THEIR GAME YouthYouth FootballFootball DevelopmentDevelopment CONTENTSCONTENTS

A GUGUIDEIDE TO UU1111 AANDND U12U12 FOOTBALLFOOTBALL 4 BENEFITS OF 9V9 6 WHY DODO CCHILDRENHILDREN PLAY?PLAY? 8 WHATWHAT CAN CHILDREN EXPECT FROM ADULTS? 1010 WORKINGWORKING WITH PARENTS 12 FACILITIESFACILITIES 14 RESPECTRESPECT AND MANAGING THE MATCH DAY ENVIRONMENT 1616 MATCHMATCH DAY TIPTIPSS FFOROR COCOACHESACHES 2020 DEVELOPINGDEVELOPING TTALENTEDALENTED PLPLAYERSAYERS 22 THE FA LAWS FOR 9V9 FOOTBALLFOOTBALL 27 GOALPOSTGOALPOST SAFETYSAFETY 3434 THE FUTURE GAME 36 JOIN THE FA LICENSED COACHES’ CLUB 3838 U11 / U1U122 THEIR GGAMEAME YouthYouth FootballFootball DevelopmentDevelopment

Football is our national game, one that has the potential to A 10 YEAR OLD A 10 year old child is not Our challenge as adults is A GUIDE TO ignite and fascinate millions of people across the world, and half a 20 year old and they simple - to help young people this group of children are on that journey. CHILD IS NOT HALF need a game and format stay in love with the game. U11 AND U12 A 20 YEAR OLD that replicates their stage They might love playing, have Part of The of development. If they start this journey FOOTBALL a view to coach in the future Association’s National Game AND THEY NEED A captivated by the experience, or maybe referee and our Strategy is to develop ‘Better GAME AND FORMAT For too long we have had this vastly improves their role is to help them fulfi l their Players’ and it believes that U11 children playing on chances of getting better. dream and passion. 9v9 is the most appropriate THAT REPLICATES the same size pitches as 26 format to do this within. THEIR STAGE OF year old internationals and Our job is to keep creating If their love is for playing, this DEVELOPMENT goalkeepers defending the that learning environment, format of 9v9 provides the This is supported by same size goal as Premier one that is so much fun they step in the game of football academic research from League adults. won’t want to stop! between Mini-Soccer and the around the world on the value full-size adult version, one of small sided games for We have to fi nd a way that bridges the learning and developing technical ability to make youth football progression of young people and skill acquisition. more child-friendly and in an appropriate way. believes 9v9 addresses these challenges.

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BENEFITS OF 9V9

The main theme throughout 9v9 is to meet the needs of children and 9v9 aims to set realistic expectations Therefore, this format is a phased eleven-a-side football does not meet those needs. that meet the needs of young people, development for their learning, not those of adults. It focuses on the starting to teach them about the Children need a modifi ed game that All available research and observations development of children rather than roles and responsibilities of diff erent fi ts their age and stage of learning show that children will have more fun the result of the match. positions on a , without and too often it’s the children that are and learn more playing a game with shattering their self-confi dence trying modifi ed to meet the requirements of smaller teams and modifi ed rules. For their future lives, children need to to defend an adult-sized goal or a game. learn that co-operation is vital but also running them into the ground on an 9v9 is a game that supports the joys that being part of a team can over-sized pitch! This modifi ed version of football progression of their learning, not bring and football is a fantastic and maintains the integrity of the game taking them from a child’s experience exciting game that can teach without losing the essence of the in Mini-Soccer at U10 straight into an those skills. game, which is important for children. adult’s version of the game at U11.

IF CHILDREN ARE TO ENJOY AND ADDITIONALLY, 9V9 OFFERS: “FIVE MINUTES AFTER THE GAME TAKE PART IN FOOTBALL THEY A ‘real’ football experience NEED TO: I’M OK IF WE’VE LOST” An introduction to additional roles U12, South West Take an active part in the game and responsibilities of being Form relationships and a player work together An environment that allows Develop their football skills and the development of ‘game get better understanding’ Be able to take part whatever More practice time to developp their ability skills appropriate to the modern game Develop personal skills in all ‘four corners’ Development of shooting andd fi nishing skills in a challengingg Appreciate and demonstrate goal size good sportsmanship The goalkeeper a realistic chanceance Understand the laws of saving shots. Be listened to Feel success. AND IMPORTANTLY, 9V9 OFFERS:S: A football experience not baseded on requiring bigger, stronger, faster players for success!

