The Purpose of Juggling

From Adrian Parish, Director of Coaching and Player Development, Kentucky Youth Soccer -

Coaches will often request that their players practice and perform juggling skills/exercises during downtime at practice sessions or even ask for them to develop this skill at home. But why is it required of a player to execute such a skill considering it is very rarely, if at all, used in games. Obviously it serves a purpose, and that is not just to help players become more comfortable with the ball by developing their first touch. It also helps develop a players balance and agility; two characteristics that we look for players to posses.

It is required of a top level player to have a good first touch and be comfortable on the ball, especially when under pressure from opponents, with limited time and space. Therefore, coaches must encourage juggling in order to develop touch, because touch translates into being composed in games. With a good touch players will be at ease when bringing the ball under control and holding it against pressure.

Players can also develop a better weight on their passing as well as being able to pass it with more accuracy. This technical skill is developed through juggling activities because players should be able to feel the ball through the shoe, giving them control of their first touch or pass and not the ball dictating what the player does.

Practicing juggling can also help players settle with the ball when it is dropping to them from out of the air. As they improve at juggling they will become more relaxed in bringing the ball down and continuing with it in a natural flow of the game or even shielding it from a defender.

Within today’s US school system it is not a rare occurrence to see physical education classes and activities being removed from the curriculum. Not only is this resulting in children becoming unfit but can result in children struggling with simple tasks such as tumbling, hopping and balancing skills. When you juggle, touching the ball is half of the battle the other is being in control of your body.

We may underestimate the importance of balance in soccer, but with all of the rapid lateral movement that takes place in the game it is something that we can not afford to neglect. If we encourage juggling skills balance will be improved.

When players practice juggling they need to have a relaxed posture, with slightly bent knees and using their arms for balance. During the task a player is likely to lose control of the ball and will stretch out to get that extra touch which could result in the player losing his or her balance. Therefore encourage players to become familiarized with the ball and if they feel they are about to lose control simply let it touch the ground and have them start again. This will allow the player to maintain their balance.

It is amazing that players do not really understand the meaning and purpose of agility and why it is required in soccer. During this past summer I questioned a group of regional level players as to why they needed to be agile as a soccer player. Not one could give me the meaning of agility or why it is important to be agile so they can play soccer.

Agility is a natural partner to balance, but it is being able to keep your balance while performing the skill in motion. Juggling can help players improve their agility especially if they work in pairs or challenge their individual skills by knocking the ball out of their proximity and keeping it under control. If working in pairs players must move after playing the ball off to their partner and prepare to receive the ball back after a set number of touches.

All of these skills may seem like a coach can develop and improve these during the practice time with players, but with juggling players are in control of their own development and can also improve their fitness level while doing something soccer specific. Juggling is mainly an aerobic activity which helps with the development of those muscles such as hip flexors and lower back muscles that if not conditioned properly will tire in games and leave players lacking speed in the later stages of matches.

As coaches you need to keep a variation of juggling activities that will help keep the players motivated. Whether they practice at home in the back yard or at the soccer field, players have to want to improve and must show this desire. Players can work on juggling skills to improve their touch, balance, agility and general fitness and do so at their own rate. It is important for players to have patience while practicing on your juggling skills. They can't expect to become good at juggling in few weeks. This is something that takes time but players that do it on a more consistent basis will obviously reach their goals sooner than those that practice once a week.

When players first start they may only be able to juggle the ball one or two times; the majority will start in a comfort zone by only doing the skill using their thighs. Instead of requesting that players count how many times they can juggle the ball before it drops to the ground, allow them to see how many touches they can accomplish in a set time no matter if it touches the floor or not.

As the players become in harmony with ball and start to master the skill of juggling, you can then challenge them by assigning tasks to accomplish set goals. Such as a set number of touches before the ball hits the ground. Juggle while moving from one place to another or knock the ball high and away slightly so the player has to adjust their position to keep the ball under control as it drops.

Many of you may have seen high level professional players partake in juggling exercise in pairs or small groups. This is a skill you can introduce to your players and teams as they start to become more comfortable so you can continuously focusing and develop the skills behind the purpose of juggling.

Keep encouraging this skill amongst your players and realize it does have a bigger purpose that will help them in the game.

The "Dummy" Run

A dummy run is a run made to try to draw the opponent one to one area while the ball is played to another.

To see an example, look at the diagram below



The player makes a near post run and the ball is played to his feet (or possibly directly behind him) and the runner steps over the ball and lets the ball go through (dummies the ball) to the player making the run behind them.

The "dummy" fakes like they are going to get the ball and this causes the defense to go with him while he is setting up the defense for the player making the run behind.

Dummying the ball requires communication between the two runners (sometimes verbal and othertimes non verbal) or else there is a lost opportunity in the attack.

The dummy run must be done sparingly for it to be effective.

Goalkeepers: Attacking the Ball on Breakaways

Too often, keepers feel they need to get right up to the ball before diving for it on a breakaway. The problem is, this makes the timing extremely difficult because the keeper does not want to dive when the ball is at the attackers feet (if they dive when the ball is at the attackers feet, the attacker can simply touch the ball to the side and beat the keeper) yet the attacker is not going to get so close to the keeper as to allow the keeper to just fall on the ball.

The alternative is to be willing to attack the ball as opposed to falling on the ball.

Rather than trying to get within a yard or two of the attacker and then waiting for the long touch, look to take the touch when the attacker is 10 yards from you (just an example). The way to figure out how far you can actually take off from is to experiment in training. There is no set distance that will always work for all keepers and the distance will be effected by the speed of the oncoming player, your speed and explosiveness, where you are in the penalty box, the surface (a wet surface will allow you to slide further which can be both good and bad) and many other factors. While there is not a set place a keeper should take off from, it's a safe bet that you or your keepers are taking off to close to the ball and have to be willing to explode to attack the ball once you see the bad touch.

PSV players will touch the ball nearly 1 million more times than the American player

By Greg Thompson

This article is a must read written by Gregg Thompson who was a 1984 U.S. Olympian, 1985-86 U.S. National Team (12 caps), and is now a Placer United Coach.

I brought 4 boys from our club to a soccer camp featuring Pepijn Lijinders from PSV Eindhoven, one of the premier developers of youth talent in the world. After the final day of camp, I discussed with him why Europeans are so much more comfortable with the ball than Americans. The answer was simple...touches on the ball. He said at the younger ages, the top American players are fairly even with the European players but as time goes on, the Americans fall further and further behind.

