Oper a tional Sheets Cubs Ca tegoryniagaraunitedsoccer.ca/pub/docs/U8-U10TRAINING-PROGRAM.pdf · ¥ Obstacle course 2 0 ' (a lte rn a te d w ith 3v s3 fre e p la y - a lte rn a te

Operational SheetsCubs Category

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club: Instructor: Sport Season:

MONTH:

MAIN OBJECTIVES OF THE MONTH:

• TECHNICAL-COORDINATIVE FACTOR:running to guide the ball

• TACTICAL-COGNITIVE FACTOR:guiding the ball in a free spacejumping an opponent placed in anarea/on a line

• PHYSICAL-MOTORY FACTOR:rapidity

N° LESSONS:N° WEEKS:N° COMPETITIONS/EVENTS:

REMEMBER:• These are the first training

sessions, the coach needs tocreate a positive climatestraight away, always politeand kind, and needs to beavailable to accommodatethe children's requests.

• At a didactical level, initially,the locomotor behaviour ofrunning will be privileged, asa natural suit to the activitiesthat have been carried outin the little friend's category.

• During the first week, a greatpart of the activities need tobe characterised by play,especially to allow the newlyenrolled pupils to fit in properly.Races, obstacle courses,small-sided matches are theactivities that allow thechildren to get to know eachother and to form a groupmore quickly, and furthermorerepresent efficient didacticalmoments to solicit thetechnical component as wellas the physical-motory one.

OBSERVATIONS:

1st week

Monthly Graph

2nd week 3rd week 4th week

= Technical-Coordinative Factor= Tactical-Cognitive Factor

= Collective Games and Game Situations

= Physical-Motory Factor= Match Game

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OTHER OBJECTIVES OF THE SESSION:

Sequence of the session:• Guiding in geometrical figures 15'• Relay races 15'

ALTERNATED CIRCUIT ACTIVITIES:• Obstacle courses (2x10' ) 20'• 3vs3 matches (3x10' ) 30'• 1vs1 10'

Number of children:Duration: 90'Methods

Material:• Boundaries• Coloured tunics• Coloured rubber balls

of various sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured small posts and cones

1st month 2nd month 3rd month

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MODULE 1TECHNICALCOORDINATIVE FACTORObjectives:• Guiding the ballPERCEPTIVE SOLICITATION• Obstacle course 20'(alternated with 3vs3 free play -alternate 10' game, 10'obstacle course)• Guiding in geometrical

figures 15'• Free Play: 3vs3 30'(3x10’ - alternated to motory courseand 1vs1)

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICALCOGNITIVE FACTORObjectives:• Jumping opponentsCOLLECTIVE GAMES ANDGAME SITUATIONS:• 1vs1 (defender on the line)

10'(alternated with free play 10')

MATCH GAMES

PHYSICAL MOTORYFACTORObjectives:• Rapidity with particular

attention to reactivity

• Relay race with 2x5mshuttle sprints 15'

TECHNICALCOORDINATIVE FACTOR• Shoot to goal

TACTICAL COGNITIVEFACTOR• Move to tackle opponent

PHYSICAL MOTORYFACTOR

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MovementcircuitsThe exercise allows tostructure the guiding ofthe ball through acontinuous relationshipwith the latter that issolicited in ever-changing forms

The ball is guided freely in anobstacle course withalternating kinds of obstacles(pins, low obstacles, smallposts, etc.), in which the childis induced to control the ballwith the inside of the foot. Atthe end of the course heshoots to goal. The shotrepresents the mostmotivating component,scoring a goal or trying to doso always ignites theimagination of the child.

Variations:• The course is varied to

guide the ball withchanges of direction(right/left orforwards/backwards)

• Guiding the ball usingdifferent parts of the foot

• Increase or decrease thedistance betweenobstacles

Guiding ingeometricalfiguresThe use of geometricalfigures allows thechildren to carry outoriented guiding,favouring awareness ofdifferent spaces.

A group of children, byguiding a ball, must occupya free geometrical figurethat is drawn on the groundwith coloured pins (there aremore geometrical figuresthan there are children).

Variations:• The colour of the figures

determines the sequenceof the figures to beoccupied (i.e. yellow,green, red, blue)

• In the form of a race:whoever carried out allthe guiding processes firstwins (as many as thenumber of geometricalfigures)

• The coloured geometricalfigures determine thedegree of difficulty

1vs1 (defenderon the line)The child will try and adaptand transform hismovements according tothe behaviour of thedefender on a line. He willalso have to learn tomaintain possession of theball after jumping theopponent and the defenderwill learn how to move totackle the attacker.

The two attackers guide theball (each his own) and jumpthe two defenders that areplaced on their respectivelines, whereas the thirddefender defends the goal.At every repetition thedefenders rotate and changeposition, the children will havefun jumping and shooting.

Variations:• Increase the number of

attackers• Increase or decrease the

area of action of thedefenders and/ore thedistance between thedefensive lines.

• In the form of a race,whoever shoots to goalfirst wins.

Rapidity withthe ballObjective: ability ofsimple reaction to avisual and verbalstimulus

Every child starts at thesignal of the instructor, tryingto finish the shuttle course asquickly as possible.

Variations• Increase the distance to

run up to 5mx3• Change starting position

(sitting, lying down, etc.)• Vary the start signal

Main technical objective:GUIDING THE BALL

Sequence of the session:ACTIVATION GAME:• Guiding in geometrical

figures 15'• Relay races 15'ALTERNATED CIRCUITACTIVITIES:• Obstacle courses (2x10') 20'• 3vs3 matches (3x10' ) 30'• 1vs1 10'Number of children:Duration: 90'Material:• Boundaries• Coloured tunics• Coloured rubber balls of

various sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured small posts and

cones

“In all deeds regardingchildren, the supreme

interest of the child mustbe considered as a priority”

European Union

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Main technical objective:GUIDING THE BALLSequence of the session:• “Guided” traffic 10'

ALTERNATED CIRCUIT ACTIVITIES:• Obstacle course (2x10') 20'• 3vs3 matches (2x10') 20'

CIRCUIT ACTIVITIES:• Invade the fortress 20'• “Disturbed” traffic 20'

Number of children:Duration: 90'




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TECHNICALCOORDINATIVE FACTORObjectives:• Guiding the ballPERCEPTIVE SOLICITATION• Obstacle course 20'• 3vs3 free match 20'(alternated with 3vs3 free play -alternate 10' game, 10'obstacle course)

DIDACTICAL STABILITY/VISUALPERCEPTION• “Guided” traffic 10'• “disturbed” traffic 20'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Jumping opponents and

the ability to move in afree area

COLLECTIVE GAMES ANDGAME SITUATIONS:• Invade the fortress 20'

MATCH GAMES

PHYSICAL MOTORYFACTORObjectives:• Development of ability

to control movementand basic movementpatterns.

(with particular attention to abilityof simple reaction)

PHYSICAL WITH THE BALL:• Obstacle course 20'(alternated to free 5vs5 match)(alternated to shuttle sprints 3x5m)

Fattore TecnicoCoordinativo• protection of the ball

TACTICAL COGNITIVEFACTOR• Anticipate movement totackle the opponent in phaseof non-possession


ObstaclecourseThe proprioceptivesensorial activity, as thecoordination skills(balance, differentiation,combination, etc.( andthe stabilisation of basicmovement patterns(rolling, running, jumping,etc.) are stronglystimulated. Guiding theball is also stimulated,which therefore can becombined with othermovement actions (passand jump, pass and gounder, etc.)

The pupil begins with theball and carries out a slalomamong the pins, then goesonto a low and highobstacle, in the lowobstacle he passes the ballunder the obstacle andjumps, in the high obstaclehe passes the ball from theside and goes under it,followed by a summersaulton a mattress, then hechanges his course and getson the proprioceptive standor similar, and carries out aslalom before shooting.

“Disturbed”trafficThe objective is todevelop the technique ofguiding and protectingthe ball

4 children guide the pall in afree space, trying to kick theball to a team mate outsidethe area, whoever kicks theopponent's ball must notloose control over their ownball.

Variations:• Free guiding, at the word

go guide the ball into its“home”

• Increase the number ofhomes

• Free guiding, at the signalcarry out technical moveor certain movements(e.g. rolling the ball withthe foot, rolling on theground, etc.)

Invade thefortressThe objective is to moverapidly according to thefree space, therefore toguide the ball observingthe opponent'smovement.

The two attackers (eachwith a ball) guide the ballthrough the little gates andshoot to goal, whereas thedefenders are each placedin an area to stop the otherscrossing the little gates, onedefender plays goalie.

Variations• The two defenders are

placed in a zone andmove freely in it

• Both the attackers and thedefenders, beforebeginning the action,have to guide the ballaround a cone. Thedefenders then defend ina zone.


Sequence of the session:• “Guided” traffic 10'

ALTERNATED CIRCUITACTIVITIES:• Obstacle course (2x10') 20'• 3vs3 matches (2x10') 20'

CIRCUIT ACTIVITIES:• Invade the fortress 20'• “Disturbed” traffic 20'


Material:• Boundaries• Coloured tunics• Coloured rubber balls of

various sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured small posts

and cones

“Children have the right toparticipate in competitions thatare appropriate for their age”

SGS Charter of Rights

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E“Guided”trafficThe child will guide theball by orienting himselfin space, payingattention to the variousways to use his feet.

One group of childrenguides the ball in an area inwhich there are differentcoloured pins (e.g. red andyellow). The number of pinsis more than the number ofchildren.At the red pin, they guidethe ball with the outside oftheir foot and at the yellowpin they use the inside.

Variations:• With shot (after 4 foot

changes shoot to goal)• Timed (whoever finishes

first)• The number of pins is

equal or less than thenumber of children.

Variations:• Guiding the ball by rolling

the foot (with the sole)• Vary the course, lay-out of

equipment, number ofpieces etc.

• Instead of cut-outs use livedefenders on a line.


Sequence of the session:• Invade the fortress 10'• Run and run away 20'

CIRCUIT ACTIVITIES:• Relay race in three groups 15'• Three with a ball 15'• 2vs1 with jumping the opponent

and guiding into small gates 15'FREE PLAY 15'





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MODULE 1TECHNICALCOORDINATIVE FACTORObjectives:• Running to guide the ball

PERCEPTIVE SOLICITATION• Run and run away 20'• Relay race in three

groups 15'• Free match 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Jumping the opponent

placed in a zone.

COLLECTIVE GAMES ANDGAME SITUATIONSS:• 2vs1 with jumping the

opponent and guidinginto small gates 15'

• Invade the fortress 10'MATCH GAMES

PHYSICAL-MOTORYFACTORObjectives:• Rapidity

• Three with a ball 15'

TECHNICALCOORDINATIVE FACTOR• Passing/reception

TACTICAL COGNITIVEFACTOR• Unmarking in a space, give

and go and give and follow

PHYSICAL MOTORYFACTOR• speed

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3 with a ball Solicits ball guiding inspeed, inserting othertechnical combinations.Differentiation of twotypes of running (with orwithout the ball) andability to stop the ball in alimited area (peripheralvision).

The children are divided intoseveral groups. Every groupis placed on two oppositelines, one in front of theother. At the signal, thechildren guide the ball insuccession, going over adistance of 20m. At the half-way mark, there is a limitedarea, in which the ball isstopped to then run towardsthe team mate that iswaiting on the other side.The latter runs without theball towards the area, topick up the ball his teammate has left behind andguide it on the oppositeside, where another teammate is waiting for him,ready to go. The team that,at the end of a completedcycle (return of all thecomponents), stops the ballfirst in the area wins.

Run and runawayThe exercise improvesthe ability of guiding theball with thedevelopment of rapidityof movement and theattention capacitythrough the pressure ofthe opponent. Stimulatesperipheral vision.

The confrontation happens incouples. One child runs withthe ball towards one of thetwo gates that are located infront of him at a distance of20m, whereas the chaser,placed behind theopponent (5m), will have totry and recover the ball byentering the gate that is notoccupied by the other playerand intervenes in themoment before theopponent goes through it.The exercise continuesprogressively with the otherchildren.

Variations:• carry out the course in

both directions• place the gates differently

2vs1 withjumping andguiding intosmall gatesThis game allows theimprovement of ballguiding in speed andorientation in space withthe aid of a team mate.It solicits the process ofjumping the opponent ina simple situation andwithout difficulties, thepass, reception and thefinal shot to goal.

In an area of 20x30m,couples of children faceeach other in a 2vs1situation. Two little gates areplaced within the area onthe same line at a distanceof 10m. The defender islocated in the centre,between the two gates. Atthe signal (given by theinstructor or the movementof the attackers), thedefender will have todefend one of the twogates, whereas theattackers will have to crossthe line of the gate, guidingthe ball and concludingwith a goal.

