OYSA Coaching Manual

       This coaching manual is provided through the graciousness of the Oregon Youth Soccer Association.  They have allowed us to reprint it here.  The majority of the information is here but because of its large size we have deleted some of the references to local (Oregon) rules.   You are encouraged to print it out for your personal use.  It is a very thorough guide for both recreational and competitive soccer coaches, players, trainers, managers and parents.  This manual represents a lot of time and effort by OYSA.   If you would like to view this document in its entirety it is available at the Oregon Youth Soccer Association's fine website.  Please leave them a note if you visit their site thanking them for the use of this document.  

OYSA Coaching Manual

OYSA Recreation Council - 1997

Introduction

 Dear Fellow Coach,

Congratulations! You, as a youth soccer coach, are about to enjoy a rare privilege - becoming a surrogate parent to 12 to 18 kids who are looking to have fun and learn the game of soccer. You are not alone. Youth soccer in Oregon is flourishing. In communities from Coos Bay to Bend, and Grants Pass to Sandy, the sport of soccer is enjoyed by 40,000 other members of Oregon Youth Soccer. With this much activity, OYSA needs all of its’ member coaches to be their BEST - as leaders, teachers, and friends to every player.

With youthful exuberance and enthusiasm, the seven-year-old player finds challenges, excitement, and fun with his or her classmates and friends on the soccer team. For the prospective coach, who likely has never played the sport, the task of organizing a team, understanding the rules, running effective and enjoyable practices, and making a positive experience of the Saturday game, is another matter. But just as your child player will develop soccer skills over time, the parent-coach can learn age-appropriate and effective coaching techniques over time as well.

The members of the OYSA Recreation Council, who have compiled this manual, believe that your educated participation is vital to the overall experience of your youth players. We offer this manual to our family of youth soccer coaches with the expectation that you will use it in conjunction with the full complement of coaching clinics supported by OYSA’s coaching staff. We hope that together these resources will give you the confidence to be the BEST - for your child, your team, and the sport of soccer.

 

Mark Siebert
Vice President, Recreation
Oregon Youth Soccer Association

COACHES, WE NEED YOUR HELP!

As you work with this manual during the season, please note any suggestions that you might have and forward your ideas to us at the following address:

Oregon Youth Soccer Association (OYSA)
c/o Recreation Council
4840 SW Western Avenue, Suite 800
Beaverton OR 97005

In addition, if you have a favorite skill game that has worked well for you, please send it to us along with a diagram and description, plus a brief statement of the objective(s) and coaching points.

Organization of U.S. Soccer

FIFA

The Federation Internationale de Football Association serves as the international governing body for soccer. FIFA annually publishes the Laws of the Game, the international guide for referees.

United States Soccer Federation (USSF)

One of 169 member national soccer organizations within FIFA, the USSF is the governing body for soccer in the United States. USSF is composed of four divisions: Professional, US Amateur Soccer, Referee Association (not listed on the chart), and US Youth Soccer.

United States Youth Soccer Association (USYSA)

The youth division of USSF is composed of 55 member state associations (one in each state, and two in California, New York, Ohio, Pennsylvania and Texas). USYSA is divided into four geographical regions; administration is by an elected eight member Board of Directors, including a director from each region. In 1994 USYSA registered more than 2 million youth players between the ages of five and nineteen.

Oregon Youth Soccer Association (OYSA)

The Oregon Youth Soccer Association (OYSA) is our state component of the national and international soccer organizations (FIFA, USSF and USYSA). OYSA is made up of approximately 120 member clubs in 16 districts. Administration is by a Board of Directors, including district representatives and an elected Executive Board. OYSA offers a wide array of playing opportunities through a variety of programs.

Recreational Soccer

Recreational soccer is a program offered to youth players of all ages, with emphasis on fun, fitness, and skill building in a less competitive environment. Recreational soccer is administered through the local districts and clubs.

The OYSA Recreation Council serves to promote recreational soccer for all youth soccer players throughout the state. Beginning in 1995, it will administer a High School Recreational League in the Portland metro area. The Recreation Council is guided by the philosophy that "Recreational Soccer should be organized so that: 1) participants experience soccer in an environment of fun, based upon equal playing time and balanced team competition; 2) players develop the skills necessary to play soccer with confidence; 3) all players, coaches, parents, and spectators demonstrate good sportsmanship; and 4) any and all eligible youths (subject to reasonable terms of registration) are accepted as participants."

Recreational soccer teams and games are governed by the OYSA General Rules of Play and FIFA Laws of the Game, as well as by applicable local club rules.

Classic (Competitive) Soccer

Classic Soccer is a competitive league provided by OYSA to youth soccer players U12 (under 12) through U19 who are selectively rostered to teams based on ability. Selection is usually through a tryout process. Teams participate in preseason qualifying tournaments to determine their level of competition (Premier, Gold I, Gold II, or Gold III).

The OYSA Classic Council administers the classic league statewide, taking responsibility for formulating specific rules of competition, scheduling games and referees, and organizing statewide qualifying and championship tournaments. Classic soccer teams and games are governed by OYSA Competition Rules of Play and FIFA Laws of the Game.

Olympic Development Program (ODP)

The Olympic Development Program was organized by USYSA to identify and train a pool of players to represent the United States in international competitions for youth national teams. Tryouts are open to all age-eligible players for State Association Teams; these players attend camps and competitions from which Regional Teams are selected to advance to National competition. There are approximately 200 players involved in Oregon ODP each year.

Soccer Start

Soccer Start as promoted by USYSA is a sports participation program designed to introduce soccer to at-risk children in economically disadvantaged areas, and to provide a positive life experience to enhance self-esteem and social skills. Soccer Start recruits community groups to assist in their program and integrates with local soccer associations.

