cal south - coaching education flowchart · 2 cal south youth module 1 & 3 ym 1 (soon to be...

Dear Coach,

On behalf of the children you will be coaching and teaching, I would like to thank you for taking the time to attend this coaching course. I realize that as a coach and teacher, you are a catalyst and a role model who can make a difference in the lives of our children. Therefore, I have carefully selected the most qualified USSF licensed coaches to be on the Cal South Coaching Education Staff. These youth-oriented individuals will utilize the most up-to-date educational methods in transferring their extensive practical coaching and playing experiences to you. These individuals not only understand the youth game, but also the spirit of the game.

Our objectives of the course are:• To give you better understanding of youth players

• Topics: Youth Sports Psychology, Prevention and Care of Injury, Cal South Policies and Procedures

• To give you a teaching/coaching framework

• Topics: Methods of Teaching/Coaching Technique

• To provide you with an opportunity to reflect upon what you already know about teaching and coaching

• To provide you with techniques to help you develop your players to their maximum potential

We combine classroom discussions with field participation to maximize your understanding of the material. We encourage you to ask questions at any time during the course. I highly recommend you take notes for future reference because of the vast amount of new information that will be presented. You are invited to take part in the practical field sessions; however, if you have any health concerns that you think would prevent you from running, jumping or performing strenuous activities, please be honest and do not join the sessions.

We admire your commitment to our children and your desire to self-improve. It is people like you who make a positive difference in our children’s lives. Remember our motto: When we develop a player, we develop our team; when we develop a coach, it develops the GAME!

Yours in Soccer,

Steve HoffmanCal South Director of Coaching and Player Development

Cal South Youth Module 1 & 32

YM 1(Soon to be

online)E

D

NYL C

B

A

GKLevel 1

GKLevel 2

YM 3

CAL SOUTH - COACHING EDUCATION FLOWCHART

Cal South Youth Module 1 & 3 3

YOUTH MODULE 1 - COACHING MANUAL


YOUTH MODULE 1 - TABLE OF CONTENTS

Characteristics of U6 Children


Implications for Coaching

Principles of Conduct

Laws of the Game Modified U6


Lesson Plans U6

Lesson Plans U8

Team Administration

Team Organization

Methods of Coaching

Prevention & Care

Extra Material Team Management Ideas

Practice Session Plan

Soccer Etiquitte / Keeping the Score Down

Substituting / Scottish Research Study on Small-Sided Games

Risk Management

Best Practices / Academy Approach

Links

“Fantastic Fours”

Notes

5

6

7

12

13

15

17

20

36

37

39

42

52

53

54

55

56

57

58

60

61

70


Psychomotor Development:The progressive acquisition of skills involving both mental and motor activities.

Cognitive Development:The process of acquiring intelligence and increasingly advanced thought and problem-solving ability from infancy to adulthood.

Psychosocial Development:Pertaining to the interaction between social and psychological factors.

* Characteristics were re-printed from the US Youth Soccer National Youth License Course.

• Easy fatigue, rapid recovery, heart rate around 90 BPM for boys and girls

• Body segments grow at different rates.

• Movement education approach. Emphasis of fundamental movement skills:

ᴏ Locomotor - walking, running, leaping, jumping, hopping

ᴏ Non-locomotor - bending, stretching, twisting, pulling, pushing, reaching

• Progress in motor development starts with the head and moves downward to the feet and from the center of

the body outward.

• Basic manipulative - throwing, catching, striking

• Difference between boys and girls minimal

• Weight range is approx. 30-50 lbs.

• Height range approximately 35-45” for boys and 37-45” for girls

• Increased use of all body parts.

• Need to explore qualities of rolling and bouncing ball.

• Play consists of a high-degree of imagination and pretend activities.

• Limited understanding of time, space relations, and boundaries.

• Tend to only one task at a time in problem solving situations.

• Process small bits of information at a time. Long, sequential instructions are not processed.

• Simple rules only.

• Pre-operational stage of cognitive development.

• Beginning to use symbols to represent objects in an environment.

• May verbalize “team”, but does not understand group or collective play.

• Egocentric - see world only from their perspective, demonstrated through parallel play. “Me”, “My” and “I”.

They want the ball - their ball!

• Beginning to develop self-concept, body awareness, and self-image through movement.

• Need generous praise and the opportunity to play without pressure.

• Influential person in their life is most likely their mother or significant parent.

CHARACTERISTICS OF U6 CHILDREN






• Cardiovascular system is less efficient than an adult’s; a child’s heart rate peaks sooner and takes longer to recover to

full resting rate.

• Temperature regulation system is less efficient than adults; children elevate their core body temperature more quickly

with activity, and take longer to cool down than adults.

• Skeletal system is still growing; growth plates are near joints, thus injuries to those areas merit special consideration.

• There is perceivable improvement in pace and coordination from U6 to U8 however the immaturity of a U8’s physical

ability is obvious.

• Limited ability to attend to more than one task at a time; the simple task of controlling the ball demands most of the

attention capacity, thereby leaving little or no capacity for making additional decisions.

• Limited experience with personal evaluation; effort is synonymous with performance, “If I try hard, then I performed

well” regardless of the actual performance.

• Concrete operational stage of cognitive development.

• Concept of time and space relationship is just beginning to develop and will be limited by capacity to attend to

multiple tasks.

• Beginning to categorize information: some relationships that “do” exist are not recognized and some relationships

that “do not” exist are assumed.

• Like to play soccer because it is “fun”, intrinsically motivated.

• True playmates emerge with the inclination toward partner activities.

• Great need for approval from adults such as parents, teachers and coaches. They like to show individual skills.

• Self-concept and body image are beginning to develop, very fragile.

• Easily bruised psychologically by both peers and adults; negative comments carry great weight.

• Young players think that criticism means the adult doesn’t like them,

• Team identity is limited; “I play on Coach Bob’s team” or “I play on the Tigers” – club, league concepts are

non-existent.

• There is desire for social acceptance; they want everybody to like them.

• The influential person is most likely their father or significant parent.



Length and Number of Practice Sessions(One game per week)

Half-Time Snacks

Activities in a training session

Nature of a training session

The Training Session

What should a training session consist of?

• U-6 45 minutes once a week

• U-8 1 hour each, 1 or 2 times per week

• U-10 1 hour to 1-¼ hours each, twice a week

Players should only ingest WATER at half-time. A reduction in hydration adversely affects muscle performance. Players do

not need to eat food at half-time. The ingestion of food diverts blood from the muscles and does not promote the proper

muscular function needed to participate in a soccer match. A proper diet provides children the fuel they need to play.

• U-6 Many of short duration, mostly individual-type games

• U- 8 Many of short duration involving groups of two

• U-10 Fewer activities, longer periods involving groups of three or more

• Upbeat

• Encouraging

• Stimulating

• Many short water breaks

• Very little explanation, with short demonstration

• Lots of player participation, every player has a ball

• Players should have a good time during the training session.

• Players should spend the majority of their time with technical development.

• Players should touch the ball as much as possible.

• Some portion of each training session should emphasize shooting.

• Every session should begin with a warm-up

• The technical progression is:

ᴏ Fundamental = low or no pressure. Next we can add the following:

• The pressure of time (doing it faster)

• The pressure of space (doing it in a smaller area)

• The pressure of an opponent with restriction (replicate the game)

• Each training session should finish with two goals and no restrictions,

ᴏ e.g. a scrimmage.

Please note: Players are encouraged to spend additional time on their own with a ball and practice with family and

friends at home and at school. *US Youth Soccer strongly encourages that U6s practice once a week in random groups of

six concluding with a 3v3 game. Thus, there is no “team” play.

Types of activities must emphasize Individual Technical Development.

IMPLICATIONS FOR COACHING SOCCER


What is the Best Fluid to Drink?

Suggested Absolutes

An Approach to the game

How can we help kids play?Kids like to have fun and play soccer. The basis of their enjoyment is derived from touching the ball.

• Organize sessions that allow for minimal discussion and maximum opportunities to touch the ball.

• Short training sessions are far more beneficial than long, extended periods.

• Small-sided games are the best way to spend their time.

• Emphasize the positive.

• Create situations where players must do most of the thinking.

• Keep things simple.

• Play small-sided games with uneven numbers 3 verses 2, 4 verses 3, etc.

• Try to get into the session yourself. Have fun!

• It’s a game for kids to play; coaches should facilitate learning.

In long-distance events (those lasting 60 minutes or more) diluted fruit juices (one part juice to one part water) or diluted

sports drinks are preferred. Even a 90-minute soccer game does not create 60 minutes of continuous movement for a

player. Professional soccer teams allow players to drink diluted Gatorade after practice ONLY. WATER is encouraged all

the time.

The latest research promotes chocolate milk as the best post-game fluid. This 4:1 carbohydrate to protein ratio taken

within 30 minutes of the conclusion of exercise is best for muscle rebuilding.

http://www.utexas.edu/features/archive/2004/nutrition.html

• Player’s mistakes are an EXPECTED circumstance of our game.

• Above all, please leave “winning at all cost” behind. Children play for many different reasons.

• Training sessions, though fun in nature, must have a defined objective.

• None of these are appropriate: criticism, threats, blame, yelling, humiliating, ridiculing, and/or showing bias.

• Try to have fun.

• Coaches are role models.

• Players are affected by a coach’s behavior on the sidelines.

• A coach is one of the four most important influences in a child’s life.

• Children play soccer because they want to kick a ball.

• Short verbal blips followed by a chance to move around and touch the ball will get great results.

• Try to let the players have fun and you’ll keep your sanity!


