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The complete soccer coaching experience

SOCCERCOACHING International

No. 33 June/July 2009

Ruud Krol, Orlando Pirates head coach

Jelle Goes, academy manager CSKA Moscow

Gordon Craig,

Youth Training Sessions

速

Coerver Coaching Director

WWW.SOCCER COACHINGINTERNATIONAL.COM

The complete soccer coaching experience

SOCCERCOACHING International

MEMBERS AREA All subscribers have access to the SoccerCoachingInternational online features and tools, including our extensive members area. Here you will find 500+ readily available exercises and 120 online articles.

Sample Exercise: 5 against 5 with 5 substitutes Focus:

Article Archive:

Fast runs due to the field format and rules

Small sided game

Our article archive consist of 120+ articles from a various sources. Some of the articles in our archive were previously published in the magazine, however, most of the articles were never published in the magazine and are exclusively available on our website.

Age:

Now Available:

Adult, U19, U17, U15, U13

• Technique trainning series from Michel Hordijk (technique trainer at FC Utrecht) • Rehabilitation and conditioning series from Nol Hornix (Conditioning trainer at VVV-Venlo) • Series on Possession games • Interviews with youth coaches from Dutch Amateur clubs • Sport Marketing Articles

Phase:

Theme: Combination play

Number of players: 17

... and much more!

Organization: - 5 against 5 with two goalkeepers - Field is about 40m long and the width of the penalty area (16m) - After a minute and a half the third team on the sidelines switches with one of the playing teams

Progression: - Small sided game with 2 touch maximum - Small sided game with 2 touch maximum on own half and scoring team maintain possession - Small sided game with free play, the ball has to remain in motion

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Contents 4

Cover story: RUUD KROL, ORLANDO PIRATES HEAD COACH

From the Editor

Youth Academy: JELLE GOES, ACADEMY MANAGER CSKA MOSCOW

Dear subscribers, Welcome to the 33th issue of SoccerCoachingInternational!

Assessment:

Technique Training:

DAN MICCICHE, ASSESSING ABILITY

GORDON CRAIG, COERVER速 COACHING DIRECTOR

BRAZILIAN CORNER

YOUTH TRAINING SESSIONS

Tactics:

Youth U4:

Goalkeeping:

Social Development:

Column Paul Cooper:

PLAYING OUT FROM THE BACK

YOUTH U4, FUN ACTIVITIES

WOUTER VAN VOORTHUIZEN, GOALKEEPING TRAINER, GO AHEAD EAGLES

KICK IT WITH KENYA

THE GAMES WE PLAYED

Last edition we star ted to focus more on youth, goalkeeping, fitness and women. This edition we add another new theme to the magazine; social development. You asked for more diversity and we deliver. This issue we look at soccer and health in Kenya, a great article, from an even greater cause, which SoccerCoachingInternational proudly endorses. This issue is once again packed with youth articles as well, starting with CSKA Moscow youth academy, where we interviewed academy manager Jelle Goes. From Russia to England for another great contribution by Dan Micciche, MK Dons Assistant Academy Manager on assessing ability. John von Klopp from Soaring Soccer Academy in the US introduces us to fun activities for U4s. And last, but certainly not least, we have the third part of our Youth Training Sessions feature, this time on U13 Possession Play. Furthermore, we answered your wish for more technique articles, by conducting an inter view with Gordon Craig, Coerver Coaching Director in Portugal. And we have another great goalkeeping article from Wouter van Voorthuizen, who is responsible for the Go Ahead Eagles (Dutch 2nd division) goalkeepers. This issue's cover stor y comes from South Africa where we inter viewed Orlando Pirates coach Ruud Krol. And of course our icing on the cake; Paul Cooper's column. All in all another great, diverse and international issue! But, as you know, SCI is more than just a magazine, its the complete soccer coaching experience, so don't forget to visit our website where you will see your wishes answered in the near future as well. If you have not done so, please let us know your thoughts on SoccerCoachingInternational by sending us your feedback and/or requests through our website. I wish you lots of reading and surfing pleasure! Yours in soccer,

Maaike Denkers Managing Editor SCI

Ruud Krol,

Orlando Pirates head coach:

"Tactfully blending and experience" 4

No. 33 June/July 2009

Cover story

Most coaches regard his job as the most challenging in African football. Almost one year after he exchanged Zamalek in Egypt for Orlando Pirates in South Africa, SoccerCoachingInternational spoke to coach Ruud Krol about his experiences this season. By: Guy Oldenkotte Ask any football enthusiast to mention ‘the biggest’ club in South Africa and you are likely to get Orlando Pirates as a response. Together with Kaizer Chiefs, Pirates scoop up the headlines in the media, can rely on a huge fan-base nationwide but are also under continuous pressure to deliver. Both clubs have also been regular contenders in the various international competitions in Africa. Despite the likes of SuperSport United, who won this year's title for the second season in a row, Mamelodi Sundowns which is owned by flamboyant Patrice Motsepe or Ajax Cape Town with its close ties to renowned Ajax Amsterdam, Kaizer Chiefs and Orlando Pirates will always top any list when it comes to soccer in Southern Africa, except for the list with recent successes. Chiefs won its last title in 2005, when they won the Championship while Pirates secured the League title in 2003 and carefully nurture that trophy as their latest achievement.

Notoriously impatient When Krol joined Pirates in June 2008 he joined a club that is notoriously impatient for success. But when asked for his reflection on his first season, the first thing Krol said was; “Chaotic. Very chaotic. The competition is played in a very irregularly way. We have seen a period of 12 days without any match to be played and suddenly we play three matches in one week,” he comments while diverting the pressure on to the South African Football Association. He refuses to provide any hint about the pressure he is under. As a former defender in the magic Dutch squad of the 1970’s, Krol played a total of 608 matches in the Netherlands, Italy and France as a player. His coaching experience consists of assistant coach of the Dutch national team and Ajax Amsterdam, coach of the national team of Egypt as well as a club coach in Belgium, Switzerland, France and Egypt.

youth

So it takes more to make him nervous. “There are so many fans who believe they ‘coach’ the team,” he says of the continuous criticism of unhappy Pirates fans. “Very often they call for a player to be replaced while I wonder why they feel the need for such a replacement.” Nevertheless Krol has been accepted by the fans. “At the beginning of this season they didn’t come that often but once we started to work our way up through the table the number of fans attending our matches increased. Particularly when they started recognising that we were playing attractive soccer.” The fact that no club in South Africa can claim a particular stadium as their ‘home’ adds to the difficulty of creating a loyal and expanding fan-base, he believes. “A home venue always has a special ambiance and not having one causes scenarios where matches have to be rescheduled for weird reasons. This has an impact on the competition.”

No. 33 June/July 2009

Cover story

Focus only on players Much of the perception about working for Pirates is fuelled by its chairman, Dr. Ir vin Khoza. The Orlando Pirates president is a staunch football fanatic and involved in various levels of the South African football society. Some even claim Khoza runs dayto-day business at the club. The Preza (president) first and foremost was the club owner with unquestionable despotic powers. He was a player scout, with exclusive hiring and firing rights. The Preza would appoint a coach, but he was in essence the coach-in-chief and more,” as one journalist reviewed the 2007/2008 season. But according to Krol the President allows him to do his job. As a coach his focus is on the players. “Players are individually focused and sometimes operate like that,” he refers to the challenge he faces every day when working with the squad. He went on record saying that “players talk so much on their cell phones while they are relaxing, but they don’t talk on the pitch.” It takes continuous effort to build the team. “We speak a lot amongst the technical staff and we work hard to bring them all to the same platform.” For the Ajax Amsterdameducated trainer there is only one mission to be accomplished. “I want to bring the club and the players to the next level. That is where my focus is.” And for that he doesn’t allow anybody to inter fere. An indication that his vision is accepted was the ‘Coach of the Month award’ Krol received recently. In their report the judges said that they “could not ignore the way in which Krol tactfully blended youth and experience that resulted in some exhilarating moments on the pitch”.

More quality to play total-football Despite the Orlando Pirates squad currently hold 36 players Krol still feels the team lacks quality. “The group is too big. And there are also enormous differences when it comes to the ambition and quality levels amongst individual players. If they want to succeed they will have to work as a team. The players are their own ‘bank account’ and before they know their career as professional football player is over. There is limited time to excel in this career.” For some of his players this means their time at Pirates will soon come to an end. “We need more quality in the team and we are currently discussing how this can be achieved.”

No. 33 June/July 2009

In his playing career, Krol was a key player in the much hailed ‘total-football’ strategy that was used by the Dutch national squad in the 1970’s. Even 30 years later he believes this is the way to go, despite the game becomeing faster and more technical. But introducing this particular style in South Africa is difficult. “Players here have a different culture and I am trying to flush the kick-and-rush game out of their system. I prefer to play in an organised way that starts with the backs and is continued all the way to the strikers. A dominating game where the ball moves around quickly. Some of the players are more open to that approach than others but they finally start to understand the game-plan.” Food for thought for Krol might be the fact that his central defender Lucas Thwala turned out to be the most productive goal scorer during the season. But progress is there.“The way we played tonight, that is the game I would like to see played more often,” Krol said after he won the derby against Kaizer Chiefs for the second time this season. The match was played with only 2 games left in the season. “I told the players to keep pushing and keep playing the ball around even though we were not successful in the first-half, despite numerous attempts on goal. When you play in an organised way without becoming nervous, the goal eventually will come.” Pirates beat Chiefs by 2-1 allowing the team to stay in the race for the Championship. The game plan Krol used was simple. “We like to play with the ball, and not play behind the ball. That gives you more pleasure and enjoyment.” But the success in the Soweto-derby only lasted for four days. The next match after Pirates didn’t manage to take advantage of the

Cover story

loss of the tableleader. The draw against Ajax Cape Town proved to be an expensive one. If Pirates had won, the results in the final round would have made the buccaneers league Champions. They now lost the title on a poorer goal difference. Despite that, Pirates were the team with the fewest losses and fewest goals against. At least the team will appear in next’ season Champions League again. Krol’s contract links him to the club for another three years. In normal circumstances this would mean that time would be available to build a team before trophies would be expected. “Building a team doesn’t happen in one season,” he said during an interview earlier this year. As the 2009/2010 is shortened to enable the national squad to get prepared for the FIFA World Cup in June next year the coming season would perhaps provide an opportunity to cash in. “When you look at the preliminary schedule for next season it will be even more chaotic,” he quickly reduces the expectations.

During his career as a player for the Dutch national team as well as during his time at Ajax, Krol worked closely together with Rinus Michels, who was coach at that time. Michels was known to be passionate about the game and always made sure he was aware of what was happening with the players and within the league. It is, therefore, for Krol hard to understand why the current coach of the South African national team, the Brazilian Joel Santana hardly shows any interest in the national competition or even the teams. “I have only spoken once to one of his assistants but I have never seen Santana himself. He is, however, always welcome to pop in or talk to me.” An invite the Brazilian perhaps should consider if he also wants to succeed.

