Mais conteúdo relacionado Semelhante a 2013 e guidebook (20) 2013 e guidebook2. U.S. SOCCER “E” COURSE
U.S. Soccer
National “E” Course
2013
Guidebook
Contents by United States Soccer Federation
© 2013 U.S. Soccer
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2
3. U.S. SOCCER “E” COURSE
The “E” Course manual contents are owned
by the United States Soccer Federation. Any reproduction or other
dissemination of Coaching Instructor’s Workbook without the express
written consent of the United States Soccer Federation is strictly
prohibited.
© 2001-2013 United States Soccer Federation Revised 12/2012
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4. U.S. SOCCER “E” COURSE
Why is it important to teach players
to “respect the game”?
So they understand that the game is the best teacher.
So they learn to respect the role of the referee;
opponents; coaches; fans; their equipment; and
nutrition. And to ensure future players continue playing,
learning, and loving this game.
– United States Soccer Federation
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5. U.S. SOCCER “E” COURSE
FIFA – Soccer’s
World Governing Body
Founded in 1904 to provide unity among
national soccer associations, the Federation
Internationale de Football Association (FIFA)
boasts 207 members, rivaling that of the United
Nations, and is arguably the most prestigious
sports organization in the world.
As soccer’s ultimate administrative
authority, FIFA governs all facets of the game:
regulating the rules of play, overseeing the
transfers of players internationally, organizing
international competitions such as the FIFA
World Cup, establishing standards for
refereeing, coaching and sports medicine, and
encouraging soccer’s development around the
world.
As a member of FIFA, U.S. Soccer’s Licensing
Program is recognized as the official and only
organization allowed to run and issue coaching
licenses in the United States.
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6. U.S. SOCCER “E” COURSE
Thousands of coaches have completed U.S. Soccer Federation coaching schools since they were first developed in 1970. We
have all been participants in the growth of soccer’s popularity at the youth, amateur and professional level in the United
States. Development of coaches should ideally lead and precede the growth of our sport. We are embarking on an ambitious
pathway that will be focused on accelerating the development of our coaching community. It is logical that this coaching
development initiative will be focused on transferring theory into practice – the development of players at all levels.
The technical leaders of the Federation have studied, observed and participated in the game on a global scale. From this
perspective, we acknowledge that there are many ways to teach the game of soccer. Through coaching education, we must
provide the U.S. Soccer community with a coherent message, globally-relevant content and modern teaching methodology.
All of these variables should be representative of our brand… the United States.
As you proceed down the U.S. Soccer Coaching Development Pathway, we encourage you to integrate these important
messages about our role as coaches:
• INSPIRE: Be the emotional leader for the young athletes that you serve. Inspire the “play” in your players.
• GUIDE: Apply the guidelines from the U.S. Soccer Curriculum to your specific coaching environment.
• NURTURE: Perpetuate a passion for the game. This means a balance between structured and unstructured play.
• INCORPORATE: Age-appropriate methods and best practices relative to the developmental age of your players.
• TRAIN: Become a master coach – develop your craft – provide a quality training environment.
• ENVIRONMENT: Develop the athlete and the person – do not sacrifice youth development for a result.
U.S. Soccer’s primary goal is to provide positive, professional and continuous development programs for coaches at all
levels of the soccer spectrum. Our future developmental pathway will continue to offer modern coaching methods, globallyrelevant content and practical applications to the game. Our mission is to support you as you grow our sport through the
hearts and legs of the athletes that we coach.
Ignite the “PLAY” in the player,
Dave Chesler, Director of Coaching Development
U.S. Soccer Federation
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7. TABLE OF CONTENTS
Section 1: “E” COURSE WORKBOOK
• Course Focal Points
• Expected Outcomes
Section 2: METHODS OF COACHING (PART I)
• Long-Term Athlete Development
• The BASIC Stage (9-12)
Section 3: METHODS OF COACHING (PART II)
• Teaching in Shorts
• Training Design and Planning
Section 4: PRINCIPLES OF PLAY
• Defending Principles
• Attacking Principles
• Style of Play
Section 5: TEAM MANAGEMENT
• The Coach as a Conductor
© 2013 U.S. Soccer
• Best Practices for a Safe Environment
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8. “I never teach my pupils;
I only attempt to provide the conditions
in which they can learn.”
