Georgetown FC PLAYER DEVELOPMENT … · Web viewKhamisi Campbell - Director of Coaching Coaching...

Khamisi Campbell - Director of Coaching Coaching

Georgetown FC PLAYER DEVELOPMENT CURRICULUM

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Table of ContentsClub Motto, Core Values, Playing Style, and Philosophy……………………………………….3 Introduction……………………………………………………………………………………...4-6Our Identity during the four phases……………………………………………………………..7Characteristics of youth players………………………………………………………………....8-9Technical training for Young Players……………………………………………………………10-17Principles of Play………………………………………………………………………………..18-19 Tactical Coaching Points………………………………………………………………………....20-21 Rondos as a coaching tool………………………………………………………………………22-38Positional Play & GFC Game Model……………………………………………………………39-40The 15 principles of our possession model………………………………………………………41-46Individual Technical, Physical & Psychosocial Qualities………………………………………….47-51GFC Age Group Season Plans…………………………………………………………………..52-69References……………………………………………………………………………………….70


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Club PhilosophyThe core of our philosophy is to create a safe, developmentally appropriate, and competitive environment for our players. We want to prepare our players to be winners, without overemphasizing winning at the expense of technical development. We are driven as an organization to develop passionate, disciplined, and hard-working global citizens. Most importantly, as an organization we have a mandate to develop socially conscious, well-rounded individuals – who will model our core values in their everyday lives.

Club Motto:Nurture the individual, develop the soccer player, and impact the community.

Core Values:Discipline, Teamwork, Community.

Playing Style:All of our teams will play a brand of attacking soccer that relies on strong positional play, and possession through the thirds of the field. Our ultimate goal is to create intelligent soccer players who have great positional and spatial awareness, and who value having

possession of the ball. We want to create the kind of player that is unhappy when the ball is


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not in their team’s possession – the player that is hungry to keep the ball, but also happy to pass it to a teammate and get it back again.

“There is no magic formula or short cut to successful development. Coaching at youth levels is all about working with players to improve performance, not about recruiting players to build teams to win championships. Soccer is a player’s game and players should be considered first when, administrative and coaching decisions are made.”- Bobby Howe, U.S. Soccer, former director of coaching, professional and National Team

INTRODUCTION

We hope this curriculum document will provide a roadmap for our coaches, players, and parents to navigate the complex world of youth soccer development. This curriculum will allow our GFC players to develop skills that enable them to play attractive and intelligent soccer. The foundation and pillars of which will be based on the principles of Positional Play (Juego de Posición). A firm understanding of positional play and spatial awareness to take up advantageous positions during play are required to be successful in this style. Possession soccer is more than just passing and moving. The basis of possession soccer is intelligent positional play. Positional play is the rational occupation of zones in the field during all phases of play with special attention paid to linking of phases. By linking phases we will ensure that the style of play in one phase does not compromise the application of the style of play in any other. For example, does our pressing in the final third affect or compromise our compactness in midfield. Also, a major component of our possession soccer approach includes playing out from the back (POFTB), with a goalkeeper who is technically sound. In consort with this curriculum and our separate goalkeeping curriculum we hope to implement a comprehensive program for our young goalkeepers. Also, this 2017-2018 season we will be rolling out our functional training program. This will mean our players will learn to train for a specific position or area of the field (like forwards, fullbacks, midfielders, etc.). Functional training involves training or practicing the specific demands of a position or role. This can be for an


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individual player, or for a unit (i.e. defense). For example, a soccer coach may run a functional training session for forward play, dealing with how forwards work together in the attacking third. Functional training should take place in the area of the field where the scenario would occur in a real game. This curriculum will include all the important technical and tactical details to allow our coaches to plan sessions focused on developing players who can play the game the ‘GFC way’. The age group seasonal plans are flexible depending on the tactical and technical stage of a particular team. The seasonal plans at the back of the document are packaged by age group and birth year (4v4, 7v7, 9v9, 11v11) to give it a structure that is familiar to the average US Youth Soccer coach.

INTRODUCTION

The ultimate goal of developing this curriculum is to provide players, parents and coaches with a framework to logically judge mastery of the four pillars of the player development model for players ages 5 through 18.

