COACH WORKBOOK
ACTIVE START
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Table of Contents
Active Start Course Outline ………………………………………………………………………...…
2
Goals of this clinic ………………………………………………………..………………………..…..…
3
Task 1 – Introduction to Coaching ……………...……………………………………………..…..……
4
Task 2 – Who are your players? ………………………….….………….…………………….……..…
5
Task 3 - Role of the Coach ………………………………………………..……………………..……
6
Task 4- Planning a Coaching Session ………………………………………………………..………
7
Task 5 – Model Coaching by the Learning Facilitator ………………..………………………………
8
Task 6 – Practice Coaching Session….……………………………………………………………….
8
Task 7- Peer Coaching Assessment...…..…...………………………….…………………………….
9
Task 8 – Reflecting on your Practice Coaching Session …………………………………………….
10
Reference Material ………………………………………………………………….………………….
11-31
Directory of Contacts for the CSA Coach Education Program ……………….…………………....
32-33
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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ACTIVE START
Course Outline
Hours
Location
Content
15 min
Course Introduction
15 min
Task 1 – Introduction to coaching
15 min
Classroom
Task 2 – Who are your players?
5 min
Equipment check
15 min
Task 3 - Role of the coach
15 min
Task 4 - Planning a coaching session
45 min
60 min
Field
5 min
Task 6 – Practice coaching session
Task 7 – Peer coaching assessment
10 min
5 min
Task 5 – Learning Facilitator Model Session
Classroom
(or field)
Task 8 – Reflecting on your practice coaching session
Conclusion
You will find the following symbols in this Workbook
This symbol means refer
to the Reference Material
These symbols mean that you
can refer to the material on
the web or DVD provided
This symbol indicates that the
next activity will be on the field
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Goals of this clinic
This clinic has been designed for the community coach and parent in soccer who is working
with children in the Active Start stage.
The objective is to assist a coach/parent, regardless of prior soccer background, to gain
the knowledge required to work with children in order to facilitate their soccer
development.
The goals of this workshop are to help prepare you to do some of the things that will be
required of you as an Active Start coach and parent. We will focus on the following:
To provide information on Canadian Soccer Association’s Long Term Player Development
model “Wellness to World Cup”

To provide information on Canadian Soccer Association’s Long Term Player
Development model “Wellness to World Cup”

To introduce the concept of physical Literacy

Provide you with some information to help you understand the development
stage of the children you are working with.

Show you how to plan your sessions considering the development stage
the children you are working with.

Consider the safety factors involved in running a session

Show you how to manage your sessions using appropriate content

Provide you with a resource that you can use to plan your sessions this summer

Provide you with advice you can use to work with players and parents in this
stage
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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TASK 1 - Introduction to Coaching (15 min)
Activity:
Rotating T-Chart
Process:
1. Once the Learning Facilitator (LF) has helped you determine a recorder in your
small group, answer these two questions on a T-Chart:
1. What are your reasons for becoming an Active Start soccer coach?
2. What do you think are the reasons that children are involved in your Active
Start soccer program?
The LF will give you instructions on how to proceed with a rotation.
2. You may take personal notes on each of the questions that you will be working
on:
What are your reasons for becoming an Active Start soccer coach?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What do you think are the reasons that children are involved in your Active Start
soccer program?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Read Page 16 in the Reference Material section at the end of this workbook.
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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TASK 2 - Who are your players? (15 min)
Activity:
Think and Share
Process:
1. Read pages 17 and 18 in the Reference Material section at the end of this
workbook.
Once you are done, answer the following questions individually:
What are the development characteristics of children between the age of 4 and 6?
What are the differences between children in the early stage and late in the stage?
What are the practice recommendations of children in the stage?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Share your answers with another coach.
3. Take the time to add to your answers during or after the discussions and
debrief.
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Task 3 - Role of the Coach (15 min)
Activity:
Jig Saw
Process:
1.
The LF will assign to 4 separate small groups one of the following questions:
1.1 During a practice, how would you do the following as a coach?
a) Choose an activity
b) Organize an activity
c) Run an Activity
1.2 What type of manner and appearance should a coach have with his
players?
1.3 List a safety check that a coach should do: Before, During and After a
practice session.
1.4 How will you manage the parents during your coaching responsibilities?
2. Within your small group, come up with a common answer and prepare yourself
individually to explain this answer to someone else in the class:
Our assigned question is _____
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. The LF will now regroup you so that you will find yourself with 3 coaches that
have worked on the 3 other questions. You will each have a chance to present
the common answer that you have previously prepared with your initial group.
4. Mini-Lecture (refer to page 23 of you coach workbook)
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Task 4 - Planning a Coaching Session (15 min)
Activity:
Small group assignment
Process:


