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CLUB MEMBERSHIP OVERVIEW Membership numbers Coach & Team numbers Recreational: 1100 (75%) In-House: 825 Academy: 75 Travel: 200 Select: 300 (21%) Classic: 240 State: 60 Adult Recreational: 60 (4%) Membership gender breakout 55% Female 45% Male Coaches Recreational: 175 Academy: 10 Select: 35 Teams Recreational: 85 In-House: 77 Travel: 8 Academy: 10 Select: 16 Classic: 12 State: 4 Slide 2 Slide 3 CLUB MEMBERSHIP OVERVIEW Membership numbers Coach & Team numbers Recreational: 1100 (75%) In-House: 825 Academy: 75 Travel: 200 Select: 300 (21%) Classic: 240 State: 60 Adult Recreational: 60 (4%) Membership gender breakout 55% Female 45% Male Coaches Recreational: 175 Academy: 10 Select: 35 Teams Recreational: 85 In-House: 77 Travel: 8 Academy: 10 Select: 16 Classic: 12 State: 4 Slide 4 WHERE DO WE FIT INTO THE SOCCER COMMUNITY? Slide 5 INTERNATIONALLY FIFA: Intl Governing Body CONCACAF: Governs North America, Central America and the Caribbean Slide 6 NATIONALLY US SOCCER: governing body for all soccer in the U.S. US YOUTH SOCCER (USYS): our National youth affiliate WI YOUTH SOCCER (WYSA): governing body under USYS EAST CENTRAL SOCCER DISTRICT (EC): District under WYSA. UNITED HURRICANES (UH) Slide 7 WHO ARE WE? Slide 8 UNITED HURRICANES SOCCER CLUB United Hurricanes Soccer Club was established in 2013 as a result of the merger of two forward thinking clubs; HS United (est. 1981) and the Howard Hurricanes (est. 1989). Together we will work tirelessly to change the face of soccer in the Green Bay area and provide the best possible opportunities for ALL of our players. Slide 9 Slide 10 Provide a player-centric club atmosphere for families where each player is given the opportunity to play soccer in a supportive and rewarding environment. Emphasizing fun, enjoyment and skill learning at a level that fits his/her interest and ability. While also creating a challenging environment for talented players who aspire to reach their full potential. Slide 11 2013-2014 PROGRAM OFFERINGS PROGRAMAGESSEASONSTRYOUTS?COST TIME COMMITTMENT IN-HOUSE REC3.5-10 MAY-JULY / SEPT- OCT NO $43-53 $28-38 2/WK M-TH ENHANCED ACADEMY 7-10 SEPT-OCT / MAR- APR MAY-JUNE NO $225-300 $75-140 3/WK M-TH/SA DEVELOPMENTAL SELECT 11-13 AUG-OCT / JAN-APR APR-JUNE YES (EVALUATIONS) $385-475 $115 uniform 3/WK M-TH EAST CENTRAL REC 12-19 MAY-JULYNO $852/WK M-TH/SU CLASSIC SELECT14-18 AUG-OCT / JAN-APR APR-JUNE YES $385-475 $115 uniform 3-4/WK M-TH /SA-SU ADULT REC18+ JUNE-JULYNO $851-2/WK SU/ M-TH TOPSOCCEROPEN TBDNO TBD Slide 12 PLAYER PATHWAYS IN-HOUSE RECREATIONAL (GRASSROOTS) U4-U10 ENHANCED ACADEMY U8-U10 EAST CENTRAL RECREATIONAL LEAGUE U12-U19 DEVELOPMENTAL SELECT U11-U13 ENHANCED ACADEMY U8-U10 IN-HOUSE RECREATIONAL (GRASSROOTS) U4- U10 EAST CENTRAL RECREATIONAL LEAGUE U12-U19 DEVELOPMENTAL SELECT U11-U13 EAST CENTRAL RECREATIONAL U12-U19 CLASSIC SELECT U13-U19 EAST CENTRAL RECREATIONAL LEAGUE U12-U19 CLASSIC SELECT U13-U19 ADULT RECREATIONAL 18+ DEVELOPMENTAL SELECT U11-U13 CLASSIC SELECT U14-U19 EAST CENTRAL RECREATIONAL U14-U19 ADULT RECREATIONAL 18+ Slide 13 Slide 14 Slide 15 LONG-TERM PLAYER DEVELOPMENT (LTPD) A COMPREHENSIVE APPROACH Player centered Holistic Developmentally appropriate curriculum Slide 16 IN ORDER TO LEARN & DEVELOP, CHILDREN REQUIRE: Relationships with responsive adults Active, hands-on involvement Meaningful experiences Opportunities to construct their understanding of the world (a process supported by the three previous constructs) Slide 17 BASIC PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE: All domains of child development (social, emotional, physical, cognitive) are important and interrelated. Many aspects of child development follow a consistent documented progression, with later skills and proficiencies building upon the others already acquired. Slide 18 BASIC PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE: Rates of development vary from child to child and even vary between domains of development within the individual child. Development and learning takes place within the dynamic interaction of both biological maturation and personal experience. Early experiences have profound effects, and there are optimal periods for certain types of learning and development. Slide 19 BASIC PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE: Play is an important vehicle for developing self- regulation as well as social, language, and cognitive development. Development and learning are advanced when children are challenged just above their competency and when they have many opportunities to practice new skills. Slide 20 BASIC PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE: Childrens experiences shape their motivation and approach to learning (persistence, initiative, flexibility) and these dispositions in turn influence their learning and development. Slide 21 THE DEVELOPMENT CURRICULUM Slide 22 https://www.youtube.com/user/OSAVideoMaster https://www.youtube.com/user/OSAVideoMaster Slide 23 Roadmap of learning objectives Where are we going How do we get there The WHO, WHAT, WHERE, WHEN, WHY AND HOW Slide 24 THE WHO Slide 25 THE PLAYERS ALL DECISIONS ARE BASED ON ONE QUESTION IS THIS WHAT IS BEST FOR THE PLAYERS Slide 26 THE WHERE & THE WHEN Slide 27 RIGHT HERE AND RIGHT NOW The time for questioning is done, the answer is clear, there is no need to wait. Slide 28 THE WHY Slide 29 LTPD OBJECTIVES More individual time on the ball More DECISION MAKING opportunities without the fear of failure Acceptance of making MISTAKES Embrace Individuality Encourage CREATIVITY Slide 30 LTPD OBJECTIVES Develop players who: Are well-rounded, confident & SKILLED Play with integrity, CREATIVITY & passion LOVE the game Play for a LIFETIME Slide 31 THE WHAT Slide 32 AGE SPECIFIC DETAILED PLAN (U4/U6/U8 etc. ) Based on Developmental Characteristics of the age group. Season long plan Followed by all teams within an age group Focused on the individual Players participate in all subjects Slide 33 THE HOW Slide 34 EDUCATION BOARD COACHES MANAGERS PARENTS COMMUNITY Slide 35 COACHES ARE THE TEACHERS OUR COACHES MUST Understand the characteristics of the age group Create a positive environment for learning Be enthusiastic and positive Make sessions enjoyable and fun Allow players to learn at their own pace Allow players to play their game Educate themselves about the game and LTPD Slide 36 AGE SPECIFIC CURRICULA Appropriate in these areas of development PHYSICAL (psychomotor) COGNITIVE (mental/psychological) SOCIALLY (psychosocial) ALL children develop at different rates at different times LTPD allows players to learn at their own pace Age appropriate lessons and player expectations INCLUSIVE- no selecting out Allows for differentiation/individualization Slide 37 TOOL BOX OF COACHING APPROACHES DESIGNED TO ENHANCE THE INDIVIDUALS DEVELOPMENTAL EXPERIENCE SLANTY LINE THEORY GUIDED DISCOVERY SMALL SIDED GAMES Slide 38 DIFFERENTIATION SLANTY LINE THEORY STRAIGHT-LINE APPROACH High-water / Low-water game- the rope starts on the ground and everyone jumps over it...Then two children raise the rope to a new level. As children are unable to jump over the rope they are ELIMINATED until only one person is left... The problem: It ELIMINATES those who need the activity the most Slide 39 DIFFERENTIATION SLANTY LINE THEORY SLANTY LINE Mosston takes the same rope and SLANTS IT. Now Each child can participate at THEIR OWN ABILITY LEVEL Each child is CHALLENGED Children will not continue activities in which they are continually eliminated or wait to take turns. Given opportunities, children seek out challenges and take risks. Slide 40 HOW DO WE APPLY THE SLANTY LINE THEORY TO TRAINING? Discreetly This method