Once I got home, I did some quick calculations on my calculator and Pepijn's point really hit home. I approximated the touches the players received at the soccer camp during Pepijn's 90 minute session and compared them to the number of touches players receive at a "typical" 90 minute soccer practice I see every day of the week.

In 90 minutes, Pepijn's practice consisted of approximately:

• 15 minutes: Individual fast foot work warm up - 900 touches
• 15 minutes: Fast foot work with passive defender - 500 touches
• 20 minutes: 1 vs 1 competition - 400 touches
• 20 minutes: 2 vs 2 competition - 200 touches
• 20 minutes: 3 vs 3 competition - 100 touches
• Total number of touches in 90 minutes = 2,100 touches
  

In 90 minutes, a "typical" practice:

• 15 minutes: Running/stretching without the ball - 0 touches
• 15 minutes: Running around the field with a partner and passing the ball - 150 touches
• 20 minutes: Shooting drill / 2 lines toward a big goal - 125 touches
• 20 minutes: Shooting / Crossing drill...1 player crossing, 2 players attacking goal - 100 touches
• 20 minutes: 7 vs 7 scrimmage - 50 touches
• Total number of touches in 90 minutes = 425 touches
  

Assuming 3 training sessions per week and a 9 month season:

Number of touches per week -

• PSV team: 6,300
• Typical American player: 1,275
  

Number of touches per month -

• PSV team: 25,200
• Typical American player: 5,100
  

Number of touches per season -

• PSV team: 226,800
• Typical American player: 45,900
  

In just 5 years, the PSV player or similarly coached players will touch the ball nearly 1 million more times than the American player. Tough to argue with those numbers!

Granted most coaches don't have the knowledge of a PSV coach; however, if volunteer coaches a the rec/select/competitive levels just focused on touches on the ball, our players would be way ahead. To take a step back and ask our coaches not to worry about drills and to just play games of 1 vs 1, 2 vs 2, 3 vs 3 and 5 vs 5 at practice with little instruction, there would be a tremendous increase in number of touches and a corresponding increase in player development. The small sided competitions unintentionally/naturally teach the game to the players with little input from coaches.

Coaching in the USA - Are traditional coaching methods appropriate for soccer?

By Rod Thorpe

As an Englishman looking at ‘traditional American sports’, as purveyed on the television, I am immediately struck by the nature of the games and the input of the coaches. Football (gridiron), Baseball, Basketball are all characterized by stoppages, particularly at key stages, at which point the coach can provide direction and advice. Moves, strategies, tactical formations, individual player instructions can all be called by the coach, particular when the game allows substitutes to leave the game and then re-enter. Soccer is not like that – a coach can affect the game at half time, by the introduction of a substitute (but remember once a player is off the field they stay off) and to some small degree by shouts from the sideline or perhaps during an injury stoppage, BUT play is on-going for 45 minutes, a shouted instruction, if heard, can often be misinterpreted.

Simply it leads me to the conclusion that a major role for the coach of soccer, more so than most other games, is to give the players the confidence to recognize patterns of play, to make decisions for themselves, etc. It is my opinion that a coach who is too directive does not allow these qualities to appear. (You will see later that I do not believe the coach as director is the best way to develop players for any sport).

It would be quite wrong to suggest that all coaches of the ‘traditional’ USA sports are didactic (very directing/controlling), there are many documented examples of coaches who seek to develop players more broadly, it is just that the image of the coach often observed, not least by the parent, is the ‘vocal, sometimes emotive, director’. This is important to understand, because should coaches feel it is inappropriate to coach in this very didactic way for most situations, as I do, and fail to explain why they are not quite so active, why they are not telling their child exactly what they are doing wrong and what they should be doing, the parent will view this as a poor learning environment. I will present the case it might be the very opposite.

I would add that I think the attributes of perception and decision making, so important in soccer, take as much time to develop as the technical skills and hence it is the coach of the young player who has a responsibility to develop these aspects as well as the technical.

If like me you hold the opinion that it is our responsibility to ‘empower’ players to learn for themselves as part of the process of developing the whole person (a legacy from my Physical Education Teacher days) traditional coaching methods do not always fit. Interestingly many coaches are now looking at empowering players, not for ethical reasons, but more because they realize that to get great performances we need players who have ‘intrinsic’ motivation (they want to do it for themselves, they are not doing it for the coach, or for money, etc.), who to take responsibility on the field.

If, like the United Kingdom, children are learning their sport in organized sessions run by adults, we should not be surprised that they fail to practice outside these sessions.

I think we are in danger of developing people, player and parent alike, who expect the coach to cause the changes in the player. Sorry it won’t happen. Only the player can make the change – the coach has to be far more aware of how people learn, and match their coaching to the learning challenge. It is interesting to note that to play soccer; all you need is a ball, 3 or 4 friends, a bit of space and something to put down as a goal. Travel in some of the poorer countries of the world i revealing every patch of ground has youngsters playing soccer, with no sophisticated equipment and no coach. I became a reasonable soccer player and I never had a lesson in my life, (I used to practice, shooting, passing, keepie/uppie {juggling} for hours because I loved the game) perhaps if I had had a coach who encouraged this ‘play’ but added some key advice, gave me interesting challenging games and practices, etc, I would have been a great player.

It is often the case, particularly with the talented, that a young player watches a ‘hero’ or a slightly older player do something and immediately copies it – if the coach then steps in using words, breaking the skill down, often the fluidity of the movement just revealed disappears. The role of the coach with this sort of player is to ensure the player can see the role model at the right time (s/he is ready to move to this level – judging readiness is the greatest, perhaps the hardest skill of coaching) and has the facility to practice.

The key here is to encourage learning to occur and this may be by structuring the learning environment and then stepping back. This example illustrates why it is important for coaches to talk to parents – to explain that most people learn best by observational learning and that this does not always mean an ‘obvious demonstration’, it can be incidental by playing with other youngsters who have the skills. Explain why a little game of practice may be structured to include particular children. Good coaching is usually more about structuring a session, than barking out information.

We know that to be good at something you have to do it many times, there is just no chance in a once a week session for significant improvement. Ask all the great soccer players and the vast majority will say they used to practice on their own, or with friends in playful, but purposeful games and activities. It follows that the key issue for the coach is to engender ‘intrinsic motivation’ by providing lots of good fun games and practices that the players can take away and do alone or with a few friends – why not set homework?

