青少年足球教练手册2013-Truman-usyscm

青少年足球教练手册2013-Truman-usyscm 青少年足球教练手册2013 Chapter 1 Caution: Children at Play, Proceed With Care Chapter 2 Foundations of Coaching Children Chapter 3 Effective Coaching Behavior Coaching Five and Six Year Olds: “Which Way Do I Go?” Chapter 4 Chapter 5 Coaching Seven and Eight Year Olds: Are You My Teammate? Chapter 6 Coaching Nine and Ten Year Olds: Team Identity Chapter 7 Coaching Eleven and Twelve Year Olds: The Dawning of Tactical Awareness Chapter 8 The Role of Competition in Player Development Chapter 9 Team Management Chapter 10 Risk Management: Keeping Children Safe Chapter 11 Coaching Players with Disabilities Chapter 12 Street Soccer Sports Nutrition for Youth Soccer Chapter 13 Chapter 14 US Youth Soccer Modified Rules of Play Chapter 15 The Importance of Responsible Coaching Chapter 13 were over 19 million total soccer participants in the U.S. with over 8 million soc-cer participants under the age of 12 (SGMA, 2003). However, fewer than 20 percent of our youth sport coaches have received any type of training to become coaches (Marten, 1990; Stewart & Sweet, 1992). This translates into an imperative need to educate parents and volunteer coaches. Recent studies show that more than 73 percent of all kids who play organized youth sports end up quitting by the time they reach the age of 13 (Time Magazine, July 12, 1999). Some things that parents should know or inquire about before enlisting their children into organized soccer include: • Is your child ready (physically, mentally and socially) to participate in team sport activities? • What is the coach’s philosophy? • Will the parents be responsible for transportation, communication, fundraising, dues, snacks, etc.? • Must the parents attend training and games? • What are the costs involved? • Will my son/daughter play as much as the others? State and national youth coaching courses have been specifically designed for coaches of under-6 through under-12 players. Your US Youth Soccer ociation or local league can provide scheduling information about State Ass the courses. 超过19万总足球参与者在美国有超过800万名未满12(SGMA，2003)SOC-CER参 与者。 然而，只有不到20,，我们的青年运动教练已经收到任何类型的培训已成为教 练(貂，1990年，斯图尔特与甜，1992年)。这转化为当务之急需要教育家长 和志愿教练。最近的研究明，超过73,的所有的孩子谁发挥组织青年体育最 终退出的时候，他们达到13岁(“时代周刊”7月12日，1999年)。 家长应该知道的一些事情，或打听之前，争取他们的孩子培养成有组织的足球 包括: •您的孩子是否准备好(身体上，精神上和社会)参加团队运动活动, •教练的理念是什么, •家长负责交通，通讯，募款，党费，小吃等, •家长必须参加集训和比赛吗, •什么是成本, •请问我的儿子/女儿玩尽可能别人, 国家和民族的青年教练课程已专为6岁以下的教练，通过12岁以下的球员。您 的美国青年足球国家协会或当地的联赛可以提供有关课程的调度信息。 Children and Play Children benefit in many ways from playing games if the games are appropriate for the child’s mental and physical development. Chances are good that the child will have a positive experience in the games. Most young children from ages 5 to 8 like to run, jump, roll, climb, skip, fall down and shout while involved in play. All this makes a strong case for them to play soccer. This behavior should be considered when adults set up a playing environment. Activities should fit the developmental levels of the children. Avoid the opposite approach of having the children fit the activities. If an activity does not fit the needs of the child, the child will show either frustration if it is too difficult or boredom if it is too easy. Coaches should be well aware of a child’s varying 4 developmental levels and how their development affects the way they play soccer. Soccer is natural for young children because soccer players experience body awareness and they use various body parts. How they use balance, agil-ity, coordination, vision and social interaction can determine how they develop physical and social skills. As players get older, their development (i.e. psychomotor, cognitive and psychosocial) levels mature. This growth allows coaches to create more com-plexities in the training environment. For example, under-6 players must each have a ball; under-8 players should use one ball in pairs; under-10 can share one ball among four players and one ball for eight players is appropriate for under-12 players. The imbalance of more players and fewer balls forces more abstract thinking by the players. Remember, in games soccer coaches can’t stop the run of play to get everybody on the same page. Now that we have touched on the idea of what is developmentally appropriate, let’s describe how coaches can implement it. Players are grouped by similarity of age, but their developmental stages might not be equal. Coaches must prepare and implement a training environment that allows for each player to find success in the activity. Muska Mosston, a leading physical education teacher, introduced the concept of an instructional approach known as the “Slanty Line.” The Slanty Line is a conceptual approach with very real implications. It is built on the belief that in every activity, each participant should have the opportunity to take part at their own ability level. Imagine the old game of “High Water/Low Water” played with a rope. Two children held the rope at a certain level and everyone jumped over it. If you were unable to jump over the rope you were eliminated. The rope contin-ued to be raised until the best jumper was determined. The paradox here is that the individuals who needed the most practice jumping, received the least. hildren和播放 儿童从玩游戏在许多方面受益，对孩子的心理和生理发展如果游戏是适当的。 有很好的机会，在游戏的孩子将有一个正面的经验。 最年轻的儿童，年龄5至8喜欢跑，跳，滚，爬，跳，掉下来喊，而参与发挥作 用。这一切使得一个强大的情况下，他们踢足球。成人时，应考虑设立一个公 平的环境行为。 活动应适合孩子的发展水平。孩子适合的活动，避免了相反的做法。如果活动 不适合孩子的需求，孩子就会表现无论是无奈，如果是太困难或太无聊，如果 实在是太容易。教练应该清楚孩子的不同的4 发展水平和他们的发展如何影响他们踢球的方式。 足球是自然的年轻孩子，因为足球运动员体验身体的意识，他们用身体各部位。 他们是如何使用AGIL性，平衡，协调，视力和社会交往能确定它们是如何开发物理和社会技能。 随着玩家年龄的增长，他们的发展水平(即心理，认知和心理)的成熟。这种增长允许教练创造更多的训练环境的复杂性。例如，6岁以下的球员每个人都必须有一个球，下8名选手应该使用一个球对10岁以下八名球员可以分享四名球员中一球，一球是适合12岁以下的球员。更多的球员和球少的不平衡，迫使玩家更抽象思维。请记住，在游戏中，足球教练不能停止运行发挥让所有人都在同一页上。 现在，我们已经触及什么是发展适当的想法，让我们描述了如何的教练可以实现它。玩家进行分组相似的年龄，但可能不等于他们的发展阶段。教练必须制定和实施的训练环境，让每个玩家找到活动的成功。 ，领先的体育老师，MUSKA Mosston概念引入的教学方法称为“Slanty线。，”Slanty线是一个概念性的方式具有非常现实的影响。它是建立在相信，在每一个活动，每一个参与者都应该有机会参加自己的能力水平。 想象一下，“老游戏”中扮演高水/低水用一根绳子。两个孩子在一定的水平，并举行了绳子，大家翻过。如果你无法跳过绳子被淘汰。绳子UED继续提高，直到最好的跳线。这里的悖论是个人谁最需要的练习跳跃，得到最少。 Activity Box Each player with a ball. The players must toss their ball in the air and clap as many times as they can before catching the ball. The coach then asks each player how many claps they did before they caught the ball. (Players are to be congratulated whether they clapped twice or six times). They are then asked if they think they could beat their number with a second try. The answer hopefully will be, “I’ll try”.5 活动箱 每个球员用球。球员必须在空中拍手多次折腾他们的球，因为他们可以在接球前。然后教练要求每个球员多少拍手他们之前，他们抓住了球。 (玩家到会祝贺，他们是否拍手两次，六次)。然后，他们问，如果他们认为他们可以击败他们的第二次尝试。希望是，“我会尽力”.5 Mosston would like to take the same game, but slant the rope. Now all partici-pants can receive the same amount of turns and when a child is ready to try a new height, the opportunity is still there. It is this concept that we would like to challenge all coaches to imple-ment. Can you present activities in practice in which all players receive the same practice opportunities and are able to improve their skills? We believe this is more than just a theoretical concept, but an instructional method that should be the foundation of all coaching and the right of every youth soccer player. For example, if a player performs 15 ball taps in 30 seconds, challenge the player to perform 20 ball taps. If another player completed 22 ball taps, challenge them to perform 25 ball taps. Place both players in a potential situ-ation of personal success. We all need some form of success in whatever we are trying to accomplish. Why should young soccer players be any Mosston想采取同样的游戏～～但倾斜绳子。现在～所有的参与者可以接收同样数量的 匝数～当一个孩子准备尝试一个新的高度～机会仍然存在。 正是这种概念～我们想挑战所有教练实现。你目前在实践活动中～所有玩家收到相同 的实践的机会～并能提高他们的技能,我们相信这是不仅仅是一个理论上的概念～而 是一种教学方法～应该是所有教练和每一个青少年足球运动员的权利的基础。 例如～如果在30秒内～一个玩家执行15个球抽头挑战玩家执行20个球的水龙头。如 果另一名球员完成了22球的水龙头～挑战他们执行25个球的水龙头。将双方球员在 个人成功的一个潜在的原位振动性。我们都需要某种形式的成功无论我们试图完成的 任务。为什么年轻的足球运动员应该是任何 Chapter 27 Is coaching an art or a science? With the rapid advances in sports technology, it could be a science. However, since it deals with children, youth coaching could be an art that only improves with experience. Coaching is both an art and a science. All involved with coaching–whether volunteer or paid–and the administration of youth organizations should address player development from an educational training perspective. Rainer Martens, a noted youth sport researcher and author, stated that youth coaches exert great influence on young athletes, but fewer than 20 percent of these coaches have received any type of training to become a coach. If we are truly concerned with the positive development of children to become productive, compassionate and moral citizens through sports, then all should be adequately prepared to be a youth coach. Whether paid or a volunteer, coaches are still involved with the same aged child. Children do not make any distinction between a “professional coach” or a “volunteer coach.” Both coaches can have a profound influence on how a child views sport, physical activity, themselves and others. Jay Coakley, a noted sport sociologist, states: “Coaching education programs will become more popular because of an effort to certify youth coaches as experts. This will be done to satisfy parents’ demands for more professional approaches to youth sports and to minimize legal liability. Youth programs will emphasize sports development rather than recre-ation, and parents will become increasingly concerned about how their child’s par-ticipation may pay off in the future—in scholarships and social acceptance. “ 是执教艺术或科学,随着运动技术的快速进步，它可能是一门科学。然而，因 为它涉及儿童，青少年教练可能是一门艺术，只有有经验的提高。 教练是一门艺术，一门学问。所有教练志愿者是否参与或派付之和青年组织的 管理应该从教育训练的角度来看，解决球员的发展。莱纳马腾，著名青年运动 研究员和作家，青年队教练表示，年轻运动员的影响很大，但只有不到20,的 这些教练都收到任何类型的培训，成为一名教练。如果我们真正关心儿童的良 性发展，通过体育成为生产力，富有同情心和道德的公民，那么都应该做好充 分的准备是一个青年队教练。 无论是支付还是一名志愿者，教练仍然参与，与相同账龄孩子的。孩子不作任 何区分之间的“专业教练”或“志愿教练。”这两个教练可以有一个孩子如何 看待体育，体能活动，自己和他人产生深远的影响。杰伊?科克利，著名体育 社会学家，状态: “教练教育将变得更受欢迎，因为努力证明青年队教练的专家。这将是更 专业的青年运动的方法，以满足家长的需求，并尽量减少法律责任。青年计划 将强调运动的发展，而不是维尔瓦-振动性，和家长会越来越担心他们的孩子 的面值如何参与可能会在未来的奖学金和社会接受还清。 “ The Role and Importance of the Science of Coaching Over the last 30 years, we have experienced an information explosion. Technology and science, our knowledge of physical training, growth and develop-ment, and instructional methods have dramatically improved during that time. We now know that it is dangerous to deny an athlete water during a training session, and certain stretches such as the “hurdlers stretch,” place unnecessary stress on the knee. Children who specialize in one sport too early are more prone to overuse injuries and burnout. “Military” style coaching is no longer appropriate for youth soccer. Unfortunately, this information is not common knowledge within youth organizations. Many coaches still deny children water, many have them run laps as punishment, and many run a practice like a drill sergeant, ignoring the creativ-ity and energy that children bring to the sport. It is important that coaches seek out current information on child development by attending clinics, going to the library, and/or searching the internet. 