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SOCCER RHODE ISLAND COACHING EDUCATION PROGRAM

STATE YOUTH MODULE 2 COURSE

Course Manual LEVEL 2 Under 10 and Under 12 Years of Age

Table of Contents

COURSE OBJECTIVES ............................................................................................................ 3

MISSION STATEMENT .......................................................................................... 4

UNDERSTANDING YOUTH PLAYER CHARACTERISTICS .................................................... 6

PIAGET’s STAGES OF COGNITIVE DEVELOPMENT .......................................... 7

THE U10 PLAYER .................................................................................................. 8 U 10 GENERAL IMPLICATIONS ............................................................................ 9 U10 PSYCHOMOTOR CHARACTERISTICS ............................................................... 10 U10 COGNITIVE CHARACTERISTICS ................................................................ 11

U 12 PSYCHOMOTOR CHARACTERISTICS ...................................................... 12 U12 COGNITIVE CHARACTERISTICS ................................................................ 13 U12 PSYCHOSOCIAL CHARACTERISTICS ....................................................... 14

DEVELOPING A PHILOSOPHY OF COACHING .....................................................................15

PRINCIPLES OF YOUTH COACHING ................................................................. 16

WHAT YOU CAN EXPECT FROM CHILDREN? ............................................ 17 WHAT YOUR PLAYERS NEED FROM YOU ....................................................... 19

THE TEN COMMANDMENTS OF YOUTH COACHING ...................................... 20 THE TRAINING SESSION ................................................................................... 21 COACHING ACTIVITIES CHECKLIST ................................................................. 23

TEAM AND RISK MANAGEMENT ...............................................................................................24

PREVENTION of SOCCER INJURIES ....................................................................... 26 GENERAL PRINCIPLES FOR HANDLING AN INJURED PLAYER .............................. 27 THE R.I.C.E. METHOD ........................................................................................ 28

CARE OF SOCCER INJURIES .................................................................................. 29 HEAT INJURIES ..................................................................................................... 31

SAMPLE TRAINING SESSIONS U10/U12 ...............................................................................32

MODIFIED RULES U10 AND U12 ............................................................................................34

AGE APPROPRIATE ACTIVITIES AND RESOURCES ...........................................................39

U10/U12 ACTIVITIES AND GAMES .........................................................................................40

Acknowledgements: This manual is part of a USSF Coaching Education Program, and information is provided through the USYS Coaching Department. Soccer Rhode Island acknowledges the contributions of the Soccer Rhode Island Instructional Staff Members to this manual, and that of Mike Singleton, Massachusetts State Coach and Director of Coaching and his staff, for supplying the U10/U12 Activities and Games.

3 SRI-Version 2/5/08 SoccerRI Youth 2 Module

COURSE OBJECTIVES

The objectives of this course are to assist the Youth Soccer Coach to:

Organize FUN practices using USYSA-recommended activities

Understand at a basic level the four components of the game:

Technical, Tactical, Physical, Mentality

Understand the characteristics of U10/U12 players

Challenge each child at a level commensurate with their ability

Understand how to structure difficulty in content at beginning levels

Understand how to plan, conduct, and evaluate a practice session

Conduct an activity as a facilitator/coach using discovery methods

Understand how to manage a team’s practices and games

Promote a healthy environment for player development by:

Understanding team and risk management issues

Understanding about the care and prevention of soccer injuries


SOCCER RHODE ISLAND COACHING EDUCATION PROGRAM

MISSION STATEMENT

The mission of the State Youth Module Courses is to provide current information about the growth and

development of the youth soccer player. The youth soccer player is defined as any child from pre-school

through adolescence. This course takes the approach that:

THE GAME WITHIN THE CHILD

is at the center 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 unlock the game within each child, to

enable them to reach their full soccer potential.


UNDERSTANDING YOUTH PLAYER CHARACTERISTICS

COGNITIVE DEVELOPMENT

The mental development of players: This includes the development of thinking, spatial development, memorization, creativity and problem solving.

THINKING ASPECT of a PLAYER

PSYCHOSOCIAL DEVELOPMENT The development of a sense of self as distinct from, and in relation to, others. It covers

a range of social behaviors from individual awareness, to social awareness in pairs (playmates), and in small and large groups.

SOCIAL GROWTH of a PLAYER

PSYCHOMOTOR DEVELOPMENT The process of developing and acquiring physical skills and applying them in the

game appropriately

PHYSICAL ASPECTS of ACTIONS as a PLAYER


PIAGET’s STAGES OF COGNITIVE DEVELOPMENT

SENSORY MOTOR STAGE (0-24 months, approx.)

The stage ranging from infancy to becoming a young child. At this stage sensory input is the primary method of learning. The early acquisition of language and the ability to walk occur at this stage.

PREOPERATIONAL STAGE (2-7 yrs approx.)

This stage begins at the onset or early childhood. At this stage the difference between reality and fantasy is fuzzy. Children in this stage are naturally curious and individually oriented.

CONCRETE OPERATIONAL STAGE (7-11 yrs approx.)

This is the age of rules during the preadolescent years. Rules play a significant role for the youth this age. Rules provide the basis for cooperative play with playmates.

FORMAL OPERATIONAL STAGE (11-15 yrs approx.)

This is the stage of “Adult” logic. At this stage the motivation for a given action is as important as the outcome of the action.


