Coach’s Handbook
Micro-Soccer
Table of Contents
Welcome to Edison United Soccer Association
Section 1 – General
What is a Good Coach
Theory of Coaching
Dealing with Parents
Expectations of a Coach
Coaching Requirements
Section 2 – Coaching the Players
Micro-Soccer Skill Development Goals
Kindergarten
1st Grade
2nd Grade
3rd Grade
© 2008 EUSA – All Rights Reserved
Section 3 – Learning by Playing
Recommended Training Games
Sample Practice Sessions
Blank Training Template
Section 4 – Resources
Useful Websites
Soccer Glossary
Section 5 – Forms
Blank Training Template
Medical Injury Form
© 2008 EUSA – All Rights Reserved
Welcome to Edison United Soccer Association (EUSA)
We would like to take this opportunity to welcome you to the Edison United
Soccer Association family. EUSA began in 1974 with one goal, to provide
access to soccer to the youth of Edison and her surrounding communities. In
35 years of play, EUSA has gone from a 100 player club to coaching over
3,200 players a year.
The guiding philosophy at Edison United Soccer Association (EUSA) is
simple – provide a fun, learning atmosphere where players feel encouraged
and supported to challenge and improve their soccer skills. We provide a
positive environment for our players where they can hone their soccer skills
while learning good sportsmanship and fair play.
We regard our coaches as one of our most valuable resources. Each youth
soccer coach enjoys a rare privilege – becoming a mentor to a team of kids
who are looking to have fun. EUSA needs all of its member coaches to be
their BEST – as leaders, teachers, and friends to every player.
The EUSA’s Coach’s Handbook is designed to assist you – the coach – in
creating an environment in which each child can reach his/her potential as a
soccer player and as a child. You are an assistant to the GAME in teaching
players and an assistant to players in their understanding of the GAME.
This handbook provides the support that you, the coach, need to best
accomplish these goals.
The information contained within this handbook is to be used in tandem to
the training received in your F license coursework.
© 2008 EUSA – All Rights Reserved
The Coach’s Handbook is broken into several sections to make your job
easier.
Section 1 deals with general information on what to expect as a coach from
your players and your parents. It also outlines what EUSA expects from
you.
Section 2 deals with the training requirements for each age group.
Section 3 outlines various training games and samples of practice agendas.
Section 4 provides you with useful resources to assist you in your job as a
coach.
Section 5 contains various forms you may need.
Good luck with your Team this year! If you need help, contact us on our
website at http://www.edisonunitedsoccer.com or by email to
[email protected] .
© 2008 EUSA – All Rights Reserved
Section 1
General
© 2008 EUSA – All Rights Reserved
What is a Good Coach?
A good coach is someone who knows that winning is nice, but it’s not
everything. A good coach is someone who focuses on the continual
development of his/her players while also improving his/her own skills.
There are ten characteristics of a good coach:
1) Patience – This is probably the most important characteristic. Let’s face
it, active girls and boys require a lot of attention. And some days, it feels
like you are trying to herd cats. A good coach is one who can work with
each child for who they are and doesn’t expect perfect angels on the field.
2) Tolerance – This goes hand-in-hand with patience. Kids are going to be
rowdy, moody or “just not into it.” Tolerance helps to refocus kids and get
them playing.
3) Humor – This is one of the greatest tools a coach can possess. By being
able to laugh with your kids, play games, and get “silly”; the kids will see
you as someone who truly wants to be there with them and respond in kind.
4) Acceptance – Each child is unique. Each one has varied potential and
skill levels. A good coach is one who recognizes each child as an individual
and encourages that child to perform at his/her best level. Perfection is not
required!
5) Motivation – Soccer can be viewed as kids kicking a ball across the field;
or, it can be viewed as an opportunity for growth. The true test lies in
sparking a child’s interest to learn and grow and keeping that spark alive
each season.
6) Respect – At so many games, coaches and parents forget that this is youth
soccer and not the World Cup. It is NEVER okay to berate or belittle a
player for making a “mistake”. Soccer is a dynamic game and mistakes
© 2008 EUSA – All Rights Reserved
allow for future teaching & learning opportunities. A good coach never
singles out a child for making a mistake and he/she does not allow parents or
the other team members to do so either.
7) Sportsmanship – The definition of sportsmanship is to teach kids to
work together as a team in order to achieve a common goal. It also means
teaching kids to respect other players as well as each other. Insults are not
tolerated. Mistakes are team mistakes and they are used as teaching tools for
the next game.
8) Ability to Teach – You would think this would be easy, right? Wrong.
How many times has a parent signed up a child for a sport, only to have a
well-intentioned parent decide to coach? He/She may not know the sport.
He/She may not relate well to his/her players. There is a huge difference
between the team whose members do what is yelled at them; and the team
whose members actually understand what to do and why. A good coach
teaches his/her players fundamentals, explains concepts and enables his/her
players to think logically when making a play. A good coach is always
learning and seeking training information to better themselves and their
team.
9) Love of Kids – Kids have an energy quality that makes every practice
and every game a new experience for coaches and parents alike. Without
their vision and energy, sports would be dull and unappreciated. They offer
a day-to-day challenge for coaches that, if viewed with humor, can be
contagious and motivational.
10) Love of the Game – Coaches must love their sport, and, more
importantly, must show their players enthusiasm for every aspect of the
game. This includes techniques and tactics. The love of the game must also
show players the love of fair play, respect for the opponents, officials and
spectators, and positive reinforcement for teammates. Only a good coach
who loves the game can provide the correct aspects involved in the winning
and losing of competition.
© 2008 EUSA – All Rights Reserved
Theory of Coaching
There are four fundamental “truths” about children and sports that have been
identified by researchers:
♦ Fun is pivotal. If it’s not fun, kids won’t play.
♦ Skill development is a crucial aspect of fun. It is more important than
winning even among the best athletes.
♦ Free play is important for them to explore and find their strengths.
The worst thing we can do as coaches is force them to play positions
early on. This restricts their growth development as it can take up to a
year to unlearn habits.
♦ The most rewarding challenges of sports are those that lead to selfknowledge. Coaches need to incorporate as much decision making
into their practices as possible.
Internal rewards (self-knowledge that grows out of self-competition) are
more important in creating lifetime athletes than are external rewards
(victory or attention from others). Kids can learn a great deal about
themselves through the game. This is why we as coaches need to do
activities that enhance the imagination.
Player Development
“The game is already inside each child.” We, as coaches, are responsible
for creating an environment in which the game can manifest. Our practices
and games must meet the specific needs of each age group so they can build
upon their skills. Our games and practices should focus on:
♦ Players being exposed to playing all positions.
♦ Every player has a ball for practice.
♦ Activities designed to maximize the number of touches by each player
at practice.
© 2008 EUSA – All Rights Reserved
♦ Rules modified for players according to their age group
characteristics.
♦ Activities designed to promote thinking, not doing drills.
♦ De-emphasize winning/losing while emphasizing specific skills.
Role of the Coach
The coach’s main goal is one of facilitating a positive learning environment
for each player to improve their soccer skills. The main objectives are:
♦ Set up the environment and conditions for learning.
♦ Facilitate the learning process.
♦ Make sure the learning environment is fun.
♦ Ensure players are receiving positive feedback from the coach.
♦ Coach must be enthusiastic about what he/she is doing.
♦ Activities need to be geared towards the players achieving success,
with success measured by fun.
Qualification of the Coach
To ensure the safety of our players, we require all coaches to undergo a
criminal background check. Coaches for the 2nd Grade Division forward
are expected to have a completed “F” License.
© 2008 EUSA – All Rights Reserved
Dealing with Parents
Coaching is exciting and rewarding, but occasionally, you may experience
some difficulties with parents. You will face a myriad of challenges from
wanting their child to play more, different positions, special requests, and
questioning your judgment as a coach. Whatever the issue, most parents are
simply looking out for the interest of their child often at your expense.
Don’t get discouraged.
There are several things you can do to minimize these concerns. The biggest
thing is communication. Over-communicate to your parents. We are all
busy, especially if we have multiple children playing.
Set up a Parent Meeting before the season begins and let your parents know
what you expect from them, what they can expect from you and what they
should expect for their child. Communicate practice dates (and
cancellations), game dates and times. Let them know you are there for their
child and address their concerns when they are raised.
Express appreciation for their interest and concern. Listen to their ideas and
feelings. Encourage parent involvement.
No coach can please everyone. Know the EUSA and game rules. Be
prepared to abide by them and explain them to the parents. Be consistent.
Handle any confrontation in a one-on-one, not a crowd situation. Try not to
get defensive.
Be fair. If you treat all players equally and with respect, you will gain their
respect and that of their parents.
Remember, you will be dealing with all types of children and their parents
from a multitude of backgrounds and ideals. 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.