TopSoccer (The Outreach Program for Soccer)

TopSoccer is a cooperative program involving USYSA and Special Olympics International and has programs established throughout the United States. TopSoccer trains young people with disabilities to play soccer and provides team access to existing sports organizations for people with disabilities.

US Youth Soccer

The newspaper of the United States Youth Soccer Association is published quarterly and mailed to all OYSA registered coaches and administrators.

Goal Lines

The newspaper of the Oregon Youth Soccer Association is published six times a year and mailed to the households of all OYSA registered players, coaches, and administrators.

Laws of the Game

• Click here to download a complete set of the July 2002 Laws of The Game - latest version available from Fifa 
• Click here to download a complete set of the July 2002 Laws of The Game Frequently Asked Questions - latest version available from Fifa 
• OYSA Rules - Due to the size constraints on this website these state and local rules are deleted here but they may be viewed at the OYSA website.
• A Novice Spectator's Guide to Some of the Odd Rules of Soccer is located elsewhere on this website.  Click the link to go there.
• Glossary of Soccer Terms - Due to size constraints the terms in the glossary listed in the OYSA manual has been added to the Soccer Terms Glossary already on this website.

Coach Development

OYSA Coaching Clinics - Any of these clinics can be provided for your club - just contact the OYSA coaching staff.

Introductory Clinic (4 hr)

If you are a coach new to the game of soccer, this clinic will give you information on OYSA, team management, plus practice and game organization. This clinic is for coaches who are coaching U-8 and below. On the practical side, the OYSA coaching staff likes the coaches to find out about the game from the game, just like the kids!

I. Team management
        A. Administration
        B. Equipment
        C. Fields
        D. Aids
        E. Practice organization
        F. Game organization
        G. First aid
        H. Library

II. PRACTICAL

A. Warm-up
B. Passing
C. Dribbling
D. Shooting
E. Heading
F. Juggling
G. Fun games
H. Line up (3-2-1, 2-2-2)

Preliminary Clinic (6 hr)

Coaching kids 8 to 12 years old. The Preliminary Clinic is the most important step in young players’ development. If they do not learn the proper techniques of the game, then they will struggle to enjoy the game as they get older. The important part for the kids is that the coach recognizes the fundamental mistakes and is able to correct them.

I. Lecture (the coach)

A. Influence
B. Game/practice organization
C. Talented player development
D. National, international organization
E. Respect from players and parents towards referees

II. Practical

A. Warm-up
B. Passing and receiving

1. How to keep the ball on the ground when passing
2. Passing the ball while running
3. Controlling the ball when it is coming to you
4. Controlling the ball from the air
5. How to keep possession of the ball

C. Dribbling

1. Running with the ball
2. Controlling the ball while running
3. Changing direction with the ball
4. Turning with the ball, left and right, without stopping
5. Dribbling the ball past an opponent

D. Tackling and defending
E. Shooting

1. Shooting the ball at goal with right foot, left foot

F. Heading
G. Juggling
H. Goalkeepers
I. Formations (systems)

Preliminary/Advance Clinic (6 hr)

The Preliminary/Advance Clinic retains a lot of the fundamentals from the Preliminary Clinic, but the staff have added some small-sided games where the kids have to make tactical decisions.

Topics include:

· Player development
· Warm-up (including the Wiel Coerver movements)
· Dribbling (including the Wiel Coerver movements)
· Passing and receiving (including wall passes)
· Shooting
· Crossovers
· Tackling and defending 1v1
· Heading
· Games (2v2, 3v3)
· Goalkeepers
· Tactics (1v1, 2v2, 3v3)

This clinic is for coaches who are coaching at classic, premier and high school levels. The staff covers how to introduce wall passes, crossovers, overlaps, and running off the ball into the offensive play, and how to stop the opposition from scoring (how and when to mark a man, a zone). Set plays and the play of the goalkeeper become more important as kids get older, stronger and, hopefully, wiser. This clinic can be taken prior to taking the state "D" license or even as a refresher after completing the "D" license.

Topics include:

· Warm-up
· Wall passes
· Crossovers with/without the ball
· Movement off the ball
· Overlap
· Goalkeeping
· Set plays
· Covering
· Marking too tight / too loose
· Man-to-man, zone
· Forwards vs. defense
· Full game

I. Components of good goalkeeping
        A. Physical dimensions
        B. Effective shot handling
        C. Tactical knowledge
        D. Psychological factors

II. Catching the ball

A. Ground balls
B. Balls above the knees & below the shoulders
C. High balls
D. Diving

III. Distribution of the ball

A. With hands
B. With feet
C. Half volley
D. Full volley

IV. Other factors

A. How to use your feet
B. Angles
C. Positioning
D. Passback rule

A. Introduction to psychology of youth coaching which has two goals:

1. By discussing values, developmental issues and basic teaching  skills it will provide a format for beginning and experienced coaches to think about general, non-technique issues in coaching.

2. By insuring that all coaches have been introduced to OYSA values about youth coaching and the youth sport experience, it will help to establish and clarify a set of norms for coaching behavior that can be encouraged and enforced by OYSA.

