SOCCER RHODE ISLAND - usys-assets.ae-admin.com · soccer rhode island ... 19 u10 cognitive...

SOCCER RHODE ISLAND COACHING EDUCATION PROGRAM

STATE YOUTH MODULE COURSE

Resource Manual LEVEL —Under 6, Under 8, and Under 10 Years of age

Table of Contents MISSION STATEMENT ..................................................................................................... 5

UNDERSTANDING YOUTH PLAYER CHARACTERISTICS ..................................................... 7 THE U6 PLAYER ............................................................................................................... 8 U6 GENERAL IMPLICATIONS .......................................................................................... 9 U6 PSYCHOMOTOR CHARACTERISTICS .................................................................... 10 U6 COGNITIVE CHARACTERISTICS ............................................................................. 11 U6 PSYCHOSOCIAL CHARACTERISTICS..................................................................... 12 THE U8 PLAYER ............................................................................................................. 13 U8 PSYCHOMOTOR CHARACTERISTICS .................................................................... 14 U8 COGNITIVE CHARACTERISTICS ............................................................................. 15 U8 PSYCHOSOCIAL CHARACTERISTICS..................................................................... 16 THE U10 PLAYER ........................................................................................................... 17 U 10 GENERAL IMPLICATIONS ..................................................................................... 18 U10 PSYCHOMOTOR CHARACTERISTICS .......................................................................... 19 U10 COGNITIVE CHARACTERISTICS ........................................................................... 20

DEVELOPING A PHILOSOPHY OF COACHING ..................................................................... 21 PRINCIPLES OF YOUTH COACHING ............................................................................ 22 WHAT YOU CAN EXPECT FROM CHILDREN?........................................................ 23 by Brenda Read. British Council of Physical Education; and Loughborough

University ...................................................................................................................... 23 WHAT YOUR PLAYERS NEED FROM YOU ................................................................... 25 THE TEN COMMANDMENTS OF YOUTH COACHING .................................................. 26 THE TRAINING SESSION ............................................................................................... 27 COACHING ACTIVITIES CHECKLIST ............................................................................ 29

TEAM AND RISK MANAGEMENT ............................................................................................... 30 PREVENTION of SOCCER INJURIES .................................................................................. 32 GENERAL PRINCIPLES FOR HANDLING AN INJURED PLAYER .......................................... 33 THE R.I.C.E. METHOD.................................................................................................... 34 CARE OF SOCCER INJURIES ....................................................................................... 35 HEAT INJURIES ................................................................................................................ 37

SAMPLE TRAINING SESSIONS U6 ....................................................................................... 38 SAMPLE TRAINING SESSION U8........................................................................................... 39 SAMPLE TRAINING SESSION U10 ......................................................................................... 40 MODIFIED RULES U6 AND U8 ................................................................................................ 41 MODIFIED RULES U10 ............................................................................................................ 42 AGE APPROPRIATE ACTIVITIES AND RESOURCES ........................................................... 43 U6/U8 ACTIVITIES AND GAMES ............................................................................................ 44 U10/U12 ACTIVITIES AND GAMES ......................................................................................... 48

SRI-Version 8/03/2013 SoccerRI Youth Module

3

Acknowledgements:

This manual is part of a USSF Coaching Education Program, and information is provided through the USYS Coaching Department. Soccer Rhode Island also acknowledges the contributions of the Soccer Rhode Island Instructional Staff Members to this manual, and those of Mike Singleton, Massachusetts Youth Soccer’s Executive Director and his State staff, for supplying the games in Appendixes D and E.


4

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: The Technical, Tactical, Physical, Mental Aspects

Understand the characteristics of U6/U8/U10 players

Challenge each child at a level commensurate with their ability

Understand how to structure difficulty in small game 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


5

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.


