score is kept.
FIELD SIZE: 30’-40’ long by 40’-50’ wide
COACHING POINTS
ATTACKING
• Keep possession of the ball, make the defenders earn the ball instead of “giving” it to them
• Maintain good width to unbalance the defense
• Change the point of attack quickly
•
•
•
•
•
•
DEFENDING
Players much play a zone since defending three goals
First defender must stay balanced and not “lunge” in, keeping the ball under pressure
Make sure goals are covered first
Provide good cover
Keep spaces between the defenders tight
Keep balanced as a team; if players overlap their zones, the attacking team will quickly switch the field and score
VARIATIONS
• Play with four goals
• Play with no goals, scoring instead by dribbling the ball over the line or by stopping the ball on the line
• Play with a field that is longer than it is wider
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39
5 v 5 with Targets
Author — Sam Snow — US Youth Soccer Director of Coaching Education
This is a favorite of mine. In this game the team in possession (here the black team) scores a point whenever it can play the ball to one
set of targets and then, in the same possession, play the ball successfully to the set of targets at the other end of the field.
The reason I like this game so much is that it does several things; first it makes possession directional. There is a purpose for the
possession, get to both sets of targets.
Second, the 360-degree nature of the game means both the team in possession and the team defending have to transition each time the
ball is played into a target. Both teams are constantly trying to get into better positions to either help or defend the ball.
Finally, it is economical. It requires good technique. It requires good decisions. It forces all players, including the targets, to think in
advance of the ball. Clean technique, good decisions equal improved speed of play.
OPTIONS
1) Put touch restrictions on the team with the ball
2 Put touch restrictions on the targets.
COACHING POINTS
1) Coach the shape of the team. To support the ball well, the ball must always have a right, a left, a short through option and a longer
through option.
2) Coach the shape of the player, the player needs to open himself to the field (e.g. backside to the outside) to be able to play the ball with
the fewest touches.
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Coaching Teenage American Players:
Rhythm, Decoys and Combinations
By Gary R. Allen
US Youth Soccer National Staff
There is a maxim in the professional
leagues in Europe: “Urgency in soccer is an
unreliable friend.” This is extremely relevant
to U.S. teenage soccer, but I would change
it a bit: “Urgency in youth soccer reliably
creates a predictable and frustrating game.”
I recently had the opportunity to watch
our U17 and U20 National Teams train and
play against each other over a two-week
period. It was interesting, especially in
light of my observations over the past few
seasons of a number of teenage games and
training sessions, both in high school and club settings.
Technically, for most teenage players the most glaring needs
concern the abilities to make crisp, smooth passes with pace that do
not bounce or skip, and to receive balls cleanly, especially when running
at speed directly towards the passer, most often when “checking” for
balls. Even with the U17 and U20 National Team players, over half the
time their first touch popped balls up to their waist or two or three feet
away from them in an unplanned direction.
Coaches of teenage players would do well to create more practice
environments where players are constantly making and receiving hard,
accurate passes under the pressure of limited time and space, but
maximum movement. Over the past few years, I have seen thousands of
“keep away” and two-touch exercises designed to reinforce good passing
and receiving. The reality, however, is that most often the spaces used are
unrealistic, the passes too soft and the players move very little. While they
may keep possession for three or four passes, the players virtually move
nowhere, and coaches generally do not demand crisp, accurate play. In
essence, there is no replication of the pressures of the real game.
Consequently, when the players do actually play in the game, their
lack of tight control and balance while playing and running at speed
lead to constant battles for the ball where, more often than not, most
players’ second touch is a tackle.
While there is a tremendous need for teenage players to spend
much time passing and receiving under pressure, the tactical issues
presented in most teenage games require attention. The most prevalent
tactical characteristic of these games is a direct foot-race type of play
that more often resembles a ping-pong match, rather than good soccer.
This is true even at the highest levels. When the U20s played games
against the U17s, they tended to physically dominate the younger
players. Faced with this pressure, the U17s’ primary response was to
try to speed up the game and play longer, more direct passes, hoping
for a crack in the defense somewhere – and they were increasingly
frustrated and rebuffed.
There are at least three areas coaches could address to dramatically
improve the level of play: (1) establishing a rhythm, (2) using the ball as
a decoy and (3) combination play.
This tendency towards “urgency” is partly due to the age, where the
predominant response to pressure is to impetuously fight back harder.
