The Purpose of Juggling

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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.

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
  

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!

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.

U8 Academy

Part of any successful BINS program is the use of an Under-8 Academy. Starting with the 2008 Fall Soccer season at GSL, the Under-8 Academy will be launched. The Academy will be a series of eight sessions over an eight week period (one practice a week) that will focus on the primary skills of dribbling, passing, and shooting. Participation in the Academy sessions are completely optional, but players are encourage to attend as many sessions as possible during the season. There will be no additional charge to attend the Academy sessions.

Academy coaches will cover the basics of each skill set and work with players to ensure that they are developing the appropriate skills that will make them better soccer players over the long term. Coaches at the Academy have years of experience in player development. Some Academy sessions will be taught by coaches of local competitive clubs.

One of the reasons that the Under-8 Academy (as well as the overall BINS program) is being started was that coaches at the older age groups were getting seriously concerned about the lack of skills that players coming out of younger age groups were showing upon joining the older teams. Coaches were having to go back over the "basics" of dribbling, passing, and shooting with the players. This prevented them from working on the tactical development that U10 and U12 players needed. Similar to school, a 3rd grade teacher should expect an incoming student to be able to read and write, a U10 coach should expect an incoming player that did two years of soccer should know how to dribble and pass. Sadly that was not happening. Many players got quickly discouraged and left soccer completely.

The purpose of the U8 Academy is to address and fix those issues going forward. More information about the U8 Academy will be coming out as the season approaches.

BINS "Booting Is Not Soccer" Program

Starting with the 2008 Fall Soccer season at GSL, we will be deploying a BINS program across the GSL soccer program. BINS stands for "Booting Is Not Soccer." Numerous soccer programs have BINS programs and they have proven to be excellent programs for recreational soccer programs.

The age focus of the BINS program is from U6 to U12, however it has serious emphasis on the U6 and U8 players. The main objective of the program is to promote and emphasize the skills of dribbling and passing and discourage the aimless booting of the soccer ball that is all too prevalent at these young ages. The program is three tiered with a component for not only the player, but also the coach and the parent.

Benefits of the Program

1. Educate parents and coaches on the skill priorities for young players.
2. Raise the skill level at the recreational level.
3. Improve the skill and enjoyment of the recreational players, regardless of ability level.
4. Provide an on-going coaching assistance program to the soccer teams (players, coaches, and parents)

There will be more information about the BINS program as we get closer to the start of the fall season. Coaches will go through their training in the upcoming coaching clinics. Parents will be asked to attend a 1-hour session prior to the start of the season so that they can understand the program and help their child in their development.

Tips For Integrating Novice Players Into Your Youth Soccer Team

Note from Coach Aaron: GSL Soccer is going through a growth spurt as more players are signing up to play. One area that we are growing more is in the older age groups. Each season we are getting players in the Under 10 and Under 12 age group that have never played soccer. There can sometimes be problems with integrating these players due to the skill gap between the players that have been playing since Under 6 and these new "Novice" players.

In the past three seasons, I have had new players join my older teams that have never played soccer and were technically years behind the other players. However, in each case, I was able to get those players up to speed and integrated into the team as quickly as possible. Below is an article from Sam Snow of US Youth Soccer, about this process. It was written in the soccer boom after the 2002 World Cup and 2003 Women's World Cup, when the US teams surprised everyone. Now it is the David Beckham boom.

Our goal in the GSL Soccer Program is to continue to grow and encourage more players to take up soccer as a sport. To be successful in this, we must be able to take the older novice players and get them trained as soccer players like we would with any other player. Remember, every challenge is an opportunity in disguise.

Article from Sam Snow, US Youth Soccer National Director of Coaching -

Because of the visibility of the 2002 World Cup and the 2003 Women’s World Cup your club may have many new players sign up this spring. Coaches of youth teams, especially recreational teams should be prepared for mainstreaming novice players with their more experienced children. Certainly we want these children to come enjoy soccer with us. However if the experience is not FUN and they sit on the bench in favor of more experienced players then they’ll dropout in a year or less. Talk to the players and their parents at the beginning of the season to develop a sense of teamwork. Enlist the efforts of these team members to help you integrate new players. Everyone on the team should help teammates improve. Let them know that everyone is making a contribution. So here are a few ideas about merging the novice players with your returning team.