6


7

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


8

THE U6 PLAYER The Introductory Years

At this age, a child does not need the fixed dimensions of a playing field. A safe playing area will do. At this stage, every game on an unrestricted area depends on the imagination of children who very often transform it into action. The choice of the ball is very important. In size and structure it must be adjusted to a child’s physical capacities. Their dexterity with the ball develops slowly and only when the ball is neither too big nor too heavy. Otherwise it is no FUN. In time, the child who is still entitled to play freely will control his playing area with the ball. In this age group it’s FUN being active. A rhythm evolves as the ball goes to and fro. When a child becomes tired and can no longer concentrate, he/she will sit down, and start up again when he/she is ready. Moments of effort are automatically followed by relaxation and rest. At this stage a child is very EGOCENTRIC. The player is especially concerned with him/her self. The ball becomes their very own possession which they unwillingly share. The child hardly needs any instructions. They are self-critical and will find a solution themselves if they do not succeed. They will repeat an action of their own accord. When practicing, the emphasis lies with the pleasure of playing

with the ball. The player learns to control it. This is the hidden

start to personally controlling the ball


9

U6 GENERAL IMPLICATIONS

Very short attention span, be simple and brief.

Provide full physical participation for everyone.

They can learn to jump, skip, hop, chase and dodge.

Fun lies in kicking the ball rather than the distance or accuracy of the kick.

Opportunity to experiment with technique is more important to them than success with the technique.

Soccer demands the player to be constantly moving (activities that force them to wait their turn or games that eliminate them from play, are not recommended).

Use fantasy as well as reality in games, as many children may still be in the Pre-operational stage of cognitive development.


10

U6 PSYCHOMOTOR CHARACTERISTICS

Movement Education/Discovery approach.

Differences between boys and girls are minimal.

Weight range for boys and girls is approximately 30-50lbs.

Height range for boys is approximately 35-45” and for girls is 37-45”

Progress in neuro-motor control starts with the head and moves downward to the feet, and from the center of the body outwards.—When learning a game, use their better developed hand control to learn the mechanics and strategy of the game, then use their feet once the strategy is learned.

Body segments grow at different rates (head still large relative to body and legs)—can result in poor balance.

Easy fatigue, rapid recovery, heart rate around 90-bpm for boys and girls.

Emphasis of fundamental movement skills:

Locomotor: walking, running, leaping, jumping, hopping, skipping.

Non-Locomotor: bending, stretching, twisting, pulling, pushing, reaching.

Basic Manipulative: throwing, catching, striking--Educate both sides of the body.

Increase the range of use of all body parts.

Need to explore qualities of rolling and bouncing the ball.

>Notable Quotes: “From three to six years of age children should be absorbed with play, in games of their own devising” – Plato(427-347BC) “Advocate early childhood education, Associate the importance of early childhood activities in the first six years of life to their total and overall development throughout life” – Cirero(106-43BC)


11

U6 COGNITIVE CHARACTERISTICS

Preoperational stage of Cognitive Development.

Play consists of a high degree of imagination with pretend activities.

Tend to only one task at a time in problem solving situations.

Process small bits of information at a time; long sequential instructions are not processed.

SIMPLE RULES, only.

Limited understanding of time, space relations and boundaries.

Notable Quotes: “de Montaigne considered play to provide circumstances in which children develop the individual qualities that become apparent with maturity. He promoted learning by doing, versus rote learning and placed equal value on social interaction. He also felt that creating a desire to learn by making learning enjoyable would instill a long term attitude about acquisition of knowledge.” – Michael de Montaigne (1533-1592) “Believed that experience (doing) was necessary for perception change to occur. This included play inexperience. He felt that curiosity and play should be used to inspire learning.” – Jean Jacques Rousseau (1712-1778)


12

U6 PSYCHOSOCIAL CHARACTERISTICS

Children are beginning to develop their self-concept, body awareness, and self-image through movement.

Egocentric: see the world and other people only from their perspective, demonstrated through parallel play. They all want the ball if there is only one!

They have difficult time cooperating with their teammates.

Need generous praise and the opportunity to play without pressure.

They do not compete but merely imitate competition.

They exhibit sudden shifts in behavior from good to bad and bad to good, as they test for limits.

May verbalize the word team, but they do not understand group or collective play.