The four pillars of player development are:Technical: receiving, turning, feinting, passing, dribbling, shooting, crossing, heading etc.Tactical (Insight): Principles of play, game insight, and positional awarenessPsycho-social (Personality): Enjoyment from playing, Emotional maturity, confidence, focus etc.Physical (speed): Agility, balance, coordination, strength, & speed. (ABCs)


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During the younger ages a greater focus will be placed on technical proficiency and ensuring that players are deriving enjoyment from practices and games. As players develop via the curriculum we will add a greater focus on the principles of play, incorporating technical, tactical, physical and psycho-social skills in every session. Coaches will share with parents on a weekly basis what our training focus is for that week (microcycle). Each select team will train 2-3 days a week for 1 hour 30 minutes each time.Learning will be grouped into 2-4 week learning blocks (mesocycles)Focus on each topic skill in one week (microcycle) The end goal is proficiency and mastery in each skill over the end of a year.

PRACTICE IS A POSITIVE EMOTIONAL ENVIRONMENT

One of the key points of the proposed methodology is to prioritize positive emotional environments.The soccer player should be happy to go to practice, and should not be an additional burden on the already competitive environment it creates. GFC Coaches and parents have a shared responsibility in nurturing this environment.

•Thinking should be fun.•emotionally enriching those problems.•The coach should not lose sight that he/she is forming a person. In addition to soccer optimization, you must impart knowledge, attitudes, and human values.


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Profile of The Ideal GFC PlayerIntelligent - The GFC player must have the necessary mental speed to make effective decisions in order to unbalance/disrupt the opponent in attacking or defensive situations.

Autonomous – The GFC player must be able to read the game and make decisions on their own, drawing from patterns learned at practice, or experiences from other similar situations. In general, a player cannot remain a prisoner of the coach during a game. The GFC player must learn to make their own decisions based on already established playing structures.

Creative – The GFC player must have the ability to improvise and find creative solutions within the game. The GFC player will be a master of the 1v1 situation – not just in dribbling, but in maintaining possession for their team.

Growth Mindset – The GFC player must have a capacity, commitment and willingness to always learn from every situation. Our players will learn from an early age that they are responsible for their own development. The GFC player must have a resilient attitude, and be willing to leave their comfort zone to extend their learning outcomes.


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GFC Players during the four phases of playThe complete GFC soccer player will be able to master the following Key tactical elements of the game during the possession phase.

Play out from the back in an organized systematic way in multiple situations. Break lines of pressure with dribbling, first touch and passing. Possess 360° vision on the field. Ability to find/create attacking overloads in advantageous areas on the field. Can combine with teammates to create goal scoring opportunities. Mentality and bravery to want to get on the ball to help his/her team. Dismark (lose marker) with various dynamic movements and techniques. Possess a goal-scorer’s mentality near the goal.

The complete GFC soccer player will be able to master the following Key tactical elements of the game during the transition to defending phase. Close the ball immediately and attempt to win it back within 3 seconds. Make recovery runs, and track opponents. After 3 seconds, organize teammates around the ball. Understand the basic principles of defending: pressure, delay, cover, balance, and

restraint.

The complete GFC soccer player will be able to master the following Key tactical elements of the game during the defending phase. Understand the basic principles of defending: pressure, delay, cover, balance, and

restraint. Mark and track movements of opponents. Maintain correct team shape while out of possession

The complete GFC soccer player will be able to master the following Key tactical elements of the game during the transition to attack phase.


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Understand the basic principles of attacking: penetration, width, mobility, support, and improvisation.

Be decisive and be mentally engaged.

Coaching Characteristics of Youth Coaches Working with Younger AgesThe younger age group coach should, first and foremost, be one who loves to work with young children and who possesses charisma. Infectious enthusiasm is a strong asset here, since inspiring a passion and a love for the game is the number one priority for this age group. It must be fun for both the players and the coach. This is not a job for anyone who regards it as a chore.

There are countless ways to inspire youngsters. If the coach is an ex-player, he/she can impress the players with some clever tricks and win them over. Other coaches use fun games and a natural affinity with young kids to build bridges of trust and inspiration. Kids of this age are still easily influenced by adults of authority and are willing to be led. They haven’t yet reached the stage where they think they know more than the adults. Thankfully, that doesn’t come until later.

