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Tuesday, July 29, 2008

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

Monday, July 28, 2008

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?

Thursday, July 24, 2008

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

Tuesday, July 22, 2008

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!

Monday, July 21, 2008

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

Thursday, July 17, 2008

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.


Wednesday, July 16, 2008

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."

Tuesday, July 15, 2008

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.

Monday, July 14, 2008

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.

Under 8 Drill - "Corner Gates"

Organization: Divide players into two equal teams. Make diagonal goals with flags or cones in each corner of the field. When a goal is scored or the ball goes out of bounds, the coach plays in a new ball to keep the game flowing. The object of the game is to score through any of the 4 corner goals by passing or shooting.

Progression: Assign each team two goals to attack and two goals to defend.

Under 6 Lesson Plan - Dribbling With Knock Out Games

This may be a good opening lesson for Under 8 teams. It will allow coaches to assess their players' dribbling skills while keeping it fun. If an Under 8 player can not dribble well, other skills such as passing, receiving, and shooting will suffer.


Several of these games are "knock-out" games where the losers are knocked out and the last player left is the winner. Since the first ones out are often the ones who need the most practice, the ones knocked out should be required to do something to either get back into the game (juggling or toe taps) or to keep them working on their ball skills until the game is over.

Activity One: Simon Says

Purpose of the Game: To encourage children to run with the ball, keeping it close to their feet.

Area Needed: 20m x 20m.

Story: Simon is the King of Knotty Ash. In Knotty Ash all of the people are children. When King Simon says, “foot, knee, sit, elbow, head on the ball,” you must do it immediately. The coach can integrate commands such as “change direction,” “go faster,” and so on into the game. If King Simon does not issue the command or a child responds slowly, he or she receives a “Gotcha.” However, children should not be eliminated from the game.

Equipment: Eight cones to mark the area and one ball per child.

Organization: Mark out a 20m x 20m area using the cones. Ask each child to dribble around Knotty Ash (the area) with the ball remaining close to the foot (tell the children to imagine that the ball is connected to their feet by a short piece of elastic). The coach calls out a command to which the child should follow only when preceded by “Simon Says…”

The drill/game encourages children to move with the ball under close control. They now have begun the process of dribbling. The next progression would be to encourage the children to use their peripheral vision. The following game, Tigers in the Jungle, will create an environment to enhance this process.


Activity Two: Tigers in the Jungle

Purpose of the Game: To encourage children to look up while dribbling.

Area Needed: 20m x 20m.

Story: Each child chooses to be a type of animal that lives in the jungle and makes the sound of that animal. Only tigers are not allowed. The tiger is the most feared animal in the jungle and is going to attempt to kick the other animals’ soccer balls into the surrounding alligator-infested swamp. If the tiger kicks the ball into the swamp, the child can dodge the alligators and bring the ball back into the jungle again. The child then stands with legs apart and the ball in the air making the animal’s noise. When another animal/child dribbles the ball through this child’s legs, they are free to continue the game. Beware of the Tiger!

Equipment: Eight cones and one ball per child, except the “tiger.”

Organization: Mark out a 20m x 20m area using the cones. Ask the animals to dribble around the jungle without dribbling into each other or the swamp (the area outside the grid). The tiger (a child without the ball) will prowl around the grid and, on the coach’s command, will enter the jungle and attempt to kick as many balls as possible into the swamp. Remind the children of safety points regarding challenging for the ball. All players may re-enter the grid once they have retrieved their ball from the swamp.

A drill such as Tigers in the Jungle encourages children to dribble the ball at speed while using their peripheral vision in a controlled, pressurized and fun situation.


Activity Three: Crabs on the Beach

Purpose of the Game: To encourage children to dribble with the ball and change speed and direction to beat an opponent. The art of feinting a dummy can be introduced at this stage.

Area Needed: 30m x 20m grid.

Story: Each child assumes the name of a sea creature except the crab. Each creature has to run from the beach to the sea with a ball, avoiding the crabs who are trying to “pinch” the balls. A child whose ball is pinched then becomes a crab.

Equipment: Ten cones to mark the area and one ball per child except the “crab.”