© 2008 EUSA – All Rights Reserved
Expectation of the Coach
Welcome to your Team! There are several expectations EUSA has of you as
the coach in addition to coaching your players.
♦ Attend the EUSA Pre-Season Coaches’ Meeting. This meeting will
outline expectations for the season and important target dates.
♦ Pick up and distribute your Team’s uniforms.
♦ Maintain an attendance roster.
♦ Hold a Parent’s Meeting prior to the first game/practice.
♦ Communicate with your Division Director / VP and Parents regularly.
♦ Arrive 10-15 minutes before your Team on game days.
♦ Properly care for and maintain all club gear and return it at the end of
the season.
© 2008 EUSA – All Rights Reserved
Micro-Soccer Coaching Requirements
Age Group:
Division:
Ball Size
Sexes:
Team
Distribution:
Team Size:
Kindergarten
1st Grade
2nd Grade
3rd Grade
4 – 6 yr olds
U6
6 – 7 yr olds
U7
7 – 8 yr olds
U8
8 – 9 yr olds
U9
3
3
3
3
Girls & Boys Mixed
Girls & Boys Mixed
Teams Segregated by Sexes
Teams Segregated by Sexes
By Schools
By Schools
By Coach’s School
By Coach’s School
Max 40
Max 40
Max 7
Max 12
Skill Priorities: *Dribble with all sides of
both feet
*Dribble out of trouble
*Dribble past someone
*Soft first touch
F License: Recommended – pref F licen
Background
Mandatory
Check:
# Mandatory
0
Weekly
Practices:
*Dribble with all sides of
both feet
*Dribble out of trouble
*Dribble past someone
*Soft first touch
*Ability to change direction with
ball
*Introduce space
*Introduce passing
*Dribble out of trouble
*Dribble past someone
*Shielding
*Soft first touch
*Ability to change direction
with ball
*Introduce proper shooting
technique
*Introduce passing
Recommended – pref F licensed
Mandatory
*Dribble out of trouble
*Dribble past someone
*Shielding
*Soft first touch
*Ability to change direction
with ball
*Introduce proper shooting
technique
*Introduce passing
*Introduce positions
Mandatory
Mandatory
Mandatory
Mandatory
0
1
1
1st Grade
Kindergarten
Game Day 45 min training w/ Trainers
Procedure: 40 min “Games” 5x5 max
between own team members
Uniforms: Ordered by EUSA
Handed out at Parents’
Meeting by Coach
Mandatory
Coaches
Meeting:
Mandatory
Parents’
Meeting:
Pinnies: Handed out by EUSA to
Coaches – expected back at
end of Season
45 min training w/ Trainers
40 min “Games” 5x5 max
between own team members
Ordered by EUSA
Handed out at Parents’ Meeting
by Coach
2nd Grade
45 min training w/ Trainers
40 min Game – 2/20min
halves 7x7 max against
opposing team
Ordered by EUSA
Handed out by Coach
3rd Grade
Ordered by EUSA
Handed out by Coach
Mandatory
Mandatory
Mandatory
Mandatory
Recommended
Recommended
Handed out by EUSA to Coaches
– expected back at end of Season
Handed out by EUSA to
Coaches – expected back at
end of Season
Handed out by EUSA to
Coaches – expected back at
end of Season
First Aid Kits: Handed out by EUSA to
Coaches
Handed out by EUSA to Coaches
Handed out by EUSA to
Coaches
Handed out by EUSA to
Coaches
Game Developed by EUSA see
Schedules: website
Developed by EUSA see website
Developed by EUSA see
website
Developed by EUSA see
website
Spencer Rockman Complex
Martin Luther King
No
40x25
Small sided goals
No – Coaches call game
70x50
Mid Size Goals
Yes – Paid by Coaches
Yes – turned in to Division
Directors at Season end
Yes – turned in to Division
Directors at Season end
Yes – turned in to Division
Directors at Season end
Game Field: Spencer Rockman Complex
Field Size:
Spencer Rockman Complex
20x30
Small sided goals
Referees: No
Attendance Yes – turned in to Division
Records: Directors at Season end
20x30
Small sided goals
Kindergarten
Trophies: EUSA orders – to be
distributed at year end party
by coaches
Pizza Party: EUSA coordinates as one
group
Coaches
Clinics:
Snack Bar:
Game Day
Procedure:
Game Starts:
Out of Bounds:
Heading:
1st Grade
2nd Grade
3rd Grade
EUSA orders – to be distributed at EUSA orders – to be
year end party by coaches
distributed at year end party
by coaches
EUSA orders – to be
distributed at year end party
by coaches
EUSA coordinates as one group
Coaches Schedule for each
team – funds provided by
EUSA
Recommended
Recommended
2 parents from each Team
during the 45 min practice
session
45 min training w/ Trainers
40 min “Games” 5v5 max
between own team members
Lots of water breaks (every
10 minutes)
Drop Ball
Drop Ball
No
2 parents from each Team during
the 45 min practice session
45 min training w/ Trainers
40 min “Games” 5v5 max
between own team members
Lots of water breaks (every 10
minutes)
Kick Off
Throw in
No
Coaches Schedule for each
team – funds provided by
EUSA
Recommended
1 parent from each Team
during the 45 min practice
session
45 min training w/ Trainers
40 min Game – 4/10 min
quarters- 5v5 max against
opposing team
Kick Off
Throw In, Corner Kicks
No
Recommended
N/A
4 / 15 minute quarters.
7v7 max
Kick Off
Throw In, Corner Kicks
No
Section 2
Coaching the Players
© 2008 EUSA – All Rights Reserved
Kindergarten Division
Each age group has specific characteristics, expectations and coaching
rationale. If you, as a coach, understand these, practices and games will
become more fun as you begin to identify and notice player milestones.
Characteristics of 4, 5 & 6 Year Olds
In this age group, we play 3v3 with a max of 5v5 with no goal keepers.
They play against their own teammates.
Players exhibit the following:
♦ Short attention spans (10 minutes max)
♦ 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, what goal they are going for. You need to be
patient and laugh with them as they get “lost” on the field.
♦ Easily bruised psychologically. Give them praise often. Give them
“hints” – don’t single out any child for negatives.
♦ Need generous praise and to play without pressure. Winning should
not be a focus – teamwork and trying your best should be.
♦ Prefer “parallel play” – will play on a team, but will not really engage
with their teammates. Therefore a 3v3 game is really a 1 against 5
game because they all want the ball at the same time.
♦ Very individually oriented – me, mine, my
♦ Constantly in motion, but, with no sense of pace. They will chase
something until they drop. They are easily fatigued but recover
rapidly. Pay attention to breaks.
♦ Development for boys and girls are quite similar.
♦ Physical coordination is limited. Eye-hand and eye-foot coordination
is not developed. Need to explore qualities of a rolling ball.
© 2008 EUSA – All Rights Reserved
♦ Love to run, jump, roll, hop etc.
♦ Catching or throwing skills not developed.
♦ Can balance on their “good” foot
Involving the Parents
It is very important that coaches get the parents involved in this age group.
For most, it is the first time they are involved in sports. Not only are they a
major resource for you, but these players still view their parents as the most
significant persons in their lives.
Things You Can Expect
As coaches of these young players, there are things we know are going to
happen during practice and games. By knowing what to expect, we will be
more effective in dealing with the hundreds of situations that will come up.
This will help you stay relaxed, and in turn, allow you to enjoy the
unpredictable nature of working with these kids.
Here are some of the things you can expect:
♦ Most players cry immediately when something is hurt. Some cry even
when something is not hurt.
♦ No matter how loud we shout, or how much we “practice” it, they
cannot or will not pass the ball.
♦ Somebody will come off the field in need of a toilet. Somebody will
stay on the field in need of a toilet.
♦ Twenty seconds after the start of a game, every player will be within 5
yards of the ball.
♦ Several players will slap at the ball with their hands or pick it up.
Several parents will yell at them not to do that.
♦ A model rocket that is launched from a nearby field will get 99% of
the players’ attention. By all means, stop whatever you are doing and
go watch for a couple of minutes.
♦ During a season, you will end up tying at least 100-200 shoe laces.
♦ They will do something that is absolutely hysterical. Make sure that
you laugh!
© 2008 EUSA – All Rights Reserved
Coaching Rationale
It is important to understand that any player coming to any sport prior to the
age of 6 years old, in general, does not do so by their own choice. As a
result, you the Coach need to give them something to get excited about.
Also, at this age, learning to play soccer is secondary to most other things in
their lives.
So with the above assumptions, let’s take a look at some things you can do
to energize them and hopefully get them to the point where they want to
come back and play again next season.
♦ Each session should be geared around touching the ball as many times
as possible. Involve the ball in as many activities as possible. Basic
movements such as running, skipping, hopping etc need to be
emphasized. If these can be done while kicking, catching, rolling or
dribbling a ball, all the better.