8 The Role and Importance of the Art of Coaching The art of coaching is difficult to describe because it can’t be measured by quantitative data in a society that is most interested in measurement. Our educational system is based on proficiency tests, SAT/ACT scores and teach-ing to the curriculum. To place value on something that is difficult to measure faces much resistance. Still, the importance of interpersonal skills, developing a healthy team climate, imparting a moral and value-based coaching approach is gaining strength as an integral part of the youth soccer experience. This qualitative approach can be measured and for our purpose can be viewed as good art–you know it when you see it. A good coach who is actively practicing the craft of coaching is easily identified. The players will be active, coaches are teaching, players are learning and everyone is having fun. The quality of player/coach interaction, the development of player self-esteem and self-confidence, and introducing children to sport as a life long pursuit with strong moral values are the primary objectives of youth soccer in America. Developing winning teams or pursuing sport for future economic gains creates very few winners and countless losers. Ron Quinn states, “The needs of the child, while playing soccer, should be placed above the needs, convenience and self-interest of the adults. True player development focuses on the development of the player, not the develop-ment of the team! Up to age 12, this should be the only criteria used in design-ing and running (youth soccer) programs. 科学的教练，他的作用和重要性 在过去的30年里，我们经历了一个信息爆炸。技术和科学，我们的知识，体能 训练，成长和发展，教学方法，在这段时间已经大大改善。我们现在知道这是 危险否认运动员在训练水，如“跨栏”的地方伸展，膝盖不必要的压力和某些 绵延。 专注于一个运动的孩子太早更容易过劳性损伤和倦怠。 “军事”风格的教练 是不再适合青少年足球。不幸的是，这个信息是不常见的知识内青年组织。许 多教练还是拒绝儿童戏水，许多有它们跑几圈作为惩罚，和许多像教官运行实 践，忽视创造力性和能量，孩子们带来的运动。重要的是，教练寻求诊所就诊 儿童发展的最新信息，去图书馆，和/或在互联网上寻找。 8 教练的作用和重要性的艺术 本领域的训练是很难描述，因为它不能在社会中，是最感兴趣的测量测得的定 量数据。我们的教育系统是基于能力测试，SAT / ACT分数，教的课程。要将 价值上的东西是难以衡量的，面临着很大的阻力。尽管如此，人际交往能力， 培养健康的团队气氛，传授道德和价值为基础的执教方法的重要性正在发展壮 大，青年足球体验的一个组成部分。这种定性的方法，可以测量和我们的目的 可以被看作是好的艺术，你知道当你看到它。一个好的教练，谁是积极践行执 教的工艺很容易识别。玩家将被激活，教练教，球员们学习，每个人都获得乐 趣。 质量的球员/教练互动，发展的球员自尊和自信，并引入儿童运动作为终身追 求强烈的道德价值观是青年足球在美国的首要目标。发展优胜队伍或追求运动 的未来经济收益，创造了极少数的赢家和无数的失败者。 罗恩?奎因指出，“对孩子的需求，在踢足球时，应放在上述的需求，方便和 自我利益的成年人。真正的球员发展的重点球员的发展上，而不是开发的团队～ 12岁，这应该是在和运行(青少年足球)计划的唯一标准。 Child-Centered Coaching Richard Schmidt, a motor learning and motor development expert, devel-oped a schema theory (1975, 2000), which suggests that children up to age 14 should experience a wide range of movement in early life to aid in solving future movement challenges. “When people practice a number of specific throwing distances, they learn something that allows them to generalize this experience to the performance of many throwing distances.” Child-centered coaching places a high priority on the total development of the young athlete. The early specialization of sport skills has a limiting effect on child development. Sport skills require specific motor patterns and a child should be exposed to a wide range of movement experiences early in life. A great basketball player doesn’t necessarily have the skills to be a great baseball player at early ages. Does the name Michael Jordan ring a bell? When developing youth soccer players, apply the schema theory by pre-senting a wide range of movement activities and challenges during practices. 9 The three learning domains described below provide a conceptual framework to guide us in the design of developmentally appropriate games and practices. Psychomotor (Physical) Children grow at different rates. Balance, center of gravity, length of limbs, body mass, and gross and fine motor control all play a part in a child’s ability to move effectively. Within the same age group, some are shorter or taller than others, some have better balance, and others fall down quite often. As a result, we cannot pass false judgement on a child whose development is a little slower than the rest of the team. Activities should be designed in which players are provided the opportu-nity to practice a wide range of locomotor movements (running, skipping, hop-ing, galloping, leaping, etc.), nonlocomotor movements (bending, pulling, twist-ing, pushing, etc.) and other movement components such as balance, change of direction, strength, and cardiovascular endurance. 儿童中心的教练 理查德?施密特，电机学和电机的开发专家，开发的架构理论(1975年，2000 年)，这表明14岁的儿童应在早期的生活中体验到各种各样的运动，以帮助解 决未来移动挑战。 “当人们练习了一些具体的投掷距离，他们学到的东西， 使他们能够概括这方面的经验很多投掷距离的表现。” 以儿童为中心的教练放在一个高优先级的总发展的年轻运动员。早期运动技能 的专业化，有一个限制对儿童发展的影响。运动技能需要特定的运动模式，孩 子应该会接触到各种各样的运动经验，在生命的早期。一个伟大的篮球运动员， 并不一定有技巧，是一个伟大的棒球选手在早期的年龄。 Michael Jordan这 个名字打铃, 在发展青少年足球运动员，通过预senting运动活动，并在实践过程中的挑战 广泛应用架构理论。 9 下面描述的三个学习领域提供一个概念性的框架，来指导我们的设计，发展适 当的比赛和训练。 精神运动(物理) 孩子们以不同的速率增长。平衡，重心不稳，四肢的长度，体重，毛和精细运 动控制都扮演一个角色，在一个孩子的能力，有效地移动。在同年龄组中，一 些比别人短或更高，一些有较好的平衡，和其他经常倒下。因此，我们不能传 递错误的判断，对孩子的发展是慢一点，比其余球队。 活动中玩家提供了机会nity实行广泛的自发运动(跑步，跳绳，跳，舞动，跳 跃等)，nonlocomotor运动(弯曲，拉，扭，推，应设计等)，以及其他运动 部件，如平衡，变化的方向，强度，和心血管耐力。 Cognitive (Thinking & Learning) Knowledge gained from studying early learning theories can be used to help plan effective experiences for youth sport beginners. It is equally important to understand how a child thinks; how they perceive and understand their sur-roundings and the world. Experience and challenging the mind become the two most important characteristics of learning and future performance. The authors have introduced the work of various cognitive theorists such as Jean Piaget, Eric Erikson, Lawrence Kohlberg, and Albert Bandura in an attempt to bridge the gap between theory and practice. If we understand how the child thinks, or their stage of development, then perhaps we can better understand the child. 思维ognitive(与学习) 早期学习理论研究青年运动初学者可以用来帮助计划行之有效的经验所获得 的知识。同样重要的是了解孩子认为他们是如何看待和理解河畔圆角和世界。 经验和挑战的心灵成为最重要的两个特点，学习和未来的表现。 作者介绍的工作，如各种认知理论家埃里克?埃里克森皮亚杰，科尔伯格，班 杜拉在试图弥合理论与实践之间的差距。如果我们了解孩子认为，他们的发展 阶段，那么也许我们可以更好地了解孩子。 Psychosocial (Psychological & Sociological) It has already been mentioned that nothing good happens in isolation when learning sport skills. We cannot teach dribbling without creating an inter-est and desire to dribble. Force-feeding skill development through drills does not work! There is a great tendency to underestimate the importance and role that emotion, feelings and motivation play during the youth soccer experience. Young children don’t pass the ball to a teammate in the best position to receive it; they pass to their best friend. Why? Because most tactical decisions don’t 10 心理(心理和社会学) 已经提到过，没有什么好学习运动技能时，发生在隔离。我们不能教，而无需 创建一个跨兴趣和欲望运球运球。通过演习灌食技能发展不行～有一个很大的 倾向，低估的重要性和作用，情绪，感情和动机过程中发挥青年的足球体验。 年幼的孩子不把球传给处于最佳位置的队友接受它，他们传递给他们最好的朋 友。为什么呢,由于大多数战术决策不10 Piaget’s Cognitive Development Theory Jean Piaget (1896-1980) is credited with forging the single most comprehensive theory of intellectual development. He discov-ered early in life an interest for studying children and in particular how they responded to questions and how they reasoned answers. He determined that children think in entirely different ways than adults. He spent countless hours observing children’s spontaneous activities. His attempt was to learn from the children themselves. He primarily inter-viewed and observed children between the ages of four and twelve. Piaget recognized that children pass through “stages” of devel-opment at different rates (periods) and attached little importance to the ages associated with each stage. He did believe that children moved through these stages in the same order. He did not think that these stages are genetically determined. They represent increas-ingly comprehensive ways of thinking. He felt that children were con-stantly exploring, manipulating, and trying to make sense out of the environment and were actually constructing new ways to deal with it (Kohlberg, 1968). Piaget developed a four-stage approach that is often referred to as The General Periods of Development. According to Piaget, development is not governed by internal maturation or external teach-ings; it is an “active construction process,” in which children, through their own activities, build increasingly differentiated and comprehensive cognitive structures (Crain, 2000). For the purposes of youth soccer, parents and coaches have to provide an environment in which children can participate independently and with their peers at constructing their own soccer environment. 皮亚杰的认知发展理论 皮亚杰(1896-1980)被计入锻造唯一最全面的智力发展理论。他发现那些ered 在生命的早期儿童学习有兴趣，尤其是他们如何回应的问题，以及他们如何合 理的答案。他确定，儿童比成年人认为在完全不同的方式。他花了无数个小时， 观察孩子的自发活动。他的尝试是从孩子本身学习。他的主跨为4至12岁之间 的儿童看待和观察。 皮亚杰认为儿童通过“开发的发展阶段”以不同的速率(周期)和不重视与每 个阶段的年龄。他也认为，孩子通过这些阶段中相同的顺序移动。他没想到， 这些阶段是由基因决定的。他们代表越来越多地综合的思维方式。他觉得，孩 子们不断地探索，操作，试图理解环境和兴建新的方法来处理它(科尔伯格， 1968)。 伯爵开发四个阶段的方法，通常被称为作为一般的发展时期。根据皮亚杰的发 展没有受内部成熟或外部教，它是一个“积极的建设过程中，”孩子，通过自 己的活动，建立日益分化和全面的认知结构(克雷恩，2000年)。对于青少年 足球的目的，家长和教练提供一个环境，使儿童能够独立参与，并与他们的同 龄人在构建自己的足球环境。 Stage Summary Sensory Motor (0-2): Learning through senses and early develop-ment of language. Preoperational (2-7): Early childhood, very egocentric, highly imagina-tive. Concrete Operational (7-11): Development of rule structure, coop-erative play and development of friendships. Formal Operational (11+): Abstract thought and expanded social groups.11 exist and they are most concerned with sharing the ball with a few of their best buddies. If we recognize this, then we can work within it and create activities in which players get to know each other better. 第一阶段总结 感官电机(0-2):通过感官和早期语言发展的学习。 可预(2-7):幼儿教育，非常以自我为中心，高度的想象力略去。 具体的操作(7-11):规则结构的发展，的鸡舍术的发挥和发展友谊。 正式运营(11 +):抽象思维和扩大社会groups.11 存在，他们最关心的几个死党分享球权。如果我们认识到这一点，那么我们可 以在它的工作和创建活动中玩家获得更好地相互了解。 Principles of Coaching The principles of youth coaching are guidelines developed as a foundation or a sounding board to assess the appropriateness of an activity or training ses-sion. The following six principles are presented so that youth players receive a healthy and positive youth soccer experience. 教练的原则 青少年教练的原则为基础制定的指导方针或冠冕堂皇的委员会，以评估适当的 活动或培训SES-SION。以下六个原则，让青年球员获得一个健康，积极的青年 足球体验。 • Developmentally Appropriate. This challenges the coach to examine the appropriate-ness of the activity. The requirements or demands of the activity should fall within the range of a players’ abilities. Examples include: Attempting to teach a wall-pass to U8’s when they cannot think in advance of the ball or asking a U6 player to stay in a specific position when their spatial awareness is limited and possess a strong desire to chase the ball. 