B. "Why are you coaching?" is the beginning point of this clinic

1. A discussion of why the different participants have started youth coaching is the first step in a values clarification process.
2. The next step looks at different coaching value systems on a continuum from "winning is everything" to "winning is nothing" and helps each clinic participant place themselves in that spectrum.
3. The coaching values of OYSA are introduced and discussed.
4. This segment of the psychology section concludes with a look at what values clarification can do for the coach, with an emphasis on developing a hierarchy of values which can:
a) Reveal personal expectations
b) Inform private goal setting
c) Help in the selection and development of coaching techniques
d) Guide evaluation of personal progress as a coach

C. Adult coach & youth player
1. Being a coach of youth players demands an understanding of how children at various ages experience the world differently than adults. There will be an emphasis placed on how adults and children differ and how the adult coach must adjust coaching and teaching styles.
2. This segment of the psychology section will be helping adults understand that the adult way of experiencing the world is neither the only way nor necessarily the correct way. Possible topics include:

a) Learning and communication styles
b) Individual differences in motor development
c) What is "play" and "fun"
d) The effects of sport on children
e) Why children participate in (and drop out of) organized sport programs
f) How sport experiences impact self-esteem

D. A brief introduction to three basic tools of teaching/coaching:

1. Organization
2. Communication
3. Motivation
4. The material will relate these three skill areas back to value and developmental issues and will outline positive coaching techniques and show how they are consistent with developmental tasks of the youth player and with OYSA values.

II. Positive Coaching: Principles and techniques

A. Although most youth sport programs and many individual coaches have accepted the positive approach to coaching, the details of the method are not self-evident. Many of the specific behaviors required of "positive" coaches are not easily developed by adults who relate to children in traditional ways.

B. Positive coaching from a motivational perspective

1. The special motivations of youth athletes (why they participate)
2. How different coaching styles influence these motivations - a contrast between how positive and negative coaching influence:

a) Player attitude
b) Enjoyment
c) Self-esteem
d) Commitment to the sport

3. Goal-setting as a motivational tool

C. The relationship between positive coaching skills and adult-child communication

1. How positive coaching facilitates communication by reducing fear, increasing information and instruction, and creating a more positive learning atmosphere.
2. The involvement of positive coaching skills in both verbal and non-verbal communication channels will be discussed.

D. How positive coaching can be used to solve discipline problems and improve coach-player attitudes.
E. How positive coaching has a beneficial impact on stress reduction and anxiety for coaches as well as players.
F. How positive coaching skills are consistent with both recreational and competitive soccer program values.
G. Basic techniques of positive coaching:

a) Positive reinforcement
b) Shaping
c) Using the "reward sandwich"
d) Reinforcing effort
e) Extinction
f) Performance feedback
g) Other useful tools (modeling, role-playing, group problem-solving)

I. Theory (3 hr)

A. Methods lecture (1_ hr)

1. Introduction / Emphasis of the F curriculum

a) First-time Parent/coach; emphasis on reducing the fear of coaching

b) U-10 age group players, some of whom may be experiencing playing and coaching for the first time

2. Developing a philosophy ("Player development")

a) What is player development?

(1) Activities that the child wants to participate in because they are fun
(2) Players being exposed to playing all positions
(3) Every player has a ball for practice
(4) Activities designed to maximize the number of touches by each player at practice
(5) Rules modified for players according to their age group characteristics
(6) Equipment modified for players according to their age group characteristics
(7) Activities designed to promote thinking, not doing drills
(8) De-emphasize winning and losing; we do not need to keep standings, statistics, etc.

b) Philosophy of "player development" needs to be conveyed to all players and parents, through a Parent Orientation meeting or written communication to parents

3. Role of the coach

a) As facilitator

(1) Reason for facilitator is because most parent/coaches have not been exposed to a soccer environment

(2) Objectives

(a) Set up the conditions and environment for learning
(b) Facilitate the learning
(c) Players must have fun
(d) Players need to receive positive feedback from the coach
(e) Coach must be enthusiastic about what he/she is doing
(f) Practices should be run in the spirit of play
(g) Activities need to be geared toward the players achieving success, with success measured by FUN

b) As positive role model

(1) Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches; has responsibility to the game itself

c) Understands who they are coaching

(1) Children are not defined by chronological age alone
(2) Each child matures and develops at his/her own pace
(3) Treat each child as an individual
(4) Not all children participate for the same reasons

B. Team management lecture (1_ hr)

1. Legal and safety issues of coaching
2. Care and prevention of injuries
3. Team organization
4. Implications for coaching youth
5. Organization of a training session
6. Laws of the game

II. Practical (6 hr) - technical skills

A. Dribbling
B. Passing and receiving
C. Kicking and shooting
D. Heading
E. Goalkeeping

III. Course review / Question and answer session (there is no test)

I. Theory (5_ hr)

A. Methods of coaching (1_ hr)

1. Emphasis of E curriculum

a) Parent/coaches who may or may not have previous coaching experience

b) Parent/coaches making transition from modified soccer to 11-a-side soccer

c) Development of the player as an individual and as part of the team

d) Development of the player from being technically oriented to refining those techniques and applying them to tactical situations

2. Developing a philosophy - "player development"

a) What is player development?

(1) Activities that the child wants to participate in because they are fun

(2) Players being exposed to playing all positions

(3) Rules and equipment modified for players according to their age group characteristics

(4) Activities designed to refine their technical abilities

(5) Activities designed to introduce and increase the opportunities for tactical awareness

(6) De-emphasize winning and losing; emphasize player development

3. Role of the coach

a) As facilitator

(1) Set up the conditions and environment for learning

(2) Players must have fun and receive positive feedback

(3) Coach must be enthusiastic about what he/she is doing

(4) Practices should be done in the spirit of enjoyment and learning

(5) Activities need to be geared toward the players achieving success

b) As positive role model

(1) Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches; has responsibility to the game itself

c) Understands who they are coaching

(1) Children are not defined by chronological age alone; each child matures and develops at their own pace

