Master Coach Curriculum U5-U7 by Jonathan Taylor

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2012 TECHNICAL CURRICULUM

TABLE OF CONTENTS U5 - U7

Two: Introduction Three - Five: Player Development Model (PDM) Six: Age Vs. Competency & Master Coach Methodology Seven: U5 – U7 Overview Eight: Development Characteristics Nine: Coaches guide to the U5 - U7 player Ten – Eleven: What to teach Twelve: Master Coach Fakes and Moves Library Thirteen: Session Directory Fourteen – Twenty One: Coaching Sessions Twenty Two: Competency Road-Map Twenty Seven: Summary Twenty Eight: Technical Bilbliography

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U5 – U7 CURRICULUM

INTRODUCTION The purpose of this curriculum is to help standardize “best practice” soccer training and focus on player and coach development. It’s intended to focus on raising the Physical, Technical, Tactical, Psychological and Social skills of players to the highest possible level, whilst providing coaches with some key teaching principles that allow both coaches and players to develop in tandem. The teaching journey can be one of the most rewarding experiences offered in life, serving the coach with responsibility and purpose in the development of the person and the player. Likewise, a coach with extensive knowledge and experience is ineffective if he or she is unable to master the art of teaching. An appreciation that a six-year-old is not going to understand the concepts of soccer the same as a 14-year-old is important. Understanding that a 14 year old does not think or act like an adult is equally important. Can a teacher instruct a group of players if they don’t know where to start – to end – or what they should be able to accomplish at a particular age? Clearly, the answer is no. Before coaches begin to teach the game, they need to have an understanding of how players learn and the type of environment that should be created that best serves the development characteristics of the players. To be successful in teaching the game to players of all ages and abilities, coaches need to have a grasp of (player) age group characteristics so that they are able to create a safe, positive and economic teaching environment. When coaches have an understanding of their players’ capabilities, as well as some basic technical and tactical principles, this is likely to provide a road map for the overall soccer and personal development of the player.

2012 TECHNICAL CURRICULUM

“

Forming the player is more important than winning the next game.

”

- Alberto Gill, Real Madrid Academy

PLAYER DEVELOPMENT MODEL (PDM)

Player development is planning and preparation. Player development is a vision and a long-term goal. Player development is the connectivity between the age groups, which in in our case is U5 – U19, that follows a process of gradual, yet long-term, learning. Our PDM has been designed to encourage long-term thinking and not short term success. Coaches often only see one game or one season ahead at a time and prepare teams to perform in the next game or the next tournament. Our model provides coaches with the what, when and how of coaching that begins with the end in mind. This step by step, holistic approach, provides the coach with detailed technical, tactical, physical, mental and social objectives that are appropriate to the development characteristics of the players. On and off the field, Soccer is constantly evolving, yet the principles of the game remain true. Thus a plan that has clarity, direction and common goals is essential for the overall long-term development of players and coaches. Mapping out a path for player development, along with setting age group competency objectives, prevents the process being left to chance and our PDM allows our coaching staff to follow a methodology and philosophy that begins with the end in mind (U19+). Providing our players with a consistent message, approach and methodology enable us to offer continuity while remaining patient and true to the process. Our PDM will play an integral role in the development of our players and coaches, both on and off the field. We are committed to providing players with the complete player development program that serves the needs of all players regardless of their interests or abilities.

PDM Overview

U5 – U7 General Technical The most important things to teach at this age are motor skill development – the ability to control the body and the ball. As a result, the objective becomes one of making the body and the ball work together as one. Coaching children under 6 years old presents many challenges for the coach. Immaturity, short attention spans, low muscle development and unpredictable behavior are synonymous with coaching and teaching at this age group. Dealing with such variation between personalities, physicality and coordination, dictate that the coaching environment and culture that you create is fun, flexible and positive.

U8 – U9 General Technical In continuance from the U6 module, motor skill development – the ability to control the body and the ball should still be priorities here. Creating activities and FUN games will encourage participation. Fascination for the ball, the desire to master it and the thrill of scoring goals provides the launching pad. 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. 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 with a ball at their feet.

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U5 – U7 CURRICULUM

PDM Overview (cont’d)

U10 – U11 Technical Functional Motor skill development, coupled with an introduction to tactics, game behaviors and player roles and responsibilities, should be the focus at this stage in their development. The motivation to learn basic skills is very high at this age level. Children gradually begin to change from being self-centered to being self-critical and develop the need for group and/or team games. The game itself should be central to all skills training. Eleven-a-side soccer is too sophisticated and complicated for young players - small sided games, which provide the right amount of pressure for the child’s level of development, are more appropriate

U12 – U13 Technical Functional 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, especially as they go through growth spurts and awkward phases, and thus technical training should still be a priority. However, we should expect this to be at a faster pace now.

U14 – U16 Tactical Functional Players in this age group should already have a grasp of basic tactics and have the ability to analyze simple and complex tactical situation during full-speed game situations. Typically players of this age 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.

U17 – U19 Tactical Functional The players also close to reaching their technical peak and thus more of an emphasis on the tactical side of the game is necessary. All activities should be challenging, motivating and involve competition. Everything at this age needs to be about competition. Sport is based on competition – competition against other players or teams who are determined to win. Coaches should prepare their players for the challenge of competition by simulating that challenge and making practice challenging and competitive. Nobody ever achieved greatness by staying in his or her ‘comfort zone’.