发展适宜。这挑战教练审查的适当性活动。活动的要求或需求的应属于一个球 员的能力的范围内。例子包括:试图教壁通到U8时，他们不能认为球提前或要 求一个的U6球员留在一个特定的位置时，其空间意识是有限的，拥有强烈的欲 望追逐球。 • Clear, Concise and Correct Information. How instructions are given is crucial when dealing with young children. Too much information overwhelms them and too little information doesn’t give them enough to get started. Provide enough infor-mation to get them started and then add new challenges. •清晰，简明和正确的信息。如何给定的指令是至关重要的，当带小孩子打交 道。太多的信息淹没了他们的信息太少并没有给他们足够的开始。提供足够的 信息，让他们开始，然后添加新的挑战。 • Are the activities presented in a way that allows for Simple to Complex. ongoing modifications and new challenges to meet the players interests and abilities? 从简单到复杂。活动中提出的方式，使正在进行的修改和新的挑战，以满足玩 家们的兴趣和能力, • Safe and Appropriate Training Area. The area should be free of hazardous materi-als (e.g., glass, stones, branches, holes, etc.) and be safe from traffic or other environmental dangers. The training environment should be psychologically safe. Does the child feel emotionally secure? Is the fear of failure reduced? Can the child take creative risks without the fear of admonishment from the coach? 安全和适当的训练区。此区域应无有害材料(如玻璃，石头，树枝，孔等)， 并从交通或其他环境危险是安全的。训练环境应该是心理上的安全。孩子是否 感到有安全感吗,减少对失败的恐惧,孩子可以采取创造性的教练的训诫，而 不必担心风险吗, • Decision Making. Are there opportunities for the players to make decisions? Decisions may be spatial (where to run or pass), temporal (when do I pass or run), or kinesthetic (how do I handle the ball)? These need to be present in all activities for learning to occur. Remember that learning is not efficient and that effective learning may be the result of inefficient trials. •决策。作出决定球员是否有机会吗,决定可能是空间(跑哪里去了，或通过)， 时间(当我通过或运行)，或动觉(我怎么处理球),这些需要学习发生的所 有活动。记住，学习效率不高，有效的学习可能是低效的试验结果。 • Implications for the Game. The activities presented in a training session must in some way reflect the demands a player faces in the game. The younger the player the less clear this may seem, while the older the player (i.e. 10 or older), the more clear it will become. However, the implications for the game are even 12 more important for the younger players. The coach at this level is providing the foundational movement and thinking skills that will enable the player to later solve more complex problems. •对游戏的影响。在培训会议上提出的活动必须以某种方式反映一名球员在比 赛中面临的需求。年轻球员，这似乎不太清楚，而年长的球员(即10岁以上)， 更清晰，它会成为。然而，对于游戏的影响，甚至12 更重要的是年轻球员。在这个级别的教练提供运动和思维的基础技能，使玩家 到后来解决更复杂的问题。 Eliminating lines, laps and lectures This was to be included as a principle of coaching, but we decided that its importance warranted its placement here: Eliminating lines, laps and lectures means: a) having players stand in lines waiting for their turn generally indicates an inap-propriate activity. If players are standing and not moving the activity will not keep their interest; b) running laps, especially without a ball, is a waste of time. All practice activi-ties should take place on the field, preferably with a ball; c) lectures should be left for the classroom. Children come to practice to be active and participate, not to be talked to for extended periods of time. 消除线，圈数和讲座 这是作为一个教练的原则，但我们决定，它的重要性在这里保证其安置:消除 线，圈，讲课方式: 球员站在行轮候)，通常表示一个不恰当的活动。如果球员都站着不动的活动 将不会保持他们的兴趣; B)运行圈，尤其是没有一个球，是在浪费时间。所有实践活动的关系应该发 生在球场上，最好用球; 三)讲座应该离开的教室。孩子来实践活动和参与，不被长时间谈过。 Often, coaches design activities that focus on determining a winner. These activities typically involve elements that lead to players being eliminated from the activity. Those eliminated first are players who usually need the most work on technique and decision-making. Design activities that keep all players engaged throughout the length of the activity. Eliminate elimination games!! 通常情况下，教练设计的活动，重点确定一个胜利者。这些活动通常涉及的元 素，导致选手被淘汰活动。那些淘汰第一的球员谁最需要的技术和决策工作。 设计活动，让所有玩家从事活动的整个长度。消除消除游戏～ Punishment The use of physical activity such as laps, push-ups, sit-ups etc., as pun-ishment for misbehavior is an inappropriate method of discipline. Players will come to believe that physical training is actually a form of punishment. Players need to understand the importance of fitness and making them run when there is a behavior problem is counter to what you what to develop. When the conse-quences warrant, short-term exclusion from the activity will often get a positive result. unishment 的体力活动，如圈，俯卧撑，仰卧起坐等，使用双关语ishment行为不检的纪 律的方法是不恰当的。玩家会相信体能训练实际上是一种惩罚。玩家需要了解 健身的重要性，并使其运行，当有行为问题是反什么发展什么。后果认股权证， 短期排斥的活动时，往往会得到一个积极的结果。 Game/Activity Classifications Game/activities are organized into three separate categories. It is important for coaches to select game/activities from each category that are age group appropriate. The categories are: 游戏/活动分类 游戏/活动分为三个不同的类别。重要的是，教练选择从每个类别中，适当的 年龄组比赛/活动。这些类别包括: Body Awareness — activities that emphasize the use of body parts, motion, coordi-nation, balance with and without the ball.13 Target Games — activities that involve solving the objective by going from “point A to B.” In contrast to Maze Games, these activities are more directionally defined and can be done both with and without the ball. Maze Games — activities in which the player has the opportunity to move in a 360º or circle environment with and without the ball. Even though the area is defined, it does not necessarily have a specific target or boundary to go to. These activ-ities allow the players to make decisions while moving in all directions. There are times when the concepts of each of these three types of activ-ities may be utilized in a single activity. Drills versus Game/Activities Drills are generally an absence of thought. An individual repeats the same movement or patterns exactly the same way each time. This approach with regard to youth soccer has several limitations. During a soccer game the environment is constantly changing, therefore activities must also reflect this ever changing competitive environment. Children are drawn to games and activities like opposite poles of a magnet, whereas drills repel them and decrease their interest. A game/activity approach creates an environment that allows technique, tactics, fitness and creativity to develop in harmony. Below is a simple illustration of the differences between “Drills” and “Game/Activities.” Which do you think best fits the developmental needs of children? 全球最著名意识 - 活动，强调使用的身体部位，运动，协调，平衡和无ball.13 目标游戏 - 解决目标从“A点到B”在迷宫游戏活动，涉及这些活动更定向的 定义，可以做无球和。 迷宫游戏 - 活动中，玩家有机会在360º或圆的环境和无球移动。即使该区域 被定义，它不必须去到一个特定的目标或边界。这些活动ITIES的允许球员做出的决定， 而在各个方向移动。 有这三种类型的活性性的概念可以用在一个单一的活动的时候。 钻与游戏/活动 钻头一般都缺乏思想。一个单独的重复同样的动作或图案完全相同的方式，每 次。关于青少年足球的这种方法有几个限制。 在一场足球比赛的环境是不断变化的，因此活动也必须反映这个不断变化的竞 争环境。孩子被吸引到磁铁的两极一样的游戏和活动，，而演习击退他们，降低他们 的兴趣。一个游戏/活动的方法创建一个环境，让和谐发展的技术，战术，体能和创造 力来。下面是一个简单的例子，“钻”和“游戏/活动之间的差异。”你认为哪些最适 合孩子的发展需要, Learning Through Game/Activities Characteristics of Drills Static Military Lines Boring No Thought Age Inappropriate Characteristics of Game/Activities Dynamic Organized but unstructured Free Movement Fun Decision Making Age Appropriate 14 通过游戏学习/活动 钻孔机的特点 静止 军事 线 镗 没有思想 年龄不适当 游戏/活动的特点 动态 有组织的，但非结构化 免费运动 乐趣 决策 年龄Appropriate14一 The embedded method of teaching physical skills or games involves a brief introduction and demonstration, a warm-up and stretching period, organi-zation of instructional groups, practicing and repeating specific sport techniques, intermittent verbal cues or demonstration, and concludes with “the game.” This approach, although efficient from an organizational perspective, may not be the most effective. What has been lacking are the opportunities for players to prac-tice the various techniques in the context of the actual game. 嵌入式物理教学技能或游戏的方法涉及一个简短的介绍和演示～一个热身和拉 伸时期的～组织化的教学群体～特定的运动技能的练习和重复～间歇性的口头提示或示 范～并得出结论“游戏“这种做法虽然有效地从一个组织的角度～可能不会是最有效的。 已缺乏实践的机会～玩家在实际游戏中的各种技术。 Team sports present a dynamic and unpredictable environment. To iso-late specific techniques is unwise since technique is useless without the dynam-ics of time, space, decision making, and teammate/opponent movements. 团队运动呈现一个动态的和不可预知的环境。到ISO后期具体的技术是不明智的， 因为没有时间，空间，决策，和队友/对手变动动态ICS技术是无用的。 This is where the article “Teaching Games for Understanding,” (TGFU) approach (Turner & Martinek, 1995) is gaining importance in academic litera-ture. This approach works on the premise that nothing happens in isolation. It teaches that technique cannot be learned without incorporating decision mak-ing, without considering the emotional and motivational state, and without creat-ing an environment that mirrors the physical demands of the game. If learning a skill is not enjoyable and if it does not feature lots of movement, the players will stop participating before they get to the game. If learning occurred in a static environment, do the players possess the understanding to make game deci-sions? That would be unlikely. 这是其中的文章“教学游戏的理解，”(TGFU)方法(特纳和马丁内克的，1995) 是获得在学术文献中的重要性。此方法适用于隔离的前提下，什么也没有发生。 它教导技术不能没有纳入决策了解到，不考虑情感和动机状态，并没有创造一个 环境，反映了物理的游戏需求。如果学习一个技能是不过瘾的，如果它不具有大 量的运动中，玩家将停止参与之前，他们得到的游戏。如果学习发生在一个静态 的环境中，玩家拥有的理解，使游戏的决策吗,这将是不可能的。 The game/activity approach is a dynamic instructional method that allows the participant to fully experience the sport. It is not the “just let them play,” approach. Proper technical execution is not important. Technique will improve with practice and experience. Children need to make decisions, exert themselves physically, perform technical skills and, most importantly, have fun. The game/activities presented in this manual and in the recommended books employ a coaching method in which the emotional, physical and mental aspects are addressed. The checklist below provides a measuring stick to evaluate practice activities. 本场比赛/活动的方法是一个动态的教学方法，可以让参与者充分体验到这项运 动。这是不是“只是让他们玩”的方式。适当的技术执行并不重要。技术将提高 实践和经验。孩子们需要做出决策，发挥自己的身体，进行技术技能，而最重要 的是，有乐趣。本手册中介绍和推荐的书籍本场比赛/活动，聘请教练的情绪， 身体和精神方面的解决方法。下面的清单提供了量尺评估实践活动。 