Westminster Presbyterian Church - ROAR Web viewFor instance, dribbling in basketball requires proper posture, fingertip touch on the ball, ... with one simple word or tone of voice

Table of ContentsNEW ROAR COACH DEVELOPMENT............................................................................................................................. 3

RETURNING ROAR COACH DEVELOPMENT.................................................................................................................. 5

GOSPEL CENTERED SPORTS MINISTRY......................................................................................................................... 7

3D INTEGRATED DEVOTIONAL TRAINING..................................................................................................................... 9

3D INTEGRATED DEVOTIONAL TRAINING WORKSHEET..............................................................................................11

ROAR SEASON INFORMATION................................................................................................................................... 13

2016 SPRING IMPORTANT DATES.............................................................................................................................. 15

WELCOME TO ROAR SOCCER..................................................................................................................................... 17

PHILOSOPHY (PILLARS OF ROAR SPORTS).................................................................................................................. 18

ROAR MISSION AND VISION STATEMENT...............................................................................................................................18MISSION FIELD..................................................................................................................................................................18EQUAL PLAYING TIME.........................................................................................................................................................18PRAYER BEFORE GAME STARTS.............................................................................................................................................18THE OTHER TEAM IS NOT THE ENEMY...................................................................................................................................19RELATIONSHIPS AND REPRESENTATION...................................................................................................................................19TEACHABLE MOMENTS........................................................................................................................................................19COMPETITION....................................................................................................................................................................193D-DEVOTIONALS..............................................................................................................................................................20CONSISTENCY.................................................................................................................................................................... 20

SEASON INFORMATION............................................................................................................................................. 21

PRACTICES AND LOCATION OF PARK.......................................................................................................................................21CONCESSION STAND...........................................................................................................................................................21GAMES.............................................................................................................................................................................21FIELD SUPPORT..................................................................................................................................................................21PRAYER BEFORE AND AFTER GAMES......................................................................................................................................22COACHES CONNECTION.......................................................................................................................................................22WEATHER DELAY OR CANCELLATION POLICY............................................................................................................................22LIGHTNING/THUNDER PROCEDURE........................................................................................................................................22SEVERE WEATHER..............................................................................................................................................................23ACTIVE SHOOTER...............................................................................................................................................................23TEAM PICTURES.................................................................................................................................................................23PARENTS MEETING.............................................................................................................................................................23TEAM PARENT...................................................................................................................................................................23UNIFORMS........................................................................................................................................................................24CALLING YOUR TEAM..........................................................................................................................................................24

“END OF SEASON” BASH........................................................................................................................................... 25

COME TO THE END OF SEASON BASH.....................................................................................................................................25INVITE YOUR SPONSOR TO YOUR END OF SEASON CELEBRATION.................................................................................................25PLAN AHEAD.....................................................................................................................................................................25

PREMIER LEAGUE TOURNAMENT AND CHARACTER AWARDS....................................................................................26

CHARACTER AWARDS..........................................................................................................................................................26CHAMPIONSHIP GAME MEDALS............................................................................................................................................26TOURNAMENT RULES:.........................................................................................................................................................26

YOUR TESTIMONY..................................................................................................................................................... 27

ROAR Soccer Club Spring 2016 Manual www.roarsports.org 1

6ROAR SOCCER CLUB RULES...................................................................................................................................... 28

LITTLE KICKERS (4K-5K) BOYS AND GIRLS COMBINED...............................................................................................................28SERIES A (1ST-2ND) BOYS AND GIRLS COMBINED........................................................................................................................28MLS/PREMIER (3RD-6TH) BOYS AND GIRLS SEPARATED..............................................................................................................28

LITTLE KICKERS RULES:.............................................................................................................................................. 29

SERIES A RULES:........................................................................................................................................................ 30

MLS/PREMIER RULES:............................................................................................................................................... 31

3D SOCCER DEVOTIONALS......................................................................................................................................... 33

OVERALL APPLICATION:.......................................................................................................................................................35HOW TO USE 3D DEVOTIONALS:...........................................................................................................................................35WEEK 1 - GETTING TO KNOW YOUR PLAYERS..........................................................................................................................36WEEK 2 – “BE AWARE!”.....................................................................................................................................................37WEEK 3 - “LOOSE CONTROL SO WE DON’T LOSE CONTROL”..............................................................................................38WEEK 4 - “SERVE OTHERS”.................................................................................................................................................39WEEK 5 - “EVERYONE IS IMPORTANT”...................................................................................................................................40WEEK 6 – “THE GOAL OF THE GAME”...................................................................................................................................42WEEK 7 - “A DEFENSIVE ATTITUDE”......................................................................................................................................44

ROAR COACHING MANUAL: COACHING YOUTH SOCCER - A CURRICULUM OVERVIEW..............................................47

2 ROAR Soccer Club Spring 2016 Manual www.roarsports.org

New ROAR Coach DevelopmentFebruary 27, 2016

Welcome / Introduction – (5 minutes)

Game – (10 minutes)

ROAR Mission & Vision – (25 minutes)

What are 3D Devotionals? (Video – 12 minutes)

3D Devotionals Demonstrated (8 minutes)

Demonstrate 3D devotion

3D Devotionals Application (15 minutes)

Divide up by sport / groups from game

Have coaches pick one skill, life application, and Biblical Truth for their sport and go through it with the other coaches as if they were the players

3D Devotionals Report (10 minutes)

After going through the devotional, have the coach give his/her insights into what was learned.

Have the group give feedback to the coach.

Conclusion (5 minutes)

- What did you learn as you went through these 3D devotionals?- Any questions about them?

Total 80 minutes which allows time for transition to training at 10 am.



Returning ROAR Coach DevelopmentFebruary 25 and 27, 2016

Welcome / Introduction – (5 minutes)

Coaches Testimony- (10 minutes)

Coaches Development (Knowledge, Skill, and Character)- Break Up into Baseball, Soccer (Little Kickers and Series A), Soccer (Premier League), and Girls Volleyball- Introduce each other (New or Returning and how many years coaching with ROAR)

Knowledge Development (30 minutes)- 6:00pm or 10:30am- Go over rules and 3D Devotions (have someone demonstrate devotion)

Skill Development (45 minutes) 6:45pm or 11:15am- Soccer will go to gym to meet

- Baseball will go to playground- Coaches will learn basic drills, how to run practice and more

Character Development (30 minutes)- 7:30pm or 12:00pm - How to get more help for practice

- Coaches Recruitment- How to communicate to your kids during a game and half time

Notes:




Gospel Centered Sports Ministry

LaboratoryBridge The Gospel


Besides better grasping the 3D concept, going through this training will help the coaches more fully:- Understand their sport and the skills to play it – as they think about the various aspects of

skills- Understand their players as they think about how these principles are lived out in their lives- Understand the Scriptures and God as they think about where these principles are outlined

in the Bible

1) In Large Group – Go through one of these two options

a) Option 1 - Ask the Group i) “What is a skill you will teach this season?” (pick one)ii) “What are the underlying principles that are involved in that skill?” (Talk this through.

There will several principles within each skill – both physical and mental. For instance, dribbling in basketball requires proper posture, fingertip touch on the ball, head and eyes up. After you have several, pick one principle.)

iii) Reiterate the principle and then ask - “How do your players have to live out that principle (the one you picked) in their daily lives?”

iv) Then ask - “What biblical passages can you think of that talk about this principle?”v) Once you have all three blocks – Sport, Life, Truth – then briefly review this as if you

were talking to a player. For example…(1) Sport – “So we have talked about passing the ball and then need to develop the

willingness to give up the ball. Being a good team player requires this and sets you up for the best possibility to score.”

(2) Life – “If you learn to give up or share the ball in soccer, it will help you be a better friend and family member as you share your things there.”

(3) Truth – “In the process, you will learn to be one who serves, who is great is Jesus’ eyes, all by learning to give up the ball on the soccer field.”

b) Option 2 – Go through an existing 3D Integrated Devotional example like Passing in Soccer or Basketball i) Sport – “What are some underlying principles that make a good pass?”

(1) Anticipation of where the player is going.(2) Proper body position(3) Place the off foot next to the ball(4) Weight forward(5) Kick off the inside of the foot(6) Right amount of force to deliver the ball appropriately (7) Attitude of willingness to give up the ball. Pick this one

(a) “There are physical aspects to passing that we have worked on. But there is a mental attitude that if you don’t develop you will never be a good passer. That is the willingness to give up the ball. Now kids why don’t you want to give up the


3D Integrated Devotional Training

ball?” (Because you want to score.) “However, the other team will figure that out and swarm around you, keeping you from scoring. More importantly, your teammates will think you don’t trust them, don’t want them to score, so they won’t pass to you.”

ii) Life – “Where does this attitude of a willingness to give up something of value or sharing come up in the lives of your players?”(1) Share their room(2) Share their phone(3) Share their Gameboy or PS2(4) “Now kids this isn’t only true on the soccer field but is also true in your life. You have

lots of things that are yours. If you keep them for yourself and don’t share them with your family and friends, your friends and family won’t think you trust and value them. You won’t be a good friend or brother or sister. You won’t end up with many friends.”

iii) Truth – “What would be some biblical passages that talk about sharing?” (Eventually point them to serving.)(1) “Now kids, Jesus said he didn’t come to be served but to serve and to give his lifeas a

ransom for many. He shared all he had for others. He said the greatest among you is the one who serves. So if can learn to pass the ball here on the field it will help you share in life and become great in Jesus’ eyes.

2) In Small Group – break the large group up into age group and sport small groups so that coaches of the same sport and age group are working together

a) Ask them to work through the same process you just went through, using the sheets provided. i) Pick a skill and think about underlying principles.ii) Pick that principle and discuss where it is lived out in the players lives.iii) Come up with at least one passage that speaks about that principle.iv) Don’t worry about scripting it out exactly. Just come up with the 3 basic components –

Sport, Life, Truth. v)

3) In Large Group –

a) Have each small group share their 3 blocks of their devotional. They don’t need to script it out but just share the 3 blocks – Sport, Life, Truth.

b) Ask the Large Group for feedback on what is shared – one at a time.i) What did you like about this?ii) What didn’t you understand?iii) Any other ideas as you hear this?

c) Any questions?4) Have the groups turn in their sheets. These will be used for determining 3Ds in the future.


Pick a skill that you will work on this season. Work through the 3 boxes – Sport, Life, Truth – for that skill. Don’t worry about transitions or complete wording. Just work on the basic concepts.

Skill -

What are the components of this skill that need to be learned? What are the underlying principles – physically and mentally – that are required to complete this skill?

Pick one of these components or principles -

Where do your players have to exercise this sports principle or component in their daily lives?

Pick one of these life situations -

What biblical passages speak about this principle or life situation?


3D Integrated Devotional Training Worksheet

Sports

Life

Truth

ROAR Season Information

2016 Spring Important Dates

Coaches Training- Thursday, February 25th or Saturday, February 27th

First practice: Week of March 7th

Parent Meeting: End of First Practice on March 7th or 8th

Uniforms Distributed: Week of April 11th

First Games: Saturday, April 16th (Arrive 15 mins early)

Mid Season Coaches Appreciation Meal: Thursday, May 12th

Breakfast at Chick-fil-a starting at 7:00am or Lunch starting at 12:00pm

Picture day: Saturday, April 23rd (Different Game Times)

Week Night games: Weeks of: April 25th and May 9th

Coaches Appreciation Weekend: Saturday, May 14th

“End of Season” Bash : Saturday, May 21st after each game at park

Final game s : Saturday, May 21st



Welcome to ROAR Soccer

Dear Coaches,

Welcome to another season of ROAR. We are very excited to have you as part of our ROAR coaching staff. ROAR is an outreach program whose main purpose is to share the good news of Jesus Christ through our involvement in the community. The impact of ROAR does not come from what we do in the office but from your involvement with the kids on the field. We thank you for taking the time to spend with them. Whether you are teaching children rules or talking to parents after a game, you are showing the love of Christ to these precious families.

Please make sure to read this manual all the way through. In this manual you will get information on:

Important Dates Pillars and Philosophy of ROAR Practice Information Game Information Coaches Information “End of Year” Bash at Westminster Park Little Kickers Rules Series A Rules MLS Rules Premier Rules Your Testimony

We thank you again for all your of hard work and love!! Blessings.

Brent Williams, ROAR DirectorEmail: [email protected]: 803-366-7627

Lulu Merrill, Assistant ROAR DirectorEmail: [email protected]


Philosophy (Pillars of ROAR Sports)

ROAR Mission and Vision Statement

Mission Statement: To Glorify God and to see lives transformed by Christ through sports.

Vision Statement: To reach, make, and train people of York County to become disciples by building relationships and sharing the gospel through sports and summer camps.

Our Mission Statement is accomplished through:o Prayero Building relationships o Devotions

Mission Field“So God created man in His own image...” Genesis 1:27

People are valued not because of their performance, title, role, etc. but because they are made in the image of God.

ROAR is a league of encouragement. The greatest way to motivate is to affirm and encourage children for the effort they are putting forth. Yelling and screaming at kids is demoralizing and poorly represents Christ. You can ruin your testimony, as well as ROAR’s, with one simple word or tone of voice. Please keep the precious ears of your players on your mind and heart. Every child is of equal value regardless of his or her athletic ability. We want to assure children and their parents that their child will get equal playing time even if their skills are less than that of their teammates.

Equal Playing TimeAll players get equal playing time on the field. Please insure that you keep up with those who sit out so that everyone has equal playing time.

Prayer before Game StartsBoth teams will meet at the center field to start the game off with prayer. The home team will lead prayer. Please pray for safety, unity, good sportsmanship, and of course, fun!


The Other Team is NOT the EnemyWe want to have a field full of encouragement and enjoyment so please remind your players that the other team is not bad. If there is a situation with a parent/coach or a foul that you think a player on the other team has committed please follow the steps below:1. Call a time out and ask the other coach to step to the side. Without involving any other

parents, coaches, or players, talk over what concerns you have and come up with an agreement on what actions need to be taken.

2. If the same issue arises after this conversation, call for a time out, ask the coach to step to the side, and call over Brent, Lulu, or a Commissioner to help with the situation.

3. If the first two steps cannot resolve the situation, either the player, parent, or coach will be asked to sit out for the rest of the game or leave the fields.

Relationships and RepresentationRelationships are the key to influence. All of our coaches represent ROAR as a whole. We ask that you remember that you are representing God, an organization, and your family. We encourage you to know your players and their parents and allow them get to know you. Show them that you care and want to help in any way you can. The more you can interact with the kids and their parents the greater opportunities you will have to make an impact. Make sure you have a parents’ meeting at the first practice and use the rosters prepared for them with parent’s names as well as the names of the children participating. This will help to facilitate relationships among the parents.

Teachable MomentsTeachable moments are those times when you are in the middle of practice or a game and your team/player is actually feeling the results of sin in sports. This is a great time to teach character issues. Take a time out or pull a child to the side if he/she is:Frustrated about losingRubbing it in to other players if winningUpset about teammates not passing the ballNot sharing the ball with othersThese are moments where you can encourage the child (or the parent) in grace and wisdom.

CompetitionCompetition is everywhere. We believe that competition is not sinful at all, but problems can arise when your team starts losing or a child is not listening. ROAR holds our coaches accountable for their actions so we encourage you to take time to pray and think through before you act on feelings of frustration and anger.


3D-DevotionalsEvery practice includes a 10 minute devotional that can be done with your team before or after practice. We have prepared some devotionals that can be found in the devotionals section of your coach’s notebook. 3D-Devotionals include a skill that is introduced in practice and then applied to the devotion. It is VERY IMPORTANT for you to review your devotional before practice to get an idea of how to relate the skill and devotional. We also encourage you to invite parents to the devotion so that they too can hear the Word as their children hear it!

Consistency We want kids to have fun AND to develop good habits for the future. Additionally, it is our goal to create a safe environment in which we can develop children in their skills. To this end, we encourage your consistency with rules at all times. For example: If a player does not throw a ball in correctly, you do not have to give it over to the other team but rather have the player throw in again while you explain the correct technique.


Season Information

Practices and Location of Park All practices and games will be held at Westminster Park

(4000 India Hook Rd, Rock Hill, SC 29732). Practices will be held either on Monday or Tuesday nights starting at 5:45pm or 6:45pm

Concession StandNo worries about where to get dinner this year! ROAR is offering Chick-fil-a and pizza during practices on Monday and Tuesday nights at the Park. The Concession stand will open at 5:15pm and will close at 8:00pm

On game days, ROAR will have hotdogs, hamburgers, drinks, and much more for you. The Concession stand will open at 8:00am and will close around 1:00pm. Lunch will be served around 10:30am.

ROAR does accepting all major Credit Cards at the concession stand. So do not worry if you do not have cash!

GamesGames will be starting at 8:30 am (Please arrive 15 mins early) on Saturday Mornings except on Picture Day (Dates and information below). The following are game times:

Little Kickers: 8:30 am Series A: 11:00 amMLS/Premier: 9:00 am and 10:15 am or 11:30 am (Boys Only)

Some games will be played during the week. All practices during those times will be cancelled. Fields will be set up with corner flags, soccer balls, and nets ready to go for your game! Rules for all leagues are located at the end this notebook

Field SupportOur goal at ROAR is to support our coaches to the best of our ability. All coaches are an extension of ROAR and the body of Christ. All soccer equipment (balls, cones, and pennies) will be ready to be picked up at the equipment room located next to the concession stand. Little Kicker Coaches: Pugg goals will be at this same location for your practices as well. All goals should be set and ready to go on your assigned field. Please bring equipment back up to the equipment room when you are done


Prayer Before and After GamesHave prayer before and after each game. Please have both teams meet in the middle of the field, circle up, hold hands, and have someone pray for the game! Pray for safety, good sportsmanship, teamwork, etc. Be thankful for health and the ability to play sports. Prayer brings the presence of Christ into your games along with your representation of Him.

