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.

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

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.

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 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
  

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."

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!

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.

Are You Match Ready?

From Sam Snow, US Youth Soccer -

""Are you match fit?"" The definition being, you are fit enough to play at a high pace for a full match. Now the problem is not that coaches and players do not try to get soccer fit, it's that the approach is a bit haphazard and inconsistent. You may have noticed that I keep referring to ""match fit' and ""soccer fit"" as opposed to simply physically fit. That's because players and coaches must follow the S.A.I.D. principle to achieve the type of physical fitness needed for soccer. Coaches learn this principle when they attend the ""D"" License coaching course.

The S.A.I.D. principle is Specific Adaptation to Imposed Demands. This means that the human body will adapt to the physical demands placed upon it. Hence, the physical demands in a training session must be similar to the physical demands of a match. Furthermore, the physical fitness training conducted must be specific to soccer. This means coaches should do away with running laps around the field. Soccer is not long distance running. It is a series of short sprints, jumps, jogging and walking over a full match. Predominately soccer is anaerobic in nature. This means the muscles must work for short bursts without oxygen. Long distance running (jogging around the field) is continuous movement with a steady supply of oxygen. Go out in the yard and run straight for thirty yards at a jogging pace and then do three ten yards sprints and you'll notice the difference.

So how do coaches and players make their soccer fitness training specific to the demands of the game? Simply play soccer!

Is there a place for fitness training without the ball? Sure, but the majority of weight training, wind sprints, two-a-days, etc. should be confined to players sixteen-years-old and older. Older teenage and young adult players are well into adolescence and their bodies will respond better to the demands of overload training. Chances are also high that players those ages will be participating in highly competitive club, high school, ODP, college and/or professional soccer. They will certainly need the extra fitness for the demands of the game at the highest levels of play. But can players get fit enough for soccer by simply playing soccer?

Unequivocally yes! IF, the coach and players put sufficient demands into a training session much can be accomplished. Then both fitness and technique, and possibly tactics too, can be trained. This is called economical training. The problem is that most players' train in second or third gear and the coach allows them to get away with it. Then come match time and they must play in fourth gear, and occasionally in overdrive, and they are not up to it. The lack of fitness is even more noticeable in extreme weather conditions, especially high heat and humidity.

Certainly there are training sessions where the players should not be pushed to play at match pace. When learning a new ball skill or tactical concept the pace will need to be slower. This is so the players can have success and build their confidence. Once the technique or tactic is well learned, then to improve players must train at match pace.

Can a team train at match pace for an entire training session? No, and a good coach would not want them to do so. A proper warm-up and cool-down are essential. The first few activities during a training session must ease into a higher pace. The last two or three activities of a training session are the ones done at match speed. However, even in a training session intended to broach new topics the overall rhythm of the session should be quick. Far too many training sessions drag along and thus become boring and insufficient demands are placed upon the players. You cannot expect to train in a nonchalant way, in second gear and then perform well in a match.

So the key is that when the training session has reached the match condition stages the players must push themselves, and be pushed by the coach, to perform at match speed. This one factor alone is missing in most training sessions. With it the competitiveness, speed of thinking (tactical decision-making), technical speed and fitness improve. The players have a responsibility here to push themselves. Don't wait for the coach to have to yell at you to play at a pace that you yourself wish to perform at come game day. You get out of training what you put into it! Train in second gear and you'll play in second gear and when you try to play faster you'll fail. Players need to push themselves first and foremost. Only then do you have a right to expect that your teammates should do the same. Then the coach is there to push you along when you need the help. The coach has the responsibility to relay these expectations to the players and to set the tone at the appropriate training sessions and at the proper time of a session.

By training often during a season at match pace the team will be prepared for the specific demands of the match. If the team trains this way then the need for calisthenics and running laps is eliminated. Match pace training brings out the best in everyone. Finally, while playing at match speed is indeed physically demanding, it's much more enjoyable because the ball is involved and you are actually playing the game. That's always more fun than wind sprints.

Enjoy the game!

"Shut Up, Dad!"

From Kay Breland, Mississippi Youth Soccer -

"I can't tell you how many times I have heard kids say, 'Shut up dad!' " says Danville's John Wondolowski, whose under-11 soccer team won the State Cup last spring.

When dad won't pipe down, the next step is off the field. Many kids drop sports -- an estimated 70 percent quit before they reach the age of 12 -- but some also find another outlet. Skateboarders, mountain bikers, and surfers are just part of an emerging X-Games generation. There are fewer rules, less structure, and -- best of all -- dad doesn't know the first thing about it.