2012 TECHNICAL CURRICULUM

Player Development Model PDM

U5 - U7

U8 - U9

U10 - U11

U12 - U13

U14 - U16

U17 - U19

Teaching Theme

General Technical

Technical Functional

Tactical Functional

Shadow Play

Restart Rehearsal

Phase of Play

Restart Rehearsal

Sessions per Wk

1-2

2-3

2-4

3-5

3-6

Duration

45 - 60 minutes

60 - 75 minutes

75 - 90 minutes

90 minutes

90 - 120 minutes

Exercises per Session

Training Format

1 v 1 to 3 v 3

1 v 1 to 6 v 6

4 v 4 to 8 v 8

4 v 4 to 9 v 9

4 v 4 to 11 v 11

Games per Year

16 - 20

25 - 30

30 - 35

30 - 40

35 - 50

Goalkeeping

N/A

Level 1

Level 2

Level 3

Beginner

Beginner Intermediate

Intermediate Advanced

Advanced

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Fakes & Moves Library

U5 â&#x20AC;&#x201C; U7 CURRICULUM

AGE vs. COMPETENCY

This curriculum follows the chronological ages of players U5 – U19. However, while employing some of the guidelines and methodology found in this curriculum, consideration must be given for the levels of soccer competence. One of the challenges of coaching a wide spectrum of ability levels is the management of ‘elite’ level players or players of a higher competency. We should be aware that a players’ age and soccer competence level can typically be plus or minus two years. On a U14 boys team we might see a player that demonstrates technical, tactical, physical and emotional consistencies of a U16 player and likewise we might also have a player that shows characteristics of a U12 player. Thus, the players level of soccer competence, and not solely their age, must always been considered and not solely the players age. Therefore, it may be appropriate to refer to some of the other age groups, up or down, for teaching objectives for players that display plus or minus levels of competency. It is widely acknowledged that the golden age of development is eight – thirteen. However, that does not mean that the players’ technical development is complete at U14 or U15. Technical training should still be a priority, as players progress through the curriculum to the older age groups. As coaches and players transition through the curriculum, beginner to advanced themes, focus will go from general technical training to technical functional and then tactical functional training. Whilst tactical training is a secondary consideration in younger age groups, tactical preparation should receive increasing emphasis as players reach a higher level of competency (age).

MASTER COACH METHODOLOGY

The curriculum presented here should be considered a guideline, as each child, varies in personal development. Guidelines are meant to be flexible as all players of the same age are certainly not at the same developmental level and it’s important we challenge all players at a level that’s commensurate with their ability. Failure to do so can, and often does, result in boredom, ‘burn-out’ and then, drop out. Losing a player at 14 is also likely to mean we’re losing a future coach as the chances of that player continuing in the game and ‘giving-back’ is slim. A player lost today is a coach lost tomorrow and if we’re are to truly change the landscape and create a soccer culture throughout the USA we need players to continue their soccer development into their adult years. Balance and coordination is the foundation of technique and tactics and the U5 – U7 Master Coach curriculum is heavily influenced by this theme as players begin the journey of being ‘one with the ball’. Our eight-week program is broken into four critical teaching themes that address the age appropriate needs of the player. Coaches and players will follow the four weekly themes and then repeat them. Although the exercises will be different, the general themes will be consistent. Repeating them allows coaches and players to review previous techniques and skills while progressively increasing competency and awareness.

Master Coach teaching themes for U5 – U7 are as follows: ◊ ◊ ◊ ◊

Balance and Coordination Dribbling and Ball Control Skill Development Passing and Receiving

2012 TECHNICAL CURRICULUM

“

All habits formed at youth make all the difference.

” - Aristotle

U5 – U7 OVERVIEW

The role of the U5 – U7 coach is to introduce simple techniques, such as dribbling, passing and shooting. Theses techniques should be delivered in a non-threatening – child centered environment. A child friendly environment is essential for the enjoyment, longevity and wellness of the player.

Coaching children under 6 years old presents many challenges for the coach. Immaturity, short attention spans, low muscle development and unpredictable behavior are synonymous with coaching and teaching at this age group. Dealing with such variation between personalities, physicality and coordination, dictate that the coaching environment and culture that you create is fun, flexible and positive. The focus of each practice session should be placed on ample opportunities for qualitative active participation. Numerous studies have repeatedly demonstrated, that of all factors, the most important one for cognitive and motor learning to take place is “time on task.” Practice in itself, however, does not make “perfect.” Well planned, organized and delivered practice does. Children at this age group enjoy organized games but find complex rules and complex requirements of proper position and team play difficult to follow. Therefore, game rules should be kept simple, involves only the most basic skills, and include no more than two to five kids per team.

“

The art of

simplicity

is removing the unnecessary

focus necessary.

”

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U5 – U7 CURRICULUM

DEVELOPMENT CHARACTERISTICS U5-U7

Does a players’ personal development (age), effect the way that you teach? The answer is, YES! Your success as a teacher, and the ability of your players to learn and retain information, is based around the players’ development characteristics. Knowing the development characteristics and trends of your players is very important if you are to provide a positive, safe and productive teaching environment. A successful long-term development program is one small piece of the player development puzzle. To effectively teach, coaches need to have an understanding of how players learn, and to do that they need have a grasp of the age group characteristics. A coach with extensive knowledge and experience is ineffective if he or she is unable to master the art of teaching. The first question that the coach should have is, how old are the players? Many coaches simply don’t know which activities and objectives are appropriate for which ages and more often then not, plan exercises and activities designed for adults. When the capabilities of the players’ have been established, plus or minus 2 years, the coach can plan and implement an age (competency) appropriate training session. What follows is a breakdown of some key development characteristics of players in the U5 - U7 age groups.

