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U-10/U-12

Youth Coaching Manual

Prepared By Fran Kulas, Director of Coach and Player Development

Concord Soccer U10 / U12 Youth Coaching Manual

The Youth Soccer Coach By Mike Berticelli

You donate your time for the good of our youth, Soccer is different, not like baseball at all. But you scream and you yell and are often uncouth. We don't need positions, just give them the ball. The ref is just twelve and still learning the game, They first must learn skill, it's the meat of the game. But you call him a jerk and say he's not sane. If they can't dribble or shoot, then who should we blame? The parents are screaming and follow your lead, Skill must be learned through repeated trials. As you sprint up the sideline at uncontrollable speed. If motivation is present, you will see them run miles. You jump as you yell, "Pass, pass the ball!" Fun games are the answer to encourage repetition. You turn red as you bellow, Ref, make the damn call!" They laugh and they scream and enjoy competition. "You're the left back now, get in your position, Without the skill to dribble past an opponent at will, If you don't, we might lose and ruin our tradition!" Your players will win, but their growth will stand still. Positions are needed so we look like a team, I dream of the day when the parents just cheer Cause they're miniature pros, or so it does seem. And losing the game doesn't bring out a tear. The fullback is bored, he picks at his nose, When practice is fun, not dull and so boring, While the others run wild and kick with their toes. And playing the game means more than just scoring. You scream for a goal, no matter how it goes in, I know you mean well and you donate your time, The skill doesn't matter, just as long as we win! But bury your ego and try something sublime. The parents go crazy as the ball nears the goal, Call all the parents and ask for their aid, Their advice and instructions will soon take their toll. You're teaching their kids and not getting paid. You see, Junior feels pressure, he's not having much fun, Your goal's to develop a youngster with skill, We tell him to pass, when to shoot and to run. Not a team that must win or some fancy new drill! He came here to play and to use his own mind, You see, players are not judged by their wins and their losses, Cause soccer's the most creative game that you'll find. Instead they are judged by their shots, heads and crosses! Imagination is needed on the part of each child, Scholarships are given to players with great names, Solving problems on the field is what makes them go wild. Not those on youth teams who never lost games. A week of long practice, while just standing in line, A pro player gets paid 'cause his skills are real fine, Waiting to shoot, using one ball at a time. Not because his team never lost when he was just nine. This just doesn't cut it, and for some it's too late. It's time to bring soccer to new heights in this nation, Make your practices fun, don't be the coach that they hate. The future's in players, not a coaching citation. They come to "play" soccer, not to "work" at the game, Let's start to say "dribble" and stop yelling "pass!" Their excitement is something we don't want to tame. You'll then see our players go to the head of the class. Maradona has moves that are beyond comprehension, I hope you're concerned, but not really offended, No coach taught those moves while threatening detention! It's the need for more skill that I have defended. He learned from his friends and tried copying others, You're giving your all, from the good of the heart, While playing in games, without coaches or mothers. Why not make sure the kids get the right start?


From the desk of the Director o f Coach and Player Development…. Dear Coach, Here at the Concord Soccer Association, we are pleased you have volunteered and agreed to coach a youth soccer team. Furthermore, we are especially pleased that you have taken time out of your busy schedule to review this manual. Your desire to improve will have a great impact on the players that you coach, as you serve as an important ambassador for the game of soccer in our country. I encourage you to continue to grow as a coach by attending future coaching courses offered both within the club as well as those sponsored by DYSA. Additional ways to improve as a coach are by watching games in person or on television, reading books, and watching coaching videos. All of these avenues will help you succeed as a coach, but always remember that THE GAME IS THE BEST TEACHER! In my role as Coaching Director, I am here to be of service to you . Please feel free to contact me by telephone at 302-373-9655 or via email at [email protected]. Once again, I thank you for volunteering to help in the development of our children and look forward to working with you soon! Sincerely,

Fran Kulas Director of Coach and Player Development


Manual Index • Team Administration and Risk Management • Care and Prevention / Safety • Understanding and Coaching the U-10 Player • Understanding and Coaching the U-12 Player • Playing and Training Issues for Goalkeepers • Laws of the Game Q & A • Methodology of Coaching • Sample Training Sessions and Activities • Comments and Quotes that Provoke Thought and Spark Conversation • Helpful Supplementary Articles and Materials • Additional Resources

“Education is not filling a pail, but lighting a fire.”


Team Administration and Risk Management “Failing to prepare is preparing to fail.”


DEVELOPING A PHILOSOPHY OF COACHING

• Player development

• Fun and purpose

PRE-SEASON PARENT-COACH MEETING *see supplementary materials for helpful materials to distribute to parents

• Discuss coaching philosophy and goals • Discuss parental expectations (transportation, communication, sportsmanship) • Discuss player expectations (proper equipment, arriving on time, attendance, etc.) • Obtain information (medical information) • Learn which parents are in the medical profession and who can be at practices

EQUIPMENT NEEDS • Players should be encouraged to take responsibility and care of their equipment from the

beginning to include: ball, shin guards, proper shoes, clothing appropriate for training and climate, and water bottle

• Coaches should be responsible for: cones, bibs or vests, extra balls, air pump, first aid kit, ice, water nets, portable goals (if used)

GAME ORGANIZATION

• Pre-game • Halftime • Post-game

RISK MANAGEMENT – accepting a coaching position means accepting responsibilities

• To provide proper instruction for the activity • To provide proper equipment for the activity • To make reasonable selection of players • To provide proper supervision of training and games • To take proper precautions to guard against post-injury aggravation

Important points to remember:

• Never leave a player alone after training or games / to protect yourself, try not to put yourself in a situation where you are alone with a child other than your own

• Be certain that players depart with their parents or designated individual


Care and Prevention / Safety “An ounce of prevention is better than a pound of cure.”


The first line of defense in the treatment of athletic injuries is to prevent them. This is accomplished by a well-planned program; competition among equal ability groups, proper warm-up and adherence to the Laws of the Game. Other factors that can lead to the prevention of injuries are as follows:

• Proper use of equipment (shin guards, no jewelry, uniforms designed for climate) • Upkeep and monitoring of playing surfaces • Proper fitting shoes, proper type of shoe for surface • Ample water supply and sufficient number of rests and length of rests • Avoid scheduling training during the hottest periods of the day and when there is intense humidity • Full rehabilitation of an injury prior to return to play, determined by a physician • Recommendation of a physical exam by qualified personnel prior to participation

The coach or assistant coach should be responsible for assisting with injuries, which should include attending a certified first aid course and knowledge of state and local ordinances. It is recommended that the coach follow-up a player’s injury with a conversation with the player’s parent. Each coach should have and know how to use a First Aid Kit that includes, but is not limited to: Team Safety and Information Card, plastic bags, and ties for ice, ice, tape, band aids, antiseptic, sterile pads, towelettes, gauze pads, elastic wrap, antibiotic cream and rubber gloves (care should be given to avoid contact with blood and body fluids and to use proper disposal of items soaked with such fluids).

CARE The care of the injured athlete should begin the moment an injury occurs. Immediate care will reduce the severity of the injury and possibility of long term disability. The coach, upon seeing an injured player on the field should:

• Make sure that the airway is clear • Determine if the player is conscious • Ask how the injury occurred • Ask the player where it hurts • If the player is unable to continue, he should be checked to determine the extent of the injury

After determining that the injury IS NOT life threatening, the nature of the injury can be further determined.

• Note the position of the injured part • Look for swelling and deformity • Compare it with the opposite side

Treatment for minor injuries such as sprains, strains, and contusions is referred to as R.I.C.E. (Rest, Ice, Compression, Elevation). The R.I.C.E. treatment is the only first aid treatment that is safe treatment for a sports injury without professional advice. The treatment helps in three different ways. R.I.C.E. treatments, limited to 20 minutes, can do no harm to any type of injury. Almost anything else (including heat applications) can cause harm in some instances.

• Applying ice chills the injured area causing the blood vessels to contract, closing circulation to the injured area

• Applying pressure with an elastic bandage inhibits the accumulation of blood and fluids in the area, thereby minimizing pain and swelling

• Elevating the injured area decreases fluid accumulation to the injured area, puts the area to rest, and helps to reduce painful muscle spasms


Some Familiar terms coaches should know: • Sprain – ligaments are bands of tissue that attach bone to bone and stabilize joints. A sprain is an injury to

one or more ligaments. • Strain – a tearing injury to a muscle or a tendon (tendons attach muscle to bone). Athlete may hear the

muscle tearing, muscle fatigue, and spasm before loss of muscle function. • Contusion – a crushing injury to a muscle or tendon caused by an outside force, which causes

hemorrhaging to surrounding tissue. • Abrasion – a loss of surface area of skin caused by sliding. Care – the area should be cleaned with an

antiseptic to prevent infection. An antibiotic ointment should be applied to keep the wound moist and destroy any bacteria present.

Heat Injuries coaches should be aware of: • Heat Cramps – an involuntary contraction of muscle or a muscle group that is repetitive and rapid in nature.

Care – rest, drink water, and stretching. • Heat Exhaustion – surface temperature approximately normal, skin pale and clammy, profuse perspiration,

tired, and weak, headache – perhaps cramps, nausea, dizziness, possible vomiting and possible fainting (the player will most likely regain consciousness as the head is lowered). Immediate Care – move to a cool area, air-conditioning best, have the player lie down with feet elevated, remove restrictive apparel as appropriate, cool with wet cloths or by fanning, if alert – water may be given (1/2 glass per 15 minutes), if player vomits – take to hospital immediately and always refer to physician for further diagnosis, treatment and prior to return to activity.

