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Westlake Youth SoccerAssociation

U5&U6 Coaching Manual

By: Stephen FergusonWYSA Director of Coaching & Player Development


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Section I

Association Coaching Information

4. About this Manual Welcome to Coaching5. WYSA Philosophy6. Coaching Certification Program11. Develop your Coaching Philosophy12. Develop your Coaching Philosophy Questionnaire13. Building a Training Session15. Age Appropriate Coaching16. Coaching Without Playing Experience19. The Game within the Child20. Principles of Youth Coaching

21. Characteristics of U9 & U10 Soccer Players22. Truths about Children and Sports23. Players Rights24. Reasons for Participating in and Dropping out of Youth Sports26. Dos and Donts for Parents27. Guidelines to being a Soccer Mom/Dad28. Soccer Outside of Soccer29. Team Administration & Risk Management30. Soccer Injuries: Prevention & Care

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Section II

Technical Descriptions & Diagrams

35. U5 & U6 Training36. Season Structure & Checklist37. Training Plans38. Kicking the Ball39. Running with the Ball

Weekly Training Plans

40. Blank Coaching Outline41. Game One Candy Store Soccer

43. Game Two Body Brakes45. Game Three Cone-man47. Game Four Story Book Soccer49. Game Five British Bulldog51. Game Six Hospital Tag53. Game Seven Pinball Soccer55. Game Eight The Numbers Game57. Game Nine Stuck in the Mud59. Game Ten Star Wars61. Game Eleven Ghostbusters

63. Game Twelve Captain Planet65. Game Thirteen Sleeping Giant67. Game Fourteen Crocodile Alley69. Game Fifteen Marbles71. Additional Games

Tactical Aspects

74. Tactical Aspects for U5 & U675. Coaching in the Game

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Section I

Association Coaching Information

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About This Manual Welcome To Coaching

Everyone involved in the Westlake Youth Soccer Association is delighted withyour decision to become a coach this season. You are entering into a privileged

role as both coach and mentor to these young budding soccer players. Yourenthusiasm and character combined with this manual and the information andsupport from WYSA and their Director of Coaching and Player Development willprovide you with all the tools for a successful experience.

The intent of this manual is to provide the basic information required to coachyouth soccer in an easy to follow format. This manual represents the philosophyof WYSA and US Youth Soccer in its content and teachings. There is also asubstantial amount of information for your reading which will truly open youreyes to the way 5&6-year-olds think and act.

As a WYSA coach we expect you to stay within the parameters of this manualand follow its structure and teachings very closely. It has been written andcompiled by WYSAS Director of Coaching and Player Development StephenFerguson with additions from other top US Youth Soccer experts.

The manual also provides information on how to improve your soccer knowledgeand how to expose your players to higher levels of the game in your homes andright here in Austin.

If you have any questions whatsoever please contact me!

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***GOOD LUCK THIS SEASON AND ENJOY COACHING***


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Westlake Youth Soccer AssociationPhilosophy

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To nurture our youth in their development as athletes and children, within the

sphere of the world's most popular sport. To provide a supportive environmentthat teaches and improves the appropriate athletic skills, while enhancing self-esteem. To see our soccer players mature through age appropriate coaching intoteenagers ready to enjoy the social and economic lives in their community.Promote self-learning thorough our unique open-book approach to coaching andplayer development.


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Coaching Certification Program

As a volunteer WYSA coach or assistant coach you are required to obtain acoaching license within 12 months of joining the association. WYSA provides allthe relevant modules and licenses twice a year on our own fields. The modules

and licenses are also available through other local associations registered toSTYSA. The following is a brief breakdown of the licensing process and availablemodules/licenses;

U6&U8 ModuleU10 ModuleU12 ModuleUSSF State E License

The following further education modules are available on a limited basis through

STYSA and the National Coaching Schools;

USSF State D LicenseNational Youth LicenseUSSF National C LicenseUSSF National B LicenseUSSF National A License

PURPOSE AND OBJECTIVES

The purpose of this school is to educate youth coaches, stimulate their interest incoaching, and promote youth soccer. Clinics are intended to provide informationthat will improve general knowledge of the game as well as coaching andteaching methods that will contribute to the development of youth soccerplayers. STYSA offers several levels of training. The following clinics areadministered through the STYSA State Office.

COURSE DESCRIPTIONS

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As of September 1999, the "G" and "F" License courses were replaced with YouthModules. There are three modules being offered: Under-6 / Under-8, Under-10and Under-12. Each course is six (6) hours in length and is designed to be age-specific.


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Under-6 / Under-8 Module This course is designed specifically for theUnder-6 and Under-8 coach. During 6 hours of classroom and field instruction,coaches are taught the proper techniques for these age groups.

Topics:

Philosophy of coaching Under-6 and Under-8 players

Characteristics of Under-6 and Under-8 players

Team administration and risk management

Prevention and care of soccer injuries

Appropriate activities for Under-6 and Under-8 players

Organizing a youth training session

Laws of the Game: modified

Prerequisites:

AN OPEN MIND

Minimum age 14 years old

Course Length: 6 hours (3 hours classroom, 3 hours field)

Testing: None

Under-10 Module This course is designed specifically for the Under-10 coach.The 6-hour course of classroom and field instruction offers the proper coachingtechniques for Under-10 players.

Topics:

Philosophy of coaching Under-10 players

Characteristics of Under-10 players



Appropriate activities for Under-10 players


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Laws of the Game: modified


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Prerequisites:


Course Length: 6 hours (3 hours classroom, 3 hours field)

Testing: None

Under-12 Module This 9-hour course is designed specifically for the Under-12 coach. It includes field and classroom instruction on technical and tacticaltechniques for this age group.

Topics:

Philosophy of coaching Under-12 players

Characteristics of Under-12 players



Appropriate activities for Under-12 players


Laws of the Game

Prerequisites:


Course Length: 6 hours (3 hours classroom, 3 hours field))

Testing: None

"E" License Course This 18-hour course combines field and classroominstruction in intermediate coaching and teaching methodology.

Topics:

Methods of coaching


Prevention and care of injuries

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Coaching technique


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Coaching tactics

Laws of the Game

Principles of attack and defense

Small-sided games

Course Length: 18 hours of instruction (5 hours classroom, 13 hours field)

Prerequisites:

Completed one Youth Module (must hold for 6 months prior to taking "E"Course)


Testing: None

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National Coaching Schools

The U.S. Soccer National Coaching School Program provides:

1. Courses in which coaches can earn nationally certified credentials andtake advantage of the opportunities and recognition inherent in theattainment of various levels of coaching expertise.

2. A proven curriculum, which improves a coachs knowledge of the game.

3. Valuable information on current coaching trends and internationaldevelopments in the game.

Certification Process

Coaching certification begins at the state level with introductory courses, whichcover the elementary principles of coaching and prepare interested coaches forthe 36-hour D license course. All state licenses are non-expiring. Pleasecontact your state association for information on these courses.

National A, B and C courses consist of seven days of instruction and twodays of extensive oral, written, and practical examinations. The A License isvalid for a period of four (4) years. A Licensed coaches must participate inthe USSF Continuing Education Program (CEP) in order to keep their licensecurrent. The B and C Licenses are non-expiring licenses. Coaches withexpired A Licenses must re-take the A course and pass the examinations inorder to be awarded the A License.