THE U10 PLAYER (The Developmental Years)

UNDER 10 We are now going to look at the U10 player, while bearing In mind that children in this age-group are no longer satisfied with playing a variety of soccer. With the Influence of television and by visiting the stadium (alone with friends) the small group now wants to experience 'real' soccer. On a normal playing field, the young player does not have the right control nor does he have the right physical qualities as yet. However, with the presence of two goals, she must at least get the impression of a whole playing field, even if the dimensions do not correspond. After the first few years at school, a young child has got used to listening over a long period of time. Her psychological receptiveness is encouraged, automatically allowing for prolonged training and exercising. With more time for technical exercising, and with more time for technical exercises, progress is obviously made. By increasing the number of players to a 'small team', the young players become keener on imitating. Each one wants to be better than his team-mate or opponent. Being part of a 'mini-team' encourages team spirit already by the mere fact of having to wear the same outfit. With the introduction of two goals in the game, the feeling of attack and defense while in possession of the ball is developed in the tactics of the game. The basic forms of technique are also developed further. A bigger playing-field also demands more physical strain in training.

"THIS STAGE NOW NEEDS THE PRESENCE OF TWO GOALS"


U 10 GENERAL IMPLICATIONS

Short attention span; be simple and brief.

Important to promote good-relations with opposite sex (coed soccer).

React fairly well to competition in which each competes against them-self.

Able to perform the basic skills of movement with a fair degree of accuracy.

Improved strength, skill, coordination, concentration.

Increase fun in playing soccer!


U10 PSYCHOMOTOR CHARACTERISTICS

Gross- and fine-motor skills become more refined.

Boys and Girls begin to develop separately. Girls’ adolescent growth spurt begins.

Ability to stay on task is lengthened.

Greater diversity in playing ability and physical maturity. Physically mature Individuals demonstrate stronger motor skills.

More prone than adults to heat injury.

Accelerated heat loss, increased risk of hypothermia.

Over-activity at this age calls for provisions of extra rest periods.


U10 COGNITIVE CHARACTERISTICS

Some children begin moving from concrete operational stage to formal operational stage.

Lengthened attention span, ability to sequence thoughts and actions.

Pace factor becoming developed (starting to think ahead).

More inclined towards wanting to play rather than being told to play.

Demonstrate increased self-responsibility, bringing the ball with them, coming to practice and to the game with water, tucking in the jersey, and pulling up the socks.

Starting to recognize fundamental tactical concepts, such as changing the direction of the ball in play, but not sure why.

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


U 12 PSYCHOMOTOR CHARACTERISTICS

The average age for the beginning of pubescence in girls is 10 years with a range from 7-14, in boys it is age 12 with a range of 9-16.

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

Flexibility training is a key to the prevention of injury.

Overuse injuries, burnout, and high attrition rates are associated with high intensity children’s programs that FAIL to stress DEVELOPMENT, LEARNING, and enjoyment.

Begin to develop abilities to sustain complex coordinated skill sequences.


U12 COGNITIVE CHARACTERISTICS

Formal operational stage of cognitive development; tactics become a reality

Spatial development reaches mature levels, so systems of play and players’ dynamic roles within them become SOMEWHAT understandable; beginning tactics can now be applied.

Changes in thought processes result in an increased ability to acquire and apply knowledge.

Begin to think in abstract terms and address hypothetical solutions.

A systematic approach to problem solving appears at this stage, the game of soccer must present the ability to think creatively and solve problems while moving.


U12 PSYCHOSOCIAL CHARACTERISTICS

More TV, Computers, Video Games and less structured play.

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

Youth’s popularity influences their self-esteem.

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

Children are susceptible to conforming to peer pressure.

Most children seek peers that are most like them in age, race, sex and socioeconomic status—a great opportunity to introduce the value of cultural diversity.

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


DEVELOPING A PHILOSOPHY OF COACHING

The ideal philosophy for coaching youth soccer is…

TO CREATE A SAFE ENVIRONMENT THAT WILL ENHANCE PLAYER ENTHUSIASM AND DEVELOPMENT

FUN! The Youth Coach makes decisions about what is best for their youth soccer

players.

IMPORTANT COACH QUALITIES:

Empathy Imagination Enthusiasm Sense of Fair Play Sense of Humor

PATIENCE ! Lots of it.

A GOOD COACH will always:

Seek Help from Local and State resources

Obtain training and meet credential requirements

Learn from their mistakes - Put the players FIRST

Coaches need to make soccer a FUN experience for the players.

This is the only childhood they will have!


PRINCIPLES OF YOUTH COACHING

Is the training session DEVELOPMENTALLY APPROPRIATE to the players’ age and abilities?

Communication should be: CLEAR, CONCISE and CORRECT. (Brevity, Clarity, Relevance)

The training session should progress from SIMPLE to COMPLEX.

There should be a flow that is appropriate to the age of the players and the theme of the training session. In some instances this will proceed from a warm-up to individual activities to large group activities.

While the progression may vary, every training session should start with a warm-up and end up with ―The Game‖.

The training area shall be SAFE and APPROPRIATE.

The training session must allow players to MAKE DECISIONS on their own.

There should be IMPLICATIONS of THE GAME in the activities of the training session.


WHAT YOU CAN EXPECT FROM CHILDREN?

by Brenda Read. British Council of Physical Education; and Loughborough University

You will not be able to expect very much if you do not reduce the importance of the outcome of the game. Children do not respond well to highly critical adults; their anxiety levels increase and their decision making becomes less effective, so it is important that you do not become another problem to be overcome while the child is playing.

The children, at all ages, should be able to show respect and the common courtesies to all the players, adults, game leaders and officials involved in soccer. You should be able to expect simple good manners from all children.

All children should be able to recognize the equipment used and their own playing equipment. They should recognize the importance of care of all the equipment used, including their own!

You should continually ask yourself--does it somehow look like soccer? In essence this means answering "YES" to the following questions:

Is the team in possession of the ball generally trying to score?

Is the team not in possession of the ball generally attempting to prevent scoring?