• Heat Stroke – body temperature is high, skin is hot, red and dry, sweating mechanism is blocked, pulse is rapid and strong, player may lose consciousness. Immediate Care – seek immediate medical care (Call 911), while waiting; treat as above for heat exhaustion keeping in mind that if you reduce the body temperature too rapidly it can cause internal bleeding.

General principles when handling an injured player:

• avoid panic>use common sense>seek professional help • check for breathing, bleeding, consciousness, deformity, discoloration and shock • dependent upon the nature of the injury, avoid moving the player • inspire confidence and reassure the player > determine how the injury occurred • use certified athletic trainers when available > always ERR on the side of caution • it is recommended that if a player has had medical attention, he/she must have written permission from the

doctor to return to activity


UNDERSTANDING & COACHING THE U-10 PLAYER “Theories and goals of education don’t matter a whit if you don’t consider your students to be human beings.”


U10 Psychomotor Development- is the process of acquiring physical skills as related to mental ability to recognize cues and respond with the appropriate action.

• Boys and Girls o Greater physical differences o Psychological differences are apparent o Self-critical

• Motion and Growth o Gross motor skills more refined o Greater diversity in playing ability and maturity o Pace factor becoming more developed

• Health and Safety o Prone to heat loss and related injury o Full rest periods are necessary

Understanding Psychomotor Development as it relates to coaching players

• Many players repeat newly acquired skills in an effort to master them • Stretching is a requirement for practice and games after muscle warm-up • Skill differences among players will be apparent • Capable of using multiple motor movements in activities. There is an increased

evidence of speed • Let the child discover through experimentation after fundamentals are established • Players are stronger and have increased endurance • Must be aware of heat related injuries

Cognitive Development- is mental development. This includes not only memorization, but also creativity and problem solving.

• Understanding o Recognizes basic concepts of time and space but not always certain why o Able to demonstrate responsibility o Focus on “me” and the “team”

• Basic Problem Solving

o Begins to think ahead o Ability to recall specific information o Repetition will result in improvement

Understanding Cognitive Development as it relates to coaching players

• Many returning players have chosen to play soccer


• A greater emphasis on responsibility should be introduced(each player should bring a ball to practice)

• The team will begin to take precedence over the individual • Players will demonstrate a greater understanding of consequences and begin to think

ahead • Basic tactical concepts may be introduced but don’t expect players to understand the

reasoning • Good instruction and demonstration will result in better player retention of information • Certain players will want to perform and impress family and friends

Psychosocial Development – is the development of the sense of self in relation to others. It covers a range from individual awareness, to pairs (playmates), to small groups, to large groups.

• Relational o Begins to identify with team o Adults outside family are now accepted o Enjoys friends o Will blame others o Prefers team type balls and equipment

• Sensitivity o More intense and serious about playing o Needs positive reinforcement o Feelings get hurt easily o Start to show confidence in an independent ability to solve problems

Psychosocial effects on Coaching Soccer Players

• Coach should be aware of the player’s fears and peer pressure • The player appreciates extra attention and training • Introduce team behavior rules and fair discipline • Use time-outs rather than exercise for discipline (do not associate fitness with

punishment) • Solicit parents’ help for sever behavior problems • Encourage through positive reinforcement over negative critique • Praise team and individual sportsmanship efforts


Basic Coaching Concepts for Players Under the Age of Eleven

The “Golden Age” for Soccer Skill Learning When young soccer players reach the age of eight, nine or ten, they have generally accumulated four or five years experience with the sport and have developed some basic skills and ideas about the game. Before age eight, the main goal of coaching is to provide an enjoyable entrée into soccer and ensure enjoyment and fun. In short, the role of the coach is to facilitate games for the enjoyment of the participants. For many players, reaching eight, or nine, or ten (every child is a little different) means new priorities and a new appreciation for their personal responsibility to the game. For the first time, these players begin to realize that winning and losing are tied to ability, not effort, and that skills must be refined for improvement to be noted. The role of the U-9/10 coach is therefore critical in shaping the technical range and tactical insights of the players; the role of the coach is that of a teacher. The period around eight or nine is considered the beginning of the “Golden Age” for skill learning for a number of reasons. Players will listen to and comprehend more complicated directions. Players will carry out repetitive “drill” activities and appreciate their purpose. Players will spend time working on their skills alone, if they are motivated. Players will appreciate the importance and thrill of learning new skills and refining existing techniques. Players will begin to identify with national or international heroes and begin to emulate their skills and personalities. Players love to compete and strive to win. Players begin to equate fun with improvement. Players begin to equate their personal identity and self-esteem with their perceived ability and feedback from significant others, including peers, parents and coaches. Coaching nine and ten year-olds is a formidable task that requires a number of skills on the part of the adult. These skills include practical soccer knowledge, the ability to demonstrate and inspire by example, some basic understanding of child psychology, an appreciation of purpose relative to the age and ability of the players, and the ability to teach for long-term growth. With that said, the elements outlined below are all within the technical and tactical range of nine and ten year olds players in Ohio, although it should be acknowledged that in some parts of the world, and some parts of the United States, players of the same age might be more or less advanced. Our goal, as coaches in Ohio, is to develop basic skills and ideas about the game at an age when players are highly receptive to instruction and highly motivated to learn. The following elements represent a checklist for assessing the performance of individual players. Some players will be quite advanced in some areas and not others. Some players will be capable of executing some skills against one level of opponent, but not another. Some players will be able to execute techniques in a drill, but fail to apply them as skill when under pressure from live opponents. Some players will be competent, but not outstanding. Some players will be technical, but not skillful, while others will be skillful, but not technical. When viewed as a developmental continuum, all players will score high in some areas and low in others. Coaching “well” means assessing player’s abilities and insights and slowly moving them towards the “ideal” of the top level in the time available to us.


Individual Technical and Tactical Issues for U-9’s and U-10’s

Contacting the Ball How many ways can the player kick or dribble or control the ball? There are six surfaces (inside, outside, instep, sole, toe and heel) used for kicking, dribbling or controlling a soccer ball. The ball can also be driven, chipped, volleyed, half-volleyed, side-volleyed, curled and lofted. The U-9/10 player should be challenged to expand their range of surfaces and textures (weights and spins) in an ongoing process of technical refinement. Is the player two footed? Juggling and dribbling practice should always involve the use of both feet and young players must be encouraged to experiment with all six contact surfaces. For the more motivated players, juggling, kicking and Coerver’s* are essential “homework” activities for developing a comfort level with the ball. *Coerver’s are individual dribbling moves named after the Dutchman, Wiel Coerver, who created the training program.

Passing Does the player purposely pass the ball towards teammates? Players should be asked to control the ball and look for teammates rather than simply kicking the ball forward or to safety; it is often necessary to remind young players that the goalkeeper is always the most open player on the team when they are under pressure or no obvious forward passing options are available. At this age, the “thinking” behind a passing decision is often more telling than the outcome, and young players must be encouraged to attempt to maintain possession by passing (or dribbling) even as their limited range of techniques fail them. How far can the player kick the ball accurately? Players should be encouraged to pass within their technical range. Technique, physical strength and the size and weight of the ball all impact kicking distance and accuracy. In the small-sided games environment, shorter passes should be expected and encouraged, with aimless “boots” to safety, or to the opposition regarded as wasted possessions. Does the player use disguise and deception when passing? Encouraging more frequent passing (and dribbling) with the outside of the foot will help improve the level of subtlety in young players. The use of the hips to deceive opponents can also become a feature of play for nine and ten year olds.

Shooting Does the player shoot, when possible? A player’s first thought in possession should always be “Can I score a goal from here?” Goals in practice should be wide and high enough to encourage shots from various distances and angles and young players should be reminded that the objective of the game is to score more goals than the opponent in the time provided. Shots can be placed, driven, chipped, curled, volleyed, half-volleyed, side-volleyed, or improvised using any other legal body part.

Ball Control How many touches does the player take to control the ball? The earlier a player decides what to do with the ball, the faster they will play; however, many U-9 and U-10 players will not look up before they


have secured possession because their skill level will not allow them to concentrate on two things (the ball and the next action) at once. Time, space, vision of the field, and a comfort level with the ball are the most important elements in reducing the number of touches necessary to control the ball. Does the player understand their tactical options before the ball is controlled? Vision for “What next?” is a key element in the positive use of the “first touch,” and coaches should challenge players to appreciate their immediate tactical situation as early as possible during play. Coaching should attempt to develop “pre-control” vision whenever possible by asking players to assess the availability of space around them before receiving a pass. Does the player open their body when possible when controlling the ball? Players who open their body towards the opponent’s goal before receiving the ball take fewer touches and play faster. Players should only open their bodies when they have space to do so. This skill begins to emerge at the U-10 level, although some younger players can grasp the concept.

Dribbling Does the player have the skill to dribble out of pressure, or past an opponent? Dribbling practice should include basic moves to turn away from pressure and also ideas on how to use changes in pace and direction to maintain possession or beat an opponent. As the most artistic aspect of soccer, young players must not be discouraged from learning to dribble the ball through early and repeated failures. At this age, repetition in practicing dribbling moves in isolation and in live tactical contexts is critical for developing touch and creativity. Does the player run into open space with the ball? Running forward with the ball is important for making defenders commit to the ball, for shortening passing distances, for changing the rhythm of play and for creating shooting possibilities. Players must be encouraged to quickly dribble the ball into open space and also encouraged to use the outside surface of the foot when “speed dribbling.” Does the player dribble with their head down and rarely look to pass or shoot? While it is important to encourage young players to quickly dribble the ball into open space, players must also be aware of their passing and shooting options. Given that the ball can travel faster when kicked, it is important to encourage dribbling players to look up during those moments when they are in open space and not touching the ball, and when they are momentarily clear of opponents. Does the player use disguise and deception when dribbling? The most difficult opponents are “wrigglers” who are unpredictable in their dribbling. Players should be encouraged to combine dribbling moves and become comfortable making multiple, abrupt changes in direction.

