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U.S. Soccer E License

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U.S. SoccerNational E Course

2016Guidebook

Contents by United States Soccer Federation

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The E Course manual contents are owned by the United States Soccer Federation.

Any reproduction or other dissemination of Coaching Instructor’s Workbook without the express written consent of

the United States Soccer Federation is strictly prohibited.

© 2001-2015 United States Soccer Federation Revised 11/1/2015

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Why is it important to teach playersto “respect the game”?

So they understand that the game is the best teacher.

So they learn to respect the role of the referee; opponents; coaches; fans; their equipment; and nutrition. And to ensure future players continue playing,

learning, and loving this game.– United States Soccer Federation

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U.S. Soccer E Course

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U.S. Soccer E Course

Thousands of coaches have completed U.S. Soccer Federation coaching schools since they were first developed in 1970. We have all been participants in the growth of soccer’s popularity at the youth, amateur and professional level in the United States. Development of coaches should ideally lead and precede the growth of our sport. We are embarking on an ambitious pathway that will be focused on accelerating the development of our coaching community. It is logical that this coaching development initiative will be focused on transferring theory into practice –the development of players at all levels.

The technical leaders of the Federation have studied, observed and participated in the game on a global scale. From this perspective, we acknowledge that there are many ways to teach the game of soccer. Through coaching education, we must provide the U.S. Soccer community with a coherent message, globally-relevant content and modern teaching methodology. All of these variables should be representative of our brand… the United States.

As you proceed down the U.S. Soccer Coaching Development Pathway, we encourage you to integrate these important messages about our role as coaches:• INSPIRE: Be the emotional leader for the young athletes that you serve. Inspire the “play” in your players.• GUIDE: Apply the guidelines from the U.S. Soccer Curriculum to your specific coaching environment.• NURTURE: Perpetuate a passion for the game. This means a balance between structured and unstructured play.• INCORPORATE: Age-appropriate methods and best practices relative to the developmental age of your players.• TRAIN: Become a master coach – develop your craft – provide a quality training environment.• ENVIRONMENT: Develop the athlete and the person – do not sacrifice youth development for a result.

U.S. Soccer’s primary goal is to provide positive, professional and continuous development programs for coaches at all levels of the soccer spectrum. Our future developmental pathway will continue to offer modern coaching methods, globally-relevant content and practical applications to the game. Our mission is to support you as you grow our sport through the hearts and legs of the athletes that we coach.

Ignite the “PLAY” in the player,

Dave Chesler, Director of Coaching DevelopmentU.S. Soccer Federation

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U.S. Soccer Coaching Education Pathway

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Table of Contents

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Section 1: E Course Workbook-Course Focus -Expected Outcomes

Section 2: Methods Of Coaching I-Long Term Athlete Development -The BASIC Stage (9-12)

Section 3: Methods Of Coaching II-Skills of Teaching

Section 4: Methods Of Coaching III-Designing a Training Session

Section 5: Methods Of Coaching IV-Planning a Microcycle

Section 6: Principles of Play-Defending Principles -Attacking Principles

Section 7: Team Management-Best Practices for a Safe Environment

“I never teach my pupils;I only attempt to provide the conditions

in which they can learn.”

– Albert Einstein

E Course Guidebook

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E Candidate Learning Objectives:

What is the E Course?

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E Candidate Outcomes

What are the specific target outcomes of the course?

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E Course- ScheduleThree day template

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Methods of Coaching IAthlete Development Model

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Methods of Coaching IThe Developmental Stages of a Soccer Athlete.

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Methods I

The successful candidate will:

PrimaryUnderstand and describe the technical, tactical, physical and psycho-social characteristics of soccer players in the basic stage of long term athletic development

Secondary

Describe the challenges of using chronological age to group players in the basic stage of development

Describe the opportunities of developmental windows presented in the Basic Stage of development

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The Four Components of the GameLong-term Player Development Model

Four components must be CONNECTED and CORRELATED

RELATIVE to the development stage of the athlete

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Methods of Coaching IDebate, Discuss and Develop and Action Plan

“Chronological age is a poor guide to segregate adolescents for competitions.”