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The National Youth License course consists of five days of classroom and fieldinstruction and one day of written and practical examinations. The instructionfor the course is age-specific. Each day of the course is devoted to thephysical, psychological and social characteristics displayed by children ofspecific age, i.e. Under-6, Under-8, and Under-10.

Course Eligibility

YOUTH LICENSEApplicants must be at least 18 years of age, and have earned a National DLicense or have permission from their State Director of Coaching.

C LICENSEApplicants must be at least 18 years of age, and have earned a National DLicense certification held for a minimum of 12 months (attach a copy toapplication). D License certification may be waived under one of the followingconditions:

1. Applicant received the NSCAA National Diploma and has held it for aminimum of 12 months.

2. Applicant has three (3) years coaching experienceAND three yearsplaying experience with U.S. National Teams or three (3) yearsprofessional playing experience.

B LICENSE19 years of age and C License held for a minimum of 12 months, and meets

3.2 rule requirement. C License requirement may be waived under one of thefollowing conditions:

1. Applicant received the NSCAA Advanced National Diploma and has heldit for a minimum of 12 months.

2. Applicant has five (5) years coaching experienceAND five years playingexperience with U.S. National Teams or five (5) years professionalplaying experience.

A LICENSE21 years of age and B License held for a minimum of 12 months, and meets3.2-rule requirement.Absolutely no waivers will be considered forentrance into the A License course.

WAITING PERIOD: There is a mandatory waiting period of one (1) yearbetween each level of license (D through A).


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Developing Your Coaching Philosophy

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Philoso h

Decision

Action

Belief Motivation Experiences Methods

Any coaching action you take is preceded by a certain decision. Any decision youmake is based on your philosophy. A persons philosophy encompasses yourpersonal beliefs, motivation, experiences, and methods

To develop your own personal coaching philosophy, complete the questions withinthis framework. It will provide you a philosophical function as well as act as asounding board before, during, and after the season.

Coaching is a profession and an ongoing process. This is the beginning of thatexciting process.


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Developing Your Coaching Philosophy

Questionnaire

Beliefs:

A. Why do you want to be a youth coach?

B. Why do we have youth soccer?

C. What are your responsibilities? To each player, to the team, to yourself,And to the Community

D. Define a successful season?

Motivations:A. I am interested in coaching because

B. What do you least like about coaching?

Experiences:A. Past What are you own childhood experiences in sport? Was it enriching

or inhibiting?

B. Present self-evaluation. What are you doing now?

C. Future What experiences will I seek to improve in my coaching?

Methods:

A. What is my coaching style?

B. At what point will I involve the players in the decision making process?Pre-During-Post Practice?

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Building a Training Session

DETERMINE YOUR TOPIC: Observe the previous game and decide whatareas need the most improvement.

PREPARE FOR TRAINING: Teach your players to set up a soccer game beforetraining starts. Often it will be prior to your arrival. This is their game - nocoaching from you let them play. Instruct them to set up goals to attack anddefend and make two teams. The first two players to arrive at the field play 1v1.They add players to both teams as more players arrive. Let them decide howlong the field is and do not worry about the width. Also, let them decide how youscore (by hitting the goal, the ball must pass between two objects, etc.). Finally,as more players arrive, leave it to them to decide whether to lengthen the field,widen the goals, and so on.

BEGIN TRAINING: This is a very brief introduction and demonstration of whatwe are going to do today. If the players are inactive for more than one minute inthis portion, it is too long!!

WARM-UP ACTIVITY: This should be a fun activity or game that relates to thetopic of the training session. The purpose of the warm-up is to prepare the bodyand the mind for what is coming next. The warm-up also sets the tone for theensuing session. Would you be all fired up for training knowing that you get torun five laps around the field first thing? Lets say that your topic is dribbling.Play a game that requires lots of dribbling! Hey, what a concept! Coaching is notnecessary in the warm-up. Lets say that kicking on goal is your topic. Does

standing in a circle doing calisthenics get those players enthused about playingsoccer? Does it prepare them (physically or mentally) to control a soccer ball?How often do you stand still in a soccer game?

Stretching can be incorporated into your fun warm-up activity simply by stoppingthe game every couple of minutes and doing your stretches. Frankly, for theyoungest players, stretching is not required. If you desire to install this habit atan early age, make certain that it does not dominate the warm-up. A five-minutewarm-up is plenty.

FUNDAMENTAL ACTIVITY: This stage requires specific demonstration of thetechnique that pertains to the topic. Keep it slow and break it down into smallparts (the players can speed it up). The fundamental activity follows yourexplanation and demonstration. It allows each player to perform the techniquewith NO pressure from an active opponent. In other words, no one is trying tosteal the ball, allowing the individual to execute.

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At this stage, each player that has a ball can learn the technique at his or herown pace. Distances between partners can be adjusted to promote success. Thespeed, in which a player executes a movement, can be determined by thatplayer. It also allows for experimentation. Once you see a lot of success.

GAME-RELATED ACTIVITY: This activity challenges the players to perform thetechnique with limited pressure, under slightly more game-like conditions. Forexample, players may be grouped into pairs, threes, or fours; opponents arelimited to jogging; players attack one or several small goals. The fundamentalactivity did not really look like a soccer game. The game-related activity may looklike several small-sided soccer games going on at the same time. Again, manysoccer balls will be in use, though perhaps not one for each player. With success,then go to:

GAME-CONDITION ACTIVITY: The players are challenged fully now, withopponents at full speed and the activity looks even more like a soccer game.Special conditions, imposed by you, are typically still used to emphasize the topof the session. Also, the activity is still typically small-sided. However, it will beplayed between two or more goals with larger groups. Most likely, success at thisstage will be limited.

CONTROLLED SCRIMMAGE: It is imperative that the players play the gamethey will play on Saturday (Under 5/6 3 a side and Under 7/8 4 a side) eachtraining session. Specific conditions may be imposed (i.e., score with your leftfoot only) which relate to your topic!! This is also a great time to teach thelaws (or rules) of soccer. Stop the game to deliver coaching points and

information about the laws as you see fit. After a few minutes, then go to:

FREEGAME: You have coached this entire session now it is time for theplayers to play on their own, with only encouragement coming from you. You areobserving the players to see if anything that you have worked on the past forty-five minute has sunk in! Can the players kick with their instep without youprodding them? Will the players try the dribbling move you worked on the entiresession in the real game? More often than not, it is well, we have got morework to do. Hey, that is why they are paying you the big bucks, right? But,every so often, Suzy will use that left foot and score a great goal. That is whyyou are out there each practice!

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COOL-DOWN: This should relieve physical and emotional tension. Playersshould not go and sit down in a hot car immediately following an hour oftraining. Light jogging and stretching are very appropriate here. Anyannouncements you need to make regarding the next training session or gamecan be done at this time. Encouraging statements should also be made to theteam.


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Age Appropriate Coaching

This manual provides you with all the information that is required for yourcoming seasons as a soccer coach. However, you will be providing theenthusiasm and guidance required to make this soccer experience work to its

fullest potential. You are the special person entrusted with the challenge ofbringing the game out of the child.

The construction of this manual and its content, expectations, and literature hasbeen devised very specifically for U5 & U6 soccer players. It is what we call ageappropriateness and is the foundation of our club philosophies and those ofyouth soccer in the US and the world over.

Youth coaches on a whole have a tendency to provide players with informationand possess expectations that surpass the realistic capabilities of young children.