is intended to increase player success General application- full group Can you beat your score? Players are competing against themselves and their challenge is relative to their current level Specific application- individuals Address players individually in the flow of the activity to increase or decrease their challenge Group application- divide group by ability on that skill Address groups individually in the flow of the activity to increase or decrease their challenge Slide 41 GUIDED DISCOVERY Slide 42 WHAT IS IT? Method that uses effective age appropriate questioning Guided questions Empowers players to discover I hear and I forget, I see and I remember, I do and I understand - Confucius Slide 43 WHY USE GUIDED DISCOVERY It improves the learning process for the players- active learners It gives the players the opportunity to practice problem solving-real time It empowers players to make decisions and take risks Asking the right questions takes as much skill as giving the right answers. - Robert Half Slide 44 EXAMPLES OF U6 & U8 QUESTIONS What should you do to see where your teammates are? What part of the foot do you use to make a short pass? Where should you aim when shooting on goal? EXAMPLES OF U10 & U12 QUESTIONS How can we get the ball down the field quickly? What happens when you pass the ball behind your teammate? THERE ARE NO WRONG ANSWERS! MAY NEED TO REPHRASE THE QUESTION Slide 45 POSITIVE COACHING RESPONSES... Good idea! Can you show me? Great....so how could we do it faster? I like that answer...what other skill can we use to get the ball to our teammates? Now youre getting the idea! Slide 46 EFFECTIVE QUESTIONING Need to pre-plan questions Gain the players attention When is it appropriate to ask questions Wait time for responses Reinforcement Prompting/Probing Distributing questions Slide 47 PITFALLS Players sometimes answer without real thought, they just call out catchwords or phrases they have heard from the coach i.e. space, pressure Rhetorical questions Not giving players time to think and respond Too many questions sequentially Slide 48 SMALL-SIDED GAMES Slide 49 WHAT ARE SMALL-SIDED GAMES? Games played on smaller fields with fewer than 11 players a side BENEFITS OF SMALL-SIDED GAMES Skill development; more touches on the ball Tactical development; more decision making opportunities Fun and enjoyment; goal scoring chances increased Game understanding; positional play is greatly expanded Intuitive development; transitional play is increased and becomes automatic Slide 50 STUDY CONDUCTED BY SPORTS UNIVERSITY OF COLOGNE SCOTLAND4v47v711v11 Touches per game917769489 Touches per player1155522 1v1 situations1137950 Attempts on goal572812 Goals scored26112 Ball out of play3 min3.5 min14 min SPAIN7v711v11 Effective play67%53% Touches per player 227 Attempts on goal268 MANCHESTER UTD4v48v8 Passes235100 Dribbles380100 1v1 Situations325100 Attempts on goal360100 Goals scored600100 Slide 51 UH SMALL-SIDED GAMES U4 play 3v3 (no goalkeeper) U6 play 3v3 (no goalkeeper) U8 play 4v4 (no goalkeeper) U10 play 6v6 (5+ goalkeeper) U12 play 8v8 (7+ goalkeeper) Slide 52 Slide 53 POSSESSION PHILOSOPHY DEEMPHASIZING THE LONG BALL Playing the long ball is counterproductive to long-term individual, as well as collective, development They will get scored on-they will lose possession-Its ok! We will not compromise for short term results Learning to play the ball out from the back is essential for development All teams must feel comfortable playing the ball from the back through the midfield and from there to the final quarter of the field Slide 54 POSSESSION PHILOSOPHY OFFENSE-DEFENSE QUICK TRANSITION When we have the ball WE ARE ALL PLAYING OFFENSE When they have the ball WE ARE ALL PLAYING DEFENSE Slide 55 UH FORMATIONS Per the US Soccer Curriculum Guidelines, UH teams will play in the following formations. 