OYSA Coaching Manual

       This coaching manual is provided through the graciousness of the Oregon Youth Soccer Association.  They have allowed us to reprint it here.  The majority of the information is here but because of its large size we have deleted some of the references to local (Oregon) rules.   You are encouraged to print it out for your personal use.  It is a very thorough guide for both recreational and competitive soccer coaches, players, trainers, managers and parents.  This manual represents a lot of time and effort by OYSA.   If you would like to view this document in its entirety it is available at the Oregon Youth Soccer Association's fine website.  Please leave them a note if you visit their site thanking them for the use of this document.  

OYSA Coaching Manual

OYSA Recreation Council - 1997

Introduction

 Dear Fellow Coach,

Congratulations! You, as a youth soccer coach, are about to enjoy a rare privilege - becoming a surrogate parent to 12 to 18 kids who are looking to have fun and learn the game of soccer. You are not alone. Youth soccer in Oregon is flourishing. In communities from Coos Bay to Bend, and Grants Pass to Sandy, the sport of soccer is enjoyed by 40,000 other members of Oregon Youth Soccer. With this much activity, OYSA needs all of its’ member coaches to be their BEST - as leaders, teachers, and friends to every player.

With youthful exuberance and enthusiasm, the seven-year-old player finds challenges, excitement, and fun with his or her classmates and friends on the soccer team. For the prospective coach, who likely has never played the sport, the task of organizing a team, understanding the rules, running effective and enjoyable practices, and making a positive experience of the Saturday game, is another matter. But just as your child player will develop soccer skills over time, the parent-coach can learn age-appropriate and effective coaching techniques over time as well.

The members of the OYSA Recreation Council, who have compiled this manual, believe that your educated participation is vital to the overall experience of your youth players. We offer this manual to our family of youth soccer coaches with the expectation that you will use it in conjunction with the full complement of coaching clinics supported by OYSA’s coaching staff. We hope that together these resources will give you the confidence to be the BEST - for your child, your team, and the sport of soccer.

 

Mark Siebert
Vice President, Recreation
Oregon Youth Soccer Association

COACHES, WE NEED YOUR HELP!

As you work with this manual during the season, please note any suggestions that you might have and forward your ideas to us at the following address:

Oregon Youth Soccer Association (OYSA)
c/o Recreation Council
4840 SW Western Avenue, Suite 800
Beaverton OR 97005

In addition, if you have a favorite skill game that has worked well for you, please send it to us along with a diagram and description, plus a brief statement of the objective(s) and coaching points.

Organization of U.S. Soccer

FIFA

The Federation Internationale de Football Association serves as the international governing body for soccer. FIFA annually publishes the Laws of the Game, the international guide for referees.

United States Soccer Federation (USSF)

One of 169 member national soccer organizations within FIFA, the USSF is the governing body for soccer in the United States. USSF is composed of four divisions: Professional, US Amateur Soccer, Referee Association (not listed on the chart), and US Youth Soccer.

United States Youth Soccer Association (USYSA)

The youth division of USSF is composed of 55 member state associations (one in each state, and two in California, New York, Ohio, Pennsylvania and Texas). USYSA is divided into four geographical regions; administration is by an elected eight member Board of Directors, including a director from each region. In 1994 USYSA registered more than 2 million youth players between the ages of five and nineteen.

Oregon Youth Soccer Association (OYSA)

The Oregon Youth Soccer Association (OYSA) is our state component of the national and international soccer organizations (FIFA, USSF and USYSA). OYSA is made up of approximately 120 member clubs in 16 districts. Administration is by a Board of Directors, including district representatives and an elected Executive Board. OYSA offers a wide array of playing opportunities through a variety of programs.

Recreational Soccer

Recreational soccer is a program offered to youth players of all ages, with emphasis on fun, fitness, and skill building in a less competitive environment. Recreational soccer is administered through the local districts and clubs.

The OYSA Recreation Council serves to promote recreational soccer for all youth soccer players throughout the state. Beginning in 1995, it will administer a High School Recreational League in the Portland metro area. The Recreation Council is guided by the philosophy that "Recreational Soccer should be organized so that: 1) participants experience soccer in an environment of fun, based upon equal playing time and balanced team competition; 2) players develop the skills necessary to play soccer with confidence; 3) all players, coaches, parents, and spectators demonstrate good sportsmanship; and 4) any and all eligible youths (subject to reasonable terms of registration) are accepted as participants."

Recreational soccer teams and games are governed by the OYSA General Rules of Play and FIFA Laws of the Game, as well as by applicable local club rules.

Classic (Competitive) Soccer

Classic Soccer is a competitive league provided by OYSA to youth soccer players U12 (under 12) through U19 who are selectively rostered to teams based on ability. Selection is usually through a tryout process. Teams participate in preseason qualifying tournaments to determine their level of competition (Premier, Gold I, Gold II, or Gold III).

The OYSA Classic Council administers the classic league statewide, taking responsibility for formulating specific rules of competition, scheduling games and referees, and organizing statewide qualifying and championship tournaments. Classic soccer teams and games are governed by OYSA Competition Rules of Play and FIFA Laws of the Game.

Olympic Development Program (ODP)

The Olympic Development Program was organized by USYSA to identify and train a pool of players to represent the United States in international competitions for youth national teams. Tryouts are open to all age-eligible players for State Association Teams; these players attend camps and competitions from which Regional Teams are selected to advance to National competition. There are approximately 200 players involved in Oregon ODP each year.

Soccer Start

Soccer Start as promoted by USYSA is a sports participation program designed to introduce soccer to at-risk children in economically disadvantaged areas, and to provide a positive life experience to enhance self-esteem and social skills. Soccer Start recruits community groups to assist in their program and integrates with local soccer associations.

TopSoccer (The Outreach Program for Soccer)

TopSoccer is a cooperative program involving USYSA and Special Olympics International and has programs established throughout the United States. TopSoccer trains young people with disabilities to play soccer and provides team access to existing sports organizations for people with disabilities.

US Youth Soccer

The newspaper of the United States Youth Soccer Association is published quarterly and mailed to all OYSA registered coaches and administrators.

Goal Lines

The newspaper of the Oregon Youth Soccer Association is published six times a year and mailed to the households of all OYSA registered players, coaches, and administrators.

Laws of the Game

• Click here to download a complete set of the July 2002 Laws of The Game - latest version available from Fifa 
• Click here to download a complete set of the July 2002 Laws of The Game Frequently Asked Questions - latest version available from Fifa 
• OYSA Rules - Due to the size constraints on this website these state and local rules are deleted here but they may be viewed at the OYSA website.
• A Novice Spectator's Guide to Some of the Odd Rules of Soccer is located elsewhere on this website.  Click the link to go there.
• Glossary of Soccer Terms - Due to size constraints the terms in the glossary listed in the OYSA manual has been added to the Soccer Terms Glossary already on this website.

Coach Development

OYSA Coaching Clinics - Any of these clinics can be provided for your club - just contact the OYSA coaching staff.

Introductory Clinic (4 hr)

If you are a coach new to the game of soccer, this clinic will give you information on OYSA, team management, plus practice and game organization. This clinic is for coaches who are coaching U-8 and below. On the practical side, the OYSA coaching staff likes the coaches to find out about the game from the game, just like the kids!

I. Team management
        A. Administration
        B. Equipment
        C. Fields
        D. Aids
        E. Practice organization
        F. Game organization
        G. First aid
        H. Library

II. PRACTICAL

A. Warm-up
B. Passing
C. Dribbling
D. Shooting
E. Heading
F. Juggling
G. Fun games
H. Line up (3-2-1, 2-2-2)

Preliminary Clinic (6 hr)

Coaching kids 8 to 12 years old. The Preliminary Clinic is the most important step in young players’ development. If they do not learn the proper techniques of the game, then they will struggle to enjoy the game as they get older. The important part for the kids is that the coach recognizes the fundamental mistakes and is able to correct them.

I. Lecture (the coach)

A. Influence
B. Game/practice organization
C. Talented player development
D. National, international organization
E. Respect from players and parents towards referees

II. Practical

A. Warm-up
B. Passing and receiving

1. How to keep the ball on the ground when passing
2. Passing the ball while running
3. Controlling the ball when it is coming to you
4. Controlling the ball from the air
5. How to keep possession of the ball

C. Dribbling

1. Running with the ball
2. Controlling the ball while running
3. Changing direction with the ball
4. Turning with the ball, left and right, without stopping
5. Dribbling the ball past an opponent

D. Tackling and defending
E. Shooting

1. Shooting the ball at goal with right foot, left foot

F. Heading
G. Juggling
H. Goalkeepers
I. Formations (systems)

Preliminary/Advance Clinic (6 hr)

The Preliminary/Advance Clinic retains a lot of the fundamentals from the Preliminary Clinic, but the staff have added some small-sided games where the kids have to make tactical decisions.

Topics include:

· Player development
· Warm-up (including the Wiel Coerver movements)
· Dribbling (including the Wiel Coerver movements)
· Passing and receiving (including wall passes)
· Shooting
· Crossovers
· Tackling and defending 1v1
· Heading
· Games (2v2, 3v3)
· Goalkeepers
· Tactics (1v1, 2v2, 3v3)

This clinic is for coaches who are coaching at classic, premier and high school levels. The staff covers how to introduce wall passes, crossovers, overlaps, and running off the ball into the offensive play, and how to stop the opposition from scoring (how and when to mark a man, a zone). Set plays and the play of the goalkeeper become more important as kids get older, stronger and, hopefully, wiser. This clinic can be taken prior to taking the state "D" license or even as a refresher after completing the "D" license.

Topics include:

· Warm-up
· Wall passes
· Crossovers with/without the ball
· Movement off the ball
· Overlap
· Goalkeeping
· Set plays
· Covering
· Marking too tight / too loose
· Man-to-man, zone
· Forwards vs. defense
· Full game

I. Components of good goalkeeping
        A. Physical dimensions
        B. Effective shot handling
        C. Tactical knowledge
        D. Psychological factors

II. Catching the ball

A. Ground balls
B. Balls above the knees & below the shoulders
C. High balls
D. Diving

III. Distribution of the ball

A. With hands
B. With feet
C. Half volley
D. Full volley

IV. Other factors

A. How to use your feet
B. Angles
C. Positioning
D. Passback rule

A. Introduction to psychology of youth coaching which has two goals:

1. By discussing values, developmental issues and basic teaching  skills it will provide a format for beginning and experienced coaches to think about general, non-technique issues in coaching.

2. By insuring that all coaches have been introduced to OYSA values about youth coaching and the youth sport experience, it will help to establish and clarify a set of norms for coaching behavior that can be encouraged and enforced by OYSA.

B. "Why are you coaching?" is the beginning point of this clinic

1. A discussion of why the different participants have started youth coaching is the first step in a values clarification process.
2. The next step looks at different coaching value systems on a continuum from "winning is everything" to "winning is nothing" and helps each clinic participant place themselves in that spectrum.
3. The coaching values of OYSA are introduced and discussed.
4. This segment of the psychology section concludes with a look at what values clarification can do for the coach, with an emphasis on developing a hierarchy of values which can:
a) Reveal personal expectations
b) Inform private goal setting
c) Help in the selection and development of coaching techniques
d) Guide evaluation of personal progress as a coach

C. Adult coach & youth player
1. Being a coach of youth players demands an understanding of how children at various ages experience the world differently than adults. There will be an emphasis placed on how adults and children differ and how the adult coach must adjust coaching and teaching styles.
2. This segment of the psychology section will be helping adults understand that the adult way of experiencing the world is neither the only way nor necessarily the correct way. Possible topics include:

a) Learning and communication styles
b) Individual differences in motor development
c) What is "play" and "fun"
d) The effects of sport on children
e) Why children participate in (and drop out of) organized sport programs
f) How sport experiences impact self-esteem

D. A brief introduction to three basic tools of teaching/coaching:

1. Organization
2. Communication
3. Motivation
4. The material will relate these three skill areas back to value and developmental issues and will outline positive coaching techniques and show how they are consistent with developmental tasks of the youth player and with OYSA values.

II. Positive Coaching: Principles and techniques

A. Although most youth sport programs and many individual coaches have accepted the positive approach to coaching, the details of the method are not self-evident. Many of the specific behaviors required of "positive" coaches are not easily developed by adults who relate to children in traditional ways.

B. Positive coaching from a motivational perspective

1. The special motivations of youth athletes (why they participate)
2. How different coaching styles influence these motivations - a contrast between how positive and negative coaching influence:

a) Player attitude
b) Enjoyment
c) Self-esteem
d) Commitment to the sport

3. Goal-setting as a motivational tool

C. The relationship between positive coaching skills and adult-child communication

1. How positive coaching facilitates communication by reducing fear, increasing information and instruction, and creating a more positive learning atmosphere.
2. The involvement of positive coaching skills in both verbal and non-verbal communication channels will be discussed.

D. How positive coaching can be used to solve discipline problems and improve coach-player attitudes.
E. How positive coaching has a beneficial impact on stress reduction and anxiety for coaches as well as players.
F. How positive coaching skills are consistent with both recreational and competitive soccer program values.
G. Basic techniques of positive coaching:

a) Positive reinforcement
b) Shaping
c) Using the "reward sandwich"
d) Reinforcing effort
e) Extinction
f) Performance feedback
g) Other useful tools (modeling, role-playing, group problem-solving)

I. Theory (3 hr)

A. Methods lecture (1_ hr)

1. Introduction / Emphasis of the F curriculum

a) First-time Parent/coach; emphasis on reducing the fear of coaching

b) U-10 age group players, some of whom may be experiencing playing and coaching for the first time

2. Developing a philosophy ("Player development")

a) What is player development?

(1) Activities that the child wants to participate in because they are fun
(2) Players being exposed to playing all positions
(3) Every player has a ball for practice
(4) Activities designed to maximize the number of touches by each player at practice
(5) Rules modified for players according to their age group characteristics
(6) Equipment modified for players according to their age group characteristics
(7) Activities designed to promote thinking, not doing drills
(8) De-emphasize winning and losing; we do not need to keep standings, statistics, etc.

b) Philosophy of "player development" needs to be conveyed to all players and parents, through a Parent Orientation meeting or written communication to parents

3. Role of the coach

a) As facilitator

(1) Reason for facilitator is because most parent/coaches have not been exposed to a soccer environment

(2) Objectives

(a) Set up the conditions and environment for learning
(b) Facilitate the learning
(c) Players must have fun
(d) Players need to receive positive feedback from the coach
(e) Coach must be enthusiastic about what he/she is doing
(f) Practices should be run in the spirit of play
(g) Activities need to be geared toward the players achieving success, with success measured by FUN

b) As positive role model

(1) Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches; has responsibility to the game itself

c) Understands who they are coaching

(1) Children are not defined by chronological age alone
(2) Each child matures and develops at his/her own pace
(3) Treat each child as an individual
(4) Not all children participate for the same reasons

B. Team management lecture (1_ hr)

1. Legal and safety issues of coaching
2. Care and prevention of injuries
3. Team organization
4. Implications for coaching youth
5. Organization of a training session
6. Laws of the game

II. Practical (6 hr) - technical skills

A. Dribbling
B. Passing and receiving
C. Kicking and shooting
D. Heading
E. Goalkeeping

III. Course review / Question and answer session (there is no test)

I. Theory (5_ hr)

A. Methods of coaching (1_ hr)

1. Emphasis of E curriculum

a) Parent/coaches who may or may not have previous coaching experience

b) Parent/coaches making transition from modified soccer to 11-a-side soccer

c) Development of the player as an individual and as part of the team

d) Development of the player from being technically oriented to refining those techniques and applying them to tactical situations

2. Developing a philosophy - "player development"

a) What is player development?