(2) Treat each child as an individual

(3) Not all children participate for the same reasons

B. Team management (1 hr)

C. Tactical lecture (1_ hr)

D. Care and prevention of injuries (45 min)

E. Laws of the game (45 min)

II. Practical (10 hr)

A. Dribbling (1 hr) - includes ball control, balance, faking, feinting, foot speed

B. Passing and receiving (1 hr) - includes pace, accuracy, disguise, quality of first touch

C. Shooting (1 hr) - includes contact (not power), use of proper foot surface

D. Heading (1 hr) - includes passing, clearing, scoring

E. Goalkeeping (1 hour) - includes catching, distributing

F. Attacking principles (1_ hr)

G. Defensive principles (1_ h)

H. Small-sided games / Economical training (2 hr)

III. Testing (2_ h)

A. Written test (1 hr)

B. Practical test (1_ h)

I. Theory (9 hr)

A. Methods of coaching (2_ hr)

1. Emphasis of "D" curriculum

a) Preparation for coaches going on to the National "C" license

b) A license for coaches who want the highest level available from the state with no plans to go on to National courses

c) First time coaches who have had a rather extensive playing career and received a waiver through the "E" course

d) Experienced coaches, possibly coaching at any age level

e) Coaches training U-17, U-19, and Senior Amateur players

2. Developing a philosophy - "player development"

a) Activities that players want to participate in because they are enjoyable

b) Every player has a ball for training

c) Activities designed to maximize the number of touches by each player at practice

d) Rule modifications for players in U-17 (40 min halves)

e) Training sessions designed to increase tactical awareness

f) Training sessions designed to improve players’ technical abilities and their tactical application

g) Competition

h) Educating the players about not only the technical, tactical, physical and psychological demands of the game at their level, but also about developing an appreciation for the game

3. Role of the coach

a) As facilitator

(1) Set up the conditions and environment for learning

(2) Players must have fun and receive positive feedback

(3) Coach must be enthusiastic about what he/she is doing

(4) Practices should be conducted in the spirit of enjoyment and learning

(5) Activities need to be geared toward the players achieving success

b) As positive role model

(1) Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches; has responsibility to the game itself

c) Understands who they are coaching

(1) Players are not defined by chronological age alone; each player matures and develops at his/her own pace

(2) Treat each player as an individual

(3) Not all players participate for the same reasons (at any level)

B. Team management (1_ hr)

C. Tactics (3 hr) - includes attacking, midfield, defending

1. Review of "E" tactics (1 hr)

2. General tactics (1 hr)

3. Systems (1 hr)

D. Match analysis (1 hr) - how to watch your own team

E. Care and prevention (1 hr)

F. Laws of the game (1 hr)

II. Practical (14 hr)

A. Technical topics

1. Fitness with the ball (1 hr)

2. Crossing and heading (offensive, defensive) (1 hr)

3. Finishing (1 hr)

4. Goalkeeping (1 hr) - include boxing, diving, distribution, functional training

5. Dribbling and tackling (1 hr)

6. Passing (1 hr)

7. Receiving (1 hr)

8. Technical functional training (1 hr) - Choose two different positions and develop technical functional training sessions for each, demonstrating how different positions have different needs (for example, striker vs. midfielder)

B. Tactical topics (done in the following order)

1. Review 1st, 2nd, 3rd defender; review 1st, 2nd, 3rd attackers (1_ hr)

2. Defensive team shape; 3v3 emphasis (45 min)

3. Attacking team shape; 3v3 emphasis (45 min)

4. 5v5 (1_ hr)

a) Developed from 3v3

b) Possession, direct play, numbers up, numbers down

c) To help the candidate recognize topics #1-3 in the context of Group Tactics

5. 6v6 (1_ hr)

a) To show candidates the beginnings of Team Tactics

b) Developed from 6v0 through 6v6 to demonstrate various aspects of play through the thirds of the field (i.e. numbers up and down)

III. Testing (11 to 15 hr)

A. Written testing (6-8 hr)

1. Methods

2. Tactics

3. Team management

4. Laws

B. Practical testing (3-5 hr)

1. Need players available

2. If possible, two instructors for evaluation

C. Practice coaching (5-7 hr)

1. Need to critique candidates

2. Have candidates get two practice topics

• The ACEP program, founded in 1976, provides training for volunteer coaches as well as interscholastic coaches.
• ACEP mission: "ACEP is committed to improving amateur sport by encouraging coaches to embrace the ‘athletes first, winning second’ philosophy, and by providing the education to put that philosophy to work."
• Workshops leading to ACEP certification are built around videotaped lessons and self-study from ACEP texts and are led by a trained facilitator.
• Interested clubs can develop a training program locally. This could be done in association with other youth sports leagues, as much of the program is not sports-specific.
• Coaches in the Portland metropolitan area can learn more about the program by contacting the Tualatin Hills Park and Recreation District, which has offered ACEP training for a number of years.
• Or contact: ACEP, Box 5076, Champaign IL 61825-5076 (800/747-5698).

• The CET program generally takes the form of a 3-hour workshop conducted by
  Dr. Frank Smoll, a noted sports psychologist.
• CET helps the youth sports coach better understand the psychological relationship between coach and player, and provides behavioral guidelines which allow the coach to use this understanding to increase the value of organized sports for young athletes’ personal and social development.
• Coaches in the Portland metropolitan area can learn more about the program by contacting the Tigard Soccer Club or the Tualatin Hills Park and Recreation District, both of which have offered CET workshops for their coaches.
• Or contact: Dr. Frank Smoll, Department of Psychology, University of Washington, Guthrie Hall NI-25, Seattle WA 98195.

Parent Orientation Meeting

All coaches are encouraged to establish effective lines of communication with team parents early in the season by holding a parent orientation meeting. This may take the form of a casual discussion in your living room, or could be combined with a team picnic. Whatever the format, the time you invest will pay benefits for all concerned throughout the season. If a meeting is impossible, the following information could be put into a letter to parents/players, but a face to face meeting is preferable.

• Enables parents to understand the objectives and goals of the program
• Enables parents to become acquainted with you, the coach
• Informs parents about the nature (and inherent risks) of the sport
• Informs parents of your expectations of them and of their child
• Enables you to address any concerns of the parents
• Establishes clear lines of communication between you, parents, and players
• Allows you to obtain parental support (assistant coaches, team parents, etc.)

