USSF "D" Clinic - Outline

USSF "D" License Clinic

Course Outline and Notes
Part 2 by Ken Gamble
http://www.nasl.com

NOTE: This guide was compiled from several D License clinics that I attended over several years. Special thanks to the clinic instructors: Kenny White, Stuart Fitzsimmons, Lisa Howe and Jason Vitrup. These notes are no substitute for the clinic as there is no substitute for the interaction with the instructor and fellow coaches. Rather it is intended as a helpful guide for those taking the course. The real benefits of the USSF courses come from the work done on the soccer fields. Ken Gamble

Role of the Coach

As a Facilitator
1. Set up Conditions and environment for learning
2. Players need to have fun and positive feedback.
3. Coach must be enthusiastic
4. Practice should be conducted in the spirit of enjoyment and learning.
As a Positive Role Model
1. Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches. To have a responsibility to the game itself.
Understand who they are coaching.
1. Children mature at different levels
2. Treat each person as an individual
3. Not all participate for the same reason

U10	Lengthened attention span Still in motion but not to busy Psychologically becoming more fun Boys and girls begin to develop separately Overall and small motor skills becoming more refined Prefer team type balls and equipment Pace Factor becoming developed (to think ahead)

U12	Enjoys competition Psychological development has progressed Team work has improved Technical competency has improved Development of speed and strength Problem solving with teammates Self appearance and peer pressure are a concern Varying stages of puberty

U14	Differences in mental development Sense of belonging Varying stages of puberty Displays independence and is self critical Aware of praise, status and recognition A time of self discovery

U15 and above	Transition from childhood to adulthood Biological, cultural and psychological transition Strive for a personal identity and self definition Independent Conflicting influences between parents and peers High expectations of themselves Need to belong Invincible

As a Teacher
("The game is the great teacher")

How do players learn?
1. Receive information - process in order of importance
2. Block out unnecessary cues. Attend to most important
3. Concentration on execution of decision
4. Mechanical execution. Repetition.
  Practice does not make Perfect. Practice makes "Permanent". Perfect Practice makes Perfect.
5. Must be able to "PAINT A PICTURE" of what you expect them to do during the practice session.
6. Small sided games. 3 v 3 and 4 v 4.
  1. Skill Development. More touches on the ball.
  2. Tactics Development. Players learn to make quick decisions.
  3. Fun & Enjoyment. Scoring increases.
  4. Player Development. Positional play is greatly increased.
7. Use cones and make sure the grids are the proper size. The grids must be rectangular in shape and rule of thumb is 10 yards in length per pair.
  Example:
  2 v 1 = 20 x 10
  3 v 3 = 30 x 20
  4 v 2 = 40 x 30
  4 v 4 = 40 x 40
  8 v 8 = 80 x 50/60
  Adjust the size of grid based on success. It is always better to start out with the grid smaller and expand it if needed.
8. Do not talk while you are demonstrating.
What to give the players?
1. Clearly defined goals (objectives, targets, rules, etc.)
  1. Overriding- Generalized or total application, i.e., transition to positive mentally towards shooting
  2. Specific. Play of first defender. Purpose of 6 v 4. If I win the ball can I play it forward?
How to teach?
1. Preview
  Keep this real brief. Players learn from playing and not
  listening to long "SERMONS" from the coach.
  1. What coach is going to do?
  2. Why are we going to do it?
  3. Where does it belong in the game?
2. Time factor
  1. When in the training session.
  2. When in the weekly cycle.
  3. When is the seasonal cycle.
3. Explanation and/or Demonstration
  1. Paint a clear picture. The younger the player the better the picture needs to be. Walk through what you expect them to do and quickly get the activity started.
4. Practice
  1. Organization- appropriate size, location, equipment, realistic to full game. HAVE A LESSON PLAN COMPLETED BEFORE YOU GET TO THE FIELD.
    
    Get players started immediately. They will get bored standing around.
    
    The warm up should be a part of the lesson plan. If the practice session is on passing with the inside of the foot than have them warm up by passing the inside of the foot. If the practice is on the first attacker than have them practice dribbling during the warm-up.
    
    Have plenty of cones, balls, pennies and flags to set up your grids before the practice starts. Do not waste the team's time setting up grids during practice.

Team Management

Safety and ethical aspects.
1. It is recommended that you check with your state as to whether the state has any law(s) regarding volunteer coaches. It is also recommended that you know the state association telephone number should you need further explanation or assistance.
2. Be aware of your responsibilities in regards to safety issues.
3. Responsibilities of the coach in relation to health and safety regarding players.
  1. Know and understand the laws of the game Examples - shin guards must be worn, must wear shoes, inflation of ball, no jewelry, field surface, duration of game appropriate to mental and physical development of players.
  2. Proper teaching and instructing of players regarding reasonably safe techniques and methods of play. Examples - teach the laws of the game to players. Use proper progression for teaching technique both field players and goalkeeper.
  3. Implement appropriate training and medical programs to make sure your players are fit for practice and competition.
    Examples - design a safety and information card, warm-up prior to training and game.
  4. Inspect and maintain equipment and supplies to make certain they are safe and in accordance with the rules, as well as to make sure that the playing field is safe and does not contain dangerous conditions.
  5. Supervise and control your players so as to avoid injury situations, taking into consideration factors, such as; age, experience, physical condition of the players and competitive situation and weather conditions.
4. Always need to ERR on the side of caution and safety.
5. Insurance needs (players, coaches) adequate coverage.
6. Evaluate and plan in terms of "Risk Management" for your program and players.
7. Ethics - definition: The principles recognized as standards of behavior by a specific group.
  
