oper a tional sheets lit tle friends ca tegory · 2016-03-28 · w ith the low er lim bs (touching the ball with thigh, exter nal foot, inter nal foot, heel, sole, instep..) V a ria

operational sheetslittle friends category

DID

AC

TIC

AL P

LAN

MO

DU

LE 1

Club: Instructor: Sport Season:

MONTH:

MAIN OBJECTIVES OF THE MONTH:

• TECHNICAL-COORDINATIVE FACTOR:running with the ball: broadeningthe ability to take in information.

• TACTICAL-COGNITIVE FACTOR:running and moving: formationand development of spatial-temporalorientation.

• PHYSICAL-MOTORY FACTOR:development of the ability to controlmovement

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

REMEMBER• The first week of activities is

used to get to know thechildren; this aspect will befacilitated by organising amini-tournament 2vs2 or 3vs3which will also help themmake more friends.

• Starting training sessions with agame always creates apositive climate, predisposesthem to new learningprocesses and generatesenthusiasm.

• The organisation of activitiesis based on a circuitstructure, which allows youto involve the children all atthe same time.

• The first game of lesson 1 iscalled “catch”, a simple gamethat also solicits the child tomake decisions in relation tothe game and its rules, histeam mates and the availablespace (running fast, makingfeints, finding free space -concept of near/far, etc.

OBSERVATIONS:

0

1st week

= Technical-Coordinative factor

Monthly Graph

2nd week 3rd week 4th week

10

20

30

40

50

60

70

80

= Tactical-Cognitive Factor= Collective Games and Game Situations

= Physical-Motory Factor= Match Game

LITTLE FRIENDS CATEGORY

OTHER OBJECTIVES OF THE SESSION:

Sequence of the session:ACTIVATION GAME:• Catch 10'

• Movement control activitieswith or without the ball 10'

CIRCUIT ACTIVITIES:• Guiding into coloured goals 15'• Guiding in geometrical figures 15'• The trowel 15'FREE PLAY:• 2vs2 or 3vs3 (mini tournament) 15'

Number of children:Duration: 80'

Material:• Coloured pins• Coloured boundaries• Coloured rubber balls

of various sizes• Small poles• Small obstacles• Coloured tunics

1st month 2nd month 3rd month

Trimester Graph

01020304050607080

1st week 2nd week 3rd week 4th week

Monthly graph

01020304050607080

Lesson Graph

0

10

20

30

40

50

60

MODULE 1TECHNICALCOORDINATIVE FACTORObjectives:• RUNNING WITH THE BALL:

broadening the ability totake in information.

• Guiding into colouredgoals 15'

• Guiding in geometricalfigures 15'

• Free Play: 2vs2 3vs3 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Improve the ability of

moving in space.

COLLECTIVE GAMES:• Catch 10'• The hock 15'

GAME SITUATIONS AND MATCHES

PHYSICAL MOTORYFACTORObjectives:• Development of ability

to control movement.• Activity of movement

control with or with outthe ball 10'

TECHNICALCOORDINATIVE FACTOR

• Control of the ball

TACTICAL COGNITIVEFACTOR• Jump/intercept without

the ball (catch)

PHYSICAL MOTORYFACTOR

• rapidity

LES

SO

N 1

Guiding ballinto colouredgoalsThe coloured goals turnon the children'simagination, running inthe space towards thecoloured goals simplysolicits them to explore astimulating environmentto take in visual stimuli.

The children freely guide theball and need to go throughthe coloured goalsindicated by the instructor(also using the tunics).Several colours can beindicated and the childrenare free to choose thepathways and thesequence.

Variations• the instructor indicates the

coloured goal that needsto be crossed

• in couples, the childrencross the goals holdingeach other's hands andguiding the ball

• the children call out thecolour of the goal theyintend to cross.

GeometricguidingThe various geometricshapes stimulate a“technical” behaviour,regulated by the shapeand dimensions of theshapes.

The children guide the ballaround the various shapes.

Variations:• The player that completes

the guiding process wins• The children move in

couples, one guides theball around the perimeterof the shape, the otherinside.

• Every child guides the ballaround different shapesand sizes.

The trowelThe child orients himselfin playing area bylooking for free spaceand moving in it.

A child, the trowel, bymoving on the middle line ofthe game area, tries totouch the other childrenwho, if touched, becomethe trowel, the game endswhen everyone has beentouched.

Variations:• The trowel is in possession

of a ball that he has tothrow to hit the opponents.

• The child who manages tocross the line withoutbeing touched gets apoint. Whoever makes themost points wins

• The trowel can move in alarger area.

Activity ofmovementcontrol withand withoutthe ballSensoperceptivecontrol, guiding the ball,development of basicmovement patterns. Thechildren learn to knowtheir body throughcontact with the ball.

Every child with the ballcarries out movementcoordination exercises; wetry to make every part of thebody more sensitive throughcontact with the ball,starting from upper limbs(throwing ball into the air -catching - bouncing the ballon the ground) and endingwith the lower limbs(touching the ball with thigh,external foot, internal foot,heel, sole, instep..)

Variations:• balls with different weights

or sizes• when the children are

more confident with theball the exercises getmore difficult.

Main technical objective:GUIDING THE BALLSequence of the session:ACTIVATION GAME:• Catch 10'• Movement control

activities with or withoutthe ball 10'

CIRCUIT ACTIVITIES:• Guiding into coloured

goals 15'• Guiding in geometrical

figures 15'• The trowel 15'FREE PLAY:• 2vs2 or 3vs3(mini tournament) 15'

Number of children:Duration: 80'Material:• Coloured pins• Coloured boundaries• Coloured rubber balls


“A friend is a treasure…from football to the team:

the journey begins”

MODULE 1LES

SO

N 1

: FO

LLO

W T

HE B

ALL A

ND

PLAY


Sequence of the session:ACTIVATION GAME:• Scalp 10'• Movement activities

with the ball 15'CIRCUIT ACTIVITIES:• Guiding in the area

and shooting 15'• Moving in traffic 15'• Get the ball and shoot 15'FREE PLAY:• 2vs2 or 3vs3 10'





Trimester Graph

01020304050607080


Monthly graph

01020304050607080

Lesson Graph

01020304050607080

MODULE 1LES

SO

N 2

TECHNICALCOORDINATIVE FACTORObjectives:• RUNNING WITH THE BALL:

broadening the abilityto take in information.

• Hit to shoot• Guiding in the area

and shooting 15'• Get the ball and shoot 15'• Traffic 15'• Free play 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Development of the

ability of spatial-temporal orientationand adapting andtransforming movement.

COLLECTIVE GAMES:• The Scalp 10'GAME SITUATIONSAND MATCHES


to control movement.

• Activity of movementwith the ball 10'

TECHNICALCOORDINATIVE FACTOR• Control of the ball

TACTICAL COGNITIVEFACTOR• Analysis and solution of

motory task

PHYSICAL MOTORYFACTOR• rapidity

The ScalpThis exercise developsthe ability of orientationin space, favouring theability to adapt andtransform movingaccording to thebehaviour of otherplayers.

Two groups of children faceeach other in a square of15mt per side. One groupwill wear a handkerchiefaround their waist (scalp).The children without a scalpwill have to take them offthe other players. The teamthat takes less time toremove all the scalps wins.

Variations:• Both teams have a scalp• Increase the number

of children without a scalp• Game area increased

or decreased.

TrafficIt allows the regular actionof guiding the ball throughthe intake of visual andacoustic information,made dynamic by themovement of the playersand the commands of thecoach.

The children guide the ballin a limited area and payingattention to not run intoeach other. They vary therhythm and paceaccording to thecommands of the instructor:RED=STOP; GREEN=FAST;YELLOW= SLOW

Variations:• Change meaning of

commands• The commands are given

by signal and colouredtunics.

• Reduce area.

Get the balland ShootThis improves theknowledge of shootingand combines it with arun-up.

The children need to takethe ball from theopponents, guide themtowards the starting line,whoever crosses the line firstshoots from the line.

Variations• Add a goal keeper• Increase the distance of

the shooting line usingballs of different weightsand sizes

Main technical objective:GUIDING THE BALL

Sequence of the session:ACTIVATION GAME:• Scalp 10'• Movement activities

with the ball 15'CIRCUIT ACTIVITIES:• Guiding in the area

and shooting 15'• Moving in traffic 15'• Get the ball and shoot 15'FREE PLAY:• 2vs2 or 3vs3 10'




“Remembering to have oncebeen a child is to communicate

without speaking”

15 m

15 m

MODULE 1LES

SO

N 2

: PLAY W

ITH

TH

E B

ALL

AN

D S

HO

OT T

O G

OAL

Guide into thearea andshootingThis exercise, as well asfurther developing theability of controlling theball during a run,favours thedevelopment in thechild of the ability ofdifferentiation by hittingthe ball (precision andstrength of the kick)generating a greatenthusiasm to carry outa goal.

The children start from adistance of about 15mt fromthe goal, they guide the balluntil the limited area (atabout 8mt from the startingpoint) and from there theyshoot to goal. The child thathas scored the most goals atthe end of the series of shotswill be the winner.

Variations:• Auto-pass in the limited

area• Use of a pathway before

the shooting area• The game may be carried

out later using the

goalkeeper, role, which allthe children carry out inturn.

• Use of goals of differentdimensions and shape

• Use of balls with differentweights and dimensions

15 m

8 m


Sequence of the session:ACTIVATION GAME:• Traffic light game 15'• 4 Stations 10'

CIRCUIT ACTIVITIES:• Mirror Rainbow Guide 15'• Movement pathway 15'• 2vs2 or 3c3 with hands 15'FREE PLAY 10'


Material:• Coloured posts and cones• Coloured boundaries• Coloured rubber balls

of various sizes • Coloured tunics• “Frequency coordinator”• “Jellyfish”• Mattress•Small-sized goals


Trimester Graph

01020304050607080

Monthly Graph

01020304050607080


Lesson Graph

01020304050607080

MODULE 1LES

SO

N 3

TECHNICALCOORDINATIVE FACTORObjectives:• Running with the ball:

broadening the abilityto take in information.

• Traffic light game 15'• Mirror Rainbow Guide 15'• 2vs2 or 3c3 with hands 15'• Free play 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


ability of spatialtemporal orientation.

COLLECTIVE GAMES:• 4 Stations 10'

GAME SITUATIONSAND MATCHES


to control movement.

• Movement circuit 10'

TECHNICALCOORDINATIVE FACTOR• Control of the ball

TACTICAL COGNITIVEFACTOR• Analysis and solution

of movement task


Traffic LightGameAllows the children toregulate their guidingaction with the executionof movements that theinstructor has pre-established by theinstructor or by theimagination of the pupils,therefore solicitingadaptation as well as thein-take of information(memorisation), and thecreativity as well as thecuriosity of the children.

In a limited space, that variesaccording to the number ofinvolved children, the groupof “little friends” moves freelyguiding the ball, being carefulnot to loose control over it(not to bump into each otherand not to cross the border ofthe available space). Whenthe instructor shows thechildren a colouredhandkerchief, the children willhave to carry out a pre-established movement (i.e.Red=run around the ball,Green=let your ball go to pickup another; Yellow=roll etc.)

Mirror RainbowGuideAlso in this exercise thechildren are solicited tomemorise various visualstimuli that will favour thedevelopment of the abilityto adapt and of spatialtemporal orientation. Thestimulation of the senso-perceptive analysers tendsto favour the stimulus-response processes.

In a limited space, thechildren are divided into twoteams. At the signal they willhave to guide the ballthrough small colouredgoals (course) that theinstructor indicates (i.e. blueand yellow), orientingthemselves in the availablespace. The evolution of thegame entails that thecommand is referred to oneof the two teams, whereasthe other will have to run thesame course in the oppositesense

Variations• increase the number

of colours

2vs2 or 3vs3with handsIn this phase, in this gamein particular, the attentionshould be exclusivelyfocused on themovement pattern ofthrowing the ball. Theability of spatial-temporalorientation and theoccupation of free spacewill be particularly solicitedat a perceptive level(recognition of situations),useful in the followingphases.

Hand match. Passing fromthe chest or from behind thehead (like a throw in) or frombelow. There is a try-line toscore points. The pupil withthe ball can run for only 3steps. The team mates, byfreeing themselves fromcover will be able to score apoint by receiving the ballbehind the try-line

Variations• define the type of throw• use balls with different

dimensions or fromdifferent sports


Sequence of the session:ACTIVATION GAME:• Traffic light game 15'• 4 Stations 10'

CIRCUIT ACTIVITIES:• Mirror Rainbow Guide 15'• Movement pathway 15'• 2vs2 or 3c3 with hands 15'FREE PLAY 10'



of various sizes • Coloured tunics• “Frequency coordinator”• “Jellyfish”• Mattress• Small-sized goals

“There is no real richnessbesides the need of mankind”

K.Gibran

MODULE 1LES

SO

N 3

: LET'S

PLAY A

ND

REM

EM

BER

4 StationsThis game allows thechild to develop hisabilities of spatial-temporal orientationand at the same time itsolicits his ability oflocomotor reaction topre-established signals,acoustic (start), as wellas visual (movement).The uncertainty of thesituation, furthermore,stimulates the child tochoose the right time tocarry out a movement(“timing”).

In a square of 10mx10m, 4children initially occupy thecorners (for example smallgoals) on the sides, whereasa fifth child is in the centre. Atthe signal of the instructor,everyone will have to changetheir position with the teammate on their left (clock wise).The purpose of the game is tooccupy the corner beforethe child in the middle (red). Ifthe “red” conquers one ofthe stations he takes theplace of the captain.

DID

AC

TIC

AL P

LAN

MO

DU

LE 2


MONTH:


• TECHNICAL-COORDINATIVE FACTOR:running with the ball-ability of control,coordinative solicitations

• TACTICAL-COGNITIVE FACTOR: movingwith or without the ball: ability of spatial-temporal orientation

• PHYSICAL-MOTORY FACTOR:development of the ability to controlmovement, rapidity


REMEMBER:• After the month of

“familiarisation” you canbegin developing a morespecific work, withoutloosing sight of thefundamental aspect of thisage group: playful.