Of course the criticism is made, that if we do not get the youngsters practicing the techniques, they will not have the skills to exploit the tactics and so we see sessions with youngsters passing the ball back and forth, dribbling around cones, shooting at targets; isolating the technique. There is nothing particularly wrong with this, unless they stand in queues waiting their turn, but one has to ask if it is fully challenging the perception, decision making and response links. Equally if this formal drill is at the expense of a fun game and the children see it as a chore – the coach is already building up a resistance to practice.

Perhaps more surprisingly people studying the development of these techniques are beginning to realize that a reason the technique does not transfer into the game is that the perception, decision making and response are ‘coupled’ in a more complex way than we thought, and it would seem wise to practice technique in as realistic a situation as possible. Rather than reduce the drill to the simplest form, once the concept of the technique is gained (the general idea of what to do) keep as much of the game in the drill. Of course if you are unsure why not play a modified game in which the particular technique is used. Interestingly, we keep returning to the value of games, not 11 v11, but all forms of games.

I have become convinced over the years that for the beginner coach of children in games like soccer, the key is to gain the confidence to organize a group, check they are safe and provide them with a range of proven games, selected by more experienced coaches. Once the children are playing stand back and watch carefully; first for safety, second for involvement and then start to note how individuals are working, note what they might need. This done, then make the biggest decision a coach ever has to make – shall I stop the activity, can I really do something useful, or if in doubt leave them playing. The advantage of several small sided games going on is that the beginner coach might feel confident to stop one game and help, perhaps the less able with whom the help is obvious. It may be that the talented youngster knows more than the beginner coach, why stop them if they are in purposeful practice.

Over 30 years ago, a number of people at Loughborough University in England, were looking seriously at Games Teaching – noting that traditional methods of teaching games were not motivating children; the talented went unchallenged, the less able found it embarrassing – technical teaching was often aimed at the average child and was always very teacher/coach determined. The whole tactical understanding was neglected, and players were told where to stand, and what to do. The most common comment during the lesson was ‘When are we going to have a Game’. In 1982 two of the staff at the centre of the initiative David Bunker and myself, presented a model for teaching games, which became known as ‘Teaching Games for Understanding’, further developed, with a little help from myself, in Australia as ‘Games Sense’.

Simply put the player always enters a Game – the Game is a well thought out game, suitable for the players level of development. (The younger the child, usually the smaller sided the game, but remember even the senior player enjoys 3v2s, etc. This is not just about giving them any game – each game has clear outcomes – it might be designed say with two goals, near the corners at each end to encourage players to ‘spread the play’ to ‘utilize width’. It could be played in a smaller than usual area to ‘challenge close control’.

The model follows the following pattern:

• Game Form – carefully selected.
• Game Appreciation – check they really understand the purpose.
• Tactical Awareness – thinking about what we might have to do to achieve purpose, based predominantly on understanding space and time.
• Decision Making – What to do and How to do it at any given situation in the game (this may be personally determined {a fast player may push the ball by a player and sprint, a skilled dribbler might commit the player to the tackle and check back}, etc.).
• Skill Execution – always individually assessed, how well did the players do their chosen skill?
• Performance – this is the outcome of the previous elements – recognizing the interconnections.
  

It is important to mention the coaching style that tends to be used in this approach. There is little doubt that the predominant approach is questioning, perhaps most coaches would lean toward ‘Guided Discovery’ – asking questions that lead to a particular determined answer – the coach leads players to discover the answer they determined. In some situations the more open ‘Problem Solving’ style can be interesting, this is setting the situation and seeing what occurs – do not determine the answer.

For those who use questioning already two thoughts;

The tendency is to ask for a verbal response, the more articulate players always give the answer – have you ever tried asking the question and then saying ‘Don’t tell me, go back to your game and show me’

Do you realize that the games set the questions and can challenge technical, tactical, mental and social aspects – can you design games that you merely set up and let the players learn without you? It may be great learning but would players, parents; other coaches accept this as good coaching? We are back at the start of the article – people fail to recognize that the great coach is one who maximizes personal improvement – I think we need to change people’s perceptions.

Training For the Last Five Minutes of a Game

From Lawrence at FineSoccer.com -

Frequently, coaches will design their training sessions so that after a warm up, they do some technical training, then they progress to tactical training (for older ages), and will finish with some form of a scrimmage and then some fitness work.

The problem with this is they are doing fitness work at the end and technical training at the beginning when they are fresh. When they get to the second half of the game, they start to get tired and they lose their technical proficiency. The coaches response is they need to do more fitness at the end of training.

An alternative way at looking at this issue is to do some of the fitness work in the beginning of the training session so that when they are doing their technical (and tactical) training they are already tired so are dealing with the same issues they will be dealing with in a game.

If you can pass, receive, dribble and shoot when you are fresh and unpressured, it doesn't mean you can do the same when you are tired. The only way to be prepared to execute when tired and when under pressure is to train while tired and pressured

This can be accomplished by doing pure fitness work at the beginning of training or, just as effectively (if not more so) doing the training at full speed (the same speed you might play at in a game) realizing you will get tired and have to really focus to execute properly.

The other thing (and what might seem quite obvious to some but few seem to do it) is if you want to do fitness work as part of your training, mix it in throughout the session to help prepare the players for playing while tired.

One of the things we, as coaches, try to accomplish in training is the development of good habits. If we want players to have good habits in a game when they are tired, they need to be developed in their training

What Constitutes A "Hand Ball"?

One of the most misapplied calls is the "hand ball" call. Many think that if a ball touches a player on the hand or arm at ANY TIME it is automatically a hand ball - It isn't.

The RefBlog has a great write up on this and is recommended for all coaches and parents to read - click here to read it.

The rules are very clear on what constitutes a "hand ball", from Law 12 of "The Laws of the Game" on what is a direct kick foul -

"handles the ball deliberately (except for the goalkeeper within his own goal area)"

The key word there is "deliberately". If a ball hits a player on the arm or hand, the referee is going to ask himself the question "Was that ball hitting hand or hand hitting ball?" If the referee thinks that it was the ball hitting the hand and the player did not touch the ball on purpose, then they will not make the call, because there was no foul.

Last season, one of my players tripped a fell down right in front of ball. The opposing player made a kicking move. My player covered her face to protect herself from the kick. The opposing player kicked the ball and it hit the back of my player's arm (covering her head). The referee did not call a hand ball and that was the correct call. Because my player was not deliberately trying to touch the ball, she was protecting herself from a kick and in the process the ball hit her.

So remember, the key word in a hand ball is "deliberate" action by the player. If there is no deliberate action by the player, there is no foul.

