SRFS Club Handbook for Player Development and Coaching Education: “A Player Centered Model”

Tony Teixeira, SRFS President

Table of Contents

1. “What is our mission?” pg. 1-2 2. “Factors that Influence Club/Player Development” pg. 3-5 3. The Participants: “A Player Development Model” pg. 6-37 4. Educating Volunteers: Facilitators and Coaches pg. 38-39 5. Evaluating your program: Ethical Dimensions pg. 40-43 6. Resources pg. 44-47 7. Appendix A – “The Draw” pg. 48-49 8. Appendix B – “To Throw-in or Not to Throw-in” pg. 50-51 9. Appendix C – “Formations and Positions” pg. 52-53 10. Appendix D – “Goalkeepers?” pg. 54-55

“What is our mission?”

South River Future Stars’ mission is to provide a fun, safe, quality soccer experience for all youth who desire to participate which will assist in the social and physical development for children of all skill levels. It is to develop all of our players to the best of their ability to become complete soccer players with love for the game and a greater chance at future success. To promote excellence in sportsmanship and conduct in all players, coaches, referees, and parents.

The mission of the US Soccer, the governing body of soccer at all levels in the US, is similar in a way, to make soccer, in all its forms, the preeminent sport in the United States and to continue the development of soccer at all recreational and competitive levels. The only difference is that their focus is on promoting the game through the development and maintenance of the National Teams Program. NJYS has been very instrumental in the development of the world’s game by producing stars such as Glenn Myernick, Bob Smith, John Harkes, Tab Ramos, Tony Meola, and on the women’s side Carli Lloyd, Heather O’Reilly, Tobin Heath, and Captain America Christie Rampone!

The mission of US Youth Soccer, the largest youth soccer organization in the country (and possibly the world) with millions of children registered and countless volunteers, states that the game can be enjoyed by all children no matter their capability. Also, it is about fun and fully enjoying participation. US Youth Soccer encourages active participation by promoting and leading programs that encourage fair and safe play environments for youth while using the game of soccer as a catalyst. The player is the primary focus!

“The Game for All Kids” has become the mainstream philosophy of US Youth Soccer, while the philosophy behind US Soccer’s Play Practice Play methodology at the grassroots level, children learn and develop to their full potential through game-like experiences in an enjoyable environment that

supports individual growth. NJ Youth Soccer's mission is to provide fun and safe soccer experiences at all ages and abilities for the youth soccer community. The implications of all these statements are the same, in that the needs of the children participating in the game are at the forefront, not the development of winning teams or self-serving interests of adults who are in positions of leadership.

Factors that influence Club Development

PHILOSOPHY: A coach can be a very positive influence on a young person’s life. We as a club stress teamwork, responsibility, initiative, discipline, and a strong work ethic. Each player on the team is an essential part of the team and is our responsibility to nurture this to build a strong team.

PROGRAMMING: Our goals and objectives for youth development are:

Let the kids have fun! “If the kids aren’t having fun then we are doing something wrong.” This does not mean we will let everyone goof off. Nobody likes to lose and it’s not fun when you do. We learn from any losses and become better from it.

Develop a Sense of Responsibility and Teamwork within the Team. Our coaches and staff will take it upon ourselves to tell the players to take responsibility for coming to practice on time and ensuring they have all their gear. We will tell the players to remind their parents about practice, games, and ensure they get THEIR PARENTS there on time! Teamwork is critical to support teammates and learn to work together as a unit. Therefore, we must support our teammates and help everyone become strong and more capable soccer players.

Develop Soccer Concepts and Skills. Most players on the team have not been playing for a long time, therefore we will be working on basic concepts and rules of the game. The players will need to learn the difference between offense and defense, the different positions and their responsibilities, and teamwork and how to play the game together. As their experience and age group progress, we will add new concepts and skills to develop their skills by initiating our curriculum for player development.

CURRICULUM FOR PLAYER DEVELOPMENT: SRFS has the opportunity of coaching children from age groups U-4 and up. Most practices will be held in the evenings during weekdays between the times 6 pm –9 pm. Practices run 90 minutes either twice a week or once a week depending on the availability and age group of the team. All equipment for all training coaches will be provided by the club and any safety issues should be reported so we can check and repair or replace damaged or old equipment. Our curriculum or style of play at

SRFS reflects that the “team” is most important. While it may look like our main focus will be possession-based, it starts with defense and transition. Our principles of play are transitioning quickly from losing to winning the ball, gaining possession, to transitioning from having to losing the ball and regaining it back. The best time to win the ball is IMMEDIATELY after they have lost it. This encourages high pressure from the closet player or players. Once we have the ball in our possession, our focus will shift to making the BALL DO THE WORK (as the ball never gets tired) our players in possession are fresh. The opponents by chasing trying to win it back are in a moment of tiredness when they regain possession, it is at that moment when it is the best time to try to win the ball back occurs.

OBSERVER MENTOR PROGRAM FOR COACHES: All new coaches will be paired up with established/veteran coaches in each age group. All practice sessions will follow an “open door” policy that encourages coaches to watch others work.

EXPECTATIONS OF PLAYERS: EXPECTATIONS OF PARENTS: • Have fun!! • Have fun!! • Come to practice and games on • Have realistic expectations for time, with all your equipment, and your child. be prepared to practice. • Support your kids. Be at the • Support your teammates games for them, cheer them on, • Respect your coaches and have a good time. • Respect the other team • Don’t be late • Try your hardest. • Let the coaches coach • Support the staff and Volunteer

FACILITIES/TRAINING SESSIONS: SRFS is responsible for securing the safety and maintenance of facilities and fields such as Veteran Park and more within South River that has adequate parking. Coaches will have documented Lesson Plans from a “practice journal” that is reviewed by the Director of Coaching and Player Development Coordinator, Tony Teixeira.

COACHING IDENTIFICATION/STAFF EDUCATION: While scouting for qualified coaches, characteristics we are looking for include: (1) dynamic personality; (2) enthusiasm and energy; (3) maturity; (4) professionalism; (5) loyalty; (6) committed to youth development; (7) understanding and awareness of characteristics of youth. When checking credentials, we check for: (1)

suitability to coach boys or girls, young or adolescent, and (2) former teachers with certificates or licenses are given extra consideration. As for staff education, some seminars will be given to inform coaches of any changes.

RISK MANAGEMENT/CODE OF ETHICS: All players, parents, coaches, staff members, the administration will be given yearly contracts to sign to keep accountability for actions and any disciplinary actions needed.

A PLAYER DEVELOPMENT MODEL FOR YOUTH SOCCER: THROUGH THE EARLY YEARS

The New Jersey Youth Soccer Association offers ideas about player development to clubs and youth coaches to help focus on age-appropriate objectives. NJYS has only covered up to age 13 in line with US Soccer’s PDIs. They also feel these are the critical years for learning and player development, the “Golden Ages of Learning”. That is not to say that the philosophy and ideas cannot be modified to any age group and context if that age group’s characteristics are considered. They have proposed guidelines in the major components of the game: technical, tactical, psychological, or mental, and physical or fitness related. NJYS has also suggested some ideas about the learning environments.

Their purpose is to recommend a framework for coordinating player development of techniques, tactical ideas that also incorporate fitness components. This framework and these recommendations will help plan various economical practice sessions containing progressions that correspond to your intentions for the season.

Keep in mind: *These ideas are general. Every child is different in that each has his/her own physical and mental make-up, motivation, cultural situation, etc. Kids learn, develop, and grow at different rates! Some players may exceed expectations; others may struggle to reach them. Every day and week will be different you must be tolerant and patient of players.

*It is impossible to quantify the elements of soccer. These guidelines are intended to express in a general, global way that which is appropriate soccer content to expose players to at each age.

*Patience is vital. One way to consider this outline is as a source of simple objectives. These objectives should always be considered in conjunction with long-term outcomes and players’ needs – not the coaches’ needs.

*These ideas are not intended to be final objectives or “results”.

Player development is a long gradual process to be undertaken patiently by players, coaches, and clubs. Also, many intangible qualities lead to success on the soccer field which is not discussed here: imagination, fantasy, tenacity, concentration, and others. An abundance of any of these intangibles – persistence, fighting power, creative flair, for example – can enhance a player’s technique or tactical sense or compensate for deficiencies in these. For true player development, each age group coach should consider the chronological age, reasoning, and problem-solving capabilities, and social development of the group.