Heading Does the player head the ball? Heading becomes more common by ages nine and ten and practicing and playing with lighter balls will help overcome any initial fears of performing this difficult skill. It should also be stressed that there is NO medical evidence supporting the claim that heading a soccer ball is dangerous to the participants.

Support Does the player move with the game or do they pass and stand still? Young players should not be restricted in their movements on the field and moving “with the game” should become a natural extension of passing. Passing sequences involving two and three players should be encouraged and can be expected at this age. These beginning attempts at combination play will become essential elements of


mature play. At the U-9 and U-10 levels, an increase in the speed of ball circulation, coupled with a more controlled rhythm of play can be expected from competent players. Does the player move into open spaces when not in possession? Players should be encouraged to “find” new supporting positions away from teammates rather than be told where and when to move. By age ten, some children have started to think more abstractly about the use of space away from the ball; however many others do not yet demonstrate this spatial awareness, making large-group positional instruction irrelevant for the vast majority of nine and ten year-olds. More advanced nine and ten year-olds will often appreciate supporting positions to the side of the field (width) while failing to demonstrate the importance of creating space downfield and ahead of the ball (depth). Is the player more comfortable when facing the opponent’s goal than when playing with their back to the opponent’s goal? Some players are uncomfortable checking and receiving the ball with their back to goal. While older players will ultimately be selected to positions based on this skill, all young players should regularly experience this challenge as a natural part of their soccer education. Before the ability to play effectively with “back to goal” develops, young children must first learn to find passing lanes, judge when and how to run for the ball, learn how to control and turn with the ball, and learn how to disguise their movements. Because of the reduced technical and tactical demands, small-sided games create the only natural environments that provide repeated experiences in learning this difficult aspect of soccer.

Defending Does the player try to recover the ball when possession is lost? “Defending” at this age should be no more complicated than encouraging young players to try and win the ball back when lost. The better players can grasp the concept of “marking” an opponent and “picking up” opponents when not in possession, and they will recover behind the ball as a group. However, in deference to the technical difficulties associated with attacking play for most nine and ten year-olds, any concentrated emphasis on “team” defending should be delayed until at least U-11. Does the player simply kick at the ball when an opponent is in possession? Tackling for the ball can and should include efforts to regain possession. The player who routinely kicks the ball away should be encouraged to use their body and the open space away from the opponent to attempt to win the ball back.

Transition Does the player mentally transition after a change in possession? When the ball turns over from the attacker to the defender or from the defender to the attacker, the game offers chances to demonstrate awareness of two very important concepts: immediate recovery of the ball and immediate counter-attack to goal. Players should be assessed on how well they understand these concepts and encouraged to react as quickly as possible to any change in possession. By extension, the players immediately in support of the ball can also be assessed on how well they react to help their teammates.

Creativity Does the player improvise when solving tactical problems? Those players who use non-standard techniques to solve tactical problems are demonstrating signs of creativity. A “good” pass gets to its target at a pace that can be controlled, regardless of the technique used in the delivered; similarly, a goal is a goal, regardless of how it was propelled into the net. Young players who improvise should be encouraged, not scolded, and it must be remembered that for young players, the “thought” behind an action is generally more telling than the outcome, which is often limited by experience and technical range. Three elements impact creativity. The first is technique, the second is tactical awareness, and the third is confidence. Players who have the audacity to think and act out of the ordinary may be future stars of the game, and, while their techniques will be refined over time, their willingness to take risks must be nurtured at every level. Creative players are not always the easiest individuals to coach.


UNDERSTANDING & COACHING THE U-12 PLAYER

“A good teacher, like a good entertainer, first must hold his audience’s attention. Then he can teach his lesson.”


U12 Psychomotor Development-is the process of acquiring physical skills as related to mental ability to recognize cues and respond with the appropriate action.

• Coordination improves • Flexibility training is key to prevention of injury • Begin to develop abilities to sustain complex coordinated skill sequences • As muscles mature in players, strength and power become a factor in their performance

Understanding Psychomotor Development as it relates to coaching soccer players

• Increased coordination allows a player to perform technical skills with more confidence • Physical speed is a major consideration for this age group • Due to the larger playing field, a player has fewer opponents to beat when he receives the ball

and can more easily move into spaces – an advantage for the speedier player Cognitive Development-is mental development. This includes not only memorization, but also creativity and problem solving.

• Changes in thought process is the result in an increased ability to acquire and apply knowledge • Begins to think in abstract terms and can address hypothetical situations • A systematic approach to problem solving appears at this stage • Players can be expected to be more thoughtful in meeting the demands of the game • The idea that field space can be successfully covered by several small passes or one properly

placed pass begins making sense to players • Players are eager to learn

Understanding Cognitive Development as it relates to coaching soccer players • If training sessions present appropriate problems for players to solve, reasonable game results

can be expected • The nature of training sessions is crucial as it may either stimulate or stifle the learning process • Positional play is now a factor • The game of soccer must present the ability to think creatively and solve problems while moving • Players should be continually reminded to play with their heads up. This enables the players to

view the field and assists their decision making Psychosocial Development-is the development of the sense of self in relation to others. It covers a range from individual awareness, to pairs (playmates), to small groups, to large groups.

• More TV, Less unstructured play • Beginning to spend more time with friends and less with parents • Popularity influences self-esteem • Whether a child enters puberty early or late has important psychological implications • Children are susceptible to conform to peer pressure • Most children seek peers that are most like them in age, race sex, and socio-economic status, an

opportunity to introduce the value of cultural diversity


• Developing a conscience, morality, and a scale of values

Understanding Psychosocial Development as it relates to coaching soccer players

• Some players will arrive to practice and games with the newest soccer “gear” and some won’t. Be sensitive to socially sensitive comments regarding popularity and attempt to disrupt potential “cliques”

• Be sensitive to the need for attention and to be popular. Coaches can use this stage to discipline players as well as build up players who are not viewed as popular


Basic Coaching Concepts for Players Under the Age of Thirteen Individual Technical and Tactical Issues for U-11’s and U-12’s

Contacting the Ball How many ways can the player kick or dribble or control the ball? There are six surfaces (inside, outside, instep, sole, toe and heel) used for kicking, dribbling or controlling a soccer ball. The ball can also be driven, chipped, volleyed, half-volleyed, side-volleyed, curled and lofted. The U-11/12 player should be proficient in using a majority of surfaces with both feet, and be challenged to expand their ability to use different textures (weights and spins). The coach of the motivated U-11/12 player should intensify the refinement of these basic contacting skills through warm-up activities and tactically challenging practice games.

Finishing How proficient is the player in front of goal? Shots can be placed, driven, chipped, curled, volleyed, half-volleyed, side-volleyed, or improvised using any other legal body part. Practice activities should refine these skills through individual, small group and small-sided activities.

Vision and Ball Control How quickly does the player assess tactical options and execute ball control skills? Vision for “What next?” is a key element in the positive use of the “first touch,” and for improving speed of play. Coaches should challenge players to appreciate their immediate tactical situation as early, and as often, as possible by looking around and turning their bodies sideways-on to the game, whenever possible. The earlier a player decides what to do with the ball, the fewer touches they will take and the faster they will play. Practice activities should involve possession games and other live, competitive games in order to improve decision-making and speed of play. Dribbling Does the player have the skill and creativity to dribble out of pressure, or past an opponent? At the U-11/12 level, evading pressure and beating opponents are critical skills for complementing the passing game as team play emerges. Rapid and abrupt changes in speed and direction, and the use of the shoulders and hips to disguise intentions, become critical subtleties as dribbling sophistication responds to the improved skills of defenders. Does the player maintain vision while dribbling? Improving speed of play, through cleaner technique and faster reading of the game, is the primary role of the coach at this stage. Dribbling should now be considered very much a means to an end, with the balance between shooting, passing and dribbling (decision-making) related to time and space and position on the field.

Heading How diverse are the player’s heading skills? Heading to goal and heading away from goal are basic applications of this technique. In addition, the use of heading as a passing technique and as a response to crossing situations should also be stressed as viable applications of this difficult skill. The timing of heading techniques, relative to the balls’ pace, trajectory and time of flight, is the critical “next level” for most players of age eleven and beyond. Soccer balls should be kicked in the air over varying distances, whenever possible, to approximate realistic match situations, with hand-serves utilized as seldom as possible. It should also be stressed that there is NO medical evidence supporting the claim that heading a soccer ball is dangerous to the participants.


Tackling How competent is the player in applying sliding techniques? In addition to tackling for the ball, sliding skills can be used to keep balls in play, to reach wayward passes, to cross balls from the goal line, and to extend reach. Players should be instructed in tacking techniques with both the inside and outside legs (relative to a defender), and in sliding to maintain possession, pass, or clear.

Combination Play: Support and Movement with the Game Does the player move with the game and combine with others? At the U-10 level, an increase in the speed of ball circulation, coupled with a more controlled rhythm of play are common features of play. At the U-11/12 level, those qualities can be taken a step further with the expectation of more formal combination play. At eleven, take-overs, wall passes and double passes are much more universal, and up-back-through combinations can be developed over time. Because of their still growing appreciation for midfield width and rhythm of play in large numbers, overlaps are still much less probable. All other combinations (passes to feet, passes to space, dribbling, and one-three’s) are already established at this age, meaning that eleven and twelve becomes the period when most of the combining elements in the game can be performed for the first time.