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“IT MAKES ME WANT TO TRY AND MAKE THEM MORE PROUD IF MY PARENTS SAY SOMETHING GOOD” U12, London

Our role as adults is to ffacilitateacilitate a learnilearningng environment that Research from children also How equitable is the ‘Top WHY DO enables children to play ffootballootball and ffallall in love with the game. indicates that through the Goalscorer’ award anyway? WHY NOT: However, when yyouou listen to yyoungoung children about whwhyy thetheyy primary school age group CHILDREN playplay ffootballootball the reasons ththeyey pproviderovide are ooftenften didiffff erent ffromrom and up to 11/12 they are The most important trophy Hire a sports thosethose ththatat aadultsdults asassume.sume. not focused on winning the for children is ‘Player’s photographer to take PLAY? league and they state that Player’, voted for by their action shots as a The Football AssocAssociationiation has conducted research wwithith ggroupsroups trophies and medals are not team mates. memento of their season of children across the whole country and the top six reasons that important to them. Ensure they all have a why children play football are highlighted below: The challenge for spectators football each for training These six factors are much and coaches is to ensure the Trying my hardest is more important to me than winning more important to them in learning environment created Buy them a club emblem the scheme of the reasons for children when they pencil case they can use I love playing football because it’s fun why young people come to football is one that at school It helps keep me fi t and healthy play football. matches their expectations, Give them a branded I like meeting new friends through football not the adults’ version. bootbag they can use for If trophies and medals aren’t each game It’s a really good game and I love it that important for children If we get this right it can be I like playing with my friends. it might be worth thinking a fun, exciting and social Present them all with a about your end of experience for all involved! certifi cate for their eff orts Adult values and children’s values are quite diff erent about season plans. during the year what they want from their football experience. Ask the players what they Children are getting trophies think would be a now for doing something they suitable reward. would have done anyway – turn up and play football!

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WHAT CAN CHILDREN EXPECT FROM ADULTS?

Remember that children ROLE MODELS well for them, or even possibly “IT MAKES ME FEEL MAD IF I GET SHOUTED AT FOR are often easily led, anxious when someone is behaving to please and prone to As coaches, referees and club inappropriately MAKING A MISTAKE” over-enthusiasm, and so offi cials you become role towards them. U11, North West plenty of praise and positive models to the players you reinforcement is needed – work with. Remember you have the especially for beginners. support of your Club Welfare BUILD CONFIDENCE: RESPECT THE GAME: Over time as your rapport Offi cer and if a child tells Children fi nd it hard to builds with them and their you something that raises a Positive encouragement – providing Play by the Laws understand negative confi dence in you grows concern about their welfare this really helps the kids! it’s not your role to decide Respect opponents, offi cials and all instructions and easier you are likely to see the Learning from mistakes – no mistake others involved in the game to understand positive improvements both to their if this is happening but it is your responsibility to refer is done deliberately so see them as an Work together as a team and cooperate. reinforcement and this can game and their enjoyment opportunity to learn frequently mean playing of it. the concern on to the Club Reward eff ort rather than ability – this down the result and playing Welfare Offi cer. helps build confi dence and up the performance. It’s possible that for some children you might become Safeguarding is everyone’s self-esteem OPPORTUNITIES FOR SUCCESS: This reduces the child’s the most stable and positive responsibility and no action Model appropriate behaviour – is not an option. If you anxiety and decreases their infl uence in their lives at any children will often copy the way the Success through eff ort worry about failing. one time. would like more information coach behaves go to www.TheFA.com/ New skill development Remember that children do Football has much to off er. safeguarding or speak with Constructive feedback – try and put Making and learning from mistakes your CFA Welfare Offi cer. these comments between some not mean to make mistakes; It’s possible too that a young Set players individual targets. we should accept mistakes as player may choose to tell you positive feedback. a necessary part when things are not going of learning.learning.