Organization: Mark out a 20m x 30m area using the cones. Make on 30m line the sea and the other 30m line the beach. Ask the children (sea creatures) to stand on the beach line, each with a foot on the ball. Place a child (the crab) in the middle of the area in a crab-like position (on all fours with tummy upwards). On your command tell the creatures to dribble their ball from the beach to the sea while avoiding the crab. When they reach the sea line, they must wait with a foot on the ball until all players have crossed the beach. The crab must aim to kick each child’s ball out of the grid via the 20m side lines. Any creatures losing their balls become crabs. The game continues on the coach’s command with players now returning from the sea back to the beach. The last three children dribbling with their soccer balls become “Sea Champs.”

Activity Four: Scrimmage

Purpose of the Game: To finish practice with a normal soccer game.

The Receive and Turn Drill

This drill will work well with Under 8 and up players. Younger players should focus on ground balls, older players can mix it up with both ground and lofted balls.Organization -

  • Balls start on the outside.
  • Players on the inside move to receive a ball from a player on the outside, then give the ball back to a different player on the outside.
Technique -
  • Proper receiving with the inside and outside of the foot. Use of the thigh or chest for lofted balls.
  • Work on various turning techniques like shielding.
Coaching Points -
  • Move with the head up
  • Communication and awareness (visual and verbal)
  • Change speed
  • Find options early
  • Timing of the run, so you are moving when you receive the ball
  • Change of speed with and without the ball
  • Keeping eye on the ball
  • Relax the controlling surface
Variations -
  • Players on the outside serve with their hands (like a goalkeeper)

Friday, July 11, 2008

Under 10 Drill - "Monkey In The Middle"


THE GAME:
Team A and B attempt to keep the ball away from team C by:
  1. Possessing the ball using their own players, or
  2. Passing the ball over or through the middle zone to the other team who are waiting in their own zone.
The defending teams are able to get out of the “middle” by:
  1. Replacing the team that loses the ball out of bounds, or
  2. Dispossessing a team and making a pass into the other grid to the waiting team (e.g. Stealing it from A and passing to B.
The defending team is only allowed to send three players into one of the grids at one time. The three remaining players must be back in the “middle” before the ball is sent into the other grid. They can not enter the grid until the ball does. If a ball is lost out of bounds, the coach immediately puts a ball into play in the other grid area, making the new defending team run to put immediate pressure on the ball. Make the grids bigger to allow the attacking team more success, smaller to challenge them more.

FIELD SIZE: coach’s discretion

COACHING POINTS:
  • Transition
  • Attacking principles: long passing, attacking shape, receiving long passes, support
  • Defending principles: pressure, cover, balance, compactness, immediate chase
  • Make sure: if teams are not eve, it is OK for a team to play one player down.
  • Keep the game flowing, if a ball goes out of bounds, immediately call out who is in the middle and put the next ball into play.
  • Defending team defends as a unit and keeps compact.
  • If an attacking team loses possession of the ball, they try to win it back before the defending team plays it out of their grid.

Thursday, July 10, 2008

The Give & Go Drill

This is a great drill to use for any type of passing lesson. It can be used from Under 8 up. I, normally, use this as a warm up drill for my older players, because it gets them moving around and focusing on proper passing and receiving. Also, it gives them looking around and also talking to the other players of when to pass by calling "Ball!"

Organization -
Players on the inside pass the ball the to the outside players, who either one-touch or two-touch the ball back to the players on the inside. Player on the inside should not receive pass from the same place they made their own pass from. MOVE! Players on the inside then dribble, find a new player on the outside to pass to. Players on the outside that are "open" should call "Ball!" to get inside players attention. Players should be using proper passing and receiving technique. Rotate after a couple of minutes.

Key Coaching Points -
  • Plant foot next to ball, pointed at target
  • Kicking foot has toe up and ankle locked
  • Proper weight on the ball
  • Communication
  • Accuracy of pass
  • Good first touch (for both players)
Variations -
  • Long pass out, short pass in
  • Short pass out, long pass in

Pre-Game Warm-Up: The Goalkeeper

From Nick Pasquarello, University of Wisconsin -

I would be remiss if I did not mention that as the game of soccer evolves, so does the position of the goalkeeper. Sine the position is so specialized, the ideas and philosophies on coaching and training the goalkeeper are as varied as the number of goalkeeper specific coaches that are becoming more and more prevalent. With that being said, I offer my philosophy on how I feel the goalkeeper should be warmed up before competition. This is my own philosophy that I found to be successful from when I played and continue to find successful as I train high-level goalkeepers.