Coaching this age is about teaching without glory. It’s teaching with a patient approach to player development. It’s about the recognition that all the work done will bear fruit at a future time and will probably allow the next coach in line, the one who inherits your players, to enjoy the extrinsic rewards. Coaches of professional teams tend to focus on their players’ strengths and demand that they stick to their specific strength and do only what they are good at doing. On the other hand, coaches of young players should focus on their players’ weaknesses and encourage them to improve all aspects of the game. It’s about developing well rounded players as opposed to specialization of


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players.

Coaching U9 to U12’s requires a compassionate individual who can tell the difference between ‘demanding that players do’ and ‘challenging them to do’. Between measuring success by keeping records of wins versus keeping records of consecutive juggles and effort.

The best U9 to U12 coaches are careful not to scare their players from expressing themselves on the field. Players should not be frightened of making mistakes. This is the time to learn from trial and error. Coaches should not ‘kick every ball’ and be overbearing and over-structured with their players.

Coaches should understand how players learn and how the body works, mentally and physically. They should be able to read their players and tell from their behavior and their body language how they are feeling. An example comes to mind, of a U12 team playing in an important tournament. This team was playing their second game of the day, in very hot and humid summer conditions, and the players were struggling. The parents on the sidelines were chastising the players for their apparent lack of effort, which prompted their coach to firmly ask the parents to stop and remember the conditions. To his credit, the coach understood what the players were going through and rightly defended them. But some coaches, from the comfort of their bench, might fail to appreciate this and join the parents in vocal criticism. Such lack of empathizing by a misguided coach can lead to loss of respect and loyalty from the players. It can


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also lead to defensive behavior and shifting of blame by players, which is a sure way of eroding team moral and chemistry.

Coaches should regard themselves not just as teachers of players, but also as educators of parents. Most parents of young players are either new to the game or new to the competitive environment of select soccer. Either way, the parents need guidance and look to the coach for leadership and answers. Some will question his methods or allow personal agendas to interfere. The best coaches can articulate philosophies and concepts to parents and know how to influence parents in a diplomatic and non-confrontational manner. Lastly, coaches should be well organized and understand the principles of play. They need to be open to new ideas and willing to learn and be self-critical and adaptable. As they interact with their players, they should be constantly observing and assessing, by posing the following questions: IS THERE ENJOYMENT?IS THERE LEARNING?IS IT APPLICABLE TO THE GAME? IS IT TECHNICALLY CORRECT? AM I STOPPING TOO MUCH? SHOULD I MOVE ON? TECHNICAL TRAINING FOR U9 TO U12

As mentioned before, the majority of practice time spent at these age groups should be devoted to improving the technical abilities of players, being conscious not to ignore important tactical themes. The Player Development Model recommends around 70% of practice time devoted to technique. However, observation of practice sessions reveals that excessive time is wasted moving from one activity to another and getting started. Also, too much time is spent in unopposed technical repetitions, and most of it is done at a speed and in a space that has little relevance to the game. The end result in many cases is insufficient levels of repetitions and a loose connection to the game.


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Maximizing Touches Ratio of Practices to Games: League games do not contribute much towards technical development since players touch the ball very few times in the course of a game. In fact, most players touch the ball 20-40 times in a typical U12 game, depending on the position, substitutions and match-ups. In instances when one team dominates, the stronger teams’ defenders are likely to experience even less than 20 touches. Compare this to the hundreds of ball touches in a single, well-structured practice. Since U9 to U12 is the prime time for developing technique, the ratio of practices to games should be heavily weighted towards practice. A program for U9’s and U12’s will be better served with 3 or even 4 practices per week and only one game per week, as opposed to 2 practices and 2-3 games per week. Some coaches get carried away with games and tournaments and lose track of the priorities for these age groups. This is the single most worrying trend of youth soccer and the sooner we redress the balance in favor of practices, the better. Not every practice needs to be a team practice. Skill nights, clinics and 2v2/3v3 festivals can also feature in the weekly diet. Repetitions in Practices: For technical development to occur optimally, the design of the practice sessions and the frequency of sessions are crucial. Coaches must carefully design sessions to extract maximal touches and progress to live opponents as quickly as possible. For example, if the technical topic is dribbling, players should be learning to execute the dribbling moves at match speed, with the explosive change of pace and direction that would replicate the requirements of the game. Furthermore, players should move as quickly as possible into 1v1 activities. This approach is recommended for all levels of players. Of course, lower level players will need more time in unopposed play, but all players need to progress to competitive, game-like situations at some point in practice and get ample repetitions of 1v1 duels.