Coaches ConnectionIf you have questions about games, how to run a practice, how to deal with your kids or even a parent, check out our Coaches Connection on the ROAR website. We want to provide the most information as we can for our coaches. The Coaches Connection will be a place for coaches to get all the game schedules, devotions, drills, and other useful information throughout the season. Please check it out at http://www.roarsports.org/coach-connection

Weather Delay or Cancellation PolicyAs many of you know, the fastest way to communicate is through email. At any time we might need to delay or cancel games, you will receive an email from us. You can also call the ROAR phone line for information at (803)366-7627. All Coaches will be contacted first. Most make up day’s will be on Thursday night at same practice time and field!

Lightning/Thunder ProcedureField Marshal or ROAR Staff must protect the safety of all participants by stopping game activities quickly, so that participants and spectators may retire to a safer place before the lightning threat thunder, you are within reach of lightning. At anytime that you hear three (3) long air horns or whistles, please end practice/game immediately and orderly. Make sure to grab all equipment and proceed to the concession stand. Seeking proper shelterNo place outside is safe near thunderstormsThe best shelter is a large, fully enclosed, substantially constructed building. A vehicle with a solid metal roof and metal sides is a reasonable second choice.If there is no proper shelter, avoid dangerous locations:

1. Higher elevations2. Tall isolated objects, such as trees, poles, or light posts.3. Unprotected open buildings 4. Metal fences and metal bleachers

If you cannot avoid these locations, crouch down on the balls of your feet, with your head tucked into your chest and your hands over your ears.

If someone is hit: All deaths from lightning result from cardiac arrest and stopped breathing. CPR and mouth-to-mouth resuscitation become involved in such assistance only if they have proper training.

Remain calm among players.


Severe WeatherWeekday Practices/Games

All decision on weekday practices or games will be made by 12:00pm day of via email and social media.

After 12:00pm, ROAR will obey local rules and heed warnings. If you do not receive an email before 12:00pm, all ROAR events are still on.

Remember, according to standard weather warning terminology a “warning” represents a more immediately likely occurrence than a “watch.”

Weekend GamesAll decisions for weekend games will be made by 6:00am on the day of. Please make sure to check emails and social media for any updates.

For any other questions or concerns, please contact the ROAR Office at 803-366-7627

Active ShooterAt anytime, there might be a threat of an active shooter at either Westminster Park, Westminster Gym, or First Baptist Gym, please consider the following acronym to help with being safe:

A: Avoid (Run to a safe place) Run into the woods, outside or a place with no windowsD: Deny (Turn off lights, close and lock doors, and get away from windows)D: Defend (Do not play dead; try to get the subject if possible)

Team PicturesAll Team pictures will be taken on Saturday, April 23. Even if players or coaches are not buying pictures, we will need them to be there for the whole team picture. When you arrive for pictures, please keep this in the back of your mind:

Arrive 15 minutes early before picture time!Be Patient- The younger the kids, the slower it will go. You probably won’t start on timeDon’t tell the photographers or staff they are behind. They are aware of the time.

Parents MeetingMake sure you have a parents meeting at your first practice to let them know who you are, what ROAR is all about, and give them an opportunity to ask questions. A Parent Meeting Sheet will be given out at “More than a Coach” Training! Make sure the parents know how to contact you. Please make sure to give your team parent the Team Parent envelope with all the important information that is necessary for this spring season.

Team ParentWe would HIGHLY SUGGEST you find a team parent for your team. This is a parent who is willing to email parents about games, snack schedule, concession stand, and other important tasks. Please make sure the team parent receives their envelope with important information.


UniformsAll uniforms will be handed out at the concession stand the Monday or Tuesday at practice before the first games.

Calling your TeamWe ask you to call your team within 48 hours after the “Rally”. Parents and players are very excited to hear when they will be practicing. When you call your parent please give the following information:Your name and assistant coach’s name (if you have one)Email address and Phone NumberName of the teamWhich field and time you will be practicing

If you are not able to get in contact with any of your parents, please let the ROAR office know.


“End of Season” BashAt the end of your games, we will have all teams join the ROAR staff on an outdoor stage near the pavilion. At that time, the ROAR Staff will give a thank you to parents, coaches, and players for a great season! Then we will present trophies to the coaches for just Little Kickers and Series A Leagues. Premier League Coaches, please refer to the “Premier League Tournament” on the following page. ROAR will have tables set up for all leagues near the playground to use if they like OR you can take them to another location for a team party! All tables are first come first serve so you might want to plan on bringing a folding table just in case!

End of Season Celebration Suggestions:

Come to the End of Season BashWe feel this is a great way for the ROAR Staff to say thank you to all parents and coaches for their hard work.

Invite Your Sponsor to your End of Season CelebrationIf you have the privilege of having a sponsor child on your team, this is perfect. If not, we can get your sponsor’s information for you to call them to the awards ceremony. We will also have all the sponsor plaques so you are more than welcome to present the plaque to them at the party.

Plan AheadGet your team parent involved with planning! If you decide to meet at a restaurant, make sure you call in advance to ensure there is no problem with the numbers you anticipate. Keep in mind, there are multiple ROAR teams who will be planning end-of-the-season celebrations so don’t assume space will be available everywhere. Of course you can plan this ceremony at your home or another place you prefer. It does not have to be a restaurant. You can do as much with your ceremony as you like or have time for, including recognizing each player with a trophy and mentioning a particular skill or trait the player excelled in during the season. You may also want to give out certificates. This will give you an opportunity to thank and express to the parents how honored you were to have coached each of these players.


Premier League Tournament and Character Awards

ROAR is excited to have a tournament at the end of the soccer season. All Premier teams will be seeded into brackets for game 7 from season records. Teams that do not move on to the Championship Game will play for consolation match and will receive character awards. Teams that move onto the Championship Game will receive placement medals for 1st and runner up along with character awards. All teams will be announced and recognized for their hard work at the “End of Season” Bash.

Character AwardsCharacter Awards are certificates that are the fruit of the sprit, most improved, and a few more that focus on the players character than participating. This is new for spring 2015 season so we ask that you would communicate this with your family at the first practice. All certificates will be handed to coaches half way through the season for them to starting thinking about who they like to give the certificates to.

Championship Game MedalsBoth teams that will be participating in the Championship game will receive a medal for 1st place and runner up. This is not a time to show off or throw it in the team that did not win’s face. Please make sure to use this as a teachable moment.

Tournament Rules:All teams will follow league rules in tournament. Games cannot end in a tie, so after regulation time there will be two-3 minute overtime (no sudden death). If game is still tied, game will go into PK’s. 5 shooters from each team will alternate shots and game will be determined from the best out of 5. If game is still tied, then we will go into sudden death shootout.


Your Testimony

Your testimony is a powerful tool to use in sowing seeds of truth into the life of your players. Remember that outreach is a process of cultivating, sowing and harvesting. Success in outreach is helping a person move further along in the process of understanding who Christ is, what need that individuals has, need is, and eventually encouraging that person to follow Christ personally.

Your testimony has great impact when you share it simply, humbly, and clearly. Paul’s testimony is recorded in Acts 26 when he “spoke for himself” before King Agrippa. You can read this account of his testimony in about 3-4 minutes. If you have not read this recently, you should do so soon and observe some things Paul did that you can use in your own testimony.

You will note for example that Paul had three parts to his story: Before Christ; how he came to Christ is part two; and his life after conversion. This is a good pattern to use for your own testimony. If you’ve never written your testimony out on paper, you should make this an assignment that you complete in the next couple of weeks. God will use your testimony to help others see their own need for Christ.

Another example of how God uses a testimony is the woman of Samaria in John 4. After Jesus reveals Himself to her, she goes into the city and tells her friends, “Come, see a man who told me all the things I have done….” In response, her friends went to hear Christ themselves and in vs. 41 and 42, they say to the woman “It is no longer because of what you said that we believe, for we have heard for ourselves and know that this One is indeed the Savior of the world.”

The power for our testimony comes from a life that is authentic and credible. If we are not genuinely and deliberately following Christ ourselves, the words we speak will be empty and lack any real value. In fact, our words may do more harm than good, fostering the idea that “Christians are all hypocrites!”

God will equip you in every way, so do not refrain from calling on Him in each moment. We look forward to a great season!


ROAR Soccer Club Rules

ROAR Soccer Club is divided into 4 Divisions:

Little Kickers (4K-5K) Boys and Girls combined 10 teams with 10-11 players per team 5 vs. 5 with Pug Goals (no goalie) Four 10-minute quarters 1 minute break between quarters 3-minute break between 2nd and 3rd quarter Games start at 8:30am (Arrive at 8:15am) Little Kickers will use size 3 balls

Series A (1st-2nd) Boys and Girls combined 10 teams with 10 players per team 6 vs.6 (One of whom is the Goalie) Four 10-minute quarters 1 minute break between quarters 3-minute break between 2nd and 3rd quarter Games start at 11:00am (Arrive at 10:45am) Series A will use size 4 balls

MLS/Premier (3rd-6th) Boys and Girls Separated 6 Boy and 4 Girl teams with 10-12 players per team 8 vs. 8 (One of whom is the Goalie) (Two) 25-minute halves 5-minute half Free substitution with equal playing time for all players (Look at Substitution Rule) Regulation U9 Goals and Field Dimensions Games start either at 9:00am, 10:15am or 11:30am-Boys Only (Arrive 15 mins early) Boys on MLS/Premier Field 1; Girls on MLS/Premier Field 2 for games Coaches must stay in “Coaching Box”- Details Below Off-Sides will be enforced Penalty Shots (Look at rule below) All Parents must sit on the opposite side of the field from the benches to ensure quality of

play for coaches and parents Premier League will use size 4 balls


Little Kickers Rules: All Games will start at or before 9:00am

Each Game will start with prayer 5 minutes before start of game; Both teams will meet in the middle of the field

Home Team will open in prayer

Every child must play equal time providing he/she is able and willing. When a quarter is over, all players on the bench must come in to play the next quarter!

No off-sides rule enforced

No hand balls which includes arms. Hand balls are enforced

No penalty shots!

At the beginning of each quarter, the ball will be placed in the middle of the field. Quarter’s #1 and #3, the ball will start with home team. Quarter’s #2 and #4, the ball will start with the visiting team

A team will attack the same goal during the whole game (no switching)

Can use head – need to teach proper technique.

No goalie: Teams are not allowed to put a player on top of the half circle near the goal. All players must “move” with the ball as it goes up/down and left/right! If the ball is on one side of the field, the other team must be with it!

Goal Kicks : are awarded when attacking team kicks the ball over the end-line (also called the goal line). Ball can be placed anywhere on the half circle to be kicked in to start play again.

Corner kicks : are awarded if defensive team kicks ball over their goal line.

Balls that travel across the sideline will be put back in play by use of a kick-in.

Bad Throw Ins will be enforced. Child will get a second chance to throw in again but if this results in another bad throw in, the ball must be turned over to the other team.

Play continues until whistle blows. Coaches please blow whistle when ball goes out of bounds and have team throw it in.

No pushing with hands or arms.

No kicking, slide tackles, or dangerous play allowed – penalty will be an indirect kick for opposing team. Note: no direct kicks will be given under any circumstances for our league.

After goal, ball returns to centerline and is kicked off by team that was scored upon.

Games will be refereed by the coaches (Little Kickers and Series A).

After game, teams line up and shake one another’s hands.

Please leave the field (clean) with your team

Series A Rules:ROAR Soccer Club Spring 2016 Manual www.roarsports.org 29

All Games will start at or before 11:00am

Each Game will start with prayer 5 minutes before the start of the game; Both teams will meet in the middle of the field

Home Team will open in prayer

Every child must play equal time providing he/she is able and willing. When a quarter is over, all players on the bench must come in to play the next quarter!

No off-sides rule enforced.

No hand balls which includes arms except for the goalie. Hand balls are enforced

No penalty shots!

At the beginning of each quarter, the ball will be placed in the middle of the field. Quarter’s #1 and #3, the ball will start with home team. Quarter’s #2 and #4, the ball will start with the visiting team

A team will attack the same goal during the whole game (no switching)

Can use head – need to teach proper technique.

Goal Kicks : are awarded when attacking team kicks the ball over end-line (also called goal line). Ball can be placed anywhere on the goal box to be kicked in to start play again.

Corner kicks : are awarded if defensive team kicks ball over their goal line.

Balls that travel across the sideline will be put back in play by use of a throw-in. You’ll need to teach proper skill for a throw-in. Ball must go behind players head while throwing in the ball and come straight over their head and release ball when its slightly behind your head. Let arms follow through. Both feet on the ground and may not step over the line.


Play continues until whistle blows. Coaches please blow whistle when ball goes out of bounds and have team throw it in.

No pushing with hands or arms.

No kicking, slide tackles, or dangerous play allowed – penalty will be an indirect kick for opposing team. Note: no direct kicks will be given under any circumstances for our league.

After goal, ball returns to centerline and kicked off by team that was scored upon.

Games will be refereed by the coaches (Little Kickers and Series A)

After game, teams line up and shake one another’s hands.

Please leave the field (clean) with your team


MLS/Premier Rules: All Games will start at or before 9:00am or 10:15am or 11:30am Each Game will start and end with prayer Off-sides rule enforced- Reference the Referee Manual on separate sheet No hand balls which includes arms except for the goalie. Hand balls are enforced Penalty shots will be assessed on intentional fouls inside the “18”. Whoever the foul is against must kick the

penalty shot. Can use head – need to teach proper technique. Goal Kicks : are awarded when attacking team kicks the ball over end-line (also called goal line). Can be placed

anywhere on the 6yrd. box to be kicked in to start play again. Corner kicks : are awarded if defensive team kicks ball over their goal line. Balls that travel across the sideline will be put back in play by use of a throw-in. You’ll need to teach proper skill

for a throw-in. Ball must go behind players head while throwing in the ball and come straight over their head and release ball when its slightly behind your head. Let arms follow through. Both feet on the ground and may not step over the line.


Play continues until whistle blows. Referee will the blow whistle when ball goes out of bounds and have team throw it in.

No pushing with hands or arms. No kicking, slide tackles, or dangerous play allowed – penalty will be an indirect kick for opposing team. Note: no

direct kicks will be given under any circumstances for our league (unless it is a penalty shot) After goal, ball returns to centerline and kicked off by team that was scored upon. Games will be refereed by officials (high school and adults) Every child must play equal time providing he/she is able and willing. ROAR strongly encourages each player to

learn other positions but not mandatory After game, teams line up and shake one another’s hands. Please leave the field (clean) with your team ASAP as the next game starts immediately. Coaches Box : All coaches must stay inside the “Coaches Box” during the whole entire game. The “Coaches Box” is

an blue lined box that is surrounded by the mid field line to the end of your bench and from the side line in front of the bench and behind the bench. Coaches are NOT allowed to go onto the field or stand behind the goalie! This will be enforced by the referee, commissioners, and ROAR Staff

Substitution Rule for Premier League: We ask that all coaches sub when your team has possession of the ball during regular play (free kick, corner kick, goal kick, thrown in, etc). The player coming on must wait on the sidelines until the player coming off steps off the field, then the player may step onto the field unless otherwise instructed by the referee. A team may not make a substitution on a direct penalty kick, during play, or when the opposing team has possession of ball. Substitutes may be made freely during the half time break. If player is injured and unable to play, the referee will stop play and only a substitution for the injured player may be made. are NOT allowed to stop play or send a player in until referee has blown the whistle

Goalie “Pennies” : All goalies must have a pennie on Referee Table : Between the two fields, there will be a referee table. Eric Lockamy will be our Field Marshall for

most of MLS/Premier games to help ensure the quality of the referees!


3D Soccer Devotionals

Overall Application:These devotionals outline a soccer drill to be used during practice. Thecoach will ask age-appropriate leading questions to engage the players in a life-topic.The goal in each week is to tie in a Biblical truth pertaining to the topic discussed duringpractice.

How to use 3D Devotionals:In our efforts to bring Christianity and Sports together, historically, Christiansestablished a devotional time during practice breaks or half times ofgames. Oftentimes, the stories or passages used during these times didn’t have muchto do with the sports, and, even if they did, tended to feel like the biblical truths werebeing injected into the sports realm. Unfortunately, these efforts often led to playersand coaches to disconnect sports from biblical truth and build a “compartmentalizedview” of life.

3D Devotionals come from a passion to live all of life for God’s glory and, therefore, anapproach to integrate sports and biblical truth. We designed 3D Devotionals to beused in the flow of practice, utilizing the drills and skills emphasized in each particularpractice setting. Ultimately, the goal of 3D Devotionals is not to just learn truth but forcoaches, players and parents to learn a new way of thinking that integrates SPORTS –LIFE – TRUTH and can be used far beyond their time in sports.


Week 1 - Getting to Know Your PlayersPurpose – Get to know your players, showing them interest and concern.

Soccer/Icebreaker:

At the beginning of practice – play The Name Game

Have each player give his/her name and tell you the athlete they would most like to be and why.You, the coach, now try to go around and name each of the players and the athlete he wants to be like – this may be challengingHave each player go around and try to name all the players with the hero’s name.

During a water break, find out from your players:Where they go to schoolWhether they have brothers and sistersWhat they like to do in their free time

Tell them a snippet of your story – you will do more of this through the season. Thiswould include

Where you grew upWhere you went to schoolWhether you have brothers and sistersWhat you liked to do in your free time when you were their age

*As you can see, the first week is very much an introductory week. The goal for week 1is just to get to know your players and have them become comfortable with you as wellas become comfortable sitting down and doing a devotional time.


Week 2 – “Be Aware!” Purpose –for the players to recognize the importance of developing awareness of what is aroundthem – particularly God and his kingdom

Soccer Skill: Feel for the BallDrills you could use – Toe Touch, Ball on instep back and forthComments during drills - (Make age appropriate.)

Emphasize the goal of these various drills - being aware of the ball (eventually without looking at the ball)

Talk about feeling for the ball with your feet Talk about seeing the ball in your peripheral vision – look somewhere else while doing the drills

Conclusion – To be a good soccer player, you need to be aware of the ball when it is in your possession. This comes from lots of practice with the ball at your feet. If you practice this awareness long enough, the ball starts to become almost a part of you.

Life Principle: - Awareness of something outside of yourselfComments – (Make age appropriate. During practice.)