There is another more subtle, yet pervasive, factor. Most, if not all of the
U17
U players were selected for “elite” teams
when
they were 11 to 14 years old, ages
w
when
there are often noticeable differences
w
in
i physical maturity. The touchstone for
success
for most young “elite” teams is that
s
their
star players can outrun opponents. The
t
most
used “tactic,” therefore, is direct play
m
— unimaginative long balls, with no attempt
at
a guile — where the physically precocious
player
most often prevails. While this tactic
p
apparently
is “successful” through the early
a
teen
years, its effectiveness diminishes
t
significantly
later, when there is more
s
physical
parity among players. This early
p
emphasis on direct play, however, becomes
ingrained in these players, and they rely on it more heavily as they grow
and the pressure of the game becomes more intense. Unfortunately,
as a result, the vast majority of these “elite” players become onedimensional, cookie-cutter players, unable to solve the problems of the
game differently, imaginatively or creatively.
There appear to be at least three tactical areas upon which coaches
can focus to help teenage players overcome this “direct play — footrace” tactical barrier. Each requires that players learn to play collectively
in groups, cooperate around the ball to create numbers-up situations,
and find and exploit weaknesses in the opposing side.
1. ESTABLISHING A RHYTHM
A hallmark of great players and great teams is the ability to control
and change the tempo and rhythm of play as the game requires.
Rhythm has many facets both in attack and defense. Here I will only
address a few attacking ideas.
The concept of establishing and/or controlling rhythm is woefully
lacking in most teenage games. Almost every time teenage players
gain possession, the immediate result is a one-vs-one battle. Even
when they make successful passes to hold possession momentarily,
these seem to erupt from a series of one-vs-one contests, rather
than through coordinated group play. There is rarely any sense of
collective effort beyond a couple of players who may be immediately
around the ball. Most often the second or third player to possess the
ball is overtaken by the urgency to make a long searching pass, and
possession changes hands once again.
Establishing rhythm requires collective play. There has been much
general emphasis on small-sided play as a developmental tool, yet
often when players move into a larger game they become disjointed,
with only one or two players actively engaged around the ball. This
is primarily because there has been little conscious focus on helping
players recognize the need for establishing a rhythm every time they
gain possession and moving together in groups, constantly adjusting
as the ball moves around the field.
Some of the most illustrative examples of using small-sided play
to teach collective cooperation among players occurred with the US
National Team between 1990 and 1994. During this period, the US had
the resources to keep players together to train consistently for four
years. The vast majority of the practices during that time involved small-
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41
sided play, with repeated emphasis on what the player with the ball saw,
and how the three, four or five teammates without the ball moved and
opened avenues for maintaining possession. In the 1994 World Cup, for
the first time at that level, the U.S. was able to effectively mount attacks
and defend in collective groups of four or five players at a time.
Coaches of teenage players in the US should focus much more on
this concept of groups of four or five players, and establishing a rhythm,
direction and tempo of play every time the players gain possession of
the ball. Players both on and off the ball must learn to see their role as
part of a collective group to help maintain possession, and create and
exploit opportunities to score.
2. USE THE BALL AS A DECOY
I once heard Rene Simoes, the then-current Brazilian Women’s
Olympic Team Coach, asked to describe the Brazilian style of play.
He laughed for a moment and said, “I’ll bet you think I am going to
say ‘Samba.’” Then he said, “That is the answer for journalists, but if
you really want to know what is at the heart of Brazilian success, in
addition to the level of skill of every player, it is that we use the ball as
a decoy.”
This concept is the key to understanding play at the highest levels.
When one thinks of this concept in areas in front of the goal, so jealously
guarded by defenders, it makes perfect sense. It involves making
defenders leave the protected areas or run the wrong way immediately
before the ball is played into those spaces. It is based on the fact that
the ball can move faster than the players can run. The aim, as Simoes
declared, is to make the other team chase the ball, something they
can never catch. Besides the great Brazilian teams, perhaps the two
greatest teams to do this so simply and effectively were the Hungarian
Team of the 1950s and the Dutch Team of the early 1970s. Both had
three, four and five players at a time combine, using the ball as a decoy
to draw opponents to one place, only to play it quickly to other players
running into the spaces left by defenders chasing the first or second
pass. By contrast, the predominant play in teenage games involves no
decoys, no guile — it is to launch the ball directly into the most heavily
defended spaces in hopes that a teammate will win the foot race with
the opponent.
Coaches should do much more functional work in the area between the
center circle and the top of the penalty area. Some coaches have called
this area “negative” space behind the front players. It is called “negative”
space because it is often left sparsely defended in lieu of defending the
space inside the penalty area. A foundational concept would be to teach
players to first make decoy passes to teammates’ feet in front of defenders
(i.e., in the “negative” space), rather than attempting to immediately make
killer passes directly into predictable and shrinking areas behind defenders.
