Coaches
All coaches are volunteers. The coach’s primary goal is to prepare the player to successfully
recognize and solve the challenges of the game on their own. It is vital that coaches approach
soccer with this in mind. All coaches are responsible for setting a positive example for players
by displaying good sportsmanship and respecting the rules of the game. Disciplinary action will
be taken against any coach who does not support the positive mission of the athletic
department. Coaches must exhibit proper conduct at all times and must make sure their players
and spectators do the same.
 The use of tobacco is strictly prohibited on the playing field and on the players’ bench
 Alcoholic beverages and any illegal substances in any form are strictly prohibited within
the confines of the parks.
 The use of profanity and obscene gestures by any player, manager, coach, referee,
spectator, family member, or parent/guardian is prohibited.
Parental Responsibility
 Parents must shoulder the responsibility and take initiative to make the program
successful. Each parent should join in the total effort. There is opportunity for all to
participate. Parents, spectators, and family members must make sure their conduct is
proper in every respect, demonstrate GOOD SPORTSMANSHIP, and ensure their
children and players to follow the same conduct.
 Each coach is ultimately responsible for the conduct of their team’s spectators. If there
is a problem with disruptive spectators, the referee is to warn the coach of the
offending spectators. The coach shall then speak to the involved parties in an effort to
rectify the situation. Should this fail, spectators may be asked to leave the field and the
coach may receive a yellow or red card. In extreme cases, the referee can suspend the
game.
Clean-Up
All coaches, players, and parents/guardians are responsible for making sure all garbage is
properly disposed of at the end of all games and practices. This includes school fields as well as
park district fields. Please help keep our fields, stands, and parking areas clean.
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Scheduling
Practice Schedule – Practices are determined by the volunteer head coach for each team. Each team will
receive 1 practice/week for 1 hour. Once all teams have chosen a practice day/time/location and master practice
schedule will be posted on www.mppd.org and given to all teams. If a practice gets cancelled or you would like to
hold more than 1 practice/week your team may do so once the master practice schedule has been posted. You may
only use space that is not being used by another team according to the master practice schedule.
Season Schedule – Play is separated into fall and spring seasons. The fall season runs from approximately the
middle of August until the end of October. The spring season runs from approximately the beginning of April until
the middle of June. Each season will have at least 8 scheduled games.
Schedule Changes – There will be NO changes in a team’s scheduled game date, time, location, unless
authorized by the league coordinators.
Rescheduling of Rain Outs and Suspended Games – Coaches will contact each other to agree on a date,
time, and location and inform the league coordinator. The league coordinator will confirm the field and referee are
all set to play. Parents should be notified of the rescheduled game as soon as possible.
Games per week – Teams will play one game per week. Games will be played on weekend mornings or
afternoons. In case of a make-up game, it shall be understood that a weeknight may be preferable to complete the
schedule.
Pre-Game Procedures:
1. Please have your team arrive to the field at least 15 minutes before your scheduled game
time.
2. Warm-ups for your team are encouraged. (i.e. quick shooting drills, stretching, running,
etc…)
 Your team may use the game field if it is not being played on at that time
 Otherwise choose an area to the side where your team can warm-up
3. Introduce yourself to the referee(s) to go over any details that might need to be
covered before the game begins. (The refs will be instructed to do the same)
4. 5 minutes before your game time the referee (s) will check equipment for each team to
make sure each player is properly equipped with uniform (tucked in jersey), shin guards,
& proper shoes/cleats.
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5th –8th Grade teams, rosters are subject to be checked by the referee before the game begins.
All Jewelry & metal hair barrettes must be removed – Earrings need be removed or covered with
tape.
Sport glasses are recommended. “Street” glasses are permitted, but must be secured by a strap.
Players wearing padded casts that are deemed safe by the referee will be permitted to play.
5. Once equipment has been checked and approved by the referee(s) –For all grade
levels, coaches will send 2 captains to the middle of the field for the pre-game coin
toss to see which team will kick-off to and which goal to defend to start the game.
 If your team wins the coin toss – You choose Kick-off or which goal to defend
 Opposing team chooses which goal to defend for the first half or they will kick-off
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Common Soccer Terms
 Advantage Rule – Applied by the referee when, in his judgment, penalizing an infraction
would give an advantage to the offending team. The referee signals that play is to
continue, and no penalty is called.
 Ball side – Pertaining to that side of the field where the ball is.
 Block Tackle – Attempting to dispossess an attacker of the ball by blocking it with the
inside of the foot at the same time he/she attempts to kick it in the opposite direction.