  Let us strive to maintain the integrity within our Sport.

Team Administration

For all levels; club (travel and recreation), high school and college.

Parent - Coach meeting.
1. Discuss coaching philosophy.
2. Discuss team goals for the season.
3. Discuss what is expected of the parents; ie., transportation, communication, general program support and good sportsmanship.
Player - Coach meeting. (group).
1. Discuss coaching philosophy.
2. Discuss team goals for the season.
3. Discuss training rules and regulations.
4. Discuss the support staff and their importance (trainer, medical staff, athletic director, etc.) and their rules and regulations.
5. If high school or college situations need to discuss academic requirements, class attendance, support staff, etc.
Player - Coach meeting (individual).
1. Discuss players perception of himself within the team and to the team.
2. Discuss individuals goals for the season.
3. Discuss the coaches perception of the individual within the team and to the team (role player, etc.).
  
  NOTE: It is important for the coach and players to develop a line of communication, you do not want to overburden the players with meetings or they lose their effectiveness. It is also good to end the year with a team meeting explaining plans for the upcoming season, etc..
  To the candidates these meetings are a form of applied psychology and the coach needs to communicate with the players all of the time not only during meetings.

Equipment needs.

For players - ball, shin guards, shoes (proper types for various surfaces and climatic conditions), loose fitting clothing proper for climatic conditions of training and a water bottle.

Shoes and equipment need to be cared for properly.
For team - cones, bibs or vests, extra balls, air pump, soccer nets on all goals, portable goals (if possible), first aid kit, ice, water and adequate playing surface.
Implication coaching.

Recommended number and duration of training sessions per week.

U-17: two or three 90 minute sessions and one game with 40 minute halves.

U-19, U-23, and Sr. Amateur: two or three 90 minute sessions and 1 game with 45 minute halves.

NOTE: If you have high school or college coaches explain how this changes and why and how NCAA rules effect training and games.

Practice Organization

The game will tell you what the team needs to practice.
1. Game	1. Performance
2. Analysis	2. Evaluation
3. Training	3. Education
4. Game	4. Performance

The stage of technical and tactical development of our players is also a guide to practice content.

NOTE: 2 or 3 specific technical and/or tactical points of emphasis practice session.
Organize in a progressive manner.
1. Warm-up- to ready the player both physically and mental
  Warm-up should incorporate the technical and/or tactical implications of the training session. Static stretching is not a warm-up of its own (be appropriate not contrived).
2. Individual activities (if appropriate).
3. Small group activities.
4. Large group activities - Does not mean 11v11. Can be even numbers, numbers up, numbers down.
  
  NOTE: Steps 2-3-4 you want to coach from simple to complex (not only meaning numbers wise) but also technically and tactically to develop within the players a level of confidence and success to be able to perform at match conditions.
  
  NOTES: Need to explain to candidates that within these steps we need to take into account individual playing abilities and how we can guide players as individuals or by grouping to attain the training objectives (example, asking one player to play 2 touch or less when others have free play, size of grids, numbers of defenders, etc.).
5. Cool down - an after training activity of light jogging and static stretching.
6. Closure - Ask for feedback from the players, go over what you practiced, and thank them for their effort.

Practice Organization regarding use of smaller areas for individual and group tactics.
1. Coaching grid - align side to side to develop large rectangular in shape (example) as a soccer environment should be.
2. Division of field into small teaching areas and approximate numbers of players within
  the area.
  
  NOTE: The above sizing are suggestions and the coach needs to adjust these accordingly dependent upon players ability and their progress.
Practice organization regarding the use of equipment.
1. If space available lay out all small areas before training.
2. Bibs and vests counted out prior to training and in piles ready to go.
3. Location of balls over end lines, inside of goals not at the back where they cannot be easily gotten. Keep exercises flowing.
Game Organization.
1. Pre-game
  Decide how long to talk.
  Who do you want to talk to?
  Talk about: strategy, goals, team talk.
2. Half-time - 10 to 15 minutes, Pick out no more than three main team items to focus on. Some individual instructions
3. Post-game - Cool down. Immediate feedback about performance. Balance both positive and negative comments.
  Be brief. Know what you are going to say and the words you are going to say it with before you start talking. This is not the time for blame. Never get personal after a loss. Make sure you say something positive before finishing.
Seasonal planning.
1. Preseason - How long? High School and College rules if applicable. Training games, how many? What do you want to accomplish? What do you want to accomplish in preseason?
  Testing for fitness? If so, what tests and how will you use the results (don't just test to test)? Pre-season training is a
  replication of the season to come.
  Examples are: Cooper test, Beep Test, Shuttle runs, recovery runs, etc.
2. Seasonal plan - Use of calendar to show games and times of game, travel days, days off, preparation days, tournaments, playoffs. etc. and how you organize yourself in regards to these factors. How difficult it can be for high school and college coaches to get actual training time during the season because of time and number of
  games. Planning needs to include technical, tactical, fitness and psychological needs of players. - Use Interval and Training Cycles.
3. Post-seasonal plan - Time off, regeneration, preparation for next season, what you want them to do? When and how much to prepare for organized preseason?