Is there a realization that the situation has changed when possession moves from one team to the other?

If this is so then you should merely reinforce what is occurring in front of you. If it is not, then the solution will invariably lie in either reducing the numbers on each team or increasing the playing area or both.

From 6 to 11 years, children are essentially self-oriented. They begin relating and cooperating with one or two friends and teammates. As they near 11 years of age they can cooperate with four or five individuals- you need to be aware of this fact. The increase in team size should be gradual and reflect the age range of the team.


WHAT YOU CAN EXPECT FROM CHILDREN?

(continued)

Coaches invariably wish to place children into positions. However, children under 10 years have great difficulty in understanding the priorities associated with such positions and it is therefore unhelpful to give positions to children in this age group.

Soccer is fast, fun and physically demanding at each child's own level; the time it takes for a successful game to be completed is, therefore, relatively short. Ten minutes is recommended for the younger children and twenty minutes for the older age group. Half-times are not essential but are recommended.

The game will be the teacher, the children will organize their experiences and build upon them. Above all the children will want to be active; action is one of the main attractions of soccer because it is stimulating and exciting. Don't stop the play unless you have to; let the children enjoy the game.

It should be remembered that all children are individuals and will develop at different stages, in different ways, and at different rates. The process of development from 6 to 11 years is based upon assessing what is in the best interest of the child and by fitting the game to the child's needs- and not vice versa.

The process of building upon the individual child's experience is vital. The game provides the teaching, and the role of the adult is to reinforce the successful discoveries the child makes.

Be patient, do not expect the impossible from children--they are NOT small adults. This is their play time and not their performance time. Always remember that this will be their only childhood.


WHAT YOUR PLAYERS NEED FROM YOU

Players need YOU to:

Display Patience. Show Consistency. Look for Aspects to PRAISE. HELP them UNDERSTAND the RULES. Be Helpful, Encouraging and Supportive. Give them Examples of EXCELLENT BEHAVIOR. Give them Examples of EXCELLENT TECHNIQUE. Emphasize Player Development FIRST and Winning Second. PRAISE their EFFORT and PERFORMANCE more than Results. Give them a Clear Idea of the Behavior Expected. Assess Players with Regard to their Skills and Attitude. PRAISE GOOD BEHAVIOR QUICKLY so that adults value it.

Players do NOT need you to:

Use any Jargon or Dictate Tactics. Ignore those Players who Need Help. Assess Players by their Incompetence. SHOUT, ARGUE, SWEAR, become VIOLENT or use SARCASM. Attempt to 'COACH' or 'MANIPULATE' them while they are Playing.

Remember that children are often easily led, anxious to please, and prone to over-enthusiasm, and so plenty of praise and positive reinforcement is needed--especially with beginners. Children find it hard to understand negative instructions and easier to understand positive reinforcement and this can frequently mean playing down the result and playing up the performance. This reduces the child's anxiety and decreases their worry about failing. Remember that children do not mean to make mistakes; we should accept mistakes as a necessary part of learning. Make sure the players play by the rules. The majority of children at these ages will not knowingly cheat. Work with other adults, not against them, and by so doing reinforce positive attitudes among the children. Finally, do not forget that.... “the outcome of our children and their development is infinitely more important than the outcome of any game you will ever coach!”


THE TEN COMMANDMENTS OF YOUTH COACHING

Towards both the team and the players YOU WILL

Be Very patient.

Improve one weakness of a player at a time.

Encourage questions and discussions.

Encourage the players when appropriate.

Provide a safe environment for player development.

Provide one tip or suggestion for improvement at a time.

Permit players to make mistakes and learn from them.

Focus on individual improvements rather than comparing players to other players on the team.

Urge all players to practice their techniques for short periods each day (i.e. Soccer Homework)!

Encourage players to participate and be involved in all activities during practice.

DO NOT FORGET: it takes time to learn everything; learning does not happen after

only a few practices.


THE TRAINING SESSION A training session consists of organized activities which relate to one particular theme that the coach is emphasizing. The following structure is recommended.

WARMUP: Very simple activity

SECOND ACTIVITY: Moderate Challenging Small Groups

THIRD ACTIVITY: Increase the Challenge Small Groups

FOURTH ACTIVITY: High Level Large Groups

FIFTH ACTIVITY: THE GAME 4v4 or 6v6 etc

COOL DOWN: Simple. Bring Intensity Down


Recommended Training Session Plan

Date: U10 & U12 Theme: Equipment: Field Space:

Activity Coaching Points

Warm-up Activity: (8-12 mins)

Second Activity: Moderate Challenge (8-12 mins)

Third Activity: Increase Challenge (12-15 mins)

Fourth Activity: Continue to Increase Challenge (12-15 mins)

Fifth Activity: The Game: 3v3, 4v4, (12-15 mins)

Cool Down: Moderate Challenge (3–8 mins)


COACHING ACTIVITIES CHECKLIST Analyze as soon as each activity begins.

Are the activities FUN?

Are the activities ORGANIZED?

Are all the players INVOLVED?

Are CREATIVITY and DECISION MAKING being used by the players?

Is the SPACE APPROPRIATE and BEING USED?

Is the COACH’S FEEDBACK to the players APPROPRIATE?

Does the coach receive POSITIVE FEEDBACK from the players (player enthusiasm, energy, concentration on the task); are players in ―The Zone?‖

Are there IMPLICATIONS of THE GAME for the ―full‖ game at their age?

Was there a progression from SIMPLE TO COMPLEX in the activities during the training session?

Are there EXTRA ACTIVITIES prepared? (In case you need them!)

Field Session with Coaches

Example Field sessions for U10 and U12 players are in the Appendices.


