Curriculum Book - NSCAA.com

Coaching AcademyLevel 1-2DiplomasOfficial Apparel andEquipment Supplier to theNSCAA Coaching AcademyOfficial Partner of theNSCAA Coaching AcademyOfficial Apparel andEquipment Supplier to theNSCAA Coaching AcademyOfficial Partner of theNSCAA Coaching AcademyOfficial Partner of theNSCAA Coaching Academy

IMPORTANT NOTICEThe NSCAA Coaching Academy does not discriminate based on any physical limitations to perform. While the non-residential coursesdo require participation in certain instructional sessions, candidates that have any disability or health problem which might limit theirparticipation in some academy activities should notify a staff member and they will be excused from participation. There is no testing orevaluation of participant’s personal technical ability to perform in this course. All individuals completing the Level 1 or 2 Diploma coursewill receive a diploma.The curriculum for the Level 1 and 2 Diploma courses is the copyrighted property of the National Soccer Coaches Association of America.With the exception of the coaching templates included in the Appendices, any reproduction or reuse of any part of this material withoutthe expressed written consent of the NSCAA Chief Executive Officer is strictly prohibited. Videotaping of Academy sessions is strictlyprohibited.

Level 1-2 DiplomasThe NSCAA Coaching AcademyThe NSCAA Coaching Academy offers courses for coaches across all levelsof the game of soccer. Totaling more than 320+ hours of coaching education,including specialized courses geared toward Goalkeeping, Directorsof Coaching and High School coaches, the NSCAA Coaching Academyoffers a comprehensive program for continuous self-improvement.• The Level 1 Diploma is a 4 hour course that deals with coaching young players 6-8 yearsof age. The Diploma is designed to help coaches implement developmentally appropriatetraining games to improve skill levels in a fun and safe environment. The Diplomahas three parts, classroom with theory of coaching U6-U8, field work with coaches andfield work with U6-U8 players. Coaches not working at this age group would benefitgreatly from an appreciation of the developmental abilities and needs of this importantage group.• The Level 2 Diploma is a 6 hour course that deals with coaching players 8-10years of age. This Diploma develops on the ideas in Level 1 and is designed to helpcoaches implement developmentally appropriate training games to improve skilllevels in a fun, safe and challenging environment. The Diploma has three parts,classroom with theory of coaching U8-U10, field work with coaches and field work withU8-U10 players. Coaches not working at this age group would benefit greatly from anappreciation of the developmental abilities and needs of this important age group.• The Level 3 Diploma is a 9 hour course directed at the “novice team coach”. ThisDiploma is a valuable and necessary one for many coaches. The material in thiscourse is designed to assist the coach who has been asked to step up for the firsttime to coach a team in competition. The course is, in part, conducted in the classroomcovering the role of the coach, methodology and player development. The fieldportions of the course cover a variety of helpful training ideas primarily designed to improvetechnical ability. The field work also shows coaches a variety of small sided gamesto use and features a sample session conducted by the instructor.Non-Residential Instruction Testing PrerequisiteLevel 1 Diploma 4 - -Level 2 Diploma 6 - -Level 3 Diploma 9 - -Level 4 Diploma 12 - -Level 5 Diploma 12 - -Level 6 Diploma 18 yes -Total Hours (Non-Residential) 61 - -Residential Instruction Testing PrerequisiteNational Diploma 45 yes -Advanced National Diploma 45 yes yesPremier Diploma 45 yes yesTotal Hours (Residential) 135 - -Goalkeeping Acacemy Instruction Testing PrerequisiteGoalkeeping Level 1 Diploma 6 - -Goalkeeping Level 2 Diploma 12 - yesGoalkeeping Level 3 Diploma 18 - yesAdvanced National Goalkeeping Diploma 50 yes yesTotal Hours (Goalkeeping Academy) 86 - -Specialty Instruction Testing PrerequisiteHigh School Diploma 21 - -Director of Coaching Diploma 21 - yesTotal Hours (Specialty) 42 - -Master Coach Diploma18-month-long self-guided study with guidance from a mentor.Total Hours of Instruction 324• The Level 4 Diploma is a 12 hour course that deals with technique (and tactics). ThisDiploma is strongly partnered with Level 5. The primary focus of the Level 4 Diplomais to assist coaches in their teaching of technique as it is applied in the game. The course includes coaches designing a lesson plan, participating in practical field work andobserving a model session. Level 4 concludes with the presentation of small side game activities that teach technique.• The Level 5 Diploma is a 12 hour course that deals with tactics (and technique). This Diploma is strongly partnered with Level 4. The primary focus of the Level 5 Diploma isto assist coaches in their teaching of tactics as applied in small groups. The course discusses the principles of play and the roles of players. Coaches spend time designing alesson plan. Coaches also see tactics taught in small games and are exposed to a series of different teaching methodologies.• The Level 6 Diploma is an 18 hour course that deals with technique and tactics with a practice coaching segment. This Diploma is an excellent preparatory course for coachesgoing onto the National Diploma. One third of the course is dedicated to candidates presenting on assigned topics and enjoying feedback on their performance in both methodsand content. Expanding upon the content of the Level 4 and 5 Diplomas this course includes a session on reading the game as well as coaching technique and tactics within 4 vs.4 and 6 vs. 6 models of play.• NSCAA Residential courses (National, Advanced National and Premier Diplomas) are conducted at a variety of pre-selected sites. The National Diploma and Advanced NationalDiploma are geared toward coaches of advanced players (high level U15 club players and above), and explore a variety of teaching models and methodologies. ThePremier Diploma is designed for coaches working with elite players and deals primarily with systems of play and advanced tactical concepts. The NSCAA National and AdvancedNational Diplomas are also taught in non-residential settings at select sites over two long weekends.Participation in all sessions of these courses is mandatory (unless a physical condition prohibits) but the playing ability of coaches is not assessed and has no bearing onone’s final evaluation. Evaluations take into consideration only a candidate’s coaching ability and the coach’s performance at the course being attended.• The High School Diploma addresses leadership and managerial issues as well as coaching methodologies specific to coaches of boys’ and girls’ high school teams.• The Director of Coaching Diploma is designed to address the issues confronting the Director of an American soccer club. The curriculum is rich in application and theory andwill focus on organizational structure, methods of coaching, leadership theory, evaluation and development of coaches and players and fiscal, legal and ethical responsibility.• The Goalkeeping Academy consists of four courses: Level 1, Level 2, Level 3 and Advanced National Diplomas. The Goalkeeping Level 1 Diploma is six hours and deals withintroduction to teaching goalkeeping. The Goalkeeping Level 2 Diploma is twelve hours and deals with integrating the goalkeeper into team training and the eighteen-hourGoalkeeping Level 3 Diploma analyses tactical decision making in goalkeeping. The Advanced National Goalkeeping Diploma is a 50-hour course that deals with positioning,communication, goalkeeper psychology, goalkeeper fitness and the methodology of training goalkeepers.• The Master Coach Diploma is the pinnacle of the NSCAA educational program. The Master Coach Diploma is a 18-month-long mentorship program formulated along the linesof the UEFA “A” license. Only holders of the Premier Diploma with a “Distinguished” or “Good Pass” are allowed into the Master Coach program. Candidates who do not havea “good pass” may be considered if the committee determines that the applicant can make a “significant contribution” to the course.• The Coaching Academy program is progressive. The National Diploma Course is a prerequisite for the Advanced National, unless the candidate has received a “C” license fromthe United States Soccer Federation. The Premier Course requires the Advanced National, and/or the USSF “A” or “B” license or the UEFA “A” or “B” with an applicationrequiring additional support material.yes2

Level 1-2 DiplomasPrinciples ofCoaching3

Level 1-2 Diplomas4

Level 1-2 DiplomasThe Soccer Coach – A FacilitatorA. Coaching Philosophy1. Understand why children participate in soccer.2. Developing a proper youth coaching philosophy.a. Proper goals for a youth soccer coach.b. Exhibit philosophy with actions as a coach.c. Take the time to care.B. Coaching young players is different from coaching adults1. Physiological differences.2. Psychological differences.C. Soccer, The Players’ Game -- The Game is the Teacher1. Meet the demands of the game, not the coach.2. Learn from playing not drills.3. Movement is necessary to acquire skill.D. Coach must be a facilitator:1. The coach/facilitator sets the conditions andthe environment for learning. The environment,facilitated by the coach, enables players to improve.2. The coach/facilitator is critical in the United Statesbecause of a lack of a playing environment, i.e. notenough “street”/“backyard” soccer, professionalleague, media coverage, not enough ball contacts,too many other things to do.3. Overall objectives for players which the coachfacilitates:a. FUN - young players must have fun!• The best coach is the one whose players aftera practice can say, “I had fun, soccer is a lot offun.” Players should “play” soccer, not “work”soccer.• Feedback from young players must constantlyreinforce to the coach that what the coach isdoing is fun for the players.• Feelings are important. Young players must bepermitted to make mistakes. Remain patient andhave realistic expectations.• The most important characteristic of a coachis enthusiasm for the players and the game ofsoccer. Recognize improvement and efforts asoften as possible.b. Young players must be put in situations where theyexperience success.• Practices must be organized with correctnumbers, appropriate spaces, size of field, sizeof ball, etc. to facilitate success.• Practice activities should be modified to meetthe needs of young players, e.g. use a nerf ballif child is fearful of heading, toss the ball withhands to practice heading instead of kickingwith the feet.• As players increase competency, raise the levelof difficulty, but insure they still experiencesuccess.c. Coach must facilitate the young players perceptionof the “coach” as one who is helpful, happy,teaches them soccer and only utilizes positivereinforcement.d. Young players must have maximal number ofball touches/contacts per session as possible.Acquisition of skill comes only from constantlydealing with the ball in a dynamic/moving setting,not by standing in lines waiting to take a turn.4. Effective ways to correct common youth soccercoaching problems:a. Coach integrated team play. Do not coach playersto play specific positions.b. Coach games and activities versus coaching drills.Use a minimum number of lines of players, usingchallenging games with scoring. Limit lines to nomore than three and have enough soccer balls forone per player.c. Become a keen observer. Limit continuous talking.Use cue phrases.d. Train the players by using small number games. Donot stress training the team structure.e. Define success by how well the team plays, theircourage and daring, their confidence and howmany play the next season -- not by the number ofwins.• Young players must perceive winning as a verylow priority.• Trying hard, doing their best, and playing for funand excitement.• ALWAYS, end a correction with a positivecomment.• Preface corrections with a positive comment. Tryto avoid “but” and “should” in talking to players.• Eliminate league standings, won/lost records,trophies, etc. Acknowledge participation.5