 Cautioned Player – A player notified by an official that his/her activities are not in the
best interest of the contest. Such a player must be shown a yellow card and shall leave
the field and may be replaced. A second offense warrants a red card and removal from
the contest
 Centering – Passing the ball into the goal from a wing area of the field
 Corner Kick – A direct free kick taken from the corner area by a member of the
attacking team, if the ball goes out-of-bounds across the goal line and was last touched
by a member of the defending team.
 Dead Ball – A term used to indicate a time when the ball is out of play. A goal can never
be scored while the ball is dead.
 Defense – Team not in possession of the ball. A team remains on defense until it
establishes possession of the ball.
 Direct Free Kick – A free kick from which a goal may be scored against an opponent
without a second player touching the ball.
 Disqualified Player – A player barred from further participation in the game. Such
player shall be shown a red card and shall not be replaced during the game.
 Dribbler – An offensive player in control of the ball who attempts to move the ball by
periodic touches with the feet.
 Drop Ball – A ball dropped by the referee between 2 players; 1 from each team, to
restart the game after he purposely stopped play for a no-penalty situation. The ball is
dropped at the spot where it was last in play, unless this happens to be in the penalty
area, in which case it id dropped at the nearest point outside the penalty area. A goal may
be scored directly from a drop-ball kick.
 Forwards – Players who function primarily in the attacking third of the field and whose
main responsibility is to score goals. Also called “strikers”
 Foul – A rule infraction for which a penalty is prescribed.
 Free Kick – A method by which a dead ball becomes alive. The ball is placed on the
ground and, while motionless, it is kicked unchallenged in any direction prior to being
touched by another player. The ball is to be considered to have moved when the kicker’s
foot touches it.
 Fullbacks – Players forming the last line of defense, immediately in front of the
goalkeeper. Their main job is to repel attacks on the goal.
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Common Soccer Terms (Cont.)
 Goal Kick – A placekick taken from the goal area by a member of the defending team
when the ball goes out of bounds across the goal line and was last touched by a member
of the attacking team. All opposing players must stay outside the penalty area until the
ball is in play.
 Goalkeeper – The only designated player of each team who may handle the ball within
his/her own penalty area.
 Hand Ball – Deliberately playing the ball with one’s hand or arm other than by the
goalkeeper. The hand or arm must move toward the ball or the hand or arm must be
carried in an unnatural position before an infraction of the rule can be charged. The
penalty is a direct free kick.
 Indirect Free Kick – A free kick from which a goal may not be scored unless the ball is
played or touched by another player of either team other than the kicker.
 Juggling – Keeping the ball in the air continuously by using various body parts other than
the hands. Juggling is a training technique used to teach ball control.
 Kickoff – A placekick taken from the center spot to start the game, the second half, or
restart play after a goal has been scored. Opposing players must remain outside of the
center circle until the ball is in play. The kickoff is considered to be an indirect kick
 Midfielders – Players who function primarily in the central part of the field and whose
main responsibility is to link the defense and the attack. Also called “halfbacks”
 Offense (Attacking Team) – Team which is in possession of the ball.
 Offside – An infraction which occurs when an official judges a player in an offside
position to be involved in active play by interfering with play or with an opponent, or
gaining an advantage by being in the offside position. Penalty is an indirect free kick.
 Pass – The movement of the ball from one player to another by foot, head, or other
portion of the body (other than the hand)
 Penalty Kick – A kick awarded to a team because an opponent was charged with one of
the major offenses, within his/her own penalty area, which requires a direct free kick.
 Shooting – Heading or kicking the ball on goal with the intent of scoring.
 Substitute – A team member who has properly reported to enter the game. A substitute
becomes a player when he/she is beckoned onto the field by an official.
 Throw–In – A method by which a dead ball becomes alive. A player throws the ball using
both hands. The ball must be delivered from behind and over the head in one continuous
movement, while both feet are on the ground on or behind the touchline and the player
must be facing the field.
 Wall – A human barrier of at least 3 players, used to aid the goalkeeper in defending
against free kicks. Players may line up 10 or more yards from the ball to form a barrier
between the kicker and the goal.
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More Resources for Coaches
The Mt. Prospect Public Library has many great books, videos, and DVD’s regarding youth
soccer drills and coaching tips from the beginners all the way to the highly skilled
advanced players/coaches.