Defenders very rarely guard the “negative” space, but passes played to
feet to forwards or midfield players coming back into the “negative” space
can lure defenders into that space, creating opportunities to play into the
newly-opened spaces behind the defenders. This was the predominant
tactic used by the great Hungarian Teams of the 1950s. Often their most
effective passing began with passes to the feet of players coming back
into negative spaces for balls, followed by a pass backwards, and then
forward to a third player running into the space left by the “decoyed”
defenders. These types of decoy passes can occur both in the center and
on the sides of the field.
Players should also be taught to think of playing the ball wide as
a decoy to draw defenders and open up larger spaces between the
defenders. Playing passes as decoys, using both the depth and width
of the field will provide many opportunities to isolate defenders and
exploit the spaces created through combination play.
42
3. COMBINATION PLAY FROM 40 YARDS OUT TO
ISOLATE DEFENDERS AND BREAK ATTACKERS FREE
One of the most underutilized and misused areas of the field in the
teenage game is between the center circle and the top of the penalty
area (the “negative” area). Whether they start with the ball at their feet,
or with a free kick, teenage players most often ignore and try to bypass
this valuable real estate by playing directly into the limited and highly
contested space within 20 yards from the goal line.
It is in this area of the field that creating a rhythm is so important,
using the ball as a decoy is most effective, and where learning to
isolate defenders, once we have possession and are facing them, is so
important. This is especially true because many teenage teams attempt
to play “flat back four” types of defense without really understanding
how to play it. Unfortunately many teenage forwards help the cause of
even the flattest of back four defenses by acting as if they are at a track
meet, sprinting towards goal, seeking the killer pass.
Using collective group play to isolate defenders should directly
follow a pass played wide or forward to feet as a decoy. Many youth
coaches practice switching the point of attack: an extremely important
concept for creating spaces between defenders.
However, they often stop there and do not then focus on what happens
after the ball is switched. They ignore collective combination play to isolate
the defenders and exploit the spaces they have created by switching the
point of attack. For example, shifting the point of attack often creates a one v.
one situation and a defender without immediate cover.The advantage gained
by switching is often lost when teammates without the ball consistently run
away from the player with the ball, looking for the killer pass without first
setting it up with a decoy. First, the player with the ball still has to deal with
the immediate defending opponent, and second, the space in which he can
play a through pass becomes smaller with each of his and his teammates’
steps. Although there are situations when a quick through pass to a breaking
player may be appropriate, it is often much more effective after a switch if
two or more attacking players without the ball immediately seek to help the
player with the ball create a numbers up advantage against the immediate
defender and draw in nearby defenders. Then, a pass to a breaking player
may be on. Players need to recognize when and how to execute certain
combinations, such as give-and-goes against aggressive defenders, overlaps
for retreating defenders, takeovers for tightly marking defenders who may
force the attacking player to move sideways, or checking runs ahead of the
ball that create opportunities for double passes or passes to third players
running diagonally or from behind the ball.
Although many coaches incorporate “checking” in their training,
they do not focus on the purpose of checking – to create space behind
the defenders and to make defenders run out of that space immediately
before a ball is played into it. For this reason, most forwards do not
recognize that a checking run is not an end in and of itself, but merely
the first run of a combination, allowing attacking players to outnumber
isolated defenders and draw other defenders into the “negative”
space. This creates the opportunities to play passes through to third
attacking players running without involving a foot race with defenders.
Players must constantly be looking to use the ball as a decoy, coupled
with collective combination play to isolate defenders, to break attacking
players free, and get the ball into effective scoring positions.
This article is only meant to scratch the surface, and merely cite a
few ideas for coaches of teenage American players: general concepts
of creating a rhythm, using the ball as a decoy, and using combination
play to isolate defenders, break attackers free and exploit spaces
created. Hopefully, some of these concepts, if implemented, will help
change the US teenage game from one of frustrating urgency to one
of increasing, interesting and effective opportunities.
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Slide Tackling
By Marcelo Balboa
Marcelo Balboa, a long-time veteran of the United States National
Team currently with the Colorado Rapids of MLS, offers his advice on
slide tackling.
can’t hesitate, or they’ll be beaten.
“When you decide to go down, you have to go down,” he says.
“You can’t think twice about it. If you go into a tackle halfway, you
can get hurt. Decide 100 percent that you are going, then go.”
Knowing when to go requires instinct built through experience,
and it requires the ability to read the game.
1. WATCH THE BALL
When an attacker is running at you with the ball, it’s difficult not
to concentrate on his body movements. Doing so, however, could
cost you a tackle.