The LF will divide the class into 4 new groups, trying to get together with other
coaches who coach in the same
stage of active start as you.

Each group selects an activity from one of the sessions provided.

You have 15 minutes to prepare how you are going to deliver your session.

The Facilitator will briefly meet with each group to go over their session
Active Start Session Plan and Notes:
Keep in mind that when we go on the field, your group will have five minutes total to set
up the group session and each member will have five minutes to run a part of the session
you have prepared. At the of your group session, the LF will conduct a debrief of your
sessions with the entire class.
Note: The next session will be conducted on the field of play.
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Task 5- Model Coaching by the Learning Facilitator (45 min)
Activity:
Observation
Process:
The Learning Facilitator will demonstrate on the field how to coach the session outlined
on the next page with a group of participants.
1.
Individually, take notes on how the facilitator follows the guidelines for:

Selecting the Activities

Organization

Safety before and during the session

Demonstration and Explanation

Manner and appearance
Notes:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2.
Share your answers with another coach.
Task 6 - Practice Coaching Session (60 min)
You will be asked to pair with a member of another group during the field session and complete
the Assessment form on the next page while you observe your partner coaching is session.
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Task 7 - Peer Coaching Assessment (10 min)
Activity:
Pair and Share
Process:
Take the time to share with your field partner the Assessment form you have
completed during his/her practice coaching session. Practice being an active
and effective listener when another coach is commenting on your performance.
Organization
Use of space
Realistic
Appropriate
Content
Clear
Demonstration
Coaching Style
General Impression
Confident
Enthusiastic
Respectful
Control
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Task 8 – Reflecting on your Practice Coaching Session (5 min)
Process: Individually, answer the following questions giving you a chance to reflect on your own
practice session.
List three things that went well in your practice session
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Following the feedback you received from the pair and share, what would you consider doing
differently if you ran this session again?
____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Reference
Material
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Introduction
The NCCP vision for children in community sport
Children play a sport in order to have fun and to be with friends. Every child involved in sport
should have a positive experience, which is only possible when the sport environment is both
physically and emotionally safe.
The children depend on you, the coach in community sport, to build and maintain the sport
environment. Children will be able to develop a love for sport when your leadership is
directed at valuing each and every one of them. You have an important opportunity to have
an impact on the lives of the children involved in your program.
This workshop is intended to support your efforts by providing you the chance to learn and
improve as a coach. Congratulations on taking the step to participate in this workshop, and
thank you for the time that you are giving to develop sport for children in Canada.
A new structure for the NCCP (National Coaching Certification Program)
The NCCP is in the process of changing from its old structure with five levels (1 to 5) and three
components (Theory, Technical, and Practical) to a new structure that is based on the three
different streams in which coaching takes place in Canada.
THE NEW NCCP STRUCTURE
Community Sport