• The proposed games need toallow the child to satisfy hiscuriosity of exploring spacesand equipment, toexperiment his motricity.

• The ball, playing with theball, are the tools to favourthe movement trainingprocess, which will later befundamental to build thetechnical-tactical abilitiesthat the football playermust possess.

OBSERVATIONS:

1st week


Monthly Graph




0

10

20

30

40

50

60



Sequence of the session:ACTIVATION GAME:• Pirates 20'• Steal the Ball 15'

CIRCUIT ACTIVITIES:• Attack the castle 15'• Three dens 15'

FREE PLAY:• Matches on smaller pitch 2vs2,

3vs3 or 4vs4 15'


Material:• Coloured cones• Coloured boundaries• Coloured rubber balls

of various sizes • Posts• Small posts• Small obstacles• Coloured tunics


Trimester Graph

01020304050607080


Monthly Graph

0

10

20

30

40

50

60

Lesson Graph

0

10

20

30

40

50

60

MODULE 2TECHNICALCOORDINATIVE FACTORObjectives:• Running with the ball: ability

to control, sensoperceptiveand coordinative solicitations

• Moving to avoid and tointercept: sensoperceptiveand coordinative solicitations

• Pirates 20'• Attack the castle 15'• Free play 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Development

of orientation capacity

COLLECTIVE GAMESAND GAME SITUATIONS:• 3 dens 15'

MATCH GAMES

PHYSICAL MOTORYFACTORObjectives:• Ability to control

movement.• Rapidity

PHYSICAL WITH BALL• Steal the Ball 15'

TECHNICALCOORDINATIVE FACTOR• Throwing

TACTICAL COGNITIVEFACTOR• Jumping and tackling

the opponent withor without the ball


LES

SO

N 4

Three DensSensoperceptivedevelopment of reactivityand speed of movement,orientation ability: with thisexercise the childrenreceive a lot ofinformation that at asensoperceptive levelallow them to relate totheir surroundings andwith the other players,finding efficientmovement solutions in thevarious situations.

In a game area of 15x15, 3children (the foxes), startingfrom their dens, need toexchange position for 3times. Only one person canstop in a den at a time.Beware of the dog: whoevergets caught is eliminatedand becomes the dog!!

Variations• Increase or decrease in

the game area• The dog has a ball that he

can use to hit the foxes• Increase number of foxes.

PiratesThe countlesssensoperceptivesolicitations (availablespace, zone of theguardian, ball positions,rules of the game, etc.)allow the children toreceive information thatdetermine movementresponses that favourthe development ofreactivity and the speedof movement.

The pupils, starting from the farboundary, need to recover asmany balls as possible (the bigtreasure!!). They need towatch out for the guardianwho is in the guard area(2x15m). Whoever getstouched by the guardian hasto turn back and starts fromthe beginning.

Variations• broader guard area• the attackers all start

together• 2 guardian• The children split into 2

teams (red pirates andgreen pirates), the teamthat brings all the treasureon the ship wins

the game (position of thepins, task and position ofguard, available space,speed of balls, etc.),determining motoryresponses that favour thedevelopment of theirreactivity and the speedof movement. Anothermovement pattern is alsosolicited, throwing, whichwill receive ampleattention in the followingcycles.

2 children start from thesame line and need to tryand collect the pins that areon the other side, bringingthem back to the “base”.They can only bring backone pin at a time and haveto be careful of the guardsthat try and hit the attackerswith the balls (throwingthem with their hands).Whoever gets hit has to startover again.

Variations• The attackers need to

guide a ball• Higher number of attackers• 2 teams face each other

at the same time on thesame field, with one guardof each team.

Steal the BallIt improves the ability toreact and the controlof the ball in a regimeof rapidity

Two teams, numbered inprogressive order, line up infront of each other at adistance of 10mt with twoballs in the centre (one perteam). At the signal(number), the childrencorresponding to thatnumber will have to run toget the ball, guide it acourse and take it acrossthe starting line. The teamthat reaches an establishedscore wins.

Variations• The action is concluded

with a shoot to goal.• Only one ball to be

conquered


Sequence of the session:ACTIVATION GAME:• Pirates 20'• Steal the Ball 15'

CIRCUIT ACTIVITIES:• Attack the castle 15'• Three dens 15'

FREE PLAY • Matches on smaller pitch

2vs2 or 3vs3 or 4vs4 15'


Material:• Coloured cones• Coloured boundaries• Coloured rubber balls

of various sizes • Posts• Small posts• Small obstacles• Coloured tunics

“Children learn more fromexamples than from

reprimands”

15 m

15 m

2 m

15 m

10 m

3

1

3

1

22

MODULE 2LESSO

N 4

: LET'S

CO

NQ

UER T

HE T

REASU

RE

Attack thecastleThis game also has thepurpose of soliciting thechild to process senso-perceptive information,which they take in during


Sequence of the session:ACTIVATION GAME:• Cops and Robbers 10'• Steal the Ball with course

and shoot 10'

CIRCUIT ACTIVITIES:• Movement circuit 15'• Minefield 15'FREE PLAY • Matches on smaller pitch 2vs2,

3vs3 or 4vs4 15'• Game with try-line 15'



of various sizes • Small posts• Small obstacles• Coloured tunics


Trimester Graph

01020304050607080


Monthly Graph

0

10

20

30

40

50

60

Lesson Graph

10

20

30

40

50

60

MODULE 2TECHNICALCOORDINATIVE FACTORObjectives:• Running with the ball:

ability to control,coordinative solicitations

• Movement circuit 15'• Minefield 15'• Free play 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Moving with or without

ball: development ofspatio temporalorientation ability

COLLECTIVE GAMES• Cops and robbers 10'GAME SITUATIONSAND MATCHES• Game with goals 15'

PHYSICAL MOTORYFACTORObjectives:• Ability to control

movement.• Rapidity

PHYSICAL WITH BALL• Steal the Ball with

running and shoot 10'

TECHNICALCOORDINATIVE FACTOR• Kicking to shoot with a

stopped ball or in movement

TACTICAL COGNITIVEFACTOR• Jumping the opponent

and moving to tackle


LES

SO

N 5

Copsand RobbersConsolidation of shootingability.The sensoperceptivesolicitations, relating tomanaging the space inthe game in the area,determine a consequentadaptation to the rules ofthe game (availablespace, avoiding getting hitby the ball - perceivingspeed and direction of theball, etc.), which favour thedevelopment of reactivity,speed of movement and acoordinative adaptation inthrowing/kicking the balltowards a mobile target.

The child with the ball is theguard who needs to hit therobbers that are runningaway in the limited area;whoever gets hit becomes acop.

Variations• smaller playing area• add a cop• the cop guides the ball and

kicks it to hit the robbers• the robbers also guide

a ball.

can have the doublepurpose of soliciting thechildren to developcontrol over movementand generalcoordination and tosolicit thesensoperceptiveanalysers dedicated tocontrolling the ball duringthe guiding process.Therefore it is necessarythat at this age thechildren face theproposed course withoutthe ball first and then withit, therefore determininga sensoperceptivedevelopment and thedevelopment ofcoordination capacities.

The children follow a courseguiding the ball and theface the various situationsthat come up withpersonalised movementand coordination solutions.The course will have manyelements (low obstacles,high obstacles, little posts,small goals, pins, hoops) andwill end with a shoot to goal.

Variations• race with parallel courses• assign scores to the course

(a penalty for eachmistake)

• guide the ball at variouspaces

MinefieldThrough this exercise thecontrol over the ball issolicited, by varying theguiding processaccording to thefrequency and speed ofthe throws of the ball ofthe opponents, theorientation skills and themanagement of theavailable space are alsosolicited. In the gamethe ability to hit thestopped ball is alsosolicited, the dominatingobjective of thefollowing cycle(opponents).

In a field of 25x15m, thechildren with the blue tunicstry to guide the ball until ashooting line at 8m awayfrom a 3m goal, placed atthe centre of the shorterside. On the longer sides, 2 aside, 4 opposing players areplaced and will kick the balltrying to hit the strikers. Thestriker that gets hit by theball will have to turn back.The team that has scoredmore goals at the end of anestablished time has scoredmore goals.

Game witha try-lineThrough this match, thechildren are solicited toapply the abilities theyhave learned incompetitive situations.They are stimulated toelaborate a mentalmodel of their nextmovement, by searchingfor an adequateresponse to the gamesituation (search for freespace, guiding speedaccording to their abilityto control the ball, etc.)and according to theother players and theopponents (pass orguiding the ball, tackleor buying time, etc.)

The children confront eachother in a field of 25x15m in a3vs3 match. The gameconsists in guiding the ballacross the try-line. Every try isone point. Whoever has thehighest score wins.


Sequence of the session:ACTIVATION GAME:• Cops and Robbers 10'• Steal the Ball with course

and shoot 10'

CIRCUIT ACTIVITIES:• Movement circuit 15'• Minefield 15'FREE PLAY • Matches on smaller pitch

2vs2, 3vs3 or 4vs4 15'• Game with try-line



“To learn means to discover.Doing means

that you know it”R. Bach

25 m

8 m

15 m

25 m

15 m

MODULE 2LES

SO

N 5

: LET'S

PLAY B

Y P

REC

ISIO

NVariations• decrease the number of

strikers• increase the number of

opponents• the goal is defended by a

goalkeeper• a defender defends the

shooting area• variation of the width of the

field (closer opponents)

MovementcircuitThe movement circuit


Sequence of the session:ACTIVATION GAME:• Run and take it home 10'• Parallel course 10'

CIRCUIT ACTIVITIES:• 4 stations 15'• Run with the ball in the corridor 15'• Movement activity with the ball 15'3vs3 FREE PLAY 15'



of various sizes • Coloured tunics• “Frequency coordinator”• “Jellyfish”• Mattress• Smaller goals


Trimester Graph

01020304050607080

Monthly graph

0

10

20

30

40

50

60


Lesson Graph

10

20

30

40

50

60

MODULE 2LES

SO

N 6

TECHNICALCOORDINATIVE FACTORObjectives:• Improving ability to

combine movements

• 4 stations with the ball 15'• Run with the ball 15'• Movement control with

the ball 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Moving with and without

the ball; developmentof spatial-temporalorientation

COLLECTIVE GAMES:• Run and take it home 10'GAME SITUATIONS ANDMATCHES• 3vs3 -FREE PLAY 15'

PHYSICAL MOTORYFACTORObjectives:• Rapidity

• Parallel course 10'

TECHNICALCOORDINATIVE FACTOR• Shoot to goal

TACTICAL COGNITIVEFACTOR• Synthetic solution of themovement task


Run and takeit homeAlso in this game themovement of the childdepends on the analysisof an extremelysimplified situation,aimed at developingdefined spatial-temporalcoordinates (position ofthe ball, starting position,objective to fulfil).

In an area placed at thecentre of a field of 20x15m,we place the same numberof balls as are the number ofplayers on a team. At theword go both teams will runtowards the centre and tryand get a ball and guide itback to their respective“homes”. During the guidingprocess they are allowed totackle and try and conquerthe ball, thereby creatingcontinuous 1 on 1 situations.The team that brings homethe most balls wins.

Variations• Before reaching the area

with the balls, the childrenwill have to cross an areathat is occupied by anopposing team that will tryto stop them (like the“trowel”game).

4 stations withthe ballIt is the evolution of thegame proposed in thethird lesson of module 1,inserting the ball into thepicture. In this case thesolicitations that thechild will undergo, otherthan the decisionalaspects and the spatial-temporal orientation, willespecially regard thetechnical aspect ofguiding the ball that willhave to find the rightcompromise betweenthe precision of themove an the speed ofexecution, in response toacoustic and visualstimuli and to otherplayers' behaviour.

The children in the “stations”(corners) will have tochange places avoidingthat the child in the middle(red) takes one of theirplaces. The couple thatmanages to change placesthe most times wins.

Run with theball in thecorridorThrough this exercise theability to differentiateball guiding is solicited inthe various forms andspeed of execution,thereby favouring alsothe development ofbalancing abilities.

The children place themselveson the starting line and guidethe ball along the an areathat is limited by two fixed lines(about 2m wide) with a givennumber of contacts allowed(3-4-5) given by the instructor.During the guiding process,the children experiment newand imaginative paces,guiding the ball in manydifferent ways. This allowsthem to perceive variousways of controlling the ball, totry new moves (for examplevarious types of fakes,coordinated movementsetc.).

Variations• Speed races• Backward guiding• Golf game along the line

(be careful not to let the ballcross the boundaries..!!)


Sequence of the session:ACTIVATION GAME:• Run and take it home 10'• Parallel courses 10'

CIRCUIT ACTIVITIES:• 4 stations 15'• Run with the ball in the

corridor 15'• Movement activities with

the ball 15'3vs3 FREE PLAY 15'



of various sizes • Coloured tunics• “Frequency coordinator”• “Jellyfish”• Mattress• Smaller goals

“The most simple questionsare the most profound”

R. Bach

MODULE 2LES

SO

N 6

: GU

IDE T

HE B

ALL R

APID

LYMovementtechnicalcourseWith this exercise wesolicit the developmentof general motricity,stimulated in particularby confrontation gamesthat increase the child'smotivation. The shoot togoal and scoring goalsallow not to loose sightof the gratificationaspect, another factorto bear in mind for itseffect on learning.

The course is carried out inthe following way: the childcarries out a slalombetween pins by guiding theball, and later, with the ballin hand, he carries outbilateral jumps over theribbon, and then throws theball along the mattress onthe ground and carries out asummersault or a roll. Thenhe starts guiding the ballwith his feet and takes itthrough the slalom againbefore shooting to goal.Whoever is the first to score isawarded a point.