• Hold it early in the season; preferably before the first team practice.
• Having the players present is optional.
• Prepare any handouts you would like to distribute, for example:
  • team roster (with names of parents and players, telephone numbers)
  • schedule of practices and games
  • club rules
  • team goals/rules
  • summary or outline of the meeting
• Be prepared and be organized to conduct the meeting efficiently.

• · Coach introduction
  • introduce yourself and assistant coaches (or ask for volunteers at this time)
  • give some background information about yourself (why you are coaching, experience)
• · Coaching philosophy
  • discuss what you consider to be the value of this sport
  • discuss your methods for teaching skills (describe a typical practice)
  • state the importance you assign to having fun and developing skills
  • state the importance you assign to winning and losing
  • discuss any team rules and guidelines, disciplinary procedures
  • discuss your philosophy regarding player rotation, substitution, playing time
• · Specifics of the program
  • practice schedule (how many per week?, how long?)
  • game schedule (how many?, when do they begin?)
  • minimum playing time (what is the rule in your local club?)
  • equipment required (e.g. shirts, socks, shorts, shin guards)
    or recommended (e.g. ball, soccer shoes, water bottle)
  • inherent risks (soccer is a contact sport, albeit a relatively safe one)
  • medical insurance (OYSA insurance provides secondary coverage)
• · Team management
  • ask for volunteers as assistant coaches
  • ask for volunteers as team parents (snack schedule, help with nets/flags)
  • set up telephone tree and/or car pooling system

• demonstrate leadership and good sportsmanship
• treat each player fairly
• have organized practices and teach soccer fundamentals appropriate to the age group
• provide a safe environment (e.g. arrive at practice on time and remain after practice until every child is picked up by an authorized adult, ensure that the players’ equipment conforms to the club guidelines)
• contribute positively to the development of each player’s self-esteem
• help each player set individual and team goals that are realistic
• give parents a schedule of practices and games in a timely fashion
• allow each player to play half of every game at a minimum
• respect the referees, know the rules, and conduct yourself in a controlled manner on the field

• attend practices/games regularly, and to arrive on time
• bring proper equipment to each practice and game
• inform the coach in advance if it is necessary to miss a practice/game
• make each practice a challenge to improve
• work toward good sportsmanship and teamwork
• respect the referees
• be supportive of all teammates all of the time

• transport your child to and from practices/games on time
• be supportive of all the players (criticism does not improve performance)
• help your child understand that he/she is contributing to a team effort
• focus on mastering skills and having fun, not on winning
• avoid material rewards for your child (the reward is the fun of playing!)
• attend games and cheer the team
• refrain from criticizing opponents; be positive with all the players
• respect the referees (they will make mistakes, but they are doing their best; if you feel you are better qualified, see your club’s Referee Coordinator - he or she could easily find work for you!)
• refrain from coaching your child during games (try to understand and respect the difference between the roles of the coach and the parent)

Answer any questions from the parents.

[adapted in part from "Coaching Young Athletes" by R Martens, RW Christina, JS Harvey, and BJ Sharkey; 1981]
 

SAMPLE VOLUNTEER SIGN-UP SHEET

Due to the size constraints on this website this sheet is not shown
here but they may be viewed at the OYSA website.

      Coaching is exciting and rewarding, but occasionally you may experience difficulty with parents. Some parents may want their child to play more, others may question your judgment as a coach. Whatever the concern, a parent is generally just looking out for their child, often at your expense. Don’t be discouraged. There are some things you can do to open up communication and make dealing with parents a positive aspect of your coaching duties.

1. Have a parent meeting before the first practice to discuss your plans and expectations for the season. See the section: "Parent Orientation Meeting" for tips on how to do this well. Encourage questions from the parents and let them know that you have given a lot of thought to the upcoming season.
2. Express appreciation for their interest and concern. This will make them more open and at ease with you.
3. Always listen to their ideas and feelings. Remember, they are interested and concerned because it is their children that are involved. Encourage parental involvement. (If you have a preference for a certain time to voice these concerns, such as after practice, make this clear at the Parent Orientation Meeting.)
4. Know what your objectives are and do what you believe to be of value to the team, not to the parents. No coach can please everyone!
5. Know the club and game rules. Be prepared to abide by them and to explain them to parents.
6. Handle any confrontation one-on-one and not in a crowd situation. Try not to be defensive. Let the parent talk while you listen. Often a parent will vent their frustrations just by talking. Listen to their viewpoint, then thank them for it.
7. Resist unfair pressure. It is your responsibility as coach to make the final decision. This doesn’t mean that you can’t still listen to parents.
8. Don’t discuss individual players with other parents. The grapevine will hang you every time. Show the same respect for each player on the team that you want the parents to show toward you.
9. Ask the parents not to criticize their children during practice or a game. Don’t let your players be humiliated, even by their own parents.
10. Don’t blame the players for their parents’ actions.
11. Be consistent! If you change a rule or philosophy during the season, you may be in for trouble. At the very least, inform players and parents of any change as soon as possible.
12. Most importantly, be fair! If you treat all players equally and with respect, you will gain their respect, and that of their parents as well.

      Remember that you will be dealing with all types of children, and with parents having different backgrounds and ideals. The challenge for you as a coach is to address these differences in a positive manner so the season will be enjoyable for everyone involved.

Coach Equipment

1. A large BAG for all of the items listed below!

2. Players' MEDICAL RELEASE FORMS - you must have these with you at all practices and games; verify that the emergency information is there.