There are things in life that you either carry or have around you that you need to become aware of – like your books, your backpack, your wallet, your phone. Your parents want you to protect them. The way you protect and know where these things are is just like we did with the soccer ball – you touch it, a lot, in different ways –to check to make sure it is still there. Goal is that this awareness of this item would became a part of you – ie “second nature”

Biblical Truth: - – God is present, whether we are aware of it or not. We need todevelop our awareness of his presence and work.Comments during drills – (Make age appropriate. During practice)

There is something around us all the time that we cannot see. Therefore, we may or may not be aware of it. That something is God. The Bible speaks of this in Ephesians 4:6 – Our God …”Father ofall, who is over all and through all and in all. He is in and through all – that means everything. To be in everything he has to be everywhere. All the time. Because he is everywhere, he is always with us. But because we don’t see him, we need to learn to be aware that he is there and with

us. Everywhere. All the time. We do that by the same way we do with the soccer ball or our backpack – we practice God’s presence. How? We practice reminding ourselves of the fact that he is there. As we go through the rest of practice, I am going to remind you that God is here with us. Before practice, during practice, after practice, before games, after games – We will do this throughout the season, until we start doing it ourselves. It becomes part of us.


Week 3 - “LOOSE CONTROL so we don’t LOSE CONTROL”Purpose: – To learn the importance of “loose” control

Soccer Skill: - DribblingDrills you could use – Dribbling in straight lines (within cones), Dribbling around cones,Dribbling as fast as possibleComments - (Make age appropriate.)

The reason we practice dribbling is to move the ball while keeping somecontrol of it ourselves.We don’t want to put the ball too far out ahead of us – because it caneasily be stolen. (Tendency is to kick way ahead to go fast.)We don’t want to keep it too close to us - - because it slows us down.We want to keep what I call “loose control” - a little out in front but not toofar. If we don’t have this loose control we will either lose the ball when wekick it way out in front or lose our advancement by keeping it too close.The better we get at this, the faster we can go and the better we anadvance the ball.

Life Principle: - Develop “loose control” of themselvesComments - (Make age appropriate. During practice.)

Want to talk about this idea of “loose control” when you are atschool. Can you do anything you want at school? (No.) Sowhen the teacher asks you to do something, you have to stopyourself from doing what you want and cooperate with her/him. Right?For you to advance as a student, you need to have control of yourself.But you can’t just focus on controlling yourself, because this will distractyou from moving forward with the other things you have to do. You needthe same kind of loose control of yourself that you need of the soccer ball.Not too close, too much control or too little. Just the right amount to keepadvancing.

Biblical Truth: - God wants to show us how to know how to learn this loose control.Comments - (Make age appropriate. During practice.)

Just like I as the coach have to teach you how close to keep the ball when you dribble, and your parents and teacher need to show you how to control yourself in school,

God has promised to show us how to control ourselves in all of life. Everywhere. All the time because he alone is everywhere and always with us.The Bible speaks about this when it says, “The Fruit of the Spirit of God is self- control.” Galatians 5:22-23So as we develop this loose control of the ball by our practicing dribbling, let’s remember that God wants to give us this self-control to keep growing up positively and moving forward in life.


Week 4 - “Serve Others”Purpose – To see the importance of giving away what we value (serving)

Soccer SkillDrills you can use – Stationary passing between 2 players, Passing in a circle of allplayers with a player in the middle trying to steal the ball, Passing while advancing downthe field between two players

Comments – (Make age appropriate.)- When you are dribbling down the field, we all want to keep theball. Why?- We want to score. Why? It is fun.- But if we keep the ball to ourselves, eventually the other team will figure itout and swarm around us and keep us from scoring.- The way to stop that from happening is to learn to pass.- When we pass, we give the possibility of our joy to score to anotherperson. We share the ball and give them our joy.- When we do that, we make their joy our joy.

Life Principle: - Greater joy comes from sharing rather than keeping for ourselves.Comments during drills – (Make age appropriate)- Sharing is a part of all of our lives. You practice this at home with yourbrothers and sisters when you share your (Fill in blank or ask them –could be Valentines Candy or Wii or some game,)- If you keep it all for yourself, then you don’t let them have any joy. This iscalled selfishness.- Just like in soccer, if we do this in life, we eventually lose our joy

Biblical Truth: - – Sharing with others is serving – by making their joy our joy.Comments – (Make age appropriate. During practice.)- God calls this kind of sharing serving – when we want to share ourselveswith someone else so they get happy/joyful.- The greatest person who ever lived, Jesus Christ, said this about himself.“The Son of Man didn’t come to be served but to serve and to give his lifeas a ransom for many.” Mark 10:45- Jesus didn’t live his life to keep what he had, to keep dribbling the ball sohe could score. He passed the ball, shared what he had, his life so wecould experience the greatest joy –that of having a relationship with Himand all it promises.- So with Jesus as our example, let’s keep practicing passingand remember what this opportunity presents – a chance tokeep for ourselves or share the joy with others.


Week 5 - “Everyone Is Important”Purpose: – To see the reality that everyone is important – you to others and others toYou

Soccer Skill – Advancing the Ball by Passing (rather than dribbling)

Drill - Who’s the Leader?3 Players, 3 cones- Place the Middle Player about ½ field- Place the Left Player on the left about ½ way to the goal from the Middle Player- Place the Right Player on the right about ¾ up towards the goal from the Middle Player- Middle Player starts the ball and can only touch it once and pass it forward to the playeron the left who must have to move up to get the ball. The player on the left passes theball in the same manner to the player on the right – leading them with the pass and thenthat player puts it in the goal.

Accomplishes: passing, teamwork and spreading the field.

CommentsThere are two ways to move the ball down the field. What are they? Dribbling and passing. Which one is faster? (Passing if good passing, Dribbling if poor passing butgood dribbling) we want to learn to pass effectively to advance the ball down the fieldquickly. For this quick advancement, we need two things – good positioning/spacingand then good passing.

Good Spacing is not getting too close together. Why is this important? (Makes it much tougher to defend - One defender can’t stop two passers well spaced.)

Good Passing is passing long enough and far enough ahead of them to run to the ball.Not have to stop.

Life Principle: We need others to effectively accomplish tasks in life.Others need us to effectively accomplish tasks in life.

Comments during drills – (Make age appropriate)- There are two common misconceptions people have – I don’t need otherpeople. Other people don’t need me. We see this on the soccer field –players either think the team doesn’t need them or they don’t need theteam.- In the drill we just did, we learned the opposite of those two ideas - weneed each other to move the ball down the field. We need the team andthe team needs me.- When you believe that if you don’t have the ball, you work on spacing.


- When you believe that and have the ball, you pass the ball to yourteammate.- Life is just like that drill. We have things in life where we need others andothers need us. Can you think of an example of this in your family?

You need your parents to provide clothes, food, etc.Your parents need you to help around the house – do chores.

- How about at school?You need the teacher to teach you – pass along the information like a soccer ball.She needs you to cooperate and listen to receive that information.

Biblical Truth: - God has designed us to work together – needing others and othersneeding us.

Comments during drills – (Make age appropriate. During practice)- This truth – others need us and we need others – in mentioned in theScriptures in 1Corinthians 12.- The writer Paul says it this way. “Now the body is not made up of onepart but of many.” Here he is using our physical body as the illustration.- How many body parts can you mention?- Which ones are important? (They all are.)- Paul then addresses those who think they are not needed orimportant and says, “and if the ear should say, ‘because I am not an eye, Idon’t belong to the body.’” Or because I am not an eye the body doesn’tneed me.

- Paul then says, “God has arranged the parts in the body every one ofthem as he wanted them to be.” They are all important. All with asignificant contribution.- Then Paul addresses those who think they don’t need others by saying“The eye cannot say to the hand, ‘I don’t need you. On the contrary thoseparts of the body that seem to be weaker are indispensable.” This is theway God made it.- We need each other. Others need us.- So let’s remember this as we think about advancing the ball down the fieldor taking on any task or challenge in life.- You are important to others. They are important to you. This is the wayGod designed us.


Week 6 – “The Goal of the Game”Purpose: for players to realize the greatest goal of life

Soccer Skill – looking for scoring opportunities

Drill – Counter AttackDivide team into two teams.Set up two small goals in corners of the field opposite the big goal (about 10 yards infrom mid field)One team attacks the big goalOther team attacks the two small goalsChange ends about every two minutesWhen the team is about to dribble through the either of the two small goalsteams change directions.Goal is to always be looking for scoring opportunities

Comments during drills – (Make age appropriate)- In this drill, what we are trying to work on is “looking to score” – looking forscoring opportunities.- So that when you see them, you shoot, you try to score.- This scoring is what we are working toward – all our passing, dribbling,spacing. All is designed so that when one of you has a scoringopportunity, a good shot, you take it.

Life Principle – It is often very confusing/difficult to determine what it means to scorein life.

Comments during drills – (Make age appropriate)- It is clear in a soccer game what it means to score – you put the ball inthe goal.- But in life it sometimes isn’t quite so clear. What do you think it means toscore in life? (interesting to see what they say – I would imagine it will besome things like “make good grades, cooperate with mom &dad/family but interesting to see. If they have a difficult time answeringthis illustrates the idea.)- Do you notice the difference in our answers? So which one is right?- How do we know the best or right answers to what it means to score inlife?

Biblical Truth - God has made it clear that when we please God we score in life


Comments during drills – (Make age appropriate. During practice)- To answer that question, let’s go back to soccer. Who determine what itmeans to score? (inventor of the game)- So who determines what it means to score in life? Inventor of life. Andwho is that? God- And just like the soccer inventor, God has told us what itmeans to score in life.- He did this in the Scriptures.- If you were to sum all that up in one sentence it would be – To score inlife is to live in a way that pleases God. That makes him happy.- How do we do that? By obeying what he has said to do in life.- Can you think of some things he has told us to do?- Doing these things, makes him happy.- When we make him happy, we score in life.- That is why the apostle Paul says, “I make it my goal to please God.”(2Corinthians 5:9)- In 1Corinthians 10:31 he tells us “Whatever you do, do it all to make Godhappy.” (My translation)- So remember, the goal in soccer is to score. The goal in life is to makeGod happy.


Week 7 - “A Defensive Attitude”Purpose: for the players to have a mindset that equips them to get rid of the things in lifethey need to

Soccer Skill - Defensively moving the ball away from the goal, in the opposite directionof coming toward you

Drill – Clean Your RoomTell the players they need to think of themselves on defense.Define an area in the field (may be the area around ½ the field)Put about a 4 foot area in the middle with cones – dead areaPlayers are divided into two teams one on each ½ of the dead zonePlayers are not allowed in the dead zoneEach player has a ballThey are to use the inside of their foot and pass the ball to the other side (change tokicking technique as you play the game) inside foot/outside of foot, left foot only, etc.The team is to try and kick as many balls on the other teams side as possibleThey are not allowed to retrieve any balls from the dead zone in the center.You can have extra balls for this drillWorks on quickness to the ball and power behind the kick

Comments – (make age appropriate)- In this game, imagine you are on defense.- On defense, when the ball comes to you, you want to get rid of it. Get itout of your area. Move in the other direction, away from your goal.- To do that, you don’t just kick wildly.- You first control the ball (trap it) and then kick hard and accurately awayfrom your area.

Life Principle - We need to remember who we are and recognize those dangersthat come our way.

Comments during drills – (Make age appropriate)- In soccer if you are on defense, you need to think of the ball as somethingyou need to get rid of, move away from your goal.- Life has certain things like that that you need to get rid of. Can you thinkof some things that are bad for you that when they come you need to ridyourself of them? (drugs, lying, cheating, but probe more for attitudes aswell like anger, selfishness, jealousy)- What if instead of thinking you were on defense you thought you were onoffense how would that change your attitude toward the ball? (Want tokeep it not get rid of it.)

- Life is just like that. To rid ourselves of bad things, we first need to


remember who we are and where we are.- Second, we need to be aware of the dangers that are comingat us. Like the ball coming at us in the drill, we need torecognize those things that we need to rid ourselves of.

Biblical Truth – God provides us with truth about what we need to get rid of and thehelp to do so.

Comments during drills – (Make age appropriate. During practice)- God has told us what those things are in the Scriptures. One examplewhere he did that is in Colossians 3:8 – Bu now you must rid yourselves ofall such things as these: anger, rage, saying hurtful things to others, tellingbad things about others, and all filthy language. (My translation)- These are just some of many things we need to get rid of in our lives.- The Bible calls these things we need to get rid of sin. When we areoffered the opportunity to do these things, we call that temptation. (Givean example)- Learning about these things is one of the reasons we read the Bible. Tosee the dangers, the balls coming toward us on defense, so we can get ridof them.- But God doesn’t just tell us what to get rid of and then leave us alone todo it by ourselves. He has promised to come alongside us and help uswhen we face these temptations, when we need to get rid of the “ball”.He says whenever we are tempted, he will provide “the way of escape” sothat we can get rid of it, we can kick the “ball” away from us and our goal.- So when you are facing something that you need to get rid of, ask God forhelp. He promises he will help you.- One of the ways he does that is to give you teammates and a coach in lifejust like on this team. If you have something in your life these days thatyou are having a hard time getting rid of that you know you should – likeplaying defense but not doing it very well – then let me know. I would loveto talk to you about it and pray for you. (You may want to refer to one ofthe previous lessons where we emphasized the need for others. Getting rid of bad things is one of those places we need others – God and people.)


ROAR Coaching Manual: Coaching Youth Soccer - A Curriculum Overview

ROAR Soccer Coaching ManualCurriculum Overview

INTRODUCTION.............................................................................................................................................................. 51

PURPOSE OF THIS MANUAL.........................................................................................................................................................51OUR NUMBER ONE GOAL..........................................................................................................................................................52

METHODS OF COACHING................................................................................................................................................ 53

THE GAME – WHAT IS SOCCER?.................................................................................................................................................53THE GAME IS THE BEST TEACHER................................................................................................................................................53USING SMALL-SIDED GAMES TO TEACH.......................................................................................................................................53WHAT IS PLAYER DEVELOPMENT?...............................................................................................................................................54ROLE OF THE COACH................................................................................................................................................................54AGE CHARACTERISTICS..............................................................................................................................................................55HOW DO PLAYERS LEARN?........................................................................................................................................................56HOW TO TEACH.......................................................................................................................................................................56COMPONENTS OF COACHING SOCCER..........................................................................................................................................58PRACTICE ORGANIZATION..........................................................................................................................................................60

TACTICS.......................................................................................................................................................................... 62

WHAT ARE TACTICS?................................................................................................................................................................62WHAT ARE PRINCIPLES OF PLAY?................................................................................................................................................62PRINCIPLES OF DEFENSE............................................................................................................................................................62DEFENSIVE ROLES....................................................................................................................................................................63PRINCIPLES OF ATTACK..............................................................................................................................................................64ATTACKING ROLES....................................................................................................................................................................65DEPLOYMENT OF PLAYERS.........................................................................................................................................................65SUMMARY..............................................................................................................................................................................67

PLAYER DEVELOPMENT GUIDELINES............................................................................................................................... 68

BASIC IDEAS TO CONSIDER WHEN COACHING YOUTH SOCCER..........................................................................................................68AGE APPROPRIATE RECOMMENDATIONS FOR THE U-6 TO U-18 AGE GROUPS....................................................................................69ENCOURAGE CREATIVITY AND BALL SKILLS BEFORE TACTICS!............................................................................................................69LITTLE KICKERS & SERIES A: BALL CONTROL AND CREATIVITY..........................................................................................................70PREMIER GIRLS/BOYS: BALL SKILL, CREATIVITY AND A GRADUAL INSIGHT INTO THE GAME...................................................................75

PRACTICAL FIELD SESSIONS............................................................................................................................................. 82

TECHNIQUE.............................................................................................................................................................................82TACTICS................................................................................................................................................................................. 82DRIBBLING..............................................................................................................................................................................83PASSING.................................................................................................................................................................................83RECEIVING..............................................................................................................................................................................86SHOOTING..............................................................................................................................................................................88HEADING................................................................................................................................................................................89GOALKEEPING......................................................................................................................................................................... 91GOALKEEPER PRACTICE FIELD SESSIONS........................................................................................................................................92ANGLE PLAY............................................................................................................................................................................93DEFENDING.............................................................................................................................................................................94ATTACKING.............................................................................................................................................................................95


ROAR CURRICULUM....................................................................................................................................................... 96

PURPOSE................................................................................................................................................................................96THE CORE CURRICULUM............................................................................................................................................................967-WEEK TRAINING PLAN...........................................................................................................................................................97SESSION PLAN.........................................................................................................................................................................98COACHING POINTS...................................................................................................................................................................98PRINCIPLES OF PLAY.................................................................................................................................................................98PRACTICE PLAN OUTLINE...........................................................................................................................................................99SAMPLE PRACTICE OUTLINE.....................................................................................................................................................100SOCCER LINGO...................................................................................................................................................................... 101

WEEK 1- DRIBBLING...................................................................................................................................................... 104

WARM-UP............................................................................................................................................................................104DRILLS SESSION.....................................................................................................................................................................107SMALL-SIDED GAME...............................................................................................................................................................109


Introductionpurpose of this manual

So you have volunteered to be a coach…In the United States soccer has grown, and is continuing to grow in popularity so quickly that there are never enough experienced and qualified coaches to meet team needs. So if you are reading this manual it is very likely that your child's soccer team was short of coaches and you volunteered to help.

As a volunteer, it may well be that you either have no background or experience in the game, or you have played the game but have no experience as a coach. Either way you are facing a challenge for which you are probably poorly prepared. This manual is aimed at providing you with that preparation.The purpose of this manual is to provide coaches of 5-to 12 year olds (although 75 percent of the information is relevant to 13-year-olds and up), with a one-stop coaching book that covers the basic requirements of being an effective youth soccer coach.

The purpose of this coaching manual is to help coaches understand an overview of soccer and to create consistency within our coaching staff. We not only want to be consistent with what we teach, but also how we teach. ROAR coaching methodology has a major impact on the successfulness of our goal towards player development. ROAR coaches and players will all benefit from this new manual and its curriculum. This manual and curriculum is a step toward having all of our coaches learn the same core values of coaching and the same core fundamentals of player skill development.

