Coach Gavin Spooner has been kind enough to publish an entire season-long series of practice plans for U6 and U8 coaches.
There is a lot of great (free) information at http://www.footy4kids.co.uk/
Saturday, August 08, 2009
U6 and U8 Guidelines
http://www.bayoaks.net/guide/guide.html
Selections from the U-6 and U-8 Age Curriculum of the Bay Oaks Soccer Club in Ohio - great stuff! http://www.bayoaks.net/guide/age7.html
U6-U8 Age Appropriate Activities"The younger they are, the more organized the coach must be."Dr. Tom Fleck, USSF National Staff Instructor
Please note that most coaches of these age groups are fairly inexperienced in the game. I find the best way for them to learn and to experience the frustrations of their 6-8 year olds is to get a ball and attempt the activities that they are going to ask their players to do, prior to the practice!
Topics to Cover – for U6-U8 Coaches
*Age Appropriate Activities / Fun Games lead to Development!
* Dribbling, Turning with Ball, Fakes and Skills
* Passing – Encourage players to pass to partner (at U7-8)
* Finishing – encouraging the mentality to shoot! KNOW THE PRINCIPLES OF YOUTH COACHING
Decision-making is the key. Soccer is a game in which the players have to think! Let the players make some input into the session, by giving them some opportunities to make decisions within the games that you choose as a coach.The coach makes the games and the rules simple. One should allow scheming but not cheating. Have a lot of balls around as a coach, so that you can shout ‘ball’s out’ or ‘get out of here’ to make the play somewhat continuous for plenty of repetition.
Review Principles of Youth Coaching:
A COACH OF YOUTH SOCCER MUST ALWAYS BE POSITIVE !
A COACH MUST ALWAYS CHECK THAT THE PLAYING AREA IS SAFE!
1. Activities need to be developmentally appropriate – fun, agility
2. Give clear instructions – Brevity, Clarity, Relevance provide good pictures – little talking
3. Simple to Complex progression
4. Opportunities for decision making – attack/defend scheming
5. Use safe and appropriate spaces (ie. 20x30 yards)
6. Provide plenty of implications for the game – very wide scope with young kids It’s all in a name! Note: The name of a game is very important. The younger players will concentrate for longer at an activity if it is called something they can relate to and use their imagination to play at. Five years ago, the kids favorite was the Power Rangers, so instead of a ‘soccer drill’, we played the Power Rangers game! They didn’t think they were learning the same old ‘soccer skills’ so they enjoyed themselves using their own imagination and creativity. Coaches should attempt to get into the psyche of their players and find out what they enjoy. Their concentration will last longer and the coach’s job will be easier!
U6-U8 Appropriate Games – Warm-Up & Dribbling
Coaches have to consider players of this age from three perspectives; physiological, psychological and social. Children of any age can differ in their level of development in either of these categories by as much as (plus or minus) 3 years. There can be a world of difference between players starting their first season as opposed to their third! Please review the activities below and from your own personal experience, adjust accordingly to the developmental needs / techniques of the players/coaches you are working with.
Concentrate on a lot of touches on the ball for each player – each with own size 3 ball. If a game is becoming tedious or the players are restless – declare multiple winners and move on to another activity. It is vital that a coach knows (or works out quickly) what level his/her players are at! If the games are too easy, the kids get bored and if they are too difficult, they get frustrated. Make activities sufficiently challenging to keep the players interested, or challenge the better individuals while a game in ongoing (i.e. using left foot only etc.).
Note: U6 have difficulty seeing imaginary lines between cones – so lay a lot of disks for sidelines
Warm Up Games
U6-U8 Players do not need to do any static stretching, unlike us adults! This is not to say that we cannot do some ball gymnastics for fun and get them into good habits, but use sparingly. I prefer to use a quick warm-up tag game to get kids ‘juiced up’ (excited) for the game of soccer. This in turn will get the kids to both get out of their parents car and tie their shoelaces quicker – I mean who wants to do laps or stand in a circle listening to the coach at this age!?
Red Rover / Sharks and Minnows
All players start in a line at one end of the grid, while coach is it in the middle. Coach calls ‘Red rover, red rover, send everybody over’ (everybody can be substituted for boys, girls or shirt colors if big numbers). The coach tries to tag players, who in turn try to reach the other side of the grid safely. If they do they turn around and wait for the coach to call again. If they are tagged then they are it in the middle with the coach. Can progress to having the kids each with a ball (gets them to attempt to look up while dribbling!)
Red Light Green Light
Start all kids on one side-line of a grid. The object is to be the first to the other side. When you (the coach) calls ‘green light’ they move as fast as they can towards the other line. When you call ‘red light’ they must stop keeping their ball under the control. If they still move or their ball is more than 1 yard from their feet they go back to the start line! Make it fun – if they move their face muscles (coach tries to make them laugh) they have to go back also.
Blob / Link Tag
Coach is it, all the players have a ball in a grid. If the coach tags someone or their ball (usually get the best dribbler first to allow the weaker kids to get more touches), that players ball is knocked out of the grid and thenthe two link arms and try and get somebody else. Game continues.
Pac-Man
One player starts with a ball in a grid (usually one of the better players). All the others start in the grid without their balls (placed just outside the grid within easy reach). On command the player with the ball has to dribble the ball under control while attempting to tag others. If he does then they also get their ball and attempt the same.
Freeze Tag
Every player starts with a ball in a grid except two taggers (in different color bibs). After 3 seconds, the taggers are free to tag anyone with a ball. If tagged, they have to freeze with their legs apart and ball by side. They can be released (or unfrozen) by another free player dribbling ball up to them and passing ball through frozen players legs. Swap taggers after 30 seconds or if they freeze everybody! This can also be played without the ball, just as a tag game. To be unfrozen, free players crawl through the legs of the frozen players.
Hospital Tag
Lay out appropriate sized grid, with a small square in the middle (the hospital). Make 2 players taggers, who have to chase others. If tagged on shoulder for instance, player has to hold shoulder with one hand until they can run into the hospital to free themselves. Game gets amusing if player is tagged 2-3 times in open!
Everybody’s it!
Every player starts with a ball in a grid. On command they can hunt each other down and if they can touch their ball against somebody else’s then they score a point. This teaches them to be creative, fake to get a view of someone’s ball or in turn shield their own ball from attack!
Other Simple Ideas
Can use control ball from air to thigh then dribble away quickly 5 touches. Then use air to foot.
Dribble in area. On command ‘switch’ leave ball and find another. Continue dribbling.
All players like opportunities to challenge themselves. For instance, once in a while use outside of foot and left foot – Get players used to using all surfaces of their feet.
Minefield
Two teams turn cones upside down or right way up to score in 30 seconds!
Variations of Minefield
Dribble round cone in order to pick up
Croquet – same as above only introduce knocking other persons ball away with your ball
Outside of foot (still w/knocking ball away). Can dribble around 2 at a time (schemer)
Play and Retrieve
Play individually (at U6) and begin to pair players up (at U7-8). Show them a couple of ways to retrieve ball then let them be creative! i.e. Throw ball away and give # of body parts to bring ball back with # of passes to hit server’s feet Coach/Server moves to a different position after he kicks ball away
Remember at these ages we do not want to say the one with the most points chooses a consequence for all the rest! Most players in this age range will lie about their score…especially little boys! A coach should be aware that if he/she plays a game with points and asks the first boy what did you get and he says ‘N’ (a number), the next will say ‘N+1’, the next ‘N+2’ etc.! Be careful!!
DRIBBLING
After some fun warm-up activities, ask the players to dribble in a defined rectangular area. Ninety percent (85%) of all players in the world prefer to kick a ball with the right foot. Consequently, 85% of all young players will dribble the ball round in a counter-clockwise direction. Coaches must recognize this problem and attempt to get their players comfortable with both the left and right foot.