Level 1-2 DiplomasOrganization of a Practice SessionA. Pre-Practice PreparationEquipment:a. Balls (number, sizes, inflated properly)b. Vests or jerseys to distinguish playersc. Cones to delineate confined areasd. Extra shin guards in case players forget theme. Nets for goals (if needed), flags, etc.f. Medical emergency numbers, emergency contactforms, etc.g. Ice or synthetic ice packsh. WATER! Provide cups, players bring their own or aparent helper brings itB. Practice1. Equal length to game length. Reminder, practicesshould be completed at the announced time.2. Variety of games/exercises is recommended.Emphasize dribbling and touch of the ball.3. Choose a topic to work on. Have practice objectives.Set them from a seasonal plan or from whatthe coach saw as weaknesses during the last orrecent games. The older the players, the more theobservation of the game(s) tells the coach what topractice.4. Emphasize the focus of the practice session, do notbe overly concerned with other areas of play.5. Activities should flow into one another to minimizedown time and off-task behavior.6. Teach from simple to complex -- games and exercisesshould follow a progression from easier to moredifficult.7. Sections of a practice:a. Warm up or preparation period• Approximately 20 percent of practice time• Purpose is to prepare players physically andpsychologically• Use fun games• Warm up should be related to the main topic ofthe practice• Remember movement is the key to learning theskills of soccer• Example - Dribbling:b. Conduct 2- to 3-minute games with staticstretching between games:• Follow the leader• Body part dribbling• Sharks and minnows• Otherc. Main activity section• Approximately 50 percent of practice time• Related to the game• Can control what the coach wants by changing:• The size of the space to play in. General sizeis 10 square yards or larger per attackingplayer, sufficient width to allow for creativity,sufficient length for running, but do notstretch the space too far.• The time to do something• The number of touches a player can take• The number of balls used• The number of goals• The number of players in the space• Example – Dribbling:• Conduct 4- to 5-minute games:• Shadow dribbling• Pac Man• 1 v. 1 games• Otherd. Concluding activity section - Playing the Game of Soccer• Approximately 25-30 percent of practice time.• Allow players to play the game to goals.• Remember that the smaller the numbers themore clear the exercise/teaching point. Asnumbers are increased, the exercise/teachingpoint becomes more game like or real.• Restrictions are permitted, but limit them andlimit the time of restrictions to no more than 1/3of the time of the activity.• Play the game to see if what the players havebeen practicing can be done in the game.• Example – Dribbling:• To two large goals, must dribble across a line toscore.• Players can not pass a ball forward, but can passit backwards.• Othere. Warm Down• Approximately 5 percent of practice time• Stretch and permit players to cool down. Do notforget the upper body• Example – Dribbling:• Stretch using the ball and without it• Zen dribble.• Other• Use the time to positively reinforce the efforts ofall players!6

Level 1-2 DiplomasGames Approach to Teaching TechniqueDribbling GamesA. Key coaching points:1. Use all surfaces of the foot (instep, inside, outside,bottom)2. Use both feet3. Keep the ball close to you4. Change speed and direction when going aroundanother player5. Try to get behind the player and towards the goalafter you go around another player6. Keep your eyes up as much as possibleKicking/Striking/Passing GamesA. Kicking/striking the ball and shooting at goal isemphasized, NOT the inside of the foot kick or pass.Passing will occur naturally as part of games, and whenit does it should be done with the top of the foot.It is not necessary to teach passing as an individualtechnique, but as part of kicking/striking a ball.B. Key coaching points:1. Place the non-kicking foot next to the ball.2. Be sure toe of the non-kicking foot is pointed indirection the player wants the ball to go.3. The ankle of the kicking foot should be locked oncontact.4. Use the shoe laces/top of the foot to contact theball.5. Kick/shoot/pass “through” the ball, followingthrough towards the target.6. Try to have the player transfer his/her weightforward as they kick/shoot/pass.Heading and TacklingHeading and tackling are not recommended tobe taught at length for younger players, except todemonstrate for safety concerns -- as players willattempt to head and tackle when they play. Forheading, use softer balls, toss the ball with two handsunderhanded from a close distance. As quickly aspossible, progress to using the same ball as used in theplayers’ game. DON’T try heading often or do manytrials when it is demonstrated or practiced. Tackling isdemonstrated at a slow walking pace, with NO hardcontact.A. Key Coaching Points - Heading1. Use the top of the forehead (hair line) to contact theball.2. Neck should be firm on contacting the ball.3. Try to keep the eyes open as the ball is contacted.4. The head is moved forward, NOT up and down.5. Follow through with the chin up and looking towardsthe target.6. Teaching progression is sitting, kneeling, standing.B. Key Coaching Points - Tackling1. The ankle should be locked and the toe pointed UPas the player tackles/blocks the ball.2. Try to get the non-tackling foot as close to the ball aspossible.3. Tackle/block the ball across or at an angle, NOTstraight or through the opponent.Receiving GamesA. Not taught as a separate technique, but as a part ofgetting the ball from another player.B. Key coaching points:1. Keep your eye on the ball.2. Try to get behind the ball as it arrives.3. Decide which body part to use. Stress using thefrontal surfaces of the body (i.e. top of foot, top ofthigh, chest, etc.).4. The smaller the surface that receives the ballpotentially decreases the amount of control of theball. Conversely, the larger the surface, the greaterthe potential for control.5. Withdraw the body part as the ball strikes the bodypart.6. Try to move the ball as it hits the body part or theground away from the landing area -- to avoiddefenders.Maze gamesTag games7

Level 1-2 DiplomasLaws of the GameA. Coaches should know the general laws of the game,and any specific adaptations of the laws for localleagues.B. The role of the coach:1. Relationship with referees2. Relationship with parents• Have a meeting prior to the season to discuss:• The proper role of parents in relationship to thepositive reinforcement of their children.• The cooperative model of behavior expectedfrom the coach, players and parents asspectators in relationship to referees.• Relationship with spectators• Players relationship with referees:• Players should play the game• Players should respect the refereeGames Emphasizing the Laws of the Game• Dribble the lines and explain what each line is for.Practice any technique along a line and review itspurpose.Safety and Prevention of InjuriesPre-Season Preparation1. Cardio Pulmonary Resuscitation (CPR) and basicfirst aid are minimum requirements in whichcoaches should be certified. All coaches should notbegin their responsibilities without the proper, and/or league mandated safety/first aid training.2. Leagues should have an information sheet designedfor each coach to use for each player. This listsbasic information on whom to contact in case of anemergency. For a sample form, refer to Appendix Fin this book. Be sure to bring forms on each playerto every practice and game.3. Make plans to have ice or synthetic ice packsavailable at every practice and game.4. Locate telephone access and always be prepared atevery session in case of an emergency.Injuries1. Immediately seek professional medical assistance.2. If there is any possibility of head, neck or backinjury, Do not move the player in any way!3. If bleeding, stop by appropriate method, which isnormally direct pressure over the injured area.4. When unsure of what to do, coaches should donothing except keep the injured player comfortable,calm and prevent loss of body heat, untilknowledgeable medical personnel arrives.Modified Laws• Kickoff: Being a 2 v. 1 to goal from the center circlewith the defender beginning the required 10 yardsaway. Required the ball to be legally kicked off priorto the exercise beginning.• Throw-In: Play on a very narrow field to have playresult in many balls being out of bounds along thesides of the field. Good in small numbers.• Goal Kicks and Corner Kicks: Play on a very shortfield to have play result in many balls being out ofbounds along the ends of the field. Good in smallnumbers.• Free kicks (including penalty kicks): Begin play froma foul situation. Play a restart scrimmage where thecoach calls a “foul” every 30 seconds or so. Makethe call (including proper hand signals) having theoffensive and defensive teams react quickly andproperly.5. Most common soccer injuries are sprains, strains(pulled muscles), or contusions (bruises). Thetreatment is to use ice, not directly on the skin, toreduce swelling and pain. Elevate the injured areaand lightly wrap the ice over the injured area.6. Coaches do not diagnose injuries! Stay calm andmove teammates away from the injured player.7. Always err on the conservative side of injuryevaluation and returning to activity.8