4-a-side = 2-2 6-a-side = 2-1-2 8-a-side = 3-3-1 11-a-side = 4-3-3/4-4-2 Slide 56 U8 U10 2-22-1-2 Slide 57 GYM SESSION Slide 58 Slide 59 PURPOSE The purpose of this curriculum is to help standardize best practice soccer training throughout the club. This curriculum will serve as a vehicle to develop coaching consistency within age groups and a developmental progression across age groups. The curriculum can stand on its own to teach all coaches what is best for developing players. At the same time, coaches can utilize our coaching staff for constant consultation and/or clarification whenever needed. Please understand that every child varies in their development and these are strictly guidelines. Guidelines are meant to be flexible as all players of the same age are certainly not at the same developmental level. It is important we challenge all players at a level that befits their ability. The information in this document comes not only from State Directors of Coaching and State Developmental Coaches but also from the National Director of Coaching and other National Staff Coaches. The information is not solely based on observation and experience in soccer, but also on research and practice in psychology, child development, physiology, child education, and learning theory. We hope all coaches will use this curriculum to help insure our players are being provided the best soccer environment possible. Slide 60 COACHES It is not important that you be a good soccer player to be a good soccer coach. It is important that you be able to connect with the children on their level. Our challenge as coaches of young players is to create game-like activities that aid the learning process and provide enjoyment for players. So much of what makes a coach successful at developing the young soccer players, in a FUN environment that makes the kids want to continue coming back, is the coach's ability to create age appropriate, fun training sessions. This coaching guide was created specifically to help our coaches do just that. Slide 61 ROLE OF THE U4 & U6 COACH The role of the coach in the U4 & U6 age group is as facilitator, friendly helper, organizer, and motivator. The coach should be patient, enthusiastic, and imaginative. The coach should experiment with fun activities that include all players, if possible. The environment and the activities are more important than technical coaching is at this level. Slide 62 LICENSING REQUIREMENTS The State Youth Module (Y1) is required. The National Youth License is recommended. Slide 63 Slide 64 THE U4 & U6 PLAYER The fascination for the ball, the desire to master it and the thrill of scoring goals provides the launching pad into a lifetime of soccer participation. The joy and pleasure of the game are best nurtured by encouraging freedom of expression and organizing childrens play in small groups. Slide 65 MENTAL / PSYCHOLOGICAL (COGNITIVE) Short attention span Individually orientedegocentric SensitiveEasily bruised psychologically Love to use their imaginationpretend Tend to only one task at a time Can process small bits of information Immature understanding of time and space relations Slide 66 PHYSICAL (PSYCHOMOTOR) Constantly in motion No sense of pace (full speed ahead) Easily fatigued with rapid recovery Eye/hand and eye/foot coordination is primitive Can balance on good foot Catching skills are not developed Love to run, jump, fall and roll Boys and girls are quite similar psychologically and physically Slide 67 SOCIALLY (PSYCHOSOCIAL) Love to show off Little or no real concern for team activities Tend to parallel playplay next to but not with a friend or teammate Influential people in their life -MOM & DAD Like to mimic goofy actions Slide 68 U4 & U6 WHAT TO TEACH PLAYERS GAME COMPONENTS Slide 69 TECHNIQUES (SKILLS) DRIBBLING Keep the ball close Dribble with all sides of both feet (inside, outside, sole) Dribble out of trouble Dribble past someone Changing of speed and direction Introduction to SHIELDING Dont let them get your ball Introduction to SHOOTING With both feet (with inside of foot and laces) Stopping the ball Players should spend equal time developing both feet this is very important! Slide 70 PSYCHOLOGY (MENTAL AND SOCIAL) Sharing Fair play Dealing with parental involvement (confusion) How to play Emotional management Keep it fun and enjoyable! This will help foster a desire to play (intrinsic motivation) Encourage imagination and creativity Slide 71 PHYSICAL Coordination and basic motor skills with and without the ball Balance Running Jumping Rolling Hopping Skipping Slide 72 TACTICS (DECISIONS) Where is the field Moving in the correct direction Dealing with the ball rolling away Dealing with the ball rolling toward Advanced U6 players could begin to be exposed to these simple tactical scenarios and understand how to both attack and defend these game contexts: 1 v 1 (attacking and defending) Slide 73 Slide 74 NO PURPOSEFUL PASSING They can not/ will not pass the ball Remember: me, my, mine They are playing 1v5 games Dont tell or ask them to Tell parents not to ask- this may take many reminders, keep on them as it is crucial to player development ONLY USE UH BALLS DURING GAMES Slide 75 NO SENSE OF POSITIONING They will play hive/herd ball Let them! They will not spread out, and if they do they wont stay that way, so dont bother trying. Its more important to encourage the desire to get the ball There are no positions at these ages Slide 76 DIRECTIONAL CHALLENGES They will run the wrong way Let them! They will score on the wrong goal CHEER! Slide 77 BY THE END OF THE SEASON Players should be comfortable when the ball is at their feet Players should be capable of Running with the ball Stopping a ball Striking a ball Getting the ball Slide 78 Slide 79 MAIN OBJECTIVES OF KINS 1. Emphasize the skill of DRIBBLING 2. Discourage the aimless booting of the ball 3. Promote DECISION-MAKING 4. Reduce dependence on the adults for problem solving 5. Keep the ball in play-CONTINUOUS PLAY Slide 80 BENEFITS OF KINS Improves the skill and enjoyment of all players, regardless of ability level Raises the skill level in all programs Ball in play almost 100% of the time vs. 45% under traditional rules 70% increase in the total number of touches per player in each game Slide 81 IMPORTANCE OF DRIBBLING Dribbling-foundation for other fundamental skills of soccer Players need to learn to dribble within a variety of playing situations, such as: Dribbling forward unopposed Changing speed and direction Shielding the ball from opponents Dribbling past an opponent Dribbling to get away from pressure Slide 82 WHAT ABOUT PASSING? PASSING Implies INTENTION by a player to direct the ball accurately towards a teammate Implies DECISION-MAKING Do not confuse passing with kicking Kicking means using the feet to propel the ball in a certain direction You will not see passing in U4 & U6 games It is not developmentally feasible for most U4-U8 players. Slide 83 THE DRIBBLING / PASSING CORRELATION The best dribblers are also the best passers Both of these skills require: Ability to shift body weight quickly from one foot to the other Ability to balance on one foot while propelling the ball with the other foo t Once a player becomes a good dribbler, he/she automatically starts to look up and survey the field in between touches Which is necessary for passing Slide 84 KINS PROGRAM NEW BALL METHOD Slide 85 NEW BALL METHOD Keeps the flow of the game constant Increase the number of ball touches by all the players Eliminates restarts (throw-ins, corner kicks, goal kicks) and keeps the ball in play continuously Restarts have no relevance or developmental benefits at the U4-U8 levels Slide 86 IMPLEMENTING NEW BALL METHOD Coach