DID

AC

TIC

AL P

LAN

MO

DU

LE 3


MONTH:


• TECHNICAL-COORDINATIVE FACTOR:running with the ball - development inregime of rapidity - hit to shoot withmoving ball: technical ability approach

• TACTICAL-COGNITIVE FACTOR:running with the ball, ability to jumpopponent in larger numbers(ratio child/ball=1:1)

• PHYSICAL-MOTORY FACTOR: rapidity


REMEMBER:• The activities proposed stimulate

the child to put the abilities hehas learned into practice,experimenting them in gamesituations to be solved.

• In this period new didacticalelements are also inserted thatintroduce the following cycle.

• The socialisation process of thechild is developing more andmore within the group.

• The clock-game (D'Ottavio S. -“Confrontation games for thedevelopment of technicalrapidity in football” - Didactics ofMovement 1989) is aconfrontation between 2 ormore teams, in which anexercise (timed) determines theduration of all other exercises.

• The 3vs3 game that, in theprevious weeks, allowed thechild to perceive thedevelopment of the game andput the abilities he had learnedinto practice almost individually,now solicits the child differently,now the confrontation is in atournament with teams.

• At the end of this period it is goodto propose games, exercises andactivities that allow to test thechild (TECHNICAL TESTS), verifyingthe notions he has learned andthe validity of the didacticalprogramme so far (“…should wechange anything?).

OBSERVATIONS:

1st week


Monthly Graph




10

20

30

40

50

60



Sequence of the session:ACTIVATION GAME:• Treasure Isle 10'• Relays with the ball 10'

CIRCUIT ACTIVITIES:• The Clock Game 15'• The custom's officer 15'• 3vs3 15'

FREE PLAY:(game chosen by the children) 15'





Trimester Graph

01020304050607080


Monthly Graph

10

20

30

40

50

60

Lesson Graph

10

20

30

40

50

MODULE 3TECHNICALCOORDINATIVE FACTORObjectives:• Running with the ball-

development in regimeof rapidity

• Hitting the ball to shootwith moving ball

• Treasure Isle in teams 10'• The Clock game 15'• Free Play 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Jumping the opponent

COLLECTIVE GAMES ANDGAME SITUATIONS:• The customs officer 15'

GAME SITUATIONSAND MATCHES• 3vs3 15'

PHYSICAL MOTORYFACTORObjectives:• Rapidity• Relays with the ball 10'

TECHNICALCOORDINATIVE FACTOR• Guiding the ball

TACTICAL COGNITIVEFACTOR• Development of spatial

temporal orientation


LES

SO

N 7

Relays withthe ballImproves reactivity,guide of the ball inregime of speed.

Two teams face each otherforming two lines. The firstone in each line runstowards a pin placed about10m away, guiding a ball tothen give it to the next childin line.

Variations• Play with different ways of

guiding and differentpaces (i.e. rolling on theball, backwards, etc.)

• Insert elements (materialand equipment) thatdetermine a better controlof the ball (i.e. goinground a circle, etc.)

Treasure IsleWith this exercise-game,through a strictly playfulactivity, we favour theprocessing of senso-perceptive informationthat solicits adevelopment ofreactivity and speed ofmovement.

The children (A.B.C.) needto take the balls placed onan island and bring themback to their dens and theyhave to watch out for theshark, which (being a fish)cannot go on the island andonce he touches a playerhe is forced to go back tothe beginning. The child thatcollects the most balls winsand becomes the “shark”for the next round.

Variations• Same game using the feet• Add a shark• The “SHARK” can have a

ball he uses to hit the“treasure hunters”

The ClockgameThanks to a game likethis, that combines thetechnical andcompetitive aspects, wefavour the developmentof ball guiding in aregime of speed and wesolicit the perceptiveanalysis of the shot (tohit) with a moving ball

The game consists in aconfrontation of two teamsthat, taking turns, executedifferent tasks. One teamneeds to try and score asmany goals as possible in agoal that is protected by agoalkeeper, after completinga small slalom. The time theyhave to do this is linked to thetime the other team takes toguide the ball around theclock, one at a time, for 10circuits. At the end of the 10laps, the teams trade placesand the team that will havescored the most goals wins.

Variations:• Insert a defender on a line,

at the end of the slalom• Insert a defender inside the

clock, who tries to contrastthe action of the opponent(he can only put his feetoutside the clock)

The customsofficerThis type of game givesthe child the opportunityto explore the ability hehas practiced in thisperiod in the presence ofan opponent, makingdecisions according tothe space he has toavoid the opponent, thedistance to cover, speed,preferred side, the way tojump the opponent, etc.,in an extremely simplifiedsituation.

3 children all start running atthe same time with one balleach, trying to jump thecustoms officer, who canonly move along thecustoms line, and score agoal in a free goal. Whoevergets intercepted tradesplaces with the customsofficer. Then you count thenumber of scored goals.

Variations• Create a limited area

instead of the customs line• Vary the number of

attackers • Vary the dimension of the

balls


Sequence of the session:ACTIVATION GAME:• Treasure Isle 10'• Relays with the ball 10'

CIRCUIT ACTIVITIES:• The clock game 15'• Customs officer 15'• 3vs3 15'

FREE PLAY:(game chosen by thechildren) 15'




“Where words aren't enoughthere are other ways to

communicate”

10 m

A

BC

MODULE 3LES

SO

N 7

: LET'S

RU

N F

AS

T A

ND

SC

OR

E


Sequence of the session:ACTIVATION GAME:• Recover the treasure 10'MOVEMENT ACTIVITY WITH THEBALL:(awareness and articularmobility) 10'CIRCUIT ACTIVITIES:• Movement circuit with shoot to

goal and blocking 15'• 3vs3 Run and score with fixed

goalkeeper in defence 15'


Number of children:Duration: 80'MethodsMaterial:• Coloured pins• Coloured boundaries• Coloured rubber balls



Trimester Graph

01020304050607080


Monthly Graph

10

20

30

40

50

60

Lesson Graph

10

20

30

40

50

60

MODULE 3TECHNICALCOORDINATIVE FACTORObjectives:• Running with the ball:

from behaviour tospecific ability

• Hitting the ball to shootwith moving ball

• Movement circuit withshoot to goal andblocking 15'

• Run and score 15'• Free play 15'

Observations:

Variations:Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Jumping the opponent• Organisation of game

area: development ofspatial-temporalorientation

COLLECTIVE GAMES:• Recover the treasure 10'GAME SITUATIONS ANDMATCHES• 3vs3 with fixedgoalkeeper in defence 15'


to control movement• Movement activities with

the ball (awareness andarticular mobility) 10'

TECHNICALCOORDINATIVE FACTOR• Shoot to goal, intercept

(blocking)

TACTICAL COGNITIVEFACTOR

PHYSICAL-MOTORYFACTOR

LES

SO

N 8

Recoverthe treasureSolicits the children todevelop and improvetheir general coordinationskills, adaptability andtransformation skills,spatial-temporalorientation, etc., inparticular when runningwith the ball in their hands(like rugby) or with theirfeet (guiding/controlling)

The children are divided intotwo teams of sailors (or pirates,as you wish). They run towardsthe island by crossing an areawith various obstacles (pins,deflated balls, poles, smalltunics, etc., they recover thetreasure and they bring ittowards the naval base.Naturally, the treasure is veryprecious, therefore they willneed to bring one gold bar ata time (ball). The team thathas recovered the most goldbars (balls) wins

Variations• The island is defended by

some old pirates that tryand capture the sailors,whoever is captured canbe set free if a team mateexchanges them for agold bar.

Movementcircuit withshoot to goalIn this game the guideand control over the ballis solicited rapidly througha competition thatplaces the two children ina confrontation. In theshoot to goalfurthermore, theydevelop the ability ofdifferentiation, precisionand strength.

One child goes through anobstacle course and shootsto goal from the shootingline. Another child goesthrough another obstaclecourse, passes the ball tothe another child on theother side, and goes todefend the goal- With everyshot the three childrenrotate and change roles.

Variations• The player that receives

the ball, stops the ball andmoves to defence.

• Vary the obstacle coursefor the defender and/orattacker

• Guide the ball withdifferent parts of the foot.

Run and ShootWith this type of gamewe aim to favour theimprovement of ballguiding through rapidlocomotor behavioursand shoots to goal

In an area of 15x20 m, theplayers of team A and teamB start from the goal line ofthe opponent at the sametime to take the ballsplaced at the centre of thefield and shoot into a goaldefended by twoopponents. Once the ballsare finished, the strikerschange places with thedefenders.

Variations• At the word go the

attackers need to gothrough an obstaclecourse before going toget the balls

• The attackers are free toshoot to goal, withoutdefenders

• The defenders defend ona line

3vs3 with fixedgoalkeeperin defenceIn this game we createsituations of numericaladvantage thatfacilitate the attackingaction and allow theteam in ball possessionto recognise possiblecooperation

The game is a normal 3vs3match in which the team thatis not in ball possession needsto defend with a fixedgoalkeeper, establishing aconfrontation between 3attackers and 2 defendersand one goalkeeper. Oncethe team re-gains ballpossession, the goal keeperleaves the goal, and one ofthe players on the other teamwill go to defend his goal,thereby inverting thesituations of numericaladvantage.

Variations• The goals scored by the

goalkeeper is worth twopoints

• To let the goalkeeper outof the goal one of histeam mates has to passthe ball to him


Sequence of the session:• Recover the treasure 10'• Movement activity with

the ball: (awarenessand articular mobility) 10'

CIRCUIT ACTIVITIES:• Movement circuit with shoot

to goal and blocking 15'• Run and score 15'• 3vs3 with fixed

goalkeeper in defence 15'

FREE PLAY: (game chosenby the children) 15'



“the most solid stoneof the entire structure is the

one that is the lowestat the foundation”

K.Gibran

15 m

20 m

MODULE 3LES

SO

N 8

: LET'S

HELP T

HE T

EAM

TO

SC

OR

E A

GO

AL


Sequence of the session:ACTIVATION GAME:• Recover the treasure 10'• Go to the goal quickly 10'

CIRCUIT ACTIVITIES:• Steal the ball with shoot 15'• Bowling game 15'• Hockey game 15'FREE PLAY 15'



of various sizes • Coloured tunics• “Frequency coordinators”• “Jellyfish”• Mattresses• Smaller goals


Trimester Graph

01020304050607080

Monthly Graph

10

20

30

40

50

60


Lesson Graph

10

20

30

40

50

60

MODULE 3LES

SO

N 9

TECHNICALCOORDINATIVE FACTORObjectives:• Ability to shoot with

a still ball

• Steal the ball withshoot to goal 15'

• Bowling game 15'• Free play 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Organisation of game

area: development ofspatial-temporalorientation

COLLECTIVE GAMES:• Recover the treasure 10'GAME SITUATIONSAND MATCHES• Hockey game 15'

PHYSICAL MOTORYFACTORObjectives:• Rapidity• Go to the goal quickly 10'

TECHNICALCOORDINATIVE FACTOR• Shooting ball in movement• Guiding the ball

TACTICAL COGNITIVEFACTOR• Solution of simple

movement tasks

PHYSICAL MOTORYFACTOR• Development of ability

to control movement

Go to the goalquicklyWith this exercise wesolicit speed ofmovement and thedevelopment oftechnical abilities in aregime of rapidity, inparticular when guidingthe ball and carrying outshots to goal with theball in movement.

Two obstacle courses are laidout on each side of the goal,each about 10m long. To theleft a course is positioned forthe children who have toshoot to goal with the ball inmovement, on the other, theone destined to thegoalkeeper. At the word“go” of the instructor, thechild that plays the role ofstriker guides the ball in theobstacle course with aslalom, at the end of whichhe shoots to goal. At thesame time, the “goalkeeper”quickly overtakes thefrequency coordinator, withthe rectangles on the groundto go an block the shot.

Variations• Play in teams, the team

that scores the most goalsafter 10 actions wins.

Bowling gameWith this exercise-game,we solicit the precision ofthe shot with a still ball, orof the throw if the playeruses his hands. Thegradual increase ofdifficulties, due to thedecreasing number ofpins to hit, will dependexclusively on the child'sabilities.

6-10 pins are placed as in thepicture, and at a distance of7-8 metres a shot is carriedout. The game consists inknocking down with only oneshot as many pins aspossible. The person thatknocks over most pins withone shot (record), or, bysumming them, whoeverknocks over the most pinswith 10 shots. Shots can bemade with hands as well asfeet.

Variations• Vary the shooting distance• Vary the angle of the shot• Vary shooting methods.

3vs3Hockey gameThrough this game wesolicit the execution ofthe shot to goal with amoving ball in acompetitive situation.The limits of the penaltyarea also favours theexecution of a long-shot.The game situation, inparticular, develops theability of spatial-temporal orientation inthe search for freespace and the relatedability of unmarking.

In a smaller field of 30x20m,two teams of 3 players eachface each other. In the field,in front of the two goals, aresituated two marked offareas that are 4x4m. Thecompetition begins like anormal match, except forthe fact that none of theplayers are goalkeepers.The objective of this specialgame is to shoot fromoutside the area.

Variations• Possibility of using

temporary goalkeepers.

Main technical objective:SHOOT TO GOAL

Sequence of the session:ACTIVATION GAME:• Recover the treasure 10'• Go to the goal quickly 10'

CIRCUIT ACTIVITIES:• Steal the ball with shoot 15'• Bowling game 15'• Hockey game 15'FREE PLAY 15'




“You teach best the thingyou love most”

R.Bach

MODULE 3LES

SO

N 9

: SH

OO

T W

ITH

PR

EC

ISIO

NIF

YO

U W

AN

T T

O S

CO

RE

Steal the ballwith shootto goalIt improves the ability toreact and the control ofthe ball in a regime ofrapidity, in this particularvariation f the game, theability to shoot with a stillball is also solicited, as wellas ball-guiding ability.

