ASNY 2021 Soccer Curriculum

SOCCER CURRICULUM 2021-2022 EDITION

TABLE OF CONTENTS I. INTRODUCTION II. OBJECTIVES III. EFFECTIVE COACHING TECHNIQUES IV. COACHING FOR HEALING & SOCIAL JUSTICE V. ORGANIZING YOUR PRACTICE VI. LESSON PLANS VII. APPENDIX

INTRODUCTION America SCORES New York seeks to create equitable opportunities for young people to experience sport, express themselves and inspire positive change off the field and outside the classroom. Using a social justice youth development framework, we emphasize racial equity, fair play, teamwork and youth voice as key drivers of building a better, more equitable New York City.

Teamwork, leadership, commitment: three words that our America SCORES program seeks to instill through our coaching to embody our mission. The following objectives will help coaches to ensure that these values are at the forefront of their students’ minds as they travel beyond the soccer field and classroom into their communities.

Social justice youth development is the focus - soccer is only the tool.

OBJECTIVES HAVE FUN! - The SCORES program should always be a space where players and coaches want to come to every day - where everyone feels SAFE, SUPPORTED, CONNECTED, and HOPEFUL, and feels comfortable being themselves.

Social Justice - The soccer platform will be used as an intentional way for poet athletes to speak about issues of social justice and awareness of the world around them. Practices, game days and community events are the mediums through which students come together to think critically about the world around them, and how they can incite and explain meaningful social change using soccer collectively.

Racial Equity - Poet athletes will enhance their own personal understandings of how soccer can be used as a tool to bridge diverse groups of people rather than to uphold division that can sometimes result from win at all costs mindsets and overemphasis on competition. In this sense the program will encourage poet athletes to reflect on how they see divisiveness and systemic racial inequity in their own communities, and how soccer can emphasize the need for structural change by examining our own individual identities & biases and those of our teammates first.

Fair Play - All facets of the program will emphasize fair play by building a culture where poet athletes recognize and understand the value of uplifting one another rather than existing in a toxic culture of competition. Developing the skills to resolve conflicts among their peers will be a focus of practices and game days to build mutual responsibility.

Youth Voice - Meaningful opportunities for youth voice are intentionally built into practices, game days, and community events. Discussions surrounding concepts of fair play, equity, and justice are a major feature that allows for poet athletes to be heard. These discussions will provide a way to build self-esteem by utilizing positive youth development strategies: for example; peer to peer learning opportunities, interest exploration, and building positive and trusting relationships.

OBJECTIVES Teamwork - Encourage and instill cooperation on and off the field, as well as a sense of confidence and trust in one another as teammates who together combine their voices to build a strong community.

Leadership - America SCORES NY will provide an avenue for young people to discover what leadership means to them by exploring new ideas, trying new things, and taking risks. In training sessions and game days, poet-athletes will have opportunities to choose and dictate their experiences, leading to a pathway of empowerment over their own learning and development.

Commitment - The space created by the poet-athletes themselves will be as important as the commitment they bring to maintain true to themselves and their team goals. Through seeking overall fairness and success from one another they will learn the importance of honoring the game and aim to achieve all their goals together as a unit.

Community - Poet athletes will build trust amongst one another in the soccer space and allow for each team member to contribute. The rotation of leadership and the space created by the coach for all voices to be heard will facilitate a safe, open, and brave environment for poet athletes to not only develop their own community but also connect with their surrounding community. They will practice what it means to be civically responsible and engaged with their communities.

EFFECTIVE COACHING TECHNIQUES As ASNY coaches, mentors and role models, leading in a positive way to encourage our poet athletes to be the better version of themselves. Effective coaching at ASNY is: Treating your team & opposition with respect respecting each other and no use of foul language on and off the field. Supporting and encouraging your team as well as the opposing team.

Create an atmosphere/space where competition is fair, safe and fun for everyone - Being mindful of the language being used on the sidelines as coaches. Understanding it's a friendly competition. Everyone on the team gets equal playing time, regardless of skill. Keeping coaches and poet athletes safe on and off the field and having a good time.

Role Models: Be the person you want your team to be - Explain and guide your coaching style. Being respectful, supportive and encouraging to your team. Keeping in mind that some poet athletes might be experiencing their first time being on a team.

Encourage other poet athletes to create a supportive environment within the team.

Develop a way to talk/discuss unsportsmanlike behavior or being unfair - Create intentional time in your practice session to discuss unsportsmanlike behavior. Create a space to allow the poet athletes to express themselves first and then provide a rose/throne situation.

Rose being something positive or something great you saw as a coach and throne being something that might need improvement with a finishing off with an action that was significant.

Understand that you are a teacher on and off the field - Our poet athletes watch everything we do. Keeping that in mind, we need to lead by example because our actions speak louder than words.

Do not make the game based on winning & losing but encourage growth and a lesson on how to become a better team player everything is a teachable moment. Take notes on things you know they need more practice on and create intentional sessions to address the moment.

Equal playing for everyone - Every poet athlete should have equal playing time regardless of the skill. We want to enforce positive coaching and that means, winning or losing, our poet athletes had a great time being on the field.

HAVE FUN!!!

COACHING FOR HEALING & SOCIAL JUSTICE As coaches and staff, awareness of trauma or adverse student experiences and being responsive as coaches can help sports contribute to the healing process. Students may not feel emotionally or physically safe in places that should feel safe, resulting in hyper sensitivity to safety threats. However, sport is uniquely suited to help young people heal from the impact of overwhelming stress or trauma (source: We Coach).

Trauma short circuits our stress response and makes it hyper sensitive and overactive but playing a sport can help regulate this stress in manageable ways and build healing and resilience.

What ASNY can do: help to foster an environment where the soccer field and the classroom are safe spaces for our young people that focus on the individual and team as a support system.

Relationships - trust is the antidote to stress. The Practice Positive Traditions more we can have small connections with young Circle Up before and after practice - circles are people, the more those connections will turn into a safe and inclusive trusting relationship. This is important for regulation Fair Play Norms Check-ins/check-outs, freedom of expression Sports are active (patterned, repetitive, rhythmic Team songs/cheers, warm up routines activity); this mimics our mother’s heartbeat, which Inclusive grouping strategies - ex: lining up by calms the stress response, that sound is associated height or birthday order, then splitting into teams; with feeling safe finding your “sole mate” (person that has similar shoes to you) Patterns of stress - the opposite of stress is not no TLC cards during practices and games stress, but dosed, manageable stress - for example; adding speed and picking up head as Create Contribution Opportunities - the opportunity to you learn to dribble. Controlled, moderate, and “do good” predictable stress builds resistance Help set-up/breakdown Help demonstrate/lead an exercise Predictable & Consistent Routine Opt-in/opt out - give players a choice Beginning and end of practice - warm-up and cool down Coach the Bench, Praise the Play “Forecast” of the day - knowing what to expect Though it is natural to direct most of your active creates a sense of security, safety and control coaching towards players currently in Focusing on one skill at a time - help build and competition/on the field, those on the bench are rebuild self-efficacy & self-esteem in the perfect situation to learn from your coaching Student centered - asking questions when points (calmer, less fatigued, better able to hear teaching a new skill you) Alternatives to consequences - “reset zone” when A coach shouting on the sideline can often just young people are upset, angry, or frustrated feel like someone shouting angrily which may have its own detrimental effect Connect within 60 seconds of a substitution - this is one of the most crucial moments in sports for children affected by trauma; the first minute is a great opportunity to help reframe player experiences and assumptions about the event

ORGANIZING YOUR PRACTICE As a coach, you lead your team in several ways: you are a teacher, a role model, and a source of encouragement. Organizing your practices is imperative to a successful season with your team. Here are some tips to help with practice planning: Try to find 10 or 15 minutes in your busy schedule to plan soccer practice ahead of time. Determine your objectives and themes, and use appropriate skill building exercises and games to teach and reinforce those objectives.

Use the lesson plans provided in this curriculum to guide you - there are 10 weeks of lesson plans.

Focus on one or two related skills - For example, consider focusing on just dribbling. Too many skills will be confusing and the poet-athletes will not retain concepts. Topic suggestions are split up by week and can also be found in the Lesson Plans.

Emphasize the focus - In the beginning of practice, tell your team the focus and SEL Theme of the day (example - dribbling & self-control). Pay careful attention to coach your focus and not so much on other aspects of play. Allow your team to see the importance of the chosen focus to help them retain what they have learned.

Healing-Centered Tip: This will help poet athletes to know what to expect in the practice and accordingly take any potential stress that might come with unexpected activities or pressure.

Get your team involved in leadership roles - From the very first practice, give opportunities for players to lead warm ups, exercises, and help demonstrate activities. Healing-Centered Tip: This will help establish leadership naturally and provide space for players to elevate their voices and take control over aspects of their sessions.

Progress from basic to advanced - As you are teaching a skill, move from performing exercises without pressure (defense or offense) to playing in a game-like situation (scrimmages), gradually increasing the pressure.

Healing-Centered Tip: This will help build fundamentals and allow for predictable and dosed stress, rather than introducing a concept and adding pressure all at once.