(1) Activities that the child wants to participate in because they are fun

(2) Players being exposed to playing all positions

(3) Rules and equipment modified for players according to their age group characteristics

(4) Activities designed to refine their technical abilities

(5) Activities designed to introduce and increase the opportunities for tactical awareness

(6) De-emphasize winning and losing; emphasize player development

3. Role of the coach

a) As facilitator

(1) Set up the conditions and environment for learning

(2) Players must have fun and receive positive feedback

(3) Coach must be enthusiastic about what he/she is doing

(4) Practices should be done in the spirit of enjoyment and learning

(5) Activities need to be geared toward the players achieving success

b) As positive role model

(1) Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches; has responsibility to the game itself

c) Understands who they are coaching

(1) Children are not defined by chronological age alone; each child matures and develops at their own pace

(2) Treat each child as an individual

(3) Not all children participate for the same reasons

B. Team management (1 hr)

C. Tactical lecture (1_ hr)

D. Care and prevention of injuries (45 min)

E. Laws of the game (45 min)

II. Practical (10 hr)

A. Dribbling (1 hr) - includes ball control, balance, faking, feinting, foot speed

B. Passing and receiving (1 hr) - includes pace, accuracy, disguise, quality of first touch

C. Shooting (1 hr) - includes contact (not power), use of proper foot surface

D. Heading (1 hr) - includes passing, clearing, scoring

E. Goalkeeping (1 hour) - includes catching, distributing

F. Attacking principles (1_ hr)

G. Defensive principles (1_ h)

H. Small-sided games / Economical training (2 hr)

III. Testing (2_ h)

A. Written test (1 hr)

B. Practical test (1_ h)

I. Theory (9 hr)

A. Methods of coaching (2_ hr)

1. Emphasis of "D" curriculum

a) Preparation for coaches going on to the National "C" license

b) A license for coaches who want the highest level available from the state with no plans to go on to National courses

c) First time coaches who have had a rather extensive playing career and received a waiver through the "E" course

d) Experienced coaches, possibly coaching at any age level

e) Coaches training U-17, U-19, and Senior Amateur players

2. Developing a philosophy - "player development"

a) Activities that players want to participate in because they are enjoyable

b) Every player has a ball for training

c) Activities designed to maximize the number of touches by each player at practice

d) Rule modifications for players in U-17 (40 min halves)

e) Training sessions designed to increase tactical awareness

f) Training sessions designed to improve players’ technical abilities and their tactical application

g) Competition

h) Educating the players about not only the technical, tactical, physical and psychological demands of the game at their level, but also about developing an appreciation for the game

3. Role of the coach

a) As facilitator

(1) Set up the conditions and environment for learning

(2) Players must have fun and receive positive feedback

(3) Coach must be enthusiastic about what he/she is doing

(4) Practices should be conducted in the spirit of enjoyment and learning

(5) Activities need to be geared toward the players achieving success

b) As positive role model

(1) Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches; has responsibility to the game itself

c) Understands who they are coaching

(1) Players are not defined by chronological age alone; each player matures and develops at his/her own pace

(2) Treat each player as an individual

(3) Not all players participate for the same reasons (at any level)

B. Team management (1_ hr)

C. Tactics (3 hr) - includes attacking, midfield, defending

1. Review of "E" tactics (1 hr)

2. General tactics (1 hr)

3. Systems (1 hr)

D. Match analysis (1 hr) - how to watch your own team

E. Care and prevention (1 hr)

F. Laws of the game (1 hr)

II. Practical (14 hr)

A. Technical topics

1. Fitness with the ball (1 hr)

2. Crossing and heading (offensive, defensive) (1 hr)

3. Finishing (1 hr)

4. Goalkeeping (1 hr) - include boxing, diving, distribution, functional training

5. Dribbling and tackling (1 hr)

6. Passing (1 hr)

7. Receiving (1 hr)

8. Technical functional training (1 hr) - Choose two different positions and develop technical functional training sessions for each, demonstrating how different positions have different needs (for example, striker vs. midfielder)

B. Tactical topics (done in the following order)

1. Review 1st, 2nd, 3rd defender; review 1st, 2nd, 3rd attackers (1_ hr)

2. Defensive team shape; 3v3 emphasis (45 min)

3. Attacking team shape; 3v3 emphasis (45 min)

4. 5v5 (1_ hr)

a) Developed from 3v3

b) Possession, direct play, numbers up, numbers down

c) To help the candidate recognize topics #1-3 in the context of Group Tactics

5. 6v6 (1_ hr)

a) To show candidates the beginnings of Team Tactics

b) Developed from 6v0 through 6v6 to demonstrate various aspects of play through the thirds of the field (i.e. numbers up and down)

III. Testing (11 to 15 hr)

A. Written testing (6-8 hr)

1. Methods

2. Tactics

3. Team management

4. Laws

B. Practical testing (3-5 hr)

1. Need players available

2. If possible, two instructors for evaluation

C. Practice coaching (5-7 hr)

1. Need to critique candidates

2. Have candidates get two practice topics

• The ACEP program, founded in 1976, provides training for volunteer coaches as well as interscholastic coaches.
• ACEP mission: "ACEP is committed to improving amateur sport by encouraging coaches to embrace the ‘athletes first, winning second’ philosophy, and by providing the education to put that philosophy to work."
• Workshops leading to ACEP certification are built around videotaped lessons and self-study from ACEP texts and are led by a trained facilitator.
• Interested clubs can develop a training program locally. This could be done in association with other youth sports leagues, as much of the program is not sports-specific.
• Coaches in the Portland metropolitan area can learn more about the program by contacting the Tualatin Hills Park and Recreation District, which has offered ACEP training for a number of years.
• Or contact: ACEP, Box 5076, Champaign IL 61825-5076 (800/747-5698).

• The CET program generally takes the form of a 3-hour workshop conducted by
  Dr. Frank Smoll, a noted sports psychologist.
• CET helps the youth sports coach better understand the psychological relationship between coach and player, and provides behavioral guidelines which allow the coach to use this understanding to increase the value of organized sports for young athletes’ personal and social development.
• Coaches in the Portland metropolitan area can learn more about the program by contacting the Tigard Soccer Club or the Tualatin Hills Park and Recreation District, both of which have offered CET workshops for their coaches.
• Or contact: Dr. Frank Smoll, Department of Psychology, University of Washington, Guthrie Hall NI-25, Seattle WA 98195.

Parent Orientation Meeting

All coaches are encouraged to establish effective lines of communication with team parents early in the season by holding a parent orientation meeting. This may take the form of a casual discussion in your living room, or could be combined with a team picnic. Whatever the format, the time you invest will pay benefits for all concerned throughout the season. If a meeting is impossible, the following information could be put into a letter to parents/players, but a face to face meeting is preferable.

• Enables parents to understand the objectives and goals of the program
• Enables parents to become acquainted with you, the coach
• Informs parents about the nature (and inherent risks) of the sport
• Informs parents of your expectations of them and of their child
• Enables you to address any concerns of the parents
• Establishes clear lines of communication between you, parents, and players
• Allows you to obtain parental support (assistant coaches, team parents, etc.)

• Hold it early in the season; preferably before the first team practice.
• Having the players present is optional.
• Prepare any handouts you would like to distribute, for example:
  • team roster (with names of parents and players, telephone numbers)
  • schedule of practices and games
  • club rules
  • team goals/rules
  • summary or outline of the meeting
• Be prepared and be organized to conduct the meeting efficiently.

• · Coach introduction
  • introduce yourself and assistant coaches (or ask for volunteers at this time)
  • give some background information about yourself (why you are coaching, experience)
• · Coaching philosophy
  • discuss what you consider to be the value of this sport
  • discuss your methods for teaching skills (describe a typical practice)
  • state the importance you assign to having fun and developing skills
  • state the importance you assign to winning and losing
  • discuss any team rules and guidelines, disciplinary procedures
  • discuss your philosophy regarding player rotation, substitution, playing time
• · Specifics of the program
  • practice schedule (how many per week?, how long?)
  • game schedule (how many?, when do they begin?)
  • minimum playing time (what is the rule in your local club?)
  • equipment required (e.g. shirts, socks, shorts, shin guards)
    or recommended (e.g. ball, soccer shoes, water bottle)
  • inherent risks (soccer is a contact sport, albeit a relatively safe one)
  • medical insurance (OYSA insurance provides secondary coverage)
• · Team management
  • ask for volunteers as assistant coaches
  • ask for volunteers as team parents (snack schedule, help with nets/flags)
  • set up telephone tree and/or car pooling system

• demonstrate leadership and good sportsmanship
• treat each player fairly
• have organized practices and teach soccer fundamentals appropriate to the age group
• provide a safe 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 players’ equipment conforms to the club guidelines)
• contribute positively to the development of each player’s self-esteem
• help each player set individual and team goals that are realistic
• give parents a schedule of practices and games in a timely fashion
• allow each player to play half of every game at a minimum
• respect the referees, know the rules, and conduct yourself in a controlled manner on the field

• attend practices/games regularly, and to arrive on time
• bring proper equipment to each practice and game
• inform the coach in advance if it is necessary to miss a practice/game
• make each practice a challenge to improve
• work toward good sportsmanship and teamwork
• respect the referees
• be supportive of all teammates all of the time

• transport your child to and from practices/games on time
• be supportive of all the players (criticism does not improve performance)
• help your child understand that he/she is contributing to a team effort
• focus on mastering skills and having fun, not on winning
• avoid material rewards for your child (the reward is the fun of playing!)
• attend games and cheer the team
• refrain from criticizing opponents; be positive with all the players
• respect the referees (they will make mistakes, but they are doing their best; if you feel you are better qualified, see your club’s Referee Coordinator - he or she could easily find work for you!)
• refrain from coaching your child during games (try to understand and respect the difference between the roles of the coach and the parent)

Answer any questions from the parents.

[adapted in part from "Coaching Young Athletes" by R Martens, RW Christina, JS Harvey, and BJ Sharkey; 1981]
 

SAMPLE VOLUNTEER SIGN-UP SHEET

Due to the size constraints on this website this sheet is not shown
here but they may be viewed at the OYSA website.

      Coaching is exciting and rewarding, but occasionally you may experience difficulty with parents. Some parents may want their child to play more, others may question your judgment as a coach. Whatever the concern, a parent is generally just looking out for their child, often at your expense. Don’t be discouraged. There are some things you can do to open up communication and make dealing with parents a positive aspect of your coaching duties.

1. Have a parent meeting before the first practice to discuss your plans and expectations for the season. See the section: "Parent Orientation Meeting" for tips on how to do this well. Encourage questions from the parents and let them know that you have given a lot of thought to the upcoming season.
2. Express appreciation for their interest and concern. This will make them more open and at ease with you.
3. Always listen to their ideas and feelings. Remember, they are interested and concerned because it is their children that are involved. Encourage parental involvement. (If you have a preference for a certain time to voice these concerns, such as after practice, make this clear at the Parent Orientation Meeting.)
4. Know what your objectives are and do what you believe to be of value to the team, not to the parents. No coach can please everyone!
5. Know the club and game rules. Be prepared to abide by them and to explain them to parents.
6. Handle any confrontation one-on-one and not in a crowd situation. Try not to be defensive. Let the parent talk while you listen. Often a parent will vent their frustrations just by talking. Listen to their viewpoint, then thank them for it.
7. Resist unfair pressure. It is your responsibility as coach to make the final decision. This doesn’t mean that you can’t still listen to parents.
8. Don’t discuss individual players with other parents. The grapevine will hang you every time. Show the same respect for each player on the team that you want the parents to show toward you.
9. Ask the parents not to criticize their children during practice or a game. Don’t let your players be humiliated, even by their own parents.
10. Don’t blame the players for their parents’ actions.
11. Be consistent! If you change a rule or philosophy during the season, you may be in for trouble. At the very least, inform players and parents of any change as soon as possible.
12. Most importantly, be fair! If you treat all players equally and with respect, you will gain their respect, and that of their parents as well.

      Remember that you will be dealing with all types of children, and with parents having different backgrounds and ideals. The challenge for you as a coach is to address these differences in a positive manner so the season will be enjoyable for everyone involved.

Coach Equipment

1. A large BAG for all of the items listed below!

2. Players' MEDICAL RELEASE FORMS - you must have these with you at all practices and games; verify that the emergency information is there.

3. MEDICAL KITS - A simple kit for games and practices is a good idea for every coach. A kit should include: Ice (and 'zip-lock' bags)**,  Band aids, Vaseline, Sterile pads, Adhesive tape,  Elastic wraps,  Antibiotic ointment, Bee sting relief ointment ** If you use chemical cold packs, be careful about applying them directly to skin; some types are exceedingly cold!

4. PUMP and inflating needle - sometimes the game ball is as hard as a rock or too soft and may need a little "tuning"; the same goes for the balls kids bring to practice.

5. SHIN GUARDS - a spare pair of old ones will cover for a forgetful player!

6. SPARE SHIRTS (2) for your goalkeepers - having two extra shirts of different colors (each contrasting with your team shirts) insures that you will always have a keeper's shirt that contrasts with the opposition colors.

7. GOALKEEPER'S GLOVES - an inexpensive pair is a useful addition to your game bag.

8. BALLS - if possible, have a good quality ball available at the game. This will serve for team warm-ups and can be used as a game ball if none is provided. The leather or synthetic leather soccer balls are best; avoid the hard plastic-skinned balls which are unpleasant to kick or head. Each player should have his own ball and bring it to practice; but bring any old spares that you may have to practice because someone is likely to forget theirs.

9. CONES or pylons (about a dozen) to set up small areas for practice drills, as obstacles for dribbling drills, or to mark boundaries for a scrimmage field. Cones
of a different color (or with some added duct tape) will make a distinctive goal.

10. WHISTLE and a CLIPBOARD (for practice plans, medical release forms, substitution schedules) are helpful items.

11. WATER should be available during practice and at the game. Have the players bring their own water bottles (but keep an extra bottle in your bag or cooler for the occasional forgetful player). Alternatively, have your team parent organize a schedule among the parents to provide water and cups.

12. A simple SNACK schedule should be organized by the team parent for game days. Discourage turning snacks into a financial hardship for some parents. Orange or apple slices, or seedless grapes are good choices.

BALL

Encourage each player to have his or her own ball and to use it often, not just during team practice. Players will not derive maximum benefit from practice unless they each have their own ball for warm-ups and individual drills.

Soccer balls come in a variety of sizes, each designated by a number:

· size #3 - smallest standard size, for the youngest players (e.g. U-6 to U-8)
· size #4 - intermediate size, appropriate for U-9 through U-12
· size #5 - largest standard size, for U-13 to adult

Check with your club if you are uncertain which size is specified for players in your age group.

SHIN GUARDS

An absolute requirement for games, should also be worn for all practices. The pull-on "legging" type with foam padding protecting the front of the leg from ankle to shin is an excellent shin guard. Those with plastic inserts offer additional protection, especially for the older player. Consider wash-ability when selecting a shin guard.

SOCCER SHOES

Recommended, but not absolutely required by most clubs. Baseball or football type shoes with square or rectangular cleats are not legal for soccer. Soccer cleats for most recreational play must be rubber or molded plastic (no metal cleats), and no less than 3/8 inch in diameter. Check your club’s regulations, then check your players’ shoes for illegal cleats, protruding nails, or sharp edges, and rectify any problems before a referee discovers a violation and one of your players is forced to sit out a game.

WATER BOTTLE (with player’s name on it)

Fresh water should be available to your players at each practice and game. It is easier for the coach if each player provides his or her own water bottle.

SHIRTS, SOCKS , SHORTS

One or more of these items may be provided for each player by your local club. Be sure that you are aware of your club’s policies with respect to uniforms and inform your players and parents of any requirements.

Planning

The way to have successful practices is to plan. Your practice planning should begin before you first get together with the team and should continue throughout the season as you plan for each practice.

Pre-season planning
Find out from your club when and where you can practice. Younger teams (U6) should limit practice to 45 min or 1 hour per week. As the players get older, practices can be increased in frequency and length. U7 and U8 teams may practice twice a week for about an hour each time; older teams may extend twice-a-week practices to 90 min. Your club may have guidelines about the frequency and duration of practices, so check there first.

The two main objectives for any soccer practice are (1) to have fun, and (2) to learn to become better soccer players. In order to achieve the second objective, it is important that you develop teaching goals for the season before you start. You will ordinarily have only four to six practices before the first game. Since you will not have time to teach everything, choose the topics you want to focus on and build your practices around these topics. Some of the topics you should consider include:

(*) These topics are good ones to emphasize for the younger kids.

· *Kick-off
· *Throw-in
· *Goal kick
· Penalty kick
· *Corner kick
· Drop ball
· *Indirect free kick
· Offside

· Speed, Endurance, Strength

·       *Dribbling
· *Foot trap
· Heading
· *Turning
· Thigh trap
· Juggling
· *Shielding
· Chest trap
· Volleying (half & full)
· Fakes
· *Pass (inside foot)
· Shooting
· Pull back
· Pass (outside foot)
· Chipping
· *Tackling
· Curving
· Goalie  - *Catching, *Throwing, Punting, Diving,  Punching

 

· *Positions
· Crossing
· Channeling
· *Passing
· Wall pass
· Marking
· *Support
· Overlap
· Double team
· *Set plays
· Defensive wall

Be realistic in selecting your objectives! Consider the age and experience of your players. Decide on your priorities - what are the most important things you want to cover before the games begin? Consult the "Techniques and Tactics by Age Level" in this section to get some additional ideas and to set priorities. If you have doubts about whether your team is ready for a new tactic, skill or concept, introduce it after you have seen it used by some of your players.

Identify one or more assistant coaches. Assistant coaches are extremely valuable. They make it possible to divide players into smaller groups so that each player gets individual attention. Parents who would like to help but feel they lack the necessary skills should be encouraged to attend practice to help shag balls and direct traffic. It is hard to have too many helpers, especially with younger players. The preseason Parent Orientation Meeting is an excellent time to solicit help!

Prepare a bad weather contingency plan. Inform your players and parents before the season whether you will practice in the rain or cancel practice. Even if you plan to practice in the rain, you should not have practice when conditions are dangerous, for example when there is lightning or if the field has become too wet to permit safe play. If you do need to cancel practice due to adverse weather, have an organized plan to inform parents. Again, the Parent Orientation Meeting is the time to set up a telephone tree which can make this job much easier.

Practice plans

Have a written plan for each practice. You cannot have a good practice if you do not have an idea of what you want to accomplish during that practice. The plan may be written out in detail on a practice planning form (see sample Soccer Practice Planner below), or it may just be notes jotted on the back of an envelope, but it really should be written. Writing down your plan will help you think through the equipment and setup you will need for the topics to be covered. Save these plans as a record of performance and to help develop a progressive program for the season.

As you plan your practices with the help of the information that follows, remember these tips to keep players’ interest and avoid boredom:

· Minimize the amount of talking that you do.

· Get all of the players involved.

· Turn "drills" into games.

· Give players many touches on the ball.

· Give players many chances to shoot and score.

· Let the kids PLAY!

Keep the practice focused. If you are trying to teach new skills, your practice should concentrate on a single major topic (e.g. passing), rather than on many different topics.

Practices should follow a progression: warm-up, drills, scrimmage, and cool down.

SOCCER PRACTICE PLANNER

Plan warm-ups so that each player uses a ball. Incorporate games and exercises that emphasize a lot of touches and dribbling. If possible, use or create conditioning exercises that require the players to work with a ball rather than just running; the kids will have more fun and they will learn more soccer skills!