(Sport4Life, Canada)

Currently most youth sports programsare structured around chronological age.

We should recognize that sport science confirms that athletes of the same age

between ages 10 and 16 can be as muchas 4-5 years in developmental separation.

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Methods of Coaching IThe Development of a Soccer Player

Do you know WHO you are coaching?

• TECHNICAL DEVELOPMENT?

• TACTICAL DEVELOPMENT?

• PHYSICAL DEVELOPMENT?

• PSYCHO-SOCIAL DEVELOPMENT?

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The Long-term Player Development ModelBasic Stage: 9-12 Years

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The Long-term Player Development ModelBasic Stage: 9-12 Years

Methods of Coaching IIThe Skills of Teaching

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PrimaryDemonstrate an understanding of effective teaching methods relative to the 9-12 year old player

Secondary

Demonstrate how to check for understanding

Demonstrate application of the Coach’s Toolkit

Demonstrate an understanding of how to create a child-centered environment

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Are you teaching soccer, or are you teaching kids?

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Are you a presenter or a coach?

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Methods of Coaching IICommunication- Effective Use of Questions

Are you a presenter or a coach?

FACTUAL

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Methods of Coaching IICommunication- Effective Use of Questions

The skillful coach constantly assessesand manipulates the environment, thus challenging

and stimulating players to find creative solutions

• STOP – FREEZE• NATURAL STOPPAGE• FLOW – CONTINUOUS ACTIVITY• INDIVIDUAL REFERENCE

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Methods of Coaching IIManagement of the Learning Environment

The skillful coach constantly challenges and stimulates players to find creative

solutions.

• COMMAND & DIRECT• QUESTION & ANSWER• GUIDED QUESTION• EXPERIMENTATION

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Methods of Coaching IIManagement of the Learning Environment

I HEAR,

I SEE,

I DO,

and I forget...

and I remember...

and I understand.

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Methods of Coaching IITeaching Essentials

Methods of Coaching IIIDesigning a Training Session

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Methods IIICompetencies


PrimaryDemonstrate an understanding of developing an effective training session

Secondary

Understand the cycle of coaching

Demonstrate an understanding of the four stage teaching progression

Demonstrate an understanding of creating reality-based activities to develop a four stage training session

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Methods of Coaching IIIThe Coaching Cycle

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Methods of Coaching IIIFour Stage Teaching Progression

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STAGE IV: GAME

Unconditional Laws are enforced Establish a formation for both teams

6v6/7v7

STAGE III: EXPANDED SMALL-SIDED ACTIVITYIntegrate principles of attack and defense

Directional play and one large goal is requiredExpanded numbers

Integration of most game variables (Laws)

STAGE II: SMALL-SIDED ACTIVITY

Opposition present Integrate psychological components of competition and cooperation

STAGE I: TECHNIQUE-SKILLS (WARM UP)Maximize ball contact

Maximize touchesProgress from unopposed to opposed (TECH > SKILL)

Integrate physical components

Methods of Coaching IIITraining Topic and Objectives

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Begin by “reading” a moment in the game…

Define the topic by describing; the key principles, the region of the field and your general philosophy of play.

Identify the objective(s) by describing; the key players, the situation, the location, the game cues and the desired outcome.

Methods of Coaching IIITraining Topic and Objectives

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Improve a central defenders ability to pressure the opponent to prevent scoring opportunities.

U11 Strikers

A central defender (#4 or #5) will improve the ability to pressure the opposing forwards in and around the penalty area. The central defenders will understand the mechanics and timing of pressure in order to prevent a turn and alternatively how to pressure to prevent a shot on goal if the opponent is already facing the goal. The practice will be designed to decrease the number of goal-scoring opportunities by the opponent in the game environment.