Level 1-2 DiplomasSmall-Sided GamesA. Principles of Small-Sided Games1. Use of small numbers and spaces facilitates amaximal number of ball contacts by each player,allows for maximal participation by all members ofthe team and provides for more efficient teaching ofsoccer. It is recommended 3 v. 3 be used for playerssix years old and younger; 4 v. 4 be used for playersseven and eight years old.2. Coaching small sided games:a. Make a short introduction. Get into the activityquickly.b. Let the players play (approximately two minutes)c. After freezing play, demonstrate correct play(paint an accurate picture). Restart the exercise toguarantee success.d. Correct errors positively. Recognize correct play.e. Play as much as possible without interruption.3. Use larger as opposed to smaller goals for games.The use of small (e.g. 4-yard) goals does notencourage goal scoring/shooting as much as larger(size depends on the space available for practice andthe age of the players, but try to use goals at least6-yards wide).4. Permits the coach to identify AND facilitateaccomplishing the objective of the practice moreeasily than playing with large numbers.5. Use of goalkeepers is NOT recommended for playerssix years and younger. If your league does usegoalkeepers, it is recommended they be rotated atleast twice each half.a. Goalkeepers need foot/field skills.b. Goalkeepers mature as players later than fieldplayers.6. Do not be concerned with the offside law whenplaying small-sided games.7. Small sided games provide:a. Maximal participationb. Maximal number of ball touches for each playerc. Limited positional rolesB. Sectioning of the Field into Confined Spaces/Areas:1. Use of lines already present on the field. Ease andspeed of setup for games.2. Use of cones to further delineate spaces/areas.3. Use a size of confined space appropriate to numberin the game, at 10 yards per attacking player. Manycoaches will attempt to run an exercise in a spacethat is too small.4. For safety and ease of coaching access try not tohave playing areas share boundaries.C. Objectives of Small-Sided GamesSmall-sided games must have an overall objective andspecific goals (e.g. two or three versus one in a confinedspace has an overall objective of possession.) A specificgoal might be five or ten passes (as appropriate forage and experience/ability) in a row equals a point.Remember, the game is the teacher and creativity isalways to be encouraged!1. Small-sided games teaching progression is:a. Possessionb. Go in one directionc. Go to one goald. Go to two goals2. To increase thedifficulty of the game,make the spacesmaller or increasethe number of playersin the same space.3. The number ratiomust always beNoteAlthough going in onedirection or to onegoal is an option, it isrecommended to playto a counter goal toencourage transitionalplay.appropriate to the practice objective:a. 3 v. 1 is easier than 2 v. 1 or 4 v. 2.b. Whenever the same number are on each team,transition from attack to defense and defense toattack is the overall objective (e.g. 1v1, 2v2, 3v3).Players should be FIRST encouraged to go to goal,then be concerned with possession.c. When emphasizing attacking play, make the numberof attacking players greater than the number ofdefending players (e.g. 3v1, 2v1, 3v2). Basic principleis for player with the ball under control to attacktowards the goal. Other players provide supportbehind or ahead of the player with the ball.d. When emphasizing defending play, make thenumber of defending players greater than thenumber of attacking players (e.g. 1v2, 2v3).Defenders need success too! Basic principle isfor outnumbered defensive players to delaythe player with the ball, attempting as best aspossible to prevent a pass to an attacking player’steammate(s). Drop back toward the center of thedefending team’s goal.e. As players experience success in whatever objectiveis being practiced, make the situation more gamelikeby adding more players and adjusting thenumber of attacking and/or defending players toreach the number of players in the actual game.4. There is nothing wrong with starting players whohave little or no experience in soccer in a stationaryposition to begin technical training. However, assoon as possible, put players into motion with9

Level 1-2 Diplomasthe ball AND introduce opposition so players areproblem solving on the field as they play.Small-Sided Games Enhance Learning and Emphasize FunIn the following section, we provide a number ofsuggested activities to enhance learning and makepractices fun for kids. These games will assist in thedevelopment of technique and overall skills. It isimportant to structure practices with both an emphasison the learning environment, and a place to have fun.The activities were supplied by Dr. Ron Quinn.Please note that while these activities and games aresuggested, coaches should always be looking for newideas to enhance practices. We suggest taking notesat coaching clinics, clipping articles from publicationsabout coaching youth and continually adding newmethods to teach the game and maintain enjoyment.Notes10

Level 1-2 DiplomasPhilosophy and Psychology of Coaching SoccerUnderstand why children participate in soccerA majority of the reasons children participate in sportare intrinsic reasons. The top priorities are:• To learn and improve their skills• To have fun• To be with friends• To experience the excitement of competition• To enhance their physical fitness• To demonstrate their competenceNotice that the extrinsic goal of winning and beatingothers is not at the top of the list.Similarly, when children drop out of soccer, theirwithdrawal can be traced to the inability of the sportexperience to meet their primary motivations forparticipation.The common reasons are:• Failing to learn or improve their skills• Not having fun• Not being with their friends• Lack of excitement, improvisation and creativeopportunities• Lack of exercise, meaningful movement and fitnessimprovements• Lack of optimal challenges and/or consistent failurePractical suggestions for coaches:1. Encourage players to measure their performanceby improvements in their own, personal levels ofproficiency and ability rather than by comparingthemselves to other players or to other teams basedon the game outcome.2. Because children have several reasons forparticipation and not just one, design practicesto meet as many different participation motivesas possible (i.e. learning, fun, friendship, fitness,challenge, etc.).3. Utilize the K.I.S.S. Principle (Keep It Short and Simple)when introducing new skills:• Give short effective demonstrations while brieflyexplaining the new skill or concept; use picturecues liberally.• Focus only on one or two important aspectscritical to performance success (avoid “paralysis byanalysis”).• Decrease time spent in transition betweenactivities, drills and games. Keep practices short,clear and well-planned.4. Utilize a positive approach to skill instruction byfocusing on what the athlete did correctly (“catchthem being good”).5. Make practices meaningful, fun challenging andexciting:• Avoid static line drills.• Encourage creative improvisation by players.• Optimally challenge all athletes throughout the fullrange of abilities (avoid coaching only the midabilityperformer).• Eliminate “elimination games” because playersmost in need of improvement and repetitions areusually the first to be eliminated.• Be fully focused on the players and the activity(coach the players as well as the game).6. Plan time for the children to meet and make newfriends (ice cream stops after practice, pizza parties,watch a video, free time before and after practice).7. Focus on teaching players the active, ever-changinggame of soccer rather than the static, predictablesoccer drills.8. Utilize dual function fitness activities thatconcurrently enhance fitness and also improve soccerskills (i.e. soccer tag with a ball) and/or psychologicaldispositions (players are having so much fun theydon’t realize that they are conditioning too).9. Provide competitive challenges for athletes thatcan help define success not only by comparison toothers but also by improving one’s own standard ofaccomplishment.Know the factors that may be stressful for youth playersCoaches and parents can do a great service to childrenby helping each athlete develop self-confidence, a senseof personal worth and mastery, and a constructiveattitude toward failure and adversity. Behavior thatadults view as encouraging can often be perceived byathletes as stress producing and pressure filled. Kidswill freely choose to participate in activities that theyview as worthwhile, enjoyable and fun. The challengefor adults is to maximize the inherent joy of what Pelecalls “the beautiful game of soccer” and minimizeexperiences that increase children’s anxiety andlikelihood of burnout.Practical suggestions for coaches:1. Avoid a “win at all cost” attitude.2. Transform parental pressure into parental interest,support and encouragement.3. Avoid over training, long, repetitive practices andexcessive time and travel demands.4. Avoid using perfection as the standard for judging anathlete’s performance.5. Don’t associate a player’s worth or value as a personwith their performance and ability on the soccer field11