It will help coaches understand the role of a coach, coaching methodology and how to run a training session. To reach our goals we must all work together to make sure we do our best when developing players. This curriculum is an attempt to have one unified method of developing players within ROAR sports.

This information will help coaches understand the:

Methods of Coaching (pulled from USA soccer licensing)A. What is soccer?B. Attributes of an effective coachC. How to teachD. Components of coaching soccer

Player development guidelines (pulled from USA soccer licensing)A. Information to help you understand the varying psychological and physical needs of different

age groupsB. Guidelines to encourage creativity and ball skills before tactics

Soccer Jargon Curriculum

A. 7-week session which outlines the topics to be covered for each practice during the season B. Practical Field SessionsC. Some examples of drills (specific to each age group)


Our number one Goal

We are a Christian ministry that strives to represent the Lord to the best of our ability. Our goal is to grow not only as Coaches, Players and Parents, but to be truly transformed by Christ. We are using sports as a vessel to learn more about Him and integrate SPORTS, LIFE and TRUTH together into our everyday life, since these are not separate entities.When it comes to coaching and teaching soccer; our number one goal is to develop complete and technically efficient players that can be successful at the next level. We are NOT coaching to win games. A player's technical development is our priority at ROAR. Mastering the technical skills at the adolescent age is crucial to a player's long-term development.It is important to have every player be involved in every session equally. At the youth level players should not be restricted to positions. For example, in a 1v1 attacking session every player will be coached on how to take a player on in 1v1 situations and vice-versa for defending sessions. In order to be a complete player, players must be coached and have playing experience in all positions. We want each coach to encourage players to make their own decisions in a technical session and in a game.ROAR Sports would like to thank you for your willingness to coach and most importantly for your heart in teaching these kids the importance of what it looks like to represent and live Christ out both on and off the field! We hope that this manual will help you build confidence in learning the sport and having a better understanding in how to develop your players. Please know that we are here to help you in any way!

Again thank you and enjoy!


Methods of CoachingThe Game – What is Soccer?

Before beginning to coach it is important that coaches understand how the various elements of the game influence a player’s behavior in training and competition. These game elements are found in all levels of soccer, from the beginning player to the seasoned professional.

So, what is soccer? It is a competitive game – made difficult by the opponent It has an objective to achieve – to win the game (note: this is one of the objectives!) It has rules to follow and a field to play on It is free flowing – no time outs or stoppages for coaching Players must solve the problems presented in the game – not the coach

The Game is the Best Teacher

The best teacher is the game. Coaches who create a game-like environment during their training sessions have found a key to success. How do games help the coach teach?

The game presents the problems for the players Players must solve the problems Using games in training creates realism Players are motivated and challenged to learn through the game

Using Small-Sided Games to Teach

The use of small-sided games creates the right environment for player development by allowing players to develop creatively by allowing them to respond to the problems presented by the game. Small-sided games encompass all components of the game, i.e., technique, tactics, fitness and psychological and provide a highly economical way to train players.

Small-sided games accentuate these areas of player development: Skill development – number of touches on the ball increased Tactical development – decision making is expanded Fun and enjoyment – amount of goal scoring chances increased Game understanding – positional play is greatly expanded Intuitive development – transitional play is increased and becomes automatic

What is Player Development?ROAR Soccer Club Spring 2016 Manual www.roarsports.org 53

The concept of player development is essential to the long-term growth and improvement of the player. Player development demands that “the player is central” to all decisions made regarding training and competition. The coach who believes in player development will ensure that the following objectives are met:

Games and activities are used that players want to participate in because they are enjoyable.

Every player has a ball for training. Games and activities are designed to maximize the number of touches on the ball by each

player. Training sessions are designed to improve a player’s technical abilities and their tactical

application. Competition is a main ingredient within the practice and helps to motivate and challenge

the player. Education of players to develop an appreciation for the game, teammates, opponents,

referees and coaches.

Role of the Coach

Coaches take on many roles when leading a team. However, youth coaches need to understand their role within the overall player development process. Inexperienced coaches often identify with coaches of older aged teams where the priority and objectives for that age group may be different given the environment and demands. Coaches who understand the player development process and the differences that exist between age and ability characteristics are more likely to positively influence and effect the development of a player.

There is not just “one way” to teach soccer to players, nor is there just one style of coaching.There is a broad spectrum of styles and methods for how each of us experiences the game. Some of this comes from our backgrounds, while some of this also is the product of our own personalities. At the youth and junior levels, however, there is a set of fundamental principles that must be considered by anyone involved with soccer. In general, young soccer players require a certain amount of uninterrupted play. This allows them to experience soccer first hand. They should be allowed the opportunity to experiment, and with that, succeed and fail.

The coach’s long term goal is to prepare the player to successfully recognize and solve the challenges of the game on his or her own. It is vital that the coach approaches soccer with this in mind.

This document is designed to give youth and junior level coaches a basic set of ideas that can help open up the game of soccer to children in ways that celebrate the spontaneous qualities of soccer.It is not designed to give the coach the “secrets” of the game. There are no secrets. This is part of soccer’s beauty.


The roles of the youth coach based upon principles of player development are:Serve as a Facilitator.1. Set up the conditions and environment for learning.2. Players need to have fun and receive positive feedback.3. The coach must be enthusiastic.4. Practice should be conducted in the spirit of enjoyment and learning.5. Activities need to be geared toward achieving success.

Serve as a positive role model.1. Demonstrate respect for team members, opponents, referees, parents, spectators and opposing

coaches.2. Demonstrate a responsibility to the game itself.

Understands who they are coaching.1. Recognize that children/players are not defined by chronological age only. They mature and

develop at their own pace. There are also growth differences between genders.2. Treat each person as an individual.3. Recognize that their needs are different and they participate for different reasons (at any

level).

Age Characteristics

It is important to understand that age characteristics are not always the same for each individual at the same time. Although the chronological age of two players may be the same, the biological age may be different.


1. Lengthened attention span2. Still in motion, but not so busy3. Psychologically becoming more fun4. Boys and Girls beginning to develop separately5. Overall and small motor skills becoming more refined6. Prefer team type balls and equipment7. Pace factor becoming developed (able to think ahead)1. Enjoys competition2. Psychological development has progressed3. Teamwork has improved4. Coordination has improved5. Technical competency has improved6. Development of speed and strength7. Problem solving can take place with teammates

1. Enjoys competition2. Psychological development has progressed3. Teamwork has improved4. Coordination has improved5. Technical competency has improved6. Development of speed and strength7. Problem solving can take place with teammates8. Self-appearance and peer pressure isa concern9. Varying stage of puberty for both boys and girls

U.10 Characteristics U.12Charcteristics

AgeCharacteristic

Table

How Do Players Learn?

Players learn in different ways. Some are better at following verbal instructions while others need to see an example of what they should do. Some need to see and hear instructions to be clear on what they are to do. Not only do players learn in different ways some learn more quickly than others do. A team is made up of individuals who have different capabilities. Coaches who recognize this fact and tailor their coaching to meet the needs of the individual help each player to achieve their best sooner. Generally, we recognize that players learn in the following manner:

Receive information – process in order of importance. Block-out unnecessary cues – attend to the most important. Concentrate on execution of decision. Initiate mechanical execution.

How information is given to a player is important. Coaches must communicate information clearly to the player in a logical manner that can be easily understood. When talking to the player, coaches must explain things in a realistic and simplistic manner. Coaches should talk to players in a language that players will understand. Use of “coaching jargon” does not enhance the communication process and often makes it difficult for the player to understand exactly what the coach wants.

What information do we give players when coaching?A. Provide clearly defined goals (objectives, targets, rules, etc.).

1. Overriding – Generalized or total application, i.e., the transition to a positive mentality towards shooting.

2. Specific – Play of pressuring defender. When you win the ball can you play it forward immediately?

B. Provide information in a logical progression.1. Correct sequence – simple to complex – general to specific2. Technical – fundamental to match related to match conditions3. Tactical – individual to group to team

C. Feedback about performance.1. Should be immediate and specific.2. Corrections – addressing the group as well as the individual

How to Teach

There are basic rules for coaches to consider before presenting information.These “teaching rules” are specific to coaching soccer and should be considered carefully by the coach when planning their training.

Preview1. What are you going to coach?2. Why are you going to do it?3. Where does it belong in the full game?


Time Factors1. When in the training session?2. When during the weekly cycle?3. When in the seasonal cycle?

Explanation and/or Demonstration1. Paint a clear picture – “paint a picture”2. Explain rules of activity.3. Explain why you are doing this.4. Remember: “Show it – Talk it – Do it”

Elements of the Practice1. Organization – appropriate size space, location on the field, necessary equipment, training

realistic to the full game.2. Activities for training – too hard creates frustration – too easy becomes boring.3. Starting the practice – allow players to play in beginning to get feel of game and develop a

rhythm – provides opportunity for coach to see if they understand activity.4. Coachable moments – opportunities during the practice to provide instruction.5. Starting and restarting the practice – where it was stopped

a. by the coach – with incremental pressureb. by the players – when all are ready

6. Always have an objective, i.e., number of goals, consecutive passes, etc.

Corrections (coaching)1. Reasons to stop the practice

a. question by the playerb. natural stoppage in the practicec. necessary correctiond. something good happense. water break

2. Freeze concept – convey quick, clear correct information3. Restarting exercise

a. rehearse correction – first at slow speed then add speed and increase pressureb. put back into game – begin practice with reason for stoppage

4. Assessment / Adjustmentsa. is my coaching having an effect on the game, the practice and the playersb. identify the specific problems – is it technical, tactical, physical or psychological?c. Put into large game – always make practice as realistic to the game as possible


Components of Coaching Soccer

It is important for the coach to understand the components of coaching soccer and how to apply them through a consistent methodology that allows the teaching of technique and tactics while incorporating physical and psychological aspects. This is best accomplished through the application of economical training. The components of coaching soccer are:

Modern Components of Coaching SoccerTechnique Tactics Physical Psychological

Fundamental Match Related Match Conditions

Individual Group Team

Athletic Attributes General Endurance Local Muscle Endurance

Applied Psychology Individual Discourse Team Management

Teaching Techniquea. Fundamental Stage

1. No pressure from opponent2. Begin at slow speed and work towards execution at top speed3. Reduced strength and power

b. Match Related1. Introduce pressure of an opponent2. Incrementally add pressure based upon the player’s level of success

c. Match Conditions1. All restrictions taken off the opponents2. Does not have to be 11v11 or an even numbered exercise3. Importance of small-sided games for technical training

General Progression for Teaching TechniqueFundamental Match Related Match Conditions

No pressure of opponent Move from slow speed to

top speed Reduced strength & power Concentrate on form and

execution

Introduce pressure of opponent- First as shadow- Incrementally adding

pressure- Finally live pressure

Pressure of time and space

No restrictions on opponents

Game creates problems for players

Can be small sided Does not need to be 11v11 Play to goals


Teaching Tacticsa. Individual tactics (1v1 for attacking and defending)

1. Player with the ball versus the pressuring defender2. The importance of individual duels

b. Group tactics (begins by forming a pair)1. Small groups of players around the ball become effective tactical units2. Groups can be numbers of 2v1, 2v2, 3v2, 4v2, 4v3, etc.3. Groups can be players combining to form a line, i.e., back line, or in certain areas, i.e., 2 strikers and a central midfielder4. Progression of teaching tactics

• Unrestricted space – Restricted space – To one large goal with counter goals – To two large goals.

• Numbers up and numbers down

General Progression for Teaching Tactics

Unrestricted Space Restricted Space One Goal with Counter Two Goals

Free Space

Size of area based on ability and number of players

Counter may be line, small goals or target players

Large goals

c. Team Tactics1. Team tactics are half-field matches (6v4, 6v5, 7v5, 7v6) and 8v8 through 11v11.2. In team tactics we teach individual players and groups of players about their role and

responsibilities through the various thirds of the field for both attacking and defending.3. Use of conditions to emphasize aspect of play is acceptable in team tactics, e.g., 1-2

touch passing, all players must be in attacking half for goal to count, team must defend with low pressure, etc.

4. Attacking and defending on restarts – training for individuals and group responsibilities.


ANALYSISReview Problems

Determine Priorities

GAMEEvaluate Performance

Identify Problems

TRAININGDevelop TrainingCorrect Problems

3-v-3 4-v-4

9-v-9 to 11-v-11Full field 1-v-1

2-v-2

7-v-7

6-v-4 to 6-v-6, 8-v-8half field

4-v-25-v-28-v-8

5-v-3

4-v-4

3-v-2

Practice Organization

Coaches should organize their practice session in a progressive manner that provides for individual, small group, large group and/or team activities. An example of a practice format would be:

1. Warm Up – the warm up prepares the player both physically and mentally for the training session. Warm ups that incorporate a technical or tactical element as a lead in the training session should be used. Static stretching should be integrated throughout the warm up.

2. Individual activities – as appropriate, although this may be addressed during the warm up period or within the small group activities. The need for this portion of the practice will depend upon the ability and specific needs of the players.

3. Small group activities – this area includes small group games that may provide a lead into larger group games or activities. Small group activities will provide the majority of work within your coaching session.

4. Large group activities and/or team activities – This does not mean 11v11. Large group games can be situations that are numbers up, numbers down or even numbered.

5. Cool down – following the training session a cool down of light exercise and static stretching aids the player to recover from the training session.

A soccer field can be divided into many smaller teaching areas that will accommodate different numbers of players. Below is an example of how a full sized field can be divided and used.


Prior to the practice beginning the following items should be organized:

If space is available lay out the areas needed before training begins. Bibs (vests) should be counted out and ready to go. Location of balls, goals, etc., should be determined and if possible laid out before

starting.

The coach must consider carefully the organization and needs for their team for games:

A. Pre-game –1. Time of arrival at game site2. Appropriate time for warm up3. Consideration of field and conditions on game (coin toss)4. Final pre-game talk

B. Half-time – 1. Prior to half-time consider main points from game that you want to talk about 2. Consider what players you will speak privately to 3. Allow players to collect themselves and replenish fluids at beginning of half-time 4. Keep half-time talk to the point and limit the number of coaching points 5. Speak privately with those players who may need additional direction regarding their

playC. Post game –

1. At end of game your number one concern is the welfare of your players2. Check for injuries3. Post game meetings with team should be brief4. Give final instructions to players regarding next game and practice5. Game results will affect post game talks – coach must determine the appropriateness

of post game talk and amount of comments made.


TacticsWhat are Tactics?

Tactics are the where, when, and why of soccer. Soccer is a team sport that allows each player to impose their personality into the game. The free flowing characteristics of soccer provides players numerous opportunities to make instant decisions while attacking or defending.

A. Team Short Term Planning – It is the coach’s responsibility to select and implement a system of play that is conducive to the abilities of the team. Each team member should have a good working knowledge of how the team plans to attack and defend as a unit.

B. Team Strategy – The coach is also responsible for mapping out the long range goals of the team. As a team, what are we trying to accomplish? Do we want to win the league? Are we going to play in an older age group for developmental purposes? Do we want to learn to play zonal defense? For players and teams just starting out, the team strategy may be as simple as developing a love for the game. Especially in the beginning, individual and team improvement is the most important measure of success.

C. Player Decisions – The player’s behavior is based on the situation and the actions of the opponent. These decisions are based upon being in possession of the ball, the opponent having possession or the time of transition between both actions.

What are Principles of Play?

The game of soccer is best understood and played when strategy and tactics are based upon certain principles. These principles are applied to both attack and defense and are known as Principles of Play.

Principles of Defense

Good defending begins with an understanding of how the principles of defense are applied by both the individual player as well as collectively within the team. The moment a team loses possession an immediate organization begins.

A. Immediate chase – The moment possession is lost the nearest player(s) try to regain possession or apply pressure on the ball. Players giving immediate chase can also help to delay the attack by making recovery runs that deny the opponent the opportunity to play the ball quickly forward.

B. Delay – The pressuring defender(s) forces the attacking team to slow down so that the defense may organize. While applying pressure the defender must be careful to not over-commit. If he is beaten easily the time for the team to organize is shortened.

C. Depth – This refers to the immediate organization of players behind the pressuring defender. While the ball is being pressured all other players should be recovering into defensive positions. The positions taken should support the pressuring defender in the event he is beaten. This is called providing defensive cover.


D1D2

A1 A2 A1 = Attacking player with ballA2= Attacking playerD1= Defender pressuring player with ballD2= D1's teammate recovering into defensive position to support D1

D1D2

A1 A2 A3 A4

D3 D4

D. Balance – As the team concentrates their defense in the area of the ball, defenders away from the ball (opposite side of field) must position themselves to cover vital spaces (central areas) in order to prevent attackers from making penetrating runs into these spaces in which to receive the ball for an attempt on goal. All players who are on the opposite side must seek positions in which to provide balance to the defense.

E. Concentration – As players recover towards their own goal and organize their defense, the objective is to limit the time and space for the opponent by concentrating their defense in the area of the ball. Defenders also recover centrally towards their goal in order to limit the opponent's ability to directly attack the goal.

F. Control and Restraint – Players must be disciplined and play “under control” when challenging for the ball. Too often players make poorly timed or off-balanced attempts to win the ball. Players should refrain from tackling until they are confident they will win the ball.

Defensive Roles

It is important for players to understand their role and function within the game as well as their position. While the team is defending, a player will assume the responsibility to provide pressure, cover, balance or depth.

a. Pressure (pressuring defender) the closest player to the ball• apply pressure to the ball to regain possession if possible• deny penetration of any kind• select proper angle of challenge• select proper speed of challenge

b. Cover (covering defender(s))• provide cover support for the pressuring defender• select proper angle of support


• should be a distance that the covering defender can tackle or immediately close down the attacker who has beaten the pressuring defender

• distance of support will vary with the third of the field and the amount of pressure on the ball

• responsible for tracking supporting attackers who make forward runsc. Balance (balancing defender(s))

• track attackers away from the area of the ball who are making forward runs• squeeze space towards center of the field to “lock up” vital areas• preserve balance/shape

d. Compactness (collective play of all players)• pressure, cover, and balance together provide depth in defense• organization of defending between the various lines, e.g., midfield and

defending line• proper positioning, spacing and number of defenders in area of the ball vital to

maintain depth in defense

Principles of Attack

Unlike most team sports, soccer does not have a series of set plays. It is a fluid game in which the player who has possession of the ball must always have several options to pass the ball. The more options a player has, the less likely he/she is to lose possession. Therefore, it is necessary for players not in possession to quickly help the player with the ball. While defenders attempt to make play predictable, attackers look to make the attack unpredictable by improvising. In an effort to score goals the offense utilizes penetration, depth, mobility, width and improvisation.