♦ Have as many different kinds of activities ready as you can get into
one hour. Emphasis needs to be placed on what is FUN!
♦ Every player should bring his/her own #3 size ball.
♦ Remember, although they may have very similar birth dates, their
physical and/or mental maturity varies as much as 36 months.
Activities need to accommodate these individual differences
whenever possible.
♦ Team play and passing is an alien concept to these players. They
know that if they pass the ball, they may never get it back. In fact,
they often will steal it from their own teammates. Do not get uptight
if they do not pass, let them dribble to their hearts content.
♦ Plan for water breaks at least every 8-10 minutes lasting about 90
seconds, especially in warmer weather. Their “cooling system” is not
as efficient as in older players.
© 2008 EUSA – All Rights Reserved
1st Grade Division
Each age group has specific characteristics, expectations and coaching
rationale. If you, as a coach, understand these, practices and games will
become more fun as you begin to identify and notice player milestones.
Characteristics of 6 & 7 Year Olds
In this age group, we play 3v3 with a max of 5v5 with no goal keepers.
They play against their own teammates.
Players exhibit the following:
♦ Attention span is a bit longer than kindergarten, but still not at
competitive level.
♦ Inclined towards small group activities.
♦ Always in motion: scratching; blinking; jerking; rocking…
♦ Easily bruised psychologically. They will remember negative
comments for a long time. Shout praise. Give “hints”.
♦ They want everybody to like them.
♦ Developing physical confidence. (Most are able to ride a two wheeler)
♦ Starting to imitate older players or sports heroes. Want the same
“gear” as them.
♦ Lack sense of pace. They go flat out until they drop.
♦ 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 plenty of water breaks.
♦ Limited understanding with personal evaluation. “If they try hard,
they performed well” regardless of the actual performance. Thus,
they need to be encouraged constantly, and asked, “Now, can you do
this?”
© 2008 EUSA – All Rights Reserved
♦ Better at recognizing when the ball is out of play and remembering
what goal they are going for. But in the heat of battle, they will
sometimes still forget. They still find it difficult to really be aware of
more than one thing at a time.
Involving the Parents
It is very important that coaches get the parents involved in this age group.
For most, it is the first time they are involved in sports. Not only are they a
major resource for you, but these players still view their parents as the most
significant persons in their lives.
Things You Can Expect
The 6, 7 & 8 years old players are a bit more compliant than their
kindergarten counterparts. They will be able to follow 2 or 3 step
instructions and are starting to have a good understanding about what it
means to play a “game.”
They are also starting to cooperate more with their teammates. In fact, they
now will recognize that the even have teammates by the fact that they
occasionally, and I mean occasionally, will pass the ball to a teammate, on
purpose.
Often, they will repeat the phrase “I can’t do that”, but, will quickly run to
you to show you that they can, even when they only think that they can.
Some of the things you can expect to happen during a season with this age
group are:
♦ There will be at least 200-300 falls, but now they will usually pick
themselves back up.
♦ The puddle in front of the goal is still too tempting to resist. So is
every other puddle on the field.
♦ Keep a spare pump in your bag, as the players usually do not realize
that their ball is flat until they try to kick it, or the coach tells them
that it is flat.
♦ Some of the girls are a lot tougher than the boys.
© 2008 EUSA – All Rights Reserved
♦ They will still want to wear a pinnie, even when the color is identical
to their shirt.
♦ It will be impossible to remember who is whose best friend as you try
to make up teams.
♦ School conflicts will come up. Please, let them go (they must face
their teachers five days a week).
♦ They will wear their uniform to bed.
Coaching Rationale
Although they’ve probably played one or two seasons by this time, their
development is not much further than kindergarten. You can begin to add
little bits to the program, but overall, coaching strategy will remain the same.
♦ Each session should be geared around touching the ball as many times
as possible. Involve the ball in as many activities as possible. Basic
movements such as running, skipping, hopping etc need to be
emphasized. If these can be done while kicking, catching, rolling or
dribbling a ball, all the better.
♦ Have as many different kinds of activities ready as you can get into
one hour. Emphasis needs to be placed on what is FUN!
♦ Every player should bring his/her own #3 size ball.
♦ Remember, although they may have very similar birth dates, their
physical and/or mental maturity varies as much as 36 months.
Activities need to accommodate these individual differences
whenever possible.
♦ Team play and passing is an alien concept to these players. They
know that if they pass the ball, they may never get it back. In fact,
they often will steal it from their own teammates. Do not get uptight
if they do not pass, let them dribble to their hearts content.
♦ Plan for water breaks at least every 8-10 minutes lasting about 90
seconds, especially in warmer weather. Their “cooling system” is not
as efficient as in older players.
© 2008 EUSA – All Rights Reserved
2nd Grade Division
Each age group has specific characteristics, expectations and coaching
rationale. If you, as a coach, understand these, practices and games will
become more fun as you begin to identify and notice player milestones.
Characteristics of 7 & 8 Year Olds
In this age group, we play 6v6 with no goal keepers. They play against
opposing teams and are separated by male/female teams.
Overall characteristics are the same as for 1st grade.
♦ Attention span is a bit longer than 1st grade, but still not at competitive
level.
♦ Inclined towards small group activities.
♦ Always in motion: scratching; blinking; jerking; rocking…
♦ Easily bruised psychologically. They will remember negative
comments for a long time. Shout praise. Give “hints”.
♦ They want everybody to like them.
♦ Developing physical confidence. (Most are able to ride a two wheeler)
♦ Starting to imitate older players or sports heroes. Want the same
“gear” as them.
♦ Lack sense of pace. They go flat out until they drop.
♦ 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 plenty of water breaks.
♦ Limited understanding with personal evaluation. “If they try hard,
they performed well” regardless of the actual performance. Thus,
they need to be encouraged constantly, and asked, “Now, can you do
this?”
© 2008 EUSA – All Rights Reserved
♦ Better at recognizing when the ball is out of play and remembering
what goal they are going for. But in the heat of battle, they will
sometimes still forget. They still find it difficult to really be aware of
more than one thing at a time.
Involving the Parents
It is very important that coaches get the parents involved in this age group.
For most, it is the first time they are involved in sports. Not only are they a
major resource for you, but these players still view their parents as the most
significant persons in their lives.
Things You Can Expect
The 6, 7 & 8 years old players are a bit more compliant than their
kindergarten counterparts. They will be able to follow 2 or 3 step
instructions and are starting to have a good understanding about what it
means to play a “game.”
They are also starting to cooperate more with their teammates. In fact, they
now will recognize that the even have teammates by the fact that they
occasionally, and I mean occasionally, will pass the ball to a teammate, on
purpose.
Often, they will repeat the phrase “I can’t do that”, but, will quickly run to
you to show you that they can, even when they only think that they can.
Some of the things you can expect to happen during a season with this age
group are:
♦ There will be at least 200-300 falls, but now they will usually pick
themselves back up.
♦ The puddle in front of the goal is still too tempting to resist. So is
every other puddle on the field.
♦ Keep a spare pump in your bag, as the players usually do not realize
that their ball is flat until they try to kick it, or the coach tells them
that it is flat.
♦ Some of the girls are a lot tougher than the boys.
© 2008 EUSA – All Rights Reserved
♦ They will still want to wear a pinnie, even when the color is identical
to their shirt.
♦ It will be impossible to remember who is whose best friend as you try
to make up teams.
♦ School conflicts will come up. Please, let them go (they must face
their teachers five days a week).
♦ They will wear their uniform to bed.
Coaching Rationale
Although some of these players have had four seasons of play and touched
the ball a few thousand times in their lives, they are not ready for the mental
demands of tactical team soccer.
It is true that they have a good 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.
Some of the things you as a coach should consider are:
♦ Small-sided soccer is the best option for these players. Not only with
they get more touches on the ball, but also, it is an easier game to
understand.
♦ Because of the 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.
♦ Passing is not an important part of their game, no matter how much
anybody yells at them to do otherwise. It is much more fun to dribble
and shoot. Let them.
♦ Training one or twice a week is plenty and should not last longer than
1 ¼ hours.
♦ Each player should bring his/her own #3 size ball to training.
Learning how to control it should be the main objective. They need to
touch it, as many times as possible during fun activities to engage
them.
© 2008 EUSA – All Rights Reserved
♦ Challenge them to get better by practicing on their own. There is no
rule which states that they can’t learn by themselves, no matter how
important we think we are.
♦ Incidental things are important. They are forming the habits that will
impact their future participation. Ask them to take care of their
equipment (water bottle included), cooperate, listen, behave and try
hard. Realize, however, that they often forget and will need to be
reminded often.
♦ Ask them to work with others to solve a particular challenge. Start
them with just one partner and work from there.