Each level should increase in intensity and skill development from the previous one, so that learned skills are connected to the game at each level.

AN ANALYSIS OF THE BENEFITS OF PLAYING THE GAME

During the beginning stages (U6-U8) children learn by playing. The problems start when they are exposed to a coach that creates a win at all cost attitude. This limits their capacity to be creative and spontaneous. These coaches are only concerned with winning titles and championships, and under no circumstances are considering the development of youngsters.

Soccer is NOT just any game… The game provides ways to:

Improve intellectual level: (Players learn how to think, decide, create, initiate, act spontaneously, and solve problems)

Improve physical level: (Learning gross and fine motor coordination, awareness, and control of body movement)

Improve emotional level: (Recreationally, overcome frustration, anxiety, and fear and learn courage)

Improve social level: (Meet new friends, communicate, cooperate, respect standards, referees, and opponents)

Improve cognitive level: (Learn new ways to solve problems as an individual, as well as collectively as a group, or team)

All these areas can be best nurtured in a developmentally appropriate environment…

John Cruyff: Famous International star player and coach from Holland. “With little space, we improved our ability and because there were few players, we all participated in more play”. Kids need to play and be in constant contact with the ball.

A group at George Washington University (GWU), led by associate professor Amanda J. Visek, studied the question, what does FUN mean to me? The research is important because lots of kids give up playing sports around age 13 or 14. The reason kids quit? They say sports are not fun anymore. So, knowing what makes playing sports fun, maybe more kids will play longer and develop better lifelong health and exercise habits. What is “Developmentally Appropriate”?

A child’s play environment is on target for their age- if

Fun Vs. Not Fun *Activities that match my *Activities that are too physical, intellectual, easy and do not emotional, and social challenge me to think, make-up create solutions, and solve problems…Activities that are too hard, I am not confident I can do that…

*Activities where I can *Standing in lines waiting move side to side, hop, to take my turn… Listen run, kick, etc. to you for 20 minutes showing me how to kick a ball…

*Simple, specific directions *Telling me I am a… right and let me take it from there full-back and to stay in front of the goal. By the way what is a right full- back? And, what does channel forwards to the outside mean? Oh yeah, What does spread out mean?

*Hearing you support my efforts *Yelling at me when I make and letting me play and figure out a mistake; telling me I am things myself. Not good enough to play.

*I realize I am faster, stronger, *Telling me I am good

quicker than my peers, but I enough to play with the

still have my friends to play older kids, but I want to with. Be with my friends.

*Organizing my own pick-up *2-hour practices, 4 days games making my own rules. a week.

*Making my own decisions, oops *Shouting to me when I that does not work, no problems should pass, dribble, let us try this… shoot, run.

NJYS U6 Learning Objectives Stage 1: Game Model 4v4 - Self Discovery and Body Awareness Developing Control of the Ball “The ball is playing with me…I am playing with the ball”

If coaching players 6 years of age and under, your main role should be one of a complete facilitator and activity leader. Emphasis needs to be placed on playing at this age. Through play, children will become aware of how their bodies work and discover to learn how to control their bodies. You should include plenty of fun activities where each player has a ball. They need plenty of opportunities to play with a rolling ball in 3v3 and 4v4 games. (See Appendix C: Formations and Positions”)

Coaching Objective- Attend US Soccer’s in-person 4v4 Grassroots License, NJYS State Certificate, or “Y” Course.

It is important for the total development of the player that the coach incorporates the physical, psychological, tactical, and technical components of the game into every practice. This is termed economical training.

The economical teaching system of NJYS recommends that players of 5 to 6 years of age play 4v4. We suggest you devote the end of each practice to playing 4v4. You should play games involving each player with a ball and players in small groups leading up to your final activity of 4v4. It is important to focus on 4v4 play for 5 to 6-year old. Remember, 4v4 will turn out to be 1v7, or 1 player against 7 battling for the same ball. The concept of “team” is not understood at this age. We need to be patient with this. Your club or association should adopt playing 4v4 for weekend games, so players will experience a consistent environment across the board.

Implications for the game: 1. Players should all be involved, no substitutions, no kickoff, no goal kicks, no corner kicks, or throw in, these are way too difficult for these

youngsters to execute let alone understand what or why they are doing it. Keep the balls in play using “bumpers” (coaches or parents on the outside of the field tapping the ball back onto the field). These youngsters will not understand directions or the purpose of the boundaries. What is vitally important to the players is to be aware of the goal they are attacking, that is what direction to go in. You can use an extra shirt and drape it over the goal in some way, so they know to go in the direction of their color shirt.

Overriding consideration: Let them play and enjoy themselves!

Game forms: 3v3, 4v4 25x20, Goals 18 feet wide 6 ft in height maximum.

NO REFEREES NEEDED Coaches/field coordinators can police. Keep the action going as much as possible, players WILL pick up the ball with their hands, it is ok to tell them to put it down and PLAY ON.

NJYS U8 Learning Objectives Stage 1 continued: Developing control of the ball with a purpose “Playing with my friends”

The games and practices are the teachers.

The objective of the coach should be to take US Soccer’s in-person 4v4 Grassroots License, NJYS State Certificate, or “Y” Course.

We strongly recommend that children do not begin organized (instructional program led by a coach with competitive league pressures) sports until the age of 7.

Coaching players who are 6, 7, and 8 years of age, your main role should be that of a facilitator. Emphasis needs to be placed on playing at this age. Your practices should include fun activities where each player has a ball as well as plenty of opportunities to play 4v4 games.

The economical teaching system approved by NJYS recommends that players of 7 and 8 years of age play 4v4. We suggest you devote the end of each practice to playing 4v4. You can play games involving smaller numbers 1v1, 2v1, 2v2, and 3v2, 3v3, 4v3 leading up to your final activity of 4v4. It is important to focus on 4v4 play for 7 and 8-year olds. Your club or association should adopt playing 4v4 for weekend league games so that players experience a consistent environment across the board.

Implications for the game: 1. Players should develop a general understanding of the basic rules of the game, but for this age group the goal kick, corner kick, and throw- in are much too difficult to correctly execute let alone understand their purposes. What is vitally important is that players are aware and understand which direction to go in (where their goal is), and what to do when the ball travels outside of the field boundaries. (see rules) As coaches, we should enable players to experiment by trial and error. *Kick-Off (see the use of “draw”)

*ball in & out of Play (See Appendix B: To Throw in or Not to Throw in), “goal” and “no goal”, etc. 2. In practice teach the correct method of throw-ins in (See Appendix: B: to Throw in or Not To Throw in); encourage players to manipulate – dribble, contact/strike the ball with both right/left foot; focus on how to control the ball by the age of 7. 3. Encourage the players to cooperate and share the ball – for example through passing, helping in defense by running back behind the ball towards goal. At first, sharing makes no sense to them but be patient.

Some players will naturally gravitate back to the goal. Do not except the keeper/sweeper (supportive player) to grasp the concept of moving out on attack and defense right away.

Do encourage the keeper/sweeper (supportive player) to come off the goal line when play is at the other end of the field to support the attack. The back player can also serve to reduce the amount of space between the goal and an opponent attempting to shot. This provides a smaller view of the goal for the shooter. The sweeper/keeper player also serves as support on defense, which provides coverage for the teammates in front of the goal. Use the “Bobby Howe” rule or “crease” in front of goal to teach this in practice. (See Appendix D: “Goalkeepers”)

Do emphasize & encourage the idea of a “box” formation when attacking and defending as children at these ages relate better to partners and straight lines rather than angles or “triangles and diamonds”; however, if a child drops to playing near the goal while their 3 other teammates venture forward playing 4v4, don’t worry – it’s OK! If a handball occurs, explain to the player that they cannot use their hands and play on.

Overriding Consideration – “Let the children play and have fun!” The game is for the players, everyone should be encouraged to participate even the nonassertive player(s).

Game Form: 4v4 - 30x20, (by age 7) – 40x20 Goals 18 feet wide by 6 ft. (Variation: put a 6yd “crease” in front of each goal that extends out from the goal line) No Goalkeeper. Coaches are referees. See modified rules.