Relay race in 3groupsDevelopment of ballguiding in rapidity andregime of time pressure.Ability to maintain thecontrol of the ball inspeed and accelerateand decelerate.

Three groups of childrenface each other in a relayrace of 20m with thepurpose of guiding the ballto the opposite side. In thecourse the children have togo around two conesplaced halfway. The twoopposite lines of children aredifferent from each other forthe direction they have togo in at the beginning of therace. (right and left)

Variations:• increase the number of

cones• once the cones have

been cleared, low pass tothe child in front.


Sequence of the session:• Invade the fortress 10'• Run and run away 20'• Relay race in three

groups 15'• Three with a ball 15'• 2vs1 with jumping the

opponent and guidinginto small gates 15'

FREE PLAY 15'


Material:• Boundaries• Coloured tunics• Coloured rubber balls of

various sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured small posts

and cones

“Coaches and managershave the obligation to

ascertain that the competitionis balanced and respectsthe needs of the children”

SGS Charter of rights

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MONTH:


• TECHNICAL-COORDINATIVE FACTOR:running to guide the ball, running to kick

• TACTICAL-COGNITIVE FACTOR:guiding the ball in a free areajumping an opponent placed in a zone



REMEMBER:• After the first phase of

familiarisation, the childrenrespond with more attentionto the didactical proposals.We can begin proposing5vs5 modules with adistribution over two lines(defence and attack) thatprovides for the rotation ofthe pupils over all positions,including goalkeeper.

OBSERVATIONS:

1st week

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Sequence of the session:• Run and take it home 20'• 10m Relay 10'

CIRCUIT ACTIVITIES 1:• Guiding between cones 10'• 5vs5 free match 10'• 1vs1 10'CIRCUIT ACTIVITIES 2:• Guiding between cones 10'• 5vs5 free match 10'• Break the rhythm 10'

Number of children:Duration: 90'Methods:Material:• Boundaries• Coloured tunics• Leather balls• Smaller goals• Small posts• Cones• Proprioceptive table• Mattress for summersaults


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module 2TECHNICALCOORDINATIVE FACTORObjectives:• Guiding the ball with

time pressurePERCEPTIVE SOLICITATION• Guiding between cones

(2x10') 20'• Free match 20'WITH PRESSURE• Run and take it home20'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


COLLECTIVE GAMES ANDGAME SITUATIONS:• 1vs1 defender in a zone

10'• Break the rhythm 10'

MATCH GAMES

PHYSICAL MOTORYFACTORObjectives:• Rapidity, with particular

attention to movement

• 10m Relaysprint in line 10'

TECHNICALCOORDINATIVE FACTOR• Protection of the ball

TACTICAL COGNITIVEFACTOR• Jumping the opponent and

orientation in free space

PHYSICAL MOTORYFACTOR• reactivity

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Guidingbetween conesAwareness of guidingthe ball in speed.

A group of children guidesthe ball between the cones,controlling it with the insideof their foot, at the signal theball will have to be guidedfreely into the player'shome.

Variations:• Increase of game area• Use of less able foot• During the game, at the

signal, the homes change.

Run and take ithomeThe children alternaterunning without the ballwith fast guiding with theball, learning how todifferentiate the twokinds of running.

The children are divided intotwo teams that are lined upon the sides of the field, atthe signal they will have torun to conquer the ball at thecentre of the field to guide itback to their home. There willbe as many balls as pupils.The pupil that reaches his“home” first wins.

Variations:• the ball, once it is brought

home, will be guided tothe centre of the field

• the exercise must berepeated twice in a row

• vary the starting position• the number of balls is less

than the number ofchildren

1vs1 defenderin the zoneThe child that attacksdevelops the concept ofjumping the opponentand protecting the ball,the defender begins toperceive the tacklingaction from the side aswell.

The attacker tries to jumpthe defender placed in azone. If the defendermanages to get the ball, heneeds to guide it outside thezone of defence.

Variations:• 2 attackers, 2 balls, 2

defenders: the defenderswait behind a line andcan intervene only whenthe attacker crosses theline

• 2 attackers, 2 balls, 2defenders. The defenderscan interveneimmediately (in a freespace)

• Increase/decrease thearea of the defence zone.

Break therhythmGuiding the ball, withorientation in free space,ability to accelerate anddecelerate with the ball,and development ofperipheral vision in astandard situation.

The children are divided intotwo teams, one groupguides the ball inside thearea, the other outside. Thechildren that are inside willhave to pass through thelittle gates placed at thecentre of the area, whereasthe group that is outside willhave to change sides whenguiding a ball. The groupthat is inside, always keepingthe ball under control, candisturb the action of theexternal group. At the endthey exchange roles.

Variations:• The group that is inside the

area can disturb theexternal ones only afterhaving cleared all thegates

• The group on the outside,before changing sides,has to go through a gate

“Children have the rightto measure themselves

against other children thathave the same probabilities

of success”SGS Charter of Rights

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Sequence of the session:• Run and take it home 20'• 10m Relay 10'

CIRCUIT ACTIVITIES 1:• Guiding between cones 10'• 5vs5 free match 10'• 1vs1 10'

CIRCUIT ACTIVITIES 2:• Guiding between cones 10'• 5vs5 free match 10'• Break the rhythm 10'

Number of children:Duration: 90'Material:• Boundaries• Coloured tunics• Coloured rubber balls

of various sizes• Leather balls• Smaller goals• Bifrontal goals• Small posts and

coloured cones


Sequence of the session:

• Run and take it home 10'• Relay race with final goal shot10'CIRCUIT ACTIVITIES:• Guiding and shooting starting

from different positions 20'• Kick with precision 20'• 2vs1 attacker 1 defender and

goalkeeper (3vs2) 20'5vs5 FREE MATCH 10'




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goal shot

PERCEPTIVE SOLICITATION• Run and take it home10'• Guiding and shooting

starting from differentpositions 20'

• Kick with precision 20'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


in a zone

COLLECTIVE GAMES ANDGAME SITUATIONS:• 2vs1 attacker 1 defender

and goalkeeper (3vs2) 20'

MATCH GAMES• Free 5vs5 match 10'

PHYSICAL MOTORYFACTORObjectives:• Rapidity

• Relay race with finalgoal shot 10'

TECHNICALCOORDINATIVE FACTOR• Passing -receiving and

dribbling

TACTICAL COGNITIVEFACTOR• Concept of freeing oneself

in free space


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2vs1 attacker,1 defender and1 goalkeeperThe 2vs1 situation in theoffensive phase in twospaces, highlights thecontinuous need to jumpthe opponent throughnumerical advantage. Itstimulates cooperation ofthe attackers and, for thedefenders, it stimulatestheir intervention on theball holder developingtheir ability to tackle.

In a 20x30m rectangledivided into two halves, thechildren play with 2 attackerswhich, starting from the goalline, need to jump 1 defenderin each side of the field. Thedefenders are obliged not tomove from their own half ofthe field. The action finisheswhen the ball is in possessionof the goalkeeper (thanks tothe pass of one of thedefenders, or because of ablock or for an out-field ball).The process can start againwith inverted roles.

Variations:• game with hands and

passes with feet.

Guiding andshooting fromdifferentpositionsWith this type of exercisewe solicit the acquisitionof the technical abilitiesof kicking in movementfrom different directions(diagonal and frontal)

The children are divided intothree groups of differentcolours, distributed laterallyas well as in front of thegoal. Taking turns, theyguide the ball for a fewmetres, they kick the ballforwards (auto-pass) andthey run to kick it into thegoal. The rotation is carriedout clockwise. Being a race,we count the goals scoredby each group.

Variations:• use a technical move

before the shot (eg. Feintand shot)

• guide the ball, low pass tothe goalkeeper withreturning pass (wall play)and running goal shot.

Relay racewith final goalshotIn this form of race thefrequency and rapidityof movement under timepressure is solicited. Theuse of the ball favoursthe technical move ofkicking looking forprecision and speed ofexecution in movement.

In a 20x20m area thechildren place themselves in2 lines. The times obstaclecourse provides that thechild should go under anobstacle, go around eachcone (360) and run towardsthe ball placed 10m awayfrom the goal to score. Thechild that has completedthe kick has to take the balland put it back where it wasand run towards his teammate to let him take his turn.The team that scores themost goals wins.

Variations: • touching cones with

hands• the obstacle course is

done guiding a ball.

Kick withprecisionDevelopment, throughan analytical set-up, ofkicking and receiving inrelatively stableconditions. In couples,the young players aresolicited to hit withprecision and withmeasured strength,kicking with a low balland to receive bycontrolling the ball withtheir feet.

In an area limited by cones,two gates that are 5m wideare positioned 15 m awayfrom each other. Twochildren, in turn, carry out aseries of goal shots kickingthe ball low with the inside oftheir foot. The block iscarried out by stopping theball with the foot.

Variations:• kick with the instep of the

foot with a low kick• block the ball using hands

Main technical objective:RUN TO KICKSequence of the session:• Run and take it home 10'• Relay race with final

goal shot 10'

CIRCUIT ACTIVITIES:• Guiding and shooting

starting from differentpositions 20'

• Kick with precision 20'• 2vs1 attacker 1 defender

and goalkeeper (3vs2) 20'5vs5 FREE MATCH 10'



coloured cones

“From a child to an adultdon't grumble all the time,

if you do I'll have topretend to be deaf”

l'Erbavoglio

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Sequence of the session:

• Reach the goal 15'• Relay Sprint 10'

ALTERNATED CIRCUIT ACTIVITIES:• Run to the corner (2x10') 20'• 5vs5 match (2x7') 15'CIRCUIT ACTIVITIES:• Run and take it home 10'• 1vs1 with goal shot 10'• 5vs5 match 10'


Material:• Boundaries• Coloured tunics• Leather balls• Smaller goals• Coloured cones


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module 2TECHNICALCOORDINATIVE FACTORObjectives:• Guiding the ball

PERCEPTIVE SOLICITATION• Run to the corner (2x10')

20'• 5vs5 match (2x7') 15'(alternate free 5vs5 matchwith “run to the corner”)• Run and take it home

1vs1 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


and spatial orientationCOLLECTIVE GAMES ANDGAME SITUATIONS:• 1vs1 with goal shot 10'• Reach the goal 15'(1vs1 and spatial orientation)

MATCH GAMES• 5vs5 match 10'


• Relay race with 10msprint holding the ball 10'

TECHNICALCOORDINATIVE FACTOR• Shoot to goal

TACTICAL COGNITIVEFACTOR• consolidation of ball

protection in possessionphaseand development ofinterception and balldefence of goal

PHYSICAL MOTORYFACTOR• development of frequency

ability (e.g. higher numberof touches of ball in aspace and particularattention to balance

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Run to thecornerBall guiding with theability to react to anaudiovisual stimulus.Considering that thechildren cannot guidethe ball all behind thesame post, they will paymore attention to thespace (peripheral vision).NB the game is alternatedwith a free 5vs5 matchlasting 10', in total theyplay 2matches and playthe game twice.

A group of children guides theball freely in an area, upon aclap of hands the childrencarry out a change ofdirection with their right footand straight after with theirleft. At the following signal(different from the first) the ballwill have to be guided into theposts that limit the field.

Variations:• The change of direction is

carried out with the heel• The change of direction is

carried out using theoutside of the foot.

• All the gates need to beoccupied

Run and take ithome incouplesIt favours the ability ofguiding the ball inregime of rapidity and inthe presence of theopponent.

The children are divided intotwo teams, with one ball foreach couple of players. Atthe signal they will have torun to conquer the ball toguide it into their home,thereby creating 1vs1situations among children ofopposite lines.

Variations:• Whoever conquers the

ball first may go and shoota goal

• Vary the starting positionof the children

• Increase the distancebetween the balls and thechildren, increasingphysical workload.

1vs1 goal shotConsolidation of theability to jump theopponent, withalternation of twophases of possessionand non possession.

Two teams face each otherin 1vs1 situations, in whichone attacking team has tojump the defender andscore a goal, whereas thedefender has to try andconquer the ball, tobecome an attacker. If oneof the two scores, the twoteams trade places.However, the defender canalso score.

Variations:• The players start at the

same time, all together• The players place

themselves on one or theother goal, trying to scorein the opposite goal

• The game starts with aseries of passes betweenthe two children and atthe word go the 1vs1action begins.

Reach the goalDevelopment of theability of orientation andmanagement of freespace and developmentof peripheral vision.