© 2008 EUSA – All Rights Reserved
3rd Grade Division
Each age group has specific characteristics, expectations and coaching
rationale. If you, as a coach, understand these, practices and games will
become more fun as you begin to identify and notice player milestones.
Characteristics of 8 & 9 Year Olds
In this age group, we play 8v8 with a goal keeper. They play against
opposing teams and are separated by male/female teams.
Here is where we start to see some significant changes in their ability to play
the game.
♦ Gross and small motor skills are becoming more refined. Boys and
girls begin to develop separately.
♦ Ability to stay on task is lengthened. They have the ability to
sequence thought and actions.
♦ Greater diversity in playing ability and physical maturity.
♦ Skills are emerging. Becoming more predictable and recognizable.
♦ Some children begin moving from concrete thinking to abstract
thinking.
♦ Able to pace themselves, to plan ahead.
♦ Increased self-responsibility. They remember to bring their own
equipment.
♦ Starting to recognize basic tactical concepts, but not exactly sure why
certain decisions are better.
♦ Repetition of technique is very important, but it must be dynamic, not
static.
♦ Continued positive reinforcement needed.
♦ Explanations must be brief, concise, and mention “why”.
♦ Becoming more “serious”. Openly, intensively competitive, without
intention of fouling.
© 2008 EUSA – All Rights Reserved
♦ Still mostly intrinsically motivated. Peer pressure starting to be a
factor.
♦ Adult outside of the family may take on added significance.
♦ Prefer identification with a team. Like to have good uniforms,
equipment, and balls.
♦ More inclined towards wanting to play instead of being told to play.
Will initiate play more.
Involving the Parents
It is very important that coaches get the parents involved in this age group.
For most, it is the first time they are involved in sports. Not only are they a
major resource for you, but these players still view their parents as the most
significant persons in their lives.
Things You Can Expect
Some coaches say that this is the age group that players are beginning to
“turn the corner” and start looking 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 still stop and laugh if the referee gets hit in the backside with the
ball during a game.
Some other things you can expect are:
♦ They start to understand offsides, but still forget themselves when the
goal is in front of them.
♦ They will really beat up on each other during practice…especially
boy’s teams.
♦ During a game, the parents will scream out “HAND BALL” or
“COME ON REF, CALL IT BOTH WAYS” at least fifteen times.
♦ They might cry after a game if they lose, but will forget it if you ask
them to go for burgers and fries.
♦ You might actually catch them practicing on their own without you
telling them to do so.
© 2008 EUSA – All Rights Reserved
♦ Their parents are telling them to do one thing during the game, you
are telling them another thing, but what they end up doing might be
what their friend is telling them to do.
♦ You will see a pass that is deliberate.
♦ You might even see a “back pass”.
♦ You will see your first $100 pair of cleats during practice.
♦ They will call the other team bad names…really bad names.
Coaching Rationale
Some of the players you are coaching are seasoned veterans of the youth
soccer scene. It is your job to keep things in perspective for these young,
developing players. It is true that some of them are becoming quite skillful
and are seeing how fun it is to play the game when they can really control
the ball. However, many of them are still learning the ropes. Even the more
experienced players need to have the game be fun.
Emphasis is still placed on players learning 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 starts to have players make simple, basic
decisions such as “Which way is there more space?” or “Who should I pass
to?”
♦ Use small-sided games as the main teaching vehicle. Not only will
they get more touches on the ball, but also the full 11-a-side game is
still to complicated for them to understand.
♦ 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.
♦ Stretching becomes more important, along with a good warm-up.
Since the game is faster, make sure they also have good shin guards.
Safety and prevention takes on added significance.
♦ Training twice a week is plenty. Sessions need not go longer than 1 ¼
hours.
♦ They should all come with their own #3 size ball. In fact, they still
need to be encouraged to play with it by themselves.
© 2008 EUSA – All Rights Reserved
♦ Put them into competitive environments as much as possible. This
will not only keep them focused, but, will allow the game itself to
teach them. It also keeps things fun for them, and allows you to deal
with issues such as “winning” and “losing” which is now a very big
concern for them.
♦ Now it is possible to teach them positional play with the expectation
they will get it some of the time. However, it is absolutely necessary
that you 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,
our first responsibility is to develop players and let them have fun.
♦ Whenever possible, allow them to solve their own puzzles. Don’t
immediately give them solutions on how they can play better.
© 2008 EUSA – All Rights Reserved
Micro-Soccer Skill Developmental Goals
Kindergarten
1st Grade
2nd Grade
3rd Grade
4 – 6 yr olds
6 – 7 yr olds
7 – 8 yr olds
8 – 9 yr olds
Division:
U6
U7
U8
U9
Ball Size
3
3
3
3
Max 40
Max 40
Max 7
Max 12
Age Group:
Team Size:
Skill Priorities: *Dribble with all sides of
both feet
*Dribble out of trouble
*Dribble past someone
*Soft first touch
No
Goal Keepers:
No
Positions:
# Mandatory
0
Weekly
Practices:
Game Day 45 min training w/ Trainers
Procedure: 40 min “Games” 5v5 max
between own team members
Lots of water breaks (10min)
*Dribble with all sides of
both feet
*Dribble out of trouble
*Dribble past someone
*Soft first touch
*Ability to change direction with
ball
*Introduce space
*Introduce passing
No
No
No
No
*Dribble out of trouble
*Dribble past someone
*Shielding
*Soft first touch
*Ability to change direction
with ball
*Introduce proper shooting
technique
*Introduce passing
*Introduce positions
Yes
Yes
0
1
1
45 min training w/ Trainers
40 min “Games” 5v5 max
between own team members
Lots of water breaks (10min)
*Dribble out of trouble
*Dribble past someone
*Shielding
*Soft first touch
*Ability to change direction
with ball
*Introduce proper shooting
technique
*Introduce passing
45 min training w/ Trainers
40 min Game – 4/10 min
quarters- 5v5 max against
opposing team
4 / 15 minute quarters.
7v7 max
Typical
Characteristics:
Kindergarten
1st Grade
2nd Grade
3rd Grade
9 Focused on themselves
– reality to them is
solely based on what
they see and feel.
9 Focused on themselves –
reality to them is solely based
on what they see and feel.
9 Tend to play well in pairs
– unlike 6 year-olds, these
children enjoy playing in
pairs. Try to set up the
pairs yourself to control
the games and manage the
personalities
9 Tend to play well in
pairs – unlike 6 yearolds, these children
enjoy playing in pairs.
Try to set up the pairs
yourself to control the
games and manage the
personalities
9 Unable to see the world
from another’s
perspective – it is “the
world according to me”
time. Asking them to
understand how
someone else is seeing
something or feels is
unrealistic.
9 Everything is in the
here and now – forget
about the past and
future, they live in the
moment.
9 Heating and cooling
systems are less
efficient than adults –
we need to give frequent
water breaks (every 810 minutes) or they may
just run until they
cannot run anymore.
9 Enjoying playing, not
9 Unable to see the world from
another’s perspective – it is
“the world according to me”
time. Asking them to
understand how someone else
is seeing something or feels is
unrealistic.
9 Everything is in the here and
now – forget about the past
and future, they live in the
moment.
9 Heating and cooling systems
are less efficient than adults
– we need to give frequent
water breaks (every 8-10
minutes) or they may just run
until they cannot run
anymore.
Enjoying playing, not watching –
they feel no enjoyment from
watching others play when they
could be playing too. Make sure
every player has a ball in
9 Are now able to take
another’s perspective –
they now have a sense of
how others are feeling
9 Still unable to think
abstractly – still do not
have this capability, be
patient
9 Heating and cooling
system still less efficient
than adults – still make
sure to give frequent
water breaks
9 Still much prefer playing
to watching – keep
everyone active during
practice and remember,
no lines
9
Limited attention span
9 Are now able to take
another’s perspective –
they now have a sense
of how others are
feeling
9 Still unable to think
abstractly – still do not
have this capability, be
patient
9 Heating and cooling
system still less
efficient than adults –
still make sure to give
frequent water breaks
9 Still much prefer
playing to watching –
keep everyone active
during practice and
remember, no lines
Kindergarten
Typical
Characteristics
continued:
watching – they feel no
enjoyment from watching
others play when they
could be playing too.
Make sure every player
has a ball in practice so
every player is always
playing.
9 Limited attention span
(on average 15 seconds
for listening, 10-15
minutes when engaged
in a task) – keep your
directions concise and to
the point. When in an
open environment, such
as a park, their attention
span will dwindle
towards 10 seconds.
9 Effort is synonymous
with performance – if
they have tried hard,
they believe they have
done well. This is a
wonderful quality and
we should be supportive
1st Grade
9 practice so every player is
always playing.
9 Limited attention span (on
average 15 seconds for
listening, 10-15 minutes when
engaged in a task) – keep
your directions concise and to
the point. When in an open
environment, such as a park,
their attention span will
dwindle towards 10 seconds.