Initiation
Ongoing
participation
Competition



Introduction
Development
High performance
Instruction



Beginners
Intermediate
performers
Advanced performers
The NCCP recognizes community coaches as important leaders in the sport experiences of
Canadian youth. This is reflected in the new structure of the program.
For more information on the changes to the NCCP, visit the Coaching Association of Canada
website at www.coach.ca
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Long Term Player Development (LTPD)
Soccer is the largest participation sport in Canada and the world, providing healthy physical
activity for players at all levels of ability. In June 2008, the Canadian Soccer Association
launched their Long Term Player Plan (LTPD) “Wellness to World Cup”. The seven
stage model follows the generic Long Term Athlete Development (LTAD) model that has been
adopted my numerous sports around the world to provide a comprehensive development
foundation. Long Term Player Development (LTPD) is a program of soccer player
development, training, competition, and recovery based on biological age (i.e. physical
maturity) rather than chronological age. LTPD is:
Player Centered
Coach Driven
Administration, Sports Science & Sponsor Supported
Under the CSA’s leadership LTPD can provide the framework for high quality programs at all
stages that ensure enjoyable lifelong playing opportunities for players of all levels of ability, as
well as development pathways for elite players who pursue excellence. The Canadian
Soccer Association’s Technical Department is striving to be at the leading edge of
implementation of the LTPD and has modified the coaching development pathway to reflect
the stages of development of the LTPD.
LTPD and Canadian Soccer Association Coaching Pathway – Community Stream
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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STAGE 1: Active Start
3, 4, 5 year old boys and
girls
Introduction
At this introductory level, the objective is to get children moving and to keep them active. At
daycares, schools, clubs, recreation centers and home, small children can be provided with
early opportunities to learn basic soccer elements. No competitive games should be played –
the objective is for adults and children to play together informally.
The physical curriculum provides for learning basic fundamental
movement skills such as:
• running • jumping • twisting • throwing • catching
The technical requirements are not about teaching the techniques of soccer and are
nothing more than encouraging children to enjoy becoming friends with the ball and
experiencing the following through fun and imaginative games;
• running with the ball
• stopping and changing direction with the ball
• dribbling
• kicking
• shooting
In the initial part of this stage the program is organized so that the child has success learning
the game with their par- ent in a “one with one” format (One child with a significant other
person in their lives - Mom, Dad, Brother/Sister, Grandparents).
In this format, a child’s first team-mate is someone they are totally at ease with. While the
adult should challenge the child player, they should allow the child to have success “score”
goals and “beat” the adult opponent.
With the session lead by the learning facilitator or master coach, parent and child can
participate in fun games and activities that address the physical and technical needs of
children in this stage. As the stage progresses and the child acquires basic physical literacy,
familiarity with the ball, and the ability to work independent from a parent/guardian, the roles of
the parent can be reduced as the child moves into the a traditional coach player format in the
FUNdamentals Stage, where the small sided games are introduced.
At this stage, players should participate in a variety of additional activities. Swimming and wellstructured gymnastics programs are recommended to enhance the full range of basic
movement skills and physical literacy.
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Task 1 - Introduction to coaching
What are your reasons for becoming an Active Start coach?
•
I was asked to by my club
•
I want to spend more time with my child
•
I want to work with young children in sport
•
I have experience playing soccer
•
I have coached before and enjoyed it
•
It is rewarding helping young children develop a love for the game
•
I am getting paid to coach
What do you think are the reasons that children are involved?
•
Mum and dad signed them up
•
To have fun
•
Being with friends
•
Being active
•
Learning new skills
•
Testing these skills against
•
Like the challenge and excitement
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Task 2 - Who are the players?
Developmental Characteristics
4 – 6 Year Olds
PHYSICAL
•
Frailty: fragile bones
•
Coordination: Difficulties
•
Natural suppleness: Enjoy gymnastic type activities
•
Little difference between girls and boys
SOCIAL, MENTAL & PSYCHOLOGIC
•
Probably their first organized sporting experience
•
Love their parents
•
Egocentric
•
Short attention span
•
Tire easily
•
Shy or hyper (And everything in between)
•
Sensitive to criticism
•
Play consists of a high degree of imagination
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Task 2 - Who are the players?
What are the practice recommendations of children in the stage?
•
It is not really soccer – movement with and without a soccer ball
•
It must be fun!!!
•
“One with one”
 let parent/grandparent assist with the session. Child and parent learn
game together
•
Developing Physical Literacy
 Emphasis on fundamental movement skills, running, hopping, jumping,
skipping, tumbling
•
Be creative, tell them a story, relate the story to a soccer activity
•
Change the activity often
 Shark Attack, Pirate Pete, Dora the Explorer, Race Car etc. Play games
with themes. Do not worry about teaching the techniques. Learn by
doing
•
Basic ball familiarization activities
 Rolling, bouncing, kicking, catching
•
Very basic 1 v 0 and 1 v 1 activities - No Goalkeeper
•
Recognize participation varies during their session
 At different parts of the session – players will not participate –
encourage gently – but let parents deal with the situation – reassure
parents that this is normal
•
Loves praise and enthusiasm!!!
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Task 3
Your Role as a Coach
Managing an Active Start Coaching Session
First meeting with parents & players

Assemble all parents and players

Explain to parents what their role is – manage their child during the session in a 1 with 1
session. Support from the side lines later in the stage.