"That's the protection," says Positive Coaching Alliance's Thompson. "No adults. It is not hyper competitive. Fifteen or 20 years ago adults didn't know anything about soccer. Now you've got guys who think they know all about it. My son is into surfing, skating, and snowboarding. His point was: Do I want to stand in line, wait to bat, and have the coach yell at me? Or do I want to sit out in the ocean?"

A kinder, gentler approach was the idea behind "Silent Sunday" last October in a Cleveland suburb. Coaches and parents in the 217-team league were told not to yell at the players, not even to cheer good plays. Was it hard to break old habits? Well, some parents, afraid they couldn't resist the temptation, put duct tape over their mouths.

Another soccer coach turned the tables on his parents. He put them on the field for a practice and let the kids scream instructions at them as they scrambled to kick the ball. Reportedly, the parents were ready for the exercise to stop long before the kids.

Are those the only choices? Do kids either have to drop out of sports or duct tape their parents' mouths shut?

Well no, there are options, proposed by groups like Thompson's PSA and the Matteucci Foundation. It begins with what groups like Ballistic soccer calls "zero tolerance" for attacks on officials, but more than anything it involves changing perceptions for parents.

"After all," says Thompson, "when you go to a spelling bee, nobody screams at the officials. It isn't done."

"We turn our heads," says Still of the Association of Sports Officials. "We say, 'I'm going to let it go. It is no big deal. Bill is a good guy, he just lost it that one time."'

That, says facilitators like Matteucci, has to stop. A clear ethics code must be established before the season begins and the parents must go over it. Expecting them to read a handout isn't enough. Matteucci advocates reading the code aloud before every game.

Second, parents who get out of control need to be told so, and in a way that makes it clear that they are out of step with the entire group. And, if the coach, or some of the other parents, cannot calm the transgressor down, enforce the rules and call a forfeit.

"Call the game," says Matteucci. "If we do, life goes on."

But most important, parents need to monitor their level of involvement with an eye toward scaling it down. Chances are, their son or daughter is not going to get a college scholarship, or appear on a Wheaties box. In 10 years, the best you can hope is that the kids still enjoy staying physically active and look back fondly on their sports career.

What's fun about sports if you don't win? Thompson recommends changing the goal. He worked with a soccer team that was so outclassed that it lost every game. Instead of winning, or even scoring, the team decided to make its objective to get the ball over midfield five times in one game.

When they finally did it, cheers rang up and down their sideline, puzzling the opposing parents.
"They were asking, 'What are they so happy about?' " Thompson said. "Aren't we beating them by eight goals?"

Yes, but they were playing a different game.

Maintaining a Positive Team Environment

From the Fishers Soccer Club (Indiana) -

Soccer players who had quit (soccer) said that a combination of factors related to the team environment caused them to drop out. What are these factors?

• The coach didn't understand kids
• They didn't get to play enough
• The coach was a poor teacher
• There was too much pressure to win
• They didn't like their teammates
• Poor sportsmanship
• The coach played favorites
• The coach put too much pressure on me
• The practices were not fun
  

The title COACH does not guarantee automatic respect and devotion from their players. Four of the eight factors on the list are coaching behaviors. Most coaches do a great job working with their young players. Hopefully you are one of those. This article is not to be critical of coaches but rather to reinforce the importance of each coach thinking carefully about what you say and do as you coach your players. Good youth soccer coaches are individuals who understand that they are coaching children, not college or professional athletes. These coaches spend much of their time teaching skills the young athletes need to be successful. Having fun is much more important to your players than winning. Winning is part of the sport experience, but not the primary focus. Look at the list of concerns expressed by the players. What can you do to change these so that your players have a positive experience? Do you pay attention to how your players act toward each other? Encourage your players to help each other, not criticize a teammate’s performance. Sportsmanship is taught by example. Are you a good role model as you interact with your own players, other teams and coaches, and the officials? Can you go home after a practice or game, look at yourself in a mirror, and say I did the best I could for the children on my team? If you can, you should be proud of yourself. If you can't, you must try harder the next time. Do everything you can to make the athletes on your team thrilled to call you COACH!

Don Lucia on Youth Sports

Don Lucia is the men's hockey coach at the University of Minnesota. Even though his speech talks about youth hockey, the principles of what youth sports should be and what it could be is universal.

