1. U6/u7/u8 Curriculum 2018 Focus on individual ball skills and enjoyment
Burlington Bayhawks
U6/u7/u8 Curriculum 2018
Focus on individual ball skills and enjoyment

2. 4 corner model: u6/u7/u8 Teamwork and co-operation
Individual ball skills
Teamwork and co-operation
Confidence
Positioning
Triangulation
Transitions
Agility
Balance
Co-Ordination

3. Session Structure 45 minute sessions for u6/u7/u8
Retreat line used on half way line
We want to have a ratio of 1 coach for 6 players
Maximum of 1 coach to 10 players
All paid coaches are FUNdamentals level minimum
All coaches have RIS and MED before working with players
All activities should incorporate jumping, landing, agility, balance, acceleration, deceleration and hopping

4. Methodology
Depending on the stage of learning, we will use station work or the GAG Methodology.
A simple-to-complex methodology for teaching
We strongly encourage guided learning over informing.
We will ‘teach’ more than ‘guide’ on occasion where the situation dictates ie based on stages of learning
Within the dome, we will use station work as the primary teaching method, with groups of 6-8 max.
If players are beyond the initial stage of learning in a ‘technical’ aspect, we will use game based practices to move from Perform to Effective
If players are completely new, we will use an autocratic style and isolated practices with the relevant level of competition needed to get from ‘know’ to ‘perform’

5. Exhibition matches We will play matches of no more than 40 minutes
Season length will be weeks
We will use fluid rosters to allow players to play with more players and experience more opponents
We have no more than 20 competition days per season
All players will play a minimum of 50% playing time
We will use ‘pass ins’ & ‘dribble ins’ to allow quick entries into the game from restarts and increase touches on the ball

6. Retreat Line
All Game play activities which are used will include a ‘retreat line’
This means the opposition must stay behind a line set and can only press once the opponent have taken a touch to bring the ball forward.
Once we are in the domes, we will try to modify the rule as best we can with limited space.
Players will learn from u9 to use pressure against the opponent and learn how to play through a high press
Our build up play model wants us to ‘provoke’ the press so we will always encourage playing with and through a high press
Our model of play is based on positioning infront, between and around 2 players to create positional superiority and will never be compromised at any stage of the game.

7. Stages of learning Know Perform Effective Automatic
When we design a practice, or evaluate players to decide if they are ready to have some success at a new type of practice
Players will fall into, or between one of these stages of learning
Players may be ‘automatic’ at one stage but only ‘know’ at another, so this is not a linear assessment. Example; a player may be an ‘automatic’ player in performing a stepover before crossing in a 1v1 but is only able to ‘perform’ in 1 touch play in small spaces. This may come down to the personality of the player and playing profile.
Written by Stevie Grieve

8. Ages and stages
Automatic: Professional Player at national team level in preferred role
Effective: Youth International/Professional Player at club level in preferred role
Perform: Youth player/amateur player; general game play
Know: Beginners
Know; 5-9; starting to play and practice using the ball
Perform; 7-13; after some practice and game play situations
Effective; 12-Adult.
Automatic; 15-Adult.
Written by Stevie Grieve

9. Stages of learning
How can we identify where each player is per different aspect of play;
Technical
Strikes, Receives, MWTB, 1v1s; execution of the technique
Intelligence
Speed of thought, Awareness of space, team mate, opponents, Assessing the defensive /offensive situation of the opponents, Accuracy of Decision Making, Quality of execution
Written by Stevie Grieve

10. Know: Stage of learning
A player can tell you what the technique is, but may not be able to accurately do the technique. IE a player may know what an elastic looks like, but can’t do it
The player may be able to do it sometimes, but not with any consistency as they understand what it should look like
The player may also be able to do the skill in isolation, but with no speed, timing, rhythm or on the move
Players at the ‘know’ stage of learning must be guided to help learn the mechanics of the action while making them multi-task; scan for space, change speed and alternate movement patterns to be able to regularly perform the technique
Written by Stevie Grieve

11. Perform: Stage of learning
Player can show you what the move is, doing at some speed with regular consistency
Player can perform the move against an opponent/with reduced space
Player can sometimes perform the move at the correct time or make the correct decision
Performance players need to have a higher level of consistency in execution, and be put in positions where they must make the best decision as often as possible.
To do this, we need to have a mix of ‘easy to solve’ problems, and ‘reduced space’ practices to improve the technical action with the intellectual aspect of the game
Written by Stevie Grieve