Get the chin off the chest!
At the youngest ages, teams usually play 3v3. There is no such thing as 3v3! In reality, the game is 1v5 because all players play with their head down concentrating on the ball! We want them to look up to be aware of what is around them.
There is a simple activity to help do this, called Body Part Dribble. Have all players dribble their ball around in the set area and when the coach calls out a certain body-part, for instance ‘hand’ then the players stop the ball with their hand. Try this a few times then the coach does not call out but simply points to the body part on his/her own body. This will quickly get the players to look up after each gentle touch on the ball.
Find your own space!
Then instead of having to look up for the coach, just let the kids play without bumping into each other. Stop the players when a few are close to each other, then get them to stand with their arms out to the side and twist gently from the waist. If they can touch one another player, they are too close! Then guarantee them that the next time you stop them, they will all find their own space.
As a coach, one must stand in an appropriate spot to see the whole field of play. He or she can wait until every player is in their own space before calling stop. This way show the coaches that they can stand in a position to see everybody and recognize certain situations in which to stop the players to make positive points.
Shielding/Turning
Introduce the concept of shielding the ball using hands first (younger players will comprehend this infinitely quicker as they are more dexterous with their hands than feet). Each player has a partner with one ball between them. (The Coach should give a good picture to start so they do not go straight down and bang heads). One player tries to keep the ball away from coach. The only rules are that the ball has to remain on the ground and that you can only maneuver it with one hand at a time. If partner (coach) touches the ball with his/her hand possession changes! When coach wins ball, demonstrate that you don’t have to run away, just simply place your body frame between the ball and the opponent.
Secondly, tell players not to travel – can stay in one spot and still retain possession
Third, get shielder to keep hip pointing to partner (i.e., not facing them and not with their back turned)
Fourth, play shielding game using feet
Fifth, give everyone a ball in the rectangle and if coach (without ball) approaches them they are to turn away to shield. Coach can introduce inside and outside of foot turns this way.
Simple Body Fake or Trick!
All kids/players love to learn new tricks! Coach can use their favorite trick or any Coerver move as long as they break it into very small steps. I prefer to teach tricks without the ball first!
Get all participants to stand 3 steps back from their ball to learn the foot positioning first before complicating things with the ball! Lift the left foot up, take a small diagonal step forward (to the left), bend the left knee and drop the left shoulder down. Then lift the right foot up and take a quick hop diagonally forward to the right. When the ball is involved, on the hop push the ball forward in the same direction with whichever part of the foot is comfortable, preferably the right hand side of the laces of the right shoe. Let them practice on their own for 30 seconds. Do not spend long on this exercise. Some players will understand the concept and this will begin to rub off on the players around. I have had a 3 year old do this fake at camp and remember it the next day! Only spend 3-4 minutes on this then move onto another high intensity activity. The only two things that important is that they player keep their head up and that they keep the ball close to their body.
Dribbling Gates
Place a number of gates around an area (2 cones about a yard apart). The players have to dribble through the gates to score a point. Only rule is not to dribble through same gate twice in a row! The Coach must introduce vision at this point. Head for the gate that is open (i.e. no-one around it) so you don’t have to stop and wait your turn! Let them play once and then can give some suggestions for the technique to use!
PASSING
U6 Players usually are not psychologically ready for passing to their teammates and are still in the mindset of parallel play – each is playing a separate game in their head. Still it is never too early to give them a concept, as some will get it and again it will begin to rub off on the others in their peer group. Most U8’s who have played before are ready for the concept of passing to a team mate. The following game is ideal to introduce passing to a partner.
Passing Gates
Place a number of gates around an area (2 cones about a yard apart). 2 players have to pass through the gate to score a point. Only rule is not to pass through same gate twice in a row! The Coach must introduce passing and communication at this point. Let them play once and then can give some suggestions for the technique to use!
Do not berate kids for using their toes! They will use whatever part of their foot that is comfortable for them. Simply suggest different areas of the foot and tell them why (more surface area etc.) I like to use the example of when Brazil beat England in 1997 1-0, Romario scored toe-poking the ball in the corner as it was the only part of his outstretched body that could reach the ball. Ask the coaches if you think the Brazilian coach slammed Romario against the lockers after the game for using his toes?
Advance the game for U8 players by giving double points for left foot or outside of foot passes. 3 teams (3 blue, 3 orange, 3 yellow). Have to pass through gate to score a point. How many can you score in 30 seconds. If balls collide – deduct 1 point.
Death on the Nile!
10x30 grid. 3 teams of 3 players, and 3 balls. Each team gets one minute in the middle (the river). Count # of interceptions. Other 2 teams have to play the balls across the ‘river’ back and forth. Introduce calling for the ball, then passing to a teammate on same side to open ‘channels’. Within game can coach recommended technique for passing (with inside of foot and why) & receiving. One can also introduce simple deception at this point (faking the pass & knowing defensively what they are trying to read to anticipate).
FINISHING
Simply having the coach stand between 2 flags (the goal) and having kids dribble ball in and try to kick it in the goal is enough to start. Of course the goalkeeper (coach) lets most balls in! Then we can progress to other finishing games…
"The Game" 3v3/4v4 to goals with one ball!
Every coach has experienced a kid tugging on his/her shirt asking ‘when are we going to scrimmage?’ A coach should always try to let the kids scrimmage for a third or so of practice in the format that they will play in season.For the younger kids this will be 3v3 or 4v4. The coach should be the ‘boss of the balls’ serving balls into play until they are all out of play. Each player must retrieve one ball to the coach to resume game. Please, Please, Please don’t make any kid sit out of a game. Play games of inclusion! If you have an odd number, play 3v4 or 4v5. Don’t be too set on even numbers – it doesn’t matter. If teams are wildly uneven fix things by having one or two players switch teams.
Excite kids with their own development. You have to be very organized!
Review objectives of soccer activities
1. Get players to solve problems
2. Foster cooperation and teamwork
3. When does the coach control the game as opposed to the players?
4. Use games that bring out an aspect of the real game
5. Excitement – get kids ‘juiced up!’
6. Create environments to bring ideas out. Show kids how to survive!
Mike Smith
OYSA Recreation Head Coach
USYSA National Coaching Committee
Selections from the U-6 and U-8 Age Curriculum of the Bay Oaks Soccer Club in Ohio - great stuff! http://www.bayoaks.net/guide/age7.html
U6-U8 Age Appropriate Activities"The younger they are, the more organized the coach must be."Dr. Tom Fleck, USSF National Staff Instructor
Please note that most coaches of these age groups are fairly inexperienced in the game. I find the best way for them to learn and to experience the frustrations of their 6-8 year olds is to get a ball and attempt the activities that they are going to ask their players to do, prior to the practice!
Topics to Cover – for U6-U8 Coaches
*Age Appropriate Activities / Fun Games lead to Development!
* Dribbling, Turning with Ball, Fakes and Skills
* Passing – Encourage players to pass to partner (at U7-8)
* Finishing – encouraging the mentality to shoot! KNOW THE PRINCIPLES OF YOUTH COACHING
Decision-making is the key. Soccer is a game in which the players have to think! Let the players make some input into the session, by giving them some opportunities to make decisions within the games that you choose as a coach.The coach makes the games and the rules simple. One should allow scheming but not cheating. Have a lot of balls around as a coach, so that you can shout ‘ball’s out’ or ‘get out of here’ to make the play somewhat continuous for plenty of repetition.
Review Principles of Youth Coaching:
A COACH OF YOUTH SOCCER MUST ALWAYS BE POSITIVE !
A COACH MUST ALWAYS CHECK THAT THE PLAYING AREA IS SAFE!