A. Penetration – The first choice of the player with the ball is to penetrate the opponents defense. Depending where the player is on the field he can look to shoot, pass to a teammate that has penetrated the defense or simply dribble for penetration or to space.

B. Depth (support) – When we refer to depth in attack we are talking about support play. Good depth provides the player on the ball with all around support so that there are options to play the ball forward, square or back. The more options a player has, the less likely they will lose the ball. Good support play is achieved when there are good angles of support, proper distance of support and speed of support. The shape most often seen in good support play is a triangle. Player who stand or run to create straight lines are destroying support and risk losing possession of the ball by eliminating options for the player with the ball.

C. Mobility – Movement is necessary in the game so that players can create space for themselves or for their teammates. Good mobility involves moving in support of the ball as well as “playing without the ball.” Players without the ball need to “unbalance” the opponent’s defense by running into positions that will create scoring opportunities or create space for the teammates near the ball (the work of the unbalancing attackers).

D. Width – When a team is in possession of the ball it has to use all the area available in which to play. Successful teams use all the width of the field and as much of the length as the offside rule will allow. The more space they have in which to play in, the greater the time and space each player in possession will have. As a result, there is less chance of


being pressured into mistakes. Using the full width of the field creates problems for the defense to provide good cover and concentration.

E. Improvisation – There are many times when players have to use their own individual flair to create passing or shooting opportunities to themselves or teammates. Clever dribbling or inter-passing eliminates defenders and creates openings for attackers. Players who have the ability to turn quickly, evade challenges easily, shoot off balance or even perform their own “tricks” to create opportunities are an asset of a team.

It is much more difficult to create than to destroy. Therefore, a much greater proportion of training should focus upon the techniques and principles of offense. However, it would be a mistake for coaches to neglect to teach the equally important defensive understanding of the game.

Attacking Roles

Developing an understanding of your task and function in the game is vital for successful attacking play. With defending teams trying to take away time and space, attackers must quickly make decisions based upon these roles and functions in order to be successful in attack. Players whose technical skills break down under pressure will find that they are always out of time and cannot make simple decisions that benefit the attack.

A. Player on the ball1. player with the ball is the most important player2. first choice is to achieve penetration by making the best tactical decision based

upon the players technical capabilitiesB. Supporting player(s)

1. player(s) in immediate support of the player on the ball2. positioned behind, square or in advance of the ball based upon pressure applied to

the ball3. positioned at the proper distance to insure that one defender cannot restrict both

attackers4. must combine with player on the ball to gain penetration through bent runs,

overlapping runs, 1-2 double pass, wall pass, take over's, etc.5. bent and overlapping runs may isolate the player on the ball for dribbling

C. Unbalancing players(s)1. attempts to unbalance the defending team by making constructive runs to increase

the attacking options, most runs are penetrating2. a penetrating run allows for the possibility of an unbalancing attacker to receive

the ball or create space behind his run for another attacker

Deployment of Players

The system of play that a team employs refers to the arrangement of players from back to front. For example, given that the goalkeeper is constant and does not need to be mentioned, 4-4-2 is:

4 - defenders4 - midfielders2 - forwards


Several factors must be taken into consideration when arranging the players to form a system. It is important to select a system that the players are comfortable with and allows them to express themselves.

• The system should fit the players' physical, technical, tactical and psychological qualities.• Most players feel comfortable on one side or the other (left to right) and when possible should be

used where they feel most comfortable.• A well balanced team has players who can score goals, dribble, distribute the ball and defend. It is

important to note that a system of play is just a basic organizational plan.

A system will not score goals; only players can do that. And there is no system that provides a defense that caters to players that cannot or will not run. Whatever system is employed certain common principles must be observed:

• Even the most adventurous attacking team must not throw caution to the wind and have all players rushing forward at the same time; a loss of possession would leave them vulnerable to counterattack.

• While teams must think positively on offense, they must attack in such a way that if they lose possession they have players well positioned to regain the ball.

• Even the most defensive-minded teams cannot afford to remain in their defensive third of the field for the entire game if they want to win.

• Teams on defense must have players in forward positions to play the ball to when they regain possession.

The general thought process is to provide numbers up in defense, numbers up or even in midfield, and numbers down, with the intent to create numbers up in the attacking third. When developing the system of play start with a basic 3-3-2 formation. This provides balance and distribution of players to cover the space on the field.

Where you decide to place the remaining two players depends on:

• needs of the team• physical, technical, tactical, psychological make-up of the team• weather• score• the circumstances of the particular game


Summary

For both coaches and players alike it is important to select a system that the players are comfortable with and allows them to express themselves; all the while gaining an appreciation for how the principles of play are applied over the entire field, regardless of the system employed.

• The players must meet the demands of the game; not the demands of the coach system.• It should be the goal of every youth coach to give all players an appreciation for all positions

during their formative years, 6-14.• Locking players into a single position during critical stages of fun, discovery and development

stifles the individual and hinders the evolution of the total player.• There will be ample opportunity for functional training and refinements later on in a players career.

Examples of Deployment of Players for 7v7 (U. 10)

Examples of Deployment of Players for 9v9 (U. 12)


GK GK GK GK

GK GK

Player Development GuidelinesBasic Ideas to Consider When Coaching Youth Soccer

The most fundamental skill in soccer is individual mastery of the ball and the creativity that comes with it. This should be a priority in training and games, especially in the early years. As this skill is mastered, the rest of the game becomes easier - both to teach and to learn. Practices should be built around facilitating the development of the skills necessary to move and control the ball well.

Coaching soccer can be confusing at times because the game changes dramatically as the players improve in both skill and physical ability. When coaching young, developing players, as well as the adolescent players, U.S. Soccer feels it is helpful to keep the following ideas at the forefront of your mind:

1) Set up situations where the players can learn by playing the game. The game is the best teacher for young players.

2) Coaches can often be more helpful to a young player’s development by organizing less, saying less and allowing the players to do more. Set up a game and let the kids play. Keep most of your comments for before and after practice and during water breaks. Comments should be kept short and simple.

3) Teaching and learning the game of soccer is a process: make your goals seasonal, as well as daily and weekly. Often, at the younger ages, the developmental efforts of one season are not noticeable in children until sometime in the next season.

4) Set age-appropriate goals i.e., know what the child is able to do at that age.

5) From a developmental standpoint, the young ages are the best ones for learning skills. Spend the time now encouraging this growth. By the age of 17 the capacity to pick up new motor skills begins to wane, while the ability to conceptualize team organization, tactics and strategy increases. As a coach, work with these strengths, not against them.

6) Do not expect games and practices to look like professional soccer. If you want to use high level soccer as a teaching tool, focus on the individual skill level of professional players, not their organization. Give your players opportunities to see what older, more skilled players, i.e., a high school, college player or an older brother or sister, can do with the ball. On occasion, invite some of these players to participate in your practice. Use them to model good soccer qualities. Let your players learn by experiencing the game alongside or against these better players. Older players can also be used as “neutral players.” In this case, the neutral player helps whichever team has the ball i.e., he or she never defends. Maybe that neutral player has limited touches and/or can’t score, but he or she gives the team with the ball a better chance of keeping the ball. By helping to maintain possession, the neutral player(s) helps the game maintain some rhythm, and gives the kids a clearer picture of the game’s possibilities.

7) Recognize and understand how the skills learned at each age are connected to preparing the player to move into the next phase of his or her development. Know what the next level of play is, and the general tools that your players should carry with them as they move on. Help them to be prepared.

8) Allow your players to develop these requisite skills in an environment where the main goal is to have fun with the ball.


9) The value of matches/games is that they provide youngsters with an opportunity to showcase their newly acquired skill and creativity. It is always nice to win, however that should not be your focus at the younger age groups (through 14 years).

10) Have a clear idea of what it is you want to accomplish at practice. Create exercises/games that replicate and repeat the movements and situations that are found in soccer and that allow the player to grow comfortable and confident with the ball at his or her feet. Encourage players to move with the ball at his or her feet and deal with boundaries, opponents, teammates and goals. Keep in mind that soccer is a pretty simple game. If you are involved in soccer for long enough, you begin to realize that all the many little games that work are really just variations on the same basic concepts. As long as the parameters that you have established in your exercises/small-sided games are true to soccer (goals for scoring and defending), creates the problems that you want the kids to solve (protecting the ball while dribbling, etc.), and allows your players to be challenged and find some success, you’re on the right track.

11) Don’t be afraid to experiment to find what works best.

12) Remember that the game is the best teacher for the players. Coaches and parents should think of themselves more as facilitators, monitors, guides or even participants, to provide a rich environment for the kids to learn from and enjoy.

Age Appropriate Recommendations for the U-6 to U-18 Age Groups

The following pages represent U.S. Soccer’s recommendations on best practices in soccer according to the player’s chronological age, from Under-6 through Under-12. It is just as important, however, to consider the players’ “soccer age” (i.e., his or her level of soccer competence), when determining themes to address in practice and matches. Remember that these recommendations are based on the assumption that the players have the ball skill necessary to move onto the next level of challenges. It is the responsibility of the coaches to continually evaluate and assess the needs of their players so that they can play soccer at the appropriate level.

Parents and coaches alike should also take care to give their players a variety of playing experiences so that they are able to find some games where they are more challenged and some games where it is a little bit easier. In this case, it is the responsibility of the adults to evaluate this on a team and individual basis.

Encourage Creativity and Ball Skills Before Tactics!

The youth coach has an important role in encouraging the development of these fundamental tools. One of the goals of this coaching guide is to introduce parents/youth coaches to an approach to coaching youth players that 1) embraces the lessons that are found in the game itself, and 2) is player-centered rather than coach-centered.


A primary focus for the coach at the youth level, through the U-12 age group, is to provide an environment that comes close to simulating the “pickup” games of our youth. In this setting much of the creativity and personality of kids developed naturally, without the involvement of adults.

Kids need to be allowed to play freely, develop their skills and use them in a creative manner.

With this in mind, try to encourage comfort with the ball and the confidence to use this skill creatively. Encourage the dribbler at the younger ages; your team of 8 to 10 year olds should be full of them. Dribbling, at the younger ages, is the child’s attempt to gain control over the ball.

Controlling the ball is the primary skill that every other skill in soccer depends upon. Although controlling the ball may seem to be a simple task, it actually takes an enormous amount of the child’s energy. Do not expect him or her to look to pass or to pass with any level of competence or awareness, until he or she has first mastered this skill. Consider these two points. Children from about age 6 to 12 have an almost limitless capacity to learn body movement and coordination (i.e., motor skills). At the same time, their intellectual capacity to understand spatial concepts like positions and group play is limited. Work to their strengths.

CONSIDER THIS: At the younger ages (6 to about 10), soccer is not a team sport. On the contrary, it is a time for children to develop their individual relationship with the ball. The fact that younger children are placed into team environments is not their fault. Do not demand that the more confident players share the ball. Encourage them to be creative and go to goal. Do the same with the rest of your players. Work to bring all your players up to that level of confidence and comfort with the ball. Coaches should avoid the impulse to “coach” their players from “play to play” in order to help them win the match. Coaches should not be telling their young players to “pass rather than dribble,” to “hold their positions” or to “never” do something (like pass or dribble in front of the goal).

Many kids who have been involved in organized soccer will often look to pass the ball or kick the ball down field as their first option. They have been taught to “share” the ball or they have learned that the best way to keep from making a “mistake” with the ball at their feet is to kick it away as fast as possible. For this reason, it helps if the coach continually encourages the players to make dribbling their first option. It may also help to make the players take at least two touches on the ball before they can look to pass. Remember that making mistakes at these early ages is a very important part of the player’s learning and development. Encourage risk-taking and applaud effort.

Little Kickers & Series A: Ball Control and Creativity

U-6: K and 1st gradersSoccer at these ages should be discouraged in any form other than as a fun activity for kids, that happens to includes a soccer ball. There should be groups of players rather than teams. Fees should be nominal. Attendance should be optional. Creating a joyful environment is mandatory.

GAME APPLICATIONGame Form: 3 v 3 is best option for these agesGK Status: Goalkeepers should not be usedField Size: 4 v 4 (40 yards x 25 yards)—3 v 3 (30 yards x 20 yards)Ball Size: 3 When ball goes out of bounds, the game is restarted with a kick-in. No throw-ins.


SOME GENERAL THOUGHTS ABOUT THIS AGE:Five- and six-year olds are too young to be involved in any structured, organized soccer program.At most, they should be involved in fun activities that encourage the children to explore their physical abilities, while also including a ball with which to play. Make sure these are activity-based games that emphasize exploration and experimentation with the rolling, spinning, and bouncing qualities of the ball. The soccer ball should be considered a toy. There should be no activities where players wait in lines to perform a pre-determined movement or required action.

Five- and six- year olds, although still young, are beginning to gain more control over their bodies.At the same time, it is still new to them and they will require a lot of time and energy figuring out what their bodies can do, and how to use this developing coordination. Children at this age also love to use their imagination when they play. Keep this in mind when designing games. They enjoy playing on their terms, and as a by-product of their play, they will gain some limited comfort with the ball. Although they love to play, their ability to stay focused on any one thing is very limited. Keep your activities short and simple. Finally, even as they are steadily developing physical and mental abilities, they are still very young. Always treat children with care, patience and give plenty of encouragement. It can be helpful to include parents in the practice/play time so they can take ideas home with them to their backyards or parks. If children must be involved in these organized practice times, they should be having so much fun that when they go home, the soccer ball becomes one of their favorite toys.

DURATION OF PRACTICE; RATIO OF BALL TO CHILD AT PRACTICE:30 to 45 minutes is the best option for these ages. Most of the practice should be spent in ratios of one ball per child or one ball per two children.

GENERAL DESCRIPTION OFWHAT SHOULD BE HAPPENING DURING PRACTICE:The children should be having fun with the ball. There should be periods of active playing where everyone is involved, and there should be ample opportunities for short breaks for water and for catching their breath. If there is more than one adult/coach, the children should be divided into smaller groups, with at least one adult per group. At these young ages, children work hard and tire quickly. Allow them to have “active rests,” where they are not running but are trying to do something specific with the ball, often sitting or standing. Everyone should be occupied with something, even when resting. Keep the numbers from 1 v 1 to 3 v 3 and keep as many children actively involved with a ball as possible. Let them go to small goals with no goalkeepers. When possible, a size 3 soccer ball should be used.


ROAR (Little Kickers Group) GAME APPLICATIONGame Form: 5 v 5GK Status: No GoalkeepersField Size: 5 v 5 (35 yards x 25 yards)Ball Size: 3When ball goes out of bounds, the game is restarted with a kick-in. No throw-ins.Game Duration: Four 10-min. quarters (1min break btw. Quarter & 3min break btw 2nd and 3rd quarter

GENERAL DESCRIPTION OF INFORMATION THAT IS COMMUNICATED TO THE PLAYERS BY THE COACH:At these ages, the coach/parent should be positive and encouraging of each child. Specific soccer-related information should be limited to basic ideas of how to best keep the ball from running out of bounds too often. There should not be any discussions about positions or any other team concepts.

U-8: 1st and 2nd GradersSoccer is still all about having fun with the ball and encouraging the children to want to have the ball at their feet. The numbers should still be one and two players to a ball.

GAME APPLICATIONGame Form: 3 v 3 is best option for these agesGK Status: Optional. Players should not be limited to playing one “position”Field Size: 4 v 4 (40 yards x 25 yards)—3 v 3 (30 yards x 20 yards)Ball Size: 3When ball goes out of bounds, the game is restarted with a kick-in or dribble-in. No throw-ins.

SOME THOUGHTS ABOUT THIS AGE:These children are still young. By the end of this phase, (around eight years-old) children are beginning to be able to apply past experience to the present situation. For example, at a simple level, they can remember what they were shown or what they tried with the ball from last practice.

At the same time, this ability is not present on a consistent basis. They are still not able to imagine consequences (i.e., if you do this, what will happen?). Let them learn through experience.

Do not attempt to replicate organizational schemes that you have seen older teams doing. Seven and eight year olds are not capable of playing anything that resembles organized soccer. For example, team concepts such as combination play or positions should not be introduced at this age.

Do use older players as mentors and role models. Often the younger players will learn simply by watching how the older players move or by what they can do with the ball.


ROAR (Series A Group) GAME APPLICATIONGame Form: 6 v 6GK Status: Yes GoalkeepersField Size: 5 v 5 (35 yards x 25 yards)Ball Size: 4When ball goes out of bounds, the game is restarted with a throw in.Game Duration: Four 10-min. quarters (1min break btw. Quarter & 3min break btw 2nd and 3rd quarter

GOALS FOR PRACTICE, GAMES AND SEASON

PRACTICE:There should be a lot of playing with the ball in small numbers for relatively short periods of time.A key focus for this age is to encourage players not to fear the ball. Give each player plenty of opportunities to experience the ball at his or her own pace. For example, organizing games where there are multiple goals and balls for the players to work with. Also, games where they are changing direction and changing how fast they run, and dealing with balls on the ground and with bouncing balls.

“I don’t believe skill was, or ever will be, the result of coaches. It is a result of a love affair between the child and the ball” – Manfred Schellscheidt

DURATION, RATIO OF BALL: CHILDPractices should last 45 to 60 minutes. For most of the practice, each player should be actively involved with a ball. Games of 1 v 1 or games up to 3 v 3 with multiple balls involved (2:1 ratio of player to ball) and games to goals are also enjoyable and effective for this age.