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WORKING WITH PARENTS

The most infl uential people in FOOD FOR THOUGHT: SOME QUESTIONS YOU COULD WHY NOT: terms of a child’s psychological and ASK YOUR PARENTS: sociological development are his or With player development in mind, if her parents. A child’s beliefs, values, Organise a pre-season meeting for ‘we’ would like children to develop an Do your actions on game day… perceptions, attitudes and goals are players and parents understanding of the game as well shaped by their home infl uences and as an ability to problem solve, then have a profound eff ect in later life. Talk to the parents before/after demonstrate trust in the coach? coaching and explain what you are ‘we’ have a duty to let them think for doing and why you are doing it; themselves from time to time. centre around the players’ needs? Evidence suggests that interest and explain the benefi ts help or confuse the player(s)? support from the home are vital in a Less input from the sidelines = more child’s overall development. With this Use a questionnaire to get the thinking time for the players. evidence, engaging parents in the views from the parents, what else can be improved learning experience of their children, if guided and educated correctly can Hold a Parents’ Evening – hold lead to positive eff ects in reinforcing evenings when parents can come messages of support you off er to the along with their child and discuss players during the sliver of time you how they are getting on have with them. Set them basic tasks – this could be asking for support around Working with parents should be seen setting out equipment or keeping as a three-way process, between you, a record of playing time for you the player and the parent. Direct them towards FA online Just as you will involve them in courses to help develop their creating a clear and robust philosophy, knowledge too! by creating a learning environment for the child and parent it will provide them both a much greater One big piece of evidence from the understanding of what the common research from children was that they goal is. don’t like being embarrassed by adults. Longer term the parents will begin to hopefully become powerful So you know that moan you often reinforcers and ultimately see the have, the fl ailing arms and negative time the child is with you as more than body language when they make a just football, but as a vital learning mistake – they see that! experience. A good way to reinforce this is by referring them to the ‘FA Four Corner’ model.

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FACILITIES

An important aspect of helping young people to learn about playing football is to ensure the size of the pitch is appropriate to their age and stage of development. HINTS AND TIPS: OPTIONS FOR PITCHES:

Find a piece of grass the Mark blue lines on an existing 11v11 pitch Whilst we may not have In an ideal world and pitch providers such as local appropriate size existing 9v9 pitches wherever possible, this would authorities, schools and Play box-to-box on an existing pitch and cone in permanently marked out at be marked out with lines other agencies. Use fl at markers to the touchlines highlight the goal area to the right size it is worthwhile and fi xed goals but if the Use a central venue that all teams travel to play help the goalkeepers adults gaining a perspective pitch needs to be organised We cannot allow the future their games at on the issue. using cones/fl at markers generation of English football Move the portable goals Not all teams need a home pitch – can three to the right place and portable goals, or drawn to be defi ned and led by pitches cover 12 teams? This is a game of football for within another pitch area, groundsmen! Maybe look at using a Use a 3G pitch funded through the 10 and 11 year old children, then great! 3G pitch or commercial Football Foundation not the World Cup Final! People said in 1999 that provider as a venue If you are having trouble with Mini-Soccer wouldn’t work Access a school pitch at weekends using ‘Sport Put up the Respect barrier All the Premier League teams fi nding pitches or grass space, but those adults with a England’ funding for the parents to play within coned off areas please contact the County positive attitude have made stand behind every day in training so if it Development Manager at this happen. Have a look for local Independent Schools, many of which have great facilities under-used works for them then it is fi ne your local County FA. Mark out a small technical at weekends for the children to learn the Not having the right size area for the coaches and game within. It is their job is to come out pitch might be a challenge subs near the halfway line Do a playing pitch survey in your town; are there and help you with these kind in the short-term when to stand within. too many 11v11 and not enough youth pitches? The pitch doesn’t have to of challenges, support you implementing something new Work with the County Development Manager at be perfectly marked out like with fi nding funding streams but this is about the future of your local County FA. Wembley and adults need to to go towards the cost of English football for the next try and move away from developing facilities and fi fteen to twenty years; the that mindset. broker relationships with local long-term game!

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Football is a passionate game and all of us can get swept up in the moment. RESPECT AND MANAGING THE However it is possible for leagues and clubs to manage the match day environment in such a way as to clearly signpost which behaviours are MATCH DAY ENVIRONMENT acceptable and unacceptable.