Game/Activity Checklist • Are the activities fun? Are they enjoyable to perform and will it keep their interest? • Are the activities organized? Are the objectives clear? It doesn’t need to be highly structured or without any rules, but the purpose and guidelines of the activity need to be understood.15 • Are the players involved in the activities? Is there maximum participation of all players, or are some more active than others? • Is creativity and decision making being used? Are their decisions to move or employ a particular skill ever changing, or are they just repeating the same movement without thinking? • Is the space appropriate for the age group and number of players? If they can effectively move without colliding into each other as well as not becoming too exhausted from trying to cover too much ground, it is probably a sufficient area. Is the space allowing for the objectives of the activity to be realized? • Is the coach’s feedback appropriate? For younger players, feedback should be positive and frequent. Players up to around age nine view effort and ability as synonymous. If they try hard, they believe they are really good. Coaches should try to combine feedback with the player’s first name. It leads to a more personalized approach and players tend to focus on the feedback better. • What are the implications for the game? Are the objectives of the activity relat-ed to the demands they will face in a game? The younger the child, the broad-er and less clear the activity objectives may appear in relation to the game. But a closer examination may reveal key building blocks. These blocks may be in any one or all three of the learning domains (psychomotor, cognitive, and psychosocial). 游戏/活动清单 活动的乐趣吗,他们愉快的执行，并会保持他们的兴趣, •活动,目标明确吗,它并不需要高度结构化的或没有任何规则，但活动的目的 和准则需要为understood.15的 参与活动的玩家,最大程度地参与所有玩家，或者比别人更积极一些呢, •创造力和决策正在使用,他们的决定是否移动或采用一个特殊技能不断变化 的，或者他们只是不假思索地重复同样的运动呢, 年龄组和玩家数量是适当的空间,如果他们能有效地移动而不彼此碰撞以及不 试图掩盖太多的地面变得过于疲惫，它可能是一个足够大的面积。空间允许活动 要实现的目标吗, 是教练的反馈是否合适,对于年轻球员，反馈应该是积极和频繁。球员到900岁 左右视图努力和能力的代名词。如果他们努力，他们相信他们真的很好。教练应 该尽量结合反馈球员的名字。它会导致一个更加个性化的方式，玩家往往把重点 放在更好的反馈。 •为游戏的含义是什么,活动有关的要求，他们将面临在一场比赛中的目标吗, 孩子越小，广泛呃不清晰的活动目标，可能会出现在游戏中。但仔细检查可发现 关键基石。这些块可能是在任何一个或全部三个学习领域(心理，认知和心理)。 Summary Coaching is a very complex and complicated activity. We need to take it much more seriously and recognize the important role of the coach. A passage on readiness in Zorba the Greek by Kazantzakis seems appropriate to conclude this section. “I remember one morning when I discovered a cocoon in the bark of a tree, just as a butterfly was making a hole in its case and preparing to come out. I waited a while, but it was too long appearing and I was impatient. I bent over it and breathed on it to warm it. I warmed it as quickly as I could and the miracle began to happen before my eyes, faster than life. The case opened, the butterfly started slowly crawling out and I shall never forget my horror when I saw how its wings were folded and crumpled; the wretched butterfly tried with its whole trembling body to unfold them. Bending over it, I tried to help with my breath. In vain. It needed to be hatched out patiently and the unfolding of the wings should be a gradual process in the sun. Now it was too late. My breath had 16 forced the butterfly to appear all crumpled before its time. It struggled desper-ately and, a few seconds later, died in the palm of my hand. That little body is, I do believe, the greatest weight I have on my conscience. For I realize today that it is a mortal sin to violate the great laws of nature. We should not hurry, we should not be impatient, but we should confidently obey the eternal rhythm.” Can we really afford to disrupt the great laws of nature and create an environment in which youth players have not had the developmental time to adequately prepare? Shouldn’t we blend the science and art of coaching so that our young people view sport as a healthy, life long pursuit? 18 总结 教练是一个非常复杂的，复杂的活动。我们需要采取更加认真和认识的教练中的 重要作用。准备在希腊左巴卡赞扎基斯的通道似乎是恰当的结束本节。 “我记得有一天早上，当我发现了一个茧中的一棵树的树皮，就像一只蝴蝶在箱 中，准备了一个洞出来。我等了一会儿，但它是太长出现，我很急。我俯身和呼 吸温暖。我热我可以尽快开始发生在我的眼前，速度比生命的奇迹。的情况下开 了，蝴蝶开始慢慢地爬了出来，我永远不会忘记我的恐惧，当我看到它的翅膀折 叠和褶皱;猥琐的蝴蝶试图与整个颤抖的身体展开。弯腰，我试图帮助我的呼吸。 徒劳的。 它需要被孵化出来的耐心和展开的翅膀在阳光下，应该是一个渐进的过程。现在， 它已经太晚了。我的呼吸有16个 强迫所有皱巴巴蝴蝶出现之前，它的时间。它挣扎着立desper，几秒钟后，死在 我的手掌。那小小的身体，我相信，我有我的良心上的最大重量。对于今天我意 识到这是一个弥天大罪，违反大自然规律。我们不应该着急，我们不应该是不耐 烦，但我们应该有信心服从永恒的节奏。“ 我们真的能买得起扰乱伟大的自然规律和创造一种环境，使青年球员还没有发育 时间做好充分的准备,我们不应该融合科学与艺术的执教，使我们的年轻人认为 体育作为一种健康，终身追求, 18 Effective Coaching Behavior “If a coach is constantly talking or yelling at players during the game, it prevents your players from thinking for themselves.” Steve Sampson, Former Men’s National Team Coach, June 1998 You have just volunteered to become a soccer coach for a youth program in your community. Congratulations! You have just agreed to pursue one of the most rewarding and difficult challenges in which you have ever engaged. To enjoy the best possible experience, you need to adopt a number of characteris-tics and behaviors. Few of us possess all the abilities required to properly coach young children. 你刚才自告奋勇成为年轻人的节目在你的社区足球教练。恭喜～你刚才同意到追 求你曾经从事的最有价值的和困难的挑战之一。要享受最好的体验，你需要采取 一些特征的抽动和行为。我们几个拥有所有所需的能力，正确地指导幼儿。 The youth sport experience is all about children. Being an effective soc-cer coach requires certain traits. You must be a responsible adult at all times. You must possess a strong desire to work with children and to understand the complexities that exist within children of different ages, levels of development and maturity. How can you provide the best environment for children to grow, develop, and have fun? 青年运动的经验是所有关于儿童。作为一种有效的SOC-CER教练要求的某些特征。 在任何时候，你必须是一个负责任的成年人。您必须拥有一个强烈的愿望，与儿 童工作，并了解儿童不同年龄，不同层次的发展和成熟，存在于复杂。你怎么能 提供最好的环境，孩子成长，发展，玩得开心吗, Chapter 319 There are dozens of positive characteristics that one must possess to become an effective youth soccer coach. Some are listed below: Characteristics of Effective Youth Coaches • High Moral and Ethical Standards. Be an appropriate role model. • Honesty. Be fair, no one likes it if you cheat. • Respect of Players, Parents, and Community. Develop strategies to develop positive relationships with all involved. • Understanding Readiness Factors for Participation. Maturation — when to begin, how the game is structured. Learning — what are children able to comprehend and how do they learn. Motivation — internal desire to play and have fun. • Communication. Appropriate verbal and nonverbal responses (body language & gestures). Appropriate language (words, tone, volume, rhythm, articulation). • Development of an Appropriate Temperament for Coaching Children. Be sensitive to each child. Exhibit a calm personality. Show patience. Observe and Guide; Don’t Direct. Use you normal voice, not a whistle. • Ability to Motivate Positively. Develop high levels of self-confidence. Positive coaching. Don’t yell. • Possess Leadership Qualities. Be prepared. Be organized.20 Demonstrate discipline — identify appropriate and inappropriate behavior and enforce team rules. Learn to be critical of behavior, not a player’s personality. • Be Dedicated to Child Development and the Sport of Soccer. Understand what is appropriate for different ages and levels of play. Let every child play (and play a lot). • Be Enthusiastic. Your enthusiasm is contagious. Celebrate! • Have a Good Sense of Humor. Keep things light. Have fun. Smile and laugh. • Must Have Current Knowledge of Coaching Youth Soccer. Learn about children and how they learn. Learn the rules. Learn appropriate practices, activities, and content. Learn appropriate tactics and strategy. Learn how to have fun. Developing Practice Procedures (Protocols) Equipment - Every player must have a ball to use at every practice. So much more can be accomplished if everyone can be engaged in play at the same time. Players who have to wait their turn will often become bored and disenfranchised with the activities. Coaches should always bring a couple of extra balls with them to practice in the event children forget their ball. Cones and disks help organize play-ing spaces and can be used to designate boundaries, goals or a target area. Colored scrimmage vests will enhance the practice settings by allowing different players to be placed in a group. It avoids “shirts and skins” which is helpful in direct sun or in coed situations. Both are inexpensive and can be easily obtained. It is also important to keep equipment in one designated area and to teach the players the procedures for getting and returning equipment. This will help keep your practice space organized and will help you keep track of equipment. Instant Activity — When children arrive at soccer practice, they are ready to play. They often arrive at different times and wait until the coach determines when 21 practice will begin. Prepare activities in which the children can engage immediately upon arrival. They can play with a ball by themselves, engage in practice with a coach, play 1 v 1 with a teammate, or get in a group and begin to play. By the time everyone arrives, they are all playing and you can sit back and watch for a few min-utes. They come to play; let them. Start & Stop Signals — It will be important for you to devise starting and stopping signals that the players can see or hear. How do you want activity to begin or stop? These basic concepts need to be taught so players understand exactly what the signal means. Many of the games played by young players have names (hospital tag, everybody is it, etc.). Allow players to find space and begin moving and then use the name of the game to initiate play. The word “freeze” is a common stop signal and players should immediate stop when they hear the word. Avoid using a whistle. Players need to hear voice commands. Forming Groups — How do players get partners? What do you do when you have an odd number of players and the number doesn’t fit the activity you want to do. A coach needs to solve this problem. No player should be elimi-nated or have to wait their turn. Players are taught how to quickly get a partner (it doesn’t have to be their best friend every time), or to get in groups. If there is an odd number, the players need to sort it out by forming one or two dif-ferent-sized groups that will adapt to the activity the coach has implemented. Everyone is accepted; no one is rejected.22 Understanding the Potential Impact of a Youth Soccer Coach • The coach is likely to be the first person of influence in the child’s sport involvement. • Have total respect for the players, parents, officials, the game and yourself. • Never make physical gestures or verbal statements that are meant to embarrass or humiliate a player, opponent, parent, or official. • Be sure everyone plays an appropriate amount of time regardless of the score. • Set a language example and enforce it. No swearing or use of profanity ever! • Be a disciplinarian! Enforce your philosophy. • Demonstrate sportsmanlike behavior. Shake hands with the opposing coach and be sure to praise the opposition. Encourage your players to do the same. Summary A coach’s influence on a young child is extremely important. The effect that a coach has could last for an extended period of time beyond the season. Therefore, your personality, action and words could have a dramatic positive, or negative, effect on each and every child. The value of understanding children, being fair and enthusi-astic, as well as being a positive role model, cannot be underestimated.24 Coaching Five and Six Year Olds: “Which