Mental/Psychological Trends ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Energetic and Confident, likes to show off. Wants to be best or first Easily distracted Eager to try new things Rapid mood swings. Learning to work with others during play Enjoys stories Very limited understanding of special awareness. Views the soccer ball as their TOY.

Physical (Motor Skills) Trends ◊ ◊ ◊ ◊ ◊ ◊ ◊

Boundless energy. Difficulty sitting still Likes speed and motion. No sense of pace. Runs, jumps, climbs, hops, and skips Likes to roughhouse. Enjoys active games. Coordination is generally poor. Can balance on strong foot. Enjoys games with simple rules – relay races, tag, hide and seek. Average height 38 – 41 inches tall. 35 – 46 pounds

Social/Behavioral/Relationship Trends ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Mom is the influential person in their life Has difficulty making decisions. Unpredictable behavior Refuses to accept help Demanding of others Minimal group cooperation Understands group pressure to begin to look and act like others Unable to lose gracefully. Can be compulsive about winning Tattles on those who cheat

Regardless of the age(s) and characteristics of your players there are a few common rules. Motivating your players and building confidence should be a priority for all coaches. The coaches’ ability to communicate with players, on a level that they understand, is essential in building the student-teacher relationship. Behind every great coach, there has been great players, and behind every great player, there has been strong relationships with a coach.

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REQUIRED COACHING QUALITIES OF A U5 – U7 COACH ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Energetic Plays while facilitating practice. Stimulates ideas Sensitive Teacher Patient Enthusiastic Imaginative Ability to Demonstrate Understanding of Technique

PRACTICAL CONSIDERATIONS U5-U7 ◊

Keep practices and matches fun. Play “games” that cause players to learn skills, not “drills.” If practice is fun, the players will want to attend. If it is not fun, kids will not want to come to practice!

◊

Maximize touches on the ball per player in practice. Avoid big lines - the players won’t behave well while waiting for their turn to play the ball.

◊

Keep things moving quickly. Minimize lecturing - they have very short attention spans. You have maybe ten seconds to make your point. Use stories to engage their minds! The players will remember stories.

◊

Play lots of small-sided games. 3v3 is ideal for this age. Just because you saw the US Women’s National team play 7v7 in practice it doesn’t mean you can do it with this age. The coach needs to maximize players’ touches on the ball and 3v3 is an excellent vehicle for building comfort on the ball.

◊

Concentrate on improving individual skills, i.e., dribbling, receiving, shielding the ball, shooting, fakes and moves to beat a defender. You will develop more skill-full players this way. Some passing will develop naturally if you play small-sided games, but you will get frustrated if you try to force it. The earlier we can install the attitude and confidence for players to become take-on artists the better!

◊

At this age, there is less emphasis on progression than with older groups because they are too young to put several moves together successfully. They will get bored if there is not much variation between drills. You can play the same type of games but give them a new name. What was Godzilla last week might be called Aliens this week!

◊

Players will be bunched up! Isn’t chasing the ball fun when your 5 or 6 years old? Don’t expect players to want to pass the ball…Sharing is not top of their favorite things to do so don’t expect them to want to give the ball away when they have it!

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U5 – U7 CURRICULUM

WHAT TO TEACH: U5 – U7 TECHNICAL PRIORITIES Dribble with all parts of the foot Dribbling for possession Fakes and Moves with defender in front Soft First Touch

Example: With the toe and inside of the foot • Stop-and-go • Change of direction

GAME BEHAVIOR PRIORITIES – There are no Tactics at these ages No tactical considerations No positions - free play Identify playing areas Simple instructions on rules of the game

Example: Field markings • Direction to attack and defend

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PHYSICAL - MOTOR Keep them moving! Fitness will be a result of playing the game! Activities that promote balance and agility Hand eye and hand foot coordination

Example: Balance • Running • Jumping • Rolling • Hopping • Skipping

MENTAL PRIORITIES Fun! Fun! Fun! Soccer should be exciting. Adventure themed No emphasis on winning and losing Emphasis on trying

SOCIAL OBJECTIVES Fair Play Sharing – Working specifically in groups of 2-3 Emotional Management

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U5 – U7 CURRICULUM

Incorporated within the weekly coaching themes is our skill of the week program that provides players with beginner, intermediate and advanced fakes and moves to beat a defender. The Fakes and Moves program allows us to introduce new skills, outside of the typical teaching environment, that reflects somewhat the now ‘extinct’, street soccer culture. It is our hope that this program encourages self-training, self-exploration, goal-setting and benchmarking opportunities for our players and coaches. Combining the beginner Fakes and Moves program, with the balance and coordination themes for this age group, is economical teaching. Based on the characteristics and the environmental needs of players of these ages, we do not recommend that specific time be dedicated to the Fakes and Moves program. However, it is possible to incorporate some of the basic skills into your regular training session by having players perform turning and change of directions moves while dribbling. Do not expect players to perform these techniques par excellence. Motor skill development and being at ‘one with the ball’ should be the priority at this age. A player can’t move in harmony with the ball without basic coordination. Balance and coordination activities should be incorporated into every training session at this age to assist in the motor-skill development. Balance and coordination is the foundation for all techniques and tactics and thus it’s important that we spend some time, in every training session, developing these skills. Balance and coordination, is a skill! The best players in the World today, have one thing in common…They’re all exceptional dribblers! What are the basic requirements of dribbling? Balance, coordination and control.