9 Effort is synonymous with
performance – if they have
tried hard, they believe they
have done well. This is a
wonderful quality and we
should be supportive of their
enthusiasm.
9 Active imaginations – if we
utilize their imaginations in
practice activities, they will
love practice!
9 Look for adult approval –
watch how often players look
2nd Grade
3rd Grade
9 (on average 15-20
seconds for listening, up
to 20 minutes when
engaged in a task) – this
may vary greatly on any
given day depending on
school, diet, etc. Try to
get a gauge each day and
do not fight crankiness
9 Limited attention span
(on average 15-20
seconds for listening,
up to 20 minutes when
engaged in a task) –
this may vary greatly
on any given day
depending on school,
diet, etc. Try to get a
gauge each day and do
not fight crankiness
9 Have an understanding
of time and sequence –
they now understand “if I
do this, then that happens”
9 Many have incorporated
a third or fourth speed
into play – not all players,
but many players now
have incorporated a speed
or two between stopped
and as fast as possible
9 Extremely aware of adult
reactions – be very aware
of your verbal and
nonverbal reactions, as
they look for your
9 Have an
understanding of time
and sequence – they
now understand “if I do
this, then that happens”
9 Many have
incorporated a third or
fourth speed into play
– not all players, but
many players now have
incorporated a speed or
two between stopped
and as fast as possible
9 Extremely aware of
1st Grade
Kindergarten
Typical
Characteristics
continued:
9 of their enthusiasm.
9 Active imaginations – if
we utilize their
imaginations in practice
activities, they will love
practice!
9 Look for adult approval
– watch how often
players look to you for
approval or to see if you
are looking. Also be
encouraging when they
say “Coach, look what I
can do!”
9
Unable to think
abstractly – asking them
to think about spatial
relations or runs off the
ball is unrealistic.
9 Typically have 2 speeds
-- extremely fast and
stopped.
9 Usually unaware of
game scores – we
should keep it that way.
9
9
to you for approval or to see
if you are looking. Also be
encouraging when they say
“Coach, look what I can do!”
Unable to think abstractly –
asking them to think about
spatial relations or runs off
the ball is unrealistic.
9 Typically have 2 speeds -extremely fast and stopped.
9 Usually unaware of game
scores – we should keep it
that way.
9 Often like to fall down just
because it is fun – they are
just children having fun.
9 Often cannot identify left
foot vs. right foot – they
know which foot they use
most and if they point to their
feet you can help teach them
left and right.
2nd Grade
9 reaction frequently
3rd Grade
9 adult reactions – be
very aware of your
verbal and nonverbal
reactions, as they look
for your reaction
frequently
Kindergarten
Typical
Characteristics
continued:
1st Grade
2nd Grade
3rd Grade
Kick Off
Throw in
No
Kick Off
Throw In, Corner Kicks
No
Kick Off
Throw In, Corner Kicks
No
9 Often like to fall down
just because it is fun –
they are just children
having fun.
9 Often cannot identify
left foot vs. right foot –
they know which foot
they use most and if
they point to their feet
you can help teach
them left and right.
Game Starts:
Out of Bounds:
Heading:
Drop Ball
Drop Ball
No
Section 3
Learning by Playing
© 2008 EUSA – All Rights Reserved
Recommended Training Games
The prospect of putting together a practice plan can be very daunting for
some new coaches and even some experienced coaches. The reality is that
they are quite simple if you don’t over think the process. Your goal should
be to work on one or two of the skills that you’ve outlined for the season at
each practice and incorporate those into the games.
Kids love using their imaginations. The more you can spin the “story” of the
game, the more they are into it, and the more “touches” or practice they get
with the ball. Tap into your inner child and let him/her play.
We’ve listed some games that you can modify and use in your training
sessions. These are by no means a complete list. Feel free to use these to
develop ideas for other training games. If you create one that the kids really
take to, please share it with the group so we can incorporate it in the training
guide.
1) Tag---Every child dribbles a soccer ball in a defined space while trying to
tag other players with their hand. Players cannot leave their own ball. Have
them keep count of how many people they have tagged and, if playing more
than one game, see if players can tag more people than they did in the first
game.
Version 2: Players must tag other players’ knees. (6 minutes)
2) Hospital tag---Same as tag in that each player dribbles a soccer ball and
that they try to tag each other with their hands. In this game, each time a
player is tagged he/she must place their hand on the spot on their body
where they were tagged. Obviously, if tagged a third time, players have no
more hands to cover those spots, so they most go to the hospital to see the
doctor. The coach acts as the doctor and performs a magical task (pretend) to
© 2008 EUSA – All Rights Reserved
heal the injuries of all the little soccer players so they can continue playing
the game. (8 minutes)
3) Body Part Dribble- In designated area, coach has all players dribble a
soccer ball. When coach yells out the name of a body part, players must
touch that body part to the ball as quickly as possible. Coach should vary
body parts and rate at which he calls out body parts. At times, call out body
parts consecutively (i.e. tummy, nose, and elbow) during one stoppage or
call out two body parts at once (i.e. both hands and both feet). (8 minutes)
4) Red light/Green light---All players have a ball and dribble in a limited
space (or towards the coach). When coach says “red light”, players must
stop ball and put foot on top of ball. When coach says “yellow light”,
players must dribble very slowly. When coach says “green light”, players
dribble fast. Coach controls this game with the frequency of “light” changes
and variety of changes. Once players catch on to this game, add other color
lights and affix different actions to them. (i.e. purple light = hop back and
forth over ball, orange light = run around the ball, black light = dance, blue
light = hide behind the ball etc.). (8 minutes)
5) 3v3 or 4v4 Game---Game---Separate players into two teams and play a
game of 3 against 3 or 4 against 4 without goalkeepers. Let the players play
and give plenty of positive feedback to them as they compete.
REINFORCE the GOOD STUFF! (15 minutes)
6) Tail Steal--- All players tuck a pennie into the back of their shorts to give
themselves a tail. All players dribble their soccer ball while trying to pluck
the tails of other players and trying to make sure their tail does not get
plucked. Players play until the last tail is plucked. (6 minutes)
7) Snake---In an appropriate space, have all players dribble their soccer
balls, except for 2-3 players. These players (the snake) hold hands or lock
arms and work together to tag the other players. The players with dribbling
balls try to avoid getting tagged by the snake. If they are tagged, they join
hands or lock arms with the snake. The snake grows until all players are part
of the snake. The snake must work together and not break into little parts.
Encourage fun by having the snake hiss. (8 minutes)
© 2008 EUSA – All Rights Reserved
8) Freeze Tag---Everyone has a ball and coach can pick one or two players
who are the Freeze monsters. Freeze monsters (with ball) try and dribble
around and tag other players (who also have a ball and are dribbling around).
The frozen player must stand still holding their ball over their head. The way
the players can become unfrozen, is if the coach comes over and unfreezes
them OR the coach can have the other players unfreeze each other (by
simply touching them again). If all players are frozen, game ends and the
coach can have new Freeze monsters.
Version 2: Freeze monsters can now try and freeze each other by using their
soccer ball to ‘tag’ someone else’s soccer ball or feet by kicking their ball.
Version 3: Coach can be the freeze monster and try to tag all the players
with players unfreezing each other in same fashion. (8 minutes)
9) Capture the Balls---Set up three or four “home bases” (squares) with
cones roughly 2-3 yards wide. Break up the players into teams and have
each team get together in their home base. Place all the balls in the center of
the space between the home bases. On the coach’s command the teams are
free to gather as many soccer balls as they can into their home base. Players
cannot use hands and there is no pushing each other or sitting/laying on the
balls. Teams try to gather as many balls as possible into their home bases.
Teams can steal balls from each others’ home bases. Coach calls time and
count up how many balls are in each space to determine a winner. Coach
allows team 1 minute to make up a new team strategy before playing again.
(8 minutes)
10) Free Dribble---Everyone dribbling a ball, using insides, outsides, and
soles of their feet. Players can dribble with speed (outsides of the feet and
toes), try moves of their choice or moves that the coach introduces, or they
can change direction. The Coach can manipulate the session by calling out
different commands…”stop, go, turn, tap”. Kids can carry the ball towards
someone and try a move.
Version 2: As players get comfortable, the coach can walk around and put
pressure on players as they are performing dribbling tasks. This adds fun and
interaction. (8 minutes)
© 2008 EUSA – All Rights Reserved
11) Kangaroo Jack---All players except two or three begin with a ball.
Players without balls are kangaroo jacks and must hop like a kangaroo and
try to tag players. If a player gets tagged, he/she becomes a kangaroo as well
until all players are turned into kangaroos. (6 minutes)
12) Ball Tag---Similar to other tag games except players try to tag others
with their soccer ball, by kicking it at another player’s feet or ball. Have
them keep count of how many times they kick their soccer ball and tag
another person. Can have the players tag the coach for 10 or 20 points. Then
can have players tag other selected players for 50 or 100 points etc. etc.