Shielding & Possession

Start with a 10 x 10 grid with a player in each corner and a ball in the middle.

When the coach says “go” all four players try to win the ball and maintain possession. The player who has the ball in their possession at the end of the round gets a point (the round lasts 10 seconds). There would be 10 rounds per game and the player with the most points at the end of the game wins.

In the beginning, players will try to get to the ball and dribble away from the opponents but they will quickly understand they need to win the ball, shield the ball from the opponents and accept some of the body contact that will directed their way. Players need to be reminded this is a contact sport and knocking a player off the ball with a legal shoulder charge is not only acceptable but expected. As long as it wouldn't be a foul in a regular game, it's permissible in this activity.

You can also vary the size of the grid and the time periods. You can change from a 10 x 10 grid to a 5 x 5 grid or change the time length from 10 seconds to 5 seconds.

Next you would have teams. The players on opposite corners are now teammates so instead of 1 v 3, it's 2 v 2.

Now, then the coach says 'go” the two reds are trying to win and keep the ball against the two yellows who are doing the exact same thing.

This adds the element of teamwork into the activity but still works on the same things as before.

This is a great activity to work on shielding, possession, competitiveness and will prepare the players for the type of contact they will see in real games.

Looping Runs

If the ball is on the far left side of the field and a runner is starting toward the middle of the field with a defender in front of him, if the space is available, it's in his best interests to make a looping run.

If the runner makes a straight run, it's easy for the defender to see the ball and the runner.

However, if the runner loops (or bends) his run, the defender will be forced to turn to see him and thus lose site of the ball.

The alternative to the defender losing site of the ball is they will lose site of the runner.

Either way, it puts the defender into a precarious situation as a good defender will try to always see the ball and the player they are marking.

The wider the looping run, the more difficult it is for the defender to bend the run out wide and see how many goal scoring situations you can get into.

Under 12 Drill - "Movement Off The Ball"

Begin with a player out wide with the ball, a player in the middle and a player on the far side. There is one keeper in goal and an opponent marking the far player.

The runner would read the one hole run and make a hard diagonal run in front of the defender. The central attacker would fill this space.

The player with the ball can either lead the diagonal runner with the ball or drive the ball to the bent runner.

The defender starts by overplaying one of the runs to make it easier for the player with the ball to read the situation but quickly, this changes to the defender being live and the player on the ball having to make the correct read each time. Next, add a second defender.

The player with the ball can now either play the ball to the diagonal runner, play the ball to the looping runner or, if the defenders take away those two runs, can dribble to goal and shoot.

The key to this activity is it's not a 3 v 2 scrimmage but rather, a given situation being recreated so players can learn to read space, read runs and make appropriate passes.

It's important for all players to get the opportunity to play each of the roles because not only might they find themselves in the position to make certain runs, they also will understand how to defend them if they understand the mentality of the attackers.

If you have a team of 17 players, you could have 3 players in each line, plus two keepers and if done at speed, the players will be sprinting to the next line in order to get there in time for their turn.

Under 10 Drill - "Accuracy Passing Under Pressure"

Setup:

Set up a field that is 20X20 yards. Four players should be in each of the corners with the remaining two players in the middle of the grid. One of the two players are working while the other person rests with their hands on their knees. Two balls are used and the ball starts in opposite corners.

Instructions:

Player 1 passes the ball towards the player resting, the working player jumps over the player resting and receives the ball and knocks it to the player to his right. As soon as the working players plays the ball back, the player on the other side of the grid plays a ball towards the resting player and the working player jumps him again, receives the ball and passes to the player on his right. The play continues in this manner. Each player should work for 60 seconds. Rotate all players.

Variations:

• Play 1 or 2 touch
• Use inside and outside of foot
• Move close and serve with their hands for volleys
  

Coaching Points:

• Good first touch
• Good work rate along with accurate passes

Under 8 Drill - "5v2 Box"

Setup:

Start by setting up a 12X12 grid. 5 attackers wear Alternate jersies, and the remaining players should pair up as defenders behind one cone with the supply of balls.

Instructions:

The first pair of defenders play a ball into the 5 attackers, and step into the grid and become defenders. The attackers should continue passing until the defenders win the ball, or the ball is knocked out of play. Once the play is dead, the next pair of defenders play into the same 5 attackers, and play resumes.

Variations:

• Adjust grid (larger = easier; smaller = harder)
• Introduce splits (split defenders, defenders do 10 pushups every split)
• Adjust the number of attackers (4 attackers vs 2 defenders)
  

Coaching Points:

• Vision
• Changes in the direction and speed of play
• Appropriate use of 1st touch
• Appropriate use of short or long passing
• Good passes to feet
• Good first touch
• Good decision making (make play easy)
• Speed of play/decisions
  

Under 8 Drill - "Protect the Ice Cream"

Objective - Accurate Passing or Finishing

Setup - Use flat cone and make a 3 yard by 3 yard grid. Put another flat cone in the middle of the grid and place a ball on top of the flat cone.

The Game - 3 attacking players against one defender. The 3 attacking players pass the ball to each other and score by knocking the soccer ball off the cone in the middle. No players are allowed in the grid. Does the ball need to always be passed through the grid?

Variations- Depending on the skill level, must complete a set number of passing before a shot. Make grid smaller to defender can defend easier which will force quicker and smarter passing.

Under 10 Drill - "The Bank Game"

Objective - Passing with pressure

Setup - two teams of 4 or 5 players. Each in a 40 X 40 grid (adjustable).

The Game- the coach sends a soccer ball into O's teams grid. The opposing team sends 1 players to play as a defender. The O's try to connect 4 passes in a row without the defender stealing or kicking ball out of bounds. Each time a team accomplishes this, they can make 100 bucks. Once they make a hundred bucks, they have 2 choices. Go for another hundred bucks or bank the money. To bank the money, they have to send the soccer ball back into the opposing teams grid and THEY send a defender to try to steal the ball. If the ball goes out of bound or is stolen, the coach sends a ball into the others teams grid.

Progressions -

• Send in more than 1 defender
• Make grids smaller
• To make game easier - make grid larger and add a offensive player
  

Coaching Transition

Last month, during the Euro 2008 tournament, there were some great examples of goals scored in transition. From extremes such as balls being cleared off the goal line that resulted in a goal in the far goal 17 seconds later, to teams being dispossessed in their attacking third and being scored on 15 seconds later.

In each case, the goal resulted from a player receiving the ball (either from dispossessing the opponent or receiving an outlet pass from a teammate) and carrying the ball forward while one or more teammates made hard runs off the ball.

