Louise Waxler Nscaa'S 58th President
Louise Waxler Nscaa'S 58th President
Publication of
of the
the National
National Soccer
Soccer Coaches
Coaches Association
Association of
of America
America
Official
January-February 2006,
2006,Vol.
Vol. 51,
51, No.
No. 11
January-February
www.NSCAA.com
www.NSCAA.com
Louise
Waxler
NSCAAs
58th President
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Cover
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January/February 2006
NSCAA photo by Perry McIntyre Jr..
SOCCER JOURNAL
(USPS, 568-630, ISSN 0560-3617) is
published bimonthly with one special issue
in October by the NSCAA, 6700 Squibb Road,
Suite 215, Mission, KS 66202. Periodical postage
paid at Shawnee Mission, Kan. Subscription information: $12 of the annual membership fee
brings Soccer Journal to members for one year.
It is just one benefit of the annual $70 dues
($50 for youth coaches). Postmaster: Send address changes to: Soccer Journal, 6700 Squibb
Road, Suite 215, Mission, KS 66202.
Marylands freshman goalkeeper, Chris Seitz, came up with a big save on a New Mexico
penalty kick to help the Terrapins to the NCAA Mens Division I championship.
In this Issue
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The Emphasis: Fair Play Don Kirkendall reviews the 10 points of FIFAs Fair Play
program. Focus: International Soccer. Ages: All.
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Zipping Along Ken Lolla has returned the University of Akrons mens program to
the level of success in enjoyed in the 1980s. Focus: SJ Interview. Ages: All.
Integrating the Entire Team Dr. Stephen Smith and Lee Schopp offer insight into
planning a quality practice that incorporates the goalkeeper. Focus: Coaching. Ages:
U-10 and up.
Using 5 v. 2 to Develop Passing Skill In this issues Retro Journal, we conclude the
two-part series by Dave Nicholas that first appeared in 1984. Focus: Retro Journal.
Ages: All.
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Seeing Choices Fran Kulas offers several drills designed to improve player vision
and creating passing options. Focus: Coaching. Ages: U-15 and under.
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Soccer Shorts Video to motivate; Soccer on the Internet, Technical Training for U12s and U-14s; a look at two sports studies.
Five Favorite Practices This months issue offers the top five from Tony Waiters, a
member of the NSCAA Academy National Staff. Surprisingly, given Waiters extensive
experience in coaching goalkeepers, all five involve field play. Focus: Drills. Ages: All.
Departments
Presidents
3 The
Corner
5 Center Circle
Soccer
Network
On the Cover: Louise Waxler becomes the 58th president of the National Soccer
Coaches Association of America. She is the third woman to hold the position, following
Laurie Whitsel and Janet Rayfield.
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SOCCER
AMERICA AD
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Neutral Territory
NSCAA must embrace everyone associated with soccer
By Louise
Waxler
I have a skeleton
thats lurking in my
coaching closet, but
Ive decided letting
it out in the light is
the right thing to
do. Before I
introduce you to my
skeleton, however, Id like to introduce myself
and address the year ahead as I see it.
Thank-you to Schellas
I would be remiss, however, to not first
thank outgoing president Schellas Hyndman
for the time and energy he has given to the
NSCAA. Schellas is not only an NSCAA
Academy coach, but is also head mens coach
at NCAA Division I Southern Methodist
University in Dallas. And even as he gave
many, many hours to serving as NSCAA
president, he guided his SMU team to the
NCAA Division I College Cup, only losing to
eventual champion Maryland in the
semifinals. I congratulate him on his success
both on and off the field.
The cornerstone of Schellas term of
office was successfully expanding the global
recognition of the NSCAA and the excellence
of its coaching education. He also helped
bring on staff a full-time advocate for NCAA
Division I intercollegiate soccer. It is
daunting to follow in his footsteps.
Its all about the kids
As I look to the year ahead and my term
in the office as NSCAA president, I draw
upon my own roots in the game, grassroots
if you will, for my goals.
I started my soccer career as a soccer mom.
That term entered Americas pop lexicon in the
last decade and has been used with both
admiration and dismissal. My daughter was a
youth player, who progressed to travel clubs
and then on to college ball. Her soccer career
often was the center of our familys life, but her
soccer career also guided me on a path that has
made soccer the core of my professional life.
I am committed to the philosophy that
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C E N T E R
C I R C L E
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WCC1 AD
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CHOICE AD
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SOCCER
NETWORK
Lessig
named to
Connecticut
Soccer
Hall
of
Fame
Connecticut College
mens soccer coach Bill
Lessig has been selected
to the Connecticut Soccer
Hall of Fame. Lessig will
join the Class of 2006 in a
special induction
ceremony Jan. 28 at the
Farmington Marriott.
Lessig is celebrating
his 35th season as the head
coach of the Camel mens
soccer program. He has
directed to the Camels to
Eastern College Athletic
Conference (ECAC)
Championships in the
1992 and 1996 seasons
and an NCAA Tournament appearance in 1995.