Check out the following web sites for ideas for designing a game plan for
practices and games:
www.mlscamps.com - Partner w/park district offers many drills & ideas to plan
your practices.
www.footy4kids.co.uk - Outstanding web site with many articles from coaches just like you
www.kwikgoal.com - Great web site for animated drills and game scenarios
www.soccer.org - American Youth Soccer Organization Website
http://www.ucs.mun.ca/~dgraham/manual/
Great Resource for coaches Tons of material!!!
www.usyouthsoccer.org - U.S. youth soccersite
Thank you and please do not hesitate to ask if you have any questions or concerns about the
upcoming soccer season, or if there is anything the Mt. Prospect Park District can do to make
your coaching experience more enjoyable.
The following pages were created to help give you the tools necessary to become a
successful soccer coach. Obviously not every topic will be in this book, but
hopefully the drills & ideas expressed in the following pages will help to get your
ideas flowing and make you a better, more organized soccer coach.
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PARENTS
When coaching a youth soccer team you are not only responsible for the players,
but have a responsibility to the parents as well. We will give you some tips on how
to manage soccer parents, give you ideas for jobs that parents can do to help
make your job easier, and give you ideas for your pre-season meeting.
PLAYERS
Understanding your players is an important role with being a youth soccer coach. In the player
section we will give you some ideas and tips of what children want from their soccer coach,
understand why children participate in soccer, and healthy eating tips for your players. We will
also break down each grade level to give you an idea of some characteristics, what to expect,
and coaching rational for each grade level.
COACHES
Coaches are the most vital piece to the success of any youth athletic program. In the coaches
section we will share with you some practice plan samples and drill ideas to help you organize
your practices.
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Parents Section
How to manage soccer parents - Parents are obviously, necessary. Sometimes they can even
be useful! There will, however, be occasions when you have difficulty with one or more parents.
Some may want their child to play more while others may question your judgment as a coach.
You can minimize the number of times you have to deal with and angry or upset parent by
following these guidelines:
1. Have a Pre-Season Meeting before the first practice to discuss your plans and
expectations for the season. Encourage questions from the parents and let them know
that you have given a lot of thought to how you are going to coach their children.
2. Express appreciation for their interest and concern. This will make more open and at
ease with you.
3. Always listen to their ideas and feelings. Remember, they are interested and concerned
because it is their children that are involved. Encourage parental involvement.
4. Know what your objectives are and do what you believe to be of value to the team, not
to the parents. No coach can please everyone.
5. Know the rules of the game and be prepared to abide by them and explain them to the
parents.
6. Handle any confrontation 1 on 1 and not in a crowd situation. Try not to be defensive.
Let the parent talk while you listen. Often a parent will vent their frustrations by just
talking. Listen to their viewpoint, and then thank them for it.
7. Resist unfair pressure. It is your responsibility as coach to make the final decision. This
doesn’t mean that you can’t still listen to parents.
8. Don’t discuss individual players with other parents. The grapevine will hang you every
time. Show the same respect for each player on the team that you want the parents to
show toward you.
9. Ask parents NOT to criticize their children in front of anyone else. Don’t let your
players be humiliated, even by their own parents.
10. Don’t blame the players for their parents’ actions.
11. Be consistent! If you change a rule or philosophy during the season, you may be in for
trouble. At the very least, inform players and parents of any changes as soon as possible.
12. Most Importantly, BE FAIR! If you treat all your players fairly and equally you will gain
their respect and that of their parents as well.
Remember that your children (and their parents) are not all the same. They will have a wide
variety of backgrounds, beliefs and ideas. This diversity is to be valued.
The challenge for you as a coach is to address these differences in a positive manner so that
the season will be enjoyable for everyone involved.
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Jobs for parents
The following is a list of jobs that could be given to parents to help make your job as head
coach a little easier. These positions are not required by the park district, but are merely
suggestions:
 Assistant Coach
 Communication Coordinator (i.e. phone tree, practice cancellations, etc…)
 Equipment Coordinator
 First Aid attendant
 Party/Awards planner
 Practice Coach
 Refreshment Coordinator
 Scorekeeper/Statistician
 Transportation Coordinator (car pooling)
Pre-season meeting
The Mt. Prospect Park District Athletic Department strongly urges coaches to have a preseason meeting with all players and parents on the team. This is your first opportunity to
discuss your coaching philosophy and codes of conduct, and team rules for your team’s players
and parents. The following is an example of a pre-season meeting agenda:
1. Introductions (10 minutes) – Introduce yourself and your assistants (if any) to the
parents. Give a little background about yourself: why you’re coaching, your experience in
the sport, what you do for a living. Let parents know what qualifies you to coach and why
they should trust you in taking responsibility for their sons/daughters. Have your
assistant coaches describe their responsibilities to help parents get to know their roles
and feel comfortable with them.
a. It is also a good idea to go around the room and ask parents to introduce
themselves and say which player (s) they’re related to. Some parents may know
each other well, others may not, and they’ll be seeing quite a bit of each other
during the season.