Who is? Rudolph (Ruud) Josef Krol Date of birth: 24 March 1949 Nationality: Dutch

Career as a player: Ajax Amsterdam Vancouver Whitecaps Napoli Cannes Dutch National Team

No national support

Career as a manager:

Krol is perhaps lucky that the national squad, Bafana Bafana, did not qualify for the African Cup of Nations and only has to focus on the World Cup during the coming season. “South Africa does not have enough quality at the moment which is expressed by the performance of the national team,” he remarks. “This can change but there still needs a lot to be done to the organisation and the team.” It will certainly give him more time to work on his own team. But, he admits, the experience players gain from international football will certainly be value to uplift the national competition.

KV Mechelen Servette Geneve Zamalek Egypt Ass. Dutch Nat. team Ass. Ajax A’dam AC Ajaccio Zamalek Orlando Pirates

No. 33 June/July 2009

(1968 – 1980) (1980) (1980 – 1984) (1984 – 1986) (1969 – 1983)

(1989 – 1990) (1990 – 1991) (1994 – 1999) (1996) (2000 – 2001) (2001 – 2006) (2006 – 2007) (2007 – 2008) (2008 - current

Jelle Goes,

academy manager CSKA Moscow

â&#x20AC;&#x153;Creating space by developing creative playersâ&#x20AC;? Jelle Goes was appointed as academy manager at CSKA Moscow in August 2007, after a six and a half year adventure at the Estland Football Association (amongst others as national team coach). The request came from Guus Hiddink. In order to smooth the transition he eventually became head coach. Goes was also appointed as coach of the reserve team in 2008. The double function was, however, too much and simply not feasible, as the away games throughout the country take a lot of time (i.e. Vladivostok is a six hour flight). The Dutchman is currently coaching the second team at the club and analyses the opponents for the first team, something that has worked very well for head coach Zico. By: Michel Hordijk 8

No. 33 June/July 2009

Youth Academy Even though Goes, as a former KNVB-teacher, is in a certain way an exponent of the `Zeister-vision', he also recognizes the importance of the exercises and philosophy of Wiel Coerver and as such he continuously works on training creative players in Moscow. Goes does not understand, in his opinion somewhat forced antagonism between the different `schools', and tries to bring together the strengths of the various schools of thought. Based on my experiences as FC Utrecht technique trainer, I had the privilege to show the Coerver method in all its facets at CSKA last summer. Our objective was not to demonstrate technique training as a separate commodity, but to incorporate it into match based exercises and applied to the different positions. We wanted to show that the way the KNVB works is not that different from the Coerver method and that they can be used together. During my stay I talked a lot with Jelle Goes, who extended his contract Russia’s top club until December of 2009. We talked about the Russian people, Guus Hiddink, Dick Advocaat, the potential of Russia as a football nation and the president, who hates bad football. Hordijk: “You have been working for CSKA Moscow for almost two years now. What was your assignment when you were appointed?” Goes: “In essence I am trying to setup the academy and improve the organization of it. In order to accomplish this I started with a standard system of play for both the 11v11s as well as the younger teams who play 9v9 on half a field. The system of play is not an objective on its own, but it allows us to create a solid base from which we can build. Besides that I am working on aspects such as expanding the medical staff and together with several other clubs, to improve the competition for our younger teams. I think playing 9v9 on half a field is the wrong way to go for the U13s; the spaces are too small and everywhere else in Europe they play 11v11 at this age. The Russian Federation does not want to change this yet, so we are talking with some of the other big clubs like Dynamo and Spartak to help change it for our clubs. One of the long term goals is to have as many players as possible from the academy play for our first team. The 7+4 rule that will be in affect as of 2010 in Russia is a great stimulator for this as well. For CSKA this objective of developing players for the first team, means we formulated a couple of things: what type of playing style and what system do we want to adopt? What qualities do the players need to possess at the end of their youth development? What physical, mental, tactical and technical goals do we need per age category and how are we going to educate coaches and scouts internally? Furthermore, I had to create more structure and a red line between the academy, the second and first team. Since I have been more involved with the second team, this line is becoming clearer and the second team has become more closely linked to the academy. In the past they very much following their own policy and guidelines.” "Looking at the objective to develop players for the first team, it is great to see Shennikov, a young talent from the academy, conquer the left wingback spot on Zico’s team. Since goalkeeper, Akinfeev, we had not seen a player go though the academy into the first team. Of course we work very hard to develop many more academy players and get them ready for the big leagues, much like we did with Shennikov.

No. 33 June/July 2009

Youth Academy good and although every coach has his preference on what age group they train, I am convinced they would be able to deal with the under 13’s team of any youth club. Not that these young lads would make it to their national team, but that's not what it's about. Achieving the maximum mentally, technically and tactically is what it's about." Hordijk: "This country has a lot of potential in football, what do you think needs to be done to maximize this?" Goes: "A great deal. First off all lot of players, even with some top teams, are very old. They are starting to see this and there are plans to build very modern and sophisticated training facilities, like at CSKA. Besides this, the quality of the educational system for coaches needs to be upgraded. In the Netherlands we are used to pick on everything and everybody and I also know that it isn't the ideal system (although it is one of the best in the world), but in Russia there is a lot of work in this field. Hordijk: “In the west, Russian youth football is seen as outdated. What was your view when you started at CSKA?” Goes: "The coaches here are very willing and there is also enough quality within the staff. Some even have status because of their histor y as a pro-football player at CSKA, like Dimitri Komokha and Alexandr Girisin. There is a big influence from the historical and cultural heritage on the coaches. Par tly the way people here are raised explains why the distance between players and coaches here are a lot bigger then for example in the Netherlands. Off course as a coach you look for a certain kind of authority, but if you want the players to create initiative and creativity during matches and training sessions you will have to approach them in a cer tain way. Luckily we see some change in this, which is also necessar y when you look at communication and spirit of the game." Hordijk: "Should we put in the disagreement between assistant coach Igor Korneev and Guus Hiddink, just after the first match against Spain at the European Championship?" Goes: "Off course Hiddink knows how to evoke something within someone like no other en he always feels the nature of the people he coaches needlessly, when it's about Koreans, Australians or Russians that doesn't matter. It is that what get's his

teams playing, so not only on the mental aspect but also the technical and tactical aspect he is very good. I don't know if anyone at the Russian national team ever needs a shake up, because I haven't been there for myself. Often Russian players are excellent football players, but they are shy and don't have a great deal of confidence as well. That's why it is so incredible what Guus Hiddink and also Dick Advocaat have established in Russia. These successes off course reflect back on the sense of the public here. At the European championship everybody was very negative after loosing to Spain during the group phase, but after the wins against Greece and Sweden the confidence in the team grew and some people even started saying out loud that the Dutch team would have to be aware of them. Off course this is pretty easy to say after the match was played, but this was very unusual on forehand, especially after the Dutch team had came in first in the 'Pool of death'." "Personally I am convinced that being able to communicate on the same level with your players, whether they are 12 years old, from the second team of FC Utrecht or the stars of Real Madrid is very important. You start by judging the level of the team, the perception, the possibilities and the character of the players individually and as a team. This quality is what makes people like Guus Hiddink and Leo Beenhakker so

No. 33 June/July 2009

It is logically, because of the time spent, the development hasn't been improving much. I also think the approach here should change, the emphasis still is to much on the physical aspect. Especially with the younger groups we emphasize creating very creative players here at CSKA. Because we do not only have too little of those, in the long run it is lucrative to choose for talent. I am absolutely convinced of this." Hordijk: "I must say I expected a higher level of technique, especially with the older groups. Nevertheless I have seen a couple of wonderful players here, especially in the Under 14, Under 12 and Under 9 teams. Great to work with, although I also love working with players with just a little less talent. They also do their homework and I see them making progress. Besides they love to play like Ronaldinho during a small sided game and they are only aloud to make actions and score. I wouldn't therefore be surprised if a couple of them would make it to a rather good level of football someday." Goes: "I'm also certain of this, this is why educating the players should be the main target. Having said this I must say Mr. Gines, president of CSKA, does have a real vision. When one of the coaches was at a pretty strong youth tournament the other day in Kazakhstan, were they made it to

Youth Academy the finals with the Under 16 team. This was a nice result seeing they were missing three of their best players. But when they came back to Moscow he was called into the office of Mr. Giner because he had been very annoyed by the kick and rush football which the team had displayed during the tournament. To him it didn't matter they made it to the finals, because he thought the football wasn't good enough. This off course is a bit confusing for a coach who was brought up with the idea that the end result is all that matters. This shows a change in the way people think can't be made overnight, this would only be possible if you put a dozen Dutch coaches here and that is impossible. I am at the moment looking for the exchange of specific knowledge and experience, like I am doing with you on the subject of technique, and on conditioning front with Raymond Verheyen, who was here last summer and will be here again this summer. When exchanging knowledge and experience I'm therefore not even looking at the differences between the Coerver method and the one from Zeist. That these differences exist, I think is

more because of colliding ego's then serious substantial differences. There are a lot of people from both sides who do nothing more then try to distort peoples vision. This doesn't work! If I am here talking to you like, I'm the one who has got it right and you don't have the slightest idea, this would probably backfire on me and put you on the next flight back to Amsterdam. It's about synergy, off course people can differ in opinion about some things. But try to look for similarities and work constructively from there."

quality, because if they didn't I wouldn't even be here. It's about more then that, it's creating a change in the way people think. The key is the general development of the players. Overall this process is coming along very nice. The coaches are open to it and are willing to learn.

Hordijk: "The club has been very enthusiastic about your approach and about the way you changed things around here over the past 2 years. Because they renewed your contract you have three quarters of a year still to go here, what are your goals for this period?" Goes: "First I would like to continue on the road we have been following here for a while now. Which means creating space for developing creative players and paying a lot of attention to positional play and the technical, tactical and mental aspects that go along with this. I will work with more coaches here, because in the end it is them who will be continuing the work. This doesn't mean they don't have enough

(After a short pause he continued): "I am feeling good here and am enjoying myself, but there is still a lot to do for me here. In a year I hope there will be a solid organization and an academy with a recognizable way of playing and coaching. The academy is starting to take shape, and we will develop this over the next period. That they put me in charge of the second team attributed to that as well. As well as this I would like to make some changes in the method of scouting players, because although we have couple of great talents in our youth system, for a top team like CSKA Moscow a couple just isn't enough. To put it bluntly, I still have a lot of work cut out for me here."

When you look at it that way it's a kind of game. For example I will walk on to the field after training to discuss with the coach his session. When you look at it that way, coaches are just like players."