1. Activities need to be developmentally appropriate – fun, agility
2. Give clear instructions – Brevity, Clarity, Relevance provide good pictures – little talking
3. Simple to Complex progression
4. Opportunities for decision making – attack/defend scheming
5. Use safe and appropriate spaces (ie. 20x30 yards)
6. Provide plenty of implications for the game – very wide scope with young kids It’s all in a name! Note: The name of a game is very important. The younger players will concentrate for longer at an activity if it is called something they can relate to and use their imagination to play at. Five years ago, the kids favorite was the Power Rangers, so instead of a ‘soccer drill’, we played the Power Rangers game! They didn’t think they were learning the same old ‘soccer skills’ so they enjoyed themselves using their own imagination and creativity. Coaches should attempt to get into the psyche of their players and find out what they enjoy. Their concentration will last longer and the coach’s job will be easier!
U6-U8 Appropriate Games – Warm-Up & Dribbling
Coaches have to consider players of this age from three perspectives; physiological, psychological and social. Children of any age can differ in their level of development in either of these categories by as much as (plus or minus) 3 years. There can be a world of difference between players starting their first season as opposed to their third! Please review the activities below and from your own personal experience, adjust accordingly to the developmental needs / techniques of the players/coaches you are working with.
Concentrate on a lot of touches on the ball for each player – each with own size 3 ball. If a game is becoming tedious or the players are restless – declare multiple winners and move on to another activity. It is vital that a coach knows (or works out quickly) what level his/her players are at! If the games are too easy, the kids get bored and if they are too difficult, they get frustrated. Make activities sufficiently challenging to keep the players interested, or challenge the better individuals while a game in ongoing (i.e. using left foot only etc.).
Note: U6 have difficulty seeing imaginary lines between cones – so lay a lot of disks for sidelines
Warm Up Games
U6-U8 Players do not need to do any static stretching, unlike us adults! This is not to say that we cannot do some ball gymnastics for fun and get them into good habits, but use sparingly. I prefer to use a quick warm-up tag game to get kids ‘juiced up’ (excited) for the game of soccer. This in turn will get the kids to both get out of their parents car and tie their shoelaces quicker – I mean who wants to do laps or stand in a circle listening to the coach at this age!?
Red Rover / Sharks and Minnows
All players start in a line at one end of the grid, while coach is it in the middle. Coach calls ‘Red rover, red rover, send everybody over’ (everybody can be substituted for boys, girls or shirt colors if big numbers). The coach tries to tag players, who in turn try to reach the other side of the grid safely. If they do they turn around and wait for the coach to call again. If they are tagged then they are it in the middle with the coach. Can progress to having the kids each with a ball (gets them to attempt to look up while dribbling!)
Red Light Green Light
Start all kids on one side-line of a grid. The object is to be the first to the other side. When you (the coach) calls ‘green light’ they move as fast as they can towards the other line. When you call ‘red light’ they must stop keeping their ball under the control. If they still move or their ball is more than 1 yard from their feet they go back to the start line! Make it fun – if they move their face muscles (coach tries to make them laugh) they have to go back also.
Blob / Link Tag
Coach is it, all the players have a ball in a grid. If the coach tags someone or their ball (usually get the best dribbler first to allow the weaker kids to get more touches), that players ball is knocked out of the grid and thenthe two link arms and try and get somebody else. Game continues.
Pac-Man
One player starts with a ball in a grid (usually one of the better players). All the others start in the grid without their balls (placed just outside the grid within easy reach). On command the player with the ball has to dribble the ball under control while attempting to tag others. If he does then they also get their ball and attempt the same.
Freeze Tag
Every player starts with a ball in a grid except two taggers (in different color bibs). After 3 seconds, the taggers are free to tag anyone with a ball. If tagged, they have to freeze with their legs apart and ball by side. They can be released (or unfrozen) by another free player dribbling ball up to them and passing ball through frozen players legs. Swap taggers after 30 seconds or if they freeze everybody! This can also be played without the ball, just as a tag game. To be unfrozen, free players crawl through the legs of the frozen players.
Hospital Tag
Lay out appropriate sized grid, with a small square in the middle (the hospital). Make 2 players taggers, who have to chase others. If tagged on shoulder for instance, player has to hold shoulder with one hand until they can run into the hospital to free themselves. Game gets amusing if player is tagged 2-3 times in open!
Everybody’s it!
Every player starts with a ball in a grid. On command they can hunt each other down and if they can touch their ball against somebody else’s then they score a point. This teaches them to be creative, fake to get a view of someone’s ball or in turn shield their own ball from attack!
Other Simple Ideas
Can use control ball from air to thigh then dribble away quickly 5 touches. Then use air to foot.
Dribble in area. On command ‘switch’ leave ball and find another. Continue dribbling.
All players like opportunities to challenge themselves. For instance, once in a while use outside of foot and left foot – Get players used to using all surfaces of their feet.
Minefield
Two teams turn cones upside down or right way up to score in 30 seconds!
Variations of Minefield
Dribble round cone in order to pick up
Croquet – same as above only introduce knocking other persons ball away with your ball
Outside of foot (still w/knocking ball away). Can dribble around 2 at a time (schemer)
Play and Retrieve
Play individually (at U6) and begin to pair players up (at U7-8). Show them a couple of ways to retrieve ball then let them be creative! i.e. Throw ball away and give # of body parts to bring ball back with # of passes to hit server’s feet Coach/Server moves to a different position after he kicks ball away
Remember at these ages we do not want to say the one with the most points chooses a consequence for all the rest! Most players in this age range will lie about their score…especially little boys! A coach should be aware that if he/she plays a game with points and asks the first boy what did you get and he says ‘N’ (a number), the next will say ‘N+1’, the next ‘N+2’ etc.! Be careful!!
DRIBBLING
After some fun warm-up activities, ask the players to dribble in a defined rectangular area. Ninety percent (85%) of all players in the world prefer to kick a ball with the right foot. Consequently, 85% of all young players will dribble the ball round in a counter-clockwise direction. Coaches must recognize this problem and attempt to get their players comfortable with both the left and right foot.
Get the chin off the chest!
At the youngest ages, teams usually play 3v3. There is no such thing as 3v3! In reality, the game is 1v5 because all players play with their head down concentrating on the ball! We want them to look up to be aware of what is around them.
There is a simple activity to help do this, called Body Part Dribble. Have all players dribble their ball around in the set area and when the coach calls out a certain body-part, for instance ‘hand’ then the players stop the ball with their hand. Try this a few times then the coach does not call out but simply points to the body part on his/her own body. This will quickly get the players to look up after each gentle touch on the ball.
Find your own space!
Then instead of having to look up for the coach, just let the kids play without bumping into each other. Stop the players when a few are close to each other, then get them to stand with their arms out to the side and twist gently from the waist. If they can touch one another player, they are too close! Then guarantee them that the next time you stop them, they will all find their own space.
As a coach, one must stand in an appropriate spot to see the whole field of play. He or she can wait until every player is in their own space before calling stop. This way show the coaches that they can stand in a position to see everybody and recognize certain situations in which to stop the players to make positive points.
Shielding/Turning
Introduce the concept of shielding the ball using hands first (younger players will comprehend this infinitely quicker as they are more dexterous with their hands than feet). Each player has a partner with one ball between them. (The Coach should give a good picture to start so they do not go straight down and bang heads). One player tries to keep the ball away from coach. The only rules are that the ball has to remain on the ground and that you can only maneuver it with one hand at a time. If partner (coach) touches the ball with his/her hand possession changes! When coach wins ball, demonstrate that you don’t have to run away, just simply place your body frame between the ball and the opponent.
Secondly, tell players not to travel – can stay in one spot and still retain possession
Third, get shielder to keep hip pointing to partner (i.e., not facing them and not with their back turned)
Fourth, play shielding game using feet
Fifth, give everyone a ball in the rectangle and if coach (without ball) approaches them they are to turn away to shield. Coach can introduce inside and outside of foot turns this way.