GENERAL DESCRIPTION OFWHAT SHOULD BE HAPPENING DURING PRACTICE:No Lines. No laps. No Lectures. Attendance is still optional. Provided there is adequate supervision, children at this age should be allowed to come in and out of practice as they please.

At this point, if you have not already done so, you may want to introduce some boundaries.

However, don’t allow the boundaries of the environment to hinder the training time by producing frequent stoppages of play because the ball goes ‘out of bounds. ’Try to keep the flow of the game going. Encourage informal play without pressure to “perform.” Encourage the basic skills and give the players a lot of time with the ball. This will ultimately build their confidence. Make sure to always include games to goals.

GENERAL DESCRIPTION OF INFORMATION THAT IS COMMUNICATED TO THE PLAYERS BY THE COACH:Similar to the U-6 age group, the coach/parent should be positive and encouraging of each child.Specific soccer-related information should be limited to basic ideas of how to best keep the ball from running out of bounds too often, as well as some simple ideas for maneuvering in tight spaces and past opponents. Coaches should exclude discussions about positions or other team concepts. When addressing technique, consider that kids learn much by watching and copying. A good picture of proper technique can be a very powerful learning tool. Coaches should say things such as, “See if you can make it look like this.” Limit time spent breaking down the mechanics.

Instead, try to do most of your teaching of technique by offering a picture and then set up fun games where the objective of the game is for players to practice certain ways to control the ball.

This approach allows the player a certain amount of freedom to develop their ball control and accept that there is more than one way of doing it. This is applicable at least through U-12.

GENERAL DESCRIPTION OF WHAT SHOULD BE HAPPENING IN MATCHES:U.S. Soccer recommends that there be no organized matches at this age. Consistently set up mini games at practice for your kids to compete with and against each other, according to their age.


There will be no need to keep score or even be very involved, except to enjoy the players and their effort and joy. Every player should look forward to opportunities to have the ball at his or her feet and to score. It is the coach’s responsibility to encourage this fear-free culture. For the 7- and 8- year-old groups, these games should only be seen as another fun activity that happens to include a soccer ball. They are not ready for specific soccer type information and there should be no emphasis on team concepts or positions. They will have plenty of opportunities to play in “real soccer games,” as they get older. Most of the information from coaches during these times will pertain to each player’s individual relationship with the soccer ball — to want it, how to find it, deal with it, feel more comfortable with it, keep it close, etc.

BEST QUALITIES OF A COACH FOR THIS AGE PLAYER:This coach must clearly understand the capabilities and limitations of this age and appreciate the power of learning by watching. He or she must have the ability to demonstrate or to use older players to demonstrate.

NUMBER OF MATCHES PER CALENDAR YEAR:No organized matches where the score is recorded.

BREAKS FROM ORGANIZED/MANDATORY SOCCER:Children at this age should not be participating in a mandatory soccer program and should be free to participate at their own pace. There should not be a penalty or consequence for missing practice and no discussion about “commitment.”An effort should be made to include any child that wishes to play soccer. It is healthy and appropriate to group players according to ability level, but movement between groups should be open and fluid in order to reflect changes in ability and individual development from year to year or every six months.

CONSIDER THIS: How can the coach help all his or her players to develop to their potential?First, help your weaker players to develop their confidence with the ball. At the same time, continue to challenge your stronger players to expand their creativity and confidence. Confidence is the key. The more time they spend during practice and games with the ball at their feet, the more comfortable they will become, the more confident they will become, the more they will look to get involved, and the more fun they will have with soccer.

Remember that the level of skill and competence that a 9-year-old exhibits is no indication of the skill and competence that he or she will exhibit at 16 or 18 years of age. You cannot predict which 9-year-old will develop into a real player. Therefore, work to encourage all your players to be competent and comfortable with the ball. This will give all your players the same opportunity to reach their potential.

Work during practice to move all your players forward at their own pace. Do not be concerned with match results. Be concerned that all your players want the ball at their feet and they want to score. If you can accomplish this, you have successfully allowed your group to grow as soccer players. Unlike practice, you cannot add more balls/goals during games to give kids more chances with the ball. But you can emphasize certain themes for the players to focus on, such as getting involved, attacking the goal, taking chances, and then spend the length of the game reinforcing these points. This approach will give your players the green light to experiment and be creative - qualities that, unfortunately at the younger ages, are often discouraged on game day, in the name of being safe and winning.


Premier Girls/Boys: Ball Skill, Creativity and a Gradual Insight into the Game

Academy Level: U-10 through U-12 Age Groups

U-10: 3rd and 4th gradersSoccer for this age is a fun activity for the kids that encourages a lot of games to goals and encourages experimentation with the ball. The ratio of balls to players should be small enough that all your players are involved all the time. The focus is on developing a relationship with the ball in a joyful environment. There should be no standings and no awards.

GAME APPLICATIONGame Form: A maximum of 6 v 6 including a goalkeeperGame Duration: 2 X 25 minutesSubstitution: FreeGK Status: Players rotate as goalkeeper in game. All players should experience playing all the different spots on the field during the season.Field Size: 60 yards x 40 yardsBall Size: 4

SOME THOUGHTS ABOUT THIS AGE:At this age, there are some children that are becoming more physically mature. Among your group, there are now some bigger and faster players whose eye-hand and eye-foot coordination is a little ahead of the majority of your players. Some of your players may also demonstrate a greater capacity to stay focused for longer periods of time. At the same time, they are still people of action rather than thought. Explanations must still be brief, concise and purposeful. What seemed to make sense to them last practice may have to be almost relearned at the next practice. Care should be taken with players, regardless of athletic ability, to address ball skill, especially in tight spaces.The faster, stronger players should not be encouraged to use their athleticism to solve all their problems. Building comfort with the ball at ages nine and ten will provide them with a variety of crucial tools they


CONSIDER THIS: At the youth level, games are a forum for players to test their ball skills and game awareness, and should be considered an additional means of development, rather than the objective. Results are important as it gives the players a competitive focus in the match. Coaches are encouraged to promote soccer that:• is free flowing,• is coach-guided, not coach-directed,• demands that all players on the field, regardless of their specified position, participate in defending and attacking.

ROAR (Premier Group) GAME APPLICATIONGame Form: 7 v 7Game Duration: 2 x 25 (5 min. half time)Substitution: Free with equal playing timeGK Status: Yes GoalkeepersField Size: 7 v 7 (60 yards x 40 yards)Ball Size: 4 (due to combining 3rd-6th graders)

will need as they get older, and the level of ball skill and athleticism rises. Begin to introduce the players to the idea of thinking about their decisions and movement as being related to themselves and one or at most two of their teammates and one or two of their opponents.

A Discussion on Winning and Losing at these Younger AgesCompetition is a central element in a player’s development. At the youth level (ages 6-12), however, a competitive environment should not be a result-oriented environment. The differences must be clear. A competitive environment at the youth level encourages decisions from player and coach alike that focus on performance rather than outcome (favoring ball skill and inventiveness as the means to find success within the rules and spirit of the game). The result is just one indicator of performance and at this age, not the most important one.

Competition among kids playing games will always exist, whether adults are present or not.

Making soccer “fun” at the younger ages does not mean that competition is removed. Competition can be positive and healthy. Scoring goals and winning the game are fundamental parts of soccer.

Allow the children to enjoy this aspect without making it the focus. Set up other skill based objectives as the focal point. At the same time, recognize that children will find competition in anything you set up. Let them compete. In youth and junior level soccer, the emphasis and manner of the coach will often determine if the competitive environment is healthy or not.

At the youth level, matches are important as a means to player development (enjoyment, ball skill, insight, and fitness), not as the aim. These competitive situations are a series of tests for kids. In this respect, the usefulness of the game can occur in many different forms. Focus on the process and performance rather than the outcome, but be prepared for the possibility that your team may lose some games in the short term with this approach. Keep in mind that it is actually easier to win games at this age group with teams that are “organized” but lack skill. Placing the more physically mature players down the middle of the field and just asking players to ‘kick it down the middle’ or only allowing players to specialize at one position may lead to more victories. This approach, however, does not effectively teach the players the game and prepare them to continue on in the sport. Instead, a skillful approach to playing soccer should be emphasized, even though this may result in conceding goals or losing games in the short term. During the learning process, ball control and passing can lead to more costly mistakes. At the same time, the coach can manipulate the level and variety of the competition to ensure that players and teams are being given the opportunity to win and to lose games. Valuable lessons can be learned in both scenarios. In the end, it is still the responsibility of the coach and the parents, to manage how competition is addressed and managed among his or her players.

GOALS FOR PRACTICE, GAMES AND SEASON:Building the player’s skill base continues to be the most important goal of the season. At this age, this can be done through the introduction of a few more players in the games the coach sets up.


Depending on the skill level of the group, anywhere from 3 v 3 to 5 v 5 plus goalkeepers should be the range during practice. Keep in mind that even the more competent players will not be working effectively as a group once the numbers get beyond 5 v 5. In the smaller numbers, emphasis must still be on creating 1 v 1 or 2 v 1 duels on the field. These are key situations that will continue to confront players throughout their career. Gaining competence and mastery over these numbers is the key to preparing players for the future.

PRACTICE:Keep the sessions simple and player centered. Give the players simple problem solving opportunities and plenty of opportunities to score goals. It is also important to be positive and to continue to create repeated opportunities for the players to express themselves through their ability with the ball, regardless of the outcome of their effort. Play, as both fun and as competition, is paramount. The more opportunities for each player to have experience with the ball, in fun games that allow them to go to goal, the better it will be for that player.

DURATION, RATIO OF BALL: CHILDPractices should consist of no more than 60 minutes of structured, adult-directed soccer with an additional 30 minutes allotted for free play/self expression and self-improvement.

GENERAL DESCRIPTION OFWHAT SHOULD BE HAPPENING DURING PRACTICE:As much as possible let players experience soccer through 3 v 3 to 5 v 5 games that last for no more than 10 or 15 minutes at a time. The small numbers allow the players to gain critical practice at 1 v 1 and 2 v 1 situations, while still allowing for the fun and feel of a soccer game. The time limit gives the players a predetermined amount of uninterrupted play, while also allowing an opportunity after 10 minutes for the players to refocus. At this age, players are typically ready for games or activities that help them learn when to play the ball sideways and backward. They also can begin to appreciate and enjoy playing the game skillfully.

GENERAL DESCRIPTION OF WHAT SHOULD BE HAPPENING IN MATCHES:Players at this age should be limited to a few organized matches per season, and they should require little or no travel. Remember, these are young children who have several more years to go before they will have all the tools needed to attempt soccer in the adult form. The best path to truly preparing them for the adult game is not have them practice at playing the adult game; rather it is by giving them repeated opportunities to experience soccer in a more manageable form for their age.

A team of 9 year olds who hold their positions and maintain a steady group of defenders who rarely, if ever venture into the attack, looks like a well disciplined and well organized team.

However, U.S. Soccer does not recommend this as a proper approach to developing players at this age. It does not develop good soccer players. This approach hinders the player’s ability to experience and enjoy the natural spontaneity of the game. It does not allow the players to have an equal opportunity to go and “find” the game based on what they see from the game or to handle the ball and develop instincts for the game. These are skills that they will need at the older ages and that are often lacking in the older players. This approach, while “successful” in the short term fails the players in the long run because the environment does not allow the players to develop the tools they will need to be truly “competitive” i.e., prepared to deal with the game, at the older ages


A Discussion on Substitution Patterns at this Age:Players should be given the opportunity to play soccer for extended, uninterrupted periods of time.

This allows them to get a better feel for the flow of a soccer game. For example, it is more beneficial for a player to play for 12 straight minutes, than for him or her to play in two 6 minute periods. Substitution should be used to address injury, fatigue and lack of effort. It should not be used to punish a player for a soccer-related decision. At a minimum, players at this age should be playing 50% of the game. Ideally, the rosters are small enough to allow for close to 100% playing time for everyone.

CONSIDER THIS: Do You Notice an Uneven Skill Level within Your Team?

Often times on younger teams (8-10 years) you will notice a small number of relatively competent players per team who always seem to be around the ball. They have some quality(s), speed, strength, tenaciousness, and ball skill, that separate them from their teammates. The rest of the kids are more like on-field spectators, never actively seeking to participate. If the ball does land at their feet, they look to get it as far away from themselves as possible, as quickly as possible. A consistent problem for the youth coach and players is that the ability level on a team is very uneven. This is a normal situation for most younger teams across the country, especially, but not limited to the recreation level. There are several reasons for this imbalance: 1) Children start playing at different ages. There could be first-timers playing alongside kids who have been playing for several seasons. 2) Children in this age bracket develop at different rates, both physically and emotionally. 3) For many kids who lack the basic soccer tools, a full-out match can be intimidating. To address this challenge, try playing games with 3 balls going at one time. Another option is to be creative when choosing your groups for ‘mini-games,’ putting the more confident players together playing against each other and the more developing players playing in a different area. Occasionally using these methods will allow for all of the players to be challenged at a level that is appropriate to their own developmental level.

GENERAL DESCRIPTION OF INFORMATION THAT IS COMMUNICATED TO THE PLAYERS BY THE COACH:The coach should make comments that help players to stay involved and keep track of things without giving them all of the answers: “Join the game,” “Find the ball,” “Go get the ball,” “Don’t hide.” The coach for this age group does not focus on positions, yet encourages everyone to take part in attacking and defending. Try to manage the amount of information or feedback your players are receiving immediately after practices or matches. In today’s youth soccer landscape, kids at these ages are being overloaded with adult feedback and evaluation. Too much or inaccurate information can be counterproductive to your goals.

CONSIDER THIS: At the latter stages of the youth level (U-10 through U-12), the goal is to provide training and game environments that promote the continued growth of ball skill, an increased game awareness, and an appreciation for taking calculated risks in the attack through the 3 v 3 to 9 v 9 (U-12) game model, all in an environment that the players enjoy.

The small-sided game model is an effective method for developing ball skill and game awareness because it increases opportunities for players to have contact with the ball and to both attack and defend without the tactical regimentation that can occur in 11 v 11 soccer.


BEST QUALITIES OF A COACH FOR THIS AGE PLAYER:Energetic. Plays while facilitating practice. Stimulates ideas.

U-12: 5th - 6th gradersGAME APPLICATIONGame Form: 9 v 9Game Duration: 2 X 30Substitution: FreeGK Status: GK share time in order of priorityField Size: 50-55x70 yards for 8v8 (U-11) and 55-60x80-85 yards for 9v9 (U-12)Ball Size: 4

Some Thoughts About This Age:

The U-12 age group seems to be the moment in youth soccer that causes the most discussion concerning player development. Are these players young adults or are they still children? As soccer players, they are still young. Although there are some areas of the game where the players are beginning to make progress, this is an age where ball skill and soccer instincts must be encouraged above the results.

Physically, eleven and twelve year olds’ bodies are beginning to change. Often, this results in awkward growth spurts. Rapid bone growth often results in painful joint conditions such as Osgood-Schlotters syndrome in the knees. Players that, in the past, showed precise control over their bodies and the ball will sometimes now temporarily lose this coordination. As their bodies grow, especially the 11-year-olds, they will also need more rest. The coach may also find the 11-year-old to be somewhat contrary and oppositional. Typically by 12 years old, children are regaining some of the coordination and compliance that was temporarily lost at 11. Generally at this age, there is more enthusiasm and ability to focus their energy toward both individual and team challenges. Coaches can use this enthusiasm and focus to their advantage by giving the players specific problems to solve within the games they play.

The Onset of Puberty

Between the ages of 12 to 14, children often experience a physical growth spurt that affects their balance and coordination. Oftentimes, they gain physical strength and power, but temporarily lose agility and suppleness. As soccer players, this means potentially losing some control over the ball.

If the technical foundation is not strong, soccer is no longer fluid and fun for the players. It is at this point that these players may move toward sports where it is easier for them to achieve some level of success – more traditionally American sports that demand "hand-eye" coordination such as baseball,


ROAR (Premier Group) GAME APPLICATIONGame Form: 7 v 7Game Duration: 2 x 25 (5 min. half time)Substitution: Free with equal playing timeGK Status: Yes GoalkeepersField Size: 7 v 7 (60 yards x 40 yards)Ball Size: 4 (due to combining 3rd-6th graders)

basketball and lacrosse. It is critical, therefore, that we ensure that the players are getting the necessary technical foundation at the younger ages. This may prevent the loss of players during their middle school years who are capable and athletic, yet lack the foundation to pull them through their temporary physical awkwardness.

GOALS FOR PRACTICE, GAMES AND SEASON:Practices should consist of up to 75 minutes of structured, adult-guided soccer with an additional

15 to 30 minutes allotted for free play/self expression and self-improvement.

GENERAL DESCRIPTION OF WHAT SHOULD BE HAPPENING DURING PRACTICE:The themes addressed in practice should be developed and expanded on from those that they dealt with at the U-10 level. Each practice should address individual ball skill as well as individual and small group decisions, in the attack and when defending. As they mature and are capable of keeping track of more things that are occurring on the field, we can increase the number of players that compete against each other.

The most dramatic change from the U-10 age group is the players increased ability to stay focused and to begin taking responsibility for their decisions on the field. At the same time, this is still an eleven- or twelve- year old. While his or her concentration is better than a ten-year-old, it is still in no way that of an adult. Make sure that the game problems that are created for him or her to solve are still relatively simple (up to 6 v 6 or 7 v 7). Continue to encourage risk taking and experimenting with the ball, but begin to get them thinking about themes such as working together with his or her teammates to solve problems, as well as getting him or her used to keeping track of the other players on the field.

As far as positions are concerned, players should learn the game based on principles of the game rather than positions on the field. Players’ decisions on the field should be based on what makes sense to them in the game. Let the players experience different positions and the different challenges that these positions create. If children are placed into the straightjacket of positional play too early it will only destroy their instincts to be involved in the game.

As they move to the full-sided game at the U-14 age and beyond, the eventual and ideal goal, at the senior level, is for all the players to be able to keep track of all the other players on the field and then to deal effectively with the situations that evolve out of these relationships. The coach can create or eliminate the conditions of time and space based on how effectively players are able to cope with the conditions of the game.

CONSIDER THIS: Great skill begins with the desire to master the ball and the key elements of the game.