To use an analogy in learning to read: If a five year old was given the FinancialTimes to read, can they read it? No, because they simply have not mastered orunderstand the phonetics, sentence structure, or language rules. Similarly, whenyoung soccer players are presented with the real soccer game (11v11), theycannot play it. They have not yet mastered the fundamental techniques, grouptactics, or the rules of the game.

We hope that you now have clearer understanding of how children learn to playsoccer, it is similar to the way they learn to read one word at a time. It is a verylengthy process with infinite answers and decisions, and it must be taught onestep at a time and in an environment that is fun and enjoyable and in an order

that will promote growth.

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The good news for you coaches is that everything you will need whilst coachingU5&U6 players is in this manual. The test for you is how do I transfer this to theplayers in the most appropriate way. I will show you on the field and in theclassroom how to do this, but in the end when you are on the field with theplayers its down to you. My advice as always is to follow the Coaching Principlesoutlined in this manual. Keep it simple and let your personality shine. If the kidslove you then they will love the game too.


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Coaching Without Playing Experience

One major problem that typically faces the volunteer Coach of today is the lackof an extensive playing background. Most individuals who are beginner Coaches,feel that the absence of playing experience is a severe handicap when coaching

a team. They often feel inadequate to handle the job at hand. The lack ofplaying experience is a liability when related to the coaching of highlycompetitive, mature players. In relation to young players (U10, U8, & U6),however, a playing background is not a necessity. The philosophy of this manualcalls for patient, interested, fun-loving people who have time to spend assistingthe overall development of youngsters.

A key to being a successful (and I dont mean winning) youth soccer Coach, is todraw upon your experience. If you grew up playing sports of any kind, youpossess some knowledge of good and bad coaching techniques.

DONT:

Become frustrated, Yell and intimidate,

Be afraid to adjust your training activities if the children are notenjoying them.

DO:

Keep players active with a ball, Very the activities based on attention span, Enjoy yourself, Spread positive reinforcement to all players, not just the stars.

Use the general education you received from school and life to help develop yourplayers minds, bodies, values, etc. Do not place yourself above your players oryou will never be approached for assistance. Be organized, but be aware of theproblem related to over-organization, (i.e. boredom).

Follow general human nature concepts related to dealing with the attitudes and

habits of your players. We must understand that every child has needs, whichbecome apparent over a period of time during practice. The needs range fromattention to the development of self-confidence. They include love, discipline, thedesire to improve, friendship, etc. Try to determine each childs need, and thenattempt to fill at least part of it. Your discipline problems will be greatly reducedas these needs are taken care of.

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The area of childrearing sheds a lot of light on proper youth coaching. Many ofthe general techniques used in guiding children into adulthood can be usedsuccessfully. Use what worked for you in this area and lose what did not work.

To get the most out of your soccer experience, utilize all of your assets. The

characteristics that make you a success in relationships in business or withpeople are all useful.

If you are going to put some time into the development of young soccer players,you are also going to have to put some time into developing yourself. You willhave to gain insight into teaching methods, dealing with children, coachingdevelopments, etc. The following are some suggestions:

Attend Coaching Clinics: Learn from Coaches who you know how to teach,take part in the coaching courses that your State Association offers, or attendcoaching clinics that occur in your area. There is no better learning experiencethan this. You learn to develop skills, improve fitness, organize, and handleplayers, and how to teach tactical aspects to various age groups.

Read Soccer Books: The more opinions and methods you come across, thebetter off you will be.

Watch Higher Levels of Play: Go see the best college games in your area,view U-19 and High School soccer, and take your players to see a professionalteam. The better the picture you provide to your players, the better they will beable to learn what you teach.

Ask and Take Advice of Experienced Coaches: Realize that we do not teach19 year olds the same as a 16-year-old, but there are similar principles that canbe applied.

We have talked about some of the areas where you need to improve as a Coach.Now, lets talk about some of the methods that will help improve your playersover the years. It is very easy to let time go by and not accomplish ourmaximum in most areas of life. Related to player development, here are somesuggestions to insure that your players are always moving forward.

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Set goals for your players. All of us tend to stagnate unless we pursue both shortand long term goals. Assist your players in setting soccer development goals.This idea will help them become better soccer players as well as moreresponsible people. Young players should be given specific attainable goals (e.g.Billy, I would like to see you win the ball five times today; Susan, I would like tosee you get three shots on goal today). As the initiator of these goals, you mustknow when they have been achieved and when to go on to other goals. Keep


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track of the goals you have established in written form, and update themregularly. The gals you set for players should fall somewhere in the rangebetween attainable and challenging. Be careful to match the difficulty of the goalto the ability of the individual. Also, be sure to give important feedback to smalland large achievers alike.

A second area of concern is the giving of praise. Too much can be as harmful asnothing. At times, we tend to overdo the building up of superior players and givenothing to the less developed ones. Players who constantly hear, good shot,great move, etc. may lose the motivation to continue the hard training on theirown. If they receive too much reinforcement, they might not have the need toreach their full potential. Ration praise. It can help, but it can also hurt.

Finally, and this may be the most important concept to grasp as a novice Coach,improve at what we practice. This is not a profound statement, but it is fact.Therefore, lets all accept that the game itself is the best teacher of all and whenwe rehearse the game in a fun filled environment, we will improve. If you haveany doubts about being an effective Coach, you must realize that if you put aball between a dozen youngsters and let them play, you will in fact developmany players. Consider the children that grow up in countries without a Coachuntil the age of twelve. Typically, they play in-groups of four, six, or ten, inbackyards, on beaches, and any place near their home. They make their ownrules and play until they fall over. This is where the love of the game begins. Asthey approach maturity, they have all of the tools necessary to go on to higherlevels of play. In the back streets, these young players do not learn aboutpositions, restarts, and systems, they learn about dribbling, shooting, passing,

and Fun! Give these children the game, and you will be a fine Coach.

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The Game Within The Child

Player Development Model

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PLAYER

Attributes &Qualities

COACH

Attributes &Qualities

ORGANIZATION

Culture &Context

GAME

CHILD

LEARNING PLAYING

The United States Soccer Federation National Youth License MissionIt is the mission of the National Youth License to provide the most current and

advanced information on the growth and development of the youth soccer player. Theyouth soccer player is defined as any child playing soccer from pre-school throughadolescence. It takes the approach that THE GAME WITHIN EACH CHILD is at thecenter of all beliefs, decisions, and actions taken by the child, coach, and organization.It is the ultimate goal of youth soccer development within the United States to unlockthe game within each child to reach full soccer potential


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Principles of Youth Coaching

1. Developmentally Appropriate Activities

2. Clear, Concise, and Correct Information

Brevity Clarity Relevance

3. Training sessions should build from Simple to Complex

4. Safe and Appropriate Training Area

5. Decision making by Players

6. Implications for the Game

Coaching Activity Checklist

1. Are the activities fun? Yes/No

2. Are the activities organized? Yes/No

3. Are the players involved in the activities? Yes/No

4. Is creativity and decision making being used? Yes/No

5. Are the spaces used appropriate? Yes/No

6. Is the coachs feedback appropriate? Yes/No

7. Are their implications for the game? Yes/No

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Characteristics of U5 & U6 Soccer Player