– Albert Einstein
“E” COURSE GUIDEBOOK
9. CANDIDATE LEARNING OBJECTIVES:
U.S. SOCCER “E” COURSE
What is the “E” Course?
• Develop the core coaching competencies necessary to
effectively teach the 9-12 year old athlete and team
• Understand the characteristics and needs of an athlete in
the Basic Stage of our Athlete Development Model
• Establish a foundation of knowledge and experience
in order to proceed through the sequence of coaching
development courses
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10. CANDIDATE LEARNING OBJECTIVES:
U.S. SOCCER “E” COURSE
What are the specific target
outcomes of the course?
• Understand and effectively apply the principles
of Athlete Development
• Demonstrate competency in planning
an age-appropriate training session
• Demonstrate the essential competencies to execute a team training
session that is focused on a technical function of the game
• Understand concepts and recognize the principles
of attacking and defending in a small-sided game environment
(3v3 to 9v9 adaptable to local competition structure)
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11. “E” COURSE SCHEDULE (Sample)
Three-day Schedule
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13. METHODS OF COACHING I
THE DEVELOPMENT STAGES OF A SOCCER ATHLETE...
U6-U8
U9-U12
• INITIAL STAGE
• BASIC STAGE
U13-U14
• INTERMEDIATE STAGE
U15-U18
• ADVANCED STAGE
U19-U20
• SPECIFIC STAGE
SENIOR
• PERFORMANCE STAGE
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14. THE FOUR COMPONENTS...
LONG-TERM ATHLETE DEVELOPMENT MODEL
Four components must
be CONNECTED and
CORRELATED
RELATIVE to the
development stage
of the athlete
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15. METHODS OF COACHING I
DEBATE, DISCUSS, AND DEVELOP AN ACTION PLAN...
“Chronological age is a poor
guide to segregate
adolescents for competitions.”
(Sport4Life, Canada)
Currently most youth sports programs
are structured around chronological age.
We should recognize that sport science
confirms that athletes of the same age
between ages 10 and 16 can be as much
as 4-5 years in developmental separation.
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16. THE LONG-TERM ATHLETE DEVELOPMENT MODEL
DEBATE, DISCUSS AND DEVELOP... AN ACTION PLAN
How does this evidence influence a development plan?
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17. METHODS OF COACHING I
THE DEVELOPMENT STAGES OF A SOCCER ATHLETE...
Do you know WHO you are coaching?
U9-U12
• INITIAL STAGE
• (FUNdamentals)
BASIC STAGE
• SKILL DEVELOPMENT?
• TACTICAL DEVELOPMENT?
• PHYSICAL DEVELOPMENT?
• PSYCHO-SOCIAL DEVELOPMENT?
MULTI-LATERAL DEVELOPMENT?
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18. THE LONG TERM ATHLETE DEVELOPMENT MODEL
BASIC STAGE: 9-12 YEARS
TECHNICAL
TACTICAL
MAXIMIZE
OPPORTUNITIES to
develop individual
technique and ball
mastery
• Position-related
• Realism and
relevance to a
game function
• Unopposed
environment is
balanced with
opposed
© 2013 U.S. Soccer
GAME
UNDERSTANDING
and DECISIONMAKING through
small-sided games
and activities
• 3v3 to 9v9
• Develop creativity
and encourage
problem-solving
through free play
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19. THE LONG TERM ATHLETE DEVELOPMENT MODEL
BASIC STAGE: 9-12 YEARS
PSYCHOSOCIAL
PHYSICAL
At 9-12 years…
• Self-confidence
and motivation
are highly
influenced by
peer attitudes
and coach /
adult
interactions•
Encourage
unstructured
play• Structure
competition to
address
differences in
training age
and abilities
© 2013 U.S. Soccer
FUNDAMENTAL
MOVEMENTS
• Agility• Balance•
Coordination
• Speed
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20. THE LONG-TERM ATHLETE DEVELOPMENT MODEL
PERIODIZATION: EFFECTIVE PLANNING
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22. METHODS OF COACHING I
WEEKLY PLAN: MANAGING A SINGLE GAME PER WEEK
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24. METHODS OF COACHING II
THE SKILLS OF TEACHING
Are you teaching soccer,
or are you teaching kids?