TEAM AND RISK MANAGEMENT

PRE-SEASON PARENTS-COACHING MEETING

Discuss coaching philosophy and goals. Share a letter with the parents about your expectations, things that you need help with, and your philosophy. A sample letter can be found at http://www.eteamz.com/soccer/pills/jpill.htm.

Discuss what is expected of parents and players. (transportation, communication, sportsmanship)

Obtain information: i.e. medical information, parents' skill inventory.

Consider Coach/Player meeting on both an individual and group basis as appropriate.

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, insect repellant, 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

Half Time

Post-Game

http://www.eteamz.com/soccer/pills/jpill.htm


TEAM AND RISK MANAGEMENT (continued)

RISK MANAGEMENT: Accepting a coaching position means accepting these 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.

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

Avoid being left alone with players who are not your children. Be certain there is at least one other adult present (i.e. schedule an adult) for all games and practices, and that a cell phone is handy


PREVENTION of SOCCER INJURIES 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:

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 breaks to give players rest.

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 physician.

Recommendation of a physical exam by qualified personnel prior to participation.

The coach or assistant should be responsible for assisting with injuries, which should include attending a certified first aid course and knowledge of state and local ordinances.

Each coach should have and know how to use a First Aid Kit that includes, but 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 TAKEN TO AVOID CONTACT WITH BLOOD AND BODY FLUIDS, AND TO PROPERLY DISPOSE OF ITEMS SOAKED WITH SUCH FLUIDS.


GENERAL PRINCIPLES FOR HANDLING AN INJURED PLAYER

AVOID PANIC Use common sense.

Call 911 or send someone ELSE for professional help, while you stay with the injured player, analyzing his/her problem.

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 personnel when available. Remember to 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.

Remember, if you are not sure of what to do to provide assistance to the injured player, the best thing is not to do anything until professional help arrives, while you keep the player immobilized.


THE R.I.C.E. METHOD

Treatment for minor injuries such as sprains, strains and contusions is referred to by the acronym R.I.C.E.:--REST, ICE, COMPRESSION, ELEVATION.

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.

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 four different ways.

1. REST (Stop Playing!): Prevents further injury, puts the area to rest and helps reduce painful muscle spasms.

2. ICE: Applying ice chills the injured area causing the blood vessels to contract,

closing circulation to the injured area.

3. COMPRESSION: Applying pressure with an elastic bandage inhibits the 'accumulation of blood and fluids in the area, thereby minimizing pain and swelling.

4. ELEVATION: Elevating the injured area decreases fluid accumulation to the injured area, puts the area to rest and helps reduce painful muscle spasms.

FOLLOW-UP: Care should be considered if gross swelling or deformity is present, the

player is unable to bear weight on the injured part or severe pain or discomfort is present.

It is recommended that the coach should follow-up with a phone call about a player's injury to the parents (whether or not the parents were in attendance at the Game or Practice).


CARE OF SOCCER INJURIES The care of the injured athlete will begin the moment an 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.

Ask how the injury occurred (players, teammates, officials).

If the player is unable to continue, he/she 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 explored.

Note the position of the injured part.

Look for swelling and deformity.

Compare with the opposite side.

Ask the players and/or teammates what happened.


CARE OF SOCCER INJURIES (continued)

The following are some familiar terms you 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 or feel the muscle fatigue and or spasm before the injury. The occurrence causes severe weakness or loss of muscle function, and perhaps a sharp pain upon occurrence with spasmodic contraction; there is often extreme tenderness to touch and/ or an indentation of the body part.

CONTUSION: A crushing injury to a muscle or tendon caused by an outside force, which causes hemorrhaging to the surrounding tissue.

ABRASION: A loss of surface area of the skin caused by sliding.


HEAT INJURIES

The following are three types of heat injuries that you need to be aware of:

1. HEAT CRAMPS: An involuntary contraction of muscle or a muscle group that is repetitive and rapid in nature.

CARE: Rest. Drink Water and stretching.

2. HEAT EXHAUSTION: Surface temperature approximately normal. Skin pale and clammy, profuse perspiration and the player is tired and weak, has a headache--perhaps cramps, nausea, dizziness, possible vomiting and possible fainting (the player will probably regain consciousness as the head is lowered).

IMMEDIATE CARE: Move to a cool area. Air conditioning is best (maybe in a car with air conditioning). 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 and treatment prior to returning to the activity.

3. 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.

EXTREME IMMEDIATE CARE: SEEK IMMEDIATE MEDICAL CARE (Call 911). While waiting, treat as above for heat exhaustion. Keep in mind that if you reduce the body temperature too rapidly it can cause internal bleeding.

Closing Remarks END


APPENDIX A

SAMPLE TRAINING SESSIONS U10/U12

The following is a sample training session for U-l0/U12's.

Date: _______________________________________________________U10 & U12

Theme: ______________________________________________________________

Equipment: ___________________________________________________________

Field: ________________________________________________________________

Space: ______________________________________________________________

Activity Coaching Points

Warm-up Activity: (5 - 8 minutes) Dribble in a confined area: Math dribble. Coach calls out numbers and

players must get in that size group. End with 2 and that are the partners for the following game.

Change direction, change pace, and no collisions.

Second Activity: (12 - 15 minutes) Players stand opposite each other 3 yards apart, 1 ball per pair. Players pass ball back and forth. After each successful pass the player takes one step back. See how far apart players can get. Each time a player takes more than two steps to receive the pass, players start 3 yards apart again.

Proper inside of the foot passing technique. Encourage players to use their weaker foot.

Third Activity: (12 - 15 minutes) In area have many gates randomly around area. Players must pass ball through gates to partner. 1-minute players count how many gates able to make pass through, repeat. Next players now cannot stand and wait for ball to pass through, players must always keep moving.