Psychomotor Development

1. Movement education approach.2. Body segments grow at different rates3. Differences between boys and girls are minimal4. Weight range for boys and girls is approximately 30-50 pounds5. Height range for boys is approximately 35-45, girls approximately 37-456. Progress in motor development starts with the head and moves downward to

the feet and from the center of the body outward7. Easy fatigue, rapid recovery, heart rate around 90bpm for boys and girls8. Emphasis of fundamental movement skills

A. Loco motor walking, running, leaping, hoppingB. Non-loco motor bending, stretching, twisting, pulling, pushingC. Basic manipulative throwing, catching, striking

9. Increased use of all body parts10. Need to explore qualities of rolling and bouncing ball

Cognitive Development

1. Preoperational stage of cognitive development (Piaget)2. Play consists of a high degree of imagination and pretend activities3. Beginning to use symbols to represent objects in environment4. Tend to only one problem at a time in problem solving situations

5. Process small bits of information at a time, long sequential instructions arenot processed6. Simple rules7. Immature understanding of time and space relations8. Very ego centered

Psychosocial Development

1. Development of self-concept, body awareness, self-image throughMovement

2. Egocentric, see world only from their perspective, demonstrated throughParallel Play

3. Need generous praise, play without pressure4. Influential person in their life is most likely mother or significant parent

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5. May verbalize team, but does not understand group or collective play


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Truths about Children and Sports

This study underlines a number of truths about children and sports that have

been identified in other research

1. Fun is pivotal; if its not fun, young people wont play sports

2. Skill development is a crucial aspect of fun; it is more important than winningeven among the best athletes

3. The most rewarding challenges of sport are those that lead towards self-knowledge

4. Intrinsic rewards (self-knowledge that grow out of self-competition) are moreImportant in creating life time athletes than are extrinsic rewards (victory or

Attention from others)

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WE MUST ELIMINATE GAMES OF ELIMINATION AT THE YOUTH LEVEL


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Players Rights

1. The right to decide when to participate in soccer.

2. The right to play in every game. At younger ages, every child should havean opportunity to play at least 50% of each game. No child should everhave to stand and watch at practice.

3. The right to participate at a level that corresponds to each childs maturityand ability.

4. The right to be taught the fundamentals of soccer.

5. The right to participate in a safe and healthy environment.

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6. The right to play as a child and enjoy participation in sport.


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Reasons for Participating In and Dropping out ofAmerican Youth Soccer

By

Vern Seefeldt, Martha Ewing, Steve Walk, Tim Hylka and Charles Trevor

Ten most frequently listed reason for participating in Soccer, for boysand girls

BOYS GIRLS1. To have fun 1. To stay in shape

2. For the excitement of competition 2. To have fun

3. To improve my skills 3. For the excitement of competition

4. To get exercise 4. To get exercise

5. For the challenges of competition 5. To do something Im good at

6. To stay in shape 6. To go to a higher level of competition

7. To do something Im good at 7. To play as part of a team

8. To play as part of team 8.To improve my skills

9. To win 9. For the team spirit

10. To learn new skills 10. To meet new friends

Ten most frequently listed reasons for dropping out of soccer

BOYS GIRLS1. I was no longer interested 1. I was no longer interested

2. It was no longer fun 2. It was no longer fun

3. I was tired of playing and practicing 3. I wanted to do other non-school

Activities

4. It conflicted with other sports 4. It conflicted with other sports5. Practices and games were boring 5. I was tired of playing and practicing

6. My coach was a poor teacher 6. It required too much time

7. I wanted to do other non-sport 7.Practices and games were boring

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Activities


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8. Coach only played his/her favorites 8. My coach was a poor teacher

9. I did not like the coach 9. There was too much pressure

10. Too much emphasis was placed on 10. I never felt like I belonged with the

Winning Team

Ten most requested changes that would induce them to play socceragain

BOYS GIRLS1. Practices were more fun 1. Practices were more fun

2. Coaches understood players better 2. Fewer conflicts with social life

3. I could play more 3. Fewer conflicts with studies

4. Coach understood the sport better 4. Coaches understood players better

5. The coach was a better teacher 5. I could play more

6. Games and practices were scheduled 6. The coach were a better teacher

Differently

7. Coach didnt yell as much 7. The coach understood the sport

Better

8. There was less emphasis on winning 8. Games and practices were scheduled

Differently

9. The players were matched closer to 9. The sport did not take so much time

My ability

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10. The sport didnt take so much time 10. There was less emphasis on winning


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Dos and Donts For Parents

1. Stay in spectator area during games

2. Do Not advise coach on how to coach

3. Do Not coach your child or other players from the sidelines during games orpractice

4. Do Not make derogatory remarks to officials, coaches, players, or opposition

5. Cheers for both teams

6. Provide positive feedback to the players at all times

7. Control your emotions

8. Thank coaches, officials and volunteers who conduct events

Are you asking the right questions?

When your child returns home from a soccer game what is the first question youask them about the game?

If you have ever asked, what was the score today Johnny? Or, Did you winJohnny? Then you are asking the WRONG questions.

The first question when a child tells you they have been playing soccer shouldalways be.

Did you have FUN today?

Followed by

What did you do?

What did you learn?

Can you show me?

Can you tell me about it?

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Guidelines to Being A Soccer Mon/Dad

1. In competition, someone always has to lose. If you win do it gracefully, notboastfully. If you lose do not allow yourselves or your children to becomenegative.

2. Too much competition and too many expectations at an early age will slowyour childs progression down.

3. Make fun and development of technique your first priority and keep it simple.

4. Be available to help your teams coach in any way, they will need yoursupport. Make yourself available as a volunteer whenever possible.

5. Disagreements with coaches and officials do NOT belong on the soccer field.

Questions, input, feedback, and opinions can all be voiced through theassociations representatives or the Director of Coaching. Never in front of theplayers!

6. Remember why you are here!

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Soccer Outside of Soccer

In the United States of America we differ from many countries throughout theworld. When it comes to soccer our biggest difference is that we just dont havea soccer culture or tradition in society. Our young players do not grow up with

soccer around them 24/7. For the most part our children grow up with Baseball,Basketball, Football and Hockey dominating TV airtime, newspapers, schoolprograms and many other entertainment mediums. In the rest of the world youwill do well to find a country that does not have soccer as their leading sport andform of sporting entertainment. Therefore what can we do to expose our youngbudding soccer players to more soccer!

Firstly, I would like to see encouragement from the coaches and parents toincrease voluntary soccer exercises, form pick-up games to playing with a friendin the yard to juggling the ball or kicking it against a wall on your own. They

must want to do this however and any organized or structured time is not whatwe are looking for. I want the players to pick up a soccer ball out of their back,walk into the garden and start playing with it however they choose.

Secondly, as coaches and parents we can help provide exposure to higher levelsof soccer in your own home and city. In Austin the number one TV station forsoccer is Fox Sports World This station is loaded with soccer from all over theworld 8-12 hours a day! The Spanish channels are also an excellent source forsoccer, you dont even need to understand what the commentators are saying toknow what is happening, and thats the beauty of soccer. On top of all thatsoccer you guys will be watching on the TV, get in the car and drive to the local

fields any Saturday or Sunday and watch the older select players. Clubs likeAustin United, Capitals, Thunder, T&C Warriors, and CC United all have highquality Division One programs. During January through March wrap up warm andsupport your local High School Team, they play almost every Tuesday and Fridaynight. Finally get on the Internet and look for the University of Texas WomensSoccer Schedule. Take the whole team to Mike Myers Stadium and watch one ofthe best Womens teams in the country. Its even free for teams to go therealmost every week!!!