Explain to the players about listening – what does a good listener look like?
Looking at the coach,
Hands are still
Mouth is quiet
Ears are listening
Selecting the Activities

Always review and visualize your session plan before the practice using the practices in the
CSA DVD.

Choose and familiarize yourself with the session before the practice
Using the practices in the CSA DVD or coaching resource provided by your club or region

Do not be afraid to repeat the same activities week after week.
Think how children learn through familiarity.
Introducing new activities with care when players are ready for the challenge.

Name your games and tie into popular culture so the children can remember and relate to
the exercises.
 Write down using the planning tool and print off your plan and take to session
 Take a copy of your session plan to the session
Organization

Show up early to allow time to set up the field prior to players arriving.

Have the equipment ready for the players when they arrive. Have a designated area
they can go and practice with friends/parent while others arrive

Define areas clearly with cones. Have a specific area set up for balls and pinnies
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Running the session
Demonstration and explanation when running the session

Have all the players come into one central point.

Get down to the same level as players and make sure they are not facing sun/potential
distractions

Quickly get the players active - keep everyone moving in some type of dynamic warm
up activity. Participate in session by continually demonstrating – “a picture paints a
thousand words”

Quick explanation/demonstration – get them active in exercise quickly

Reinforce positively every effort. Praise!

Try not to use jargon.

Use a variety of coaching styles, command, Questions and answer. With the younger
players the session is going to be primarily run using the command style. As
players/parents become familiar with the content coaches can start to introduce other
coaching styles.

Try to end each session with a game of some form.

At 3 and 4 this could be a game of 1 v 1 with child and parent playing against another player
and parent.

Bring everyone in at the end to quickly go over the session – team cheer.

Go over the session with players/parents at the end of the session,

Team cheer and Snack
Measuring Success
How do you judge the success of your mini soccer program?

The players are looking forward to coming back next session and/or next year
How does your club judge the success of the program?


The players come back
Equally as important, you the coaches come back for another year and develop a love from
working with players.
You will be much more comfortable the second year coaching in the program – you will know
what works and will be much more confident to try new things.
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Manner and appearance

Look like a coach

Upbeat and Enthusiastic

Create an energetic environment where children are engaged in the activity
Managing the Parents
TIPS TO MAKE YOUR COACHING ENJOYABLE

Parent meeting at the end of the first session.

Introduce yourself, assistant coach (s). Ask for help if needed i.e. equipment, uniforms,
festivals, photos, assistant coach

Outline the basic objectives of the program.

Consider giving them a one page hand-out with the information on it.

Phone chain/e-mail chain - can be organized to maximize communication

Sharing of responsibilities

Safety measures (player's phone number, emergency numbers, Medical Insurance Number,
etc…). Club should provide you this information

Understand that during summer programs, players will go on vacation and numbers
will drop. Combine with neighbour's team to make the session work.
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Safety before, during and after the session
Before

Safety check the area you are working in looking for potential harmful objects on the field and
lay out the working area

Check the weather conditions.

Have an EAP
During

Have a check in

Check the players equipment, shin guards, no jewellery or watches

Make sure players have no injuries, open cuts

Have your team run around team area (which is marked by cones) so players are
very aware of where the boundaries are located. Explain to players not to leave the area
during the session.