Activities should move from one to the next - Fluid transitions will not only make your practices more effective, but it will minimize downtime and keep your team focused! While they are finishing another exercise or taking a water break, set up the next activity or as a bonus ask them to help you set up the next activity and get them involved.

Many of the activities throughout the Lesson Plans are designed so that you do not need to change the set up and disrupt the flow of the session too much.

LESSON PLANS As mentioned before, it is incredibly important to plan out your session ahead of time.

Taking ten minutes to put intentionality behind your practice can make a world of difference for how your poet-athletes will enjoy their time, how productive it will be, and (perhaps the biggest incentive for you) how easy your day will go as a coach.

In this section, you will find an outline for a typical SCORES soccer practice session plan, a blank template you can fill out yourself, and dozens of carefully designed sessions that you can pull from whenever you wish!

Healing Centered Tip: Remember how important establishing a routine is for your poet-athletes! When they know what to expect, it is both easier for them to arrive at practice more relaxed and ready to go, but also enables poet-athletes to step up into leadership roles with rituals like team cheers or circle stretches.

SCORES SESSION PLAN Check In | 5 minutes To start, coaches and students will circle up and check-in with each other. This is a great way to establish necessary routine, as well as give each student the opportunity to share how they are feeling ahead of the lesson. Coaches will introduce the theme of the day through a correlated SEL question, to be revisited at the end of practice.

Warm Up + Icebreaker | 10 minutes Help students get their heart beat up, loosen up their muscles, work on basic coordination and ball-handling skills.

Weekly icebreakers will help students relax and learn things about their teammates.

These activities strengthen the team and encourage a sense of community by getting both coaches and students comfortable with each other.

Activity | 20 minutes Help students learn and develop a specific soccer skill. To start, begin by focusing on the most basic form of the skill, and then gradually progress to make the activity more challenging and more game-like. Allow students to learn the skill unopposed, individually and stationary, before moving on to adding more progressions, such as adding movements (with or without the ball), opposition (cones or defenders), direction (adding goals) or teammates to help them use the skill in a game scenario.

Scrimmage | 15 minutes This is where students will practice the soccer skill of the day by playing a soccer game among each other. This should be as game-like as possible ( two teams playing against each other and trying to score in each other’s goal) while still incentivizing the skill of the day. For example, if the skill of the day is 1-v-1 moves, a player gets 2 points instead of 1 if they score after taking on a defender.

Re-regulation + Cool Down | 5 minutes Give students a few minutes to revisit and practice the skill of the day individually so they can feel more regulated and in control of their own bodies after the scrimmage. Students should cool down by stretching to help the body return to its baseline. This will help prevent injuries and also act as a natural segway from the scrimmage to the reflection to close out the practice.

Reflection | 5 minutes To close, end the lesson by bringing students back into their circle and pose another check-in, now that they’ve completed the day’s work. Ask the closing SEL question, give space for Hilos (shout-outs to teammates) and always close with an America SCORES cheer!

Again, establishing routine here is key.

DIAGRAM KEY The session plans below include diagrams for the activities detailed.

Please use the key listed below to interpret each diagram!

Week 1, Lesson 1: Dribbling Objective: Poet athletes will learn to dribble in small and reduced spaces to keep their bodies over the ball using different parts of their feet.

SEL Theme: Self Management - Goal Setting CHECK-IN | 10 min | Building Group Norms What is one thing you want to work on this season? What is one thing you want to commit to bringing to this team?

What kinds of behaviors would we like to see in the group? What kinds of behaviors would we like to avoid?

Create 3-5 group norms out of everyone’s responses.

COACHING TIP Use the SCORES acronym to help guide, or “The Being” Exercise from Poetry Curriculum.

S haring. C onfidentiality. O pen-mindedness. R espect. E mpathy. S afety WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc COACHING TIP Establish a routine early on, and stick to it- it will promote a HEALING-CENTERED environment in which poet-athletes know what to expect, and take control over themselves.

SKILL ACTIVITY| 15 min | Dribbling Lines Set cones and try to weave through them without touching the cones.

COACHING POINTS: Keep your body over your ball and use both inside and outside of your feet.

Push the ball out of the cones with the outside of your foot, and push inside the cones with your inside of your foot.

Remember to keep your head up as much as possible.

Progression: Try doing it 2 times in under a minute.

Now do it a second time and under 30 seconds.

CONDITIONED GAME| 15 min | 1v1's *Reinforce activity's skill + pressure 1v1 situation. There will be one gate (2 cones) where you will be tasked to go through before ending in front of the single cone (the defender).

Decide when you get there whether you want to dribble left or right. Once you're past the defender go to goal and score!

Progression: Replace the cone defender with a coach or teammate SCRIMMAGE| 20 min | End Zone Game Set up one to two small sided games (3v3's, 4v4's) Reinforce dribbling by having endzones instead of goals. If a player dribbles into the endzone, that is a point.

Progression: Add goals to the corners of each endzone to encourage players to use the entire field.

Regression: Remove endzones and play to normal goals COOL DOWN| 5 min | Re-regulation Make 2, 8-yard boxes with 5-6 gates inside them.

Split the team up and give everyone a ball.

They must dribble through as many gates as possible using both the inside and the outside of the foot.

Your goal is to avoid bumping into other people by keeping your head up and being aware of your surroundings.

REFLECTION| 5 min What did we learn about ourselves? Do we need more patience when it comes to dribbling? How important is it to keep our heads up?

COACHING TIP To start and end practice, gather everyone in a circle, so no one player feels more important than another.

Everyone can maintain eye contact and listen to their teammates.

Week 1, Lesson 2: Dribbling - Running with the Ball Objective: Poet athletes will continue to practice ball control with different surfaces of the feet and grow more confident with the ball at their feet by practicing dribbling at speed in open spaces.

SEL Theme: Self Management - Decision Making CHECK-IN | 10 min | Circle Up Today we will be focusing on how we can improve our ability to control the ball while traveling at speed and moving past our defenders.

What’s one thing you feel completely in control of right now? How do you make that decision to be in control? (ex: breath, my decisions, how I help my friends & family) etc.

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 15 min | Dribbling Gates (from 1st lesson) Set up mini gates scattered around the play space, aiming to have the same amount of gates as the amount of players you have.

Direct players to move throughout the space without the ball, running through as many gates as they can in a set time period (30 seconds) Add soccer ball - allow players to get a feel for the space by dribbling through gates for 1 minute, counting how many they pass through.

Periodically have them stop to do exercises such as: toe taps, soccer boxes, pull-push.

Competition round - each player works to dribble through as many gates as they can in 1 minute - object is to challenge yourself to increase your score each time.

Using both feet (Ask: What surfaces of the feet should we be using? - inside, outside, laces, sole of foot) Progression: cannot dribble through same colored gate 2 times in a row, using non-dominant foot only

COACHING TIP You are progressing from no pressure to more pressure - building in “stress” level, through patterned, repetitive, rhythmic activity.

CONDITIONED GAME| 15 min | 1v1's thru gates *Reinforce activity's skill + pressure With the same set up, now pair up players. One player will be attacker & one will be defender.

Attacking player works to dribble through as many gates in 1 minute with defender shadowing (no physical contact, just working to block off gates).

Switch after 1 minute.

Ask: When can we accelerate and move faster with the ball? (when we move past a defender and have space in front of us) Defender can now fully defend. Switch attackers after 1 minute.

Ask: When do we need to slow down and keep the ball close to our body? (when defender is blocking our route) SCRIMMAGE| 20 min | Four Corner Goal Game Take away half of the gates, and add a goal at each end of the field (using cones or pop up goal). Split group up into two equal teams. Players can score 1 point by dribbling through the gates and 2 points by scoring on a goal.

COOL DOWN| 5 min | Re-regulation Dynamic Cool down through gates: Shake out legs Hamstring stretches Quad stretches Arm swings and skipping Keep the same set up - have players slowly dribble the ball through gates as they cool down and then jog without a ball, then walk.

REFLECTION| 5 min What was the most difficult or challenging part of the session? Was there a difficult decision you had to make or a teammate had to make? How can we work together through difficult moments?

Week 2, Lesson 3: Passing & Receiving Objective: Poet athletes will learn to pass the ball using various parts of their feet. They will also learn to move towards the ball, cushion and receive the ball with different parts of their feet.

SEL Theme: Social Skills/Social Connections - Teamwork CHECK-IN | 5 min | Circle Up How important is passing to the game? What could happen if we give the ball to the opponent?

What skills do we need to be a good teammate?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min In groups of 2, set a gate that you have to pass the ball into.

Use the instep of your foot to pass. Lock your ankle. Square up your hips to face your partner.

Look for accuracy and consistency.

Progression: Use both strong and weak foot. One touch passes. Make players take a few steps back.

CONDITIONED GAME| 15 min | 3v3's *Reinforce activity's skill + pressure Get players into teams of three Set up small 20x20 fields with goals Rotate who plays against who if possible.

Encourage accurate passes: How can you make an accurate pass?