Version 2: Rather than having players tag each other have them tag the
coach by kicking their soccer ball. The coach moves around without a ball to
avoid being tagged. Have players count up how many they got and can do
the same variations as in the other game by affixing a lot of points to
players. (8 minutes)
13) Moving Goal---2 coaches use a pennie or an extra piece of clothing to
form a movable goal with each coach serving as a post and the shirt serving
as the crossbar. Players each have a ball and try to score by kicking their ball
through the goal. However, the coaches constantly move and turn to force
the players to keep their head up and to change direction as they dribble. (8
minutes)
14) Ballons Up---Everyone with a ball. Hold hands out with ball in between,
drop ball directly down and kick back up to hands, etc. Players practice by
keeping the ball in the air with their feet and thighs. Players count how many
times they touch the ball before it drops to the ground. Version 2: Controlled
juggling…juggle on one thigh, then add other thigh, then add one foot, then
add the other foot…thigh-thigh-foot-foot (6 minutes)
15) Paint the Field---Every player dribbles their ball in the area defined.
You explain to them that their ball is actually a paintbrush and wherever it
rolls on the ground, it paints that area. The task is to paint as much of the
area as possible in the time allotted by dribbling their soccer balls all over
the grid.
Version 2: Can ask them to paint with only their left foot, then their right
foot. (8 minutes)
© 2008 EUSA – All Rights Reserved
16) Goofy Stop & Go---All players have a ball and dribble in a limited
space (or towards the coach). When coach says “Stop”, players must stop
ball and put foot on top of ball and freeze in a goofy position. (8 minutes)
17) Pirate Ship---Set up a 20x20 grid (Pirate ship deck) with a small
6x6grid (safe shark cage) just in one of the corners of the field. Coach makes
up variations and adds them to their pirate ship journey one at a time.
Variations on the ship can be:
Scrub the deck-players must roll the ball back and forth with the sole of their
foot, then coach can ask them to do this while moving all around the Pirate
Ship deck.
Hoist the sail-players can knock the ball back and forth between their feet
(foundation), then dribble all around the Pirate Ship deck as fast as they can.
Walk the plank- players must do toe touches on their soccer ball, and then
dribble all around the Pirate Ship deck as fast as they can.
Shark attack-Coach (aka: ‘Shark’) runs after players and they have to try and
dribble their soccer ball into the 6x6 (safe shark cage) before the ‘shark’
catches them. (8 minutes)
18) Crab Soccer---Set up a grid roughly 8yd x 10yd. Have 3-4 players
inside the grid acting as crabs. These crabs do not have a soccer ball. Other
players start at one end of the grid and when the coach says “Go”, they
dribble their soccer balls to the other end of the grid. The crabs try to kick
their soccer balls out of the grid. If a dribbler’s ball goes out of the grid, that
player becomes a crab as well. Play until all players turn into crabs. (8
minutes)
19) Gates---Set up many pairs of cones (with roughly 2 yards in between
pairs) all around the playing area. These pairs serve as gates or many minigoals. Players each have a ball and must dribble through the gate in order to
score. Have players count how many goals they score in 30 seconds and
when playing a second time ask them if they can beat their score by one
goal. Coaches can vary this by asking players to dribble with left foot or
right foot. If players end up dribbling back and forth through only one goal,
set up a rule to protect against this. (8 minutes)
© 2008 EUSA – All Rights Reserved
20) Cops and Robbers---Coach sets up 8-10 stand-up cones in a 15yd x
15yd space. Robbers all have soccer balls and knock over the cones (banks)
by kicking their balls into the cones and knocking them over. Cops (have 2
or 3 cops for each game) do not have soccer balls and need to stand the
cones back up (before all the banks are robbed). Rotate who gets to be cops.
Variation (If don’t have stand- up cones): ½ group (cops) take soccer balls
and put on top of disc cones. Other ½ of group (robbers) try to knock over
those soccer balls by kicking their soccer balls at them. Cops must replace
the soccer balls on the cones as quickly as possible. (8 minutes)
21) Shrek/Spiderman/Spongebob---Place a couple players in pennies and
have everyone else get a soccer ball. Set up a 20 yd x 15 yd grid and have
the players with soccer balls dribble around in the space. The players in
pennies are Shrek (or Spiderman or SpongeBob, etc.) and try to tag the
players who have soccer balls. When players are tagged they go to into the
goal (castle, spidernet etc. etc.) and can only get back out if a teammate with
a ball tags them or the coach uses his/her magic powers to let everyone free.
Use any character or images you like for this and make sure all players get a
chance to be one of the special characters at some point during every
practice. (8 minutes)
22) Sharks & Minnows---The minnows (players with the ball) line up
shoulder to shoulder on one end of the grid. Two players are designated as
sharks and are positioned inside the grid without soccer balls. On the
coach’s command, the minnows must dribble their ball through the grid and
get to the other side without getting their ball stolen or kicked away by the
sharks. If a minnow loses their ball while crossing the grid, they become a
shark. (8 minutes)
23) Hit the Ball—Players line up shoulder to shoulder on one end of the
grid with their balls. Place 2 balls in the middle of the grid. One at a time
players kick their ball and try to hit one of the balls in the middle.
24) Sweep the Deck—Players pretend they are on a Pirate Ship and trying
to keep the deck clean. Mark a rectangular grid about 40x20 yards with
cones marking a center line. Half the players and balls are on one side and
© 2008 EUSA – All Rights Reserved
the other half on the other side. The object is to kick the balls to the other
side and have the fewest balls when time is up. Play for 1-2 minutes and 3 to
5 rounds. Lastly, place coaches or helpers along the sides to redirect balls
going out of bounds. Encourage players to kick with the laces!
25) Rob the Bank - Divide your field in two with a center line of cones.
Mark 2 5x5 yard squares on each half about 20 yards from the center line
and about 25 yards apart (see figure). One square on each half is the jail and
the other is the bank. Place X number of balls in each bank where X equals
the number of players per team.
Procedure: The object of the game is for a team to gather all the balls in their
bank while following these rules:
1. Players are safe in their half but if a player is tagged while in the
opponent's half he or she must go directly to jail.
2. A player is released from jail if a teammate tags them.
3. Players must use their feet to move the ball.
4. Players are not allowed to hang out in their bank or jail. Infraction results
in loss of ball.
5. There are no out of bounds.
26) Dragon’s Egg - Squads broken into 4: 3 Knights & 1 Dragon. 4 cones
outline confined space for each squad. The Knights must keep the Dragon’s
Egg (ball) away from the Dragon in order to keep their village safe. 1
minute rounds, switch Dragons. Focus on ball handling & passing within
space.
27) Fox & Farmer - All Foxes have pennies hanging from their shorts
(tails). Foxes have a ball and dribble away from the Farmers (4-5 players).
Farmers try to capture the foxes by pulling their tails. If a fox is caught,
he/she must juggle the ball 5 times and then get back into the hunt. Rotate
Farmers after 2 minutes.
28) Ouch Goes the Coach - Everyone has a ball. The goal is for each
player to try to hit the coach with the ball. Every time the coach gets hit,
they cry ouch or whatever animal sound the team wishes.
© 2008 EUSA – All Rights Reserved
29) Storm the Castle - ½ group (Castle Guards) take soccer balls and place
them on top of disc cones. The other ½ group (Magicians) try to knock over
those soccer balls by kicking their soccer balls at them. Castle Guards must
replace the soccer balls on the cones as quickly as possible before all the
Castles are destroyed.
30) Cross the Moat - All the Knights & Princess have a ball. Alligators are
placed in the center with no ball. Their goal is to kick the ball away from
the Knights & Princesses as they try to cross the moat into the Castle. Once
a ball is kicked away, the Knight or Princess joins the middle and becomes
an Alligator. Game ends when all Knights & Princesses are Alligators.
31) Treasure Hunt - Everyone has a ball and is a pirate (break into 4
squads). The four goals are the ships that hold treasures (cones). Each ship
is trying to take the other ships treasure. You must dribble your ball to the
other ship and try to bring their cones back to your ship. The pirates with
the most “treasure” wins.
32) Egg Hunt - All balls are placed in the center. Players are divided into 4
squads by each goal. Object is for each team to get as many eggs (balls)
back to their basket (net). No hands. Dribbling only. The ones with the
most eggs win.
33) Frog Attack - Everyone has a ball except for the two frogs in the
middle. The goal is for each frog to try to tag a player with a ball who then
becomes a frog.
34) Help, Help, I’m Stuck in the Mud - Everyone has a ball. Two mud
monsters are chosen. They try to kick the other players with their ball.
Once a player is tagged he/she cries out “Help, Help I’m stuck in the mud”
and holds their ball over their heads. A teammate crawls between their legs
to unfreeze them.