Encourage players to keep moving passing ball with inside and outside of foot. Lead players with the ball through the gates.

Fourth Activity: (12 - 15 minutes) 4-goal game. Two small goals set up on each end line. Players can attack either goal. Restriction goal can only be scored off of a pass.

Have players discover the open area to attack the goal. Q. Which goal is the best goal to attack?

Fifth Activity: (The Game: 12 - 15 minutes) The game.

Permit free play. Only stop play for a safety concern.

Cool Down: (5 - 8 minutes) Coach tosses the ball and players must bring ball back by number of passes coach calls out.

Control distance players need to go to get ball for cool down.


SAMPLE TRAINING FOR Ul2 PLAYERS The following is a sample training session for U-12's. Space is provided for note taking on the session your instructor presents.

Each player dribbling a ball. Players change direction on call from coach. Players demonstrate

different ways to change direction, providing a challenge to each other. Intermittent stops for

dynamic stretching. Change of direction on hand signals from the coach. Play opposite.

Group of four in a rectangular grid. Imagine that the ball is a paint brush. Can you paint the entire

floor with passes? Then with pass restrictions. Then with two groups of four in the grid.

4V4 in a rectangular grid. A goal is scored by dribbling across your designated goal line.

4V4 in a rectangular grid. A goal is scored when you pass the ball to a teammate who is on your

designated goal line.

"The Game" 4V4 to goals.

Cool Down: Stretches, slow and static.


APPENDIX B

MODIFIED RULES U10 AND U12 Many of these rules are listed in league handbooks for coaches. One example can be found at http://www.thesuperliga.com/. MODIFIED LAWS OF THE GAME U-l0 The Following modifications of the LAWS of THE GAME are recommended for U10 Soccer Players. THE FIELD

Dimensions: The field of play shall be rectangular, its length being not more than 80 yards nor less than 70 yards and its width not more than 50 yards not less than 40 yards. The length in all cases shall exceed the width.

Markings: Distinctive lines not more than 5 inches wide; a halfway line shall be marked across the field, a center circle with an 8 yard radius, four corner arcs with a 2 feet radius, a goal area 6 yards from each goal post and 6 yards into the field joined by a line drawn parallel to the goal line; penalty area 14 yards from each goal post and 14 yards into the field joined by a line drawn parallel to the goal line.

GOALS:

Maximum 7 feet high by 7 yards wide, minimum size of hockey goals. THE BALL:

Size 4 NUMBER of PLAYERS:

Maximum number of players on the field at anyone time: 8, one whom shall be the goalkeeper.

Maximum number of players on a roster should not exceed 14.

Substitutions: Injuries, throw in, goal kick, half time.

Playing time: Each player SHALL play a minimum of 50% of the total playing time.

Teams and games may be coed.

http://www.thesuperliga.com/


MODIFIED LAWS OF THE GAME

U-l0 (Continued)

PLAYERS EQUIPMENT (conform to FIFA with the following exceptions)

Footwear: Tennis Shoes or soft Cleated Shoes.

SHINGUARDS: MANDATORY!

REFEREE: Registered Referees. Associate referees, parent/coach or assistant.

All rule Infractions shall be briefly explained to the offending player.

ASSISTANT REFEREES: Use club assistant referees. DURATION of THE GAME

The game shall be divided into two equal 25-minute halves

There shall be a 5 minute break at half time.

START of PLAY: Conform to FIFA except that players must be 8 yards from the center mark. BALL IN and OUT of PLAY: Conform to FIFA.

METHOD of SCORING: Conform to FIFA. OFFSIDE: Conform to FIFA (No Offside at U10.. FOULS and MISCONDUCTS: Conform to FIFA FREE KICKS: Conform to FIFA, with the following exception - opponents must be 8 yards away from the ball. THROW IN: Conform to FIFA. GOAL KICK: Conform to FIFA.

CORNER KICK: Conform to FIFA, with the following exception - opponents must be 8 yards away from the ball.


RECOMMENDATIONS:

Opposing Parents/Coaches and Players should shake hands after each game.

Do not record league standings.

Do not record final score.

Participation awards for all.

Parent/Coaches, non playing players, parents and spectators should be there to enjoy and encourage the activity of the youngsters.

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


Modified Laws Game U-12 The following applications of the Laws of the Games are recommended for U-12 Soccer Players:

THE FIELD:

Dimensions The field of play shall be rectangular, it's length being not more than 130 yards nor less than 100 yards and it's width not more than 100 yards nor less than 50 yards. The length in all cases shall exceed the width. Recommendation, 100 by 60 yards.

Markings:

Distinctive lines not more than 5 inches wide.

A halfway line shall be marked across the field.

A center circle with a 10 yard radius.

Four comer arcs with a 1 yard radius.

Goal area - 6 yards from each goalpost and 6 yards into the field, joined by a line drawn parallel to the goal line.

Penalty area - 18 yards from each goalpost and 18 yards into the field, joined by a line drawn parallel to the goal line.

Penalty spot - 12 yards from the center of the goal.

GOALS: 8 feet high by 8 yards wide. THE BALL: Size 4. NUMBER OF PLAYERS:

Maximum number of players on the field at anyone time - 11 - one of whom shall be a goalkeeper.

Maximum number of players on a roster should not exceed 18.

Substitutions: Injuries, throw in, goal kick, goal, half-time.

Playing time: Each player SHALL playa minimum of 50% of the total playing time.


Modified Laws Game U-12 (Continued)

PLAYERS EQUIPMENT: Conform to FIF A with the following exceptions:

Footwear: Tennis shoes or soft-cleated shoes.