Way Do I Go?” “From 3-6 years of age children should be absorbed with play, in games of their own devising.” Plato 427-347 B.C. One ball, One Player Before we determine which way we are going, we need to know as much as possible about whom is going with us. In this chapter, the age group is U-6’s, which has a window of developmental growth difference between ages four to seven. The time of year and policies of the youth soccer program may include children who are about to turn five and children who are nearly seven years old. This is a large range based on an individual players level of development and may pose additional challenges to the youth coach. Chapter 425 Let’s touch on their developmental patterns. On the soccer field their ego-centric behavior is quite observable. Players commonly use such expressions as “my ball,” “not yours,” “mine” or “me, me, me” and why shouldn’t that be the case. Each player brings a ball and they want to touch it as often as possible, because that’s fun. ‰Psychomotor Physical movements such as running, jumping, skipping, hopping and main-taining balance are not fully developed at this age. When changing direction, a U-6 child will often tumble as a result of a high center of gravity. This does not imply that they are clumsy. They also play at full speed until they drop and then after a brief rest, they are ready to go full speed again. Children in this age range need multiple breaks during practices and games to allow for recovery, as it is difficult for them to sustain a high intensity of play for long periods of time. ‰ Cognitive They can perform tasks one at a time when simple directions are given. Complex tasks are difficult as U-6 players have difficulty linking skills together. A visual demonstration is often necessary to help them to understand more clearly what is expected of them. “My Ball,” is a commonly used phrase from this age group. This is because they don’t quite understand what it means to participate as part of a team. Tactics at this age are very limited. Their biggest concern during their play is to determine which way to go when they have the ball. Boundaries may not mean much to many children in this age group. It is common to see most or all of the players continue to chase the ball after it has gone out of bounds. ‰Psychosocial The youth soccer experience might be their initial exposure to team sport. At this point the coach must recognize the importance of the young player’s need to feel secure in practice and game environments. Their social development at this time is often limited to one best friend and many are just adapting to the social interactions that occur at school. The coach must be sensitive to this when selecting practice activities, which must include positive social interaction. Activities that involve interacting with all of the members of the team are important.26 Some general characteristics of the U6 player include: •Constantly in motion •Short attention span (easily distracted) •Individually oriented (egocentric) •About 3 feet, 3 inches tall •Weigh between 30-50 pounds •Easily bruised psychologically •Primitive eye-foot coordination •Little concern for team activities •Balance on the dominant foot •No sense of pace; they will often run until they drop Implications for training the U-6 player include: •Give brief directions; repeat when necessary. •Many activities of short duration. •Lots of water breaks. •Limit training sessions to 45 minutes •Emphasize familiarity and confidence with the ball (every child must have access to a ball throughout every training session) Sample Game/Activities It is important to vary the activities from practice to practice. New and different activ-ities can be added over the course of the season. Each activity can also be modified to make it more or less challenging (this depends on the developmental levels and abilities of the children in the group). Remember, every child must have a ball. The following series of activities can be utilized during every training session although it is wise to develop new activities and games and introduce them over the course of the season.27 Game 1: Ball Retrieve (Body Awareness/Target Game) The coach stands in the middle of the training site and collects all of the balls. The coach then explains that he will throw the balls in different directions and that each player must bring their ball back to the coach as quickly as they can. The coach puts various conditions on how they retrieve the ball (an example: with one hand; one hand with the ball touching the forehead; both hands and the ball touching their belly button, etc.). Once the children show comfort with the exercise, they are asked to maneuver the ball with their feet. Once a comfort level is reached again, the coach then creates a different challenge for the players to solve. Game 2: Body Part Dribble (Body Awareness) Each player has a ball in an area such as a 20 x 20 yard circle or square. Players dribble their ball in the space and avoid touching other players. While they dribble, the coach or leader calls out a body part, such as “forehead,” “elbow,” “chin,” “knee,” etc. Simon Says is a good variation of this activity. After the player has touched the body part to the ball, the player should then immedi-ately continue to dribble. This activity promotes listening skills and reinforces the knowledge of body parts. Very young players do not understand left or right direc-tion. If you say “left elbow”, don’t expect compliance from the player. Game 3: Glob (Target Game) Players like this so much they would likely perform this activity for the entire training period if permitted. Begin without a ball. Use cones to outline the sidelines and the finish line (a 20 x 20 yard space should be adequate). Stand in the middle of the area and talk and act like a Glob, challenging the players to TRY to run (without the ball) across the space without being caught (tagged) by the nasty Glob. Ham it up a bit to have more fun. Then, have them try to get across Glob Country by dribbling their ball while the coach tries to touch their ball out of bounds. Their re-entry back into the game can be done in many ways, (i.e. three foot taps on the ball, throw the ball in the air clap twice and catch it, etc). This is not an elimination game. Game 4: Everybody’s It (Maze Game) This activity borders on the edge of controlled mayhem. In an appropriately sized space (approximately 20 x 20 yards), develop boundaries. Each player runs around, staying inside the boundaries, trying to tag as many other players while at the same time trying to not get tagged themselves. Give a signal of when to begin and let 28 them play for 30-45 seconds. It’s a game of total vision, requiring the players to have full awareness of what’s around them. They need to learn how to move into spaces to attack (tag), and out of space to retreat (avoid being tagged). Game 5: Gates (Maze Game) The coach places cones throughout the training area (20 x 20 yards) in pairs about three feet apart. Upon command, players dribble a ball through as many “cone gates” in the time specified by the coach. Sixty seconds work well. Parents should help the players count how many times they pass through the gates as the ability to dribble through gates and count is difficult at this age. Each player gets a chance to repeat the exercise to try and beat their own score. It is appropriate for younger players to com-pete against themselves, not other players. In all the games, start first without a ball. After the players understand the objective and the rules of the game, introduce the ball. We end each age-specific chapter with a graphic representation of the tactical characteristics of players in this age group. Our first tactical sign for the U-6 player is demonstrated with a One-Way Sign.30 Coaching Seven and Eight Year Olds:Are You My Teammate? Maria Montessori, an Italian Physician and Educator, who lived from 1870-1952, developed the idea that structuring the play environment enhanced learning. We believe that by designing coop-erative and competitive activities, young players better learn and understand how to begin . to be part of a team Two Players - One Ball This is the age where players can begin to understand the concept of working with a teammate. The notion, or willingness, to intentionally pass the ball to someone is just beginning to take hold. In the U-6 year old age group, efforts from coaches and parents to encourage the player to pass the ball usually Chapter 531 failed. Coaches and parents will have more success encouraging players to pass the ball in the seven to eight year old age group. In this age group, the player begins to think beyond their personal needs and actively looks to pass to a teammate. In many cases they will pass to their best friend and not necessarily the player in the best posi-tion to receive the ball. Some players will be more developmentally mature and seem more advanced than others. To help offset this, encourage continued practice without cre-ating an elitist attitude. Some players will go back and forth between egocentric play and cooperative play while others will appear to lag behind due to a slower develop-mental path. The “two players-one ball” concept that applied to this age group should encourage a coach to design activities in which players are sharing a ball. However, this does not mean that players should no longer do activities that require individual ball work. Even professional players work individually with a ball! An NBA player will go to the gym and work on their dribbling skills and jump shot. Do not ignore exercises used in earlier developmental stages. Player Characteristics It is important to have a basic understanding of how a player thinks, feels, acts and moves. Below is a brief description of the domains of learning in seven and eight year olds. ‰Psychomotor •Skeletal system is still growing; growth plates are near the joints. Be aware of possible injuries to those areas. •Cardiovascular system is less efficient than an adult’s; a child’s heart rate peaks sooner and takes longer to recover. •Temperature regulation system is less efficient than adults; children elevate their core temperature more quickly and take longer to cool down than an adult. •Improvement in pace and coordination from U-6; the immaturity of a U-8’s physical abilities are still obvious. ‰Cognitive •Concrete Operational Stage (see Piaget text box, Chapter 2). Language vastly expands and ability to recall previous events is enhanced.32 •Show a limited ability to tend to more than one task at a time; the simple task of