2. Pass around a sign-in sheet and ask people to put their name and phone number on it, this
can be useful later to see who was present at the meeting and to check phone numbers
from your roster.
3. Discussion of plans for the team. Team goals/Individual player goals. Your coaching
philosophy
4. Team Rules
a. Required Uniform/equipment (Practice/Games)
b. Practice requirements
c. Communication with the coach if unable to attend practices/games
5. Need for team volunteers (calling trees, assistant coaches, etc…)
6. Question/Answer period
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Common questions asked by Parents:
Below include some common questions asked by parents to coaches. Be prepared to answer and
explain for these and others that may come up during the pre-season meeting and over the
course of the season.
 How long is the season?
 How much playing time will my child receive?
 Will my child get to play their desired position during the season?
 How do you decide who plays and who doesn’t?
 What equipment is required to play?
 Where can I purchase the required equipment and how much does it cost?
 How do parents communicate with the head or the assistant coaches?
 What can parents do at home to facilitate the child’s physical development and learning
of the sport?
Parent Guidelines
The following are some parent guidelines to share with all parents and spectators for your
games and practices.
 Remain in the spectator area
 Let the coach be the coach
 Provide only supportive comments to the coaches, officials, and players of both teams.
Avoid any derogatory comments.
 Do not coach your son or daughter during the contest
 Do not drink alcohol at practices or games or come having drunk too much
 Cheer for your team
 Show interest, enthusiasm, and support for your child
 Be in control of your emotions
 Help when asked by coaches or officials
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Players Section
What children want from their soccer coach – Everyone involved in soccer coaching needs to
understand what children want from their “ideal” soccer coach. It is important to treat children
with respect and not as if they were objects. They like you to listen and take notice of their
feelings and opinions. The following includes some general comments from young athletes that
are sharing the most important aspects of coaching from the athletes perspective:
Knowledge – Coaches should know their sport well and most children prefer coaches who have
participated in the sport. It provides them with credibility.
Personality – Children like coaches who are friendly, happy, patient, understanding and have a
sense of humor.
Authority – Children like coaches to be firm but fair, and while boys, particularly, like to be
worked hard they don’t like to be shouted at.
Taking personal interest – As they get older and more able, many young athletes like coaches
to take an interest in the things they do besides sport.
Reaction to Performance – When they do well, children like the coach to say “Well Done” but
they don’t like them to “go over the top”. When they do poorly, they like to be given some
encouragement and told what went wrong. They want to be told how to correct mistakes and
NOT shouted at or ignored.
Encouragement – Most children, particularly in team sports, like to have the coach shout
encouragement to them when they are competing.
Decision Making – Few young children express a wish to have a say in the decisions, which
affect them; they expect coaches to coach and trust them to make the right decisions. As they
get older and more experienced they are more likely to want to be consulted on decisions.
Organization – Children like coaches to be organized and present structured coaching sessions.
Instruction and feedback – Children do like to be shown what to do, how to do it and to have
mistakes corrected. In short: Teach them!
Coaching Do’s
Be Aware of the effect you have upon growing children
Find out what kids expect to get out of the sport with you
Be firm, fair and organized
Give credit where it is due and give help where it is needed
Be consistent
Provide learning experiences: Teach
Make practice and competition fun
Set challenging goals tailored to the individuals
Recognize the value of friendships between children
Show your approval whenever you can
Listen to the children
Relax and enjoy yourself with the kids
Emphasize learning skill, not competing
Reward children for effort
Build confidence by being positive
Reduce competitive expectations
Help those who do not want to compete
Remember that mistakes are part of learning
Coaching Don’t’s
Put kids down for not doing as well as you wanted
Shout and humiliate them
Ignore them when they need support
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Blind them with science they don’t need
Overdo the praise; they won’t believe you
Over-coach – let the players play
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Why children participate in soccer
The majority of the reasons children participate in sport are intrinsic. The top priorities are:
 To learn and improve their skills
 To have Fun
 To be with friends
 To experience the excitement of competition
 To enhance their physical fitness
 To demonstrate their competence
Notice that the extrinsic goal of winning and beating others is not at the top of the list.