While it takes skill and some speed to carry the ball, usually under pressure, as the first attacker, in most of the cases, the goal resulted from the players off the ball willing to make the commitment to make those runs.

In many cases, when a team wins the ball, they relax and take a deep breath, having survived the opponents attack. The teams that are successful in attack are the ones who have the determination to get forward and realize that transition, whether from offense to defense or defense to offense is not the time to relax.

Regardless of age, coaches must instill in players the idea of moving forward (to score) when their team has the ball and the idea of moving back (to defend) when they lose the ball. In Under 6 ball, this is not hard because it is 3v3 and if a coach encourages players to always go for the ball, then they will always be transition in one way or another towards their or the opponents goal. In Under 8 ball, players start to lose their willingness to transition, because at this age coaches start saying stupid things like "You're a Defender! Stay put!" Guess what coaches, when your team doesn't have the ball - YOUR ENTIRE TEAM ARE DEFENDERS!! Also telling a player to stay put is going to result in players that stand and wait for the ball to come to them instead of going to get the ball or being in a place where the ball may come to later.

Transition is about movement, players need to be moving to have transition. If they are not moving, you will not have transition. So not only do players need to be in motion, their coaches must encourage that movement at an early age so they perfect it as they grow.

Philosophy of Coaching

From Sam Snow, US Youth Soccer -

"Once they cross that line, it's their game. It's not about us as coaches; it's about them being able to make decisions." - Jay Hoffman

As a coach, you have much to prepare for each season. Of course, you are excited and eager about meeting the players and getting into the matches. You most likely have planned what you are going to do and believe that you are ready. But are you truly ready? Have you thought about the why's and how's of everything you will do as a coach? It is important as you get started in coaching to develop a philosophy. For that matter, even experienced coaches may want to re-evaluate their philosophy.

Some coaches do not believe in the value of developing a coaching philosophy. They do not realize how a philosophy can have an impact on their daily coaching procedures and strategies. However, a coach's philosophy is actually a very practical matter. Most of our basic philosophy comes from our former coaches. This is a natural start because it is the approach with which we are most familiar and comfortable. It is also reasonable to assume that the philosophy of a person's everyday life, thinking and actions would be applied when it comes to coaching. How many coaches would stick to principles of fair play rather than win the game? There may be a gap between what a coach thinks is the right thing to do in daily life and the action he or she takes on the field.

In your effort to form or analyze your own philosophy of coaching, first know what a coach is. A coach can be many things to many different people. A coach is a mentor, a teacher, a role model and sometimes a friend. Most of all, a coach must be positive. A positive coach has the following traits:

• Puts players first
• Develops character and skills
• Sets realistic goals
• Creates a partnership with the players
• Treasures the game
• Your approach should be educationally sound and appropriate for your players
• Your philosophy must be ethical
• Your coaching philosophy should be compatible with your personality
• Fair Play should be a top priority in your philosophy

Coaching is much more than just following a set of principles or having a well-established program. Coaching is interaction in young people's lives. The player who comes onto the field is a student, a family member and a friend to someone. He or she is the same person in all areas of life- he or she has the same personality, ideals, flaws and struggles. It is the responsibility of the coach to help your players make right and mature decisions in all areas of their lives. You must help them develop character, discipline, self-motivation, self-worth and an excitement for life. To achieve these objectives, the coach must raise the standards that the players and others around them have set. Then you must help them reach those standards by developing appropriate relationships with them based on respect, caring and character. When character development is the foundation for your program, players will get the most out of their soccer experience. And when that happens, you will also get the most out of your players, for this makes champions.

The most successful coaches are not necessarily the ones who win the most games. Coaches who have successful experiences focus on team cohesion. The desire to see the players learn and improve their skill is the key to effective coaching. Commit yourself to using all of your knowledge, abilities and resources to make each player on the team successful. Your focus is to promote an atmosphere of teamwork, mutual respect and commitment. By achieving this we will be successful and we will also win.

When parents aren't good sports, how do you expect kids to be?

From the Commercial Appeal (Link for Entire Article) -

It's a listing of the year's most acrimonious moments in athletics. Published by the Positive Coaching Alliance, the annual roundup is appropriately titled "The Bottom 10 Moments in Sports."

Making the list in 2007 was Terrell Mackey. The Lincoln, Neb., soccer mom left her daughter on the side of the interstate because she was upset at the 15-year-old's game performance.

Mackey is just one member of the dishonor roll of sports parents, but there are many others. Last year, acts by parents made up four of the "Bottom 10."

Do you want to make next year's Bottom 10?

Under 12 Drill - "6v6 Team Touch"

Organization -
Play a normal 6v6 game except for the fact that every player on a team must touch the ball before their team can score. This forces players to show for the ball, to communicate, and to spread out the field. Version 2: If players are advanced, you can enforce a 3 or 2 touch limit on players.

Key Coaching Points -

• When to dribble, pass, or shoot
• Creating Space
• Creating Width
• Combination Play
  

Under 6 Drill - "Planets"

Organization -
Set up cones into multiple squares or triangles that serve as planets (or cities). All players must follow coach’s order and dribble into the planet he calls out. Coach can have all players follow same directions or break up team so they start at different planet and then have them dribble through the solar system in clockwise or counterclockwise fashion. Coach can have groups dribble in opposite direction through the solar system.

Progression -
Make two teams of players, with one team going one direction in the solar system, while the other team goes another direction.

Key Coaching Points -

• Controlled Dribbling
• Change of Direction
• Head Up to see where they are going and who is coming at them
  

This Is How NOT To Head A Soccer Ball!!

Ouch!

Under 12 Characteristics and Skill Priorities

Skill Priorities:

Technical -

• Further Improvement of U10 skills (click here for U10 skills)
• Speed Dribbling in Traffic
• Ability to chip the ball
• Accurately play long passes
• Offensive Heading
• Power/Accuracy Shooting

Tactical -

• Team Communication
• Basic Support Positions in Attack and Defense
• Receiving the Ball Away from Pressure
• Combination Play
• How and when to switch the point of attack
• Pressure vs Containing
• Proper 2 vs 2 roles
• Proper 3 vs 3 roles

The period this age group is entering is often referred to as the dawn of tactics. Typically players of this age begin to understand the basic tactical situations of the game and are more aware of movement off the ball and the reasons for tactical choices. Problem-solving becomes systematic and these players tend to learn quickly. Children of this age typically are beginning to develop abstract awareness, so they can understand coaches when we talk about space and runs off of the ball. However, just because they understand these basic tactical concepts does not mean we should focus on these concepts entirely. Players are still developing technically at this age, especially as they go through growth spurts and awkward phases.