Lock your ankle, square up your hips and use the instep of your foot to hit the ball!

SCRIMMAGE| 20 min Set up a larger sided game, 5v5 or 6v6 if possible.

Teams get an extra point if they score off an assist (a pass from a teammate).

COOL DOWN| 5 min | Re-regulation Keep the same set up as before - have players return to partner passing Encourage them to get into a good rhythm with their teammates.

Reinforce coaching points: Locking ankle Square up hips towards partner Hit the ball using the instep of your foot

REFLECTION| 5 min What is the importance of a good pass? What is the importance of using both feet for a good pass? Why is it important to get a good pass to your teammate/s?

Week 2, Lesson 4: Passing & Receiving Objective: Poet athletes will continue to focus on precision and accuracy of passing applied to game-like scenarios. They will learn to anticipate where their teammates want the ball and how they can move into space to support their teammates.

SEL Theme: Social Skills/Social Connections: Empathy CHECK-IN | 5 min | Circle Up Today we will be focusing on passing and receiving on the move and challenge ourselves in situations where we are under more pressure. We’ll also be talking about how understanding and respecting one another, and having empathy, is important for us to be successful as a team. Has anyone heard of empathy?

Passing is all about teamwork. Can you tell us about a time when you were a good teammate?

What did you do? And if you haven't before, how could you help a teammate who is feeling nervous or under pressure on the field?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Gate Passing Continued Pair up players in groups of 2. Each group of 2 will work to pass to each other through gates in rounds of 1 minute.

2-touch passing for 1 minute using only the right, 1 minute using only the left (receive by cushioning ball with inside of foot, then pass with hips facing towards partners) Next round: can only use non-dominant foot.

Can’t pass through a gate of the same color twice in a row (depending on how area is set up) Coaching Questions: What parts of the feet did you use? (inside, laces, outside) How does your body look when you pass the ball? (hips facing towards partner) When you received the ball, where did your next touch go? (Think ahead of time to where the next play will be or where you will go to next)

CONDITIONED ACTIVITY| 20 min *Reinforce activity's skill + pressure Now split the group into two teams and one team starts with the ball. The object of the game is to score by passing through gates (1 point for each gate), but the other team can defend.

Ask: How did you have to work together when you had the ball? (Move into space to support teammates) SCRIMMAGE| 15 min Each team can now either score by passing through a gate (1 point) or scoring on goal (2 points). Cannot pass through the same gate multiple times.

Optional progression: If you have gates set up with different colored cones/discs for each gate, you can assign a color to each team and only allow that team to pass through their color gate.

Ask: How were you successful in supporting your teammates when you didn’t have the ball?

(Moving into open space) COOL DOWN| 5 min | Re-regulation Passing in groups of two - 10 2 touch or 1 touch passes, then choose a stretch to do together.

Repeat this 5 times.

Players should pass the ball to their partner, then backpedal around the cone behind them and be ready to receive and pass again.

When did your team do well in the scrimmage?

What did you find challenging?

REFLECTION| 5 min Think about something you saw a teammate do well today. What did you notice about how that teammate reacted, and how do you think they felt in that moment?

Did you see a teammate feeling frustrated? What do you think they were feeling?

Week 3, Lesson 5: Turning While Receiving Objective: Poet athletes will learn a handful of ways to receive and turn their bodies to a positive position; ready for the next play or to drive to attack the opponents goal.

SEL Theme: Self Confidence/Self Efficacy - Self Expression CHECK-IN | 5 min | Circle Up How have these past few sessions felt for you?

Think about something that makes you unique and sets you apart from your teammates. How do you think you can continue to express this in soccer?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Introduction to turning *Start with 180 degree turning* Place the players in groups of 3 with one middle man. Place two cones in front of the two players on the side.

The middle man will receive the pass and turn to pass the ball to the other person. Switch person after 2 minutes.

Now place one cone in front of the middle man and when you turn, decide whichever side you want to go around the cone to pass the ball to the other player. The goal is to always look to change direction around the defender and also change the point of attack.

CONDITIONED GAME| 20 min *Progress to 90 degree, 180 & 360 degree turning* Get in groups of 4 with one player in the middle.

The player in the middle will be inside a square in the middle and has to turn every time with the ball and pass to the player opposite of him through the cones inside the circle.

Progression: Add defender in the middle, attempting to block attacker from finding the pass.

SCRIMMAGE| 15 min | Four Corner Goals The scrimmage will hold two goals for both teams to defend each.

The goal of this scrimmage is to get the players to turn from one point of attack to the other in search of open spaces to score.

COACHING TIP You are progressing from no pressure to more pressure - building in “stress” level, through patterned, repetitive, rhythmic activity.

COOL DOWN| 5 min | Re-regulation In groups of 3 with one middle man, place a square in the center for the middle man to be in.

The middle man will receive a pass, control within the space of the square and pass without ever letting the ball outside of the square.

3 minutes per person. Seek to make as many passes in those 3 minutes.

Progression: Make square smaller Regression: Make square larger REFLECTION| 5 min How does attacking from different parts of the field make it harder for the opponent to defend? What benefits does turning from one point of attack to another do we get?

Think back to a moment that you felt confident today. What made you feel that way?

Week 3, Lesson 6: Turning While Dribbling Objective: Poet athletes will apply what they’ve learned about different ways of turning with the ball to game-like scenarios, and grow more comfortable changing directions under pressure.

SEL Theme: Self Confidence/Self Efficacy - Risk Taking CHECK-IN | 5 min | Circle Up What’s an obstacle or challenge that you are facing right now? What is a challenge we are facing as a team?

To overcome challenges, sometimes we have to go outside of our comfort zone and do things we might not be used to or unfamiliar with. We might have to take risks to find success, whether on the field or off. Can you think of a time you’ve gone outside of your comfort zone or taken a risk?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min Set up pairs of cones 5-10 yards apart Have poet athletes split into lines, with all players staying on one side of cone lines First player starts by dribbling the ball to the far cone, turning around it using the appropriate part of their foot If the player approaches the cone from the left, the player would turn using the outside of their right foot OR the inside of their left foot.

If the player approaches the cone from the right, the player would turn using the inside of their right foot OR the outside of their left foot.

Coaching points: Keep the ball close to your foot Tight turns in tight spaces, big turns in big spaces - how heavy you hit the ball depends on if you're being defended closely vs. have a lot of open space in front of you!

Progression: Replace the end cones with defenders to add pressure while the dribbler is turning.

CONDITIONED GAME| 15 min | Four Corner Knock Out Set up a 30x30 grid with four safe zones in each corner of the box.

Choose one-two defenders, while the rest of the poet athletes get a soccer ball Those with a ball are trying to keep their ball from being kicked out by the defender(s) Coaching Points: Keep the ball close to your foot Tight turns in tight spaces, big turns in big spaces - how heavy you hit the ball depends on if you're being defended closely vs. have a lot of open space in front of you!

Progression: Poet athletes can stay in safe zones for 5 seconds before they have to leave. Add defenders.

SCRIMMAGE| 15 min | Four Corner Goals The scrimmage will hold two goals for both teams to defend each.

The goal of this scrimmage is to get the players to turn from one point of attack to the other in search of open spaces to score.

COOL DOWN| 5 min | Re-regulation Every poet athlete gets a ball and dribbles around the field.

Coach shouts out when poet athletes should make a turn.

REFLECTION| 5 min Who did you see working very hard through a challenge today?

Did you go outside of your comfort zone or take a risk today?

Did you see a teammate take a risk today? What was the outcome?

Week 4, Lesson 7: Shooting Objective: Poet athletes will learn the basics of shooting to move away from kicking the ball with their toes. They will seek to learn to kick using the insides and their laces, focusing on the basics.

SEL Theme: Positive Identity- Self Esteem CHECK-IN | 5 min | Circle Up Being able to pass the ball, receive it with comfort and confidence, turn and switch the ball from one point of attack is great - now let’s learn to score!

What is a soccer skill you feel you are good at? What is something you want to improve on? Is there someone, athlete or role model, you look up to? What about them do you admire?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min Split team up into groups of 2. One person should start sitting on the ground with their hands behind them to support them and their knees bent with feet flat on the floor. Their partner should be standing about 6 feet away with the ball in their hands. The partner with the ball should toss the ball underhand to their partner’s feet, who should aim to kick the ball with the laces of their foot.

Round 1-2: 10 times on each foot Round 3: Standing 6 feet apart, 10 times on each foot from partner’s toss Round 4: Distanced 10 feet apart, 10 shots each from the ground. Aim for accuracy to get the ball back to your partner’s feet or optionally knock over a cone.

Coaching Questions: How do you make contact with the ball? (laces) How should your ankle look? (it should be locked with toe pointing down)

CONDITIONED GAME | 15 min Split up players into two groups and create 2 lines per group - one for forwards and one for defenders.

The defender will pass the ball to the forward.

The forward will dribble past the defender, while the defender only shadows the striker towards one of the two cones.