When a number is called(even one of the childrencan call the numbers), thetwo children will have totake the ball of their teamand go through theobstacle course of pins 3maway from each other, then,without the ball, they will runtowards the ball they haveto conquer, going behind afourth pin. The first one thatarrives can shoot to goal,and the second one willoccupy the goal and tryand block the shot.Whoever reaches the ballfirst gains a point, and if hescores he gains another.

Variations• Slalom can be carried out

without the ball.

DID

AC

TIC

AL P

LAN

MO

DU

LE 4


MONTH:


• TECHNICAL-COORDINATIVE FACTOR:hit the ball: approach to the technicalability and development of ability ofdifferentiation• TACTICAL-COGNITIVE FACTOR:running with the ball: ability to jump theopponent in strong numerical advantageMoving: ability of spatial-temporalorientationAnalysis and solution of movement task• PHYSICAL-MOTORY FACTOR:development of the ability to controlmovement


REMEMBER:• The 2nd cycle of the

didactical programme,which gradually follows thepreceding cycle, begins withthe continuation of thetournament.

• The didactical programmeprovides for the fulfilment ofnew learning achievements,but we must not absolutelyforget to solicit those thathave already been learned,and combine them with newabilities.

• In this period the precisionshot and pass are furtherdeveloped, and are solicitedthrough large equipmentand tools (target, ball etc.)to favour the learningprocess and gratify the child. OBSERVATIONS:

1st week

= Technical-Coordinative Factor

Monthly Graph

2nd week 3rdweek 4th week



10

20

30

40

50

60



Sequence of the session:ACTIVATION GAME:• 4 goal game with giant ball(Jumbo n. 8) 10'• Awareness games with the ball 10'

CIRCUIT ACTIVITIES:• Golf game 15'• Shoot with auto-pass 15'• Hit the target 15'

FREE PLAY:• 3vs3 match 15'





Trimester Graph

10

20

30

40

50

60


Monthly graph

10

20

30

40

50

60

Lesson Graph

10

20

30

40

50

60

MODULE 4TECHNICALCOORDINATIVE FACTORObjectives:• To hit the still or moving

ball: development of theability of differentiation

• Golf game(differentiation ability)15'

• Shoot with auto-pass 15'• Hit the target 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Running with the ball:

Ability to jump opponentand move in thedirection of free space

• Recognise team matecooperation

COLLECTIVE GAMES:• 4 goals with a giant ball

(Jumbo n°8) 10'GAME SITUATIONS ANDMATCHES• 3vs3 15'

PHYSICAL MOTORYFACTORObjectives:• Development of the

ability to controlmovement

• Awareness games withthe ball 10'


TACTICAL COGNITIVEFACTOR• Moving to tackle

PHYSICAL MOTORYFACTOR• Rapidity

LES

SO

N 1

0

Golf game(ability ofdifferertiating)With this game the abilityto hit the ball withprecision giving thecorrect strength is solicitedin the child. The learningprocess will occurcontinuously through thesenso-perceptivesolicitation receivedduring the exercises andin mistakes, continuouslyadjusting the givenmotory response

The children follow anobstacle course guiding alarge ball (jumbo n°8 madeof rubber). The obstaclecourse will have manysituations in which the childis solicited to kick the ballwith precision, trying toconclude the course withthe least number ofcontacts possible

Variations• Race with parallel courses• Assign points to the course

(one penalty for eachmistake)

Shot withauto-passAlso in this game thesuccess of the task isdetermined by theimprovement of theability of differentiatingthe strength and theprecision of the pass. Inthe following shot theprecision of the moveand the strength withwhich the child hits theball will determine thesuccess of the shot.

One pupil carries out an auto-pass with the jumbo ball n°8 inan area of 2x5m, placed 5maway from the starting lineand 8m from the goal. Thechild may shoot only from thelimited area and if the auto-pass is too short or too long,the shot is not valid.

Variations• The goal is defended by a

goal keeper (exchange ofroles)

• Throw with the hands (free,parabolic, or low) and shotwith the foot with a still ballor in the air with hands

• Vary the dimensions of theball

Hit the targetThis type of race solicitsthe children to carry outadjustments in hitting thestill ball and searching formaximum precision. Thedimensions of the target,considerably large, thedimensions of the ball andthe distance of the shothelp the child to findgratification in theexecution of the move.Later the coordinates willvary and the child willexperiment new abilities(more difficulties)

The children, placed on thegoal lines of each side, willhave to hit the target (boxor another large target): theteam that manages to pushthe target into theopponent's field wins. Theballs that stop in the team'sfield can be recovered,brought back to the lineand kicked again

Variations• Possibility of using several

targets• Hit the targets by throwing

the ball by hand

Awarenessgames withthe ballThrough this activity withthe ball there is adevelopment ofawareness of control ofthe equipment,acquisition of basicmovement patterns anda solicitation of articularmobility. Therefore variousgames can beexperimented, as well asdifferent paces andmovements with the ball.

The children carry out specificexercises with the ball,soliciting articular movementof the hip, ankle, shoulders,pelvis, etc.: at every contactthe ball must be grasped withthe hands ( precision of thetechnical move inhitting/throwing). E.g.throwing the ball in the air,hitting the ball with the foot,with the inside of the foot,etc.; they will also learn toknow their body better andbetter

Variations• Ask the children to imitate

animals that are able tocarry out certainmovements

• Combine various

Main technical objective:PASS - PRECISION KICKSequence of the session:ACTIVATION GAME:• 4 goal game with giant

ball (Jumbo n. 8) 10'• Awareness games with

the ball 10'

CIRCUIT ACTIVITIES:• Golf game 15'• Shoot with auto-pass 15'• Hit the target 15'

FREE PLAY:• 3vs3 match 15'




“It costs nothing to be kindand you receive

a lot in return”

5 m

2 m

8 m5 m

MODULE 4LES

SO

N 1

0: L

ET’S

DIS

CO

VER

TH

E L

AR

GE B

ALL

movements to throwingthe ball (E.g throwing androlling on the ground)


Sequence of the session:ACTIVATION GAME:• Treasure isle 10'• Pre-acrobatic activities 10'

CIRCUIT ACTIVITIES:• Movement circuit (balance) 15'• Low shot race (blocking

with feet) 15'• King of penalties

with goalkeeper 15'FREE PLAY:• 3vs3 match 15'




Trimester Graph

10

20

30

40

50

60


Monthly graph

10

20

30

40

50

60

Lesson Graph

10

20

30

40

50

60

MODULE 4TECHNICALCOORDINATIVE FACTORObjectives:• To hit with

precision/intercepting:solicitation of senso-perceptive channels

• Development ofbalancing ability

• Movement circuit(balance) 15'

• Low-shot race (blockingwith feet) 15'

• King of penalties 15'

Observations:

Variations:Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Development of ability

of spatial-temporalorientation

• Moving with the ball:ability of orientation,adaptation andtransformation

COLLECTIVE GAMES:• Attack on the castle

with jumbo ball 10'GAME SITUATIONS ANDMATCHES• 3vs3 match 15'



• Pre-acrobatic activity 10'


TACTICAL COGNITIVEFACTOR• Moving to intercept


LES

SO

N 1

1

King ofPenaltiesThis exercise, further todevelopingdifferentiation whenhitting the ball (precisionand strength of shot),generates enthusiasmand a spirit of emulation.

The children carry out aseries of shots from a pre-established distance. Thechild (or the children, incase of a tie) that hasscored the most goals willbe declared “King ofPenalties”

Variations• The game can be carried

out, at a later stage, with agoal keeper: a role thatthe children will cover bytaking turns.

• Use of different sized andshaped goals

• Use of balls with differentweights and dimensions.

Movementcircuit(balance)The course set out thisway solicits the senso-perceptive analysers,developing the generalcoordination abilities(ability of differentiation)and the ability tobalance in particular.

The children follow anobstacle course guiding alarge ball. The obstaclecourse will have manysituations which will solicitthe child's ability to balancein particular (i.e.proprioceptive tables,balance beams, ribbons onthe floor to walk on, variousjumps, etc.)

Variations• Race with parallel courses• Assign points to the course

(one penalty for eachmistake)

Low-shot race(blocking withfeet)This exercise developsthe differentiation inhitting the ball (precisionand strength of the shot)and solicits the senso-perceptive analysers todetermine the rightmovement to interceptthe ball.

Two children face eachother in a low shooting race.The goals are 3m wide andare placed one in front of theother at a distance of 8-10m.They shoot from their goalline, limited by two cones.The shot has to be low andcannot be higher than thecones that limit the goal.Every goal is worth a point,every block/interception withthe feet is worth two points.

Variations• Vary the length of the goal

line• Limit the reception area, if

the ball stays in the area,the goal-keeper gains apoint, otherwise no extrapoint

• Vary the distancebetween the two goals.

Pre-acrobaticactivitiesWith this activity thesensoperceptive andproprioceptive analysersare solicited further,favouring thedevelopment of basicmovement patternsthrough rotationalmovement of the bodyaround the various polesand in flight (a specificassistance is appropriateand possibly the use ofmattresses, parachutes,or other).

The children carry outspecific exercises with orwithout the ball (jumps,summersaults, bounces), forexample: “throw the ballhigh…roll on the ground bygoing under the ball andcatch the ball after abounce; …roll the ball, do afront summersault andcatch the ball as soon aspossible” all this on themattresses, etc.

Variations• Ask the children to

propose exercises

Main technical objective:SHOOT TO GOALSequence of the session:ACTIVATION GAME:• Treasure isle 10'• Pre-acrobatic activities 10'

CIRCUIT ACTIVITIES:• Movement circuit

(balance) 15'• Low shot race

(blocking with feet) 15'• King of penalties

with goalkeeper 15'FREE PLAY:• 3vs3 match 15'



“Enthusiasm is a volcanoon the top of which

the grass of hesitationnever grows”

K.Gibran

3 m

10 m

MODULE 4LES

SO

N 1

1: L

ET'S

BEC

OM

E M

OR

EAN

D M

OR

E P

REC

ISE

• Through floor games withthe ball

• Explore various forms offootball moves in flight(overhead kick, headeron a dive, etc.)


Sequence of the session:ACTIVATION GAME:• Matches with different balls 10'• Movement circuit 10'

CIRCUIT ACTIVITIES:• Match with 4 goals 15'• The Videogame 15'• Hit the target 15'FREE PLAY 15'

Number of children:Duration: 80'MethodsMaterial:• Coloured posts and cones• Coloured boundaries• Coloured rubber balls


4th month 5th month 6th month

Trimester Graph

10

20

30

40

50

60

Monthly Graph

10

20

30

40

50

60


Lesson Graph

10

20

30

40

50

60

MODULE 4LES

SO

N 1

2TECHNICALCOORDINATIVE FACTORObjectives:• To hit to shoot

with precision:technical/coordinativecombination

• The videogame 15'• Hit the target 15'• Free Play 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Development of ability

of spatial-temporalorientation in acompetitive situation

COLLECTIVE GAMES:• Match with different

sized balls 10'GAME SITUATIONS ANDMATCHES• Match with 4 goals 15'



• Movement circuit 10'

TECHNICALCOORDINATIVE FACTOR• Guiding and control of

the ball



Matches withdifferent sizedballsThe game solicits theability to adapt to variousgame equipment, withparticular reference tothe dimensions of theball. The control over theball and the consequentactions during the game,such as guiding the ball,the pass or the shoot togoal, will also favour thedevelopment of theability to differentiate.

In a game area of 30x20metres, the pupils play aclassic match 3vs3. Every 3minutes, or after 3-4 gameactions, the ball is changedwith another of a differentweight and size (i.e. n. 3-4-5-8 jumbo)

Variations• Add goal keeper• For every kind of ball, a

goal is worth a differentnumber of points

• Play with 2 balls of 2different sizes at the sametime.

Videogame In this game the ability tohit targets with precisionis made more difficult bythe fact that targets aremobile. Therefore thesensoperceptiveanalysers that favour thedevelopment of timingare solicited, to choosethe right moment toshoot..

4 children are placed 6mapart from a square whereanother team of 4 children isplaced. At the word “go”the players with the ball willtry and hit the other childrenby throwing or kicking theball (rubber balls). After acertain amount of time thetwo teams trade places.

Variationso Play with one ball onlyo If the ball is stopped in the

square or blocked by oneof the children in thecentre, they can eithergain a life or eliminate theopponent.

Hit the targetThis exercise stimulatesthe child, throughcompetition, to executethe technical move of“hitting with precision”,directing the balltowards precise targets.The structure of theequipment favours thegratification in obtainingpoints, seeing as thetarget zones arecontiguous.

The children are placed withthe ball about 8-10m fromthe frequency coordinator(see paragraph “footballschool equipment”) dividedinto sections. Every section isworth a certain amount ofpoints. The children will haveto kick the ball towards thefrequency coordinator,trying to hit the section thatis worth the most points.

Variations• Change position (shooting

angle)


Sequence of the session:ACTIVATION GAME:• Matches with different

balls 10'• Movement circuit 10'

CIRCUIT ACTIVITIES:• Match with 4 goals 15'• The Videogame 15'• Hit the target 15'FREE PLAY 15'




“Life is not a candle. It is a kindof wonderful torch that I have

grasped and I want to let itburn as brightly as possible ”

G.B. Shaw

MODULE 4LES

SO

N 1

2: L

ET'S

PLAY W

ITH

DIF

FER

EN

T

SIZ

ED

BALLS

partita con 4porteIn questo gioco vienesollecitato il bambino agestire lo spazio edorientarsi in modofunzionale alla situazionedi gioco sviluppando lacapacità di guidare lapalla e di colpire la pallaper tirare (fare goal).Viene inoltre favorito ildecentramento(passaggio al compagnomeglio posizionato).

In uno spazio di m 25x25 siconfrontano due squadrecomposte ciascuna da 4giocatori. Ogni squadradeve difendere due porteposte su due lati opposticome in figura. Ciascunasquadra, quindi, potràrealizzare i goal nelle dueporte avversarie.

varianti • le porte vengono

posizionate sugli angoli.• i goal non potranno essere

realizzati per 2 volteconsecutive nella stessaporta.