Simple Body Fake or Trick!
All kids/players love to learn new tricks! Coach can use their favorite trick or any Coerver move as long as they break it into very small steps. I prefer to teach tricks without the ball first!
Get all participants to stand 3 steps back from their ball to learn the foot positioning first before complicating things with the ball! Lift the left foot up, take a small diagonal step forward (to the left), bend the left knee and drop the left shoulder down. Then lift the right foot up and take a quick hop diagonally forward to the right. When the ball is involved, on the hop push the ball forward in the same direction with whichever part of the foot is comfortable, preferably the right hand side of the laces of the right shoe. Let them practice on their own for 30 seconds. Do not spend long on this exercise. Some players will understand the concept and this will begin to rub off on the players around. I have had a 3 year old do this fake at camp and remember it the next day! Only spend 3-4 minutes on this then move onto another high intensity activity. The only two things that important is that they player keep their head up and that they keep the ball close to their body.
Dribbling Gates
Place a number of gates around an area (2 cones about a yard apart). The players have to dribble through the gates to score a point. Only rule is not to dribble through same gate twice in a row! The Coach must introduce vision at this point. Head for the gate that is open (i.e. no-one around it) so you don’t have to stop and wait your turn! Let them play once and then can give some suggestions for the technique to use!
PASSING
U6 Players usually are not psychologically ready for passing to their teammates and are still in the mindset of parallel play – each is playing a separate game in their head. Still it is never too early to give them a concept, as some will get it and again it will begin to rub off on the others in their peer group. Most U8’s who have played before are ready for the concept of passing to a team mate. The following game is ideal to introduce passing to a partner.
Passing Gates
Place a number of gates around an area (2 cones about a yard apart). 2 players have to pass through the gate to score a point. Only rule is not to pass through same gate twice in a row! The Coach must introduce passing and communication at this point. Let them play once and then can give some suggestions for the technique to use!
Do not berate kids for using their toes! They will use whatever part of their foot that is comfortable for them. Simply suggest different areas of the foot and tell them why (more surface area etc.) I like to use the example of when Brazil beat England in 1997 1-0, Romario scored toe-poking the ball in the corner as it was the only part of his outstretched body that could reach the ball. Ask the coaches if you think the Brazilian coach slammed Romario against the lockers after the game for using his toes?
Advance the game for U8 players by giving double points for left foot or outside of foot passes. 3 teams (3 blue, 3 orange, 3 yellow). Have to pass through gate to score a point. How many can you score in 30 seconds. If balls collide – deduct 1 point.
Death on the Nile!
10x30 grid. 3 teams of 3 players, and 3 balls. Each team gets one minute in the middle (the river). Count # of interceptions. Other 2 teams have to play the balls across the ‘river’ back and forth. Introduce calling for the ball, then passing to a teammate on same side to open ‘channels’. Within game can coach recommended technique for passing (with inside of foot and why) & receiving. One can also introduce simple deception at this point (faking the pass & knowing defensively what they are trying to read to anticipate).
FINISHING
Simply having the coach stand between 2 flags (the goal) and having kids dribble ball in and try to kick it in the goal is enough to start. Of course the goalkeeper (coach) lets most balls in! Then we can progress to other finishing games…
"The Game" 3v3/4v4 to goals with one ball!
Every coach has experienced a kid tugging on his/her shirt asking ‘when are we going to scrimmage?’ A coach should always try to let the kids scrimmage for a third or so of practice in the format that they will play in season.For the younger kids this will be 3v3 or 4v4. The coach should be the ‘boss of the balls’ serving balls into play until they are all out of play. Each player must retrieve one ball to the coach to resume game. Please, Please, Please don’t make any kid sit out of a game. Play games of inclusion! If you have an odd number, play 3v4 or 4v5. Don’t be too set on even numbers – it doesn’t matter. If teams are wildly uneven fix things by having one or two players switch teams.
Excite kids with their own development. You have to be very organized!
Review objectives of soccer activities
1. Get players to solve problems
2. Foster cooperation and teamwork
3. When does the coach control the game as opposed to the players?
4. Use games that bring out an aspect of the real game
5. Excitement – get kids ‘juiced up!’
6. Create environments to bring ideas out. Show kids how to survive!
Mike Smith
OYSA Recreation Head Coach
USYSA National Coaching Committee
Are You Coaching or Directing?
By Coach Steve Bender
Pass the ball! Go down the line!! Spread out!!! SHOOT!!!! AUGGGHHHH!
Have you ever been to a youth soccer match and not heard cries like that? Perhaps, but only if your club was participating in Silent Saturday. It seems that every season coaches and parents are worse than the season before. The time has come that we stop and think about this question: What do the players hear? While parents and coaches are constantly yelling out instructions, correction, criticism and praise, do our young players actually hear what we are yelling at them?
Some coaches believe that every word they scream is vital to the outcome of the game and the players who pay attention to them will succeed. Others bemoan the fact that the players never seem to hear what they are saying. Still others don't really pay much attention at all to a player's response. Like the Energizer Bunny, they just keep yelling and yelling and yelling….
Other coaches have parents who insist on doing the same thing. They constantly give instructions to their child-and others-about how they should play. Frequently, their suggestions are completely counter to what the coach would like for them to do.
It is my opinion that “coach” isn't the appropriate word to describe their behavior. They are directors. It's really no different than movies and theater. If you saw Dustin Hoffman in Rainman, you were impressed by his ability to play the part of an autistic savant. Hoffman was so successful because he had a coach work with him one-on-one to perfect his skills. But when he walked on the set, he was under the control of the director. When the cameras roll, no one does anything except what the director wants them to do. If it doesn't go right, they do it again. In the theater, the same sorts of corrections take place during the rehearsal period. But when the curtain goes up, the director shuts up. At most, performers off-stage are given a word or two of encouragement. But those on stage are on their own. Could you imagine trying to watch a performance with the director constantly yelling to the cast to orchestrate their every move? Yet we allow sideline screamers to go on and on week after week. They are not coaches, fine tuning indivudual skills and teaching game tactics. Rather, they are like noisome directors, attempting to control every aspect of the game from a touchline vantage point.
At this point, I want to clarify that I am not a 100 percent supporter of Silent Saturday. I believe that it is healthy for the children to hear the spectators cheering for them when they do things right. I welcome enthusiastic and loud cheers for what has happened and what is happening. But-not for what will happen. I prefer to let the players decide how to respond to each given situation, based on how I have coached them. Off-field direction should be limited to short warnings such as “Man on!” The following monologue, taken from a videotape of a U-10 game, is the perfect example of what not to say:
Control it….good, good job! You've got space dribble up the line, use the space. Watch her, she's attacking…go around-around her…NO!!! Not that side!! You'll lose it! Oh, nice job getting around her. Push up, push up, Jane is open…pass to Jane, pass to…pass! Pass! PASS! You've got to pass sooner! Now, run back you're on defense now-they've got the ball. Next time, listen to me and pass when I tell you to!
What do players hear? Young players are often so focused on the moment that they simply don't hear the directions from the sideline. Even when they do what they are asked, they are usually just making the right choice, not doing it because the coach said so. Even were I to shout their name until they looked right at me, ask them to do something, and get their acknowledgement, I know that I would soon be watching them process my instructions like a Dis-poz-all while continuing play their own way.
So how do we, as coaches, learn to coach, and not direct? There are several things which can help you alter the way you coach:
· Cheer a lot! Make all your statements a compliment about something they have already done, rather than something they should do next. Constant compliments may not always register, but it will keep you from saying the wrong thing.
· Coach on the bench, not from it. Give tactical instructions to the players on the bench and send them in. Take the time to explain it to them and make sure they understand. When the others come off, have a similar talk with them. If you need to get a specific change communicated without a sub, call a player over to the sideline and explain it to them there, and let them tell others.