The striker shoots with the laces or with the inside of the foot to the goal (pop up goal or cone goal)

SCRIMMAGE| 15 min Full sided scrimmage Extra point if poet athlete scores using their laces

COOL DOWN| 5 min | Re-regulation Dynamic movements (butt kicks, high knees, skips etc) across the field to reduce the stress the legs were on from shooting power.

Come back as a team and do whatever stretches are needed in a circle.

REFLECTION| 5 min How confident do we feel shooting with either the laces or the inside of the foot?

What was something you felt you did very well today?

Week 4, Lesson 8: Shooting Objective: Poet athletes will become more comfortable with shooting the ball under pressure.

SEL Theme: Positive Identity - Integrated Identity CHECK-IN | 5 min | Circle Up Think of a moment you felt like you achieved something. Do you remember how you felt at that moment? If not, how do you think you felt?

How important is it for you to score for the team? How important is it for the team for you to score?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 15 min | From previous session In partners taking turns, work to shoot the ball to one another using the laces, where most of the power will go directly to the ball.

Coaching Questions: How do you make contact with the ball? (laces) How should your ankle look? (it should be locked with toe pointing down) CONDITIONED GAME| 20 min Split players into two groups and have them line up in opposite corners of the play space behind a cone. Set up two goals at either end of the field.

Each player will start with a ball and dribble towards a cone in front of them. When they approach that cone, they should touch the ball past the cone to the inside towards the goal, and shoot aiming for the corners of the goal.

As soon as one player shoots, the next player in line should go.

After each player shoots, they should join the opposite side’s line. This will allow for players to get practice shooting with both right and left foot.

CONDITIONED GAME | Continued from above Coaching Questions: Remember what part of the foot do we make contact with? (laces) Where should your set up touch be before you shoot? (Set yourself up to shoot at an angle) Where should your plant foot be? (rooted in place and aiming towards your target) How do you get power behind your shot? (swing your hips at an angle & follow through after your shot with your kicking leg) Progressions: add a defender group who approaches from the opposite side.

Regressions: instead of dribbling at speed from a cone, have players start from the second cone which will allow for more focused work on technique and form without the added speed.

SCRIMMAGE| 15 min | 2v2 Flying Changes Play a 2 vs 2 game where teams will work together to score (no goalkeepers).

If ball goes out or is scored, then two new teams of 2 come on. Make sure to have extra balls in/next to the goal.

COOL DOWN| 5 min | Re-regulation Players can join up into partners again (switch up partners from the beginning).

5 laces volleys for each player, then choose a stretch. Repeat 3-5 times.

Have the pairs do 5 different stretches or cool down exercises together.

REFLECTION| 5 min What was a moment where you felt proud of yourself or your team?

What was a moment where you saw someone else do something great today? How did that make you feel?

Week 5, Lesson 9: Goalkeeping - Shots in the Air Objective: Poet athletes will try out and learn a new position, and be able to demonstrate the basics of handling and catching the ball.

SEL Theme: Self Confidence - Self Discovery CHECK-IN | 5 min | Circle Up How does trying new things make you feel?

When was the last time and what did you do?

What makes you wanna try new things?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 15 min | Catching Basics In groups of 2 about 5 feet apart, toss each other the ball and catch the ball making a "W" with your thumbs touching in the middle.

After a few minutes of catching the ball, switch to the "basket" catch, where a ball below the waist is caught with both hands and pulled up securely to the chest.

After 5 minutes, volley the ball at each other using the laces or inside of the foot.

Progression: Try to catch with one hand if possible.

Increase the distance between one another by taking a step back.

Advanced: Add a ball on the floor and have players pass the ball back and forth as they are tossing.

Coaching Questions/Points: Set your feet before the ball is shot Choose which catch to use based on the height of the ball Chest and above - use the "W" Waist height - use the "basket"

CONDITIONED GAME | 10 min | Next Keeper Up This game works as a refresher for shooting, while adding some excitement to playing keeper.

One poet athlete is in goal, while the rest line up behind a cone placed about 10-20 yards out.

The poet athlete with the ball shoots.

If they make it, they go to the back of the shooting line and the keeper stays in goal.

If they miss it, they have to run in goal to become the keeper, while the previous keeper gets to take their place in the back of line.

Coaching Points For those shooting, make sure they use their laces, keep their chest over the ball and lock their ankles.

For those playing keeper, emphasize getting their feet set and catching using the "W" or the "basket".

SCRIMMAGE| 15 min | Hand Ball Split into even small-sided teams, assign each team a keeper.

Set up as a scrimmage, but instead of using your feet, poet athletes use their hands.

Poet athletes can only take three steps after catching the ball and then must use a pivot foot until they can either find a teammate to pass to, or shoot the ball by throwing it into the goal.

Catch the ball using the "W" and the "basket".

COOL DOWN| 5 min | Re-regulation In partners, toss the ball at each other for a minute to work one more time on hand eye coordination.

Stretch as needed.

REFLECTION| 5 min How did you feel goalkeeping was? Was it difficult? Did you feel pressure at all being behind the goal? How did you handle it? What could you have done better? *See more goalkeeping specific resources linked here*

Week 5, Lesson 10: Goalkeeping - Shots on the Ground Objective: Poet athletes will learn how to handle balls shot at the goal on the ground SEL Theme: Self Confidence - Leadership CHECK-IN | 5 min | Circle Up What do we remember from our goalkeeping session?

Decisions can be made in many ways (making pros and cons lists, gut feeling, asking for advice from others) - how do you make decisions?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 15 min | Catching Basics - "Scooping" Divide team up into groups up 3 with two balls per group. The goalkeeper should stand between the cones that create the goal; the other players should stand 5 feet away from the goalkeeper on opposite sides.

One player rolls the ball to the goalkeeper who "scoops" it - bends down with one knee up, and one knee down and puts their hands out to scoop the ball up and pull it to their chest.

Upon saving it, the goalkeeper serves it back to their partner and turns 180 degrees to receive a toss from the other partner. Make sure to rotate.

Coaching Questions: How should the goalie stand? What should he/she look like? (The goalie’s knees should be bent and should be light on their feet. Elbows should be bent, with arms in front of chest, fingers extended and thumbs touching, forming a “W.”) How should the goalkeeper approach the ball and pick it up? (The goalkeeper should move to meet the ball, kneel down to create an extra barrier between the ball and the goal, and scoop it up to the chest with both hands.)

SKILL ACTIVITY, Continued| 15 min | Diving Stay in partners.

Poet athletes roll the ball to their partner, who starts on both knees.

The poet athlete playing keeper falls down onto their side with their elbow OUT - you should never land on your elbow (it could break your elbow or your ribs).

The keeper should meet the ball with their hands, placing their far hand (so, if the ball is to their left, their left hand is their far hand) behind the ball, while the back hand (in this case, the right hand) on top of the ball. Use the ground as a third surface to secure the ball upon.

After rotating who is keeper, whomever started will begin standing up. When they go to dive to save the ball, they should fall like a domino- first their knees, then their chest, then their shoulders. Again, use the ground to trap the ball. Always fall forward - out to meet the ball - never fall backwards.

SCRIMMAGE| 15 min | Hand Ball Split into even small-sided teams, assign each team a keeper.

Set up as a scrimmage, but instead of using your feet, poet athletes use their hands.

Poet athletes can only take three steps after catching the ball and then must use a pivot foot until they can either find a teammate to pass to, or shoot the ball by throwing it into the goal.

Catch the ball using the "W" and the "basket".

COOL DOWN| 5 min | Re-regulation Slowly jogging in a small space where half of the players have soccer balls.

On the coach's “Go!” players with the ball should find someone to pass to and the players without balls should be prepared to save the ball using the proper technique.

After a few rounds, have players facilitate some stretches, and switch the group with the ball.

REFLECTION| 5 min How different or similar is decision making as a player, compared to being a goalkeeper?

What helped you make those decisions?

Will this help you make other decisions in the future?

What did you notice about how you felt playing goalkeeper?

Week 6, Lesson 11: Formations Objective: Poet athletes will be introduced to the importance of formations in games. Every position has a job to do and a task to perform while on the field.

SEL Theme: Social Skills - Teamwork CHECK-IN | 5 min | Circle Up How can you be a good teammate?

What is the best part of playing as a team?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Introduction to Positions Set up a field. Start off with free play 7v7 (including a goalkeeper), but have teams set up in a 3-2-1 formation. Demonstrate what the 3-2-1 formation looks like using cones or small objects, then by demonstrating in real time with players. After 10 minutes of play, introduce why this formation was made, what each position’s responsibility is, and ask about other formations you might use in small sided games. Ask about who goes where and why in terms of positioning.

Defenders: Their role is to get the ball from the other team when they are trying to score a goal.

They are the last line of protection before the goalkeeper. They prevent scoring opportunities for the other team, help win the ball back and move it up to the midfielders/forwards.

Midfielders: Their role is to get the ball to the Forwards and to maintain possession of the ball in the middle third of the field. They are responsible for attacking and defending. They need to excel at passing, controlling the ball, having good field awareness and vision, and physical fitness. Midfielders can score, too!