controls the balls If using two coaches, each coach should be in charge of half a field. Each coach will have UH balls ready to be thrown, one at a time. When a ball goes out of bounds, the coach yells new ball! and puts a new one into play on the ground Slide 87 IMPLEMENTING NEW BALL METHOD DISTRIBUTION Always place the ball into the unoccupied space Players will learn to move towards the ball Try not to create a bounce with the ball as Players are not yet skilled enough to control a bouncing ball Slide 88 IMPLEMENTING NEW BALL METHOD SHY PLAYERS Coaches can get the non-assertive players involved, by throwing or rolling the ball towards them If the players are really shy, simply place the ball at their feet Slide 89 IMPLEMENTING NEW BALL METHOD GAME MANAGEMENT If one team is dominating the game, the advantage can be shifted to the other team by throwing the ball accordingly. This method can also be used to break up a hive, if all the players are bunched up around the ball for too long. Slide 90 IMPLEMENTING NEW BALL METHOD LOOSE BOUNDARY COMPONENT Field boundaries are not adhered to very strictly Ball is still in play even if it goes outside the sidelines and end lines Only when play goes away from the field that a new ball is introduced Coaches will need to use their judgment The purpose of this component is to produce almost non-stop action with actual playing time close to 100% of game time Slide 91 IMPLEMENTING NEW BALL METHOD- LOOSE BOUNDARY COMPONENT WHY NO THROW-INS? The hands-to-body coordination required for a throw in not developed at these ages By 8-9 years old that hands-to-body coordination has developed and players are able to master a throw in with little instruction needed Because they lack the necessary coordination, throw ins take a tremendous amount of time away from actual game play Slide 92 U4 & U6 SEASON INFORMATION AND ORGANIZATION Slide 93 2014 SEASON INFORMATION SEASON DATES: MAY 5 TH - JULY 23 RD No games or training on Memorial Day, July 2 nd and July 3 rd Kick-Off Week Boys: May 5 th & May 7th Girls: May 6 th & May 8th DAYS OF PLAY Boys: Monday and Wednesday Girls: Tuesday and Thursday START TIMES 5:30, 6:45 or 7:00 These times are randomly assigned by our scheduling system but may be altered (ie all 6:45 starts) to accommodate the coach's scheduling needs. Slide 94 U4 SEASON FORMAT 2 sessions per week May 5-15 training sessions May 19 - July 22 all sessions will be hr training- 5 min break- hour game Teams will train in pairs of teams Teams within the pairs should be mixed together for training Training plans will be provided All teams will do the same training session Slide 95 U6 SEASON FORMAT 2 sessions per week May 5-27 training sessions (off Memorial Day) May 28 - 29 games June- Mon & Tues- Training June- Wed & Thus- Games July All games Teams will train in pairs of teams Teams within the pairs should be mixed together for training Training plans will be provided All teams will do the same training session Slide 96 ROSTERS & SCHEDULES TEAM ROSTERS Will be emailed to coaches no later than April 30 th TEAM SCHEDULES Will be emailed to coaches no later than April 30 th Slide 97 TRAINING SESSION MANAGEMENT Slide 98 TRAINING DAY MANAGEMENT PREPARATION Know your plan (and your back up plan) Check the field for safety Clear of debris Goals are anchored Nets are secure First Aid kits available Ensure equipment is available Enlist the parents help if needed with the session Enlist players help to set-up/pick-up Keep them busy-down time is the enemy NO LINES, NO LAPS, NO LECTURES Slide 99 TRAINING DAY MANAGEMENT PARENT MANAGEMENT Parents should Sit on the opposite side of the field from the team Sit behind the spectator lines or at least 5 ft off the touchline Clean up field and surrounding area before and after game/training Keep siblings and pets off the field Not enter the field without