Be sure to include stretching at the end of the warm-ups. Younger players don’t need a lot of stretching, but you should start the habit early. Try to use stretching exercises that require a ball; again, the kids will enjoy it more and it increases their familiarity with the ball.

Drills should be appropriate for the skills you are teaching. Limit the number of drills in a given practice, and don’t spend too long on any one drill. Remember that a child’s attention span is limited!

Keep it varied and interesting with a minimum of oral instruction (don’t lecture!). Demonstrate as much as possible. If you feel uncomfortable demonstrating techniques, don’t hesitate to enlist your more skillful players, or perhaps older soccer players, to help you. Depending on the level you are coaching, junior high or high school players may be useful for this purpose. MAXIMIZE the number of touches for each player by running drills with several small groups at the same time; no child likes to stand in line waiting!

Small-sided games (e.g. 3 v 3) are an excellent practice tool. They help keep everyone involved and, by reducing the size of each playing field, you can have two games going at the same time.

Drills should be organized to progress into controlled scrimmages (e.g. no shots until at least four consecutive passes have been made). Follow up a controlled scrimmage with an open scrimmage. Remember, the kids signed up to play soccer!

Be prepared to change your plans! Weather, field conditions, the number of players who come to practice, can all affect your plans. Be flexible and adjust to conditions. You may also need to extend the time spent on a particular drill is the players are having difficulty acquiring a particular skill. If it is especially hot, allow for more frequent water breaks and reduce the physical intensity of practice.

After the season starts it is helpful to take a few minutes of practice to discuss the previous game, emphasizing what your team did well, what can be improved upon, and what the goals should be for the coming week.

Player management

Look out for the kids! Come to practices a few minutes early to set up and to be there for early drop-offs. The coach (or another parent) must stay at the practice site until all children are picked up. If parents are persistently late, then settle the problem with the parents, don’t gamble with the safety of the kids. Consider having a contingency plan (e.g. pick up the player at your house?) and announce it at the Parent Orientation Meeting. If a player must leave the field to use a restroom, send an assistant coach or another parent along.

Team discipline

At the first practice it is valuable to establish team rules concerning attendance, listening carefully, respecting teammates, etc. You will be most successful if you do this with the cooperation and consent of the players themselves. Make it clear to all what the penalty will be for breaking team rules (e.g. time out from practice or a scrimmage). This is also a good time to set realistic team goals for the season (e.g. to have fun, to work together as a team, to practice good sportsmanship).

Some other ideas on team discipline:

· Keep your players busy so they don’t have time for mischief. If you have kids standing in line all the time, you are inviting disaster!

· Be positive: say "Please walk" instead of "Don’t run".

· Try to deal with problems before they get worse.

· Speak with the culprit first, before resorting to other disciplinary measures.

· If time outs don’t work, then talk to the parents; ask them to attend practice, if necessary.

Work on your communication skills. Many coaches can speak clearly, use appropriate words well enough and have content that is appropriate to young players. However, most coaches need a great deal of work on listening to young players, controlling and reading non-verbal cues, and understanding the emotional responses of different athletes to what they say. The better you understand your players, the less trouble you are likely to have with misbehavior.

Alternatives to practice

Instead of a practice, take your team to a soccer game. Local high schools, colleges or universities may have teams that would be exciting to watch (call to ask whether you can get your team in free or at a reduced rate). Renting or borrowing a soccer video is another alternative, especially for older teams.

1. BE PREPARED. Have a plan for what you will cover during the practice.

2. Keep it SIMPLE. Give a short demonstration with a minimum of talk, then have the players work on the drill. MAXIMIZE touches for each player.

3. Make it FUN. Sometimes the drills in books just don’t work for you and/or your players. Don’t fight it to the point of frustration. Be prepared to switch to something you know they can handle.

4. Strive for a PROGRESSIVE acquisition of basic skills. Begin with relatively simple drills. Add movement and then opposition to simulate game conditions. Always consider the age and skill level of your players. The percentage of time spent on practice without opposition should decrease as players become older and more skillful. Restricting space and number of touches are other ways to make drills more demanding.

5. Always have time when the players JUST PLAY.

6. Always BE SAFETY CONSCIOUS with your players.

7. Every once in a while ASK YOURSELF, "Why am I coaching?" and "How do I measure my success?" This will help you evaluate your techniques and your progress.

 

Teaching Soccer Techniques

Soccer players do not automatically know how to execute the various techniques (skills) associated with the game. Even after learning the basic skills, players need instruction on how and when to use the techniques they have learned in a game situation.

Our job as coaches is to teach our players the basic techniques and give them the knowledge of the game and confidence in themselves that will help them reach their full potential as soccer players. Here are some tips to help you teach the fundamentals to your players:

1. Explain the importance of the technique ... (keep it short!)

(The players are more apt to want to learn if you tell them how and when the technique fits into a game setting.)

2. Give 3 or 4 key points to help the players perform the technique ...

(See Key Points for Teaching Soccer Techniques below for some guidelines.)

3. Demonstrate the technique ...

(If you are unable to do it, ask one of your better players to do it for you.)

4. Organize the team into small groups ...

(The smaller the better, depending upon the technique and the amount of help you have.)

5. Practice the technique ...

(Observe the players trying to do the technique.)

6. Make corrections as necessary ...

(Be POSITIVE and try to point out when the technique is being done well; however, you must correct technique that is being done wrong. You can do this without directing your corrections at any particular player. If none of your players can perform the technique, you need to reconsider whether it is appropriate for their age and experience level.)

7. Practice under match conditions ...

(In order to tell if the players can do the technique in a game situation, increase the difficulty by adding a defender, making their space smaller, or by speeding up the pace of the activity. Small-sided games work well to show whether a technique has been learned.)

Teach Using Progressions

The basic idea in teaching soccer techniques is to start simple and increase the level of difficulty.

· Start with the simplest elements of the technique. Let the players learn initially without any pressure.

· Gradually add more elements of the skill.

· Gradually increase the difficulty level of the activity. Increase difficulty (pressure) by:

§ increasing the number of players executing the skill in a limited area

§ reducing the space available for executing the drill

§ specifying the direction the player must move

§ adding a passive defender ("shadow defense")

§ adding an active defender

· Finally, perform the skill in the way it would be used in a game.

Soccer Techniques for U6-U8

Five to seven year olds should have fun and develop an appreciation for the game of soccer. Listed below are some techniques which you can reasonably expect to introduce to kids by the time they are seven years old. The major emphasis for the youngest players should be on getting comfortable with the ball while introducing basic techniques. "Coaching" should be kept to a minimum; teach through enjoyable games and exercises. Tactics are not important at this age.
Be patient!

A. Techniques

· Dribbling with inside of foot (R and L)

· Dribbling with outside of foot (R and L)

· Running with the ball for speed

· Turning with inside of foot (R and L)

B. Principles

· Close control in close space

· Keep head up to see the ball and the developing play

A. Techniques

· Lace kick with both feet (R & L)

· Heading

· One-touch shooting

B. Principle

· Accuracy before power

A. Techniques

· Lace kick for power (R and L foot)

· Push pass (inside of foot) for short passing on the ground (R and L foot)

· Heading

B. Principles

· Discourage kicking with the toes

· Pass and immediately move to support

 

A. Techniques

· Inside of foot (R & L)

· Juggling

· Outside of foot (R & L)

B. Principles

· Use relaxed stance, knees slightly bent

· Cushion control is the key

· Keep ball close

A. Techniques

· Staying goalside

· Challenging

· Tackling

· Clearing

B. Principle

· Decrease space and time (for the opponent)

Goalkeeping (Not applicable at this age level.)

A. Techniques

· Attackers (forwards, wings)

· Defenders (fullbacks)

B. Principles

· All positions have both offensive and defensive responsibilities

· Players must learn to recognize when direction of play changes

A. Techniques

· Spreading out, side to side and end to end

· Attacking the flanks

· Crossing the ball

B. Principles

· Simplest way to create space is to spread out and increase the distance between defenders

· Players should spread out quickly when possession is achieved

A. Techniques

· Kickoffs

· Throw-ins

· Goal kicks

B. Principle

· Possession is everything on restarts

 

Key Teaching Points for Soccer Techniques

Focus your attention on the listed points for each technique as you observe your players. It is important for your players to learn to practice techniques properly, but remember that this may take some time - more for some techniques than others, and more for some players than others. Again, be patient and be encouraging!

1. Ankle locked

2. Foot slightly up at the toe

3. Thigh turned outward

4. Look up to establish eye contact

5. Connect with the middle of the ball just before the instep

6. Follow through (contributes to direction and pace of the pass)

1. Ankle locked
2. Foot pointing slightly downward at the toe
3. Leg swings across the ball
4. Ball should spin when kicked

1. Move toward the ball (don’t wait for it to come to you)
2. Inside or outside of the foot used most often
3. Foot surface first touching the ball should be withdrawn slightly on contact to take the momentum out of the ball ("cushioning")
4. Ball should not be stopped completely, but under close control
5. Redirect ball in front or to the side in anticipation of moving in that direction to pass or dribble

1. Small controlled steps ... ball should be kept approximately 2-3 feet in front of you
2. Strike the ball with either the inside or outside of the foot (softly and not with the toe)
3. Look up frequently to establish eye contact
4. Change speed and direction

Continuous bouncing of ball off head, shoulders, thigh, foot, etc. without the ball touching the ground ... This will develop ball control.

1. Legs bent
2. Shoulders down
3. Arms at the sides
Used as a means of keeping an opponent away from the ball, or to stall for time waiting for a teammate to get open for a pass.

1. Lean back at the waist
2. Lunge into the ball
3. Strike the ball with the middle of the forehead

1. Head down
2. Ankle locked with foot pointing downward at the toe
3. Strike the ball with the laces of the shoe
4. Accuracy before power (avoid shooting directly at the goalkeeper)

1. Ball MUST go directly over the head
2. Both hands must remain on the ball (R and L thumbs meet behind the ball; thumbs and fingers of both hands form a W)
3. Both feet must be on the ground (not necessarily flat; it is permissible to drag the toe of the trailing foot)
4. As soon as ball is released, player should get back onto the field (often to receive a return pass)

1. Controlling the ball using any legal part of the body (NO HANDS unless you are the goalie)
2. The controlling surface must "give" on contact to cushion the ball
3. Ball should stay close to the player (not bounce away)
4. If using a chest trap, bend the body backward slightly so the ball rolls down onto the ground at the feet

Some Simple Soccer Tactics

Remember, tactics are not important for the U6-U8 player and should not be stressed. As the players mature, and the concept of team play begins to develop, the tactical elements can be introduced. Listed below are some basic guidelines for the coach which fall into the realm of tactics.

· Play positions (the various roles can be understood even as players rotate positions).
· Get open and call for the ball.
· Look and listen for passing opportunities.
· Pass and move to space and/or to support.
· Work to build and maintain triangles - the basic structure for passing and support.
· Always support the player with the ball (forward and rear support within passing distance).

· Maintain possession of the ball.
· Keep the offense wide in order to spread (and weaken) the opponents’ defense and to create space for scoring opportunities.
· Penetrate as deeply as possible with every pass, without unduly risking loss of possession.
· Finish attacks with shots on goal.

· Support and communication are critical.
· Pressure opponents to decrease their "comfort zone".
· Delay opponents’ attack when your team first loses possession of the ball to permit defense to regroup.
· Mark "goal-side" to defend against shots on goal.
· Mark "ball-side" to defend against easy passes.
· Maintain defensive balance on the field; guard against reversing the ball (crossing passes).
· Mark tighter as you get closer to your goal.
· Concentrate defense in front of the goal as the ball approaches your goal (limiting space available for goal shots) and direct ball away from goal.

· Short pass and dribble.
· Short pass and pass back (triangle).
· (Note that the "long boot" is not encouraged!)

 

· Throw to an open teammate if possible (first look for the farthest unmarked player).
· Throw toward the other team’s goal.
· Throw down the touchline.
· Throw to your goalkeeper (this is not considered an illegal pass back).
· Take throw-ins quickly (before the defense can set up) but always under control.
· Throw the ball so that it can be controlled in the air.
· Thrower should re-enter the field quickly to be open for a return pass.

· Big kick up the side of the field.
· Avoid kicking the ball across the front of your goal.
· Consider having a defender take goal kicks while the goalkeeper maintains position to guard goal.

· Close to goal, direct - shoot!
· Close to goal, indirect - short pass and shoot.
· Far from goal - big kick toward the front of the opponents’ goal.

· Big kick into the opponents’ goal area.
· Short pass and dribble or cross.

 

Drills (Skill Games)- General Guidelines

There are countless drills and many books and videos are available. You can obtain books and videos at the OYSA office in Beaverton; also check your local bookstores and library. Some popular skill games are included here for your immediate use (see after Scrimmage Guidelines).

You don’t need 100 drills. Pick a few drills (say, 10) and work at them.

Step 1 - Explain the drill (why it is done, how it is done).
Step 2 - Demonstrate the drill (slowly, step-by-step).
Step 3 - Execute the drill.
Step 4 - Figure out what went wrong (it’s often the instructions); fix it, and start over!
Remember: showing is better than talking.

Some drills will not work well at first. Maybe they need a small adjustment (e.g. too many players, or players standing too close or too far apart).

Repetition of drills builds skills. It can also be boring. So use variations of drills, and don’t repeat the same drill too often. If your players are not enjoying and not learning from a particular drill, find another that focuses on the same skills.

Start a drill simply and progress to the harder stuff. For example, begin with a simple passing triangle; then introduce a chaser.

Play with the kids! Sometimes you should join in the drill as a participant rather than as a coach. Not only will the kids enjoy it, but you will gain a better appreciation of the skills you are asking them to master.

IDEA: Call a parent from the sidelines to be goalkeeper for a shooting drill!

Experiment! Don’t be afraid to try new ideas.

Split the team into small groups for you and your assistants to teach a drill; then rotate. This keeps more players busy and allows more individual attention.

When organizing the kids into small groups, consider their abilities. For example, in some dribbling or passing drills it might be best to have pairs with similar abilities. Conversely, in competition (e.g. 2v2) you might pair stronger and weaker players for balance.

Start a drill slowly. WALK through it first, then do it at half speed, and finally at full speed.

· Not the best for improving skills (many players, only one ball). But the kids love scrimmage and it’s great fun for them. So allow plenty of time for scrimmage during every practice, but don’t make it the only activity.

· Excellent for learning positions and game simulation.

· Good way to teach the rules (you are the referee!), but try not to stop play too often.

· Fewer players, thus each player gets more touches on the ball.

· Small field and small goal requires more control and passing.

· Small goal encourages accuracy.

· HIGHLY RECOMMENDED IN PRACTICE FOR ALL AGES!

· If you have a large team and sufficient space, run two games simultaneously.

· Maximum 5 touches: to encourage passing.

· Minimum 2 touches: to encourage control (no one-touch "passes").

· Minimum 5 touches: to encourage dribbling.

· Must pass 3 times before allowed to shoot: rewards passing and good spacing.

· 5 v 2 with no goals: forces passing. (The larger team counts passes.)

· Good to practice action at the mouth of the goal.

· Good to work on set plays (goal kicks, corner kicks, free kicks).

· Have 2 or 3 extra players on offense to keep the action around the goal.

· Give defenders two small goals near the touchline at midfield.

· Blow the whistle and call "freeze".

· All players must stop where they are.

· Coach makes observation, e.g. players open on right flank.

· Excellent teaching tool (if not used too often).

· Full game simulation.

· All players, one game.

· Enforce rules more strictly to encourage fair play; it also gives players free kick practices.

· Play another team occasionally, if possible; practice subs and positions.

Skill Games - Introduction

Each practice session should be started with a warm-up. Use the "beehive" grid for this purpose. Dribbling games make the best warm-up. Use your imagination to improvise from the skill games described below.

 

Follow the warm-up with a stretching session. Have the players stretch their calves, thighs, hamstrings, Achilles tendons, and arms. Hold each stretch for the count of ten and do not let the players bounce while they are stretching. This is a good time to tell the players what they will be doing in their practice today.

 

Utilize one or two skill games during each practice. Try and build each of your practices around a particular skill (e.g. dribbling or passing). First demonstrate the skill to the players before starting and then correct group and individual players' mistakes during the skill games. Try not to be overcorrective - remember, let the game be the teacher!

 

Complete your practice with a small sided game (i.e. 3 v 3, 5 v 5). Try to make the skill you practiced earlier a "condition" of the game. For example, in a practice that emphasized passing, the players of a small sided scrimmage must complete 2 or more passes before they can shoot on the goal. Make the scrimmage as much like a competitive game as possible, utilizing the rules of soccer modified for the appropriate age.

Beehive - Provide a 20 yd. x 20 yd. grid (or approximately 1 sq. yd. per player). Each player has a ball. Players dribble inside the grid randomly using correct techniques and practicing avoiding other players. Players should practice inside and outside foot dribbling, stopping, changing direction, and maintaining control while in the beehive.

 

King of the ring - Provide a 20 yd. x 20 yd. grid where each player has a ball. One player or the coach is "it" without a ball. Players start to dribble in the grid while trying to avoid having their ball kicked out of the grid by the player who is"it". Players can reenter the grid after retrieving their ball and completing some type of small skill penalty activity, like juggling the ball twice on their feet or knees or dribbling around a nearby tree before returning to the grid.

 

Red Light - Green Light - Just like the traditional game except the players dribble their balls forward and must learn to control and stop their balls on the "red light" command. Line all the players up and have the coach be the traffic cop. Send out of control players back to the starting line.