The same applies to any technique, be it passing or shooting, etc. The sequence of practice should be:


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1. Unopposed individual or small group activities to promote high repetition level, making sure they are executed at game speed. Work on both feet.

2. Add opponents, but keep groups small to continue to affect high repetition levels and work on technique in game-related conditions. It’s not enough to just keep the groups small if the activity has only one group active at a time. Sessions should be designed to engage all the groups at the same time, to maximize touches. Give careful thought to the match-ups in the small groups and keep players of similar ability together. Encourage creativity and demonstrate how to incorporate deception to their moves.

3. Progress to a scrimmage, starting with two small-sided games side by side to keep ratio of players to ball small, and finishing with a squad scrimmage.


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Replicating the Technical Demands of the Game

Every activity should replicate as much of the game as possible, from the warm up to the final activity. In selecting an activity, the following criteria should be considered and assessed, in conjunction with the level of the players: Distance: Is the distance between players realistic to the game? Movement: Is the movement of the players similar to what is desirable in the game, especially movement off the ball?Space: Is the space allocated realistic to the demands of the game?Area: Can we do the activity in the appropriate area of the field? Functional: Is the technique chosen compatible with the functional demands in that particular area of the field?Repetitions: Does the organization lend itself to many repetitions for each player? Finishing: Can we add a goal and incorporate shooting/finishing to the activity? Ability: Finally, and most importantly, are the players able to handle the complexity of the activity?

“If the player doesn’t have the freedom to think, he doesn’t have the ability to create.” Jorge Sampaoli, Sevilla’s coach training methodology.


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As an example of how these considerations can affect practice planning, let’s look at variations of warm up passing drills for U-10’s and evaluate them against the above criteria.

Activity 1: Line Drill

Groups of eight in a line drill, where players pass and run to the opposite side.

Verdict: Poor choice for a U-10 warm up, since eight players are sharing just one ball. There are not enough ball touches, movement or relevance to the game.

Activity 2: Stationary Passing Activity

X• X

Players in pairs, 10 yards apart, stationary, passing the ball back and forth. X• X Verdict: Poor choice. Satisfies the repetition criteria, but lack of movement makes it too easy and boring for U-10’s. No relevance to the game. Might be more appropriate for recreational level players, but even with them need to add movement as soon as possible.


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Activity 3:

Stationary Server Passing Activity

Players in pairs. One player stationary serving passes to partner. The partner checks away, around a cone and back, and passes the ball back to server.

Verdict: Satisfies the repetition criteria and adds some realistic movement. Better than the first two activities but still a bit too static. One advantage is that it is easy and quick to organize.


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Activity 4:

Passing and Moving

Players in pairs, one ball per pair. Pairs moving around randomly in a grid, passing and moving.


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Verdict: Satisfies the repetition criteria and adds movement in a crowded area, which is a plus. Specific passing and receiving technique can be taught, as well as combination plays.

Activity 5:

Passing in Sequence

Players in groups of five. Each group executes a passing sequence where players pass and follow the pass in this sequence: X1 passes to X2 and follows the pass and takes X2’s place. X2 passes to X3 and follows. X3 does a wall pass with X4 and passes the ball to X5 (who is ready to start the sequence again). X3 takes the place of X4 and X4 runs behind X5.


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Verdict: A good mix of passing, receiving and combination plays, which are all relevant to the game. Overall, a good warm up activity. Could be even better if we add a goal and make the last link of the sequence a shot on goal.

The five examples illustrated above are typical of warm up activities used by coaches. Note how the ‘verdict’ on each activity rates it in terms of the criteria mentioned before. Specifically, how closely does it replicate the demands of the game?

It should be noted that, although some activities are better than others, all the activities can be used at some point, depending on the objective of the practice, the time of the season, the fatigue level of the players and their mood. With some imaginative tweaks and creativity, every activity can be a fun and productive experience. For example, Activity 2 (Stationary Passing) is too static and boring, but can be converted to an exciting game by putting two cones mid-way between the players to create a gate and the players compete by executing one-touch passing back and forth through the gate. Whoever misses the gate loses a point. By the same token, in the wrong hands a good activity can be ruined or can become too static if not enough attention is paid to the details that make the activity game-like.