Level 1-2 Diplomas(i.e. winning or a great performance means that I likeyou more).6. Make sure that your non-verbal behaviors arecongruent with your words and that the coaching isconsistent across situations (i.e. sulking after a losseven though the team played well or being happyfollowing a poor performance by a winning team).Realize that effective feedback Is the breakfast of championsThe familiar coaching adage that “what you do speaksso loudly that no one can hear what you’re saying” isespecially important to remember when dealing withathletes. Players benefit most from coaches whoseactions reflect both their implied and stated values.The ability to observe, analyze and communicateare three of a coaches most valuable assets. A wordof caution, however, is that the beneficial effects ofverbal instruction decrease in direct proportion to theamount given. Remember: Keep it Short and Simple.Take time to videotape yourself coaching, not only atpractice but also in games. Observe yourself as otherssee you. Frequently there is significant differencebetween how coaches think they are talking, acting andcommunicating and what athletes perceive.Practical suggestions for coaches:1. Give specific, performance-contingent feedbackto athletes rather than general comments lackingperformance-related information.2. Be liberal with praise. Most athletes prefer coacheswho shout praise and whisper criticism rather thanvice versa. Specific positive reinforcement enhanceslearning much more than simply saying “good job.”3. Tell athletes what improvements need to be made,why and most importantly, how to make thosecorrections successfully and consistently.4. Observe and provide meaningful feedback to everyathlete at least once each training session and game.5. Combine verbal praise with consistent non-verbalforms of encouragement (i.e. a pat on the back,smile, a high five, etc.).6. Maintain your credibility as a coach by beingaccurate and sincere in your feedback and praise.Ignoring errors, giving excessive praise for mediocreperformance or excessive praise for performance onsimple tasks conveys to the athlete that either youdon’t know what you’re talking about or else youhave very low expectations of them as performers.7. Correct performance errors in non-threatening andnon-punitive ways. Finding problems is the role of acritic not a competent soccer coach. Good coachingrequires the ability to not only recognize problemsbut also to solve them through effective, practicaland successful solutions.8. Reward effort as much as outcome. Repeated effort,especially in the face of failure and adversity, is oneof the most important ingredients for future success.9. Use the “feedback sandwich” when correctingyoungsters. Find something the player did welland praise it. Next tell the athlete what they didincorrectly, what they need to do to improveand why. Finish with a positive, encouraging ormotivational statement.10. Foster an environment that allows for trying newskills, approaches and strategies without the fear ofreprimand and punishment. Mistakes are integralto sport improvement. Ridicule, sarcasm and fearare impediments to both the immediate and futureperformance success.Putting it all togetherAthletes learn the game of soccer not only through thedirected learning experiences that coaches provide inpractice and game play but also through indirect meansby observation and imitation. As a sport leader, you area powerful and lasting role model for athletes by yourthought, word and deed. Parents and coaches can serveas a players greatest ally or worst nightmare dependingon the attitude, behavior and motivation adopted forsport involvement. Remember, the game is for thekids. It is not for the ego or bragging rights of adults.Our role, as coaches, is to provide an opportunity forparticipation for all interested youngsters, access toappropriate and safe environments for instruction andcompetition, exposure to caring and competent leaders,holistic consideration of the child’s entire development(physical, cognitive, social and psychological) and anBill of Rights for Young Athletes1. Right to the opportunity to participate in sportregardless of ability level.2. Right to participate at a level that is commensuratewith each child’s developmental level.3. Right to have qualified adult leadership.4. Right to participate in safe and healthy environments.5. Right of each child to share the leadership anddecision-making of their sport participation.6. Right to play as a child, not as an adult.7. Right to proper preparation.8. Right to equal opportunity to strive for success.9. Right to be treated with dignity by all involved.10. Right to have fun through sport.12

Level 1-2 Diplomasunwavering belief in the worth and ability of children tosucceed at their own unique level of accomplishment.When coaches expect every athlete to succeed, it’samazing how many of them really do.Rather than measuring success in terms of numbers inthe win/loss columns, perhaps the ultimate standardof our success as coaches should be judged by ourability to teach children to love and enjoy the game ofsoccer, to feel more confident and self-assured in theirabilities and knowledge of the game, to experiencemutual respect from both teammates and coaches, andmost importantly, to feel appreciation and pride in theopportunity they had to play a sport they love underyour direction as their coach.Perhaps the most appropriate summary can be foundin the “Bill of Rights for Young Athletes” (NASPE, 1977)written by medical, physical education and recreationexperts in the hope of creating guidelines to maximizethe beneficial effects of athletic participation for all.Dr. Colleen HackerSports PsychologyPacific Lutheran UniversityTacoma, Washington13

Level 1-2 DiplomasDifferences Between Coaching Children and Adults“Children are not miniature adults”. A statement that is often heard, but not fully understood. Simply put, adults arefully developed physically, emotionally, intellectually, socially and psychologically. Children are NOT! The coach as afacilitator needs to be aware of these fundamental differences.ChildrenPhysicallyMotor development moves from head to toe and proximal to distal(develop control of arms before fingers).Growing skeletal system.Immature motor patterns• running, kicking, throwing, catchingInefficient cardiovascular system• high energy output for short periods of time• quick recovery• interval training recommended training methodMaximal aerobic capacity is related to lean body mass.Significant variations of size and strength within age groups• legs account for 65% of total increase in height from one year toonset of puberty.Increase in the number and size of fat cells until age 12.AdultsFully developed motor skills.Mature skeletal system.Mature motor patterns.Efficient cardiovascular system• can sustain high energy output• longer recovery periodMaximal aerobic capacity is related to leanbody mass.Fixed number of fat cells, only size willchangeChildrenPsychologicallyLimited capacity for processing information• most attention capacity directed to primary task, (i.e. dribbling)with not much left for decision making (i.e. where to pass)• limited field of vision• developing visual tracking skillsDeveloping/fragile - self-concept and body image.Greater impact of significant others (parents, peers, coaches).Greater desire for approval from adults, like to show individual skills.Cannot separate between effort and ability. If they try really hard,they believe theyhave more ability.Initially intrinsically motivated. We need to maintain this or at leaststrike a balance between intrinsic and extrinsic motivation.Need to have greater diversity of movement experiences throughunrestricted play (no positions).Desire social acceptance.More process oriented, learn product orientation.ADD SOCIALLYAdultsMore efficient processing system.Established self-concept and body image.More secure with relationshipsAble to differentiate effort and ability.Develop a movement specialty.Desire social acceptance.More product oriented, need to re-learnprocess orientation.14

Level 1-2 DiplomasEliminate EliminationMeet the Demands of the Game, not the CoachOur present game/sport structure is based on games ofelimination. We must eliminate games of elimination at theyouth level.Straight Line Concept:Mosston’s Slanty Line Concept:Takes game of High Water - Low Water and slants theropeNow everyone can run and jump at their level andreceive equal number of turns! When child is secure he/she will seek additional challenges.The point of this concept for youth soccer is that theplayer must meet the demand of the game, not thecoach, by playing the game at his/her skill level. As theplayer learns and achieves at a certain level, he/she willmove on and enhance their ability by taking on a newchallenge.15

Level 1-2 Diplomas16

Level 1-2 DiplomasSmall-SidedGames17

Level 1-2 DiplomasDribbling and TacklingFUNDAMENTAL ACTIVITIESPendulumTouch the ball from the inside of one foot to the inside ofthe other.Variations:• Challenge the players to see how far apart their feetcan go.• How quickly can the players touch the ball?• Every third touch, push the ball diagonally out withone foot and bring it back with the opposite foot.Coaching Points:• Keeping feet shoulder width apart (unless otherwisestated)• Keep knees bent• Low center of gravity• Keep body over the ball• Stay on the balls of your feet (“happy feet”)• Look up as much as or as often as possibleZen DribblingEach player has a partner, one player has a ball. Playershold hands. One player has a ball and closes his/hereyes. The partner guides the player around a confinedarea.Diagram 1 – Speed Dribbling - REPLACEDribbling RunPassOff-Ball RunFollow the LeaderIn small groups of four or five, the players follow theleader while dribbling. This format can also be used forteam races or relay races.Red Light - Green LightHave the players in a straight line with a ball.Designate a finish line across the field. Thecoach shouts “red light” (stop) or “green light”(go). Players that do not immediately stop(coach’s decision) go back even with the lastperson.Variations:• Stop the ball with various body parts• Coach uses a red shirt and a green shirt(visual cues)Diagram 2 – Hospital Tag - REPLACEHospitallCoaching Points:• Players must keep the ball close or accelerateif they push it further away• When coach uses visual cues, keep the headup as often as possibleDiagram 3 – Crows and Cranes - REPLACE18

Level 1-2 DiplomasBody Part DribblingWhile dribbling within a confined space, stop the ballwith various body parts, indicated by the coach.Variations:• If players are too young for left and right, just usefoot, elbow, etc.• Change the size of the space• Divide the players into groups and see which groupcan all stop the ball with the appropriate body partfirstCoaching Points:• Keep the ball close, soft touches• Keep your head up between touchesSpeed Dribbling (Diagram 1)Divide the players into three groups. Assign each groupa number (1, 2, 3). Create a confined area with cones.Around the area, about 15-20 yards away, set about 10cones. Begin play, all three groups are playing tag insidethe area. When the coach calls a number, that teamleaves the area and goes around one of the outsidecones as quickly as possible.Variations:• Change the distance of the outside cones• Change the game played inside the confined space• Restrict the number of touches a player may use toget around the outside cone and come backCoaching Points:• The first touch to break out from the confined spaceshould be longer• The player should be using the instep or the outsideof the foot• In between touches, players should be looking upTagIn a confined area, all players with a ball except thedesignated “IT” player. The “IT” player tries to tag otherplayers while all are dribbling.Hospital Tag (Diagram 2)Each player dribbles the ball in a confined area. Whenthe player is tagged by the player who is “IT”, they musthold the body part touched. If a player is tagged twice,they must go to the hospital, perform a task (5 situps, 10pendulums, etc.) and return to the game.Variations:• Size of Space• Number of players “IT”• Tagged three times before going to the hospitalDiagram 4 – Crab Soccer - REPLACE• “IT” player(s) use ballCoaching Points:• Vision• Change of speed and direction- Defenders in Crab positionCrows and Cranes (Diagram 3)Set up the grid as shown below. Divide the team intotwo groups. When either team is called, they mustdribble to the end line while being chased by the otherteam (without balls). The score is the number of playerscaught.Variations:• Vary the size of the space• Vary the starting distance between the two teams• Place a defender in each end in front of the safetyzoneCoaching Points:• Use coaching points for speed dribbling• Angle the dribble in front of the pursuing defender tocut off their pathMATCH-RELATED ACTIVITIESCrab Soccer (Diagram 4)Set up a rectangular grid (about 12 x 20 yards). Dividethe team in half. One half are crabs, the other half aredribblers. Dribblers attempt to move from one end ofthe grid to the other. Crabs try to knock opponent’s ballout of the grid. When ball is out, the dribbler becomes acrab. The last dribbler is the winner.Variations:• Crabs try to knock opponent’s ball out of the area• Vary the length and/or width of the area19