His speech has become required watching by both coaches and parents.

Creating Soccer Savvy Players

From an interview in the Louisville Courier Journal with Mike Dickey, the United States Soccer Federation Women’s National Staff Coach for Region II -

Q. What skill sets are the most important in the game of soccer?

A. Encourage the dribbler at the younger ages — your team of 8- to 10-year-olds should be full of them. Controlling the ball is the primary skill that every other skill in soccer depends upon. Currently, some of the technical areas we are addressing with our U.S. players are the following:

• Receiving and solving pressure individually
• Passing (inside/outside foot, driven, chipped and bent) with accuracy
• 1-on-1, dynamic attacking players
• Flank service
• Finishing (goal scoring)
  

Q. How best can soccer clubs teach their younger players these skills while building teams and teaching the basics of the game of soccer in the process?

A. First of all, clubs and schools must ensure that players have proper balance of training, games and rest. Currently, we have our players playing too many games and they do not get sufficient training or rest.

As a result, we are seeing an abundance of mediocre play and injuries. In order to affect change on players, a shift in coaching methodology may need to take place. The development of creative, intuitive players is greatly impacted by coaching style and demands. When conducting training sessions, there needs to be a greater reliance on game-oriented training that is player centered and enables players to explore and arrive at solutions while they play. This is in contrast to the “coach-centered” training that has been the mainstay of coaching methodology over the years.

The use of a “guided discovery” approach may prove to be the best way to teach the soccer fundamentals. Players must be also encouraged to watch as much high-level soccer as possible. This will give them ideas to replicate while they are playing their games.

Q. What’s the single most important skill a player can work on by themselves and how?

A. The Brazilians have always been noted for their touch, creativity, dynamic and instinctive play. Their individual brilliance with the ball sets them apart from the rest of the world. This is why they have the most sought after players from professional clubs throughout the planet.

Nations that are currently addressing this area in their youth development are making the fastest growth at the moment. These characteristics are learned by playing small sided soccer games without the guidance or even the presence of a coach. This opportunity must be provided for the players as the prevailing culture in our society does not find players seeking out these opportunities on their own.

“What’s All That Noise From The Sidelines?”

Written by Dr. Alan Goldberg

(Loud adult noise from the sidelines) “Shoot the ball! Kick it! Come on Billy; for God’s sake shoot it! (The 10 year old who’s related to the voice nervously tries to pass the ball to his nearest teammate but instead, it awkwardly dribbles off the side of his foot out of bounds. The boy’s father is now yelling.) “Billy what the heck’s wrong with you son? Are you that stupid? I said shoot it! Do it like I showed you! Now don’t be lazy! Move your butt and go get that ball back! (The boy looks miserable and quickly glances over to the sidelines at his father before he hangs his head and runs after the ball. A few minutes later an opposing player cleanly tackles Billy and takes the ball away from him. The referee’s whistle is silent. The father explodes at the official.) “Are you blind or what? Where’s the foul? How can you not call anything there? That’s a yellow card, ref! How can you not see that? (The referee trots over to the father and tells him to calm down. The father doesn’t back down). “I wouldn’t be complaining if you just did your job!” (The referee glares at the man and warns him to keep his mouth shut otherwise he will have him removed from the game. Suddenly it has become very quiet on the field as the game comes to an abrupt halt. Billy and a number of players from both teams stop and watch the altercation. Billy seems to be cringing in embarrassment, looking for a way to disappear…. Just another FUN day on the soccer field!)

In theory, soccer is supposed to be an enjoyable “game” organized for and played by kids. Its’ purpose is to teach game skills, tactics and a love for physical activity. In addition, and when in the hands of appropriate adults, soccer provides its’ young participants with a whole host of valuable life learning experiences like hard work as a vehicle for success, teamwork, good sportsmanship, healthy competition, mastering adversity in the pursuit of a goal and utilizing failure constructively, all of which are geared towards building self-confidence and leaving the child feeling better about himself. In theory!

Unfortunately, as the above scenario all too commonly illustrates, the reality of today’s youth soccer experience is vastly different. Misguided adults, both parents and coaches are inadvertently and selfishly distracting the child-athlete from what’s really important and, in the process, killing his/her joy for the sport. Parents like Billy’s, who get too caught up in the game’s outcome, who pressure their kids to perform, who are overly critical and demeaning when they make mistakes, insure that their child will consistently play well below their potential, seriously jeopardize the parent-child relationship and increase the likelihood that their child will soon become a sports drop-out statistic.