Shin-guards - Mandatory. REFEREE: Registered referees Associate referees ASSISTANT REFEREES

DURATION OF THE GAME:

The game shall be divided into 2 equal 30 minute halves. > There shall be a 5 minute break at halftime.

START OF PLAY: Conform to FIFA. BALL IN AND OUT OF PLAY: Conform to FIFA. METHOD OF SCORING: Conform to FIFA. OFF-SIDE: Conform to FIFA. FOULS AND MISCONDUCT: Conform to FIFA. FREE KICKS: Conform to FIFA. THROW IN: Conform to FIFA. GOAL KICK: Conform to FIFA. CORNER KICK: Conform to FIFA.


APPENDIX C AGE APPROPRIATE ACTIVITIES AND

RESOURCES A local site that has been developed by Soccer Rhode Island Teaching Instructor Staff Coach Steve Marmas and the Soccer Rhode Island Teaching Staff coaches. The site can be found at the URL http://www.socceractivities.com/.

Former New Hampshire State Director of Coaching and US Soccer Staff Coach Jeff Pill’s drills can be found at the URL http://www.eteamz.com/soccer/pills/jpill.htm.

Decatur Sports has a great site for younger information under Matt Callahan’s plans at http://www.dprsports.com/drills/MattsPlans.htm.

In addition, a search on the World Wide Web for “Soccer Games”, or “Soccer Drills”, or “Soccer Activities” will yield many results.

SoccerRI has a web site at http://soccer-ri.com/home.asp. The site includes up-to-the-minute soccer (football) news and updates, news of many of the State Associations, SoccerRI course schedules and offerings, as well as comprehensive support and contact information. You are encouraged to use this friendly and useful set of resources and personnel.

Appendix D of Activities and Games is labeled for activity emphasis and ages as well a good description and a diagram in many cases. Soccer Rhode Island would like to thank Mike Singleton, Massachusetts State Coach and Director of Coaching for supplying this invaluable resource.

http://www.eteamz.com/soccer/pills/jpill.htm

http://www.dprsports.com/drills/MattsPlans.htm

http://soccer-ri.com/home.asp


APPENDIX D

U10/U12 ACTIVITIES AND GAMES EXAMPLE: Game Title (i.e. “Free Dribble”) – Appropriate Age Level (U10 or U12) Description of How to Play Game (Skills the Game Will Develop in the Players in parentheses) Terminology: Defensive pressure, 1st defender, 2nd defender, 3rd defender--Pressure, Cover, Balance; Offensive pressure, 1st attacker, 2nd attacker, 3rd attacker-- Penetration, Width, Depth. Free Dribble – U10/U12 Everyone with a ball, use the inside, outside, and sole of the foot to dribble. Have players dribble with speed (outside of foot), change direction, and perform moves. Coach calls out moves or changes in direction and sets the pace as the manipulator of the session, kids carry the ball towards someone and try a move. Version 2: As players get comfortable, coach can walk around and put pressure on players as they are performing dribbling tasks. This adds fun and interaction. Version 3: Make the game a knockout game in which players try to knock each other’s balls out of the grid while maintaining possession of their own. Note: You may wish to have them perform a skills task before re-entering such as 10 toe touches or

juggling 5 times. You do not want players sitting out. (D) Shield-Steal – U10/U12 Half of players in the group have a ball and half do not. If you do not have a ball you need to steal one from someone who does. If ball goes out of bounds, person who touched it last does not get possession. You can teach players the technical points of shielding as a group at start of activity. Show technique with body sideways, arm providing protection, ball on outside foot, knees bent, turning as defender attacks, using feel to understand where defender is going. Fix technical shielding errors throughout this activity and make sure entire group knows how to properly shield. (D)

D = Dribbling P = Passing R = Receiving S = Shooting H = Heading OS = Offensive Support DS = Defensive Support CP = Combination Play C = Communication


Ball Tag – U10/U12 In a space about 40yds x 30yds give every player a ball and put people in pairs. One person is being chased while other does the chasing. Once the chaser hits the chasee’s ball with their ball, roles are reversed. Version 2: make two teams to make more dynamic and see which team has the least chasers at the end (winners). Version 3: Give each team 2 minutes to tag the other team (only one team attacks while the other avoids getting tagged) and see which team accumulates the most tags. (D, P, S, C) Gates – U10/U12 Randomly place many pairs of cones making small goals (1yd) in a large space (30 x 20 yds.) and have players dribble their balls through the goals for a point. Players try to accumulate as many points as possible. Have players count up their total points in the time you provide them. After doing once, ask them to improve their score by 2 and play the game again. Challenge each child individually. Version 2: Players can only dribble through goals with their right foot or their left foot. Note: You may need to make a rule disallowing players from dribbling back and forth in one goal or just two goals. Version 3: Add defenders. Version 4: Make this a team competition. (D) Gates Passing – U10/U12 Same set up as previous game. However players are now paired up and must successfully pass the ball through the cones to their teammate to earn a point. Again, players try to accumulate as many points as possible in the time allotted. Similar to previous game, have them pass only with their left foot or right foot, or the outside of their foot. Version 2: Add defenders. Version 3: Make this a team competition. (D, P, R, C, OS) 2 vs. 1 keepaway – U10/U12 In a grid 10yds x 15yds, three players play 2 vs. 1 continuous keep-away. Two attackers combine to keep the ball away from one defender. When the defender wins the ball, he or she immediately combines with the attacker he or she did not win the ball from and the attacker who lost the ball becomes the defender. Balls out of play are dribbled in or passed in. (D, P, R, CP, C, OS) Numbered Passing – U10/U12 Number the players on your team and have them move around and pass the ball to each other in sequential order. Make sure the ball never stops, players never stop moving, and the ball never leaves the grid you have set. Try to add balls to add challenge to the activity. Stress proper passing technique as well as having receiver’s show for the ball and communicate. Numbered Passing – U10/U12 (Continued) Version 2: You may tell players to pass with a certain foot or a certain part of their foot as the activity continues. Version 3: As players get comfortable, you can limit their touches to 2 touches. (D, P, R, C, OS)