coach/referee permission Slide 100 TRAINING & GAME ATTIRE PLAYERS Team Shirt (once received) Athletic shorts or pants- no buttons, snaps, zippers or pockets Shin guards Soccer socks completely covering the shin guard Soccer cleats or tennis shoes- no baseball or football No jewelry COACHES Team Shirt (once received) Athletic shorts/ pants Slide 101 U4 & U6 CURRICULUM TOPICS WEEKTECHNICALPHYSICAL WEEK 1 & 2DRIBBLINGCOORDINATION & BALANCE WEEK 3 & 4SHOOTING & RUNNING W/BALLSPEED & AGILITY WEEK 5 & 6BALL CONTROL & TURNINGBASIC MOTOR WEEK 7 & 8DRIBBLINGPERCEPTION & AWARENESS WEEK 9 & 10SHOOTING & RUNNING W/BALLCOORDINATION & BALANCE WEEK 11 & 121v1 ATTACKINGPERCEPTION, AWARENESS & BASIC MOTOR Slide 102 TRAINING PLAN Slide 103 WHAT IS THE DIFFERENCE BETWEEN AN ACTIVITY AND A DRILL ? Drills A to B to C Boring Not realistic Lack competition Static Do not allow for differentiation Often include standing in lines Activities Reality (game) based FUN Competitive Allow for decisions!! Allow for creativity 100% participation Age appropriate Differentiation- Slanty Line theory Slide 104 SEASON GOALS & OBJECTIVES Player is comfortable when the ball is at their feet Encourage the players desire to score! FUN! SKILL PRIORITIES Running with the ball Stopping the ball Striking the ball Getting the ball Dribbling Out of trouble / traffic Past an opponent Soft first touch Slide 105 MODIFIED RULES AGE DIVISIONU4 BOYS & GIRLSU6 BOYS & GIRLS PLAYER AGE3 AND 45 AND 6 GAME DAY FORMAT AND 10 MIN AND GAME GAME FORMAT3 v 3 GOALKEEPERNONE REFEREECOACH ROSTER SIZE (MIN/IDEAL/MAX)4 / 5 / 6 COACHES ON FIELDNO BALL SIZE33 DURATION OF QTRS6 MIN10 MIN TIME BTW QTRS/HALVES1 MIN/ 5 MIN SUBSTITUTIONSUNLIMITED-ON THE FLY FREE KICKSALL DIRECT- NO PENALTY KICK KICK OFF & AFTER GOAL SCOREDKICK OFF AT CENTER ALL OTHER RESTARTSBY COACH- PER KINS PROGRAM Slide 106 Slide 107 GAME DAY MANAGEMENT Slide 108 PREPARATION Plan a 5-8 minute warm-up activity (U6) Pre-plan player rotations SAFETY Check the field for safety Clear of debris Goals are anchored Nets are secure First Aid kits available Ensure players are wearing required equipment No jewelry (except medical) Socks over shin-guards Soccer cleats or safe athletic shoes Slide 109 DURING THE GAME Be a model of sportsmanship Maintain a calm relaxed demeanor Stay back from the touchline (ensure players are back too) Limit coaching! This is the players game It is their time to MAKE DECISIONS There will be mistakes-sometimes over and over again Mistakes are necessary to their learning process Try not to react- physical or verbal Limit substitutions Allow players enough time to get into the flow of THEIR game Ensure appropriate playing time Slide 110 AFTER THE GAME Shake hands with the other team Thank the official(s) No postmortem for players or parents Let them go home and address any issues at the next training session Make sure all players have been picked up Wait with those who havent-Times Two Policy Ensure field and sideline area are clean Report any field or equipment issues to your Commissioner or Division Coaching Director Ensure field and sideline area are clean Slide 111 PARENT MANAGEMENT Parents should Sit on the opposite side of the field from the team Sit behind the spectator lines or at least 5 ft off the touchline Clean up field and surrounding area before and after game Keep siblings and pets off the field Not enter the field without coach/referee permission CHEER! (NOT COACH) For effort For attempts For everyone FOCUS ON FUN After a gamedid you have FUN? I love to watch you play! Slide 112 CLUB WEBSITE OVERVIEW Slide 113 Slide 114 THANK YOU FOR YOUR COMMITMENT TO THE PLAYERS AND THE SPORT. OUR CLUB COULD NOT OPERATE WITHOUT THE GENEROUS HELP OF VOLUNTEERS LIKE YOU. SEE YOU ON THE PITCH! Slide 115 http://animoto.com/play/VQU1RKl 0pJOIBk7cTrn3og http://animoto.com/play/VQU1RKl 0pJOIBk7cTrn3og