 

Attack and Protect - Provide a 20 yd. x 20 yd. grid. Each player has a ball. Players dribble around in the grid trying to kick another player's ball out of the grid while at the same time protecting their own ball. Provide the players with a skill "condition" that they must complete before they may reenter the grid.

 

Spiderman - Provide a 20 yd. x 30 yd. grid. Each player should have a ball. The coach starts as the first spider. The players dribble around the grid while trying to avoid the tag of the spider. When a player is tagged by the coach, they join hands and go after new prey. Each successive tagged player makes the web of the spider grow bigger, but , alas, less organized. Young players will request this game constantly.

Keep Away Circle - Players pair up and stand across from each other around a circle of cones. One player or the coach stands inside the circle and tries to intercept passes made between the players. Passes completed between partners count as goals. Change the player inside the circle after a pass is intercepted or after a short time interval.

 

Cone Game - Players pair up and stand across from each other around a circle. Set up 6 or 8 cones in the middle of the circle as targets. Partners try and knock over the cones in the middle with accurate passes.

 

Triangle Pass - Set up a three player triangle. Each group has one ball. Players pass to each other around the triangle shape. Make sure they reverse the direction of their passes from time to time. After a certain level of proficiency is reached, add a defender to the center of the triangle who will try to intercept the ball.

 

Four Corner Pass - Set up a 10 yd. x 10 yd. grid with cones at each of the four corners. Four players work with one ball , one player on each side of the grid. A fifth player defends inside the grid. Players may only run between the cones on their side of the grid as they attempt to pass the ball across the grid. Change the middle player often to keep the play crisp and fast.

 

Star Wars - This classic game is very exciting for younger players! Set up a 10 yd. x 20 yd. grid. Have all the players line up at one end prepared to run to the other end. The coach or a player stands just outside the grid at midway with several balls at the ready. On command the players attempt to run to the endline while evading balls kicked at them by the coach. All shots should be kept below waist level. Players hit by the balls become new additional shooters until only one runner is left.

Marbles - Players are organized into pairs, each with a ball. Standing with his back to the field of play, the first player throws his ball over his head. The second player then kicks his ball from the starting point and tries to hit the ball that was thrown. Play alternates by kicks until one ball is hit. The players then reserve and start again. Coaches should emphasize instep kicks for length and side of the foot kicks for accuracy. Make it a condition that every other game is left foot only!

 

Four Goal Game - Set up four cone goals about two yards wide in each corner of a 20 yd. x 30 yd. grid, Divide players into two equal teams. Players may score at any of the four goals. This game encourages teamwork and results in lots of shooting.

 

Shoot Between Cones - Set up a cone row with cones spaced 3 to 5 yards apart. Pair up players and position one player on each side of the cone row facing the cones and each other. Players should start close to the row of cones at first, striking the ball between the cones. The partner receives the ball and strikes it back between the cones. Move players farther away from the cones as their technique and accuracy improve.

 

Go For Goal - Players form two lines on either side of the coach who is standing about 18 to 20 yards from a goal of any size. The coach serves the ball toward the goal while one player from each line races to win the ball and shoot. As skills progress, add a goalkeeper. The coach should encourage correct shooting technique and a good first touch on the ball.

 

Dribble Cones and Shoot - Set up two cone lines for a dribble weave about 30 yards long with a 2 yard goal at the end. Divide players into two lines or teams. Players must dribble through the cones and score at the goal at the end before the next player in line starts.

The Numbers Game - Young players will play this game for hours! Set up a 20 yd. x 30 yd. grid with goals at each end. Divide players into two teams and place each team on one of the end lines. Number the players 1 - 6 (or use colors for very young players). The coach stands at the halfline and serves a ball into the grid while calling a number. Players who are called sprint off their end line to win the ball, play 1 v 1, and try to score. Players standing on the end line may keep the ball in play but may not protect the goal. The coach should try 2, 3, 4, etc. numbers. Ball can be served on the ground or in the air.

 

5 v 5 Pass and Strike - Set up a 30 yd. x 30 yd. grid with two opposing goals. Divide players into two 5 person teams. Players must pass the ball to each team member or make 4 complete passes before they can shoot on goal. If the ball is taken by the opponent the team must start over in its pass count.

 

Crab Soccer - Set up a 20 yd. x 30 yd. grid with goals at each end. Divide the players into two teams or a minimum of 5 v 5. Players must walk on their hands and feet simultaneously while trying to pass the ball to teammates and scoring. This game really encourages teamwork because of the difficulty in movement by the players.

 

Contributors:
Bob Anderson Oregon City S.C.
David Diebel David Douglas S.C.
Greg Dissen Hillsboro S.C.
Debbie Johnson Somerset West S.C.
Michael Morrissey PYSA
Paul Sanada South Umpqua S.C.
Mark Seibert OYSA VP Rec
Jeff Skinner OYSA High School Rec
Denny Stucre SESC
Phil Wax Bridlemile S.C.

Introduction

With so many clubs within OYSA now playing small-sided games we felt the time had come to put a manual together that hopefully will have all clubs in unison around the state. OYSA feels that small-sided games are an important part of a soccer player’s development during their early years of playing the game.

This manual was constructed by robbing from everyone we thought had good information on the game. We did have one or two ideas ourselves, but we can’t remember what they were!

The recommended format for 3 v 3 and 5 v 5 is covered below.

· The boys and girls must be regarded as young children - not as mini adults

· Because they are still so young and essentially self-orientated, they relate naturally to a friend or two and not to large groups of six or more.

· They cannot sustain prolonged activity and function best in fits and starts.

· Their concentration span is limited, so frequent changes of pace and activity are necessary.

· The fun activity factors must always be kept in mind.

Remember: children love to learn, so skills development, team play and cooperation are important. They form the core of every practice.

The Difference Between 6, 7 and 8 Year Olds

It is important to stress the different stages in growth, development and skills learning that take place over the years. From 6 to 7 is almost a lifetime for kids! All children are individuals and develop in different ways, and at different stages, so coaches are still compelled to talk in general terms. For simplicity, consider the 6 year olds as first year players, and 7 and 8 year olds as the second and third year players, respectively.

YEAR ONE (6 YEAR OLDS)

The emphasis is on playing. Formal skills learning has little relevance to these young soccer minds. Game activities such as 3 a side play or other fun situations where each player has a ball are strongly recommended. Only introduce more technique-oriented practices when it is apparent they have developed the desire - through play - to improve their skills.

YEAR TWO (7 YEAR OLDS)

By now, young players have become familiar with soccer and "handling" the ball - both with feet and hands. More formal skills learning can now take place. Remain cautious about using drills that have players waiting in line. While more structured exercises are good for developing the essential skills, be aware the concentration level of these players is low. If possible, split the group into two (it would be helpful to have an assistant) and work two groups at once; or one group on skills practice while the other plays a game. Then rotate groups. Periodically introduce larger numbers into the end-of-the session scrimmage...e.g. 4 and 5 a side, but use 3 a side as the basic format.

The 3 v 3 Program in General

OYSA has chosen to implement 3 v 3 soccer for Under 6 (U-6) and Under 7 (U-7) players. First, 3 v 3 is a program that is designed to better meet the "developmental’ needs of the young soccer player - every child has many more touches on the ball and fewer decisions to make. It is an easier system for coaches to implement in developing player skills. And lastly, the coaching base is expanded because more parents become involved in the program - keeping time, helping as referees and eventually, coaching.

Even though the ideal number of players for a team is 12, it is possible that a club could roster a team of 6 to form a half-team, and then combine with a half team from another club for games. The half-teams would practice out of their own clubs.

Let us look at one of the small sided games -- 3 v 3. If you are going to be in charge of a 3 v 3 team this year your practice sessions should be no more than one hour per week. You need to present the game in such a way that there is no coaching done. Let the kids experience running with the ball, turning left and right, shooting, kicking the ball with both right and left feet. Try to incorporate all of the above in fun games.

When it comes to playing games, and we say this with tongue in cheek, you are looking for the players to form triangles when they are playing. But if you ever get triangles when the game starts, give us a call because we haven’t heard of any miracles lately!

The Team

Team size for 3 v 3 soccer is a maximum of 12 players: two games are going at the same time with 2 or 3 substitutes per team. The lineup for each 3 v 3 team should be 1 - 2 or 2 - 1 (there is
no goalkeeper in 3 v 3 soccer). Use a size 3 ball at this level.

1. Maximum length is 30 yards; minimum width is 20 yards.

2. On the touchlines (sidelines), cones will be placed at each end, at midfield, and at each quarter field mark.

3. The goals, made from the extra large cones, should be centered on the goal line, making a goal that is 2 yards wide.

4. The HOME TEAM coach of the first game each Saturday will set up the cones to designate adjacent fields of play (field A and field B).

1. At each game, the home team coach is in charge. The home team will be so designated on the schedule, and will rotate each week.

2. Each team (of 12 players) will be divided in half, and designated Team 1 or Team 2. Coaches should divide their teams differently each week, so that the same 6 players are not always playing together.

3. The coach will take Team 1 to field A. The assistant coach will take Team 2 to field B. (The two fields are adjacent to each other.)

4. The home team will supply a parent referee for one field, the visiting team will supply a parent referee for the other field. Coaches are responsible for training their parents on how to referee.

5. The home team coach appoints a timekeeper (parent volunteer). Both games are run simultaneously, by the same timekeeper.

1. Games will consist of two 20 minute halves, with a 5-10 minute half time break.

2. The clock is not stopped during the game.

3. The parent timekeeper (supplied by the home team) will blow a whistle to indicate the start of play, the end of the first half, the start of the second half, and the end of the game.

Substituting

Substitutions will be made about every 3-5 minutes, when the ball is naturally put out of play,
i.e. throw-in, goal kick, after a goal is scored, or for an injury. Each coach should determine a system of substituting (platoon style - 3 at a time, individually - one at a time, etc.).

Switching at Half Time

After the half time break, the coaches can switch players from team to team if they wish.

Goals

There are no goalkeepers in 3 v 3 soccer. Goals cannot be scored directly from a goal kick, throw-in, or penalty kick. A second player, from either team, must touch the ball before the goal can be scored. Coaches are asked not to keep score.

Taking Down the Field (within your own District)

The coach of the visiting team of the last game of the day will take down the field and keep the field equipment bag. They will be the home team for the first game the following Saturday, and set up the field of play.

1. 3 v 3 uses a size 3 soccer ball.

2. Players are responsible for providing their own equipment. It is mandatory to have soccer shoes with molded plastic cleats and a pair of shin guards. Each player should have a soccer ball (size 3) and a water bottle. Each club will supply their own colored game shirts.

3. The game field: Your club or district will issue a set of field equipment for each home field. The field supervisor is responsible for distributing that equipment at the first game of the season and collecting it after the last game of the season.

1. When the ball goes out of play, restart in the following way:

a) over the sidelines - restart with a throw-in (shall be retaken if not properly done);

b) over the goal line, last touched by the attacking team - restart with a goal kick; all opposing players must stand on or behind the half field line;

c) over the goal line, last touched by defending team - restart with a corner kick; all players must be 5 yards from the ball.

2. After a goal is scored, restart with a kick-off; all opposing players must be on or behind their quarter field line.

3. Restart with a drop ball if:

a) the referee did not see who last touched the ball;

b) the game is stopped because of an injury.

KICK OFF

The kick off officially begins the game at each half and restarts play after a goal is scored. The ball is placed at the center point of the midfield line. The ball must go forward (into the opponent’s half of the field) and is in play after rolling its own circumference (about 27 inches). The player kicking off must not play the ball again until it is touched by another player. Opponents must be on or behind their quarter field line. Players #1 and #2 should be on the mid-field line. Player #3 should be behind them forming the triangle. Player #1 passes the ball forward to player #2, who then has several options.

GOAL KICK

The goal kick is taken by any defending player to restart the game when the ball goes out of play past the goal line and was last touched by an attacking player. It may be taken anywhere on the quarter field line, but it is suggested to not place the ball directly in front of the goal. All opposing players must stand on or behind the half field line until the ball is kicked. The kicker cannot play the ball again until another player (either team) touches it.

CORNER KICK

Taken by any attacking player to restart the game when the ball goes out of play past the goal line and was last touched by a defending player. The kick is taken in the corner area on the side of the field where the ball went out of play. Opponents must be 5 or more yards away. A goal may be scored directly from a corner kick.

DROP BALL

A ball dropped by the referee between two players (one from each team), to restart the game after play was stopped for a no-penalty situation. The ball is dropped where it was last in play or at the nearest point outside the quarter field area. Ball must touch the ground before it can be kicked.

THROW-IN

A throw-in is taken to restart the game after the whole of the ball crosses the outside edge of the touch line (sideline). The throw-in is taken by any member of the team that did not touch the ball last, within one yard of where the ball went out of play. The thrower must face the field and throw the ball with equal strength by both hands, in one continuous motion from the back of his/her head and over the top of his/her head. When the ball is released the thrower must have some part of both feet on the ground on or behind the touch line.

GOAL

A goal is scored when the whole of the ball crosses the whole of the line between the cones.

(Note: The player taking the kick off, goal kick, corner kick, throw-in, free kick or penalty kick my not play the ball a second time until the ball is touched by another player.)

Fouls and Misconduct

In 3 v 3 soccer, all penalty kicks are indirect - another player must touch the ball before a goal can be scored. A player who intentionally commits any of the following nine fouls shall be penalized by the award of an indirect free kick to be taken by the opposing team from the place where the offense occurred. The opponents must be 5 yards from the ball.

1. Kicking or attempting to kick an opponent.

2. Tripping or attempting to trip an opponent.

3. Jumping at an opponent.

4. Charging an opponent in a violent or dangerous manner.

5. Charging an opponent from behind, unless the latter is obstructing.

6. Striking or attempting to strike an opponent, or spitting at an opponent.

7. Holding an opponent.

8. Pushing an opponent.

9. Handling the ball, i.e. carrying, striking or propelling the ball with the hand or arm. The key judgment for this rule is whether the contact was "hand to ball" (foul) or "ball to hand" (no foul).

Fouls inside the quarter field area, are taken on the quarter line, nearest the point of the foul.

 

1. Playing Time - All players are entitled to play at least one half of each game for which they suit up. The OYSA understands that failure to practice, disciplinary action, sickness or injury might be cause for an individual to play less than one half.

2. Equipment - All players must wear shin guards and soccer shoes with rounded, molded plastic cleats. All players on the field must be attired in matching jerseys. In case of color clash the home team will change. No ear-rings, watches, rings, necklaces, bracelets, wristbands or casts may be worn during game play or during practices. Hair bands, if used, must be elastic, with no balls on them. Any other articles, that in the opinion of the referee, may endanger the player or other players are also not allowed.

3. Spectator Location - Spectators, coaches and waiting players must be between the quarter-field lines and at least 3 feet behind the touchline.

4. Code of Conduct - The OYSA considers good conduct by coaches, parents and children to be an extremely important part of the soccer program. The referee is responsible for calling the game, but the coach is responsible for the behavior of spectators and team members.

Neither the referee nor the children should be subjected to negative comments from anyone. Remember that referees have a difficult job at best and provide a valuable service that contributes to a successful soccer season. OYSA wants all soccer participants - coaches, referees and children treated with respect so they will return the next year.

1. To deal with the children in a positive manner.

2. To lead by example, and to conduct themselves in a controlled manner on the field.

3. To limit sideline coaching - the players need the opportunity to play their own game.

4. To develop high self-esteem and help each player feel a part of the team.

5. To teach soccer fundamentals appropriate to the age group.

6. To attend a coaching clinic each year.

7. To provide a safe environment.

a) to arrive at practice on time and to not leave the field until each child has been picked up by the authorized adult;

b) to have the Medical Release forms available at all times;

c) To ensure that the players’ equipment conforms to the safety standards established by OYSA.

 

1. To arrive at practice and games on time.

2. To bring proper equipment to each practice and game.

3. To treat teammates and coaches with respect.

4. To tell the coach if they will miss a game or practice.

1. Provide transportation to and from all practices and games ensuring that the player is prompt not only in arriving but also in departure.

2. Lend the young players your support in a positive manner. Do not point out their mistakes, leave that up to the coach; instead, emphasize their accomplishments and efforts.
Be positive. Never criticize.

3. If unable to attend the practices or games teach children not to talk with or leave practices or games with strangers.

4. Ensure child brings equipment to and from all soccer games and practices when appropriate.

5. Be available to kick the ball around with your child!

6. Avoid material rewards. Build the attitude that the rewards lie in the fun of playing.

7. Be a good listener. Make them feel important and let them know that they are contributing to a team effort.

8. ALLOW YOUR CHILD TO BE A CHILD.

 

Now let’s discuss the Year Three player...

YEAR THREE (8 YEAR OLDS)

Although the requirements don’t change much - kids still want to play and kick a soccer ball - the third season should see them eager to develop their skills. Remember that at least half - ideally more - of each session should be in a game form: 3 a-side or 4 a-side. Be aware of the programs they will be graduating to i.e., 7 a-side, 9 a-side and, eventually, 11 a-side and prepare them for this (throw-ins, penalties, free kicks, off sides). But don’t become too concerned about moving them up into the ‘larger’ games too fast.

5 v 5 Soccer

The 5 v 5 format is recommended for Under 8 year old players (U-8).

The Team

Team size for 5 v 5 soccer is a maximum of 12 players: two games are going at the same time with 1 substitute for each team. The line up for each 5 v 5 team should be 2 - 2, 3 - 1 or 2 - 1 - 1 (four outfield players and one goalkeeper). Use a size 4 ball.

