Here are some key ways the four topics would influence the design of Stage IV (The Game):
- PHYSICAL ENVIRONMENT: Size of field should match the development stage. For U9-12, a smaller-sided field (e.g. 40x30 yards) is appropriate.
- GAME/ACTIVITY RULES: Rules should focus on learning objectives and be modified if needed. For example, limit number of touches or restrict dribbling in certain areas.
- OBJECTIVES OF TRAINING: The game should reinforce objectives from earlier stages. Coaches can also set additional objectives like applying a tactic or working on a specific skill under pressure.
- DEVELOPMENT STAGE OF ATH
The focal point of the course is coaching the 9-12 year old developmental stage. This is often referred to as the “golden age of learning”. A portion of this course will be devoted to the physiological and cognitive stages of this developmental stage. The E Course establishes the foundation for our continuous coaching development pathway.
These are the coaching competencies that we will target for the E License. We will focus on planning and executing a high quality, single practice session. The content will reflect a range of ideas and best practices that are centered on the Basic Stage of player development (9-12 years- developmental age)
<Instructor Note> This schedule is intended to serve as a template that may be revised according to your specific facility and schedule demands. NO CHANGES OR DELECTIONS SHOULD BE MADE IN THE SPECIFIC ELEMENTS. ALL ELEMENTS MUST BE INCLUDED.
Why do we (coaches and technical leaders) sub-divide youth development stages? (Pause for discussion) What key variables separate the Basic stage from the Initial stage and the Intermediate stage? What are the specific, unique qualities of the Basic Stage? Cognitive= key time period for mylenization= accelerated neurological development. Pre to early-pubescence depending upon gender. “Golden Age of learning”
Discuss examples of the inter-relationships: (1) Provide an example of a simple tactic that may be related to passing? (2) Differentiate between the key physical elements that are important for a 6-8 year old relative to a 16 year old.
(Discuss & Engage) How does your organization accommodate or offer solutions to this fact? Team formation process? Flexibility in player placement?
(Discuss & Explain) The interpretation of the curve- what does it represent? Define PHV….relate it to the layman’s term “Tee Growth Spurt” Provide and general perspective of the “trainability windows. FOCUS SPECIFICALLY on the 9-12 year old “SKILLS” trainability window!
(DISCUSS & SET THE STAGE) Which skills? Define multi-lateral development (=the positive affects from participation in a variety of physical activities) What PHYSICAL aspects should we focus on? What is the psycho-social make-up of this age group? (DETAILS IN SUBSEQUENT SLIDES)
Discuss the Technical and Tactical components in detail. Review and provide examples of how to CONNECT these 2 components. “Give an example…”
Discuss the Psycho-social and Physical components in detail. Review and provide examples of how to CONNECT these 2 components. “Give an example…” Psychologically, what physical aspects of development are a 9 year old motivated to participate in?
(QUICK PRESENTATION)DEFINE LTAD= “an athlete development plan”HIGHLIGHT the focus of this course= Competency in planning a SINGLE training session as a stepping stone to prepare for a match (1/ week)
(ANALYZE and DISCUSS) the multi-colored grid representing…INTEGRATION of THE 4 COMPONENTS INTO A PRACTICE…Key Points:*Each component is included in each stage of the practice*The emphasis of each component varies depending on the age and the stage of the practice.(OBSERVE & DISCUSS)**TECHNIQUE….how much and when?**GAME…Why are all 4 components rated as “very high”
(DISCUSS and ANALYZE EACH OF THE 3 COMPONENTS)*PHYSICAL: Why is endurance in the middle of the 1 week cycle? (physiological recovery) Why is strength emphasized at the beginning of the week and speed at the end just prior to the match?*TECHNICAL:Why focus on unopposed at the beginning of the week and move toward opposed at the end of the week? (Demand is high- recovery is a concern. Opposed practices are more complex, move from simple to complex as the week progresses.)*TACTICAL:“Build” a group example of a simple practice and a more complex practice.
“Teaching” is a dynamic process of interactions (it is an engagement of thought between people)We are TEACHING KIDS…..the subject matter is soccer****OUR METHODOLOGY MUST BE ABOUT TEACHING KIDS****
“TEACHING” must include interactions between the teacher and the “learner”…..one of the most effective methods of sharing ideas, concepts and new content is through the use of questions.*What level of effective interaction and engagement can you create in your teaching environment? What types of questions do you ask? Do your questions stimulate though and problem-solving?
EXAMPLE OF 3 LEVELS OF ENGAGEMENT with an athlete…..SITUATION: The young athlete in the red jersey is defending an opponent that has just received a pass- SOCCER-PROBLEM= He arrives LATE and his approach is straight to the hip of the ball-carrier……
(KEY CONCEPT)The most skillful coach is able to use all of these tools and maintain an overall environment that is skewed toward the FLOW end of the continuum.
Being an expert with your time, your communication skills and your knowledge of the game will allow a “game-like” flow to your training environment.
USE ALL 3 METHODS TO DELIVER INFORMATION……delivering these simultaneously will make the process time-efficient. Example- Provide a physicaldemonstration at the same time that you are verbally describing the activity.
The most skillful coach is able to apply each of these methods at an appropriate time and still maintain an overall environment that is skewed toward the ATHLETE-CENTERED end of the continuum.
(GENERAL EMPHASIS)*Progression= planning a practice that PROGRESSIVELY INTRODUCES ELEMENTS OF THE GAME up to the last stage which IS the game itself.Examples: (1) Gradually introduce the element of opposition (2) Gradually introduce the rules and elements of game-relevant space(REQUIRED COMPONENTS PER STAGE)*Introduce some level of opposition by Stage II*Introduce a specific attacking and defending direction by Stage III*Introduce the un-restricted game environment by Stage IV (including goals + GK)
Use your own practice examples or “build” a practice by actively engaging the ideas and experiences of the course participants.
Use your own Stage II examples or “build” a practice by actively engaging the ideas and experiences of the course participants.
Use your own Stage III practice examples or “build” a practice by actively engaging the ideas and experiences of the course participants.
(PROBLEM-SOLVE with the candidates)*What dimensions and field shape would you use for this final “U10” 6v6 Game?*What would you use for goals?
(DISCUSION POINTS) These are “general” guidelines…*What is YOUR LOCAL standards for playing numbers?*What are the general parameters for the suggested formations? Why?(3 lines within each formation / at least 1 line has enough players to develop the concepts of wing play.)
ANIMATED EXAMPLE: GK Distributes – Fullback penetrates on the dribble – PRESSURE- penetrating PASS to forward.ALL PRINCIPLES ARE INTEGRATED…..(mobility + width + penetration)
ANIMATED EXAMPLE: GK Distributes – Fullback penetrates on the dribble – PRESSURE- penetrating PASS to forward.ALL PRINCIPLES ARE INTEGRATED…..(mobility + width + penetration)
Practical Example: Building the attack from the GK.
Practical Example: Building the attack from the back 4 and a #6 role supporting from central midfield. U12 Boys competition.
Practical Example: Building the attack from the GK.
Practical Example: Building the attack from the GK.
BALANCE: the ability to cover critical spaces that may be used in constructing the attack.Responsibility of players NOT engaged in pressing, covering, challenging or tracking.
BALANCE: the ability to cover critical spaces that may be used in constructing the attack.Responsibility of players NOT engaged in pressing, covering, challenging or tracking.
The following pages are RESOURCES for the candidate and Instructor- focused on completing Assignment “1” and the relevant TEAM MANAGEMNT discussion built into the course schedule.