· Teach players to make decisions for themselves. Encourage young players to make a decision without thinking about whether it is the right one. Sure, they will make wrong ones-maybe even costly ones. But they will learn faster. In practice, take the time to talk about a decision every once in a while. The more they make them on their own, the fewer wrong decisions they will make.
· Teach players to talk to each other. Unlike calls from the sideline, young players do a very good job of hearing each other most of the time. Make name calling a part of practice. They must practice letting each other know where they are so that they will do it in the game.
Pass the ball! Go down the line!! Spread out!!! SHOOT!!!! AUGGGHHHH!
Have you ever been to a youth soccer match and not heard cries like that? Perhaps, but only if your club was participating in Silent Saturday. It seems that every season coaches and parents are worse than the season before. The time has come that we stop and think about this question: What do the players hear? While parents and coaches are constantly yelling out instructions, correction, criticism and praise, do our young players actually hear what we are yelling at them?
Some coaches believe that every word they scream is vital to the outcome of the game and the players who pay attention to them will succeed. Others bemoan the fact that the players never seem to hear what they are saying. Still others don't really pay much attention at all to a player's response. Like the Energizer Bunny, they just keep yelling and yelling and yelling….
Other coaches have parents who insist on doing the same thing. They constantly give instructions to their child-and others-about how they should play. Frequently, their suggestions are completely counter to what the coach would like for them to do.
It is my opinion that “coach” isn't the appropriate word to describe their behavior. They are directors. It's really no different than movies and theater. If you saw Dustin Hoffman in Rainman, you were impressed by his ability to play the part of an autistic savant. Hoffman was so successful because he had a coach work with him one-on-one to perfect his skills. But when he walked on the set, he was under the control of the director. When the cameras roll, no one does anything except what the director wants them to do. If it doesn't go right, they do it again. In the theater, the same sorts of corrections take place during the rehearsal period. But when the curtain goes up, the director shuts up. At most, performers off-stage are given a word or two of encouragement. But those on stage are on their own. Could you imagine trying to watch a performance with the director constantly yelling to the cast to orchestrate their every move? Yet we allow sideline screamers to go on and on week after week. They are not coaches, fine tuning indivudual skills and teaching game tactics. Rather, they are like noisome directors, attempting to control every aspect of the game from a touchline vantage point.
At this point, I want to clarify that I am not a 100 percent supporter of Silent Saturday. I believe that it is healthy for the children to hear the spectators cheering for them when they do things right. I welcome enthusiastic and loud cheers for what has happened and what is happening. But-not for what will happen. I prefer to let the players decide how to respond to each given situation, based on how I have coached them. Off-field direction should be limited to short warnings such as “Man on!” The following monologue, taken from a videotape of a U-10 game, is the perfect example of what not to say:
Control it….good, good job! You've got space dribble up the line, use the space. Watch her, she's attacking…go around-around her…NO!!! Not that side!! You'll lose it! Oh, nice job getting around her. Push up, push up, Jane is open…pass to Jane, pass to…pass! Pass! PASS! You've got to pass sooner! Now, run back you're on defense now-they've got the ball. Next time, listen to me and pass when I tell you to!
What do players hear? Young players are often so focused on the moment that they simply don't hear the directions from the sideline. Even when they do what they are asked, they are usually just making the right choice, not doing it because the coach said so. Even were I to shout their name until they looked right at me, ask them to do something, and get their acknowledgement, I know that I would soon be watching them process my instructions like a Dis-poz-all while continuing play their own way.
So how do we, as coaches, learn to coach, and not direct? There are several things which can help you alter the way you coach:
· Cheer a lot! Make all your statements a compliment about something they have already done, rather than something they should do next. Constant compliments may not always register, but it will keep you from saying the wrong thing.
· Coach on the bench, not from it. Give tactical instructions to the players on the bench and send them in. Take the time to explain it to them and make sure they understand. When the others come off, have a similar talk with them. If you need to get a specific change communicated without a sub, call a player over to the sideline and explain it to them there, and let them tell others.
· Teach players to make decisions for themselves. Encourage young players to make a decision without thinking about whether it is the right one. Sure, they will make wrong ones-maybe even costly ones. But they will learn faster. In practice, take the time to talk about a decision every once in a while. The more they make them on their own, the fewer wrong decisions they will make.
· Teach players to talk to each other. Unlike calls from the sideline, young players do a very good job of hearing each other most of the time. Make name calling a part of practice. They must practice letting each other know where they are so that they will do it in the game.
Why do we play 3v3 or 4v4?
I never get tired on answering the question "Why do we play small-sided games?"
I have many answers to the question. I plan to keep adding to this list:
I have many answers to the question. I plan to keep adding to this list:
- Read about the NHSA 4v4 Program, designed by Jeff Pill and Dave Simeon. The document has a lot of great variations on 4v4 - ways to keep the game interesting and fun!
- US Youth Soccer is in agreement with every international governing body of soccer – children under the age of 13 should not play full-sided games. The recommendations of US Youth Soccer are listed at http://www.usyouthsoccer.org/coaches/smallsidedgames.asp
- More freedom of expression; there are no positions; children will find their own position. A player can be a forward, midfielder and defender during the course of the game. Children will migrate to areas of the field where they feel comfortable. When they are older we will discover their best position.
- More child-centered not coach controlled. The role of the coach is “facilitator”.
- More experience in all phases of the game. There is no hiding or dominant player hogging the ball. Every child has to participate in all facets of the game, attack and defend. The emphasis is on player development.
- There is a greater demand on mental concentration. The game is more fun to play because the players are always involved.
- More opportunities for problem solving are created for the players to work out together. Hence “teamwork” is promoted!
- This match environment now demands transition and thus tactical awareness. The players are involved on both sides of the ball, so there is no hiding in the weeds.
- There is a greater demand on individual and group tactics. The team tactical concept of compactness is enhanced in the small sided game.
- Match Observations: In the 4 vs. 4 game on a smaller field, most of the players (88%) touched the ball 3-4 times more in several different categories such as: goals, shots on goal, completed and lost passes and total passes while still maintaining similar completion ratios of 31 versus 35%. When no positions were given to the players (the player's were free to move around the field) the results were that they were much more involved and subsequently touched the ball 3-4 times more. The individual Player Performance Analysis clearly illustrates a much more active involved player in the 4 vs. 4 game in comparison with that same player that seemed hidden and uninvolved in the 8 vs. 8 game.
- Training Objectives: a) Provide maximum fun and enjoyment for the players; b) Challenge players; c) Develop playing ability incrementally; d) Create opportunities for success, regardless of ability.
- “As a kid you need to touch the ball as much as you can. You should always be with the ball. You should have a feeling that wherever the ball is, you can do anything with it. No matter where it is, where it is on your body, how it’s spinning, how it’s coming at you, the speed it’s coming at you, anything. You can learn the tactical side of the game later. It’s amazing to me that people put so much emphasis on trying to be tactical and worry about winning when it doesn’t matter when you’re 12 years old. We’re going to have big, strong, fast players. We’re Americans, we’re athletes. But if we never learn at an early age to be good on the ball, then it’s just useless.” -- Landon Donovan
U-6 Coaching Resources
Some resources for the U-6 Coach - each bullet point is a link to an Adobe PDF document. Click here to download Acrobat Reader if you can't view the files.
- Panthers USA Guidebook for Developing U-6 and U-8 Players
- US Youth Soccer "Best Practices Introduction"
- Ball Control
- Coaching Technique
- FUNdamental Skills
- Dribbling Coaching Points
- Dribbling Lesson Plan
- Passing Coaching Points
- Receiving Coaching Points
- Throw-Ins
- Finishing
- Tackling
- US Youth Soccer "Skills School"
- 1v1 To Goal
- 2v2 To Goal
- 3v2 To Goal
- More on Basic Skills
Technique: dribbling; shooting
Psychology: sharing; fair play; parental involvement; “how to play”; emotional management
Fitness: balance; running; jumping; introduce the idea of how to warm-up; movement education
Tactics: where is the field; which goal to kick at
Best Qualities of a Coach for this Age Player: Patience, good humor, and a willingness to see the world through a child’s eyes. Also, the ability to speak their language and accept that the children’s play will not look at all like soccer.