Lessig has compiled a
257-209-35 record at the
helm of the program. On
Sept. 9, 2004, he reached
a career milestone by
reaching his 250th victory
in a 1-0 victory at Eastern
Connecticut State
University.
Under Lessigs direction,
the Connecticut College
soccer program has
produced one U.S. National
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championship.
I'm still the same,
Martin said. After all this
I'm not a better coach,
person or teacher. In the
minds of some, it
validates our program and
now they cant say the
program hasnt reached
positive heights. But
nothing has changed. If
anything, its going to be
even harder this year
and next.
Photo courtesy of the NAIA
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The Emphasis:
FAIR PLAY
Play fair Again, an obvious consideration. But havent you seen a players
jersey pulled? The professional foul? A player
writhing on the ground who reenters the
match as soon as he/she leaves the field? A
dive in the box? An elbow to move an opponent back? Spikes up on a slide? A number of
injuries due to contact are due to foul play
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dium in November 2004, when black players for England were heckled by Spanish
fans during a friendly match. The Spanish
Federation was fined 100,000 Swiss Francs
because of fan behavior. The same thing also
happened in some Premier League games in
2004, leading to some spectators being
banned from playing grounds. Years ago
when I was playing for an ethnic club, an
African classmate came to practice. One of
the club members (not a player) said that
soccer was a white mans game. Wouldnt
Pel like to hear that!
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S2S AD
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Zipping Along
Ken Lolla returned the University of Akron
to the glory days it enjoyed in the 1980s
Photo courtesy of University of Akron Sports Information Office.
When building a team, what is the first thing you look for in a
player?
The first thing I look for in a player is character. This is the most
important ingredient for the people who make up the team.
Who were your coaching mentors? What was the best advice
you have received from them in regards to coaching?
I have experienced many excellent coaches both as a player and
during my career as a coach. I consider Manny Schellscheidt a mentor in
many ways, but also recognize the impact of Bruce Arena, John Rennie
and Jay Miller in my coaching career. The best advice I received is do not
wait until you think you are completely prepared for an opportunity
before you take it on. Experience creates the best lessons for growth.
How do you define a championship team? What are the most
important aspects of a championship team?
A championship team is one that wins whatever competitive
event it desires to win.
Does a player come with motivation, or is that something a
coach can teach?
People possess certain characteristics that drive them to be
successful. Yet the environment can certainly influence these
characteristics both positively and negatively. I believe strongly in the
power of association with regards to who you become.
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GATORADE AD
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everything that can happen in a game and every possible situation. Thus, you must remain
flexible to change and adjust to what the match and situation demand.
How important is discipline on a soccer team?
Discipline is extremely important. Discipline allows structure and stability.
How does a coach create respect for him/her self in the eyes of the
players?
Respect comes through integrity and competency. Without
one or the other it is not possible for the players to fully
respect the coach.
SETTING THE
RECORD
STRAIGHT
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In the Soccer Shorts section of the November/December 2005 issue of Soccer Journal, we
published an article titled Building on an Idea Presented in Soccer Journal. Unfortunately, we
neglected to credit the author.
The writer was Grant McNall, coach at the University of Wisconsin-Rock County in
Janesville, Wis., a small Division III junior college that competes in the Wisconsin Collegiate
Conference. The Rattlers 2005 season was the best in its history, posting a 13-4 record and
winning the conference tournament. Three players were named all-conference first team, with
one named on the second team and another as honorable mention. Coach McNall was named
conference co-coach of the year.
Soccer Journal January/February 2006
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Warm Up
It is certainly not a foreign concept to see
goalkeepers warming up on their own at the
beginning of practice. Many times, coaches
overlook the importance of the goalkeeper
early in the practice session and separate the
teams into two groups, the goalkeepers and
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Main Session
Practice sessions often are designed and
structured around team needs without much
thought of the goalkeeper. Coaches analyze
film, look at post-match results and statistics
and make observations to determine the course
the team needs to take. In planning for these
practices to make the team better, it is essential
to make the goalkeeper an integral part of these
training sessions and not just an afterthought.
The communication from the coach to
the goalkeeper is essential in giving guidance
and direction by explaining to the goalkeeper
what his/her role is in the activity. For an
example of how to accomplish this, lets look
at a couple of common themes in a practice
session and examine how the goalkeeper can
be a more integral part.
Small-sided play is a common practice
among coaches of all age levels. When
instituting small-sided play, it is imperative for
the coach to have a focal theme. In a 4 v. 4
setting, it would be typical to have forwards
work on finishing. Perhaps the goal is to work
on getting a good first touch, turn the defender,
get the shot off quickly and find the corners.
There is a litany of coaching points for the
forwards, but how would the goalkeeper be
involved in this session? Following are some
key approaches that can be used to integrate
the keeper into the coaching objective.
Have four attacking players on one team
and four defensive players on one team.
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Figure 1
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the back and communicating to the defenders where the options are.