Beginner Inside and Outside Hook • Drag Back Turn • Pull Back Push

Balance and Coordination: Shuffles • Toe-Taps • Forward and Backward Roll • Stop and Go

GOALKEEPING LEVEL N/A

2012 TECHNICAL CURRICULUM

SESSION DIRECTORY WK1 Balance and Coordination WK2 Dribbling and Ball Control WK3 Skill Development WK4 Passing WK5 Balance and Coordination WK6 Dribbling and Ball Control WK7 Skill Development WK8 Passing

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WK1 BALANCE AND COORDINATION EQUIPMENT: 6 - 8 players • Ball per player • 3 Colors of Pinnies • Cones • Small goals

Activity One: Body Brakes

1. 2. 3. 4.

FUN!!! Adaption of rhythm (change of speed) Dribble using inside and out of both feet Repetition of actions through maximum ball contact 5. Keep head-up and basic orientation 6. Introduce Toe-Taps, Drag-back turn and Pull back push

Players dribble around inside the grid, using the inside and outside of their right foot. Every 10 touches the players change direction, using the drag turn, and then accelerate into open space. After they have accelerated, they switch feet (inside and outside of left foot only now), and the activity continues. Players that dribble their ball outside of the grid should perform ten (10) toe-taps on the spot before they can re-enter the grid

Activity Two: Cars

Players dribble around inside the grid. Using the inside and outside of their right foot. Every 10 touches the players change direction, using the drag turn, and then accelerate into open space. After they have accelerated, they switch feet (inside and outside of left foot only now), and the activity continues. The coach dribbles around inside the grid imitating a car. 1st gear is slow, 2nd gear is medium, 4th gear is fast, 5th gear is super-fast! Introduce a brake (stop) and reverse Toe-Taps Reverse.

Activity Three: Cops

Players dribble around inside the grid. The Cop (coach) attempts to kick soccer balls outside of the grid. If a player’s ball goes outside the grid they must perform ten (10) toe-taps to get back into the grid. Players can gain safety points by performing the drag-back turn away from the Cop. After a few minutes, have one of the players become the Cop. High competency players should be encouraged to perform the pull back push to avoid the Cop.

2012 TECHNICAL CURRICULUM

WK2: DRIBBLING AND BALL CONTROL

EQUIPMENT: 6 - 8 players • Ball per player • 3 Colors of Pinnies • Cones • Small goals

Activity One: Simon Says

1. 2. 3. 4.

FUN!!! Adaption of rhythm (change of speed) Dribble using inside and out of both feet Repetition of actions through maximum ball contact 5. Keep head-up and basic orientation 6. Continue drag back turn and introduce Shuffles

Simon (coach) says ‘Simon says do the following”

1. Drag Back Turn and Toe-Taps from WK1. 2. Throw the ball in the air and clap twice and catch the ball. 3. Throw the ball in the air and spin around on the spot and catch the ball. 4. Shuffles. 5. Hop on one leg and roll the ball with the other foot (advanced).

Activity Two: Coneman

Skill – Drag Back turn. Coordination – Toe-Taps and Shuffles.

Players dribble around inside the grid. The ‘Coneman’ (coach) has to run around and try to ‘Cone’ the players. This can be done by placing a cone on top of the other players’ balls, and shouting ‘Cone-a-fied’. Once a player has been coned they must perform 10 shuffles to join back in with the rest of the group. After the first round, designate a player to be Coneman. Suggestions: Encourage players to use the drag back turn or inside hook to turn away from Coneman and award extra lives for using a turn. Every player should have the opportunity to be Coneman.

Activity Three: Alligator Alley

Players have to dribble through ‘Alligator Alley’ and get to the other side of the grid without the ‘Alligator’ (coach) kicking their soccer balls away. If a player loses their ball they have to link hands and join the coach as the Alligator. The activity continues until only one-player remains. That player becomes the Alligator for the next game. Suggestions: Players can gain extra lives by performing the dragback turn away from the Alligators. High competency players should be encouraged to perform the pull back push to avoid the Alligators.

U5 – U7 CURRICULUM

1. 2. 3. 4.

WK3: SKILL DEVELOPMENT

EQUIPMENT: 6 - 8 players • Ball per player • 3 Colors of Pinnies • Cones • Small goals

Activity One: Islands

Place three or four 5 x 5 boxes inside the grid. The coach asks players to name three or four Islands (Hawaii, Ireland etc.) and then designates an Island to each box. When the coach calls out the name of an Island the players have to run or dribble to that Island. Start without a soccer ball and then add a soccer ball when players’ are familiar with the Islands. Suggestions: When the players reach the Island have them perform shuffles, toe-taps or rolls. Skills – Inside Hook. Coordination – Toe-Taps, Shuffles and Rolls.