Gone should be the days when the coach stands 15 yards away from his goalkeeper and fires shots in at him as he awaits the rest of the team to be prepared for line shooting. However I see this all too often on pitches all over the country. My warm-up involves a progression of preparing the goalkeeper to be ready to use the most important body parts to any goalkeeper: their hands and their feet.

After the GK is stretched and ready to go, I start with the GK on his knees on the goal line. His (I will refer to the GK in the masculine for simplicity sake, knowing that females also excel at the position) hands should be touching behind his back. I then toss balls right at his face. The GK must bring his hands together from being behind his back to save the shot. Then he must return his hands behind his back and touch them in preparation for the next shot. This should be in quick succession for 12 repetitions as to start warming up the hands. The next step in the progression continues with the GK on his knees. Now his hands are touching behind his head. The toss from me now is a little higher so the GK must extend his arms to make the save. Again, after the save the hands must return behind the head. Do this for quickly for 12 repetitions. The last step in this progression is to keep the GK on his knees and volley shots at him. The hands now are in front of the GK in his normal ready position. Do this quickly for 12 repetitions.

From here I will move the GK to his feet. However, the main focus is still on warming up the hands. I start with the GK on his line and I am 10 yards away with the ball at my feet. The GK extends his arms straight up over his head as far as he can reach. I then play a ball at the feet of the GK so he must bring his hands all the way down and bend down to make the save. This is repeated in quick succession for 12 repetitions. For the next step in the progression, I go to the opposite extreme from the previous step. I have the GK in a crouching position with his hands touching behind his ankles. I then toss the ball up over the head of the GK so they must explode to save a high shot. The first couple the GK should be able to easily save without leaving the ground. However, by the end the GK should be in the air in order to make the save. Again, do this for 12 quick repetitions. Now I will have the GK stand with his hands touching behind his back, similar to what I had him do when he was on his knees. I will then toss the ball at his face causing him to quickly get his hands in front of his body to make the save. The final phase in the progression again has the GK with his hands touching behind his head. Similar to when he was on his knees. I will toss the ball above his head so that the GK must fully extend his arms to make the save. Every time the GK must return his hands to touch behind his head.

Now we are ready to start warming up the feet. I have the GK in the middle of the goal and play him a ball slightly to his left, he one touches the ball back to me and I immediately play him a ball slightly to his right and he one touches back. This is done for 8 repetitions (4 with the right foot and 4 with the left). Progressively make your services wider and wider so that the final balls played are at the post or even a little bit beyond. This is repeated 3 more times in a progression. The next phase would be to again keep the ball on the ground for the services, but have the GK scoop the ball up with their hands. Stress the importance of coming to the ball and attacking it with each save as not to stay parallel with the goal line. This means that the GK will have to back pedal to the middle of the goal before attacking the next ball in an almost arc like motion. The next phase of this progression is to have the GK make save at chest and head height, again stretching the services out so they are at or beyond the post by the end. The final stage is to play high balls so the keeper must leave the ground to catch the ball over his head. Again, stress the importance of attacking the high ball and catching it at it highest possible point.

Now we are ready to hit the ground. I do not do a lot of hitting the ground during the warm-up because, quite frankly, the GK spends most of the game on his feet. However, for the emergency situations where he must dive, it is good to have the body prepared to do so. I have the GK stand at the right post (right from my perspective looking at the goal) and touch the post with his right arm extended. I then play 8 balls that GK must save with a dive to his left. After each dive the GK must get back up to a standing position and touch the post before I serve the next ball. Having the GK touch the post forces him to bring his hands back together quickly in order to make the save, as it is imperative the GK attempts gets two hands to the ball for every save. The first 4 balls I play will be on the ground, each one increasingly further out. The next four will be in the air, again increasing the distance with each service. The services should be such that the GK is making the save at a 45-degree angle relative to the post. They should not be parallel with or on the goal line. After the 8 services, GK them immediately swings around to the inside of the post. Now he will be touching the inside of the post with his left hand and we can work on dives to his right. Repeat the 8 services to this side; 4 on the ground and 4 in the air.