What’s the difference?(Activities vs. Drills)

The fundamental difference between kicking and passing is THINKING. The fundamental difference between a drill and

an activity is also THINKING. If you believe these two statements then you will realize that soccer is a player’s game. ALL

Training sessions should give players as many opportunities to play and think as possible.



Technique without drills

Children come to training to play soccer!THEY DO NOT COME TO DO THE FOLLOWING:

Things a Coach Should Know:

A Successful Coach

Big Picture(The ultimate goal)

General Human Nature Concepts

• In the overall development of a young soccer player, it is imperative that we place emphasis on the acquisition of skill

and technique.

• Children 6-10 years of age cannot be viewed as mini-professionals, nor can we expect them to learn new skills the

way we would.

• At a young age we must concern ourselves with improving a players general movement skills, (running, jumping,

skipping, etc).

• To keep players in the game we must create a game-like environment in training.

• Listen, watch, stand in lines, nor be involved in anything that has to do with boredom, inactivity or organization.

ᴏ NO LINES! NO LAPS! NO LECTURES!

Don’t:

• Become frustrated, yell or intimidate.

• Be afraid to adjust your training activities when children aren’t enjoying them.

Do:

• Keep players active with a ball.

• Vary the activities based on attention span.

• Spread positive reinforcement to all players, not just the stars.

• Play all players 3/4s of a game regardless of league rules.

A key to being a successful youth soccer coach (this does not mean winning) is to teach the players. If you teach the

players and what you taught is performed in a game, you are a successful coach. Examples of a successful coach: all your

players can perform a dribbling move in a game (U8 and up), all of your players scored a goal, all of your players can’t

wait to play again regardless of your record, all of your players had fun.

• That your players continue to play soccer well into adulthood (or, at the least, they become physically active adults).

Very few sports have over-30 and over-40 divisions, if they even exist as an adult sport.

• Understand why children play.

• Every child has different needs.

• Needs range from attention to development and self-confidence.

• Don’t forget love, discipline, the desire to improve, friendships, etc.

• Try to determine each child’s needs; then attempt to meet one of them.

• Use what works for you and lose what didn’t work.



Developing your Coaching Philosophy

How can you become more educated?

Legendary soccer coach Bobby Howe promotes striving for success:

• Winning vs. Losing. Sports can build character. Sports reveal character.

• Teaching skill, even though you may to lose some games to teams that rely on playing physically. Skilled players will be

better in the long run.

• Teach skills, not positions.

• The Golden Age of Skill Development is 9 to 14 years of age.

• Relationship of parents and spectators to players, referees and opponents.

• Playing Possession Soccer vs. Kick and Run.

• Development of all players on your team.

• Educate your parents to not yell at players, to not applaud bad habits, to not yell at referees and opposing players and

most of all to de-emphasize winning and losing.

• REFEREES are humans. Referee “mistakes” are an expected circumstance and are to be IGNORED.

• Attend coaching clinics.

• Read soccer books, magazines, and watch videos.

• Watch higher-level games: U19, college, professional.

• Get advice from more experienced soccer coaches in your area.

“The following is part of a speech from football coach, Joe Paterno, in 1990, to a group of sports medicine physicians.

It reflects my thoughts at this time and is most appropriate for the development of our game.

SUCCESS & EXCELLENCE

There are many people, particularly in sports, who think that success and excellence are the same thing, and they

are not the same thing. Excellence is something that is lasting and dependable and largely within a person’s control.

In contrast, success is perishable and is often outside our control. If you strive for excellence, you will probably be

successful eventually people who put excellence in first place have the patience to end up with success. An additional

burden for the victim of the success mentality is that he/she is threatened by the success of others and resents real

excellence. In contrast, the person fascinated by quality is excited when he/she sees it in others.”

Bobby Howe

FestivalsSoccer festivals feature multiple small-sided mini-games per event (e.g., 10 games X 10 minutes) with no elimination

and no ultimate winner. Soccer festivals create an atmosphere of enjoyment, stemming from the fun of participation in

the game and allowing play to be the center of the experience. Coaching consists of positive comments about the player’s

efforts and cheering. Fans cheer for players on both teams.

The US Youth Soccer Small-Side Manual states that soccer festivals should replace soccer tournaments for all players under

the age of ten.



RECOMMENDATIONS:

• Opposing parents or coaches should shake hands after each game

• Do not record league standings

• Do not record final score

• Participation awards for ALL

• Parent or coaches, non-playing players, parents and spectators should be there to enjoy and encourage the activity of

the youngsters

• No alcoholic beverages will be consumed or allowed near the playing are allowed.

Side Line Suggestions(10 Things Kids Say They Don’t Want Their Parents to Do)By Darrell. J. Burnett, PhD

1. Don’t yell out instructions. During the game I’m trying to concentrate on what the coach says and working on what

I’ve been practicing. It’s easier for me to do my best if you save instructions and reminders for practice or just before

the game.

2. Don’t put down the officials. This embarrasses me and I sometimes wonder whether the official is going to be

tougher on me because my parents yell.

3. Don’t yell at me in public. It will just make things worse because I’ll be upset, embarrassed, or worried that you’re

going to yell at me the next time I do something “wrong.”

4. Don’t yell at the coach. When you yell about who gets to play what position, it just stirs things up and takes away

from the fun.

5. Don’t put down my teammates. Don’t make put-down remarks about any of my teammates who make mistakes.

It takes away from our team spirit.

6. Don’t put down the other team. When you do this you’re not giving us a very good example of sportsmanship so we

get mixed messages about being “good sports.”

7. Don’t lose your cool. I love to see you excited about the game, but there’s no reason to get so upset that you lose

your temper! It’s our game and all the attention is supposed to be on us.

8. Don’t lecture me about mistakes after the game. Those rides home in the car after the game are not a good time

for lectures about how I messed up – I already feel bad. We can talk later, but please stay calm, and don’t forget to

mention things I did well during the game.

9. Don’t forget how to laugh and have fun. Sometimes it’s hard for me to relax and have fun during the game when I

look over and see you so tense and worried.

10. Don’t forget that it’s just a game! Odds are I’m not going to make a career out of playing sports. I know I may

get upset if we lose, but I also know that I’m usually feeling better after we go get a pizza. I need to be reminded

sometimes that it’s just a game.


PRINCIPLES OF CONDUCT

• My first responsibility is the health and safety of all participants.

• It is recommended that coaches become certified in the basic first aid and are aware of their club, league and state

requirements in this area.

• Be prepared to handle first aid situations as well as medical emergencies at all practices and games Have and know

how to use a properly supplied FIRST AID KIT and ICE.

• Know the 911 emergency procedures/telephone location.

• Know the location of nearest emergency medical facilities.

• Always carry emergency medical release forms and team safety and information cards.

• Follow up on all injuries with parents/guardians

• Know and understand the Laws of the Game

• Inspect players equipment and field conditions to ensure safety.

• Utilize proper teaching and instructing of players regarding safe techniques and methods of play.

• Supervise and control your players so as to help prevent injury.

Safety


• Dimensions

ᴏ The field of play will be rectangular, its length being not more than 30 yards nor less than 20 yards and its width

not more than 20 yards nor less than 15 yards. The length in all cases shall exceed the width.

ᴏ Recommended field size is length 25 yards x width 20 yards.

ᴏ Distinctive lines are necessary; sidelines, goal lines and halfway lines can be marked out across the field or

otherwise indicated. While other markings are possible, they are not required to ensure the enjoyment and

development of the youngsters.

• A center circle with a five-yard radius.

• Four corner arcs with a two-yard radius.

• Goal area needs to be three yards from each goal post and three yards into the field joined by a line drawn parallel

with the goal line.

• Goals.

ᴏ Maximum size of five feet high and ten feet wide (minimum size of hockey goals).

• A maximum of players on the field at any one time is THREE (no goalkeeper)

• A maximum number of players on the roster should not exceed six.

• Substitutions for Injuries

• See Law VII

• Each player shall play a minimum of 50% of the total playing time

• Teams and games may be co-ed

• Footwear: tennis shoes, TURF shoes, or cleats. Cleats are not mandatory and are NOT necessary for U6 players.

They run flat-footed, and don’t make sharp turns where they would lose their footing.

• Shin guards are mandatory.

• Registered Referees, Associate Referees or Parent, coach or assistant is the most logical choice.

• All rule infractions shall be briefly explained to the offending player.

• Not necessary

• The game shall be divided into four equal, twelve-minute quarters.

• There will be a two-minute break between quarter one and quarter two, and another 2-3 minute break between

quarters three and four.

Law I - The Field

Law 2 - Ball Size 3.

Law 3 - Number of Players.

Law 4 - Players Equipment Conform to FIFA with the following exceptions:

Law 5 – Referee

Law 6 – Linesmen

Law 7 - Duration of the Game

*US Youth Soccer recommended modifications to the FIFA Laws of the Game. FIFA Laws of the Game can be found at www.ussoccer.com/referees.

LAWS OF THE GAME - MODIFIED U6


• Opponents must be six yards from the center mark while the kick off is in progress.

• There shall be a half-time break of five minutes between quarters two and three.

• Recommend that a parent or coach substitute between quarters to ensure that all players play a minimum of 50% of

each game (75% is preferred).

• There shall be no off side.

• All fouls will result in an INDIRECT FREE KICK with the opponent six yards away.

• The referee must explain ALL infractions to the offending player.

• Shall be classified under one heading INDIRECT.

• Goal may not be scored until the ball has been played or touched by a second player on either team.

• The attacking team, within the defending teams goal box, shall take no kicks.

• No penalty kicks are taken during these games.

• Replaced by a kick-in.

• Kick-in considered as an indirect free kick with the opponent five yards away from the ball.