3. MEDICAL KITS - A simple kit for games and practices is a good idea for every coach. A kit should include: Ice (and 'zip-lock' bags)**,  Band aids, Vaseline, Sterile pads, Adhesive tape,  Elastic wraps,  Antibiotic ointment, Bee sting relief ointment ** If you use chemical cold packs, be careful about applying them directly to skin; some types are exceedingly cold!

4. PUMP and inflating needle - sometimes the game ball is as hard as a rock or too soft and may need a little "tuning"; the same goes for the balls kids bring to practice.

5. SHIN GUARDS - a spare pair of old ones will cover for a forgetful player!

6. SPARE SHIRTS (2) for your goalkeepers - having two extra shirts of different colors (each contrasting with your team shirts) insures that you will always have a keeper's shirt that contrasts with the opposition colors.

7. GOALKEEPER'S GLOVES - an inexpensive pair is a useful addition to your game bag.

8. BALLS - if possible, have a good quality ball available at the game. This will serve for team warm-ups and can be used as a game ball if none is provided. The leather or synthetic leather soccer balls are best; avoid the hard plastic-skinned balls which are unpleasant to kick or head. Each player should have his own ball and bring it to practice; but bring any old spares that you may have to practice because someone is likely to forget theirs.

9. CONES or pylons (about a dozen) to set up small areas for practice drills, as obstacles for dribbling drills, or to mark boundaries for a scrimmage field. Cones
of a different color (or with some added duct tape) will make a distinctive goal.

10. WHISTLE and a CLIPBOARD (for practice plans, medical release forms, substitution schedules) are helpful items.

11. WATER should be available during practice and at the game. Have the players bring their own water bottles (but keep an extra bottle in your bag or cooler for the occasional forgetful player). Alternatively, have your team parent organize a schedule among the parents to provide water and cups.

12. A simple SNACK schedule should be organized by the team parent for game days. Discourage turning snacks into a financial hardship for some parents. Orange or apple slices, or seedless grapes are good choices.

BALL

Encourage each player to have his or her own ball and to use it often, not just during team practice. Players will not derive maximum benefit from practice unless they each have their own ball for warm-ups and individual drills.

Soccer balls come in a variety of sizes, each designated by a number:

· size #3 - smallest standard size, for the youngest players (e.g. U-6 to U-8)
· size #4 - intermediate size, appropriate for U-9 through U-12
· size #5 - largest standard size, for U-13 to adult

Check with your club if you are uncertain which size is specified for players in your age group.

SHIN GUARDS

An absolute requirement for games, should also be worn for all practices. The pull-on "legging" type with foam padding protecting the front of the leg from ankle to shin is an excellent shin guard. Those with plastic inserts offer additional protection, especially for the older player. Consider wash-ability when selecting a shin guard.

SOCCER SHOES

Recommended, but not absolutely required by most clubs. Baseball or football type shoes with square or rectangular cleats are not legal for soccer. Soccer cleats for most recreational play must be rubber or molded plastic (no metal cleats), and no less than 3/8 inch in diameter. Check your club’s regulations, then check your players’ shoes for illegal cleats, protruding nails, or sharp edges, and rectify any problems before a referee discovers a violation and one of your players is forced to sit out a game.

WATER BOTTLE (with player’s name on it)

Fresh water should be available to your players at each practice and game. It is easier for the coach if each player provides his or her own water bottle.

SHIRTS, SOCKS , SHORTS

One or more of these items may be provided for each player by your local club. Be sure that you are aware of your club’s policies with respect to uniforms and inform your players and parents of any requirements.

Planning

The way to have successful practices is to plan. Your practice planning should begin before you first get together with the team and should continue throughout the season as you plan for each practice.

Pre-season planning
Find out from your club when and where you can practice. Younger teams (U6) should limit practice to 45 min or 1 hour per week. As the players get older, practices can be increased in frequency and length. U7 and U8 teams may practice twice a week for about an hour each time; older teams may extend twice-a-week practices to 90 min. Your club may have guidelines about the frequency and duration of practices, so check there first.

The two main objectives for any soccer practice are (1) to have fun, and (2) to learn to become better soccer players. In order to achieve the second objective, it is important that you develop teaching goals for the season before you start. You will ordinarily have only four to six practices before the first game. Since you will not have time to teach everything, choose the topics you want to focus on and build your practices around these topics. Some of the topics you should consider include:

(*) These topics are good ones to emphasize for the younger kids.

· *Kick-off
· *Throw-in
· *Goal kick
· Penalty kick
· *Corner kick
· Drop ball
· *Indirect free kick
· Offside

· Speed, Endurance, Strength

·       *Dribbling
· *Foot trap
· Heading
· *Turning
· Thigh trap
· Juggling
· *Shielding
· Chest trap
· Volleying (half & full)
· Fakes
· *Pass (inside foot)
· Shooting
· Pull back
· Pass (outside foot)
· Chipping
· *Tackling
· Curving
· Goalie  - *Catching, *Throwing, Punting, Diving,  Punching

 

· *Positions
· Crossing
· Channeling
· *Passing
· Wall pass
· Marking
· *Support
· Overlap
· Double team
· *Set plays
· Defensive wall

Be realistic in selecting your objectives! Consider the age and experience of your players. Decide on your priorities - what are the most important things you want to cover before the games begin? Consult the "Techniques and Tactics by Age Level" in this section to get some additional ideas and to set priorities. If you have doubts about whether your team is ready for a new tactic, skill or concept, introduce it after you have seen it used by some of your players.

Identify one or more assistant coaches. Assistant coaches are extremely valuable. They make it possible to divide players into smaller groups so that each player gets individual attention. Parents who would like to help but feel they lack the necessary skills should be encouraged to attend practice to help shag balls and direct traffic. It is hard to have too many helpers, especially with younger players. The preseason Parent Orientation Meeting is an excellent time to solicit help!