Notable Quotes; “Established the first infant schools in Great Britain and the United States. He advocated the importance of outdoor play and learning which occurred as a result of natural curiosity stimulated play.” – Robert Owen, British Educational Reformist (1771-1858) “Fostered the idea that learning occurs through play and games. He also stressed the importance of educating mothers to the importance of play in child development. His ideas were widely adopted throughout Europe and the United States.” – Friedreich Wilhelm August Froebel, German Educational Reformist (1782-1852)


13

THE U8 PLAYER Attention span is a bit longer than U-6 & U-7 players but still not at

a team “competitive” stage

Inclined towards small group activities, and can play with partners

Always in motion:

scratching, blinking, jerking, rocking

They want everybody to like them

Easily bruised psychologically

They will remember negative comments for a long time

Shout praise

Give "hints"

Developing physical confidence

Most are able to ride a two-wheeler

Starting to imitate older players or sports heroes

Want the same "gear" as them

Still lack a sense of pace

They go flat out until they drop

Skeletal system growing rapidly

Often results in apparent lack of coordination

Cardiovascular and temperature regulation system is not yet developed

Their heart rate peaks quickly and they overheat quickly

Make sure that they get adequate water breaks


14


Movement education approach is still important.

Skeletal system is still growing; growth plates are near joints, thus injuries to those areas merit special consideration.

Girls usually taller and more mature, on average can be two years ahead of boys.

Flexibility is great. They can learn to; kick a ball on the run, jump, skip, hop, chase and dodge.

Extremely active; sitting still Is very difficult.

Cardiovascular system is less efficient than an adult's; a child's heart rate peaks sooner and takes longer to recover to full resting rate.

Temperature regulation system Is Iess efficient than an adult's; children elevate their core body temperature more quickly with activity and take longer to cool down than adults.

There is perceivable Improvement in pace and coordination from U6 to U8, however the Immaturity of a US's physical ability is obvious.

Review such skills as running at various speeds in various directions.

Explore new skills such as dodging, ducking, twisting and turning while running.


15


Concrete operational stage of development

Limited ability to attend to more than one task at a time; the simple task of controlling the ball demands most of their attention capacity, thereby leaving little or no capacity for making additional decisions.

Concepts of time and space relationships are just beginning to develop, children are limited by capacity to attend to multiple tasks.

Limited experience with personal evaluation; effort is synonymous with performance, "If I try hard, than I performed well" regardless of the actual performance.

Beginning to categorize information; some relationships that “DO" exist are not recognized and some relationships that "DO NOT" exist are assumed. That is inclusive and exclusive thinking are not thoroughly logical yet.

NOTABLE QUOTES:

- Mlchael de Montaigne (1533-1592 CE) thought that play provldes the circumstances in which

children develop the individual qualities that become apparent with maturity. Montaigne promoted

learning by doing, versus rote learning and placed an equal value on social interaction. Montaigne

also felt that creating a desire to learn could be achieved by making learning enjoyable to instill a

long term attitude towards the acquisition of knowledge.

- Jean Jaques Rousseau (1711-1778 CE) Believed that experience (doing) was necessary for

changes in perception to occur. This Included play in experience Rousseau thought that curiosity

and play should be used to inspire learning.


16

U8 PSYCHOSOCIAL CHARACTERISTICS

Self Concept and body image are beginning to develop; very fragile.

Great need for approval from adults such as parents, teachers and coaches; they like to show off their individual skills.

Easily bruised psychologically by both peers and adults; negative comments carry great weight.

Slight increase in attention span.

Still not good at sitting still--even for short periods of time.

Expect sudden shift of behavior from bad to good and good to bad.

Their universe is expanding from the home to the neighborhood.

True playmates emerge with inclination toward partner activities. They will enjoy group play but will show preference toward small groups.

There is a desire for social acceptance; they want everyone to like them.

Will still be largely self-centered and co-operation is still difficult.

They still do not compete but continue to merely Imitate competition.


17

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"


18

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!


19


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.


20


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.


21

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!


22

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.

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


23

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: o Is the team in possession of the ball generally trying to score? o Is the team not in possession of the ball generally attempting to prevent

scoring? o 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.


24

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.


25

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!”


26

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.