When children drop out of soccer, their withdrawal can be traced to the inability of the sport
experience to meet their primary motivations for participation. The common reasons are:
 Failing to learn or improve their skills
 Not having fun
 Not being with their friends
 Lack of excitement, improvisation and creative opportunities
 Lack of exercise
 Lack of optimal challenges or consistent failure
Practical Suggestions to keep players involved in the sport of soccer
 Encourage players to measure their performance by improvements in their own, personal
levels and ability rather than comparing themselves to other players.
 Design practices to meet as many participation motives as possible (i.e. learning, fun,
friendship, fitness, challenge, etc…)
 Utilize the K.I.S.S. principle (Keep It Short and Simple) when introducing new skills:
 Make practices meaningful, fun, challenging and exciting (always leave them wanting more)
 Know what factors may be stressful for youth players
o Avoid a “win at all cost” attitude
o Transform parental pressure into parental interest, support, and encouragement
o Avoid using perfection as the standard of judging and athlete’s performance
o Don’t associate a player’s worth or value as a person with their performance and
ability on the soccer field (i.e. winning or great performance = I like you more)
Bill of Rights for Young Athletes
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Right to participate in sport regardless of ability level
Right to participate at a level that is commensurate with each child’s developmental level
Right to participate in safe and healthy environments
Right to have qualified adult leadership
Right to play as a child, not as an adult
Right of children to share in the leadership and decision-making of their sport participation
Right to proper preparation in sports
Right to equal opportunity to strive for success
Right to be treated with dignity by all involved
Right to have fun through sport
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Healthy Eating Tips for players
Pre-Game and or practice meals – It is important for your players to have food in their
system before a game or practice. Food provides the body with fuel and fuel is what keeps
us moving. The following are some examples of foods that will provide the most amount of
fuel for your players.
Pre-Game or Pre-Practice Meals
 Snacks
o Fruits
 Apple slices
 Bananas
 Grapes
 Orange wedges
 Strawberries
o Graham Crackers
o Bagels, English muffins
o Yogurt
o Pretzels
o Goldfish crackers
o Dry roasted Nuts & seeds
o Jell-O
o Chex Mix
o Trail Mix
 Small Meal
o Vegetables
o Cottage Cheese
o Baked Potato
o Cereal w/ milk
o Oatmeal
o Granola Bars
o Peanut Butter Sandwiches
 Large Meal
o Sandwiches with lean meat
o Pasta
o Boiled Eggs
o Salad
o Pancakes
o French Toast
o Rice
o Pizza
Avoid foods high in fat & sugar, as these will only slow your players down during play.
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Characteristics of Kindergarten – 2nd Grade Soccer Players (The Wonder Years)
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Short attention span
Can attend to only one problem at a time
May understand simple rules that are explained briefly and demonstrated
May or may not understand or remember: What lines mean on the field; what team they
are on; or what goal they are shooting for. Please be patient and laugh with them as they
get “lost” on the field.
Children at this age group are very easily bruised psychologically. They will remember
negative comments for a long time. Shout praise often. Give “hints” and never criticize.
Children need to play without pressure in order to be successful.
Children at this level are very individually oriented (me, my, mine).
They are constantly in motion, but have no sense of pace. They will chase something until
they drop. They are easily fatigued but recover very quickly.
Development for boys and girls is very similar.
Skeletal system growing rapidly. Often results in apparent lack of coordination.
Cardiovascular and temperature regulation system is not developed. Their heart rate
peaks quickly and they overheat quickly. Make sure they get adequate water breaks.
Physical coordination is limited – Eye – hand and eye – foot coordination is not developed.
Love to run, jump, roll, hop, etc…
They want everybody to like them.
Developing physical confidence
Inclined towards small group activities.
They begin to imitate older players or sport heroes. They want the same “gear” as them.
Limited understanding with personal evaluation. They perceive it as if they try hard they
performed well, regardless of their actual performance. For that very reason, they need
to be encouraged constantly and asked, “Now, can you do this?”
They find it difficult to really be aware of more than one thing at a time.