Two teams face each otherin an area, each childpossesses a ball. Theattackers guide the ball withtheir feet. The defenders, onthe other hand, hold the ballin their hands. At the signalall the attackers have toguide the ball in the goalsplaced at the corners. Theopposing team holds theball in their hands and triesto stop the goal by hittingthe other ball.

Variations: • The defenders start from

the goals, they make acomplete circle aroundthe goals and enter thefield to take the ball awayfrom their opponent

• One can intervene onvarious opponents

• The defender interveneson the attacker by guidingthe ball in the game area

Main technical objective:GUIDING THE BALLSequence of the session:• Reach the goal 15'• Relay Sprint 10'

ALTERNATED CIRCUITACTIVITIES:• Run to the corner (2x10')20'• 5vs5 match (2x7') 15'CIRCUIT ACTIVITIES:• Run and take it home 10'• 1vs1 with goal shot 10'• 5vs5 match 10'




coloured cones

“To learn means to discover.Doing means that

you know it”R. Bach

module 2LESSO

N 6

: RU

N A

ND

REACH

TH

E O

BJECTIV

E

DID

AC

TIC

AL P

LAN

MO

DU

LE 3

MESE DI:

OBIETTIVI PRINCIPALI DEL MESE:• TECNICO:correre per guidare la palla

• TATTICO:Conduzione della palla in uno spazio liberosuperamento di un avversario posto su unospazio/linea

• FISICO-MOTORIO:RAPIDITÀ

N° LEZIONI:N° SETTIMANE:N° GARE/MANIFESTAZIONI:

CUBS CATEGORY

MONTH:


• TECHNICAL-COORDINATIVE FACTOR:running to guide the ball, hitting to makelow and front passes

• TACTICAL-COGNITIVE FACTOR:guiding the ball in a free area overtakingan opponent placed in a zone



REMEMBER• In this phase the children

need a verification of thenotions they have learned,through didactical meetings(internal tournaments), butalso by proposing thetechnical tests that areprovided for in this category.

• Evaluation is importantbecause it allows us to verifyif the didactical programmeis able to improve the abilityof the children and developthe abilities of play. Theoperations and the datathat are recorded may beuseful to make changes orvary the content of theprogramme according tothe effective abilities of thegroup of pupils, it may benecessary to create sub-groups.

OBSERVATIONS:

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Sequence of the session:• Jump the opponent 10'• Relay games 10'• Reach the try 10'

ALTERNATED CIRCUIT ACTIVITIES:• Guide, control and take it home

(2x10') 20'• Free 5vs5 match (2x10') 20'• Pass (give) and follow the ball

(2x10') 20'


Material:• Boundaries• Coloured tunics• Leather balls• Smaller goals• Coloured cones and posts


Trimester Graph

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Monthly Graph

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Lesson Graph

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change of sense anddirection

• Guide, control and takeit home 20'

• Free 5vs5 match 20'• Pass (give) and follow

the ball 20'(alternate the 3 games/exercises -10' game/10'free match/10'passand follow the ball repeated twice)

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


and spatial orientation

COLLECTIVE GAMES ANDGAME SITUATIONS:• Jumping the opponent

10'• Reach the try 10'

MATCH GAMES


• Relay games withthe ball 10'

(pass to the team mate infront, followed by a 10m sprintin line)

TECHNICALCOORDINATIVE FACTOR• Set-up of correct execution

of the pass with the inside ofthe foot

TACTICAL COGNITIVEFACTOR• protection of the ball

PHYSICAL MOTORYFACTOR• Development of the ability

of hand/foot balance

LES

SO

N 7

Guide, controland take ithomeAwareness of the controlof the ball with the soleof the foot, ability tokeep attention on theexternal environment(peripheral vision)

Two groups of childrenguide the ball within anarea, passing a cone, usingthe inside of the foot forcontrol. At a signal the ballwill have to be guided intoto the limited space (home)

Variations:• The components of the

team will go and occupythe space (house)diagonally.

• The components of theteam will be distributed inan equal number perhouse (e.g. 4 players, 2 perhouse)

• If the cones are coloured,we can stimulate thechildren to pass the conewith different parts of thefeet, according to thecolour.

Pass andfollow the ballThe exercise predisposesthe children to a correctand functional acquisitionof the pass with the insideof the foot (in a dynamicsituation) and stimulatesthe relevant movementbehaviour (runningbehind a ball) after thepass.

The children form a squareand they pass each otherthe ball using the inside oftheir foot, low and frontal,following the ball andconsequently changingposition.

Variations:• In the form of race lasting

2', whoever carries out themost passes gains a point

• Only with one foot (non-dominating)

• Instead of running theycan have various paces(e.g. lateral run, kickingrun, etc.)

Jump theopponentThe attackers developthe action of jumping andprotecting when facedwith lateral opponentsthrough the game, andthe defenders developthe ability to tackle fromthe side.

The players in ball possessionhave to reach the line onthe opposite side byjumping the opponents thatwill try and obstruct the ballholders after having gonethrough a series of cones.

Variations:• Increase or decrease the

defensive area• Whoever looses the ball

becomes a defender• The action of the

attackers is concludedwith a final shot.

Reach the tryDevelopment of ballprotection, and of thevarious ways of jumpingthe opponent in the freespace.

The players in ball possessionneed to reach the try-line.One defender goes todisturb the ball holders afterhaving gone around thecone. Another twodefenders, placed halfwaydown the course pass eachother the ball trying to hit theplayers that are guiding aball. Afterwards, as avariation, another defenderplaced in a limited area thatconfines with the line, will goand disturb the ball holders.

Variations:• With final shot• Whoever looses the ball

goes into defence.

“Football is friendshipand it is a wonderful game”

UEFA

module 3LES

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: CO

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Sequence of the session:• Jump the opponent 10'• Relay games 10'• Reach the try 10'

ALTERNATED CIRCUITACTIVITIES:• Guide, control and take it

home (2x10') 20'• Free 5vs5 match (2x10') 20'• Pass (give) and follow the

ball (2x10') 20'



coloured cones


Sequence of the session:• 4 try match 10'• Relay games 10'

ALTERNATED CIRCUIT ACTIVITIES:• Guide with rhythm and take it

home (2x10') 20'• Free 5vs5 match (2x10') 20'

CIRCUIT ACTIVITIES:• The escalator 15'

Number of children:Duration: 90'MethodsMaterial:• Boundaries• Coloured tunics• Leather balls• Smaller goals• Bifrontal goals• Coloured cones and posts


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module 3TECHNICALCOORDINATIVE FACTORObjectives:• Guiding the ball using

the outside and inside ofright and left foot

• Guide with rhythm andtake it home (2x10') 20'

• Free 5vs5 match (2x10')20'(alternate the free 5vs5 match -guiding 10'/10'match twice)• The escalator 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:



• Cross the “Great Wall”15'• 4-try match 10'


• Relay games 10'(guide 5m, pass and sprint for10m, total 16m, and the nextteam mate follows)

TECHNICALCOORDINATIVE FACTOR• Ability to repeat a technical

move with rhythm

TACTICAL COGNITIVEFACTOR• Improvement of ability to

manage free space

PHYSICAL MOTORYFACTOR• More attention on the ability

of differentiation andrhythm

LES

SO

N 8

Guide withrhythm andtake it homeThe child will differentiatebetween guiding the ballwith the dominating footand the other, following arhythm and at the sametime paying attention(audiovisual discrimination)to the signal that says toguide the ball home.

Two groups of childrenguide the ball with an area,passing a cone, using theinside and outside of thefoot to control the ball. Atthe signal they carry out 3touches with the right footand 3 with the left, and thenthe guide the ball home.

Variations:• Repeat the alternations of

the right and left foottwice

• Equal distribution of theteam mates of the sameteam in the homes

• The colour of the conesdetermine the technicalmodalities to pass it

The escalatorAbility of differentiatingthe transmission of theball with the inside of thefoot.

The children are placed onein front of the other, asshown in the picture, onepasses the ball to the frontand moves to take theplace of his team mate onhis side, thereby receivingthe ball diagonally from histeam mate. Everyonecarries out the task at thesame time. The rotation willhave to be carried out anti-clockwise so that everyonecovers every position.

Variations:• They only use their non-

dominating foot• Timed, they need to carry

out as many rotations aspossible in 3'

• Various ways oftransmitting the ballinside/outside/instep ofthe foot

Cross the“great wall”Development of ballprotection, anddevelopment of thevarious ways to jump theopponent in free space.

The players in ball possessionneed to reach the try-line onthe opposite sides, in themeantime 2 couples ofopponents pass the ball toeach other trying to hit theother player's ball, whereasa fifth defender activelydisturbs the ball holders inthe area that is limited by histeam mates.

Variations:• The attackers conclude

the action with a shot togoal

• Whoever looses the ballgoes into defence

• A wildcard player activelycooperats with theattackers with asupporting action.

4 try matchThe children, as well asthe ability of spatialorientation according tothe opponent, begin toplace them selves betterin space.

The children are divided intotwo teams that contend theball to guide it into theirattacking zone, placed inthe opponent's field.Whoever scores a point canstart over with anotherattacking action.

Variations:• The try zones are placed

at the corners of the field(at the ends of the fieldthere are the try zones ofboth teams)

• With shots into goalsplaced on the sides of thehalves of the field.

• Numerical advantage forthe attacking team


Sequence of the session:• 4 try match 10'• Relay games 10'

ALTERNATED CIRCUITACTIVITIES:• Guide with rhythm and

take it home (2x10') 20'• Free 5vs5 match (2x10') 20'

CIRCUIT ACTIVITIES:• The escalator 15'• Overcome

The Great Wall 15'



coloured cones

“the reciprocal love betweenwho learns and who teachesis the first and most important

step towards knowledge”E. da Rotterdam

module 3LES

SO

N 8

: CO

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Sequence of the session:• Run to the corner 10'• Relay games 10'CIRCUIT ACTIVITIES :• Psycho-kinetic square

competition 15'• Successive pass and receive in

threes 15'5VS5 MATCH WITH SEARCH FORATTACKER 15'FREE PLAY 10'

Number of children:Duration: 90'MethodsMaterial:• Boundaries• Coloured tunics• Coloured rubber balls


coloured cones


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module 3TECHNICALCOORDINATIVE FACTORObjectives:• Low and frontal pass

PERCEPTIVE SOLICITATION• Run to the corner 10'• Psycho-kinetic square

competition 15'• Successive pass and

receive in threes 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:



COLLECTIVE GAMES ANDGAME SITUATIONS• 2vs 1 with free zone 15'MATCH GAMES• 5vs5 with search for

attacker 15'• Free play 10'


• Relay race 10'

(sprint 5m, guide the ball for5m, stop the ball and sprintfor 5m)

TECHNICALCOORDINATIVE FACTOR• Dribbling

TACTICAL COGNITIVEFACTOR• Concept of unmarking and

cooperation


LES

SO

N 9

2vs1 with freezoneImprovement of thequality of passing andreceiving through ballpossession. Search forthe concept of“unmarking” and deeppassing.

In a rectangle (25x15)divided by a free area 3mwide, the game is playedwith 2 couples of playersagainst 1defender placed inthe free area. The latter hasto block the passesbetween the other players.The others pass each otherthe ball from one side to theother with low frontal passes.One point for everysuccessful pass in a certainamount of time. It isappropriate to organiseseveral playing fields torotate the roles.

Variations:• with three attackers, with

the possibility of crossingthe free zone.

• With two defenders (largerfree zone)

Psycho-kineticsquarecompetitionMain objective: thereaction to a visualstimulus in a gamesituation, thereforesoliciting the rapidity andprecision of theexecution.

In two squares 10x10m twoteams made of 4 playerseach face each other, withone player in each corner ofthe squares. While one childpasses the ball (right, left ordiagonally) to a team mate,the other two have to tradeplaces. The team thatmanages to execute 10consecutive passes wins thecompetition. If the two teammates fail to exchangeplaces, the score goes tozero.

Variations:• same exercise also for the

two team mates that passeach other the ball, usinga stop and then tradingplaces.

5vs5 match -with search forattackerIn this type of exercise,through ball possession,we solicit the concepts of“unmarking and deeppasses”. The pass iscarried out after the teammate has unmarkedhimself in the zone.

In a large playing field(35x20m), two teams faceeach other. The objective isto pass the ball to the teammate that is at the far end ofthe field using a low or aparabolic pass. The pass intothe zone can happen after5 consecutive passes, thepoint is valid when the teammate receives the ball insidethe zone. The change ofplace is carried out with theperson who made the finalpass.

Variations:• The point is valid when the

player in the zone supportsthe ball (wall play) toanother active player.

Passing andreceiving insuccession inthreesThis game favours theability to stabilise thelocomotor behaviour ofhitting (passing) andreceiving in a dynamicform. Search for thecorrect form ofmovement and precision.