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25. METHODS OF COACHING II
COMMUNICATING: THE ART OF THE QUESTION
Are you a presenter or a teacher?
FACTUAL
• Definitive, simple answers (Recall level)
CONCEPTUAL
• Requires higher levels of processing and
thought (Compare, contrast, surmise...)
PROVOCATIVE
• Divergent thought, evaluative, requires
complex reasoning (Similarities, differences,
between 2 or more concepts)
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26. METHODS OF COACHING II
COMMUNICATING: THE ART OF THE QUESTION
Are you a presenter or a teacher?
FACTUAL
“Could you arrive at the same time as the ball?”
CONCEPTUAL
“What cues determine how close you can
get to the opponent?
PROVOCATIVE
“How would your opponent react if you arrived at the same
location and position as his receiving foot?”
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27. METHODS OF COACHING II
MANAGING THE ENVIRONMENT
The skillful coach constantly assesses
and manipulates the environment, thus
challenging
and stimulating players to find creative solutions
• STOP – FREEZE
• NATURAL STOPPAGE
• FLOW – CONTINUOUS ACTIVITY
• INDIVIDUAL REFERENCE
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28. METHODS OF COACHING II
PRESENTATION ESSENTIALS
The skillful coach constantly assesses
CONCISE
and manipulates the environment, thus
Simple, bite-size challenging
packets
and stimulating players to find creative solutions
CORRECT
Accurate information
CONNECT
4 components of
athlete development
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29. METHODS OF COACHING II
TEACHING ESSENTIALS
The skillful coach constantly assesses
and manipulates the environment, thus
I HEAR,
challenging
and I forget...
and stimulating players to find creative solutions
I SEE,
and I remember...
I DO,
and I understand.
(Chinese Proverb)
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30. METHODS OF COACHING II
MANAGING THE ENVIRONMENT
The skillful coach constantly
challenges and stimulates players
to find creative solutions.
• COMMAND & DIRECT
• QUESTION & ANSWER
• GUIDED QUESTION
• EXPERIMENTATION
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31. METHODS OF COACHING II
CYCLE OF COACHING
The “craft” of coaching is
the ability to link a learning
moment
with an effective teaching method
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32. METHODS OF COACHING II
TEACHING PROGRESSION (4 STAGES)
The “craft” of coaching is
the ability to link a learning
moment
with an effective teaching method
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33. METHODS OF COACHING II
STAGE I: TECHNIQUE-SKILLS WARM-UP
• PHYSICAL ENVIRONMENT
• GAME/ACTIVITY RULES
• OBJECTIVES OF THE TRAINING
• DEVELOPMENT STAGE OF ATHLETES
WARM-UP PHASE = TECHNICAL + PHYSICAL
HOW DO EACH OF THESE 4 TOPICS
INFLUENCE THE DESIGN OF STAGE I?