• If a throw-in is used a second throw-in must be allowed if a player commits a foul on the initial attempt. The referee

shall explain the proper method before allowing the player to re-throw.

• Goal kick may be taken within two (2) to three (3) yards of the goal.

• Opponents must be six (6) yards away form the ball.

• Opponents must be six (6) yards away from the ball.

Law 8 - The Start of Play Conform to FIFA with the following exception:

Law 9 - Ball in and out of play (conform to FIFA).

Law 10 - Methods of Scoring (conform to FIFA).

Law 11 – Offside

Law 12 - Fouls and misconduct - Conform to FIFA with the following exceptions:

Law 13 – Free kicks Conform to FIFA with the following exceptions:

Law 14 – Penalty kick

Law 15 – Throw in

Law 16 – Goal Kick Conform to FIFA with the following exceptions:

Law 17 – Corner kick Conform to FIFA with the following exception:




• Dimensions: The field of play must be rectangular. The length of the touchline must be greater than the length of the

goal line.

• Length: minimum 25 yards maximum 35 yards

• Width: minimum 20 yards maximum 30 yards

• Field Markings: Distinctive lines not more than (5) inches wide. The field of play is divided into two halves by a halfway

line. The center mark is indicated at the midpoint of the halfway line. The center mark is indicated at the midpoint of

the halfway line. A circle with a radius of four (4) yards is marked around it.

• The Goal Area: A goal area is defined at each end of the field as follows: Two lines are drawn at right angles to the

goal line three (3) yards from the inside of each goalpost. These lines extend into the field of play for a distance of

three (3) yards and are joined by a line drawn parallel with the goal line. The area bounded by these lines and the goal

line is the goal area.

• The Penalty Area: none.

• Flag posts: none.

• The Corner Arc: Conform to FIFA.

• Goals: Goals must be placed on the center of each goal line. They consist of two upright posts equidistant from the

corners and joined at the top by a horizontal crossbar. The recommended distance between the posts is eighteen

(18) feet and the distance from the lower edge of the crossbar to the ground is six (6) feet. Goals may be smaller in

dimension.

• A match is played by two teams, each consisting of not more than four (4) players. There are no goalkeepers.

• Substitutions: At any stoppage of play and unlimited.

• Playing time: Each player SHALL play a minimum of 50% of the total playing time. Teams and matches may be coed.

• Non-uniform clothing is allowed based on weather conditions, but uniforms must still distinguish teams.

• An OFFICIAL (Game Manager or Coordinator or Parent or Coach or Grade 9 referee) may be used.

• All infringements shall be briefly explained to the offending player.

• None.

• The match shall be divided into four (4) equal, (12) minute quarters.

• There shall be a two (2) minute break between quarters one and two and another two (2) minute break between

quarters three and four.

• There shall be a half-time interval of five (5) minutes.

Law I - The Field of Play

Law 2 - The Ball: Size three (3).

Law 3 - The Number of Players.

Law 4 - The Players’ Equipment: Conform to FIFA.

Law 5 – The Referee

Law 6 – The Assistant Referees

Law 7 – The Duration of the Match




• The opponents of the team taking the kick-off are at least four (4) yards from the ball until it is in play.

• None.

• All fouls result in a direct free kick.

• The referee/coach/parent must explain ALL infringements to the offending player. No cards shown for misconduct.

• All kicks are direct and all opponents are at least four (4) yards from the ball until it is in play.

• None.

• An improperly performed throw-in can be retaken once.

• Opponents must remain outside the goal area and at least four (4) yards from the ball until it is in play.

• Opponents remain at least four (4) yards from the ball until it is in play.

Rules of the Game: Simplified (book) soccersupplies.com/prod/booksdvdsvideos/refereeeducation/B-0103http://www.soccer-for-parents.com/support-files/rulesv2.pdf

Law 8 - The Start and Restart of Play: Conform to FIFA, with the exception:

Law 9 - The Ball In and Out of Play: Conform to FIFA.

Law 10 - The Method of Scoring: Conform to FIFA.

Law 11 – Offside:

Law 12 - Fouls and misconduct - Conform to FIFA with the following exceptions:

Law 13 – Conform to FIFA with the exceptions:

Law 14 – The Penalty Kick

Law 15 – The Throw in Conform to FIFA with the exception

Law 16 – Goal Kick Conform to FIFA with the exceptions:

Law 17 – Corner kick Conform to FIFA with the exceptions:




EXAMPLE LESSON PLANS


YOUTH MODULE 3 - COACHING MANUAL


YOUTH MODULE 3 - TABLE OF CONTENTS

Methods of Coaching





Team Management

Team Organization

Methods of Coaching

Prevention & Care

Lessons plans U10

Lessons plans U12

Extra Material Team Management Ideas


Soccer Etiquitte / Keeping the Score Down

Substituting / Scottish Research Study on Small-Sided Games

Risk Management

Best Practices / Academy Approach

Links

“Fantastic Fours”

Notes

25

30

31

32

34

36

37

39

42

45

48

52

53

54

55

56

57

58

60

61

70


Emphasis of the Youth Module 3 License Course

Street Soccer

What is Player Development?Developing a Philosophy

The Traditional Natural Development of Soccer Players in Foreign Countries.

This course is designed for recreational parent/coaches who are coaching U-10/U-12 players. The course will help reduce

the anxiety of teaching children to play soccer and will also help coaches transition from small-sided games to the 11v11

game of soccer.

Street Soccer: can help recreate a more “natural development” environment for our players who play in an overly

organized soccer environment.

In this version of the small-sided game, each player is assigned a number that he/she keeps for the duration of the event.

The organizer will announce teams of four players by calling out numbers prior to each small-sided game.

For instance, in the first match, numbers 1, 2, 3 and 4 will play as a team against numbers 5, 6, 7 and 8 on field A;

while numbers 9, 10, 11 and 12 will play against 13, 14, 15 and 16 on field B. In the second match, numbers 2,6,10

and 16 might play against numbers 1, 5, 9 and 13 on field A, etc. In this way, players play with and against different

combinations of players throughout the event.

1 2 3 4 Numbered Players

5 6 7 8

9 10 11 12

13 14 15 16

• Activities for the children’s participation that focuses on the involvement with the ball to ensure fun and enjoyment.

• Players exposed to playing every position.

• One player one ball.

• Activities designed to maximize the number of touches by each player at practice.

• Rules and equipment modification according to the player’s age group.

• Activities designed to promote thinking, not just doing drills.

• Emphasize player development, De-emphasize winning and losing. The philosophy of “Player Development” needs to

be conveyed to all players and parents. All players can “develop” over time. Winning cannot be attained all the time.

The most appropriate goal for players is to develop their skills, their game. Improvement = Success.

Players begin kicking a ball at a young age. Around 5 years of age they begin to play soccer in the “street” with other

kids. They play with no coach, no team parent, no snack schedule, no standings and no banner. They play for hours, or

until dark, because they are having fun. They learn the game from other kids, from older kids and watching games on TV.

They develop excellent technical skills and a passion for the game. Later on in their pre-teen years, they join a team with a

coach who teaches tactics. Organization is good, but it should not kill the passion for the game and player development.

METHODS OF COACHING


Possible logistics for street soccer:

Festivals

The Big Picture

A Successful Coach

After each match, the organizer requests and records each individual

player’s score based on the following point system.

• 4-8 minute matches depending upon total number of players.

• 4 matches in an hour … give sufficient time between matches for water.

• 4v4 without goalkeepers, or 5v5 with goalkeepers.

• Players set up fields using cones for the corners of the field and corner flags for the goals

• Have training bibs at each field.

• The players determine the rules (how goals are scored, etc.)

• The players make the subs.

• The players solve disputes (fouls, etc.)

• The coach keeps time and makes observations about general tendencies of play.

• The coach records the points for all of the players after each match.

Soccer festivals feature multiple small-sided mini-games per event (e.g., 10 games X 10 minutes) with no elimination and

no ultimate winner. Soccer festivals create an atmosphere of enjoyment, stemming from the fun of participation in the

game and allowing play to be the center of the experience. Coaching consists of positive comments about the player’s

efforts and cheering. Fans cheer for players on both teams.

The US Youth Soccer Small-Side Manual states that soccer festivals should replace soccer tournaments for all players under

the age of ten.

That your players continue to play soccer well into adulthood. (or at the least, they become physically active adults).

Very few sports have over-30 and over-40 divisions, if they even exist as an adult sport. Soccer provides a wonderful

opportunity for adults to play for many years.

A key to being a successful (this does not mean winning) youth soccer coach is to teach the players. If you teach the

players and what you taught is performed in a game, you are a successful coach.

Examples of a successful coach:

• All of your players can perform a dribbling move in a game (U8 and up).

• All of your players scored a goal.

• All of your players can’t wait to play again regardless of your record.

• All of your players had fun.

Win = 3 Point System

Tie = 1

Goal = 1

Shutout = 1

METHODS OF COACHING


Coaches Training Check List

Role of the Coach

• Are the activities you chose fun?

• Are all the players involved?

• Is creativity and decision making used?

• Is the space used appropriate?

• Is the coaches’ feedback appropriate?

• Are there implications for the game?

• Serve as a facilitator (Set up conditions and environment for learning).

• Players need to have fun and receive positive feedback.

• Coach must be enthusiastic.

• Practices should be conducted in the spirit of enjoyment and learning.

• Activities need to be geared toward achieving success

• A positive role model

• Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches.

• To have a responsibility to the game itself. See Keeping the Score Down (in back)

• Understands who they are coaching.

• Children are not defined by chronological age only; children mature and develop at their own pace.