28

You will be amazed at what is right here on your doorstep, get out there and

start to form a soccer culture for your players and families.


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Team Administration and Risk Management

Developing A Philosophy

1. Player Development2. Fun and Purpose

Pre-Season Parent Coach Meeting

1. Discuss coaching philosophy2. Discuss team goals3. Discuss what is expected of parents; i.e., transportation, communication,

general program support, good sportsmanship4. Ask for information; i.e., medical history, parent skills inventory

5. Consider Coach player meetings on both an individual and group basis asappropriate

Equipment Needs

1. For Players ball, shin guards, proper shoes, clothing appropriate for trainingand conditions, water bottles, sun-screen, and care for equipment

2. For Coach/Team cones, bibs or vests, extra balls, air pump, nets, portablegoals, first aid kit, ice, water, adequate playing surface

Risk management and Coaching

Acceptance of a coaching position = Acceptance of an obligation of duty to theplayerConcept of In Loco Prentiss when the players are minor

1. Responsibilities owed to the players include:A. To provide proper instructions for the activityB. To provide proper equipment for the activityC. To make reasonable selection of playerD. To provide proper supervision of practice and games

E. To take proper precautions for practice and games

2. Element of Negligence:A. A duty existsB. A breach of duty occurredC. The breach of duty is the proximate or legal cause of the injury

29

D. There was actual damage (defined differently in different states)


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Soccer Injuries: Prevention and Care

Prevention

The first line of defense in athletic injuries is to prevent them. This is

accomplished by having a well-planned program, competition among equalability and sized groups, proper warm-up and adherence to the laws of thegame. Other factors that can lead to the prevention of injuries include:

Proper use of equipment (shin-guards, no jewelry, uniformsdesigned for climate).

Continuous upkeep of the playing surface and facilities. Proper fitting shoes, proper type of shoes for surface. Ample water supply and plenty of water breaks to rest players. Avoid training during periods of extreme heat and other adverse

weather conditions. Full rehabilitation of original injury prior to returning to play. Professional pre-screening by a local doctor before season begins.

It is suggested that the coach or someone from the team be responsible for

assisting with injuries, especially if you have any Red Cross certified adults.

It is recommended that the coach should follow up with a phone call immediatelyafter the practice or game to the players parents, should they not have beenpresent.

Each team should have and know how to use a first aid kit.

Care

The care of the injured athlete will begin the moment that the injury occurs.Immediate care will reduce the severity of the injury and the 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 and breathing Ask how the injury occurred: Where did you get hit, did you twist, did

you leg give out? Ask the player where it hurts If the player is unable to continue, he should be checked to determine

the extent of the injury

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After determining that the injury IS NOT life threatening, the nature of the injurycan be further determined:

Note the position of the injured part

Look for swelling and deformity

Compare with the opposite side if applicable Ask the player and/or teammates what happened if you did not see. Treatment should be as follows remembering R.I.C.E.

Rest remove the athlete from the contestIce apply ice to the injured partCompression apply compression bandageElevation elevate the injured body part

The R.I.C.E. treatment is the only first aid treatment that is safe treatment for asports injury without professional advice. The R.I.C.E. treatment helps in threedifferent ways:

Applying ice chills the injured area causing the blood vessels to contract, closingcirculation to the injured area.

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

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

R.I.C.E. treatments can do no harm to any type of injury. Almost anything else,including heat applications, can cause harm in some instances.

After evaluation of the injured athlete, follow-up should be considered if:

Gross swelling or deformity is present. The player is unable to bear weight on the injured part.

Severe pain or discomfort is present.

Some familiar terms that you should know in dealing with athletic injuries:

SPRAIN: Ligaments are bands of tissue that attach bone to bone andstabilize joints. A sprain is an injury to one or more ligaments. Use R.I.C.E.principle.

31

STRAIN: A tearing injury to a muscle or a tendon (tendons attach musclesto bone, except Achilles tendon). Athlete may experience a hearing of the


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muscle tearing, muscle fatigue and spasm before occurrences, severeweakness or loss of function of muscle, sharp pain upon occurrence,spasmodic contraction (flexion of body part), extreme tenderness to touchand/or indentation of the body part.

CONTUSION: A crushing injury to a muscle or tendon caused by an outsideforce, which causes hemorrhaging to surrounding tissue. Immediate careR.I.C.E.

ABRASION: A loss of surface area of the skin caused by sliding on syntheticsurface or bare grass field. CARE FOR AN ABRASION: The area should becleaned with an antiseptic to prevent infection. An antibiotic ointment shouldbe applied to keep the wound moist and to destroy bacteria present.

BLISTER: The collection of fluid under the skin usually caused by friction(improperly fitting shoes). CARE FOR A BLISTER: If the blister is open, itshould be cleaned as an abrasion. If the blister is closed with the fluid underthe surface, a qualified person should only drain it.

HEAT EXHAUSTION: Surface temperature approximately normal, skin paleand clammy, profuse perspiration, tired and weak, headache perhapscramps, nausea, dizziness, possible vomiting, and possible fainting (theplayer will probably regain consciousness as the head is lowered).IMMEDIATE CARE: Move to cool area, air-conditioning best, have player liedown with feet elevated, remove restrictive apparel as appropriate, cool withwet 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 tophysician for further diagnosis, treatment and return to activity.

HEAT STROKE: Body temperature is high, skin is hot, red and dry, sweatingmechanism is blocked, pulse is rapid, 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 thebody temperature too rapidly it can cause internal bleeding.

CRAMPS: An involuntary contraction of a muscle group that is repetitiveand rapid in nature. CARE: Hydrate with water and stretching.

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CONCUSSION: Head injuries most injuries to the head are the result ofdirect or indirect blows causing dizziness, dull to severe headache, ringing inthe ears, loss of consciousness, failure to relate to events before receivingthe blow, disorientation, neurological signs (eyes dilation of pupils orirregularity of pupils, blurred vision, poor light accommodation by pupils,involuntary movement of the eyeballs) convulsions, coma, vomiting and


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possible loss of muscle control. IMMEDIATE CARE: Seek immediate medicalattention.

Rules of thumb when handling an injured player:

Avoid Panic. Check for breathing, bleeding, consciousness, deformity, discoloration and

shock. Dependent upon nature of injury, avoid moving the patient. Inspire confidence and reassure patient. Use common sense. Seek professional help. Check to see how the injury occurred (history of).

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 havewritten permission from the doctor to return to activity.

RESUMPTION OF ACTIVITY FOLLOWING AN INJURY: The athlete shouldnot be able to return to play in practice or game conditions until the followingcriteria have been met:

The player should be able to run straight without pain, run and turn in afigure eight without a sign of a limp.

He should be able to support weight with the injured part. If the injury isan ankle or knee, he should be able to do a toe raise on the injured sidewithout being supported.

The player should have practiced with the team prior to enteringcompetition.

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

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Section II



34

Tactical Aspects


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U5 & U6 Training

Your primary objective as a recreational youth soccer coach is to provide playerswith the proper environment and training that will help them to becometechnically proficient by the time they reach the age of 12. At the U5 & U6 level

this objective can be achieved by several means.