Now we are ready to incorporate a more dynamic exercise to bring everything together. I have the GK stand directly to the outside of a post with 8 balls. I stand in the middle of the goal approximately 12-15 yards away. The goalkeeper rolls me a ball (emphasize good distribution) and then must shuffle to get in line with me in preparation for a one-time shot. If you have the luxury of having help (maybe you can take two of your outside backs or midfielders), have them serve a cross in (one at a time from each side) after the GK has made the initial save. Do this for 8 repetitions from one post. For the first 3 or 4 saves, play the ball directly at the GK. Stress the importance of quickly getting in line for the shot as well as being set when the shot is taken. For the remaining 4 or 5 saves, you can test the GK by making him have to extend in order to keep the ball out of the net.

Repeat this exercise from the opposite post for another 8 repetitions, again incorporating the crosses after each shot.

Now the GK is ready for shooting exercises that incorporate the rest of the team. This may be line shooting or patterns to goal. Now the GK is seeing shots at more of a game pace. Also try to have some crosses and/or corner kicks in these exercises as well. The GK should not be in these exercises for too long. You do not want to tire the GK or shake his confidence with too many shots going in. Still make sure he says a lot different shots from different angles in varying situations.

Finally, a couple of minutes before you bring the team together make sure the GK is out of the shooting drills. Use this time to further work on distribution. Have the GK take some longer throws, goal kicks and punts/drop kicks. By now, the GK should be well prepared both physically and mentally for the competition since he has been properly warmed up.

Under 10 Lesson Plan - 3 v 2 Attacking Play

Teaching players how to effectively attack when there is a numbers up situation (3 v. 2) using combinations and tactical cues.

Attacking Objectives

  • Numerical superiority means to go with speed at defenders
  • Player with ball attacks first defender and plays him/her out of the game
  • Becomes 2 v. 1 with last defender

Tactical Cues

  • Can first attacker find third attacker with long pass?
  • If pressured, can first attacker combine with second attacker to eliminate first defender

Second Attacker

  1. Does first attacker need support – where?
  2. Where can I best position myself to exploit 2 v. 1 advantage?
  3. Can I support third attacker if played to him/her?

Third Attacker

  1. Can third attacker get behind the defense? (Watch Offsides)
  2. When does third attacker make check run and come back for support?

Activity One: Passing Warmup

Organization -
Two groups of six players in 20 x 30 yd. grids, passing and moving, creating short and long support, width and depth.

Key Coaching Points -

  • Players using proper passing technique
  • Players moving in to support lanes for passing
  • After a pass, player moves to new area to make self available to next pass
Activity Two: 3v2 Box

Organization -
Possession – 3 v. 2 in 20 x 30 yd. grid (define roles of first, second and third attackers, encourage combinations). When 2 person team wins back the ball, they get an extra player and they go on the attack.

Key Coaching Point -
  • Same as above.
  • Is the second and third attacker moving into space to create an open passing lane?
Activity Three: 3v2 with goal keeper

Organization -
3 v. 3 to small goals (30x20 grid). One defender becomes GK to create 3 v. 2 situations. If defending team wins ball, they become the attackers. In some cases, goal keeper can just be a neutral that goes against both teams.


Key Coaching Points -
  • Same as above
  • Use of Offsides
Activity Four: The Scrimmage

Organization -
Typical soccer match with goal keepers. Normal rules apply

Key Coaching Points -
  • Enforce all of the above points

Wednesday, July 9, 2008

Under 10 Lesson Plan - Passing and Support

Activity One: Street Soccer (Warm Up)


Organization -
Small sided soccer game. As players show up, add them into the mix. This should be a typical street soccer environment.

Key Coaching Points -
  • Let the kids play
Activity Two: 2v2 to Targets

Organization -
Two teams of 4 players each. Each team has two players inside the playing box, two outside the players box. Coach throws the ball into the playing box. Teams try and get the ball to one of the players on the outside to score a point.


Key Coaching Points -
  • Movement without the ball (both inside and outside the playing box)
  • When to pass and when to dribble
  • Can I score?
  • Look to penetrate by passing, dribbling, combination play, etc.
Activity Three: 2v2 Keep Away

Organization -
Similar to Activity Two, but now players on all corners. Players score a point by successfully completing 3 passes in a row among the players inside and outside of the box. Players on the outside can not be guarded by opposing team players.


Progression -
Increase the number of players inside or outside the playing box. Increase the number of passes needed to score a point.