Number of Matches per Year - 20 Practices: Children at these ages should not be playing any organized games. Playing with and against their teammates during practice times is sufficient and is to be encouraged.
Breaks from Organized/Mandatory Soccer: Children at this age should be able to play when they want to play, and walk away when they are through.
Travel: None
US Youth Soccer Recommends: The field is approximately 20 yards wide and 30 yards long. Play with a size 3 soccer ball. Each team should have 3 players on the field and no goalkeepers. Player smust play at least 50% of each game.
U-8 Coaching Resources
Some resources for the U-8 Coach - each bullet point is a link to an Adobe PDF document. Click here to download Acrobat Reader if you can't view the files.
- Panthers USA Guidebook for Developing U-6 and U-8 Players
- US Youth Soccer "Best Practices Introduction"
- Ball Control
- Coaching Technique
- FUNdamental Skills
- Dribbling Coaching Points
- Dribbling Lesson Plan
- Passing Coaching Points
- Passing Lesson Plan
- Receiving Coaching Points
- Receiving Lesson Plan
- Pairs Lesson Plan
- Throw-Ins
- Finishing
- Tackling
- US Youth Soccer "Skills School"
- 1v1 To Goal
- 2v2 To Goal
- 3v2 To Goal
- More on Basic Skills
Technique: ball lifting and juggling; block tackle; receiving ground balls with the inside and sole of the foot; shoot with inside of the foot; toe pass and shot; introduce the push pass and throw-in
Psychology: working in pairs; sportsmanship; parental involvement; “how to play”; emotional management
Fitness: agility; eye/foot and eye/hand coordination; introduce the idea of cool-down; movement education
Tactics: being exposed to all positions; 1 v 1 attack; introduce the names of positions
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 year - 20 matches: No organized matches where the score is recorded.
Breaks from Mandatory/Organized 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.
Travel: None
US Youth Soccer Recommends: The field is approximately 25 yards wide and 35 yards long. Play with a size 3 soccer ball. Each team should have 4 players on the field and no goalkeepers. Player smust play at least 50% of each game.
Friday, June 22, 2007
Which Strengths Go Well with What Positions?
Which Strengths Go Well with What Positions?
From: Gary Rue
After watching a lot of soccer matches, it is apparent to me that these skills are most utilized in the respective positions:
GKs--ability to sleep standing up when the ball is at the other end; this is matched with the ability to instantly wake up when the ball suddenly arrives at the GK's end; understands the importance of looking good in a save attempt, than actually making the save.
Center Backs--social skills used to communicate with the GK (when not sleeping) and other backs when the ball is at the other end; ability to communicate displeasure and assign blame to other teammates when the other team scores; generally have the biggest leg swings of anyone on the team and look for every opportunity to kick the ball as far as possible, regardless of opponent pressure.
Midfielders--neck flexibility to watch flighted balls from one team's defensive third to the other teams defensive third; has the stamina to run all over the field without ever being in position to receive or defend the ball.
Forwards--ability to run fast towards the opponents goal; however, lacks the physical capabilities of moving faster than average walking speed when the ball starts to move in the other direction. This internal magnetic polarization is magically reversed in the second half. Interestingly enough, any player that is assigned to play this position, automatically acquires this skill.
From: Gary Rue
After watching a lot of soccer matches, it is apparent to me that these skills are most utilized in the respective positions:
GKs--ability to sleep standing up when the ball is at the other end; this is matched with the ability to instantly wake up when the ball suddenly arrives at the GK's end; understands the importance of looking good in a save attempt, than actually making the save.
Center Backs--social skills used to communicate with the GK (when not sleeping) and other backs when the ball is at the other end; ability to communicate displeasure and assign blame to other teammates when the other team scores; generally have the biggest leg swings of anyone on the team and look for every opportunity to kick the ball as far as possible, regardless of opponent pressure.
Midfielders--neck flexibility to watch flighted balls from one team's defensive third to the other teams defensive third; has the stamina to run all over the field without ever being in position to receive or defend the ball.
Forwards--ability to run fast towards the opponents goal; however, lacks the physical capabilities of moving faster than average walking speed when the ball starts to move in the other direction. This internal magnetic polarization is magically reversed in the second half. Interestingly enough, any player that is assigned to play this position, automatically acquires this skill.
Movement System
Movement System (from Caitlin’s The Art of Soccer)
From: Dennis Mueller
I would suggest you use a movement system like what Caitlin encourages in his book The Art of Soccer. Namely every time one of your players has the ball, the other players should arrange themselves so there is one player back behind the ball, one player to each side and one player forward. He has lots of suggestions for where, when and why the off-ball players should move. I would avoid too much concentration on positions and talk more about support. Start with 2 v 2 keep-away with unlimited touches to help the players understand why and how movement off the ball is important. Use games with team in possession at the end of 1 minute the winner.
Defensively, teach them to immediately pressure the ball and mark the opposing players in the most dangerous positions (forward). Teach them that a couple keys to being good at defense is quickly changing from attacking to defending and to be determined. Tell them that defensively we have to make it harder for the other team.
Here is something I adopted from Caitlin's book that you may find useful.
KEY CONCEPTS: Space is used to maintain possession. Using Space is the preferred method of advancing the ball. Players can affect the distribution of space by their position, movement, passing and by beating defenders. Spreading out a defense weakens it. The more options available to the offense, the greater the defensive difficulty.
REASONS FOR MOVEMENT
Maintain Possession (Support):
Create left & right passing options
Adjust movement of square players depending on position of defender on the ball.
Move to create space when covered.
Penetration:
Move to space after passing.
Run to spaces behind defense (within offsides rule).
Movement of through players to find space where the ball can be passed.
Create new Opportunities:
All movements are useful.
Crossfield movement.
RULES OF MOVEMENT
When not to move:
If you already have space where you can receive the ball.
If you are keeping a covering defender from making an important defensive contribution.
When to move:
If above conditions aren't met.
Basic Movements:
Move to create basic passing options (right, left, through).
Sprint to space after passing
Make runs to spaces where you can receive the ball.
Move to fill spaces created when players run forward.
When covered, move to create space for others.
Move to confuse or distract defenders.
Timing of Movements:
Any movement with the expectation of receiving a pass must be coordinated with the player holding the ball.
Cycling:
Players behind or at the same level as the ball make runs forward.
Covered players in front of the ball and in the goal area make cross field runs to create space, then move to fill gaps at the back created by players running forward.
Bunching prevention:
Keep only 3 or 4 players in the vicinity of the ball (right, left, through, back).
Stay at least 10 yards apart whenever possible.
When covered near the ball, move to create space.
DRIBBLING: Dribbling is the simplest way to advance the ball. Dribbling can be an effective means of beating the defense. Dribbling can be used to setup a shot on goal, cross or pass. Good dribblers who can beat defenders create confusion in the defense.
WHEN NOT TO DRIBBLE
When a shot, cross or pass is available.
When loss of possession is dangerous.
When loss of possession is likely (unless dribbling will result in a shot on goal).
WHEN TO DRIBBLE
To Goal:
To advance the ball across open space (no defender nearby).
To go for a shot.
To beat one defender.
To create new opportunities.
Back:
To maintain possession.
To draw out the defense.
Crossfield:
When there is no space forward
When the defender cannot be beaten one-on one.
To get easier shot on goal.
To change field of play.