DID

AC

TIC

AL P

LAN

MO

DU

LE 5

MONTH:


• TECHNICAL-COORDINATIVE FACTOR:controlling the ball in a difficult situation(pressure)

• TACTICAL-COGNITIVE FACTOR:cooperation to shootmove to tackle

• PHYSICAL-MOTORY FACTOR: movementcombination, improvement of generalcoordination in a regime of speed


REMEMBER:• In this phase the child is

continuously solicited toimprove the coordination ofthe move, exploring andexperimenting the abilities hehas learned in different andmore and more complexcollective games and gamesituations. This will favour theawareness of other elementsof the game, which movearound him, and with whichhe can reach the desiredresults: his team mates.

• During theses exercises it isimportant for the instructor toobserve the reactions of thepupils to encounteredproblems and the way inwhich they individuallyrespond to these solicitations.

• One of the games that isproposed in the lessons is“Steal the ball and shoot”, agame we have seen in thefirst lessons and re-proposedin a new form. In fact, in thiscase the child that wins hasthe right to shoot to goal togain an extra point.

OBSERVATIONS:

1st week


Monthly Graph




10

20

30

40

50

60

70

80




Sequence of the session:ACTIVATION GAME:• Prisoner ball 10'• Steal the ball and shoot 15'

CIRCUIT ACTIVITIES:• Lawn bowling game 15'• Mini-matches 2vs1 15'• Ball to the prisoner 15'FREE PLAY• Matches in smaller areas

3vs3 or 4vs4 10'





Trimester Graph

10

20

30

40

50

60


Monthly Graph

1020304050607080

Lesson Graph

10

20

30

40

50

MODULE 5TECHNICALCOORDINATIVE FACTORObjectives:• Kick/throw to hit/reach a

still or moving target

• Prisoner ball 10'• Lawn bowling game 15'• Free Play 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Recognise cooperation• Move to tackle

COLLECTIVE GAMES:• Ball to the prisoner 15'

GAME SITUATIONS ANDMATCHES• Mini-matches 2vs1 15'

PHYSICAL MOTORYFACTORObjectives:• Rapidity and

development ofmovement control inregime of rapidity

• Steal the balland shoot 15'




lesson 1

3

Prisoner BallAbility to move to avoidthe ball and being hit.Also solicits movementto receive (freeing theprisoner) and tointercept (team withoutpossession). Eye-handcoordination, throwingand receiving the ball.

This is a challenge betweentwo teams, in which eachteam has one “prison” atthe back. The purpose ofthe game is to capture allthe opponents by hittingthem with the ball, or bycatching the ball that hasbeen thrown by anopponent before it touchesthe ground. Throws arecarried out using hands. If athrow fails the ball goes tothe other team. If the throwis successful, the capturedplayer goes to the prison ofthe opposing team (behindthe line made of pins). Theprisoner may be freed if hereceives the ball from histeam mates. The team thatcapture the other, or thathas the most prisoners at theend wins.

Mini 2vs1matchesThe situation ofnumerical advantagefavours, in the child withball possession, therecognition of acooperative behaviourof his team mate, andvice versa the child thatplays alone has to moveto tackle and intercept.

The game is between twoteams, one made of 2players and the other of 1.After a certain amount oftime (3-5') or after a signal(i.e. after each goal) there isa change of role andcomposition of the teams

Variations• The goals of the solitary

player are worth double.• Difference between the

goal of solitary playercompared to the otherteam.

Ball to theprisonerSolicits the child to moveto receive the ball andto hit/throw it to direct ittowards free space.

The game is a variation ofthe initial game (prisonerball). The pupils start playingall in the game area. Twopupils are on the externalsides (one per team),behind a line. The team thatmanages to pass the ball toits prisoner the most timeswins.The prisoners can bechanged after every point.

Variations• Variation of the size of the

prison.• Vary the dimension of the

ball• Variation of number of

prisoners.

Lawn bowlinggameWith this game thechildren are solicited toshoot with precision andwith a measuredstrength, developing theability to differentiateand improving theawareness when hittingthe ball.

4 pupils, kicking their ownball, a different colouredball each, need to get theball as close to the large ball(jack) as possible. Like thetraditional game, the playerthat reaches a pre-established score wins(i.e.15)

Variations• Increase the distance of

the shooting line• Each player has 2 or more

shots• Play in teams• Who reaches the ball by

moving the opponent'sball gains a point.

Main technical objective:PASS-TRANSMISSION

Sequence of the session:ACTIVATION GAME:• Prisoner ball 10'• Steal the ball and shoot 15'

CIRCUIT ACTIVITIES:• Lawn bowling game 15'• Mini-matches 2vs1 15'• Ball to the prisoner 15'

FREE PLAY• Matches in smaller

areas 10'




“From a child to an adult:don't do the things I can dofor me, this would make me

feel like a child and willnever let me grow up”

l'Erbavoglio

MODULE 5LES

SO

N 1

3: P

AS

S T

HE B

ALL A

ND

WIN

Variations• Vary shape and dimensions

of the ball (i.e. rugby ball)• Play using feet, with low

shots


Sequence of the session:ACTIVATION GAME:• The super match 15'• Obstacle course with shot

with time pressure 10'• Kick under the rope 10'

CIRCUIT ACTIVITIES:• 2vs2 with 6 goals 15'• Relay with parallel courses 15'

FREE PLAY 15'

Number of children:Duration: 80'Material:• Coloured posts and cones• Coloured boundaries• Coloured rubber balls



Trimester Graph

10

20

30

40

50

60

Monthly Graph

1020304050607080


Lesson Graph

10

20

30

40

50

60

MODULE 5LES

SO

N 1

4TECHNICALCOORDINATIVE FACTORObjectives:• Hit to shoot in difficult

situation

• Obstacle course withshot with time pressure 10'

• Free Play 15'• Kick under the rope 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Cooperate to shoot

COLLECTIVE GAMES:• The super match 15'

GAME SITUATIONSAND MATCHES• 2vs2 with 6 goals 15'

PHYSICAL MOTORYFACTORObjectives:• development of

movement control inregime of rapidity

• Relay with parallelcourses 15'




Obstaclecourse withand with timepressureThis exercise solicits theability to conduct theball in a regime of speedand to shoot under thepressure of an opponentthat is trying to obstacleexecution.

In this kind of obstaclecourse 2 children face eachother from two oppositesides, they start by goingthrough a slalom, one withthe ball (attacker) and onewithout. The attacker after aslalom through the pins,concludes with a shot togoal, whereas the defender,after the slalom, has to putthe attacker under pressure.At the end of the exercisethey exchange roles.

Variations• The goal is defendedby

the goalkeeper.• The defender starts from

the same side as theattacker with a slighthandicap (e.g. with twopins added on to hisslalom)

The supermatchThis type of match solicitsthe child to orient himselfaccording to theobjective to reach, which,in this case, is therealisation of a goal, onceon the side with only onegoal, and once on theside with two goals. Theability of spatial-temporalorientation and thesolicitation of cooperationwill be the ingredients thatwill allow them to mature,without any hurry.

In this game the match iscarried out by assigning oneteam to a side with onelarge goal and one toanother with two smallergoals, then they changeplaces. Possibility of takingturns as goalkeeper.

Variations• Use of large goals with

temporary goal keepers• Use of an area where the

players can not go (shootfrom outside the area)

Shoot underthe ropeThis game allows the childto develop his senso-perceptive analysers inestimating the directionand speed of the ball.The ability to anticipate isalso involved to executethe exercise best.

The game is carried out with6 children divided into twoteams, in a game area of15x15m. In the middle of thefield, a frequencycoordinator is hung parallelto the ground, horizontallyat a height of about 1m.Each team has a ball thatthe children will have to kickunder the coordinator withthe purpose of crossing thegoal line of the opposingteam. The children on theother side will thereforehave to stop the ball usingvarious parts of the bodyexcluding their hands. Theteam that crosses the otherteam's goal line the mosttimes wins.


Sequence of the session:ACTIVATION GAME:• The super match 15'• Obstacle course with shot

with time pressure 10'• Kick under the rope 10'

CIRCUIT ACTIVITIES:• 2vs2 with 6 goals 15'• Relay with parallel

courses 15'

FREE PLAY 15'



“Only children know what theywant; they waste time on a rag

doll, and she becomes soimportant that they cry

if she is taken away”A. S.Exupery

MODULE 5LES

SO

N 1

4: C

OO

PERATE A

ND

SC

OR

E A

GO

AL

2vs2with 6 goalsWith this kind of exercisethe ability to cooperateto score a goal issolicited. The fact ofhaving such a highnumber of goals helpsexecution, whereas thedifferent kinds of goalssolicit the child todiscriminate anddifferentiate the formsand dimensions of thelatter which determinesthe realisation.

In an area of 20x20m, twoteams made up of 2 playerseach face each other in amatch in which 3 goals areplaced on each side. Thegoals will have to havedifferent dimensions.

Variations• The goals scored in the

smallest goals are worth 2points

• Once a goal has beenscored, they can notscore there until all theother goals have been“used”.


Sequence of the session:ACTIVATION GAME:• Cops and robbers

with Jumbo ball 10'• Relay with parallel courses 15'• Shooting race with auto-pass 10'

CIRCUIT ACTIVITIES:• 5 passes ball in try 15'• Match with 4 goals 15'





Trimester Graph

10

20

30

40

50

60


Monthly Graph

1020304050607080

Lesson Graph

1020304050607080

MODULE 5TECHNICALCOORDINATIVE FACTORObjectives:• Run to guide in a regime

of rapidity• Hit to shoot under time

pressure

• Shooting race withauto-pass 10'

• 5 passes ball in try 15'• Free play 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Analysis and solution of

the movement task in acompetitive situation

COLLECTIVE GAMES:• Cops and robbers with

Jumbo ball 10'GAME SITUATIONSAND MATCHES• Match with 4 goals 10'

PHYSICAL MOTORYFACTORObjectives:• movement control in

regime of rapidity• Relay with parallel

courses 15'

TECHNICALCOORDINATIVE FACTOR• Transmission of the ball

TACTICAL COGNITIVEFACTOR• Moving

totackle/intercept


LES

SO

N 1

5

Relay withparallelobstacle courseIt has the objective ofimproving generalcoordination in a regimeof rapidity and ability tocombine movements. Itsolicits the child to findefficient locomotorsolutions to cover thespace in the least timepossible.

In two identical parallelobstacle courses two teamschallenge each other, theball is the baton, which mustnever be lost. The team thatfinishes the course in theleast time by respecting therules wins.

Variations• Vary the dimensions of the

ball, equipment anddistances

• Vary the paces (i.e.imitation of animals: frog,shrimp, etc.)

5 passes ballin tryIn this game the childrenare solicited to look fortheir team mate'scooperation, favouringthe movement of thechildren that are not inball possession., toreceive (freeing fromcover) or to intercept,and to carry outmovement combinations(receive and guide to tryarea).

In a field of 25x20 m twoteams of 3 elements eachface each other. The gameconsists in scoring as manytrys as possible (try-line=goal-line). To execute the trys theteams will have to make 5consecutive passes with theirhands, whereas the try willhave to be scored byguiding the ball with theirfeet. Whoever has the ball intheir hands cannot moveand cannot be touched(therefore it is not possible totake the ball out of a player'shands). The try is valid if allthe team mates haveplayed in the same action.

Match with 4goalsThis game, proposed inmany variations up tonow, in particular withthe Jumbo n°8 ball, isproposed in this phase tosolicit the child tomanage space and toorient himself accordingto the game situation,developing his ability tohit the ball to shoot(score a goal) andfavouringdecentralisation (passingto the team mate with abetter position).

The game consists in aconfrontation between twoteams in which each teamhas two goals to score in,but also two goals todefend…whoever scoresthe most goals wins.

Variations• Use of one or two goal-

keepers per team• Different sized goal,

different point accordingto the goal size.

Shooting racewith auto-passThis exercise, proposed inthe form of a race, solicitsthe ability to run with thebal in a regime of timepressure (confrontation)and favours theimprovement of theability to hit the ball toshoot to goal.

Two teams face each otherin a race of goal shots withauto-pass (see game inlesson 10). The shots must becarried out within a pre-determined time-limit (i.e.5').The team that scores themost goals wins.

Variations• The team that is the first to

score 15 goals wins• The goal is defended by a

goalkeeper.

Main technical objective:PASSING-PRECISION SHOTSSequence of the session:ACTIVATION GAME:• Cops and robbers with

Jumbo ball 10'• Relay with parallel

courses 15'• Shooting race with

auto-pass 10'

CIRCUIT ACTIVITIES:• 5 passes ball in try 15'• Match with 4 goals 15'FREE PLAY:(game chosen by thechildren) 15'



“From a child to an adult:don't protect me from theconsequences, I need to

learn from them”L'Erbavoglio

MODULE 5LES

SO

N 1

5: L

ET'S

FIN

D T

HE R

IGH

TD

IREC

TIO

N

Variations• Vary the number of

compulsory hand passes(increase or decrease)

• Vary the dimensions of thefield

• Increase or decrease thewidth of try-line.

• The attacker and the goalkeeper carry out the autopass and the shot/blockafter an obstacle course.

DID

AC

TIC

AL P

LAN

MO

DU

LE 6

MONTH:


• TECHNICAL-COORDINATIVE FACTOR:controlling the ball in a regime of rapidity

• TACTICAL-COGNITIVE FACTOR:ability to shoot in a competitive situation, ability to receive in a competitive situation

• PHYSICAL-MOTORY FACTOR:movement combination, improvement ofgeneral coordination in a regime of rapidity


REMEMBER:• The clock-game (D'Ottavio S. -

“Confrontation games for thedevelopment of technical rapidityin football” - Didactics ofMovement 1989), is a race wherethe teams that face each otherexecute different tasks. In fact, oneof the teams will try and obtain asmany points as possible, whereasanother one will determine, withthe execution of another exercise,the available time.