Key Coaching Points -
  • Can they find the open player?
  • Are the moving to make themselves open for a pass?
  • Heads up looking for the open play
Activity Four: The Scrimmage

Organization -
Typical soccer match with goalies

Key Coaching Points -
  • Same as above
  • Are supporting players "supporting" the player with the ball or standing around?
  • Team shape - Big (spread out) or Small (compact)

Under 6 Drill - "Red Light, Green Light"

Organization:
All players gather on a line. The object is to dribble their ball from one line to the other line. The coach calls out either green light or red light. Players dribble their ball and go when green light is called and stop when red light is called. If a ball is not stopped and controlled immediately, the player is sent back even with the last player, but not all of the way back. Progress to the coach holding either a green or red cone, or t-shirt. The coach now doesn’t say anything, simply holds up a color and the players have to look up and react.

Using The Outside Part of the Foot

The outside part of the foot is probably the most overlooked part of the foot. Many youth players focus on the inside part and don't realize that by using the outside part of the foot they will create more opportunities to beat a defender. Mia Hamm demonstrates in the video below.


Improving Half Time Team Talks

From Gavin Pugh, Director of the Dragon Soccer Club (MN) -

Half-time is perhaps the most interesting period of a soccer game!

What happened in the first half? How do we discuss it? Who should be allowed to talk? Should we point fingers if necessary? What shall we change? Can we realistically change it? But my players just need to rest!

As you can see, half-time serves various purposes. Of course our players need to rest and regenerate, but this is an excellent tool for altering the course of the game.

As Coaches we have a very limited time to work within, it takes a few minutes for the players to come off, get a drink, and a few minutes to get ready for the game. That only leaves me perhaps 5 minutes to affect them. What shall I say? To who?

First, we should allow the players to switch off for a minute or two. Do not feel like you have to discuss every major issue that occurred in the first half, your job is to identify patterns of play / issues that you can positively change for the second half. A Coach certainly does not need to talk about a technical error, e.g. a right-defender’s mis-control of the ball, unless you saw a repetitive pattern of errors and can highlight it is a tactical situation, i.e. tactically s/he is in the wrong area of the field when receiving the ball, with no immediate support, body shape and position is incorrect, and calling for the ball each time, thus creating a difficult situation each time they receive it.

The Coach must also motivate the players. Can we be critical towards players, how will the other players react? Of course a Coach can be critical if a player is not pulling their weight, but it takes a very good coach to find the right balance of positive criticism, motivation and the correct information. We all know that a Coach who finds this balance will become a hero when the team comes out second half transformed!

Do not try to overload players with information; 2 or 3 points will suffice, but make sure they are relevant, and are issues/thoughts that can be corrected in the second half. Remember that saying something does not guarantee it will be heard, hearing does not mean understanding, and understanding does not mean agreeing. Be clear and concise. All other info can wait until full-time.

So what happens at half-time…?

So what happens at half-time?
  1. “Blowing off steam” - Players / coaches talk about 1st half issues
  2. Rest - Players calm down and hydrate
  3. Information - Coach begins to provide his/her thoughts
  4. Focusing on the second half - What / how can we change
  5. Motivation - Last minute preparation and excitement
Guidelines for half-time talks
  1. Get their attention - Don’t start to talk too soon, conversations between players is ok, but not accusations at each other. Information should be structured, easy to understand and motivational.
  2. Tactics - Don’t assign them unless they are appropriate. Don’t get into drawn out discussions. Listen to your player’s problems, make sure they absorb the chosen solution
  3. Create an atmosphere of trust - No hurtful or embarrassing accusations. Balance blame with praise. Do not encourage negative criticism or fear.
  4. Motivation - Praise stabilizes players’ feelings of self-confidence and self-worth, use this tool wisely. Appeal to individual characters, some need motivating, some need help with self-confidence, etc.
  5. Encourage change - Only choose tactics the players have already mastered. And of course, limit your comments to only the most important points.
Best of luck!

Fluids, Dehydration and Thirst Quenchers

From Dr. Grant Morrison, Minnesota Sports Medicine -

On average, the body loses more than two quarts of water every day—without exercise or excessive sweating. Water is a major component of blood, which nourishes the working muscles. It also helps the body cool itself, regulate body temperature, and circulate blood and other fluids.

For soccer players, drinking adequate fluids before, during and after practice and games is crucial to performance and to preventing dehydration. Many might be surprised to know that losing just three percent of one’s body weight from sweat can significantly affect performance!