More than a few flashy forwards have juked a defender out of
his socks while only nominally touching the ball. Such situations,
however, can be avoided by keeping your eyes on the ball. “If
someone is trying to dribble by you and he’s coming right at you,
you’ve got to watch the ball,” says Balboa. “No matter where the
attacker’s body moves - he can go right, he can go left - the ball
always sits still.”
2. DON’T TACKLE UNLESS IT’S NECESSARY
The best place for a defender to be is on his feet, not on the
ground, and so one should resist the temptation to leap at an
opponent’s ankles any time the opportunity presents itself. It’s
better to contain the forward and prevent him from penetrating. You
should also try to work with your fellow defenders to close off the
attack without direct confrontation.
If you are the last line of defense - as Balboa usually is - it is
particularly important to remain upright. If your slide tackle fails,
your opponent’s path to the goal will be clear.
“Any time you dive in, there’s a chance of you getting beat,”
Balboa says. “Even if you do dive in and get the ball, it can always
bounce or deflect off the guy and get by you.”
3. WAIT FOR YOUR OPPONENT TO SEPARATE
FROM THE BALL
As long as your opponent has the ball at his feet, he’s in control
and a slide tackle could be suicidal. Wait for him to knock it ahead two
or three feet — if you are fairly close by — before diving at his feet.
“If you tackle when it’s at his feet,” Balboa says, “he can knock
it away from you or dribble by you. When he separates from the
ball, then you cut in front of him without tackling. And that’s perfect
because you can keep playing. If you need to tackle, wait for him to
separate from the ball, then hook him.”
Timing is the crucial ingredient, both for safety and effectiveness.
But the quality of the timing is elusive.
“The most important thing is to get your timing down,” says
Balboa. “If you don’t have the right timing, your opponent is going
to run right by you, and you might end up with a card.”
Developing timing requires constant practice, but because
training sessions rarely emphasize tackling, games offer the best
training ground.
“Kids always want to practice slide tackling, but it is not really
something you can do in practice,” Balboa says. “The more you play,
the better you’ll get at it.”
4. BE DECISIVE
Mentality is important - especially at the highest level, where the
difference between success and failure can be confidence. Players
5. ATTACK FROM AN ANGLE
It is possible to slide tackle an opponent from behind or from the
front. But the risks - fouls, cards, expulsion - are great.
The best tackles come from an angle. Coming in at an angle
also allows the defender to strip an opponent from the ball without
tackling.
While racing alongside an opponent, wait for him to separate
from the ball. Then step into his path, between him and the ball.
“Step right into his line,” says Balboa. “Now you’ve got the ball,
and you can shield it. Chances are, he’ll trip you or foul you because
you’ve cut him off.”
Tackling from behind, an inexact science that soccer officials are
intent on banning, isn’t recommended.
“For every clean tackle from behind, there are four bad ones,”
Balboa says. “You always seem to clip the guy, catch an ankle or
something. You might get away with one clean tackle, but many
times you are going to foul the guy, and you might seriously hurt
him. That’s why they are trying to stop it.
“If I’m tackling from behind, I’m screwed because I’m the
sweeper,” he says. “I try not to get myself in that situation.”
Slide tackling from the front, with both feet, is another matter,
and one referees rarely smile upon.
“Straight-on, you’re going to get the ball first, but obviously
you’re trying to hurt the guy if you’re going in with both feet straight
on. That’s why referees don’t like straight-on tackling. Even if you
get the ball, they usually call a foul.”
6. PROTECT YOURSELF
The first law of slide tackling concerns safety, and it begins
with shin guards. Full guards may not be as comfortable as smaller
models, but defenders don’t really have a choice.
Nor do they have a choice once the decision to tackle has been
made. Don’t take it easy! You must go all-out.
“I’ve done that before,” says Balboa. “I went into a tackle very
easy and did my MCL, strained it.”
Mechanics are important. Balboa recommends that tacklers
keep their leg unlocked with a slight bend. Then when you get to
the ball, extend your leg through it.
“Make sure you get the ball right on your shoelaces,” he says.
“And swing your leg through it.”
7. GIVE ‘EM THE HOOK
The proper slide should make baseball managers proud - it’s a
hook, on your side, with the extension of your leg through the ball.
“It’s like a baseball slide,” says Balboa, who spent some time on
the base paths during his youth. “The only difference is you don’t
slide straight through. In soccer, you’re running at an angle and
sliding, hoping to land on your side. Then you try to swing your leg
across and hook the ball.”
It requires precision and resolution.
www.nyswysa.org
43
Junior GK Ball
By Tony Waiters
For younger players, no one should know just what position they will
eventually take up when they move into more serious 11v11 play in their
teens. For the moment, they are all strikers, defenders and goalkeepers.