Three children aredistributed one in front ofthe other at least 15m a part(variable distances). After alow pass in give and follow(1), a stop is carried out withthe inside of the foot andthen passed to the thirdteam mate that is waiting.

Variations:• in threes without stopping

the ball• with wall play in succession

Main technical objective:LOW FRONTAL PASSSequence of the session:• Run to the corner 10'• Relay games 10'

CIRCUIT ACTIVITIES:• Psycho-kinetic square

competition 15'• Successive pass and

receive in threes 15'5VS5 MATCH WITH SEARCHFOR ATTACKER 15'FREE PLAY 10'



of various sizes• Leather balls• Smaller goals• Small posts and

coloured cones

“What player to train? Theone that is aware of what hedoes, in and out of the field

and that understands inorder to be able to choose

and decide” SGS

1

2

module 3LES

SO

N 9

: PAS

S T

HE B

ALL A

ND

GO

CUBS CATEGORY

club: Instructor: Sport Season: DID

AC

TIC

AL P

LAN

MO

DU

LE 4

MESE DI:

OBIETTIVI PRINCIPALI DEL MESE:• TECNICO:correre per guidare la palla

• TATTICO:Conduzione della palla in uno spazio liberosuperamento di un avversario posto su unospazio/linea

• FISICO-MOTORIO:RAPIDITÀ

N° LEZIONI:N° SETTIMANE:N° GARE/MANIFESTAZIONI:

MONTH:


• TECHNICAL-COORDINATIVE FACTOR:transmission and reception (low ball,diagonal and frontal)

• TACTICAL-COGNITIVE FACTOR:moving with the ballorientation in free space



REMEMBER• The training programme

goes on, we mustn't be in ahurry, stopping to go overobjectives that have alreadybeen obtained allows theconsolidation of certainbehaviours; at the same timeit allows the “slower” pupilsmore time to learn.

• In this module, receiving theball is the technical elementto acquire in a dynamic formand combined to othermovements by keepingprogress gradual (from easyto difficult)

OBSERVATIONS:

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Monthly Graph

2nc week 3rd week 4th week





Sequence of the session:• Receive the ball and change

places (4 stations) 15'• Relay race 15'

ALTERNATED CIRCUIT ACTIVITIES :• Play with the border (2x10') 20'• Free 5vs5 matches (2x10') 20'CIRCUIT ACTIVITIES:• Square passing 10'• Pass the ball and play 10'



coloured cones

4th month 5th month 6th month

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module 4TECHNICALCOORDINATIVE FACTORObjectives:• Transmission and

reception of lowdiagonal balls

• Guide and play with theborder (2x10') 20'

• Free 5vs5 matches(2x10') 20'

(alternate free 5vs5 matches to thegame -10'game and 10' match)• Square passing 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Transmission of the ball and

jumping the opponent• Transmission of the ball and

orientation in free spaceCOLLECTIVE GAMES ANDGAME SITUATIONS• Pass the ball and play 1vs110'• Receive the ball and change

places (4 stations) 15'


• Relay race 15'(10m fast run between postson the ground)

TECHNICALCOORDINATIVE FACTOR• Guiding the ball

TACTICAL COGNITIVEFACTOR• Consolidation of the ability

to manage space andbeginning of the firstconcepts of unmarking

PHYSICAL MOTORYFACTOR• Ability to combine and

coordinate severalmovements

LES

SO

N 1

0

Guide andplay with theborderTo be able to combinepassing and receiving ina dynamic form is animportant objective inthis phase of technicaltraining.

The children go through anobstacle course with pinsand other obstacles, inparticular they encountersome boundaries with whichthey carry out a give andgo. At the end of the coursethe child shoots to goal

Variations:• Course carried out with

inside or outside part ofthe foot

• Course carried out usingleft or right foot

• Timed obstacle course.

Square passingAttention is alwaysfocused on dynamiclearning of technicalmoves, favouring theability to combinemovements that becomemore and more complex

Two children pass each otherthe ball in a square of 5m perside, limited by 4 cones. Oneof the two players receivesthe ball (the first pass isfrontal) and guides it into thecorner, going around thecone. Then he passes the ballto the opposite corner(diagonally) for the teammate, who carries out thesame movement. The playerthat passes the ball alwaysgoes back to the centralposition.

Variations:• Pass carried out from

right/left corner• Pass with inside/outside of

foot• The creativity of the

instructor will define othertrajectories for the pass

• In the form of a race: theplayer that carries out themost passes in 3' wins

Pass the balland play 1vs1Consolidation of theprocess of jumping theopponent after receivingthe ball and underpressure. Imagination,creativity, and rapidityare the premises for theaction of dribbling thatare mainly solicited.

Two players in the area, onepasses the ball to the other,then they face each otherin a 1vs1 one situation with avalid goal if they reach orcross the try-line (the side ofthe square), where the passcame from.

Variations:• Valid goal is they reach

one of the corners• If the defender is in ball

possession, he can score agoal

• Valid goal in a little gate(hit)

Receive theball andchange placesStructuring of the abilityof orientation in freespace and consolidationof peripheral vision. Toperceive,decide, act inthe most efficient waypossible in a variableenvironment. Theguiding action of theball oriented towards alittle empty gatedetermines an importantstimulus to improvecognitive processes.

The children are distributedfreely in an area wheresome gates have beenplaced. Every group has aball. The child in ballpossession carries out a passtowards one of his teammates and trades placeswith him. In the meantimethe other children have totrade places (gates) andthe player in ball possessionwill have to guide it into thefree gate and start over.

Variations:• The player that is in ball

“Coaches and managershave the duty to make surethat who is able and who

is a little less able have thepossibility of participating”

Charter of Rights SGS

module 4LESSO

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ALL

Main technical objective:PASSINGSequence of the session:• Receive the ball and

change places(4 stations) 15'

• Relay race 15'ALTERNATED CIRCUITACTIVITIES :• Play with the border

(2x10') 20'• Free 5vs5 matches

(2x10') 20'CIRCUIT ACTIVITIES:• Square passing 10'• Pass the ball and play 10'



coloured cones

possession carries out ashot in the free gate.

• The player that passes theball goes to defend thegates that have becomefree.

• The game starts with adouble pass.


Sequence of the session:• Free 2v2 or 3vs3 match 10'• Activities with the ball

(articular mobility) 10'CIRCUIT ACTIVITIES 1:• Change places 10'• Receive and go 1vs1 with

support 10'• Relay races 10'CIRCUIT ACTIVITIES 2:• Change places 10'• Cross the frontier 10'• Free 2v2 and 3vs3 match 10'5VS5 MATCH 10'Number of children:Duration: 90'MethodsMaterial:• Boundaries• Coloured tunics• Coloured rubber balls of various sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured cones and posts


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module 4TECHNICALCOORDINATIVE FACTORObjectives:• Low and frontal

transmission• Free 2v2 and 3vs3 match

(2x10') 20'• Change places

(2x10') 20'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


and transmission of theball

COLLECTIVE GAMES ANDGAME SITUATIONS• Receive and go 1vs1

with support 10'• Cross the frontier 10'MATCH GAMES• 5vs5 match 10'

PHYSICAL-MOTORYFACTORObjectives:• Rapidity• Articular mobility

• Awareness activities withthe ball (articularmobility) 10'

• Relay races 10'(10m fast run between postson the ground and 5m sprint)

TECHNICALCOORDINATIVE FACTOR• Guiding the ball and

dribbling

TACTICAL COGNITIVEFACTOR• Cooperation (supporting

team mate in ball possession)


LES

SO

N 1

1

2vs2 and 3vs3matchIn these free matchesthe child receives anenormous amount ofinformation, which willallow him to improve theability to reception anddiscrimination of thesensorial analysers.

The children face eachother in matches in a smallerfield and are left free toexplore spaces and possiblegame solutions, stimulatingthe sensorial receptors andthe visual ones in particular.

Change placesThe child structures thepass in a dynamicsituation and learns toperceive that a pass isalways followed by anaction without the ball.

Two children pass eachother the ball. One of thetwo players passes the ballto his team mate andfollows the ball. The playerthat receives the ball guidesit and takes his team mate'splace.

Variations:• Pass carried out with

different parts of the foot• Pass carried out with non-

dominating foot• The change action

happens after a certainnumber of passes

Receive andgo 1vs1 withsupportIn phase of possession thechild learns to cooperatewith his team mate and inphase of non possessionhe learns how to defend innumerical disadvantage.

3 players take part in thegame. One player is placedin the centre of the spaceand receives the ball fromone of the other two playersthat are outside the area.When he receives the ball hewill guide it in one of the 2gates. The other player willhave to disturb the action. Theplayer in ball possession candecide whether to face theopponent in 1vs1 orcooperate with his teammate who passed him the ballplaced outside (2vs1).

Variations:• Who receives the ball is

forced to turn around• Who receives the ball has to

guide it into the two gatesplaced close to the startingline of the defender

• The player that passes theball enters the game area(2vs1)

Cross thefrontierThe person who carriesout the crossing willconsolidate this ability andwill develop the ability ofpassing the ball in thepresence of anopponent. The personthat receives the ball willmove according to themovements of his teammate, anticipating hisintentions. The defenderwill consolidate the abilityto tackle. The players inball possession will have topass the ball rapidly totheir team mate, therebyfavouring a combinedaction, guide-jump-pass.

The children are divided anddistributed as shown in thepicture (1 on a line -defender-2 on one side and 2 on theother of the field). The playersin ball possession have tojump the opponent that isplaced on a line, then, oncethey have reached thepassing area, they pass theball to one of their teammates who are waiting and

Main technical objective:PASSINGSequence of the session:• Free 2v2 or 3vs3 match 10'• Activities with the ball

(articular mobility) 10'CIRCUIT ACTIVITIES 1:• Change places 10'• Receive and go 1vs1

with support 10'• Relay races 10'CIRCUIT ACTIVITIES 2:• Change places 10'• Cross the frontier 10'• Free 2v2 and 3vs3

match 10'5VS5 MATCH 10'Number of children:Duration: 90'Material:• Boundaries• Coloured tunics• Coloured rubber balls of

various sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured cones and posts

“From a child to an adult:don't spoil me. I know very

well that I can't haveeverything I ask for:

I only want to test you”l'Erbavoglio

module 4LES

SO

N 1

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EC

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MP

TH

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they repeat the exercise.Rotation of roles

Variations: • The players, once they

have received the ball,shoot to goal

• The players in ballpossession shoot to goalafter a wall pass actionwith their team mate.

• Increase the number ofdefenders on the sameline or on several lines.

Variations:• Use of more goals (e.g. 4)• Try-lines instead of the

goals • Use of balls of different

weights and sizes.


Sequence of the session:• Piggy in the middle 10'• Relay races 10'• Guide and play with

the border 10'

CIRCUIT ACTIVITIES:• Game of consecutive passes 15'• game of colours 15'• 2v1 (squares) 15'FREE 5VS5 MATCH 15'



of various sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured cones and posts


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module 4TECHNICALCOORDINATIVE FACTORObjectives:• Passing and receivingPERCEPTIVE SOLICITATION• Piggy in the middle 10'• Guide and play with the

border 10'• Game of consecutive

passes 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Orientation in free space

COLLECTIVE GAMES ANDGAME SITUATIONS• 2v1 (squares) 15'• 3vs3 game of colours 15'

MATCH GAMES• 5vs5 free match 15'


• Relay races 10'(passing and receiving)

TECHNICALCOORDINATIVE FACTOR• pass and reception with

temporal pressure

TACTICAL COGNITIVEFACTOR• contrast and interception

PHYSICAL MOTORYFACTOR• speed of movement

LES

SO

N 1

2

2vs1 (squares)Search and occupationof the free space(unmarking) in rapidity,solicitation of dribbling,covering the ball,tackling andinterception in relation tothe behaviour of thedefender.

Three children face eachother in a 2vs1 situation in a12x12 m square. The twoattackers pass each otherthe ball and the defenderintervenes trying to recoverit. The latter, once heintercepts the ball tradesplaces with the person whopasses it to him. Competitiverhythm.

Variations:• Passing the ball and

change of position• Compulsory dribbling

before the pass

Piggy in themiddleThe exercise solicits thepass and reception ofthe ball inducing thepupil to find rapidsolutions when referringto a type of pressure(defender). Technicalobjectives: rapidity andprecision of exectution.

In a square of 5m per side, 4children are positioned onthe outside, whereas adefender is placed at thecentre. The latter has to stopthe ball from passing fromone player to another, tryingto intercept it. Whoevermakes a mistake takes thedefender's place (wrong orintercepted pass). Every 10passes a penalty is assignedto the defender.