NJYS U10 Learning Objectives Stage 2: Game model 7v7 Learning to cooperate with teammates “Playing as a team”

Coaching Objective: take US Soccer’s in-person 7v7 Grassroots License, NJYS State Certificate, or “Y” Course.

When coaching players 9, 10, and 11 years of age, your role as a coach expands from one of facilitating, to a facilitator of skill acquisition/technique and what purpose it has within the context of the game. Playing at this age is still very important; however, your emphasis should shift to skill development. Players at this age start to move from the What & How (technique) to make decisions about “When”, “Where”, “With Whom”, and “Against Whom” to apply technique (this is the development of skill). Your practices should still focus on small-sided games so players have many opportunities to recognize the pictures/cues presented in the game and to develop skills! Skill cannot be taught by a coach! Players need to be able to solve problems encountered in the game on their own.

The economical teaching system approved by NJYS recommends that players of 9 years of age play 7v7 or 6+GK. We suggest you devote the end of each practice to playing 4v4 and 6v6. You may also continue to play games involving smaller numbers, players should play on uneven sides to recognize and learn how to play in those conditions, with 2v2, 3v1 and 4v2 leading up to your final activity. Practices should include game situations where players must cooperate with teammates (combination play) to solve soccer problems. It is still important to lay this foundation and exposure to the game before adding more players on the field.

Implications for the game:

1. Further development of prior age group objectives regarding rules of the game, but now the use of goal kicks, corner kicks, kick-offs, and throw-ins are introduced and serve a purpose. Developing an understanding of the concept and rule of offside using a modified

offside line, or “Buildout line” midway from the top of the penalty area and halfway line. 2. Players at this stage should begin to understand the basic principles of team play or the purpose of the game. Players must be allowed to play freely and solve soccer problems on their own, for example: A. Appreciation of space in that the field is a rectangle, therefore we can use the sides (width spaces) to the side of the ball, and spaces in front and behind the ball (length). B. Understanding the shape of a “triangle” and “diamond” the players make as they are distributed and “positioned” on the field. C. When on the attack, players support one another in the form of a “kite” shape or big “diamond”. D. When trying to regain the ball (defending), players pressure and deny an opponent from going forward into any spaces by supporting and covering each other from behind the ball in small “triangles”. E. Develop the role of the Goalkeeper as a “sweeper/keeper” as a “supporting/covering defender” to help the team start an attack with the ball. Playing 4+GK and 6v6 up from 8 years of age will help them understand better their role.

Note: We strongly believe players should learn how to beat the “last defender” or Goalkeeper from an early age. Increasing the width of the goal will encourage more goal-scoring and require the GK to understand: • How to best use their hands to defend the goal. • Why it is necessary to come off the goal line to narrow the angle on shots (make the view of the goal smaller for the attacker). • Why sometimes it may be necessary to come off the goal line or go beyond the penalty box to use their feet to clear the ball with a long kick or pass the ball upfield to a teammate and join in the attack. • That it is OK and encourage GK to join in the attack. 3. Greater cooperation by the field players to be “2-way” players while attacking and defending as a group. Rotate all players to play in all the roles.

4. Encourage players to use and experiment with both feet and be creative (trial and error). PROMOTE THE BALL HOGS! 5. Continued practice in the technique of the throw-in (how to hold the ball, face the field, and throw it to the feet of a teammate, etc.) 6. Utilize practices where players get to shoot, pass, dribble, and control the ball often.

Game form: 7v7 (6+GK) ½ field width wise – goals 6 ft high by 18 feet wide with the Buildout line midway from the top of the penalty area to the halfway line. Referees: See all FIFA rules.

1. Cooperative attacking: all players involved but with an awareness of cover (by the goalkeeper and at least one covering field player). Develop an understanding of the roles that players have in supporting the attack: a player with a ball, players without the ball. Those are players providing immediate support of ball and other players who create length and unbalance the defense. All this needs to be shown in an environment with greater numbers of teammates and opponents on a larger playing field.

2. Cooperative defending: all players participating, even the most advanced players getting “goal side” of opposing players. Continue to develop the principles of defense pressure, cover, and balance so all players gain an understanding of all the roles when defending. The role of the players that delay and put pressure on the ball; the players that provide support (cover) and the players that provide balance (width).

3. Triangles and diamonds now become the dominating team shapes but complex because of the larger team numbers.

4. Continued development of the basic skills-shooting, passing, dribbling, ball control, and goalkeeping. The introduction of a few minutes a week teaching heading using a beach ball or volleyball, both defensive and attacking; being extra careful

to ensure players' safety. Include activities where there is a transition.

5. Developing and understanding of team shape and balance when attacking, and when defending. (regaining possession of the ball) Summary • Continued emphasis on the concept of triangular support play. Make a pass; give an angle, which means the pass is the first step in your supporting run. Players off the ball thinking of possible “escape” routes if the ball should come to them. • Emphasis on combining with teammates (wall passes, give and goes) • Cooperative attacking (all players) • Cooperative defending (all players) • Continued development of the basic skills

Overriding Consideration- Encourage all players to provide proper distances and angles of support whether attacking or defending.

NJYS U12 Learning Objectives Stage 3: Game Model 9v9 Learning how to combine with teammates to get past opponents “Playing my role and position for the team”

Coaching Objective: US Soccer’s National “D” License; in-person 9v9 Grassroots License, or NJYS State Certificate.

When coaching players 11 years of age, your role as a coach expands from to more of an emphasis on the application of technique (tactics). Playing at this age is still very important; however, your emphasis should shift to skill acquisition, development, and refinement. Players at this age start to move from the “What & How” (technique) to “When”, “Where”, “With Whom”, and “Against Whom” (skill). Your practices should still focus on small-sided games so players have many opportunities to recognize the pictures presented by the game.

Continue to play games that involve small numbers as well as uneven sides like 2v2, 3v1, 4v2, and 5v3 leading up to games with even numbers. It is recommended to end each practice playing 7v7, 8v8. The economical teaching system approved by NJYS recommends players of 11 years of age play (8+GK), or 9v9.

Focus on the following areas:

1. Preparation for moving into 11 a side play 2. Developing a basic understanding of the concept and rule of offside. 3. Continued concentration at this age on the more important developments at this age:

• The triangle in team play • The diamond in team play • “Third man” running and player furthest from the ball • Appreciation of the team principles of play and their roles when the team is attacking or defending • High concentration on basic skills in cooperative play, i.e., passing, control, shooting, and heading; goalkeeper techniques and role of a goalkeeper in attack

4. Continued development of the techniques (basic skills) with limited pressure in a challenging environment in the context of the game. The transition should be included in every practice. 5. Continued emphasis on the principles of play; and the roles of players when attacking and defending introduced at U10. Players will need to understand their role on the team in supporting the attack and regaining possession of the ball when defending. The players will need guidance in the performance of these roles due to the greater number of players on the field and the increased size of the field. The players should have a basic understanding of how to interchange roles during play. 6. Players should play on uneven sides to learn to recognize how to Play under those conditions.

Summary • Continue to play games involving smaller numbers 2v2, 3v1, 4v2 and 5v3 leading up to your final activity • End each practice playing 6v6-8v8 (7+GK) • Ready players for 11v11 • Basic understanding of the purpose of the offside rule • For tactical play triangles and diamonds plus, further development of basic skills

Overriding Consideration- Avoid over coaching at this transitional time as players get ready to move into 11 aside. It is still important to lay this foundation and exposure to the game before adding more players on the field.

LET THE PLAYERS SOLVE THE PROBLEMS ENCOUNTERED IN THE GAME!!

Game Form: 9v9 (8+GK) 70X50 to 90x50– an age-appropriate goal not the large goal, FIFA Rules (including training using the offside law)

NJYS U13+ Learning Objectives Stage 4 Game Model 11v11: Learning to play against opponents “Being the best player, I can be for my role and position within the team”

Coaching Objective: Take the “D” License

1. Introduction to 11 a side play 2. Reinforce basic understanding of the offside rule 3. Continued concentration at this age on the more important developments at this age of: • Application of age-appropriate activities • Emphasis on individual possession • Introduction of basic combination play (Wall pass, takeovers, double pass, the third man runs, etc.) • High concentration on basic skills in cooperative play, i.e., passing, control, shooting, and heading • Individuals start to emerge and will begin to focus on the role of the goalkeeper (Develop a foundation of basic techniques)

4. Continued development of the techniques (basic skills) with greater pressure in a challenging, motivating environment and involve transition. 5. Continued emphasis on the principles of play; and the roles of players when attacking and defending introduced at U10 & U11. Players will need to understand their role on the team in supporting the attack and regaining possession of the ball when defending. The players will need guidance in the performance of these roles due to the greater number of players on the field and the increased size of the field. The players should have a basic understanding of how to interchange roles during play.