con-trolling the ball demands most of the attention capacity, thereby leaving little or no capacity for tactical decision making. •Understanding of the relationship between time and space is beginning to develop and will be limited by the individual player’s capacity to attend to multiple tasks. •Show limited experience with understanding personal evaluation; effort is synony-mous with performance; they feel if they tried hard, they performed well, regardless of performance. ‰Psychosocial •Self-concept and body image are beginning to develop, but are very fragile. •Great need for approval from adults such as parents, teachers, and coaches; like to show individual skills. •Easily bruised psychologically by adults; negative comments carry great weight. •Like to play soccer because it is “fun.” Intrinsically motivated. Play for their own enjoyment. •Their universe has expanded beyond their home environment to the neighborhood. •True playmates emerge with the inclination toward small group activities. •Team identity is limited; “I play on Coach Tom’s team” or “I play on the Tigers.” Club and league concepts are nonexistent. •There is a desire for social acceptance; they want everyone to like them. •The influential person is most likely their father or significant parent. General Characteristics of U-8 Players •Attention span is a bit longer than the U-6 player, but still not at the “team at all costs” intensity. •Inclined more toward group activities.33 •Still in motion-twitching, jerking, scratching and blinking are all second nature phys-ical movements. •Still very sensitive (dislike personal failure in front of peers); ridicule from the coach in front of the group is very destructive. •Santa Claus is no longer a peer topic of discussion. •Boys and girls are still similar in physical and psychological development. •Beginning to develop some physical confidence (most can ride a two-wheeler). •Still into running, jumping, climbing and rolling. •More into imitation of the big guys (identifying with sports heroes is becoming important). •Still lack a sense of pace; will run very hard most of the time and chase the ball until they drop. Typical Training Session Format •Should not exceed 1 hour. •Warm-up, each player with a ball, stretching and soccernastics (individual and paired activities with the ball). Allow 10 minutes for this. •A mixture of individual and partner activities. Add more maze-type games and introduce target games. (30 min.) •Conclude with small-sided game 4v4 to two goals with no goalkeepers. (20 min). Sample Game/Activities Game 1: Math Dribble Every player has a ball and works within a confined area. Players dribble to keep control while avoiding others. While they dribble, coach or leader calls out a math problem. The players immediately solve the problem by forming the appropri-ately sized group. This activity organizes groups without asking players to choose a partner or counting off. For example, if your next activity requires partners, call out 1+1 or 3-1. The activity encourages dribbling in a 34 confined area, changing direction and changing speed. Quick reaction to cues, awareness of other players, problem solving and listening skills are stressed. Game 2: Ball Retrieve in Pairs (Target Game) Work with one ball between two players. Using general field space, start from the middle of the field. One pair of players hands the coach a ball who tosses it away and calls out a number from 2-10. Whatever number the coach calls, each pair of players must return the ball to the coach by passing the ball with their feet in exactly the asked for number of touches. The players decide how to solve this problem. The coach should rapidly toss balls away to keep the activity flowing. The coach can also move to a different space after the ball has been tossed so that players must be aware of where they are going. The activity encourages working in pairs, pacing of passes, playing to a target, and keeping the heads up to scan the environment. Game 3: Gates in Pairs (Maze Game) Using pairs of cones, the coach constructs 8 to 12 randomly spaced goals that are placed approximately three yards apart. Each pair of players should have one ball. After a signal from the coach, pairs of players attempt to play as many passes to each other as possible through the gates in 60 sec-onds. Players cannot play a ball through the same gate on consecutive passes. At the end of 60 seconds, challenge players to improve on their first score. This activity encourages problem-solving, speed of passing, changing direction, receiving and passing to feet, communication and cooperation. Game 4: Pac Man (Maze game) Each player has a ball in a confined area of approximately 20 x 20 yards. Adjust the space to accommodate the number of players. All but two players must place their ball outside the area. The two players with the ball are the Pac Men. Pac Men dribble their balls and attempt to hit other players below the knee with a pass. Players try to avoid being hit by running, dodging and jumping. Once a player is hit, he/she gets their ball and becomes a Pac Man. The game continues until all players have been hit and have their ball. The activity encourages dribbling and passing to a moving target, decision making, changing direction, cardio-respiratory endurance, and allows all ability levels to play equally. If players are hit early, they will have more opportunity to dribble. If they manage to avoid getting hit until near the end of the game, their challenge increases greatly.35 Game 5: Boss of the Balls This is a small-sided game of 4 v 4 to two small goals and is played in an area of approximately 20 x 30 yards. The coach is standing at the midline with all of the balls. Ball one is put into play and the game begins. As soon as a goal is scored or a ball goes out of bounds, the coach tosses or kicks in another ball. When the coach runs out of balls, players run to collect and return all the balls and the game begins again. Note to Coaches and Parents: don’t retrieve balls! The game must have a natu-ral ending point. When a coach runs out of balls, players must gather them up if they want to keep playing. 36 Coaching Nine and Ten Year Olds:Team Identity Friedreich Frobel, German Educational Reformist (1782-1852 A.D.), fostered the idea that learning can occur through play and games. One Ball - Four Players Children at this age are typically enrolled in grades 4 and 5 and may have been playing soccer for half of their lifetime. Some children, however, choose to Chapter 637 begin play in soccer at this age. Both boys and girls are beginning to demonstrate an improved ability and a mastery of some aspects of basic locomotor, nonlocomotor, and manipulative skills (the ability to control objects, either directly through hands and feet, or indirectly with an implement such as a tennis racket). They have also begun to develop basic technical abilities to play soccer and their cognitive understanding of tactics and strategies is evolving. They are begin-ning to demonstrate an ability to think in advance of the ball (anticipation). Formal schooling plays an increasingly important role in the development of chil-dren’s thinking. They will demonstrate a very basic form of self-awareness; of realizing what they know and what they don’t know ‰Psychomotor During this period, children gain a tremendous amount of physical strength, endurance, and power. Strength is related to body size and muscle mass. During childhood and adolescence, boys tend to have greater strength, especially in the trunk and upper body when compared to girls; however, leg strength differences are minimal. Motor performance is most often measured by a variety of motor tasks that require speed, balance, flexibility, explosive strength and muscular endur-ance. Children are in a linear growth mode (from head to toe) that peaks with a growth spurt at adolescence. Some children will grow faster than others. Height can approach 5 feet and weight can reach 80 pounds or more. Significant physical differences appear between genders from 10 to 11 years of age and onward. ‰Cognitive There are significant changes in a child’s memory ability in nine and 10 year olds, particularly in deliberate recall memory. By the age of 11 or 12 their deliberate recall memory is similar to an adult’s. They have the ability to remember and follow more complex instructions, which enables them to solve higher-level problems. Improvements in memory reflect a child’s increasing fund of knowledge and experience. Children begin to move from Piaget’s 3rd period of cognitive development (concrete opera-tions) to the 4th stage of cognitive development (formal operations). Children in this age group develop an ability to focus longer and stay “on task.” They begin to sequence thought and actions and they begin to think in advance of, or anticipate, the ball. They will start recognizing when and where to move with and without the ball and they begin to develop a sense of pace. Young soccer players must be observed and assessed in authentic game related activities that 38 foster learning in all three identified domains–psychomotor, cognitive and psychosocial. ‰Psychosocial Players begin to initiate play on their own and are likely to want to play rather than to be reminded that it is time to go to soccer practice. Many play-ers are becoming more serious about their play and with whom they play. Peer group attachment and the pressure generated by peers become significant. There is a need to belong and the association with a team becomes increas-ingly more important. They will develop a group of friends; there is great social need to interact. Adults outside of the immediate family (most notably the coach) begin to take on added significance. Gender differences become more apparent. Over 76% of girls aged 9-12 cited “FUN” as the primary reason to be physically active (Jaffe & Manzer, 1992). Sample Game/Activities Game 1: Ball Retrieve - Groups of Four Players are in groups of 3 or 4 with one ball in general space, about half a soccer field. The coach tosses or plays the ball away and players must return it to the coach with each player touching the ball (feet only) at least once. The final pass should be played to a player standing next to the coach. The coach then calls out a number and players must return the ball in exactly that many passes. The activity encourages players to think in terms of length and width as well as collective play. The coach can move within the space to make the task more difficult. Game 2: Elbow Tag Players are in pairs with their elbows hooked and standing in a random