Variations:• Touch the body of the ball

possessor• In threes, with the free side

used to receive the pass.

3vs3 colourgameThe four coloured gatesare used to allow thechild to develop theability of orientation andspace management.Development ofperipheral vision.

In a game area of 24x12m,we place 4 coloured gateson the sides at 1m from thecorner. Two teams (3vs3)face each other to score intwo gates of the samecolour placed on the twosides of the same diagonalline.

Variations:• Alternate the game with

hands and feet• Change the person who

scores the goal

Game ofconsecutivepassesPassing and receiving,with orientation in freespace. Control ofperipheral vision.

The so-called “unmarkingsquare” is proposed this timeputting 2 teams of 4 playersin competition on two 10x10squares, as shown in thepicture. Three attackersagainst an opponent of theother team. The exerciseconsists in a series of passes(avoiding the intervention ofthe opponent) with themovement of his teammates to the free corner sothat the ball holder alwayshas two solutions (adjacentangles to his position). Theteam that carries out themost passes in a certainamount of time (e.g. 2 mins)wins.

Main technical objective:PASSING AND RECEIVINGSequence of the session:• Piggy in the middle 10'• Relay races 10'• Guide and play with

the border 10'

CIRCUIT ACTIVITIES:• Game of consecutive

passes 15'• game of colours 15'• 2v1 (squares) 15'FREE 5VS5 MATCH 15'

Number of children:Duration: 90'Material:• Boundaries• Coloured tunics• Coloured rubber balls of


“You are a good coachif you educate them

to commitmentand reciprocal respect”

SGS

module 4LESSO

N 1

2: P

ASS A

ND

RECEIV

E T

HE B

ALL


CUBS CATEGORYD

IDAC

TIC

AL P

LAN

MO

DU

LE 5

MONTH:


• TECHNICAL-COORDINATIVE FACTOR:transmission and reception (low/diagonalball)

• TACTICAL-COGNITIVE FACTOR:jumping the opponent and orientation infree space (beginning of the concept ofunmarking)



REMEMBER• The children, still maintaining

an egocentric psychologicalprofile, which is optimised injumping the opponent andthe shot to goal, have tostart acquiring the firstconcepts of unmarking andoperating in a decentralisingform that can allow them toacquire behaviours that arefunctional to collective playat a later stage.

• The transmission of the ball inthe various ways. The passcarried out in the space andplay without the ballbecome determining inorder to enact the gameaction. It is important for thechildren to understand thatteam play is built on thecooperation among players. Osservazioni:

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Sequence of the session:• Passing between two fires 20'• Parabolic ball 20'• Relay races with obstacle

course 10'

CIRCUIT ACTIVITIES:• 1vs1 with support 15'• Choose the corner 15'FREE PLAY 10'




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module 5TECHNICALCOORDINATIVE FACTORObjectives:• Receiving a parabolic ball• Transmission of low,

frontal ball and guiding• Parabolic ball 20'• Passing between two

fires 20'• Free play 10'(match where the childrenchoose the number of players andsize of area)

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Jumping the opponent,

passing the ballCOLLECTIVE GAMES ANDGAME SITUATIONS• Play 1vs1 with support15'• Choose the corner 15'


• Relay races with rapidobstacle course of 10m

10'(passing and receiving)

TECHNICALCOORDINATIVE FACTOR• Dribbling

TACTICAL COGNITIVEFACTOR• ability of triangularisation

(jumping opponent with a pass)

PHYSICAL MOTORYFACTOR• Ability of combining many

motory actions

LES

SO

N 1

3

Parabolic ballThe children beginrefining their ability tomanage space andtime, referred to aparabolic ball.

The children are in ballpossession in a free space.Each of them throws the ballin the air with their hands,catches it, places it on thefloor and passes it on to theirteam mate.

Variations:• Control of the ball after a

bounce (simplified)• Control of the ball with

various parts of the body• Pass carried out with

different parts of the foot.

Passesbetween twofiresDifferentiation of thetransmission of the ball,choice of timing of pass,guiding the ball varyingthe rhythm according tothe environmentallowing for a flexiblelearning process oftechnical fundamentals

The children pass the ball incouples with the inside ofthe foot. Another childeguides the ball avoiding tobe hit by the other players.At the end the playerschange places.


different parts of the foot• Game-race situation, the

player that carries out themost guiding processeswithout being hit wins thegame - bonus for theplayer that hits the guidingplayer the most times.

• The game is concludedwith a shot to goal

Play 1vs1 withsupportDevelopment of theability to cooperate,and development ofjumping the opponentwith the support of ateam mate.

3 players participate. Twoplayers pass each other theball: at the third passwhoever is in ball possessionenters the field and facesthe third player, who alsoenters the field at the thirdpass. The player in ballpossession can decidewhether to confront theopponent in a 1vs1 or availhimself of the cooperationof the cooperation of histeam mate, who he passedthe ball with in the first place(2vs1).

Variations:• Decrease or increase the

game area• The defender can also go

out of his area• The cooperation of the

team mate is more activeand he enters the gamearea.

Choose thecornerAbility to transmit the ballin an area, andreception in a dynamicsituation.

Two children pass eachother the ball (give andreceive). The player thatreturns the ball chooses thedirection he places himselfin, (cones to the right or tothe left), the other returnsthe ball straight away.Finally, by guiding the ball,they return to their initialpositions inverting their roles.


different parts of the foot.• The cones can be

positioned vertically(vertical passing)

• The player that returns theball receives the ballgoing towards his teammate (sideways).

Main technical objective:PASSING AND RECEIVING

Sequence of the session:• Parabolic ball 20'• Passes between 2 fires 20'• Relay races 10'

CIRCUIT ACTIVITIES:• 1vs1 with support 15'• Choose the corner 15'FREE PLAY 10'



“From a child to an adult:don’t make me feel smallthan I am, I will remedy it

behaving as if I were older”Erbavoglio

module 5LES

SO

N 1

3: P

AS

S T

HE B

ALL A

TTH

E R

IGH

T T

IME


Sequence of the session:• Free the team mate (4 prisons) 15'• Awareness activities with the ball

(articular mobility) 5'• Relay races 10'

CIRCUIT ACTIVITIES (repeated twice):• 2vs2 or 3vs3 match 10'• Passing competition 10'• Cross the frontier 10'




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reception with frontalball

• 2vs2 or 3vs3 matches(2x10') 20'

• Passing competition(2x10') 20'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Passing and receiving• Orientation in

space/unmarkingCOLLECTIVE GAMES ANDGAME SITUATIONS• Cross the frontier (2x10')

(defender in the zone) 20'MATCH GAMES• Free the team mate

(4 prisons) 15'

PHYSICAL MOTORYFACTORObjectives:• Rapidity• Articular mobility• Awareness activities with

the ball (articularmobility) 5'

• Relay races with rapidobstacle courseof 15m 10'

(5m on a line and 5mbetween cones)

TECHNICALCOORDINATIVE FACTOR• Ability of transmitting under

pressure

TACTICAL COGNITIVEFACTOR• Unmarking and receiving

PHYSICAL MOTORYFACTOR• Resistance through play

LES

SO

N 1

4

2vs2 or 3vs3matchesIn a free form, matchesthat take place insmaller areasconsolidate the ability ofreaction andinformation intake.

The children face eachother in matches in a smallerarea. The children are left tofreely explore spaces,rhythms and possible gamesolutions, stimulating thesensorial receptors, and thevisual ones in particular andthe ability to process newsolutions

Variations:• With a try-line• Only in ball possession• With 4 goals

PassingcompetitionThe transmission of theball is carried out undertime pressure, favouringa technical adaptationthat is ever closer to thereality of the game.

2 teams face each other ina passing competition. Theteams are distributed eachin a square, where everycorner is occupied by aplayer. The ball is passedfrontally and low on theground. The first team tocomplete two rounds of thesquare wins.

Variations:• The rounds have to be

carried out in bothdirections

• Passes carried out withboth feet

• At the signal of theinstructor (visual oracoustic) they change thedirection of the passes.

Cross thefrontier(defender in azone)Ability of unmarking andbetter management ofspace.

The players in ball possessionguide the ball in an areadefended by a defenderand before in a neutralarea, passing the ball totheir team mate that iswaiting on the other side ofthe line.

Variations:• The player that receives

the ball shoots to goal• Shot to goal with less able

foot• Shot with ball with different

weights and sizes.

Free the teammate (4prisons)Ability of unmarking andbetter management ofspace, the ability ofunmarking in an ever-improving managementof space is favoured.

Within a square area there isanother smaller square areain which a 2vs2 or 3vs3game is carried out. Theplayers in ball possessionhave to pass the ball to theirteam mates outside thelarger square, beyond theneutral zone (area betweenthe two squares). Whoeverpasses the ball goes toreplace the freed teammate outside.

Variations:• Pass carried with different

parts of the foot• The team mates that are

waiting outside the squarecan move onto any side

• Game-competition: theteam that frees the mostplayers wins.

Main technical objective:PASSINGSequence of the session:• Free the team mate

(4 prisons) 15'• Awareness activities with

the ball (articular mobility)5'

• Relay races 10'

CIRCUIT ACTIVITIES(repeated twice):• 2vs2 or 3vs3 match 10'• Passing competition 10'• Cross the frontier 10'



“From a child to an adult:don't forget that I like to

experiment, I learn from themso I beg you to bear them”

l'Erbavoglio

module 5LES

SO

N 1

4: E

XAM

INE T

HE S

PAC

E, G

IVE

TH

E B

ALL, G

O A

ND

… S

CO

RE


Sequence of the session:• 3vs3 in the square 10'(5 consecutive passes=1point)• Relay races 5'• Passing between two fires 15'CIRCUIT ACTIVITIES (repeated twice):• Goals in little gates 10'• 1vs1, jump and shoot 10'• Hit and win in the square

(2x10') 20'5vs5 (search for lateral support) 20'




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reception with(low/diagonal ball)

PERCEPTIVE SOLICITATION• Passing between two

fires 15'• Goals in little gates 10'• Hit and win in the square

(2x10') 20'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


and orientation in thespace (beginning ofconcept of marking)

COLLECTIVE GAMES ANDGAME SITUATIONS• 1vs1, jump and shoot 10'• 3vs3 in the square 10'MATCH GAMES• 5vs5 (search for lateral support) 20'

PHYSICAL-MOTORYFACTORObjectives:• Rapidity

• Relay races with shuttlesprints of 10x10m 5'

(5m on a line and 5mbetween cones)

TECHNICALCOORDINATIVE FACTOR• Shoot to goal and dribbling

TACTICAL COGNITIVEFACTOR• Individual defence and

concept of support

PHYSICAL MOTORYFACTOR• Speed of movement

LES

SO

N 1

5

1vs1 jump andshootAbility to know how tojump the opponent andstudy of dribbling andfeinting

The exercise consists injumping an opponent on a12m line and then kickingthe ball into the goal.Whoever scores a goaltrades places with the goalkeeper, who interceptstrades places with theopponent.

Variations:• Defender in a zone as

opposed to on a line.

Goal in thesmall gatesDevelopment of balltransmission in thesearch for precision ofthe execution andoriented reception.

Two children, placed one infront of the other 15m apart.At their side they have twolittle gates of 2m each. Thegame consists in scoring asmany goals as possible inthe two gates of theopponent. The defendercan stop the shot byintercepting the ball withtheir feet, behind the gate.

Variations:• At the shot, the defender

is placed with his back tothe other player

• At the shot, the defenderis sitting down

5vs5 withsearch forlateral supportThis game favours thesearch for a lateral passwith a supporting player(give and go) and withan exchange of places(give and shoot). In thecentral players, there ismore stimulation of theability of orientation andperipheral vision.

The game is played in a35x20m field with two lateralcorridors that are 4m long,as shown in the picture. Thematch provides for a certainspeed of action in order tocreate numericaladvantage in attack as wellas defence. As the players inthe field are forced toremain within one of the twosides (in attack or defence),possible advantages will becreated by the lateralplayers.

Variations:• Passing with give and go

on the outside• Give and follow and

change places.

Hit and win inthe squareFavours the ability topass and receive adiagonal ball in regimeof rapidity. Search forthe precision ofexecution, improvementof speed and frequencyof movement.

In several 10x10m squares,teams composed of 4 playersface each other in a precisioncompetition. Every team issplit into couples with two ballsand place themselves at thefour corners of the square. Thebeginning of the gameconsists in a diagonal passbetween couples, receptionand guiding into the adjacentcorner. The two couplesoverlap like the two diagonalpasses with objective ofmaking the two balls meet.The team that manages tomake the two balls hit eachother the most in a limitedamount of time wins.