1. Maximum length is 50 yards; minimum width 35 yards.

2. On the touchlines (sidelines), cones will be placed at each end, at midfield, and at each quarter field mark.

3. The goals should be centered on the goal line and should be 6 yards wide by 2 yards deep.

4. The home team coach of the first game each Saturday, will set up the two adjacent fields of play (field A and field B).

1. At each game, the home team coach is in charge. The home team will be so designated on the schedule, and will rotate each week.

2. Each team (of 12 players) will be divided in half, and designated Team 1 or Team 2. Coaches should divide their teams differently each week, so that the same 6 players are not always playing together.

3. The coach will take Team 1 to field A. The assistant coach will take Team 2 to field B. (The two fields are adjacent to each other.)

4. The home team will supply a parent referee for one field, the visiting team will supply a parent referee for the other field. Coaches are responsible for training their parents on how to referee.

5. The home team coach appoints a timekeeper (parent volunteer). Both games are run simultaneously, by the same timekeeper.

1. Games will consist of two 25 minute halves, with a 5-10 minute half time break.

2. The clock is not stopped during the game.

3. The parent timekeeper (supplied by the home team) will blow a whistle to indicate the start of play, the end of the first half, the start of the second half, and the end of the game.

Substituting

Substitutions will be made about every 5-7 minutes, when the ball is naturally put out of play,
i.e. throw-in, goal kick, after a goal is scored, or for an injury.

Switching At Half Time

After the half time break, the coaches can switch players from team to team if they wish.

1. Goals can be scored from anywhere on the field. Goals cannot be scored directly from a goal kick or a throw-in. (A second player must touch the ball before the goal can be scored.) Goals can be scored from direct kicks, which are awarded to the opposing team if a player commits any of the fouls listed under "Fouls and Misconduct" below.

2. Goalkeepers will be used in 5 v 5 soccer. They must be identified with a shirt that is different in color from both the home team and visiting team colors.

3. Goalkeepers may use their hands to play the ball anywhere within their quarter-field area, which is marked by the end-cones and the quarter-field cones. If the goalie steps outside this area, he/she becomes a field player and may not use hands.

4. Goalkeepers are governed by the General Rules of Soccer, as followed by OYSA. After the goalie has possession of the ball, he/she may take 4 steps before releasing the ball, either by kicking or throwing. If the goalie picks up the ball in the quarter field area, he/she must then release it. The ball may not be picked up again until it has been touched by another player outside the quarter field area.

1. OYSA keeps no league standings. In 5 v 5, scores will be kept only for purposes of team placement the following year.

2. Each team will provide one parent to keep score, assigning one to field A and the other to field B. (Coaches should not keep score, nor the referee.)

3. Coaches are encouraged to not let the score differential go up more than 5 points. If one team does go ahead by more than 5 points, the coach should make it harder to score by making requirements such as shooting with left foot, etc. The coach should use whatever means is available to even the competitive level of the game.

Taking Down the Field (within your own District)

The coach of the visiting team of the last game of the day will take down the field and keep the field equipment bag. They will be the home team for the first game the following Saturday, and set up the field of play.

1. 5 v 5 uses a size 4 soccer ball.

2. Players are responsible for providing their own equipment. It is mandatory to have soccer shoes with molded plastic cleats and a pair of shin guards. Each player should have a soccer ball (size 4) and a water bottle. Each club will supply their own colored game shirts.

3. The game field: Your club or district will issue a set of field equipment for each home field. The field supervisor is responsible for distributing that equipment at the first game of the season and collecting it after the last game of the season.

1. When the ball goes out of play, restart the game in the following way:

a) over the sidelines - restart with a throw-in; if the throw-ins are not properly done, the throw-in is to be awarded to the other team;

b) over the goal line, last touched by the attacking team - restart with a goal kick; all opposing players must stand on or behind the half field line;

c) when the ball goes out of play over the goal line by the defending team - restart with a corner kick; all opposing players must be 10 yards from the ball;

2. After a goal is scored, restart with a kick-off; all opposing players must be on or behind their quarter field line.

3. Restart with a drop ball if:

a) the referee did not see who last touched the ball;

b) the game is stopped because of an injury.

KICK OFF

Officially begins the game at each half and restarts play after a goal is scored. The ball is placed at the center point of the midfield line. The ball must go forward (into the opponent’s half of the field) and is in play after rolling its own circumference (about 27 inches). The player kicking off must not play the ball again until it is touched or played by another player (of either team). Opponents must be on or behind their quarter field line.

GOAL KICK

Taken by a defending player to restart the game after the ball goes out of play past the goal line and was last touched by an attacking player. May be taken anywhere on the quarter field line on the same half of the field that the ball went out of play. It should not be taken in front of the goal. All opposing players must stand on or behind the half-field line until the ball is kicked. The kicker cannot play the ball again until another player (either team) touches it.

CORNER KICK

Taken by an attacking player to restart the game when the ball goes out of play past the goal line and was last touched by a defending player. The kick is taken in the corner area on the side of the field where the ball went out of play. Opponents must be 10 or more yards away from the ball. A goal may be scored directly from a corner kick.

DROP BALL

A ball dropped by the referee between two players (one from each team), to restart the game after play was stopped for a no-penalty situation. The ball is dropped where it was last in play or at the nearest point outside the quarter field area. Ball must touch the ground before it can be kicked.

THROW-IN

Taken to restart the game after the whole of the ball crosses the outside edge of the touch line (sideline). The throw in is taken by any member of the team that did not touch the ball last, within one yard of where the ball went out of play. The thrower must face the field and throw the ball with equal strength by both hands, in one continuous motion from the back of his/her head and over the top of his/her head. When the ball is released the thrower must have some part of both feet on the ground on our behind the touch line. If the throw-in is done improperly, the throw-in is then awarded to the other team.

GOAL

A goal is scored when the whole of the ball crosses the whole of the line between the goalposts and under the crossbar.

(Note: The player taking the kick off, goal kick, corner kick, throw in, free kick or penalty kick may not play the ball a second time until the ball is touched by another player.)

Fouls and Misconduct

A player who intentionally commits any of the following fouls shall be penalized by the award of a direct free kick, to be taken by the opposing team from the place where the offense occurred. If the offense occurred inside the quarter field area, the direct kick is taken on the quarter field line. The opponents must be 10 yards from the ball. A goal can be scored.

1. Kicking or attempting to kick an opponent.

2. Tripping or attempting to trip an opponent.

3. Jumping at an opponent.

4. Charging an opponent in a violent or dangerous manner.

5. Charging an opponent from behind, unless the latter is obstructing.

6. Striking or attempting to strike an opponent, or spitting at an opponent.

7. Holding an opponent.

8. Pushing an opponent.

9. Handling the ball, i.e. carrying, striking or propelling the ball with the hand or arm. The key judgment for this rule is whether the contact was "hand to ball" (foul) or "ball to hand" (no foul).

10. Unnecessary roughness of the goalie.

11. Dangerous play:

a) Playing in a manner considered to be dangerous to others or themselves (i.e. high kicking).

b) Playing the ball while on the ground when another player is within playing distance of the ball.

12. Slide tackling

Advantage rule: The referee may decide not to stop play if, in his/her opinion, the fouled team would be better off if play continues.

1. Playing Time - All players are entitled to play at least one half of each game for which they suit up. The OYSA understands that failure to practice, disciplinary action, sickness or injury might be cause for an individual to play less than one half.

2. Equipment - All players must wear shin guards and soccer shoes with rounded, molded plastic cleats. All players on the field must be attired in matching jerseys. In case of color clash the home team will change. No ear-rings, watches, rings, necklaces, bracelets, wristbands or casts may be worn during game play or during practices. Hair bands, if used, must be elastic, with no balls on them. Any other articles, that in the opinion of the referee, may endanger the player or other players are also not allowed.

3. Spectator Location - Spectators, coaches and waiting players must be between the quarter-field lines and at least 3 feet behind the touchline.

4. Code of Conduct - The OYSA considers good conduct by coaches, parents and children to be an extremely important part of the soccer program. The referee is responsible for calling the game, but the coach is responsible for the behavior of spectators and team members.

Neither the referee nor the children should be subjected to negative comments from anyone. Remember that referees have a difficult job at best and provide a valuable service that contributes to a successful soccer season. OYSA wants all soccer participants - coaches, referees and children treated with respect so they will return the next year.

1. To deal with the children in a positive manner.

2. To lead by example, and to conduct themselves in a controlled manner on the field.

3. To limit sideline coaching - the players need the opportunity to play their own game.

4. To develop high self-esteem and help each player feel a part of the team.

5. To teach soccer fundamentals appropriate to the age group.

6. To attend a coaching clinic each year.

7. To provide a safe environment.

a) to arrive at practice on time and to not leave the field until each child has been picked up by the authorized adult;

b) to have the Medical Release forms available at all times;

c) To ensure that the players’ equipment conforms to the safety standards established by OYSA.

1. To arrive at practice and games on time.

2. To bring proper equipment to each practice and game.

3. To treat teammates and coaches with respect.

4. To tell the coach if they will miss a game or practice.

1. Provide transportation to and from all practices and games ensuring that the player is prompt not only in arriving but also in departure.

2. Lend the young players your support in a positive manner. Do not point out their mistakes, leave that up to the coach; instead, emphasize their accomplishments and efforts.
Be positive. Never criticize.

3. If unable to attend the practices or games teach children not to talk with or leave practices or games with strangers.

4. Ensure child brings equipment to and from all soccer games and practices when appropriate.

5. Be available to kick the ball around with your child!

6. Avoid material rewards. Build the attitude that the rewards lie in the fun of playing.

7. Be a good listener. Make them feel important and let them know that they are contributing to a team effort.

8. ALLOW YOUR CHILD TO BE A CHILD.

The Day Before the Game

Prepare the lineup and substitution schedule. Remember that over the course of the season, all players should have the chance to: 1) play different positions; 2) be captain; 3) start and finish games. These things are important to your players (ask them!); they will notice.

Check team equipment (balls, net, flags). Check the field location!

Game Day

Remember to bring your equipment bag and substitution schedule. Have a good quality ball with you to use as a game ball (some clubs will provide the game ball).

Have your team arrive at least 15-20 minutes before your scheduled kick-off time to allow an adequate warm-up period. It is important to stress this message to parents as well as players.

Field preparation

Check your local club rules to determine who is responsible for setting up and taking down the nets and corner flags. If the responsibility is yours, arrive early enough to get the job done before warming up your team. You may want to organize the team parents to handle the net and flags for you.

Team warm-up

Simple passing, dribbling, shooting drills; maximize touches. Have an assistant work with the players who will be goalkeepers for this game.

Rules

Your local club may have rules which amend or modify the FIFA Laws of the Game to accommodate the age and skill level of your players. The international rules are discussed in the "Summary of the FIFA Laws of Soccer" which is included in this manual. It is your responsibility as a coach to know what is expected of you, your players, the officials, and the spectators. You should know the rules and should carefully consider the spirit which underlies them.

Referee

Meet the referee and make note of his or her name. Ask any questions you may have about game duration, allowable substitution times, etc.

Coaching from the Touchline

Some clubs permit coaching by only one individual who identifies himself or herself to the referee prior to the start of the game. If this rule applies in your club, then you must decide on only one coach for game day.

Coaching responsibilities can be rotated with assistants if you desire. Naturally, the assistant coaches are not expected to remain mute during the game. They should join with the other parents in cheering and encouraging the players. Enlisting assistants to help on the sidelines with player substitutions is generally acceptable, but only the designated coach should communicate with the referee.

It is important to realize that although we as coaches are permitted to instruct from the sideline, this is not a license to take over the game from the players. Coaching is best done during practice time, not during the game.

1. Don’t continually shout instructions - they often reach the players too late (the action has moved to a new situation), and may be distracting.

2. Don’t send one of your assistants to instruct from the opposite touchline to "cover the field". It is doubly distracting to the players (often the instructions coming from opposite sides of the field differ!), it is irritating to the other team if they are located there, and it is also against the rules if only one coach is allowed to instruct.

3. Don’t send a parent or assistant to coach from behind the goal line; coaches and spectators do not belong there! The coach can be "carded" for permitting such a violation of the rules.

1. Your sideline coaching should be limited. Prepare your players to think for themselves as much as possible. Take notes of situations and skills that your team has problems with and work on them during practice.

2. Watch how the opposition plays and point out to your substitutes anything that can be to your team’s advantage (e.g. all their goal kicks go to a certain area, their defense plays far back or far forward, etc.).

3. Remind the players going in who they are substituting for and what their duties are at that position.

The less time spent shouting and the more time observing, the better understanding you will develop of your team, and the more information you will have to help them during your next practices.

Remember that as coaches we are in a supporting role. It is the kids’ show!

Soccer Etiquette

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 one side of the field (sun in the eyes, or shade or shelter from the rain, for example), 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. But if you must pace, or burst, then you should be the one to move to the 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 (discourage cheers such as "Two, four, six, eight, who did we eliminate!"; they are both arrogant and unsportsmanlike), then line up your squad and lead them across the field to congratulate the opposing players and coach. Teach your players to win humbly and to lose graciously.

Finally, remember that, as coach, you are responsible for the behavior of your spectators (parents and others) as well as your own and that of your team. Spectators must be educated about the proper place to stand to watch the game. All spectators should remain between the two 18 yard lines (marking the penalty area) and 2 yards behind the touchline. This provides a clear line of sight for the linesperson (even if you don’t use linespersons at your level of play, it is a good idea to get the spectators into the habit of watching from well off the touchline!). No one should ever be closer to the goal than 18 yards, and never directly behind the goal area.

Substituting

The coach’s main duty beside watching out for 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.

Know the situations when it is permissible to substitute.

Your club may have a requirement that each player must play a certain portion of the game (e.g. at least half). Only injury or, under exceptional circumstances, disciplinary action should prevent a registered, present, and properly equipped player from having his or her fair playing time.

EQUAL PLAYING TIME for all who regularly attend practice is a reasonable goal for every coach (even if your club does not demand it!). "Everyone plays and everyone sits out" is a good rule. Don’t use substitution as immediate punishment for mistakes made.

If you are still not convinced of the importance of this, consider the following. The most common reason that children express for not participating (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 winning; 75% said they would rather play on a losing team than sit on the bench for a winning team [Henschen K, L Griffin in Psychology Today Sept ‘77].

To avoid misunderstandings with parents (and your club!) we recommend that you:

1. Know the club rules and abide by them.

2. Explain to your parents (e.g. at the Parent Meeting) the restrictions that are placed on you in terms of when you can legally substitute players during a game.

Prepare a fair substitution schedule before each game, follow it as best you can, and keep it on file for the season.

We strongly recommend that coaches prepare their line-ups before game time and substitute between periods or, for the older players, mid-way in each half and at half-time. Remember to keep an eye on your watch!

TIP: to keep the subs interested in the game (a) ask them to observe the position where they will play next; (b) have them keep statistics (e.g. number of passes made/missed, shots on goal).

ROTATE your players, particularly in the earlier grades. Don’t limit the forward positions to a few; everyone should have a chance to play defender, midfield, and forward. Every player should be encouraged to try goalkeeping, but any player with a valid apprehension should not be forced to play this position. If you have difficulty getting volunteers, try to spread the task among a few players who can be rewarded by playing forward for the rest of their playing time. Giving each player some goalkeeping experience during practice scrimmages will increase their confidence to try it during a game.

Referee Relations

The referees in your program probably have various degrees of experience and ability. There may be times when your game is in the hands of a novice referee, possibly handling a game for the first time. Go easy on the referee! He or she has a hard job and they are usually teenagers. Just remember, it could be your child out there some day - how would you want them to be treated?

Set the example by treating all referees with respect, and insist that your players and parents do the same. Accept their decisions as part of the game. Don’t make calls for them, shout at or argue with them. Teach your players to focus on improving their own play and that of the team, not on criticizing the officials.

If the referee’s conduct of the game is, in your opinion, endangering your players, then find the home club’s field director (or other club administrator, if one is available) and ask him or her to observe play. He will then make a determination whether the play warrants intervention and he may then approach the referee and discuss the handling of the game. If no club administrator is in attendance, you may have to act in the best interests of your players. Any discussion with the referee should occur between quarters or at half-time.

Coaches need to be careful not to overreact to some of the inevitable bumping and incidental contact that occurs in a soccer game. Contrary to some misconceptions, soccer is a contact sport. Legal contact is clearly defined in the rules of the game. Before questioning the referee’s handling of the game, be certain that he or she is consistently failing to control illegal contact.

There will inevitably be calls with which you disagree. Don’t let it become a distraction for you or your team. Over the course of the game the "bad" calls will probably even out.

If the referee does a good job, be sure to let him/her know and thank them after the game. If you find that one of your referees is consistently missing calls, contact your club’s Referee Coordinator who will monitor and work with any referees needing help. Referee Coordinators should welcome any input from coaches regarding referee performance. Your club may have Referee Evaluation Forms which you can use for this purpose (a sample is shown below).

Liability and the Volunteer CoachÜ

As a volunteer coach you will have the care, custody and control of someone else’s children for 30-50 hours this season. In this capacity you have the potential both to create and to prevent accidents and injuries.

You should be aware of your legal responsibilities as a coach. Attention to these duties will help minimize your personal risk, prevent sports-related injuries, and avoid claims of coaching negligence. Your legal duties include:

1. Providing adequate supervision (general and specific to the game) - The health and safety of your team members are entrusted to your care. You must provide adequate supervision to avoid foreseeable accidents and injuries. NEVER leave players unattended! NEVER leave after a game or practice until all are safely picked up by parents or guardians!