The Junior GK Ball is a fun way to allow children to become
accustomed to catching high balls — always a challenge for children
under 11 years of age.
OBJECTIVE:
Fun game that gives good practice in throwing and catching.
Develops supporting play and appreciation of space.
ORGANIZATION:
“Don’t just put your foot out there, hoping the ball will hit you
as your opponent trips over you,” Balboa says. “Make sure you
swing through it. Try to clear it, or try to kick it away from him.”
Work in an area approximately 30x20 yards, with full sized goals or
five cones spaced two feet apart on the goal line.
If using full-sized goals, goals only count with balls rolled into goal.
If using cones, the team has to knock a cone over with a throw to
score.
Ball can only be moved by throwing to teammate. Players cannot run
with the ball. All passes must be caught before touching the ground.
Opposition takes possession if ball hits ground from a misplaced
throw or a mishandled catch.
Interceptions can be made by opposition; everyone can use their
hands.
Partial interceptions can be disputed and claimed by either side by
diving on the ball.
No tackling allowed — only screening.
Three-second rule. If one player is holding on to the ball the coach
begins the count: “One, Two...” if the ball is not thrown before “Three”,
it is turned over to the opposition.
TEACHING:
8. GET THE BALL
This is most important. If you don’t get the ball, your
goalkeeper will likely be picking the ball out of the back of the
net in a matter of moments.
“Make sure you get the ball,” Balboa implores. “You can get
the ball first and then go through the player.”
Or don’t. Tackling doesn’t require a defender to strip the ball
from his opponent. Sometimes just getting in the way is enough.
“If a guy is running down the wing, he’s running full-speed,
and you know at that speed he can’t cut it back. You know he is
going to cross it,” Balboa explains. “Sometimes if you stick out
your leg, you’re not going to block it. If you slide and lift your
leg, you can block the pass.”
Team in possession must support well.
All players should recover to own goal quickly after team loses
possession.
Ball will need to be passed around in front of the “goals” to make
an opening for the shot if the defending team has recovered well.
TARGET:
To outscore the opposition.
9. CONTROL YOUR EMOTIONS
Professional fouls are part of the game, mere moves in a
chess match. And although players can become frustrated and
tempers can flare, one should never take it out on an opponent.
“It’s important that you control your emotions,” Balboa
says. “Never go out to hurt somebody because you’re looking
to be thrown out of the game, and that’s stupid. Make sure
you keep your foot down when sliding — you don’t ever want
to lift your foot. Tackling around the knee or tackling high ... to
me, that’s just stupid. Soccer is a fun game. There’s no need
to get violent.”
44
www.nyswysa.org
Why They Stop
Vince Ganzberg
Director of Education, Indiana Youth Soccer
“Mom and Dad, I don’t want to play anymore!”
After investing the time and money into any sport, this is the last
thing a parent wants to hear, but it happens.
Frequently.
Children quitting organized sports occurs more often than one
might think. Research has shown that approximately 70-75 percent of
children will quit playing a sport by the age of 14. Why do they want
to stop? To answer that question, let’s look at why they start, or why
parents put their children into a sport in the first place:
•
•
•
•
Competence (learning and improving)
Affiliation (being a part of a team, or club)
Fitness (agility, balance, coordination, and physical health)
Fun (this is the overwhelming reason why children play sports)
Notice that “winning” is not one of the reasons.
When children leave a game, they want to know two things: 1)
When do we play again? and 2) Where is the snack? Children are
not as concerned about winning as adults may think. Children all
want to compete, but they each have their own interpretation of
competitiveness. For most, if one team is red and the other are blue,
then. “Game on!”
Children strive to do their best when they step into “competition.”
They also want competitive matches. Remember when you were a
child playing in the backyard and the game was too lopsided? What did
you do? I remember stopping those games to start a new one with
different teams, or finding other ways to balance the game. I think
many of us forget what emotions we went through growing up as a
child and how we viewed competition.
Now let’s get into why they stop. Research says children stop playing
sports for a variety of reasons. Six of the seven primary reasons are
“ADULT-CONTROLLED” behaviors. Can you guess which one isn’t?
•
•
•
•
•
•
•
Lack of Playing Time
Overemphasis on Winning
Other Activities are More Interesting
Lack of Fun
Coaching/Adult Behaviors
Dissatisfaction with Performance
Lack of Social Support
If you guessed, “Other activities are more interesting,” then you are
correct! Give yourself a pat on the back. There are times when a child
just finds something new that they really like. The rest of the reasons
are adult-controlled behaviors. When adult-controlled behaviors are
forcing children out of a sport, adults are putting themselves before the
needs and development of children.