It is quite common to look out at a U12 field and see players that are physically the size of adults. Yet, other U12 players appear as if they could still be in the 3rd grade. These children are all growing at different rates and undergoing physical, mental, emotional, and social changes. The
average age for the beginning of pubescence in girls is 10 years old with a range of 7 to 14; for boys it is age 12 with a range of 9 to 16. As adults, we need to be sensitive to these changes and their social implications when dealing with this age group. Some players may pick up skills quickly, where as others may struggle. However, it may be the case that this is simply the result of differences in maturation. In a year, the slower developer may surpass the player who developed earlier. For this reason we need to be patient and keep open minds about all players through these years. They are aware of their struggles more than anyone else as peer evaluation is omnipresent at these ages. When we see them struggling, it is important for us to help them and to keep the game fun.

Characteristics of this age group -

• All children are maturing at different rates
• Players must warm-up and stretch - muscle pulls and other nagging injuries are common otherwise
• Players will typically understand elemental abstract concepts and hypothetical situations
• They like to solve problems
• Peer evaluation is a constant
• Egos are sensitive
  
• Coordination may depend on whether or not they are in a growth spurt
• Technique still needs to be reinforced constantly
• Playing too much can lead to overuse injuries
• Playing too much and not feeling like they have a choice in the matter can lead to burnout and drop-out
• This is the dawn of tactics!
• Keep asking the players to be creative and to take risks - we never want them to stop doing these things
• Ask for feedback from them - they will tell you how things are going
• Try to hand over leadership and ownership of the sport to them
• Keep it fun!!!
  

Under 10 Characteristics and Skill Priorities

Skill Priorities:

Technical -

• Further Improvement of U8 Skills (click here for U8 skills)
  
• Passing with inside and outside of both feet
• Shooting with both feet using the laces
  
• Receiving the ball with all parts of body (feet, thigh, and chest)
  
• Defensive Heading

Tactical -

• Basic Attacking Ideas of when to dribble, pass, or shoot
  
• Basic Defending Ideas of when to pressure, support, or cover
  
• Comprehend 1 vs 1 concepts
• Comprehend 2 vs 1 concepts
• Comprehend roles of 1st and 2nd defenders
• Comprehend roles of 1st and 2nd attackers

As we move up the age ladder from the U8 level to the U10 level there are many differences we must attend to in order to provide an optimal experience for young players of this age. However, there are also many similarities. Just as in parenting, it is important to be consistent in coaching and we must make sure that we follow a progressive trend of development for young players. To this ends, we need to continue to focus on technique during our practices, as we did at the younger ages. Creating environments in which players get maximum repetitions of technical skills is key. Players at this age should still work on ball mastery and demonstrate growing familiarity and comfortability with a ball at their feet.

Characteristics of this age group -

• Attention span lengthens from U8 - they start to show the ability to sequence thought and actions
• They start to think ahead and think “If this, then that” - this is why tactics can start to be taught
  
• They are more inclined towards wanting to play soccer rather than being told to play
• Demonstrate increased self-responsibility – bringing a ball, water and all gear should now be their complete responsibility. The player takes more ownership of the game
  
• They start to recognize fundamental tactical concepts
• Children at this age begin to become aware of peer pressure - this can be both positive and negative. Adults must watch this closely
  
• Players greatly affiliate with their team or their coach—“I play for the Tigers” or “I play for coach Amy’s team”
• Players at this age are extremely rule bound — remember each rule you create is the equivalent of a bar in the prison in which you would like to live. Too many rules and they will stop learning
  
• There is a wide continuum of maturity evident on most teams - this, though, is still a crucial age for technical skill development, so regardless of maturity, coaches must still work on developing all players
  

Under 8 Characteristics and Skill Priorities

Skill Priorities:

• Dribble with all sides of both feet
• Dribble out of trouble
• Dribble past someone
• Shielding
• Quality first touch on the ball for control
• Proper shooting technique with both the inside and laces
• Proper Push Pass technique

Although U8 children may begin to be far more physically and maturationally advanced than U6 children, we must remain patient and not try to force them to develop too quickly. Dribbling still needs to be the primary focus of our efforts, though passing and shooting should be introduced at this age as well. U8 players tend to work best when in pairs and we should allow them to work in pairs (coach selected) often. Similar to the U6 children, we need to make sure that fun is a central theme in practice. Player development will occur most appropriately and expeditiously if all players are enjoying themselves.

Characteristics of this age group -

• Tend to play well in pairs – unlike 6 year-olds, these children enjoy playing in pairs. Coaches will use more activities in practice involving pairs, like passing. However, children should not always select their "buddy" in practice because it will lend to one sided practices if always working with the same player over and over
• Are now able to take another’s perspective – they now have a sense of how other’s are feeling
• Still unable to think abstractly – still do not have this capability, therefore tactical skills can not yet be taught. Adults must be patient with this age group
  
• Heating and cooling system still less efficient than adults – still make sure to give frequent water breaks
• Still much prefer playing to watching – everyone must be active during practice and remember, no lines
• Limited attention span (on average 15-20 seconds for listening, up to 20 minutes when
  engaged in a task) – this may vary greatly on any given day depending on school, diet, etc.
• Have an understanding of time and sequence – they now understand "if I do this, then that happens." This is why passing is taught at this age group
  
• Many have incorporated a third or fourth speed into play – not all players, but many players now have incorporated a speed or two between stopped and as fast as possible
• Extremely aware of adult reactions – be very aware of your verbal and nonverbal reactions, as they look for your reaction frequently. Negative adult behavior with result in negative child behavior
  
• Seek out adult approval – they very much need reassurance and you need to help build their confidence to try new things at this age
• Begin to become aware of peer perception – a social order is beginning to develop. Be sensitive to this
• Wide range of abilities between children at this age – children all develop at varying paces. You may have an 8 year-old who seems more like a 10 year-old and one that seems more like a 6 year-old on the same team. The challenge to is to manage this range over the course of a season, so that all players continue to develop
  
• Some will keep score – the competitive motors churn faster in some than others. Surely some parents are fueling the motors with their own. Regardless, we do not need to stress winning and losing at this age. Results should not be important at this age. David Beckham and Mia Hamm did not become the great players they are today, because their Under 8 team won or lost games!!
  
