Scoring Guide for Analyzing Soccer Game Play Performance
Select the term that best matches the player’s performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Moves ball with consistency and accuracy
to opponents’ goal with variety of passes.
Passing and
Ball Control
Effective in one- or two-touch play, using
give-and-go, overlap, and crossover
techniques.
Takes shot opportunity.
Moves ball with some to move ball up-field
to opponents’ goal with limited variety of
passes.
Kicks ball without aiming for teammate.
Requires multiple touches (>2) to manage
ball, and uses limited plays (e.g., give-andgo, overlap, and crossover techniques).
Only uses dominant foot, thus requiring
more time to wind-up.
Takes some shot opportunities, but still
shows reticence at times.
Brings ball to stop first before shot attempt.
Able to shoot when in 1v1 situations.
Shooting
Uses some variety of scoring techniques
(feet, head, volley).
Anticipates rebounds.
Regularly scans opponents’ and
goalkeeper’s position.
Beats/shakes opponents in 1v1 situations
with ease.
Backs up to wind up.
Still uncomfortable shooting when in 1v1
situations.
Uses only dominant foot and uses toe.
Still favors certain scoring techniques (feet,
head, volley).
No awareness of opponents’ and
goalkeeper’s position.
Sparingly eyes rebound opportunity and
opponents’ and goalkeeper’s position.
More comfortable when in possession.
Avoids 1v1 situations.
Still exposes ball to opponent.
Comfortable on the ball while changing
speed and direction.
Dribbling/
Turning
Eyes down to ball most all times.
Limited use of turning moves and still
predictable.
Uncomfortable when on-the-ball and eyes
are down.
Gives up ball to opponent easily.
Shields ball from opponents.
Unpredictable to opponents.
Still favors one foot and one or two moves
(e.g., step-over, body fakes, and so on).
No turns away from opponent.
Predictable to opponents.
Uses both feet and moves such as step
over, body fakes, and so on.
Decision
Making
Regularly makes quick choices on whether
to dribble, shoot, or pass and how and
where to move when off-the-ball.
At times, makes correct choices knowing
when to dribble, shoot, or pass.
Sporadically demonstrates how and where
Uses dominant foot and one move (e.g.,
step-over, body fakes, and so on).
When passed to, merely kicks ball wildly.
When in possession of ball, tends to
“freeze.”
Frequently scans field to gather info on
game situation.
to move when off-the-ball.
Limited off-the-ball movement.
Scans field sparingly to gather info on
game situation.
Avoids situations requiring decisions about
when to dribble, shoot, or pass.
Mostly stationary.
Only/mostly watches where ball is.
Moves to support teammates on the correct
angles and distance regularly.
Moves to support teammates on the correct
angles and distance at times.
Anticipates other players’ moves more
consistently.
Still more reactive than anticipatory to
other players’ moves.
Moves little to help teammates.
Moves at random.
Support
Slow (or no) response to game’s action.
Gets caught “hiding” in between players.
Defends players or space at right time.
Tends to defend mostly opponent even
when defending space is more appropriate.
Defends only an opponent or does not
defend at all.
Body position favors either the ball or
opponents.
Wanders the field, watching only the ball.
Opens body to see ball and opponents.
Guard/Mark
Interacts with teammates when on defense.
Still has tunnel-vision at times.
Interacts with teammates sparingly when
on defense.
At times, attempts to delay opponents.
At times, attempts to delay opponents.
Shadows teammate and opponent moves
sparingly.
Shadows teammate and opponent moves
sparingly.
Mostly reactive in adjusting to and
anticipating position/direction of ball and
teammates.
Mostly reactive in adjusting to and
Few, if any basic rule violations (e.g., moves
out-of-bounds).
Pushing and shoving of opponents occurs
very infrequently.
Restarts game inappropriately (e.g., starts to
dribble off and out-of-bounds).
Restarts game appropriately (i.e., passes ball
in play).
Restarts game appropriately (i.e., passes ball
in play).