Summary • Introduction to 11v11 • Stress importance of individual possession and defending

• Further development of basic skills

Overriding consideration: implementation of developmentally appropriate activities. Stress the need for the development of the individual player versus the success of the team. Avoid overloading this aged player with too many tournaments.

Game Form: 11v11 but start U13 with 80X50 (LxW) with all FIFA markings and rules and build up to 110X60.

THE Four Fun Day Approach (4v4) RECOMMENDED ‘RULES’

Under 6 Under 7 Under 8 1. THE FIELD

(a) Dimensions: (yards) 30 X 20 30 X 20 / 40 X 20 40 X 20 If unable to have separate field sizes for each age group, then compromise.

(b) Markings - Outside boundary lines around the field of play.

A center spot & half line to “draw” from (see “start of play”)

For U7/U8, you may want to introduce a 3-ft. ‘restraining arc’ in front of the goal. This is to prevent players from entering the goal area unless the ball is inside the area. This is sometimes necessary to prevent players from standing on the goal line and encourage players to come out to get the ball.

Semi-Permanent or Temporary Markings Use marker discs or cones.

(c) Goals 6ft wide 9ft wide same If you cannot purchase ready-made goals, try using plastic piping/plumbing material. It is light and portable especially good for semi-permanent and temporary fields. Builders, merchants, or your local hardware store can usually be persuaded to donate (or sell at cost) to non-profit organizations. Remember to secure portable goals with sandbags or stakes. If you want, you can simply use flags attached to poles as the goals. 2. THE BALL Size 3 Size 3 Size 4

3. NUMBER OF PLAYERS

(a)On the field (per team) 3 (no GK) 4 (no GK) 4 (no GK) (b)Roster size See special section (c)Substitutions Every time ball goes out of play or goal scored 1 player in 1 player out from each team. Also, should be made at any time for injuries or when players ask to come out.

4. PLAYERS’ EQUIPMENT Shin guards are mandatory. Best to wear soft cleat soccer shoes or similar. (We recommend soft/pliable sneakers for U6 players)

5. REFEREE/COACH

(a) Referee. In U6/U8, there is certainly no need for an “official” referee. Team coaches should facilitate the ‘teaching the rules’ and “teaching the game”’ to their players. One coach may be given responsibility for making the calls or each coach may want to officiate one half of each game. Coaches might also choose to make calls in their own “designated half”’ of the field. U7/U8 coaches should be less intrusive and simply be “on hand” while moving up and down along with the play. (outside of the field) Matters of interpretation and agreements regarding the officiating of games

should be made before the start of play by mutual agreement. For example, coaches will agree to put their “most able” players against each other, and the “less able” players against each other. If an organization wishes to use “official” independent center referees then both coaches should be restricted to opposite sidelines and should at the referee’s discretion, only assist with calls regarding ball in and out of play. (b) Even in cases where an ‘official center referee’ is being used the referee should take time to instruct and assist players explaining infractions and calls to the players. They should not become a separate part of the game itself. (c) Coach. No coach in the U6-U8 age groups should be active in purely ‘coaching to win the game’ Coach to develop players. Remember kids at these ages are not playing soccer but ‘playing at soccer.’ They are playing to learn and learning to play. The game is supposed to be fun. Do not make it a task or a chore to be endured. Do not make the scoreboard your measure of success. The score usually means more to you and the parents than it does to the kids. We are not preparing for the World Cup yet.

6. ASSISTANT REFEREE Not necessarily See Referee (above)

7. DURATION OF THE GAME

(a) Quarters (U6)3X10 (U7)3X10 (U8)4X10 (b) Breaks Two minutes between quarters and a five-minute half-time.

NOTE: Be flexible. Where a team or teams may have few or no Substitutes, coaches should be flexible in cutting the time played to a suitable length if deemed necessary. This should be done by mutual agreement before the start of play, especially in the hot summer months to get a drink.

(c) Individual Playing Time (See 3C. Substitutions) Be prepared that some kids may not want to play each game though they should be encouraged to do so but should not be forced to do so.

8. START OF PLAY “Draw” from the center spot, 1 player from each

side volunteers to draw. (Be flexible) All opposing players must be at least 3 yards from the ball and be in their defensive half of the field if they are crowded around each other. Do the same at each quarter. Choose a new player from each team to “draw.” 9. BALL IN AND OUT OF PLAY/RESTARTS

Out of bounds: (a) From sidelines – Kick-in or dribble in from the spot where the ball went out of play. (Be flexible. All opposing players must be at least 3 yards from the ball if players are on top of each other). (b) From end lines – Kick-in or dribble-in. No Goal Kick or Corner Kick from the spot where the ball went out of play. If a restraining arc or box is in use, then kick in from anywhere inside the arc (Be flexible. Opposing players must be at least 3 yards from the ball if players are on top of each other) (c) After a Goal is Scored – put back into play with a kick in or dribble in. Same as if the ball went out of bounds. (Be flexible – if one team is having difficulty getting the ball across midfield start with a “draw”) (d) Free Kick following a foul play. Indirect – tripping, handling, etc. Kick from the spot of the foul. All fouls are designated as indirect. (Be flexible. Opposing players must be at least 3 yards from the ball if players are on top of each other.)

10. METHOD OF SCORING. The whole of the ball must cross the line between the goal-posts and below the imaginary line across the top of the corner flag posts (if used), provided it has not been thrown, carried, or intentionally propelled by hand or arm. 11. OFFSIDE Not applicable as a rule.

12. FOULS AND MISCONDUCT (a) Handball – Players should only be penalized for deliberate cases of handball. For example, in U6 play, players who use their hands

to protect themselves from being hit by the ball should not be punished. In U8 play the rules should be a little stricter – use “common sense.” Pushing, Pulling, Slapping, Punching, Body- Checking and all such physical contact is against the rules. However, do unintentional bumps and collisions happen? Yes. Should they always be punished? No. If the contact does not significantly change the outcome of a play, then keep the game flowing and ignore the incident. However, if certain players continually use physical contact to win possession of the ball then they should be penalized and instructed on the correct manner of play. Try hard to determine which contact is incidental and unintentional and which is not. Try to observe if the ball is played before the contact or after the contact. Whenever contact is made on the player, before contact is made with the ball, it is a foul play. (b) Kicking and Tripping – Deliberately kicking or tripping an opponent is punishable by a free-kick. However, unintentional kicks and trips may be ignored if the act does not interfere unduly with the outcome of the play. However, players who are wild or uncontrolled should always be punished by awarding a free-kick and time should be taken out ‘at that moment’ to warn and instruct them.

NOTE: Using flexibility, common sense, and consistency when dealing with fouls and misconduct will help keep the game (and parents) under control. Try to keep the play moving without too many stops and starts there will be enough of these from the ball going out of bounds. Both coaches should discuss how the game is to be called before the play begins. Agree to make any necessary adjustments between quarters. Rules or a change of interpretation should always be made known to the parents.

13. FREE KICKS See 9. Ball in and out of play/restarts.

14. PENALTY KICK Not applicable.

15. THROW-INS Not applicable. See 9. Ball in and out of play on all restarts.

16. GOAL KICKS Not applicable. See 9. Ball in and out of play/restarts.

17. CORNER KICKS Not applicable. See 9. Ball in and out of play/restarts.

Note: Regarding the use of goalkeepers remember to keep in mind the safety of all children playing. We recommend that goalkeepers not be used in games until the age of 8. Some children at the age of 7 may venture back in the direction of the goal if this happens it is ok. However, the U6 and U8 coach should introduce to all players on the team: 1. The laws that pertain to the goalkeeper 2. Practices that can be used to teach how to catch a ball

For example: Catching a ball below the knees (rolling), waist height, and chest height and above the head. Most importantly the body used as a second barrier. OTHER USEFUL INFORMATION AND RECOMMENDATION FOR GAME DAY:

• Coaches should greet each other and discuss the “officiating” before the start time. • Coaches should relay relevant “game information” to parents before the start of the game. • Opposing parents should be on opposite sidelines during the game. If using 2 fields side by side – players and coaches in the middle – parents on outsides of both fields. • Parents should only shout ‘encouragement’ and not disparage their child or the players, coaches, and parents of either team. • No alcoholic beverages or tobacco products should be used on or near the sidelines. • Opposing coaches, parents, and players should shake hands after each game.