LACK OF PLAYING TIME
This is an adult-controlled behavior due to the coaches and parents
wanting to “win” the game. Do players want to win? Absolutely! They
all strive to do their very best to win. Research has also shown that
children today would rather play than sit the bench for a winning team.
Allow your players to play in the game for their own sake. As a coach,
you need to see their “soul” on the field and allow them to get into
the game so they can improve. Not putting children into a game is
like not allowing them to take a test in school. There is nothing wrong
with having some players earning more time, but all players should be
given a minimum time to play.
OVEREMPHASIS ON WINNING
“Winning isn’t everything, it is the only thing.” That is the oftenrecited Vince Lombardi quote, which is actually misquoted. Lombardi
actually stated, “The will to win isn’t anything, it is the only thing.” So
many coaches feel as though their whole self-worth is out there on the
field, and if they don’t win as coaches, then “they” not the children are
a failure.
The same goes for adults on the sidelines. A recent statistic showed
that 25 percent of coaches quit due to adult expectations with regard
to outcome. The late Bill Walsh stated that, “Twenty percent of every
game is by chance.” In the 1980 Winter Olympics, the Russian hockey
team would have probably beaten us nine out of 10 times, but that day,
it was America’s day to win.
As a coach or parent, you can’t control the outcome. If it is the other
team’s day, it’s simply their day! Only two teams need to win in our
country, and those are our Men’s and Women’s National Teams. Soccer
is a team sport that is “player” driven - once the ball starts rolling, there
is nothing people outside the lines can do. Give them the game, and let
them determine the outcome!
LACK OF FUN
Children view sports differently than adults. Most children, if not
www.nyswysa.org
45
all, start playing a sport because it looks like fun. There is a saying,
“Get them playing; keep them playing.” Capture their interest, and then
maintain it.
There is also a saying that, “Drills destroy skills.” No lines, laps,
lectures. Soccer is a free-flowing game where the players make
decisions and decide the outcome. Instead, use training sessions that
put players in an environment where they can make decisions and
maximize touches on the ball.
As Director of Education traveling around the state, I am always
surprised at how many coaches use the age-old practice plan starting
with “laps.” Coaches and adults need to know that endurance training
is only effective at 12 to 18 months after PHV (Peak Height Velocity),
which is about 13 years, six months for boys and 11 years, six months
for girls. For the younger ages (6-10 years of age), you can work on their
fitness (not just endurance) with the ball, rather than running laps.
“Teach, don’t talk.” Our children live in a busy world today. As a
result, the ability for them to listen to coach talk has declined. Teach
them in training, but make your points short and sweet. Also, include
them in the process of learning by asking them questions on the topic
you have for that training session.
Finally, let them play! “Over the past two decades, children have lost
12 hours of free time a week, including eight hours of unstructured play
and outdoor activities. The amount of time children spend in organized
sports has doubled, and the number of minutes children devote to passive
spectator leisure, not counting television but including sports viewing has
increased fivefold from 30 minutes to over three hours.” (Elkind, 1)
It is a different world in which we now live. As a coach, you can
give them some of that “free time” back by allowing them to play as
soon as they arrive. I observed a club who does this, and their players
are begging their parents to bring them to training early, because they
know they are able to play the game at the beginning. The game is the
best teacher; so as a coach, allow them to play and express themselves
and to have FUN!
COACHING/ADULT BEHAVIORS
For some reason, some adults and coaches transform from Winnie
the Pooh to a grizzly bear when a game rolls around. Everything from
yelling at officials’ bad calls to conversing with parents from the other
team is widely seen throughout youth sports. Remember this - without
referees, there is no game!
Put yourself in someone else’s shoes. Imagine that your child (who
is a new referee) is being verbally abused by adults because a handball
46
was not called during a U6 match? As a parent, you have taught your
children to be respectful of their elders and to give their absolute best
on the field. Verbal abuse of the officials on the field leads to referee
loss. Did you know that nearly 75 percent of the referees in Indiana
are under the age of 16? We must provide a tolerant, respectful, safe
environment for these referees to use as a training ground, and it starts
with each and every one of us. It takes a village to raise a child, whether
they are players or referees.
Be a role model for your child. Try to view a game like a “grandparent.”
Grandparents don’t care about winning or losing, just want to go and
see their grandchild be happy. Let’s take a lesson from this. They have
been there, done that. Experience is a great teacher. As a parent you
want to see a child’s “soul” when they are out on the field and not just
their face. Kids can only play freely when we, as adults, allow them to
control their own destiny.