• Treat each child as an individual.

• Not all children participate for the same reasons.

• As a Teacher (“The Game is the great teacher”), see Natural Development of Soccer Players in Foreign Countries

METHODS OF COACHING

Legendary soccer coach Bobby Howe promotes striving for success: “The following is part of a speech from football coach, Joe Paterno, in 1990, to a group of sports medicine physicians.

It reflects my thoughts at this time and is most appropriate for the development of our game.

SUCCESS & EXCELLENCE

There are many people, particularly in sports, who think that success and excellence are the same thing, and they

are not the same thing. Excellence is something that is lasting and dependable and largely within a person’s control.

In contrast, success is perishable and is often outside our control. If you strive for excellence, you will probably be

successful eventually people who put excellence in first place have the patience to end up with success. An additional

burden for the victim of the success mentality is that he/she is threatened by the success of others and resents real

excellence. In contrast, the person fascinated by quality is excited when he/she sees it in others.”

Bobby Howe


How Do We Teach?

The Coaching/Teaching Progression

Components of the game

• Introduction

• Demonstrations

ᴏ Give a clear picture of what is to take place. Speak about the parts of your session as you show the whole picture.

ᴏ Key points

ᴏ The “how to”

ᴏ Quickly organize and explain the activity (rules)

• Practice

ᴏ Allow players to play.

ᴏ Do not over coach.

ᴏ Correction, specific feedback for both correct & incorrect performance.

ᴏ Collective correction then later, individual feedback.

• Evaluation

ᴏ Is there a successful transfer from training to the game?

ᴏ Coaches should know the “Components of the Game”

• Fundamental

ᴏ Zero pressure of an opponent with movement.

• Match Related

ᴏ Add pressure of limited time, space, and opponents.

• Match Conditions

ᴏ The game (scrimmage) with two large goals no restrictions.

NOTE: Four Components are listed in order of emphasis at this age level and will change depending on the age and level

of player you are coaching.

• Technique

ᴏ The main priority for these age groups is that all players become comfortable with the ball at their feet. The

Golden Age of learning technique is 9 to 14 years of age.

ᴏ All activities must be FUN and game-like.

ᴏ Learning must take place through self-discovery.

• Psychology

ᴏ The development of a positive attitude about all aspects of the game.

• Tactics

ᴏ Definition: A player’s decisions

ᴏ At this level, the emphasis is placed on teaching tactics based on the technical ability and the psychological

development of the player.

• Fitness

ᴏ Appropriately organized technique enhancing activities and small-sided games with the necessary physical

requirements to meet the needs of their game.

• Economical Training

ᴏ Incorporating two or more components of the game in an activity. With limited practice time, this is the efficient

way to make practices more game-like.

METHODS OF COACHING


Organization of a Training Session

The four main areas of a practice session

This short section is designed to assist the youth coach in the actual organization of any training session. Organized in

a progressive manner, this structure enables the coach to build a training session step-by-step and address the particular

needs of the team. Coaches should be able to create numerous sessions of their own once they understand these

essential ingredients.

• Step One - Functional Warm Up

ᴏ Your warm-up should prepare the players both physically and mentally for the training session.

ᴏ The warm-up must incorporate a technical or tactical element and be dynamic.

• Step Two - Individual Activities

ᴏ As appropriate for the age, although this may be addressed during the warm up period or within the small group

activities. The need for this portion of practice will depend upon the ability of the players.

• Step Three - Small-Group Activities

ᴏ This area includes small-sided games that will lead into larger group games.

ᴏ Small group activities or games will provide a majority of your coaching sessions.

• Step Four - Large group/team activities

ᴏ This does not mean 11v11 games. This can be a large group game with situations that require you to play 7v7,

8v8, or 6v7 (numbers up or down, etc.)

• Practices and games should conclude with static stretching.

METHODS OF COACHING






• Gross and small motor skills become more defined.

• Boys and girls begin to develop separately.

• Ability to stay on task is lengthened.

• Greater diversity in playing ability and physical maturity

ᴏ (physically mature individuals demonstrate stronger motor skills)

• More prone than adults to heat injury.

• Accelerated heat loss and increased risk of hypothermia.

• Lengthened attention span; ability to sequence thought and actions.

• Pace factor developing (starting to think ahead).

• More inclined to want to play rather than being told to play.

• Increased sense of responsibility (i.e. bring ball, water, tuck in jersey, pull socks up.)

• Starting to recognize fundamental tactical concepts, such as changing directions of ball, but is not always sure why.

• Repetitive technique very important, but it must be dynamic, not static.

• More likely to initiate play on their own.

• Continued positive reinforcement needed.

• Explanations must still be brief, concise and indicate purpose.

• Becoming more serious about “their play”.

• Still intrinsically motivated.

• Peer pressure starting to be a factor.

• Prefer identification with team (i.e. uniform, balls, and equipment).

• Adults outside of the family may take on added significance.







• The average age for the beginning of pubescence in girls is 10 years, and in boys is age 12. The process lasts about

3-4 years for both.

• Strength building activities require overloading the muscles to a greater extent than endurance activities. Begin doing

activities to help prevent ACL injuries, particularly for female players. “Female athletes who participate in jumping

and pivoting sports are four to six times more likely to sustain an ACL injury than male athletes”, (http://www.

orthosupersite.com/view.aspx?rid=25623)

• Flexibility training is key to prevention of injury.

• Overuse injuries, burnout and high attrition rates associated with high-intensity children’s programs that fail to stress

development and learning enjoyment.

• Begin to develop abilities to sustain complex, coordinated, skill sequences.

• Changes in thought process are the result of an increased ability to acquire and apply knowledge.

• Begin to think in abstract terms and can address hypothetical situations.

• A systematic approach to problem solving appears at this stage, the game of soccer must present the ability to think

creatively and solve problems while moving.

• More TV, less structured play.

• Beginning to spend more time with friends and less with parents.

• Popularity influences self-esteem.

• Whether a child enters puberty early or late has important psychological implications.

• Learning an appropriate gender role.

• Children are susceptible to conform to peer pressure.

• Most children seek peers that are most like them in age, race, sex and socio-economic status. Coaches have the

opportunity to introduce the value of cultural diversity. The coach must manage all pairing and grouping. In so doing,

the incidence of “cliques” can be reduced.






goal line.

• Length: minimum 45 yards, maximum 60 yards

• Width: minimum 35 yards, maximum 45 yards

• Field Markings: Distinctive lines not more than five (5) inches wide. The field of play is divided into two halves by a

halfway line. The center mark is indicated at the midpoint of the halfway line. A circle with a radius of eight (8) yards

is marked around it.

• The Goal Area: Conform to FIFA.

• The Penalty Area: A penalty area is defined at each end of the field as follows: Two lines are drawn at right angles

to the goal line, fourteen (14) yards from the inside of each goalpost. These lines extend into the field of play or a

distance of Fourteen (14) yards and are joined by a line drawn parallel with the goal line. The area bounded by these

lines and the goal line is the penalty area. Within each penalty area a penalty mark is made ten (10) yards from the

midpoint between the goalposts and equidistant to them. An arc of a circle with a radius of eight (8) yards from each

penalty mark is “D” drawn outside the penalty area.

• Flag posts: Conform to FIFA.


• Goals: Goals must be placed on the center of each goal line. They consist of two upright posts equidistant from the

corner flag posts and joined at the top by a horizontal crossbar. The maximum distance between the posts is eighteen

(18) feet and the maximum distance from the lower edge of the crossbar to the ground is six (6) feet.

• Safety: Goals must be anchored securely to the ground. Portable goals may only be used if they satisfy this

requirement.

• Two teams, each consisting, play a match of not more than eight players, one of whom is the goalkeeper.

ᴏ Substitutions: At any stoppage and unlimited.

ᴏ Playing time: Each player SHALL play a minimum of 50% of the total playing time. Teams and matches may be coed.

• Non-uniform clothing is allowed based on weather conditions, but uniforms must still distinguish teams.

• Registered referee, especially Grade 9 or parent/coach or assistant coach.

• All rule Infringements shall be briefly explained to the offending player.

• Not required. May use club linesmen / women if desired.

• The match being divided into two (2) equal halves of twenty-five (25) minutes each.



Law 2 - The Ball: Size four (4).





Law 7 – The Duration of the Match - Conform to FIFA with the exceptions:


• The opponents of the team taking the kick-off are at least eight(8) yards from the ball until it is in play.

• None.

• All opponents are at least eight (8) yards from the ball.

• Opponents remain at least eight (8) yards from the ball until it is in play.





Law 11 – Offside:

Law 12 - Fouls and Misconduct - Conform to FIFA.

Law 13 – Conform to FIFA with the exception:

Law 14 – The Penalty Kick: Conform to FIFA.

Law 15 – The Throw in: Conform to FIFA.

Law 16 – Goal Kick: Conform to FIFA.

Law 17 – Corner kick: Conform to FIFA with the exceptions:







goal line.

• Length: minimum 60 yards, maximum 80 yards

• Width: minimum 45 yards, maximum 55 yards

• Field Markings: Distinctive lines not more than (5) inches wide. The field of play is divided into two halves by a halfway

line. The center mark is indicated at the midpoint of the halfway line. A circle with a radius of eight (8) yards is

marked around it.

• The Goal area: Conform to FIFA.

• The Penalty Area: A penalty area is defined at each end of the field as follows: Two lines are drawn at right angles

to the goal line, fourteen (14) yards from the inside of each goalpost. These lines extend into the field of play for a

distance of fourteen (14) yards and are joined by a line drawn parallel with the goal line. The area bounded by these

lines and the goal line is the penalty area. Within each penalty area a penalty mark is made ten (10) yards from the

midpoint between the goalposts and equidistant to them. An arc of a circle with a radius of eight (8) yards from each

penalty mark is drawn outside the penalty area.