Prepare a bad weather contingency plan. Inform your players and parents before the season whether you will practice in the rain or cancel practice. Even if you plan to practice in the rain, you should not have practice when conditions are dangerous, for example when there is lightning or if the field has become too wet to permit safe play. If you do need to cancel practice due to adverse weather, have an organized plan to inform parents. Again, the Parent Orientation Meeting is the time to set up a telephone tree which can make this job much easier.

Practice plans

Have a written plan for each practice. You cannot have a good practice if you do not have an idea of what you want to accomplish during that practice. The plan may be written out in detail on a practice planning form (see sample Soccer Practice Planner below), or it may just be notes jotted on the back of an envelope, but it really should be written. Writing down your plan will help you think through the equipment and setup you will need for the topics to be covered. Save these plans as a record of performance and to help develop a progressive program for the season.

As you plan your practices with the help of the information that follows, remember these tips to keep players’ interest and avoid boredom:

· Minimize the amount of talking that you do.

· Get all of the players involved.

· Turn "drills" into games.

· Give players many touches on the ball.

· Give players many chances to shoot and score.

· Let the kids PLAY!

Keep the practice focused. If you are trying to teach new skills, your practice should concentrate on a single major topic (e.g. passing), rather than on many different topics.

Practices should follow a progression: warm-up, drills, scrimmage, and cool down.

SOCCER PRACTICE PLANNER

Plan warm-ups so that each player uses a ball. Incorporate games and exercises that emphasize a lot of touches and dribbling. If possible, use or create conditioning exercises that require the players to work with a ball rather than just running; the kids will have more fun and they will learn more soccer skills!

Be sure to include stretching at the end of the warm-ups. Younger players don’t need a lot of stretching, but you should start the habit early. Try to use stretching exercises that require a ball; again, the kids will enjoy it more and it increases their familiarity with the ball.

Drills should be appropriate for the skills you are teaching. Limit the number of drills in a given practice, and don’t spend too long on any one drill. Remember that a child’s attention span is limited!

Keep it varied and interesting with a minimum of oral instruction (don’t lecture!). Demonstrate as much as possible. If you feel uncomfortable demonstrating techniques, don’t hesitate to enlist your more skillful players, or perhaps older soccer players, to help you. Depending on the level you are coaching, junior high or high school players may be useful for this purpose. MAXIMIZE the number of touches for each player by running drills with several small groups at the same time; no child likes to stand in line waiting!

Small-sided games (e.g. 3 v 3) are an excellent practice tool. They help keep everyone involved and, by reducing the size of each playing field, you can have two games going at the same time.

Drills should be organized to progress into controlled scrimmages (e.g. no shots until at least four consecutive passes have been made). Follow up a controlled scrimmage with an open scrimmage. Remember, the kids signed up to play soccer!

Be prepared to change your plans! Weather, field conditions, the number of players who come to practice, can all affect your plans. Be flexible and adjust to conditions. You may also need to extend the time spent on a particular drill is the players are having difficulty acquiring a particular skill. If it is especially hot, allow for more frequent water breaks and reduce the physical intensity of practice.

After the season starts it is helpful to take a few minutes of practice to discuss the previous game, emphasizing what your team did well, what can be improved upon, and what the goals should be for the coming week.

Player management

Look out for the kids! Come to practices a few minutes early to set up and to be there for early drop-offs. The coach (or another parent) must stay at the practice site until all children are picked up. If parents are persistently late, then settle the problem with the parents, don’t gamble with the safety of the kids. Consider having a contingency plan (e.g. pick up the player at your house?) and announce it at the Parent Orientation Meeting. If a player must leave the field to use a restroom, send an assistant coach or another parent along.

Team discipline

At the first practice it is valuable to establish team rules concerning attendance, listening carefully, respecting teammates, etc. You will be most successful if you do this with the cooperation and consent of the players themselves. Make it clear to all what the penalty will be for breaking team rules (e.g. time out from practice or a scrimmage). This is also a good time to set realistic team goals for the season (e.g. to have fun, to work together as a team, to practice good sportsmanship).

Some other ideas on team discipline:

· Keep your players busy so they don’t have time for mischief. If you have kids standing in line all the time, you are inviting disaster!

· Be positive: say "Please walk" instead of "Don’t run".

· Try to deal with problems before they get worse.

· Speak with the culprit first, before resorting to other disciplinary measures.

· If time outs don’t work, then talk to the parents; ask them to attend practice, if necessary.

Work on your communication skills. Many coaches can speak clearly, use appropriate words well enough and have content that is appropriate to young players. However, most coaches need a great deal of work on listening to young players, controlling and reading non-verbal cues, and understanding the emotional responses of different athletes to what they say. The better you understand your players, the less trouble you are likely to have with misbehavior.

Alternatives to practice

Instead of a practice, take your team to a soccer game. Local high schools, colleges or universities may have teams that would be exciting to watch (call to ask whether you can get your team in free or at a reduced rate). Renting or borrowing a soccer video is another alternative, especially for older teams.

1. BE PREPARED. Have a plan for what you will cover during the practice.

2. Keep it SIMPLE. Give a short demonstration with a minimum of talk, then have the players work on the drill. MAXIMIZE touches for each player.

3. Make it FUN. Sometimes the drills in books just don’t work for you and/or your players. Don’t fight it to the point of frustration. Be prepared to switch to something you know they can handle.

4. Strive for a PROGRESSIVE acquisition of basic skills. Begin with relatively simple drills. Add movement and then opposition to simulate game conditions. Always consider the age and skill level of your players. The percentage of time spent on practice without opposition should decrease as players become older and more skillful. Restricting space and number of touches are other ways to make drills more demanding.

5. Always have time when the players JUST PLAY.

6. Always BE SAFETY CONSCIOUS with your players.

7. Every once in a while ASK YOURSELF, "Why am I coaching?" and "How do I measure my success?" This will help you evaluate your techniques and your progress.