• Spend a few minutes at the beginning and/or end of your training session with these new players on the basics.
• Recognize the needs of your players and balance your needs with theirs.
• Devise training activities that follow the SLANTY LINE coaching method. In other words, there is room for individual success. A simple example would be ball juggling. Instead of setting what the team record is (in other words the number of juggles by the best juggler on the team) and having everyone trying to break that record; have the players try to beat their personal record. Now each player can try to set and beat their own records in any number of measurable techniques.
• Develop perspective: remember what you were like at their age and what you could do then; don’t judge the players by what you can do now.
• Mix up your starting lineup. This will encourage the novice players to work hard and also encourage the returning players to help their teammates.
• Create activities of inclusion not exclusion. An example is the old dribbling game of knockout. Everyone dribbles and you try to knock out the other players’ ball while maintaining control of yours. If your ball is knocked out then you sit out. This of course means that the worst dribbler on the team (the one who needs the most practice) gets knocked out early and the best dribbler on the team stays in. Now the kids who need the practice touching the ball are sitting on the ground watching the best two dribblers play. Make it a game of inclusion by having the players knocked out come to the coach and perform a simple dribbling move and then they go back into the game.
• Make sure all of the parents understand what you are trying to do with the team. Try to work with parents and make them part of the team rather than viewing them as critics to be avoided.
• When putting the players into groups for an activity, such as 4 vs. 4, have more experienced players join up with the novice players. Now your expectation should be that the returning players should help the new players learn.
• Use small group activities with a 1-returning player to 2-novice players’ ratio.
• Emphasize ball skill improvement as your overall team goal.
• Monitor what the returning players say to the novices. Emphasize positive feedback amongst teammates. Become a communicator!
  

Just a few ideas to get you started.

Wanted: The Devious Soccer Player

From Paul Shaw, Virginia Youth Soccer Coaching Education Director -

These individuals have fun playing their sport; they embrace their environment and they have exceptional technique. Not only tactically tuned in but always thinking outside the box when solving problems. We have all seen this player and secretly asked ourselves, “How did she get out of that mess with the ball?” In order to develop more of these types of players, we need to look within our own environment.

Technique, technique, technique! This is the backbone of the creative player. Technique is essential and all players should spend time on technique. When was the last time you heard a top level pro say, “My first touch is good enough?” Players must have quality technique if they are to be creative. It is silly to think of a soccer player being deceptive before they pass but in the end, never maintaining possession. For example: you fake to pass the ball to the left but really pass the ball to the right. Your fake to the left is worthless if you miss the player you are passing to on your right.

How much time do you spend in your own environment? Are your technical demands applicable to the game? A recreational player will get more enjoyment out of the game if he or she has a cleaner first touch. A travel player will blossom if he or she is able to run at and beat defenders 1 v. 1. As a coach, it is OUR responsibility to plan practices accordingly. Our players’ enjoyment of our sport will grow as their technique gets better. Guaranteed!

Now, we must apply our technique to the game and the problems that are presented. The best way to bring out those free thinking qualities is within small-sided games (2 v.2; 3v.3; 4v.4 etc.). Touches on the ball are increased; the time to make decisions lessened and the opportunities to learn multiplied. Yes, we eventually have to get the game into the right size and space for your age group. However, time in the small-sided game allows for more repetition of those learning scenarios and allows for players to adlib without punishment. What about your role in all this? Are you going to step in and show them every solution? Are you going to coach every error? I would challenge you to step back and watch. Some of the solutions may be creative, even devious and possibly very entertaining.

Peer Pressure Training

From Lawrence at FineSoccer.com -

I was speaking with a friend recently who has been involved with professional basketball for a number of years and he asked me “how much peer pressure training is done in soccer”. I wasn't familiar with the term but when he explained it as training under high pressure with the pressure being put on by an opponent, it made a lot more sense.

Unfortunately, while it made a lot more sense it's also something too many soccer coaches don't do enough of in training.

It's easy to teach a player how to shoot a ball. You can go through the whole process of big steps, planting the foot properly, locking the ankle, knee over the ball, making contact with the correct part of the foot, following through etc. However, it's much more difficult when they have to do it at speed. Then, it becomes even more difficult when it has to be done at speed with an opponent right on them.

If you are working with players on turning, you would want to explain how to turn, then demonstrate, then have them do it without pressure and then add some token pressure. Unfortunately, too many coaches end at this point. In order for a player to be able to turn in a game situation, they have to experience the various types of pressure they will see in a game.