Some practical ways to include the goalkeeper in this activity are to encourage
and demand communication from the
goalkeeper in regards to where outlet
passes should be played. If the goalkeeper
makes a save and holds the ball, demonstrate to the goalkeeper the importance
and advantages of distributing the ball to
the side of the field opposite where it
came. Make goalkeepers aware that punting or dropkicking is advisable only if
there are no players to throw to or there is
not a specific target available. Otherwise,
the goalkeeper risks giving up possession
of the ball at midfield with a 50-50 ball.
Cool Down
At the end of a practice session, many
coaches lead their team in a cool down
activity. Perhaps this is a simple jog and
stretch or some other light form of movement
to allow the body to cool down. This is an
essential time to review with the goalkeeper
the key coaching points of the day.
Great goalkeepers must have the ability to
look forward and not backward. Goalkeepers
face countless situations in a match and cannot
allow a mistake to turn into discouragement or
doubt. They instead must look forward with
confidence and believe that they will make the
proper decision on the next play. By debriefing
the goalkeeper after practice, you are reviewing
the key coaching points from the days session,
allowing for questions from the goalkeeper and
ensuring that he/she will be able to move
forward in the next training or match with
greater confidence.
The coach plays an important role in
developing the confidence and swagger of a
goalkeeper. You need not be a goalkeeping
specialist or former goalkeeper to get the most
out of your goalkeeper. Ignoring your goalkeeper
and not providing feedback while training on a
regular basis can certainly spell disaster. Being
diligent and forthright in your feedback to your
goalkeeper can result in increased self-confidence and success on the field, not only for your
goalkeeper, but for your team as well.
Editors note: Lee Schopp teaches sixth-grade
English at Harbor Lights Middle School for West
Ottawa Public Schools in Holland, Mich. Also, in
his 11 years of assisting at Hope College, three
Hope College goalkeepers have received AllAmerica status, while six have been named to AllRegion teams. Steven Smith is in his 15th year as
head coach of the Hope College team. He also is a
Professor of Kinesiology specializing in growth and
motor development as well as teacher education.
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Patching
Things Up
By Rhys Jones, Ph.D.
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Certificates, Patches
and Award Schemes
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Recently in the U.S., The Patchworks Company, with the support of the U.S.
Soccer Federation, has introduced the U.S. Soccer Skills Kit. This kit is designed
to enable coaches of 5- to 12-year-olds to construct their own skill assessments
(i.e., focus on dribbling, passing, shooting, control and juggling), which might
include measured assessment if the coach so wishes. Those players who are
successful with their skill assessments are rewarded with U.S. Soccer Kit patches.
Patchworks indicates that these awards can provide motivation for players as well
as develop the soccer knowledge of players, parents and coaches. Although
aimed presently at the volunteer coach, this U.S. Soccer Kit concept offers the
potential for a more structured skill assessment format within which coaches at
all youth levels can become involved.
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recognize one of the main reasons that children start and stay in
youth sport is for the learning experience (Stratton, 2002).
Second, the concern that assessment by numbers/time can hide
incorrect performance is correct. However, there is a relationship
between higher skill levels and improved assessment scores and times.
Clearly, coaches always should maintain qualitative standards in terms
of their classification of correct skill achievement while conducting any
measured assessment test (e.g., toe kicking a ball a required distance
for a chipping test would not constitute a successful chip attempt).
This is why the FA schemes and the U.S. Soccer Skills Kit emphasize
teaching the skill correctly first before testing, then revisiting such skills
through a variety of tasks over time. Further, these different award schemes
provide coaches with either specific ideas for skill-based coaching or
sources to which coaches can go if their coaching knowledge is limited.
Measured assessments also give youth players a base level from
which to undertake future skill development. Ongoing assessment
(e.g., using the same tests i.e., pre- and post-analysis) can help
motivate players who are able to see their own concrete progress/
learning (along with enjoying the certificates and patches). This, in
turn, encourages player self-training that goes beyond that undertaken
during actual association, school, club or camp coaching sessions.
With regard to the third concern about placing written, measured
assessment into the hands of parents, such an approach, in fact,
enables parents to see what their child is or is not able to do. Like the
player, the parent now has a guide as to what are some of the major
elements that the coach and/or organization believe are important in
the development of players. Anecdotally, one complaint of parents is
that they dont know what to focus on or encourage their young
players to practice. Consequently, measured assessment enables parents
to talk about and encourage player self-training and personal responsibility (as with school homework) in pursuit of individual progress.
Nobody would suggest that a coach should emphasize only those skills that
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ADIDAS AD
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Conclusion
The purpose of this article is to indicate that using measured
assessment is important in youth soccer. It is not something to be
feared or to be perceived as a burden. In fact, if used sensibly it can be
part of a thoughtfully organized soccer program, which holds positive
implications for all participants. Moreover, measured assessments have
also been found to impact learner achievement more influentially than
providing only verbal assessments (Martin, 1982) and they also have
contributed to higher motivational levels in performers (Chen, 2001).