A TEAM/CLUB PHILOSOPHY

Establishing a team/club philosophy is You may wish to consider a good way to agree with the players, the following: coaches and parents how you are ggoingoi to work together to ensure that Communication channels ththeree is harmony within. Time keeping YYouou can relate back to what was Playing time agagreedr before the start of the season Substitutions and who starts anandd use this philosophy to remind the game ppeopleeo of the club’s way of operating or tto mediate if a dispute arises. Sharing responsibilities Winning at all costs v development DeDepending upon age, maturity and of the players lolocalc considerations your philosophy Agreeing a philosophy against The mamay diff er from that of another team/ FA’s Four Corner LTPD model clclubs,u however, the key should be pputtingut the child at the centre of The Respect Programme codes of conduct. ththee philosophy.

“I FELT UNWANTED WHEN I GOT TAKEN OOFF AND SHOUTED AT FOR MAKING A MISTAKE” U11,U1 North West

16 17 U11 / U12 THEIR GAME Youth Football Development

Why not stage parents’ meetings where you can provide guidance on the practicalities of playing for the club but also agree a meaningful and shared code of conduct? Your local County FA will have resources to support you to hold DEALING WITH a parents’ meeting. It’s a great opportunity to also introduce the clubs offi cials DIFFICULT SPECTATORS such as the Welfare Offi cer. Clubs should consider the It is not the role of the Talk to your players/parents Display the Club’s Code of Conduct No spectators should be allowed use of a touchline manager touchline manager to about referees and for everyone attending to see behind the goal – it puts off - someone known to club replace the referee or the explain that: Pass a laminated version down the the goalkeeper members designated to help normal league sanctions line of spectators for all to read Put the coaches’ technical areas maintain a supportive and they should never place They are learning the playing environment. themselves or others game and will make Put up a Respect sign on the on the opposite side to the spectators in danger. unintentional mistakes clubhouse so people can see this is Some clubs have equipped Playing to the whistle is what you believe in Mark out a technical area for the touchline managers with Remember: your role as a part of the game Designate an area for the coach to stand within three yards a Respect bib which has manager or coach is to set a spectators to stand and watch either side of the halfway line – increased their visibility and good example to all others Not shouting at the the game there is no need for coaches to run assisted them when required involved in the game. referee helps make it up and down the touchline too! to intervene. They are there more enjoyable This should be three yards from to deal with small scale Whilst the referee, sometimes for everyone the touchline on both sides of the Let the subs play a little 2v2 match incidents and to reduce and a younger referee learning Being polite when talking pitch and run the full length of if there is some spare grass next to the pitch. diff use problems. the game too, will make to the referee is important the pitch mistakes and there may be decisions that you disagree Shaking hands after the To help implement the Designated Spectators’ Area, The FA has endorsed a with, try not to lose sight of game, regardless of the score, is the right thing Respect Barrier Kit which is available from www.Touchlinelogos.com the whole experience and ethos. to do.

“I FEEL EMBARRASSED WHEN PARENTS SHOUT NEGATIVE THINGS AT ME” U11, South West

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Most importantly, ensure that you don’t overload your players TECHNICAL PSYCHOLOGICAL MATCH DAY with lots of information. Play players in diff erent Allow the players to learn positions during diff erent TIPS FOR from their mistakes and periods of the game if they are Before the game you may just It will almost certainly be a more their successes. COACHES want to set a couple of basic powerful message coming from happy to do so. targets for the players them rather than you. Let thet players experiment, Allow players to learn as muchch to achieve. practiceprac and compete while of the game for themselves aass After the game, think of the makingmak their own decisions. they can but be prepared to Just before the off remind diff erent ways that you can use support their learning needss the players what they were to debrief the players. EnsureEnsu that you cater for when necessary. again and possibly ask the diffdiff erente learning styles during substitutes to watch the game Once again refer back to the youryour team talk – try using a Play diff erent formations andd and see if they are targets you set the players and whitewhit board or get players to sometimes allow the childrenn achieving them. link these into what actually standstan in the formation. happened during the game. to help picking these. The focus at half time can now be on whether the players have You may want to arrange the completed the tasks. players into small groups and ask them to debrief amongst PHYSICAL SOCIALS Get the substitutes to help feed themselves then feedback to this back. other small groups. Incorporate generic movements AllowA the players to be (agility, balance and involvedin in decision coordination) into your warm up.p. Things to consider when talking to players: makingm processes. Allow players to play on diff erentt Use age appropriate language GiveG the players ownership, sides of the pitch, sometimes on trusttr and responsibility. Get the attention of your players before speaking the left and sometimes on Keep it simple the right. If the players do something well,w praise them. If they make Be positive at all times Use tag and chase games, a mistake, they didn’t do it on Focus on the most important aspects handball and 3v3/4v4 games as purpose,p so off er some words part of your warm up. Give clear instructions to your players oof encouragement or help. Always fi nish with a positive Avoid having the children standingng Don’t forget they are just children, not in lines or waiting, try and get professional footballers! them active as much as possible.