Methods of Coaching IIIDiagramming An Activity

Your players (positional role)Attacking toward the top of the diagram

Opponent (positional role)Attacking toward the bottom of the diagram

Symbol for passing

Symbol for player movement

Symbol for tactical role / influence ofone player

Symbol for dribbling

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Methods of Coaching IIIDiagramming Example

Diagram Components: Positional #’s are utilized to define

the roles of each player

Focus team is shown as blue

triangles.

Opponent is shown as red circles

Focus team is attacking toward the

top of the diagram

Dimensions of the playing area

Use of arrows to identify movement

of ball and players

Vertical field alignment

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• PHYSICAL ENVIRONMENT • OBJECTIVES OF THE TRAINING• GAME/ACTIVITY RULES • DEVELOPMENT STAGE OF ATHLETES

WARM-UP: a.k.a. Preparation StageCoaching Points:

Technical-Tactical• 2 players will engage 1v1 in the center of the

grid. The defending player will make a decision to intercept, tackle or prevent a turn based on perception of cues and physical execution.

Physical• Progression from low intensity to high

intensity actions.Mental• Guide player response toward accurate

perception of speed & distance• Guide decisions based on opponent and

teammate cues.

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Training Session Objective: Improve the central defenders ability to pressure the opponent to prevent scoring opportunities.

Methods of Coaching IIIStage I Preparation- T.T.P.M.

METHODS OF COACHING IIISTAGE II: SMALL-SIDED ACTIVITY


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MAIN ACTIVITYCoaching Points:Technical-Tactical• Focus on the techniques necessary to regain

possession for the 4 and 5 in this exercise. Their covering roles are key variables. Starting positions and movement relative to one another and the opposing 9, 10 are key coaching concepts

Physical• High intensity actions. Manage by rotating a

group of players in and out for specific intervals. Maintain functional roles within each group.

Mental• Guide player response toward accurate

perception of speed & distance• Decisions based on essential cues from the

position of opponent and teammates. Pressure and cover are key principles to teach.

Methods of Coaching IIIStage III: Expanded Activity


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EXPANDED ACTIVITYCoaching Points:Technical-Tactical• Reading game cues in transition and relative

to defending a full goal + GK. Guide decisions on who will step to pressure? Who will cover? Reading cues to step up or to retreat to goal area. Apply technical aspects of blocking shots

Physical• Medium to high intensity. Prescribe recovery

periods at regular intervals. These may be adjusted based on the frequency and duration of coach interventions.



teammate cues.• Incorporate new cues from rear perspective.

Methods of Coaching IIIStage IV: The Training Game


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STAGE IV: GameCoaching Points:Technical-Tactical• Full width environment will challenge

decisions about starting position and moving to achieve compactness. Analyze and guide techniques for 1st defender closing the opponent and preventing penetration via horizontal gaps.

Physical• Medium to high intensity. Prescribe recovery

periods at regular intervals. Lateral shifting on full width will place a higher demand on movement. Rotate the 4 and 5 in/out due to high physical demand.



teammate cues.

Methods of Coaching IVPhysical- Sport Science

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The Long-term Player Development PlanDebate, Discus and Develop an Action Plan

How does this evidence influence a development plan?

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The Long-term Player Development PlanPeriodization- Effective Planning

Methods of Coaching IVSeasonal Planning

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Methods of Coaching IVWeekly Planning- Managing a Single-Game Cycle

PHYSICAL LOAD?

FREQUENCY?

VOLUME?

INTENSITY?

DURATION?

MECHANICALSTRESSORS?