Overall, this approach to skill assessment can lend powerful support to
the goals, curriculum focus, instruction and decision-making of coaches
and administrators regarding players in various youth soccer settings.
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Equally important, measured skill assessment can help young players and
their parents in the learning process; in particular, it empowers youth
players to engage in their own self-motivated soccer development.
References
Chen, D. D. (2001). Trends in augmented feedback research and tips
for the practitioner. Journal of Physical Education, Recreation and
Dance, 72, 32 - 36
Jones, J. R. (1999). Better coaching; Fewer dropouts. Soccer Journal,
44, 28 - 33.
Martin, M. L. (1982). A comparison of the effects of verbal formative
feedback and written formative feedback on student achievement. (Doctoral dissertation, University of Cincinnati), Dissertation Abstracts
International, AAT 8228805.
Soccer Star. (1988). The Football Association. Author. (Available
from Reedswain Soccer Videos and Books). Or at www.thefa.com/
TheFA/FALearning/Soccer+Star/
Stratton, R. K. (2002). Motivation in Young Athletes: Part 2 Continuing
to Participate or Dropping Out. Retrieved Oct. 8, 2002 from the
Internet at http://websearch.cs.com
The Patchworks Company (2005). Retrieved July 10, 2005, from the
Internet at http://soccerpatches.com
Wedemeyer, L. (2003). Good technique is not enough. Soccer Journal, 48, 20 22.
Note: The EFA Superskills scheme is no longer generally available to
coaches, although the author has copies.
Editors note: Rhys Jones, Ph.D. is Head of Health and Physical Education at Charles Eliot School in the Cleveland Municipal School District,
Ohio. He also coaches for GBBS Camps and the Cleveland Cobras Premier Soccer Club. He can be contacted at [email protected]
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USING 5 V. 2 TO
DEVELOP PASSING SKILL
Second of a two-part series
From Soccer Journal, November/December 1984
Part I of this two-part series appeared in the with the opponent, the defender is trying to
November-December 2005 issue.
leave open various options in order to instill
some decision-making in the mind of the
By Dave Nicholas
attacker, for if he/she is unsure of the
defenders next movement, the game is
During the course of Part I we noted many suddenly more difficult. The defender can
aspects of the 5 v. 2 exercise that need to be
fake a tackle, follow the pass or anticipate
taught and thereafter practiced. It is only
and intercept the pass.
through repetition (and correction by the
coach) that a player will acquire these many,
ANGLE-DISTANCE
sometimes subtle, skills. At the conclusion of
Two considerations at this point are: a)
Part I we examined anticipation, a skill
how close do we get to the player in
necessary for a player to read the game more
possession? b) what is our angle of
Figure 1
completely. For example, a player in possession approach? Distance is dependent on the
may allow himself to be guided in a predictable defenders and/or attackers ability.
direction by a defender. However, he may use
However, the defender should be close
this move to disguise his next movement,
enough to tackle in case of poor control by
which may be based on the anticipation of the the attacker and to prevent or intercept a
defenders ensuing position and/or the
forward pass. (This usually is in the region
movement of a teammate. Again, it is necessary of four to six feet from the attacker.)
to make the disguise realistic.
In approaching the player, the defender
We have thus far only examined the offensive must be examining his/her position by
principles underlying the exercise. However, in
considering several factors: Where is the
order to create a realistic challenge for the five
covering player located? What is the relative
offensive players, the two defensive players must strength of the attacking players i.e., which
be taught their individual roles and responsibiliare the weaker players? In which direction is
Figure 2
ties, as well as how to function in tandem.
play anticipated to move? Which are the
attackers good feet? In general we might
PRESSURE
state that if the defender approaches the
cover (Figure 2).
As soon as the first free pass is made, it
attacker straight on, the attacker has the option
Again, the question arises, how far
is essential that one of the two defenders puts of playing either right or left. We must therefore behind the pressuring defender and at what
pressure on the player in possession. If no
teach the defender to shepherd or channel
angle does the second defender play? In
pressure is applied, the player in possession
play in the desired direction.
terms of distance, the players abilities have
and his/her immediate support should play a
to be taken into consideration. In a normal
series of short passes until a defender is drawn COVER
game, the second player should be close
to them. There should be no diving in or
enough to intercept or tackle the onrushing
What is the role of the second defender?
over-commitment unless there is a guarantee
attacker. In our particular exercise, where
The one thing the defenders are trying to
that the ball will be won. In fact, in this
there is no attacker dribbling through, we
prevent is the through ball, i.e., the pass
particular exercise, defenders should utilize all played between the two defenders. The second still want to train the covering defender to be
their tactical ploys to win the ball and, if
aware of this aspect of distance. In general
defender therefore should not mark an
possible, remain on their feet throughout.
he/she should be six to eight feet behind the
opponent, but rather cover space. Marking an
In approaching an opponent who has the
pressuring defender.
opponent would present a square or flat
ball, a defender must be ready to check his/
In looking at the covering angle, several
formation (Figure 1), and while his/her partner
her forward rush and momentum abruptly. As pressures an opponent, he/she must provide
aspects are considered, but above all a
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Figure 3
OTHER VERSIONS
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Seeing Choices
Improving Player Vision and Creating Passing Options
NSCAA photo by Perry McIntyre Jr.