No. 33 June/July 2009

MK Dons Academy Children in this country (England) face being progressively and ruthlessly ‘assessed’ in more or less everything they do. In schools this is historical, cultural and evident even with the youngest of children. School league tables are based on exam results and this appears to lead to teachers teaching ‘for the exam’ in order to climb up the rankings, and more worryingly, children discarding any apparent irrelevant information that will not help them get a pass. It is all very functional but on the whole pretty toothless as an educational tool for achieving improvements in the future. In football we have tended to assess young players’ development like at school, with ‘matter of fact’ grades which are normally collated into a ‘big report’ given out twice a year, at the middle and end of season. Those that continually get low grades are ‘marked’ for release. Clubs therefore tend to use assessments to assist in releasing the ‘strugglers’ in the ranks rather than as a tool for future learning. Monitoring players’ development is crucial and some will come and go, but patience is essential. Equally important though is a firm understanding of the issues that arise when trying to judge a players current ability or their potential. Profiling players enables us to keep a record of the players’ progress and can serve as a great tool only if it is used in the right way. It can form the foundation of vital target setting which gives the player, the coach and the parent or carer a clearer view of the future and also prove to be a conduit for developing a more trusting and honest relationship between the child and the adults. By: Dan Micciche

Assessing Ability Stages of Development At MK Dons Youth Academy we look ‘holistically’ at the development of our young players and this is apparent when it comes to monitoring their progress or assessing their ‘abilities’. We try to avoid making rash judgements which inevitably lead to reckless decisions as far as releasing or keeping young players and we cannot afford to make such mistakes. Coaches are expected to understand that there are some ‘hot spot’ moments in a young players’ life, particularly when they are still at school, when their performances need to be understood rather than graded. The pre – Adolescence period from Under 9 – 12’s is one such turbulent time. During this ‘stage of development’ players face the following changes and these can turn into challenges and often problems for the player. Some will need help and others will need to be left alone.

No. 33 June/July 2009

Under 9 – 12’s Neural Development Up to the age of 12 young players continue to experience ‘Neural changes in their nervous system’. Whilst in this period players have the capacity to improve very quickly at physical and technical skills. Movement and technique issues can be modified and changed during this time and so we need to do less assessing and more observing in this period. Physical testing, for example, will deliver statistics that should be used productively for target setting rather than, as in most cases, as a tool for judging players. Being judgmental and precise is not something we need to be with very young players, there is too much margin for error.

Transition from local to Academy Football Some players will be new to the Academy system and will need time to ‘bed in’ before we can even think about making judgements about

Assessment Under 12 – 16’s Maturity Issues Another ‘hot spot’ is when players go through a growth spurt. Some players between the ages of 12 and 15 grow so rapidly in a short space of time that they become clumsy and they appear to lose coordination, balance and agility. This has a knock on effect on the technical side and indeed can further impact on confidence, self esteem and then probably the social side. It is important we understand what happens to players during this period and indeed when it doesn’t (as with the late developer). An almost overnight change in the physical profile of a player can impact greatly on the players’ abilities and indeed on the coaches’ perception of what he is now capable of. What tends to happen is some players who show that physical ‘stamp’ that will enable them to cope are played up an age group. If he / she does not do well we often put that down to ability. But even though the player might seem as if they could cope physically, they may be struggling in some other aspects, such as technically. This could lead to the player changing their game in order to meet the physical demands of the ‘new game’ they are being asked to play. their performances. The youngest group (Under 9’s) will contain players that need time to adjust to the new demands of their football and we need to recognise this. Trialists, at any age, who lack experience of academy football will also need time to impress. Often instant comparisons are made with more experienced signed players and this is a mistake which can prove costly.

Also, we cannot assume that players have the physical capabilities to play up simply because of their size. Instead we need to look at physical abilities in a much wider context.

Transition from Under 11 – 12 /13’s • 9 v 9 to 11 v 11 – Some players need time to adjust to the ‘bigger game’ - physically, mentally, technically and socially. Positional demands and tactics can often affect a players’ performance until they settle into the format of the game or understand any new position. • Primary school to Secondary school – Some players will be affected by the upheaval with friends and teachers, particularly between September - December. This can often manifest itself into indifferent performances such as lower grades. Also, the added demands at secondary school of homework and for a talented sportsperson to take part in other sports may affect attendance at training etc. • Smaller to bigger pitches & bigger goals – Some players will find the physical demands difficult and change their game to cope. Goalkeepers, for example, suddenly cannot do what they did only a couple of months ago simply because the goals are bigger. Also, outfield players may struggle with the open spaces created by a bigger pitch.

The late developer also needs understanding as not coping now physically may just be a temporary state yet we often confine these players to the ‘scrap heap’ because they cannot ‘do’ at this moment. However, ‘smaller’ or ‘late developers’ often develop very good coping strategies to be effective in the game in order to compensate for their physical disadvantage. Playing down is sometimes an option but again the potential knock on effects in all four corners may make us rethink this strategy.

No. 33 June/July 2009

Assessment What we try to do at MK Dons to help the players going through this process is: Early Developers • Identify the player with careful monitoring of all players in the ‘age band’ • Work out whether he needs help or can be left to go through it alone • If he needs help – put him on a programme to help him regain his technique and movement skills and probably confidence • Watch him carefully in games and training for overplaying • Explain to the parents / carers what is happening to their son • Do not assess his ability during this time • Regularly monitor his height and weight • Use the Summer Programme in June to help him work on his ‘targets’ Late Developers • Give him tactics to cope physically • Help develop his technical skills • Explain to the parents / carers what we are doing to help • Don’t make a big issue of it, if it isn’t an issue with the player • Do not play him down an age group unless it is a well thought out action • If necessary play him during times of the game when it is more ‘spread out’ and there is more space • Regularly monitor his height and weight • Use the Summer Programme in June to help him work on his ‘targets’

'We use their performances to see where they are now, where they go next and how they get there.'

Also, something we all need to take into account is the ‘age bias’ that is evident within our youth system since most players will be born between September – January. At MK Dons we are aware of this and are working hard to re-address the bias.

Outside Pressures Some players may be affected by the pressures of exams (GCSE’s) or in some cases for those who might attend Private school there is often added pressure to attain high grades. Normal adolescent pressures from girlfriends, peer groups, families or schools might also affect them although in some cases may not show up in their performance.

'Treating players equally is about recognising that they are different.'

‘You could have this in your group - two players born in the same month with different levels of maturity – we need to think carefully about how we address their individual needs’

No. 33 June/July 2009

Assessment MK Dons Academy - Assessment for Learning Our ‘feedback process’ revolves around sound relationships between the player – parent / carer and coach. It is a fundamental relationship that needs maintaining throughout the players time with the Academy and it is based on trust and honesty.

ABILITY

Assessment for learning is what we prefer to use as a method for monitoring progress. Essentially we use their per formance in training and games to see where they are now and where they go next. We then help them to get there. The idea is to go on a journey which eventually leads to realistic targets for them to work towards.

MOTIVATION This process involves giving most players regular and honest verbal feedback throughout the year (others will have their own feedback mechanism). This means that if a player is struggling to cope with the demands of Academy football it is not an absolute surprise if he is not retained. They would have been given every chance to identify and build on their strengths and address their weaknesses. Player involvement in the process is vital and we ask them what they think, and in some cases, ‘a reason’ why they do and do not do certain things. This also underpins our philosophy of putting more ownership and responsibility on the players and parents / carers for their own development. Treating players ‘equally’ in this way is also about recognising that they are different. A player may show natural traits that are very different from another player. One could be creative and unpredictable and another might be safe and reliable and this will be reflected in his game and probably the skills he exhibits. It is important therefore that we celebrate ‘difference’ rather than try to eliminate it and avoid having a narrow view of what a player should 'look like' when he plays.

(DRIVE)

OPPORTUNITY

'All 3 factors need to work together for successful player development'

Summary Our Assessment process is in its early stages but so far the response from player and parent / carer has been very positive despite the cultural shift from traditional grading that they are used to. For instance, one parent claims ‘it really made me think about how I can help my son’. Others have mentioned their children feel more relaxed and focused. Many players commented that the process ‘makes me think more about my game and how to improve’. Asking young players questions is a risky business particularly if you don’t like the answer. For us this makes the process even more valuable and enriching.

Here are some examples of what we ask the players to consider. • Aspects of your game that you think you are good at • Aspects of your game you would like to improve at • Things that have helped you improve • Things that may have stopped you improving • Things that you enjoy or do not enjoy about Academy football (on and off the field). In our meeting between the coach, the parent / carer and the player, we may go on to discuss: o Effectiveness in games o Performance (s) in training o Creativity / Imagination o Independence o Motivation o Confidence o Dealing with peers This allows the player, parent / carer and coach to come to some agreement about the best way forward and what needs to be ‘worked on’ or developed. Some players, for example, find it difficult to come to terms with making mistakes. ‘General’ targets are therefore set and then reviewed later in the year.

No. 33 June/July 2009

Gordon Craig, Coerver® Coaching Director

The importance of t Inspired by the ideas of the Dutch coach, Wiel Coerver in the 60’s, that all the great skills from the top players at the time could be taught and trained by everyone, especially young players., Alfred Galustian and Charlie Cooke officially created in 1984, COERVER® COACHING, a training methodology that focuses on improving the skills of the players, without disconnecting that skill learning process with the game. After 25 years, it’s still considered the world’s number one soccer skills teaching method, having evolved throughout the years, and still continues to, be recommended by some of the top clubs in the world, soccer coaches and players! Gordon Craig is one of the European COERVER® Directors, and we talked with him to discover more about why the technical work is so important, and why this method is still the world’s number one! By: Gordon Craig and Hugo Vicente

No. 33 June/July 2009

Technique Training

technique!

Blending Coerver® Coaching’s vision with your own ideas as a coach At Coerver®Coaching we believe that any team is only as good as the individuals within it, so technical training is therefore the foundation to a player’s development. As a soccer coach, I also believe in this statement, but I simply can’t disconnect myself with all the other aspects of the game, and this is what makes Coerver® such a power ful tool, because as a technical coach, working with our methodology, all the game aspects are always present, and therefore it’s more than just teaching the technique, its learning the “effective use of skill”, through realistic coaching.

Goals for a technical coach If, for example, I’m working with a team at academy level, my goal is to improve each individual player’s ability to perform within a team at an elite level. My aim is to see a consistency of success for each player, in the game, within in any given phase of play. To do this, I look at the level they are at and what are the expectations on them. Working with several players around the world, with different cultures, different abilities, gave me a better view of what is expected from a player that plays at a certain level in a certain competition, and using those references, it’s easier to understand how far can, or should, this player go. Then, it’s all about the players behaviors in the game, the quality and success of their decisions, on the effective use of skill to create space or opportunities, etc. For example, with a professional club, I expect a player to have an 80% success rate on the quality of his decisions and execution of his skills. To achieve this, I like to constantly challenge them through high tempo drills and exercises where pressure variations and competition can be added, with constant measurement of what the player is producing, because if you can’t measure, you can’t control it. But the real test is on the pitch during the game: “Has all the time, effort and hard work the player has dedicated to practice converted to success on the pitch?” And as a technical coach, my focus is on the team also, but more important for me is not the team performance or results, but what was the influence of the individual in that process.

