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Premier12_6_Layout 1 10/23/12 11:11 AM Page 1 Premier12_6_Layout 1 10/23/12 11:11 AM Page 2 The Changing Face of C BY STEVE HOFFMAN | CAL SOUTH DIRECTOR OF COACHING EDUCATION AND PLAYER DEVELOPMENT n this article, I would like to update everyone on Icoaching education and the changes that are taking place within the U.S. Soccer Federation and Cal South. The first thing we must all remember is that coaches are teachers. As teachers, our main goal is clear: we must have the tools and knowledge to help develop the technical, tactical, physical and physiological needs of our players, and therefore, we must be involved in some form of continuing education to help each play- er develop to their full potential. One of the biggest changes in youth soccer over my 25-plus years working with Cal South is that a lot more coaches are being paid. I totally support the idea of having paid professional coaches work- ing with youth players in the modern game. However, I want us to go back to the days when coaches were also con- sidered teachers. One thing of which you might not be aware is that all teachers have in- service or training days every semester. This is mandated by the state, and it allows for the sharing of new ways for teachers to educate their students using the most modern tools and meth- ods. The disappointing trend in youth soccer is that coaches tend to go only to an “E” license level, and then very few continue lead to better players across the country. Let’s now take their education beyond an “E” to help children grow in a look at some of the changes they have made to the game. coaching education. U.S. Soccer has decided it’s time for a change. Over Each zone is addressed by U.S. Soccer in very dif- the past couple of years, U.S. Soccer has implemented ferent ways. The focus in Zone One (ages 6-12) is more a common framework for discussing the player devel- of a massaging approach, which incorporates a need opment process. They have broken the youth career of to learn why parents chose soccer for their child, and a player down into three distinct zones: how parents can find the right group and place to play. Within this transition period, we want to make sure • Zone One – Ages 6-12 each youth player finds the best learning environment • Zone Two – Ages 13-18 for their needs, which would include the coaches best • Zone Three – Over 18 suited to fit those needs. Coaches in the transitional U.S. Soccer is now working to make coaches who stage of Zone One should be specialized in teaching instruct youth players within each zone know and players within this age group. This style replicates what understand the needs of the individual players better. is done around the world. The organization has thrown its full support behind the Zone Two (ages 13-18) is seen as an intermediate idea that better education for coaches will eventually zone, where competition has taken a tremendous grip 2 C o a s t S o c c e r L e a g u e P r e m i e r M a g a z i n e Premier12_6_Layout 1 10/23/12 11:11 AM Page 3 of Coaching Education AC H I N O G C E D N U O C A T I In Zone Three (over 18), players are still devel- oping, so it’s more important than ever that coaches have a better understanding of sports sci- ence within this zone. The right training-to-game ratio is also critical. Since a lot of players hitting this age are headed to college, this limits the amount of time and games they can play. This is an age where we need the top players training with their peers, and have our top coaches work- ing alongside them to improve. By this point, development for each player will have shifted to teaching ever more advanced tactical concepts. So what is U.S. Soccer doing to help coaches get the necessary tools to help players reach their on youth soccer and where training has become over- full potential? The first major change is they have shadowed in recent years by the games. The attitude introduced new and challenging curricula for all of now is that the training-to-game ratio needs to be cor- their courses, from “E” all the way up to the Pro rected, and U.S. Soccer is now stressing that for every License. For now, let’s take a look at the US Soccer game a player plays there should be a minimum of National “E” license. three training sessions. The older end of Zone Two is Coaches used to go to an “E” course, which they where the U.S. Development Academy has had a big would pass based largely on attendance and a short influence. There is no doubt that Zone Two is the written test. The first change U.S. Soccer has done is to biggest area in which coaches can help players achieve expressly make the new “E” license the first step on the the most improvement by teaching the more advanced USSF’s pathway towards coaching in youth soccer. The technical, tactical, physical and physiological parts of “E” course is no longer just an 18-hour course. A can- game. didate is now required to complete some pre-course The area that will really change in the coaching work and testing. Then, when you attend the actual schools is in the use of sports science as part of a play- course, you spend more time on the field and less in er’s growth. Without a doubt, this will be a focus in all the classroom. All candidates must receive a “pass” on of the USSF’s coaching schools in years to come. pre-course work and conduct a practical field session to Having coaches understand what periodization is and pass the full course. how it affects youth players is also extremely impor- U.S. Soccer is currently addressing changes to the tant, which is based around breaking the training “D” license course. The coaching curricula of the cycles in your season into “micro-cycles” and “macro- future will lean ever more toward age-specific training cycles.” We have a tremendous amount of work to do and the introduction of sports science. Coaches will do in this area, which will not only help prevent players more preparation for courses via distance learning, and from picking up injuries, but also help us all have a bet- spend more time on the field and less in the classroom ter understanding of what time within a cycle we when attending a coaching school’s license levels. One should push players to their maximum, and when to thing is very clear – U.S. Soccer believes that if we have back off and allow for regeneration periods. better coaches, we will end up with better players.A Issue 6 • October 27–28, 2012 3 Premier12_6_Layout 1 10/23/12 11:11 AM Page 4 EBY JAMES THvOMPSON erything I ifteen years ago, my eldest took the field in his first AYSO game. I don’t Fremember what “position” he was supposed to man, but he took my sage advise and drifted toward the goal. Within minutes the ball skirted toward him – his foot found the ball and the ball found the net. I looked at my wife, and with my chest out and gave her my best “Yeeeah, that’s my kid” look. He never scored again. He reached his soccer zenith in the first two minutes of the first game, and it was all down hill from there. He only played one season. He didn’t like soccer, but don’t feel badly – I mentioned previously, he’s now an active duty Navy SEAL so sucking at soccer didn’t crush his fighting spirit. We have two other sons. One played admirably at the AYSO level, but he was on the “6th place trophy” team and didn’t have a passion for soccer. Our third son didn’t exactly start out loving soccer. When he was 5, he tried kicking a soccer ball and found more air than ball. He whiffed so many times he screamed: “I hate this!”, and crossed his arms in disgust. But he didn’t walk away from trying; he kept whiffing until he made contact. He pro- gressed from AYSO, to Club, through ODP and High School and Academy and then to Division I college soccer. But, I do have a few regrets. I don’t miss getting up before dawn, driving to Riverside or Bakersfield for 8 AM games, to watch games played on fields so lumpy a goat might snap an ankle. I don’t miss driving to the Blast Complex, pay- ing 5 bucks to park in mud to watch small children and umbrellas take flight and watch balls kicked into the air only to be blown backwards. I don’t regret watching my son progress, not just as a player but also as a person. I “fondly” recall “game-day” often being all day events. I had my own pre-game warm-up. I would bring my parent “kit” which included a newspa- per, a cup of coffee, and a fold-up chair. There were irritants – sort of like a rash that returned every game.

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