• Corner Flags: Conform to FIFA.


• Goals: Conform to FIFA with exception that the maximum distance between the posts is eighteen (18) feet and the

maximum distance from the lower edge of the crossbar to the ground is six (6) feet.

• A match is played by two teams, each consisting of not more than eight players, one of whom is the goalkeeper.

• Substitutions: At any stoppage and unlimited.

• Non- uniform clothing is allowed based on weather conditions, but uniforms must still distinguish teams.

• Registered referee.

• Use U.S.S.F registered referees or club linesmen/women.

• The match being divided into two (2) halves of thirty (30) minutes each.



Law 2 - The Ball: Size four (4).





Law 7 – The Duration of the Match - Conform to FIFA with the exceptions:

• Opponents of the team taking the kick-off are at least eight (8) yards from the ball until it is in play.



• Opponents remain at least eight (8) yards away from the ball until it is in play.

• Opponents are at least eight (8) yards from the ball.

• The penalty mark is at ten yards and that players other than the kicker and defending goalkeeper are at least eight (8)

yards from the penalty mark.




Law 11 – Offside: Conform to FIFA.

Law 12 - Fouls and Misconduct - Conform to FIFA.

Law 13 – Conform to FIFA with the exception:

Law 14 – The Penalty Kick: Conform to FIFA with the exception:

Law 15 – The Throw in: Conform to FIFA.

Law 16 – Goal Kick: Conform to FIFA.

Law 17 – Corner kick: Conform to FIFA with the exceptions:




• A good coach is someone who knows that winning is wonderful, but not the triumph of sports.

• A good coach is someone who goes to work early, misses meals, gives away weekends, and plays havoc with family

schedules so he or she can help out a group of youngsters.

• A good coach is someone who stays half an hour or more after practice to make sure that everyone of the players has

a safe ride home.

• A good coach is someone who rarely hears a mom or dad say, “Hey thanks,” but receives a lot of advice on game day.

• A good coach is someone who makes sure that everyone gets to play 3/4s of a game.

• A good coach is someone who can help a child learn to take mistakes in stride.

• A good coach is someone who helps a child develop ability and confidence that sometimes did not exist before.

• A good coach is someone a youngster will remember long after the last game has ended and the season is over.

• Developmentally Appropriate

• Information (Brevity – Clarity – Relevance)

• Simple to Complex

• Safe & Appropriate Training Area

• Decision Making

• Implication of the Game

• Elements of the Game

• Patience

• Sense of humor

• Generosity

• Common Sense

• Mature outlook and disposition

• Businesslike approach to training and game preparation

• Leadership and Self-Confidence

• Determination

• Humility

• Any coaching action you take is preceded by a certain decision

• Any decision you make is based upon your philosophy

• A person’s philosophy encompasses their personal beliefs, motivation, experiences, and methods

• Coaching is a profession and an ongoing process

• This is the beginning of a process which will carry on throughout a coaching career

How to Evaluate Yourself as a Coach

Principles for Coaching Youth Soccer

Characteristics of a Youth Coach

Developing Your Coaching Philosophy

TEAM ADMINISTRATION


• All coaches are encouraged to establish effective lines of communication with team parents and hold an orientation

meeting at the start of the season. This is the most important meeting a coach will have.

In general, discuss EXPECTATIONS of the following:

• The Parent – Sit down, positive comments only; don’t yell out instructions, etc.

• The Player – Listen to the coach, follow directions, bring: your ball, water, shin guards, etc.

• The Coach - 3/4s playing time, all players will “start” throughout the season, players will play different positions (½ a

game at one position, ¼ at another).

• Help parents to understand the objectives and goals of the program.

• Enable parents to become acquainted with you as the coach.

• Inform parents about the nature (and inherent risks) of the sport.

• Inform parents of your expectations of them and their child.

• Enable you to address any concerns of the parents.

• Establish clear lines of communication between you, parents, and players.

• Allow you to obtain parental support (assistant coaches, team parent, etc.)

• Hold it early in the season, preferably before the first practice.

• Having the players present is optional.

• Prepare handouts you would like to distribute.

• Prepare team rosters with names and address and telephone numbers of parents and players.

• Prepare schedule for practice sessions, games, club/league rules, team goals and rules.

• Prepare summary or outline of the meeting and be prepared and organized to conducted the meeting effectively.

• Coach and Assistant Coach introduction.

• Information on why you are coaching and your soccer experience.

• Your coaching philosophy.

• Discuss the methods you will use to teach skills.

• State the importance you place on having fun and developing skills.

• State the importance that you place on winning and losing.

• Discuss any team rules, guidelines, and disciplinary procedures.

• Discuss your philosophy of player rotation and tell how you plan to use your substitutions.

• Practice/training schedule (How many times per week? How long?)

• Game schedule (How many? When do they begin?)

• Minimum playing time (what rules apply to your league/club).

• Discuss the league/club fees.

• Equipment that players need for games and training (Ball, shin guards, socks, shorts shirts, water etc.)

Pre-Season Parent Orientation Meeting

Purpose of Parent Meeting

Things to Consider when Organizing a Parent Orientation Meeting

Important points to cover in your meeting

TEAM ORGANIZATION


• Have organized practices and teach developmentally appropriate soccer fundamentals.

• Treat each child fairly and as an individual.

• Provide a safe training environment (e.g. arrive at practice on time and remain after practice until every child is picked

up by an authorized adult, ensure that the area you use for training is safe and make sure all players have the right

equipment on to train).

• Help each player set realistic individual and team goals for the season.

• Give parents a schedule of practices and games in a timely fashion.

• Respect the referees, know the laws of the game, and conduct yourself in a controlled manner on the field at all times

• Make sure you have cleared the Cal South Risk Management program and have the appropriate coaching license.

• Attend practice/games regularly, and arrive on time.

• Bring all the proper equipment to each practice and game.

• Inform the coach in advance if you are going to miss a practice or game.

• Challenge yourself at each practice so you improve as a player.

• Work towards good sportsmanship and teamwork.

• Respect referees and the game of soccer.

• Be supportive of you teammates at all times.

• Transport your child to and from practices or games on time.

• Be supportive of all the players (let the coach handle any criticism of performance).

• Help your child understand that he/she is contributing to a team effort.

• Focus on mastering the skills of the game rather than winning.

• Avoid material rewards for your child (the reward is to play and have fun).

• Attend games and cheer for the team.

• Refrain from criticizing the opponents. Be positive with all the players.

• Leave referees alone; don’t question their calls. They are doing the best they can based upon their training and

experience, just as players and coaches are doing their best.

• Refrain from coaching your child during or after the games (try to understand and respect the difference between the

role of the coach and a parent.)

ᴏ NO LINES! NO LAPS! NO LECTURES!

Discuss the Coach’s Responsibilities.

Discuss Players’ Responsibilities

Discuss Parents’ Responsibilities

TEAM ORGANIZATION


METHODS OF COACHING

Side Line Suggestions(10 Things Kids Say They Don’t Want Their Parents to Do)By Darrell. J. Burnett, PhD

Game Organization

1. Don’t yell out instructions. During the game I’m trying to concentrate on what the coach says and working on what

I’ve been practicing. It’s easier for me to do my best if you save instructions and reminders for practice or just before

the game.

2. Don’t put down the officials. This embarrasses me and I sometimes wonder whether the official is going to be

tougher on me because my parents yell.

3. Don’t yell at me in public. It will just make things worse because I’ll be upset, embarrassed, or worried that you’re

going to yell at me the next time I do something “wrong.”

4. Don’t yell at the coach. When you yell about who gets to play what position, it just stirs things up and takes away

from the fun.

5. Don’t put down my teammates. Don’t make put-down remarks about any of my teammates who make mistakes.

It takes away from our team spirit.

6. Don’t put down the other team. When you do this you’re not giving us a very good example of sportsmanship so we

get mixed messages about being “good sports.”

7. Don’t lose your cool. I love to see you excited about the game, but there’s no reason to get so upset that you lose

your temper! It’s our game and all the attention is supposed to be on us.

8. Don’t lecture me about mistakes after the game. Those rides home in the car after the game are not a good time

for lectures about how I messed up – I already feel bad. We can talk later, but please stay calm, and don’t forget to

mention things I did well during the game.

9. Don’t forget how to laugh and have fun. Sometimes it’s hard for me to relax and have fun during the game when I

look over and see you so tense and worried.

10. Don’t forget that it’s just a game! Odds are I’m not going to make a career out of playing sports. I know I may

get upset if we lose, but I also know that I’m usually feeling better after we go get a pizza. I need to be reminded

sometimes that it’s just a game.

• Pre-game

ᴏ Prepare a lineup and substitution schedule

• Remember that over the course of the season, all players should have a chance to play different positions.

• Ensure every child gets to start a game multiple times.

ᴏ Equipment

ᴏ Time of arrival at game site

• Have the team arrive at least 15-20 minutes before kickoff to allow adequate time to warm-up.

• Appropriate warm-ups should replicate a game with movement, passing, dribbling, shooting, etc.

• Consideration of the field:

ᴏ Location

ᴏ Field preparations

ᴏ Conditions of the game

• Meet the referee. Make note of their name and ask any important questions.

• Check for modified rules of the game by the league / club.

ᴏ Final pre-game talk


METHODS OF COACHING

• Half Time

ᴏ Allow the players time to hydrate and to talk to each other.

ᴏ Players do not need to eat during half time (no oranges).