Activity Two: Pirates

Players dribble around inside the grid. The ‘Pirate’ (coach) has to run around and try to capture the players by touching a player’s ball with your foot. Once a player has been captured they must pick their ball up, hold it above their head and shout for ‘HELP’. Players can set each other free by dribbling towards captured players and performing the inside hook. The last player to escape capture becomes the Pirate for the next game. Suggestions: Encourage players to use the drag back turn, pull back push or inside hook to turn away from the Pirate. Every player should have the opportunity to be Pirate.

Players are split into two teams, Goonies and Pirates. Put one team in pinnies. Both teams dribble around inside the grid. When the coach calls out one of the teams ‘GOONIES’ everybody on that team has to leave their soccer balls and try and kick the other teams soccer balls out. When all balls have been kicked out the activity starts over. Suggestions: Encourage players to use skills from WK1 & 2 to turn away from the defender. If players kick soccer balls away very quickly, have the defending team keep their own ball while trying to kick out the other teams soccer balls. Encourage players to work together and double-team.

Activity Three: Goonies

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1. 2. 3. 4.

FUN!!! Working with a partner (social) Introduction to passing (inside of the foot) Repetition of actions through maximum ball contact 5. Keep head-up and basic orientation 6. Continue with Inside Hook and rolls from WK3

WK4: PASSING

EQUIPMENT: 6 - 8 players • Ball per player • 3 Colors of Pinnies • Cones • Small goals

Activity One: Treasure Hunt

Players should be placed into pairs and have a ball each. Player ‘A’ has to pass the ball into space inside the grid. When the ball stops, player ‘B’, attempts to hit the ball using their own ball. If the player hits the ball they have to shout ‘MARBLES’. Players then switch roles. Player ‘B’ passes into space and player ‘A’ attempts to hi the ball Suggestions: When the players have seen some success at this level (passing stationary) the players should try and hit their partner’s ball before it stops rolling.

Players start the activity by dribbling around inside the grid performing turns (from the previous weeks) at the tall cones. After the brief warm-up, the player’s play ‘Treasure Hunt’. The objective of the game is to know over or hit the tall cones using their soccer ball. Under one of the tall cones there is a piece of ‘Treasure’. The first player to find the treasure is the winner. Replace the treasure under a different cone (make sure players have their eyes-closed) and continue. Suggestions: Start with the ball in a stationary position. As the players improve move onto passing with the inside of the foot while dribbling. Paint clear technical ‘pictures’ for the push pass.

Activity Two: Marbles

Activity Three: Star Wars

‘Darth Vader’ (Coach) starts on the side of the grid with a collection of soccer balls lined up. All of the players (without soccer balls) have to start at one end of the grid. The players must attempt to reach the other-side of the grid without Darth Vader hitting them with a soccer ball. Darth Vader attempt to pass a soccer ball against the players as they run through the grid. If players are tagged they join the ‘Dark-side’ and attempt to pass soccer balls against players as they run through the grid. The last player left in then becomes Darth Vader. Suggestion: If players are struggling to hit the players, move them closer or place cones in the middle and have teams attempt to knock over cones. Safety!!! - Balls must be kept on the ground and below the knee.

U5 – U7 CURRICULUM

WK5 BALANCE AND COORDINATION EQUIPMENT: 6 - 8 players • Ball per player • 3 Colors of Pinnies • Cones • Small goals

1. 2. 3. 4.

FUN!!! Combining movements Adaption of rhythm Repetition of actions through maximum ball contact 5. Awareness and basic orientation 6. Continue with Cruyff turn and rolls from WK4. Players start the activity by dribbling around inside the grid performing turns from the previous four weeks. After a brief warm-up ask the players to name four pieces of Candy and then give each side of the grid one of the names. Players are dribbling inside the ‘Candy Store’ and when the coach shouts out one of the four pieces of Candy the players must dribble to that side of the grid and stop their ball on the line. Suggestions:Try calling out two, three and then four pieces of Candy at the same time and have the players dribble to the line, perform the drag-back turn and then dribble to the next (candy store) line. If orientation and awareness of where the Candy Stores is good, have them perform different turns at each Candy Store.

Activity One: Candy Store

Activity Two: Wacky Races

Activity Three: Hospital Tag

2012 TECHNICAL CURRICULUM

Players dribble around inside the grid. Using the inside and outside of their right foot. Every 10 touches the players change direction, using the drag turn, and then accelerate into open space. After they have accelerated, they switch feet (inside and outside of left foot only now) and the activity continues. The coach dribbles around inside the grid imitating a car. 1st gear is slow, 2nd gear is medium, 4th gear is fast, 5th gear is super-fast! Introduce a brake (stop) and reverse Toe-Taps Reverse. Suggestions: Pick one player to be the ‘Race Leader’. Every player has to copy the movements, turns, speed and skills of the race leader.

Players are dribbling around inside the grid with a ball each trying to tag the other players inside the grid. Players can only tag below the hip. When a player has been tagged they have to dribble around while holding the area they were tagged with their opposite hand. Example, if a player is tagged on their right knee, the player dribbles around while holding onto the right knee with their left hand. When a player has been tagged three times they are frozen. To get back into the grid they have to perform 10 toe-taps. Suggestions:After the first couple of rounds the coach becomes the ‘Doctor’. The doctor is now the only person that can tag players. Designate player(s) as doctors and make sure that all players have the opportunity to be a doctor.

WK6: DRIBBLING AND BALL CONTROL EQUIPMENT: 6 - 8 players • Ball per player • 3 Colors of Pinnies • Cones • Small goals

1. 2. 3. 4.