• Beginning to develop motor memories – by attempting fundamental technical skills they are training their bodies to remember certain movements. This is why at this age, the focus is on nothing but the key technical skills of dribbling, passing, and shooting (in that order)
  
• Less active imaginations than U6 players – still have active imaginations by adult standards, but some of the silliness that 6 year-olds allowed will not be appreciated by this group. Adults should still use the children's imaginations so they will continue to try new things and grow as players
  

Under 6 Characteristics and Skill Priorities

Skill Priorities:

• Dribble with all sides of both feet
• Dribble out of trouble
• Dribble past someone
• Soft first touch
  

Although sometimes we may mistake 5-6 year-olds for little adults, they are clearly not little adults. They have many years of childhood and development to enjoy before they are able to look at life in a similar fashion to adults. The reason for this is that they need time to intellectually, emotionally, and physically develop. Although we do live in the same world, when seen through our own eyes, the world both adults and children experience is quite different. In order to fully understand these wonderful children and to make practices run as smoothly and happily as possible, it is extremely important for us to understand the following characteristics about U6 children.

Characteristics of this age group -

• Focused on themselves – reality to them is solely based on what they see and feel
• Unable to see the world from another’s perspective – it is “the world according to me” time. Asking them to understand how someone else is seeing something or feels is unrealistic. This is why they don't pass the ball
  
• Everything is in the here and now – forget about the past and future, they live in the moment
• Heating and cooling systems are less efficient than adults – they need to give frequent water breaks (every 8-10 minutes) or they may just run until they cannot run anymore
• Enjoying playing, not watching – they feel no enjoyment from watching others play when they could be playing too. Make sure every player has a ball in practice so every player is always playing. No Line Drills!!!!
  
• Limited attention span (on average 15 seconds for listening, 10-15 minutes when engaged in a task) – keep your directions concise and to the point. When in an open environment, such as a park, their attention span will dwindle towards 10 seconds
• Effort is synonymous with performance – if they have tried hard, they believe they have done well. This is a wonderful quality and we should be supportive of their enthusiasm
• Active imaginations – if we utilize their imaginations in practice activities, they will love practice! If we just do drill after drill after drill they will associate that displeasure with the sport and leave the sport
  
• Look for adult approval – watch how often players look to you for approval or to see if you are looking. Because of this if we cheer things that are not correct, like aimlessly booting the ball down the field to no one, they will continue to do it, because we cheered when they did it. Also be encouraged when they say “Coach, look what I can do!”
• Unable to think abstractly – asking them to think about spatial relations or runs off the ball is unrealistic
• Typically have 2 speeds - extremely fast and stopped
• Usually unaware of game scores – we should keep it that way
• Often like to fall down just because it is fun – they are just children having fun
• Often cannot identify left foot vs. right foot – they know which foot they use most and if they point to their feet you can help teach them left and right
  

Dribbling Skill - The Roll & Scissor Move

A very nice dribbling move that makes a player look one footed, but then burns the defender going the other way. Please note that the players don't stop moving in the drill shown.

4v4 With Gatekeepers

This coach uses players as his gatekeepers, when I do this drill I use parents. That allows more players to actually be involved in the play - as parents like to be involved. This is normally an Under 8 drill, but I've used late in the season for Under 6 and early in the season for Under 10.

This is a great game to get the players to keep their heads up and looking around for the opening.

Without Referees, Teams Forfeit

From Coach Aaron -

Below is an article from "Florida Today" that appeared in their Oct. 22, 2006 edition. It talks about how the last games for a youth football season were canceled due to referees refusing to show up due to parent and coach harassment. Being a referee myself, I have seen some terrible behavior out of adults that borders on criminal in nature. I have had to throw coaches and parents out of games. Luckily, I have never had to take the steps in the below article, but I have threatened to end a match if behavior did not improve.

Many referees are doing it, because it is suppose to be fun and a way to return something to the game that they love. Are referees going to make mistakes? Absolutely! They are human. However, no one is allowed to question their call to the point of harassment.

Enjoy the article.

By Autumn Phelps
Parents, coaches and players for the Port St. John Rockets youth football league were dispirited Saturday after having to forfeit all home games against the Sebastian Sharks, which would have been each division's final regular-season game of 2006.

Tackle games were canceled because volunteer referees representing the Mid-Coast Officials Association refused to show up, Port St. John league officials said.

Animosity between referees and Rockets coaches began during a Mighty Mites division game Monday, when a group of Rockets coaches and parents verbally assaulted four referees on the field.

"I think it's ridiculous that this even happened," said Kerri Dobbs, parent of a Pee Wee player and a rookie player in the league. "Parents need to learn to control themselves."

Instead of playing Saturday's scheduled tackle games, coaches gave players the option to participate in a "fun day" of playing flag football among themselves at Space Coast Sports Complex in Cocoa.

Brian Horton, head referee of the Mid-Coast Officials Association, told FLORIDA TODAY on Friday that Monday night's incident was the "final straw."

Referees demanded the presence of two uniformed officers at every youth football league in Brevard County; otherwise, they would not stay.

Horton said that the referees did not refuse to show up for Port St. John's games on Saturday, but that the league president forfeited the games first.

"It's a rumor," Horton said. "I don't know why they forfeited. You'd have to ask their league president." The Rockets' league president, Kurt Kolczynski, was unavailable for comment Saturday.

Rockets coaches and board members maintained that the only explanation for the forfeits was the referees did not show up. The Rockets' Mighty Mites division was suspended from its final game as well as the playoffs shortly after the incident Monday, but the rest of the league's divisions had planned to play their final games Saturday -- until they were "forced" to forfeit.

"I don't believe it's fair in any way," said Dave Inman, rookies division coach for the Rockets. "How can you penalize 500 kids for this?" Inman said the rookies would have been able to make it to the playoffs if they had beaten Sebastian, but now they aren't eligible.

A meeting of Brevard County Youth Football League officials will be held at 1 p.m. today to determine whether Port St. John teams can make up Saturday's games this week, reversing all of the forfeits.

"This really stinks for the kids," said Steve Crosby, player agent for the Rockets who will represent the league at today's meeting. "I don't know what's going to happen next year. I just hope the refs will eventually come back."

Parents say many of the players -- especially players on the teams who needed to win to make the playoffs -- were disappointed. "A lot of kids were so upset they were crying," said Chris Mancini, cheer agent for the league. Mancini said the Rockets cheerleaders still will be able to compete in county cheer competitions, but that they were looking forward to cheering at Saturday's games.