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© 2013 U.S. Soccer CONFIDENTIAL: Not to be shared without U.S. Soccer Approval 19

RELATIVE %WORKLOAD

RECOVERY(WITH BALL)

RECOVERY(TEC/TAC)

TRAINING(TEC/TEC)

UNDERLOAD(TEC/TAC)

OVERLOAD(WITH BALL)

100

95

90

85

80

75

70

65

60

55

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TRAINING LOAD : DEFINING THE LEVELS

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65

50

75

65

85

75

8585

100

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PRINCIPLES OF PLANNING

72 HOUR RULE A full match demands 72 hours for full recovery. Proportionality?

24 HOUR RULE The day following a match is always a recovery day.

24 HOUR RULE- PART IIThe day following an overload day is a recovery day.

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Attacking Principles of Play

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Attacking PrinciplesCompetencies


PrimaryIdentify, understand, and describe the related attacking principles found in the small-sided game model.

Secondary

Identify, evaluate, and correct the principles of attack

Identify and describe why and how attacking principles relate to the 11v11 model

Understand and describe the principle of safety vs. risk

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Attacking PrinciplesThe Foundation of Team Play

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Attacking PrinciplesStyle of Play

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Position-Specific RolesNomenclature

• Flank MF Pressing Zones• Combined pressure of MF + Strikers = predictability of serve

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Left Winger

Center Forward

RightWinger

Attacking Center

Midfielder

CenterMidfielder

DefensiveCenter

Midfielder

RightOutside

Back

LeftOutside

BackLeft

CenterBack

RightCenterBack

Goalkeeper

SYSTEM: “1-4-3-3”

3 FORWARDS

3 MIDFIELDERS

4 BACKS

1 GOALKEEPER

Attacking PrinciplesTeam Organization

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DEVELOPMENT FIELD

• U9 and U10 – 7v7 – 14 players per team

• 7v7 formations promote a good distribution of the players on the field and provide a versatile framework to introduce simple tactical elements at an early age

• Formations are focused in the development of attacking elements of the game

• 1-2-3-1 formation: designed to develop passing and movement of the ball

• 1-3-2-1 formation: designed to promote forward runs and 1v1 situations

SMALL SIDED FIELD

• U11 and U12 – 9v9 – 16 players per team

• On a bigger field 9v9 formations are ideal to keep developing attacking elements of the game and introduce basic defensive concepts working as a unit

• 1-3-2-3 formation: designed to provide space in midfield areas and provide multiple attacking options at front

• 1-3-3-2 formation: designed to understand basic defensive organization and promote build up play

1-3-2-11-2-3-1

1-3-3-21-3-2-3

Attacking PrinciplesPenetration


PENETRATION

WHO?WHAT?WHERE?WHEN?WHY?

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What are someother methods to penetrate?

Dribbling

Shooting

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2

9

7

6

4

11

8

3

Attacking PrinciplesPenetration

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PENETRATION

Insert Video Clip Here

Attacking PrinciplesSupport / Depth


SUPPORT / DEPTH


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1

2

9

7

6

4

11

8

3

(When?) Describe the variables that influence the support of #7, #6, and #1.

(How?) What strategies may be used by support players to lose their opposing markers?


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SUPPORT

Attacking PrinciplesSupport / Depth

Attacking PrinciplesMobility and Width


MOBILITY and WIDTH


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1

2

9 7

6

4

11

8

3

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2

(When?) Describe the variables that determine the timing of #9 to move in order to provide width?

How does Law #17 influence the mobility of #9 and #7?


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MOBILITY AND WIDTH

Attacking PrinciplesMobility and Width


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IMPROVISATION

Attacking PrinciplesImprovisation

PRINCIPLES OF PLAY

Principles of Defending

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Principles of DefendingCompetencies


PrimaryIdentify, understand, and describe the related defending principles found in the small-sided game model

Secondary

Identify and describe small group defending principles of play within a larger game (pressure, cover, balance)

Identify and describe larger group defending principles of play(compactness, depth)

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Defending Principles

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Defending PrinciplesPressure- 1st Defender



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1

2

9 7

6

4

11

8

3

1

34

2

10

WHO?

WHEN timing of movement (approach)?

WHERE which 3rd of the field?my starting position?destination?

CUES?teammates?opponent?ball?