And finally, the warm up activities shown above are all executed without pressure and, therefore, should not be kept for too long. The passing and movement should be executed at game speed to extract maximum benefit and after about 15-20 minutes, it’s time to progress by adding pressure of opponents.


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As Part of the tactical education of our players it is vitally important that our coaches can clearly communicate the key principles of play. How we apply the principles of play in specific areas of the field will determine and dictate our style and system of play. (Parrish, 2015)


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Key Tactical Coaching Points of our Possession Model

GFC coaches will break the game down for the players and address each of the key coaching points in a clear and

methodical fashion and allow learning by repetition. The coaching points listed below are presented in a logical

sequence and can be used as a ‘road map’. It means that the points are taught in progression and that learning

coaching point 1 will better prepare the player to learn point 2, and so on. Conversely, if a player doesn’t understand

how to apply a coaching point, he would struggle with the ones that follow it and build on it.

The following key coaching points form the foundation for support play and can be addressed in 2v2 to 4v4 games:

1. Checking Shoulders. Probably the single most important skill that youth soccer players can master. This will allow players to have a 360° vision of the field. This will allow players to make better decisions.

2. Receiving on correct foot. This skill will allow your players to eliminate pressure, or break lines with their touch.

3. Open Body. Players must learn to position themselves so they can see the whole field and assess all their options.

4. Support Angles. Players need to make it easy for the player on the ball to find them with a pass. Players need


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to ‘read the pressure’ on the ball and adjust their positioning accordingly.

5. Find Space. Players also need to ‘read the pressure’ on themselves and make quick adjustments to get away from pressure so they have time and space when they receive the ball. It’s about learning the relationship between distance from the ball and distance from immediate opponent.

6. Support behind the Ball. Players have to provide support behind the ball in case a forward pass is not possible or in case player with the ball is under pressure and forced to face own goal.

7. Team Shape. Players need to understand how to create width and depth and which of those they should provide in each scenario.

8. Hold it or Pass it (La Pausa). Players need to read pressure to decide when to control and hold on to the ball and when to pass it first time.

9. Combination Play. Players need to learn which combination play is best for each situation. Should it be a wall pass, a double pass, an overlap, or a takeover?


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10.Deception. Players need to learn how to keep defenders guessing, using body movement, disguised passes, fakes and feints.

These coaching points can be taught progressively in a curriculum approach, with seasonal objectives, and spread over the U9 through U12 period at a rate of absorption commensurate with these young minds. The tactical portion of practice should target support play around the ball by using appropriate activities that bring out these key points. The program’s goal should be for players to instinctively adopt good support positions and make good decisions by the time they graduate to 11v11 soccer.

RONDOS AS A COACHING TOOL

Rondos have become a fashionable coaching tool in soccer with many coaches referring to them as piggy in the middle, keep away, ball retention, possession exercises and overload activities.The difference between these sessions and the ‘Rondo’ delivered in Spain is the methodology of why they are used and delivered.Creator of the RondoRondos cannot be accredited to any one individual as positional-based exercises have been used by coaches for many years and in various ways. However, one name that has to be credited with the development of the Rondo is Laureano Ruiz.Former Racing Santander and Gimnástica player Ruiz always had an interest in coaching, often taking on coaching responsibilities whilst still active as a player. He has been accredited as the 'inventor' of the Rondo in 1957, analyzing patterns of play demonstrated in Hungarian football and designed practices to reproduce this with his players. Ruiz also claims that this translated into a model of play that dominated attacks, penetrated centrally, and drew out teams from deep positions if there wasn't an opportunity to attack; a concept that is commonly identified in positional play.


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Cruyff’s coaching methodsIf Ruiz had invented the Rondo, it was Cruyff’s who progressed it on to the next level. According to Joan Vilà, FC Barcelona Head of Methodology, the Rondo took on a whole new dimension when Cruyff joined in 1988. Through working with Cruyff, Ruiz said the Dutch player was a lover of the combative nature of English football of the mid-1970s, though when he returned, he had the ideas of a positional game of elegance and debonair.


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RONDO OR WARM UP?

One activity that coaches regular class as a Rondo is 8 or 10 players standing around 2 Defenders in the center, as the 2 Defenders chase the ball.


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This is a ‘Rondo’ in the loosest possible term and is more suited to a warm up activity that creates competition, fun and camaraderie within the dynamics of the group, rather than coaching the principles of positional play.