Use of Space Does the player move with the game when not in possession? In general, attacking players try to open up the field in order to create possibilities for small-group play, while defenders try to limit the amount of time and space available for the attackers to either penetrate by passing or dribbling, or change the point of attack to a more open area. In both cases, individual players have responsibilities to move with the game relative to their position. Attacking players should be instructed how to play with their immediate small group or stay away from the ball, and defenders should be instructed how to move as a defensive block. The attacking concepts of width, depth, support and mobility are critical applications of spatial awareness, as are the defensive concepts of cover, balance and compactness.

Playing with “Back to Goal” Is the player more comfortable when facing the opponent’s goal than when playing with their back to the opponent’s goal? Many young players are uncomfortable checking and receiving the ball with their back to goal; however, 8v8 games provide many opportunities to expose young players to this important and difficult skill within a positional structure. To play effectively with back to goal, players must be aware of the tactical possibilities for receiving the ball to feet or into open space; they must learn to identify passing lanes or open spaces; they must learn to judge when and how to run for the ball; they must learn how to lay the ball off to a supporting player or turn with the ball; and they must learn how to disguise their movements and intentions. Playing with back to goal is an important concept for both midfielders and forwards and it is a disservice to encourage kickball, or exclusively direct soccer at this age.

Defending Does the player understand basic defensive concepts? When the ball is lost, a defender’s first instinct should be to try to win it back. If this is not possible, they should either look to recover goal-side behind the ball, or take up a new position for any counter-attacking possibilities. Individual decision-making in defense follows a basic hierarchy of thinking. First, try to win the ball and keep possession when it is passed to an immediate opponent. Second, try to knock the ball away from the immediate opponent. Third, try to deny the immediate opponent space to turn with the ball. Fourth, try to keep the immediate attacker running towards a sideline or into other defenders. Finally, when not in position to achieve any of the above, recover behind the ball and help the team defend.


Transition Does the player mentally transition after a change in possession? At all levels, speed of transition is often a critical element in the scoring and preventing of goals. With that said, it is beneficial to use live practice activities that incorporate transition to and from goal. The issue of vision is closely related to transition in that a player’s first attacking thought should be to score a goal; if that is not possible, passing to the furthest player possible is the next best option.

Decision-Making By U-11, many players can read the game with some degree of sophistication and can be helped to identify the “best” option for play, based on the following hierarchy. First, can the player shoot at goal? Second, can the player dribble into position to shoot at goal? Third, can the player pass to someone who can score a goal? Fourth, can the player pass the ball forward to a teammate to maintain possession? Fifth, can the player pass the ball sideways or backwards to a teammate to maintain possession? Fifth, is the player under enough pressure to warrant a clearance?

Creativity What is a creative team player? Three elements impact creativity. The first is technique, the second is tactical awareness, and the third is self-confidence. Players who have the audacity to think and act out of the ordinary may be future stars of the game and their willingness to take risks must be nurtured at every level. As players move towards the teen years, a critical paradox enters the coaching challenge. Creative players are necessary for making teams unpredictable and creative players are often frustrating to coach and play with because they rarely conform to standard team concepts. Creative players are not always the easiest individuals to coach, but creative players are worth their weight in gold and America has yet to produce a creative genius.


Playing and Training Issues for Goalkeepers

By Tom Turner, Director of Coaching OYSAN

All children will develop at different rates, based on their genetic timetable and the influence of adults, siblings and friends. It is also true that two children of the same chronological age can be almost a full year apart in terms of biological and social development. The following developmental outline should therefore be taken as a continuum, rather than an absolute. Nine and Ten Year-olds By the time a young player approaches nine or ten, their physical qualities will have changed significantly and they will have clearly started to identify with the trappings and mindset of the goalkeeper position. While these players should remain as active field players for at least two-thirds of all team-oriented training sessions and half of games, they should certainly be helped to refine their goalkeeping techniques before or after the regular practice, or during goalkeeper-specific sessions. Goalkeepers at this age can perform all the basic catching techniques and can collapse in control and dive with some power. The basic tactical concepts of getting into the line of shots and closing down shooting angles are also within the capabilities of the U9/10 player. The major coaching emphases during this period should be refining basic techniques, improving footwork and balance, and building hand-eye coordination as a response to the speed, height, and trajectory of the ball. While dealing with high balls should be part of training, crossing situations, per se, rank low in terms of relevance to game situations. Eleven and Twelve Year-olds Eleven and twelve year-old goalkeepers are capable of looking, acting and performing in mature ways, with only physical limitations and game experience constraining their rate of progress. The coaching emphases should continue to refine basic techniques for catching, collecting, smothering and diving, with crossing situations becoming much more relevant. Tactically, eleven and twelve year-olds have much greater range in performing their supporting functions behind the defense and in dealing with crosses, and their willingness to communicate with defenders should be encouraged. The U-11/12 goalkeeper will likely have difficulty with crosses and high balls played into the area, particularly in traffic, and their appreciation of how to organize a defense in crossing situations will prove to be a challenge. The need to circulate the ball across the back of the team to change the point of attack brings the goalkeeper’s foot skills into prominence, as does the enforcement of the pass back rule. As with field players, the skills and abilities of U-11/12 goalkeepers will be highly varied. Specialist trainers are recommended for this group to ensure that a sound balance is maintained between skill refinement and fitness. A major concern with the layman goalkeeper coach is that anaerobic fitness activities are often coated as goalkeeper “development,” and that high intensity training activities are often lauded as meeting the long-term needs of this population. While some fitness enhancement is expected from regular goalkeeper training, skill refinement is more likely to be achieved from lower intensity activities. While technical and physical development will remain staples of the young goalkeeper’s practice diet, a key emphasis in training goalkeepers at the U-11/12 level is the expansion of tactical awareness, particularly with the offside rule becoming a challenging new feature of play. The goalkeeping basics of getting into line and cutting down the shooting angle also require constant refinement and reinforcement, especially as field players become more adept at disguising their shots and striking the ball with increased pace and spin. Facing live practice situations in small-sided and large-sided games is important for young goalkeepers as they learn to relate their choice of technique to the tactical demands of the game.


Coaching Team Tactics for U-11’s and U-12’s

In Possession Systems of Play In any playing system for U-11/12’s, the objective is to evenly distribute the players over the width and depth of the playing area to achieve balance and support within the team. With seven field players to organize in 8v8 games, the recommended options are 3-2-2 or 2-3-2. It is possible, but more difficult to coach and play 3-1-3, and ethically wrong to play 4-1-2 or 4-2-1, which are “bunker” alignments designed to prevent goals. Roles and Responsibilities With any system, the main coaching challenge is to explain the roles and responsibilities of each player relative to the team as a whole. Team “shape” is a term often used when referring to a formation, implying which players do “what” and “when” and “with whom.” It is often surprising for inexperienced coaches to learn that even professional soccer is essentially concerned with which small group of players is actively involved in the play at any one time; a decision cued by starting positions and the location of the ball. The position and movement of the ball also dictates how the other players should move in order to either help change the point of attack (close support) or create space for others (far support). Changing the point of attack brings a new small group into the action, with central players in particular making natural connections to different small groups as the ball changes from area to area. Internal Balance Within and Between the “Lines” The chosen system of play (x-y-z) is a static, lifeless description of a very fluid activity. Systems are often represented on TV, books and videos with players organized in straight lines across the field. Nothing is more damaging to a system of play than a rigid formation. The internal balance of a team refers to two basic concepts: The first is balance within the lines; the second is balance between the lines. First, balance within the lines. When a player has moved forward, the remaining players in the line must adjust their positions to help support the attack and cover the space left open. For example, if the left back moves forward from a 3-2-2 formation, the center back and the right back should both shade towards the left side of the field. This is important for two reasons. First, if the opponents deny penetration, the ball can be circulated backwards to change the point of attack. Secondly, if the ball is turned over, the back line must be positioned to begin defending as early as possible. The relative positions of the midfielders can also indicate different problems relating to balance within a line. If a team is organized with three in midfield (2-3-2), the internal balance is poor when all three players are separated across the width of the field and at the same depth from the goal. This arrangement leaves the line with poor supporting angles and distances. The exception to this problem is during the build-up (see below). Similarly, the balance within the line is also poor when all three players are grouped together in the center of the field, leaving the midfield devoid of either width or depth. The second concept is balance between the lines, with the primary issue being the number of players available to support or defend in each third of the field. In both examples above, if too many defenders or midfielders move forward at the same time, the team would lack the support necessary to circulate the ball or change the point of attack; in addition, the team would be highly vulnerable to counter-attacks. If the basic purpose of any U-11/12 system is to evenly distribute players over the length and breadth of the field, having too many players in one area at the same time presents obvious problems.


The choice between the number of forwards presents a final aspect of balance. When a coach chooses to play with only one forward, the opportunity to build an attack is very difficult and often results in kick-ball. This arrangement also places an excessive burden on one player to cover a very large area. Finally, U-11/12 is an important stage for young forwards to begin to appreciate the skills and possibilities involved in a “striking partnership,” rendering one-striker systems as poor choices for U-11/12’s.