No. 33 June/July 2009

Technique Training Adapting the technical training to a club vision Dependent on any given brief, we obviously have to adapt our work to the club’s needs. For example, when we talk about a first team or U19’s, a club usually is looking for improving a certain area in their model of play, more than wanting a general technical work, which is more common at younger ages. We can be requested to help the club to increase the amount of shots at goal, switching plays or crossing opportunities for example. In this case, the problem can be in the center channel, where the team is unable to switch play, or the problem can already be on the wings, where players usually make bad decisions or don’t have the right technical answers to the tactical problems ahead of them. If this was the case, for example, after watching some videos, or after being requested by the head coach/manager and analyzing the problems, we will create drills that can replicate how the player on the wing usually receives the ball, from what direction, where the opponents come from, and what are their common solutions… But a better efficiency can be simply achieved by increasing and improving the wide player’s moves in 1v1 situations, giving him more tools to beat the opponents and making him understand, that sometimes pure speed can be the answer, with the quality of first touch and direction, or simply playing a one - two… This alone might be the answer to simply create more space for that individual and therefore more opportunities to get crosses into the box. Of course we then need to make sure he is delivering quality crosses and that can and should be improved on too, as a continuity to our work… But, as Is aid before, we need to be aware that it’s not all about just teaching the mechanics of the technical skills! To produce high conversion rates of success, we need to make sure that we are able to create stressful situations within the sessions, that can be totally game related and test player’s character, working the Skills together with Strength, Stamina, Speed and Sense. If they can per form and practice using this formula, then we know that we can really make a difference in producing top players who can make good decisions and really improve the quality of a team.

What kind of technique is taught and where do tactics appear in the training sessions Depending obviously on the age group, but if we imagine regular work with children, the list is quite endless, within some basic core categories. But it needs to be what I like to call core teaching i.e. Ball Mastery, Passing & Receiving, Moves, 1v1, Speed and Finishing, which are all part of our Pyramid of Player Development. That’s what you teach, but the art is in how you teach it and how you plan your session and bolt it together through adding that stress, to make it even tougher then a real game, through pressure variables and competition. Where speed and stamina work is always there as a consequence of the technical work, and taking all that into reality group play situations and small sided games. That’s the real art in technical training! It isn’t enough to choose and teach a skill… So progression and variation is very important, and since we teach the effective use of skill and not just skills, a typical technical session would progress from learning the skill, we call it the “How” (The Techniques), and then we have to progress to situations that players can see, feel, live and understand “Why” (The Purpose), “When” (The Position of the Opponent/Teammates and Space) and “Where” (Area of the field) the action learned can be effective! And for me, this can only be achieved if the tactics are connected with the learning process of the skill… how? This progression is to blend game like situations with several possible solutions for players to make decisions, where the game principles and the action in the center of the game (where the ball is) are part of the problem to be solved. For me, this is the only way you can practice soccer, and still teach technique, where the physical training and mental capabilities of the players will also be a consequence of all the work, not seeing things as separate, but as a whole, like a jigsaw where certain details are only pieces of it.

Reasons for having a technical trainer in the coaching staff I think every club, better still, every team should have a team coach and a technical coach, but it’s not team coach v technical coach… the two simply should complement each other. They just concentrate their analysis differently in different areas. In general, a team coach is looking at the whole team, how they play and function together; they are more focused and aware of the players without the ball. As a technical coach, I should and do, predominately, focus my analysis on the person on the ball. Having a technical coach at every age would be the ideal scenario, but the reality is that some clubs don’t even have a full time technical coach at the whole club and those who do, find he is an over stretched resource, so he can only spend a limited time with each age group or he can only

No. 33 June/July 2009

Technique Training

concentrate on the younger ages, which of course is vital, and more then advisable, but I really think if you are investing and committing as a club to expert technical training , then not only should the younger teams be catered for it, but should run all the way to u21s with and more specific analysis at first team level. For example, when I worked with Heart of Midlothian FC youth academy, in Scotland, although the youth director would want more time with the players, reality was that you had 1.5 hours per week to do your technical work with any given team. The rest of the time was with the team coach or Sports Scientist. Ideally and realistically 3 to 4 sessions per week with any given player would allow you to do your job in making a big contribution to developing elite players and that’s got to be the goal when developing players.

the moves, with several repetitions, using both feet, and where corrections are often made by themselves by trying, by watching their teammates, and with some individual feedback from the coach. We can make this process of learning the skill longer, simpler or more complex, according to the quality of the players, but we can challenge them, by simply adding a competition in pairs or in groups, on who is faster, or who can do certain tasks with less touches of the ball, etc…

Typical Coerver® Session This would obviously depend a lot on what your goals are for the session. But, let’s imagine we are in a general session, teaching a simple move like the scissors, for example. Obviously we can have several variations and ways of doing it, but i will show you one as an example. First of all, we would start to do an introduction to the players on where this skill could be used, what is the purpose of it, showing them some of our videos with successful plays where this trick was used, in real games, with real players, so that they really understand that this is soccer, this can be really effective! So, when we start the session, players are more aware of the importance of what they are doing, and more focused in learning that skill! Second, already on the pitch, we start with the acquisition process, where players have the freedom to try, to do

At this moment, the work is more analytic, but now that they already learned the mechanics, we need to stress them in game like situations, where they can feel that this skill can be really effective in the game! This is where we create a finishing situation, 1v1, 2v1, 3v2 where players can have the freedom to decide which solution to use, but, our goal, is creating situations where using this skill would in most of the cases, be more successful and since they have been practicing them, it will definitely come up as their solution to solve the problem! To finish, we would play a small sided game, where all the game ingredients are there, like a 4v4 or a 3v3+1, in order to create an overload situation, to incentive the players to take the opponent with a trick, and the one we practiced, can be one of its solutions. After all, we only want to give them more solutions for soccer problems and it’s up to them to choose the best ones at that moment.

No. 33 June/July 2009

Technique Training

Warm-up Goal: Warm up by repeating the move Action: At the coaches signal, perform the scissors move in mirror image. Change directions to work with both feet Progressions: Make a competition out of it: who reaches the next position first wins! (this will make players lift their heads to see if they arrived first) Coaching: -

Overreact the movement of the body Always protect the ball with your body Use both feet Heads up As fast as possible and as slow as needed.

2v2 Goal: 2v2 situation, adding speed to the execution of the skills Action: Player passes to teammate (he has a cone in front of him just as a reminder of the game principles, if he cannot advance, pass the ball to the free player). Both defenders approach immediately. Player who receives the ball decides, take him on with a scissor move or any other move, or pass the ball. They score by hitting one of the two balls in the end zone. Progressions: Progression 1: Start only with one defender Progression 2: Create a time limit for the attack to ensure fast decision making

Coaching: - Quality of passes - Quality of first touch, the worst the pass the harder it is to take the defender on - Defensive principles: one approaches the ball the other covers the teammate - Second attacker: where do you go? 20

No. 33 June/July 2009

Technique Training

Finishing Goal: Finishing exercise, 2 v 2 stimulating the skills learned to score a goal or create a scoring opportunity

Action: Attackers (yellows) pass the ball to the coach and run around the marker where one of the receives the ball back from the coach (white). At the same time, two defenders start from the other side, but they have to round different cones. The closer defender will be a real threat to the attackers, who make a scissor move or other feint to create a goal scoring opportunity. If defenders recovers they have to pass to the coach or to one of the small goals on the sidelines

Variation: Decrease area to pressure attackers even more Coaching: - Speed: don't give the defenders the time to create a 2v2 situation, be faster in the 2v1 moment! - Decision: Pass, shoot, or trick the opponent - Two attackers: communication, who goes for the ball, who will create width and space to be successful?

Small Sided Games Goal: Small sided game to encourage individual actions Action: 4v4 game with four goals, where players can opt between a good passing game or taking on the opponent. Players have to be aware that the existence of 2 goals might create more solutions if we are successful taking on an opponent, but since its a small sided game, the risk of failure and conceding a goal is also there, so players must decide when to do it or when to pass the ball.

No. 33 June/July 2009

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Brazilian Corner Speed modernizes Santos Hired to manage Santos this year, Vagner Mancini assembled a plan to modernize the style of the team. The coach focused on working on team speed, especially in the transition between defense and attack. Furthermore, the team has changed to have faster players on the field. "My difficulty was to change the style of the game. Have great pace and lots of ball possession. The ball has to go through all the players. Today Santos have more speed", said Mancini, who also started training on marking, being stronger on the ball and closing down the opposition.

Náutico works on the attention of the players The attention of the players is the new focus in training at Brazilian Serie A team Náutico. The coach Waldemar Lemos has individual activities with the players to work on moves and speed of play. According to him, players in certain positions did not have the efficiency required. "We have some players who are accustomed to specific functions without the need to play. This needs to stop", said Lemos.

New Grêmio's coach accumulates teams Paulo Autuori, the new head coach of Brazilian Serie A Grêmio, has signed contracts to manage two teams. Besides the professional team, Autuori will have the responsibility to manage the junior players as well. The coach won the national championship with Botafogo in 1995, and also won two editions of the Copa Libertadores (1997, with Cruzeiro, and in 2005, with São Paulo). He was at Al-Gharafa, from Qatar, and became the new head coach of Grêmio one month after Celso Roth left the job. With his presence, Grêmio have integrated the juniors and professionals in training and planning.

Guarani adopts psychology Serie B Brazilian team Guarani discovered that their players were having problems with each other on the field. The coach Oswaldo Alvarez said that the players couldn't adjust to each other because they had no relationship outside the team. Alvarez asked the board of Guarani to hire João Serapião de Aguiar, a sports psychologist. The professional was asked to review the list of athletes and make plans to improve the relationship between athletes. "There is no dialogue without a tactical social dialogue", said Alvarez.

The Brazilian corner, a contribution from Universidade do Futebol www.universidadedofutebol.com.br

No. 33 June/July 2009

Youth Training Sessions

Possession games, The U13s are an age group that go through lots of changes and development, which is a wonderful challenge for a coach. Not only do the U13s switch from a small field, they also start playing 11 v 11. This age group is characterized by major developments in both technique and vision. An important aspect in the U13s training is possession games. Through these games the players will learn to develop their technique under pressure from opponents. Vision is another area that is strongly developed in this age group. What can a player do to gain possession and create chances? And what can be done as a team to play better football? This section seeks to outline which exercises can be used with this age group and where the accents should be.

Accents U13s Social/mental: - Work on team processes, learn to reach goals together - Develop coaching - Learn what type of player you are, know your strengths and weaknesses - Deal with the new rules

By: Hans Slender The game of football changes for players who go from playing 7v7 to playing 11v11. The U13s are suddenly confronted with bigger spaces, larger distances, more players, new rules and because of this more possibilities in the game. The U13s age group is perfect to make this switch. The players are at an age where they are developing rapidly cognitively. New game concepts and the complex exercises are quickly learned by the players. Furthermore, they are also physical capable to develop. Their coordination is good and they are not going through any

growing spurts yet, so their bodies have the ideal proportions for football. This age group is also ideal to work with mentally. They are at an age where they are developing socially. Working together becomes more important, resulting in better outcomes both in training and matches. Because they are thinking more about the game and are becoming more self-critical they can develop as individuals as well as a team. In training sessions in which possession games play an important role it is possible to present the options of playing 11v11 to the players.