REMEMBER: SOCCER IS THE GAME FOR ALL KIDS AND THE GAME IS THE GREATEST TEACHER SO LET THEM PLAY!!

WHY IS LESS MORE???

Children learn by playing games, with toys, using their imagination, creating their fun and enjoyment, spontaneously and uninhibited. They have a natural urge to move, be adventurous seek success and approval. They like repetition and rhyme-rhythmic expression – they want to know-learn. The game of soccer contains all the elements. However, in a small-sided game, there are more opportunities and chances to do this because of the small numbers of players and a “tight” or small field. Players have more of a chance and opportunity to play with the ball, and they will maintain their attention. Also, other players or teammates are nearby, so they will learn not only to play with the ball (toy) but learn they must stay focused as well. As time goes on this environment becomes more and more enjoyable because of the qualities. Players will show up and develop qualities of their own.

…Better for coaches, parents, and yes, club administration

WHY FOR COACHES???

For coaches, small-sided games provide an environment where they can easily see how a player matures, their strengths, and areas of improvement, in a game-related situation. Also, because a small number of players and the reduced, coaches will have many opportunities to see these “soccer-situations” because they will be repeated constantly. It will be easier to learn the game and correct players later as well.

Why not large numbers, big fields, and big goals:

1. Yes, some players who are more developed physically in balance, eye- foot coordination will have an easier time, because the others who are less coordinated will never catch them or get an opportunity to play with the ball. Sooner or later these players will lose interest. If it is too easy, they will get bored, if it is too difficult – because they cannot get the “toy” they will get frustrated and lose interest. Likewise, the

more able player’s environment will become easier, and easier resulting in boredom and less pressure – which is the opposite needed to develop soccer skills and thinking.

2. If some “less able players” are forced to “stick with it” it is highly unlikely they will develop technically – skill-wise they will have little or insufficient contact with the ball.

3. Their understanding will stagnate, their sense of their role in the game, and the situations they will encounter, will be too difficult for them to solve. When they reach this stage, they will resort to using their imagination, which they can control – here we see the development of astronauts, gardeners, bird watchers, mud-pie makers, etc. – while the game goes on around them!

4. On these huge field’s players are too separated from each other and their objective – the goal. As such they will expend a lot of energy to be next to the (play) ball. If they should obtain the ball – most likely it will end up near them, they will have little strength to play with it, affecting their physical – coordination and balance. This aerobic activity has been scientifically studied and proven, that this type of activity is not healthy for young children, and they should not be exposed to this type of activity.

Players need to have contact with the ball, but they also need to be prepared physically to deal with the demands of the game. Physically = proper nutrition, heart rate, and flexibility.

It is all a part of the “Gradual Development Process”

Later, players will begin to develop skills, creativity, and understand their roles in the game easier. Their understanding of getting away from the opponent (escape), how to support teammates, and physically they will be better prepared for the demands the game will place on them.

IN SUMMARY:

Fewer players- Players will be able to develop better, technically (soccer movements), tactically (decision making), and physically (fitness, health), because more players will be involved more frequently and intensely. All of this will contribute to the gradual development of skills.

(Studies show that in a 2-hour time frame, players in a small-sided environment will have over 1000 contacts with the ball. At the professional level, 11 a-sides, studies have shown that each player on average will have 1.5 minutes with the ball in a 90-minute game. That is at the professional level where there is more of an understanding of the game. Imagine what is at the “base level” in an 11 a-side, or for that matter 6, 7, 8, a-side?). It is no wonder why professional coaches implement small-sided games in their practices. It is the most economical way to get the most out of your players.

Smaller field- “Smaller” – height, weight, body proportion, hands, and heart – goes hand in hand, does not it? This “close” environment will benefit their physical development, and they will in time learn to understand the game easier.

A Smaller goal is the same as the “smaller field”. Psychologically this benefits the player because it is manageable and easier to deal with.

Smaller ball (see a pattern developing here) this will prevent injuries and it will allow them to manipulate the ball easier.

FOR U6-U8 HOW DO WE ROSTER TEAMS?

It is not necessary to roster teams, but if we must:

• An appropriate number to use is teams of six and eight.

• Usually, a good number of players may be missing at any time you play. To overcome this on game day, we may need to pool the players from both rosters and divide them up equally to play the game. We can have 2 games side by side going on simultaneously, players from both teams playing in each game. After all, there are no league standings to keep the score, and it is of no importance, only the fun and enjoyment of the kids should have in playing the game.

• We recommend a “scramble format”. Register all the kids in their appropriate age groups and have them show up each Saturday/Sunday for games. They are randomly “listed (on the roster)” to a team for that day. This can be done in advance or on that day. They play on different teams every week. In fact, by doing this, the organization gets away from the “team” concept in these formative years and everyone gets the idea of “belonging” to the larger organization. It also removes the instant and extreme competitiveness from the “new” parents and allows them to grow into “real soccer” along with the kids. The kids are all given the same color T-shirt, one with the local organization logo on it and their number. On game day, to differentiate between “teams”, training vests, “pinnies” are used for one of the two teams. Imagine the effect before and after games seeing all these kids in one color and one organizational T-shirt or uniform. What an impression that would have on the awareness of soccer in the community! Practices are run on the same days and time of the week and the “designated” coaches just split the players up into equal numbers and proceed with the instruction. Try it, it works!

WITH SO MANY TEAMS HOW WILL WE GET ENOUGH COACHES?

Though you do not need a lot of coaches, because they have fewer kids to control. Call them facilitators it is easier to persuade them to become a volunteer. Add to this the training they will receive from the NJYS and the available coaching resources, books, videos, etc., and the new small-sided games “facilitators” can proceed with confidence.

A US Soccer 4v4 online License is $25.00 and the NJYS “Y” Clinic for volunteers is just $20.00! Both will provide novice parent coaches with a cadre of activities and lesson plans. Armed with these resources’ volunteers should have no problem in running their practices effectively and confidently. Couldn’t this be added into your registration fee and these resources provided free to the potential volunteer? Wouldn’t this help in the recruitment process? Besides, is not it the kids who benefit most from this?

Not getting enough “facilitators” is not a problem, getting them to buy into training may be a problem but even that doesn’t need to be.

OKAY, SO WHAT ABOUT RULES AND REFEREES?

Great news! No referees!!! Sounds impossible? It is not. Wouldn’t it be great if we could play all our soccer games without referees? No disrespect intended to the referee community.

With a properly trained small-sided games program in place, the need for “official” referees vanish. Guess what? You have just saved a whole lot of money. Perhaps the savings can be used for the additional coaching resources and you will not need to raise the registration fees to cover it? What an idea! For full details on the refereeing of small-sided games see the section on “Recommended Rules” in the following pages.

ARE THERE ANY OTHER ADVANTAGES?

Well, consider everything together and you should end up with a program that has:

1. No referees to be concerned with 2. Less to learn about 3. Reduced the competitive instincts between parents on the sidelines 4. Greater opportunity for coaches to grow with the program 5. The benefit of getting more kids involved in playing in the game 6. A great bonus, when kids move up from U8 to U10 (4 on 4 to 9 on 9) you have trained twice the number of coaches/facilitators then you are going to need. Nice problem! 7. Single year aging helping to cut down on the number of “stud” players dominating a team or game.

SO WHY IS SINGLE YEAR AGING SO IMPORTANT?

Because the difference in maturity and ability between a child in an under 8 program who turns 8 in the fall and a child who is not even 7 until the spring or summer is a huge one. It is a bigger problem than a 12- year-old playing with 14-year old and you would not recommend that. Get the kids into a single year aging and cut down on this problem. You will also keep more kids in the program and help your eventual numbers for 11 aside.