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DEVELOPING TALENTED PLAYERS USING ‘THE ‘C’ SYSTEM’ TO DEVELOP THE WHOLE CHILD

As coaches and parents, we would all love our child to become the next top England player, Developing talent should be CONFIDENCE CONNECTION AND CARING to have a career as a professional footballer and no doubt when they start playing, most about developing the whole Sport develops confi dence Players should be encouraged children have that same dream! player not just their skills if delivered well. A confi dent to be competitive but they and techniques. player performs better so should also be taught to look Sometimes adults build BEING ‘PLAYER been set to suit those who this is an area that should after each other. Getting the pressure on young CENTRED’ administer and run them Using the ‘C’ system can always be referred to when players to be in touch with players much too soon rather than those help coaches, parents and developing young players. one another needs helps without understanding the who participate. organisers to keep their eyes to develop teamwork and A coach that is totally environment that is needed on the progress of all aspects CREATIVITY leadership skills. focused on talent to foster talent. For talent to be truly nurtured of their development. The players should be development puts the these systems require review, in charge of their own CHARACTER player fi rst; their needs The following factors are players needs assessed and Core aspects of the ‘C’ development and should Sport can develop a player’s are paramount. Too many the research, principles and changes made to ensure that system include: be allowed to come up with character and teach them competition structures, tools upon which high quality every player has the best their own solutions. Children valuable life lessons that will training programmes, talent development is built. network of people supporting COMPETENCE have been shown to be more be important to their coaching methods and them as they attempt to Developing the players’ creative than adults but future development. practice schedules have achieve their potential. abilities in all aspects of often their creativity is stifl ed their sport. through well meaning adults wanting to show them the ‘proper’ way.

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‘DELIBERATE PLAY’ AND ‘SPECIALISATION’ – ‘TEACHING GAMES FOR VARIETY IS THE SPICE ‘PHYSICAL LITERACY’ – NOT TRYING UNDERSTANDING (TGFU)’ OF LIFE TO RUN BEFORE WE CAN WALK!

There has been research which Specialisation is the point at which a Physical Literacy is best described as ‘the building blocks suggests that ‘Deliberate Play’ and player is encouraged to focus attention of movement’. By this we mean a series of fundamental ‘Teaching Games for Understanding’ on a specifi c sport and begin the movements and skills that underpin all sporting activity inn (TGfU) should be a big part of a child’s process of developing the skills of that one way or another. Examples of these movements include:de: sporting experience. sport over others.

Both Deliberate Play and TGfU involves Often children are encouraged by fun semi-competitive games and competition organisers, parents, challenges that stretch the child’s coaches, talent scouts and others to TRAVELLING skills and require them to make rapid specialise in a specifi c sporting domain OBJECT CONTROL SKILLS adaptations to succeed at too early. Sport is particularly prone SKILLS the activity. to this phenomenon. Young children Climbing, hopping,g, who display ability at a young age are Sending jumping, running, Both approaches require the players encouraged to play and practice to the Kicking, rolling a ball, striking skipping an object, throwing to make decisions and develop skills exclusion of other activities. in a game-like context which has been Receiving shown to develop their skills more Specialising too early in sports has been Catching, stopping, trapping eff ectively than the traditional ‘drill shown to contribute to: BODY MANAGEMENTEMENT based’ approach alone. Travelling with SKILLS Athletic defi ciencies with either feet, The Football Association has adopted Overuse injuries hands or stick Balancing/centering,g, game forms with reduced numbers at dodging, stopping, Early burnout and dropout younger ages to encourage youngsters Receiving and sending stretching, twisting to get a lot of touches of the ball and Unhappy children Striking a moving ball with and turning develop their skills more eff ectively in bat or stick, volleying line with these approaches. Adults need to be patient with children and recognise they all grow and learn at diff erent rates. Don’t forget, little children today won’t always be little Without these basic movement skills, a young person’s and some may appear ‘excellent’ capacity to fully develop their skills may be aff ected. Many today because of a short-term physical elite performance programmes are working hard to try and advantage. Can you spot and foster the rectify physical or technical problems in players which could development potential? have been solved earlier in the player’s athletic life by the development of sound physical literacy.