FUN!!! Combining movements Adaption of rhythm Repetition of actions through maximum ball contact 5. Awareness and basic orientation 6. Review Inside Hook. The leader (coach) dribbles around inside the square and the players have to copy the leaders actions. The leader should perform a combination of movements and actions that become more challenging as the activity progresses. Suggestions: Incorporate fakes, moves and turns from the previous 5 weeks. Incorporate balance and coordination exercises from the previous 5 weeks. Have players hold hands and dribble in pairs. Throw the ball in the air and clap 2 times before catching the ball. Throw the ball in the air and spin on the spot before catching the ball. Throw the ball it in the air and control the ball on the thigh.

Activity One: Follow the leader

Activity Two: Bulldog

Players will be reacting to you visual cues so don’t expect the dribbling to be of a high standard at these ages. Have fun with this activity and add some personality! Players have a ball each and line-up on one side of the grid. The ‘Bulldog’ (coach) starts as a defender in the middle of the grid. The players attempt to dribble from to the other side of the grid without the ‘Bulldog’ putting their foot on the ball. If the Bulldog puts their foot on the ball that player becomes a bulldog. The activity continues until one person remains. That person then becomes the bulldog for the new game Suggestions: Dribble with head up and attack space with a change of speed. Encourage players to use fakes, moves and turns to beat the bulldog and award extra lives for those that try to use them.

Activity Three: Numbers game

Players are separated into two teams. The teams line up on either side of their goal. Each player is given a number with players on both teams having the same number. If you have 6 players, you will have two teams numbered 1 – 3. The coach calls out a number and the players run out and play 1 v 1 until a goal is scored or the ball goes out of play. Activity continues. Suggestions: Award additional goals to players that perform a fake, or move, to beat the defender. Call two numbers at the same time (2v2) Switch numbers with colors or animals. EG: 1 = Cheetah, 2 = Lion Encourage players to dribble at speed at the defender. Match high competency players again each other.

U5 – U7 CURRICULUM

1. 2. 3. 4.

FUN!!! Combining movements Adaption of rhythm Repetition of actions through maximum ball contact 5. Awareness and basic orientation 6. Review of Inside Hook

WK7: SKILL DEVELOPMENT

EQUIPMENT: 6 - 8 players • Ball per player • 3 Colors of Pinnies • Cones • Small goals

Activity One: Raid the nest

Activity Two: Coneman

Players are separated into two teams and placed in two corners of the grid diagonally opposite each other. Place all the soccer balls in the center of the grid. On the coaches command of ‘Raid the nest’ the players run into the center of the grid and collect a soccer ball and take it back to their nest. Play for 30 seconds, the team that has the most balls in their nest wins! Only one player at a time, from each team, can raid the nest. Show the players which turns they might be able to use to collect the ball. Allow players to steal soccer balls from the other team when all of the balls in the middle are gone. Suggestions: Spread balls out to avoid collision.

Coneman (coach) runs around inside the grid attempting to ‘Cone’ the players’ ball. This is done by placing a cone on top of the player’s ball and shouting ‘Coneafied’. Once a player has been coned they must perform ten forward rolls. Encourage players to dribble with their head up and avoid the ‘Coneman’ Suggestions: If players become static, increase pressure (add another Coneman)

Activity Three: Aliens

2012 TECHNICAL CURRICULUM

The ‘Alien’ (coach) runs around inside the grid attempt to pass their soccer ball against the players’ soccer balls. If the Alien hits a ball, that player has to put the ball above their head and shout for help! To be freed they need another player to dribble up to them and perform the Inside Hook. When a player has been tagged three times they become the Alien. Dribble with head-up and keep the ball moving Accelerate after turning Awareness (Where’s the Alien) Suggestions: If the Alien struggles with passing the ball, have them kick the balls out of the grid. Progress to two Aliens at the same time

1. 2. 3. 4.

FUN!!! Combining movements Adaption of rhythm Repetition of actions through maximum ball contact 5. Awareness and basic orientation 6. Review Cruyff turn

WK8: PASSING

EQUIPMENT: 6 - 8 players • Ball per player • 3 Colors of Pinnies • Cones • Small goals

Activity One: Treasure Hunt

Players start the activity by dribbling around inside the grid performing turns (from the previous weeks) at the tall cones. After the brief warm-up, the player’s play ‘Treasure Hunt’. The objective of the game is to know over or hit the tall cones using their soccer ball. Under one of the tall cones there is a piece of ‘Treasure’. The first player to find the treasure is the winner. Replace the treasure under a different cone (make sure players have their eyes-closed) and continue. Start with the ball in a stationary position. As the players improve move onto passing with the inside of the foot while dribbling. Paint clear technical ‘pictures’ for the push pass.

Activity Two: Team Freeze

Players are divided into two teams. Only one of the two teams has soccer balls. Players with soccer balls attempt to freeze the other players by passing the soccer ball against their ankles. A player can be released from the freeze by having a teammate pass the ball between their legs and crawling under their legs and follow the pass. Play for a few minutes and then have teams switch roles. Players are not permitted to jump over balls (safety) Coaching Points: Reinforce correct passing technique. Encourage players to pass while moving. Encourage players to look for the furthest ‘target’ away from the ball.