By Fran Kulas
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the yellows join with greens to make anof the learning situation is to lead to the developother team. This creates a 5+4 v. 5 +4 or 9
ment of the learning process and to encourage
v. 9 situation.
learners to think, resolve any situational dilemmas
and adapt to new but related game situations. The Explanation Two colors play against the
other two colors with the restriction that a
encouragement of problem-solving approaches
(guided tactfully by the teacher) in the initial
player from one color cannot pass to a
learning situations then should be advantageous
player of the same color. For example,
(Turner and Martinek, 1995). Ultimately the game
while blues and oranges are playing tois the ultimate problem for players to solve.
gether on the same side, blues cannot pass
to blues, they can only pass to oranges.
Progression Begin this activity with two
Playing Soccer v.
balls in play, then progress to only one.
Thinking Soccer
All over the world, there are millions of
players who play soccer, but there only a small
percentage of those players who can think
soccer. It is a coachs responsibility to place
players in environments where they can join
playing soccer with thinking soccer in an
attempt to improve player development.
Research by Bard and Henry (1976) and French
(1985) indicated that the component of game
performance that differentiated expert and
novice players was the ability to make appropriate decisions within the context of the game
(Turner and Martinek, 1995). The session:
WARM-UP ACTIVITY #1
Set-Up A playing space is 40 x 30; 18 players, two of whom are designated as
taggers. Taggers are distinguished from
the other field players by holding a cone
or a disc. There are six balls in play.
Explanation The object of the activity for
the taggers is to tag any player who is not
in possession of a soccer ball. The object
of the activity for the other players is to
avoid the taggers and to circulate the balls
among each other in an attempt to help
each other avoid being tagged. If a tagger
tags a player who does not have a ball,
that player then becomes the new tagger.
Progression Begin this game with the balls
circulated by hand by the players (in a
team handball fashion), then progress to
normal soccer rules where balls are circulated in a traditional soccer fashion.
ACTIVITY #2
Set-Up In a playing space 50 x 40, 18 players are divided into four groups, each with
a different color: five blues, four oranges,
five yellows and four greens. Blues join
with the oranges to make one team and
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TONY WAITERS
Objectives
To encourage skilful collective attacking, including third man
and blind side running; to develop good collective defending.
Challenge
To outmaneuver and outscore the opposition.
Organization
Mark area 30 x 25 yards, plus additional five-yard end zones.
3 v. 3 or 4 v. 4, plus substitutes if desired.
A goal scored when the attacking team dribbles or passes the ball
into the end zone and it is touched down with sole of foot.
A no-slide tackling rule can be imposed to avoid unnecessary injuries.
Coach keeps a supply of balls to maintain continuity.
Substitutes help recover balls that go out of play.
Later, substitutes can be used as windows on the outside lines as
an outlet if the opposition closes down the space well.
Coaching Points
When two teammates are interpassing, advise third attacker to
look for penetrating run on the blind side of opponents.
Encourage determined dribbling when teammates are occupying
the covering defenders.
Point out that crossover runs by two attackers will confuse defensive organization.
Have the three defenders organize themselves to: a) contain the
player with the ball, and b) cover and mark the dangerous spaces
and so avoid being drawn over from supporting positions by forward runs and crossover runs.
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Organization
Area marked approximately 40 x 35 yards, depending on numbers.
Team split into two half on the field, half in opposite goal zone.
Depending on numbers can be 3 v. 3, 4 v. 4 or 5 v. 5 on the field.
Goals are scored by one team chipping the ball forward into the
hands of their own players inside the goal zone.
Goals only count if the ball does not touch the ground and the
ball is caught within the goal zone.
Later use windows on the outside as an outlet.
Coaching Points Defenders
Instruct one player to hustle player with the ball, not to dive in
and so prevent the chipped shot.
Keep the immediate support player alert to movement of other
players while maintaining the first support position.
Make secondary defensive support player(s) aware of forward and
diagonal runs and be prepared to track down without sacrificing
defensive shape.
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Make player on the ball aware that the fake and/or dribble can
open up an angle for a chip.
Point out that running off the ball and interchanging positions
will disrupt defensive organization.
Players must react immediately when the ball is given up to the
opposition to prevent the quick counterattack (and the first-touch
chip shot).
Challenge
To deny space to opposition; to open up the defense of the opposition; to outscore the opposition.
Challenge
To deny space to opposition; to open up the defense of the opposition; to outscore the opposition.
PRACTICE 4: FOUR-GOAL GAME
Objectives
PRACTICE 3: CHIP N DALE
An all-action game encouraging collective attacking and total defendObjectives
ing; in addition, the game highlights supporting play, good passing,
To encourage good collective attacking support and penetrative
ball control (the first touch in particular) and ball possession skills.
play; to develop collective defending.