1 vs. 1 To Two Small Goals – U10/U12 Set up a grid 15yds x 15yds with a small goal at each end. Attackers try to score by passing the ball through the goal. Defenders can counter attack to the opposite goal if they win the ball. Players switch sides after a goal or the ball goes out of bounds. The coach rotates the lines so all players get to compete against each other. (D) 2 vs. 2 to Four Cross Goals – U10/U12 Teams defend one goal and have the opportunity to score on the other three, you must dribble through a goal to score a point. The goals are on the ends of a large cross in a square grid roughly 10yds x 10yds. Have one team of 2 on deck, they come on when a team gets scored on twice. Game is continuous, they must run on immediately. (D, P, R, OS, DS, CP, C) 2 vs. 2 To Four Small Goals – U10/U12 In a grid 15yds x 15yds with a small goal in each corner teams of two attack the two opposite goals and defend their two goals. The coach will set up as many grids as needed to accommodate the players. When the ball goes out of bounds it can be passed or dribbled in to play. The teams should be rotated every three minutes until all groups have played against each other. (D, P, R, S, OS, DS, CP, C) 3 vs. 3 To Lines – U10/U12 In a grid 20yds x 25yds, two teams of three play to the opposite 25yd lines. When the ball goes out of bounds it can be passed or dribbled in to play. Three players can now make the triangle shape for attack. (D, P, R, OS, DS, CP, C) 3 vs. 3 To Four Small Goals – U10/U12 In a grid 20yds x 25yds with small goals in each corner. Teams of three attack two goals and defend two goals. The goals are set up along the 25yd lines for extra width in the attack. Two teams attack the two opposite goals and defend their two goals. The goals are three feet wide and setup near each corner. With three attackers the players now have the 1st attacker (ball) and 2nd attackers (support) and a triangle shape in attack, looking to change the point of attack away from pressure. The defending team now has the 1st defender (pressure), 2nd defender (cover), and 3rd defender (with U12’s) (balance). (D, P, R, S, OS, DS, CP, C)


4 vs. 4 Endzone Game – U10/U12 Teams comprised of 4-6 players depending on numbers and space. To score you must pass the ball to a teammate into the opponent’s end zone (created with discs). The player cannot go into the endzone until after the ball has been passed. Stress recognizing opportunities and timing of passes. (D, P, R, OS, DS, CP, C) Clean Your Backyard – U10/U12 Break group into two teams and have each team stay only on their half of the field. Place a 6 yd buffer zone between halves that no one can enter or cross. Each player needs a ball. Place three small (2-3yd) goals at the far end of each side of the field. Have both teams shoot balls at other team’s goals in an attempt to score through anyone of the small goals (below knee height). Players cannot cross the buffer zone or go into the other half. Balls get recycled naturally in the game. This is a competition and teams need to keep score. Play 2 or 3 games and have teams re-strategize between each game. Teams can play defense though no hands. Only shots with laces count as goals. (D, S, DS, C) Triangle Goal Game – U10/U12 Make a triangle with three cones in the center if the field. The sides of the triangle each serve as a goal mouth so teams can shoot at three different goals. Place 2 goalies in the triangle and the 2 goalies must protect the three goal mouths. Two even teams play a normal soccer game, except they both can score on any of the three faces of the triangle for a point. The game is continuous and if a goalie catches the ball he just throws it out so the game continues. Version 2: Use two balls at the same time. (D, P, R, S, H, OS, DS, CP, C)


5 Goal Game –U10/U12 4v4+2 in a grid 25yds x 30yds. Five 2-yd goals are spread out throughout the grid. The plus 2 players are always on the attacking team. The teams score by passing through any of the goals to a teammate. Must receive with inside of foot, then outside, weak foot inside/outside are different expectations that can be put on the players. First team to 10 points wins. Players need to be able to see where the open goals are, and receive with a “picture” of what is around them. Coach could require receiving player to perform a feint before touching ball. (D, P, R, H, OS, DS, CP, C) 4 vs. 4 To Four Small Goals – U10/U12 In a grid 30yds x 35yds, the same rules as 3 vs. 3 but now players must show a diamond shape in attack. Note: Coach defense and attack according to age and level. (D, P, R, S, OS, DS, CP, C) Triangle Passing Game – U10/U12 In pairs and on opposite sides of the triangle one player passes the ball trough two gates to his or her opponent. The opponent must chop the ball left or right past a cone and pass it back through a different gate to his or her opponent. Players only get two touches to return the pass if they take more touches or do not pass it back through a new gate the opponent gets a goal. (3 minute rounds, switch partners after each round, four rounds). (D, P, R) Four Square Passing – U10/U12 Form a grid 35yds x 35yds with squares roughly 4 yds across in each corner. Two teams of 4 to 6 players try to score by passing the ball to a teammate who makes a run into one of the four squares. Players in the squares cannot be defended against they can pass or dribble the ball out. Balls out of play can be passed or dribbled back into play. (D, P, R, OS, DS, CP, C)