No. 33 June/July 2009

Individual technique/vision: - Continue to develop technique under pressure - Passing and receiving across larger distances - Seek the open spaces - Tasks and game intention per position

Team tactics: - Playing in a formation (1-4-3-3) - Distances between players - Learn the basics of possession games - Work together on defense

Youth training session

a must for U13s Overloading games The first introduction to possession games are overloading games. The smaller the numbers, the clearer they are. This makes them ideal for the U13s. It is recommended to start with 4v1 and progress to more complex variations from there; 3v1, 6v2, 5v2, 4v2, 5v3, 8v4, etc. Generally speaking these exercises are pretty static. The players in the middle chase the ball and work for short periods at the time. The players on the flank work on their passing and receiving technique, movement off the ball and handling speed. With these exercises players will not learn how to get away from the opponent, but they do learn how to move out of the opponents back to receive the ball. An important aspect is receiving the ball, the ball has to be received in such a way that it can be passed directly to be best positioned player.

“Tactically you get the most out of possession games with areas”

“This age group is also ideal to work with mentally” This mean they have to look at where the spaces are.

No. 33 June/July 2009

Youth training session

â&#x20AC;&#x153;Passing the ball around for the sake of passing is not going to work with this age groupâ&#x20AC;?

Neutral players something that is generally speaking lacking in overloading exercises is direct pressure in duels, getting away from your opponent and transition. This is something the players can learn in possession games with neutral players. Asking for the balls asks a lot from the players. In order to do this the player needs to have contact with his teammates. It is often smart to move away from the ball in order to get out of the opponent's sight. This will create more spaces to come to the ball and ask for it. When receiving the ball the player must guard the ball or the player has to look at his passing options before receiving the ball. Fur thermore, you have to be coached constantly in possession plays like this. Calling the name of the player you are passing to and warning player with phrases like; time, turn, watch you back, pass, are ways to help and to increase the communication on the field.

Areas Tactically you get the most out of possession games with areas. For the U13s it is important to choose exercises in which every player is involved in the game. Furthermore, the exercises should not have too many restrictions. Possession game in two areas is great to teach building up from the back with the intention to play deep. Another important aspect for U13s is connecting. The field should not be too long and this is new for the U13s who have just come from playing on half a field. By using areas you can shift the play and seek the spaces. Long passes will also play a role in this.

Towards the goal Besides maintaining possession, it is impor tant for youth players to learn how to create chances. This can also be taught with different numbers, working from small to big; 2v1, 4v2, 4v3, 5,v3, 5,4, etc. You can add a goalkeeper to the

No. 33 June/July 2009

Youth training session outnumbered team or work with small goals or line football. This will teach youth player to choose between moving towards the ball and going deep. Fur thermore, they can also choose between passing and making the individual action. Not insignificant are the distances between the players. Player must learn to not always move towards the ball, the spaces must be kept big, the field wide. Make sure the wingers are free to receive the ball and the last defender must suppor t his teammates. This means joining them, but at a safe distance.

â&#x20AC;&#x153;Asking for the balls asks a lot from the playersâ&#x20AC;? Defending defensively there are also a lot of accents that play a role. In 'versus 1 games' a defender will learn to intercept the ball by himself. He can force his opponents into the corner and anticipate what will happen. When there are more defenders they can work together. In this case they should stay close together. In games with neutral players they will learn how to keep the field small and cover short. In games with areas they have to execute pressure, taking away the chance of a depth pass. The most important exercises for defenders are exercise towards the goal, whereby you can practice the offside trap and whereby goals have to be prevented by working together.

Rules U13 football is often characterized by chaos on the field, and the team with the most duel-strength usually wins. Possession play is still learned and is often not developed enough to maintain possession with tranquility. The difference is made with individual qualities. The players will become more relaxed on the ball when you train this, so training with too many restriction is not wise. They need to have the freedom to solve the situations. Playing with limited touches will not aid in their development, as it will most likely lead to kicking the ball away or more duels. By allowing them free play they can take their time whenever it is possible. Adding a scoring element works great with this age group. Counting the amounts of passes, or interceptions. This will add a competitive element, which is a must for the U13s, because passing the ball around for the sake of passing is not going to work with this age group.

No. 33 June/July 2009

Training 1.1

Youth training session

Possession play Objectives:

Theme: possession Number of players: 14 System of Play: 1-4-3-3

Improve possession play and movements off the ball by attackers and midfielders Good, straight passing, turning in and receiving Always look for the side with the most space Runs off the ball to get away from your opponent

Possession play 3v1 Organization: - Three organizations, so 3x 3v1 - Player who looses the ball will become the defender - Move along the flank and shift play to the other side when necessary

Tips: - Attention must be paid to being free to receive the ball, passing and receiving - Attackers, midfielders and strikers together so they get used to playing together - Players should coach each other and call out the names of their teammate, so they can get used to this

Possession play 4v4 + 6 Organization: - Play 4v4 on possession - Third team functions as wall passers on the sidelines, two neutral players in the middle - Players on the sides may not pass to each other, ensuring lots of movement - After a few minutes change team on sidelines

Tips: - Use central players as neutral players in the middle - You may limit the number of touches of the neutral players - Playing field according to level of the group

Possession play 6v6 + 2 goalkeepers Organization: - Play 6v6 with goalkeepers as neutral players - On coaches signal teams may score on either goals - When team scores, they will maintain possession starting at the goalkeeper - When team does not score, the other team plays on possession until coach's signal (when they are allowed to score on either goal)

Tips: - The coach rewards whenever the teams play good possession play with lots of movement - The players must learn that when they get a chance to score they must still make the right decisions

No. 33 June/July 2009

Training 1.2

Youth training session

Build up from the back Theme: possession Number of players: 14 System of Play: 1-4-3-3

Objectives: - Improve the build up from the back through the central defenders - Wingbacks are positioned further away, which creates a bowl shape on the field with more space - Seek the midfield through central defenders - When a central defender moves in, the back fall back

Possession play 5v2 Organization: -

Two organizations Players-pair stays in the middle for 1 minute, then change Two central defenders, two backs and a midfielder Count the number of interceptions Variation: When a central player moves in, the wingbacks fall back

Tips: - When you do not have enough players for two organizations, you can play 4v1, 3v1 or 4v2 in the second area - Defenders and midfielder are positioned together, pay close attention to the area where these players are playing

Possession play 7v4 to 2v1 Organization: - Play 7v4 in an area - When possible the pair on the other side receives the ball, the pair must be free to receive the ball - 5 attackers and 3 defenders join play on the other side to create another 7v4 situations - On the other side there is a 2v1 situation again - Play deep at the right moment

Tips: - Adapt area to level of group

Small sided game 7v7 with goalkeepers Organization: - Team in possession (blue) plays 1-2-3-1 with two central defenders, wingbacks and two midfielders - Because the opponent (red) is also playing 1-2-3-1 the team in possession has the opportunity to build up - Defending team has 1 chance to score after they intercept the ball, after that the play starts again at the goalkeeper of the blue team (build up from the back) - Free game play after 10-15 minutes

Tips: - Be clear about the objective to the team in possession (blue), but do not forget to instruct the other team - Learn to build up via the central defenders and then seek the wingbacks through a combination

No. 33 June/July 2009

Training 1.3

Youth training session

Creating chances and scoring Objectives:

Theme: possession Number of players: 14 System of Play: 1-4-3-3

- Cooperation between midfielder and strikers to create scoring opportunities - Seeking the strikers and moving around the striker - Choice between asking for the ball into feet or seeking the open space to receive the pass - Correct ball speed and passing

Passing and shooting with passive resistance towards the goal Organization: - A possession play with passive resistance to introduce creative play Attacking midfielder asks for the ball, but striker receives it - Striker back passes to midfielder, who seek winger - Striker and attacking midfielder run to near and far post, another midfielder positioned at the edge of the penalty area - After a finish on goal, same play but on the other side - Variation: winger drops to defensive midfielder and then runs deep to receive the ball (1-2)

Tips: - Runs off the ball, moves and passing - same effort as in a match - Defending and attacking midfielders switch positions and get the ball

Possession Play 4v3 towards the goal Organization: - Free player receives the ball from the defender (who is resting on the sideline), he passes deep to the attackers - The four attackers score on the large goal, the defenders on the small goals - When the ball is out of play, the attackers become defenders and the attacker who is resting passes to the free player and gets the other ball - The defenders rest and the resting team become attackers

Tips: - Wingers have to keep the field wide, but when they are in possession they may come inside with the ball - When to go deep? When to ask for the ball into feet? When to come to the ball?

Tournament game Organization: - Playing field: double penalty area with two goalkeepers - High pace and quick transitions, always make sure you have enough balls in the goal - When ball is out of bounce or when a goal is scored, get the ball again. Scoring means possession - The winner stays on and the losing team leaves the field, approximately 4 minutes of play - Only 3 field players may fall back on their own half, creating an overload situation - This asks for high concentration during transition, because the striker can be reached immediately

Tips: - Four versus three is easy to defend when there is no movement, the player must not stay on their own position too much, but must take each others positions 30

No. 33 June/July 2009

Training 1.4

Youth training session

Transition after loss of possession Theme: transition from possession to possession opponent Number of players: 14 System of Play: 1-4-3-3

Objectives: - At loss of possession, quick transition back into position and put pressure on the ball - The players closest to the ball has to execute pressure immediately - The rest of the team gets back into position - Transition quickly; no time for enjoying the moment.

3v2 possession play Organization: - Two defenders and a neutral player are positioned in the area - Two attackers try to beat the defenders with combination play - When they lose the ball, the defenders will have to dribble across the line where the attackers came from, when they succeed they change sides - When the attackers win the ball back they can still try to get the ball to the other side - The attackers do not have to dribble the ball across the line, which is an advantage, they do have to carry out transition quickly after loss of possession

Tips: - Reach the open space as quickly as possible and seek the combination at the right moment

8v4 + 2 possession play with transition Organization: - Two teams play together on possession against the third team - Two neutral players in the middle, always play with team who has possession - The team (color) who looses the ball becomes defending team - They have to re-group and pressure the ball - When team of 8 is able to pass the ball around 15 times, the defending team has to stay in the middle 1 extra time

Tips: - Make sure the area is big enough for 14 players to play in - Accent on pressuring as a team

7v7 Small Sided Game without goalkeepers Organization: - Play 7v7 - There are no goalkeepers and no restriction to score - This ensures that there is constant pressure on the ball and quick transitions

Tips: - Besides possession games you can also work very effectively with small sided games with the U13s - The scoring element in small sided games is a great success with the U13s - Youth players like to finish a training session with a small sided game without tasks, so they can just play freely

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Playing out from 32

No. 33 June/July 2009

Tactics The basic principles of defending with a back 4 are keeping a ‘tight’ line, distances between players (getting narrow and compact) and closing gaps and space. Generally in the UK, players are competent and confident with this role however they often struggle and panic when in possession of the football. Players find it difficult to make decisions both on and off the ball and there can be a ‘fear’ factor to playing in restricted areas in the back third. This can also be a result of the high intensity game and teams defending purposefully from the front to pressure the ball and win back possession high up the pitch. By: Andrew Blight

the back

As the coach, it is important to develop confidence within your players and encourage them to have possession at the back and be the starting point for attacking movement patterns. In order to engender confidence, players must be provided with conditioned opportunities to practice! Players need to understand the how/when/where/why factors. As understanding develops the end result will begin to improve, but it is important to view it as a process. As coaches we are in charge of developing ‘building-blocks’ to facilitate this understanding. Specificity of practice (i.e. what is practised corresponds to what is done in the game situation) enables players to directly experience situations which they encounter during match play. If I am asking players to play out from the back, I’ve got to accept we could lose goals, and if I start voicing my disapproval because they have lost the ball. They are then not going to do it again, so I have to be patient with the players. Assuming you decide to ‘play from and amongst your own back line’ as a strategy back players need to be comfortable on the ball. This will certainly help your team to control the tempo and rhythm of the game.