Organization
Area marked approximately 40 x 35 yards depending on numbers.
Team split into two, half on the field, half in opposite goal zone.
Depending on numbers, can be 3 v. 3, 4 v. 4 or 5 v. 5 on the field.
Goals are scored by one team chipping the ball forward into the
hands of their own players inside the goal zone.
Goals only count if the ball does not touch the ground and the
ball is caught within the goal zone.
Later, use windows on the outside as an outlet.
Coaching Points Defenders
Instruct one player to hustle the player with the ball, not to dive
in and so prevent the chipped shot.
Keep the immediate support player alert to movement of other
players, while maintaining the first support position.
Make the secondary defensive support player(s) aware of forward
and diagonal runs, and be prepared to track down without sacrificing defensive shape.
Coaching Points Attackers
Tell players accurate one- and two-touch passing will break down
the defense.
Organization
Mark out square approximately 40 x 40 yards.
Divide players evenly (6 v. 6 or 7 v. 7).
Place four small goals (1 yard wide) five yards in front from each
corner (use cones/poles).
Score in any of four goals from the front only.
Ball can be dribbled or played through and possession retained.
Also five or six consecutive passes count as a goal.
Any interception, or deflection by opposition, breaks the sequence
of passes.
Goals through cones can be scored at any time in a passing sequence and multiple goals (passes or cone goals) scored in any
possession.
When the ball goes out of play, restart with a kick-in (or throw-in
if coach prefers).
Phase in the rules when first introducing the game.
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The NSCAA
Marketplace
Soccer Coaching
Resources
DVDs, Videos, Books,
Software & Equipment
NSCAA_Jan05_
The ball can be played back to goalkeepers, who must play the
ball back with no more than two touches.
Do not let goalkeepers move out off the goal line. Penalty kick
from six yards out if they do.
Teaching
The animals come out two-by-two Noahs Lark! so quick decisions and good communication by both pairs is essential.
When defending, one player should go to player with ball.
The supporting player must watch other attacker, mark the dangerous space and cover partner all at the same time.
Coach should encourage dribbling, passing and shooting to the
team in possession.
Encourage goalkeepers to defend as a wall together, and to move
as a unit to block the shooting angle.
Challenge
One team v. the other, also pairs to keep a count of goals scored
and conceded.
Howtocoachsoccer.com
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COACHING IN THE
GAME METHODOLOGY
An important addition to the NSCAA Academys approach to the game
By Jeff Tipping
NSCAA Director of
Coaching Development
One of the most important additions we
have made to our Academy during my tenure
has been the introduction of Coaching in the
Game (CIG) methodology to our instructional and testing field components. Simply
put, CIG involves coaching players in an
even-sided game with limited or no artificial
teaching conditions (e.g. coned areas, limits
on touches, uneven numbers in certain areas
of the field, etc.). The CIG session is the
ultimate test of a coachs knowledge and
expertise as it tests an individuals ability to
analyze the game and addresses very specific
areas, areas which are directly related to the
actual game and the needs of the players
Figure 1
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The
Soccer
Coaching
Bible
Featuring the insight
of 30 of the nations
top soccer coaches,
covering every aspect
of the game.
Only $21.95
To order, call
800-747-4457 (U.S.)
or 800-465-7301
(Canada)
or visit the Member
Resources section of
NSCAA.com.
42
NSCAA_Jan05_
scenarios.
Figures 3
and 4 show the
part stage of
teaching these
two defending
techniques, but
neither can really
take into account
the big picture of
how these
techniques work
in the whole as
illustrated in
Figures 1 and 2.
We believe a
Figure 3
coach must
have the
ability to
help
players see
where
different
techniques
and tactics
occur in
various
areas of the
field. CIG
helps them
do this.
CIG
methodolFigure 4
ogy is a
vital teaching skill for many other reasons, not
the least being that there are many important
game situations, which must be brought to the
practice field which cannot be replicated in
grids, coned areas, conditioned games, etc.
Important considerations
Knowledge CIG is an advanced teaching
technique. It requires a coach who understands when, where and how it is
best utilized:
a. This method of coaching is appropriate for older players (12 years of
age or greater),
b. CIG frequently is used at the culmination of a practice to reinforce
the theme(s) of practice or highlight an issue from a past game,
c. It generally is used for about 10 to
20 minutes and rarely is used for a
full practice.
Management CIG methodology is demanding on a coachs ability to manage
large numbers of players on the field at
the same time. The numbers involved
generally are 6 v. 6 through 11 v. 11.
Experience Coaches using CIG methodol-
Critical factors
in CIG methodology
Theme Teach No. 2 how to close player
down from front.