Will you get rid of the problem of the stud player dominating his team and those around him? Realistically – no, but fewer players on the team mean more chances for the other players to touch the ball and play. Besides, you can always move the “stud” up in age group if his physical and mental readiness allows it. There is nothing wrong with players, “playing up” if they are ready for it. But be careful, it is not always the best thing and parents can sometimes push their children too far too soon. But it is a solution for some.

WHAT ABOUT GIRLS, ARE GIRLS-ONLY PROGRAMS THE WAY TO GO?

Absolutely yes! Girls should be playing in their program, not because they cannot compete on an equal footing with the boys, because in many cases they are better. Not because they are intimidated, though some are, but because you will improve the quality and size of your girls’ program if you do and in the long term it is better for all the girls. Does this mean that the “elite” girl athlete would not benefit from playing on a boy’ team or against other boys’ teams – No! But she can do this; just do not make every girl do it.

WANT TO SIGNIFICANTLY INCREASE THE NUMBER OF GIRLS PLAYING IN YOUR ORGANIZATION?

If you do then a Girls-Only program is the only way to go, abandon co-ed thinking why?

1. Because many parents will choose, rightly or wrongly, to put their daughters into only all-girl programs. 2. Because when the hormones kick-in during the teenage years, strength, size, and speed do matter and girls on co-ed teams may begin to drop out.

The organization’s problem is that they usually do not begin with enough girls to continue a successful program in later years. If you do not have a girls’ only program in the younger age groups, you are hurting your program later in life. All organizations where girls’ only programs are operated have shown significant increases in female players’ registration. Nationally, the ratio of registered boys to girls is about 55% - 45%. What is your organization's balance?

Some gifted female individuals can be better challenged in a co-ed environment but that does not mean it is good for everyone. Let the gifted individual play co-ed if that helps them, but do not let the others suffer for it by making everyone play co-ed. It just does not make sense.

EDUCATE YOUR VOLUNTEER COACHES/FACILITATORS!

Just as teachers, substitute teachers, or anyone associated with an educational program is required to be trained and certified, the same must hold for volunteer parent/coaches. It is often difficult not only to find volunteers but to hold on to them as well. Studies have shown that volunteers tend to remain in programs if they are provided with the training. Usually, a brief orientation consisting of the characteristics of youth players, description and demonstration of age-appropriate activities, and an explanation of the elements of the game are all that is needed to help volunteers become more confident with their role. For this very purpose, the NJYS “Y” Course was created.

In many cases, clubs are made up of parents/coaches who volunteer or are volunteering simply because their child may have registered to play. For parents who have limited sports background or no soccer playing experience, being placed in the position of “coach” can result in anxiety and be intimidating. But rather than call volunteers’ coaches, clubs can remove the fear of the unknown by simply asking parents to be facilitators. A facilitator’s role is to primarily ensure that the children are safe and to facilitate game-like environments. Children learn more from playing games than from a coach. At the earliest ages, this is vitally important. The Game is the greatest teacher, at any level. So, if this is the case, then practice environments should have the characteristics of the game.

Clubs can host a program- a training program comes to you! Several clubs have invested in mandatory licensing programs for their coaches. Besides the current mandate to satisfy the Volunteer Coaches Immunity Law, or “Little League Law”, NJYS Coaching Schools recommends the following State Courses and National License Pathways schemes: U6 - U12 “Y” Course $20.00 U6 - U12 State Cert. $45.00 U11, U12, U13 “D” License $300.00 U14 and above “C” License $2800.00

Specialty clinics can also be scheduled for clubs. Contact us for more information on topics. Clubs can also have created a “reimbursement” program for their coaches/facilitators. The benefits of licensing and training will be realized as a return on investment in that all club members and coaches will be on the same page, players will develop because of more organized and efficient environments, game environments, and in the long run, you will have a more knowledgeable and enthusiastic staff.

Many coaches/volunteers drop out because they lack the training, which results in a lack of confidence and knowledge, and results in a lack of fun. Licensing should be a service that clubs provide to their volunteer parent/coaches. Clubs ask for parents to volunteer their time, in return clubs should provide this training free of cost (or through a reimbursement program).

Ethics in Youth Soccer

By design of the competitive systems, (i.e.: tournament play; league play) coaches/administrators and parents rarely reflect on ethical issues because all thoughts center around outcomes/results rather than on the quality of the process. Ethics is the process of deciding what should be done – the choices coaches, administrators continually make such as the content children should be exposed to; how environments and programs are to be developed, etc. It is a philosophy, which drives ethics. At the core of every Youth Soccer Organization should be a philosophy rooted in the development of its participants or a “Player-centered philosophy,” where all decisions and choices made consider the short- and long-term effects of the participants. The goal should be to keep children involved in sport throughout adulthood.

Instead, what we have are systems, which are mostly oriented towards satisfying the self-interests of adults. Youth Soccer has become a formal program organized and controlled by adults. Children are like pieces on a chessboard that is manipulated and ordered to suit adults’ expectations. Children are treated as mini-adults. Guidance rather than manipulation should be the key. Life skills such as creativity, problem-solving, seeking alternative solutions should be encouraged. Who should be responsible for these learning environments? It should be the coaches and administrators. Our philosophy should be evaluated constantly. First, we must understand our values: what do you believe in, how committed are you to those beliefs? To whom am I responsible? Do I practice what I preach?

The Quality of Leadership:

The most important factor in determining the outcome of a child’s sports experience is the quality of adult supervision. Motivating children to participate in sports activities is often difficult for most coaches. Motivation is an issue that has influenced youth sports today.

Some professional coaches and athletes in today’s sport’s culture think that proper motivation comes from anger or hatred for the opposition, officials,

Etc. This attitude has unfortunately filtered down to the youth. Youth sports should promote sportsmanship and an appreciation for friendly competition. Opponents are not the “enemy,” but rather fellow athletes who provide us with the opportunity/challenge to compete, who help “me reach my highest potential.” Hatred can only heed stress and fear. Our children are growing up in a sports environment where there is a fear of making mistakes as well as hatred for opponents and officials – a very stressful environment. The long-term effects will be disastrous.

When children learn to enjoy sports for their own sake, when their goal becomes to reach their highest potential, rather than to be the best, and when they avoid the trap of defining their self-worth in terms of their performance or the approval of others, then their way of viewing themselves and their world will help prevent stress. Such children are success-oriented rather than failure-avoidant. Children, who learn to respect their opponent, officials, the game, etc., are less fearful and will play better – staying in the sport throughout adulthood!

It is our responsibility to create a positive psychological climate that will have positive long-term effects.

But how do we create a good psychological environment that promotes personal and social growth yet does not compromise the physical safety of participants.

One place to start is to evaluate the quality of the program that is to look at how coaches are trained and evaluated. Coaches, administrators, parents must be held accountable for their behavior, but first, they must know what is expected of them and behavioral guidelines to follow. For example, having a checklist or “Code of Conduct” that may include the following keys to your effectiveness:

Knowledge and Teaching Skills:

• Do you know the rules and are up to date on the methodology of soccer? Can you communicate these to children?

• Do you demonstrate how to perform and give clear explanations?

• Are practices and games well organized, safe, and fun for the children?

• Is instruction matched to the age and knowledge level of the children?

• Is the “learning environment” matched to the age and knowledge level of the children

Motives and Philosophy:

• Do you have a sincere interest in all youngsters, or is coaching your ego trip?

• Do you put winning and losing in perspective? Is your focus where it should be – on fun, participation for all, and learning?

• Do you teach values, life-skills as well as techniques?

• Do you communicate your coaching philosophy to athletes and parents?

Coaching Style:

• Do you motivate through encouragement and praise, or do punishment and criticism dominate your style?

• Are you enthusiastic and do you enjoy relating to your players? Are you having fun?

• Do you give as much attention to the lesser-able players as you do to the more able, or do you ignore them and make them feel unimportant?

• Are you prepared and well organized and prevent misbehavior, or do you let things get out of hand and must scold the children to maintain control?

• Are you able to recognize and praise good effort even when things are not going well?

• Do you ask for input from your players and listen to it, or do you call all the shots?