The Build-up The build-up takes place in the defensive and midfield thirds of the field. When attempting to build out of the back, it is important for the midfielders and forwards to create space for the defenders and goalkeeper to start circulating the ball. The simplest approach is to push the forwards as far away from goal as the offside rule will permit, and for the midfielders to move out behind them. This will leave the goalkeeper with time and space to safely connect short passes with teammates, unless the opposition is positioned to high pressure the ball, in which case a punt or throw may be better options. In a three-player midfield (2-3-2), the flank players will move wide and downfield, leaving the central player with operating room to help the fullbacks and goalkeeper build the ball into the middle third of the field. At times during the initial part of the build-up, the midfield may become “flat” across the width of the field, but this will change as players check backwards to “show” for the ball. When building out of the back, flank midfielders should not be restricted to only showing for passes down the sideline. In a two-player midfield (3-2-2), both players will operate in the central channel and move in opposition to each other (one up-one back, one left-one right) to provide internal balance. In the case of a three-player midfield, the flank midfielders provide the team’s width during the build-up; in the case of a two-player midfield, the outside backs will provide the team’s width. The first responsibility of the forwards during the build-up is to create space in the defensive and midfield thirds by drawing opponents away from the ball. Their secondary responsibility is to provide long support for forward passes. Given the passing range of most eleven and twelve year-olds, it is unrealistic to expect long passes to be consistently played over defenders’ heads, so learning to play with their backs to goal is a critical skill for forwards during the period. When passed to, the primary role of the forwards during the build-up is to secure possession of the ball and pass to midfielders or defenders supporting from behind.

The Attack When the ball is played into or through the midfield area and the opponents have begun to retreat against the threat of a through pass, the build-up has been successful and the attacking phase of play has begun. In the attacking phase, the team is trying to create scoring chances. Chances can be created from the flanks or through the center of the field. Chances can also be created though individual initiative, by simple passes, or by players interchanging positions and combining passes. The ability to recognize a scoring opportunity and the willingness to take risks are critical dimension of attacking play. Against organized defenses, the ball must often be circulated in the attacking half of the field in order to find an opening to challenge the goal. It is during this phase of play that a team’s ability to possess the ball requires the support of players from the back line. The ability of players, and therefore teams, to create scoring chances or possess the ball in the attacking area of the field is the most difficult aspect of soccer at all levels, and it is here that all the lessons of youth either flourish or perish.


Direct Play It is sometimes noted that “Attractive teams die in beauty.” This comment refers to the practical necessity of direct play as a natural complement to possession soccer. When passes can be connected to strikers at the front of the team, that option is generally preferred because opponents are placed on the wrong side of the ball and therefore out of the game. Similarly, when players develop the strength and ability to play longer passes into space behind defenses, that capability should also become integral to the team’s style of play. However, as with most good things, balance and moderation are key factors. Teams that play very direct, very predictable soccer rarely have much to fall back on when the game is not going to plan. In contrast, the team that can vary their style to better match an opponent, or the score, or the weather or field conditions, or the match situation, or even the mood of the players, are a much more difficult and dangerous opponent to face. Direct play is a vital weapon in America’s soccer arsenal, but it must not be championed as our primary or sole strategy.

Counter-Attacking A team is most vulnerable to a counter-attack at the moment when it has just lost possession. This is because players are more spread out when their team is attacking. The decision to counter-attack is based on numbers and location. In general, if the defending team is caught with even numbers or numbers down, the counter is on, unless the turnover occurs so far from goal that there is no real advantage to be gained by going forward. In this case, a new build-up would begin. A turnover in the center of the field often creates better counter possibilities than a turnover on the flank, because more space and better passing angles are often available. In either case, however, the key to a successful counter is the ability of players to quickly read the situation and utilize the available space and the available or arriving support. As basic rules of thumb for counter-attacking, the ball should be played forward to feet or space as early and as quickly as possible, with support anticipated from those teammates closest to the action. If no forward support is available, the ball should be dribbled forward at speed, with the decision to continue the thrust based on the possibility of teammates arriving into good supporting positions. In all counter-attack situations, two basic principles should be held constant. First, when a technical or tactical breakdown causes the counter-attack to stall, the ball should be possessed and circulated, not forced forward. Second, it is a mistake of epic proportions to be countered following a counter-attack because the remaining players did not adjust their positions to balance for those who ventured forward. It is the responsibility of the remaining players to organize the defense while a counter is taking place.

Out of Possession

Zonal Defending Conceptually, zonal defending can be thought of as “block” defending, with the players moving as a group to deny penetration and win possession. It is tactically naïve to defend man-for-man on a team basis, for the simple reason that players cannot easily help each other defend. The more efficient approach is to organize players zonally, with players near the ball defending opponents man-to-man, and players away from the ball moving backwards or forwards and centrally or laterally to provide teammates with cover and balance. If a team is lined up to play 3-2-2, for example, the team will also defend in that shape, except when a counter-attack forces emergency action. Two considerations are foundational to good zonal defending. One is compactness; the other is balance.


With regard to compactness, when the forward line is pressuring the ball, the midfield and defensive lines should push up to limit the space available to the opponents between the three lines. If the lines do not move together, two problems can emerge. First, space will be available between the forwards and the midfielders or between the midfielders and the defenders for the attackers to pass to teammates in relatively open space; second, the three lines will not be well placed to help each other defend from the front and back of the opponents. The final piece of a good compact defensive organization is the position of the goalkeeper. Provided the goalkeeper moves forward to help defend any long passes behind the defense, the team will have achieved a compact shape from front to back. A team is well balanced when the players furthest from the ball move towards the middle of the field to close open spaces and help teammates defend. Just as compactness refers to the defensive spread of players up and down the field, balance refers to the defensive spread of players from side to side. When a team is well balanced, the attacking space conceded to the opponents is on the weak (far) side of the field, if the ball is on a flank; and towards either sideline, if the ball is in the middle of the field. One final, but important point about zonal defending is the tactical cue for balancing and compacting. As a basic rule of play, unpressured opponents have better vision of the field and therefore more time and space to play long passes. The timing and the extent to which back players and weak side players squeeze towards the ball must be based on the level of pressure on the ball and the technical range of the opponent. If an unpressured opponent can kick the ball directly over or across the “block,” the team has over-committed.

Pressing and Dropping All good teams vary the point at which they begin to defend, based on established team tactics and the match situation. As a rule of thumb, team defending should begin as soon as the opponents can be put under pressure. This opportunity may arise as soon as the ball is lost, or may occur further downfield when an attacker can be channeled (harried) towards a sideline or into an area where they are outnumbered by defenders. The decision to “press,” or “drop off” and defend further from goal, should be based on the probability of winning possession and the ability of the other team to play through pressure.

Recovering If the opponent is building their attack or countering, any defenders played out of the game must recover towards their own goal. The marker for any recovery runs in the center of the field is generally the penalty spot, while the near post is the marker when recovering from the flank. Forwards should generally only recover far enough to re-establish their position within the zone, while midfield players and defenders should recover to their original positions, unless a teammate has exchanged positions during the previous attack. It is important that recovering players be encouraged to “double down” from behind on any opponent being delayed by a defender. In extreme situations when the team is recovering against a counter-attack, or against an attacker running unopposed towards goal, the closest player, regardless of position, must take responsibility for recovering far enough to pressure the ball.


Transition To Attack A team is most vulnerable to counter-attack goals when it loses possession with players spread out in an attacking shape. The tactical mindset of any player coming into possession should therefore be a) goal, b) assist, c) forward pass. When a goal cannot be scored and a counter-attack is not possible, the team should start to build their attack. This is achieved by players not in immediate support moving away from the ball and creating space for the team to maintain possession and circulate the ball. The most common mistake of inexperienced players is to begin building an attack from the close quarters of a defensive shape.

To Defense The best defense against the counter-attack is to immediately pressure the ball before it can be played or dribbled forward, and any passes or dribbles forced backwards or sideways will buy time for teammates to recover behind the ball. If the pressing action of one player provides an opportunity for the team to press as a group, they should do so. If the pressing action of one player simply negates the possibility of a counter-attack, the general rule of thumb is to only recover as deep as required to re-establish an organized defensive shape.

Restarts At the U-11/12 level, every restart situation common to top-level soccer will be part of the 8v8 game. Coaching should address the attacking and defending tactics of corner kicks, goal kicks, place kicks, throw-ins, indirect free kicks and direct free kicks; even drop balls and penalty kicks will be common features of play. From a developmental perspective, restarts, at the U-11/12 level, are a low teaching priority; however, players can and should be helped to explore creative solutions to dealing with these game situations.

Fitness The basic elements of soccer fitness encompass speed, acceleration, agility, balance, power, strength, coordination and flexibility. In particular, the expansion of anaerobic capacity and recovery from anaerobic activity are critical to the demands of modern soccer. In those situations where a team practices only once or twice each week, activities designed to enhance performance in specific fitness areas are impractical. At the U-11/12 level, competitive small-sided games and individual technical activities with the ball are viable and efficient alternatives for developing the fitness and motor patterns specific to soccer.


Coaching Methodology

• “If you aren’t 15 minutes early, you are 15 minutes late”

No-No’s • don’t allow your players to pick their own teams • false praise • prolonged stoppages • associating fitness with punishment

Yeses • Incorporate games that players are already familiar with, into your training session (playground games,

physical education games, etc.) • Stretching, and selecting certain players to lead stretches, are chances to develop leadership in your

players • Do you refer to what you worked on in your last practice before your next game? • Federal Express / UPS Stoppages • Coach the positive! • Encourage decision making and problem solving by allowing groups to “strategize” before beginning

and in between activities • Send them away with “soccer homework”

Principles and Methodology of Coaching • Developmentally appropriate • Clear, concise, and correct information: Brevity – Clarity – Relevance • Simple to complex: there should be a flow that is appropriate to the age of the players and the topic of the

practice – in some instances this will proceed from a warm-up to individual activities to small group activities to large group activities (THE GAME) – While the progression may vary, every practice should start with a warm-up and end with “The Game.”