Forwards: Their role is to score goals and maintain possession of the ball when it is in the offensive half of the field. Forwards are positioned in front of the midfielders and defenders.

They need to be good dribblers, passers, and shooters. Forwards should be quick on their feet and always looking for the right opportunities to break away and score!

Coaching Questions: Why is it important to have a structured formation? (So that we can have a strategy for attacking and defending and so that everyone knows where to be on the field) Why might we choose to have more defenders than midfielders and forwards? (to protect our goal and give us a way of building out of the defense)

CONDITIONED GAME| 15 min Set up a small sided field space. Split your team up so that there are 3 players on each team in the inside of the field, with the other 2 players on each team at the ends of either side of the field. The object of the game is for the 3 players on the inside of the field to penetrate the ball past their three opponents into their two teammates on the end. 3 min games and change teams over.

Optional: Can use additional players on the side for support. Players on the outside 2 touch only.

Progressions: Must play 2 passes before the final ball to teammate on end. Players on the inside 3 touches max.

Regressions: No limit on the amount of times players can touch the ball before passing. No passing restrictions.

Coaching Questions/Points: How can the three players on the inside create space? (Movement off the ball) How can the 2 players on the end of the field get open for the ball and stay involved?

SCRIMMAGE| 15 min | Full Sided Games Move into a full sided game where teams choose their own formations.

At the end of games, ask teams why they chose their formations and how they feel it benefited their team. What did they notice about the other team’s set up?

COOL DOWN| 5 min | Re-regulation Shake legs out by jogging slowly, dynamic stretching, and take the opportunity to stretch what is needed.

REFLECTION| 5 min Discuss what formations a team can do that wants to play all attacking, all defense, all possession.

Think about what would happen if one person wanted to play all the different positions - why is having multiple players important? Is one position more important than another?

Week 6, Lesson 12: Formations Continued Objective: Poet athletes will be challenged to think more deeply on how each position supports the other on the field.

SEL Theme: Social Skills - Communication CHECK-IN | 5 min | Circle Up Think back to the last session we had. We discussed how every position has a job to do.

Why are different positions important?

How does a player in one position help a player in another position?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Dribbling & Passing Patterns Set up a diamond shape using cones. Have 2 players behind each cone. One player starts with one ball and passes clockwise to the next player, then follows their pass and goes to the end of the line at that cone.

Progression: Add 2 balls. Add in a defender.

Regression: Only have 1 player at each cone and move through the passing pattern slowly.

Coaching Questions: Where should your hips be facing when passing the ball? (The person you are passing to) When a defender was added in, what did you notice about what changed when there was more pressure? How did a diamond shape help you to keep the ball away from the defender?

COACHING TIP Ask poet athletes to envision where on the field they could find themselves in such shapes.

When you're on the field with the ball, you should always be able to see at least two options to pass. If you do not think your teammate with the ball has those options, move to create angles until you've made a triangle or diamond!

CONDITIONED GAME| 15 min | Stay in the Zone 7v7 game where the field is divided into three zones horizontally: a defensive third, a middle third, and an attacking third. The defenders must stay in the defensive third, the midfielders and strikers must stay in the middle or attacking third.

Emphasize movement off the ball; even though they may not be able to move over a line, how can they move within their zone to support?

How did this activity limit you? Even if this is not realistic in games and might not help in some situations (for example, when defenders are needed in attacking situations or when attackers are needed in defensive situations) how does this help us think more about how we organize ourselves?

SCRIMMAGE| 15 min | Full Sided Games Full team scrimmage where teams should decide their own formation.

If necessary, choose a couple of moments to stop the play to talk with your players about what we notice about our team on the field; is there a certain pattern or way that the team is set up that helps them be successful? What shapes are helping us be successful? (ex, diamonds, triangles help give us angles and stay connected).

COOL DOWN| 5 min | Re-regulation Captain-led dynamic cool down OR passing in triangle/diamond shapes (groups of 3 or 4); stopping to stretch after 10-20 passes.

REFLECTION| 5 min What have you learned this week about formations?

How is there room for creativity in soccer?

Why is communication needed on the field to help stick to the team’s formation?

Was there a time when you felt like there was a lapse in communication with your team (where your team had trouble communicating)?

Why was this?

How could you improve it for next time?

Week 7, Lesson 13: Attacking Objective: Poet athletes will learn individual attacking technique and tactics, then apply those to small sided game situations.

SEL Theme: Self Management/Goal Setting - Self Control CHECK-IN | 5 min | Circle Up Today’s focus is self control - does anyone know what self control means?

What are some things that you can control on the field, regardless of what might be happening on the field around you?

What is the role of attackers (midfielders, forwards) on the field? To control the ball in the attacking half of the field, move it up the field, create scoring opportunities, and score!

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Shadow Dribbling Split the team into groups of two or three, each player with a ball. Each group should have a leader; the others will be the “shadows.”

The leader dribbles in varying directions, using different parts of each foot, practicing moves and changing speeds. The other players in the group have to "shadow" their leader.

Encourage creativity! Place cones in the space and when players approach cones they should do a fake or a 1v1 move.

CONDITIONED GAME| 20 min | 1v1's to 2v1's Set up 2-3 small fields for this activity with a goal on one end of the field, and cone goals on the sidelines. Split each group up into attackers and defenders and have attackers line up behind one cone and defenders behind another as shown.

Start with 1v1s: attacker starts with the ball and the defender has to run around the cone that the attacker starts with before he/she can defend (this gives the attacker a head start). If the defender wins the ball, he/she should pass the ball into one of the cone goals on the sideline. Switch attackers/defenders after a few minutes.

2v1. Switch attackers/defenders after a few minutes.

CONDITIONED GAME, Continued| 15 min Progression: Defenders start from the opposite side of the attackers and do not have to run around a cone before defending.

Regression: Increase the distance that defenders have to run before they can defend. Take away the goalkeeper.

Coaching Questions: When you have space, how should you dribble the ball as an attacker? (Big touches and with speed!)

As the defender approaches, how can you move past them? (Use a 1v1 move or fake and accelerate - increase your speed to go past them) As the second attacker, how can you support your teammate? (Move into the space!)

SCRIMMAGE | 15 min Set up a full-sided game with the centerline of the field clearly marked with cones or other markers.

In order to score, every player on the team must be in the attacking half. This will require all teammates to communicate and work together to be successful.

Ask teams to reflect on what they did well as a team and what they could have done better after the play. Stop the play and note successes that attackers have (when they are taking opponents on, passing well, moving into space, etc) throughout the game.

COOL DOWN| 5 min | Re-regulation Individual dribbling in a designated area at a slow pace, incorporating ball skills and stopping to stretch after short periods of time. Allow players to choose their stretches.

REFLECTION| 5 min What is a moment today that you felt completely in control? Why do you think you felt that way?

How about a moment where you felt like you lost your sense of control a bit? What do you think you could have done differently in that moment?

Week 7, Lesson 14: Attacking Continued Objective: Poet athletes will continue to apply what they’ve learned about attacking to higher pressure game-like situations.

SEL Theme: Self Management/Goal Setting - Persistence CHECK-IN | 5 min | Circle Up Today’s focus is persistence - does anyone know what persistence means?

Think back to our first weeks together as a team. What was a goal you wanted to accomplish?

How do you feel you have been persisting in that goal, and what do you think it takes to achieve it? How can your teammates help you?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | 2v2 to 3v2 to 4v2 Set up a small sided field with a goal on either side, and cone goals on the side lines opposite each other as shown.

With two lines of attackers facing the goal and 2 lines of defenders behind the goal, the defenders must pass the ball to the attackers to go on a 2v2.

The objective is for attackers to score on goal and defenders to score on the cone goals on the sides of the field.

Add a third attacker after some time to go 3v2, then a fourth attacker.

Go back to 2v2, and then add a third defender, and then a fourth.

What was more challenging when there were uneven numbers (more attackers than defenders, or more defenders than attackers)? How did your team have to adjust?

CONDITIONED GAME | 10 min | Steal the Bacon!

Split the group into two even teams and set up a small field with a cone goal or pop up goal at either end. (Can set up multiple fields if needed).

Assign a number in sequential to each player on each team. So, if each team has 5 players, every player would be numbered #1-5.

When coach calls a number and throws the ball out to the center of the field, that player will run out to play 1v1!

Variation: call out 2-3 numbers. Can work your way up to 5v5.

SCRIMMAGE | 15 min | Mark Your Player Set up a small sided field with a goal at either end and split the group up equally.

Assign each player 1 player on the other team to defend. Only that person is allowed to defend the player!

Optional Social Justice Activity One team can only touch the ball a limited amount of times before passing to a teammate during a game.

Discussion Questions: How might this reflect how in our society not all people (can relate to race, gender, immigration, ability) are treated fairly or given the same access to resources?

Who decides these things and how can we change them?

COOL DOWN| 5 min | Re-regulation Have poet athletes dribble slowly or practice ball skills in place and do a stretch after each 30 touches on the ball.

REFLECTION| 5 min Why is persistence important in attacking scenarios on the field? What does never giving up look like and feel like?

What was a moment when you felt like you really gave it your all today and persisted?