• Are you able to control your own emotions, or do you lose your cool with your players or officials and act as a poor role model?

Relationship Skills: • Are you sensitive to the individual needs and feelings of your players?

• Are you flexible and know when everybody should not be treated exactly alike?

• Do you generate respect without demanding it and show respect for your players, officials, and opponents?

• Are you fair and consistent with the expectations of your players?

• Can you communicate effectively with children at their level?

• Do your players wish to play for you again?

• Do you take the time and effort to communicate with parents, and are you open to their input?

Human beings are fallible; therefore, no program will be perfect. But if our purpose is to provide a safe and good sport experience, then by evaluating ourselves increase the value of sports participation with kids’ personal, social, and skill development.

(Reproduced from) Smoll, Frank L. and Smith, Ronald E. Sports and Your Child. Warde Publishers, Inc. 1999

There are many resources out there; these are just a few we recommend. For others check out our coaching resources section on our web site.

RESOURCES

Six-Year-Olds Coaching 6, 7, and 8 Year Olds Tony Waiters and Bobby Howe Micro Soccer (video) Tony Waiters FUNdamental Soccer Guide FUNdamental Soccer Practice Karl Dewazien Hey Coach – This Game is Fun! Ric Granryd The Peak Performance Dr. Ronald W. Quinn

Seven and Eight-Year-Olds Coaching 6, 7, and 8 Year Olds Tony Waiters and Bobby Howe Micro Soccer (video) Tony Waiters FUNdamental Soccer Guide FUNdamental Soccer Practice Hey Coach – This Game is Fun! Soccer: How to Play the Game Bobby Howe The Dutch 4v4 Training Method (video) The Royal Dutch Soccer Assoc. The Peak Performance Dr. Ronald W. Quinn

NJYS “Y” Course Presentation NJYS State Certificate

Nine, Ten, Eleven, and Twelve-Year-Olds Coaching 9, 10, and 11 Year Olds Tony Waiters and Bobby Howe Soccer: How to Play the Game Bobby Howe The Dutch 4v4 Training Method (video) The Royal Dutch Soccer Assoc. Dutch Soccer Drills, Volume 1: Individual Skills Edited by Richard Kentwell The Peak Performance Dr. Ronald W. Quinn

NJYS “Y” Course Presentation NJYS State Certificate Presentation US Soccer National “D” License Material NJYS Specialty Clinics

The information contained in this Handbook has been collected and assembled with the assistance of the following individuals:

1. New Jersey Youth Soccer Coaching School Instructors 2. Jay Hoffman, Former United States Soccer Federation Coaching Coordinator Region 1; Former Head Coach Boston Breakers WUSA; Former assistant coach US Women’s National Team 1999 World Cup Champions 3. Tom Goodman, Former United States Soccer Federation Coaching Coordinator Region 1; former US Youth Soccer National Director of Coaching Education 4. Dean Conway, Former Massachusetts Youth Soccer Association, Director of Coaching; Head of the Youth Development Program for the MLS New England Revolution 5. Nigel Boulton, Mississippi Youth Soccer Association, Director of Coaching 6. Dave Schumacher, Washington State Youth Soccer Association, Director of Coaching 7. Sam Snow, US Youth Soccer National Director of Coaching Education

Coaching Schools and Associations

New Jersey Youth Soccer 569 Abbington Dr., Suite C East Windsor, NJ 08520 (609)371-2673 [email protected] http://www.njyouthsoccer.com/coaching-education (with links to other soccer websites)

U.S. Soccer, Digital Learning Center https://learning.ussoccer.com/coach/

United Soccer Coaches USC Coaching Academy https://unitedsoccercoaches.org/

US Youth Soccer https://www.usyouthsoccer.org/ (with links to other soccer websites)

Referee Schools/”Laws of the Game”

NJ State Youth Referee Administrator http://www.njyouthsoccer.com/referees

Appendix A The “Draw” In simple terms, the kick-off, or the start of play in soccer begins when one player kicks the ball forward, which is stationary at the midline and in the middle of the field: into the opponent’s half. That player may not play the ball again until it has been played by a teammate. Once the ball is played forward, the ball can be played by the opponent. This situation is repeated after every goal by the team that was scored upon.

The start of play is a free uncontested pass since the opponent is relegated to be several yards away from the ball. It should be the intent of the player on the ball, to pass it to one of his teammates, to keep possession of the ball to be able to score. This is different from the “kick-off” in football, in which one team gives up possession of the ball by kicking it to the opponent to start play. (It is important to note that the laws have been changed to allow a goal to be scored directly from a “kick-off.”)

Children from the ages of U6 to U8 only know to “play at soccer,” that is kick the ball and run after it, without any intent or purpose relating to the game. The concepts of the start of play, direction, out of bounds, and spacing are not understood at this level. Attempts at explaining the kick-off to these youngsters have led to coaches resorting to placing their players like chess pieces around the ball and instructing them to pass to a teammate. Coaches who do this are not considering the maturity levels of players and are “solving the problem” for the players. This has a detrimental effect on the development of players since the game requires that players learn to solve the problem on their own.

The ball, which is usually kicked in the direction of the opponent rarely finds “the coaches intended target,” namely a teammate. And, players of this age will naturally kick the ball in any direction and all players will run after it, resulting in a bunching effect – we need to be patient with this.

A solution that can be easily implemented by coaches, leads to a better understanding of this concept, is fun for players, and has implications for the game, is the use of the “Draw” for starting play and restarting after a goal has been scored. The procedure can easily be taught in a practice session and can lead to a fun game of shielding.

One player from each team begins by facing each other with the ball between at a distance approximately one step away. Both players stand so that the midline is also between them.

On the signal to “draw” by either coach or by the players themselves, they try to be first to pull the ball back with their foot – if possible, the sole. The players can be rotated each time play needs to be restarted so that all players get a turn.

The implications for the game are many:

(1) Technically, we are developing quick foot movements and shielding movements, getting the body in between ball and opponent – leading to 1 v 1 attacking skills and defending skills, and. (2) Physically, we are encouraging the improvement of reaction time, and speed to initiate movement. Players are in a ready state position, with arms out, legs spread, and flexed, and balancing the body, and. (3) Tactically, we are encouraging the development of anticipation, deciding to move, and building a foundation for the development of 1 v 1 skills that will have intent and purpose, and. (4) Best of all for this age group it is a fun challenge. If used in practice it provides a positive interaction of playing with a partner. Listening skills can also be developed and additional fun had by calling out words like “dragon” or “droopy” to see if players react to these as opposed to what they need to react to which is “draw.”

Variations: coach calls “draw,” and allows the player who gained possession to shield the ball for 3 seconds from a “passive” opponent – switch.

As players develop, the coach can place a set of cones that are 2 yards apart, and players are instructed to dribble through the cones (gate/goal) once they gain possession – now players have an objective and purpose to gaining possession of the ball!

Try it…

Appendix B

To Throw-in or Not to Throw-in Apart from the importance placed on passing and shooting, coaches rarely emphasize the technique of the throw-in in practice. Yet, it is a basic method utilized in the game of soccer. This is especially true in the youth game, where because of the technical deficiency of the players, the ball frequently goes out of play resulting in a throw-in. And, 99% of the time, the throw-in ends up going to the opponent. I strongly feel that the throw- in is not necessary for the U6-U8 gameplay.

On any given weekend, I have watched numerous games where feeble attempts are made by U6-U8 coaches to “mold” the bodies of their players, hold down their feet, demonstrate, and explain their version of a proper throw-in. Incidentally, it is done incorrectly as the player either drops the ball in front of them, or to bring it back over their head, they drop it, throw it to the other team, or fire at the face of the nearest victim-sometimes this just happens to be the coach. And worst of all, when patience has run out, the game can continue and the player can re-enter the field with a “slight nudge” by the coach, having learned an improper throw-in.

All this should indicate to the coach that something needs to be fixed. It indicates that too much time is spent in the games trying to deal with this phenomenon when this is something that needs to be practiced outside the game first. So much time is spent; that we have estimated over 25% of the game time is wasted trying to deal with this. That is 15-20 minutes less the players are in contact with the ball. Less contact with the ball means downtime, downtime results in boredom and disinterest.