Quench Thirst First
What’s the best way to prevent dehydration? Start by making sure that athletes drink enough of the right stuff on a daily basis. Water, juices and milk can help maintain the body’s overall fluid balance. Water-based foods such as soup, oranges, melons and yogurt can help and double as an after-game or practice snack. Athletes shouldn’t depend on thirst as a hydration indicator.

Athletes should avoid or limit soft drinks, coffee, tea and alcohol: each can have a dehydrating effect, causing the body to lose fluids more rapidly.

Signs of dehydration include thirst, headache, dark urine, weight loss after exercise, muscle fatigue, lightheadedness, nausea and heat intolerance.

Is it possible to over-hydrate? Yes. Also known as hyponatremia, too much fluid throws off the body’s fluid balance, leading to nausea, vomiting and in the most severe cases, seizures and death. Athletes concerned about dehydration or over-drinking can figure their personal intake and output by weighing themselves before and after a game or tournament. Weight loss means he should drink more; weight gain means she should drink less.

Game Day Formula
The day prior to a game or daylong tournament, athletes should drink extra water and other fluids to make sure they are well hydrated. During hard exercise, they should drink in moderation based on size, weight and how much they sweat. After exercise, quench thirst and then keep drinking.

What About Sports Drinks?
Sports drinks contain electrolytes and carbohydrates (glucose, sucrose, fructose, glucose polymers) and are often used to replace small amounts of sodium, potassium and other electrolytes lost in sweating during prolonged exercise. As an electrolyte replacement, a sports drink offers an advantage to athletes who exercise more than 90 minutes. Use the information here to determine use of a sports drink.

Length of Event / Effect on Performance
0–60 minutes / Water is best
1–3 hours / Sports drinks may improve endurance
3 hours or more / Sports drinks usually improve endurance
Sports drinks aren’t for everybody. Some can cause gastrointestinal discomfort when consumed in large volumes or not diluted properly. Some are weak replacements for eating fruit, yogurt and other wholesome foods that can similarly replace lost electrolytes after a hard workout. Last, not all sports drinks are the same. Read the labels carefully.

If athletes are going to use a sport drink, there are a couple of options. Athletes can use a drink containing 6 to 8 percent carbohydrate to maintain circulatory and thermoregulatory function during exercise. Better yet, choose a drink that contains carbohydrates and protein. Such a combination has been shown to facilitate recovery after a hard workout. In either case, advise athletes to test the drink prior to competition.

Don’t want to spend the money on sports drinks? Make an inexpensive, but effective version at home, mixing one quart Kool-aid or similar product and a teaspoon of salt. Chocolate milk is also an effective drink.

Prevent Exhaustion During Competition
Studies have shown that ingesting 6 to 8 ounces of 6 to 8 percent carbohydrate solution every 15 to 30 minutes during athletic performance can help delay onset of exhaustion in an average-sized, well-trained athlete. For recreational athletes, plain water is sufficient with an appropriate diet.

Tuesday, July 8, 2008

England Bans Trophies in Leagues for Youngsters

England failed to qualify for the 2008 European Championship and many in the country started to wonder if there was something wrong with their system. Apparently, the focus on winning at the younger ages was hampering the development of the players. England's failure to make the Euro2008 championship woke some people up.

From FoxSportsNews.com -

LONDON (AP) - England has banned young children from playing for league and cup trophies in soccer in a bid to remove pressure from parents and coaches.

The ruling issued Friday by the Football Association affects under eight-year-olds and is intended to develop their skills on the field.

"It's widely accepted that we need to improve the skills and technique of players in this country," said Trevor Brooking, the former England and West Ham midfielder who is now the FA's director of football development. "At the moment we are not at the same level as other countries.

"In the youngest age groups, there's too much emphasis on winning leagues, often to satisfy parents and coaches. That's what we're looking to change. We need better, more skillful players coming through."

England fans have been waiting since the 1966 World Cup for another trophy. The dearth of talent has alarmed Fabio Capello, who replaced Steve McClaren as England coach in January.

But while Capello embarks on World Cup qualifying in September, the future generation of players will have to play a less intense version of the game.

<"Every game played is competitive, but undoubtedly having league tables (standings) at this age is not helping their development," Brooking said. "It is the league tables being stopped rather than matches."