Designing a Training Session

• Helpful questions to ask yourself when planning a training session o are the activities fun? o are the activities organized? o are all of the players involved in all of the activities? o is creativity and decision making being used? o are the spaces being used appropriate? o is the coach’s feedback appropriate? o are there implications for the game?

• Variations, Restrictions, and Alterations to keep you players excited about training:

o Number of balls o Number of teams (instead of the traditional 2 teams, why not play with three!) o Size of field (short in length and wide in width and vice versa) o Number of goals o Size of goals o Various ways of scoring a goal (passing, shooting, dribbling, etc.) o Size of balls o Touch restrictions (maximums and minimums)


SAMPLE TRAINING SESSIONS AND ACTIVITIES I hear, I forget. I see and I remember. I do and I understand.


NUMBER TOUCHES Warm-up or -down activity. Each player has a ball. Coach calls out a number, "25", the players must get that number of touches (dribbles) as fast as possible. COACHING POINTS: 1. Encourage players to keep eyes up. 2. Encourage small steps and fast footwork. 3. Make sure players keep moving. 4. Encourage changes of direction. 5. Encourage touches with all and different parts of the foot. TRY THESE VARIATIONS: 1. Only use right foot, left. 2. Only use inside of foot. 3. Only use outside of foot.


PROTECT THE CONE Define a rectangular space. Each player starts with a ball and a cone. Each player must protect their own cone while trying to attack and kick over other cones. Player must keep the ball under control while defending and attacking. When defending try to block attackers by keeping your ball and body between the cone and the attacker. On attack try to maneuver around defenders while controlling your ball to get a clear kick at their cone. If your cone is kicked over you can set it up again after you do an exercise, dribbling move, or juggling of the soccer ball. COACHING POINTS: 1. This game allows players to stay included by doing some remedial exercise. Choose activities that can be performed quickly so players can get back involved. 2. Vary the activity to include exercises like pushups, sit-ups, cartwheels and also dribbling; pull backs, stepovers, touches on ball, hopping over ball etc. 3. Make sure players control the ball while defending and attacking. 4. Watch for players who DEFEND or ATTACK more often. 5. Watch and help players determine when to attack and leave the cone, also when to defend and stay at home around the cone. 6. Help players remember to keep their body and the soccer ball between their cone and the attacker. 7. Explosive, quick move will help attackers maneuver around defender.


BIG SQUARE LITTLE SQUARE DRIBBLING Define two squares, one large and a second smaller but within the big one. Assign two or three defenders to the little square, without soccer balls, the rest of the team on the outside of the little square but inside the big square, dribbling their soccer balls. On command the players dribbling must try to get through the little square without the defenders stealing the ball. One point each time players get the ball across the square. If defenders win the ball they become the dribbler and the player from whom ball was taken becomes the defender. Defenders must stay in the small square. COACHING POINTS: 1. Players must control the ball while dribbling across the square. No points should be awarded for ball kicked across. 2. Defenders must win the ball to get out. Three consecutive touches. 3. Watch which players directly confront defenders. 4. Watch for players who avoid defenders and try to sneak across. TRY THESE VARATIONS: 1. Let players decide when to go across. First player to get 10 points is the winner. 2. Use visual cues. When John starts across all players must go across. This is player controlled and other players will have to keep their eyes up and off the ball to look for John. 3. Work your defenders as a group: They stay in until they collectively win 5 points. Then assign a new group.


SCHEMER PASSING Groups of four or five with one ball per group. Start out with players moving and passing the ball. After a few minutes, designate a schemer in each group. This player should have a different color or pinnie on. All instructions now go through this player. Schemer gives each player in the group a number. Players must pass in sequence, but each pass must come back to the schemer. For example, schemer passes to #1, who passes back to schemer, who passes to #2, who passes back to schemer, etc. Have several contests on who can finish the cycle first.

COACHING POINTS: 1. Demand quality passes, both pace and accuracy to the player's feet. 2. All passes should be a distance of at least 15 yards. The schemer can control this by not passing if player is too close. 3. Players should start their runs just before their number is due. Run should be to the ball, not away. 4. Players whose number is not up should move away to create space, then come in hard when their number is due. 5. Ball should be driven hard over long distances, but on the ground. TRY THESE VARIATIONS: 1. Schemer unlimited touches, all others one touch. 2. Schemer must pass with outside of foot, others inside push pass. 3. Within the space allocated, make the biggest possible passes. 4. Play only with the weak foot. 5. Play only with the strong foot.


SCHOOL PASSING Each player should start with a ball. The activity leader calls out a number. The players must react by forming groups of that number and passing one ball per group. Then give the players problems to solve, such as, 2+3=? or how many quarters in a dollar? or the number of letters in the word candy. COACHING POINTS: 1. Players must respond quickly to form groups. 2. When passing make sure they pass to their teammates feet. 3. Watch to make sure different groups of players are being formed. 4. Make problems that leave odd numbers out: they then try to make a group closest to that number.


STRIKE OUT SHOOTING One ball for two players. Players start five yards apart. Every step back after kicking gradually increases the distance between the players to 20 yards. When the receiving player cannot get to the ball in two steps, both players start again at five yard apart. COACHING POINTS: 1. Players contact ball on their laces. 2. Eyes should be on the ball. 3. Non-kicking foot should be pointed at target player. 4. Ball should stay on the ground.

1. As distance increases, players must kick the ball harder.


HEADING UP Players move around a defined space freely, one ball per player. While moving, players toss the ball in the air with their hands, then head it up in the air. Players try get the ball under control within one bounce and dribble away. Repeat. COACHING POINTS: 1. Use the forehead to contact ball. 2. Hit on the underside of the ball to drive it into the air. 3. Use legs to spring up at the ball. 4. After players get the feel encourage them to head it hard and get it as high in the air as possible. TRY THESE VARIATIONS: 1. Same as above except head the ball down. Now players must use forehead and contact the top half of the ball to make it go down. 2. Toss, head twice: first low, then high and away. 3. Partners, toss the ball to partner who tries to head it back over the tosser's head.


HEADING GAME Start with 2vs2 on a 20 x 10 yard grid. Make sure the goals are large enough so players succeed. Then make them smaller as the drill progresses. Have enough balls ready at each goal so game is not interrupted by chasing balls. One team advances the ball by tossing it back and forth. When they get to an area near the goal, one player tries to head it in the goal. After the head, both players on that team run back and defend their goal line. Defenders can use only body and head to prevent goals (no hands), and must stay on their goal line. Play for a limited time, or to a score, then match up different teams. COACHING POINTS:

1. Encourage players to attack and defend quickly. 2. When heading for goals, players should head the ball down, toward the goal line

with a hard, aggressive shot. This can be accomplished by contacting on the top of the ball. Players may have to jump, get the body in the line of flight, then attack with a snapping motion, uncoiling the neck and back.

3. As the players get better, try to catch the defending team backing up with a quick head over the top and toward the goal. This can be done by contacting the ball on the bottom.

TRY THESE VARIATIONS:

1. Must be a head, head to score. 2. Must contact ball while jumping (both feet must be off the ground). 3. Encourage players to throw from different angles. 4. Head, then volley.


THREE GOAL SHOOTING Start with two teams of equal number. Each team has three goals to defend and three to score in. Each team has one keeper who must try to defend all three goals. Play regular soccer rules. COACHING POINTS: 1. Attacking team should try to change the point of attack away from the keeper, then proceed to get a quick shot off. 2. Defending team must try to force the attackers in one direction so their keeper knows which goal to defend.


HELPFUL SUPPLEMENTARY ARTICLES The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.


Motivation is more than a question of winning and losing

By Darren Treasure

I once played soccer with a kid called Mark. Mark was a very successful youth soccer player who was always one of the better players in any team he played for. Indeed, Mark represented the National schoolboy U15 team. About one year later, however, Mark dropped out of soccer. He said that soccer had stopped being fun as he wasn’t the best player anymore. It was clear that Mark could only feel successful if he was number one and did not want to play if he could not achieve this goal.

This anecdote illustrates how important it is for coaches and/or parents to understand the ways in which their players perceive success in soccer, and the significant effects these perceptions may have on their motivation to play the game. Specifically, how hard they try in practice and during games, whether they persist when the going gets tough, and whether they practice skills that will help them get better even if they are not presently very good at them. Research has found that for children under the age of 10 high ability is generally implied by learning, or by success at tasks they are uncertain of being able to complete. They do not judge ability with reference to performance norms or social comparisons. They can be induced to adopt another’s performance as a standard, but normally they make self-referenced rather than social norm referenced judgments of ability. For young children, when more effort is needed for success, this implies more learning which means more ability in their world. In a real sense, effort is ability for children under the age of 11!! Because young children cannot differentiate effort from ability, they do not have the cognitive ability to understand winning and losing. If you do not believe me, go watch any U09 game, for example, and listen to the first question a child asks as he/she comes off the field. If it is not “where’s my snack?” it will be “Did we win?” The child at this age understands that winning is important, loves to compete, but does not understand winning and losing in any systematic sense. Because of this, they will not feel sad until a parent or coach informs them that they lost and accompany this information with a positive or negative emotional reaction.

Around the age of 11-12 years, however, children develop the capacity to differentiate ability from effort and now understand that effort can only help their performance up to their current level of ability. For example, at this age a slow player recognizes that no matter how hard they try, they will not out-run the fastest player on the team. As a consequence of this developmental change, after the age of 11-12 individuals can choose to define success in two different ways, namely in a child-like fashion in which improvement and effort are critical, or a more adult way in which outperforming others’ is stressed. These different ways of perceiving success manifest themselves in an individual’s task or ego goal orientation. Ego oriented individuals perceive success in terms of winning and outperforming others and believe that if they outperform someone with minimum effort they have demonstrated an even higher level of ability. These individuals believe that success is determined by ability and that cheating and deception may be acceptable behaviors if they enable them to achieve their goal of winning.