Variations:• Larger square for

parabolic pass• Consecutive diagonal

passes and changeposition at the signal

Main technical objective:TRANSMISSION AND RECEPTIONSequence of the session:• 3vs3 in the square 10'(5 consecutive passes=1 point)• Relay races 5'• Passing between

two fires 15'CIRCUIT ACTIVITIES • Goals in small posts 10'• 1vs1, jump and shoot 10'• Hit and win in the square

(2x10') 20'5vs5 (search for lateral support) 20'



“Many children thought to beclumsy aren't born that way:

they become that way,because they have had littlepossibilities of autonomousdevelopment and because

their motricity has beenrepressed by the surroundinghuman environment” Farfei

15 m

12 m

5 m

module 5LES

SO

N 1

5: P

AS

S A

ND

REC

EIV

EIN

TH

E S

PAC

E

CUBS CATEGORY


AC

TIC

AL P

LAN

MO

DU

LE 6

MONTH:


•TECHNICAL-COORDINATIVE FACTOR:shoot to goal (frontal and diagonal ball),lateral transmission and reception

• TACTICAL-COGNITIVE FACTOR:unmarking



REMEMBER• It is now the moment to

favour the first principles ofcooperation in both phasesof possession and nonpossession. We mustremember that when we talkabout tactics we refer to,especially at this age, abilityof perception, analysis,processing and structuring ofmovement in a variableenvironment (the situation).

• In order to evaluate the littleplayers, further tocompetitions-matches, it isalso appropriate to verify thelevels of learning of othertechnical aspects.

OBSERVATIONS:

1st week

Monthly Graph





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Sequence of the session:• Free match 10'• Articular mobility exercises with

the ball 5'• Preparation to ball bouncing 15'• Relay races 10'CIRCUIT ACTIVITIES:• Unmarking square 10'• “level” crossing 10'• Receive and score a goal 10'5VS5 MATCH 20'

Number of children:Duration: 90'MethodsMaterial:• Boundaries• Coloured tunics• Coloured rubber balls of various

sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured cones and posts


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module 6TECHNICALCOORDINATIVE FACTORObjectives:• Awareness with the ball,

frontal receiving andhitting (goal shooting)

• Preparation to ballbouncing 15'

• Free match 10'• Receive and score a

goal 15'• “level” crossing 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Transmission, unmarking

and reception

COLLECTIVE GAMES ANDGAME SITUATIONS• Unmarking square 10'

MATCH GAMES• 5vs5 match 20'

PHYSICAL MOTORYFACTORObjectives:• Rapidity• Articular mobility

• Articular mobilityexercises with the ball 5'

• Relay: shuttle with theball - 10+10m 10'

(5m guiding the ball throughcones, 5m sprint without theball and return)

TECHNICALCOORDINATIVE FACTOR• Didactics of shooting with

instep

TACTICAL COGNITIVEFACTOR• Improvement of distribution

on the field

PHYSICAL-MOTORYFACTOR• Ability to accelerate and

decelerate (change ofrhythm), articular mobility

LES

SO

N 1

6

Preparing forbouncingThe child becomes moreaware of balancingcoordination on onefoot, improving his basictechnique

Through using balls ofdifferent sizes and weights,the children are stimulatedto carry out various forms ofball bouncing (arial andnon), particularly using thesuggestions of the childrenthemselves.

Variations:• Only with dominating foot• Alternating the use of the

two feet• After a bounce on the

ground

Receive andscore a goalDevelopment of kickingwith the instep in a stableenvironment anddevelopment of orientedreception.

The child receives a ballfrom a team mate, heguides it and shoots to goalwith his instep without a goalkeeper. The player thatscores the most goals wins.

Variations:• The shots can be carried

out with both feet• The goal is defended by a

goal keeper• They use balls of different

weights and sizes.

UnmarkingsquareThe child begins toperceive that unmarkingis an important tacticalconcept to develop theprinciple of cooperation

3 children are placed at thecorners of a square with oneball. The game consists ingiving the ball holder 2options to carry out a pass(low and vertical) on theoutside of the square.Therefore the children willbe induced to “move” toreceive.

Variations:• The pass and/or reception

is carried out with variousparts of the foot

• At the centre of thesquare there is a defenderwho tries to intercept theball

• The pass may be carriedout diagonally.

“level”crossingConsolidation of passingwith the inside of thefoot, development ofreception andconsolidation ofperipheral vision.

4 players are divided intocouples. 2 pass each otherthe ball, the other 2 haveone ball each that theyguide around the coneplaced on their side of thegame area until they reachthe line from which theypass the ball to their teammate and receive his ball inreturn. They have to avoidbeing intercepted by theother ball.

Variations:• Passes carried out with

different parts of the foot• The ball is received,

stopped and transmittedafter running around thepin without the ball

• Game-competition: thecouple with the mostcorrect passes andcorrect stops wins.

Main technical objective:RECEPTIONSequence of the session:• Free match 10'• Articular mobility exercises

with the ball 5'• Preparation to ball

bouncing 15'• Relay races 10'CIRCUIT ACTIVITIES:• Unmarking square 10'• “level” crossing 10'• Receive and score

a goal 10'5VS5 MATCH 20'



“Children learn what theylive: if the child is criticised

he learns to condemn,but if he lives in

encouragementhe learns trust”

A B1

2

3

module 6LES

SO

N 1

6: T

RU

ST Y

OU

R T

EAM

MATE


Sequence of the session:• Receive, pass and shoot 20'• Circuit with rapid movements 10'

CIRCUIT ACTIVITIES:• Succession of diagonal shots 20'• Successive 2vs1 and shot 20'6VS6 MATCH IN GIVE AND GO 20'


Material:• Boundaries• Tunics• Bi-frontal goals• N.4 balls• Cones• Posts


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module 6TECHNICALCOORDINATIVE FACTORObjectives:• Frontal and diagonal

goal shooting

PERCEPTIVE SOLICITATION• Receive, pass

and shoot 20'• Succession of diagonal

shots 20'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Unmarking COLLECTIVE GAMES ANDGAME SITUATIONS• Successive 2vs1

and shot 20'MATCH GAMES• 6vs6 in give and go with

two lateral supports perteam 20'


• Circuit with rapidmovements 10'

TECHNICALCOORDINATIVE FACTOR• Passing and receiving

TACTICAL COGNITIVEFACTOR• Give and go, wall play

PHYSICAL MOTORYFACTOR• Speed of movement with

short distances

LES

SO

N 1

7

Rapid circuitand shoot togoalImprovement ofmovement frequency,reactivity and speed ofmovement.

Two teams place eachother in two lines behind thegoal line. The game consistsin running and touching thecones that are identicallyplaced in a zig-zag for thetwo teams with the hands,and then turn back to kickthe ball into the little gatesthat are built into thecorners of the 4x2m goal. Atthe end, when all thechildren have kicked, wecount the number of goalsin the gates.

Variations:• Diagonal shot.

Receive passand shootThis exercise solicits thelocomotor behaviour ofhitting to shoot to goal,stimulating the ability todifferentiate andimprovement of theprecision of the move.

At maximum speed, acouple of children in turn gofrontally from a 10mdistance. The child with theball executes a low pass in agate placed halfway. Oncethe ball is through the gate,the child runs towards histeam mate through thegate trying to stop himshooting to goal. The teammate receives the ball,carries out an auto-pass andruns quickly to shoot.

Variations:• In give and go mode• In give and follow mode

Successive2vs1 and shootImprovement of theability to acquireunmarking timing underpressure of a defender,who is stimulated toadopt a correct position(ball holder).

3 groups take turns inoffensive actions with thedefender placed at thecentre of the field (changeevery 3 actions). The couplethat have score the mostgoals wins.

Variations:• With two defenders• With 3 attackers

Succession ofdiagonal shotsLearning how to pass ingive and follow (indidactical stability) andkicking while runningwith a still ball. Search forprecision of the goalshot and diagonalhitting.

Two groups of childrenplaced in two lines, takingturns pass the ball to theteam mate in front of them10m away, wait for the ballto return and run to shoot itinto the goal. In turn thechild that has just passedthe ball back becomes thesupporting team mate, theshot has to be carried outwith a still ball (it is importantfor the reception to beprecise)

Variations:• With wall play, reception

in a sequence and shootto goal

• In give and go mode

Main technical objective:GOAL SHOOTINGSequence of the session:• Receive, pass

and shoot 20'• Circuit with rapid

movements 10'

CIRCUIT ACTIVITIES:• Succession of diagonal

shots 20'• Successive 2vs1

and shot 20'6VS6 MATCH IN GIVE AND GO 20'


Material:• Boundaries• Tunics• Bi-frontal goals• N.4 balls• Cones• Posts

“Your conscience measureshow direct you can belisten to it attentively”

R.Bach

1

2

3

module 6LESSO

N 1

7: S

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Sequence of the session:• Colour game 15'• Articular mobility exercises with

the ball 5'• Preparation to bouncing 10'• Free match 10'

CIRCUIT ACTIVITIES1:• Unmarking square 10'• The custom's officer 2vs1 10'CIRCUIT ACTIVITIES 2:• Receive and score in the little

corner 15'• The fixed role match 15'




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module 6TECHNICALCOORDINATIVE FACTORObjectives:• Awareness and control

of the ball

• Preparation tobouncing 10'

• Free match 10'• Receive and score in the

little corner 15'

Observations:

Variations: Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Unmarking COLLECTIVE GAMES ANDGAME SITUATIONS• Unmarking square with

defender 10'(also diagonal passes)• The custom's officer

2vs1 10'(defender in the zone)MATCH GAMES• Colour game 15'(using hands)• The fixed role match 15'

PHYSICAL MOTORYFACTORObjectives:• Articular mobility

• Articular mobilityexercises with the ball 5'

TECHNICALCOORDINATIVE FACTOR• Didactic of shooting with

instep and orientedreception

TACTICAL COGNITIVEFACTOR• Improvement of distribution

in the field and principles ofcooperation

PHYSICAL MOTORYFACTOR• Ability of acceleration and

deceleration (change ofrhythm) articular mobility

LES

SO

N 1

8

Preparation forbouncingThe children becomeaware of balancingcoordination on onefoot, improving the basictechnique.

Through the use of balls ofdifferent sizes, weights andmaterial, the children arestimulated to carry outvarious forms of bouncing(arial and non), using thesuggestions of the childrenthemselves in particular.

Variations:• Bounce off thigh, foot• Two with left foot and two

with right foot.

Receive andscore in thelittle cornerDevelopment oforiented kick (peripheralvision) with the instepand consolidation oforiented reception

The child receives the ballfrom a team mate, guides itbehind a cone, and shootsdiagonally into the goalusing his instep without agoal keeper, with his left footto the right hand side of thegoal and vice versa. Theplayer that scores the mostgoals wins.

Variations:• The shots are carried out

with different parts of thefoot

• The goal is defended by agoal keeper

• The child that carries outthe shot receives facingaway from the goal.

Colour gameFavours the developmentof orientation in freespace and visualcommunication.

A group of children isdivided into 3 or 4 colours (2per colour). The ball has tobe passed using hands toone of the team mates of adifferent colour

Variations:• Pass using feet• 2 teams, passing to team

mates of the same colour.Whoever receives the ballhas to stop.

• Game-competition:whoever carries out themost passes wins

The fixed rolematchThis favours the phase ofoffensive cooperationwith several passingsolutions. In phase ofnon-possession itdevelops cooperation innumerical disadvantage

Two teams face each otherin a 5vs5 match in a smallerfield without a goalkeeperand using small goals. Theteams are divided into 3attackers and 2 defendersthat are not allowed to crossthe mid-field line. This waythere will be 3vs2 situations.

Variations:• 4vs4. the defender that

passes the ball to theattacker can cross themid-field line and play3vs2 in attack. At the endhe returns to his initialposition

• The defender that passesthe ball can cross the mid-field line and create asituation of doublenumerical advantage (4vs2)

• In a 4vs4 match in asituation of attack thedefenders can both crossthe mid-field line (4vs2

Main technical objective:UNMARKINGSequence of the session:• Colour game 15'• Articular mobility exercises

with the ball 5'• Preparation to bouncing 10'• Free match 10'

CIRCUIT ACTIVITIES1:• Unmarking square 10'• The custom's officer 2vs1 10'CIRCUIT ACTIVITIES 2:• Receive and score in the

little corner 15'• The fixed role match 15'



“From a child to an adult:don't use strength with me;this would teach me that

power is all that counts, I ammore prone to being guided”

l'Erbavoglio

module 6LES

SO

N 1

8: L

EAR

N H

OW

TO

BO

UN

CE

TH

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ALL


CUBS CATEGORYD

IDAC

TIC

AL P

LAN

MO

DU

LE 7

MONTH:


• TECHNICAL-COORDINATIVE FACTOR:shoot to goal

• TACTICAL-COGNITIVE FACTOR:unmarking

•PHYSICAL-MOTORY FACTOR:rapidity


REMEMBER• The children start to develop

sufficient unmarking abilities.We therefore tend to mainlyfavour the offensive phase,praising and valuing theshooting actions that givesuch enthusiasm to our boys.The fact that game actionsregard the potentialreceivers of the ball as wellas the ball holder begins tobecome significant.