After the disaster of the 2006 World Cup for the US Men's team, many people pointed out the same stresses in the youth ranks and how it would ruin players as they grew up. It is time to allow the kids to just play. Countries like Brazil, Spain, and Argentina have either very small youth soccer programs or none at all. Maybe that is why they field the best and most creative soccer players.

Under 8 Drill - "Leave It!"

This is one of the bread and butter warm up drills for Under 8. It get them moving, dribbling the ball, and looking around (everything that you want in a warm up). Even at older ages, you can integrate the principles of this drill into more complex drills for older players.


Under 6 Drill - "School of Fish"

This is a great drill for Under 6 and even Under 8. It also allows parents to get involved. The video shows the coach using himself and three other parents, but I have used this drill with up to 8 adults. Sometimes we refer to this drill as "Finding Nemo".

Under 10 Lesson Plan - Receiving Low Balls

Objectives:
To improve the technique of receiving soccer balls played on the ground. To help players see different methods of receiving ground balls (inside of foot, outside of foot, across body, through legs, etc.).

Activity One: Dutch Circle (Warm-up)

Organization -
Half of the players create a 25-35 yd outer circle and have soccer balls at their feet. These players must always be alert and on their toes. The other half of the players are in the middle of this circle and do not have soccer balls. The inner players check to players on the outside to receive a pass from them. They receive the pass and then play to any player on the outer circle who does not have a ball (except player who passed to them). They then check to another person on the outside that has a ball and repeat this process for about 2-3 minutes until coach switches players on outside and inside. Focus on both front foot and back foot receptions and add in feints (i.e. ball runs through legs, ball runs across body, or take ball early). Work on receiving with both feet and receiving sideways-on.

Key Coaching Points -

  • Get body behind the ball and be on toes
  • Go to the ball, do not wait for it
  • Keep ankle of receiving foot locked
  • Cushion ball as it arrives (as you would catching an egg)
  • Point of contact is the middle of the ball
  • Keep feet moving before ball arrives
  • Make your first touch active by pushing the ball in the direction in which you want to go (typically away from pressure)
  • Get head up before and after receiving
  • Always try to receive the ball facing the way you want to play

Activity Two: Numbers Passing

Organization -
Split the team into groups of 4-5 players. Give every player a number. Have them spread out and pass the ball from number 1 to 2, from 2 to 3, etc. through the whole group. The highest numbered player simply passes back to number 1 and the activity continues. Tell all the players that the ball cannot stop moving, and they cannot stop moving. As they become proficient at the activity, introduce another ball to the group; they now have to pay attention to where they are receiving the ball from as well as where they need to play the ball next. Version 2: Have the whole team as one group and follow the same information above (but can add more than one soccer ball to group).

Key Coaching Points -
  • Reinforce the coaching points listed in activity #1
  • Player receiving must have head up to know what they are going to do with the ball before they get it
Activity Three: Four Square Passing

Organization -
Form a grid 35yds x 35yds with squares roughly 4 yds across in each corner. Two teams of 4 to 6 players try to score by passing the ball to a teammate who makes a run into one of the four squares. Only players from the attacking team can enter a corner square. Once a player in the square receives a ball, they can pass to a teammate or dribble the ball out for a point. Balls out of play can be passed or dribbled back into play.


Key Coaching Points -
  • Reinforce the coaching points listed in activity #1 and #2
Activity Four: Bread and Butter

Organization -
Typical 4 vs. 4 but with an additional 4 players who stand on outside of field and can be used by either team as outlets (can limit the touches of these players if they have the ability (ie: two touches)). If a team gets scored upon, they become the team on the outside and the outside team plays on the field. Use approximately a 20x25 yd area. May restrict the players to 2 or 3 touches to force quicker decisions, and better body position before the ball arrives. Keep score and make the game competitive.Key Coaching Points -
  • Reinforce the coaching points listed in activity #1 and #2
  • When receiving balls with back to goal or in midfield, try to receive sideways on (with body sideways to the length of the field) and look over shoulder before receiving the ball
Activity Five: Scrimmage

Organization -
Play a typical soccer game with goalies

Key Coaching Points -
  • Reinforce the coaching points listed in activity #1 and #2
  • Highlight the technique of receiving
  • Reinforce positive decision making opportunities (how they receive the ball in relation to where they are on the field and the options they have)