A. RHYTHMIC THIGH TOUCHES
B. THIGH VOLLEYS
C. SIDE-SIDE VOLLEYS
D. TWO-TOUCH VOLLEY
SEQUENCES
© 2013 U.S. Soccer
E. TWO-TOUCH PAIRS COMPETITION
1. Server calls out two surfaces as ball leaves hands
2. Teammate must control the ball with the first surface
3. Teammate must RETURN the ball to the server’s hands with the 2nd
surface
4. Example (diagram) “Chest-Foot”
5. Score 1 point for each successful return (Change on 1 minute intervals)
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34. METHODS OF COACHING II
STAGE II: SMALL-SIDED ACTIVITY
• PHYSICAL ENVIRONMENT
• GAME/ACTIVITY RULES
• OBJECTIVES OF THE TRAINING
• DEVELOPMENT STAGE OF ATHLETES
HOW DO EACH OF THESE 4 TOPICS INFLUENCE THE DESIGN OF STAGE II?
FUNCTIONAL
SMALL-SIDED GAMES:
PAIRS DEFENDING
LOSS OF
POSSESSION:
ONE PLAYER
DROPS
GAIN
POSSESSION:
3rd PLAYER
STEPS ON
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35. METHODS OF COACHING II
STAGE III: EXPANDED SMALL-SIDED ACTIVITY
• PHYSICAL ENVIRONMENT
• GAME/ACTIVITY RULES
• OBJECTIVES OF THE TRAINING
• DEVELOPMENT STAGE OF ATHLETES
HOW DO EACH OF THESE 4 TOPICS INFLUENCE THE DESIGN OF STAGE III?
ATTACKING:
6v6 ZONES
2.
1.
1. Players are restricted to their specific attacking/defending half
2. Rotate players into the attacking zone on each goal or at specific time intervals
3. Exercise should progress to a stage where a player may follow the ball into the attacking
half
4. The “Buffer” zone may be widened in order to emphasize passing and timing of runs
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36. METHODS OF COACHING II
STAGE IV: THE GAME
• PHYSICAL ENVIRONMENT
• GAME/ACTIVITY RULES
• OBJECTIVES OF THE TRAINING
• DEVELOPMENT STAGE OF ATHLETES
HOW DO EACH OF THESE 4 TOPICS INFLUENCE THE DESIGN OF STAGE III?
U10 MATCH
CONDITIONS:
6v6
HOW WOULD YOU DETERMINE THE FIELD DIMENSIONS?
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38. PRINCIPLES OF PLAY
The Foundation of Team Play
ATTACKING PRINCIPLES
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39. PRINCIPLES OF PLAY
GENERAL STYLE OF PLAY
MATCHES
OFFENSIVE STYLE OF PLAY
QUICK TRANSITION & FINISHING
POSITION SPECIFIC
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40. PRINCIPLES OF PLAY
GENERAL STYLE OF PLAY
FORMATIONS (9-12 YEARS)
6v6: Recommended 2-1-2 Formation
7v7: Recommended 2-3-1 Formation
8v8: Recommended 3-3-1 Formation
9v9: Recommended 3-2-3 or 3-3-2 Formation
11v11: Recommended 4-3-3 or 4-4-2 Formation
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41. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
PENETRATION = FORWARD PLAY
ATTACKING
EFFICIENCY FROM
THE BACK THIRD
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42. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
PENETRATION
3
5
6
10
1
4
9
8
2
METHODS
DRIBBLEPASS SHOOT
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WHO?
WHAT?
WHERE?
WHEN?
WHY?
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43. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
PENETRATION
WHO?
WHAT?
WHERE?
WHEN?
WHY?
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44. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
SUPPORT = DEPTH
RESTRICTED
ZONES: 5v5
1. Each player restricted to own half
2. Ball may be transferred across and back over the half-line
3. Progression: Teammates may join from back half after the ball is played in to the striker
KEY TACTICAL FOCUS: Mobility + Support of back three in order to keep possession
KEY TECHNICAL FOCUS: Passing, quality, disguise, proper weight of pass
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45. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
SUPPORT (a.k.a. depth)
TWO ZONE GAME
(5 v 5)
2
3
4
1
9
10
1
4
2
Timing of movement?
Disguising movement?
Risk v Safety? (#2?)
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WHO?
WHAT?
WHERE?
WHEN?
WHY?
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46. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
SUPPORT (a.k.a. depth)
WHO?