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Things to expect of Kindergarten – 2nd Grade Soccer Players
As coaches of these younger players there are things that we know that we can expect during
training and games. If we know what to expect, we will be more effective in dealing with the
hundreds of situations that come up. This will help us relax, and in turn, allow us to enjoy the
unpredictable nature of working with these children even more. Here is what we can expect:
o Most players cry immediately when something is hurt. Some cry even when something is
not hurt.
o No matter how loud we shout, or how much we “practice” it, they cannot or will not pass
the ball.
o Somebody will come off the field in need of a toilet. Somebody will stay on the field in
need of a toilet.
o The only player that will stay in the instructed position of play is the goalie. Everyone
else will act like a magnet to the ball and forget what position they are playing. That is
OK.
o Several players will slap at the ball with their hands, or pick it up. Several parents will
yell at them not to do that.
o There will be 200-300 falls during the season, some will get up themselves and some will
need your help to get up.
o The puddle in front of the goal is still too tempting to resist.
o Some of the girls are a lot tougher than the boys.
o It will be impossible to remember who is whose best friend as you try to make up teams.
o School conflicts will come up…please let them go (they must face their teachers five days
a week).
o They will wear their uniform to bed.
o A model rocket that is launched from a nearby field will get 99% of the player’s
attention. By all means, stop whatever you are doing and go watch for a couple of minutes!
o During the season, you will end up tying at least 40-50 shoelaces.
o They will do something that is absolutely hysterical. Make sure that you laugh with them!
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Coaching Rational for players Kindergarten – 2nd Grade soccer players:
It is important to understand at the outset that players coming to any sport at the ages
of 5 to 8 year olds, in general, do not do so by their own choice. As a result, their coaches need
to give them something about which to get excited about. Further, at this age, learning soccer
is secondary to most other things in their lives. Some of these players have had two years of
soccer experience and thus have touched the ball a few thousand times in their lives. This,
however, does not mean these players are ready for the mental demands of tactical team
soccer. True, they do have some idea of the game, but the emphasis still needs to be placed on
the individual’s ability to control the ball with his/her body. They are still there to have fun, and
because some of the players may be brand new to the sport, it is imperative that activities are
geared towards individual success and participation. Lets take a look at some things that we can
do to energize this age level and get them to the point where they will enthusiastically want to
play soccer year after year!
o Each practice session should be geared around touching the ball as many times as
possible. Basic movements such as running, skipping, hopping, etc… need to be emphasized.
If these are done while kicking, catching, rolling, or dribbling a ball…. All the better!
o Try to have as many different types of activities ready as you can get into one hour.
REMEMBER-The emphasis needs to be placed on what is FUN!
o Even though each player may have similar birth dates, his or her physical and/ or mental
maturity may vary as much as 36 months (3 years).
o Team play and passing the ball are alien concepts to these players. They know that if they
pass the ball, they may never get it back. In fact, they will often steal the ball from their
own teammates. Don’t get frustrated if your players do not pass, let them dribble to
their heart’s content.
o Plan for at least 4-90 second drink breaks, especially in warmer weather. Their “cooling
system” is not as efficient as older players. This will also allow you to break up your
practices to teach different skills after each break, or review what has already been
taught.
o Small-sided soccer is the best option for these players. Not only will they get more
touches on the ball, but also, it is an easier game to understand.
o Because of rapid growth spurts during this age, players will go through times when they
seem to have lost control of their body. What they could easily do 2 weeks ago now seems
unattainable. BE PATIENT.
o Passing is not an important part of their game, no matter how much anybody yells at them
to pass the ball, it is much more fun to dribble and shoot. LET THEM.
o Challenge them to get better by giving them homework at the end of each practice
session. Give them a specific skill for them to work on and review at the beginning of your
next practice.
o Incidental things are important. They are forming the habits that will impact their future
participation. Ask them to take care of their equipment, cooperate, listen, behave, and
try hard.
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Characteristics of 3rd and 4th grade soccer players: (Turning the corner?)
o Gross and motor skills are becoming more refined and reliable.
o Boys and girls are beginning to develop separately.
o Ability to stay on a task is lengthened. They have the ability to sequence thought and
actions.
o Greater diversity in playing ability and physical maturity.
o Skills are emerging and are becoming more predictable and recognizable.
o Some children begin to move from concrete thinking to abstract thinking.
o Able to pace themselves and plan ahead.
o They have an increased self-responsibility. They remember to bring their own
equipment…sometimes.
o Starting to recognize basic tactical concepts, but not exactly sure why certain decisions
are better.
o Repetition of technique is very important, but it must be dynamic, not static.
o Continued positive reinforcement is needed.
o Explanations must be brief, concise, and always mention “why”.
o Becoming more “serious” and are openly competitive, without intention of fouling.
o Still mostly intrinsically motivated. Peer pressure starting to be a factor.
o Adult outside of the family may take on added significance.
o Prefer to have identification with a team.
o More inclined towards wanting to play instead of being told to play. Will initiate play
more.