27

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)


28

Recommended Training Session Plan

Date: _________________________________________________________ U6 & U8

Theme: ______________________________________________________________

Equipment: ___________________________________________________________

Field Space: __________________________________________________________

Activity Coaching Points Warm-up: (2–5 mins)

Second Activity: Moderate Challenge (3–5 mins)

Third Activity: Increase Challenge (4–6 mins)

Fourth Activity: Continue to Increase Challenge (5–10 mins)

Fifth Activity: The Game: 3v3, 4v4, (10-15 mins.)

Cool Down: Moderate Challenge (3–5 mins)


29

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 U6, U8, and U10 players are in the Appendices.


30

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


31

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


32

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 is not limited to: Team Safety and Information Card, plastic bags and ties for ice, ice, tape, band-aids, antiseptic, sterile pads, towelettes, gauze pads, elastic wrap, antibiotic cream and rubber gloves. CARE SHOULD BE TAKEN TO AVOID CONTACT WITH BLOOD AND BODY FLUIDS, AND TO PROPERLY DISPOSE OF ITEMS SOAKED WITH SUCH FLUIDS.


33

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 nothing until professional help arrives, while you keep the player immobilized.


34

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).


35

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.


36

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, 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.


37

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


38

APPENDIX A

SAMPLE TRAINING SESSIONS U6

Date: ______________________________________________________________ U6

Theme: Dribbling ______________________________________________________

Equipment: Cones and balls, pinnies ______________________________________ Field Space: _________________________________________________________

Activity Coaching Points

Warm-up: (2–5 mins.) —.Tag (See U6/U8 Activity Appendix for

description). Change direction to “get someone.” No

slapping, punching, or inappropriate tagging.

Second Activity: Moderate Challenge (3–5 mins.) — Kangaroo Jack

(See U6/U8 Activity Appendix for description). Variation: use a long

narrow field and play this end-to-end as a variation of the in-a-square

version in the Appendix.

Praise, careful, good kangaroos in the game.

Third Activity: Increase Challenge (4–6 mins.) — Planets (See U6/U8

Activity Appendix for description).

Safety: all go same way avoid collisions.

Emphasize keeping the ball close.

Fourth Activity: Continue to Increase Challenge (5–10 mins.) — Red

light-Green Light: (See U6/U8 Activity Appendix for description). Use

Red Green and Yellow as colors to start, add colors as children learn

more. Use long narrow field 20-25 x 10 yards. Variation: add goals at

each end.

Coach stop and starting with known varied techniques.

Fifth Activity: The Game: 3v3, 4v4, (10-15 mins.) — The game: " 3v3

to goals” Divide kids into 2 teams of 3 in pinnies. Number each child 1-3

on each team. Use 3 balls and have 3, 1v1 games going on

consecutively and simultaneously i.e. 1s play with one ball, the 2s play

with the second ball, and the 3s play with a third ball. As soon as a goal

is scored or goes out of bounds, players return to the coach who starts a

new game. Variation, increase the numbers per team.

Praise both children who play and not only

the goal scorers! Praise goals, and good organization of the players, good dribbling changes of direction and other process performances that the children do in the game.

Cool Down: Moderate Challenge (3–5 mins.) — Cool down, calming

activity like playing in slow motion, or statues of your favorite Disney, or

other cartoon characters.

Go from rapid to slower performance. Children often can only go at either stop or go at this age. Teach a middle speed and good control.


39

SAMPLE TRAINING SESSION U8

Date: ______________________________________________________________ U8

Theme: Dribbling ______________________________________________________

Equipment: Cones and balls, pinnies ______________________________________ Field Space: __________________________________________________________


Warm-up: (2–5 mins.) — Dribble in area. I can dribble with the inside of my foot.

Can you? Have players give parts of foot to use. Players identify parts of foot to use for dribbling. Players try using all parts of foot learned.

Players show coach and then practice using all 6 basic parts of foot.

Second Activity: Moderate Challenge (3–5 mins.) — Body Parts Dribble. Players

dribble ball in a grid and stop with the body part the coach calls out on the ball. On restarts the players change direction.

Keep it fun using many different parts of body. Be creative like we want our players to be.

Third Activity: Increase Challenge (4–6 mins.) – Everybody’s it. In a grid every

player has a ball. A player is tagged when their ball is kicked out. If ball is kicked out and player able to get to ball before it stops rolling player is allowed to come back in. If ball stops player must come to coach to do an activity before allowed to go back in.