WHAT?
WHERE?
WHEN?
WHY?
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47. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
ATTACKING
PATTERNS:
FINAL THIRD
4v0 ... 4v3
MOBILITY = CREATING & USING SPACE
(Diagonal runs, overlaps, switching positions)
PROGRESSION:
A. 4v0
B. 4v3
C. 7v7 (Two Zones)
D. 7v7
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48. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
MOBILITY and WIDTH
TWO ZONE GAME
(5 v 5)
2
3
4
9
1
10
1
4
2
Timing of movement?
Disguising movement?
Risk v Safety? (#2?)
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WHO?
WHAT?
WHERE?
WHEN?
WHY?
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49. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
MOBILITY and WIDTH
WHO?
WHAT?
WHERE?
WHEN?
WHY?
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50. PRINCIPLES OF PLAY
ATTACKING PRINCIPLES
WIDTH
EXPANDED
SMALL-SIDED
EXERCISE:
5v5 (+2)
ORGANIZATION:
• Each team places 4 field players inside the playing area (width of penalty area)
• Each team places a flank player on each flank (shaded areas)
• No restrictions for central players
• Flank players are restricted to 1-touch play
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53. PRINCIPLES OF PLAY
DEFENDING PRINCIPLES
DEFENDING PRINCIPLES
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54. PRINCIPLES OF PLAY
DEFENDING PRINCIPLES
PRESSURE – 1st DEFENDER
INDIVIDUAL
DEFENDING:
DIRECTIONAL
PRESSURE
1. Ball-carrier serves to a perimeter player and closes down
2. Attack objective is to penetrate across the opposite line
3. Defender objective is to redirect the ball carrier to one of the adjacent sidelines
4. If ball-carrier penetrates successfully then they deliver the ball to a new perimeter
player
5. Unsuccessful defender must remain on to continue defending against the new
opponent
6. Successful defender rotates out of the perimeter & serves as an attacking target
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55. PRINCIPLES OF PLAY
DEFENDING PRINCIPLES
PRESSURE= 1st DEFENDER(S)
WHO?
WHEN to move?
WHEN to stop?
3
7
4
6
WHERE to start?
WHERE to arrive?
10
CUES?
6
1
9
8
8
5
11
2
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WHO?
WHAT?
WHERE?
WHEN?
WHY?
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56. PRINCIPLES OF PLAY
DEFENDING PRINCIPLES
PRESSURE= 1st DEFENDER(S)
8
8
WHO?
WHAT?
WHERE?
WHEN?
WHY?
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57. PRINCIPLES OF PLAY
DEFENDING PRINCIPLES
SUPPORT = COVER – 2nd DEFENDER
INDIVIDUAL
& PAIRS:
ATTACK
AND DEFEND
1st STAGE: Two vs. One
• Emphasis on defender isolating the ball-carrier 1v1 (eliminate passing
angle)
• Control pace and angle of ball-carrier
2nd STAGE: Two vs. Two
• Pressing angle determines covering angle and distance
• Evaluate and manage the decision to switch pressing and covering roles
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58. PRINCIPLES OF PLAY
DEFENDING PRINCIPLES
COVER= 2nd DEFENDERS(S)
3
3
7
7
4
4
6
6
10
10
6
1
9
9
8
8
8
8
5
5
11
2
© 2013 U.S. Soccer
6
WHO COVERS?
WHEN to move?
WHEN to stop?
WHERE to start?
WHERE to arrive?
ANGLE?
DISTANCE?
11
2
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WHO?
WHAT?
WHERE?
WHEN?
WHY?
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59. PRINCIPLES OF PLAY
DEFENDING PRINCIPLES
COVER= 2nd DEFENDERS(S)
8
8
8
WHO?
WHAT?
WHERE?
WHEN?
WHY?