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Things to expect from 3rd and 4th grade soccer players:
Some coaches say that this age group is beginning to “turn the corner” and starting to look like
real soccer players. However, games are still frantically paced and unpredictable for the most
part. These players are starting to find out how much fun it is to play the game skillfully, but
they will stop and laugh if the referee gets hit in the backside with the ball during a game.
Some other things that we can expect when working with this age group are:
o They start to understand offsides, but still forget when the goal is in front of them.
o They will really beat up on each other during practice.
o During the game, parents will scream out “HANDBALL” or “COME ON REF, CALL IT
BOTH WAYS” at least fifteen times.
o They might cry after the game if they lose, but will forget it if you ask them if they want
to go out for burgers and fries.
o You might actually catch them practicing on their own without you telling them to do so.
o Their parents are telling them to do one thing during the game, you (the coach) are telling
them another thing, but what they will probably end up doing is what their friend is
telling them to do.
o You will see a pass that is deliberate. You might even see more than one pass during a
possession of the ball… Don’t count on it though.
o You will see your first $100 pair of cleats during practice.
o They will call the other team bad names…very bad names. The Park District does not
condone this behavior.
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Coaching rational for 3rd & 4th Grade soccer players:
The emphasis for this age group still needs to be placed on having players learn how to control
the ball with his/her body, but now, they need to find themselves in more game-like situations.
Training is more dynamic and starting to have players make simple, basic decisions such as
“Which way is there more space?” or “Who should I pass to?” Here are some other items to
consider when coaching 3rd and 4th grade soccer:
o Use small-sided games as the main teaching tool. Not only will they get more touches with
the ball, but also the full 11-a-side game is still too complicated for them to understand.
o How we group players during training takes on even added significance because of the
wide margins of ability levels. We need to mix players up often.
o Stretching is becoming more important, along with a good warm-up. Since the game is
faster make sure that each player has all of the required equipment for both games and
practices. Safety for all the players is key.
o Put them in competitive environments as much as possible. This will not only keep them
focused, but it will allow the game itself to teach them. It will also keep things fun for
them, and allow the coach to deal with issues such as “winning and losing” which is now a
very big concern for them.
o Now it is possible to team them positional play with the expectation that the players will
understand it at some point. Do not allow players to specialize in any one position. They
need to learn basic principles of the game first. Having them play all of the positions is
best for their individual development. Remember as coaches it is your first responsibility
to develop players and let them have fun.
o Whenever possible, allow them to solve their own questions about the game. Constantly
ask them “What do you think?” Do not immediately give your players all of the answers.
Challenge them to come up with their own solutions; you’ll be surprised what your players
can come up with.
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Characteristics of 5th/6th Grade & 7th/8th grade soccer players:
o They begin to develop the abilities to sustain complex, coordinated skill sequences.
o Some of the players have reached puberty. Girls, in general, arrive earlier than boys.
o Most of the players are able to think abstractly and are thus able to understand some
team concepts.
o They are beginning to be able to address hypothetical situations, and solve problems
systematically.
o They are spending more time with their friends and less time with their parents. They
are susceptible to conform to peer pressure.
o They are developing a conscience, morality and scales of values…HOPEFULLY.
o Players tend to be highly self-critical. Instruction needs to be enabling. Show them what
can be done instead of telling them what not to do.
o Although they are more serious in their play, they are still mainly involved because it is
FUN.
o They are openly competitive. A few may foul on purpose. Our referees will catch them.
o They are looking towards their role models and heroes in order to know how to act.
o They have a more complex and developed sense of humor.
Things to expect from 5th/6th and 7th/8th grade soccer players:
Coaches at this level say that these players have “turned the corner” and are looking like real
soccer players. However, games are still frantically paced and a bit unpredictable for the most
part. These players know how much fun it is to play the game skillfully. As a result, we begin to
see some of the players drop out who recognize the importance of skill and become discouraged
with their lack of skill. We can also expect that these players may do the following as well:
o They will yell at their teammates when they make a mistake.
o They will openly question the referee’s decisions.
o Players will encourage each other.
o They will pass the ball even when they know that they will not get it back.
o Team cooperation is emerging. They will run to a spot, away from the play, even when they
know that they might not get the ball.
o They will point out inconsistencies between what you say and what you do. They are
“moral watch dogs”.
o The difference in skill levels between players is very pronounced.
o Some players might be as big as you are, some might be half your size.
o Not only will some of the players come to practice with expensive cleats, but also some
will come with matching uniforms, sweat-suits, and bag.
o Parents, during games, can be brutal. Some will yell at the referee at almost every call.
o They will get together with friends and be able to set up and play their own game.