The numbers don’t lie: only a small percentage of players will
go on to play in college, and even fewer than that will play at the
professional level. Refer back to the reason why you enrolled your
child in a sport in the first place. I am sure that for the majority of
you, it was for one the four reasons at the beginning of this article
- competence, affiliation, fitness or fun. Please remember that your
child is not you! Your childhood is over — give your kids the game.
DISSATISFACTION WITH PERFORMANCE
Stay away from post-game analysis, or “PGA,” in the mini-van/SUV
after the match. Coaches, stay away from the “PGA” closing statements
after a tough loss. Children remember this, and feedback isn’t always
what they want to hear. Children know when they make a mistake in
a match. Repeating it again verbally isn’t the answer. Try to shift gears
and turn a negative into a positive. Let it go, and make sure that they
know you still love them no matter how many mistakes they make.
There is a reason why the X Games are popular with children. The most
prevalent is that they can determine their own outcome, be creative,
and make mistakes, without anyone analyzing their performance.
LACK OF SOCIAL SUPPORT
There is “tough” love and there is “TOUGH” love. Most athletes
that make it to the next level mention their parents gave them “tough”
love but were supportive of them every step of the way.
This actually ties in with dissatisfaction of performance. Be there
for your kids through the tough times and the good. It is easy to be
supportive of them after a victory, a game-winning goal or an important
save. Remind your children that tough times don’t usually last, but
tough people do. When children feel abandoned by their parents/
coaches, that is when they often go to something else. Sometimes,
that something else isn’t a positive activity.
We all can help create a better environment to make sure that
children begin playing and keep playing, staying active, keeping healthy,
and making them lifelong participants in athletics. Indiana Youth Soccer
is committed to creating a better environment and offers free “PEP”
sessions (Parent Education Programs) for member organizations. If you
would be interested in a free session, please email Vince Ganzberg at
[email protected],
Have Fun!
Reference:
Elkind, David, Ph.D. 2007. “The Power Of Play: how spontaneous, imaginative
activities lead to happier, healthier children”. Cambridge, MA: Da Capo Press.
www.nyswysa.org
Beware of Tournamentitis
By Sam Snow
U.S. Youth Soccer Director of Coaching
Tournamentitis — true, it’s not a real word, but it does convey the
condition of too many tournaments on the American soccer scene.
Indoor, outdoor, 3-a-side, 11v11 — on almost every weekend of the year
there are hundreds of tournaments of one type or another taking place
across the land. They are for old and young and every level of play.
Tournaments started as a means to supply games for teams when
there were far fewer teams than today. The distance between the
teams often meant that the investment in time and money to travel to
another soccer club caused everyone to maximize the effort by playing
lots of games. These tournaments began in earnest in the 1970s.
Clearly the number of soccer clubs has grown dramatically since then.
The distance between teams has become closer, simply because of
the proliferation of teams in town after town. Yes, geography still plays
a major role in the way we manage soccer in the USA. The size of the
country will not change and distance’s impact on time and cost for
travel will not change. What has changed and will continue to change is
the distance between the home grounds of clubs.
In the 1980s, tournaments took on another focus, becoming the
main revenue stream for many clubs. Proceeds helped to build facilities
and greased the wheels of local governments and business to support
soccer by their financial impact on a community. The profits made even
helped to create jobs within the clubs for administrators and coaches.
Certainly, many positive types of fallout from tournaments have aided
in the growth of soccer in our nation.
Yet the dominant place of tournaments in youth soccer is a doubleedged sword. Often, teams participate in tournaments for poor soccer
reasons, or no soccer reason at all. When a team plans to play in a
tournament they must ask: who, where, when and why? Teams should
indeed play in tournaments to become exposed to a different style of
play or a different level of competition. With young, teenaged teams
it can be part of learning how to play on the road. For older teams,
the chance at regional- and national-level competition can also provide
for scouting opportunities by college and professional coaches. In any
case, the number of tournaments must be balanced with the rest of
the team’s schedule of training sessions and matches. There can be
too much of a good thing.
The most talented players tend to play the most matches per year
(100+) and are generally the least rested. By virtue of the number of
matches played (and the minutes played therein) the most talented
players tend to be under-trained (ideal 5:1 ratio; 10,000 hour rule - Istvan
Balyi Ph.D., et al). Most of our elite players never learn how to train in
a professional manner.
With so many tournament matches in two or three days, players
go into survival mode and play in third gear. Seldom, except perhaps
in the semi-final match, do they give 100 percent when on the field.
This means our competitive players never learn how to play in a
professional manner.
Mental and physical exhaustion leads to poor play, typified by kick‘n’-run soccer. These factors may also contribute to injuries as players
who make late decisions get into tight situations and maybe bad tackles,
unnecessary fouls, poor tactical positioning on the field, and so forth.