Level 1-2 DiplomasCoaching Points:• In tight spaces, dibblers should keep the ball close totheir body• When space is available, push the ball into the space and getto it quicklySharks and MinnowsPlayers line up on a line with soccer balls. A player inthe middle of the defined area is the “shark”. On thesignal, players try to dribble across the area to theopposite line. If a player is caught by the shark, theybecome a shark.Coaching Points:• Offensively, change of speed and direction• Vision of other players who may be able to go througha set of flags• Defensively, moving your body into good position,denying penetration with the dribble• Denying the player with the ball from making apositive one that could score a point• Players do not always have to get physically behindthe defender to beat them with a pass or to shootVariation:• When the shark wins the ball, they must dribble outof the area before the minnow is caughtCoaching Points:• Same as hospital tagKnockoutEach player dribbles around a confined area(approximately 12 x 12 yards) and trys to knock otherplayer’s balls out of the confined area without losingpossession of their own ball. Players can return to thegame after completing an assigned task by the coach(i.e. box the ball 30 times, dribble to a spot and back,etc.) If players can retrieve their own ball before itleaves the area, they keep playing.Variations:• Change the task to get back in the game• Have players knock out another player’s ball with theirball• Play in teamsCoaching Points:• All players must keep their heads up to see if they arebeing chased or who they could knock out• Shield the ball by placing your body between the ball andthe opponent• Try to have your shoulder, hips and side to opponentSoccer Croquet (Diagram 5)The field should be set up as illustrated below. Thedimensions should be around 20 x 35 yards. Two teams(4 v. 4) are in the area. A point is scored each time aplayer dribbles through an opponent’s flags.Variations:• Change the size of the area• Change the numbers of sets of flags• Change the width between two flags• Vary the number of balls in the activity• Vary the number of playersDiagram 5 – Soccer Croquet - REPLACEDiagram 6 – Crazy Cones - REPLACEDribbling RunPassOff-Ball Run20

Level 1-2 DiplomasVariations:• Make the goals regulation and have goalkeepers forshooting• Have extra players stand in the goals for targets, toscore a goal, pass to these targetsDiagram 7 – Between Cones - REPLACE1 v. 1 with Four GoalsDivide the team into two teams that oppose eachother (no more than four players per team). Each teamdefends two goals. Have the players get into pairs, onefrom each team. They can only mark each other, nohelp from teammates. A point for each player dribblinginto one of their team’s goal.Passing and “Shooting”FUNDAMENTAL ACTIVITESCrazy Cones (Diagram 6)Set up a circle about 20 yards across. Set up conesrandomly in the area. Each player needs a ball. Onthe signal, the players try to pass to a cone and knockit down. The player who knocks the most over wins.Players do not have to use their own ball. After passing,get the closest ball and try again.Variations:• Split the team into two groups and have competition• Ask them to use different surfaces of the foot• Use different feetCoaching Points:• See technical notesTarget BallAfter dividing the team in half, put each group 10 yardsapart in a line facing each other. A neutral ball is in themiddle of the two lines. Each team tries to knock theball over the opponent’s line by passing/shooting theirball against the neutral ballVariations:• Distance from the neutral ball• Size of the neutral ball• Number of neutral ballsCoaching Points:• See technical notesSoccer GolfSet up a golf course. The tee could be a disc cone, thehole could be a stand up cone or flag. See how low ascore you can get.Coaching Points:• Emphasize defense or offense• When dribbling for a point, emphasize sealing off thedefender once they’re beaten• When passing to a target or shooting, how quickly canthey make that play?Variations:• Play as teams• Set up obstacles to go over or aroundCoaching Points:• See technical notes for striking or passingReaction ShootingDivide your team into two, three or four groups(depending on the size of your team and the goalsavailable). Each group stands in a line about 12 yardsfrom the goal. The first player turns their back to thegoal. The next player in line rolls the ball toward thegoal and the first player turns and shoots into the net.Players count the number of goals in a specified time.Relay RacesAny type of relay race can be used and any type of pass canbe used. The relay race format adds excitement and fun tolearning the technique.Between Cones (Diagram 7)Two lines of players, 10-12 yards apart. No more than threeplayers in a line. Between the two lines, place two cones,three yards apart as a “gate”. After a player passes the ball,follow the pass and go to the end of the opposite line. Howmany passes through the gate can the players make?Variations:• Vary the width of the gate• Vary the distance between the two lines• Use two touch, one touch• Vary the surface of the foot used, left or right ifneeded21

Level 1-2 DiplomasRoxborough SquareIn a designated area, have half the players on theoutside with a ball and half inside without a ball. Insideplayers check to an outside player who passes them theball. The player on the inside receives the ball and playsit back to the same player on the outside who gavethem the ball.Variations:• Vary services to feet, chest, head, etc.• Use throw-ins for services• Inside players return the ball to a different outsideplayerCoaching Points:• See technical notes• Try to receive the ball sideways onSequence PassingOrganize the team into groups of 5-7 players, and havetwo balls per group. Give each group an unstructuredarea to play. Number each player (1-7) and give the ballto number one. Player one passes the ball to player twowho passes to player three, etc. The last player passesthe ball back to number one.Variations:• Balls on ground only• Balls in air only• Bend the passes• Have the player do a combination play with the nextplayer and then find the third player with a pass (onewall passes with two and then finds three with a pass,three wall passes with four and the finds five with apass, etc.)Coaching Points:• See technical notes• Can you see where to pass the ball before you have it?• Can you always see the other players in your group?Receiving Relay (Diagram 9)Set players up into two lines. No more than four or fiveplayers per line. The first player in line passes the ball tothe second player who must receive the ball and turn.After turning with the ball, pass the ball to the nextplayer and so on until the ball reaches the end of theline. The first line done is the winner.Variations:• Vary the distance between players• Vary the services used• Vary the parts of the body receiving the ballDiagram 8 – Roxborough Square - REPLACEDiagram 9 – Receiving Relay - REPLACEDiagram 10 – Around the Server - REPLACEDiagram 11 – Four Goal Game - REPLACEDribbling RunPassOff-Ball Run23

Level 1-2 Diplomas• The line may travel by having the player who justpassed the ball to assume a new position at the endof the lineCoaching Points:• See technical notes• Receive the ball sideways on whenever possibleShort, Short, LongPlayers get into groups of three. Two players close andone further away. The two play the ball back and forthand then one of them plays the ball to the far player.The player who does not play the ball long runs tosupport the pass. Continue the pattern.Variations:• Vary the distance of the long serve• Vary the technique used• If you have a group of four, one serves long and tworun to supportCoaching Points:• See technical notes for passing and shootingKeep Away GamesThese games are great to work on passing. While theplayers work on passing, they are starting to understandthe off the ball movements necessary to play the game.Variations:• Space• Number of touches• Number of players (uneven numbers)Coaching Points:• Positioning before the ball is played• Anticipating where to play the ball• Technical notes for passing and receivingCoaching Points:• See technical notes for passing• When the player serving the ball long picks their headup to see the target, supporting player(s) should beginthe run to support the long targetAround the Server (Diagram 10)This game is played until each player in the group goesthrough once (twice, etc.) The shooter starts with apenalty kick. Between each kick, the shooter runs aroundthe server. That signals the ball should be served and shotimmediately. Keep score by team or individual.Variations:• Distance of the servers• Quality of the passes (rolling, bouncing, etc.)• Number of touchesCoaching Points:• See technical notes for shootingMATCH RELATED ACTIVITIESMonkey in the MiddleOne or two players are in the middle of a confinedspace. Outside players try to pass to each other. Insideplayers try to intercept the pass. One point for eachpass and one point for each interception.Variations:• Players that win the ball in the middle switch placeswith the player that lost the ball• Change the size and shape of the space they use• Vary the numbers, inside and outsideDiagram 12 – Box on Box Shooting - REPLACE1 v. 1 to GoalTwo lines face the goal about 20 yards away. No morethan three players per line. The coach rolls a ballbetween the first two players. The first player to the ballshoots. Keep score by teams.Variations:• Distance from goal• Distance lines are apart• Quality of the serve from coach• Angle to the goalCoaching Points:• Use of the body to win possession of the ball• Taking the earliest opportunity to shoot• Defending principles24