Ensure players have correct work and rest (dependant on stage)

Have specific area set aside for water breaks. Provides safety and helps in organization
After

Do not let any child leave the practice without a parent/guardian

Make sure you are not left alone at the field with children
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Key Factors of being a Coach
The Active Start Coach:
Think safety!
Practice area
Equipment
EAP
Be Prepared
Plan your work
Work your plan
Get Organized
Set up your practice area early
Progressions or stations
Be Enthusiastic and Encouraging
Inspire the players
Praise their efforts
Get them Active
Keep the energy level high
Keep player involvement high
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Fair Play Code for Coaches
1. I will be reasonable when scheduling games and practices remembering that young
players have other interest and obligations.
2. I will teach my players to play fairly and to respect the rules, officials and their opponents.
3. I will ensure that all players get equal instruction, support and playing time.
4. I will not ridicule or yell at my players for making mistakes or for performing poorly. I will
remember that children play to have fun and must be encouraged to have confidence in
themselves.
5. I will make sure that equipment and facilities are safe and match the players’ ages and
abilities.
6. I will remember that children need a coach they can respect. I will be generous with
praise and set a good example.
7. I will obtain proper training and continue to upgrade my coaching skills.
8. I will not discriminate on grounds of race, gender, or sexuality.
Fair Play Please! - For the good of the game!
Name
Signature
Date
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Fair Play Code for Players
1. I will participate because I want to, not just because my parents or coaches want me to.
2. I will play by the rules, and in the spirit of the game.
3. I will control my temper - fighting and “mouthing off” can spoil the activity for everybody.
4. I will respect my opponents.
5. I will do my best to be a true team player.
6. I will remember that winning isn’t everything - that having fun, improving skills, making
friends and doing my best are also important.
7. I will acknowledge all good plays/performances - those of my team and of my opponents.
8. I will remember that coaches and officials are there to help me. I will accept their
decisions and show them respect.
9. I will not discriminate on grounds of race, gender, or sexuality.
Fair Play - Please! - For the good of the game!
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Fair Play Code for Parents
1.
I will not force my child to participate in sports.
2.
I will remember that my child plays sport for his or her enjoyment, not for mine.
3.
I will encourage my child to play by the rules and to resolve conflicts without resorting
to hostility or violence.
4.
I will teach my child that doing one’s best is as important as winning, so that my child will
never feel defeated by the outcome of a game/event.
5.
I will make my child feel like a winner every time by offering praise for competing fairly
and trying hard.
6.
I will never ridicule or yell at my child for making a mistake or losing a competition.
7.
I will remember that children learn best by example. I will applaud good
plays/performances by both my child’s team and their opponents.
8.
I will never question the officials’ judgment or honesty in public.
9.
I will support all efforts to remove verbal and physical abuse from children’s sporting
activities.
10. I will respect and show appreciation for the volunteer coaches who give their time
to provide sport activities for my child.
11. I will respect the oppositions’ players, coaches, and parents
12. I will not coach my child from the sidelines, just support them positively from the sidelines
13. I will not discriminate on grounds of race, gender, or sexuality.
Fair Play - Please! - For the good of the game!
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Emergency Action Plan
Although serious injuries or accidents are rare, you must be ready to deal with them if and
when they occur. As a first step, formal training in first aid and CPR for all team staff will give
you the confidence and knowledge you need to deal with emergencies effectively.
You should maintain a complete First Aid Kit to help you deal with minor injuries.
Develop an Emergency Action Plan and write it down so everyone involved is clear on their
responsibilities. Designate key individuals to carry out the plan (i.e., the person in charge,
and the call person).
Person in Charge
The person in charge should be the one who is most qualified
in first-aid and emergency procedures. This individual will:

know what emergency equipment if available at your facility

secure a controlled and calm environment.

assess - and tend to - the injured player.

direct others involved until medical personnel arrive.
Call Person
This individual will:

keep a record of emergency phone numbers and know the location of telephones in
the facility.

make the telephone call for assistance.

guide the ambulance (if required) in and out of the facility.
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
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Prevention of Soccer Injuries

The most common areas injured while playing soccer include the knee, ankle and hip.

Common risk factors exist and if managed these injuries are often preventable. Here
are some helpful injury prevention guidelines:

Warm-up prior to all soccer training - this involves 5-10 minutes of light running/soccer
drills to break a sweat, followed by dynamic stretching (exaggerated soccer related
movements often done while moving across a soccer pitch)

Cool-down after training - this involves 5 minutes of light jogging to walking and 5-10 minutes
of stretching

Improve strength of ankles, knees, hips and the core area with either body weight or
resistance training

Ensure proper pre-season conditioning is adequate, and that rest days are provided
throughout the season

Improve flexibility by stretching daily

Improve proprioception (awareness of body position) by doing balance exercises
each training session (e.g. juggling ball, standing on one foot with eyes closed)

Ensure equipment such as shoes and shin pads are in good condition. It is promoted that
grass cleats not be worn on turf due to the increased risk of injury with increased friction.