12. Effective: Stage of learning
Player can regularly do the move under opponent pressure, with minimal space, with minimal thinking time and at the correct moment of the game
Players who are effective will use their individual talents to make the best decision more often than ‘performance’ players
Players who are effective will execute the best decision under high pressure with consistency, under fatigue, at critical moments of the game
These players need to be placed in direct pressure situations most often to move to automatic
Written by Stevie Grieve

13. Automatic: Stage of learning
Player can execute the action in an almost natural way
Player will make the correct decision at high speed with minimal time with high level execution
Automatic players also understand the best place to use their technique to help the team be successful
Automatic players are able to make the best execution at critical moments of the game under multiple pressures; fatigue, pressure, must-win game etc
These players need to be play in high pressure situations, be exposed to the possibility of failure and be willing to take responsibility when the team needs them most
Written by Stevie Grieve

14. As previous, in each age group, we will focus on the 4 main components in our technical development

15. u8 Group Priorities Ball Mastery Turning with both feet
Developing team work
Physical Literacy – ABC’s
1v1 – 5 scenarios
Understanding a diamond shape
Developing a love for having the ball

16. Technical Development
Technical Priorities
Technical Development
Receives
Moving with the ball
1v1s
Strikes

17. Technical Analysis
Coaches should be able to analyse the technical actions of the players and correct the most appropriate parts to improve the technical action and improve the efficiency of the motion
Coaches who are working with BYSC will be expected to learn how to assess and correct technique, especially in the younger ages
The following slides are 2 examples of what we may be looking for;

20. MicroCycle Objectives
Cycles
Technical Objective
Tactical Objective
Physical Objective
Social
Objective
1-16
Develop close control on both feet and evade opponents
1v1 – 3v3
Multiple goal games to develop vision
Develop Acceleration
Love to play
17-32
Develop ability to accelerate and de-celerate
Develop concentration and reactions
33-48
Develop ability to evade opponents to score
Develop decision making

21. MicroCycles 1-16 (16 of 48) Oct/Nov/ Dec/Jan DOME 30x30 area
24 players
Week
1,5,9,13
2,6,10,14
3,7,11,15
4,8,12,16
Day 1
Cutting, Changing Direction
1v1s
Front
Side
Behind
Cutting, Accelerating with the outstep
Tournament
Day 2
Inside foot passing and receiving
Drilled shooting after changing direction
Day 3
3v3 games
2 goals, 4 goals, 6 goals etc
2v1 scenarios and 2v2 games
Physical literacy sessions

22. Example sessions
The players entering our u6/u7/u8’s program will have a wide range of maturity, ability, co-ordination and enthusiasm for soccer
Some players are comfortable playing in large groups, others are more comfortable in groups or 2 or 3
Our sessions need to be tailored to the maturity, co- ordination, ability and understanding of semi-organised practices
Coaches need to be able to identify which players are more suited to certain types of practice and the delivery methods used to help them
The following practices are examples for the coaches to use and design new ones for the relevant players.

23. Physical Literacy

24. Changing direction

25. Cutting, turning, faking

26. Outside foot touches

27. Shooting

28. 1v1 infront

29. 1v1 diagonal

30. 1v1 side

31. 1v1 behind

32. 1v1 to goal

33. MicroCycles 1-16 (16 of 48) Feb/March DOME 30x30 area 24 players
April outside
Week
17,21,26,31
18,22,27,32
19,23,28,33
20,24,29,34
Day 1
1v1 infront
Playing 1-2s
Cutting, Turning & acceleration
Tournament
Day 2
1v1 side
Shooting
Counter Attacking 1v1s and 2v2s
Day 3
2v2 games
1-2s to shoot
Ball rolling, dragging, spinning, fake touches

34. MicroCycles 1-16 (16 of 48) April onwards Week 35, 39, 44, 48
36, 40, 45
37, 41, 46
38, 42, 47
Day 1
1v1 behind
2v1 situations
Shooting
Tournament
Day 2
1v1 diagonal
Counter attacking 2v2
1v1 to goal
Day 3
Counter attacking 1v1 and 2v1
Playing 1-2s
3v2 situations