Pressure = 1st Defender Role


Defending PrinciplesPressure


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PRESSURE= 1st DEFENDERS(S)

Defending PrinciplesCover



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1

2

9 7

6

4

11

8

3

1

34

2

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Cover = 2nd Defender Role

WHO?

WHEN timing of movement (approach)?

WHERE which 3rd of the field?starting position?destination?




COVER= 2nd DEFENDERS(S)

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Defending PrinciplesCover

Defending PrinciplesBalance and Compactness



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1

2

9 7

6

4

11

8

3

1

34

2

10

11

87

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Balance / Compactness = 3rd Defender Roles

WHO?

WHEN timing of movement?

WHERE which 3rd of the field?my starting position?my destination?


BALANCE and COMPACTNESS = 3rd DEFENDERS(S)


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Defending PrinciplesBalance and Compactness

DELAY



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Defending PrinciplesDelay

Team Management

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Team ManagementDay of Game Tasks

• PRE-GAMEPlayer passes, field directions, uniform choice, players’ arrival time, etc.

• HALF-TIMEComfortable locationRe-hydrate, injuries, etc.Encourage individuals1-2 Simple game concepts

• POST-GAME:Fuel + waterCheck for injuries AnnouncementsConcise, positive summaryNo Match Analysis

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Team ManagementStaff Considerations

• Proper instruction for every activity

• Provide age- appropriate coaching staff

• Provide proper supervision for training and games

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• Provide proper instruction for the activity

• Provide coaches with age-appropriate licenses.

RESPONSIBILITY…to place individual players on teams that provide:

• Provide a safe environment


Team Management“Top 10 Safety Guidelines (1 through 5)

1. Proper use of equipment (shin guards, no jewelry, uniforms designed for climate)

2. Always SECURE GOALS and CHECK for STABILITY

3. Always have a 2nd adult present –All Adults with a Member PASS

4. Proper fitting shoes, proper type of shoe for surface

5. Check field for glass, holes, sharp objects

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Team Management“Top 10 Safety Guidelines (6-10)

6. Upkeep and monitoring of playing surfaces

7. Avoid scheduling training during the hottest periods of the day and when there is intense humidity

8. Ice, ice bags & water supply, frequent water breaks

9. Exercises that decrease repetition of dangerous contact

10. Always carry; First Aid Kit, emergency info, & a phone

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Best Practices

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Best Practices“Age-Appropriate Guidelines (U10)

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GENERAL CONCEPTS

Training and games that are free flowing

An environment that is coach guided, not directed.

Emphasis on technique- always related to a game context. (application)

Player-centered environment at all times

Under - 10

7v7 (6v6 plus GK’s)

Rotate positions, including GK’s

2x25 minutes; free subs

Size 4 ball

Max 20 games/year

No League standings

Practice 90 minutes maximum

2-3 practices per 1 match


Best Practices“Age-Appropriate Guidelines (U12)

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Under – 12

9v9 (including GK’s)

Size 4 ball

Max 30 games/year

No tournaments in round robin format

No Regional, State Competition

Practice 90 minutes (3 x week)

Problem solving games up to 7v7

Focus on learning the principles of play

Begin to integrate positional roles

GENERAL CONCEPTS:

Cooperation in functional groups.

Attacking and defending roles.

Recognize numbers up, down, and even and appropriate decision based on each scenario.

Emphasis on skill as application of technique in a specific game context


Thank you

Thank you for taking part in U.S. Soccer’s National “E” License course. Additional details, including pre-course assignments, can be found by visiting ussoccer.com or http://www.ussoccer.com/Coaches/Licenses/National-E.aspx

Following the course, please be sure to provide us feedback by taking our online survey at https://www.surveymonkey.com/s/2013ELicenseSurvey

For additional questions, please be sure to contact U.S. Soccer at [email protected] or your local State Soccer Association.

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http://www.ussoccer.com/Coaches/Licenses/National-E.aspx

https://www.surveymonkey.com/s/2013ELicenseSurvey

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