Uncontrolled and perhaps excessive physical
contact with opponents.
Acceptable physical contact with opponents
(e.g., going for ball).
Sporadic and mostly appropriate physical
contact with opponents.
Appears unaware or blatantly ignores
common violations.
Attempts to delay opponents regularly.
Shadows teammate and opponent.
Cover
Knowledge of
Game Rules in
as Player
Adjusts and anticipates the
position/direction of ball and teammates.
anticipating position/direction of ball
and teammates.
Appears aware of common violations.
Shows respect to classmates, teacher,
equipment, and facilities.
Is in control of self, and needs little teacher
supervision.
No control of self and needing constant teacher
supervision.
Works productively and effectively with
teammates.
Shows respect to classmates, teacher,
equipment, and facilities.
No appreciable participation.
Eagerly fulfills assigned nonplaying roles.
When needed, resolves conflict quickly and
effectively.
Makes few, if any, attempts at participation.
Participates in most team and class activities.
Hides out from activities.
Fulfills assigned team roles.
Taunts others (including teammates, officials
and others).
Interrupting others.
Shows perseverance and appropriate
assertiveness.
Fair Play
Behavior (i.e.,
general class
conduct)
When needed, resolves conflict quickly and
effectively.
Rarely misses class.
Wins and loses with grace.
Easily overreacts and creates conflicts.
Few, if any, tardies and attends most classes.
Consistently attends class, is on time, and
prepared.
Blames others, and denies personal
responsibility.
Gets frustrated and quits on teammates.
Teases and pouts.
Makes excuses.
Misses class regularly and/or is frequently
tardy.
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Passing and Ball Control in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
Passing and Ball
Control
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Moves ball with consistency and
accuracy to opponents’ goal with
variety of most passes.
Moves ball with some to move ball
upfield to opponents’ goal with
limited variety of passes.
Kicks ball without aiming for teammate.
Effective in one- or two-touch play,
using give-and-go, overlap, and
crossover techniques.
Requires multiple touches (>2) to
manage ball, and uses limited plays
(e.g., give-and-go, overlap, and
crossover techniques).
Only uses dominant foot, thus requiring more
time to wind-up.
Observed Student Players’ Names
1.
2.
3.
4.
5.
EXCEEDS
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9.
10.
Rating
(1-3)
Eyes down to ball most all times.
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Shooting in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Takes shot opportunity.
Takes some shot opportunities, but
still shows reticence at times.
Able to shoot when in 1v1 situations.
Uses some variety of scoring techniques
(feet, head, volley).
Shooting
Anticipates rebounds.
Regularly scans opponents’ and
goalkeeper’s position.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Backs up to wind up.
Still uncomfortable shooting when in
1v1 situations.
Uses only dominant foot and uses toe.
Still favors certain scoring techniques
(feet, head, volley).
No awareness of opponents’ and goalkeeper’s
position.
Sparingly eyes rebound opportunity
and opponents’ and goalkeeper’s
position.
Observed Student Players’ Names
6.
7.
8.
9.
10.
Brings ball to stop first before shot attempt.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Decision-Making in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Regularly makes quick choices on
whether to dribble, shoot, or pass and
how and where to move when off-theball.
Decision
Making
Frequently scans field to gather info on
game situation.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
At times makes correct choices time
knowing when to dribble, shoot, or
pass.
When passed to, merely kicks ball wildly.
Sporadically demonstrates how and
where to move when off-the-ball.
Avoids situations requiring decisions about
when to dribble, shoot, or pass.
Limited off-the-ball movement.
Mostly stationary.
Scans field sparingly to gather info
on game situation.
Only/mostly watches where ball is.
Observed Student Players’ Names
6.
7.
8.
9.
10.
Rating
(1-3)
When in possession of ball tends to “freeze”.
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Dribbling and Turning in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
Dribbling/
Turning
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Beats/shakes opponents in 1 on 1
situations with ease.
