2.5 What is Player Development?

The concept of player development is essential to the long-term growth and improvement of the player. Player development demands that the player is central to all decisions made regarding training and competition. The coach who believes in player development will ensure that the following objectives are met:

A.   Games and activities are used that players want to participate in because they are enjoyable - goals to score on and to defend.

B.   Every player has a ball for training.

C.   Games and activities are designed to maximize the number of touches on the ball by each player.

D.   Training sessions are designed to improve a player’s technical abilities and their tactical application.

E.   Competition is a main ingredient within the practice and helps to motivate and challenge the player.

F.    Educates players to develop an appreciation for the game, teammates, opponents, referees and coaches.

2.6 Role of the Coach

Coaches take on many roles when leading a team. However, youth coaches need to understand their roles are within the overall player development process. Inexperienced coaches often identify with coaches of older aged teams where the priority and objectives for that age group may be different given the environment and demands. Coaches who understand the player development process and the differences that exist between age and ability characteristics are more likely to positively influence and affect the development of a player.

The role of the youth coach based upon principles of player development is:

A.   Serve as a Facilitator

1.    Set up the conditions and environment for learning

2.    Players need to have fun and receive positive feedback

3.    The coach must be enthusiastic

4.    Practice should be conducted in the spirit of enjoyment and learning

5.    Activities need to be geared toward achieving success

B.   As a positive role model

1.    Demonstrate respect for team members, opponents, referees, parents, spectators and opposing coaches

2.    Demonstrate a responsibility to the game itself

C.   Understanding who they are coaching

1.    Recognize that children/players are not defined by chronological age only. They mature and develop at their own pace. There are also growth differences between genders.

2.    Treat each person as an individual

3.    Recognize that their needs are different and they participate for different reasons (at any level)

2.7 Age Characteristics

It is important to understand that age characteristics are not always the same for each individual at the same time. Although the chronological age of two players may be the same, the biological age may be different. These differences found due to the biological age of children are readily apparent in size, maturity and motor skills. However, there are general characteristics that are apparent within the different age groups that may have an effect on soccer development.

2.8 How Do Players Learn?

Players learn in different ways. Some are better at following verbal instructions while others need to see an example of what they should do.  Some need to see and hear instructions to be clear on what they are to do.  Not only do players learn in different ways, some learn more quickly than others do. A team is made up of individuals who have different capabilities. Coaches who recognize this fact and tailor their coaching to meet the needs of the individual help each player to achieve their best earlier.

·         Enjoys competition

·         Psychological development has progressed

·         Teamwork has improved

·         Coordination has improved

·         Technical competency has improved

·         Development of speed and strength

·         Problem solving can take place with teammates

·         Self-appearance and peer pressure is a concern

·         Varying stage of puberty for both boys and girls

·         Differences in mental development

·         Sense of belonging, achievement and accomplishment

·         Varying stages of puberty

·         Displays independence and is self-critical

·         Aware of praise, status and personal recognition

·         A time of self-discovery

Generally, we recognize that players learn in the following manner.

A. Receive information – process in order of importance

B. Block-out unnecessary cues – attend to the most important

C. Concentrate on execution of decision

D. Initiate mechanical execution

How information is given to a player is important. Coaches must communicate information clearly to the player in a logical manner that can be easily understood. When talking to the player, coaches must explain things in a realistic and simplistic manner. Coaches should talk to players in a language that players will understand. Use of “coaching jargon” does not enhance the communication process and often makes it difficult for the player to understand exactly what the coach wants.

U-12: 5th - 6th graders

Some Thoughts about This Age: The U-12 age group seems to be the moment in youth soccer that causes the most discussion concerning player development. Are these players young adults or are they still children? As soccer players, they are still young. Although there are some areas of the game where the players are beginning to make progress, this is an age where ball skill and soccer instincts must be encouraged above the results.  Physically, eleven and twelve year olds’ bodies are beginning to change.  Often, this results in awkward growth spurts. Rapid bone growth often results in painful joint conditions such as Osgood-Schlotters syndrome in the knees.  Players that, in the past, showed precise control over their bodies and the ball will sometimes now temporarily lose this coordination. As their bodies grow, especially the 11-year-olds, they will also need more rest. The coach may also find the 11-year-old to be somewhat contrary and oppositional.  Typically by 12 years old, children are regaining some of the coordination and compliance that was temporary lost at 11. Generally at this age, there is more enthusiasm and ability to focus their energy toward both individual and team challenges. Coaches can use this enthusiasm and focus to their advantage by giving the players specific problems to solve within the games

they play.

U-14: 7th and 8th graders

Some Thoughts About This Age: This becomes the transitional age into the adult game. The match form should be 11 v 11 and there begins to be a greater focus on how ball skill and decisions influence success on the field.  At this point, there is a clear difference between the emotional and physical maturity of a 13-year-old and an 18-year-old. While there is not a big difference between the way a 13-year-old or an 18-year-old processes information (thinking and problem solving), keep in mind that the 13-year old is just beginning to think at this level. In contrast, an 18-year old will have more experience and confidence in his or her ability to think and problem solve in this manner.