There’s no question that the vast majority of parents mean well and want their children to be happy and successful. Towards this end, they are willing to sacrifice their time, energy and financial resources taxiing their kids to and from practices, getting them additional training, volunteering for team and club functions and spending countless hours on the sidelines at tournaments and games. Unfortunately, far too many parents do not know exactly what they should and shouldn’t be doing to be the most helpful. Despite having positive intentions and their child’s best interests at heart, these parents say and do things before, during and after games that distract the child from focusing on the actual game, increase his/her anxiety level and, as a consequence, sabotage his/her overall level of play.

So just how important is it for you as a parent that your child has a positive, enriching experience in this sport? Do you really want your son or daughter to perform to his/her potential? Are you truly interested in seeing smiles out there during games instead of tears and unhappiness? If your answer to these questions is a resounding “YES!” then there are very specific things that you can do as a parent to make these things happen. Your role in relation to your child’s soccer is absolutely critical in determining the quality of their experience. If you adopt the appropriate behaviors and play the right role, then you will ensure that soccer brings a smile to your child’s face and joy to his heart. If you play the wrong role and act like Billy’s dad, then you’ll end up making a significant contribution to your child’s unhappiness and heartache.

So what’s the right role? First and foremost your main “job” is to be your child’s best fan. You need to be unconditionally supportive. If your child is having a bad game, then she needs your love and support far more than when she’s playing out of her mind. After a tough loss or a poor outing she needs you to be positive, compassionate and loving. Providing feedback on what she did wrong or expressing your disappointment in her play is NOT what she needs and will only serve to make a painful situation much worse.

Along these lines, love and support does NOT mean that you coach from the sidelines. In fact, the VERY WORST THING that you as a parent can do is to “coach” from the sidelines. What’s coaching? Offering “helpful” advice and strategy before and during the game, telling your child what to do and where to go, criticizing their play and getting angry with them when they make mistakes are all examples of off-limit, exceedingly destructive parental behaviors. After game critiquing is another example of VERY destructive parental coaching behavior. Understand that you are NOT helping your child when you coach. You will NOT get them to play better. You are NOT motivating them, even if you know the game and that’s your intention! On the contrary! Coaching and critiquing from the sidelines will distract your child from the flow of the game, make him more nervous, kill his enjoyment and, as a consequence, insure that he will consistently play badly. In addition, keep in mind that your “helpful” sideline comments are most often experienced by your child as an embarrassment! Coaching behaviors are only appropriate from the coaches, NOT the parents.

Instead, parents should smile from the sidelines, cheer for good execution regardless of which side it comes from, and encourage fair play and good sportsmanship. This means that you as a parent need to model appropriate, mature behaviors during the game. Yelling at your child, his teammates or the opponents is NOT mature, appropriate behavior. Loudly critiquing the officiating is NOT mature or appropriate either. It is NOT your job to critique the referees. Regardless of how well you may know this game, your calls are not better than the referees’. Excuse me, but you are just a tad bit biased in this situation! Loudly complaining to the ref every time he makes a “bad call” is not only an embarrassment to your child, but it’s quite selfish on your part. It takes the focus of the game off of the kids where it belongs and puts it on YOU. Remember, soccer is about the kids, NOT the adults.

Along these same lines it is NOT appropriate for you to spend your sideline time grumbling to other parents about your team’s coaches and the playing or tactical decisions that they make. If you have a problem with the coaches then deal with them at an appropriate time and place, NOT just before, during or right after a game. Most coaches are volunteers, are grossly underpaid for their time and are doing the best job that they know how. What they need from you is your support and help, NOT your disdain and criticism.

Finally, try to act on the sidelines in a way that would make your son or daughter proud to have you as a parent. Remember, your child is not the only one that’s performing during the game. You are also a performer and the quality of their experience is in your hands. Conduct yourself in such a way that you clearly communicate to your child and those around you that this is just a game for children, played by children. That is, you need to keep the proper perspective at all times. If there are other parents around you who are unable to maintain this kind of perspective, notify the team’s coach or league officials. It’s not your job to get in the face of another parent for misbehaving. Let the coach or parent board educate them at the next parents’ meeting.

Remember, soccer is a wonderful vehicle to help your children learn valuable life lessons. Do your part to insure that the lessons that they learn are constructive and positive.