• “High-level” players, college players and professional players do not eat at half time. A proper diet meets

their nutritional needs.

ᴏ The best liquid is water. Sport drinks are not preferred. If sports drinks are consumed, they should be diluted

50/50 with water.

ᴏ Consider only two or three main points from the game to discuss.

ᴏ Speak privately to any player(s) who need additional information.

What is the Best Fluid to Drink?In long-distance events (those lasting 60 minutes or more) diluted fruit juices (one part juice to one part water) or diluted

sports drinks are preferred. Even a 90-minute soccer game does not create 60 minutes of continuous movement for a

player. Professional soccer teams allow players to drink diluted Gatorade after practice ONLY. WATER is encouraged all

the time.

The latest research promotes chocolate milk as the best post-game fluid. This 4:1 carbohydrate to protein ratio taken

within 30 minutes of the conclusion of exercise is best for muscle rebuilding.


Half-Time Snacks

Post Game

Players should only ingest WATER at half-time. A reduction in hydration adversely affects muscle performance. Players do

not need to eat food at half-time. The ingestion of food diverts blood from the muscles and does not promote the proper

muscular function needed to participate in a soccer match. A proper diet provides children the fuel they need to play.

• After the game, your number one concern should be for the welfare of your players.

• Cool down: jog half a lap, walk half a lap, static stretching.

• Check for injuries.

• Post game meeting with the team should be brief.

• A coach must determine the appropriateness of the post-game talk and the amount of comments made.

• Remember that after this game ends you must start preparing for your next game. The post-game talk should not

hinder this.

• Give final instructions to players on next training session or next game time.


METHODS OF COACHING

Diet

Stretching

We do not pour grease in to our automobile’s gas tank, but instead the proper fuel to which it was designed. Our

children’s muscles require proper fuel for optimal performance on and off of the field. Our immune system also benefits

from “being fed” proper, healthy fuel. College and professional soccer teams are extremely serious about healthy diets, so

as a coach and role model, you should strive to promote a healthy diet for your teams.

There is a worldwide epidemic of childhood obesity, and subsequently childhood diabetes. Type II diabetes can be

prevented through proper diet and exercise. We should concern ourselves with what is good for our kids, as opposed to

being preoccupied with making them happy.

Upon beginning puberty, players need to spend more time warming up. BEFORE practices and games: movement, to heat

up the muscles, is combined with dynamic stretching activities. These dynamic activities get the muscles “firing”.

AFTER games and practices: static stretching, which is used to stretch muscles while the body is at rest. It is composed of

various techniques that gradually lengthen a muscle to an elongated position and hold that position for 30 seconds to

two minutes. Static stretching is the preferred method to enhance flexibility and encourage the movement of fluids (lactic

acid) out of the muscles.

See Dynamic Warm-Up links in the back


PREVENTION & CARE

Emergency Action PlanHave and know how to use the following:

Prevention of Injuries

Rules of Thumb When Handling an Injured Player

Apply RICE if necessary:

Common Soccer Injuries:

• FirstAidkit

• Iceandplasticbagsforemergencyuse

• Teamsafetyandinformationcards

• FirstaidandCPRcertification

• Properuseofequipment.

• Properlyfittingshoes,propertypeofshoeforsurface.Break-innewshoes.

• Upkeepandmonitoringofplayingsurfaces.

• Avoidpracticingduringthehottestpartofthedayandwhenthereisintensehumidity.

• Amplewatersupplyandbreakstogiveplayersrest.

• Fullrehabilitationofaninjurypriortoreturntoplay,determinedbyaphysician.

• Recommendaphysicalexambyaphysicianpriortoparticipation.

• Avoidpanic.Staycalmandreassuretheplayer.

• Dotheprimarysurvey:ABCs(Airway,Breathing,andCirculation).

• Ifnecessary,havesomeonecall911.

• ForairwayandcirculationIfnobreathing,beginrescuebreathingIfnopulse,startCPR(ifyouarecertified)

• Checktoseehowtheinjuryoccurred.

• Rest

• Ice

• Compression

• Elevation

ᴏ Always err on the side of caution.

ᴏ Record the incident and note all actions you took and how the injury occurred.

ᴏ Follow up with a phone call to check on the player’s condition.

• Cuts and Abrasions

ᴏ To reduce the risk of infection ALWAYS wear protective gloves and wash your hands before and after contact.

Protect yourself and the player.

• Treatment

ᴏ Clean wound and surrounding area with clean water, wiping away from the wound.

ᴏ To stop bleeding on an open wound:

ᴏ Place sterile dressing over wound and apply direct pressure.

ᴏ Elevate if necessary.

ᴏ If a severe cut call 911!


PREVENTION & CARE

Nose Bleeds

Bruises/ContusionsAn injury to a muscle or tendon caused by an outside force, which causes hemorrhaging to the surrounding tissue.

SprainsA frequent injury in soccer, with the knee and the ankle most often involved. A sprain is the stretching or tearing of the ligament beyond its normal limits.

StrainsA partial tear to the muscle or tendon. Commonly called a “pull”.

Heat CrampsBrief severe cramps in the muscles of the leg, arm, or abdomen that may occur during or after vigorous exercise in extreme heat. Lack of drinking fluids is a common cause.

Heat ExhaustionThe player’s body is having trouble keeping itself cool. This condition can come on very suddenly, the player’s temperature is raised, and they may feel or dizzy. The player is still sweating and the skin feels clammy.

• Treatment

ᴏ Place the player in a sitting position with the head forward.

ᴏ Apply pressure to just below the bridge of the nose.

ᴏ Use ice when necessary.

ᴏ If you suspect a head or neck injury do not try to control the bleeding. Instead stabilize the head and call 911!

• Treatment

ᴏ Apply ice

• Treatment

ᴏ RICE

• Treatment

ᴏ RICE

• Treatment

ᴏ Get into a cool area

ᴏ Rest

ᴏ Fluids

• Treatment

ᴏ Call 911


ᴏ Loosen clothing

ᴏ Rest

ᴏ Fluids


PREVENTION & CARE

Heat StrokeThe most severe form of heat illness; a life threatening emergency and requires immediate medical attention. Body temperature is high, skin is hot, red and dry, sweating mechanism is blocked, pulse is rapid and strong, player may lose consciousness.

Fractures and DislocationsIf a body part does not have a normal appearance or function then suspect a fracture.

DislocationsThe joint will have a marked deformity with intense pain.

ConcussionUsually due to a clash of heads. Possible dizziness, headache, disorientation, ringing in the ears and vomiting.

Resumption of Activity Following an InjuryThe player must not be allowed to return to play in practice or game conditions until the following criteria have been met:

• Treatment

ᴏ Immediately call 911


ᴏ Cool the players body by spraying or dousing with water

ᴏ Loosen clothing

ᴏ Fan the player to help in cooling

• Treatment

ᴏ Do not move the player

ᴏ Keep warm and make comfortable

ᴏ Immediately call 911

• Treatment

ᴏ If a player can walk, immobilize the joint and immediately transport to hospital

ᴏ If the player is unable to walk then call 911

• Treatment

ᴏ Remove from activity and seek medical care

• It is recommended that if a player has had medical attention, he/she must have written permission from a MD to

return to activity.

• The player should be able to run straight without pain; run and turn in a figure eight without a sign of a limp.

• Should be able to support weight with the injured part. If the injury is an ankle or knee, he should be able to do a toe

raise on the injured side without being supported.

• The player should have practiced with the team prior to competition.

• There should be no pain or swelling or disability following activity.

• May not return to the game if there is a possible concussion.


EXTRA MATERIAL


TEAM MANAGEMENT

Team Management IdeasMaintaining Team Disciplineby Jeff Pill, U.S. Soccer National Staff Coach

Team discipline is crucial to the overall success of any team endeavor. Not only do disciplined teams perform well on

the field, but, if teams are able to maintain good discipline both on and off the field, the overall soccer experience is far

more positive for all involved; parents, players, coaches and administrators. In fact, maintaining team discipline is one of

the biggest fears or challenges for beginning coaches. Often, coaches are lost or ineffective because they are unable to

maintain order and discipline with their team. Towards the end, I have included several brief suggestions on what I have

found to be successful in maintaining good team discipline. Hopefully, you have developed your own “list” of what works

for you. If not, let this serve as inspiration to come up with your own system.

• Plan Ahead

ᴏ The single most important thing that can help is the coach’s organization. Here, if it is obvious to the players

that practices are conducted in an orderly manner, with clear goals and objectives, they are more likely to treat

both the coach and the training time seriously. If practices flow easily from one activity to the other with minimal

“down time”, the players are able to stay focused on the task at hand. By making training meaningful and

educational, the players will be motivated to pay attention and keep focused.

• Choose Your Activities Carefully

ᴏ There is nothing worse than putting players through “boring” drills that are inappropriate to their playing ability

either by being too difficult or too easy. Activities should be fun, challenging and replicate the demands of the

game itself. In this way, the players sense that their time is not being wasted. Having activities be competitive

motivates them to play their best. Keep the players moving and engaged. Make sure that there are plenty of balls

at hand so that a good activity is not interrupted by taking unnecessary time out to chase the ball. Even young

players will engage themselves in a great game. Remember, your parents will appreciate the fact that their young

player comes home and sleeps through the night because they have tired themselves out in healthy, engaging

fun activities.