Dribbling skills, coach change of pace and change of direction. Players to avoid collisions.

Fourth Activity: Continue to Increase Challenge (5–10 mins.) – Dribble Games.

Two goals. Two teams of 4 v 4, each player has a ball. Each player must dribble through the goal they are attacking. First team to score 4 goals wins (one goal from each player). Next play with four balls total (two on each team). Next play with 1 ball on each team.

Encourage proper dribbling skills. Having players use different parts of foot. Players to keep space.

Fifth Activity: The Game: 3v3, 4v4, (10-15 mins.) – The game. Pose players questions.

Cool Down: Moderate Challenge (3–5 mins.) – Ball Retrieval. Coach tosses the

ball and each player brings ball back using a different surfaces of foot and slowing speeds each time.

Coach gradually shortens the distance players need to go to get ball for cool down. Recap surfaces.


40

SAMPLE TRAINING SESSION U10 The following is a sample training session for U-l0.

Date: _____________________________________________________________U10

Theme: ______________________________________________________________

Equipment: ___________________________________________________________

Field: ________________________________________________________________

Space: ______________________________________________________________


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. Or Paint the Field.

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.


41

APPENDIX B MODIFIED RULES U6 AND U8

Many of these rules for U6 and for U8 play are listed in handbooks for coaches. One example can be found at http://www.thesuperliga.com/. 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.

http://www.thesuperliga.com/


42

MODIFIED RULES U10 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 o 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.

o 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: o Maximum 7 feet high by 7 yards wide, minimum size of hockey goals. THE BALL: o Size 4 NUMBER of PLAYERS: o Maximum number of players on the field at anyone time: 8, one of whom shall be

the goalkeeper. o Maximum number of players on a roster should not exceed 14. o Substitutions: Injuries, throw in, goal kick, half time. o Playing time: Each player SHALL play a minimum of 50% of the total playing time. o Teams and games may be coed.

http://www.thesuperliga.com/


43

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. Appendixes D and E of Activities and Games are 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. The major skill that candidate coaches develop as they acquire coaching skills and experience, is the ability and ingenuity to invent their own games like the ones described in Appendixes D and E.

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

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

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


44

APPENDIX D U6/U8 ACTIVITIES AND GAMES

EXAMPLE: Game Title (i.e. “Tag”)--Appropriate Age Level (U6 or U8) Description of How to Play Game (Player Skills the Game will Develop in Bold Parentheses)

Tag---U6 / U8

Every child dribbles a soccer ball in the space defined while trying to tag other players with their hand. Players cannot leave their own ball. Have them keep count of how many people they have tagged and, if playing twice in a row, see if players can tag more people than they did in the first game. Version 2: Players must tag other players on their knees. (D, BC)

Red light-Green Light---U6

All players have a ball and dribble in a limited space (or towards the coach). When coach says “red light”, players must stop ball and put foot on top of ball. When coach says “yellow light”, players must dribble very slowly. When coach says “green light”, players dribble fast. Coach controls this game with frequency of light changes and variety of changes. Once players catch on to this game, add other colors and affix different actions to them. (i.e. purple light = hop back and forth over ball, orange light = run around the ball, black light = dance, blue light = hide behind the ball etc. etc.) (D, BC)

Kangaroo Jack—U6 All players except two or three begin with a ball. Players without balls are kangaroo jacks and must hop like a kangaroo and try to tag players. If a player gets tagged, he/she becomes a kangaroo as well until all players are turned into kangaroos. (D, BC)

D = Dribbling P = Passing R = Receiving S = Shooting BC = Balance & Coordination


45

Planets---U6 / U8 Set up cones into multiple squares or triangles that serve as planets (or cities). All players must follow coach’s order and dribble into the planet he calls out. Coach can have all players follow same directions or break up team so they start at different planets and then have them dribble through the solar system in clockwise or counterclockwise fashion. Coach can have groups dribble in opposite direction through the solar system. (D, BC)