(Talent development information courtesy of Stuart Armstrong, Lead Development Offi cer for Talent at Sportscoach UK)

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THE FA LAWS FOR 9V9 FOOTBALL

This guide provides the Laws for Under 11 and Under 12 versions of the game, with children playing a maximum of 9v9. These Laws are also appropriate for other age groups playing 9v9 football.

Please remember: These are short-term From season 2015/16 Under experiences helping children 11s are not permitted to learn about winning and play in leagues where results losing in an appropriate are collected or published environment. The winners of or winner trophies are these events can be published presented. This is deemed and trophies can to be detrimental to the be presented. development of the player and the game and will not Except where other provision be sanctioned. in these Laws are made, the Laws of Under 11s can play in a apply. Each Law is numbered maximum of three trophy to correspond with the events during the season, appropriate Law of the Game. lasting a maximum of six These Laws are mandatory weeks each. unless special permission is granted by The FA.

THESE ARE SHORT-TERM EXPERIENCES HELPING CHILDREN LEARN ABOUT WINNING AND LOSING IN AN APPROPRIATE ENVIRONMENT

26 27 U11 / U12 THEIR GAME Youth Football Development

LAW 1 LAW 3 LAW 4 PLAYING AREA NUMBER OF PLAYERS PLAYING EQUIPMENT

Maximum number per team, including goalkeeper Players must wear shin guards and Halfway Line Goal Size goalkeepers must wear a distinguishing The fi eld of play is divided into two The distance between the posts is Under 11 and Under 12 9v9 playing top. Shin guards must be covered halves by a halfway line. The centre either 16ft or 21ft and the distance entirely by the socks. mark is indicated at the mid-point of between the lower edge of the cross The above table indicates the maximum the halfway line. bar and the ground is 7ft. number of players per team at that age group. Players must wear the appropriate clothing If the competition would like to have smaller dependant on the weather. numbers, e.g. 7v7 at U11 or U12, this is 2 YARDS allowed within this framework. Correct footwear must be worn for the surface 80 YARDS 3 YARDS of the pitch e.g. no metal studs on artifi cial A match may not START if either team grass pitches. 1 YARDS consists of fewer than six players. The minimum number of players in a team required for a match to CONTINUE is also six. Should a team fall below this, normal rules LAW 5 apply, as per Laws of Association Football. REFEREES Players must play with and against players only from their own age range, as per Football The Authority of the Referee 8 YARDS Association and Competition rules. Each match is controlled by a referee who

50 YARDS 0.2 YARDS 12 YARDS 0.2 YARDS has full authority to enforce the Laws for 9v9 14 YARDS Each team must not have a squad greater Football in connection with the match to 7 YARDS 7 YARDS which they have been appointed. 4 YARDS than double the size of the team per age.

Any number of substitutes may be used at The powers and duties of the referee are as normal Laws apply, as per Laws of 13 YARDS any time with the permission of the referee. A player who has been replaced may return to Association Football. the playing area as a substitute for another player.

3 YARDS

2 YARDS TECHNICAL AREA TECHNICAL AREA All team members should receive equal

10 YARDS3 YARDS 10 YARDS playing time where possible, with a best practice recommendation of at least 50% per player for each game.

For all other substitution rules, normal rules LAW 2 apply, as per Laws of Association Football. THE BALL

The ball should be size 4 for U11 – U12. It should be safe and made of leather or other suitable material.