Dutch Circle – U10/U12 Half of the players create a 25-35yd outer circle and have balls. These players must always be alert and on their toes. The other half of the players are in the middle of this circle and do not have soccer balls. The inner players check to players on the outside to receive a pass from them. They receive the pass and then play to any player on the outer circle who does not have a ball (except player who passed to them). They then check to another person on the outside who has a ball and repeat this process for about 2-3 minutes until coach switches players on outside and inside. Focus on both front foot and back foot receptions and add in feints (i.e. ball runs through legs, ball runs across body, or take ball early). Work on receiving with both feet and receiving sideways on. Version 2: Build to receiving in the air. Have players chip the ball to receivers or throw it at them. (D, P, R, OS, C) Combination Square – U10/U12 Make a grid about 25yds x 25yds and break it into quarters. Place 4 or 5 players in vests and have them roam around the entire grid in order to give support to the other players. Players in vests do not have balls, all other players do. Players with balls look to dribble around the grid and try to connect with the vested players to perform wall-passes. However, in order for this to happen the player on the ball must pass to a vested player in a different quarter than him and the pass back from the vested player must go into a quarter that neither he or the player who passed the ball is in. The player initiating this wall pass needs to play a firm pass, sprint to an open space in a different quarter, receive the ball, and burst again with speed once receiving the ball. The vested player must show themselves to others constantly in order to give support and look to play balls to the front foot of the runner. (D, P, R, OS, CP, C) Colors-Warm Up – U12 Half of the players in red pinnies, half in blue. Teams playing together in the same space combine in the passing sequence blue-blue-red-red-blue-blue-red-red etc. etc. Ball can never stop, players can never stop moving, and ball cannot leave area of play. Coach can limit touch-count, mandate which foot to pass with or which side of foot to pass with as sees fit. When players can do first sequence adequately and without frequent errors change the sequence to blue-blue-blue-red-red-red-blue-blue-blue etc. etc. Stress communication and technical passing points throughout. Make this activity competitive by counting errors and setting goals by lowering allowed errors. (D, P, R, OS, CP, C) Endline 1 vs. 1 or 2 vs. 2 – U10/U12 The coach starts play from the endline, where he has all the balls. The players will be in two rapidly moving lines. When a coach plays a ball out (30-40 yds away), two players compete to get to the ball first (1 point), beat the other player on the dribble (1 point) and bring the ball back and stop it on the endline (2 points). The coach plays multiple balls (4 or 5) out at once. Players will get a brief rest when they come back and this will serve as the much needed rest in this high intensity activity. Players keep count of their win/loss record as each competition will bring a win or loss. Make sure players are competing against different players as the activity continues. (D, P, R, OS, DS, CP, C)


2 vs. 2+2 or 3 vs. 3+3 keepaway – U12 Three distinct teams in colors (red, green, white), one team starts as defenders and the other 2 teams play together to keep the ball away from the defense (so it is actually 4v2 or 6v3). When the ball is taken by the defense, the color (two/three players) they stole it from becomes the new defenders. Players must pay close attention to who the defenders are, to score the teams in possession must make 6 passes before losing possession. If they do this, both teams on offense receive 1 point. (D, P, R, OS, DS, CP, C) 2 vs. 2 with walls – U10/U12 In a grid 15yds x 15yds, each team has two players in the grid and two on the outside, on opposite sides from each other. The teams score by either making six passes (with teammate inside the grid or support players) or by executing a 1-2 (wall pass) with a support player. After 3 minutes switch inside and outside players. (D, P, R, OS, DS, CP, C) 2 vs. 2 to targets – U10/U12 In a grid 20yds x 20yds, two teams look to play to a target player on opposite sides of the grid. If they play to the target and receive the ball back, they look to switch directions and play to the other target player. If they just play to one target it counts as 1 point. If they play to two consecutive targets without losing possession it counts as 3 points. Target players must constantly move along their line to show for the ball. Every three minutes rotate the players. (D, P, R, OS, DS, CP, C) 3 vs. 3 to six small goals – U10/U12 In a grid 20yds x 30yds that is wider than long set up a game in which players learn to protect the goals, which the other team has to dribble through in order to score. Focus on teaching players the defending roles of pressure, cover, and balance (depending on age). Version 2: Once defense is having a lot of success, teams can score by shooting through the goals. (D, P, R, S, OS, DS, CP, C)


4 vs. 4 To Four Small Goals – U12 Teams each have four players. The 1st attacker (ball), 2nd attackers (support) and a 3rd attacker (target) who gives length or width to the attack. The attacking shape is now a diamond. This game can be played to lines, goals with keepers, four square or targets. (D, P, R, S, H, OS, DS, CP, C) Bread and Butter – U12 Typical 4 vs. 4 but with an additional 4 players who stand on the outside of field and can be used by either team as outlets (with only 2 touches). If a team gets scored upon, they become the team on the outside and the outside team plays on the field. Use approximately a 20x25 yd area. Stress correct technique, receiving sideways on, and facing where they wish to play. May restrict the players to 2/3 touch to force quicker decisions, and better body position before the ball arrives. Keep score and make the game competitive. (D, P, R, S, H, OS, DS, CP, C) 6 vs. 6 team touch – U10/U12 Play a normal 6v6 game except for the fact that every player on a team must touch the ball before their team can score. This forces players to show for the ball, to communicate, and to spread out the field. Version 2: If players are advanced, you can enforce a 3 or 2 touch limit on players. (D, P, R, S, H, OS, DS, CP, C) 6 vs. 6 (U10) or 8 vs. 8 (U12) dual sided goal – U10/U12 Using a Coerver goal or setting up a goal in which the goalie must protect both sides of the goal, play to the goal. Both teams can score from either side of the goal. If a goalie makes a save, she just punts the ball out. Teams must learn to change the point of attack and must give support to each other and communicate constantly. This will help teach teams to “make the field big” when on offense and to try to compact the field on defense. (D, P, R, S, H, OS, DS, CP, C)

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