To avoid the malady of tournamentitis, a coach must carefully plan
the season with a good balance of tournaments, league matches and
here iis th
the P
Position
Statement
the 55
ttraining
i i sessions.
i
IIn closing,
l i
h
iti St
t
t ffrom th
state association Technical Directors on the topic of tournament play:
“We believe that excessive play at competitive tournaments is
detrimental to individual growth and development, and can serve to
reduce long-term motivation. Do not multiple matches being played
on one day and one weekend have a negative effect on the quality
experience and development of the individual player? Further, far too
many playing schedules include so many tournaments and matches
that there is never an ‘off-season.’ We believe that players under the
age of 12 should not play more than 100 minutes per day, and those
players older than 13 should not play more than 120 minutes per day.
We also recommend to tournament managers and schedulers that:
• Players should be allowed ample rest between matches.
• All tournament matches should be of the same length, and that no fulllength match be introduced during play-off rounds.
• Kick-off times allow players a reasonable opportunity to prepare for competition.
This encompasses rest and recovery, nutrition and adequate time to warm-up and
stretch after traveling a long distance in addition to taking into consideration
extreme environmental conditions.
www.nyswysa.org
47
PLAYER-PARENT CONTRACT
The following is taken from the Sarasota (Fla.) Youth Soccer League’s Player-Parent Contract:
PARENTS/SPECTATORS
•
•
•
•
•
•
•
•
•
•
•
I will encourage good sportsmanship by demonstrating positive support for all players, coaches, game officials and administrators at all times.
I will place the emotional and physical well being of all players ahead of any desire to win.
I will support the coaches, officials and administrators working with my child, in order to encourage a positive and enjoyable experience for all.
I will remember that the game is for the players, not for the adults.
I will ask my child to treat other players, coaches, game officials, administrators and fans with respect.
I will always be positive.
I will always allow the coach to be the only coach.
I will not get into arguments with the opposing team’s parents, players, or coaches.
I will not come onto the field for any reason during the game.
I will not criticize game officials
Alcohol, illegal drugs and unauthorized prescription drugs shall not be possessed, consumed or distributed before, during or after any game
or at any time while at the field and/or game complex.
PLAYERS
• I will encourage good sportsmanship from fellow players, coaches, officials and parents at all times.
• I will remember that soccer is an opportunity to learn and have fun.
• I deserve to play in an environment that is free of drugs, tobacco and alcohol; and expect everyone to refrain from their use at all soccer
games.
• I will do the best I can each day, remembering that all players have talents and weaknesses the same as I do.
• I will treat my coaches, other players and coaches, game officials, other administrators, and fans with respect at all times; regardless of race, sex,
creed, or abilities, and I will expect to be treated accordingly.
• I will concentrate on playing soccer, always giving my best effort.
• I will play by the rules at all times
• I will at all times control my temper, resisting the temptation to retaliate.
• I will always exercise self-control
• Conduct during competitions towards play of the game and all officials shall be in accordance with appropriate behavior and in accordance with
FIFA’s ‘Laws of the Game’, and in adherence to FYSA rules.
• While traveling, all persons shall conduct themselves so as to being credit to themselves and their team.
• Alcohol, illegal drugs and unauthorized prescription drugs shall not be possessed, consumed or distributed before, during or after any game
or at any time while at the field and/or game complex
Failure to comply may result in the suspension of your privilege to participate in FYSA sanctioned events, for the following periods:
• First offense: Suspension for a minimum of 30 days to a maximum of five years.
• Second offense: Suspension for a minimum of one year to a maximum of 10 years.
• Third offense: Suspension for a minimum of five years to a maximum of 50 years.
ADDITIONAL RULES & REGULATIONS
• The only people allowed on the field for training and matches are the players and coaches.
• Do not make training and/or matches stressful for your child. Remember ‘player development with enjoyable experiences on the field’. The
best thing you can do to support your child is to let them have free, relaxed play.
• Coaches give their players specific instructions. Please do not attempt to coach from the touchline. If you want to coach please contact me as
I am always looking for qualified people.
• On no account must you approach a coach on the field after a game or training session. If an issue arises wait 24 hours and then arrange
an appointment so you can both sit down and talk about it. If you are not satisfied after this, then you must contact the Vice President of
Recreation, Bayardo Pena, who will either deal with the issue or bring it to my attention. Please do not contact me directly and undermine the
position of a coach. Follow the procedure.
• All players should arrive for training on time, dressed appropriately (with shin pads!), with a ball of suitable size (inflated) and a water bottle.
48
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New York State West 2009 Coaches Handbook

Transcription

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