• Precision exercises are nowproposed with a higher rate ofdifficulty, and inserted in gamesituations and competitions thatgive the child the opportunity ofexperimenting the abilities he haslearned.

• In case not all the children are ableto effectively execute theexercise, it is appropriate tofacilitate the task by proposingvariations that make it easier.

• The “hit” to “shoot” and the “run”to “shoot”, are the objectives ofthe match-games to favourrealisation. For example the use of“very big goals”, will facilitate thelearning process.

• At the end of this period it isappropriate to re-propose thetechnical tests to verify the notionslearned by the pupils and thevalidity of the didacticalprogramme to date.

OBSERVATIONS:

10

20

30

40

50

60

1st week


Monthly Graph







Sequence of the session:ACTIVATION GAME:• Very big goals 15'• Pre-acrobatic activities 15'• Clock-game - shooting race

with autopass 10'

CIRCUIT ACTIVITIES:• 4 goals 15'• The customs officer

with shot to goal 15'





Trimester Graph

10

20

30

40

50

60


Monthly graph

10

20

30

40

50

60

Lesson Graph

10

20

30

40

50

MODULE 6TECHNICALCOORDINATIVE FACTORObjectives:• Hit the ball to pass and

to shoot• Run to jump in numerical

advantage• Clock-game - shooting

race with autopass 10'• The customs officer with

shot to goal 15'• Free play 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Ability to shoot in

competitive situation

COLLECTIVE GAMES:• Very big goals 15'

GAME SITUATIONSAND MATCHES• 4 goals 15'


to control movement

• Pre-acrobaticactivities 15'

TECHNICALCOORDINATIVE FACTOR• Guiding the ball

TACTICAL COGNITIVEFACTOR• Ability of spatial

temporal orientation


LES

SO

N 1

6

Matchwith 4 goalsThe child, as a conclusionof the second cycle, isdeveloping the abilitieshe is learning in afunctional way and isexperimenting and is incontinuous research ofefficient solutions toknown movement tasks.In this context, in thematch game with 4goals, we favour thefinalisation of a goal inphase of attack, throughthe presence of moresolutions of attack(number of goals andnumber of team mates)

The game consists in aconfrontation between twoteams in which each teamhas to goals to score in aswell as two goals to defend..the team that scores themost goals wins.


goals, their shape, andtheir position.

• Assign different scores toeach goal.

Clock-game -shooting racewith auto-passIn this game the ability ofshooting and guidingthe ball under timepressure, as well as therapidity of movementare exercised at thesame time, soliciting thechild to solve a simplemovement task withmaximum rapidity andthe most precisionpossible.

Two teams face each otherin a clock-game. Whilst oneteam carries out goal shotswith auto-pass in the square,the other will determine theduration of the game byguiding the ball around asquare of 8m per side.

Variations• Differentiate the forms of

auto-pass• Insert a tackler in the clock

The custom'sofficer withauto-passIn this game the ability tojump the opponent isfurther solicited in simplesituations and with astrong numericaladvantage. As opposedto the other situations wehave already dealt with,the defender (thecustom's officer) is in anarea that allows moremovement.

Three children guide the ballto jump the custom's officerplaced in a limited are.Once the officer has beencleared, the children shootinto a goal that is defendedby a goal-keeper. At theend of the action, another 3children start the game.

Variations• Vary the number of

players that start together.• Vary the space of action

of the custom's officer andthe possibilities of the goalkeeper's intervention.

Very big goalsWith this game the abilityto shoot in multiple gamesituations is solicited aswell as the awareness ofmovement control, inlooking for the low shot.

Two teams, each made upof 4 players, face eachother in an area of 15x10m.Purpose of the game: toscore as many goals aspossible in the goals thatare as large as the width ofthe field, limited by pins. Agoal is considered valid if itdoes not go over the heightof the pins.

Variations• Shot preceded by a fixed

number of passes• Vary the dimensions of the

ball• Possibility of shooting after

mid-field line.


Sequence of the session:ACTIVATION GAME:• Very big goals 15'• Pre-acrobatic activities15'• Clock-game - shooting

race with autopass 10'

CIRCUIT ACTIVITIES:• 4 goals 15'• The customs officer with

shot to goal 15'

FREE PLAY:(game chosen bythe children) 10'



“Children in a conditionof disadvantage are above all childrenn”

UNICEF

8 m

15 m

10 m

MODULE 6LES

SO

N 1

6: L

ET'S

JU

MP T

HE O

PPO

NEN

T


Sequence of the session:ACTIVATION GAME:• The big battle 10'• Parallel obstacle course 5'• Awareness activities

with the ball 10'CIRCUIT ACTIVITIES:• Empty the ship 15'• Triangle races 15'• Score and play 15'

FREE PLAY:• 3vs3 or 4vs4 in smaller areas 10'




Trimester Graph

10

20

30

40

50

60


Monthly graph

10

20

30

40

50

60

Lesson Graph

10

20

30

40

50

60

MODULE 6TECHNICALCOORDINATIVE FACTORObjectives:• Pass and receive

low-passes

• Empty the ship 15'• Triangle races 15'• Free play 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Search for alternative

game solutions: jumpor cooperate

COLLECTIVE GAMES:• The big battle 10'GAME SITUATIONS ANDMATCHES• Score and play 15'


to control movement inregime of rapidity

• Parallel obstaclecourse 5'

• Awareness activitieswith the ball 10'


TACTICAL COGNITIVEFACTOR• Move to receive


LES

SO

N 1

7

The big battleGame that can beused as an alternativeto a match, presentscognitive-motorconditions of a propermatch, presentingvarious game situationsthat solicit the child topay maximumattention to thevariations of the game.

In a game area of 30x50m,divided in half 5 players perteam. At the far end of thefield, two balls are placed ina semi-circle (one per side).The semi-circles (3 metreradius) limit a free area, inwhich only the attackerscan go. The purpose of thegame is to take the ball fromthe semi-circle in theopponent field and take itback to the other side asquickly as possible usinghands. Whoever managesto take the ball back to hisown free-zone scores apoint. But be careful not toget caught!!! The playerthat invades the other side'smid-field can be capturedby the opponents if the

Let's emptythe shipThis type of exercisesolicits the ability to hitthe ball to pass it in aregime of rapidity andprecision, in a situation oftime pressure, stimulatingdifferent forms ofcooperation (team play).Another element that issolicited is ball reception.

The confrontation is betweentwo teams that have the taskof bringing the balls from theship to their deposits throughpassing the ball to their teammates placed in thefollowing station. Whoevercollects the most balls wins.

Triangle raceThis exercise stimulatesthe ability to hit the ballwith precision in aregime of rapidity andsolicits the child to movewith the ball to carry outa pass (run to pass)

In this game two teamsface each other, eachcomposed of two players.The players carry out 10passes around a triangle byalternating a pass toguiding the ball to the freeangle. Whoever finishes firstwins a penalty shot.

Furthermore the childthat manages tocomplete the tasksuccessfully is induced tomove in order to receivethe ball and help histeam mate.

3 children with one balleach and one without whoopposes in mid-field, in anarea of 15x10m. The childrenwith the ball start from theirgoal line, and jump theopponent, who is in an areathat is 2m wide in the centre,and then go and score agoal. Each of them, afterhaving scored, can go andhelp their team mate whostill needs to jump theopponent. The player indifficulty in this case is notobliged to pass the ball tohis team mate, by is free tochoose whether or not to lethimself be helped or try andavoid the opponent bydribbling, preserving theegocentricity, the technicalability, and the creativity ofmovement thatcharacterise the child. Let usremember that if the childdoes not pass the ball to histeam mate, it does notmean that he is doing itwrong…

Main technical objective:PASSING AND RECEIVINGACTIVATION GAME:• The big battle 10'• Parallel obstacle course 5'• Awareness activities

with the ball 10'

CIRCUIT ACTIVITIES:• Empty the ship 15'• Triangle races 15'• Score and play 15'

FREE PLAY:• 3vs3 or 4vs4 in smaller

areas 10'




“Every child has the rightto freedom and every child

that lives in freedom hasthe duty not to abuse it”

UNICEF

30 m

50 m

3 m

MODULE 6LES

SO

N 1

7: C

OO

PERATE A

ND

LET

OTH

ER

S S

CO

RE

defenders touch him. If thishappens, he has to sit downor squat and wait to be setfree by his team mates (witha touch..) to start playingagain. At the end of eachaction (point), the balls arereturned to their free zonesand they start over.

Shoot and playThis kind of game isaimed at soliciting thechild to recognise histeam mates as peopleto cooperate with toreach a certain goal,which in this case is toscore a goal.


Sequence of the session:ACTIVATION GAME:• The big battle 10'• obstacle course 5'• 2vs2 attack in numerical

advantage 10'CIRCUIT ACTIVITIES:• Obstacle course 15'• Relay in the square 15'• Free play 15'• 4vs4 WITH WILDCARD 10'

Number of children:Duration: 80'MethodsMaterial:• Coloured posts and cones• Coloured boundaries• Coloured rubber balls



Trimester Graph

10

20

30

40

50

60

Monthly Graph

10

20

30

40

50

60


Lesson Graph

10

20

30

40

50

MODULE 6LES

SO

N 1

8TECHNICALCOORDINATIVE FACTORObjectives:• Control of the ball and

development of theability of differentiation.

• Obstacle course withauto-pass 20'

• Free play 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Pass and receive the ball

in a competitive situation

COLLECTIVE GAMES:• The big battle 10'GAME SITUATIONS ANDMATCHES• 2vs2 attack in numerical

advantage 10'• 4vs4 with wildcard 10'

PHYSICAL MOTORYFACTORObjectives:• Movement control in

regime of rapidity

• Relay in the square 15'


Fattore TatticoCognitivo

• Move to tackle


• Rapidity

2vs2 attack innumericaladvantageWith this type of gamewe constantly propose2vs1 situations, this wayboth the ability ofmovement in acompetitive situationand the ability to makedecisions are solicited. Infact, dribbling actionsmay follow looking forteam matecooperation.

The game is playedbetween two teams of 2players each. In a defensivephase one of the 2 playersneeds to defend the goal,thereby favouring a 2vs1situation with a goalkeeper.When the defenceintercepts the ball, thefollowing action must beginfrom the goal keeper, sothat the other team has theopportunity to re-organise itsdefence: one goalkeeper toone defender.

Relay in theSquareIn this game, the fasterand more able you are,the more possibilities youwill have to kick the ballto score a point or agoal. This way theabilities to combinemovements and theexecution of ball guidingwill be solicited in aregime of rapidity.

Four teams, each with oneball, formed by severalchildren, place themselvesat the corners of a square.Upon the instructor's signal,the first child on each teamwill guide the ball aroundthe square to bring it backto the beginning to let thefollowing team mate takehis turn. The last child ineach team, once he hascompleted the square, willrun to the centre to kick theball into one of the externalgoals, determining thevictory of his team. Aftereach point, each teamchanges their positions.

4vs4 withWildcardGame in continuousnumerical advantage ofthe attacking team. Thedevelopment of theability of spatial-temporalorientation will beinvolved, therebyoptimising the use ofspace in the offensivephase. The gamesituation, which providesfor strong numericaladvantage, will put thewildcard player in thecondition of continuouslyadapting to the newgame situations.

The game is carried out likea normal 4vs4 match with apermanent goalkeeper. 2players wearing specificallycoloured tunics will bewildcards and cooperatewith the team in ballpossession, determining a5vs3 situation, continuouslyalternating the situation ofnumericaladvantage/disadvantage.Provide for change of rolesfor wildcards as well asgoalkeepers.


Sequence of the session:ACTIVATION GAME:• The big battle 10'• obstacle course 5'• 2vs2 attack in numerical

advantage 10'

CIRCUIT ACTIVITIES:• Obstacle course 15'• Relay in the square 15'• Free play 15'• 4vs4 WITH WILDCARD 10'

Number of children:Duration: 80'Material:• Coloured posts and

cones• Coloured boundaries• Coloured rubber balls


“We mustn't give to geniusbut draw form it”

K.Gibran

MODULE 6LES

SO

N18 : L

ET'S

PLAY W

ITH

A W

ILD

CAR

DObstaclecourse withauto-passWith this exercise, thecombination oftechnical andlocomotor moves issolicited, favouring thedevelopment of theability to differentiate.Avoiding the obstaclesand the presence of cut-outs in the final shot, willmake the course moredifficult.

On the sides of a goal, twosymmetrical obstaclecourses are set up, wherethe child has to go througha slalom and various kinds ofobstacles, guiding a ball,and then has to carry out anauto-pass towards an areathat is limited withboundaries. Once the auto-pass has been carried out,he tries to shoot to goal,avoiding the cut-outs thatare placed in the penaltyarea.

DID

AC

TIC

AL P

LAN

MO

DU

LE 7

MONTH:


• TECHNICAL-COORDINATIVE FACTOR:running and moving preceded andfollowed by other forms of movement (ability of combination)

• TACTICAL-COGNITIVE FACTOR:ability to control the ball, ability to move tocarry out technical combinations in gamesituations.

• PHYSICAL-MOTORY FACTOR:movement combination, improvement ofgeneral coordination in a regime of speed.


REMEMBER:• During the period of Football

School it is appropriate forthe children to have thepossibility of measuringthemselves against theirpeers from other FootballSchools, meeting each otherin the various Fairs andEvents organised by theProvincial Committees or,privately, by the Clubs. Theactivity proposed in theseEvents will in any case haveto be varied, with thepossibility of experimentingthe game through multipleproposals.

• In this new cycle the child willhave to liaise more andmore with his team mates,playing with the others andexperimenting new forms ofcooperation. It is advisableto control the evolution ofthe ego-centric phasetowards decentralisation,respecting the learningcapacity of each one.