To confuse defenders (and draw them to make space behind them).
When it is necessary to maintain possession.
HOW TO DRIBBLE
Dribble with "Heads-Up" to see approaching situations.
Dribbling is easier when moving slowly.
Avoid dribbling in crowds.
Use fakes to confuse opponents.
From: Dennis Mueller
I would suggest you use a movement system like what Caitlin encourages in his book The Art of Soccer. Namely every time one of your players has the ball, the other players should arrange themselves so there is one player back behind the ball, one player to each side and one player forward. He has lots of suggestions for where, when and why the off-ball players should move. I would avoid too much concentration on positions and talk more about support. Start with 2 v 2 keep-away with unlimited touches to help the players understand why and how movement off the ball is important. Use games with team in possession at the end of 1 minute the winner.
Defensively, teach them to immediately pressure the ball and mark the opposing players in the most dangerous positions (forward). Teach them that a couple keys to being good at defense is quickly changing from attacking to defending and to be determined. Tell them that defensively we have to make it harder for the other team.
Here is something I adopted from Caitlin's book that you may find useful.
KEY CONCEPTS: Space is used to maintain possession. Using Space is the preferred method of advancing the ball. Players can affect the distribution of space by their position, movement, passing and by beating defenders. Spreading out a defense weakens it. The more options available to the offense, the greater the defensive difficulty.
REASONS FOR MOVEMENT
Maintain Possession (Support):
Create left & right passing options
Adjust movement of square players depending on position of defender on the ball.
Move to create space when covered.
Penetration:
Move to space after passing.
Run to spaces behind defense (within offsides rule).
Movement of through players to find space where the ball can be passed.
Create new Opportunities:
All movements are useful.
Crossfield movement.
RULES OF MOVEMENT
When not to move:
If you already have space where you can receive the ball.
If you are keeping a covering defender from making an important defensive contribution.
When to move:
If above conditions aren't met.
Basic Movements:
Move to create basic passing options (right, left, through).
Sprint to space after passing
Make runs to spaces where you can receive the ball.
Move to fill spaces created when players run forward.
When covered, move to create space for others.
Move to confuse or distract defenders.
Timing of Movements:
Any movement with the expectation of receiving a pass must be coordinated with the player holding the ball.
Cycling:
Players behind or at the same level as the ball make runs forward.
Covered players in front of the ball and in the goal area make cross field runs to create space, then move to fill gaps at the back created by players running forward.
Bunching prevention:
Keep only 3 or 4 players in the vicinity of the ball (right, left, through, back).
Stay at least 10 yards apart whenever possible.
When covered near the ball, move to create space.
DRIBBLING: Dribbling is the simplest way to advance the ball. Dribbling can be an effective means of beating the defense. Dribbling can be used to setup a shot on goal, cross or pass. Good dribblers who can beat defenders create confusion in the defense.
WHEN NOT TO DRIBBLE
When a shot, cross or pass is available.
When loss of possession is dangerous.
When loss of possession is likely (unless dribbling will result in a shot on goal).
WHEN TO DRIBBLE
To Goal:
To advance the ball across open space (no defender nearby).
To go for a shot.
To beat one defender.
To create new opportunities.
Back:
To maintain possession.
To draw out the defense.
Crossfield:
When there is no space forward
When the defender cannot be beaten one-on one.
To get easier shot on goal.
To change field of play.
To confuse defenders (and draw them to make space behind them).
When it is necessary to maintain possession.
HOW TO DRIBBLE
Dribble with "Heads-Up" to see approaching situations.
Dribbling is easier when moving slowly.
Avoid dribbling in crowds.
Use fakes to confuse opponents.
Wednesday, June 28, 2006
Backing Off Coaching 3 v 3 from Coach Dan Grunfeld
Coaches:
On the 3v3 tournament strategies: To assess the value (to the players) of coaching; and in an effort to support one of the last remaining bastions of soccer FUN and of “figuring it out for one’s self,” too many of you coaches are way off base! Back off! Let the kids figure it out for themselves! Are you confident enough (as a coach) to sideline a portion of your ego for just a few brief 3v3 games? Hell, the original posting was about a bunch of 10-year olds, wasn’t it? And look at the extent to which super soccer coaching science has evolved (or deteriorated).
The origin of today’s Summit Sports 3v3 tournament series (originally Cramer Sports, then Triple Crown 3v3 Shootout) was a festive Saturday & Sunday, in the park, with friends and family, hamburgers & hotdogs, skills contests, popcorn, Tony-the-Tiger (Kelloggs was among the first national sponsors) and Chiquita bananas, watermelons and cold drinks, resulting in 3v3 FUN SOCCER. OK, there were winners and losers - but more often than not, a group of four players was self-directed. Not “coached” but sometimes parent-supported and assisted. And guess what? The players did just fine! And they played, sometimes observed, eventually they figured it out for themselves - what works, what doesn’t. Most of all, they had so much fun they kept coming back for more, and more, and more. Even those who didn’t win, experienced enough fun to keep coming back.
Why ratchet up the coaching? Keep in mind we adults can really screw things up for kids who are out for a good time. When, where, and how do we let them grow by leaving enough slack to allow them to experience their errors, then better themselves by making the necessary adjustments? It’s called Learning! And it doesn’t always need an egotistical (must win) adult to make it happen. And when the kids do figure it out, the lessons may become more valued achievements than anything you can Coach into them.
So take a break from coaching, bring an aluminum lounger to the park, enjoy your time as a parent. Cheer them on, make friends from among those on the other sideline. Demonstrate to your kids the fact we’re all part of the human family which sometimes gets together to enjoy soccer just for the fun of it.
On the 3v3 tournament strategies: To assess the value (to the players) of coaching; and in an effort to support one of the last remaining bastions of soccer FUN and of “figuring it out for one’s self,” too many of you coaches are way off base! Back off! Let the kids figure it out for themselves! Are you confident enough (as a coach) to sideline a portion of your ego for just a few brief 3v3 games? Hell, the original posting was about a bunch of 10-year olds, wasn’t it? And look at the extent to which super soccer coaching science has evolved (or deteriorated).
The origin of today’s Summit Sports 3v3 tournament series (originally Cramer Sports, then Triple Crown 3v3 Shootout) was a festive Saturday & Sunday, in the park, with friends and family, hamburgers & hotdogs, skills contests, popcorn, Tony-the-Tiger (Kelloggs was among the first national sponsors) and Chiquita bananas, watermelons and cold drinks, resulting in 3v3 FUN SOCCER. OK, there were winners and losers - but more often than not, a group of four players was self-directed. Not “coached” but sometimes parent-supported and assisted. And guess what? The players did just fine! And they played, sometimes observed, eventually they figured it out for themselves - what works, what doesn’t. Most of all, they had so much fun they kept coming back for more, and more, and more. Even those who didn’t win, experienced enough fun to keep coming back.
Why ratchet up the coaching? Keep in mind we adults can really screw things up for kids who are out for a good time. When, where, and how do we let them grow by leaving enough slack to allow them to experience their errors, then better themselves by making the necessary adjustments? It’s called Learning! And it doesn’t always need an egotistical (must win) adult to make it happen. And when the kids do figure it out, the lessons may become more valued achievements than anything you can Coach into them.
So take a break from coaching, bring an aluminum lounger to the park, enjoy your time as a parent. Cheer them on, make friends from among those on the other sideline. Demonstrate to your kids the fact we’re all part of the human family which sometimes gets together to enjoy soccer just for the fun of it.
More 3v3 Tactics - From Coach Karl Keller
1. Get a pair of small goals or PUGGs and lay out a field with the exact dimensions. Practice at least 3 times before you go. Practice 3- touch, and 2-touch only. Practice runs.
2. 1-2 formation with sweeper and 2 forwards.