In contrast, task oriented individuals perceive success in terms of getting better and trying hard. Research has demonstrated that task oriented individuals will remain motivated even in times of adversity, for example when they are losing, as they perceive success in terms of trying hard and attempting to improve. For example, the center forward who misses a few chances will continue to run into space in the attacking third of the field and accept the responsibility of taking shots at goal. Ego oriented individuals who are successful are likely to engage in the same positive behaviors. However, when ego oriented individuals begin to doubt their ability they are likely to begin to withdraw effort and


engage in negative behaviors to protect their perceived soccer ability. For example, you may find ego oriented forwards drifting further and further back after they have missed a few chances. They may explain this by stating that they want to “create from the back”, or begin to blame their teammates for their inability to get the ball to them in the attacking third of the field. Although this behavior may seem illogical to you, it makes perfect sense to the player as they are attempting to preserve their now fragile perception of ability. After a while it could be that these ego oriented individuals who doubt their perceived ability, much like my friend Mark, choose to drop-out of soccer all together as it no longer provides them the opportunity to feel successful as they do not achieve their goal of being the best compared to others!!

In an activity in which performance during childhood and early adolescence is so closely linked to physiological, motor skill, cognitive and other psycho-social developmental issues, it seems sensible to promote task orientation. By emphasizing outcome and winning (ego orientation), less mature children are likely to make inappropriate perceived ability assessments when the demonstration of high ability is restricted to those children who are currently the top performers. For example, small children who struggle to compete against their bigger, quicker peers may choose to drop-out of soccer prematurely because winning is the only way they feel successful. In addition, task orientation should be fostered with those children who are currently the top age group performers. Why is this important? As in other activities, children move from one soccer team to another, from one competitive level to another, and from one age group to another. When this occurs it is unlikely that the hierarchy of ability is continually based on the comparison of ability to others, an individual’s perception of high ability may weaken which may lead to maladaptive behaviors, including, potentially, withdrawal from the game. From a motivational perspective, therefore, it is important that we as parents and coaches attempt to promote task orientation in our young players. By providing ways of defining success other than winning, we can ensure that our players remain motivated throughout their soccer career. Research with elite level athletes has shown that these individual are high in both ego and task orientation. They feel successful when they win and outperform their competitors, but they also appreciate the fact that this may not always be possible. There may be occasions when they lose and/or perform badly and in these times of adversity it is important that they view success in terms other than outcome if they are to remain motivated.

The issue remains, however, as to how to enhance the motivation of our players by encouraging the development of task orientation. Research has shown that the parent and/or coach is critical in the active construction of a child’s perception of what is valued in the youth soccer context. Parents and coaches should critically evaluate what they do and how they do it in terms of task ego goals. For example, how do you define success for your players? Is it in terms of development and effort, or winning and losing? Do you design practice sessions that challenge your players which will lead to development, or do they repeat well learned skills that, although, increasing the probability of winning, may delay development? How do you evaluate performance? What behaviors do you consider desirable? Do you congratulate players when they win and outperform others or when they try hard and improve? How do you react when the team wins or loses?

Persuasive evidence exists to suggest that by making certain cues, rewards, and expectations salient a parent or coach can encourage a particular goal orientation and in so doing affect the way a child perceives the soccer experience. If we are to ensure that all youth soccer players are optimally motivated coaches should, therefore, work hard to establish an environment that promotes task goals: a developmentally appropriate environment in which children are evaluated on their skill development and effort and not their comparative performance and ability.

Darren C. Treasure, Ph.D. is an Assistant Professor of Sport and Exercise Psychology at Arizona State University. He is also an adjunct faculty member of the USSF National Coaching Staff.


Coaching Comments and Their Messages by Tom Turner, Director of Coaching, OYSAN

Much of what players hear from the sidelines reinforces the “fear-soccer” of the direct style and moves them farther away from the playing habits that will help them grow as intelligent soccer players. There are some simple and obvious reasons why our average player in OYSAN has never developed the competence to enjoy the game and play into adulthood. Evolving a culture will be a slow group effort, involving educated coaches and parents. What follows, is a sample of typical comments heard at soccer games, and the underlying messages that are being subtly relayed to the players about their significant adults’ respect for, and understanding of the game. Comments: Get it out of here! / Great kick! / Get rid of it! / Boot it long! / Don’t pass it backwards, you might lose it! / Don’t ever pass the ball across the field!

Message: Don’t take any chances in trying to keep possession. You are going to be under pressure, so get the ball as far downfield as early as possible so that the ball is away from our goal. Don’t take the time to look for a teammate and don’t worry where the ball ends up. Just make sure you don’t lose possession and risk conceding a goal. Style conflict: If we never ask young players to take risks and try to play constructive soccer at an age when results don’t matter, when will they ever develop the skills, insights and confidence to play in control, at speed, and under pressure? Comments: Don’t play with it! / Too many touches! / Don’t hold onto the ball! Message: You don’t have the skill to dribble the ball to create space or buy time for a pass, and we might lose a goal if you are dispossessed. Better to play safe and clear the ball forward out of our end. Style conflict: Dribbling is the most important skill a young player can learn because they will never have another chance to become a creative player. Comment: Never kick the ball like that! Always use the inside of your foot. Message: There is only one correct way to kick the ball and that is not the right way. I have all the answers and you must follow my direction because I am the coach and I am in charge. If you don’t do as I say, you will sit on the bench. Style conflict: Creative players solve problems in novel ways. They do the unexpected and use whatever insights they possess to arrive at solutions. A good pass, for example, is one that arrives at its target and can be used to the teams’ advantage, regardless of how it was delivered. When we tell players they “cannot” use technique in a unique way, we are chipping away at their ability to think for themselves and perpetuating a culture where players have limited skills and no creativity. Comment: Always play the way you’re facing. Message: I heard this maxim somewhere and I haven’t thought through what it means, but you were just caught in possession when trying to turn upfield and this seems like the time to make a coaching point. Style conflict: This is a coaching contradiction. Players are often asked to receive the ball with their back to goal and turn against pressure. The most difficult opponents are unpredictable in their ability to receive passes and attack space behind and beside defenders. It is a difficult, yet necessary skill for forwards and midfield players. If we always ask players to pass the way they are facing, we make play too predictable and devalue the skills and insight necessary to recognize the opportunity to turn a defender or receive the ball into an open space. The most


common reason why players lose possession is that they have no vision of the field behind them before trying to turn. Comment: Always look to pass the ball “Short-Short-Long.” Message: I saw a coach demonstrate this drill at a coaching clinic once, but I haven’t thought through what it actually means, other than you should play two short passes and then make a long p Style conflict: Another coaching contradiction usually featured in warm-up drills. In the real world of soccer, passes should be played short or long based on the position of defenders and teammates and the skill level of the player in possession. In the real world of soccer, players are never required to play the ball long after a number of short passes, or vice versa. A more reasonable coaching comment would be to play short passes until there is a tactical advantage in playing a longer pass to a teammate in space.

Comments: That’s a card, Ref! / Offside! / Hey Ref, call it both ways! / Unintentional Ref; that’s not a foul! / That’s a handball! / Didn’t you see that, Ref? / Ref, you suck! / What game are you watching, Ref? Message: “I know everything about the interpretation of the rules, and the referee, players and parents need to know it.” By attacking the credibility of the official, we send the message to the players and the parents that referee abuse is acceptable. When we serve as a negative example, or condone a vocal parent or player’s negative outbursts by not rebuking them, we are demonstrating disrespect for the game. We also send a strong message to the players that appealing decisions and questioning the authority of the official is an acceptable part of a soccer education. Style conflict: Refereeing is a matter of opinion and many new referees are just learning to understand the nuances of officiating what can be a very fluid game. There are good and bad referees, good and bad players, and good and bad coaches. Everyone makes mistakes and everyone should be allowed to learn their craft without undue abuse. Coaching players to react to any call by taking a quick restart or by organizing the defense is a much more proactive and productive approach to dealing with refereeing decisions. Without a playing background, a refereeing license, and years of experience in soccer, questioning calls is usually the last action an inexperienced coach should undertake. Coaches, who truly work from a developmental bias, view positive and negative refereeing decisions as an integral part of the game, and which present valuable learning opportunities for their players. Life is not always fair! In summary, the safety-first, fear-driven, direct, approach to youth soccer develops players who are uncomfortable and, probably, incapable of playing constructive soccer. Only through more focused, less pressured coaching, and more appropriate small-sided games, can we provide an environment where our young players have the opportunity to play soccer as adults in our national style.

U-6 / U-8 Youth Coaching Module

“Imagination is more important than knowledge!” Tom Turner, Director of Coaching, OYSAN

While Einstein definitely wasn’t talking about soccer when he uttered those words, he certainly could have been hinting at the value of a learning environment that emphasized creativity and problem solving over rote learning. At the last World Cup, USA-99, it was noteworthy that the most gifted and creative players were from countries with the least organized youth soccer environments: Ghana, Nigeria and Brazil. The fact that this trend is evident on the men’s side has always been taken for granted, but the continuation of the phenomenon into women’s soccer merits notice and further exploration. If the women from these countries can emulate their male counterparts by emerging from relative obscurity and arrive on the world’s soccer stage with subtle ball control and original ideas, what is it about their environment that we must attend to? It is perhaps significant that players from these countries almost always develop their craft in multiple-age group games over many years on sandlots and in alleyways, and generally without the “benefits” of structured coaching programs. Coaching players to be subtle and creative is perhaps the most compelling and complicated challenge facing the Western soccer world today and, as fewer and fewer creative players emerge from the natural and traditional route of unorganized play, the burden of “manufacturing” gifted and talented players has been assumed by national coaching organizations through the implementation of systematic training programs. Sadly, the majority of these programs, including our own in the United States, are based on the Anglo-German Technical Model and the return has been less than spectacular for the time, effort and resources committed over the past 30 years. To appreciate why gifted players are more likely to emerge from unstructured environments, it is important to look at the nature of learning and the nature of unstructured settings. This article explores the elements of learning as they relate to player development and the benefits of a less-organized coaching environment.