2. Sound planning - Carefully plan your practices and drills so players progress and learn new skills at a safe pace. Don’t move too rapidly by forcing improvement. Make written practice plans and keep them on record for the duration of the season.

3. Warning players of inherent risks - Players and parents must know, understand, and appreciate the risks they are likely to encounter in soccer. YOU MUST TELL THEM! (the parent orientation meeting is the time to do this) Warn your players about potentially dangerous techniques.

4. Providing a safe playing environment - Be certain that practice and playing fields are free of hazards (e.g. holes, rocks, broken glass or other debris) and that equipment (e.g. goal posts) is in proper condition. Warn your players NOT to hang from the goal cross bar!

5. Evaluating players and determining any limitation regarding participation - Be sure players are physically capable of performing the required skills. This includes mental, physical, and even child abuse situations. Evaluate old injuries as carefully as you can before letting players return to action.

6. Matching or equating opponents - Fairly match players for practices and games, giving consideration to body weight, skill level, and maturity.

7. Providing proper first aid - Have a first aid kit available along with a plan which outlines emergency procedures. Know where to find emergency help and a telephone (put a couple of quarters in your first aid kit or have a cellular phone on hand). Don’t attempt to provide aid beyond your qualifications. ALWAYS have your players’ medical release forms with you - they should provide emergency phone numbers as well as permission for you to obtain emergency medical aid in the event a parent/guardian cannot be reached.

Be aware of problems concerning transportation. Carry adequate personal liability insurance. Accepting money for transportation may void your personal auto liability insurance - check with your insurance agent or carrier. The secondary liability insurance provided by OYSA will supplement your own coverage for transportation to and from games and practices.

Respect the civil rights of your players on and off the field. Consider the factors of the game as it relates to officials and spectators. Keep good records of an event especially in the case of an injury.

Finally, it is to your advantage to have a second adult in attendance at your practices. This reduces the risk that you could unjustly be accused of inappropriate behavior.

Coaches who successfully perform the above duties not only reduce their personal risk, but also demonstrate to parents and other coaches a desire and willingness to act responsibly for the benefit of the kids.

Ü (adapted from Glenn M. Wong, Sports Management Program, University of Massachusetts)

Negligence and a Coach’s Legal Duties

The risks of the game (called inherent risks) are acceptable as long as a coach acts prudently and as long as these inherent risks are known, appreciated, understood and consciously accepted by the participants.

NEGLIGENCE: The failing to act in manner that a reasonable and prudent coach would normally act in a similar situation.

Four Factors in Determining Negligence

All four must be present to prove negligence:

1. The presence of a duty: Do you have a duty/duties to your players?

2. Breaching the duty: Failing to act necessarily, acting wrongly or acting properly but in a wrong fashion.

3. Cause of the injury: Your breach of duty?

4. Extent of injuries.

Legal Defense

When charged with negligence there are defenses:

1. Assumption of Risk: Players must know, understand and appreciate those risks.
You must tell them.

2. Contributory negligence: The player acted negligently and contributed to the injury.

3. Comparative negligence: Negligence of both parties compared on a percentage basis. Player cannot recover if his/her percentage is above 49%.

4. Other defenses: Act of God or technical defenses.

Coach’s Safety Checklist

Prior to each practice, game or organized activity all coaches, assistant coaches and others in charge of an activity should develop a habit of a safety check.

Coaches do not go to games and practices thinking about safety. Generally, they are not trained to do this and as a result do not know the problems to search for. As a result, safety is out of mind.

There are two seasons per year with practices, games, playoffs and tournaments. Coaches may average seven or eight hours per week with the team or as much as 192 hours per year. The coach has care, custody and control of someone else’s child and has the moral and legal obligation to see that the safety of each player is part of the every day routine.

As part of an effort to contain costs in the insurance program, BENE-MARC (OYSA’s insurance provider) is instituting a safety program. The following coaches checklist is the first part of this program.

A safety check-list would include but not be limited to the following:

· Goal posts anchored

· Edges rounded on goal post

· Posts welded properly

· Glass/Foreign objects removed from field

· Sprinkler heads seated properly

· Corner markers covered

· Cracks in field filled

· Playing area free of ruts/hills

· High winds

· Approaching rain or thunderstorm

· Lightning

· Heat: Light clothing, water

· Cold: Proper dress

· Covered shinguards on each player
· Jewelry removed
· Shoes adequate for conditions
· Ball in good shape

· Know special needs of all players
· Obtain authorization to have player treated (i.e. medical release forms)
· Have parents’ group health information

· Locate nearest telephone
· Find ambulance facilities
· Know location of health care facility

· Practice begins
· Practice ends
· Arrange for supervision of players without rides
· Arrange supervision prior to practice
· Arrive early enough to police fields

· Train and warm up properly
· Prohibit non-acceptable activities or behaviors
· Place players of similar ability together

· Are drivers aware of liabilities & responsibilities
· Have small player to adult ratio
· Plan out all activities
· Pack medical I.D. cards for emergency
· Take medical claim forms
· Understand medical & liability policies
· Know your legal & moral responsibilities

· First Aid
· Player I.D. cards
· Parent’s phone numbers

· Understand the Laws of the Game
· Understand the role of the referee & linesman
· Communicate the Laws clearly to players
· Attend coaching clinics
· Have balanced attitude

· Communicate with parent, especially after injuries
· Let parent know schedule
· Recruit their help in supervision
· Discuss your philosophies

First Aid for Soccer Injuries - Due to size constraints on this page the First Aid for Soccer Injuries has been moved to its own page.

Sportsmanship - Due to size constraints on this page the Sportsmanship portion of this manual  has been moved to its own page.

Video Cassettes (OYSA) -

OYSA has VHS video cassettes available for rent at the Beaverton offices.
Oregon Youth Soccer Association (OYSA)
4840 SW Western Avenue, Suite 800
Beaverton OR 97005 (503/626-4625)

These tapes are available to members for a nominal fee. A maximum of two tapes may be rented for up to one week. If cassettes are damaged or lost, the charge for replacement is $60.00 per tape. Titles currently available include: Go to the Oregon Youth Soccer Website to view their list of videos and books.

Other Soccer Resources
The following are potential sources for video tapes and/or books pertaining to coaching youth sports in general, or to soccer specifically.

United States Youth Soccer Association (USYSA, 1-800-4-SOCCER) published the following:

· Youth Soccer Parent/Coach Primer; Basic Philosophy of Coaching Young Players
· Assistant Coach Series - U6, U8 Activity Aids for the Parent/Coach
· Assistant Coach Series - U10 Activity Aids for the Parent/Coach
· Assistant Coach Series - U10 Activity Aids for the Parent/Coach
· Coaching Youth Soccer Video: Ages 6 to 9 Years Old
· Understanding the Youth Player Ages 6 to 12 (video)

Local library
Local bookstores
Local soccer or sports retailers

OYSA Coaching Manual Supplement 1997

OYSA Coaching Manual

Dear Coach,

When the OYSA Recreation Council put together the coaching manual in 1995, it was our hope that it would become a "living" document, one that would grow with time. We hope that you have added notes, diagrams and other material that enhances your coaching. If you have any further ideas to enhance the manual, please let us know.

Copies of the OYSA Coaching Manual & Supplements are available from the OYSA office!

It was our intention to provide you with new material each season that would update or expand information in the original manual. This packet contains our contribution for 1997. Because pagination becomes a problem with this kind of document, we thought it best to let you place this new material in the manual where it is most convenient for you. Here is a summary of what is in the 1997 supplement, and the section where it would most likely fit.

TABLE OF CONTENTS

We have updated this to incorporate the ‘97 supplement.

II. ORGANIZATION OF U.S. SOCCER

We have updated the organizational chart, specific to OYSA, which gives you the names of the office staff and current Executive Board and their voice-mail numbers.

COACH DEVELOPMENT

Just a reminder about what constitutes a good coach!

VI. PRACTICE GUIDELINES

We have extended the section this year to include age appropriate skill games for U11 and U12 players. This includes more in-depth coverage of the position of goalkeeper.

VII. SMALL SIDED SOCCER

We have added an article on the importance of the small-sided game for young players.

XII. RESOURCE MATERIALS

We have included a more up to date list of Internet sites. There is also information on OYSA’s new Drug, Alcohol & Tobacco Policy, designed to raise awareness and to provide information on prevention help-lines for coaches. Also included is a Parent Guide to Drug Prevention. Coaches may want to copy the parent guide for their players’ parents.

HAVE FUN & GOOD LUCK!

OYSA Recreation Council

TABLE OF CONTENTS

PLEASE NOTE THAT ONLY PAGES FROM THE 1997 SUPPLEMENT ARE HERE!

A reminder of what constitutes a good coach Suppl ‘97 IV a

TECHNIQUES AND TACTICS FOR THE U11/U12 PLAYER Suppl ‘97 VI a-j

GOALKEEPING TRAINING FOR THE U11/U12 PLAYER Suppl ’97 VI k-q

FITNESS AND CONDITIONING FOR THE U11/U12 PLAYER Suppl ’97 VI r-w

The Importance of Small-Sided Games Suppl ‘97 VII a-b

More Internet Soccer Resources Suppl ‘97 XII a-b

OYSA Drug, Alcohol & Tobacco Policy Suppl ‘97 XII c

Judging a good coach:

• A good coach is someone who knows winning is wonderful but is not the triumph of sports.
• A kids’ 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 every one 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.
• A good coach is someone who teaches young people that winning is not everything, but still lies in bed at night staring at the ceiling wondering whether he or she might have done anything differently to have turned a loss into a win.
• A good coach is someone who can help a child learn to take mistakes in stride.
• A good coach is someone who sometimes helps a child to develop ability and confidence that sometimes did not exist before.
• A good coach is someone a youngster will remember a long time after the last game has ended and the season is over.

TECHNIQUES & TACTICS FOR THE U11/U12 PLAYER

Characteristics of U11/U12 Players

• Enjoys competition
• Psychological development has progressed
• Team work has improved
• Coordination has improved
• Technical competency has improved
• Development of speed strength
• Problem solving can take place with teammates
• Varying stages of puberty for both boys & girls

At U12 the Coach should be aware of the above characteristics and challenge his or her players accordingly. He or she should also be able to determine which players are better suited to constructive criticism at the group level and which benefit more from a quiet word after practice.

At the U12 level the coach should still concentrate on small-sided games in practice, not only to maximize the repetition of technique, but also to allow the players easier recognition of tactical decisions. The coach should know and understand the specific phases of an effective training session in order to get the most from his rapidly developing players, but at the same time he must also make it fun. This can also be aided by continually reading new coaching materials for ideas, sharing ideas with higher level coaches, and by always being original.

** COACHES MUST GO TO STATE LICENSING CLINICS **

Planning an Effective Training Session

• 1. Select a topic that the team needs work on

  2. Identify specific coaching points

  3. Develop a pertinent warm-up

  4. Choose some small group activities (1 v 1, 2 v 2)

  5. Develop team activities

He must also know the most effective methods of communicating knowledge to his players and the "coaching formula" while the exercises are in progress.

The Coaching Formula

1. Organize specific activity
2. Observe
3.  
   1.  
      1. That the organization is correct
      2. That the players understand
      3. Players’ success and failure
4. Correct
5.  
   1.  
      1. Freeze the picture
      2. Reconstruct, demonstrate and rehearse
      3. Return to live action
6. Observe again

TECHNIQUES

To successfully practice and improve both technical and tactical skills at the U12 age group, the coach must concentrate his efforts on the individual player and small group games. This will allow the player to maximize the number of repetitions on the ball. Small-sided does not necessarily mean even-sided, because when a new skill or tactic is being taught, we must coach for success. This means that the coach must often stack the odds in favor of the executing player, by either: having no opposition, placing restrictions on the opposition, or by allocating ‘numbers-up’ on the side of the player with the ball. This also prevents odd players from standing around. Once the skill has been learned, the session can evolve to place increasing pressure on the player with the ball, to simulate more realistic match conditions.

Again, it must be emphasized that coaches must attend State Coaching Clinics. It is often easier for coaches to understand exercises and the best methods of coaching when it can be both read and visualized.

I. Dribbling

Coaching points:

Keep on toes all the time, touch ball after every step (keep ball close), look up after every touch (vision), find space, contact (inside, laces, outside) will depend on the direction player wants to go.

Concentrate on balance, changing speed, acceleration after change of direction, work on different types of deception (feints), keep body between ball and opponent.

 

Skill Games - use individual ð small group ð larger group

 

Shielding - Use of body position. Play 1 v 1 in an open area. Player A has the ball at his feet and has to keep possession for a specified time, say 15 seconds. Player B tries to take the ball away from A by getting a toe to the ball. The idea is for player A to keep his body between player B and the ball, keeping the boxer’s stance with both feet in line with the ball and player B’s feet, with his knees slightly bent for flexibility and a low center of gravity. After each player has taken a turn at shielding, increase the time he must shield the ball to score a point. Try these variations:

a) Get player B to play the ball to player A to start the game (realistic restart)

b) Restrict the area used

c) Limit the player on the ball to his weaker foot

d) Have player on ball look up after every touch on ball

e) Get the player on the ball to feel for the marker with his arm - this will allow the player with the ball to anticipate his markers movement, while still keeping an eye on the ball

 

1 v 1 with direction - Play 1 v 1 in a 10 x 15 yard grid. Provide direction by giving player A two target players (on corner cones) at one end of the grid and player B two target players at the opposite end. One of the end players plays the ball to player A who has to dribble past player B in order to make space to pass the ball to one of his target players. If he does so successfully he scores a point, retreats to his end line and then becomes the defender. Swap pairs in middle frequently.

 

 

Coerver feints/moves - For the coaches who have not seen or heard of Wiel Coerver, he is an ex-professional player and coach from the Netherlands who introduced a program emphasizing 1 v 1 moves to beat an opponent. His videos and books break down each move and explain it in simple terms. They are available in the OYSA office library and are well worth a look! You will be amazed at what the under 8 player in Holland can do with the ball! Here are a couple of the moves explained:

 

The Scissors - Standing behind the ball, swing your left foot around the front of the ball from left to right, put toes on ground, bend the left knee, drop the left shoulder, then quickly move the right foot to the left side of the ball and push it forward diagonally with the outside of the right foot. Remember that the first 3 steps after a move have got to be at pace so the defender does not catch you! Repeat, increasing speed and agility, and practice move with both feet.

 

The Roll-Over - Standing behind the ball, roll the ball across the body with the inside of the right foot so ball is moving, then swing the right leg back around the front of the ball from left to right, bending right knee and dropping shoulder, then take ball away with the outside of the left foot. Again, remember that after the move, the player on the ball has got to get away quickly.

 

The great thing about these moves is that you can practice them inside on a rainy day, because you don’t need a ball to quicken foot speed. Try faking the dog or cat out! Try to see the real thing ‘live’ at one of the OYSA Coaching Clinics.

 

Restricted Tackling - In a rectangle of 15 x 25 yards, play 4 v 4 and create a small goal on each end line. Number each team 1, 2, 3 and 4. Each number can only tackle his opposing number. This allows plenty of chances to dribble, as rarely are similar numbers close to each other, at least at the beginning!

 

American Football - Create a playing field of 15 x 30 yards, but make the last 5 yards of each end an end zone. A touch down is scored by keeping possession and creating an opportunity to dribble into the end zone. If this is done with the ball under control, then a touch down is scored.

 

II. Passing & Receiving

Coaching points (Passing):

Keep on toes all the time (be ready), look up and take ‘snapshot’, make decision who to pass to, then head down and keep eye on ball, ankle locked with toe up, swing leg in straight plane, follow through center of ball.

 

Coaching points (Receiving):

Keep on toes all the time (be ready), get body behind line of ball, look up take ‘snapshot’, make decision where to turn when ball is controlled (away from pressure), then keep eye on ball, offer largest area of contact to ball, cushion ball by giving slightly on contact, trap towards the ground, push ball out to side 1-2 yards (away from pressure) to enable to take in stride.

 

Skill Games - use individual ð small group ð larger group

 

Keep-Away - This is an excellent exercise for warming up. Instead of having players standing around in a line waiting to shoot at goal before a game, have them gently warm up playing 3 v 1, or 5 v 2 keep-away for 15-30 second intervals. This gives players a lot more touches on the ball and produces a good feel for the particular playing surface, while alternating aerobic and anaerobic exercise. When an opposing coach sees this happen, he knows that the other coach knows what he is doing and begins to worry!

 

Possession Game (4 v 2) - Set up 2 adjacent squares of 15 x 15 yards and pick two teams of four players. Start with 4 v 2 in one of the squares, with the other 2 staying in the adjacent square. The 4 try to keep possession in their area. If one of the 2 wins the ball they play the ball into the adjacent square to their teammates and then join them in the square to keep possession. When the transition takes place, the nearest two opposing players also move across the center line to become the 2 trying to win the ball back from the 4. Play continues.

 

Wall Pass (2 v 1) - In a 10 x 15 yard grid play 2 v 0 to get the feel of a one-touch wall pass as shown in the 1996 supplement. Then add one defender into the grid, and make the offensive pair play 2 v 1 and produce a wall pass to beat the defender and score by stopping the ball on the end line under control. The players with the ball turn round and repeat the exercise, trying to score as many times as possible by utilizing the wall pass. Get player A with the ball to dribble at speed at the defender to start the move. Player B then must read the visual cue and create an appropriate angle to either side of the defender in order to allow the opportunity for the wall pass. As the players get better technically, and more used to the players around them, the coach should point out further visual cues. For Example, if Player A wants to play a wall pass to the left, then he may want to run to the right of the defender (as he faces him). This will not only open up space on that side by drawing the defender away, but it can also be read as a cue for a teammate to create an angle for a wall pass on that side.