Snake---U6 / U8 In an appropriate space for the numbers you have, have all players dribbling soccer balls except for 2-3 players to start. These players hold hands and work together as one snake to tag the other players. The players with balls try to avoid getting tagged by the snake. If they are tagged, they join hands with players making up the snake. The snake grows until all players are part of the snake. The snake must stay together as one animal and not break off into little parts. Encourage fun by having

the snake hiss. (D, BC)

Ball Tag--- U6 / U8 Similar to other tag games except players try to tag others with their soccer ball instead of their hand. Have them keep count of how many times they kick their soccer ball and tag another person. Have the tag count if their ball hits another player or that player’s ball. Can have the players tag the coach for 10 or 20 points. Then can have players tag other selected players for 50 or 100 points etc. etc. Version 2: Rather than having players tag each other, have them tag the coach by kicking their soccer ball. The coach moves around without a ball to avoid being tagged. Have players count up how many they got and can do the same variations as in the other game by affixing a lot of points to players. (D, P, BC)

Shrek-Spiderman-Spongebob---U6 Place a couple players in pinnies and have everyone else get a soccer ball. Set up a 20 yd x 15 yd space and have the players with balls dribble around in the space. The players in pinnies are Shrek or Spiderman or SpongeBob etc. etc. and try to tag the players who have soccer balls. When players are tagged they go to into the goal (castle, spidernet etc. etc.) and can only get back out if a teammate with a ball tags them or the coach uses his/her magic powers to let everyone free. Use any character or images you like for this and make sure all players get a chance to be one of the special characters at some point during every practice. (D, BC)


46

Body Part Dribble---U6 / U8 In designated area, coach has all players dribble a soccer ball. When coach yells out the name of a body part, players must touch that body part to the ball as quickly as possible. Coach should vary body parts and rate at which he calls out body parts. At times, call out body parts consecutively (i.e. tummy, nose, elbow) during one stoppage or call out two body parts at once (i.e. both hands or both feet). (D, BC)

Juggling---U6 / U8 Everyone with a ball. Players practice keeping the ball in the air with feet, thighs, and head. Players count how many times they touch the ball before it drops to the ground. (BC, R)

Free Dribble---U6 / U8 Everyone with a ball, use inside, outside, and sole of the foot. 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. (D, BC)

Knock Out---U8 In same space as previous activity, have players dribble balls while trying to knock other player’s balls outside of the grid. Players can never leave their own ball. If their ball gets knocked out have them retrieve it quickly and get back into the game. (You may wish to have them perform a skills task before re-entering such as 10 toe touches or juggling 5 times). (D, BC) Shield-Steal---U8 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, BC)


47

2 vs. 2 to Four Goals---U8 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 10yd X 10yd. Have one team of 2 on deck, they come on when a team gets scored on twice. Game is continuous, players must run on immediately. (D, P, S, R, BC)

1 vs. 1 to Endlines---U6 / U8 In a space that is wider than long (15 x 20 yds) each player defends one endline and attacks the other. Players score by dribbling the ball in control over the opposing player’s endline. Version 2: Make this 2 vs. 2, 3 vs. 3 or 4 vs. 4. (D, P, S, BC)

Paint the Field---U6 / U8 Every player dribbles their ball in the area defined. You explain to them that their ball is actually a paintbrush and wherever it rolls on the ground, it paints that area. The task is to paint as much of the area as possible in the time allotted by dribbling their soccer balls all over the grid. Version 2: For U8, have players work in pairs. Partners paint by passing the ball to each other on the ground. The ball only paints the area when the ball is on the ground and it paints the lines created by the pass. See how much of the area they can cover by passing and moving to a new space. Version 3: Ask the players to dribble or pass using only their left or right foot or to pass using the outside of their feet. (D, BC, P, R)


48

APPENDIX E 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


49

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 keep-away – 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)


50

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)


51

4 vs. 4 End zone 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)


52

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)


53

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) End-line 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)


54

2 vs. 2+2 or 3 vs. 3+3 Keep-away – 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)


55

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)

SOCCER RHODE ISLAND - usys-assets.ae-admin.com · soccer rhode island ... 19 u10 cognitive...

Documents

Transcript of SOCCER RHODE ISLAND - usys-assets.ae-admin.com · soccer rhode island ... 19 u10 cognitive...