In the NSCAA National Diploma, the
coaching candidates are asked to develop a
CIG theme in a 6 v. 6 format. The coaches
are asked to arrange the team into a 1-3-1-1
or 1-3-2 alignment and begin the session
with two opposing teams on the field at the
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Soccer Shorts
Best dispossession
Best interception
Best header for possession
Best defensive header
Best penetrating pass
Best shot
Best recovery run
Best run off the ball
Best dead ball service
Best header on goal
Best dribbling for penetration
Best play by a substitute
Best save
Best throw-in
Best tactical decision offensively
and defensively
Best creative move
Obviously there are many other options.
But in all team sports success depends upon
doing the little things well. Give some
thought to this type of awards for your team.
They should pay big dividends.
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NSCAA_Jan05_
coaching ideas
soccertv.com Upcoming games and
soccer on television.
TheFA.com/FALearning Coaching
ideas from the English FA
soccer.org Site of the American Youth
Soccer Organization (AYSO)
ncaa.org Site of the National Collegiate Atheltics Association
naia.org Site of the National Association of Intercollegiate Athletics
saysoccer.org Soccer Association for
Youth site
specialolympics.org Soccer Special
Olympics site
sits.org Website for Soccer in the
Streets
uslsoccer.com Website for the United
Soccer Leagues
If you have sites to add for the membership, please send them along so we can
publish them in a future issue of Soccer
Journal. Email them to [email protected] with
the subject Soccer Web Site List.
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on the ball. Once again, the players technique is judged in an authentic situation.
The second variation of the 4 v. 4 training
By Steve Freeman, DOC/Founder of researched models limiting the players
Black Watch Premier and US Club
number of possible options, but still enabling model is The Wide Goal Game. Using the
same size grid as above, the structure of the
a player to face true soccer problems and
Soccer Executive Board Member
field now places enormous value on recognizTraining the youth soccer player technidecisions like directionality, the score, time
cally can take on a variety of perspectives.
elapsed and pressure from the opposition, to ing numerical advantage and requires players
to utilize their passing and dribbling skills at a
After participating in several different
name a few. The smaller number of players
coaches symposiums like the KNVB Dutch
on the field translates to less possible options faster pace in order to take advantage of the
numerical advantage and recognize when to
Symposium (2001), the Manchester United
or choices for the player to make, and these
change the point of attack. (Pugg goals or
Coaches Symposium (2003) and the
decisions, coupled with a players technical
Federations National Coaching Licensing
ability, either leads to a player having success other small-sided frames are useful in this
exercise and still give the reward of scoring to
Program, I think developing the players
at that moment or failure.
the attacking team. The wide goals should be
individual technical ability in small-sided
There lies our opportunity to pick and
match-like exercises is the correct premise
choose moments to educate our players from placed two to four yards from each corner on
each of the end lines.)
from which we should lend coaching aid.
either a technical or tactical standpoint, but
This model provides opportunities to work
Training a players technique in isolation,
the learning is authentic. Authentic learning
on proper techniques for passing in close
away from the necessary match decisions and is the application of a skill in a meaningful
the rigors of the game-like pressure from the way whether you are in a classroom or out of proximity as well as distances over 25 yards,
where the instep is needed instead of the
opposition, is too one-dimensional.
the field, and here lies the true training
inside of the foot for shorter distances. The
Technical training can be defined as the
ground for our youth players. Give them
instep pass over 20-25 yards is a pass our
training of the youth soccer players indiexposure to various techniques, then blend
youth players struggle with and a skill that is
vidual technique on the ball dribbling,
those techniques into small-sided exercises
passing, receiving, heading, finishing and
for our youth players to try those techniques desperately needed in gaining the necessary
time to exploit a numerical advantage to either
shooting but I think we can agree that it is and ultimately master them under the
side of the field.
more complicated than this simple definition. demands of the game.
The third variation is The Small Central
Renee Van Muehlsohn, Manchester Uniteds
Under the assumption that we utilize
Academy Director and a product of the
appropriate training models, 4 v. 4 with U-12s Goal Game, which forces players to utilize
dribbling, passing and shooting at the quickest
KNVB, hit it right on the head when he asked and 7 v. 7 with U-14s, we can move forward
pace of all the models to the size of the frame
how do we as coaches identify the best
with the variations of each model that pose
and the location of the goal. Without a
players in the club, the state, the country and direct opportunities to instruct and train our
heightened speed of play, the team will struggle
even the world?
players technical ability. Please keep in mind
Consensus suggested that the best players that these variations, developed by the KNVB to score. This places natural pressure on the
players technique instead of the coachs voice.
are those players who possess a tool box of
and used by many other clubs, associations
Use the same frames as above.
tricks that enables them to beat an oppoand national programs, can be applied to
The final variation of the 4 v. 4 training
nent, win possession from an opponent and
other models 7 v. 7, 11 v. 11, or whatever
ultimately stand out in a match. Players like
small-sided situations you as the coach create. model is The Regulation-Sized Goal with
Goalkeeper Game. Here players utilize all of
Pel, Ruud van Nistelroy, Ronaldo,
The 4 v. 4 model is the smallest model the
their skills dribbling to attack and dispossess,
Ronaldinho, Thierry Henry and Roberto
KNVB utilizes due to the fact it enables a
Carlos to name only a few. At Manchester
player to play both sides of the field as well as shooting, short and long passing combinations,
receiving flighted and driven balls, finishing
Uniteds Academy, van Muehlsohn and his
the ability to penetrate forward and keep the
and shooting on frame with a goalkeeper. The
staff use footage of van Nistelroy, Giggs,
ball in a negative direction. That simple
intensity of training is heightened with the
Scholls and their other superstars to help
premise enables players to utilize their own
opportunity to score on a regulation size frame.
young prodigies emulate and master their
devices to create success in the game.