Activity Three: Three Castles

Players are divided into team teams and have to knock over the other teams ‘Three Castles’ (use Tall cones) by knocking the cone over using the game ball. The first team to knock over the cones wins. Put the cones back up and play again. Do not allow players to ‘guard’ the Castles. Coaching Points: As above. Suggestions:Start with one or even two balls per team and have them play at the same time. Finish the activity with one ball between both teams.

U5 – U7 CURRICULUM

MEASURING PERFORMANCE Congratulations! You have just completed the advanced stage of the curriculum and both players and coaches should now be prepared for the next series of competencies, which can be found in the next phase of the curriculum. However, before we move onto the next phase of the curriculum it is essential that we measure the progress of the players.

30 x 20 What are the benefits of measuring performance? ◊ ◊ ◊ ◊ ◊ ◊

Provide accurate feedback and helps analysis of performance It makes players and coaches ask the right questions It’s motivating, what’s next? It’s fun – milestones achieved should be celebrated It gives hope – usually there is some good news. It set’s up future goal setting – where next?

COMPETENCY ROAD MAP One of the objectives in producing our Master Coach Curriculum was to increase competency and consistency whilst providing coaches and players with an age appropriate checklist of measureable standards. To assist us in measuring the growth of our players we have produced a competency checklist of Techniques, Tactics (game behaviors U5 – U8) and Skills (Fakes and Moves) that we have addressed in this phase of the curriculum.

CHECK LIST KEY

• Recommended age for introduction

P Player should be competent

* We should be aware that a players’ age and soccer competence level could typically be plus or minus two years

2012 TECHNICAL CURRICULUM

COMPETENCY ROAD-MAP Age

U5 - U7

U8 - U9

For Possession 1 v 1 (disguise deception)

•

U12 - U13

U14 - U16

U17 - U19

TECHNIQUE

Dribbling Active (basic)

U10 - U11

• •

Speed Dribbling Determined

P • •

P P

Receiving On ground - Feet

•

Receiving & Turning Thigh

• •

Chest

•

Head Bouncing Balls

•

Disguised Back-to-goal

P P P • • •

P P P P P

Passing Ground - Inside of foot

•

Ground - Instep

•

Bend - Inside and Outside Chip - Lofted Driven Crossing One-Touch Half-Volley Volleying Heading Weak-Foot

•

• • •

P P • • • • •

P P P P P P P P

Shooting - Finishing

• • • •

Instep Half-Volley Volley Breakaway Set Piece - Free Kick & Penalties

•

Weak-Foot

P P P •

P P P

Heading Passing Defensive Attacking

•

• •

P P 23

U5 – U7 CURRICULUM

Age

U5 - U7

U8 - U9

Defending

•

1 v 1 (pressure) 2 v 2 (cover)

U10 - U11

U14 - U16

P • •

Zonal

P • •

P P P • •

P P • P •

Low Pressure High Pressure Attacking With the ball 1 v 1 With the ball 2 v 1

•

With the ball 3 v 1 Off the ball 2 v 1 (support) Off the ball 3 v 1 (3rd man runs) Transition

2012 TECHNICAL CURRICULUM

U17 - U19

BEHAVIORS & TACTICS

3 v 1 (balance) Man-to-Man

U12 - U13

•

P P

EVALUATION FORM - PLAYER The evaluation process is a critical tool in the ongoing growth and development of soccer players on and off the field. Measuring performance allows the coach and players to identify the strengths, weaknesses and opportunities for future growth of the player. Why do Evaluations? Measure player and coach performance against the PDM standards Identifies trends (strengths, weaknesses and opportunities) Feedback for parents – especially important in Select and Premier programs Provides coaches with group trends Evaluations should not be just about identifying weaknesses!

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U5 – U7 CURRICULUM

Technical/Skills: Shooting

Passing

Dribbling

Receiving & Turning

Ball out of the Air

Tackling

Comments:

Tactical/Decision Making: Support Play

Off Ball Movement

Vision

Attacking

Defending

Speed of Play

Speed

Agility

Balance

Power

Endurance

Comments:

Physical:

Comments:

Psychological: Attitude Communication

Coachability

Body Language

Sportsmanship

Leadership

Comments:

Goals for Upcoming Season(s): 1) 2) 3)

2012 TECHNICAL CURRICULUM

SUMMARY Our age group objectives should be considered a set of competencies. As players transition to the next age group they should have acquired and developed a set of competencies from previous age group(s) that forms the foundation for the next set of competencies. Thus, it should be expected that players and coaches that have passed through the Master Coach curriculum would have a higher competency level than those that have not. Although it is not guaranteed that every player will graduate from each stage of the curriculum with a higher competency level, it is expected that there will be consistent technical and behavioral trends amongst the players The techniques, tactics and game behaviors introduced in this curriculum serve only as a general frame for the tandem development of coaches and players and should be reinforced outside of the structured teaching environment. Soccer homework, juggle clubs and the like can be very powerful coaching, teaching and motivating tools for your players. Use the Master Coach fakes and moves library as a source for your continued learning and reward players (all) for increased competency shown during practices and games. Lead, motivate and inspire your players to become good player and great peopleâ&#x20AC;Ś

- Sam Laity

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U5 â&#x20AC;&#x201C; U7 CURRICULUM

TECHNICAL BIBLIOGRAPHY DRIBBLING ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Lean forward and over the ball Knees bent, on the balls of feet Relax body Balance is a must Keep ball close Use inside, outside, instep (laces) and bottom (sole) of both feet Be creative, use imagination - develop your own style Use body feints Change speed and direction Look up as much as possible Use body to shield/protect ball Don’t be afraid to fail. Take risks in offensive third of the field.