1. Teaching the correct techniques utilizing a fun game environment.2. Provide situations that promote self-learning and build players self-esteem.3. Continued education on you part, and self-assessment throughout the

season.4. Follow the Principles of Youth Coaching and the Coaching Activity Checklist

Principles of Youth Coaching

1. Developmentally Appropriate Activities

2. Clear, Concise, and Correct InformationBrevity Clarity Relevance

3. Training sessions should build from Simple to Complex

4. Safe and Appropriate Training Area

5. Decision making by Players

6. Implications for the Game

Coaching Activity Checklist

1. Are the activities fun? Yes/No

2. Are the activities organized? Yes/No

3. Are the players involved in the activities? Yes/No

4. Is creativity and decision making being used? Yes/No

5. Are the spaces used appropriate? Yes/No

6. Is the coachs feedback appropriate? Yes/No

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7. Are their implications for the game? Yes/No


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Season Structure and Checklist

In accordance with the WYSA Player Development Philosophy and US YouthSoccer our approach to coaching and the season structure will be as follows.

For players in the U5 & U6 age brackets we will teach 2 techniques:

1. Kicking2. Dribbling

For players in the U5 & U6 age bracket we will teach 2 tactical aspects:

1. Which goal to attack2. Which goal to defend

Firstly this manual will provide you with a detailed yet simple technicalbreakdown of Kicking and Dribbling, with clear illustrations and instructions onhow to teach them.

Secondly it will provide 15 fun games, including some progressions that will allowfor maximum kicking and Dribbling from all players.

Finally it will provide you with a blank session outline and guidance on how tobuild and conduct a training session from scratch.

36

DID YOU KNOW WE RETAIN

10% of what we read20% of what we hear30% of what we see50% of what we see and hear70% of what we discuss80% of what we personally experience95% of what we teach someone


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Training Plans

Section I


1. Kicking with the Instep/Inside of the Foot2. Running with the Soccer Ball (Dribbling)

Section II


1. Candy Store Soccer2. Body Brakes

3. Cone-man4. Story Book Soccer5. British Bulldog6. Hospital Tag7. Pinball Soccer8. The Numbers Game9. Stuck in the Mud10. Star Wars11. Ghostbusters12. Captain Planet13. Sleeping Giant

14. Crocodile Alley15. Marbles16. Additional Games

Section III

Tactical Awareness

1. Tactical Aspects for U5 & U6

37

2. Coaching in the Game


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Kicking with the Instep/Inside of the Foot

The push-pass is the most reliable technique for passing the ball on the groundover short distances with accuracy.

The Kicking Foot:

1. Toes turned outward and tightened.2. Ankle locked.3. Sole of foot parallel to ground.4. Strike through the middle of the ball with the arch of the foot. (1a, 1c)

The Non-Kicking Foot:

1. To the side and slightly behind the ball, far enough away to allow a free-swinging movement of the kicking leg. (1b)

2. Toes are pointed in the direction of the kick.3. Ankle is slightly bent.

Position Of The Head:

1. The eyes should be looking down at the ball and the head steady.

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The Push Pass:

1a. The part of the foot used tomake contact with the ball.

1b. Placement of the non-kicking foot. Note also, headdown.

1c. Kicking foot strikes throughmiddle of ball.


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Running with the Soccer Ball (Dribbling)

Technique:

One of the most spectacular skills in soccer is the art of Dribbling. The areaaround the player with the ball is often filled with opponents and teammates,and sometimes the only way to get out is to maneuver the ball with both feetquickly to create room to pass, shoot or continue to dribble.

In order to keep possession the player must be able to protect the ball with theirbody and evade opponents with quick moves and trickery.

Knees: Bent, Low center of gravity Arms: Use for balance

Head: Up looking around you, dont watch the ball Ball: Close to body

Body: Between Ball and Opponent

39


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Name: _________________________ Topic: ______________________________Area: _________________________ Practice Objectives: ___________________

Equipment:

Players [ ] Balls [ ] Cones [ ] Pinnies [ ]

40

Coaching Outline

Phase: Activity Coaching Points Organization/Diagram

Warm Up:

Main Theme:

Game:


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Name: Candy Store Soccer Topic: DribblingArea: 20x30 Steps Practice Objectives: Have Fun

Equipment:


41

Coaching Outline


Warm Up: Boomerang Soccer

Coach has player hand ball to them. Instruct players to bring ball back to you after you

throw it away. When player returns ball is thrown again. Each time asking the player to

bring it back in a different way from the last time. Encourage the players to think of newand creative ways to bring the ball back.

Main Theme: Game One Candy Store Soccer

The children play in a square approximately 20x30 steps. The coach names each of the

four sides after a piece of candy. Each child has a soccer ball. When the coach shouts out

the name of the candy bar the children dribble their soccer ball to the appropriate side.

Coaching/Organizational Points:

1. As a coach you should know the names of their favorite candy bars.

2. This practice needs to be up-beat it requires a dynamic character

3. When the children reach a particular candy store they should be encouraged not tostand still but to perform simple movements with the ball at all times, for example

toe-taps4. The game can be started without a ball if necessary to give the children a clear

understanding of the game.

Game: Micro Soccer 3v3, 4v4, 3v4 etc.

Play small-sided game in a small area to small goals.

Emphasis on dribbling the ball toward the goalEmphasis on kicking the ball correctly


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Boomerang Soccer: Open Field

X X

X C X

Candy Store Soccer: 20x30 steps

Micro Soccer 3v3: Small Area to Small Goals (No GKs)

X

42

Coaching Outline Diagrams

X.

X.

X.

X. X. X.

Gummy Bears

M&Ms

Snickers

Bubble

Gum

X Y

X Y

X Y


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Name: Body Brakes Topic: DribblingArea: 20x30 Steps Practice Objectives: Dribble & Control

Equipment:


43

Coaching Outline


Warm Up: Cones Up Cones Down

In an area no bigger than 20x30 steps (does not have to coned off) randomly place 10

disc cones facing down and 10 facing up. Split the group into 2 teams. On your command

one team trys to turn all the cones down whilst the other team trys to turn them up. Theteam with the most turned their way after 90 seconds wins. Repeat, and add soccer balls.

Main Theme Game Two Body Brakes

The players work in an area approximately 20 by 30 steps. Each player dribbles around

with one soccer ball. The coach calls out a body part, for example left elbow, the

players must then stop the ball with their left elbow, and the fastest player to bring theball to a stop wins a point.


1. The coach should make the point that if a childs ball is running away from them and

they are unable to stop it, they are dribbling too far away from their body or too fast.2. When the players are stopped the coach should encourage them to be in an open

space, as far away from the next player as possible/





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Cones Up Cones Down: Open Field

X X

Y Y

X Y

Body Brakes: 20x30 steps


X

44


X.

X.X.

X. X. X.

Coach

X Y

X Y

X Y


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Name: Cone Man Topic: DribblingArea: 20x30 Steps Practice Objectives: Dribble

Equipment:


45

Coaching Outline


Warm Up: Flag Soccer

In an area no bigger than 20x30 steps give every player a bib. The players place the bib

in their shorts with the majority hanging out the front. The object is to collect as many

bibs in 90 seconds as possible; the bibs must be hanging from your shorts. The playerwith the most wins. Play again with bib's hanging from side, then back.

Main Theme: Game Three Cone Man

The players work in a square approximately 20x30 steps. The coach is the cone

man/woman who runs around the area attempting to cone the players. This is done by

placing a cone on top of a players ball and shouting, Cone man has got you. Once aplayer has been coned they must perform 10 toe-taps to get back in the game.