3. On offense, one forward at corner strongside, one at top of goal. Triangle, Triangle, Triangle, 10-12 yds support. Bunching equals losing.
4. Identify weakest player on other team. Give carte blanche to all your guys to beat off dribble. But better see passing elsewhere.
5. Teach three easy runs. First is scissors run where corner and top of goal forward switch sides. When it works, defenders bump into each other and one guy springs free. Easiest.
Second occurs if ball is won at half way line. Ball played into space at strongside corner, forward runs on. Somewhat easy.
Third is ball into top of box forward who lays off to sweeper running to weakside corner space. Corner forward rotates back to sweeper position. Hardest.
6. Shoot, shoot, shoot -- keep the ball low.
7. In offensive half, always hard to the ball. In defensive half, contain. (See 8)
8. On defense, the name of the game is (a) man mark goalside and (b) contain, contain, contain. With the small field, a missed tackle more often than not means a goal. So better to give up ground while keeping goalside than lunging and leaving a wide open angle. Your opponents have also been told to shoot shoot shoot, so keeping position may lead to a poor shot selection if you're between him and the goal.
2. 1-2 formation with sweeper and 2 forwards.
3. On offense, one forward at corner strongside, one at top of goal. Triangle, Triangle, Triangle, 10-12 yds support. Bunching equals losing.
4. Identify weakest player on other team. Give carte blanche to all your guys to beat off dribble. But better see passing elsewhere.
5. Teach three easy runs. First is scissors run where corner and top of goal forward switch sides. When it works, defenders bump into each other and one guy springs free. Easiest.
Second occurs if ball is won at half way line. Ball played into space at strongside corner, forward runs on. Somewhat easy.
Third is ball into top of box forward who lays off to sweeper running to weakside corner space. Corner forward rotates back to sweeper position. Hardest.
6. Shoot, shoot, shoot -- keep the ball low.
7. In offensive half, always hard to the ball. In defensive half, contain. (See 8)
8. On defense, the name of the game is (a) man mark goalside and (b) contain, contain, contain. With the small field, a missed tackle more often than not means a goal. So better to give up ground while keeping goalside than lunging and leaving a wide open angle. Your opponents have also been told to shoot shoot shoot, so keeping position may lead to a poor shot selection if you're between him and the goal.
3 v 3 Tactics from Coach Joel Wheeler
1. We play man-to-man on the wingers with the sweeper playing second defender. If their winger drops the ball back to the sweeper our defender will follow the ball to apply pressure and the sweeper will move up to take her mark.
2. Penalty kicks are taken from midfield. Rarely called during a game but will be the tiebreaker after a 3 minute sudden death overtime in the semi-final or championship game.
3. Transition is the key work. Your sweeper needs to be able to deliver a diagonal through ball to either winger. On the other hand your players have to understand that upon loss of possession they have to recover IMMEDIATELY and get goalside of their marks. When our wingers encounter pressure they turn and drop pass to the sweeper and then make a run to the near post for the give and go. If opposing sweeper starts to favor ball side too much sweeper will send diagonal through ball to opposite winger.
4. Our set pieces are pretty extensive so here goes. Most important inbound is your goal kick. You must avoid turnovers in front of your goal. We run both a wide and a narrow formation. Goal kicks are taken anywhere from the end line. We set the ball about 10 feet outside the goal posts. We stack both wingers in front of the ball. Sweeper is four steps behind the ball. Wingers move on sweeper movement. Near side winger breaks straight to the sideline and sweeper passes 45 degree angle to the sideline. With the proper timing winger and ball meet just short of sideline. Off side winger steps forward and turns to get goalside of ball as it rolls on the ground. This puts her in immediate position to play defense in case bad pass or winger loss of possession. Sweeper steps into field and becomes second defender to offside winger. On wide formations on side winger lines on the sideline and draws her mark as close to your goal line as possible. This sets up a through ball to the sideline behind the mark. Rule is if winger is closely marked pass to space, if winger is loosely marked pass to feet. This rule always applies during the game also. Offside winger on wide formation has same resonsibility.
5. Kickoffs can go in any direction. We put fastest winger wide (either side). The other winger takes the kickoff and drops the ball to the sweeper. She plays diagonal through ball to wide winger making a curved run to the near post. Off side winger after taking the kickoff makes run to far post. Winger receiving the through ball goes directly to near post for the shot or crosses to other winger if sweeper steps out to pressure (a basic two on one). We score at least once a game on the kickoff sometimes with only two or three touches.
6. Corners and sidelines. We play quickly before the other team has a chance to mark. Basic drop pass to the sweeper the winger who made the inbound then running to near post. Offside winger gets wide to other side in case give and go is not there then the sweeper will switch fields. On the corner we line up offside winger on the opposite side of the box straddling the top corner. When the winger inbounds to sweeper, she runs along the goal line for the return pass. She then crosses through the box. Offside winger waits for the ball to cross through the goal box and then taps ball in the side. We try to bait the other teams sweeper to step into the goal box. Sometimes the corner will just be a cross through the box. If the sweeper is closely marked on a corner or any kick-in from the sideline, the sweeper draws her marks back and toward the sideline to set up a through ball. The sweeper breaks toward the space she has just created for the inbound pass.
2. Penalty kicks are taken from midfield. Rarely called during a game but will be the tiebreaker after a 3 minute sudden death overtime in the semi-final or championship game.
3. Transition is the key work. Your sweeper needs to be able to deliver a diagonal through ball to either winger. On the other hand your players have to understand that upon loss of possession they have to recover IMMEDIATELY and get goalside of their marks. When our wingers encounter pressure they turn and drop pass to the sweeper and then make a run to the near post for the give and go. If opposing sweeper starts to favor ball side too much sweeper will send diagonal through ball to opposite winger.
4. Our set pieces are pretty extensive so here goes. Most important inbound is your goal kick. You must avoid turnovers in front of your goal. We run both a wide and a narrow formation. Goal kicks are taken anywhere from the end line. We set the ball about 10 feet outside the goal posts. We stack both wingers in front of the ball. Sweeper is four steps behind the ball. Wingers move on sweeper movement. Near side winger breaks straight to the sideline and sweeper passes 45 degree angle to the sideline. With the proper timing winger and ball meet just short of sideline. Off side winger steps forward and turns to get goalside of ball as it rolls on the ground. This puts her in immediate position to play defense in case bad pass or winger loss of possession. Sweeper steps into field and becomes second defender to offside winger. On wide formations on side winger lines on the sideline and draws her mark as close to your goal line as possible. This sets up a through ball to the sideline behind the mark. Rule is if winger is closely marked pass to space, if winger is loosely marked pass to feet. This rule always applies during the game also. Offside winger on wide formation has same resonsibility.
5. Kickoffs can go in any direction. We put fastest winger wide (either side). The other winger takes the kickoff and drops the ball to the sweeper. She plays diagonal through ball to wide winger making a curved run to the near post. Off side winger after taking the kickoff makes run to far post. Winger receiving the through ball goes directly to near post for the shot or crosses to other winger if sweeper steps out to pressure (a basic two on one). We score at least once a game on the kickoff sometimes with only two or three touches.
6. Corners and sidelines. We play quickly before the other team has a chance to mark. Basic drop pass to the sweeper the winger who made the inbound then running to near post. Offside winger gets wide to other side in case give and go is not there then the sweeper will switch fields. On the corner we line up offside winger on the opposite side of the box straddling the top corner. When the winger inbounds to sweeper, she runs along the goal line for the return pass. She then crosses through the box. Offside winger waits for the ball to cross through the goal box and then taps ball in the side. We try to bait the other teams sweeper to step into the goal box. Sometimes the corner will just be a cross through the box. If the sweeper is closely marked on a corner or any kick-in from the sideline, the sweeper draws her marks back and toward the sideline to set up a through ball. The sweeper breaks toward the space she has just created for the inbound pass.
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