Hydrate properly before, during and after training and competition. Water is best but

sports drinks such as Gatorade are also acceptable.

Manage injuries properly by having them assessed by a professional. Treat all
injuries for the first 48 hours following the R.I.C.E principle Rest,
Ice hourly for several minutes,
Compress area with a tensor,
Elevate area above the heart where possible

Utilize recovery methods for frequent training - proper nutrition, massage
therapy, ice baths/showers, hydrotherapy
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
Page - 30 -
Useful First Aid Tips
The ability to assess Injury during any kind of physical activity, there is a chance that
somebody participating may get injured or hurt. It is the First Aider's role, to be on site and
available immediately - in the case of emergency. In order to demonstrate the ability to
assess an injury - one must possess the capability to refer to the SALTAPS process,
designed initially for First Aid in Sport
SALTAPS is a mnemonic for a sports medicine regime to be invoked when a player is
injured, that is targeted at coaches more than the average in the field first responder. It
stands for:

Stop Play

Ask the player -- evaluate for pain and for orientation/confusion

Look -- at the limb and evaluate the appearance of the injury

Touch -- the injury if the player will allow this.

Active Movement -- can the player move the limb?

Passive Movement -- if you move the limb does it hurt? Is there sufficient range of motion?

Stand Up -- can the player really play, or are they denying the extent of the injury.

Once injury has been determined treatment can be followed using the basic RICE acronym,
Rest
Ice
Compression
Elevation
In many instances of injury, this treatment will begin as soon as the athlete is sufficiently
settled to receive first aid attention. In this regard, while the basic kit will contain a quantity
of the chemically activated cold packs, to properly administer the R ICE pro- gram, the first
aid provider may require a greater quantity of cold power in intervals of 15-20 minutes of
ice to the affected area, than is possible with the chemically activated ice packs. In sports
where sprains are common, it is a useful practice to prepare a number of ice packs from
natural ice and store them in an insulated carrier. Alternatively, reusable ice bags can be
stored and accessed in the same fashion.
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
Page - 31 -
Be Smart
Concussion Awareness and Management
WHEN IN DOUBT – SIT THEM OUT Concussion – Signs and symptoms










Confusion and Disorientation
Double Vision or Fuzzy Vision
Loss of Consciousness
Ringing in the Ears
Headache Slow or Slurred Speech
Dizziness Seeing “Stars”
Nausea and Vomiting
Feeling Stunned or Dazed
Loss of Balance
Emotional or Personality Changes
Concussion: Management and Rehabilitation
When a player shows ANY SYMPTOMS or SIGNS of a
concussion…
X
The player should not be allowed to return to play in the current game
or practice.
X
The player should not be left alone, regular monitoring for deterioration
is essential.
The player should not be left alone, regular monitoring for deterioration is
evaluated.
essential. The player should be medically
Concussion: Guidelines for Coaches, Players, Parents, and Officials








Concussion is a Brain Injury
You do not have to lose consciousness to have a concussion
Symptoms are often subtle
Wear properly fitted protective equipment
The head (helmet/facemask) should never be used to make initial
contact with another player
A concussion may be caused by a direct blow to the head, face, neck, or anywhere else that causes a severe and
sudden movement to the head/neck
Medical Clearance by an appropriate physician is mandatory before return to play
Concussion: Follow these 6 steps before returning to play
Concussion Management should adhere to the following 6 steps:
1.
2.
3.
4.
5.
6.
No activity, complete rest. Once asymptomatic, proceed to step two
Light aerobic exercise such as walking or stationary cycling
Sport-specific training. (e.g. running in football, skating in hockey)
Non-contact training drills
Full-contact training after medical clearance
Game Play
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
Page - 32 -
Contents of a basic Sports First Aid Kit
The basic first aid kit typically will contain the following materials:

a first aid manual

bandages in a variety of sizes, shapes, and widths, including moleskin for blisters and
abrasions

soft gauze bandages

hypoallergenic first aid tape, in a sealed dispenser

elastic bandages, to wrap and provide compression to the injured area or to secure an ice
pack

elastic wrap, as a pad for athletic tape

triangular bandages to be fashioned into a sling or tourniquet

white athletic tape

nonstick gauze pads

antiseptic wipes and dispenser

antiseptic first aid cream

aloe or similar soothing topical cream product

two or three instant cold packs (chemically activated)

anti-inflammatory capsules such as extra strength ibuprofen products

scissors

thermometer

mouthpiece to assist in the administration of cardiopulmonary resuscitation (CPR)

neoprene joint brace

tweezers, to assist in extracting foreign material from cuts and abrasions

snap-seal type plastic bags

sterile container or water bottle to mix sports drink fluid

cell phone and access number to local EMS and hospital

index inventory card for first aid kit

disposable gloves
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
Page - 33 -
Directory of Contacts for the CSA Coach
Education Program
For National Licensing Courses and general enquiries regarding all aspects of the CSA
Coaching Program contact:
Canadian Soccer Association
Web Site:
http://www.canadasoccer.com/
Ray Clark, Director of Coaching & Player Development
[email protected]
David Benning, Technical Programs Manager
[email protected]
For French Language B License-National Courses contact:
Quebec Soccer Federation
[email protected]
Eric Leroy, Technical Director
http://www.federation-soccer.qc.ca/
Web Site:
All enquiries regarding local Community Coach Courses, the B License Pre-Test and B
License-Provincial Courses contact:
BC Soccer Association
Rob Csabai, Manager of Coaching Development
Web Site:
[email protected]
http://www.bcsoccer.net/
Alberta Soccer Association
Ian Skitch, Provincial Coach North
Web Site:
[email protected]
http://www.albertasoccer.com/
Saskatchewan Soccer Association
Dave Nutt, Director of Football (Soccer) Operations
Web Site:
[email protected]
http://www.sasksoccer.com/
Manitoba Soccer Association
Rob Gale, Technical Director
Web Site:
[email protected]
http://www.manitobasoccer.ca/
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
Page - 34 -
Ontario Soccer Association
Mark Marshall, Manager - Coaching Development
Web Site:
[email protected]
http://www.ontariosoccer.net/
Quebec Soccer Federation
Eric Leroy, Technical Director
Web Site:
[email protected]
http://www.federation-soccer.qc.ca/
Soccer Nova Scotia
Graham Chandler, Director of Coaching
Web Site:
[email protected]
http://www.soccerns.ns.ca/
Soccer New Brunswick
Younes Bouida, Technical Director
Web Site:
[email protected]
http://www.soccernb.org/
PEI Soccer Association
Jonathan Vos, Technical Director
Web Site:
[email protected]
http://www.peisoccer.com/
Newfoundland & Labrador Soccer Association
Dragan Mirkovic, Technical Director
Web Site:
[email protected]
http://www.nlsa.ca/
Northwest Territories Soccer Association
Lyric Sandhals, Executive Director
Web Site:
[email protected]
http://www.nwtkicks.ca/
Yukon Soccer Association
Kim King, Sports Administrator
Web Site:
[email protected]
http://www.yukonsoccer.yk.ca/
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER
Page - 35 -
The National Coaching Certification Program is a collaborative program of the Government of
Canada, provincial/territorial governments,, national/provincial/territorial sport federations, and
the Coaching Association of Canada
Partners in Coach
Education
The programs of this organization are funded in part by Sport Canada.
Printed in Canada
Unless otherwise indicated, images and pictures contained in this document are the property of
HEMERA TECHNOLO- GIES INC. They are used under license and are copyrighted.
Some images contained in this document are the property of CARDISPORT and are copyrighted.
© This document is copyrighted by the Coaching Association of Canada (2003) and its
licensors. All rights reserved
CANADIAN SOCCER ASSOCIATION ● l’ASSOCIATION CANADIENNE DE SOCCER