1. For U-10 and U-12 Recreational Coaches Instructors Robert Mangino 404-386-9532 rob@dscrevolution.com Drew Prentice – Director Of Coaching drew@dscrevolution.com Kevin Scheiwe – Recreational Director kevin@dscrevolution.com

2.  http://www.youtube.com/watch?v=FZM4RO 1ty3E http://www.youtube.com/watch?v=FZM4RO 1ty3E  http://www.youtube.com/watch?v=ZxduazZ p7bo http://www.youtube.com/watch?v=ZxduazZ p7bo  http://www.youtube.com/watch?v=xu9LIPPI EzI http://www.youtube.com/watch?v=xu9LIPPI EzI  http://www.youtube.com/watch?v=RuWw2j 6Tr0g http://www.youtube.com/watch?v=RuWw2j 6Tr0g

3.  Groups of 2-3  3 minute discussion  Ready, set, go….

4.  Theory: 3 hours  Player development philosophy for Rec players (30min)  Understanding the U10 and U12 player(30min)  Role of the coach (45min)  Team Management (45min)  Practical: 4 hours  Fun Games focusing on dribbling (45min)  Fun games focusing on passing/receiving (45min)  Fun games focusing on shooting (30min)  How to organize a session…key coaching points for technical skills (30min)  Support play/team shape (40min)  Formations for 6v6 and 8v8 (40min)

5.  Understand characteristics of U-10/U-12 players  Understand their needs and capabilities  Able to organize appropriate practice sessions  Acquire the tools to evaluate players’ skills  Learn the key coaching points for basic skills  Understand rationale of Small-Sided Soccer  Become a comfortable and confident coach

6. 1. Change from a Coach-centered approach to a Player-centered approach 2. Change from a ‘Drills mentality’ to ‘ Game- like activities’ approach 3. Change from a ‘result-oriented’ philosophy to a ‘ process -oriented’ one 4. Adults need to learn to view the game through the child’s eyes ***4 groups*** ***Each Group will discuss the meaning of the challenge assigned and share their thoughts***

7.  The Player is the central focus  Understand players’ characteristics  Allow players to take ownership  Allow players to make own decisions  Allow players to solve problems  Avoid over-coaching. Let go!!  Avoid coaching in absolutes  Avoid coach-controlled choreography  Avoid imposing adult agenda/expectations on kids

8.  Players enjoy game-like activities as opposed to ‘drills’  Players learn from ‘doing’, not from listening to lectures  Players learn best from activities that replicate the real game  ‘The Game is The Teacher’ means more game- like practices, not more league games  The Small-sided games are most appropriate

9.  Must focus on technique  Max ball touches (ball ratio, small groups)  Must be fun  Players exposed to different positions  Rules modified to accommodate players’ level  Activities vs drills, to promote thinking  De-emphasize winning/losing  Values, life lessons, positive self-image  Bill of Rights for young athletes

10. As far as small-sided games are concerned, this really is the only way for our young players. First of all their chronological age dictates that they don't understand working with large groups, sharing, etc. This alone should be reason enough to teach our sport in 4:4 games. We can play 11:11 all day and try to encourage passing and positions, but the kids aren't mentally mature enough to grasp these concepts. Lastly and possibly most importantly is that a group of four can be put into a shape that encompasses all of the components required for tactical knowledge. Even though we wouldn't coach the tactics so much here, the game itself would.

11.  Philosophy of Equal Opportunities  Increase number of potential growth experiences at each practice and game  Each participant challenged and grow at their own ability level  Better players contribute to growth of players who are a level below  More turns, more ball contacts, less down-time  Choose activities that allow everyone to play and accomplish above stated goals/philosophy

12.  Slanty-Line Theory  Replace traditional rope game of high water-low water where everyone jumps over straight line rope  The traditional straight line rope eliminates the weakest players early (those who need the activity the most)  Use slanty-line rope so each player can engage at his/her level and experience success  When players feel comfortable, secure they seek out new challenges. Choose activities that allow everyone to stay engaged without getting eliminated early

13.  Flow State Model  Flow is the period of time in which the activity or task matches your ability  If too easy – it becomes boring. If too hard – it becomes frustrating.  When in a state of flow, players lose track of time and experience happiness and success  When not in a state of flow, other behavioral states may occur (misbehave, inattentive, bored, anxious, etc). Choose activities that allow everyone to reach a state of flow quickly, with action, opportunities & challenges

14. Training economically means the inclusion of more than one of the four components of the game into the same activities within a training session. Technical Tactical Physiological Psychological

15. An economical activity at practice would include the manipulation of the ball (technical work), turning, stopping, and running (physical), decision making (tactical), and if the coach sets the environment for success, confidence can be built by the coach (psychological).