for-mation. The other hand is on their hip with elbow bent. The coach breaks apart one pair and gives one player a cone or small ball to carry. This player chases his/her part-ner and tries to tag them with the cone. The players may not throw the object. If they tag their partner, the player drops the object and the roles reverse. The player who is being chased tries to get safe by hooking onto an empty outside elbow of another player. Once this occurs the player on the opposite end must leave and is now being chased by the player with the object. Once the players get the hang of it, involve another pair, so now you have two chas-ers and two players being chased. Players chasing can tag anyone who is not safe on 39 an elbow. Continue adding chasers and runners until the game completely falls apart from sheer fun and chaos. This activity encourages quick thinking and anticipation, as well as a great deal of sprinting and changing direction. Game 3: Hurricanes & Ladders Play consists of two teams of 5 to 7 players with one ball using half a field. One team starts out as the ladder; the other is the hurricane. The coach tosses the ball away and the ladder group must run to the ball, form a line and immediately begin handing the ball to the end of the line in an over the head/between the legs fashion. At the same time the hurricane team forms a tight circle or huddle and watches while one team member runs around the huddle as many times as possible before the ladder group completes the process of passing the ball from the front to the back of the line and yells stop! The number of circles is counted and the roles reverse when the coach tosses the ball away again. Play until one team reaches 10. This activity encourages teamwork and problem solving. Game 4: Defrost Tag Start with two equal teams and a 30 x 30 yard area. One entire team is inside the area without balls. The other team starts on the outside of the area with one ball per player. On the coach’s signal, the team with the balls dribbles into the area and tries to hit the other team players below the knees. Emphasize passing, not shooting, the ball. Players can run or jump to avoid getting hit. Once a player is hit with a ball, they freeze and must stand with legs apart and hands on hips. A frozen player can be unfrozen if a teammate crawls through the legs. The objective is to see how long it takes to freeze the entire team. Safety note: as long as a part of the crawling player’s body is still beneath the frozen player, both players are safe and a ball cannot be played at them. Only when a player crawls completely through a frozen player does the frozen player become unfrozen. Both are then actively back in the game. Use a time limit or end it when all players are frozen. Make sure that each team gets a chance to play both roles. This is a great activity for deceptive dribbling, passing to a target and fitness, as well as fostering communication and problem solving skills.40 Game 5: Get Outta-Here Set up a small-sided field with two equal sized teams. Players will play in a two versus two format played to two small goals at each end of the field. A 30 x 20 yard space with goals approximately 6-8 feet across and 4 feet high will work well but any small size goal will work. The starting point is on the outside of the field at the mid-line. The coach tosses a ball onto the field and one pair from each team runs onto the field for a 2 v 2 situation. If a goal is scored, the scoring team stays on while the defending team sprints off and a new pair runs on. If a ball goes out of bounds or a goal is not scored, coach shouts “Get Outta-Here” and both pairs must run off the field and are replaced by the next two players from each team. Teams with odd numbers of players must organize effectively so that every player plays an equal amount. Each team must keep track of the total number of goals they score. The game can be played to a final score or with a time limit. This is a fast paced activity that requires concentration from everyone on and off the field. U10 TACTICAL SIGN 42 Coaching Eleven and Twelve Year Olds:The Dawning of Tactical Awareness William James, An American Educator/Psychologist (1842-1919), promoted the idea that play was the result of instinct. He fur-thered the idea that children learn best when they are motivated by their own interests. Chapter 743 One Ball Four to Eight Players Teetering on the edge of childhood and adolescence, the U-12 player pres-ents a myriad of problems, but a gold mine of potential. Not only can they follow complex instruction, they now have the ability to create their own variations of the games. When compared to younger players, the U-12 player demonstrates a greater degree of analytical thought, which enhances tactical understanding. Still, their performance during match play will be inconsistent. Much of their training should consist of small-sided games with various playing or field conditions placed upon the players. ‰Psychomotor As muscles mature, strength and power become a factor in their perfor-mance. Prior to age 11, running up and down the field presented a physical challenge in itself. With a size #4 ball in play and natural muscle development taking place, the U-12 player can strike the ball with ample distance and with a degree of directional confidence. A coach can ask and should expect players to execute a pass successfully much of the time. Coordination improves in the 11 and 12 year old. In order to strike a soccer ball with one’s foot and send it in a predetermined direction, it requires proper technique and coordination of the entire body. Players will begin to gain more confidence with the ball above their waist and upper body traps and head-ing takes on a bigger role in their play. Skills of the goalkeeper are also being developed and require flexibility, agility and overall body coordination. Players are growing and many players may be well over 5 feet in height and 100 pounds in weight. There are now significant, observable differences between genders. ‰Cognitive Educators refer to the U-12 age as a fertile period for learning. They contend that enough basic knowledge is present to allow a nonrestrictive element of inquiry on the part of the learner. This means they can sequence thoughts and actions and perform more complex tasks. Players at this age are entering Piaget’s fourth stage of cognitive development called formal operations. Players can be expected to use more abstract thought in meeting the demands of the game. A coach can expect his players to understand the game and use teammates to help solve problems. If training sessions present appropriate problems for players to solve, reasonable game results can be expected.44 At this point in the development, U-12 players should be able to simultane-ously run, strike the ball and think. The idea that field space can be successfully covered by several small passes or one properly played pass begins making sense to players. The U-12 player is usually eager to learn. They are very much internally motivated to play but the nature of training sessions is crucial. It may stimulate or stifle the learning process. ‰Psychosocial Whether a child enters puberty early or late has important psychological implications. These implications have direct impact on how a child develops relation-ships with teammates. Girls have a tendency to form cliques, boys take a more broad approach to team relationships. Popularity influences self-esteem. The manner in which they feel about themselves can determine how they relate to their teammates. Rules can be modified and created based on acceptance and/or agreement from the group. The Game as Teacher The U-12 player should be exposed to as many game-like situations as possible during training. For this to happen, all of the elements of the game that create realistic situations should be in place. These elements include: ball, field, laws, teammates, opponents, and objectives. •Ball - The use of a ball by each player throughout practice is essential for building confidence and maintaining realistic qualities that relate to playing soccer. Young players need to practice individually with a ball, a partner, in small groups and with their team as a whole. Having plenty of balls available increases opportunities for decision-making and less time is spent retrieving stray balls. •Field - Select the size of the playing area to correspond to the age, skill and demands of the practice. The size of the space puts some limitations on players. Too small a space may frustrate players as they don’t have enough time or space in which to play. Too large an area will not challenge the players to “make” their own space, may lull them into feeling too comfortable and won’t prepare them for the rigors of game space. •Laws - The use of the laws of the game and fair play (sportsmanship) should be emphasized in practice. This will lead to compliance in games. Laws such as off-side should be included in sessions that relate to how the law is enforced in the game. 45 •Teammates and Opponents - All decisions in the game are made based on the position of the ball, the objective of the game, the positions of teammates and the positions of the opponents. This requires keen observation of all players. The decision to pass, shoot, dribble, cross, and receive in one direction or another are all made based on this observation. •Objectives - Players should be challenged to play to an objective. Whether they score a goal or create points, the players should set and achieve results of their play. Correcting Technique Technical correction (i.e., foot placement, follow through, etc.) are effective with this age group since they can now visualize what it is you want them to do and how you want them to do it. Using the “freeze” method during play to describe, explain and correct is useful, but it should not be over-used. Trial and error, which includes free play, is a process of eliminating those skills that fail and experimenting with those that lead to success. Players need to be encouraged to self-correct mis-takes they make during their play. This comes from instruction, feedback, and experi-ence. When introducing new skills, one must manage the tightrope between challenge and frustration. If practice is too simple, the player might lose inter-est; if the practice is too difficult, frustration creeps in rapidly and the player may give up, thinking that they “won’t get it.” Tactical Awareness — Team Concepts It is easy to fall into a detrimental method of coaching known as “over coaching.” The coach should first wait and observe, so