Week 8, Lesson 15: Defending Objective: Poet athletes will explore the world of defenders as they learn the basics of defending in individual 1v1 and small sided scenarios.

SEL Theme: Positive Identity - Self Awareness CHECK-IN | 5 min | Circle Up What are your strengths and weaknesses as a defender? How important is it for the team to be aware of when to defend together?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Dribble Knock Out Set up a large open space, with everyone in the group starting with a ball at their feet. Players should dribble freely in the space. When coach calls out a skill, they should complete 10 of that skill. Ex: toe taps, inside-insides, pull-push, v cut.

Now choose 3 players to be defenders. Defenders will attempt to steal the attackers’ balls and kick them out of the space. If an attacker’s ball gets stolen, they must complete 10 of the skill of their choosing to get back into the space.

Now, add cone goals scattered throughout the space as shown. When coach blows the whistle or calls “go!” attackers should try to dribble through as many gates as they can in 30 seconds.

Defenders should attempt to stop them from dribbling. Switch defenders often.

Variation: If defender steals the ball, they become an attacker and the attacker becomes a defender. Try not to eliminate anyone from playing - keep everyone as engaged as possible.

CONDITIONED GAME | 10 min | 1v1s: Fast, Slow, Outside, Low Set up a small sided field for a 1v1 with a goal at one end and a cone at the other end, with two cone goals set up on either sideline. Demonstrate how the defender should be approaching the attacker with the Fast, Slow, Outside, Low approach.

FAST - approach the attacker with speed SLOW - when the defender gets close to the attacker, the defender must slow their run and start stepping back with the attacker.

OUTSIDE - force the attacker to the outside LOW - low center of gravity (knees bent, on the balls of your feet) In order to score, the attacker shoots on goal.

Defenders can score by winning the ball and passing it into either goal set up on the sidelines.

Switch attackers and defenders after 5 mins and keep track of points.

SCRIMMAGE | 15 min Small Sided Game with a Neutral Player (6v6 or 7v7 +1) Set up a small sided game with even teams, but with an additional player (may have to be the coach depending on numbers you have) that is neutral, which means he/she always plays with the attacking team (does not defend). Have the neutral player wear a different colored pinnie if possible.

After the game, ask: as a defending team, what did you notice about what was difficult with the other team having an extra player?

COOL DOWN| 5 min | Re-regulation Cool down and dynamic stretches. Optional partner passing & choosing what to stretch after 10 passes.

REFLECTION| 5 min Why do you think defending is a very important part of everyone's game? Mistakes are a part of winning and losing, which means that they are inevitable. Why is it important too to take risks as a defense?

Week 8, Lesson 16: Defending Continued Objective: Poet athletes will continue to learn what makes a strong defender, and how they can work together with their teammates in defensive scenarios.

SEL Theme: Positive Identity - Positive Thinking CHECK-IN | 5 min | Circle Up Today we will focus on what it means to defend as a unit.

What are some things that help you feel better when you are feeling down or low? Have you ever been hard on yourself during a soccer practice or game? Since mistakes are a part of soccer (and a part of life), how can we learn from them and move on positively?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Pressure Cover 3 defenders versus 2 attackers Set up a field with one goal at one end and 2 small goals at either corner of the other end. Set up three lines of defenders at one end by the goal, and 2 lines of attackers in between the 2 goals on the other end (as shown).

Start out with the attackers playing passively (not attempting to score yet, just passing to each other and moving) so the defenders can learn where they should be in relation to the ball.

If the defenders win the ball they can break out and score in either of the small goals at the opposite end. If the attackers score they keep possession.

Now ask players to play at match speed but only allow the attacking team to shoot after they have Coaching Questions/Points: What is the 1st defender? (Nearest defender passed the ball four times. who should pressure the ball) Optional: Introduce a 3rd attacker and take away What is the 2nd defender and what should the passing restriction. Now the defenders will they do? (The next closes person to the ball; have to work to cover the 3rd player. should be at angle and goalside of first Make sure all players have a chance to defend defender, plus close enough to pressure ball (switch groups after 5-8 mins) and have them if they are beaten) keep track of points.

What is the 3rd defender (Should add depth and be behind the 1st 2 defenders; cover the dangerous space)

CONDITIONED GAME | 10 min | Now keep the same set up but start with 4 defenders. The attackers will stay in groups of 2 to create a game-like scenario of 2v4.

After every goal is scored by the attackers, a new attacker is added to the attack.

Once there are 4 attackers, those 4 attackers will become defenders and so on to rotate the defenders into strikers.

Defenders still have the object of scoring on the corner goals at the opposite end of the field.

Coaching Questions/Points: What can we say to communicate with each other? (give clear instructions such as “close the ball”, “cover me”, “get closer”, “force them down the line’ ”) What way should we force attackers to go? (towards corners or sideways, should be aiming to get them to a point where they have nowhere to go or no option) How should we look as a team when we defend? (Stay compact; not spread out where the other team can find the gaps) Think about your changing role – when the ball is moved by the opposing team, are you now marking a person or space? Remember: the closer to the ball or goal you are, the closer you have to be to an opponent.

SCRIMMAGE | 15 min Small Sided Game with a midfield line (6v6 or 7v7 +1) All players on the team must drop back behind the center line on defense when their team loses the ball.

After the game, ask players to reflect on how it felt to defend as a team?

COOL DOWN| 5 min | Re-regulation In pairs starting on a line, one player with a ball should dribble towards their partner while their partner shuffles backwards. Once you reach the opposite line, switch the person with the ball.

REFLECTION| 5 min Was it difficult to think positively at times during this practice? What do you think made it difficult?

If not, how did your team work together to stay positive?

How can you take a lesson learned from your team or another team into the next practice?

Week 9, Lesson 17: Set Pieces - Attacking Objective: Poet-athletes will learn the importance of positioning around set pieces and how every position on the field matters in set piece scenarios.

SEL Theme: Future Self - Individual Goal Setting CHECK-IN | 5 min | Circle Up What is a goal that you set for yourself this season?

What is something you have learned that you feel you can take with you off the soccer field?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Dribbling, Passing & Moving All players start with the ball and dribble freely in the area.

Every time the coach says “Go!” they should find a cone and perform a fake or a move to pass the cone.

Add in skills such as toe taps, inside insides, v cuts, etc as they are moving in the space.

Half the players now have a ball. Players without the ball are looking to receive the ball from a teammate, players with the ball are looking to pass. Each player should keep track of how many times they receive and pass the ball (1 pt for each). Now when the coach says “Go!” the player with the ball will find a player without the ball to take on and perform a fake to move past.

CONDITIONED GAME | 20 min Split up your team into groups of two so they can practice the technical aspects of how to take a free kick and or corner kick. Have them stand at least 15 yards away from each other (decrease or increase the distance as needed depending on skill level of the group) What technique should you use to lob the ball over the opponent? (Get a running start at an angle, get your laces under the center of the ball to scoop it, follow through with your kick) Goal Kicks: Guide your team through setting up a goal kick with 2 full teams positioned on the field.

Coaching Questions/Points: Where should defenders be positioned? How can midfielders and strikers support? (Each defender should be "goalside" between whoever they are marking and the goal.

CONDITIONED GAME, Continued Corner Kicks: Guide your team through setting up a corner kick with 4 attackers and 4 defenders.

Coaching Questions/Points: How can attackers be dynamic and make it harder for the opposing team to defend during a corner kick? (Quick movements, making runs to goal and coordinating the runs) Free Kicks: Guide your team through setting up a free kick close to the goal with 2 full teams positioned as they would be in game-like scenario.

Coaching Questions/Points: What should supporting players do when a free kick is taken? (The player taking the free kick should make the decision about whether to take a short free kick, a longer kick, or try to score!)

SCRIMMAGE | 15 min Split your group up into two teams. Have a designated team captain for each group decide the formation of his/her team. Talk with your team before you start the game about the importance of a team mindset when it comes to attacking set pieces. Everyone should be prepared to be involved, no matter where it is on the field.

Every time there is a set piece taking place, focus on how the attacking team approaches it.

Help guide your team through what players should be doing off the ball and what decisions the kicker should make. If not many opportunities, set up the opportunity for attacking set pieces for both teams.

Coaching Questions: What kinds of strategies did you use when taking free kicks? Goal kicks? Corners?

COOL DOWN| 5 min | Re-regulation Passing in groups of 3 in a triangle formation. Transition to dynamic cool down and stretches after 2 minutes.

REFLECTION| 5 min How did your team strategize during the game? When were you successful? When did you notice the other team being successful?

What did you learn from your teammates today that can help you in your game?

Week 9, Lesson 18: Set Pieces - Defending Objective: Poet-athletes will learn the importance of positioning around set pieces and how every position on the field matters in set piece scenarios.

SEL Theme: Future Self - Team Goal Setting CHECK-IN | 5 min | Circle Up What were the team goals this year and have they been met?

How have we improved as a team?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Man Marking Man marking is staying alongside your designated opponent throughout the entire play.

Start with a line of 6 attackers. Every attacker will have a defender on the opposite end of the field.