• Have A Clear Picture In Mind of What Appropriate Behavior Looks Like

ᴏ If you know what the players will look like when they are playing the game, you will be able to recognize when

they are not playing the game correctly, or not behaving appropriately. This will enable you to step in immediately

when inappropriate behavior is seen. As soon as you notice it, you must deal with it. Having a clear picture in

your mind will allow you to be decisive. Then, you should also have a clear picture in your mind of how you are

going to deal with the situation. Having players do push ups or run laps as punishment is inappropriate, especially

for younger players. Removing them from an activity is more effective. Their primary desire is to be involved in

their peer group. Therefore, removing them from the activity is an effective way to deal with problems that occur.

As one coach said, “Don’t be afraid to use the bench!”

• Involve The Parents

ᴏ Especially with the younger players, having the parents support and reinforcing your discipline policies are crucial.

Your expectations for player behavior should be clearly stated during the preseason parent meeting. Enlist their

support. It has been my experience that they will be glad to do so.

• Remember, You Are The Role Model

ᴏ It is always good to remember that our actions are speaking so loudly that the players cannot hear what we are

saying. If we ask for respect, but show that we don’t respect others (e.g. the referee) then we are asking for

problems. If we expect players to be kind to each other, but we are not kind to ourselves, then expect the worst.

Model appropriate behavior and get it in return.


METHODS OF COACHING

Ethics


• Recognize The Difference Between Open Acts of Defiance and Childhood Irresponsibility

ᴏ “Kids will be kids” is a great phrase that both excuses a lot of inappropriate behavior, on one hand, and reminds

us all that kids make mistakes on the other. When players openly defy, and act inappropriately, then swift,

appropriate action is called for. However, when players momentarily forget themselves, and do not show any

malicious intent, then a gentle reminder is perhaps more appropriate. Just remember, youngsters are often quite

skillful at disguising the two types of behavior. We all have to be sharp in recognizing the difference so that we

can act appropriately.

• Finally, Be Sure To Put Yourself In Their Shoes

ᴏ If we can remember what it is like to be at a fun practice that is both enjoyable as well as educational, we will

be better off. Always ask yourself, “What would I like to do if I were at practice and needed to work on my

passing?” This will enable you to avoid a lot of possible challenges.

• Strive to maintain integrity within our sport.

• Know and follow all rules and policies set forth by clubs, leagues, state, and national associations.

• Work in the spirit of cooperation with officials, administrators, coaches and spectators to provide the participants with

the maximum opportunity to develop.

• Be a positive role model

• Set the standard for sportsmanship with opponents, refereed, administrators and spectators.

• Keep sort in proper perspective with education.

• Encourage moral and social responsibility

• Just say no to drugs and alcohol.

• Coaches should continue their own education in the sport.

• Warm up: 10-20 Mins

ᴏ Movements that get the blood pumping

ᴏ Include the ball

ᴏ Stretching

ᴏ Preparing for the demands of the game

ᴏ Group/equipment organization to move into next activity

• 1st Activity (s):15-25 Mins

ᴏ 1 ball per player/partners

ᴏ Technical skill development

ᴏ Challenge & success

• 2nd Activity(s):20-30 Mins

ᴏ Game related activities

ᴏ Direction

ᴏ Larger Group

• Final Activity:10-20 Mins

ᴏ THE GAME!

ᴏ Freedom

ᴏ Opportunities to score goals


METHODS OF COACHING

Soccer Etiquette

Keeping the Score Down

Another aspect of sideline coaching is finding the best place to do it. Just as good fences make good neighbors, when

teams establish themselves on opposite sides of the field it is often more enjoyable for both parties it significantly

reduces the potential for friction between the sides. If circumstances require teams to share a side of the field coaches

need to be aware and temper their coaching methods accordingly. Pacing up and down the touchline, which is not a

great idea under the best of circumstances, is extremely irritating if it means running in front of the opposing coach and

screaming over his coaching. The best solution is just to quit pacing. However, if you must pace, then you should be the

one to move to a less desirable side since you are the problem. A little consideration for others will increase everyone’s

enjoyment of the game.

After the game, give the other team a proper cheer. Then line up your team and lead them across the field to

congratulate the opposing players and coach, teach your players to win humbly and lose graciously. Finally, remember

that, as a coach, you are responsible for the behavior of your spectators and parents. Spectators must be educated about

the proper place to stand and watch the game all spectators should remain between the 18 yard lines and (marking the

penalty area) and 2 yards behind the touchline.

When an opponent cannot provide your team enough of a challenge, your team must provide themselves the challenge.

Keeping the score down will help not to humiliate the “lesser-capable” team, but also helps prevent the “more-capable”

team from developing bad habits. Our ULTIMATE GOAL is for kids to become physically active adults. Stomping another

team does not promote that goal. When you are clearly ahead, provide your team with one or more of the following

challenges:

• Score only from a header.

• Play keep-away in your own half.

• Insist that your “star” scorer not score again until a teammate scores (teach them to assist).

• Move the ball from touchline to touchline to touchline.

• Remove your best players.

• Switch the backs with the forwards.

Some argue that the “lesser team” will be humiliated by these restrictions. In fact, when the game is discussed, the

foremost fact is the lopsided score (12-0), not, “The other team played keep-away, in their own half, in an effort to

provide themselves with a challenge due to a discrepancy in the ability of the two teams”.


METHODS OF COACHING

Scottish Youth Football - Small Sided Analysis

Substituting

4 V 4 7 V 7 11 V 11

Performance Game Total

Juvenile Game Total


Juvenile Game Total


Juvenile Game Total

Total touches per game (PG) 917 933 769 796 489 569

Total touches per player (Av) PG 115 117 55 57 22 26

Total passes per game (Successful)

223 261 175 242 114 139

Attempted 1 V 1s 113 93 79 60 50 28

Attempts at goal 57 67 28 37 12 11

Total goals per game 26 33 11 11 2 5

Number of goals per game (Average Per Min)

1 min 30 sec 1 min 12 sec 3 min 37 sec 3 min 37 sec 20 mins 8 mins

Overall possession % Ball out-of-play 7.7%

Ball out-of-play 8.0%





Ball out-of-play Ball out-of-play 3 min 7 sec

Ball out-of-play 3 min 10 sec


Ball out-of-play 5 min



Passing direction (% Breakdown) Forward - 42%

Backwards - 31%

Sideways - 27%

Forward - 63%

Backwards - 27%

Sideways - 10%

Forward - 36%

Backwards - 27%

Sideways - 37%

Forward - 45%

Backwards - 37%

Sideways - 18%

Forward - 34%

Backwards - 38%

Sideways - 28%

Forward - 28%

Backwards - 43%

Sideways - 29%

The coach’s main duty besides ensuring the welfare of his or her players is to keep track of playing time and to substitute

players in and out so every player plays a comparable amount of time. As the coach, you should know when it is

permissible to substitute. Your league/club may have a requirement that each player must play a certain portion of the

game (e.g. at least half game). Equal playing time for all who are regularly at practice is a reasonable goal for every coach

(even if you league or club does not demand it!)

If you are still not convinced of the importance of this, consider the following. The most common reason that children

express for not wanting to participate, or for ending their participation in sports, is not getting to play [Martens R Am J

Sports med 8:382 `80]. In another survey of more than 500 recreational players, 95% of the kids responding felt the most

important thing about sports was having fun, not wining; 75% said they would rather play on a losing team than sit on

the bench for a winning team [Henschen K, L Griffen in Psychology Today Sept ‘77]


CAL SOUTH RISK MANAGEMENT

Risk Management and Coaching LiabilityAcceptance of a coaching position = Acceptance of duty to the players.

• Responsibilities owed to the players include:

ᴏ Provide proper instruction for the activity.

ᴏ Provide proper equipment for the activity.

ᴏ Make reasonable selection of players.

ᴏ Provide proper supervision for practice and games.

ᴏ Take proper precautions to guard against post-injury aggravation.

• Elements of Negligence

ᴏ A “duty” of responsibility exists (agree to coach a U-6 team).

ᴏ A “breach of duty” occurred (creates a problem).

ᴏ The “breach of duty” is the “ proximate or legal cause” of the injury.

ᴏ There was actual “damage” (defined differently in different states).

• Ethics

ᴏ An interpretation of what is right and wrong, good or bad

• Morals - a measure of what is good or bad behavior by:

ᴏ The player.

ᴏ The coach.

ᴏ A parent.

ᴏ An administrator.

Note: It is mandatory that every competitive and Recreational administrator/Coach in Cal-South complete Kid Safe and

Live Scan Risk Management program.


“Academy Approach” to Pre-10-Year-Old Player DevelopmentRevised May 27, 2005

BEST PRACTICES (U.S. SOCCER FEDERATION)

Below you will find options for your club to set up a game day environment for children’s games that will reduce the

emphasis on the score and will allow the children to enjoy their participation with the emphasis on play.

The “Academy Approach” is the same as saying “Scrambled”. US Youth Soccer encourages coaches, clubs/organizations

to utilize this format. With the ‘Player’ being the focus of all the decisions at the U6 – U10 age group, formal teams in the

classic sense are NOT the most developmentally appropriate avenue for development of these players.

The “Academy Approach” has to do strictly with the setting up of an Organized Recreational Soccer Programs. The main

idea is no organized league play and using a “non results oriented” philosophy. We preface this “best practice” with

research from sports and child psychologists, and pediatricians, who state “recreational soccer” should be organized (if it

is to be organized at all for children under the age of 8) to allow the kids to play because they love to participate, not have

to win, and the goal is to compete to do your best rather then compete to “be the best”.

One of the issues that will come up is the number of coaches it will take to implement this small-sided games format.

In the typical American sport a coach can have a direct impact on the result of the game. In soccer a coach’s job is done

during training because when it comes to the game, it is truly the players’ game. This is one reason why a coach in the

small-sided game atmosphere can and should be more of the “guide on the side” and not the “sage on the stage”.