28 29 U11 / U12 THEIR GAME Youth Football Development

LAW 6 LAW 7 LAW 8 LAW 10 ASSISTANT REFEREE DURATION OF THE GAME START AND RESTART OF PLAY METHOD OF SCORING

Two assistant referees may be appointed In any one day, no player shall play more Procedure Normal rules apply, as per Laws of whose duties, subject to the decision of the than 100 minutes. It is the responsibility of A kick-off is taken at the centre of the playing Association Football. referee, are to indicate: the parent/carer or organisation to ensure area to start the game and after a goal has the child does not exceed this. Each league/ been scored. When the whole of the ball leaves the fi eld competition will determine its own playing LAW 11 of play time within the maximum time permitted Opponents must be nine yards away from the Which team is entitled to a , goal however the maximum duration will be two ball and in their own half of the fi eld. The ball OFFSIDE kick or throw-in halves of 30 minutes. must be played forward. When a player may be penalised for being Normal rules apply, as per Laws of Normal rules apply, as per Laws of in an off side position It is permitted during development matches Association Football. that the periods of play can be split Association Football. When a substitution is requested into equal quarters. When misconduct or any other incident occurs out of the view of the referee The half time interval must not exceed LAW 12 15 minutes. LAW 9 FOULS AND MISCONDUCT When off ences have been committed whenever the assistant referees have a Please refer to the Standard Code of Rules for better view than the referee (this includes, Normal rules apply, as per Laws of Association in certain circumstances, off ences Normal rules apply, as per Laws of Football. committed in the ) Association Football. Whether, at penalty kicks, the goalkeeper moves off the goal line before the ball is kicked and if the ball crosses the line.

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LAW 13 LAW 15 FREE KICKS THROW IN

For all free kicks opponents must be ten yards Normal rules apply, as per Laws of from the ball. Association Football.

Normal rules apply, as per Laws of Association Football. LAW 16

LAW 14 Normal rules apply, as per Laws of PENALTY KICKS Association Football.

Normal rules apply, as per Laws of Association Football. LAW 17 Position of the Ball and the Players CORNER KICKS All players except the defending goalkeeper and kicker must be outside the penalty area Normal rules apply, as per Laws of and at least nine yards from the penalty mark. Association Football.

“WHY DO I HAVE TO DEFEND THE SAME SIZE GOAL IS PETR CZECH?” U11, Yorkshire

32 33 U11 / U12 THEIR GAME Youth Football Development

The Football Association, along with the Department for 1. For safety reasons 2. Portable goalposts should 5. There is no BS/CEN GOALPOST Culture, Media and Sport, the Health and Safety Executive goalposts of any size not be left in place after standard for wooden goals and the British Standards Institution, would like to draw (including those which are use. They should be either and it is unlikely that wooden SAFETY your attention to the following guidelines for the safe use of portable and not installed dismantled or removed to a goals will pass a load or goalposts. permanently at a pitch or place of secure storage, or stability test. All wooden practice fi eld) must always placed together and suitable goals previously tested by Several serious injuries and fatalities have occurred in recent be anchored securely to the fi xings applied to prevent independent consultants years as a result of unsafe or incorrect use of goalposts. Safety ground or have a weighted unauthorised use at any time. have failed strength and is always of paramount importance and everyone in football back bar. stability tests. The FA must play their part to prevent similar incidents occurring in 3. The use of metal cup recommends that wooden Portable goalposts the future. hooks on any part of a goal goals should be replaced with must be secured as per frame was banned from the compliant metal, aluminium the manufacturer’s commencement of season or UPVC goalposts (this was instructions; this is also a 2007-08 and match offi cials updated in March 2012). requirement for the Laws have been instructed not to of the Game commence matches where For reference, you should Under no circumstances such net fi xings are evident note that The FA and BSI, in should children or adults for safety reasons. Nets may conjunction with the industry, be allowed to climb on, be secured by plastic fi xings, have developed standards for swing or play with the arrow head shaped plastic goalposts – BSEN 748 (2004) structure of the goalposts hooks or tape and not by and BS8461:2005+A1:2009. Particular attention is metal cup hooks. Any metal BS 8462:2005+A2:2012 was drawn to the fact that if cup hooks should be removed updated in March 2012. It not properly assembled and replaced. New goalposts is strongly recommended and secured, portable should not be purchased if that you ensure that all goals goalposts may overturn they include metal cup hooks. purchased comply with the Regular inspections of relevant standard. A Code of goalposts must be carried 4. Goalposts which are Practice BS 8461 has also out to check that they are been completed and copies properly maintained. “homemade” or which have been altered from their of all of these standards are original size or construction available from the BSI via should not be used under their website at any circumstances as they www.bsigroup.com. potential pose a serious safety risk. Funding for the replacement of unsafe goals is available via the Football Foundation and eligibility criteria and further details can be obtained from their website at www.footballfoundation.org.uk.