There will be a cone in between the two that will be much closer to the attacker. There will also be another cone behind the defender that the attacker will try to get to.

Part 1: The attacker will begin dribbling towards the cone. The defender will also meet the attacker at the cone. The defender will then shadow the attacker the entire way back to his cone, backpedaling all the way. The defender must seek to follow the attacker the entire way without losing sight of the ball.

Part 2: The attackers will now DRIVE to the cone and will decide whether to go left or right to beat his defender. The defender will try to take the ball away. It will get chaotic with 5 other dribblers and their defenders getting in the way. But the defender must remain focused and resilient in not letting his marker pass him and get to the defenders cone.

CONDITIONED GAME | 20 min | Zone Marking Zonal Marking: the act of defending a zone around you without seeking to mark a specific player from the other team. Covering the space instead of the specific player.

Pressure Cover: 4v4s plus a keeper. Start the ball with the attackers along the midfield line.

Whichever defender is closest to the ball should follow "Fast, Slow, Outside, Low" and pressure the attacker. The remaining defenders should shift together and close off the space between the defender and the goal- there should be no lane for the attacker to pass the ball, or dribble thru without meeting a defender.

Corner Kicks: Give attackers a 1-2 player extra than defenders. The defenders will look to stay in their position and find their way to the ball first before the attacker. The goal is to clear the ball with intensity - either out of bounds, or to a teammate - as many times as possible without leaving their defensive zones.

Free Kicks: Same set up as before. The goal of the defenders will be to decide if they want to man mark or just mark a zone; or if some will man mark and some will mark a zone. Lean on the goalkeeper to direct traffic.

SCRIMMAGE | 15 min Set up a full game. Defenders will need to decide how they want to defend set pieces throughout the match. Coach should be intentional about stopping the play to note successes and what can be improved on these set pieces.

COOL DOWN| 5 min | Re-regulation Cool Down and Dynamic Stretches. Optional long range passing (players in pairs at least 10-15 yards away from each other). Aim to lob the ball as if you are taking a free kick.

REFLECTION| 5 min How did each team do in defending together? What ways did they communicate best?

What is something the team can improve upon for next season?

Week 10, Lesson 19: Team Attacking Objective: Poet-athletes will learn the importance of communication, spatial awareness, and team movement in attacking scenarios.

SEL Theme: Reflection - Who are we now?

CHECK-IN | 5 min | Circle Up What 3 words do you think would define us as a team now?

How do you think we have changed as a team?

WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Rondos/Possession: 5v2 Set up attackers in a circle with defenders in the middle. Object is for attackers to complete 3 passes in a row.

Guided Questions: When your teammate has the ball, what can you do? (move to create a passing lane) When should you be moving? (whenever you don't have the ball or a clear passing lane) How can you communicate? (Short & concise) Progression: Increase # of passes needed to win. Add defender.

Regression: Decrease # of passes needed to win.

Take away 1 defender.

CONDITIONED GAME | 20 min | Attack vs Defense; 5v3 Start with the balls at one end of the field with the attackers.

Set up with 3 midfielders (center, left, right), and 2 forwards (right, left). The center mid should start with the ball.

Object is to score on the goal but attackers must complete 3 passes before scoring. For the defenders, object is to pass out wide through a “gate” (or to a coach standing out wide).

CONDITIONED GAME, Continued Guided Questions: Where is the space on the field? (away from defenders) What can you do once you find the space? (move to it, open up new passing lanes) What can you do after you receive the ball? (Check your shoulder, decide to dribble vs. pass vs. shoot) SCRIMMAGE | 15 min Set up a full game.

Attackers will need to decide how they want to run set pieces throughout the match.

Coach should be intentional about stopping the play to note successes and what can be improved on these set pieces.

COOL DOWN| 5 min | Re-regulation Dynamic stretches and cool down.

Choose 2 advanced ball skills and complete 30 reps each before doing a stretch that is needed.

REFLECTION| 5 min What’s something you noticed about how one of your teammates has grown or improved throughout this season?

What are you proud of? What are you proud of someone else for?

COACHING TIP This is when your team will learn good players check their shoulders at least every 3-5 seconds.

Remind everyone OFF the ball (that is, who does not have the ball at their feet from the attacking team) that they should be scanning the field for opportunities, where to move, finding space, the best point of attack, etc.

Week 10, Lesson 20: Team Defending Objective: Poet-athletes will learn the importance of communication, spatial awareness, and team movement in defending scenarios.

SEL Theme: Reflection - How can we Continue to Grow?

CHECK-IN | 5 min | Circle Up What are somethings you want to keep working on as an individual? As a team? As a sch WARM UP | 10 min Captain led warm-ups with dynamic movements Butt kicks, high knees, arm circles, skips, etc SKILL ACTIVITY| 20 min | Defensive Shifts 3v3 or 4v4 plus keeper - attackers look to score, defenders look to hit coaches as "outlets" Have attackers pass the ball amongst themselves along a straight line across the field - do not penetrate and try to score yet.

Practice who goes to "pressure" and who slides back to "cover" Make sure defenders understand how important proactive positioning is to defending Push the attackers to the outside - the middle of the field is the most dangerous Close the gaps between the "pressure" and "cover" defenders, so that if you had a rope attached to each player's hip, it would draw COACHING TIP an almost straight line Anytime the ball moves, every single Defenders should be tight - standing close player should move too. If the ball moves together, as opposed to attackers who want to and you haven't, you are now out of "spread the field", daring defenders to open position. Don't play catch up - be up gaps for them to exploit proactive!

CONDITIONED GAME | 20 min Increase to 5v5 or 6v6 Free play - attackers are allowed to score, defenders still hitting the "outlets" but replace them with players to receive the balls instead of cone gates.

Progression: Add a third outlet in the middle, who's goal is to immediately turn and hit the outside outlets to spread the field again.

SCRIMMAGE | 15 min Set up a full game.

Defenders will need to decide how they want to defend set pieces throughout the match.

Encourage the defensive leader - usually the goalkeeper or the center back - to take charge in helping direct traffic, organizing who is pressuring, who is covering, making sure no player goes unmarked or unnoticed, etc. Defense is ALL about being on the same page as a unit and communicating effectively.

Coach should be intentional about stopping the play to note successes and what can be improved based on situations. For example, did one defender not slide over enough to cover the gaps, and let a pass break through? Freeze the play and ask the player where might be better for them to position themselves, then restart and note the difference after the play.

COOL DOWN| 5 min | Re-regulation Dynamic stretches and cool down. Perform exercises in a team circle.

REFLECTION| 5 min If a friend not in America SCORES asked you to describe the program, what would you say?

If a teacher asks you what you want to keep working on for America SCORES, how would you respond?

What are some goals this off-season we each have?

COACHING TIP If this is your last practice of the season, we recommend you doing something specialpaper plate awards, pizza party, staff/family vs. students game, something to congratulate each and every player for their contributions and to provide closure for the season ending.

Remember- for many poet athletes, the sudden lack of their normal SCORES routine might be jarring and upsetting - how can you make sure they keep in touch with the team in the off-season, how can they know you as a coach will always be there for them?

The overarching goal of the America SCORES program is to provide an environment that is SAFE, SUPPORTED, CONNECTED & HOPEFUL Make sure your poet athletes know when they can look forward to practice again, and what sort of structure they can implement for themselves in the meantime to reinforce healing-centered practices - rhythmic, repetitive, patterned movements, like toe taps, sole rolls, etc.

Date: Objective: SEL Theme: CHECK-IN |

min

WARM UP |

min

SKILL ACTIVITY |

min

CONDITIONED GAME |

SCRIMMAGE |

min

min

COOL DOWN + RE-REGULATION |

REFLECTION |

min

min

APPENDIX SOCCER FOR SOCIAL JUSTICE

Activities for Facilitating Discussions Around Equity & Justice With Your Team

Below are some ways to adjust or manipulate activities in your soccer practices that can help lead to meaningful discussions surrounding topics of social justice and equity. These adjustments are meant to set up an intentionally unfair game and encourage both coaches and players to venture outside of their comfort zones. When implementing these, try to give everyone the opportunity to experience the “fair” and “unfair” sides of the activity. We hope that this helps to engage your team in honest conversations and bridge the connection between soccer, social justice, and what it means to be civically engaged individuals.

INTRODUCE THE OPPORTUNITY FOR NEW RULES Set up a game where both teams can propose 1 rule that must be followed. These rules could be based on a fair play theme, the technical rules of the game, or something tactical.

As the game progresses, if one team feels that the play is unfair based on the rules that were agreed upon, they can kick the ball out of bounds or raise their hand. The play can then pause for discussion around what happened. By doing this we are starting a meaningful opportunity for conversation.

Discussion Questions: When we feel an injustice, we need to act. How can we act if you see something unfair happening on the field? How about off the field?

LIMIT TOUCHES OR MOVEMENT One team can only touch the ball a limited amount of times before passing to a teammate during a game.