 

Overlaps (2 v 1) - In a similar vein, overlaps can be created down the flanks. In an open space, practice Player A dribbling at an opponent, with player B making an overlap from behind the player with the ball. He must communicate which way he is coming from to the player with the ball who cannot see him. In a game situation, communication of direction is probably unnecessary as the player will be running towards the nearest touch-line to the ball, but communication that the player with the ball has a player open on the flank is still vitally important. Again, as the players get better technically, and more used to the players around them, the coach should point out further visual cues. For instance, if Player A wants to play an overlap pass to the left, then he may want to run to the right (as he faces him). This will not only open up space on that side by drawing the defender away, but it can also be read as a cue for a teammate to create the overlap on that side.

 

Chip to Target - Create three 10 x 10 yard adjacent grids, and three teams of 4 players. Place one team in each square. The team in the middle (team B) have to sit down in their grid, but can move about. The object is for team A to chip the ball to team C over the heads of team B. For team C to score a point, the ball has to be brought down under control (remaining in the grid or at the coach’s discretion). Team C then has 3 touches, one to control, one to lay off a short pass and one to chip the ball back to team A. Whichever team is the first to play the ball out of the playing area, or allows team B to make a contact, switches position into the middle.

 

American Football - Create a playing field of 15 x 30 yards, but make the last 5 yards of each end an end zone. A touch down is scored by keeping possession and creating an opportunity to pass to a teammate in the end zone. If this is done with the ball under control, then a touch down is scored. Once the players have the hang of the game, introduce a 3-second rule, i.e. a player running into the end zone can stay in there a maximum of three seconds and then has to get out.

 

III. Shooting

Coaching points:

Look up, take ‘snapshot’ and make decision where to place ball, then head down and keep eye on ball, toes and ankle locked down to expose firm instep striking surface, support foot next to ball, knee of striking leg over ball at contact, strike center of ball, follow through with head down.

 

Skill Games - use individual ð small group ð larger group

 

Turn and Shoot - In a 10 x 15 yard grid play 1 v 1 with a server/target on each end line. The server plays the ball into player A’s feet (the attacker) with his back to goal, who then tries to get around or turn player B (the defender) and pass to the target on the opposite end-line. The coach should teach the players some basic feints to get around the defender. When the players are fairly proficient, move the game into a larger grid and introduce a goal to shoot towards. To increase the level of pressure, introduce a keeper. Most players of U12 and under will only want to turn one way to shoot with their strongest foot. The coach should encourage turning in both directions, but can also use this as a tactical tip for the defender who is struggling.

 

Reactor - To improve reaction speed, agility and shooting under pressure, get two players lying on their front facing the goal. The coach/server rolls/throws the ball between them towards the goal from behind. The opposing players can only get up as soon as the ball comes into their line of vision. The first person to the ball shoots for goal.

 

Hot Box - Set up two goals facing each other about 60 yards apart. In the middle of this area create a square grid about 20 x 20. Players are placed in pairs and each pair has a number. Every player has a ball and is dribbling in the square, but keeping his or her head up watching for their partner. The players are looking for their partners because when their number is called they have to coordinate themselves to shoot into the opposite goal from their partner. When the coach calls a particular number, the two players in that pair play themselves a short pass out of the square and shoot towards goal first time. Players shag their own balls and return to the square to dribble again. Players should practice with both feet and goalkeepers can be added for more realism.

 

Cut Back - The most difficult cross to deal with at this age level, or any age level for that matter, is the ball cut back and driven low from the end-line across the goal. This practice is designed to help recognize and react to this situation, to finish with the inside of the instep. Divide players into three groups: one to cross, one to attack the front post, the last to attack the far post. Player A will dribble the ball along the end-line from the corner flag, until he reaches the 18 yard box line. Once there he will cross the ball with power along the ground diagonally towards the opposite corner of the 18 yard box. In the meantime, players’ B and C have been making their appropriate runs, both checking away from the player with the ball, then sprinting towards their ideal position in a straight line. It is important to note that they should not arrive in the same line at the same time, otherwise player C will have to wait for the ball to come to him. It is important that the coach helps explain the timing of runs to the players.

 

IV. Heading

Coaching points (Defensive): Head for width & distance away from goal

Look up, take ‘snapshot’ and make decision, aim to make contact on the bottom half of ball (to head up and away) between hairline and eyebrows, then keep eye on ball, get behind the flight of the ball, tuck chin down, pull chest back then accelerate forward from waist on contact. Square shoulders and use arms to thrust forward for power. Angle stance appropriately to head to a target.

 

Coaching points (Attacking): Head ball down

Look up, take ‘snapshot’ and make decision, aim to make contact on the top half of ball (to head down), between hairline and eyebrows, then keep eye on ball, get behind the flight of the ball, tuck chin down, pull chest back then accelerate forward from waist on contact.

 

It is vitally important that the player who is going to head the ball communicates his intentions for safety reasons (whether defending or attacking), to avoid collision with a teammate.

 

Skill Games - use individual ð small group ð larger group

 

At the ages of 11 and 12, more and more heading takes place in the game. Every coach of this age group should introduce some practice of heading, if only to reinforce the correct techniques. Following are a few ideas for heading exercises:

 

Fireflies - Divide the team in two, and have each player of one team get a ball and form a fairly large circle. The other team will be in the middle. For a specified period (say 30 seconds) the players in the middle will run to a server, call for the ball from that person, get it lobbed up to him, jump off the ground and head it back to the servers arms. Once the player has done this, he will cut and run to another server, calling that person’s name to serve the ball.

 

Throw, Head & Catch - This game is played much like handball and can be a good warm-up game. There are two teams on a small-sided soccer field. A team can move up the field, keeping possession, only by playing in the sequence, throw-head-catch. The player with the ball cannot move his/her feet (similar to basketball - only one cannot dribble). The player must throw the ball so that a teammate can head the ball back, or to another teammate, without the ball touching the ground. If the ball hits the ground, or the opposition intercepts, then possession goes to the other team. A goal can only be scored with a header.

 

Defensive Heading - There are two teams (without goalkeepers) on a small field (20 x 40 yards), but players cannot cross over the half-way line. A goal can only be scored with a chip shot from one’s own half. The idea being that the defensive team will most likely get practice from heading away from their goal as they cannot touch the ball with their hands.

 

Attacking Heading - Balls can be chipped or hand served from various points around the penalty box to a player running in unchallenged to head ball downwards towards the goal. It is easier to start with balls coming from goal-side to minimize necessary body movement. Once technique has been mastered, then progression can be established by: adding a goalkeeper, serving from different angles, getting the header to get both feet off ground jumping, adding a defender. When this progression is followed, however, the coach must allow the player who is heading the ball time to adjust his run appropriately for where the ball is being served from.

 

Cut Back – This is a similar exercise to ‘Cut Back’ in the shooting section. The only modifications are that the crosses have to get off the ground, and the attackers have to finish with a strong guided header.

 

TACTICS

It has been said that U11/U12 sees the "dawn of tactical awareness". Players are getting stronger, becoming technically more capable and demonstrating more confidence. The main reasons for their improvement is that firstly, their technical practice is beginning to pay off, and secondly, they are beginning to conceptualize the game. Through improved technical competence, the player is now able to play with his head up, which gives him the vision to make better decisions.

Coaches must set up training sessions in which U12 players solve different tactical problems throughout the session. Furthermore, coaches will actually achieve a higher level of intensity and enthusiasm when their players are encouraged to think. A training session that is purely physical exercise is a drag for the brighter, more mature players. Players must be challenged both physically and mentally in order to actively participate and grow. Soccer is players’ game and the more often players have to think, the more effective their play will become. The coach should now more diligently begin to ‘freeze’ play to point out better options and ask them pertinent questions about the game. I guarantee you’ll be surprised with the intelligence of the answers you receive, but more importantly it will begin to help alleviate tactical breakdowns during the game.

Aside from the tactical implications of the individual skills above, we can break down group tactical development into two subsets for the U12 player: attacking and defending. By doing this we can still maintain interest and also produce new positional awareness. Again, it is best to keep the exercises small-sided, to facilitate youngsters’ visualization of the concepts.

I. Attacking Tactics

Individual Tactics (1 v 1)

Recognize the situation

Aim to attack space behind the opponent

Create angle for shot or forward pass

Small Group Tactics (2 v 1), (2 v 2), (3 v 3)

Attacking space in front of ball

Combination play (begin with 2 v 1. Coach for success!)

Wall pass

Overlap

Through pass

Takeovers

Coach the 1st, 2nd & 3rd attackers (keep players in a triangular shape)

1st Penetration, priorities: 1. Shoot, 2. Pass 3. Dribble

2nd Support & depth

3rd Unbalance defense, mobility & width

Team Tactics (5 v 5), (8 v 8)

Specific role responsibilities by thirds of the field

Restarts - priorities change in different areas of the field

Coach locally (player on ball)

Coach globally (team shape/movement off ball)

II. Defending Tactics

Individual Tactics (1 v 1)
Deny opponent time and space
Prevent shot or forward pass
Force opponent to make a mistake

Small Group Tactics (2 v 1), (2 v 2), (3 v 3)
Immediate pressure by nearest defender
Support of covering players (begin with 2 v 1. Coach for success!)
Angles and distances
Coach the 1st, 2nd & 3rd defenders (keep players in a triangular shape)
1st Pressure & deny
2nd Cover & support
3rd Depth & balance
Communication

Team Tactics (5 v 5), (8 v 8)
Specific role responsibilities by thirds of the field
Restarts - priorities change in different areas of the field
Coach locally (player on ball)
Coach globally (team shape/movement off ball)

GOALKEEPER TRAINING FOR THE U11/U12 PLAYER

Introduction

The U12 goalkeeper is ready to take a major step in his or her development. Up to this point, many players have probably taken turns playing in goal, but at this age the player that wants to concentrate on the position of goalkeeper usually makes him or herself known. A young man, who never played in goal until he was 12 years old, is now playing with the US National U17 Team.

The requirements and training of this position are specific and must be dealt with in a patient and understanding manner. It is helpful for every young goalkeeper to get basic instruction from an older keeper who has gone through proper training. Exposing a player to diving and defending breakaways (1 v 1) without proper preparation usually ends in injury and discouragement, and should be avoided. All keepers enjoy playing out on the field, and should thus be encouraged to participate in all areas of practice to improve their vision, technical foot skills and overall development.

Proper instruction for goalkeepers in this age group can improve them tremendously. They have generally reached the age where they will not move out of the way of a hard shot, and should therefore concentrate on receiving all types of balls and on distribution. It is at this age group that they should also be exposed to proper diving techniques. Many good instructional videotapes are available from the OYSA office. Once the player has the basic goalkeeping tools, he or she can be worked into all the team’s training. The goalkeeper should always be a part of the team and certain parts of training should emphasize the goalkeeper’s involvement more than others.

Position

The Ready Position:

Start by teaching players the "ready position", the stance that all young goalkeepers should adopt anytime they prepare to stop a shot, whether during practice or in a game. The ready position involves being balanced on the balls (or front) of the feet, bending comfortably at the knees while keeping as tall as possible, and having the hands relaxed through the fingertips. To add to this the player should be shifting weight from foot to foot at speed in order to increase his reaction time and jumping ability.

Hand Positioning:

It is imperative that young goalkeepers are taught the correct hand positioning for both low and high balls. In both cases, the hands should form a supple web that surrounds the back side (closest to the goal) of the ball. (Remember to always play with an appropriate sized ball for the age group that you are coaching). Coaches should also remember that at this age, players often have difficulty judging the height and speed of a moving ball.

For low balls the hand position resembles an ‘M’, with fingers pointed down and palms facing forward. The little fingers of both hands are almost touching. DIAGRAM

For high balls the hand position resembles a ‘W’, with fingertips pointed up and palms facing forward. The thumbs of both hands are almost touching. DIAGRAM

Coaching Points:

It is stressed that whenever possible, the young goalkeeper should try to get two hands behind the ball (no show diving!) as quickly as possible. This means that we have to encourage the young goalkeeper to attack the ball, and move forward to meet the flight of the ball.

When meeting the ball, the goalkeeper should also use their body to form two barriers, a cushion and a wall. Try to get the goalkeepers to cushion the ball towards their bodies with their hands. The goalkeeper can absorb the force of the shot by relaxing slightly at the moment of contact. We do not want to form a brick wall that the ball will just bounce off back towards the attacking player! The wall will be created behind the cushion by the goalkeeper’s legs or body. A goalkeeper should always be on the balls of his/her feet to be ready to react to different and developing situations.

Practice:

At practice utilize 1:1 technical work at this age group. Emphasize that the hands are supposed to cushion the ball into the chest area. A good practice exercise for this is to work in pairs with one throwing the ball, the other catching with one hand pretending that the ball is a water-filled balloon! Alternate the catching hand and vary the service. Make the catching player move his or her feet. This can be developed into two hands using the correct hand positioning getting the players to not let the ball make a sound as they catch it. Coaches should try this too; it is more difficult than it seems!

Collecting Balls

Before going into the methods of collecting/saving/catching different types of balls, stress the importance of being ready to move in the direction of the shot. A good goalkeeper makes difficult saves look routine by anticipating his or her movements well in advance. If a young goalkeeper can concentrate for 5 minutes on the opposition attack, he or she will learn much about where the most danger will come from. Things to look for include: which foot the forward favors, which way they are likely to turn with their back to goal and which side of the field they prefer to attack down. In most games of this age group the coach can help by identifying simple patterns to his or her players.

Players at this age often have difficulty judging the height and speed of a moving ball, therefore, wherever the ball is coming from tell the goalkeeper to be on their toes and ready to move their feet to get their body behind the line of the ball.

Ground Level:

In the handling of ground balls (rolling), the main concern is to get the body between the ball and the goal. Goalkeepers should learn to ‘shuffle’ (side step) to the rolling ball and attempt to create two barriers (the cushion and wall) between the ball and the goal. The cushion is the goalkeeper’s hands in the ‘M’ position, and the wall will be the goalkeeper’s legs. Again once behind the line of the ball, the goalkeeper can attack it by moving forwards to meet it. Once the keeper is certain of the line of the ball he should position one foot to the side of the ball, kneel down on the opposite knee (forming the wall) and make a ramp leading to his chest with his hands and arms.

Get the body behind the ball no matter how slowly the ball is traveling. As the ball travels up the ramp, the hands and forearms should curl around the bottom of the ball and hold it into the safety of the chest. It should not be ‘scooped’ as young keepers have a tendency to be too keen and the ball can end up slipping out and into the net! The goalkeeper can alternatively attempt to bend from the waist and maintain fairly straight legs to collect a ground ball. This is sometimes preferred because of a bigger body surface forming ‘the wall’ and also for speed of distribution from a standing position.

With no pressure a goalkeeper should be encouraged to come away from his goal line and field the ball with his feet. His or her first touch, however, should be at an angle away from the goal and/or direction of pressure (where ball has just come from). It should be reinforced that the young keeper should also play to their strongest foot.

Waist Level:

Again, instruct the goalkeeper to get directly behind the ball and field it with the fingers relaxed towards the ground. As the ball makes contact, the goalkeeper can absorb the force of the shot by giving or withdrawing slightly. By curling around the ball from the waist, a majority of this force is absorbed.

Chest Level:

Teach the goalkeeper to get behind the shot and allow the ball to make contact with the fingertips of both hands. Do not attempt to clasp the ball from both sides. Form a net with the hands around the ball in the ‘W’ position, with thumbs together and finger tips upward. Pull the ball into the chest for safety.

Overhead Level:

Handling high shots requires sure hands because in this case, the hands are the only wall between the ball and the goal. The hands must be outstretched and fairly relaxed to absorb the shot’s force. Again, the hands must make contact on the backside of the ball and not the sides. To help ensure that this happens, ask the keeper to keep his thumbs touching whenever he goes for the ball. Many young goalkeepers will move their arms from their sides in large arcs to meet in the middle above their head, although by the time they have done this the ball has often gone through already! Get the keepers to get in the habit of always moving their arms in straight lines towards the line of flight of the ball. Pull the ball to the safety of the chest as soon as possible.

Jumping:

When the shots are overhead, a goalkeeper should still attempt to make two barriers between the ball and the goal. The goalkeeper can do this by jumping up vertically, although we must encourage our young goalkeepers to attack the ball (move forward to collect it rather than wait for it to come to them). During practice, the coach should ask his players to jump as high as they can, firstly from a still position with hands by their sides, then allowing them to use their arms to thrust upwards, and then finally taking a few steps forward, taking off on one foot, and using one knee and both of their arms to thrust upwards. Which of the three methods saw them leap highest? If the goalkeeper can anticipate quickly and get behind the line of the ball, then he can afford himself most time to get vertical. It is vital that our young goalkeepers practice jumping and holding on to high balls.

Summary:

To summarize, no matter what type of shot, the goalkeeper should do the following:

1. 1. Side-step quickly behind the line of the ball
   2. Attack the ball whenever possible
   1. Create two barriers between the ball and the goal, or have as much of body behind ball as possible
   1. Absorb the ball’s force by cushioning
   1. Bring the ball to the safety of the chest
   1. Concentrate until the ball is in the hands
   1. All goalkeepers need a good warm-up of all the above and some basic diving (explained below)

These basic concepts must be taught before placing a child in the position of goalkeeper.