PASSING ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Eyes on the ball at the moment of contact Non-kicking foot alongside of the ball; don’t reach for ball Ankle locked on kicking foot Follow through toward target Inside-of-the-foot pass, toe pulled up at a 90-degree angle Inside to keep the ball low, strike the ball at the midline of the ball or above Awareness Outside-of-the-foot pass, toe pointed down, strike across the ball toward the target Instep drive: For long passes in the air make sure that the player is making contact with the ball below the midline. When trying to drive the ball with less air under it, the player should not follow through up into the air with the kicking foot. Stop the kicking foot at the point of contact Bending the ball: Striking the ball off center and following through. If you want to bend the soccer ball to the left, hit it on the right side. Practice passing with both feet at all times Emphasize the importance of pace and accuracy

RECEIVING & TURNING ◊ ◊ ◊ ◊ ◊

◊

Go to the ball to be in a position to control early Position the body directly in line with the flight of the ball and determine the surface to be used for controlling the ball Hop on the standing leg to take the pace off the pass At the moment of contact with the ball, withdraw the part of the body contacted is relaxed and gives slightly to kill the momentum of the ball Keep the ball close (don’t stop the ball completely) and guide it in the desired direction. The first touch must be constructive to prepare for next move (first-time pass, shot, dribble, etc.). Using the various foot surfaces (inside/outside/ sole) to redirect ball as it strikes foot; ground simultaneously (wedge control). A bad first touch will result in losing possession Before the ball arrives; the player should know the position of opponents and teammates. Be thinking ahead - if you receive a ball and do not know what you are going to do next, it will be too late

2012 TECHNICAL CURRICULUM

One Touch Turning: ◊ ◊ ◊

Non-kicking foot behind the ball Position foot to the outside of the ball Rotate foot inwards in direction of the turn

Turning back to pressure: ◊ ◊ ◊ ◊

Body in line with the ball Body between the ball and the defender Receive with the furthest foot away from defender Moves to beat defender and create space

FINISHING ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Accuracy is the key - finishing is merely passing the ball into the goal past the goalkeeper Power is determined by the speed of the foot at the point of contact and the technique used Body alignment - whenever possible, head and kicking knee over the ball and hips and shoulders square to target Firm ankle, toe down Non-kicking foot placed comfortably beside the ball, with the toe pointing to the target Eyes kept on the ball at the moment of contact - on approach to goal take a quick look up and pick out target, then focus on ball. Many young players try to look at the target while making contact with the ball Keep head still throughout the follow through Follow through - ankle remains firm, toe down and follow through to the target Do not try to over-hit the ball (many kids swing so hard at the ball that they usually swing around the ball and mishit it badly)

HEADING ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Eyes open Chin in, mouth closed, keep neck firm Attack the ball - don’t let the ball hit you Contact the ball just above the eyebrows or forehead Arms help to propel the head forward as well as aid in balance Use legs and back for power (arch and uncoil) Foot action - rocking motion, back foot to front foot Timing of the jump is very important - make contact with ball at the highest possible point

Cushioned Header: Eyes open Use forehead Make contract with lower half of the ball Bend knees on making contact

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U5 – U7 CURRICULUM

RUNNING WITH THE BALL ◊ ◊ ◊ ◊ ◊ ◊

Take an aggressive first touch into the space. Push the ball forwards with your front foot on the side furthest from the defender. Point your kicking foot down as it approaches the ball. Push the ball forwards with your little toe and in stride. Take many soft touches to keep the ball close. Awareness: Keep your head up and use your eyes to look ahead.

VOLLEYING ◊ ◊ ◊ ◊ ◊ ◊

Proper balance is essential! Before you swing, Plant your supporting foot aimed at the target Upper body and hips should be facing the direction from where the ball in coming with the plant foot facing the goal or target Adapt to the path of the ball by making quick adjustments in your footwork Concentrate on when to swing rather than where to contact the ball. Don’t try to hit the ball really hard. Good contact is more important than swinging hard A successful volley is normally determined by your timing

TACKLING BLOCK: ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Plant the non-tackling foot firmly on the ground and to the outside of the attacker Let the tackling foot make contact with the middle of the ball – like a side-foot pass – and be in an L-shape Keep body weight over the ball and put all your strength behind the ball Head down over the ball Eyes on the ball Bend the knees Lock solid the knee and ankle – to maintain strength and to avoid injury. Be well balanced Show a committed attitude.

SLIDING ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊

Approach from the side and tackle across the path of the opponent Decide early whether to knock the ball out of play or ‘hook’ it to win possession Be decisive and committed Tackle using the leg furthest from the ball and keep it slightly bent Tuck the leg nearest the ball underneath the backside and ideally slide on the outer thigh Kick through the ball, or get the ball on the shoelaces (instep) and swing the leg around in a wide sweep to ‘hook’ or trap the ball with the foot Meet the ball solidly and make contact with the center to top half of the ball so it doesn’t roll over the foot GET BACK UP as quickly as possible, whether the tackle has been successful or not

Player safety must be emphasized when coaching tackling!!

2012 TECHNICAL CURRICULUM

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U5 – U7 CURRICULUM