The FA together with representatives from the industry, sports governing bodies and Government have prepared guidance notes for pitch users and pitch providers, which summarise the key priorities of the BSI’s Code of Practice and provide further details on the information included above. These details are featured within the facilities section of The FA’s website at www.TheFA.com/my-football

34 35 U11 / U12 THEIR GAME Youth Football Development

The launch of The Future Game, The FA Technical Guide for Young IN SUMMARY THE FUTURE Player Development, in 2010, outlined a philosophy and vision for GAME player development in English football. The Future Game headlines: The FA Coaching Philosophy Central to the message are With the onset of the Premier The value of technique Innovative teachers of The Future Game philosophy and Vision the principles of creativity and League and the signifi cant the game underpins the content of all English coaches future FA course provision innovation, for both coaches infl uence of foreign coaches The best coaches are the must add a greater and will be brought to life with and players, and a vision for and players, the landscape best teachers. Eff ective importance and value the opening of St George’s playing the game based on and culture of English football coaches understand to the development of Park, The FA National Football quality passing, possession and changed dramatically since the individuals in technique and skill. Centre, in late summer 2012. building play through the the early 1990s. European and their care and have an three-thirds of the pitch. International football – the understanding and A clear playing *The original Future Game arena in which young English awareness of their age, philosophy based on: document had a clear and The guide, the fi rst of its kind players must compete - had stage of development/ since The Football Association’s accelerated too. defi ned target audience: the A possession-based learning and Coaching Book of Soccer boys’/men’s professional approach their abilities. Tactics and Skills published in Addressing this cultural shift, game. 1991, provided a response to The Future Game champions Playing through the widely agreed opinion that at the development of three-thirds of One strand: a view However, to prompt change through the whole game the highest level of the men’s better coaches. the pitch at the top of the pyramid, game. English players had fallen To develop players a fresh approach was also Quality of passing behind their global counterparts Each layer of the game, from that can perform at the required at the grassroots. with regards to technical the grassroots to the elite, Intelligent highest stage, coaches competence and must be populated with movement and at all levels of the game As a result, The Future Game decision-making capability. excellent teachers of the game support off should understand what grassroots guide followed who possess the appropriate the ball characteristics lead to the elite version in December Statistics backed up this attributes to positively aff ect high-class performance. 2010. The grassroots version notion. Other than success at the players and teams with Penetrative/incisive of the document had a wider the U17 and U18 European which they work. attacking play appeal providing guidance Championships in 2010 and for both male/female players 1993, England had not won an Dedication to specialisation Counter-attacking. aged 5-21. international competition, at is central. Players who are any level, since the World Cup learning the game require in 1966. support and guidancence at each step along the playeryer pathway, Other factors also contributed with coach eff ectivenessveness jjudgedudged to the necessity of a by the ability to makeake the game refreshed vision. relevant and realistictic to the age and stage of the playersayers or team.

36 37 U11U11 / UU1212 THEIR GGAMEAME

JOIN THE FA LICENSED COACHES’ CLUB Raise the standards for your players

In a society where expertise commands prestige, position and creditability, skilled dentists, doctors and An FA Licensed Coach holds: fi nancial advisors are highly desired services. Why A valid FA/UEFA therefore isn’t the suitability of those entrusted to ‘coach’ Coaching Qualifi cation our children or the players at your club, aff orded the same scrutiny? An in date FA Safeguarding Children Qualifi cation They are after all, in a position of authority and infl uence, An in date Emergency First Aid playing a part in shaping experience and behaviour. Qualifi cation (FA or HSE) An FA CRB check Through commitment to continued professional development, up-to-date learning, and adherence to good A commitment to CPD practice, an FA Licensed Coach stands for reliance, trust each season. and credibility within the game.

Clubs, players and parents will have the assurance that their coach is suitably qualifi ed and trained to manage As a FA Licensed Coach you a coaching programme suitable for the need of their can access: players, and that they have undertaken the continuous training necessary to handle the growing demands of the Offi cial FA Licensed Coach game at every level. Photo Licence The FA Licensed Coaches To join The FA Licensed Coaches’ Club, please visit: Club website www.TheFA.com/LicensedCoachesClub or call 0844 980 8212 Ballot entry for 100 pairs of free tickets to all England Senior and U21s home matches

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