OBSERVATIONS:

0

10

20

30

40

50

60

70

80

1st week


Monthly Graph







Sequence of the session:ACTIVATION GAME:• Very big goals 10'• Awareness and movement

control activities with the ball 5'CIRCUIT ACTIVITIES:• Unmarking square 15'• Stop the ball 15'• Re-launched ball 15'• 3vs2 mini-games 10'

FREE PLAY:• 3vs3 or 4vs4 matches

in smaller areas 10'




Trimester Graph

0

10

20

30

40

50

60


Monthly Graph

01020304050607080

Lesson Graph

01020304050607080

MODULE 7TECHNICALCOORDINATIVE FACTORObjectives:• Ability to receive/catch

in simple games

• Re-launched ball 15'• Stop the ball 15'• Free play 10'• Unmarking square 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:


ability to solve gamesituations bycooperating (withnumerical advantage)

GAME SITUATIONS ANDMATCHES• Very big goals 10'• 3vs2 mini-games 10'

PHYSICAL MOTORYFACTORObjectives:• Articular mobility

• Awareness andmovement controlactivities with the ball 5'

TECHNICALCOORDINATIVE FACTOR• Throw/kick, receive to

pass

TACTICAL COGNITIVEFACTOR• Ability to manage space

in relation to opponent


LES

SO

N 1

9

Re-launchedballThis type of game favoursthe in-take of senso-perceptive informationthat allows the child tomove to intercept theball, with spatial andtemporal elements thatfacilitate his task, like theparabola of the ball (thehigher it is, the more timehe will have to think), thefrontal nature of theaction (he has thepossibility of having awider view of the action),etc.

The game consists inthrowing the ball usinghands into the opposingfield, trying to make it fall onthe ground without lettingthe opposing teamintercept it. The game iscarried out in an area of10x5m in which 4 or 6children, divided into twoteams (2vs2 or 3vs3). Thefield is divided, in the centre,by a net or a ribbon that is1,50m high.

Stop the ballThis type of gamefavours the acquisition ofsensoperceptiveinformation relating tomoving to intercept theball coming from afrontal position, low onthe ground, soliciting anadequate spatial-temporal organisation inrelation to the distanceand speed of the ball.

One player inside a squareof 6m each side needs to tryand stop the balls thrown byhis team mate, 8 metresaway, into the square. After5 trials you count thenumber of effectivelystopped balls.

Variations• parabolic throws • one ball at a time• one ball at a time with an

opponent in front of thechild.

3vs2 minimatchesWe find ourselves in asituation that is slightlymore complex than theother types of games wehave faced in thepreceding lessons. In thiscase the team innumerical advantage isstimulated to cooperateto gain the penalty shoot,recognising the otherteam members as theirteam mates that they hadnot seen before in othersituations. The children inthe team in numericaldisadvantage arestimulated to move inorder to intercept and totackle, to conclude with agoal shot (ability to shootin a competitive situation)

The children challengeeach other in 3vs2 matches.The 3 team mates, in orderto shoot, need to make 4passes, after which they canshoot a penalty. The teammade up of 2 players canscore goals in the smallergoal.

UnmarkingsquareA game situation in whichthe unmarking of a playerthat is far away from theball (move to receive) isstimulated, in fact, thechild that does not havethe ball, wanting toparticipate in the match,will have to place himselfon one of the free cornersof the square. Theprecision of the pass is alsosolicited (and thereforealso the precision of thereception) as theopponent that is inside thesquare could interceptthe ball with a foot (moveto intercept).

The three external playerspass the ball outside of thesquare. The player in ballpossession must alwayshave two lateral passingsolutions, so the player thatis in the opposite corner, willhave to stop in the freecorner to receive the ball.The player that receives theball, once he has controlledit, kicks it to one of the twoteam mates. Later, adefender is inserted.

Main technical objective:PASSING AND RECEIVINGSequence of the session:ACTIVATION GAME:• Very big goals 10'• Awareness and movement

control activitieswith the ball 5'

CIRCUIT ACTIVITIES:• Unmarking square 15'• Re-launched ball 15'• Stop the ball 15'3vs2 mini-games 10'

FREE PLAY:• 3vs3 or 4vs4 matches in

smaller areas 10'



“We can't be childrenwithout playing, we cannot

grow without playing”UNICEF

10 m

5 m

1,5 m

6 m 8 m

MODULE 7LESS

ON

19: L

ET'S

PLAY IT

AG

AIN

WIT

H T

HE O

PPO

NEN

T


Sequence of the session:ACTIVATION GAME:• Party pooper 15'• Relay races in an obstacle

course 5'

CIRCUIT ACTIVITIES:• Obstructing passes 15'• Clock game 15'• 5 passes and try ball 15'






Trimester Graph

0

10

20

30

40

50

60


Monthly Graph

01020304050607080

Lesson Graph

0

10

20

30

40

50

60

MODULE 7TECHNICALCOORDINATIVE FACTORObjectives:• From the movement

behaviours to technicalability: pass, receptionand shot (in the presenceof the opponent)

• Obstructing passes 15'• Clock-game: spin the

ball and pass the balland shoot 15'

• Free play 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Knowing how to relate

to 3vs3 situations:analysis and solution ofthe task of cooperation

COLLECTIVE GAMES:• The party pooper 15'GAME SITUATIONS ANDMATCHES• 5 passes and try ball 15'



• Relay races in anobstacle course 5'

TECHNICALCOORDINATIVE FACTOR• Receive to pass

and shoot

TACTICAL COGNITIVEFACTOR• Solution of movement tasks

in relation to new elements


• rapidità

LES

SO

N 2

0

Party PooperThis game allows toimprove the control ofthe ball in a situationalcontext, favouring thedomination of the tooland the protection ofthe ball

Each child guides a ball in thelimited area and, at the sametime, needs to try and hit theball of the other children tosend it out of the field, andavoid his own ball getting hitby the others. The game isplayed in teams, and theteam that stays on the fieldwith the most players wins.


ball• Vary the dimensions of the

playing area• Vary the number of party

poopers

one zone to another bythe opponents, which,at the same time, aresolicited to be precise intheir technical move

The exercise consists incarrying out a series offrontal passes, obstructedby an opponent that isplaced in a limited area(square). After a certainseries of passes (i.e. 20), rolesare exchanged.

Variations• Increase the number of

attackers• Increase the number of

defenders• Defender placed on a line

or in a zone

In this case the movesthat are solicited are thepass, for the time gameas well as the game thatdetermines the score,ball-guiding and shootto goal.

As in the other clock games,the activity provides for oneactivity that determines thetime (spin the ball), whereasthe other is (Pass the ball andshoot) determines the score.In the clock the childrenneed to carry out 15 correctconsecutive passes (the ballmust not enter the square), toend the opponent's game. Inthe opponent's field, thechildren are placed atdifferent stations and,through passes, give thepossibility to their team mate,who is placed at a certaindistance from the goal, toguide the ball and shoot. Thegoal is defended by agoalkeeper from theopposing team. The teamthat scores the most goalswins.

cooperation from theirteam mates, favouringthe movement of thechildren that are not inball possession to receivethe ball (unmarking) or tointercept, and to carryout movementcombinations (receiveand guide into try-area).This time the pass canhappen while moving.

In a field of 25x20m twoteams of 3 elements eachplay. The game consists inscoring as many trys aspossible (try-line=goal line).To score a goal, each teamwill have to carry out 5consecutive passes withtheir hands, whereas the trywill have to be scored byguiding the ball over the linewith the feet. Passes mayalso be carried out whenmoving, but with thefollowing rules: whenrunning with the ball youhave to bounce it (likebasket ball, hand ball, etc.);the ball can only beconquered by interception(whoever has the ballcannot be touched).

Main technical objective:PASSING AND RECEIVING

Sequence of the session:ACTIVATION GAME:• Party pooper 15'• Relay races in

an obstacle course 5'

CIRCUIT ACTIVITIES:• Obstructing passes 15'• Clock game 15'• 5 passes and try ball 15'





“There is always someonewho decides who can dosomething and who can't,all children have the rightto the same opportunities”

UNICEF

20 m

25 m

MODULE 7LES

SO

N 2

0: L

ET'S

PLAY T

OG

HETH

ER

TO

SC

OR

E

Obstructthe passThis exercise solicits, inthe defending child, theability to move tointercept (anticipation)the ball transmitted from

Clock-game:“spin the ball”and “pass theball and go toshoot”This game exercises acertain amount ofpressure on the child,inducing him to executea technical task withrapidity and with thebest possible precision.

5 passes andtry ballIn this game the childrenare solicited to look for


Sequence of the session:ACTIVATION GAME:• Re-launched ball 10'• Pre-acrobatic activity 5'• Obstacle course with

the ball in a circuit 10'CIRCUIT ACTIVITIES:• Play faster 15'• Give the ball to a different

colour 15'• Pass the ball to the boundary 15'FREE PLAY 15'Number of children:Duration: 80'Material:• Coloured posts

and coloured cones• Coloured boundaries• Coloured rubber balls



Trimester Graph

0

10

20

30

40

50

60

Monthly Graph

01020304050607080


Lesson Graph

0

10

20

30

40

50

MODULE 7LES

SO

N 2

1TECHNICALCOORDINATIVE FACTORObjectives:• Run with rapidity

with the ball

• Obstacle coursewith the ball in a circuit 10'• Play faster 15'• Free play 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Development of the ability

of orientation• Solution of movement

tasks in competitivesituations

COLLECTIVE GAMES:• Re-launched ball 10'• Give the ball to

a different colour 15'GAME SITUATIONS ANDMATCHES• Pass the ball to the

boundary 15'


to control movement


TECHNICALCOORDINATIVE FACTOR• Shoot to goal• Receiving a pass

TACTICAL COGNITIVEFACTOR• unmarking


Obstaclecourse in acircuitThis exercise is proposed tofavour the constant controlof the ball, developing thevarious technical-coordinative componentsencountered in thedidactical itinerary and thatare now combined witheach other, in a sequence.Running with the ball,jumping, rolling, keepingbalance, hitting to pass andto shoot, are the variousmovement behaviour thatare solicited by this exercise.

The pupil starts with the ball,carries out a slalom betweenthe pins, passes the ballunder the small obstacle andcombines the movementwith a jump. Once this phaseis over, he does asummersault on a mattress,turns around on a jelly-fish(see paragraph “footballschool equipment”) then adiagonal slalom. Finally, hecarries out a feint with eachcut-out, and concludes witha goal-shot.

Give the ball toa differentcolourThrough this game-match, we solicit theability of occupyingspace in a competitivesituation. In particular wefavour the acquisition ofvisual information andthe development of theattention capacity ofthe players that need toreceive the ball.

The match is carried out likea normal match between 4players, with temporarygoal-keepers. Each teamwears tunics of two differentcolours. In fact the gameprovides for the fact that theplayer in ball possession,should he want to pass theball, has to pass it towardsthe team mate with adifferent coloured tunic.

Variations• A goal is valid if all the

players have had ballpossession during the samegame action.

• The colour of the player towhich the ball holder has topass the ball is establishedby the instructor (“samecolour” or “differentcolour”).

Pass the ball tothe boundaryThis game is the evolutionof the exercise in thepreceding lessons, inwhich the ability of spatialorientation is furthersolicited. In particular themovement behaviour of“moving to receive” isdeveloped further.

A game area of 15x10m isdivided into three zones. Twointerceptors are placed inthe central zone of the field.Another group of 3 children isplaced in the other 2 zones.The purpose of the game isto make the ball passbeyond the central zone(boundary). The child in ballpossession, in fact, will passthe ball to the team mateplaced on the opposite side,beyond the “boundary”,defended by the 2defenders (interceptors).Whoever manages to passthe ball can also go over theboundary to help his teammate. Every pass over theboundary is equal to onepoint. At the end theyexchange roles. The teamthat obtains the most pointswins.

Main technical objective:PASSING Sequence of the session:ACTIVATION GAME:• Re-launched ball 10'• Pre-acrobatic activity 5'• Obstacle course

with the ball in a circuit10'

CIRCUIT ACTIVITIES:• Play faster 15'• Give the ball to

a different colour 15'• Pass the ball to the

boundary 15'FREE PLAY 15'

Number of children:Duration: 80'Material:• Coloured posts

and cones• Coloured boundaries• Coloured rubber balls


“If a child lives his life lovinghimself he learns to find loveand friendship in the world”

MODULE 7LES

SO

N 2

1: R

UN

AN

D P

LAY

Play the fastestThis exercise develops theability to guide the ballrapidly, and stimulates thechild to improve the controlover the ball. During thegame, the possibility ofplaying in numericaladvantage/disadvantagewill favour thedevelopment of the abilityof orientation in space andthe movement behaviourof moving (to un-markoneself, to intercept, totackle, etc.)

Within a 30x20m game areathe children play a 3vs3match. Outside the area,other players belonging toeach team carry out a relaythat consists in a slalom runwith ball guiding aroundsmall cones. Every time thata player completes his turnthe winner will have thepossibility of entering thefield to play the match withtheir team mates andcreate situations ofnumerical advantage.

DID

AC

TIC

AL P

LAN

MO

DU

LE 8

MONTH:


• TECHNICAL-COORDINATIVE FACTOR:running and moving preceded and followed by other forms of movement

• TACTICAL-COGNITIVE FACTOR:ability to move to carry out technicalcombinations in game situations. ability toshoot to goal and pass to a team mateability to receive to direct the ball into a freespace• PHYSICAL-MOTORY FACTOR: movementcombination, improvement of generalcoordination in a regime of rapidity.


REMEMBER:• During this last period of

didactical programming it isadvisable to widen theexperience that ischaracterised bycompetitions, games andevents, also with other clubs.

• The verification of progressand the notions the child haslearned during this monthmay be helpful to observethe social and relationalaspects both within thegroup, as well as with others.