Certain players are limited to stay on only one side of the field (right or left), or are instructed not to move past the halfway point of their field (designated by a cone or a line) Discussion Questions: How might this reflect how in our society not all people (can relate to race, gender, immigration, ability) are treated fairly and given the support they need? Who decides these things and how can we change them?

LIMIT ABILITY Set up an activity where an ability is taken away for some players (ex: in a tag game, taggers can only hop on one foot or crab crawl; in a scrimmage, one team can only use their non-dominant foot) Discussion Questions: How did the changes made affect the game? How did you feel when something was taken away from you? How did you feel as the team or group who didn’t have restrictions? Should everyone be able to play soccer or participate in a sport?

APPENDIX

LIMIT POINTS Set up a game where the value of a goal for 1 team is 2 points, but the value of a goal for the opposing team is 1 point. One team will have to evidently work a lot harder to be successful.

Set up a game where teams can only score off of a set piece (advanced) Discussion Questions: How does this parallel the inequalities we might see in the: Workplace? Among different genders? Among different races?

UNEVEN TEAMS Set up a game where the teams are uneven (i.e. one team has 1-2 more players) Discussion Questions: How did this affect the game? In our society, some start off with less resources than others and have to face more obstacles because of different factors such as: lack of access, structural racism, gender inequity. What examples can you think of that you have seen or experienced where you’ve noticed that some groups receive more support than others?

LIMIT POSITIONS ON THE FIELD Set up a game where one team has a goalkeeper and the other team does not Set up a game where both teams have half of their team standing on the outside of the pitch next to the sideline. Players on the inside play a normal game of soccer.

Players can choose whether they can pass to their teammates on the outside or not. If they do, outside players only have one or two touches to pass the ball back. Switch players on the outside and inside often.

Discussion Questions: How did it feel to stand outside and watch the other players play? Why are people sometimes excluded or left out in the community? What can each of us do to include everyone in our community?

Give each team a formation that they must keep throughout the game (i.e. instruct one team to have 3 defenders and only allow the other team to have 1 defender) How did it feel to be told what positions you were allowed to have on the field? Is this fair?

Discussion Questions: What did the team without a goalkeeper have to do to be successful? Did they have to work harder? How might this represent how some in our society may have to work harder than others to be successful?

LIMIT PASSING Set up a game where one team is given restrictions on how many times they have to pass the ball before scoring (depending on ability of your team, make it a clear obstacle for one team, i.e. must pass 5-10 times before scoring) Discussion Questions: Which team was more successful in this game? Why do you think that some groups in our society receive different treatment based on race, gender, or ability?

What might we be able to do to change this?

APPENDIX

LIMIT SIZE OF GOAL Make one team’s goal smaller than the other (using cones to adjust) Discussion Questions: How did it feel to be on the team that had the smaller goal? Why do you think that in some cases people are given less opportunities than others? How can we stand up for change?

ADD OBSTACLES OR INCREASE DISTANCE For a game or activity that is based on distance or on earning a certain amount of points, add an obstacle that makes it more difficult for one group or team to be successful EX: add more distance; add tasks that players must complete before scoring Discussion Questions: How did it feel to be the team who had the obstacles? How did it feel to be the team without obstacles? What kinds of obstacles might people experience because of their gender, race, ability, or economic status?

COACHING TIP By nature, some of these conversations will be difficult. You as a coach might not know exactly how you feel on a certain subject (or might know that you're not as comfortable with a topic).

That is 100% okay!

At the end of the day, it is simple: everything comes down to RESPECT.

Even if we are still working on understanding each other and our individual identities, viewpoints, belief systems and how they interact with those around us, the point is we respect every single person - whether in the SCORES program, a community member or a stranger.

Take intentional time to celebrate and recognize moments of respect, especially if it's during a challenging discussion or situation. Everyone's voice should hold equal importance.

APPENDIX

PLAYER POSITIONS

Take time to review all the positions of a soccer team with your poet athletes prior to the first game.

As a coach, discuss the importance of trying all different positions on the field - they should be learning the game, not just a position. Ask your team to decide what types of skills & characteristics are important for each position - attackers, defenders, and goalie - to have.

FORWARDS (also called striker or winger): Their role is to score goals and maintain possession of the ball when it is in the offensive half of the field. Forwards are positioned in front of the midfielders and defenders. They need to be good dribblers, passers, and shooters. Forwards should be quick on their feet and always looking for the right opportunities to break away and score!

MIDFIELDERS (also called halfback): Their role is to get the ball to the Forwards and to maintain possession of the ball in the middle third of the field. They are positioned between the defenders and forwards. They are responsible for attacking and defending. They need to excel at passing, controlling the ball, having good field awareness and vision, and physical fitness. Don’t forget, midfielders can score, too!

DEFENDERS (also called fullback): Their role is to get the ball from the other team when they are trying to score a goal. Defenders are positioned in front of the goalkeeper and behind the midfielders. The defenders’ main responsibility is to protect the goal and deny the opposition from creating scoring opportunities in the defensive third of the field. They need to be good at challenging offensive players.

Defenders must be able to handle stressful situations. Remember, patience is always a plus for defenders!

GOALKEEPERS (also called goalie, keeper, or GK): Their role is to protect the goal and keep the other team from scoring. They are the only players that can use their hands. Goalkeepers often organize the defense with strong communication skills. Goalkeepers need to be leaders, agile, good with their hands, good strategists and brave while under attack.

APPENDIX

TECHNICAL SKILL COACHING POINTS

If you are more new to coaching soccer, or if you want a refresher on what coaching points to emphasize while covering different technical skills, reference this list! It is always more effective to help the poet athletes arrive at their own conclusions, rather than just telling them what to do.

DRIBBLING: What part of the foot should you use to dribble?

The outside pinky toe, the instep of your foot or - if you're going fast - your laces Where should your eyes be?

Looking up! Scanning the field to determine if you should keep dribbling vs. pass vs. shoot When should you take small touches vs. big touches?

If you have a defender close to you, keep the ball close to your body by taking smaller, lighter touches. If you have open space you want to cover quickly without a defender, take bigger touches you can run with!

PASSING: What part of the foot should you use to pass?

The instep of your foot What should your ankle to on your kicking foot?

Lock it up! Not only will your pass be inaccurate if your ankle is wobbly, it hurts too!

Where should your hips face?

Square up with whoever you're passing to Where should your plant foot (the leg you are NOT kicking with) be placed?

Parallel to the ball about 6 inches away.

SHOOTING: What part of the foot should you use to shoot?

If you are going for power, or are far away, use your laces! If you are very close to the goal, use the inside of your foot to be more accurate.

Where should your chest be?

Leaned over the ball (instead of leaning backwards - that will cause you to kick the ball up in the air, usually over the goal) Where should your plant foot (the leg you are NOT kicking with) be placed?

Parallel to the ball about 6 inches away.

APPENDIX

TECHNICAL SKILL COACHING POINTS

GOALKEEPING: How should you catch the ball?

It depends on what height the ball is at!

If it is high above me, jump up to meet it at the highest point you can - with one knee up in the air. This is to protect yourself from any incoming attackers- no one wants to run into a knee mid-air!

If it is chest or above, use the "W" catch - placing both thumbs together between both hands If it is around your waist, use the "basket" catch - taking the impact of the shot with your arms blocked by your stomach and cradling the ball up to your chest securely If its below your waist, use the "scoop" technique - bending down on one knee to create another barricade between the ball and the goal, and scooping the ball up with both hands as if you were creating a ramp for the ball to follow up to your chest.

How should you dive for the ball?

Collapse knee first, then torso the shoulders - with your hands outstreatched in front of you.

NEVER FALL ON YOUR ELBOW - you can break your elbow, your rib or both.

Always try to fall forward, towards the ball, instead of backwards away from the ball.

ATTACKING: Space is your best friend while attacking - do not overcrowd any part of the field!

The further spread out you are, the harder it is for defenders to mark you effectively.

Always look to find and/or create space Making runs, pulling off fakes to throw a defender the wrong way, etc.

Scan the field Check your shoulder every 3-5 seconds. Identify potential passing lanes, where there is space on the field and how you can exploit holes left open by the defense.

DEFENDING: Space is your worst enemy while defending - your goal should be to become as compact as possible.

The tighter you defend together, the less holes there are for attackers to pass, dribble or score through.

Force attackers to the outside or to your "cover' defenders Position your body to cut off the middle of the field, and funnel attackers towards the outside to use the sideline as an extra defender. If you are far from a sideline, try to funnel the attacker towards another defender who is "covering" for you.

Communicate who is pressuring, while the others fall back to cover Close the gaps between defenders so attackers

THANK YOU! THANK YOU for choosing to work with America SCORES New York as a coach.

As you know by now, your importance cannot be overstated.

America SCORES New York prides itself on centering community feedback and ideas in program implementation.

If you have any questions about this curriculum, or any ideas you wish to share with SCORES, please reach out to newyork@americascores.org or (646) 660-0404.

Created by: Chloe Wheeler, ASNY | Tony Villegas, ASNY Delmy Del Cid, ASNY | Mariela Cipriano, ASNY | Katie Carroll, ASNY