GENERAL DESCRIPTION OF WHAT SHOULD BE HAPPENING IN MATCHES:The game continues to be about individual ball control. At the same time, players should begin thinking of their decisions and movement as being related to their teammates and opponents in numbers up to 8 v 8 (not including GK). Matches should be played in numbers no larger than 9 v 9 (including GK).

Matches are a forum for players to test their ball skills and game awareness and should be considered an additional means of development, rather than the objective. Results play a role in development as it


gives the players a competitive focus in the match. In this environment, there needs to be room for trial and error.

Coaches are encouraged to promote soccer that is free flowing, is coach-guided but not coach directed, and demands that all players on the field, regardless of their specified position, participate in defending and attacking.

“As coaches, we need to constantly reassess the technical demands that the game places on our players and continue to teach them as the level of the game increases. Often times the essence of coaching is in identifying those technical areas that a player needs to improve, regardless of the age or level the player is playing at.” -John Hackworth U-17 Youth National Team Head Coach

GENERAL DESCRIPTION OF INFORMATION THAT IS COMMUNICATED:The coach of 11 and 12 year olds is responsible for encouraging and directing the enthusiasm of these ages towards attacking, technical and thoughtful soccer. All players should be encouraged to see their own role in the attack and the defense. Specifically, getting players to understand and recognize numbers up, even numbers and numbers down situations and the appropriate decisions based on each scenario. Keep in mind, where one player will view a 1 v 1 attacking situation as no advantage or a disadvantage; another may see this same scenario as a big advantage. Encourage each player based on his or her abilities, while at the same time, encourage all your players to work toward seeing 1 v 1, as both attacker and defender, as an advantage. “What is good for a football manager is when a child who grows up in Japan likes to kick a ball as much as a child who grows up in France. And to find that pleasure as you travel all over the world is something that is still, for me, magical, that , how could it be that all over the world – you can go to China, you can go to Japan or France and give a kid the ball, and he is happy? And that explains the success of our game… (you must try in your) training sessions to give that joy to the people who practice, and you know you don’t necessarily need to speak the language. You give the players the possibility to express themselves – like when they were kids, and they become happy and they play.”-Arsene Wenger Arsenal FC Manager

BEST QUALITIES OF A COACH FOR THIS AGE PLAYER:Sensitive teacher, enthusiastic, possess soccer awareness, ability to demonstrate or utilize someone whom can paint a good picture (older player, assistant coach). Possess knowledge of the key factors of basic skills. Give encouragement. Have an appreciation for the relationship or connection between individual skill and small group insight, and the players’ eventual success at the older ages and the larger game model of 11 v 11.

Care must be taken at the younger levels to select players based on their soccer abilities and not on their ability to achieve an immediate result. At the U-12 level, it is easy to win games by just using physically big players who have matured earlier than their peers. As a result, the smaller, skillful players are at times not chosen, as they are not able to “win” the game. Special care and attention must be given to these “smaller” players. At the same time, special care must also be given to the physically more mature players in developing their technical skill, and their ability to maneuver with the ball in tight spaces. As coaches, we always need to keep an idea on the long-term development of all the players.


Practical Field SessionsTechnique

The technical emphasis is to assist coaches to observe and correct technique in individual and small group games. It is recommended that instructors design their teaching sessions to work with small numbered games, i.e., 3v3, 4v4 or 5v5.

The task of the instructor is to provide the following:• Provide practical examples of appropriate training activities to illustrate the coaching points for

each technical topic.• Demonstrate how to organize, develop and coach technique that focuses on how to improve the

player’s confidence, creativity and comfort level with the ball.• Illustrate how to incorporate competition into the session.• Utilize the teaching progression for technique (fundamental, match related, match conditions) but

emphasize “coaching the player, not the method.”

Technique sessions are:Dribbling ShootingPassing Heading

Receiving Goalkeeping

Tactics

Tactics focus on the practical application of the principles of play as they are applied within individual and small group games. It is recommended that instructors design their teaching sessions to work with small numbered games, i.e., 3v3, 4v4 or 5v5.

The task of the instructor is to provide the following:• Provide practical examples of appropriate training activities to illustrate the coaching points for

each tactical topic.• Demonstrate how to organize, develop and coach individual and small group tactics that focus on

decision-making and recognition of tactical situations.• Illustrate how to incorporate competition into the session.• Utilize the teaching progression for teaching tactics (unrestricted, restricted, one goal with counter,

two goals) but emphasize “coaching the player, not the method.”

Tactic sessions are:Principles of DefendingPrinciples of Attacking


Dribbling

Session demonstrates techniques of dribbling for possession, screening, speed and how to beat an opponent. Key coaching points are:

• Body mechanics• Agility and balance• Contact surface of foot• Change of direction and speed• Deception• Setting up defender• Protecting the ball• Vision• Tactical application to the game

Field session may include examples of the following:• 1v1 screening• 1v1 / 1v2 attacking on the dribble• 4v4 line soccer (long line/short line)• 4v4 / 5v5

4 V 4 LINE SOCCER – DRIBBLING GAMESize of the field: 40 x 20 yards (or wider). Use cones to mark the goal line.

Important aspect of the game:• You can score by DRIBBLING the ball over the goal line – long line or short line.• With good position play you can create more scoring chances or 1 v 1 situations.• Defenders must choose the right position between their opponents and the goal line.

Demands of the game.

Possession of the ball:• You must play the ball quickly by positional play.• Playing the ball directly is important to create scoring chances.• Changing the direction of play, vision, and good ball skills are important elements (dribbling and taking your opponents on). These situations have to be coached.

Possession of the ball by the opponent:• Keep your eye on the ball.• Stop your opponents from scoring by good defending and no fouls.• Give cover to your teammates.


Passing

Session demonstrates techniques of short and long passing. Techniques for passing with the inside of foot, outside of foot, chipping and instep drive are illustrated. Key coaching points are:

• Body mechanics• Balance• Weight of pass• Accuracy• Disguise• Vision• Tactical application to the game – selection of pass, timing of pass

Field session may include examples of the following:• Moving and passing in groups of 2 or 3• 3v1 or 4v2 games for possession• 4v4 (defending and attacking multiple goals)• 4v4 / 5v5

4 V 4 WITH 4 SMALL GOALS – PASSING GAMESize of the field: 40 x 20 yards.Size of the goals: 2 x 1 yards.

Important aspect of the game:• Creating scoring chances by quickly switching the play from one side of the field to the other.


Possession of the ball:• Fast play (direct or two touch).• Wing players have to be alert to receive the ball and go to the goal as quick as possible.• The deepest player tries to receive the ball from the player at the back or from the players on the sides. He must be alert and ask for the ball at the right moment (eye contact, selling a “dummy”)

Possession of the ball by the opponent:• Defenders must see the right moment to attack the ball. For example when your opponent has been played the ball too hard and he hasn’t got it under control.

• Mark your opponents tightly and pressure them into making mistakes.


4 V 4 ON A LONG AND NARROW FIELD – LONG PASSING GAMESize of the field: 40 x 10 yards. Size of the goals: 3 x 2 yards.

Important aspect of the game:• To be able to win the ball in a tight area in front of your own goal and then with a quick break playing one of your teammates deep to try and score yourselves.


Possession of the ball:• Attacking carefully and with quick positional play in a tight area try to score.• Good ball control, passing, dribbling, etc.

Possession of the ball by the opponent:• Try to win the ball. When winning the ball there must be a good contact between the player that runs deep and with the player on the ball. The long pass has to come as quickly as possible.


N

NN

N

Receiving

Session demonstrates techniques for receiving a ball on the ground and in the air using various surfaces of the body. Key coaching points are:

• Body mechanics• Body position and balance• Get into line of flight of the ball• Select controlling surface to use• Present controlling surface to ball• Relax and withdraw controlling surface just before contact• Importance of first touch to control and prepare ball• Vision• Tactical application to the game – first touch takes ball away from pressure

Field session may include examples of the following:• Moving and passing in groups of 2 or 3• Roxborough Windows (half working – half resting)• 1v1 / 2v2 to goal with server• 4v4 / 5v5

4 V 4 – RECEIVING GAMESSize of the field: 40 x 25 yards (or wider).Use cones to mark goal lines.Size of the goals: 2 x 2 yards.

Important aspect of the game:• You can score by shooting the ball into the goal.• N players can be used to keep possession (support play by moving along the sidelines).• N players pick up the ball and return ball into play with a toss (or throw-in).• With good technique and positional play, you can maintain possession and create scoring chances.• Defenders must choose the right positions between their opponents and goal, or to intercept the ball.



Possession of the ball:• You must use proper technique to keep possession of the ball.• Changing the direction of the ball with your first touch, vision, and proper ball skills are important elements when receiving the ball. These elements must be coached.

Possession of the ball by the opponent:• Keep your eye on the ball.• Read the game, anticipate the pass, and get into a good position to intercept the ball.• Stop your opponents from scoring by good defending and no fouls.

4 V 4 – RECEIVING GAMESSize of the field: 40 x 25 yards (or wider).Use cones to mark goal lines.Size of neutral area (scoring area): 7 to 10 yards (no longer).

Important aspect of the game:• You can score by passing the ball to a teammate running into the neutral (scoring) area, either in the air, or on the ground, depending on the coaching objectives.

• Player receiving the ball must control the ball cleanly inside the neutral (scoring) area for the goal to count.

• With good technique and positional play, you can maintain possession and create scoring chances.• The defenders must choose the right positions between their opponents and the neutral (scoring) area to intercept the ball, but cannot enter the neutral area to defend.


Possession of the ball:• You must use proper technique to keep possession of the ball.• Changing the direction of the ball with your first touch, vision, and proper ball skills are important elements when receiving the ball. These elements must be coached.

Possession of the ball by the opponent:• Keep your eye on the ball.• Read the game, anticipate the pass, and get into a good position to intercept the ball.• Stop your opponents from scoring by good defending and no fouls.


Shooting

Session demonstrates basic techniques for shooting and introduces games to develop finishing. Use of various surfaces of foot to drive, bend or strike balls first time is introduced. Key coaching points are:

• Body mechanics and control of body• Body position and balance• Eye on ball• Quality of preparation touch• Contact surface• Aggressive and positive mentality• Vision and anticipation• Tactical application to the game – choice of foot surface, placement versus power, positioning to gain an advantage

Field session may include examples of the following:• Roxborough Two-Goal Shooting Exercises• 1v1 / 2v2 / 3v3 to goal with servers or side players• 4v4 / 5v5

4 V 4 WITH 2 LARGE GOALS WITH OR WITHOUT GOALKEEPERS – SHOOTING GAMESize of the field: 40 x 20 yards.Size of the goals: Full Size.

Important aspect of the game:• By giving your opponent too much room you will concede a lot of goals.


Possession of the ball:• When you’ve got the chance score as quickly as possible with a good shot (a good shooting technique is important; this has to be coached).

• Make room for a shot by going past your opponent.Possession of the ball by the opponent:

• Defenders must mark tightly, mustn’t be beaten, don’t be pushed back and eventually block the ball.


Heading

Session presents basic techniques of heading.• The difference in heading for attack (passing and shooting) and defense (clearing) is demonstrated.

Key coaching points for heading are:• Body mechanics• Eye on the ball – read flight of ball• Body in line of flight• Area of contact• Use of upper body and legs to generate power• Foot positioning• Timing of jump to attack ball at highest point – just before your opponent• Tactical application to the game

a) Heading for Defense – height for time, width for safety, power for distanceb) Heading for Attack – direct or deflect ball to target, flick on’s

Field session may include examples of the following:• Roxborough Windows (half working – half resting)• Various Flank Patterns for crossing with NP and FP runners• 5v4 to large goal + target player as counter goal• 6v6 / 7v7

4 V 4 WITH 2 LARGE GOALS AND GOALKEEPERS – CROSSING AND HEADING GAMESize of the field: 30 x 45/50 yards. Middle line. Free zones on the sides of the field (10 yards).

Important aspect of the game:• Scoring with the head or volley.Scoring with shot from own half.• Heading is the most important aspect here, for the strikers as well for the defenders.• Shooting from outside of a certain area (minimum distance 16 meters).• Positional play, building up, 1 v 1 on the flanks and crossing the ball are central of attention.• High balls for the keeper.


• You can use this form to train the individual:

For example:- Wing players who have to give a good cross.- Defenders who have to defend.- Strikers who have to score with the head.


Possession of the ball:• Players playing their own positions.• A careful build up, creating dangerous situations by playing to the flanks or shooting from a distance.

Possession of the ball by the opponent:• Defenders are asked to choose a good position but also to mark tightly and stop their opponents from crossing or shooting.

Coaching keys:• Choice of position• Vision• Blocking the ball• The sliding tackle• Heading• Winning the ball• No fouls


Goalkeeping

Session demonstrates basic techniques for shot stopping and distribution.• Handling, footwork, body shape and stance, getting set and diving are introduced for shot stopping.• Distribution with the hands – Over arm bowl, ‘Baseball’ throw, Underarm bowl and feet– Volley (punt), Goal kicks are demonstrated and their application in a game is illustrated.

Key coaching points for shot stopping are:• Body mechanics – body shape, balance, weight transfer, body behind the ball• Footwork – lateral, forward, back, stay on your feet as long as possible• “Getting set” – feet to be set not moving, starting position, angle play• Good hands – “soft” hands

Key coaching points for diving area:• Good body and diving shape (no diving on the stomach or rolling on the back)• Attack the ball – step forward with the foot nearest the ball• Diving progression can be taught from a seated position to a kneeling position to standing positions with the GK holding the ball before advancing to served balls

Key coaching points for distribution are:• Selection of distribution – throwing or kicking based on distance – ability to take own goal/free kicks

• Starting the attack – supporting the outfield players

Field session may include examples of the following:• Introduction to throwing or kicking to targets for technique• Introduction to shot stopping techniques (including diving)• Games for shot stopping and angle play


GK

GK

Goalkeeper Practice Field Sessions

Shot stopping:Objectives: To receive repetition in shot stopping techniques.

Organization:• Two goalkeepers work together.• Set up the goals 15 - 20 yards apart.• Use portable goals, cones, or corner flags.• Service can be by throwing.• Start by throwing the ball at one another then vary the service high/low and left and right.• The objective is not to score on the opposing goalkeeper but to develop the shot stopping/diving by giving good ball service to execute QUALITY TECHNIQUE.

Coaching Points:• Always ready to react (alert and alive).• Quality footwork.• Hand positions (leading with the palms).• As much of the body behind the ball as possible.• Set position.• Recovery on partial saves (from down to up in to set position).• Top quality execution on all techniques.


GK

GK

S

Angle Play

Objectives: To gain an understanding of the timing and movement out of goal, and the angles required when advancing off the goal line to deal with a through ball or impending shot.

Organization:• Set up field as below.• Change the goalkeeper every 4 - 5 shots.• The field players equally divided between the two far markers.• One player with a ball plays it in to the server, who sets it up for a shot on either side.• If the ball is played back outside the penalty, two touches only, if in to the penalty area it must be a first time shot.

• The shooter must always move in to the penalty area around the outside of the markers.• The non shooting player can make any type of run inside the marker if so desired to follow up for goalkeeper rebounds.

• Field players should alternate their starting positions from left to right.

Coaching Points:• Goalkeepers decision making, to go all the way or to narrow the angle.• Encourage the goalkeeper to get set and stay on their feet as long as possible.• Good body shape/posture, not falling backwards are very important.• Second barrier technique when going to ground.• Recover quickly on rebounds.


Defending

Session focuses on principles of defending as applied in 1v1, 2v2 and 3v3. The roles and responsibilities of a pressuring, covering and balancing defender are identified. Changing from attack to defense and back again is included within session so that transition in defending is highlighted.

Key coaching points for 1v1 are:• Closing down – pressuring opponent• Recovery runs – goal side positioning• Angle and speed of approach• Body shape, balance, and foot positioning• Control and restraint• Delay and channel• Deny turn• Timing and decision to tackle

Key coaching points for 2v2 are:• Angle and distance of cover• Intercept pass – deny turn – deny penetration• Tracking – recovery runs• Changing role of pressure and cover• Visual and verbal communication – recognizing visual cues for decision making

Key coaching points for 3v3 are:• Positioning to provide cover and balance• Intercepting pass• Defending vital space – squeeze toward center (compactness-concentration)• Defending space behind• Tracking players


Attacking

Session focuses on principles of attack as applied to player in possession (1st attacker), close supporting attacker (2nd attacker) and unbalancing attacker (3rd attacker). Two player combinations are highlighted during this session.

Key coaching points for player in possession (1st attacker) are:• When to shoot• When to pass• When to dribble

Key coaching points for player giving close support (2nd attacker) are:• Supporting angle and distance to ball• Support position behind ball• Support position in advance of the ball• Support position lateral to ball• Combination play (1-2, double pass, overlap, take over)

Key coaching points for unbalancing attacker (3rd attacker) are:• Unbalancing the defense• Create space for others• Attack space behind defense


ROAR CurriculumPurpose

The purpose of this coaching curriculum is to create consistency within our coaching staff. We not only want to be consistent with what we teach, but also how we teach. Coaching methodology has a major impact on the successfulness of our goal towards player development. ROAR coaches and players will all benefit from this new curriculum. This curriculum is a step towards having all of our coaches learning the same core values of coaching as a ROAR coach and the same core fundamentals for player skill development as an organization.This curriculum will be used as a tool for all our coaches. It will help coaches with understanding the role of a coach, coaching methodology and how to run a practice. To reach our goals we must all work together to make sure we do our best when developing players. This curriculum is an attempt to have one unified method of developing players within ROAR sports.

The Core Curriculum

The implementation of this curriculum is extremely vital to the development of our players. It is important that every coach follows the guidelines and schedules provided in the curriculum. Included in this section are:

A 7-week schedule, which outlines the topics to be covered in each session throughout the whole season (on page 42). Along with these topics are coaching points that provide key factors we want players to be able to take away from each session. (Pool nights during the week will be consistent with this schedule in order to provide a clear and thorough learning environment for our players. TBD.)