If you look at the field setup with the U6, U8, and U10’s it is possible that one “primary” coach could work with the two

groups of players from their team at the same time. Looking at the U6 and U8 models specifically, on one field could be

the “primary” coach and the other could be an assistant/parent volunteer. At half time, the two coaches simply switch

fields. So really the number of coaches stays the same in the “Split Game” model. With the U10’s take your roster of 14

players and split them into two groups, so you would only have two subs instead of 8. A coach could watch both matches

at the same time and rotate players.

Another option is for one primary coach to stand in between the two playing fields and watch both games simultaneously

while rotating players in and out.

US Youth Soccer 67 This is a different approach than the normal type of league with teams competing against one

another, but still one in which development can be considered an option because remember that kids at the ages of U6

and U8 can say the word “team”, but do they really know what it means? The parent(s) do, but in the end, the players

just want to participate and have fun. So, instead of having twenty different colors of uniforms, an organization could just

have reversible t-shirts and the players turn them inside and out when playing.

Example: You have 600 players in the U6 and U8 age groups based on roster sizes of 6 to 8, which breaks down to

approximately 74 to 75 teams. This would result in having 6 to 7 time slots needed to play matches on a Saturday

afternoon.

http://www.ussoccer.com/Coaches/~/media/13AF12CC733C45BBA63AA10F7BE69F5A.ashx


BEST PRACTICES (U.S. SOCCER FEDERATION)

The following is an explanation of how to structure a program without forming teams.

U6 – Academy Format

1. Players will be broken into large practice groups based on neighborhood/school for the purpose of practice

sessions.

2. ALL the players in a particular neighborhood/school group will practice at the same time and location.

3. Several volunteer supervisors/coaches will be identified to assist with each neighborhood/school training group.

The ratio of coach to player at this age should be kept between 7 or 8 to 1.

4. At least one staff coach or experienced and licensed coach from the club will supervise the once per week

practice for each neighborhood/school practice group. This coach will set up the practice session prior to

the practice and communicate the session to the volunteer supervisors/coaches. They will also work with the

volunteer supervisors/coaches providing ‘on site coach training’.

5. Weekly games can be a traditional 32-minute, 4-quarter game.

6. The Academy format allows ‘new’ players to be signed up and added at any time.

U8 – Academy Format

The U8 age group will follow the same format as the U6 age group above with these variations.

1. These neighborhood/school practice groups will be between 24 and 32 players each.

2. Several volunteer coaches will be identified to assist with each neighborhood/school training group. The ratio of

coach to player at this age should be kept between 8 or 10 to 1.

3. Weekly games can be a traditional 48-minute 4-quarter game.

MODIFIED SCRAMBLED APPROACH

On various weeknights, all U6 players line up in random order. Coaches go off with six players for 45 minutes. During this

time, players participate in soccer activities. During the last portion of this session, a 3V3 game occurs. U6 players do not

understand “team”, are individually oriented, and can be “mixed up” each week.

In turn, U6 practices/games on weeknights frees up fields on Saturdays for the rest of the league. This format could be

introduced during the Spring League.

All decisions regarding players should be based upon the core principle (question); “What is best for players?”

Sample Schedule

• Teams 1-12 Play from 8:00-8:40

• Teams 13-24 Play from 8:45-9:25

• Teams 25-37 Play from 9:30-10:10

• Teams 38-50 Play from 10:15-10:55

• Teams 50-62 Play from 11:00-11:40

• Teams 62-74 Play from 11:45-12:25

http://www.ussoccer.com/Coaches/~/media/13AF12CC733C45BBA63AA10F7BE69F5A.ashx



http://well.blogs.nytimes.com/2009/08/04/phys-ed-are-sports-drinks-actually-good-for-kids/

http://www.fort4fitness.org/files/Hydrating%20Young%20Athletes.pdf

http://www.childrens.com/PatientsFamilies/news/give-young-athletes-plenty-of-fluids.cfm

http://www.aces.edu/pubs/docs/H/HE-0749/recommended-as-part-sports-warm-up

http://www.faqs.org/sports-science/A-Ba-and-timeline/ACL-Injuries-and-Female-Athletes.html

http://www.orthosupersite.com/view.aspx?rid=25623

http://www.usyouthsoccer.org/doc_lib/small_sided_games_manual.pdf

http://icoachsoccer.ca/media/dynamic_warm_up.pdf

http://www.soccer-training-info.com/dynamic_stretching.asp

http://www.nytimes.com/2008/11/02/sports/playmagazine/112pewarm.html?_r=2

http://www.momsteam.com/index.php?q=health-safety/general-safety/injury-prevention/dynamic-stretching-

recommended-as-part-sports-warm-up

Hydration

ACL Injuries

Small-Sided Manual - US Youth Soccer

Warm Up & Stretching

LINKS


“FANTASTIC FOURS”

Four a-side matches have been around for years. This format allows for players to experience a “pick-up” or “backyard”

environment allowing them to have more touches on the ball, taking risks, score more goals, make more decisions and have

more fun. Below is an example your club/association can use to improve player development.

Organization:Create 8 fields on a normal size field. Field sizes may vary but a recommended size is 35 long by 25 wide. There

are 6 different four a-side games and 2 fields are devoted to a 4v4 match. So the players will get two 4v4 matches.

Approximately 80 players can be involved and 100 if rest areas are in place. Divide players into groups of 5-7 players each.

Groups of 5 are strongly encouraged. Games 1 and 7 are the same. Variations of each game may be used. An adult/coach

is on every field but plays more of a facilitator than a “coach”. The purpose is to use the different games teach. Minimum

coaching should take place.

Field Layout:On a normal size field, you can create eight fields. Around 70 players can be involved at the same time and approximately

a hundred if rest areas are put in between the fields. Each team participates in each game for five minutes with a one

minute rotation period.

Rotation:Teams on the outside of the field go clockwise, teams on the inside go counter clock wise.



Game 1: 4 v 4 MatchTwo teams of 5-7 players play 4v4. Subs are made on the “fly” and made often. Players are encouraged to “sub” on their

own. The players should simply play the game and make up their own rules with regard to kick-ins, throw-ins, dribble-in,

free kicks, corners, no corners, etc.

Objectives:Attacking

• Techniques of dribbling, passing, receiving.

• Scoring quickly-go forward when you can.

• Good shape in attack (length, depth, width).

• Movement off the ball.

Defending

• Techniques of individual defending.

• Win the ball back as soon as possible.

• Defend as a group (make space smaller by staying compact).



Game 2: 4 v 4 End ZoneTwo teams of 5-7 players. Four players on the field at a time. Each team places 3 balls in the end zone they are defending.

Another ball is used to start the game. The total number of balls used for this game is 7. The objective is to dribble the

ball into the other team’s end zone and then retrieve a ball from your own end zone and try again. “Make-it-Take-it”.

The ball must be dribbled into the other team’s end zone.



• When to dribble, when to pass.



Defending



• Transition from defense to attack.




Game 3: 4 v 4 Wide GoalsTwo teams of 5-7 players. Four players on the field at a time. Each team attacks two goals and defends two goals.

The attacking team is trying to score against the defending team’s two corner goals. A goal is scored when the ball rolls

through one of the two corner goals.



• •Playingforwardtopenetratevs.playingwide.

• •Gettingwidequicklyandhavingan“open”bodyshapetoreceive.

• •Movementofftheball.

Defending





• Can you make the other team stay on one side?



Game 4: “Bricks”Two teams of 5-7 players. Four players on the field at a time. This is essentially a “half court” soccer game. A “stand up”

or put a ball on top of a cone to act as the “brick”. The objective is to knock the “brick” down to score. If the defending

team wins the ball, they have to take the ball back to a line before attacking-like half court basketball.


• Techniques of dribbling, passing, receiving, striking.

• Creativity needed to penetrate.


Defending





• Getting the ball out to the “take back” line.



Game 5: Length GameTwo teams of 5-7 players. Four players on the field at a time. Each team attacks two goals and defends two goals.

The attacking team is trying to score against the defending team’s two corner goals. A goal is scored when the ball rolls

through one of the two corner goals. The field should be longer than it is wide to promote players getting long.



• Playing to penetrate or possess.

• Receiving with your back to goal.


Defending







Game 6: “Last Player Back”Two teams of 5-7 players. Four players on the field at a time. Each team attacks a goal that is approximately 6 feet wide.

When a team attacks, they attack in with all four players. When a team defends, one person (usually last player back)

hops in goal while the other three try to win the ball back. If they defending team is successful in winning the ball back,

then the team that lost the ball has their “last player back” hop in goal. It is always a 4v3 numbers up situation.



• Transition from attack to defense.

• Combination play due to being a player up.


Defending


• When to win the ball back right away vs. delaying.





Game 7: 4 v 4 MatchTwo teams of 5-7 players play 4v4. Subs are made on the “fly” and made often. Players are encouraged to “sub” on their

own. The players should simply play the game and make up their own rules with regard to kick-ins, throw-ins, dribble-in,

free kicks, corners, no corners, etc.



• Scoring quickly-go forward when you can.



Defending






Game 6: “Last Player Back”Two teams of 5-7 players. Four players on the field at a time. Each team attacks a goal that is approximately 6 feet wide.

When a team attacks, they attack in with all four players. When a team defends, one person (usually last player back)

hops in goal while the other three try to win the ball back. If they defending team is successful in winning the ball back,

then the team that lost the ball has their “last player back” hop in goal. It is always a 4v3 numbers up situation.



• Transition from attack to defense.

• Combination play due to being a player up.


Defending


• When to win the ball back right away vs. delaying.




NOTES

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