35) Get the Nut - Everyone has a ball. “Trees” are set up for every squad.
Goal is to dribble ball to the “nuts” aka cones, pick one up and bring back to
your “Tree”. You can steal “nuts” from your opponents’ trees. Whoever has
the most at the end of time wins.
© 2008 EUSA – All Rights Reserved
The Sharks – Edison Youth Soccer
PreK – Kindergarten
Spring 2008 Season
TRAINING SESSION PLAN
Session # : 1
Time: 1 Hour
Coach: Angie M. Tarighi
2. Tic Tock w/ Body Stop – players dribble
ball back and forth between their feet
until the Coach calls the body part that
needs to be on the ball (i.e., arm, head,
stomach, etc)
3. Happy Feet w/ Soccer Hop – players
learn to stay on their toes – practice hop
to strike (proper form)
Warm-Up: Ball Control, Dribbling (10 min)
1. Roll-Call – Squad Assignments / Pinnies,
Run - All Players push ball forward with
a. laces
b. inside foot
c. outside foot
DISCUSS RULES:
1) Have fun
2) Okay to make mistakes
Help, Help, I’m Stuck in the Mud: (10 min)
Everyone has a ball.
Two mud monsters are chosen. They try to kick the other players with their ball. Once a player
is tagged he/she cries out “Help, Help I’m stuck in the mud” and holds their ball over their heads.
A teammate crawls between their legs to unfreeze them.
Get the Nut: (10min)
Everyone has a ball.
“Trees” are set up for every squad. Goal is to
dribble ball to the “nuts” aka cones, pick one
up and bring back to your “Tree”. You can
steal “nuts” from your opponents’ trees.
Whoever has the most at the end of time wins.
Sharks & Minnows: (10 min)
All the Minnows have a ball.
Sharks are placed in the center with no ball.
Their goal is to kick the ball away from a
minnow as they try to make it from one end to
the other. Once a ball is kicked away, the
Minnow joins the middle and becomes a Shark.
Game ends when all Minnows are Sharks.
Game: 4v4 without GK (15 min)
X
X
X
X
O
O
O
O
X
X
M
M
M
M
X
X
X
X
X
X
S
S
S
S
X
X
M
M
M
M
Break Squads into two teams to practice
(same breakdown as Game Day):
Blue v. Coral
Orange v. Camo
Red v. Gold
Lime v. Pink
The Sharks – Edison Youth Soccer
PreK – Kindergarten
Spring 2008 Season
TRAINING SESSION PLAN
Session # : 4
Time: 1 Hour
Coach: Angie M. Tarighi
Warm-Up: Ball Control, Dribbling (10 min)
1. Roll-Call – Squad Assignments / Pinnies, Run All Players push ball forward with
a. laces
b. inside foot
c. outside foot
DISCUSS RULES:
1) Have fun
5) Hands off other
2) Okay to make mistakes
players
3) Give your best
4) Sportsmanship
Hot Potato: (10 min)
2. Tic Tock w/ Body Stop – players dribble ball back
and forth between their feet until the Coach calls
the body part that needs to be on the ball (i.e., arm,
head, stomach, etc)
3. Happy Feet w/ Soccer Hop – players learn to stay
on their toes – practice hop to strike (proper form)
4. Drag & Turn – players learn to drag the ball
backwards and turn
Every player has a ball. The object is to pass the ball to the player next to them as quickly as possible with the
inside of their foot. Try to keep them in groups of 4. Switch direction and inside vs. outside of foot.
Fox & Farmer: (10min)
All Foxes have a ball. The Farmer is trying to protect
his sheep from the Foxes. The Foxes (players with
pinnies in their pants). The goal of the Farmer is to catch
the fox by their tail (pinnies). Tagged players then have
to go to the Forest Jail and can only get out if tagged by
another player with a ball or the Coach’s magical
powers.
Fox
Fox
F
Fox
Fox
F
F
Fox
Fox
Fox
Fox
Gates: (10 min)
All players have a ball. Set up pairs of cones (roughly 2
yards apart) all around the playing area. These are minigates. Players must dribble through the gates to score.
Players keep count of how many gates they go through in
a set time period.
Variations: dribble with left foot only or right foot only
Game: 4v4 without GK (15 min)
X
X
X
X
O
O
O
O
Break Squads into two teams to practice
(same breakdown as Game Day):
Blue v. Gold
Red v. Coral
Lime v. Camo
Pink v. Orange
TRAINING SESSION PLAN
Date:
Time:
ORGANIZATION
Warm-Up:
Coach:
Theme of Session:
TRAINING CONDITIONS
TIME
5-6 Min
Activity #1:
10-15Min
Activity #2:
10-15Min
Activity #3:
10-15Min
Game: 3v3 or 4v4
15Min
Section 4
Resources
© 2008 EUSA – All Rights Reserved
Useful Websites
Edison United Soccer Association – http://www.edisonunitedsoccer.com
Our club website contains game schedules, directions to fields,
practice training material and regular club updates.
League Lineup – http://leaguelineup.com
Free team website to manage information flow to your parents. Also
has a tree phone feature with one call dial in.
Soccer – A Sideline Guide for Parents –
http://www.soccerparent.com/pdf/PG_web.pdf
Why have this guide? Because many parents in North America have
never had any contact with soccer. This guide explains many of the things
that coaches and players take for granted. Unlike adults in other sports,
soccer parents are learning the game from their kids. This of course is
intolerable, since we are older and will always know more than they do. This
book is your secret source of wisdom.
© 2008 EUSA – All Rights Reserved
Soccer Glossary
Knowing the basic soccer terminology is very important for parents and
coaches. A big part of helping a child succeed at soccer is in supporting
them. And to support them you need to educate yourself on the basics of
soccer.
This section is divided into various parts:
♦ Basic Soccer Position Terms
♦ Advanced Soccer Positions
♦ Field Terms
♦ Basic Soccer Action Terms
♦ Advanced Soccer Action Terms
♦ Basic Soccer Rules Terms
Basic Soccer Position Terms
Backs – Refers to defenders.
Defender – A player who works mainly in the defensive third of the field.
They are primarily focused on stopping the opposition’s attackers from
scoring.
Forward – A player who is responsible for most of a team's scoring. They
play in front of the rest of their team (or in the attaching third of the field)
where they can take most of the shots.
Fullback – a rear defender.
Goalie – Abbreviation for Goalkeeper.
© 2008 EUSA – All Rights Reserved
Goalkeeper – The player positioned directly in front of the goal who tries to
prevent shots from crossing the goalline; the only player allowed to use their
hands and arms, though only within the 18-yard penalty area.
Keeper – Abbreviation for Goalkeeper.
Midfielder – A player generally positioned in the middle third of the field
between the forwards and defenders. Their job is to link the defense and the
offense through ball control and passing. They play both an attacking role
and a defensive role.
Striker – Generally the same as a forward, though it sometimes refers to a
forward that is his team’s primary scoring threat.
Sweeper – Not always used. In some formations, a single defender that
plays closest to their own goal behind the rest of the defenders; a team's last
line of defense in front of the goalkeeper.
Advanced Soccer Positions
Attacking Midfielder – The midfielder that plays right behind the forwards;
they support the offense by providing passes to forwards to set up goals.
Central Defender – A player who guards the area directly in front of their
own goal, often considered the strongest defender.
Central Forward – A team's best-scoring forward who plays towards the
center of the field.
Central Midfielder – The midfielder most responsible for organizing play
in the midfield area, creating scoring opportunities for the attackers, and
often a team's leader.
© 2008 EUSA – All Rights Reserved
Defensive Midfielder – The player positioned just in front of their team's
defense and often assigned to mark the opposition's best offensive player;
tends to play more defense as a midfielder.
Finisher – A forward or striker who has the ability to "put away" or score
when opportunities are given to them.
Halfback – Same as a midfielder.
Midfield Anchor – Same as a defensive midfielder.
Midfield General – Same as the central midfielder.
Midfield Maestro – Same as the central midfielder.
Stopper – The player that defends or guards the best scorer on the attacking
team, often the opposition's striker.
Wingers – The outside forwards and midfielders (often the fastest players
and best dribblers) who play on the sides of the field. Their primary task is
to provide them with accurate crossing passes so they can shoot at the goal.
Field Terms
Center Circle – a circular marking with a 10-yard radius in the “center” of
the field from which kickoffs are taken to start or restart the game. Purpose:
Simply a reference line for the referee and defenders. Defenders must be as
least 10 yards away from the ball prior to start or restart.
Center Line – See Midfield line.
Center Spot – The “center” of the center circle from which kickoffs are
taken to start or restart the game.
© 2008 EUSA – All Rights Reserved
Corner Arc – an arc or quarter-circle with a radius of 1 yard located at each
of the 4 corners of the soccer field. Purpose: Also a reference line, the ball
must be kicked from inside this arc on a corner kick.