13-year-old children are now less certain about themselves, less communicative, and somewhat more vulnerable. They are now more focused on their friends and begin to view themselves as being somewhat separate from their parents. They are also stronger physically and are more aware of what their bodies can do (speed, strength, appearance).  The 14-year-old is typically becoming more outgoing and confident and loves competition. He or she is also increasingly more able to plan, think ahead, and to imagine options. Coaches can have more discussion about the “what if…”.  From this age on the matches are full-sided 11 v 11 games. It is at the U-14 age group that coaches should begin to focus somewhat on team issues, such as how the backs work together in different parts of the field, or the relationship between the different lines of the team (defenders and midfielders, mid-fielders and forwards, etc.). As the players graduate to the junior level, they should possess a comfort with the ball and an insight into the game that will allow them to deal with the increased pace of the game, both in athletic speed and speed of decisions. The goal at this point in a player’s development is to begin expanding his or her understanding of the game as their technical and game maturity allows. Again, this is accomplished through

the small-sided game model for practice (up through 9 v 9 games) and the fullsided game for matches. The graduation to the full-sided game model should

be a logical and subtle step. The ideas and principles that apply to the smaller game models continue to apply to the bigger game. The outcome of the game at this age is still largely determined by ball skill and game insight.

2.9 What information do we give players when coaching?

A.   Provide clearly defined goals (objectives, targets, rules, etc.)

1.    Overriding – Generalized or total application, i.e., the transition to a positive mentality towards shooting

2.    Specific – Play of pressuring defender. When you win the ball can you play it forward immediately?

B.   Provide information in a logical progression

1.    Correct sequence – simple to complex – general to specific

C.   Feedback about performance

1.    Should be specific and address what is happening in game and in practice

2.    Corrections – addressing the group as well as the individual

2.10 How to Teach

There are basic rules for coaches to consider before presenting information.  These “teaching rules” are specific to coaching soccer and should be considered carefully by the coach when planning their training.

A. Preview

1.    What are you going to coach?

2.    Why are you going to do it?

3.    Where does it belong in the full game?

B. Time Factors

1.    When in the training session?

2.    When during the weekly cycle?

3.    When in the seasonal cycle?

C. Explanation and/or Demonstration

1.    Paint a clear picture – “paint a picture.”

2.    Explain rules of activity

3.    Explain why you are doing this.

4.    Remember: “Show it – Explain it – Do it.”

D. Elements of the Practice

1.    Organization – appropriate size, space, location on the field, necessary equipment, training realistic to the full game

2.    Activities for training – too hard creates frustration – too easy becomes boring

3.    Starting the practice – allow players to play in the beginning to get a feel for the game and develop a rhythm – provides an opportunity for the coach to see if they understand the activity

4.    Coachable moments – opportunities during the practice to provide instruction

5.    Starting and restarting the practice – where it was stopped

a.    by the coach – with incremental pressure

b.    by the players – when all are ready

6.    Always have an objective, i.e., number of goals, consecutive passes, etc.

E. Corrections (coaching)

1.    Assessment / Adjustments

a.    Is my coaching having an effect on the game, the practice and the players?

b.    Identify the specific problems – is it technical, tactical, physical or psychological?

c.    Put into large game – always make practice as realistic to the game as possible

Step One: Allow the conditions of the game/training environment to teach the player

Step Two: In run of play (minimal interruption for coaching point). Should include the why, how and when.

Step Three: In the run of play to specific individual. Should include the why, how and when.

Step Four: During natural stoppage (address the repeated problem to whole group – may or may not include demonstration). Duration of the stoppage should be minimal.  Should include the why, how and when.  Step Five: Stopping (freeze) the flow of the game to make a correction (addressing repeated chronic problem that continues regardless of coach using first 3 steps). Duration of the stoppage should be minimal. Should include demonstration, why, how and when.

2.11 Components of Coaching Soccer

It is important for the coach to understand the components of coaching soccer and how to apply them through a consistent methodology that allows the teaching of technique and tactics while incorporating physical and psychological aspects. This is best accomplished through the application of economical training. The components of coaching soccer are:

• Fundamental / No Pressure

• Match Related / Pressure

• Match Conditions / Game

MODERN COMPONENTS OF COACHING SOCCER

A.   Teaching Technique

1.    Fundamental Stage (No Pressure)

a.    No pressure from opponent

b.    Begin at slow speed and work towards execution at top speed

c.    Reduced strength and power

2.    Match Related (Pressure)

a.    Introduce pressure of an opponent

b.    Incrementally add pressure based on player’s level of success

3.    Match Conditions (Game)

a.    All restrictions taken off the opponents

b.    Importance of small-sided games for technical training

c.    Should finish to big goals

B.   Teaching Tactics

1.    Individual tactics (1v1 for attacking and defending)

a.    Player with the ball versus the pressuring defender

b.    The importance of individual duels

c.    Should combine with tactical challenges

2.    Group tactics (begins by forming a pair)

a.    Small groups of players around the ball become effective tactical units

b.    Groups can be numbers of 2v1, 2v2, 3v2, 4v2, 4v3, etc.

c.    Groups can be players combining to form a line, i.e., back line, or in certain areas, i.e., 2 strikers and a central midfielder

3.    Team Tactics

a.    Team tactics are half-field matches (6v4, 6v5, 7v5, 7v6) and 8v8 through 11v11

4.    In team tactics we teach individual players and groups of players about their role and responsibilities through the various thirds of the field for both attacking and defending

·         No pressure of opponent

·         Move from slow speed to top speed

·         Concentrate on form and execution

·         Introduce pressure of opponent

-       First as shadow

-       Incrementally adding pressure

-       Finally live pressure

·         Pressure of time and space

·         No restrictions on opponents

·         Game creates problems for players

·         Can be small sided

·         Does not need to be 11v11

·         Play to goals