1. The coach should encourage the players to dribble with their heads up, looking for

other players and trying to avoid collisions.2. The coach should encourage the players to take as many touches of the ball as

possible.3. The coach should encourage the children to use both feet.

4. The coach should make it known that he/she is looking for a player to be the next

cone man, then say, whos working the hardest?





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Flag Soccer: Open Field

X Y

YX

X Y

XY

Cone Man: 20x30 steps

xX


X

46


X X X

C

X X X

X Y

X Y

X Y


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Name: Story Book Soccer Topic: DribblingArea: 20x30 Steps Practice Objectives: Dribble Slow - fast

Equipment:


47

Coaching Outline



Coach has player hand ball to them. Instruct players to bring ball back to you after youthrow it away. When player returns ball is thrown again. Each time asking the player to

bring it back in a different way from the last time. Encourage the players to think of new

and creative ways to bring the ball back.

Main Theme: Game Four Story Book Soccer

The players work in area approximately 20x30 steps. The coach tells a story of when

he/she young and on their birthday along time ago they were given a magic car. Thecoach then asks the players if they want to play magic cars? The players, with a soccer

ball each, dribble around the area and the coach introduces 3 gears. In 1st

gear the players

must dribble their soccer ball as slowly as possible. In second gear the players start tospeed up a little. Then in 3

rdgear is racing-car speed and the players are encouraged to

go as fast as their engines will take them. Finally, every now and again the magic-car

slips into reverse and they must dribble backwards.

Coaching/Organizational Points:1. The coach can introduce additional coaching points:

a) Traffic lights at which the players must stop. Remember when you are

traveling really fast cars scream to a stop.

b) Hills, the players are asked to climb the steepest hills by performing toe-taps

as they climb the hill.c) Finally a Chicane is added and the players must tap the ball from left to right

with the inside of their feet to pass through.

Note: Not all progressions should be added into one practice.2. The coach should encourage the players to dribble with their heads up, looking for

other players and trying to avoid collisions.

3. The coach should encourage the players to take as many touches of the ball aspossible.

4. The coach should encourage the children to use both feet.


Play small-sided game in a small area to small goals.Emphasis on dribbling the ball toward the goal

Emphasis on kicking the ball correctly


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X X

X C X

Story Book Soccer: 20x30 steps


X

48


X.

X.

X.

X. X. X.

Coach

X Y

X Y

X Y


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Name: British Bulldog Topic: DribblingArea: 20x30 Steps Practice Objectives: Have Fun & Dribble

Equipment:


49

Coaching Outline






Main Theme: Game Five British Bulldog

The players work in an area approximately 20x30 steps. The players all start at one side

of the area (which the children can call the street). The coach has told the story of a

British Bulldog who will not let the children out to play. The players have to dribbletheir ball past the British Bulldog so that they can get out to play. The coach plays the

part of the British Bulldog to begin with. The players can only attempt to cross the

street and come out to play when the coach shouts British Bulldog. When the playersget caught, i.e. the coach tackles their ball away then they also become Bulldogs and

stay in the middle until there is one player left, he/she is then the new British Bulldog


1. The coach should encourage the players to dribble with their heads up, looking

for other players and trying to avoid collisions.

2. The coach should encourage the players to take as many touches of the ball aspossible.


4. The coach should always let the children have success, to begin with at least.





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X X

Y Y

X Y

British Bulldog: 20x30 steps

xX


X

50


X.

X. X.

X. C

X.

X.

X Y

X Y

X Y


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Name: Hospital Tag Topic: DribblingArea: 20x30 Steps Practice Objectives: Have Fun & Dribble

Equipment:


51

Coaching Outline





bibs in 90 seconds as possible; the bibs must be hanging from your shorts. The playerwith the most bibs wins. Play again with bib's hanging from side, then back.

Main Theme: Game Six Hospital Tag

The players work in an area approximately 20x30 steps. Each player has a ball and is

dribbling around the area. When the coach shouts Hospital the players can try to tag

one another. When they get tagged the first time they must then hold that part of theirbody, whilst continuing to dribble. When they get tagged a second time they must also

hold that part of their body. At this stage they may be holding one leg and their shoulder!

Finally when they tagged the third time they sent to Hospital, anywhere outside thearea. To get back in the game they must perform 10 toe-taps.


1. Be aware that the players may tag a little aggressively, the players will get excited

and this does not want to be quashed by the coach but they must maintain control atall times. Try adding a rule of you can only tag from the shoulders down, nothing inn

the head or face.

2. The coach should encourage the players to dribble with their heads up, looking for

other players and trying to avoid collisions.3. Encourage the players to take as many touches of the ball as possible.


5. If you feel certain players need to be more adventurous then adjust the game byhaving a winner i.e. the first player to tag six people wins.





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X Y

YX

X Y

XY

Hospital Tag: 20x30 steps

Coach X. (Hospital)

xX


X

52


.X X . X .

X . X . X .

X Y

X Y

X Y


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Name: Pinball Soccer Topic: Kicking (Push Pass)Area: 20x30 Steps Practice Objectives: Improve Passing

Equipment:


53

Coaching Outline






Main Theme: Game Seven Pinball Soccer

The players are in an area approximately 20x30 steps with 4 tall cones a few steps in

from each end (see diagram below). Play a maximum of 3v3 micro soccer. Both teams

are trying to knock down each others cones.


1. The coach should stand with a supply of soccer balls, play with 2 or even 3 balls at a

time. Once a ball leaves the area it is dead and can no longer be used. If all balls are

dead before the cones are knocked over have the players dribble all the balls back toyou and then continue the game.

2. The coach should encourage the players to knock the cones over using the correctkicking/push-pass technique.





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X X

X C X

Pinball Soccer: 20x30 steps

X


X

54


X Y

X Y

X Y

Coach

X Y

X Y

X Y


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Name: The Numbers Game Topic: Dribbling & CommunicationArea: 20x30 Steps Practice Objectives: Communication

Equipment:


55

Coaching Outline






Main Theme: Game Eight The Numbers Game

The children all dribble around in the open field with their soccer ball. The coach shouts

out a number and the players must get into groups of that number. Any players that can

not get into a group join the coach as part of his group.


1. Encourage the players to communicate amongst themselves and help organize each

other.

2. The coach should always add onto his game description the phrase If you cannotfind a friend come to me and be my friend This keeps the game fun for all players

and does not leave players feeling left out.





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X X

Y Y

X Y

The Numbers Game: 20x30 steps

Coach (example #3)

xX


X

56


X.

X. .X

X.

X.

.X

X Y

X Y

X Y


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Name: Stuck In The Mud Topic: Kicking (The Push Pass)Area: 20x30 Steps Practice Objectives: Passing

Equipment:


57

Coaching Outline






Main Theme: Game Nine Stuck In The Mud

The players dribble around the marshland, which is approximately 20x30 steps. Two

marsh monsters attempt to freeze out the players. To do this they simply have to touch

the players ball with their foot. Once the player is frozen he/she picks up their ball andstands with his/her legs open. Players can set each other free by passing their ball through

frozen players legs.


1. Let every player be the marsh monster at some stage2. Encourage players to use the correct technique when setting players free.

3. Encourage players to try freeing other players from as far away as possible4. For this to be an effective practice the coach needs to see players passing the ball to

free other players. For this to happen the catcher must be freezing players all the time.