Corner Flag – the flag located at each of the 4 corners of the soccer field,
inside the corner area.
End Line – the boundary line extending from corner to corner along its
width at each end.
Field – the rectangular area where soccer matches are played.
Goal Area – the rectangular area (20 x 6 yd. on a full-size soccer field)
marked within the penalty area (or inside the larger rectangle) and directly in
front of goal. Purpose: Marks the area from which all goal kicks must be
taken.
Goal Box – commoner’s term for the goal area or sometimes the penalty
area.
Goal Line – same as the end line.
Midfield Line – a line in the center of the soccer field that divides the field
in half along its width and runs parallel to the goals. Purpose: Used for start
and restart as well as for calling offside. A player cannot be offside on their
half of the field. Also called the center line.
Penalty area – The larger rectangle (18 x 44 yd. On a full size field) in front
of the goal that includes the goal area. Purpose: Marks both where the
goalkeeper is allowed to touch the ball with his hands AND the area where
harsh fouls committed by the defending team result in penalty kicks.
Penalty Arc – The arc at the top of the penalty area. Purpose: Designates
how far back all players must be away from the ball while a penalty kick is
being taken.
Penalty Mark (or Spot) – the mark on the soccer field from which penalty
kicks are taken.
© 2008 EUSA – All Rights Reserved
Pitch – Another word for the field.
Sideline – common word for the touchline.
Touchline – the line that runs along the length of each side of the field.
Commonly called the sideline in other sports.
Basic Soccer Action Terms
Center – a pass from either side of the field towards the middle of the field.
It is used primarily to get the ball closer to the front of the goal. The words
“center” and “cross” are used interchangeably.
Charging – a method of running at and unbalancing the player who has
possession, or is attempting to gain possession of the ball; the act of using a
"shoulder" against an opponent’s shoulder to gain an advantage, allowed
only when the ball is playable (i.e. within 3 feet).
Clearing – the act of moving the ball out of the area of one’s own goal by
throwing (goalkeeper only) or kicking it.
Cross – another word for center.
Fake – a move by a player meant to deceive an opposing player. Used to
gain an advantage, it is frequently used when dribbling to get past an
opponent.
Feint – another word for a fake.
Foot Trap – the use of the foot, usually the bottom, to control a rolling or
low bouncing ball.
Header – When a player passes or shoots the ball with his head.
© 2008 EUSA – All Rights Reserved
Save – the act of a goalkeeper in stopping a shot that would have otherwise
gone into the goal.
Screening – another word for shielding.
Shielding –used by the person with the ball to protect the ball from a
defender; the ball carrier keeps their body between the ball and the defender.
Slide Tackle – a move where a player attempts to win the ball by sliding
towards the ball. If the tackling player touches the ball first, he is allowed to
make contact with the player controlling the ball. If the tackling player
strikes the player before the ball, a foul is assessed. A tackle from behind is
always a foul regardless of whether the tackler managed to get to the ball
first.
Tackle – the act of taking the ball away from a player by kicking or stopping
it with one's feet.
Trap – the use of one’s body to slow down and control a moving ball, most
often using the chest, thighs or feet.
Advanced Soccer Action Terms
Banana Kick – a kick that curves the ball such that it takes the shape of a
banana. This is usually attempted on a corner kick to curve the ball from the
corner directly into the goal.
Bicycle Kick – when a player kicks the ball in mid-air backwards and over
their own head, usually making contact above waist level. Not too frequent
at the youth level!
Cut Back – dribbling the ball backwards in the reverse way of the goal in an
attempt to keep possession of the ball.
© 2008 EUSA – All Rights Reserved
Cut Down the Angle – when the goalie comes out of the goal several feet to
make themselves closer and larger to an attacker. The effect is to leave the
attacker less of an open net to shoot at.
First Time Ball – when the ball is received and propelled in a single
movement. Also called one touch pass and first touch.
First Touch – another word for first time ball.
Flick – a quick header.
Hospital Ball – a dangerous pass from one teammate to another. Instead of
being crisp the pass is too soft, resulting in a pass that becomes a 50/50 ball
(up for grabs) instead of one that is easily received.
Instep Drive – a shot taken with the instep of a player's foot; usually the
most powerful and accurate of shots.
Instep Pass – a pass made by striking the ball with the instep.
In Swinger – a ball that is curving in toward the goal, usually made from a
corner kick. Same thing as a banana kick.
"Man On" – the call a player makes to a teammate who is closely marked
by an opposing player but may not be aware of it.
Mark – to cover an opponent with or without the ball to keep them from
passing, receiving or shooting the ball.
Narrowing the Angle – same as cut down the angle.
Offside Trap – a play by the defense to catch the attacking team offside.
The rear defenders will quickly pull up past the attackers to put the attackers
in an offside position.
One Touch Pass – another term for a first time ball.
© 2008 EUSA – All Rights Reserved
"Pull Up" – can also be “push up”, a phrase used to tell the defense to move
up the field in a more attacking position. Sometimes used as the command
for an offside trap.
Scissors Kick – another word for bicycle kick.
Shoulder Tackle – a tackle used to get the ball away from an opponent by
making shoulder-to-shoulder contact.
Two Touch Pass – a pass in which the ball is received by a player with one
touch and then played to a teammate with the next touch.
Basic Soccer Rules Terms
Caution – a disciplinary action in which the referee shows a player the
yellow card (for violating a soccer rule). A second caution in the same match
results in the player being shown the red card (ejected from the game).
Corner kick – a direct free kick that is awarded when the defending team
puts the ball over the end line. A corner kick is taken by the offensive team
from next to the corner flag.
Dangerous Play – an action by a player that the referee considers dangerous
to that player or others. Examples are high kicking, playing while lying on
the ground, or playing the ball while it is in the possession of the goalkeeper.
Direct Free Kick – a free kick that is awarded at the spot of the infraction
for a physical contact foul such as tripping, holding, pushing, tackles from
behind, jumping into an opponent, or for hand balls. A direct free kick can
score by going directly into the goal. It does not have to be touched by
anyone other than the kicker.
Drop Ball – a method of restarting a game where the referee drops the ball
between 2 players facing each other. A drop ball restarts the game after play
is stopped for no penalty situation (e.g. after an injury) and in other
© 2008 EUSA – All Rights Reserved
circumstances (more than one soccer rule about this). The ball is dropped
where it was last in play or at the nearest point outside the penalty area.
Foul – when the referee judges a violation against an opposing player. The
team that suffers the foul is awarded with a direct free kick unless the foul is
committed by a defensive player inside his own penalty area, in which case
the foul results in a penalty kick.
Goal Kick – a type of restart that is awarded when the attacking team puts
the ball over the end line. The ball is kicked from anywhere inside the goal
area away from the goal to restart play. After the kick is taken, the ball
cannot be touched again by any player until it is outside of the penalty area.
Indirect Free Kick – a free kick that is awarded at the spot of the infraction
for other fouls that are judged not to be serious such as obstruction,
dangerous play or charging (non-contact fouls), as well as for offside.
Indirect kicks must touch another player (either team) before the ball goes
into the net in order to score.
Offside – a difficult soccer rule. A violation that occurs when an offensive
player is closer to the opponent’s goal than both the ball and the second-tolast opposing player at the time that the ball is passed to the offensive player
by his or her teammate. Players cannot be called offside if they are in their
own half of the field or if they receive the ball from a throw in, corner kick,
or goal kick. When a player is called offside, the opposing team is awarded
an indirect free kick.
Obstruction – a foul in which a defensive player, instead of going after the
ball, illegally uses their body to prevent an offensive player from playing it.
Penalty kick – A kick taken from 12 yards in front of the goal as a result of
a contact foul or hand ball that takes place inside the penalty area.
Red card – a referee shows a player a red card to signal that the player has
been banned from the rest of the match. A red card can be shown for a single
serious offense or as the result of being shown a second yellow card in the
same game. After a player is shown a red card, the player must leave the
© 2008 EUSA – All Rights Reserved
field of play and cannot be replaced by a substitute, meaning that his or her
team must finish the match with one player fewer.
Sending off – an ejection resulting from a player being shown a red card.
See also Red card.
Throw-in – a way to restart play when the ball goes out over the sidelines.
The team that did not touch the ball last is allowed an overhead throw.
Yellow card – see Caution.
© 2008 EUSA – All Rights Reserved
Section 5
Forms
© 2008 EUSA – All Rights Reserved
TRAINING SESSION PLAN
Date:
Time:
ORGANIZATION
Warm-Up:
Coach:
Theme of Session:
TRAINING CONDITIONS
TIME
5-6 Min
Activity #1:
10-15Min
Activity #2:
10-15Min
Activity #3:
10-15Min
Game: 3v3 or 4v4
15Min