"They work really hard on the cheers for the games," said Renee Falkner, Mighty Mites cheer coach. "It's just too bad." Some Rockets fans blame the actions of parents and coaches that started the whole battle on Monday.

"I get upset at the referees sometimes, too," said Javier Calderin, an assistant coach in the league. "But you cannot cuss at a ref, especially when kids and families are around. There's no excuse for what happened."

On Monday, three parents of Port St. John players allegedly used profanity and others shouted insults, according to one of the referees on the field. The only games held at Space Coast Sports Complex on Saturday in addition to the tackle division's "fun day" were the league's flag division games. As a parent with two young children on Rockets flag football teams, Jack Mutter said he was disappointed in the behavior of tackle division parents.

"Parents need to set a better example for their children," said Mutter, who hopes to see both of his sons advance to tackle divisions some day. "It's a real shame that everyone has to pay the price because of some stupid actions. Youth football is about teaching the fundamentals of the game and having fun."

Under 8 Lesson Plan - Developing Dribbling Technique

Key Coaching Points for this lesson is proper Dribbling Technique through out the session.

1. Lean forward and over the ball
2. Knees bent, on the balls of feet
3. Relax body
4. Balance is a must
5. Keep ball close
6. Use inside/outside and instep of both feet
7. Be creative, use imagination -- develop own style
8. Use body feints
9. Change speed and direction: tight control vs. open field
10. Look up as much as possible (Keep Head up)
11. Use body to shield/protect ball
12. Don’t be afraid to fail, take risks in the attacking 1/3
    

Activity One: Warm-up Dribbling

Set the mentality to enjoy having the ball at their feet.

• Dribble around space, change direction/use different surfaces.
• Dribble around space on command stop the ball and do five step-ups, continue to dribble.
• Same as number #2 except this time stop the ball and take five touches inside of the feet.
• Same as number #2 except take five touches inside/outside of right foot. Then the same with the left foot.
• Dribble in space on command stop the ball and find a different ball, continue to dribble.
• On command the color called out by the coach freezes then the other team dribbles around the frozen players. Players should make moves when going around each player.

Activity Two: Many Gates Dribbling Game

Organization -
Set-up several gates (goals) through out the grid. You should have at least one more gate than players. On command players should dribble through as many gates as possible. Usually the game should go for 60-90 seconds. Players should keep track of how many times they go through the gates.


Progression -

1. Players must make a move on each gate prior to going through the gate.
2. Have three players stand inside gates as if they were defenders. These players can move to different gates. They are not trying to win the ball, but if a player sees a player in

Activity Three: Team Knockout

Organization -
Half the players with a ball. Each team should be wearing different colored vest. On command the players with the ball must maintain possession of the ball inside the grid. The players with out the ball are trying to dispossess the players and knock their ball out of the grid. If a player losses his/her ball they join the rest of their team in trying to keep possession of the last ball in the grid as long as possible. When there is only one ball left the game becomes a possession game. The coach keeps the time of how long a team maintains at least one ball in play. After all balls are out of play, the other team gets to posses the ball. The team that keeps the ball in the longest is the winner.


Progression -

1. This time teams that win possession must dribble through one of the six gates to eliminate a ball. If a ball goes out of play, but not through a gate. The team with possession puts it back into the grid and continues to play.
2. Same as one except players shoot the ball through any of the six gates to eliminate the ball.

Activity Four: 1v1 through Goals

Organization -
Start 1v1 with coach serving the ball. Players can also be used to serve the balls. Players can attack either one of the goals on the end line. Player has to dribble through the goal for a goal to count. Players switch role after each turn.

Progression -

1. Players can now also score on the two goals that are on the sides of the grid.
2. Players can only score on the two side goals, which now are balls on cones.

Activity Five: Scrimmage

Finish with your standard soccer match with goal keepers.

Blister Care

Blisters are common to anyone who participates in sports and/or outdoor activities. Many people accept blisters as the price paid to play, but there are steps you can take to avoid blisters and reduce the risk of infection and pain if you do get one.

Cause
A blister is a bubble of fluid under the outermost layer of skin. While blisters can occur any where on your body, they most often occur on the hands and feet. Blisters can be caused by any number of factors: friction between the skin and shoes, equipment, gloves or socks, or excessive moisture that leads to chafing. Each creates the perfect condition for a blister.

Prevention
To prevent blisters you must reduce friction. Appropriate footwear, including right-sized shoes and socks made from synthetic blends will reduce blister risk. If you develop the telltale “hot spot,” make shoe and clothing adjustments as quickly as possible and apply such products as anti-blister or chafing gels to it. Moleskin, a thin cloth barrier applied to the “hot spot”, may also help. Try to keep hands and feet dry. Take the time to “break in” new shoes and socks; avoid the test drive during competition or an extended activity.

Caring for a Blister
Once you have a blister, your goal is to keep it from getting larger and to avoid an infection. Small blisters can be left alone; most will drain by themselves. Larger blisters may be cleaned with rubbing alcohol or antibiotic soap and drained with a needle sterilized with rubbing alcohol or by heat. Do not remove the “lid” or top of the blister. Pad the blister with moleskin “donuts” to prevent continued irritation and to relieve pressure.

If the blister’s “lid” does rub off, gently clean the area with soap and water, and remove any debris that might lead to an infection. Air-dry or pat the area dry and apply antibiotic ointment to help keep it moist. Cover with a band-aid. You may also consider applying Second Skin™, a band-aid-like product that helps promote new skin growth.

Signs of an infection include red streaks leading away from the blister, warm or hot skin around the blister and pus that may drain from it. Treatment can include antibiotic ointment and a visit to your doctor.

Dribbling With The Laces (Top of the Foot)

Dribbling at high speed requires the use of the "laces" or the top of the foot. A natural running style exposes the top of the foot to the ball as the player is running, therefore this should be a natural dribbling style when at speed.

We want players that can dribble at high speed because that can attack the defenders and get them off balanced quickly. Below is a video with Mia Hamm explaining the technique.

Under 8 Drill - "Four Corners"

Organization: Divide the team into 4 groups of 2. Each group of two starts in their own corner. Eight balls are placed in the center of the training area. On the coach’s command players run to the middle and dribble one ball back to their own corner. Players cannot defend their corner or tackle other players. After all the balls are gone from the middle, players can then raid the corners of the other teams. After a set time period the team with the most balls in their corner wins the game.

Progression: Allow players to steal from other groups either in the field of play or the opposing corners.