More comfortable when in
possession.
Comfortable on the ball while changing
speed and direction.
Still exposes ball to opponent.
Uncomfortable when on-the-ball and eyes are
down.
Limited use of turning moves and still
predictable.
Shields ball from opponents.
Gives up ball to opponent easily.
No turns away from opponent.
Unpredictable to opponents.
Uses both feet and moves such as step
over, body fakes, and so on.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Avoids 1 on 1 situations.
Rating
(1-3)
Still favors one foot and one or two
moves (e.g., step-over, body fakes,
and so on).
Observed Student Players’ Names
6.
7.
8.
9
10.
Predictable to opponents.
Uses dominant foot and one move (e.g., stepover, body fakes, and so on).
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Support in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Moves to support teammates on the
correct angles and distance regularly.
Moves to support teammates on the
correct angles and distance at times.
Anticipates other players’ moves more
consistently.
Still more reactive than anticipatory
to other players’ moves.
Moves little to help teammates.
Moves at random.
Support
Slow (or no) response to game’s action.
Gets caught hiding in between players.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9
10.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Guarding/Marking in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Defends players or space at right time.
Opens body to see ball and opponents.
Tends to defend mostly opponent
even when defending space is more
appropriate.
Interacts with teammates when on
defense.
Body position favors either the ball or
opponents.
Defends only an opponent or does not defend
at all.
Wanders the field, watching only the ball.
Guard/
Mark
Still has tunnel-vision at tines.
Interacts with teammates sparingly
when on defense.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9
10.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Cover in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Attempts to delays opponents regularly.
At times attempts to delay opponents.
Shadows teammate and opponent.
Shadows teammate and opponent
moves sparingly.
Skill or Level
Cover
Adjusts and anticipates the
position/direction of ball and
teammates.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Mostly reactive in adjusting to and
anticipating position/direction of ball
and teammates.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9
10.
Rating
(1-3)
Does not delay opponents or shadow
teammate and opponent moves.
Remains inactive or only seeks out and moves
to opponent with ball when teammates are
already attacking ball (i.e., no shadowing).
Does not see action around and away from
ball.
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Knowledge of Rules in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
Knowledge of
Game Rules in
Effect
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Few, if any basic rule violations (e.g.,
moves out-of-bounds).
Pushing and shoving of opponents
occurs very infrequently.
Restarts game inappropriately (e.g., starts to
dribble off an out-of-bounds).
Restarts game appropriately (i.e., passes
ball in play).
Restarts game appropriately (i.e.,
passes ball in play).
Uncontrolled and perhaps excessive physical
contact with opponents.
Acceptable physical contact with
opponents (e.g., going for ball).
Sporadic and mostly appropriate
physical contact with opponents.
Appears unaware or blatantly ignores
common violations.
Appears aware of common violations.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9
10.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Fair Play in Soccer
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Shows respect to classmates, teacher, equipment, and
facilities.
Is in control of self, and needs little teacher
supervision.
No control of self and needing constant teacher
supervision.
Works productively and effectively with teammates.
Shows respect to classmates, teacher, equipment, and
facilities.
No appreciable participation.
Eagerly fulfills assigned nonplaying roles.
Interrupting others.
Shows perseverance and appropriate assertiveness.
Fair Play
Behavior
(i.e., general class
conduct)
When needed, resolves conflict quickly and
effectively.
When needed, resolves conflict quickly and
effectively.
Makes few, if any, attempts at participation.
Participates in most team and class activities.
Hides out from activities.
Fulfills assigned team roles.
Taunts others (e.g., teammates, officials, and others).
Rarely misses class.
Easily overreacts and creates conflicts.
Few, if any, tardies and attends most classes.
Blames others, and denies personal responsibility.
Wins and loses with grace.
Consistently attends class, is on time, and prepared.
Gets frustrated and quits on teammates.
Teases and pouts.
Makes excuses.
Misses class regularly and/or is frequently tardy.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9
10.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).