No. 33 June/July 2009

Tactics Playing out with a back four

9v7 Exploring options to play

Description: - Coach drives long ball to GK and as the ball is secured by GK, Yellows disperse and stretch the field of play. This must be done with purpose to affect the opposition. Central defenders go to the corners of the 18yd box. - Full-backs go beyond the outside shoulders of opposing wingers. - Wide midfielders provide width and depth without going offside. - Central midfielder 10, goes beyond opposing midfielder.

When working with young players, there has to be a focus on receiving and passing the ball, accurately coaching them to open their body position in order to facilitate forward play. It is a priority at elite level to be able to receive the ball under pressure and open your body to move forward. Without these key fundamentals, it will be difficult to inaugurate ‘playing out from the back’.

Passing options from the back

Description: - Exploring options to play out 9v7 Defenders are required to be ‘good on the ball’ they are assured in possession of the football and can move into midfield areas with confidence. We coach players to achieve high levels of technique in order that they can play the ball forward by passing or running with the ball. When observing game situations, spaces often tend to be in front of the back players, therefore playing through, rather than around or over is often the ideal. For this to be successful, we need player rotation/movement and quick use of the ball otherwise possession of the football by playing in front of a team will cause few problems to the opposition. Players without the ball must always be thinking when to play behind the ball and when to move into a position in advance of the ball and behind opponents. Decision-making is the key factor in a game situation to maximise the return on team possession. Players need to be challenged to think ahead: • Where do I need to be positioned along with where to be on the field of play? • Where can I offer a good support position in relation to the ball and other players? A good pass is wasted if the receivers are in a poor support position! Players must continually control their positioning by thinking ahead and ‘reading the game’.

Description: - Passing Options for Central Defender once team has dispersed and are in possession

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Key Technical factors to enable Back Play: • ‘Shape’ of the back four to enable play from the GK.

Tactics • Awareness, control/touch and decisionmaking i.e. run with the ball or pass to enable play from the back. • Positioning and support play both from defenders and midfield when a back player receives the ball. • Forward player movement both on the wing and in central areas to provide passing options from the back four. • Distribution skills i.e. passing range from players in the back four and distances between players and their role as play is switched across the field. • Confidence as a back player to bring the ball out from the defensive third. • Rotation of positions defence and midfield to create space. • Patience- ability to work an opening. • Ability to stay on the ball and be composed. • Ability to play quickly with minimum touches. • Awareness of other players’ positioning prior to receiving the ball. • Making early provisional decisions and recognising how to take advantage of the situation. A tactic I often use in games is to be direct for the first 5-10 minutes and play long and in-behind to the strikers to turn the opposition round. Teams are always concerned when the ball is played past them and when the back of the defence is penetrated. Following this period of play, time and space is often created in the defending and middle third and playing out from the back becomes more conducive. When in possession, players’ mindset must shift quickly to attack mode and ‘show’ immediately for passes. They should make their playing area as wide and as deep as possible (team dispersal). Full-backs and wingers create width and the forwards go deep and get open in order to make space for attack building in the midfield. To attack without a clear idea of how to exploit the situation and the opposition is on the whole ineffectual. Ultimately, there needs to be a balance between playing out from the back and being more direct on occasions. This will keep teams ‘guessing’ and provide an element of surprise as opposed to being one dimensional. The following exercises provide a structure for attacking movements to occur when playing out from the back.

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Fun Activities:

An introduction to soccer for 3 and 4 year olds Many people think that a 3 or 4 year old is too young to get started in soccer. Maybe itâ&#x20AC;&#x2122;s not exactly like soccer any way. But I can give you some examples to help you see that thereâ&#x20AC;&#x2122;s a strong connection to many sports including soccer and even everyday play. By: John von Klopp

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Youth U4 Like any practice, we begin with the end in mind. It’s just that at this age, the end is somewhat further away. For example; while we are working with the 3 to 4 year olds we are preparing them for the next stage of the game when they enter the 6 year old age group. There are parents demanding soccer for their 3 year old. And kids showing up for practice. But the big question is, “what do the parents want out of it?”

Parents We hope that a parent wants to give a son or daughter some recreational exercise (this is the best situation). But if it’s to get a jump start on the rest of the community to become a super star, well then some parents may be disappointed somewhere down the road. We can do all kinds of things with our exercises that are useful not only in soccer, but other sports, and even in everyday life. Our number one thing is to make every player so glad to be there that they want to come back. That’s not a selfish statement, it just means that you did something right. “FUN is first.”

Activities Within the fun should be activities “not drills” that incorporate twisting, turning, changing speed, and balance among things such as controlled falling. Our comical and dramatic fake falling can help kids realize that falling might happen, and this is just a way to try to cushion the fall and we can get back up. Acting out things like “fake” falling is no different than practicing shooting from a cross. While practicing a shot even with no pressure, a player will get better at it and most likely will help the player when the live, but similar situation occurs.

Drama Do you know how much kids (boys especially) like to fall with drama? This fake falling helps a player if they actually fall while playing. It won’t be such a shock to them when it happens. I’m sure we’ve all seen a very young player cry as if it was very traumatic but it was just a simple little loss of balance and no real harm done. Maybe it’s all about being embarrassed. Maybe it’s because they aren’t familiar with it and it was indeed a shock to experience it.

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Youth U4 Movements I work on coordination things and visual things with 3 and 4 year old age groups. Yes, the ball comes into play, but it’s only about 10 to 15 minutes out of a 30 minute session. All this might be impossible to look at as soccer, but you’ll still have quite a bit of fun with the soccer player movements.

Discovery I am a big fan of guided discovery. I ask questions and see if they can tell me something, and if not, I demonstrate and I might ask, “how about this? Is this what you mean?” I’m also a big fan of that “challenge” you can give a player. A long winded explanation of what we will do is never going to happen in my session. It’s not really even appropriate in the early teen years let alone a 3 or 4 year old class. It’s fun to see eyes open brightly when you ask about something they know and love. So it’s important to at least have an idea of what is new, cool and popular to that age group. And if it’s a day just after a holiday, you just have to use it as part of your creativity and help them use their imagination in your session.

Classes Keeping the class sizes small is very helpful. And it’s a subtle line you have to draw with how much attention you give a single player and also making sure that you don’t give too much attention. Too much attention to one player can make a few things happen. First, a different player may fight for more attention, or possibly feel left out. Second, the player getting attention may love it and feed off that, gaining more energy that could lead to disruption or the opposite can happen. That player may shut off because it becomes uncomfortable for them. Each day starts out with saying “hello to each player by using their name, which I believe makes anyone feel they are important. Always giving a high five to each player and just letting them know how glad I am to see them. I will say to them “I’ve been waiting all week just for today! I can’t wait to start playing!”

Free play Most of the activities don’t have a distinct boundary for the players to stay in. It’s a free area and then we might later try going from point A to point B. Some activities that we do, require hoping with two feet, hoping on one foot, skipping, running then stopping at the word “stop” and running again at the word go, or fake falling as we are making our way around a general area.

Freeze Again, using your imagination is BIG. Say there are 8 kids out there, I can take 8 disks and put them out in no particular distance from each other or scattered in no particular shape. I’ll yell, “I bet you can’t follow me!” and a swarm begins to follow me. I can zig zag and pick up the pace if it’s too crowded. Then a big “FRREEEEZ!” and I can stand like a statue and most of the time they all turn into statues too. Start up again with a skip. “Hey can you do this?” Maybe throw a spinning move in there, or a leap. Don’t forget the falling and a roll before you get up. From here, they can see that we’re all in one area after we circled the short cones or disks. I can say “can you point at all the red cones over there?” and they do. “Let’s see if you can all go stand next to your own cone.” So I might jog around so they see I’m asking them to go quickly and even point out a lonely cone and help a player without a cone get there.

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Crash “Who can crash like this?” and then demonstrate the fake falling. At this time there are a few raising hands quietly, a couple jumping and raising hands, or just jumping and clapping and maybe one or two are already demonstrating that they can do it. The key is, that if you yell “crash” then they all yell and crash and get up and keep going.

Colors We’re also going to be jogging around trying to find some free space. All the while jogging with them, find a word that means to run to a disk. If you have a couple of different colors, maybe saying the color will do. One disk per player is needed though. So the players hear “red” and they all find a red disk to stand on without sharing a disk. The heads are moving, the eyes are moving and the kids are seeking which disk they want. And honestly, it sounds like something that isn’t possible, but they know what’s going on just after the first couple of attempts. Some pick it up right away, and others may get it if you do this again a couple of weeks later. We can use those same disks to say “There are a bunch of round red bugs all over the place! I have to get them! Can you help me squash them?” So I start running to them and say, “The best way to get them is with two feet!” as I’m jogging over and hopping to stomp them with two feet. Sure enough, all the kids who may not have ever seen this before acts like a copy cat.

Youth U4 Maybe you have multi colors of little disks. Some red and some yellow scattered about. This next couple of minutes can be bonus points of you use your right foot to stomp the red disk and left foot to stomp the yellow disks. “Let’s see how many we can get it 10 seconds.” It’s possible some of them won’t know what left or right is, or even red or yellow. But they are good at copying so they are at least going to try one foot now.

Pancakes Keeping the same set up, maybe even adding more disks, challenge the players to run and turn over as many disks as they can. There’s no need to explain, just show them and say it again as you are do it. “Who likes pancakes?” Jog over to one, bend down and say it… “Flip the pancake!” go on to the next one “Mmm, I love pancakes! How many pancakes can you flip? Show me!” You can call it anything you want but if it’s calling it something they know, is best. Stop it after maybe 30 seconds or when they start to slow. Ask for numbers, “How many did you get?” Tell them how awesome they did. Now I’ve got to see if they can do more. “I wonder if you are able to look up right at the moment you are turning over the pancake. Do you think you can look up?” Some nod a yes; some twist and turn because they just want to run. Some say “yes”. “So

Who is? John Von Klopp Soaring Soccer Academy Boys Varsity Head Coach at Fort Atkinson High School (Wisconsin) 2002 adidas / NSCAA Girls Youth Regional Coach of the Year NSCAA - Director of Coaching Diploma 2008 NSCAA - High School Coaching Diploma USSF - US Youth Soccer National License English FA - Youth Psychology for Soccer USSF/NSCAA - Goal Keeping Regional Diploma NSCAA - Youth National Diploma NSCAA - "Advanced" National Diploma USSF - "C" Coaching license Brazilian "C" Coaching License

why do you want to look up?” Some answers come in and you tell them “That’s right! Awesome answer. (High fives) It’s because if you don’t look where you’re going you might crash into some one.”