Level 1-2 DiplomasFour Goal Game (Diagram 11)Two teams play and each team has two goals to attack.Use a suitable playing area for the number of players.Variations:• Size of the goals• Distance goals are apart• Use of goalkeepersCoaching Points:• Various technical points• Positioning of support players (encourage players tokeep a shape, diamond, triangle, in their play)Diagram 13 – Middle Team - REPLACEBox on Box Shooting (Diagram 12)Set up a field that is 18 x 36 yards and divide the team intofour groups of four. Three defenders, a goalkeeper and anattacker play in each half of the field. The three defenderspass the ball around until they can pass it forward to theattacker and then they try and score. Play five minutes,keep score and then put in the two other teams.Variations:• Have the single attacker lay the ball off to thesupporting players• Require the defenders to begin behind the player inthe attacking ½ of the field• The single attacking player may turn and shoot or usesupportCoaching Points:• Pace of the pass laid off• Angle of the pass laid off• Deception of the pass laid off• Supporting players not too close to the player layingthe ball off• See technical notes for shooting• Ability to find the target playerMiddle Team (Diagram 13)Set up a field 20 x 30 yards and divide it into three equalsections. Divide the nine players into three groups ofthree. Put a group in each section. The two end groupstry to keep the ball away from the middle group. If theball is intercepted by the middle team or the ball goes outof bounds, the team who played the ball goes into themiddle.Variations:• Vary the size of the spaces• Adjust the numbers, make sure players get repetitions• Challenge the outside players to play through the middleinstead of overDiagram 14 – Grid Wars - REPLACEDiagram 15 – 1 v. 1, Receive and Go - REPLACEDribbling RunPassOff-Ball Run25

Level 1-2 Diplomas• Challenge the outside players to play over the middleinstead of throughCoaching Points:• See technical notes• When playing through the middle, move the ball toget the middle group out of position before servingthe ballGrid Wars (Diagram 14)Place two areas of 10 x 10 yards about 10 yards apart.One player in each area. The ball is played back andforth. If the ball rolls out of your area or does not enterthe area, the opponent gets a point.Variations:• Vary the size of the area• Vary the distance between areas• Vary the kinds of serves (instep, outside, bending, etc.)Diagram 16 – 2 v. 2 – Heading to Goal - REPLACECoaching Points:• See technical notes on passing1 v. 1, Receive and Go (Diagram 15)This game is played inside the 18-yard box. Four playerssurround the box with a ball, while two players areinside the box. One is an attacker, the other a defender.You also need a goalkeeper. Rotate the inside players.The second time the pair is in they should rotate who isattacking and who is defending.Diagram 17 – 1 v. 1 – Heading to Goal - REPLACEVariations:• Less people, less rest• Vary the kinds of serves to the target attacking playerCoaching Points:• See technical notes• Recognizing space to play the first touch• Defending patience• When to tackle, just after touchThrow in GamePlay a small-sided game and every ball out of play mustbe thrown to a teammate to restart the game. Emphasizereceiving the throw in.Coach Kick InPlay a small sided game where a new ball is put backin play by the coach every time a ball is out of play.Emphasize receiving the kick in.26

Level 1-2 DiplomasHeadingFUNDAMENTAL ACTIVITIESPair HeadingPlayers get into pairs, one with a ball. One player issitting in front while the other is standing about twoyards away. The player standing has the ball and tossesit at the player who is sitting. The player who is sittingheads the ball to the standing player. After five serves,switch places.Variations:• The players go to their knees• The players go to their feet.• Try to head the ball through the partners feet• Vary the distance of the server• When both players are standing, have the header runbackwards and the server chase while serving.Coaching Points:• See technical notes• The header should be powerful, using the back andarms• When kneeling, back should be arched, not sitting ontheir heels• Snap from the waist and pull through with side by sideand others will put one foot in front of the other. Theyshould work on all of these positions.Diagram 18 – Channel Game - REPLACEToss – Head – CatchHave players get into threes, one with a ball. Whilemoving, player one tosses the ball to player two whotosses the ball to player three. Player three tosses theball to player one who heads the ball to player two, etc.Variations:• Vary the distance between players• Instead of tossing the ball, serve it with their feet• Make it a race by the number of heads in adetermined amount of timeCoaching Points:• See technical notes• See the target before heading and rotate body towardthe target as early as possible2 v. 2 – Heading to Goal (Diagram 16)Set up a field 6 x 10 yards with goals using corner flags(or cones) four yards wide. Have one team start withthe ball. They can toss the ball back and forth until oneheads the ball to goal (no more than three tosses). Bothplayers from the opposing team are on the goal line,trying to prevent a goal. Hands may be used. Once asave has been made, goal scored or the ball goes outDiagram 19 – Transition Game - REPLACEof play, the old attacking team retreats to their goal lineand the team who were the goalkeepers attack.Variations:• Vary the size of the goal• No use of hands while in goal• When attacking, after the first toss, only headingCoaching Points:• Prepare your body to head the ball• Face the target as early as possible• Often the serve from in front is easier to head27

Level 1-2 Diplomas1 v. 1 – Heading to Goal (Diagram 17)Set two goals using corner flags 15 yards apart. Thegoals should be eight yards wide. Have two players oneach goal line and two players behind each goal about10 yards, each with balls. Player A 1will serve the ballover the goal to A 2who will try to head the ball into thegoal defended by B 2. Then B 1will serve the ball overthe goal to B 2who will try to head the ball into the goaldefended by A 2. Repeat five times. A 1and A 2switchplaces and B 1and B 2switch places. When defending asgoalies, players may use their handsVariations:• Vary the distance between the goals• Vary the angle the ball is servedCoaching Points:• See technical notesToss – Head – Catch to GoalPlay 5 v. 5 on a field 35 x 50 yards with two goals. Usethe sequence toss – head – catch to move the ballaround the field. The only way to win the ball is if youintercept a pass, the ball hits the ground other than aheader to the goal or the ball goes out of bounds. Scoreby heading the ball into the goal.Variations:• Vary the size of the field• Vary the number of players• Change the sequence to toss –head – head – catchCoaching Points:• See technical notes• You must see teammates and opponents before theball is playedMATCH RELATED ACTIVITIESChannel Game (Diagram 18)This is a 4 v. 4 game with two additional players in eachside channel and no defenders in the area. The playerson the outside cross the ball into the box and the fouroffensive players organize runs and try to score. Rotateplayers into the channel positions.Variations:• Add defenders into the channels• Inside players can overlap into the channel area toexchange places with the wide playersCoaching Points:• Organize near, far and trail runs• See technical notes for heading and passingSet up field, 15 x 20 yards with small goal at each end.Have three players, each with a ball at each goal. Oneplayer from each end comes out, one ball. Play 1 v. 1.When a goal is scored or the ball goes over the end line,the defender from that side steps off and a new playerfrom that end steps on with a ball. The attacking playerstays on and should defend the player coming on withthe ball.Variations:• Play 2 v. 2, 3 v. 3, 4 v. 4, 5 v. 5. You need to have atleast two teams at each end. There shouldn’t be morethan three• Play with large goals if you have goalkeepers• Smaller numbers, set goals off the playing area soshots come from realistic distancesCoaching Points:• Immediate pressure on the ball• Angle of approach• Speed of approach• Taking the earliest opportunities to shoot• Appropriate techniques1 v. 115 x 10 yard area. Play to small goals, target players orregulation goals for the age group. Play for a time limitand rotate new players into the game.Variations:• Size of the space• Length of time playingCoaching Points:• Technical notes for dribbling• Technical notes for shooting• Defending 1v12 v. 2 and 3 v. 3Play to small goals, target players or regulation goalsfor the age group. Play for a time limit and rotate newplayers into the game.Variations:• Size of the space• Length of time playingCoaching Points:• Combination play: wall passes, overlaps, takeovers• Angles of support• Defending in pairs, pressure and cover• CommunicationTransition Game (Diagram 19)28

Level 1-2 Diplomas4 v. 4 and 5 v. 5Play to small goals, target players or regulation goalsfor the age group. Play for a time limit and rotate newplayers into the game.Variations:• Size of the space• Length of time playingCoaching Points:• Same as 2v2 and 3v3• 3rd attacker, unbalancing the opposition• 3rd defender, balancing the defense29

Level 1-2 DiplomasAppendices31

Level 1-2 DiplomasNSCAA MembershipNSCAA Membership CategoriesActive/Retired Membership $65Regular Membership $85 (U.S. and Canada Only)European Membership $125Other Foreign Membership $135The National Soccer Coaches Association of America is the largest single-sport coaches association in the world withmore than 30,000 members. Founded in 1941, the NSCAA is dedicated to the education of coaches at every level of thegame including youth, high school, college and professional.Benefits of Membership in the NSCAA• Soccer Journal Magazine - Printed eight times each year, this official publication of the NSCAA is the only magazinededicated specifically to soccer coaches.• Annual Convention - Held each January in a U.S. city, the NSCAA Convention is the largest soccer show in the worldwith clinics, lectures, exhibits, meal and social functions.• Awards and Recognition - The NSCAA sponsors numerous award and recognition programs including Coach of theYear, All-American, national team rankings and various service awards including commendations, the Hall of Fameand the Honor Award, the NSCAA’s highest award.• Coaching Academy Program - The coaching academy program includes the coaching certification courses (bothresidential and non-residential), clinics, forums, symposiums and various educational offerings.• Product Discounts - Members save on books, videotapes and soccer-related products with their NSCAAmembership. Special offers are made through direct mail and the Soccer Journal.• Apparel and Equipment - Through sponsors like adidas, members are offered various discounts on team productsand exclusive licensed coaching apparel.• Insurance - Dues also provide members with $1 million in liability insurance which covers almost all soccer-relatedcoaching activities.• If you’ve never held an NSCAA membership, you will receive a free introductory membership with your coachingacademy enrollment. Maybe you know another coach who could benefit from membership in the NSCAA. If so,callthe NSCAA National Office: 913-362-1747.32