The grid should be the 18-yard box extended
predecessors tricks in training. This tool box
The first variation of the 4 v. 4 training
to include another 18-yard box or a grid 36
has a variety of techniques used by the
model is End Line Soccer. In this model,
yards long by 40-48 yards wide.
master player. It is where technical training
players have to stop the ball on the
These variations, developed by the KNVB
should begin, according to van Meuhlsohn.
oppositions end line, which increases the
and implemented by such Youth Academies
After attending both of the aforemennatural odds of a player using the dribble to
tioned symposiums, I extracted a common
beat an opponent to score the goal. (The size as Manchester United and Middlesborough,
are the cornerstones of creating the proper
theme. Technical development comes from
of the grid should be between 35-40 yards
the culture of the training environment and is wide and 30-36 yards long.) Tricks like step- environments to enable our youth players to
develop their individual tool boxes in
enhanced by the appropriate methodologies
overs, scissors and the various one-on-one
authentic soccer situations. The ultimate end
put in place by the coach or the director of
moves instructed in the warm-up phase can
is the mastery of the 11 v. 11 match, but first
the club. For example, in Holland, the KNVB now be utilized live in the match from an
a player must master smaller-sided matches
uses different variations of the 4 v. 4 training authentic standpoint. The players will have
like 4 v. 4 and 7 v. 7. In my best judgment, it
model through ages 12 and at 12 to 13 they
to make decisions that are appropriate for
is the programs and their curriculum that
advance the group into training models of 7
success in the game. A player cannot just
will enable the next Ronaldo or van Nistelroy
v. 7. In other words, the KNVB creates
dribble for the sake of dribbling while the
playing environments in suitable brainopposition double- or triple-teams the player to flourish.
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Jump (plyometrics)
Land (plyometrics)
Change of direction
Balance
When was the last time you reviewed the latest sports science
research journal while drinking your morning cup of coffee? Yes, I am
being somewhat sarcastic. But if you are like most soccer coaches,
you barely have enough time to read about the latest approach to a 4These skills can be introduced into your daily team warm-up or
4-2 system, review last weeks game on video and still plan your
dedicate two or three days per week focusing solely on these skills for
afternoon practice. Therefore, I want to share with you two important 30 minutes. The chart on this page might be a training template for
research studies that can dramatically affect your players performance teams that practice two times per week with games on the weekend.
on the field.
These two research studies are only the tip of the iceberg in
solving the athletic preparation equation. Modern sports science is
constantly publicizing information that will continue to help take the
FLAT LEGS SYNDROME IF YOUR BRAIN
guesswork out of developing soccer athletes to their full potential. If
SAYS GO BUT YOUR LEGS SAY NO
you have any questions about these studies or would like a game day
The research study: Acute Muscle Stretching Inhibits Muscle
Strength Endurance Performance. Nelson,
A.G., J. Kokkonen, and D.A. Arnall. Journal of
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Strength and Conditioning Research 19(2): 338
343. 2005.
Active
Linear
Lateral
Linear
Lateral
Pre-Game
Game
Recovery
Balance
Balance
Balance
Balance
Balance
Routine
What they said: There was decrease in
Plyo
Plyo
performance by 28 percent in the group that
did static stretching prior to the exercise
bout. Researchers concluded that a recomwarm-up template visit www.soccerspeedacademy.com or email
mendation is warranted that heavy static stretching should be
[email protected].
avoided prior to performances requiring maximal strength endurance. They also caution that not all stretching methods will produce
similar results and that timing of stretching routines also plays a
pivotal role in muscle performance.
Why its important: Static stretching is the most traditional form of
stretching prior to performance and is best defined as a stretch and
hold method. The best example would be to bend over and touch
your toes holding the stretch for 10 to 20 seconds. While this may
feel good to your muscles, you may in fact be fatiguing your nervous
system. This type of stretch may cause the players legs feeling flat at
the beginning of your game.
The goal of a proper warm-up is to work up to game effort speed,
not tire yourself out before the competition even begins. Incorporate
dynamic movements such as a skip, a straight leg march, a walking
quad stretch or even a lateral squat walk. Complete each exercise for
20 yards, transitioning into soccer specific skill work. End with a few
minutes of small-sided game play just prior to the start of the game.
48
Breakdown
48
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Cover
12/13/05, 8:27 PM
Cover
12/13/05, 8:55 PM