Clean up Clean up is a snap. When they’ve exhausted a game, I can kneel down and make a circle with your arms and say “I have a garbage can it’s time to clean up our mess!” and for the most part, they will start picking up the disks and drop them through your arms and they all end up in one place.

Conclusion Think of any game they can play and maybe a ball can be used to do the same games or activities. These are such short classes that the time does go by quickly. In fact, one day ever child is ready to go the whole session. Other days, they are fading at 20 minutes. Every one is different. But no matter who it is, the attention span is always very short. So be ready to move on, and try to have things that can flow from one activity to another without a totally new set up. We can start with something that they’ve done before, and then try something new. If the new thing doesn’t work out so well, it just might next time so move on and try that one a different day. The big question at the end of the day should be… Did they have fun? Did they get soccer movements? Did they do anything that might require soccer like awareness? I say yes. We had a change of speed when running from cone to cone. We bent down, fell, jumped, made a stop then ran as fast as we could, changed directions and even used our eyes to look where were to plan our next area to run to. So in reality, with the 3 and 4 year old ages, we can accomplish everything we shoot for when guiding any other soccer player in their early years and beyond.

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Wouter van Voorthuizen, goalkeeping trainer, Go Ahead Eagles:

“TTT: Totally Focused Training” This past summer Wouter van Voorthuizen made the switch from Feyenoord academy to the first team of Go Ahead Eagles. First goalkeeper Remko Pasveer had a great season in the Dutch second division with thirteen ‘clean sheets’. Wouter van Voorthuizen talked to us about what he calls Total Focused Training. It’s more than merely changing the technical and tactical skills of a goalkeeper. By: Wouter van Voorthuizen and Paul van Veen

No. 33 June/July 2009

Goalkeeping "In modern day football it's increasingly important to touch the players on a personal level, to get them to feel better and let this lead to increasing performance. Think about it, how is it possible a goalkeeper or player excels when under a certain coach, and disappoints when he plays with another coach. In many cases this has something to do with how a coach interacts with a player or goalkeeper and how he approaches them."

Hiddink "Great examples are Guus Hiddink, and with his recent successes in the Dutch league, Steve McClaren, who also uses the addition of a strong personal bond between player and coach."

Arguments "In the past and still sometimes now you see goalkeepers and players approached in a way which is old fashioned and bad for morale. This causes rows between the player and the coach with all the consequences that follow. Trust in each other and their qualities and that is the right basis, for success."

Bond "So not only the training sessions which the coach provides, but the personal bond between him and the players should be even more important. This has more influence on the total performance. Even last year, when I was still working at the youth academy at Feyenoord. I had a very good contact with the goalkeepers and their parents. I still regularly get asked how I feel about something or about a certain situation and how I would handle it. The advantage I have is that I am not dependent on football, so I can be a bit more honest. I don't have to beat around the bush. And I notice players like that, you do not only have to let them train hard and well, but also give them a peace of your mind now and then. On the other hand, you need to be their support if they are having problems at home or at school, and they need you to be there for them."

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Goalkeeping

Father

The same

"The same goes for Go Ahead Eagles (Dutch first division). A first for me is that I was working with 2 goalkeepers who just become fathers. Which enabled me to ask them: How are things going at home and how are the kids? This is a pressure relief and you often hear afterwards that they had a good training session, which is great. The need to perform and the personal bond should go hand in hand.

"It can't be so that a goal keepers coach works with the same exercises year in year out. Every goalkeeper asks for a specific way of coaching. This is a point about which a goal keepers coach should have to think about (Thinking) so he is able to adapt the exercises (Training) on to that. We live in an ever changing and hectic world."

Specific "Every person within a team has his own qualities. This also goes for goalkeepers, although this still is a under developed issue in modern day football. Team training sessions and goalkeeper training sessions usually stay identical, not adapting it to which goalkeeper is playing. Although some goalkeepers have certain qualities, which can be used or can be remembered to take into account. Do we play with a goalkeeper who stays on the line, or one who dares to come off his line. The defenders should know what to expect and what they can expect from him."

Approach "I work from the point of view of - 70 per cent on what kind of goalkeeper he is and 30 percent on the bases. I work with 4 goalkeepers. I have 2 couples of 2 goalkeepers who kind off resemble each other. Two of them are line goalkeepers and the other 2 really dare to come out of their box."

Style "When you have the style of the goalkeeper in mind, when you think of the training sessions and their content, you will get the maximum result together. It's always about the total improvement of the goalkeeper and to put the qualities of the goalkeeper as much to use as possible and get to the desired deployment. I am aware of the fact that when you are working with more goalkeepers you're focus should be on the first goalkeeper. By training together in random settings you are able to move/adapt your focus per session."

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Goalkeeping Focus "During training sessions you are able to put even more focus on details, which enables you as a goalkeeper coach to implement your vision, without breaking the style of the goalkeeper. At any level I believe you can learn all the goalkeeping styles. This is very much so with children, because with them the technical development is were the focus is. The training sessions should consist of repetitions and these should be the core of the session. At the top level I think you should not change too much. The goalkeeper reached the top using a certain style of goalkeeping and he often feels good about it. Let the goalkeeper do the things which he is good at. If he feels stronger on these points, his weaker points will also get better. By focusing on the strong and weak points regularly in combination with a good feeling and a personal approach, the return will eventually increase for every goalkeeper."

Voorthuizen (1) Organization: A: Ball chest height: GK2 to GK1 B: Throw: GK1 to GK3 C: Drop-kick: GK3 to GK1 D: Roll: GK1 to Trainer (TR) E: Shot near corner: Trainer to GK1

Voorthuizen (2)

Organization: A: Throw: GK1 to TR B: High ball: TR to GK1 C: Roll: GK1 to Trainer (TR) D: Shot near corner: Trainer to GK1

Vast "An important aspect of the Total Focus Training method is, that there is more than one way of educating. With goalkeepers you often see that when you teach them with one vision and in a certain way, the talent comes out right."

Voorthuizen (3) Organization: - GK1 moves diagonally forward across 3 poles A: GK1 makes the save - GK1 runs across the poles to other side B: immediately after ball A GK1 has to make save on the other side (medium-high shot) - Execute left and right

Switching "Still too many clubs work with too many goalkeeper coaches within their educational system. This makes the goalkeepers switch styles every time, because every coach wants to implement their own vision. The eventual return will never be realized, because they float between styles. From the U7s until the U16 teams they need to coach them with a single focus and vision. They goalkeeping coach of the first team needs to be closely attached to this process. The U18 goalkeepers need to be involved with the training sessions of the first team as soon as possible to promote the flow to the first team."

Goalkeeping schools â&#x20AC;&#x153;Nowadays you see goalkeeping schools

"I believe more in clinics on location, in

popping up on every corner. This is a bad

which the organization at amateur clubs

development if you ask me, because it is

gets full attention. I write a customized plan

only from a commercial point of view and not

and explain fully how there should be

out of interest for the goalkeepers. You see

coached. My DVD offers a handle for this.

Build up

the organizer only trying to expand, because

From here on out I guide goalkeeping

"With the right way of building up during the academy and training sessions, combining with the Global Training (Torsostability) walking and coordination training session and all of the technical and goalkeeping specific parts, you will be able through continuity to rightfully fill in the TTT(Total Focus Training)."

he wants more food on the table. Which

coaches and hand them the necessary

means hiring more goalkeeping coaches,

tools and technical baggage. By handing

who probably can't deliver the same quality

them a good build up in combination with

as a coach who went to a school for

the explanation on how to attach certain

goalkeeping coaches. If I would start a

goalkeeper specific issues, we plan follow

business of my own, I would take on a

up training sessions and summarize them

maximum of six to eight goalkeepers, to

into an action plan. This way I'm like some

ensure the quality remains at the right level."

sort of safety net for these clubs."

No. 33 June/July 2009

Kick it with Kenya: Soccer is a universal language. Regardless of your global location, if you put a soccer ball at your feet people will emerge, wide-eyed and ready to play. It was with this knowledge that Charles Wambulwa, a Native Kenyan, and Michele Fujii a recent college graduate and volunteer originally from Poulsbo, Washington, founded the concept for Kick it With Kenya. Wambulwa has worked as a volunteer, a High School teacher and coach, and is now a medical doctor. Upon completion of his degree, he returned home only to be greeted by the sight of his people dying from preventable diseases. Additionally, he sensed an overall air of hopelessness and apathy among the youth in the community. He was thus inspired to actively educate and lift his people from a depressed condition to alleviate unnecessary suffering. Fujii had similar observations after volunteering at a health clinic in Kenya, “it seemed like every other patient was being treated for malaria or other easily preventable diseases. So, I asked myself, why can’t we combine soccer and health education as a way of outreach to the youth in the communities?” After an introduction through Village Volunteers, a non-profit based in Seattle, Fujii and Wambulwa put their heads together and decided that a soccer tournament combined with a youth conference could serve as a magnet to bring people together to engage in healthy competition and learn about healthy living. By: Alison Stewart

Soccer is the Medium The First Youth Empowerment Conference The timing of the first annual event was crucial considering the aftermath of the controversial and violent political elections held in December of 2007; rebuilding peace, trust, and a healthy community were paramount. In spring 2008, Wambulwa traveled to Kenya to lay the groundwork for the conference, while Michele spent several months fundraising to provide the necessary monetary support for the event, approximately three hundred participants.

awareness, to basic hygiene, to recognizing that those carrying diseases are not to be shunned, but supported. During the last two days of the event the tournament culminated with the top four teams participating in intense semi-final and final matches. Though one team came out on top and holds the trophy with pride, all athletes and coaches received recognition with certificates of completion and T-shirts recognizing the event and the team’s achievement level.

The Power of Coaches From August 18-24, at a local school in Makutano Town, Kenya, the first Kick in with Kenya Youth Empowerment Conference transformed a community. Day one of the soccer competitions kicked off the conference and the following days, participants spent their mornings attending presentations and workshops addressing current social and health issues ranging from AIDS

No. 33 June/July 2009

Though the soccer tournament could be viewed as secondary to the health education participants received, important lessons are also learned through competitions. The majority of the teams in the tournament have played together for some time within a local club. Their coaches are unpaid and pull most of their experience from playing and observing, as coaches’ training is not readily

Social Development available in smaller communities. Youth seek guidance from mentors, and this holds true on the soccer pitch. Practice and preparation under the direction of a coach allows for player creativity and independence once the long-awaited competition arrives. Fujii believes the most important aspect of coaching teams at an event such as this is “empowering the youth. Coaches should be teaching and coaching not only to play well and win games, but to also empower players with leadership and teamwork skills. Help them work well with others, how to resolve situations that may arise. The coach is also someone that the youth can go to and look up to.” Solid role models are often absent in many of these young people’s lives. A local coach who cares about their success inevitably serves as an individual to whom these players are drawn. “The coach has a lot of power to change the way a young person thinks and behaves. Having a team and a good coach gives the youth an opportunity to believe in themselves and each other.” Clearly, the “education” does not stop when players step onto the pitch; values, respect, teamwork, leadership, decision-making, and enjoyment, continue to be fostered and developed. This is precisely why Kick it with Kenya works. One cannot possibly separate soccer and life, because soccer is life.