Level 1-2 DiplomasNSCAA Code of Ethics1. Soccer is the player’s game. The paramount concernof coaches is the holistic development, welfare,enjoyment and safety of their players.2. Coaches bear the responsibility for teaching playersto strive for success while playing fairly, observingthe laws of the game and the highest levels ofsportsmanship.3. Coaches shall treat officials with respect and dignity,and shall teach their players to do the same.4. Our opponents are worthy of being treated withrespect. Coaches will model such respect foropponents and expect their players to do likewise.5. In both victory and defeat, the behavior of the coachshall model grace, dignity and composure.6. Coaches shall adhere to the highest standards andthe regulations of the institutions they represent:clubs, schools, sponsoring organizations and sportsgoverning bodies.7. Coaches have a responsibility to promote theinterests of soccer, including treating the media withcourtesy, honesty and respect.8. Coaches shall model inclusive behavior, activelysupporting cultural diversity while opposing all typesof discrimination, including but not limited to, racismand sexism, at all levels of the game.9. Coaches are responsible for taking an active role ineducation about, and prevention and treatment ofdrug, alcohol and tobacco abuse, both in their livesand in the lives of their players.10. Coaches shall refrain from all manner of personalabuse and harassment of others, whether verbal,physical, emotional or sexual, and shall opposesuch abuse and harassment at all levels of thegame.11. Coaches shall respect the declared affiliationsof all players, and shall adhere to all guidelinesand regulations on recruiting established by thegoverning bodies having oversight of their teamsand leagues.12. Coaches shall seek to honor those who upholdthe highest standards and principles of soccerand shall use appropriate protocol to opposeand eliminate all behavior that brings disrepute tothe sport – violence, abuse, dishonesty, disrespectand violations of the laws of the game and rulesgoverning competition.33

Level 1-2 DiplomasNSCAA Ethics Discussion - Case 1Playing Time for the “Star Player”Dan Jordan is in his first year as a coach for U-12 boys’soccer team the Stingrays. Dan played high school andsome college soccer but has not coached before. Hebecame coach of the Stingrays by the “extortion method”:one that goes something like, “well, we won’t have ateam in your son’s age group unless we can find a coach.”Wanting his son to be able to stay within the East JohnsonSoccer Club, for which he has played since he was eight,Dan agreed to coach the team so the club could maintaina squad in the U-12 age group.East Johnson puts its U-12 teams in leagues that play8 vs. 8 matches, and its U-12 teams have rosters of 13players. East Johnson also has a policy that up throughthe U-12 age group all players on the team must play atleast half the match. In the first three matches of theseason, Dan has done all he could to make sure thateach boy present for the game plays as close to the sameamount of time as all the other boys. The Stingrays havea 1-1-1 record, having won a game 3-0, lost a game 2-3,and tied a game 2-2. Of the seven goals scored by theStingrays, one boy, Billy Paladino, has scored five. Billyhas both a physical development and soccer skills that areahead of his teammates, and when he is in the game theStingray attack is noticeably stronger.Dan’s dilemma is whether or not to give Billy a largershare of the playing time in the remaining games in anattempt to give the Stingrays a better chance to wingames that they otherwise might not win. He can giveBilly a lot more time, perhaps even play him the wholematch, and still get all of the other boys in for at leasthalf of the game. He knows, however, that if he doesthat some of the other boys will see a reduction in theirminutes played.There are some parents, including some of Dan’sfriends, already clamoring for Billy to play more so thatthe team has a better chance to win. Some parentsbelieve that if the Stingrays can finish in the top threespots in the league they can play in a more prestigiousand challenging league next season. The East JohnsonSoccer Club mission statement says that the club will workto develop the talents and abilities of all its players. Danfinds himself caught in a dilemma: should he play theteam’s best player for more minutes than the other boysin forthcoming games?Discussion Questions1. What is the best way for Coach Dan Jordan to resolve this dilemma over playing time?2. What are the ethical issues Dan must consider as he makes his decision?3. How important is playing time in games to the development of players at the U-12 level?4. What weight should Dan give to winning games as he makes his decision?5. How much should Dan listen to, or seek out, parental input as he makes his decision?34

Level 1-2 DiplomasRecommended by the NSCAA Coaching AcademyAges 12 +Bauer, Gerhard; Soccer Techniques, Tactics andTeamwork.Bisanz, Gero & Norbert Vieth; Success in Soccer.Bonfanti, Mario and Angelo Pereni; The Complete Book ofSoccer Restart Plays.Caitlin, Mark; The Art of Soccer.Caruso, Andrew; Soccer Coaching Development andTactics.Caruso, Andrew; The Great Game.Coerver, Wiel; Score.Critchell, Mick; Warm Ups for Soccer: A DynamicApproach.Detchon, Jack; Zonal Defending.DiCicco, Tony; Catch Them Being Good.DiCicco, Tony; The Goalkeeper Training Manual.Dorrance, Anson; Training Soccer Champions.Errickson, Sven; The England Coach.Gregg, Lauren; The Champion Within.Goncalves, Jose. The Principles of Brazilian Soccer.Gorman, Barry with Lawrence Fine; The Full Season.Howe, Bobby; Coaching the Player.Hughes, Charles; The Football Association Coaching Bookof Soccer- Tactics and Skills.Kentweel, Richard; Dutch Soccer Drills Volume 1: IndividualSkills.Kentwell, Richard; Dutch Soccer Drills Volume 2: Game ActionDrills.Kipnes, Barry D.; PRIDE + A Coach’s Handbook.Marziali, Floriano and Vincenzo Mora. Coaching the 4-4-2.NSCAA, The Soccer Coaching Bible.Pererni, Angelo and Michele Di Cesare; Zone Play.Pronk, Nico & Gorman, Barry; Soccer Everyone.Schreiner, Peter; Coordination, Agility and Speed TrainingFor Soccer.Schum, Tim; Coaching Soccer. (Masters Press)Simon; Practice Games for Winnng Soccer.Simon & Reeves; Soccer Restart Plays.Success in Soccer; the Magazine.Verheijen, Dr. Raymond; Conditioning for Soccer.Wade, Alan; Soccer Strategies.Wade, Allen; Positional Play.Waiters, Tony; Coaching the Team.Waiters, Tony; Coaching Set Plays.World Class Coaching; The Magazine.Wrzos, Jerry; The International Training Guide.U-12Dewazien, Karl; Practice for Champions.Dewazien, Karl; Tactics for Champions.Dewazien, Karl; Fundamental Soccer.Quinn, Ron; The Peak Performance.Waiters, Tony and Bobby Howe; Coaching 6, 7 and 8 YearOlds.Waiters, Tony and Bobby Howe; Coaching 9, 10 and 11Year Olds.The Indoor GameDe Boer, Klaas; Indoor Soccer.Leight, Wes; Indoor Soccer Tactics and Skill.GoalkeepingLuxbacher, Joe; The Soccer Goalkeeper.Machnik, Joe; The Skills of Goalkeeping.Machnik, Joe; Goalkeeping Fitness and Tactics.Machnik, Joe; Goalkeeping- The Next Dimension.Phillips, Lincoln; Goalkeeping – The Last Line of Defense,The First Line of Attack.Waiters, Tony; Coaching the Goalkeeper.Psychology and ManagementBeswick, Bill; Focus on Soccer.Goleman, Daniel; Primal Leadership.Gorman, Barry; The Personality Pyramid.Martens, Rainer; The Coaches Guide to Sport Psychology.Useem, Michael; The Leadership Moment.Walton, Gary M.; Beyond Winning: The Timeless Wisdomof Great Philosopher Coaches.VideosNSCAA; Club Tactical DevelopmentNSCAA; Futbol ModernoNSCAA; Player DevelopmentNSCAA; Soccer Coaches Guide - For Young Players 5-7Years OldNSCAA; Soccer Coaches Guide - For Youth Players 9-12Years OldNSCAA; Soccer Tactics - On the AttackNSCAA; Soccer Tactics - Defending to WinNSCAA; Technical Training - Critical Coaching PointsDiCicco, Tony; Soccer Fun!DiCicco, Tony; The Champions Soccer Series with BrandiChastain (Tapes 1-3)DiCicco, Tony; Goalkeeping, The DiCicco Method (Tapes1-3)Heinrichs, April; Training Girls and Women to WinInternational Tactics Limited (Jape Shattuck); IndividualAttackingInternational Tactics Limited (Jape Shattuck); IndividualDefendingInternational Tactics Limited (Jape Shattuck); GroupAttackingInternational Tactics Limited (Jape Shattuck); Group35