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60. PRINCIPLES OF PLAY
DEFENDING PRINCIPLES
BALANCE = 3rd DEFENDER
4v4 GROUP
DEFENDING
1. OBJECTIVE: Prevent opponent from penetrating across the line (dribble / pass to 3rd
team)
2. ROTATION: Scoring team serves to the 3rd team, which begins a new attacking
sequence
V1: Use 3-4 balls, each placed on top of a marker cone, as scoring targets
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61. PRINCIPLES OF PLAY
KEY DEFENDING CONCEPTS
COMPACTNESS
DEFENDING
GOALKICK: TEAM
STARTING SHAPE
• Flank MF Pressing Zones
• Combined pressure of MF + Strikers = predictability of serve
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62. PRINCIPLES OF PLAY
KEY DEFENDING CONCEPTS
BALANCE and COMPACTNESS= 3rd
DEFENDERS(S)
7
3
10
6
4
6
1
9
5
8
8
11
2
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POSITION TO PROTECT SPACES?
WHO?
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WHO?
WHAT?
WHERE?
WHEN?
WHY?
62
63. PRINCIPLES OF PLAY
KEY DEFENDING CONCEPTS
BALANCE and COMPACTNESS= 3rd DEFENDERS(S)
WHO?
WHAT?
WHERE?
WHEN?
WHY?
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64. PRINCIPLES OF PLAY
KEY DEFENDING CONCEPTS
DELAY
2v2
TRANSITION
1. Attack/Defend 2 goals @ 2 yds.
2. Restart with 4 new players
3. Coach controls restart
V1: Attacker may play back to supporting
teammate
V2: Score by rolling ball to teammate behind 1 goal
V3: Opponent begins attack immediately on restart
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65. PRINCIPLES OF PLAY
KEY DEFENDING CONCEPTS
DELAY
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67. TEAM MANAGEMENT
DAY-OF-GAME TASKS
• PRE-GAME: Player
passes, field directions,
uniform choice, players’
arrival time, etc.
• HALF-TIME:
Location, water, injuries,
etc.
• POST-GAME:
Regeneration +
water, injuries, announce
ments
• CONCISE:
No Match Analysis
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68. TEAM MANAGEMENT
STAFF CONSIDERATIONS
• To provide proper
instruction for the
activity
• Club to provide age
appropriate coaching
staff
• To provide proper
supervision for training
and games
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68
69. TEAM MANAGEMENT
“TOP 10” SAFETY GUIDELINES (1 THROUGH 5)
1. Proper use of equipment (shin guards,
no jewelry, uniforms designed for climate)
2. Always SECURE GOALS
and CHECK for STABILITY
3. Always have a 2nd adult present –
Adults with a Member PASS
4. Proper fitting shoes, proper type
of shoe for surface
5. Check field for glass, holes, sharp objects
© 2013 U.S. Soccer
CONFIDENTIAL: Not to be shared without U.S. Soccer Approval
69
70. TEAM MANAGEMENT
“TOP 10” SAFETY GUIDELINES (6 THROUGH 10)
6. Upkeep and monitoring of playing surfaces
7. Avoid scheduling training during the hottest
periods of the day and when there is
intense humidity
8. Ice, ice bags & water supply,
frequent water breaks
9. Exercises that decrease repetition
of dangerous encounters
10. Always carry a First Aid Kit,
emergency info, and a phone
© 2013 U.S. Soccer
CONFIDENTIAL: Not to be shared without U.S. Soccer Approval
70
71. “E” License Course
Thank you for taking part in U.S. Soccer’s National “E”
License course. Additional details, including pre-course
assignments, can be found by visiting ussoccer.com or
http://www.ussoccer.com/Coaches/Licenses/NationalE.aspx
Following the course, please be sure to provide us
feedback by taking our online survey at
https://www.surveymonkey.com/s/2013ELicenseSurvey
For additional questions, please be sure to contact U.S.
Soccer at coaches@ussoccer.org or your local State
Soccer Association.
© 2013 U.S. Soccer
CONFIDENTIAL: Not to be shared without U.S. Soccer Approval
71
Notas do Editor 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.