• However, it is advisable toconstantly highlight thatmovements and runningwithout the ball createdynamism and favourablesituations to the circulation ofthe ball itself.

• Stimulate the children toremember all this. This is validfor the ball holder and all theother team mates.

OBSERVATIONS:

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1st week

Monthly Graph






Sequence of the session:• Free 2vs2 or 3vs3 match 10'• Preparation to bouncing 15'• Kangaroo relay 5'

CIRCUIT ACTIVITIES1:• Unmarking square 10'• Find a “gap” and

pass the ball 10'CIRCUIT ACTIVITIES 2:• Pass to supporting boundary

and shoot 15'• 5VS5 MATCH 15'

(ball to the prisoner)FREE 5vs5 MATCH (verification) 10'

Number of children:Duration: 90'MethodsMaterial:• Boundaries• Coloured tunics• Coloured rubber balls of various sizes• Leather balls• Smaller goals• Bi-frontal goals• Coloured cones and posts


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module 7TECHNICALCOORDINATIVE FACTORObjectives:• Shoot to goal after a

wall pass• Awareness with the ball

and didactics of bouncing• Free 2vs2 and 3vs3

match 10'• Preparation for

bouncing 15'• Pass to supporting boundary

and shoot to goal 15'

Observations:


Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Moving in space

according to the playerin ball possession

COLLECTIVE GAMES ANDGAME SITUATIONS• Unmarking square

(with active defender) 10'(also diagonal passes)• Find the “tunnel” and

pass the ball 10'MATCH GAMES• 5vs5 match 15'(ball to the prisoner)• Free 5vs5 match 10'

PHYSICAL MOTORYFACTORObjectives:• Rapidity and

neuromuscularsynchronisation

PHYSICAL WITH BALL• Kangaroo relay 5'

TECHNICALCOORDINATIVE FACTOR• Reception and ball control

TACTICAL COGNITIVEFACTOR• Development of visual

communication (first signesof unmarking times)

PHYSICAL-MOTORYFACTOR• Ability of acceleration and

deceleration (change ofrhythm) articular mobility

LES

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Pass the balland shoot togoalSpatial re-adaptationafter the pass.Development of thecorrect position of thesupporting foot.

The player “passes” the ballin the direction of aboundary (piece ofequipment), receives theball in return and carries outa frontal shoot towards thegoal.

Variations:• The role of the boundary is

taken on by another child• Game-competition: two

teams, the one that scoresthe most goals wins.

Unmarkingcircle (withactivedefender)Improves the ability toacquire the timing forunmarking underpressure that isdetermined by thedefender, who issolicited to assume theright position.

In correspondence with thecorners of a square 3attackers are placed withone ball and they playagainst one defender in thecentre of the square. Theattackers pass the ball toeach other moving on thesides. The defender has totry and intercept the ball.

Variations:• Variation of the number of

touches of the attackerswith the ball

• The players move freely inthe defined space (piggyin the middle)

• Variation of the number ofdefenders.

Find a “gap”and pass theballImprovement of pass indynamic form andimprovement of theability to move in space.

Game played in couples.Within the territory we placean equal number of gatesto the number of couplesthat are playing. Thecouples of players passeach other the ball movingin the various directions andmaking the ball passthrough the gate.

Variations:• Using only one foot• Decreasing the number of

gates• With double pass

KangaroorelayThis exercise favours thedevelopment of theability to repeat amovement in highfrequency

A child starts from the centreof a square of 50 cm perside, and carries out quickjumps with both legsforwards, right, backwardsand left , always passingthrough the middle, and thejumps on one foot for 5m.

Variations:• All jumps on one leg• They start on one foot and

carry out 5m on two feet• The 5m are carried out

alternating jumping withlegs together and legsapart

“To make a child happy allyou need is a ball and a

teacher that remembers thathe was also a child”

5 m

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NMain technical objective:GUIDING THE BALLSequence of the session:• Free 2vs2 or 3vs3 match 10'• Preparation to bouncing 15'• Kangaroo relay 5'

CIRCUIT ACTIVITIES1:• Unmarking square 10'• Find a “gap” and

pass the ball 10'CIRCUIT ACTIVITIES 2:• Pass to supporting

boundary and shoot 15'• 5vs5 match 15'

(ball to the prisoner)FREE 5vs5 MATCH(verification) 10'




Sequence of the session:• Free 2vs2 or 3vs2 match 10'• Awareness activities with

the ball 20'• Relay race 5'CIRCUIT ACTIVITIES:• Give, go and shoot to goal 10'• The supporting player 10'• 2:1-go to goal with

triangulations 10'• 5vs5 match 10'(ball to the captain)5VS5 MATCH (VERIFICATION) 15'Number of children:Duration: 90'MethodsMaterial:• Boundaries• Coloured tunics• Coloured rubber balls



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module 7TECHNICALCOORDINATIVE FACTORObjectives:• Shoot to goal after a

wall pass• Perceptive sensitivity

• Give, go and shoot togoal 10'

• Awareness activity withthe ball 20'

• Free match 2vs2or 3vs3 10'

Observations:


Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Jumping opponent • Moving in space to receiveCOLLECTIVE GAMES ANDGAME SITUATIONS• 2:1-go to goal with

triangulations 10'• The supporting player 10'MATCH GAMES• 5vs5 match 10'(ball to the captain)• 5vs5 match(verification of learning process) 15'


PHYSICAL WITH BALL• Relays 2m sprints and

jumps 5'

TECHNICALCOORDINATIVE FACTOR• Passing and receiving

combined with a shootingaction

TACTICAL COGNITIVEFACTOR• Development of visual

communication (first signalsof timing for unmarking)

PHYSICAL MOTORYFACTOR• Ability of acceleration and

deceleration with change of sense anddirection (ability to change rhythm)

LES

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Give, go andshoot to goalAbility to combineactions of running andshooting.

The player exchanges theball with a team mate,when he receives it heshoots towards the goal, tothe right or to the leftaccording to the movementof the goal keeper that hasmoved early. The roleschange automatically: theattacker becomes the“supporting player”, the“supporting player”becomes goalie and thegoalie becomes theattacker.

Variations:• carry out the shot using

different parts of the foot• the direction of the shot is

determined by themovement of an externalteam mate

• game-competition: twoteams, the one that scoresthe most goals wins.

2:1 go to thegoal withtriangulationConsolidation of passingwith the inside of the footand of orientedreception. Developmentof triangulation.

Two attackers have to jumpa defender place within anlimited area, using atriangulation (give and go).After having received thereturned pass the attackershoots to goal.

Variations:• one of the two attackers

moves in a free space, atthe side of the game area

• there are two supportingplayers outside theplaying area, the attackerchooses who to do thegive and go with

• a second defenderchases and createspressure on the offensiveaction.

The supportingplayerDevelopment of theconcept of unmarking(support) and visualcommunication.

Two players pass each otherthe ball. Upon the receptionof one of the two players,after a certain number ofpasses, a third player comesto receive the ball in a pre-established area, acting asa supporting player for theteam mate that passed himthe ball.

Variations:• the game is concluded

with a shot to goal by oneof the two supportingattackers

• a defender obstacles theaction of the player that isacting as “support”. Oncethe supporting playerreceives the ball thegame becomes a normal3vs1.

Relay races:20m sprint andjumpsDevelopment of rapidcoordination andimprovement of theability of combiningmovements

A child starts by carrying outjumps with legs together for5m, then he proceeds foranother 5m in a sprint alonga line, then he repeats thesequence (5m jumping withlegs together and 5m sprint).20m are covered in total

Variations:• All jumps on one leg• alternating jumping with

legs together and legsapart

• jumps with legs togetheradvancing diagonallyright and left.

“The science of a game willhave to be the science of achild, who fights, compares

and measures himselfagainst his own abilitiesand those of his peers”

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Main technical objective:UNMARKINGSequence of the session:• Free 2vs2 or 3vs2 match10'• Awareness activities with

the ball 20'• Relay race 5'CIRCUIT ACTIVITIES:• Give, go and shoot

to goal 10'• The supporting player 10'• 2:1-go to goal with

triangulations 10'• 5vs5 match 10'(ball to the captain)5VS5 MATCH (VERIFICATION) 15'




Sequence of the session:• Piggy in the middle 10'• Relays: rapid movements with

the ball 5'

CIRCUIT ACTIVITIES:• Give and follow in couples 15'• In threes with cross 15'• Game of neutral support 15'• Neutral wildcards in free zone 15'6VS6 MATCH 15'


Material:• Boundaries• Tunics• Bi-frontal goals• N.4 balls • Cones• Posts


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module 7TECHNICALCOORDINATIVE FACTORObjectives:• Shoot to goal

PERCEPTIVE SOLICITATION• Piggy in the middle 10'• Give and follow in

couples 15'• In threes with cross 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Unmarking COLLECTIVE GAMES ANDGAME SITUATIONS• Game of neutral support 15'MATCH GAMES• Neutral wildcards

in free zone 15'• 6vs6 match with goalkeeper-

numerical advantage (3vs2)in attack and median line15'


PHYSICAL WITH BALL• Relays: rapid movements

with ball 5'

TECHNICALCOORDINATIVE FACTOR• Tackle, pass and reception,

dribbling and header

TACTICAL COGNITIVEFACTOR• Ball possession, verification

an vertical play to conquerspace, give and go

PHYSICAL MOTORYFACTOR• Speed of movement

LES

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Play withneutralsupportingplayerNumerical advantagefavours ball possessionand the ability oforientation in space withthe function of “support”(passing and receiving).Stimulates the ability toadapt.

In a 30x15 field, 3vs3 playwith 2 external “neutral”players that move alonglateral corridors (4m). Duringthe game the externalplayers will act a support toreceive and participate inthe offensive action. It isforbidden to intercept theball and tackle in the lateralcorridors. In turn theychange role.

Variations:• The external players can,

in phase of possession,leave the lateral area andenter the game creatingnumerical advantage.

Give andfollow incouplesComprehension ofpassing in give andfollow (moving withoutthe ball) and of theconcept of depth.Search for precision ingoal shot.

Two groups of children lineup in 2 lines, and taking turnsthey pass the ball to theteam mate that isdiagonally opposite, 10maway (1) to carry out a giveand follow action(overlapping) (2) to crosswith a low ball, (3) for theplayer who they havecarried out the action with.The shot is kickedspontaneously and with adiagonal ball. The rotationprovides for the exchangeof roles between the twoplayers.

Variations:• With parabolic passes• Give and follow and shoot

to goal

Neutralwildcards infree zoneThe players search forball possession inbuilding the game withrelevant unmarkingactions and theconcept of verticalaction to conquer thespace of the game.

In a game area of 20x40 thechildren play 5vs5 , with 2neutral mid-fielders placedin the free zone. The 2 mid-fielders play with the teamthat is in ball possession, andhave the role of supportingplayer for the offensiveaction. Situation innumerical advantage inphase of possession. Noaction can be made in thefree zone.

Variations:• With compulsory give and

follow and give and goactions

• Insertion of a defender inthe free zone (2vs1)

In threes with acrossLearning the concept ofwall play, through theaction of a returningpass to the same playeror to another that hascome to support.Furthermore the verticalpass solicits the use ofdeeper space, andallows the child tounderstand that he hasto occupy a free spaceto receive the ball.

In a large square (20x20m)three children placethemselves in the shape of atriangle. After a pass, (1)and a supporting action(unmarking) of the attackertowards the team mate infront of him and wall play,(2) they carry out a low passfor the third player, (3) whohas gone to unmark himselfin depth towards one of thefree corners. Once he hasreceived the ball outsidethe triangle he carries out across for the two players thathave been following theaction in the meantime.Rotation of roles.