 

Teaching Soccer Techniques

Soccer players do not automatically know how to execute the various techniques (skills) associated with the game. Even after learning the basic skills, players need instruction on how and when to use the techniques they have learned in a game situation.

Our job as coaches is to teach our players the basic techniques and give them the knowledge of the game and confidence in themselves that will help them reach their full potential as soccer players. Here are some tips to help you teach the fundamentals to your players:

1. Explain the importance of the technique ... (keep it short!)

(The players are more apt to want to learn if you tell them how and when the technique fits into a game setting.)

2. Give 3 or 4 key points to help the players perform the technique ...

(See Key Points for Teaching Soccer Techniques below for some guidelines.)

3. Demonstrate the technique ...

(If you are unable to do it, ask one of your better players to do it for you.)

4. Organize the team into small groups ...

(The smaller the better, depending upon the technique and the amount of help you have.)

5. Practice the technique ...

(Observe the players trying to do the technique.)

6. Make corrections as necessary ...

(Be POSITIVE and try to point out when the technique is being done well; however, you must correct technique that is being done wrong. You can do this without directing your corrections at any particular player. If none of your players can perform the technique, you need to reconsider whether it is appropriate for their age and experience level.)

7. Practice under match conditions ...

(In order to tell if the players can do the technique in a game situation, increase the difficulty by adding a defender, making their space smaller, or by speeding up the pace of the activity. Small-sided games work well to show whether a technique has been learned.)

Teach Using Progressions

The basic idea in teaching soccer techniques is to start simple and increase the level of difficulty.

· Start with the simplest elements of the technique. Let the players learn initially without any pressure.

· Gradually add more elements of the skill.

· Gradually increase the difficulty level of the activity. Increase difficulty (pressure) by:

§ increasing the number of players executing the skill in a limited area

§ reducing the space available for executing the drill

§ specifying the direction the player must move

§ adding a passive defender ("shadow defense")

§ adding an active defender

· Finally, perform the skill in the way it would be used in a game.

Soccer Techniques for U6-U8

Five to seven year olds should have fun and develop an appreciation for the game of soccer. Listed below are some techniques which you can reasonably expect to introduce to kids by the time they are seven years old. The major emphasis for the youngest players should be on getting comfortable with the ball while introducing basic techniques. "Coaching" should be kept to a minimum; teach through enjoyable games and exercises. Tactics are not important at this age.
Be patient!

A. Techniques

· Dribbling with inside of foot (R and L)

· Dribbling with outside of foot (R and L)

· Running with the ball for speed

· Turning with inside of foot (R and L)

B. Principles

· Close control in close space

· Keep head up to see the ball and the developing play

A. Techniques

· Lace kick with both feet (R & L)

· Heading

· One-touch shooting

B. Principle

· Accuracy before power

A. Techniques

· Lace kick for power (R and L foot)

· Push pass (inside of foot) for short passing on the ground (R and L foot)

· Heading

B. Principles

· Discourage kicking with the toes

· Pass and immediately move to support

 

A. Techniques

· Inside of foot (R & L)

· Juggling

· Outside of foot (R & L)

B. Principles

· Use relaxed stance, knees slightly bent

· Cushion control is the key

· Keep ball close

A. Techniques

· Staying goalside

· Challenging

· Tackling

· Clearing

B. Principle

· Decrease space and time (for the opponent)

Goalkeeping (Not applicable at this age level.)

A. Techniques

· Attackers (forwards, wings)

· Defenders (fullbacks)

B. Principles

· All positions have both offensive and defensive responsibilities

· Players must learn to recognize when direction of play changes

A. Techniques

· Spreading out, side to side and end to end

· Attacking the flanks

· Crossing the ball

B. Principles

· Simplest way to create space is to spread out and increase the distance between defenders

· Players should spread out quickly when possession is achieved

A. Techniques

· Kickoffs

· Throw-ins

· Goal kicks

B. Principle

· Possession is everything on restarts

 

Key Teaching Points for Soccer Techniques

Focus your attention on the listed points for each technique as you observe your players. It is important for your players to learn to practice techniques properly, but remember that this may take some time - more for some techniques than others, and more for some players than others. Again, be patient and be encouraging!

1. Ankle locked

2. Foot slightly up at the toe

3. Thigh turned outward

4. Look up to establish eye contact

5. Connect with the middle of the ball just before the instep

6. Follow through (contributes to direction and pace of the pass)

1. Ankle locked
2. Foot pointing slightly downward at the toe
3. Leg swings across the ball
4. Ball should spin when kicked

1. Move toward the ball (don’t wait for it to come to you)
2. Inside or outside of the foot used most often
3. Foot surface first touching the ball should be withdrawn slightly on contact to take the momentum out of the ball ("cushioning")
4. Ball should not be stopped completely, but under close control
5. Redirect ball in front or to the side in anticipation of moving in that direction to pass or dribble

1. Small controlled steps ... ball should be kept approximately 2-3 feet in front of you
2. Strike the ball with either the inside or outside of the foot (softly and not with the toe)
3. Look up frequently to establish eye contact
4. Change speed and direction

Continuous bouncing of ball off head, shoulders, thigh, foot, etc. without the ball touching the ground ... This will develop ball control.

1. Legs bent
2. Shoulders down
3. Arms at the sides
Used as a means of keeping an opponent away from the ball, or to stall for time waiting for a teammate to get open for a pass.

1. Lean back at the waist
2. Lunge into the ball
3. Strike the ball with the middle of the forehead

1. Head down
2. Ankle locked with foot pointing downward at the toe
3. Strike the ball with the laces of the shoe
4. Accuracy before power (avoid shooting directly at the goalkeeper)

1. Ball