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Coaching rational for 5th/6th & 7th/8th Grade soccer players:
Coaching at this age level is a challenge because many of the players view themselves as real
soccer players, while others are at the point where it is not as much fun as it used to be
because they feel that their lack of skill development does not enable them to have an impact
on the game. They see their skillful friends able to do magical things with the ball and since
they cannot do this themselves, they begin to drop out. Our (the coaches) challenge then, if
players are willing, is to keep all of the players engaged, involved, and make them feel important
and a part of the team. Skills still need to be the primary focus of training and players need to
be put into environments where they are under pressure so that they learn how to use their
skills in a variety of contexts. Here are some other points to consider while coaching 5th/6th &
7th/8th grade soccer players:
o Our goal is to develop players in a fun, engaging environment. Winning has its place but
must be balanced with other goals of teaching them to play properly. Some decisions will
need to be made that might not necessarily lead to wins. This is how you build a team
concept in the players’ minds. We want the players to understand that the team should
come first.
o Smaller, less skilled players cannot be ignored. Although it may be tempting to “win” by
playing only bigger, highly skilled players in key positions, the smaller, less skilled players
must also be put into areas of responsibility. Again trying to get everyone focused on the
team concept.
o Small-sided games are still the preferred method of teaching the game. It makes
learning fun and more efficient. You also get to see your players creativity come out.
o Flexibility training is essential. Have them stretch after they have broken a sweat in the
beginning of practice, also have them stretch at the end of practice as a method of
cooling down.
o They are ready to have a preferred position, but it is essential for their development for
them to occasionally play out of their preferred spot, in training, as well as during games.
o Practices should focus on one or two topics a session. Activities should be geared to
progressing from fundamental activities that have little or no pressure from an opponent
to activities that are game-like in their intensity and pressure.
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86 Ways to Say
“VERY GOOD”
1. Good For You!
2. That’s Really Nice
3. Superb
4. That’s the Best Ever
5. You Did that Very Well
6. That’s Great!
7. You’ve Got It Made
8. Way To Go!
9. Terrific
10. That’s the Way to do it!
11. That’s Not Bad!
12. That’s Quite an Improvement
13. Couldn’t Have Done it Better Myself
14. Good Thinking
15. Marvelous
16. You Really are going to Town
17. You’re Doing Fine
18. Keep Up the Good Work
19. You’re Really Improving
20. That’s It!
21. You’re on The Right Track Now!
22. That’s Better
23. Now You’ve Got It Figured Out
24. You haven’t Missed a Thing
25. Outstanding!
26. Fantastic!
27. That’s Coming along Nicely
28. You Outdid Yourself Today
29. I Know you Can Do It
30. You’re Doing a Good Job
31. Good Work
32. That’s the Right Way to do it
33. You Figured That out Fast
34. That’s Better
35. I Think You’ve Got it Now
36. Right On!
37. I’m Proud of the Way you worked today
38. Well, Look at You Go!
39. Tremendous!
40. That’s the best you’ve Ever Done!
41. Sensational!
42. You’re Doing Beautifully
43. You’ve Just mastered That
44. You certainly did well Today
45. That’s Right!
46. Perfect!
47. You Must have Been Practicing
48. Nice Going
49. Great!
50. You’ve got your Brain in Gear Today
51. Keep Working on it…You’re Getting Better
52. Now You’ve got the hang of it
53. You Remembered!
54. WOW!
55. That Kind of Work makes me happy
56. Wonderful!
57. You’re Really Working Hard Today
58. You’re getting Better Everyday
59. That’s what I call a Fine Job!
60. You’re Learning Fast
61. I knew You could do it!
62. You Make it Look easy
63. I’m Very Proud of You
64. That’s a Good Boy/Girl
65. One More Time and You’ll Have it
66. That’s Very Much Better
67. Fine!
68. Super!
69. That’s Good
70. You did a Lot of Work Today
71. Good Job
72. Keep It Up!
73. You Really Make this Fun
74. You’ve Got that down pat
75. Good Remembering
76. Congratulations
77. Nothing can Stop You Now
78. Exactly Right!
79. You are doing Much better Today
80. Nice Going
81. Keep On Trying
82. Excellent!
83. You are Really Learning A Lot
84. You’ve Just about Got It!
85. I’ve Never Seen anyone do it Better
86. You are Very Good at That
You’ll be surprised how far a little encouragement can go for a youth soccer player.
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