A Session Plan timeline of how to break up an effective practice An example of a Practice plan outline A blank Practice Plan outline for your usage Soccer Lingo Week 1-Dribblings skills and drills curriculum

7-Week Training PlanSkill Coaching Points

Week1 Dribbling

1. Head up. Look for open space.2. Every other step is a touch on the ball.3. Complete player uses all services of the foot and both feet.4. Lock ankles… no "noodly ankles"5. Big touch? Small touch?

Week2

Running with the Ball

1. Identify space to penetrate into.2. Awareness of teammates and opponents.3. Big touch into space.4. Lock ankles… use laces with dribbling with speed.5. Change of speed/direction.

Week3

Passing & Receiving Passing:1. Communication. Eye contact & Call.2. Planted foot beside ball.3. Ankle locked, follow through to target.


4. Part of the foot. Part of the ball.Receiving:

1. One your toes (preparation). Movement off the ball. Check to show.2. Look over shoulder (awareness of opponents).3. Cushion the ball to absorb its speed4. Receive back foot. Side-on body position.5. Decision. Various surfaces. Into space.

Week4 Shooting

1. First touch set up shot.2. Eye on ball. Land on shooting foot.3. Head and shoulders over ball.4. Accuracy before power.5. Part of foot. Part of ball.

Week5 Attacking

1v1 situations:1. Attacking mentality. Confidence. Recognition of opportunity for 1v1.2. Attack defenders front foot. Deception.3. Change speed and direction.4. Attack open space behind defender.

2v1 situations:1. Make defender commit.2. Communication.3. Overlapping runs.4. Timing of runs.

Week6 Defense

1v1 situations:1. "Delay" - Speed and Angle of Approach; Distance from player (relation to

goal);2. Delay/Jockey into position – Patience.3. "Direct" - Balance and Body Position – Dictate.4. "Destroy" – Step in to win the ball once opponent takes a bad touch

1v2 situations:1. Role of first defender same as 1v1.2. Communication between 2nd and 1st defenders.3. Angle of support from 2nd defender.4. Recovery run of 1st defender after beaten.

Week7 Team Building

1. Encourage camaraderie among players.2. Build togetherness.3. Allow players to have fun and enjoy the game.

Session PlanExercise Time Main Focus

Warm-up 10 Mins

1. Dynamic Warm-up. Every player with a ball idea.2. Technical training during warm-up. Keep it focused on topic of the day

(i.e. dribbling)3. Player touch the ball as much as possible in warm-up. Little need for

stretching at the young ages.

Technical Session 20 Mins

4. Organized technical session focusing on topic of the day.5. Technical session should have 2 or 3 progressions. Begin with unopposed

and challenge players with a progression to opposed training.6. Players only coached on specific topic of day. Stay on track.7. Players should go into small-sided game having a great understanding of

the topic of the day and how it relates into a game situation.Small-Sided 15 Mins 8. Small-sided game with 2 teams going towards goal.


Game

9. Maintain making coaching points based on topic but allow players to make decisions on their own.

10. Make the transition toward coaching principles of play relating to topic. (i.e. penetration for a dribbling session, or balance for a defending session.)

11. All players should try to implement what they learned in technical session.12. Players should finish small sided game having a good understanding of

how the topic of the day is related to a real game situation.

Coaching Points

Using the coaching points provided in the curriculum as a guideline of points to focus on while delivering a session.

Allows for consistent message to be passed down from coach to player. Coaching points should focus from the very start of training to the very end. Only focus on one topics' coaching points per session. This helps simplify the topic for the player.

Principles of Play

Principles of Play are steps beyond the technical aspect of the game. They will help players understand when, where, and how these technical skills they have learned transition into a game situation. Our first focus is for the players to master their technical skills. Once players have a good grasp of these in a game situation, Principles of Play can be considered by a coach to challenge a player to transition the technical skills they have learned into a game situation.

Principles of Play become more important as a player gets older and they begin to master their technical skills. However, it is also important to briefly introduce these ideas to players at young ages so they are familiar with them as they develop.


Warm up:

Exercise 1:

Exercise 2:

Exercise 3:

Organization and Coaching Points



Organization and Coaching PointsFinal Game:

Practice Plan OutlineTopic: Date: Duration:


Sample Practice Outline


Soccer Lingo

Every sport has a language of its own and soccer is no different. Terms like “Side-on” or “Schemer” have a specific meaning within the game that first year coaches may not be familiar with. Listed are a few just soccer term a coach needs to know in the world of soccer.

50/50 ball- A loose ball contested by a player from each team and which may be won by either one of them (a frequent cause of injury as players collide in attempting to be first to the ball).

Advantage - A discretionary judgment which allows an official to permit play to continue rather than stopping play to administer a foul. The is because the foul did not put the offended team at a disadvantage, or the foul, should it have been called, may take away a favorable opportunity for the offended team.

Attacking half Generally considered the offensive half. The half of the field where one particular team is trying to score.

Attacking third - Some coaches prefer to divide the fields into thirds in setting tactical goals for their team. The attacking third is the third of the field where one particular team is trying to score. The other two thirds are called the defensive third and middle third.

Away - Instruction issued by a goalkeeper to teammates to tell them to clear the ball without attempting to control it.

Back - 1. Movement by players towards their own goal; 2. Communication to a teammate, who is carrying the ball, for a pass back; 3. Communication to a teammate letting him know that he has support behind him; 4. Another name for fullback.

Back pass/Drop - A pass made to a trailing player (one who is behind the ball carrier).

Balance - Used to describe the concurrent presence of coverage by a team in all important areas of the field of play.

Ball side - A player who is closer to the ball than to the opponent he is playing against is said to be "ball side" of the opponent.

Breakaway - An attacker who gets behind all field defenders, with possession of the ball, is said to have a breakaway.

Caught square - When two or more defenders have been beaten by a through ball because they were positioned square to one another (in other words, in a line across the field parallel to the goal line) because one or more failed to drop off and provide support, they are said to have been "caught square".

Channel - To 'channel' an opponent is to steer him or her into a more predictable, easily defended direction.

Check away - To move away from a teammate who has the ball; frequently used before checking back to the ball in order to create space and confuse a defender.

Check to - An offensive player runs toward the ball carrier, usually to call for a pass; frequently used immediately after the player has checked away from the ball in order to create space and confuse the defenders.


Clear - A term used by defenders to send the ball rapidly up field. This term is yelled out by defenders to alert the defender with the ball that he has impending pressure.

Clearance - Usually a long, flighted ball used by defenders to clear the ball up field.

Close down - The technique whereby a defender gets as close as possible to an attacker, usually the ball-carrier, without letting the attacker get past.

Compress the field - As defenders push out toward the ball, thereby reducing the area in which attacking forwards can move without being in an offside position, they are said to "compress the field".

Cover - 1. A defender who is supporting a teammate facing the attacking player on the ball is said to be providing cover; 2. A defender moving into such a position will call "Cover!" to let his or her teammate know of the presence of support.

Dead ball situation - Any situation when the ball in being put back into play by the attacking team, especially a direct or indirect free kick or a corner kick.

Defensive third - Some coaches prefer to divide the fields into thirds in setting tactical goals for their team. The defensive third is the third of the field where one particular team is defending their own goal. The other two thirds are called the attacking third and middle third.

Deflection - 1. An uncontrolled rebound off a player or the referee. 2. A save attempt by a goalkeeper (usually with the hands) where the ball rebounds away.

Diagonal - Any action (pass, kick or run) that moves corner-to-corner with respect to the field of play. The player doesn't have to use all the space between the corners, which are simply a reference to a diagonal.

Dummy - To pretend to be about to receive the ball, but allow the ball to travel past oneself, in order to deceive the opponent.

Give-and-go - A tactic used when one player passes to a teammate, the first player then sprints into an open area, then the second player returns the pass to the first. Also called a "wall pass."

Goal side - A player who is closer to the goal which he is defending than to the opponent he is playing against is said to be "goal side" of the opponent. See ball side.

Instep - The top part of the foot corresponding to the lower part of the laces portion of the boot.

Jockey - 1. To delay the forward progress of an opponent with the ball by holding a position close to and goal side of the opponent so that he or she can be tackled once support arrives. 2. An instruction to a player to tell him or her not to tackle but to jockey an opponent.

Juggling - A training exercise in which the ball is kept in the air, using any legal part of the body, by one player.

Man on - A term used for communicating that the ball carrier or the player about to receive the ball is going to be under pressure from a defender.

Man-to-man defense - A defensive system in which a player (usually a marking back) will be assigned responsibility to mark a specific individual opponent. Often used to neutralize a particularly dangerous and mobile attacking player; if the strategy is effective, the neutralized player is said to have been "marked out of the game". See zone defense.


Mark - 1. A defender who is guarding an opponent is said to be marking him or her; 2. A player guarded by another player (as in "Who's your mark?").

Mark up - Used to instruct players to guard an opponent so that all attacking players are marked.

Overlap - A tactic used by the attacking team. One player will run past the ball carrier in order to put himself in a better position to receive the ball.

Push up - A coaching instruction used to tell players to move forward, towards the opponents' goal, in order to put opponents in an offside position, as in "push up" or "push out."Also "out", "step", "step up" and "pull".

Recovery - The act of defenders to get back into a defensive position.

Shape - Refers to the characteristic placement of players in a given formation. If players wander away from their assigned roles and are not replaced by teammates, a team may be said to have "lost its shape".

Space - Used to define an area on the field that is free from opponents and pressure. The ball can be passed into space for a player to run on to. A player can run into space to get open for a pass or to bring defenders with him to rid the area under attack of defenders (see dummy run).

Square ball - A pass played "square", in other words parallel to the goal line or perpendicular to the touch line.

Switch field - The act of directing the ball from one side of the field to the other (in other words, from an area near one touch line to an area nearer the other touch line). Frequently used as a tactic to catch the defense which has been drawn to one side of the field and lost its shape.

Two-touch play - When a player first controls a moving ball with one touch and with the next touch, passes to another player or shoots. See one-touch play.

Wall - The players who stand between the ball and their own goal at the time a free kick is going to be taken. These players form a human barrier between the ball and their goal.

Zone defense - A defensive system in which players are assigned responsibility for particular areas of the defensive third rather than for individual opponents. See man-to-man defense.


Week 1- DribblingWarm-up

Dribbling

***I recommend at the beginning of every practice as a warm up to dribble the ball in a coned off confined area (about 10X10 so that players learn to get comfortable on the ball and aware of the boundaries set). Dribble in a confined area so they learn how to control the ball well and not dribble out of bounds when game time comes. Use your cones to help you do it... you don't want to dribble in too big of an area... challenge them in a smaller area. If you need to start off larger that’s ok… but as each practice goes on, start to then close up the dribbling space more.

Inside the coned off square… each player will have an individual ball to work on technical stuff. Have the kids first dribble just with the inside of their right foot. Help them to think of ways to turn just with the inside of their foot (i.e. chop, step over/figure 8, crof). Then after a few minutes have them dribble only with the inside of their left foot. Then switch to the outside of right and then outside of left (i.e. moves to turn would be chop, scissors, etc.). Then dribble with the sole of their foot (toe taps moving forward/backward and sole rolls). Progress then to dribbling freely using all the different surfaces they just learned and worked on. In between the different surfaces… work on toe taps and foundations.

When dribbling, focus more on dribbling with control (keeping it close), then add in dribbling fast like a cheetah or slow like a turtle and stopping it fast on command so they see if they have control of it. The stopping commands can be "airplane" (putting one foot on top of the ball and holding out hands like an airplane for balance) or body part stopping… like with your bottom, knee, head, etc. Once they get the hang of understanding control and awareness then you can add on further in the season the different surfaces of the foot to dribble with.

Make sure to emphasize/ Key points

Keeping the ball close...keep reminding them and ingraining in them that… "every other step is a touch on the ball"

Make sure to look up so they don't run into pressure (awareness of surroundings)

Use the different surfaces of your feet (inside, outside, and soul of the foot "soul rolls and toe taps).

Don't use your toe.... "SAY NO to the TOE"

Don't favor one foot ... "You don't want to be a half a player, you want to be a great whole player." Teaching them at a young age will be beneficial for them later on if they don't already start favoring one foot. Keeping them from picking up on bad habits

"No noodly ankles"... always keep your ankles locked

Lower your body; bend your knees when making turns



Toe Taps

How to Do Toe Taps With a Soccer BallToe taps is a skill that helps increase your speed in soccer. Even though you wouldn't do toe taps during a game, they help develop your skills. Every player will have a ball at their feet when doing toe taps in a coned off area to warm up. Players need to get as many touches as possible individually during the warm up session.

Start with your back foot on the ball. The front foot should be firmly on the ground, because this is the source of your balance. Once you're comfortable in this position, move on to the next step.

Switch positions. Your front leg should now be on the ball, and your back leg should be on the ground. You'll probably get off balance a tad, but that's okay. Once you've reached perfect balance, move on to the next step.

Repeat steps one and two twice. Try to go a little faster, but not to the point where you lose balance. Do steps one and two twice.

Repeat steps one and two five times. Do it at a quick pace now, but don't lose your balance. Tap the ball lightly. Do it five times.

Do steps one and two continuously. You should be used to the positions enough that you can do it. Try to go at your own speed, and then slowly pick it up. See how fast and how long you can go! Once you get the hang of it… start to pick your head up. Coach can hold up a number and they have to call it out.


Tick Tock "AKA Foundations"Emphasis: Basic Skill-touch

Teach: Fast feet & ball control using inside-of-feet.

Set up: Every player has a ball & starts with the ball between his feet, with knees bent

The game: On "go" each player taps the ball between his feet. Each tap is "one". 1st to reach 20 wins (1st to 40 if U-12)

Tips: Keep knees bent & tap ball with the front of the foot (this gives better control than the back of the foot). Kids legs should not be straight or they will look like they are "waddling like a penguin”

Comments: Try to go at your own speed, and then slowly pick it up. See how fast and how long you can go! Also players need to get their heads up for awareness.


Drills Session

All these drills should take up a good bit of your practice time and then you should be able to play a game at the end for about 10-15 min. Make sure throughout the Drills and Game played at the end that you continue to remind them about thinking about and using the main points we emphasized on control at the beginning of practice during warm-ups. If you do this every practice at the beginning for warm-up your children will learn to have great ball control and start off with good habits!

*pick 2 to 3 age specific activities below to use for your Drill section

U6 Activities (K and 1st graders: Little Kickers)

Body Part Dribbling - Players are asked to dribble and stop ball with various parts of their body. Ask them for ideas. (i.e. "stop it with your bottom, elbow, etc.) This can also be used for warm-ups.

"Pretend to be…"- As they control the ball ask them to pretend to be various things, such as an animal or a car. Ask them for ideas.

Volcanoes-

Set-up: Place cones (high cones if available) throughout the field that you have set up and have children start at one end of the field sitting on their soccer balls.

Objective: Tell children the cones are volcanoes throughout the field, and they have to dribble around and avoid them. Let them known when you hit a volcano that it erupts and lava comes out and makes their soccer balls dirty.

Once they get the hang of if you can progress to having them start on one end line and dribble to the other (in hopes that they don’t knock down a cone) without hitting the volcanoes. Challenge them by calling out Rabbit (dribble fast) and Turtle (dribble slowly) to have the kids change their speed as they move through the volcano field.

Red Light/Green Light-

Set up: Set up an alleyway with cones and line up all the players on one of the two end lines. Objective: Tell the campers to dribble their ball from one end line to the other. A coach will act as the traffic light yelling out various color lights. Another coach should act as a police officer, handing out tickets and sending campers back to the start who fail to obey the traffic signals.Possible lights: RED-Stop, YELLOW-slow, GREEN-go, BLACK-dance moves, BLUE-moves and any other light you want with a corresponding direction.When the kids get better at understanding the game… you can add a siren sound and that means the kids have to do a "turn/pull back" and run back to the start line with control of their ball.



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U8 Activities (1st and 2nd graders: Series A)Making Shapes - Tell the players to make different shapes on the ground using the ball, such as a circle, square, triangle, etc.Once the players have a good feel for the new skill, the coach can then encourage them to do it faster.Grid Work 1- Set up: Set up grids with cones about 10x10

Organization: Players dribble in a figure of eight around their two cones that they have been assigned by the coach.

Progression: Ask players to use one foot only and use their inside of foot to dribble around the cone from one side and their outside of foot on the other cone.

Coaching Points: Keep the ball close, Force players to use both feet, keep your head up, speed of play

Hospital Tag- Each player has a ball and is dribbling. If player is tagged they must touch with their hand the body part that was tagged. If tagged three times they then go and do a special activity (at a marked area for the "hospital". They are then "healed" and can resume play.

Amoeba tag- One player starts with a ball and tries to tag other players in a confined area. When a player gets tagged they then get a ball and help. Game ends when all players have been tagged. Variations include using no balls, or players may tag or pass a ball into a player to tag them.


U10 Activities (3rd and 4th graders: MLS/Premier)

Tag game - Players dribble trying to tag the other players below the knee.Change of Pace - See hand out or emailKnockout - See hand out or emailMad Dogs - See hand out or email

U12 Activities (5th and 6th graders: MLS/Premier)

Beat the Clock - See hand out or emailConstant Dribble - See hand out or emailKnockout - See hand out or emailMad Dogs - See hand out or email

Small-Sided Game

End with a scrimmage. Remember to emphasize the main points on dribbling. But make sure to not coach too much. Let them play and build confidence and awareness!

***this is something I tell my kids when I first start coaching them and ask them at every practice and right before they play a Game/Scrimmage… there are 3 main things in soccer you need to focus on.

Soccer is as simple as:

1. Play away from pressure (don’t dribble into where the def. team is)

2. Move without the ball (move to help support your teammates). Just because you don’t have the ball doesn’t mean you don’t have an important role in the game and can't help your teammates.

3. If you can't go forward (dribbling or passing)… go backwards. (don’t force a ball forward if it's not on.. you can always pass the ball back "drop pass" to your teammates who are supporting you from behind.)


Documents

Westminster Presbyterian Church - ROAR Web viewFor instance, dribbling in basketball requires proper posture, fingertip touch on the ball, ... with one simple word or tone of voice