Main technical objective:CROSS AND SHOOT TO GOAL

Sequence of the session:• Piggy in the middle 10'• Relays: rapid movements

with the ball 5'

CIRCUIT ACTIVITIES:• Give and follow

in couples 15'• In threes with cross 15'• Game of neutral support 15'• Neutral wildcards

in free zone 15'6VS6 MATCH 15'

Number of children:Duration: 90'Material:• Boundaries• Tunics• Bi-frontal goals• N.4 balls • Cones• Posts

“Reason and knowledgeare like body and soulit is nothing more than

a breath of wind”K. Gibran

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• TECHNICAL-COORDINATIVE FACTOR:transmission and shoot to goal (frontal anddiagonal ball)

• TACTICAL-COGNITIVE FACTOR:unmarking (ability of spatial orientation)phase of non possession, interceptionand tackle



REMEMBER• It is extremely motivating to

increase the didacticalsessions with other childrenand organise internaltournaments, combiningfootball with other culturalevents that are organised inthe region.

• It is advisable to verify thetechnical and tacticalnotions the children havelearned that will be a pointof reference for thebeginning of the newfootball year.

OBSERVATIONS:

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Sequence of the session:• 4 goals 15'• Awareness activities with

the ball 10'• Free 2vs2 and 3vs3 matches 10'• Relay races 10'• King of dribbling (in teams) 15'CIRCUIT ACTIVITIES:• Match with wildcards 15'• 2:1 - go to goal with

triangulation 15'




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module 8TECHNICALCOORDINATIVE FACTORObjectives:• Perceptive solicitation in

relation to the ball andspace

• Dribbling and shoot to goal• Awareness activities with

the ball 10'• Free 2vs2 and 3vs3

matches 10'• King of dribbling

(in teams) 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


and unmarking COLLECTIVE GAMES ANDGAME SITUATIONS• 2:1 - go to goal with

triangulation 15'MATCH GAMES• Match with wildcards 15'• 4 goals 15'


PHYSICAL WITH BALL• Relay races - 15m

alternated sprint withand without the ball 10'

TECHNICALCOORDINATIVE FACTOR• Combination of technical

elements dribbling-shooting

TACTICAL COGNITIVEFACTOR• Development of concept of

support (marking)

PHYSICAL MOTORYFACTOR• Improvement of ability to

accelerate and deceleratewith ball (change of rhythm)

LES

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King ofdribbling (inteams)Consolidation of shoot togoal after jumping theopponent.

Two groups face each otherin a penalty competitioncarrying out a 1:1 with adefender on a line. The shothas to be carried out onlyafter having jumped thedefender. The rotation isautomatic: the player thatshoots becomes thedefender, the defendertakes the ball and passes itto the following player, whostarts over. After 5' theychange.

Variations:• Pass with various parts of

the foot• Another defender follows

creating pressure on theattacker (search for therapidity in the action)

• The direction of the shot isdetermined by a signal

Match withwildcardDevelopment of theconcept of support,development ofmaintaining ballpossession.

The players placed within agame area exchange theball and are forced to usethe two wildcards thatmove (unmarking) withinthe area, the defenders tryand intercept the ball. Everythree interceptions theyexchange roles. The playerthat carries out the mostexchanges with thewildcards or carries out mostpasses wins.

Variations:• Obligation to make a

triangulation with thewildcards

• The defenders becomeattackers once they are inball possession

• The game becomes amatch with the two goalsdefended by goalkeepers,the wildcards play with theteam in ball possession

4 goalsFavours the divergingaction and solicits theuse of space and width,widening the front of theoffensive action.

4vs4 match with 4 goals,placed at the corners. Thegame must be developedto build the surprisechangeover of the game.From right to left and viceversa.

Variations:• Change the dimensions of

the goals• Use of a wildcard that

plays with the team in ballpossession.

• Once the ball has beenlost 2 players defend thegoal, creating a 4:2situation.

Relay races-sprint with andwithout theballWe develop the ability tocombine movementsand the ability toaccelerate.

The child starts by guidingthe ball for 5m between aseries of cones, then 5m ofjumps on one leg, and finally5m of sprint.

Variations:• Jumps carried out with

legs together• Ball guiding and jumps

with the same foot• 10m sprint

Main technical objective:PASSING AND RECEIVING

Sequence of the session:• 4 goals 15'• Awareness activities with

the ball 10'• Free 2vs2 and 3vs3

matches 10'• Relay races 10'• King of dribbling

(in teams) 15'CIRCUIT ACTIVITIES:• Match with wildcards 15'• 2:1 - go to goal with

triangulation 15'



“If the game is experiencedcalmly, it also allows you toexpress your creativity, andfootball needs this to be a

fascinating sport”

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Sequence of the session:• Awareness activities with

the ball 10'• Exercises of articular mobility with

the ball 5'

CIRCUIT ACTIVITIES:• Dribbling and shooting in the

little corner 20'• Unmarking square in couples 20'• The clock game 20'4VS4 MIND THE SPACE 15'





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module 8TECHNICALCOORDINATIVE FACTORObjectives:• Awareness with the ball• Dribbling and shoot to

goal

• Awareness activities withthe ball 10'

• Dribbling and shooting inthe little corner 20'

Observations:


Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Unmarking and ability of

orientationCOLLECTIVE GAMES ANDGAME SITUATIONS• Unmarking square in

couples 20'• The clock game -hold the

ball and shoot to goal 10'MATCH GAMES• 4vs4 mind the space 15'• Clock game: hold the

ball and shoot to goal10'

PHYSICAL MOTORYFACTORObjectives:• Articular mobility

PHYSICAL WITH BALL• Exercises of articular

mobility with the ball 5'

TECHNICALCOORDINATIVE FACTOR• Consolidation of shoot to

goal after opponent jumping

TACTICAL COGNITIVEFACTOR• Development of the concept

of support (marking)

PHYSICAL MOTORYFACTOR• Improvement of ability to

accelerate and deceleratewith ball (change of rhythm)

LES

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3

Dribbling andshot in the littlecornerConsolidation ofshooting after jumpingan opponent.Development ofperipheral vision

The player in ball possessionguides the ball and jumpsthe opponent placed on aline. The attacker carries outa low shot to the right or tothe left of the goal.

Variations:• A second defender runs

after and creates pressureon the offensive action

• The defender defends in alimited area and not onthe line

• The direction of the shot isdetermined by a signal(e.g. movement of aplayer, identifying colourraised by the instructor,etc.)

Unmarkingsquare incouplesConsolidation of theability to differentiatethe pass. Improvementof the ability of visualcommunication.

In a square the players arepositioned one on each sidewith two balls available onthe two adjacent sides. Theplayers in ball possessionguide the ball along the sideto pass it to their teammates, on the opposite side,who move in the same wayto receive the ball. Theplayers will have to avoidmaking the balls touch.

Variations:• One defender, at the

centre of the picture, hasto intercept the ball of oneof the two couples

• Game-competition, thecouple that manages thehighest number of correctpasses wins.

Clock game -hold the balland shoot togoalConsolidation of shoot togoal under timepressure. Developmentof the concept ofsupport (marking) andmaintaining ballpossession.

The game consists in acompetition between twoteams in the following way:in a small field one of thetwo teams plays innumerical advantage 4vs2,trying to carry out as manyconsecutive passes aspossible. The other team,who plays in numericaldisadvantage, carries out aseries of goal shots outsidethe playing area. Once thelatter team has scored 10goals (for example) thegame ends. Then the rolesare exchanged. The teamthat totals the mostconsecutive passes wins.

Variations:• Once a pre-established

number of passes hasbeen reached (e.g. 4), theteam in ball possessioncan leave the area and

4:4 mind thespaceConsolidation of theability of orientation anddislocation on the field.

In a smaller field, dividedinto 6 sections, two teamsface each other with 4players on each team, 2attackers and 2 defenders.Both the defenders and theattackers cannot cross themid-field line, whereas theattackers are forced to stopin the two adjacent zones.

Variations:• The field is divided into 4

zones, only 1 defenderand 1 attacker can stop inthe zone at a time.

• Goals defended bygoalkeepers

• Temporary goal keeperand consequent possibilityof advancing one playerin attack (3:2).

Main technical objective:UNMARKING

Sequence of the session:• Awareness activities with

the ball 10'• Exercises of articular

mobility with the ball 5'

CIRCUIT ACTIVITIES:• Dribbling and shooting in

the little corner 20'• Unmarking square in

couples 20'• The clock game 20'4VS4 MIND THE SPACE 15'



“Through play we havegrown up and through play

we help the children andyoung we meet on our path

and educate them”

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guide the ball into aneutral area and shoot togoal

• Use of a wildcard thatplays with the team in ballpossession

• The goal is defended by agoal keeper.


Sequence of the session:• 6vs6 with lateral supporting

players 20'• In threes with wall play 20'

CIRCUIT ACTIVITIES:• In threes with wall play 20'• 5vs4 with goal keeper

and gates 15'6VS6 WITH A MEDIAN LINE 20'

Number of children:Duration: 90'MethodsMaterial:• Boundaries• Tunics• Bi-frontal goals• Balls n. 4• Cones• Posts


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module 8TECHNICALCOORDINATIVE FACTORObjectives:• Transmission and shoot

to goalPERCEPTIVE SOLICITATIONS• In threes with wall play20'• In couples with goal

keepers 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Unmarking COLLECTIVE GAMES ANDGAME SITUATIONS• 5vs4 with goal keeper

and gates 15'MATCH GAMES• 6vs6 with a median line20'• 6vs 6 with lateral

supporting players anddefender that cantackle the opponents 20'

PHYSICAL MOTORYFACTORObjectives:

TACTICAL COGNITIVEFACTOR• Wall play, vertical play,

conquering space anddepth

TACTICAL COGNITIVEFACTOR• Wall play, vertical play,

conquering space anddepth


LES

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5vs4 with goalkeeper andgatesThis game favours,because of thenumerical advantage,the phase of ballpossession, unmarking inthe free space and theimprovement of theoffensive phase. Viceversa the search is forimprovement of knowinghow to defend throughclosing off spaces.

In a game area of 35x20m,two teams face each otherwith 5 and 4 playersrespectively (3 and 1goalkeeper). The purpose is,for the team in numericaladvantage, to score asmany goals as possible,whereas for the other teamit is to defend and attack inthe gates. After a certainamount of time the teamschange front. Variations:• 5 consecutive passes

before trying to score• Flying goal only for the

team in numericaladvantage.

In threes withwall playThe exercise develops acorrect and functionallearning process of thevarious technical movesin action-guidingpatterns in the absenceof defenders. It alsofavours goal shootingwith a moving ball.

In a triangular disposition onechild makes a vertical passfor the attacker in front of theball holder (1), which,through a return pass (wallplay) (2) allows the child thatbegan the exercise to carryout a low diagonal pass (3)for the team mate that hasgained space in depth(unmarking). The latter, oncehe receives the ball (stop in asequence), shoots to goal(4). The exercise is carried outin succession through twolines of pupils and rotation ofroles.

Variations:• Return pass to the other

player• With overlap

6vs6 withmedian lineThe median line'spurpose is to give areference to the twoattackers and to thedefender that will haveto remain in their space(half of field), creatinggame situations ofnumerical advantageand disadvantage. Itallows the children in adefensive phase to havea better control over theball with relative verticalease for the attackers.

The match is based on a6vs6 competition with 2attackers that cannot, in adefensive phase, return overthe median line, in this casethere is a situation ofnumerical advantage in adefensive phase andconsequently moremovement of the twoattackers to receive theball. The defenders can actas support by stopping onthe line, helping the twoattackers in an offensivephase.

In couples withgatesThis type of exercisestimulates the child toexecute the technicalmoves of passing andreceiving with rapidityand precision, favouringthe acquisition with afrontal and diagonal balltrajectory.

In couples, the childrenplace themselves one infront of the other 10m apart.Two gates are placeddiagonally to the sides ofthe children. The gameconsists in transmitting theball diagonally, withreception and return pass ofthe team mate from onegate to another in atriangular space. We countthe goals scored in the twogates in a certain amount oftime of play.

Variations:• The players enter the

gates and carry out aspontaneous pass

• Flying pass with the insideof the foot

• Header

Main technical objective:TRANSMISSION AND SHOOTTO GOAL

Sequence of the session:• 6vs6 with lateral

supporting players 20'• In threes with wall play 20'

CIRCUIT ACTIVITIES:• In threes with wall play 20'• 5vs4 with goal keeper

and gates 15'6VS6 WITH A MEDIAN LINE20'

Number of children:Duration: 90'Material:• Boundaries• Tunics• Bi-frontal goals• Balls n. 4• Cones• Posts

“Wise is the person thatalways finds a good reason

to make an eventof everyday”

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Documents

Oper a tional Sheets Cubs Ca tegoryniagaraunitedsoccer.ca/pub/docs/U8-U10TRAINING-PROGRAM.pdf · ¥ Obstacle course 2 0 ' (a lte rn a te d w ith 3v s3 fre e p la y - a lte rn a te