The Technical Model Thinking back to junior and senior high school physical education classes will provide a picture of the nature and failings of the Technical Model as it is still presented and practiced today. In those classes, the basic technical skills of the sport being taught were always presented at the beginning of each unit. This technical practice would always precede the games, which would take up the latter part of the unit once the skills had, theoretically, been taught and learned. Each year, the unit would begin with the same basic skills and, generally, the same kids who performed well or poorly the year before repeated their successes or failings. Students would stand in lines waiting their turn to practice the techniques and the teacher would offer feedback on how closely the demonstrated performance matched the textbook ideal. There were no opponents present during these exercises. Skill tests, if they were given, would establish criteria for grading, such as dribbling around a set of cones within a given number of seconds, or shooting a certain percentage of free throws. When the games began, the large number of students on each team made it difficult for the weaker-skilled players to participate with any success and the teacher spent the class time organizing the rotation of teams, keeping score, order and cheerleading. More damaging, once the drills had been practiced, information on how to actually play the games was rarely provided to the participants; those players who lacked the skills to succeed in the drill activities were now destined to fail in the game activities because they also lacked understanding.

So, why do years of free play experience at the younger ages seem to be more advantageous in cultivating competence and creativity? What follows are some observations about young players growing up in a street soccer environment.


Street soccer learning Youngsters understand very little about the real game. When they begin to play at five or six, they consciously struggle to control the ball in any coordinated way and, invariably, labor to understand even basic ideas about the tactical nature of the game. They might have difficulty stopping the ball with their feet, so they often use their hands. They can be seen stumbling in the wrong direction and they have no appreciation for the lines or the markings on the field. They have little or no use for teammates because they are very egocentric in their thinking. As these young players start to compete in games with their friends of various ages, they begin to assemble their knowledge slowly and in piecemeal fashion, with observation as their primary mode of learning. They learn how goals are scored and which surfaces of the foot can be used to dribble and kick the ball. They learn to tackle and recover the ball and they learn to find spaces to receive passes from teammates. They learn to move in relation to the ball and to combine with teammates in elementary ways. They learn about boundaries and fouls. Goals are often makeshift from clothing or bags or rocks, and games like “ten goals to half-time and twenty goals to win” often determine the time limit of the street game. Playing with the “star” of the elementary school, or with the big kids on the big field are milestones in a youngsters’ street career. Significantly, motivated young players as young as six or seven will take time to practice skills that they have observed in others. At first their bodies may not be coordinated enough to successfully use these new skills in games, but they are planting seeds for their own futures. When they are the older, dominant players, the younger players will be the ones falling for their fakes. As they gain experience, they may begin to appreciate that by using their eyes and shoulders and hips and legs they can unbalance or unnerve defenders and buy time to escape a challenge or eek out an opening. Younger and smaller players must learn to adjust to the aggressive play of older or bigger opponents who limit their time and space with the ball and, by the time a street soccer player has reached the age of twelve or thirteen, they will have firmly established both their comfort level with the ball and their basic understanding of the game. The motivation to play street soccer is found in scoring goals and being involved in the action and the images on television can be vivid and vital. Who would be Claudio today? Which team was USA? Who would be Mia or Michelle or Sissi? Heroes are worshipped by imitation. Emotionally the game is played to emulate and compete and score. There are no coaches or referees or timekeepers or parents. It is young boys and girls in their own world until the calls to return home to the dinner table or bed become too frequent and loud to ignore.

Learning theory In our adult world, survival is a matter of habits and routines. We create systems for much of what we do, including getting up, showering and leaving the house in the morning. We create systems for taking care of the lawn, for doing the laundry and for paying the monthly bills. By consciously or unconsciously organizing as much of our lives as possible, we can reduce our stress levels and meet most unexpected challenges. In doing so, we learn a little more about navigating life every day. And so it goes with sport. If a young player has the opportunity to learn the routines of tactical play through small-sided games, they build a repertoire of responses to game situations. As they gain experience, they develop the skill and understanding to play faster; success finds reward in growing confidence. When an unpredictable problem is confronted, the player must either find a solution or learn from the failure in the hope of a better outcome next time. When the numbers are small and the problems are highly repetitive, players can learn solutions in their own time and in their own way. When the numbers are too large, there is too much pressure to experience repetitive success, and frustration can lead to avoidance and eventual withdrawal from the sport.


The nature of experiential learning: assimilation and accommodation. The Swiss psychologist Jean Piaget (1896-1980) is considered the father of children’s cognitive-development theory and amongst his significant observations on how children learn are two critical ideas: the concepts of assimilation and accommodation. Assimilation suggests that we first try to place new experiences within our existing understanding of the world, while accommodation suggests that when a new experience cannot be explained by what we already know, we either ignore the experience, perhaps forever, or create new understanding. In these ways, assimilating new information allows us to deepen our existing understanding, while accommodating new information allows us to broaden our knowledge base. Learning over the course of a lifetime becomes a never-ending, spiraling process in which we continue to accumulate knowledge on a wide range of subjects, while adding layers to the information we already possess. We can only assimilate new information within knowledge that already exists, such as when a player who habitually curves the ball with the laces learns to drive the ball in a straight line. Conversely, introducing a crossing and heading practice to eight-year old players who are just beginning to feel comfortable with the ball will not result in learning because they have no prior need to cross and head (failure to assimilate) and they are not intellectually ready to attending to this aspect of the game (failure to accommodate). Because the information is beyond their capacity and motivation to learn, no new learning takes place.

The nature of experiential learning: contextual interference theory Shea & Morgan first published their research on the phenomenon of contextual interference in 1979. This theory suggests that leaning is more personal and permanent when it is untidy and unpredictable. Contrary to expectations, when we are faced with the performance of a repetitive learning activity, such as passing back and forth, our brain adapts to the mental effort required to succeed and then tunes out. It would appear that after a few repetitions the novelty wears off and the motivation to attend to detail is lost. While we do, initially, demonstrate improved technical proficiency in learning from repetition, the ability to reproduce the technique at a later time, particularly as skill (the application of technique) in novel situations is not retained. In contrast, when practice involves, for example, receiving balls arriving indiscriminately at different heights, speeds and spins, and particularly when there are a number of additional variables, such as opponents to factor into the technical and tactical solution, our brains are required to pay close attention in order to adjustment our responses. Because the responses are similar (receiving a ball), yet different (trajectory of the ball, surface required, position of attackers and defenders), the next action interferes with the encoding of the last action, forcing our brain to constantly create connections between each event. The weave of mental links between the range of possible technical responses and the associated tactical contexts make learning more permanent and the ability to successfully improvise made more likely. Contextual learning is not clean and predictable because there are many different ways in which knowledge is being constructed, and sensory information may find relevance to performance immediately, tomorrow, years later or never.

Creativity and youth There is a famous anecdote in education about the young child who is told to draw a tree. The child draws what looks like a trunk and adds branches and leaves and then colors the trunk purple and the canopy blue with yellow spots. It is a very bright tree. When the teacher sees the tree, she tells the child that it is not a very good tree because trees have dark trunks and green canopies, except in the fall when they may be red or orange. The child is upset that the teacher didn’t like her version of a tree and obligingly draws another tree in the way the teacher had suggested. The original drawing was crumpled up and thrown into the garbage can and the child never drew a brightly colored tree again. Youth is the time to play and experiment. Youth is the time to imagine and dream. Youth is the time to make mistakes. Youth is the time to succeed and be told everything is good. Youth is the time to lay the foundation. Youth is not the time to build the roof. Create an environment; talent will come.


ADDITIONAL RESOURCES “The second you stop getting better, is the second you stop being any good.”


Suggested Reading Materials Developing Decision Makers, by Lynn Kidman. Retail cost of book is NZ $27.50(US $14.00) + shipping and handling NZ (US $10). Book can be ordered by logging onto www.ipcltd.com. Focused for Soccer, by Bill Beswick. Call 1-800-747-4457 to order or log onto www.humankinetics.com. Success in Soccer Magazine. Call 1-888-828-4263 or log onto www.successinsoccer.com to subscribe. World Class Coaching Magazine. Call 1-913-402-0030 or log onto www.worldclasscoaching to subscribe. Helpful Websites www.concordsoccer.com www.socceronline.com www.soccercoaching.net www.eteams.com/soccer/ www.soccerperformance.org www.worldclasscoaching.com www.mnyouthsoccer.com/coaches/articles.cfm www.successinsoccer.com www.worldclasscoaching.com www.the-fa.org www.uefa.com www.soccerclinics.com www.socceracademy.com www.soccerclub.com www.decatursports.com www.bettersoccermorefun.com www.worldofsoccer.com www.facoachingcourses.org.uk/ www.nscaa.com www.ussoccer.com www.usysa.org Soccer Resources www.reedswain.com or 1-800-331-5191 for a free catalogue. www.soccerlearningsystems.com or 1-800-762-2376 for a free catalogue.

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