16.  U-10 Players – Motor Skills  Boys and girls begin to develop separately  Motor skills starting to refine  Diversity in playing ability, coordination and physical maturity (Select vs Rec)  Rapid gains in learning new skills  Prone to heat related injuries  Lack adult level stamina but recover quicker

17.  U-10 Players – Cognitive Skills  Less egocentric – more cooperative  Start to think logically, but related to concrete objects  Still live in the ‘here and now’ world  Start to understand ‘Team’ concept  Able to sequence thoughts and start to think ahead  The ability to think, however; is limited by ball skills  Start to understand concept of time and space  Attention span still short. Players are fidgety  Demonstrates increased responsibility

18.  U-10 Players – Psycho-Social Skills  Enjoy competition  Respond to ‘Cooperative’ and ‘Competitive’ activities  Begin to appreciate the need for Rules and Limits  Peer pressure and team identity is important  Still look up to adults and seek approval – Role models  Still fragile psychologically and avoids being embarrassed in front of peers  Start to compare their ability to others  Acquire sport heroes

19.  U-12 Players – Motor Skills  Motor skills continuing to refine – almost adult like  Increased diversity in playing ability and physical maturity (puberty begins at 10 for girls and 12 for boys)  Rapid gains in learning new skills – can execute more complex skills sequence  Still prone to heat related injuries  Lack adult level stamina but recover quicker  Athleticism is genetic and fitness has a ceiling

20.  U-12 Players – Cognitive Skills  Begin to acquire adult logic  Start to think in abstract terms  Able to sequence thoughts and start to think ahead  But ability to think limited by range of skills  Full-sided game is still information overflow  No longer follow adults blindly – it has to make sense  Start to understand concept of time and space  Attention span still short. Players are fidgety

21.  U-12 Players – Psycho-Social Skills  Enjoy competition  Spend increasing time with peers, less with parents  Popularity and self-esteem important (enter puberty)  Watch TV more and engage less in unstructured play  Start to compare their ability to others and question their participation in sports  Still look up to adults and seek approval – Role models  Acquire sport heroes but migrate towards friends of similar socioeconomic status and hobby interest

22.  U-10/U-12 Rec Soccer Skills  Still learning basic techniques  First touch a problem  Passing range vs kicking range  Crossing a problem  Shooting off a dribble, pivot and shoot  Implications for Field size  Athletic development & coordination  Randomness of play

23.  As a Facilitator  As a Positive Role Model  As one who understands who he is coaching  As a Teacher (learning process, guided discovery)  As one who knows the Components of Soccer Technique Tactics Psychology Fitness

24.  COACHING STYLE TO MODEL:  Father figure, friendly, caring, giving  Exudes confidence  Comfortable dealing with people of all ages  COACHING STYLE TO AVOID:  Drill sergeant, in your face shouter, self-absorbed  Often result of lack of confidence  Inexperience in coaching soccer  Personality traits  Can’t handle misbehavior, disobeyance

25.  Coach has responsibility for safety of players  Safe environment (field, goals, equipment)  Free of physical, sexual, or verbal abuse  Coach proper technique  Safe activities and proper warm up  Supervision of players, size mismatch  Quick and sufficient medical response  Common sense with weather/lightning

26.  Calmness during games & keep cool head  Do not meet with individual players alone  Frequent water breaks  Use practice vests rather than play skins  Get certified with Coaching License  Get certified with First Aid course  Know the laws of the game  Coaches membership US Youth Soccer/NSCAA

27.  Standards of behavior (moral & ethical)  In the best interest of the individual player  Respect all participants (opponents, ref, etc)  Respect others’ confidentiality/privacy  Provide feedback in caring/sensitive manner  Developing players’ character, values, positive self-image, self confidence more important than soccer skills and team results.

28.  Always ERR on the side of caution  First Aid kit  Prevention is key  Player Safety Information Card  Rule of Thumb when handling injury:  Avoid panic. Inspire confidence and reassure player.  Check for history of injury (how it happened)  Check for Breathing, bleeding, deformity, discoloration  Avoid moving the player if potential injury to back/neck  Use common sense and seek professional help

29.  Coaches need to know:  Rest – Ice – Compression – Elevation  Strains and Sprains  Blisters  Broken bones and recognition of them  Cramp  Heat exhaustion  Concussions and head injuries

30.  Players play every position  Equipment needs (cones, extra balls, air pump, bibs, First aid kit, Ice, goals)  Parent Meeting pre-season  Duration of practices (60-90 minutes 2/week)  Plan practice (enjoyment, objectives, realism)  Progress from simple to complex (warm-up, individual activities, small-group, large group)

31. ussoccer.com – coaches – coaches net – coaching education – the curriculum – concepts and coaching guidelines Coaching Organization (Concepts and Coaching p.33) http://resources.ussoccer.com/n7v8b8j3/cds/downloads/Part%202%20- %20Concepts%20and%20Coaching%20Guidelines%20U.S.%20Soccer%20Coaching%20Curriculum.pdfhttp://resources.ussoccer.com/n7v8b8j3/cds/downloads/Part%202%20- %20Concepts%20and%20Coaching%20Guidelines%20U.S.%20Soccer%20Coaching%20Curriculum.pdf Comprehensive outline of age appropriate content Breakdown of tactical, technical, physical and psycho-social content for each stage and age-group

36. State Coaching School  G CertificateU6-U84hrs  F CertificateU10-U12(rec)7hrs  Rec E’U14 – up(rec)7hrs  E CertificateU10-U12(Acd)16hrs National Coaching School  D License**Testing32hrs  C License**Testing1 week  B License**Testing 1 week  A License**Testing1 week  USSF Nat’l Youth Testing1 week

37.  Player Development  Economical Training  Let “the game” be the teacher Let’s hit the field!  Sessions & Activities are found on the next few slides. Power-point can be found at: www.classicsocceracademy.com