players can search for solutions. Try hinting at something rather that offering an all out solution. Ask opinions (make sure you know the right answer). When time comes to coach, communicate clearly, concisely and correctly. An U-12 player can discuss and understand basic tactical concepts such as depth, width, balance and individual player responsibilities. But, remember that not everyone on your team will be at the same level of tactical understanding. At younger ages, distribution of the ball by the coach has many advantages, but as players get older they must experience realistic restarts. Goalkeepers must be encouraged to distribute the ball from their end and field players should play the ball from the touchlines. Allow players to keep score during games, encourage good sportsmanship and allow for a competitive atmosphere to exist in practice.46 Bear in mind many players are afraid to experiment in practice and games for fear of failure. This fear is related to many cues given consciously or unconsciously by adults. Young children care a great deal what adults think of them. They strive to perform for adults, to the point of substituting safe, medio-cre play for more daring and dangerous play. We must allow players the freedom to play without fear to encourage their more creative responses. Why Small-sided? When we see a professional soccer game we watch as 22 players attempt to score goals or to try and prevent goals from being scored. This is a simple and true outlook on the game. All players must at one time or another be both an attacking player and defensive player. Youth players need to practice this condition until the reaction becomes permanent. Small-sided games provide this opportunity in abun-dance. The ebb and flow of 4 v 4 and other small-sided combinations offers innumer-able situations in which transition takes place. Characteristics of Small-sided Games •More opportunities to play the ball. The fewer players on the field, the more possible times a player will come in contact with the ball. In fact, players will find they have no choice; the ball will quickly find them! •More opportunities to score. Many players in an 11v11 game are not inclined to seek the goal, because they are so far away or because of defensive restraints. •More opportunities to scheme. As we play we must constantly change and adapt to our surroundings. This challenge is the basis for tactics. How do we solve the puzzle? •More opportunities to coach. The small-sided game allows coaches a perfect opportunity to observe and analyze the individual and collective responses of players under quick game-like conditions. Are players comfortable with the ball? Are they confident in defense? How well do they adapt to the unexpect-ed? Do they recognize goal-scoring opportunities?47 Sample Small-sided Game/Activities Game 1: Grab the Tail (Warm-up) On a field 25 x 20 yards (based on 12 players), players tuck a scrim-mage vest into the back of their shorts. On the coaches signal all players try and grab each other’s tail and throw it to the ground. All players continue to play even if they have lost their tail and play until there is one player remaining with a tail. A variation is to allow the player to keep any tail he/she has captured. See who can collect the most tails. This activity encourages quickness, speed, and schem-ing. A quick warm-up activity should be followed by several minutes of stretching especially emphasizing range of motion in the major muscle groups. Game 2: Soccer to One Target (Target Game) On a 40 x 30 yard field (12 players), each team has five field and one target player (he/she can be the goalkeeper). The target player may run the length of the goal line opposite the field players of his own color. The object is to score by playing the ball to the hands or feet of the target player. The target then distributes the ball to the opposite color, before it crosses midfield, who then attempts to play the ball to their own target. Keep the game continuous. A variation to this is the team that scores keeps possession and attempts to score on the opposite target. The team who gave up the score must change ends of the field quickly in order to defend the distribution of the ball to a member of the team who just scored. This small-sided game encourages accuracy and pace of pass, an early forward pass, following the pass and distribution. Coaches should observe and praise players when they recognize the forward pass, keep possession long enough to get a clear chance to play forward and are in good position to receive the ball. Game 3: Barrel Ball (Target Game) This is commonly called a street-game. Use up to half the field with a barrel in the middle. The rules are quite simple: two teams play against each other and score a goal when they hit the barrel. The last player who touches 48 the ball before it hits the barrel receives the goal, regardless of which team shot the ball. Players are not permitted to touch the barrel. It would be good to have at least a one yard dead space around the barrel where players are not allowed to stand. Award bonus points for a ball that is played in the barrel (this is difficult but a great chal-lenge)! This is a great small-sided game that can be used to start or end a practice. Players have to possess the ball under pressure, find the open player and make accu-rate passes, and shoot the ball quickly and accurately when presented the opportu-nity. Game 4: Triangle Goal (Maze Game) Using cones or flags create a triangle goal in the middle of your training space. The sides of the triangle should be approximately 8-10 yards in length. Two teams of approximately 6-8 players each play against each other. The defending team places three goalkeepers on each line of the triangle goal while the remaining 3-5 players defend against the attacking players. A goal may be scored on any side. The team in possession is the attacking team and attempts to shoot or pass the ball across any one of the three triangle sides. The height of a “good” shot (goal) is determined by the coach. When possession is lost, goalkeepers must vacate the goal and the team that has lost possession must employ a quick defensive transition to avoid being scored upon. Play is to a set number of goals or to a time limit. If a goal is scored the team who scored can become the defending team or can be allowed to retain possession and try to score again. If the defending team gains possession, the three goalkeepers sprint out and three new players from the other team must run in and take up goalkeeper positions. The roles are now reversed and play continues. This activity encourages transition play and changing the point of attack. Game 5: Four Goal Game Two teams play on a 40 x 30 yard area with goals in each of the four corners. Each team will defend two goals and attack two goals. Goalkeepers are optional. One goalkeeper could be utilized to defend both goals. This game encourages changing the point of attack and establishing field width. Players are able to identify which goal is the most vulnerable to attack.49 What About Goalkeeping? Last line of defense - first line of attack. Many of the law changes in soccer have been centered on goalkeeping; how quickly the ball is released, what is allowed in the passback, etc. All of these new laws have forced us to reconsider the overall dynamics of goalkeeping. More than ever before, modern goalkeepers cannot detach themselves from the game. They have become vital elements of the attack as well as their more traditional role as the last defensive stand. They must be accurate passers of the ball during distribution, reliable receivers of the ball under pressure and even show deftness at heading when clearing errant back passes. This means that the youth goalkeeper must be competent in field skills. Most goalkeeping skills are specific to the position (catching low, medium and high balls, diving, throwing). Older players are more likely to embrace goalkeeping as a more or less permanent role. How well these players incorporate the physical and mental skills of both field player and goalkeeper will determine the true effectiveness of their jobs as the first line of attack and the last line of defense. Some Key Considerations •Players at the U-10 level and older should be encouraged, not forced, to be exposed to goalkeeping roles in practice. Many players develop goalkeeping skills at older ages. Exposing many players at U-10 and U-12 to the position could help identify a hidden talent. Further, exposure to the rigors of goalkeeping may help field players understand the difficulty of the position.50 •Goalkeeping should become an active part of every practice. Unfortunately, many coaches incorrectly set up practices where goalkeepers work mostly by themselves and call on them only for shooting exercises. Goalkeepers should be used early in practice in technical development with the ball at their feet, and either as targets or in their primary role in front of the net to solidify their importance. They should not only play as shot blockers and distributors of the ball, but as active communication links with the rest of the team. •The role of the goalkeeper needs to move beyond that of a shot blocker during shooting practice. Coaches should permit goalkeepers to distribute the ball, which increases their decision-making and communication abilities. The goalkeeper’s offensive role should develop in concert with their defensive role. •Be Active. Concentration by the goalkeeper is vitally important to their effective-ness. Goalkeepers who stay on their line or who are not attached to the rest of the team will soon be reacting to a desperate situation instead of a relatively safe one. Encouraging goalkeepers to be involved and ready goes a long way in reducing dangerous situations. •Goalkeeping is a tough job. Much is expected of goalkeepers, but they receive very little praise. In many ways, goalkeepers are subject to open and unforgiving exposure. Mistakes are clearly showcased and become very personalized, and psychologically deflating. Mistakes will be made. Encouragement and understanding mixed with sound coaching advice will go a long way in creating a stimulating playing environment. •When to begin as a goalkeeper is a question asked by many coaches. The authors believe that initiating goalkeeping in games prior to age nine is inap-propriate. Children should be exposed to body movements that simulate what goalkeepers do, but to put them under the pressure of being a goalkeeper before they have developed some basic psychomotor and cognitive skillsis inappropriate.