If he/she is struggling to catch players then add a 2nd

catcher.5. The coach should be aware that youngsters at this age do not understand the concept

of teammates and will therefore be more focused on themselves than trying to free

other players. You must try and encourage the players; i.e. first player top free 3

players can be the marsh monster next.





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X Y

YX

X Y

XY

Stuck In The Mud: 20x30 steps

Coach

xX


X

58


.X . X X .

M

X . X . M

X Y

X Y

X Y


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Name: Star Wars Topic: Kicking (The Push Pass)Area: 20x15 Steps Practice Objectives: Passing

Equipment:


59

Coaching Outline






Main Theme: Game Ten Star Wars

The coach organizes a small area of 10x15 steps. The soccer balls are placed down each

length of the area. All the players to start with stand at one side of the area. This is one of

the galaxies from star wars. On the other side of the area is another galaxy, the playersmust try and get from one galaxy to another. The problem is that Darth Vadar the coach

to begin with, can shoot the players down with the soccer balls when they are in between

the galaxies. To catch a player the ball must be passed using the push-pass and hit acrossing player from the knee down. Once caught you then become a Darth Vadar too.

The crossing players, have a leader Luke Skywalker he/she must cross between the

galaxies alone before any other players, when they get to the other galaxy they turn andshout may the force be with you this is the signal for the rest of the players to cross. If

Luke is caught then a new Luke is picked from the remaining players. The final playerstanding is chosen as Darth Vadar for the next game/


1. Make sure that all passes are below knee height, players should use the correct

technique to do this.

2. Make sure all balls are back before Luke crosses





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X X

X C X

Star Wars: 10x15 steps

Y . .

XX

X XxX

X

. . Y..


X

60


.

X

.

X Y

X Y

X Y

Coach


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Name: Ghostbusters Topic: Kicking (The Push Pass)Area: See Diagram Practice Objectives: Passing

Equipment:


61

Coaching Outline






Main Theme: Game Eleven - Ghostbusters

The players stand approximately 6 yards apart as shown in the diagram (over). The coach

introduces the game as Ghostbusters, every time the player with ball can pass it

through their partners legs they score a slimer first to five slimers wins.


1. The coach should use the numbers game to get the players into groups

2. The coach should coach the puss-pass. Encourage players to use the correct technique

Non Kicking foot by the side of the ball. Lock ankle and follow through in the direction you want the ball to go.

Watch the foot make contact with the middle of the ball

Encourage the correct weight of the pass

3. The coach should encourage the players to shout out slimer each time it goesthrough.





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X X

Y Y

X Y

Ghostbusters: 20x30 steps

Coach

xX


X

62


X X X

X X X

X Y

X Y

X Y


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Name: Captain Planet Topic: Kicking (The Push Pass)Area: 20x30 Steps Practice Objectives: Passing

Equipment:


63

Coaching Outline






Main Theme: Game Twelve Captain Planet

The players work in an area approximately 20x30 steps. The coach sets out a series of

randomly placed tall cones. Telling the story that the cones are deadly plants taking

over the soccer field and the only way to stop them is by knocking them over.


1. The coach should use this opportunity to teach the push pass. Encourage the correct

technique.

Non Kicking foot by the side of the ball. Lock ankle and follow through in the direction you want the ball to go.



2. The coach should keep putting the cones back up so the players are continuouslyworking hard for 3-5mins at a time.





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X Y

YX

X Y

XY

Captain Planet: 20x30 steps

Coach

xX


X

64


.X . X X .

.X

X . X . . X

X Y

X Y

X Y


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Name: The Sleeping Giant Topic: Kicking (The Push Pass)Area: 20x30 Steps Practice Objectives: Passing

Equipment:


65

Coaching Outline






Main Theme: Game Thirteen The Sleeping Giant

In the darkest deepest reaches of the forest, there lived a giant! The giant had planted

rows and rows of beanstalks. The only problem was that when the young soccer players

were out playing soccer they kept knocking over the giants beanstalks. This made thegiant really angry, so angry that he would chase the young soccer players. The giant

sleeps until he hears the beanstalks being knocked down and when he awakens he chases

the players. Can the players knock all the beanstalks down before the giant tags them?Once tagged the players become frozen in time.


1. The puss-pass should be encouraged and coached with the proper technique.

Non Kicking foot by the side of the ball.

Lock ankle and follow through in the direction you want the ball to go.



2. The game should be played several times, so as every player can be the sleeping

giant.3. Players can also be unfrozen by performing 10 toe-taps.





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X X

X C X

The Sleeping Giant: 20x30 steps


X

66


X

X

X X

X X X

Coach

X Y

X Y

X Y

Y Sleeping Giant


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Name: Crocodile Alley Topic: Kicking (The Push Pass)Area: 20x30 Steps Practice Objectives: Passing

Equipment:


67

Coaching Outline






Main Theme: Game Fourteen Crocodile Alley

The practice is set up as below in a 20x30 area. The players are lined up each side of the

2 cones, with the aim being to knock a cone over with a push-pass. The players work in

pairs and the first to knock a cone over 3 times is the winner.


1. The puss-pass should be encouraged and coached with the proper technique.

Non-Kicking foot by the side of the ball.

Lock ankle and follow through in the direction you want the ball to go. Watch the foot make contact with the middle of the ball


2. The game should be played alternating strong foot and weaker foot





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X X

Y Y

X Y

Crocodile Alley: 20x30 steps

Coach

xX


X

68


X X X

X X X

X Y

X Y

X Y


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Name: Marbles Topic: Kicking (The Push Pass)Area: 10x15 Steps Practice Objectives: Passing

Equipment:


69

Coaching Outline






Main Theme: Game Fifteen - Marbles

In a small area 10x15, the players are dived into 2 teams. They line up along the longest

sides of the area facing each other, each player with one ball each. The coachs ball or

most colorful ball is then placed in the middle. This ball is the marble and can only betouched by the coach and nobody else. On the coachs command of marbles the players

must kick their ball from behind the line and try to hit the marble knocking it over the

other teams line. If the marble crosses the other teams line the team that hit it across getsone point. You can play first to five.


1. You may have to remind the players not to touch the marble, especially when it is

rolling toward their line.2. Once a player has kicked their soccer ball they can enter the area to pick up another

ball and bring it back behind their line to try again. This game is therefore ongoing,

but may require the coach to pass some balls back to players.3. Use the opportunity to again coach the correct kicking technique

Non Kicking foot by the side of the ball.

Lock ankle and follow through in the direction you want the ball to go.







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X Y

YX

X Y

XY

Marbles: 10x15 steps

Y Y Y Y

Coach

xX

X X X X


X

70


. .

.

.

X Y

X Y

X Y


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Additional Games for End of Practice (Micro-Soccer)From: Jim Reinhart

Jurassic Park

U6's especially love to do *anything* that involves beating adults, especially theirparents, in any way shape or form. One of my favorites is "Jurassic Park", inwhich you mark off a confined area to be the "Island of Jurassic Park", and thekids are the velociraptors and the parents are the scientists. The velociraptorstry to catch the scientists by hitting them knees or below with a passed ball.Scientists may NOT run, but must walk (quickly, if they want to survive verylong) and change directions quickly to avoid being caught. For U6's, you canalso play that parents are caught if they have to jump over a ball to avoid beingcaughtreward the game related skill of an accurate pass or shot. (By U8 orU9, you have to allow the

wysau5u6manual

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