• One of the activities thatcould be organised duringthe lesson is the “TREASUREHUNT”, in which we proposegames, questions andguessing games to solve,providing, on the occasion,a prize for everyone(perhaps a chest full of goldcoins…made of chocolate!).To organise all this we leave itup to your imagination tothink about the “how” and“where” of the preparationof this fantastic “HUNTFOR….GOALS!!!”

OBSERVATIONS:

0

10

20

30

40

50

60

1 sett.


Monthly Graph

2 sett. 3 sett. 4 sett.






Sequence of the session:ACTIVATION GAME:• Ball to the captain 10'• Pre-acrobatic activity 5'

CIRCUIT ACTIVITIES:• Low shots 2vs2 15'• Let's empty the ship 15'• Score and play 15'• 3vs3 MATCH 10'

FREE PLAY:• Matches in smaller

areas 3vs3 or 4vs4 15'




Trimester Graph

0

10

20

30

40

50

60


Monthly graph

0

10

20

30

40

50

60

Lesson Graph

0

10

20

30

40

50

MODULE 8TECHNICALCOORDINATIVE FACTORObjectives:• Hit to pass

• Low shots 2vs2 15'• Let's empty the ship 15'• Free play 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Jumping the opponent in

situations of numericaladvantage

• Ability to solve situationsby cooperating

COLLECTIVE GAMES:• Ball to the captain 10'GAME SITUATIONSAND MATCHES• Ball to the captain 10'• Score and play 15'• 3vs3 10'


to control movement


TECHNICALCOORDINATIVE FACTOR• Receive to pass

TACTICAL COGNITIVEFACTOR• Move to receive in

relation to the opponent


LES

SO

N 2

2

Ball to thecaptainIn this game we solicitthe ability ofcooperation and favourthe decentralisationprocess (passing,moving to receive -unmarking- reception,orientation, etc.)

Two groups of children playamong themselves with aball, in a wide limited area.Taking turns, onecomponent of each teamtakes on the role of captain.Every pass to the captain isworth a point. The team thatreaches a pre-establishedscore (e.g. 5) wins thegame. The team that istemporarily without the ballwill have to try and recoverit to pass it to their captain.To favour passing and theother elements thatcharacterise this move andmake it possible (moving toreceive - unmarking -reception, orientation, etc.),the game needs to beproposed using hands in thefirst place, to avoid injuriesand conflicts, and laterusing feet.

Let's empty theship, withinterceptorThis type of exercisesolicits the ability ofhitting the ball to pass, ina regime of rapidity andprecision, under timepressure due to time(race) and theopponent. This way westimulate different formsof cooperation (teamplay). Other elementsthat are solicited for thedefender are thereception andmovement to interceptthe ball.

Two teams face each otherand they have the objectiveof bringing the balls from theship to their respectivedeposits through passes tothe team mates that areplaced at the followingstation. Whoever collectsthe most balls wins thegame. The action in thiscase is disturbed by anopponent who has the roleof intercepting as manyballs as possible.

Low shots 2vs2This exercise developsdifferentiation in hittingthe ball (precision andstrength of the shot) andsolicits the senso-perceptive analysers todetermine movement tointercept the ball. In thisparticular case, there isalso a division of thespace and the tasks,soliciting a spirit ofcooperation.

The game consists incarrying out a low shot ofabout 8-10m into the biggoals. The goal is valid if theshot enters the goalbetween the two cones andit does not go over theirheight. The children placedon the goal lines need toblock/intercept the shotswith their feet. If the stop ofthe ball is within the limit ofthe penalty area (3m deep),they gain a point. Playerstake turns to shoot.

Variations• shot carried out with a

moving ball (passed to theteam mate)

Score and playThis type of game isaimed at soliciting thechild to recognise hisplaymate as a teammate to cooperate withto reach a certainobjective, which in thiscase is to score a goal.Furthermore the childthat manages tocomplete the tasksuccessfully is induced tomove to receive the balland help his team matein difficulty. The child,now, very probably, iscurious to experimentnew solutions, looking forthe cooperation of histeam mates that havebecome his friends.

3 children with one balleach and one child withouta ball, in an area of 15x10m.The children with the ballstart from the goal line and,after having jumped theopponent, placed in alimited area 2m deep at thecentre of the field, go on toscore a goal.

Main technical objective:PASSING AND RECEIVING

Sequence of the session:ACTIVATION GAME:• Ball to the captain 10'• Pre-acrobatic activity 10'

CIRCUIT ACTIVITIES:• Low shots 2vs2 15'• Let's empty the ship 15'• Score and play 15'

FREE PLAY:• Matches in smaller

areas 3vs3 or 4vs4 15'




“Playing is the first andonly occupation of ourchildhood and remainsthe most pleasant one

for all of our life”Wieland

10 m

1 m

MODULE 8LES

SO

N 2

2: L

ET'S

PAS

S T

HE B

ALL

TO

JU

MP T

HE O

PPO

NEN

T


Sequence of the session:ACTIVATION GAME:• Ball to the captain 10'• Relays with the ball 10'

CIRCUIT ACTIVITIES:• The double custom's officer 15'• 3vs3 - 5 passes

and ball to goal 15'• 2vs1, free custom's officer 15'

FREE PLAY:• 3vs3 (tournament) 15'




Trimester Graph

0

10

20

30

40

50

60


Monthly graph

0

10

20

30

40

50

60

Lesson Graph

10

20

30

40

50

MODULE 8TECHNICALCOORDINATIVE FACTORObjectives:• Hit the ball to pass it in a

regime of rapidity

• The double custom'sofficer 15'

• 2vs1, free custom'sofficer 15'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Cooperation and

solutions for situations ofcollective play

COLLECTIVE GAMES:• Ball to the captain 10'GAME SITUATIONSAND MATCHES• 3vs3 - 5 passes

and ball to goal 15'• 3vs3 (tournament) 15'

PHYSICAL MOTORYFACTORObjectives:• Rapidity

• Relays with the ball 10'


TACTICAL COGNITIVEFACTOR• Find play solution

in 3vs3

PHYSICAL MOTORYFACTOR• Development of the ability


LES

SO

N 2

3

Doublecustom'sofficerIn this exercise we solicitjumping the opponentwith a gradual increaseof difficulty (first it is a3vs1, then a probable2vs1), maintaining theegocentric necessity ofthe pupil high, lettinghim guide the ball, jumpand shoot to goal alone,letting him choose side,the way of guiding andjumping the opponent.

The action is developed like inthe normal custom's officergame. 3 children start, eachwith their own ball, in thedirection of the goal. To scorea goal they will have to jump2 opponents (the “custom'sofficers) that are placed intwo areas, one after the other.We count the number ofscored goals and the numberof times the children havemanaged to cross.

Variations:• The custom's areas are

divided in half, thedefender chooses the halfhe wants to defend.

2vs1 - the freecustom'sofficerWe want to solicit andverify the ability of thechild to jump anopponent with or withoutthe cooperation of ateam mate. This gamefavours thedecentralisation processbut leaves room forcreativity and thepossibility of applying themoves and technicalabilities the child haslearned. It solicitsunmarking, receiving andshooting.

The game is played in threesand can also accommodatethe use of a goalkeeper. Theplayers are placed like in the“disturber” game, with theteam mates positioned in twozones, between which there isa defender (custom's officer).The attacker placed in thegoal area needs to pass theball to the team mate,avoiding letting the ball beintercepted. Once thesecond attacker receives theball, the “custom's officer” is'activated' and can tacklethe attacker in his area ofaction. The attacker canchoose whether to jump thedefender by himself orcooperate with his teammate (2vs1). Rotation of tasks.

Ball to thecaptainIn this game we solicitthe ability to cooperateand favour thedecentralisation process(passing, moving toreceive - unmarking -reception, orientation,etc.). Now the game isproposed using feet,soliciting the ability ofpassing the ball in acompetitive situation.

Two groups of children playwith one ball, in a widelimited area. Taking turns,one component of eachteam takes on the role ofcaptain.The team that reaches acertain pre-establishedscore wins, bearing in mindthat every pass to theteam's captain is worth onepoint. The team that istemporarily not in ballpossession will have to tryand recover the ball in orderto pass it to the captain.

3vs3 - 5 passesand ballto goalThis is a game that derivesfrom the game of 5 passesto score a try, only this timethe purpose is to score agoal. Like in the othergame, we solicit the abilitiesthe child has learnedduring the year and theapplication in a game-match, favouringcooperation andstimulating decentralisation

Two teams face each otherin a match, carrying outpasses with their hands. Thegame consists in scoring asmany goals as possible. Thegoal must however bescored only after 5 passeshave been carried out usingthe hands. The ball can beconquered only byintercepting it: no physicalcontact allowed.

Variations:• Game carried out with

hands/feet• Hand game, goal using

feet with auto-pass (in theair or on the ground)

Main technical objective:PASSING AND RECEIVINGSequence of the session:ACTIVATION GAME:• Ball to the captain 10'• Relays with the ball 10'CIRCUIT ACTIVITIES:• The double custom's

officer 15'• 3vs3 - 5 passes

and ball to goal 15'• 2vs1, free custom's

officer 15'FREE PLAY:• 3vs3 (tournament) 15'



“play is the lubricant thatmakes the frictions of our

lives less painful, in particulargames with children,who are the “masters”

of game masters”E. Brunner

MODULE 8LES

SO

N 2

3: L

ET'S

PLAY A

S A

TEAM


Sequence of the session:

ACTIVATION GAME:• In the square 15'• Relays with the ball 5'

CIRCUIT ACTIVITIES:• Goal challenge 15'• Everyone play 15'• Match with flying goals 15'4vs4 tournament 20'


of various sizes • Coloured tunics• Frequency coordinators• Jellyfish• Mattresses• Smaller goals


Trimester Graph

0

10

20

30

40

50

60

Monthly graph

0

10

20

30

40

50

60


Lesson Graph

0

10

20

30

40

50

60

MODULE 8LES

SO

N 2

4TECHNICALCOORDINATIVE FACTORObjectives:• Hit to shoot • Goal challenge 15'• In the square 10'

Observations:

Variations:

Observations:

Variations:

Observations:

Variations:

TACTICAL COGNITIVEFACTORObjectives:• Moving to receive

according to theopponent (unmarking)

COLLECTIVE GAMES:• Everyone plays 15'GAME SITUATIONS ANDMATCHES• Match with flying goals 15'• 4vs4 tournament 20'

PHYSICAL MOTORYFACTORObjectives:• Rapidity• Relays with the ball 5'

TECHNICALCOORDINATIVE FACTOR• Receiving and passing

TACTICAL COGNITIVEFACTOR• Cooperation and solution ofsituations of collective play

PHYSICAL MOTORYFACTOR• Ability to control movement

In the squareThis exercise particularlyfavours thedevelopment of twomovement behaviours:hitting, to pass or toshoot, and moving, toreceive or to intercept.Therefore we solicit theability of anticipation forthe child in the middle ofthe square, whereas thechild that carries out theshot is stimulated to beas precise as possible.

One group of pupils isplaced in a circle, outside asquare of 3x3m, carrying outpasses and shots. Inside thecircle one pupil will have todefend the four sides, as ifthey were four goals, fromthe shots of the otherchildren. Naturally the shotsof the external players willhave to be directedtowards the side (goal) thatis opposite from theirshooting position. The childthat defends the goals bestwins.

Everyone playsThis game favours thecooperation betweenteam mates, inducingthem, through the rulesof the game, to use theexternal players(diversion), which at thesame time are solicitedto move to receive theball.

Inside a 25x20m area thechildren play a 3vs3 mini-match. Outside the field (inthe lateral corridors) thereare another 4 players (twoper side) that are waiting toplay. Each team will not beallowed to score before allthe components of theteam have come into play.To let the externalcomponents into the field allthey have to do is pass themthe ball (if the opponents letthem). When they are all inthe field, the team isallowed to score a goal. Atthe end of the action,everyone goes back to theirinitial positions, and the rolesare rotated.

Flying goalmatchThis game-match,played with the hands,allows the children todevelop their ability oforientation in space, inparticular to move toreceive the ball.Furthermore, thetechnical move requiredto reach the objective(hit the ball in the air),solicits the child tocombine locomotormovements, such as theauto-pass and shot,favouring, among otherthings, the developmentof the ability to balance.

This game is also played likea normal 4vs4 match usinghands, only in this case thegoals will only be valid if theball is hit in the air with anauto-pass. It therefore is notnecessary for the ball to behit straight after a pass froma team mate.

Main technical objective:RECEIVING AND PASSING

Sequence of the session:ACTIVATION GAME:• In the square 10'• Relays with the ball 5'

CIRCUIT ACTIVITIES:• Goal challenge 15'• Everyone plays 15' • Match with flying goals15'4vs4 tournament 20'

Number of children:Duration: 80'Material:• Coloured posts and

cones• Coloured boundaries• Coloured rubber balls of

various sizes • Coloured tunics• Frequency coordinators• Jellyfish• Mattresses• Smaller goals

“if a child lives in shame helearns how to feel guilty”

MODULE 8LES

SO

N 2

4: T

HE G

OAL C

HALLEN

GE

The goalchallengeThis game createsconsiderable enthusiasmbecause a lot of goalsare scored. It also favoursthe development of theability to kick to shoot withprecision and rapidity.The direction of the run,the distance and theposition of the ball will bethe variables that makethe exercise more or lesscomplex.

4 goals are placed in anarea of 15x8m. Next to eachgoal there are a fewcoloured balls (inside acircle for example). Onechild is placed in each goal,and places a ball in front ofthe goal. At the signal, theplayers all run quicklytowards the opposite goaland shoot into the goal theyleft from. Every child carriesout 5 shots and the teamwith the most goals at theend wins.

Variations:• Before reaching the ball

they will have to gothrough an obstaclecourse.

Documents

oper a tional sheets lit tle friends ca tegory · 2016-03-28 · w ith the low er lim bs (touching the ball with thigh, exter nal foot, inter nal foot, heel, sole, instep..) V a ria