Narrowing Angles

Generally speaking, if the opposition is attacking down the middle of the field, the goalkeeper will want to stay in the middle of his goal. If however, they are attacking the goal from the side he will want to move slightly in that direction to cover his ‘near post’ (the goal post nearest the shooter) because the ball when shot can travel to that side of the goal more quickly than to the other side. Most professional goalkeepers will tell you that they would much prefer to get beaten with a shot to the far post than the near post.

As explained in the 1996 supplement, a coach can easily demonstrate where the young keeper should position him or herself by tie-ing a piece of rope to each goalpost and having the shooter hold them to form a triangle. The goalkeeper should try and position himself on the line that bisects the triangle (see diagram).

A coach can very easily demonstrate what ‘narrowing the angle’ means by getting each player in turn to place their ball on the penalty spot and stand behind it. Ask the player how much of the goal he can see unprotected. Then ask the player what his chances are of scoring. Then move forward to the edge of the 6-yard box and ask the player the same questions.

The same concept is utilized whether the attacking team is coming at the goalkeeper from the middle or the sides. Obviously we do not want the keeper to come out too far as the ball could be deliberately chipped over his or her head, although at this age group this is rare. As a general rule if the forward has the ball at his feet, then the goalkeeper can advance at least 6 yards. The coach should reinforce that the keeper should always be in the ready position.

Diving

Young players will both head, slide tackle and dive for the ball, whether we want them to or not, therefore, it is imperative that they be taught the correct techniques from the outset.

The first dives should be taught in practice from a seated or kneeling position. The coach or partner kneeling 3-4 yards away will roll a ball (slowly) to an agreed side about one yard from the keepers upright body. The keeper’s arm is to produce a ‘long barrier’ between the ball and the imaginary goal behind him. Again we want to encourage our keepers’ to attack (move forward towards) the ball, so they will dive to their side but slightly towards the ball. The player will do this by placing his hand (on the side of the body that he is going to dive) on the ground, fingers spread, with the little finger almost touching the ground. This hand is to move in a straight line at this distance from the ground at all times, keeping the arm as straight as possible. The opposite hand should move across the body, again trying to have the thumbs nearly touching, but this hand will end up half behind and half on top of the ball in order to control it. In essence the bottom arm attacks the ball, the body rotates and the bottom elbow is tucked in. The goalkeeper will end up lying on his or her side arm outstretched to make as long a barrier as possible. Again, the ‘barrier’ must be flexible enough to absorb the force of the ball and not rebound it to the attacker. The ball must again be brought into the body in a controlled fashion as soon as it is under control. The knee of the top leg should be brought up also for protection.

It is very important that the coach alternates the player doing the exercise regularly (every 1-2 minutes). It is extremely tiring utilizing sets of muscles that are not used very often. The coach should try it sometime! The practice should continue with balls rolling to each side (the partner telling the keeper which side he is rolling to). When the keeper is competent (and agreeable) the service can speed up and finally not let the keeper know which side it is going to, in order to increase his reflex speed.

As the goalkeeper matures throughout the season, the coach can determine whether it is prudent to advance the goalkeeping practice to starting from a kneeling position (making a slightly longer barrier), then crouching, and graduate to a standing ‘ready’ position with feet shoulder width apart. Then the partner can serve the ball from a longer distance using his feet, getting the keeper to move his feet (side-stepping) to make the save as easy as possible. Remember that if the keeper can make two barriers then he should. Again, we want to encourage the goalkeeper to attack the ball. When in a standing position, the first step must be forward at a 45 degree angle towards the side of the ball. The goalkeeper’s feet must be pointed upfield.

Landing is an extremely important issue when diving for a ball. Young goalkeepers have a tendency to dive stomach-first giving a superman impression. This is wrong as it goes against our key factors of having our eyes on, and our body behind, the ball. It can also be very painful. For a ‘collapse’ save (for a ball fairly near to the body) it is essential for the goalkeeper to land on his/her side, breaking their fall first with the side of the leg, hip and then shoulder. For a ball further from the keeper’s body, the dive will more closely resemble a dive into a swimming pool with the keeper’s forearm and then shoulder landing first. Again, in both cases the goalkeeper should then pull the ball in to the body in a controlled fashion, keeping it safely out of the reach of attackers.

As this stage is reached and the coach feels that the goalkeeper work can be incorporated into a team shooting exercise, then the coach should first concentrate on emphasizing the above coaching points to the keeper, while the assistant controls the rest of the team shooting. It is often helpful for the coach to stand behind the net to see things from the goalkeeper’s perspective. Remember that all players need to be warmed up properly, especially the goalkeeper, and thus it is advisable to have the players shooting from a longer distance first. Try to encourage the keeper to concentrate in practice as to which foot certain players will use and where they like to shoot. This can help concentration and anticipation in games.

The progression described above can be utilized for a basic warm-up prior to a practice or game.

Ball Distribution

Once the ball is successfully collected and controlled, the goalkeeper must make a quick decision on the method of distribution, whether to roll, throw, pass or punt the ball back into play. Remember that the keeper is trying to distribute the ball to a teammate in space and in such a way that it is fairly easy to bring down under control. Most players at this age will be most accurate if they roll, pass or throw the ball. Again, goalkeepers should be encouraged to distribute the ball to the sides of the goal and to try to switch the play to the opposite side from where the pressure (ball) has just come.

Roll:

Rolling the ball to a teammate who is fairly close and does not have an opposing player near him involves a motion very similar to bowling. The goalkeeper’s feet are usually moving in that direction and the strongest arm provides the rolling force, while the other hand simply helps guide the ball in the appropriate direction.

Throw:

There an abundance of different throwing techniques a goalkeeper can use. It is best to expose the young players to all of them and then they will decide which ones they favor. Most frequently seen are the underarm throw, the sidearm slingshot, the baseball pitch and the overarm throw.

The over-arm throws are slightly more difficult for a teammate to control, so it is vital that the keeper allows for this in looking to see where the nearest member of the opposition is. This action is similar to a tennis serve, holding the ball in one hand (the strongest serving arm), but the feet are positioned firmly on the ground one foot in front of the other.

Pass:

Quite regularly in the game these days, one will see a long ball played over the defense that rolls straight to the keeper and the opposition forwards give up the chase. If a keeper has been regularly involved in field play practice (all have at the younger age groups) then he will have time to control the ball and pass to a teammate in space. This may even be done outside of the penalty area. It is recognized that it is often difficult for a younger player to look up and take a ‘snapshot’ of where players are before concentrating on the ball, however, a simple call of ‘time’ by a defender will allow him to relax sufficiently in order to control the ball, look up and pass. If the goalkeeper is attempting to control the ball with his feet, he should try to do this when the ball is not heading directly to his goal! The coach can help the players practice this.

Punt:

There are times when the players in front of the goalkeeper will all have a member of the opposition fairly close by. The coach can teach his players to move into space, but sometimes a goalkeeper will have to punt the ball. To most easily get a young keeper to do this, get him to hold the ball in both hands, then walk forward after a few steps drop the ball and attempt to kick just after the ball bounces. This technique will set up the desired motion. The keeper must keep the toes of the kicking foot pointed down and remember to follow through the ball as far as possible. This skill requires a lot of practice before it can be done successfully on a regular basis. The coach should emphasize accuracy before power to start with.

Communication & Support

Undoubtedly the goalkeeper has the best view of the field of play, particularly in his own half. The keeper therefore must be encouraged to communicate with his defenders and midfield players. We have already seen how a defender can make a call of ‘time’ to his keeper, and in this way the relationship is dynamic and players should be communicating with each other constantly. This communication should always be positive. Constructive analysis must only come from the coach.

As with all game situations, a player who wants to control the ball should call for it, and this is no different for young goalkeepers. They should be encouraged to call ‘keeper’s ball’ for any ball that they feel they can control (both in practice and matches). This is a real safety issue as a player that does not call for a ball he is going towards risks getting run into by another player.

Having every player in practice call for every ball that they want to control, as well as every ball they want to receive from a teammate, gets them learning good habits from an early age. The goalkeeper should learn this too, and also to give instructions for the defense to go wide, come in, or to a specific player to hold position or drop back to cover. This develops trust and will eventually be used to take advantage of the opposing team’s weaknesses and break down an attack.

Happy Goalkeeping!

Due to the size constraints on this website the fitness & conditioning for the U11/U12 player are deleted here but they may be viewed at:
FITNESS & CONDITIONING FOR THE U11/U12 PLAYER

Conditioning

To take players to the next level of conditioning, the coach needs to provide a mixture of aerobic and anaerobic activities. Soccer is an anaerobic game for aerobically conditioned athletes.

Anaerobic training has to be done at intervals and should raise heartbeat to 90-100% of maximum. As a general rule, maximum heartbeat = 220 - the player’s age. Interval training, should begin with a ratio of rest periods to work of 4:1 during the warm-up, building to 1:1 at the end of the training session. A coach can measure his players’ fitness over a season by timing the length of time it takes the player’s heartbeat to recover to normal from a maximum work rate. This time should decrease as the season progresses!

For the U12 player, the coach should concentrate on ball gymnastics and fitness with a ball. Included below are some excellent activities to encourage flexibility and explosive power (anaerobic exercise).

I. Warm up

These are some fun exercises for U11/U12 players during a warm up to get the heart rate going. The coach must remember to have the players STRETCH intermittently. Remember that the rest rate:work rate ratio at this stage should be about 4:1. A player may juggle, stretch or jog lightly at rest.

•  
  • Bounce ball and get player to jump (bounce) at the same time
  • Throw ball up (forward), get on toes, move and control with instep
  • Pass ball over head, from hand to hand using straight arms
  • From a sitting position, throw ball up, stand up and catch before bouncing
  • Same as above, only roll over, get eye back on ball and catch
  • From a standing position, throw ball up, sit down, stand up and control with foot
  • Same as above, only get into a push up position, get eye on ball and control
  • Same as above, only roll over, get eye back on ball and catch
  • Hop two-footed sideways over ball, the back to starting position, repeat
  • For goalkeepers, sit back to back with a partner, hold a ball in two hands, then twist trunk to side in order to pass ball to partner, repeat to other side, increase speed

II. Fundamental (Small group activity)

Included are some basic exercises for explosive power, within a group. Work periods of 30 seconds are usually appropriate. Remember that the rest rate:work rate ratio at this stage should be about 3:1. A player may juggle, stretch or jog lightly at rest.

•  
  • Play pass to partner, sprint 10 yards at an angle, look to receive, partner does same
  • Play ball through partners legs, sprint around and repeat, count number in 30 seconds
  • Same as above, only have partner on all fours, and jump over to retrieve ball
  • Player shadows partner, at freeze, if he is over a certain distance away, gets exercise
  • Playing 1 v 1 for a period of 30 seconds in a restricted area
  • Same as above only include target players in corners for wall passes
  • Same as above only introducing scoring on a certain diagonal
  • Player sprints 5 yards between 2 servers, playing alternate feet passes back to server
  • Playing keep away in an appropriate sized area, either 3 v 1, or 5 v 2
  • Player sprints (__ times) around circle of teammates, all attempting one touch passes to player in center. If the player completes his/her sprint before the team completes all their passes, he/she wins. The winner chooses an exercise for other(s)

III. Match related (Large group activity)

Included are some ideas for match related larger group activity.

•  
  • (7 v 7) in an area 50 x 30, line 6 cones up just in front of either end line. If a team can knock over one of their opponents’ cones and keep the ball in play then the team is awarded one point
  • (7 v 7) each player is paired with an opponent, who is the only person able to tackle him/her, open up space with sprint runs, spread out and play to two goals
  • (7 v 7) start with a goal in the middle of each half, facing the end lines, start with ball in middle, a team has to break out of middle to score into goal
  • For variation, award 3 points if the whole team were goal side when goal was scored

** EACH COACH SHOULD COME UP WITH THEIR OWN UNIQUE GAMES **

The Importance of Small-sided Games for Every Age Group

"Small sided games will bring youth soccer development in this country further in the next five years than it has come in thirty years."

This is the opinion of Tom Turner, National Staff Coach and head of the girls’ ODP program for Region II.

At the US Soccer AGM in 1995, a resolution was approved prohibiting states from sanctioning full-sided leagues or tournaments for any players under the age of 10. The concept of the small-sided game is not a new one and, in fact, many communities have already taken the initiative and successfully instituted and integrated 3 v 3, 4 v 4, and 8 v 8 play for developing players.

We, as coaches, need to utilize fun games to teach skills to these age groups. A technique should be developed through a fun warm-up, and then have similar ability players compete against each other in a fun 1 v 1, 2 v 1, or 2 v 2 setup. We can graduate to a 3 v 3, or 5 v 5 scrimmage in the second half of practice. Young players will always tug the coach’s sleeve and ask ‘When are we going to scrimmage?’ In this way, the players will always know that they will get some scrimmage time. What they will not realize at this age, however, is that by placing them in a small-sided game situation, there are few enough numbers on each side to allow the players, and not the game, to make the decisions. Through this methodology, we have begun to accelerate their learning process for the game of soccer. In the most simplistic terms, each player maximizes his or her touches on the ball and in doing so practices his or her technique to the fullest extent. All the while thinking that they are not even practicing, but playing, and thus enjoying themselves while learning the game!

When players have enough opportunities to play with the ball and decide whether they want to dribble, pass or shoot, they are then, ‘playing the game’. The important notion here is that in a small-sided game, the players have a reasonable amount of time to get the ball, bobble it once or twice, and still have a chance to look around to make a decision about what to do next. In time, the youngsters will both control the ball quicker, recognize the tactical situation earlier, and therefore play faster. The players will develop a range of skills appropriate to meeting the demands of the game, and also develop a sense of position which will be so crucial in the next stages of learning. As USSF Coaching Director Bobby Howe stated so correctly, we have to get it right around the ball first, otherwise what is going on off the ball becomes irrelevant. This first stage is most easily achieved through small-sided games.

In small-sided play, the players dictate what will take place next. In larger number games, the level of pressure overwhelms any technical and tactical understanding the players may have, and reduces the contest to the adult imposed swarm ball, so common in youth soccer in previous years. Small-sided soccer allows the development of fundamentals, with the emphasis on the fun. It is perhaps important to note that young players will actually pass the ball to each other if there is a reasonable chance of getting it back sometime soon! If this is true, then some subconscious level of tactical awareness can be instilled earlier also, and we are well on our way to developing better players. Let the game be the teacher.

Small-sided games, are not the sole property of young players and their coaches. The State, Regional and National Staff extensively use small-sided games throughout their training regimes. Indeed Jan Smisek, the National U-14 Coordinator for Region IV, has asked coaches to make individual and small group defending a priority. So much so in fact, that she asks for one session out of every three to be devoted to 1 v 1’s, 2 v 2’s, and 3 v 3’s.

The National Coaching Schools teach that technical practice for every age group should begin with a relevant warm-up, individually and in small groups with a ball, then finally develop to a match-related stage. This small-sided phase of the activity serves as a bridge between the warm-up and the full large group competition. Small group activities will help the coach to develop his/her objective by allowing frequent repetitions. The activity should include pressure from defenders and/or tighter spaces. Pressure needs to be added incrementally, based upon the players’ level of success. The activities should be game-like but with smaller numbers of players. This stage leads to a similar amount of time being spent on ‘match-condition’ or larger group activity. Most teams consist of between 12-18 players, so even the largest group activity could only be 9 v 9. Team practice for any age or ability needs to provide repetition and understanding in a small-sided game format. That is the key to success, especially at the younger age groups.

The Progression from Small-sided to Full-sided Games at U12

At the U11/U12 age group, a significant, yet symbolic, progression takes place in the development of the youth soccer player. The progression from playing small-sided soccer to the full 11-a-side game.

It is said that this is the age group at which ‘tactical awareness’ dawns. This is untrue, since many youngsters have previously learned of the advantage of many basic combination plays and more besides, in their small-sided games.

The progression from 8v8 to 11v11 should not scare players or coaches, but, surprisingly it does. Going from small-sided to the ‘real’ game is considered a monumental leap. It is not, and should not be treated as such. The youngsters have been playing the ‘real’ game the whole time! Players and coaches alike are intimidated because they believe that a whole new tactical dimension is added to the game as soon as a player reaches his 11th birthday. The tactical dimension has actually been gradually increasing from age six. That is not to diminish the importance of a coach being able to recognize and point out different tactical situations and the best decisions to be made from them, but suffice to say, a parent coach who has been helping out since his child was six has been learning all along and can still do a very good and important job!

There is an infamous story about Bora Multinovic (former US National Men’s Coach) asking ‘player X’ (a right sided midfielder) to play left sided defender in a practice game the day before a crucial match. After vehement protests from both player X and his teammates, he agreed. Bora then proceeded to shadow player X throughout the game asking him what he was seeing, and pointing out all the other options available to him. Bora had no intention of playing player X at left back, the point being that he could become more effective in his play off the ball, if he could see things from another perspective.

Through improved technical competence, the U12 player is now able to play with his head up, which gives him the vision to make better decisions. A coach must be able to point these out and give the player advice. This can be done by a ‘freeze’ call. Get the players to play at a reduced speed, say 50%, and to expect the call ‘freeze’. On the freeze call, nobody can move and the coach can ask any player why he or she has made a playing/moving decision. The answers to a coach’s questions should give them an understanding of the tactical awareness of the players and allow him/her to correct any misconceptions. The freeze should be short and to the point. The coach then initiates the restart by playing the ball to the player who last touched the ball. This creates a realistic, moving ball situation and as soon as that player has made his ‘learned’ decision, the ball is live. This will help to advance both individual and group tactics for your team.

Points of technical and tactical understanding appropriate for the U11-U12 age group are outlined in Section VI.