Too often, coaches will show things with shadow training and then go to numbers up situations but at some point, the players need to experience even numbers (or even down numbers since most attacking situations start with a numbers down situation).

Put the players in true numbers situations, which will allow the pressure to be similar to what they will see in a game and see how much easier it will be for the players in the game itself.

Using The Proper Soccer Ball For The Proper Age

Prior to the start of a training session, I had an Under-10 player approach me and tell me that he went home to work on his shooting (our prior practice was focused on proper shooting technique) and something wasn't right. During our previous practice, he was really getting speed and accuracy on his shots, but at home he said he was struggling to get the ball up and his shots were all over the place. I told him to go get a ball and let's look at it.

He ran over to his bag and pulled out his soccer ball, and right then I saw what was wrong. He had a size 5 soccer ball, the wrong size ball for his age. There is a reason soccer balls are numbered, so they are the appropriate size for the age that uses them. Under 6 and Under 8 need to be using size 3 soccer balls, Under 10 and Under 12 need to be using size 4. Not until a player enters the Under 14 ranks, should they be using a size 5 (normal soccer ball).

I quickly grabbed a size 4 soccer ball for the player and let him practice a couple shots again and to no surprise his distance and accuracy returned.

As an adult, when I play with a size 3 or size 4 soccer, I am Superman because the ball is smaller and lighter. So what do you think happens to a child using an adult ball? The complete opposite and that will destroy their development. We want them to grow with the ball, not be hampered by it.

So make sure you have the right ball for the right age.

They're All Bunch Up!!

From Ihor Chyzowych, Ohio South Youth Soccer Association -

That's what I hear at every U-8 youth course I teach. My reply is always the same: "That's OK!"

Then I get the puzzled looks from nearly every coach or coach-to-be.

The kids know what they're doing, it's the parents and the new coaches who are confused.

Adults see the bunch of players as unorganized -- not as a team. That's the first problem. Because, at this point, it's really not a team.

The players at this age don't understand what being a "team" means. At their age, they are selfish in their game. Me, my ball, my game. Most kids can't even remember the name of their team or their coach. They won't even practice with any one else's ball! How can you expect them to understand or embrace teamwork or fixed positions?

The ball is their magnet; so let them try to get it. In doing so, they're actually building good instincts that they'll use in the game when they are older and "team" actually beginsto mean something.

For example, many good coaches struggle to "re-teach" 14 to 17 year olds the working concept of zonal defending and zonal pressure defense. Two concepts that they knew instinctively when they were 5. What happened? It was drilled out of them by a youth coach who kept telling them to spread out.

When they're 5-plus years old, they already have a natural instinct for this kind of defending. They're already figured out that five of us versus one of them means that we'll probably get the ball.

To parents, this is a mess on the field. They want the kids to spread out -- so that the one player with any skill can have the space to dribble around every one else like cones. Not a very good defense.

A good coach will definitely have to adjust these players' instincts, as they get older, but surprisingly not much. The game itself makes them smarter as they continue to play more and more.

Another reason why "bunching up" is OK for young players: the kid in the center of that bunch is learning early on how to play in tight spaces and not to be afraid of traffic or contact -- invaluable skills that will be second-nature to him by the time he's older and able to play in fixed positions.

So, as hard as it is for parents to believe, young players learn how to solve problems and be creative while bunched up. These skills actually help them with their game when they're older and that game is more structured.

As a coach, I'll want on my older team the youth player who consistently came out of the pack with the ball. He might be my striker because he's not afraid of crowds in the box, or of being marked by two players. He's been getting through the traffic and scoring in those situations since he was 5. Playing in "the bunch" has made him tough, technical and smart.

My advice to new youth coaches and to parents is to stop worrying about the kids being bunched up. At U-8, just let them play.

You're role at this point is to teach them some basic ball touches, point them in the right direction and let them go!

Let the game teach them for now. Let them teach themselves. And most of all let them enjoy the game. Seems simple? It is. But that's OK, too. That's the beauty of soccer.

Under 6 Drill - "Toss and Receive"

Space: Open Area

Organization: Coach tosses players balls and tells them how to bring it back to him (Using dominate foot, non-dominate foot, both feet, elbow, head, etc.) Use your imagination! Ask them for a suggestion using their imagination.

Objective: For players to begin developing ball skills, team work, communications, and problem solving.

Variation:

• Give players time to come up with their own ways to bring the ball back to the coach
• Ask players to pair up (in small groups) to retreive balls