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Social Development How Can You Help?

Impact Having the opportunity to both play soccer in an organized event and learn about issues that are faced on a daily basis was clearly a memorable and life-changing event for all involved. Healthy competition coupled with student-centered education allowed youth exposure to life saving skills in a short span of time. Prior to the program, participants were asked to pose anonymous questions that would serve to shape the health education curriculum. Throughout the workshop, these questions were addressed and the participants spoke openly about issues that are often considered taboo. At the conclusion of the week, participants shared the most important thing they would take away from the experience. Yonah, a teenage boy, sums up the majority of responses received, "It is my privilege as a youth to be in a stand and fight against AIDS in our society. I am lucky for the teaching has been open and we learned how to build a great foundation of our precious life within respect, love, honour in the society. It is easy for us as youths to stand for one another and save the future generation."

Sustainability The 2008 tournament was an overwhelming success and several volunteers are currently preparing for the second annual tournament coming up in August of 2009. Last year’s participants now serve as educators in their communities, seeking to inform and educate others about how a happy and healthy lifestyle can be achieved. Though this information is something often taken for-granted in the western world, people in Kenya hunger for such knowledge. Outside educators coming in can be effective, but it

can be most power ful to learn from your own. In terms of promoting continuity postconference, Fujii supports “the goal is to reach the local youth because they are extremely willing to learn and absorb information and feel empowered when they are given the opportunity to teach others. By empowering a group of youth who will then go out and empower others with the knowledge they learned can be a very effective way of teaching. People are more responsive when they hear information from one of their own, someone they trust and respect, which is not always a foreigner.” The youth involved each year will always be invited to attend the event to serve as a volunteer and/or educator. Providing participants with opportunities to share their knowledge and return again each summer as a volunteer will encourage the sustainability of this event, allowing it to grow and evolve each year. In addition to promotion of the event, within Kenya, Fujii hopes to acquire sponsors, and develop tournaments and fundraisers in the United States and eventually world wide in order to provide support for future conferences. Reflecting upon the first annual Kick it with Kenya conference, Fujii said, “If one youth left the week long conference and made the choice to make better decisions in life or talk with a family member about how malaria is contracted or if any youth taught someone else something they learned. Then yes, it has served its purpose. If playing soccer was keeping a kid from loitering around town and stealing someone’s cows, then yes it has served its purpose. And if a youth left the classroom feeling empowered that he/she has a great future ahead of them, then yes, we’re making positive change.”

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For the 2009 tournament, Village Volunteers and Kick it with Kenya are looking for up to seventeen soccerminded volunteers willing to support the event that will take place in Dago, a small village in Kenya. This year the tournament is expanding in size and plans to include both women’s and men’s soccer brackets as well as introducing women’s netball. The conference is set to run in August of 2009 but further support is needed. Beyond physically present volunteers, donations of soccer gear, trophies, school supplies, and uniforms and/or water filters to provide athletes with potable water are also sought.

To learn more about the program and how you can assist, please visit either of the following websites: www.villagevolunteers.org www.kickitwithkenya.org

Kick it with Kenya is an organization that seeks to use soccer as a platform to educate youth about healthy lifestyle choices. A week-long clinic takes place each August to bring soccer and netball teams together to compete and learn about AIDS, birth control, and preventable diseases.

Village Volunteers is a 501(c)(3) nonprofit organization that works in partnership with rural village and capacity-building programs to support the development of sustainable solutions for community survival, education, and growth.

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Three and in

The games

It didn’t matter where you were in the world, Milan or Maidstone, Sao Paulo or Salcombe, Buenos Aires or Bognor Regis, you all did the same - played games. There was no warm up or laps, dynamic stretches or drills, and if there were enough of you, you played a game. If you were on your own or with just a couple of your mates, you kicked a ball against a wall. Some of these games can be great editions to structured football sessions at clubs. By: Paul Cooper

Spot/’Wallie’/Football Squash You usually played this with two or three people. The first player kicked the ball against the wall and then it was the next person’s turn to kick it before the ball stopped. You were also only allowed one touch. This continued until someone missed by either kicking the ball over the wall, usually to the accompaniment of breaking glass or the ball either did not reach the wall or stopped before you could get to it. Each player had three lives and it was a knock out competition with the last person remaining the winner. This game was brilliant in improve your shooting, touch and anticipation. The clever ones could judge by the angle the previous player kicked the ball and at what speed, where the ball would land and get into position early.

Three and in This game is as old as the Egyptian Pyramids and as British as

No. 33 June/July 2009

bread and dripping and in growing toe nails. It was usually played with just a few players scoring into one goal. When the goalkeeper had let in three goals you swapped keepers. The other players set each other up and it had to be a spectacular goal to count. Some kids just didn’t get it and would blast the ball from a mere six inches from the line and celebrate like an idiot. Those in the know would always give the keeper hope and the perfect goal was in the top corner from a fair distance away, but not hit too hard so that the keeper still had a 30% chance to get a finger tip to it. This also meant the ball would not go too far a distance to be retrieved. If you blasted the ball and you had no nets, the beaten keeper hands on hips, would extract some revenge by looking at where the ball had landed, some 100 yards away and then look at you and spit out; “You can get that!” You always had to give him hope so that he would not trudge off disconsolate with his ball. This was an incredible skill to master – technique, psychology, and diplomacy, all in one volley. If it was a great goal you would spend half an hour doing action replays for the whole move and going back to the start when you were not satisfied with the realism of your wonder goal. It was a real art to both shoot and dive in slow motion, more of an art in fact than playing the proper game. The game was even better when played in the dark with torches in the trees, in the mud for diving or in the snow. It was also very important to commentate on the game as you played, in the third person. You would each be a different player. The most common phrase used in the later part of the sixties in most streets, play grounds and parks was “Bagsie be Bestie”

Column

we played

The commentary would last as long as you had the ball so it would go something like this: Player One:

“Best, jinks round one player, jinks round another and pulls the ball back.”

Player Two:

“To Greaves who cleverly controls the ball and lays it off for Peters.”

Player Three: “Who shoots and…” Player Four: “Oh great save by Yashin!” Goal celebrations were important but there was nothing like the variety there is today with somersaults, rocking babies, shirts off and Elvis impressions with the corner flag. You could choose from just three celebrations. The Matthews/Finney, no nonsense handshake, pats on the back and now let’s get on with the game. The Denis Law celebration where you run with your arm aloft, or the Bobby Charlton, Helmut Haller celebration, run five yards, jump and punch the air, run five yards, jump and punch the air, until you are back in your position.

Headers & Volleys Basically the same as three and in only you could only score with a header or a volley. There was always a fierce debate whether a half volley was classed as a volley and many a game was finished early with the ball owner going home in a huff.

Wembley/World Cup Depending on which generation you belonged to, this game was very popular and has spread too many other English speaking countries, but talk to anyone from Europe about the game and they give you a blank stare. Earlier generations knew this game as Wembley, but my son’s generation, indeed it is still very popular today, know it as World Cup. It is another game played with one goal and a neutral goalkeeper. All the players are divided into teams, singles or doubles. Every individual or pair is against each other and it is done as a knock out. Rules change but my son plays it where there may be as many as eight pairs. The first round is played and when you score a goal you go through to the next round. This goes down to the last two pairs, and when one scores, the other is knocked out, so seven pairs go into the next round and so on. My son and his friends were obsessed with World Cup and these games went on from one break time to another and then continued after school.

Kerby The game is also known as Kerbies in some parts. Two players stand opposite each other on the street. The first player chips the ball and tries to hit the opposite curb. If it hits the kerb and rolls back to your side of the road you get a point and another go. If it hits the kerb and bounces back up without hitting the road and you catch the ball it is worth three points. Anything else and it is your opponents turn.

Happy Days! No. 33 June/July 2009

SCI WEBSITE ! MEMBERS AREA Our article archive consist of 120+ articles from a various sources. Some of the articles in our archive were previously published in the magazine, however, most of the articles were never published in the magazine and are exclusively available on our website.

Now Available: - Technique trainning series from Michel Hordijk (technique trainer at FC Utrecht) - Rehabilitation and conditioning series from Nol Hornix (Conditioning trainer at VVV-Venlo) - Series on Possession games - Interviews with youth coaches from Dutch Amateur clubs - Sport Marketing Articles ... and much more!

EDITORIAL

No. 33 – June / July 2009 SoccerCoachingInternational is a magazine for soccer coaches all over the world from the publisher of TrainersMagazine, the Dutch magazine for soccer coaches. The Magazine will be released six times a year. Chief editor Paul van Veen Beatrixlaan 21, 2811 LZ REEUWIJK THE NETHERLANDS E-mail: paul@soccercoachinginternational.com Publisher Sportfacilities & Media BV Visiting address: Steynlaan 19 B-D ZEIST THE NETHERLANDS Postal address: P.O. Box 952, 3700 AZ ZEIST THE NETHERLANDS E-mail: info@soccercoachinginternational.com Phone: +31 (0)30 697 7710 Fax: +31 (0)30 697 7720 Project Manager Floris Schmitz f.schmitz@sportfacilities.com Managing Editor and Translations Maaike Denkers maaike@soccercoachinginternational.com

Photographers: Tom van den Heiligenberg Jan Soek Subscription Rates You can subscribe to SoccerCoachingInternational on the website: www.soccercoachinginternational.com. The subscription rates can be found below: Subscription type: Magazine and website Trial (6 months) Website only Magazine only

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This publication is purchased with the understanding that information presented is from many sources for which there can be no warranty or responsibility by the publisher as to accuracy, originality or completeness. It is sold with the understanding that the publisher is not engaged in rendering product endorsements or providing instruction as a substitue for appropriate training by qualified sources. SoccerCoachingInternational assumes no responsibility for unsolicited material. Copyright All rights reserved. Contents may not be reprinted or otherwise reproduced without written permission of the publisher.

Graphic Design Anton Gouverneur / Tania Dimitrova studio@sportfacilities.com

Editorial Staff Andrew Blight, Paul Cooper, Guilherme Costa, Maaike Denkers, Michel Hordijk, John von Klopp, Dan Micciche, Guy Oldenkotte, Peter Rood, Alison Stewart-Ito, Paul van Veen, Hugo Vicente, Wouter van Voorthuizen

No. 33 June/July 2009

ISSN 1571 - 8794

Give Us Back Our Game Magazine W inter edition 2009 ! W O N t u o e n i z a ag M

G Working with mixed abilities O B Small sided games U G How to organise a GUBOG event Rugby Game Sense Voices from the playground The optimal learning environment for youth football