Level 1-2 DiplomasRecommended by the NSCAA Coaching AcademyDefendingNSCAA PartnersHuman Kinetics (www.humankinetics.com), 800-747-4451Reedswain Books & Videos (www.reedswain.com), 800-331-5191Soccer Learning Systems (www.soccervideos.com), 800-762-2376Top Soccer WebsitesNational Soccer Coaches Association of America (www.NSCAA.com)Down the Line (www.down-the-line.com)Eurosport (www.soccer.com)ESPN Soccer (soccernet.espn.go.com)FIFA (www.fifa.com)Major League Soccer (www.mlsnet.com)National Intercollegiate Soccer Officials of America (www.nisoa.com)Soccer 365 (www.soccer365.com)Soccer America (www.socceramerica.com)Soccer Association for Youth (www.saysoccer.org)Soccer Buzz Magazine (www.soccerbuzz.com)Soccer Plus (www.soccerpluscamps.com)Soccer Times (www.soccertimes.com)United Soccer Leagues (www.uslsoccer.com)United States Soccer Federation (www.ussoccer.com)United States Soccer Players (www.ussoccerplayers.com)United States Youth Soccer Association (www.usyouthsoccer.org)Women’s Professional Soccer (www.womensprosoccer.com)Women’s Soccer World (www.womensoccer.com)World of Soccer (www.worldofsoccer.com)36

Level 1-2 DiplomasSample Emergency Information FormPlayer ________________________________________________________Phone (H) ___________________________________________Address ______________________________________________________Mother _______________________________________________________Father ________________________________________________________Emergency Contact______________________________________________Player ________________________________________________________Address ______________________________________________________City _____________________ State ______ ZIP ___________Phone ____________________ Phone ___________________Phone ____________________ Phone ___________________Phone ____________________ Phone ___________________Phone (H) ___________________________________________City _____________________ State ______ ZIP ___________Preferred Place of Medical Treatment ____________________________________________________________________________________Please list history of any previous injuries, operations, etc. ______________________________________________________________________________________________________________________________________________________________________________________Please list any special medical conditions, allergies, etc. ________________________________________________________________________________________________________________________________________________________________________________________Is the athlete on any special medication? Please explain: _______________________________________________________________________________________________________________________________________________________________________________________Is the athlete limited in his/her athletic participation? Please explain: _____________________________________________________________________________________________________________________________________________________________________________List any other special restrictions: __________________________________________________________________________________________________________________________________________________________________________________________________________Other special remarks, instructions, etc.: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Physician’s Signature _____________________________________________________________Parent’s Signature _______________________________________________________________Date _______________________________Date _______________________________37

Level 1-2 DiplomasWaiver of Liability - CoachesI, ______________________________, understand that the National Soccer Coaches Association of America (NSCAA)has explained that its Coaching courses are physically demanding and I certify that I am in condition to participate fullyin the program. I hereby agree to save and hold harmless the NSCAA, its staff, including coaches, and each of its officersand directors (the persons and entities releases hereinafter being referred to individually and collectively as “NSCAA”)against loss or damage for any injury, illness or other conditions arising from my participation in the Coaching AcademyProgram, and hereby release waive, and forever discharge NSCAA from any and all claims which may be made by or onbehalf of me relative to my participation in the Coaching Academy Program.NSCAA Likeness StatementBy my registration for this NSCAA Coaching Academy course, I agree that the NSCAA may use my likeness inphotographs and video to be used for publications and presentations to promote the NSCAA and its programs. Iunderstand that there will be no financial remuneration involved and stipulate that the photographic and videoreproductions may be used only for NSCAA purposes.I have read the above Waiver of Liability and Likeness Statement and understand that I have signed them voluntarily.Signature _ ___________________________________________ Date _______________________Course Date(s) ____________________ Location _ ______________________________________38

Level 1-2 DiplomasFitness ActivitiesA. Warm-upThe purpose is to prepare the mind and body for training.1. Warm-up should begin with non-explosive aerobicactivity that is specific to the training topic. It should bevaried each training session.2. Warm-up proceeds incrementally to raise the heartrate, respiration rate, etc.3. Flexibility/stretching are done during the warm-up, notbefore.B. Running (speed) fitnessWithout the ball1. 35’s – Corner of field, run down touch line, across goalline (behind goal in no more than 35 seconds).2. 70’s – Corner of field, run around field (behind goal) in nomore than 70 seconds.3. 180’s – Three groups; Group 1 goal line to halfway line; Group2 leaves from halfway line as Group 1 arrives and runs to goalline and full field; Group 3 leaves from goal line when Group2 arrives and runs full field and then to halfway line whereGroup 1 began.4. Tag – At halfway line, one partner sprints around outsideof the field (touch line, end line, touch line to halfwayline) while other partner walks across field at halfwayline; repeat with other partner running around field whilepartner that finished running walks across field at halfwayline.5. Relay – In groups of five; one at goal line, one at penaltyarea line, one at halfway line, on at far penalty line, one atfar goal line; relay race so all run each leak of the relay.6. Relay – Can shorten the distances in No. 5 above or thenumber of players in each group or add times goals;e.g. Suicides: one at goal line, one at goal area (sixyards), one at penalty area line (18 yards complete in30 seconds). Run with two groups or so run one set andrest one set (use three groups if more rest is needed).7. Shuttle Runs – Five cones each five yards apart; completein 45 seconds, strive to do 10 repetitions; recovery time of60 seconds to start – reduce to short as possible.8. “Pilger’s Square” – Around half a field; place conemidway between the halfway and goal lines, one onthe kickoff mark and one in the middle of the goal; varysprint, jog, walk, fast walk, running backwards, slidesteps, bending down, marzuka steps, jumping to head,ect.9. Rewards – Groups of three; two on goal line, one atpenalty area line (18 yards); one player runs out to the18, player then runs back, “extra” player rests. Team thatfinishes last may not run the next set. Repeat as needed;add having the “resting/extra” player do sit-ups, tuckjumps, pushups, etc.With the ball1. Hand Ball (warm-up) - Two teams (use full field in 20 players);must head the ball to score; otherwise players run with theball and must pass to a teammate within two seconds afterthey catch it; if pass hits ground (incomplete) ball goes toother team: “basketball defense – no contact.” Penalty foranyone standing or walking – must jog or sprint. Can “chip” togoalkeepers as a change.2. 1 v. 1 two groups of two – one pair players with otherpair is target gal; 30 seconds to minute per pair. Use threegroups and have one pair serve as side targets for wallpasses (one touch).3. Slots – group of three; two 30-35 yards apart, one player inmiddle dribbling back and forth between end players, passto end line only when within 5 yards for 45 to 60 secondsper player.4. Techniques – All techniques can be used to train forfitness, e.g. throw-in from touch line, partner sprints andreturns dribbling ball. Use Coerver for three minutes with aone minute rest.5. Dutch Grid – 20 yards x 20 yards. Four players in grideach with a ball, four others on a corner.a. Dribble; work on feints, outside players stretch.b. Execute 1-2’s with other players, add spin turn, sprintdribble on reception, other players stretch or juggle.c. Move outside players, add spin turn, sprint dribble onreception, other players stretch or juggle.d. Play 2 v. 2 in a grid with four support one-touch passes;two-touch, one-touch, use of third man combinations,use partner at least two or three times before supportplayer on the outside, wall pass or takeover with partnerbefore using player on outside.e. Play two 1 v. 1 games in the grid with outside supportplayers (one-touch).6. Functional Type Fitness Exercises:39

Level 1-2 Diplomasminutes, winners stay (ties go to challenger). Note: the fourplayers playing in the game MUST all return to the top ofthe penalty area until the last man gets there. Insist onnear and far post runs (not straight runs and all-out hustle,no resting!f. Challenge Shooting – Two lines of approximately sevenall behind a line (can use halfway line if you want a lotof running – prefer approximately 30 to 35 yards). Twoplayers stand along line approximately 3 to 5 yardsapart; coach tosses a ball and two players challenge forball and winners take a shot, other players play defense,MUST sprint back to the line before resting.g. Pass and Receive – Use four times as many players asballs. Player move around (large space, e.g. ¾ fieldsfor 16 players) in game-like fashion – making runs,showing and calling for the ball, and change of pacemovement. Go for 3 to 4 minutes, then rest for aminute as coach adds restrictions (wall pass, takeover,third man combination underneath with a one-touchforward, ect.) player with the ball moves as if they arebeing actively defended. All passes must be penetrating“through” other players.40

Level 1-2 DiplomasNON-RESIDENTIAL COURSE EVALUATIONThank you for your participation in this NSCAA Coach Academy course. Please assist us in our commitment to the quality of theNSCAA Coaching Academy by completing this questionnaire. Your evaluation is valuable as we continue to strive to improve ourcourses.Circle One: Level 1 Level 2Please evaluate each of the following by checking your choice; please add any comments you would like to add in the space provided:1. The registration process was timely and helpful. Strongly Agree Agree Neither Agree or Disagree Disagree Strongly DisagreeComments:2. The pre-Academy information packet was informative and helpful in preparing for the course. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:3. The curriculum/handouts provided for the course were helpful in providing structure and focus to the course. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:4. This course will enhance my coaching knowledge and benefit me in my coaching. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:5. The staff coach(es) communicated clearly and effectively. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:6. The staff coach(es) exhibited thorough understanding of the curriculum. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:7. The staff coach(es) helped me prepare to use the course information with my team(s). Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:43

Level 1-2 Diplomas8. The staff coach(es) was/were engaged, receptive and open to questions. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:9. The staff coaches(es) created a spirit of collegiality during the course. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:10. Overviewa. The course will enhance my knowledge and effectiveness as a coach. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:b. The course was interesting and enjoyable. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:c. I will recommend this course to coaching colleagues. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly DisagreeComments:11. What component(s) of the course do you consider most beneficial?12. What would you change or add to the course?Feel free to share additional information about your participation in this course either in the space below.44