A solution to this problem would require modifying the rules of U6 and U8 play. Coaches should emphasize the importance of the technical application of the throw-in in practice.

For U6 and U8 play, we strongly recommend that when the ball goes “into touch” or outside the sidelines, the ball is put back into play by the player choosing to either dribble or pass. Also, several balls should be placed around the outside of the field, so that when a ball goes out of bounds, time

is not spent trying to chase it down. The nearest ball is played in, being careful that no stray balls roll onto the field.

Since the hands of a U6-U8 player are not properly developed for the proper execution of the throw-in, more emphasis needs to be placed on providing the players with more opportunities to manipulate the ball with the foot. Not to mention, throws that result in someone getting a ball to the face can also be avoided – the pass or the dribble – is a safer alternative while maximizing chances to play the ball with the foot.

Regarding learning the proper technique, and technical application, the following should be stressed. First, coaches at any level should teach their players how to correctly hold the ball. For U6-U8 coaches, this can be done to teach the habit of securing the ball which later can be used to teach proper technique for catching in goalkeeping as well.

Coaching Implications 1. Secure the ball with both hands, ensure that the index fingers and thumbs are as close as possible (almost forming a “W” or “ ” shape with fingers on the ball). 2. Bring the ball over the head just behind the ears with your arms lose and elbows bent and flared out. 3. Stand with your feet a little more than shoulder-width apart with one foot in front of the other (start at a standstill first, then add 1 step, then 2, and so on). 4. Face the field. 5. Bring your head, neck, shoulders, and trunk back, bending at the knees. 6. Thrust the ball forward resulting in your entire body going forward. 7. Release ball as it just goes past the head.

The throw-in is a pass; so, therefore, it should have all the characteristics of a pass, i.e. played to a teammate with the proper pace so that it can be controlled easily, and possession can be maintained.

Appendix C

Formations and Positions Formations and “designated positions” are not appropriate for U6-U8 play. Why, do you ask? Because children at this age do not understand, cannot grasp the concept of “functionality.” They do not understand that the pieces make up the pie. They only can understand that pieces exist, but do not understand how they contribute to the make-up of the whole. In school, they learn about basic math, reading, and writing, with an emphasis on fun discovery and development. They are not grouped by accountants, lawyers, or doctors, each having their curriculum. Everyone receives the same basic curriculum that helps form a foundation for later education and applications.

Before players learn functionality, they need to first experience basic movements. Through spontaneous uninhibited play, children can learn to solve problems, invent, create, and become aware of their physical relationship with their environment. The small-sided gameplay offers all these factors, and also, contributes to skill development. This becomes a foundation for the next levels of play. Besides, the use of terms such as “defenders”, “fullbacks,” “midfielders”, and “strikers” is analogous to asking a six-year-old to describe the duties of an accountant or lawyer. Do defenders just defend? Not attack? Does that mean that they need to stay close to their goal? (Usually, these players have been seen standing on the edge of their penalty box 50 yards away from the action – after being instructed by their coach to stay back.) These are literal definitions of positions that are misconceptions about the game of soccer. Usually, these misconceptions derive from other sports where positions are constants of what action players perform/areas of the field, i.e., baseball. This is not true in the modern game of soccer.

Let us look at the modern “adult” game to gain a perspective. Players who are termed “defenders,” are becoming notorious for scoring goals, while “forwards” who have become famous for their scoring prowess must now be able to defend and chase down assertive back players. Coaches have also had to convert forwards to defenders because of a shortage of attacking defenders. Players today, no matter their position, need to be fluent in all “soccer skills.” Midfielders, once known for their ability to launch attacks and work at a high rate for 90 minutes are being converted to defenders,

and so on. All this goes to show that positions and formations are not the answer. Besides, it is not necessarily being in a designated “position” or being a part of a formation that helps the players solve the problems/situations in the game, but rather the ability of the player to read visually the cues, that is the movement of the ball, movement of the teammates and opponents, and quickly execute a movement/decision that will be effective.

Soccer is a game where the players are constantly changing their movement and activity patterns because the game demands – fluidity, interchangeability, unpredictability, quick thought, and execution. Adherence to the formations will not aid players in developing the foundation of the game needed to meet these demands.

In “Small-sided” games, players are not inhibited by formations and positions resulting in a variety of movement patterns, more contacts with the ball and other players, and more of a physical challenge to a player. It also offers many opportunities for players to make decisions and solve problems based on the conditions that are encountered in the game. This is the “learning environment” that is best for the players at this age and maturity level. The further proof that this environment is best; can be seen in those professional coaches, who to economize their practice, efficiently use small- sided games often, to provide a more challenging environment than 11-a-side play. And that is proof-positive that small-sided games are important for this age group, however, formations and designated positions should not be used by coaches of U6-U8 players.

Appendix D

What about goalkeepers? The question that is most often asked regarding the use of goalkeepers is: At what age should goalkeepers be used on the field of play?

According to US Soccer and US Youth Soccer 3v3 and 4v4 small-sided game versions should not include goalkeepers until 7v7 (6 + goalkeeper). The rationale is centered on safety (children have poor hand-eye skills and coordination), and psychologically, in that leaving a goal wide open increases the chance of scoring, which leads to positive and confident attitudes on children playing. Scoring is the biggest thrill!

However, for many former professional goalkeepers who are now dedicating their time to working with youth, they believe, this can have negative effects. While it is true that some young children do have poor hand-eye coordination, these coaches feel that children can develop skills needed. A simple diet of activities and games that involve catching will teach children to lead with the hands; emphasize the hands always form a barrier in front of the body and head.

Kids love to dive, tumble, roll on the ground, and play. Teaching goalkeeping movements will teach players how to tumble without getting hurt. “Ouchies” will inevitably occur, however, they do not have an attitude of all-out “must- win ball” aggressiveness, and their bodies are not massive enough to cause real serious injuries. Secondly, the real mature players who have developed the ability to constantly “break away” from the swarm will score at will and rarely will, be challenged. Coaches, realizing this, will deploy a player or two to stand in front of the goal and guard it. What will happen when a shot is taken? Players will naturally attempt to protect themselves, ending up with their hands and arms covering their faces – the ball hits hands, now what, penalty? Where should we take it from? Does this inhibit the development of that player since they are rarely involved in the play?

The following solution ensures that all players will develop a variety of skills and will learn the roles of all players on the field – the goal of player development. Allow every player on the team to play as a goalkeeper for a certain time; 2 – 3 minutes, and then rotate a player on the sidelines into the

goal, the goalkeeper becomes a field player, and one of the field players goes out. Another possibility is to rotate players after every 2 to 3 goals or when the ball goes out of bounds. These rotating methods not only ensure that all players get the opportunity to play and learn about playing in various parts of the field but also psychologically - the harshness of having to deal with a ball that went into the goal soon wears off and is forgotten. Of course, do not force players who show extreme fear or resistance, to playing as goalkeepers. And besides, to ensure more goals you can widen the goals!

Coaching implications for appropriate U6-U8 small-sided 4v4 fields is 30 X 20 with goals 18 feet wide X 6 feet high.

Now it is your choice, do you use goalkeepers or not? If so, you may choose to use the Bobby Howe Rule. The Bobby Howe “Out of the Box Rule” – the goalkeeper of the team trying to score must be outside his or her 6-yard goal area that stretches from sideline to sideline and extends out from each end line to score at the opposite end of the field (attacking side) counts.

The purpose of this rule is to teach young players designated as goalkeepers to come outside their goal area when their team is attacking their opponents’ goal. This aides in the development of the player not only keeping their attention on the game, but learning to apply very important principles in the game from an attacking point – close support from behind and a defensive point of view not getting glued on the goal line, and making it more difficult for the opponent to score, i.e.: “making the goal smaller.” The sweeper/keeper becomes part of the “soccer triangle”, soccer’s most basic playing shape!

The next question most asked is at what age should players start specializing in goalkeeping? One again, there are two sides to this argument. Some say at 11 years of age because starting early will ensure success later. Not so, say the goalkeeper experts, expose all players on a team to goalkeeping, and realistically to ensure adequate development players should not specialize in goalkeeping until they are 14 to 15 years old. Recently, a professional coach was quoted to say that a goalkeeper does not reach their peak in development until the age of 27. Now that is one to think about…