INTERPRETING THE RONDO


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Rondos can be interpreted as anything you want in line with the beliefs you hold as a coach. However, a Rondo by definition is a positional-based practice with an overload of players located in a particular area or zone on the field. These zones have clearly defined roles and purposes for the players that are within it.Equally, the Rondo is used as an education tool to help players understand positional roles and requirements, both in and out of possession. Rondo’s are primarily used to coach players when the team is in possession (although not exclusively) and promotes understanding around when, where and how to penetrate the opposition to advance up the pitch.Formations and Shapes (Triangles) Rondo’s are not delivered in line with one specific formation, rather they introduce concepts for your players to then deliver on pitch. However, the 4-3-3 formation provides sufficient depth, length and width in a team along with creating passing triangles which may contribute to numerical and positional superiority in all areas.


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FOCUS - PASSING AND MOVEMENT TO CREATE TRIANGLES

SET UP

Area 9x7 with 3 x Attacking players (Blue) and 1 x Defender (Red). All players play inside the designated area.TaskBlue Team (Attackers): Movement to create triangles and pass/receive the ball with the emphasis on advancing forwards into the space behind the Defender.Red Team (Defender): If possession is won, dribble to any line of the area to replicate a counter attack in a game.

Within this Rondo, the objective is to create superiority (numerical and positional) to help advance forward. This can be achieved by creating triangles around the defender to outnumber the opposition (numerical superiority) and also take up positions to receive the ball and force the defender to re-adjust and recover (positional superiority).


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In the 3vs.1 Rondo, as in the game of football, the objective is to advance up the field. Therefore, within this Rondo the ball would be passed and received in behind the defender for a passage of play to be successful.


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KEY COACHING POINTS

Angles and distances between the Attackers (game realistic)Movements to create triangles and passing options

Quality, weight and decision of the pass (play around or retain)


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DETAIL

Movement to receiveBody shape to receiveAngles and distances to combineTiming of passes - ‘La Pausa’Use the 2 passing lines (in front of Defender and around the Defender) to create opportunities to retain the ball and advance forwardsPassing options around and ahead of the ballCommunicationPhase 1

As the Defender (Red 8) presses the player in possession (Blue 6), Blue 10 moves to take up a position level with, or just behind, the Defender. As that happens, Blue 8 performs a run in behind the Defender to become the third man and receive the ball from Blue 10.


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Phase 2 then begins as play continues with the triangle being reset and the Attackers once again aiming to take up positions to pass the ball in behind the Defender and advance forwards.

PROGRESSIONS:

If the Attackers are having success in retaining possession and adopting positions to advance forwards, then the Rondo may progress to a 4vs.2 activity to introduce the third passing line - the penetrating pass.Many coaches may be inclined to introduce a 2 touch or 1 touch condition, however this condition actually influences a player’s decision on the ball, rather than encouraging the player to be able to recognize when to play in 1 or 2 touches and when to keep the ball and wait for team mates to take up advantageous positions ('La Pausa' - timing of passes).

As a Coach, we want quick play to unbalance the opposition, however it is more important that the players understand when to play quickly and when to slow the play down rather than force it upon them.


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FORMATIONS AND SHAPES (DIAMONDS)

Just like triangles, diamond shapes in the game are a vital part of the Rondo exercise. This is where we can explore a 4vs.2 Rondo to coach penetration, one of the most important principles of a Rondo.


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FOCUS - PASSING AND MOVEMENT TO CREATE DIAMONDS AND PENETRATE THE OPPOSITION

SET UP

Area 10x8 with 4 x Attacking players (Blue) and 2 x Defenders (Red). The Attackers on the outside (Blue 6, 8, 9 and 10) can move along the length of their designated line, whilst the Defenders (Red 4 and 8) attempt to close down the ball and regain possession.


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TASK

Blue Team (Attackers): Maintain positions and possession of the ball with the emphasis on going forward from Pivot Defensive Midfielder (Blue 6) to Centre Forward (Blue 9), either through a penetrating pass or playing around the Defenders.Red Team (Defenders): If possession is won, play to Blue 6 as quickly as possible or dribble to any line of the area to replicate a counter attack in a game.

Positioning and shape are a key component in the 4vs.2 Rondo, with players encouraged to move and create passing options whilst providing length, width and depth to the unit, related to the game.


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In this Rondo, the ultimate objective is to find the man furthest forward in the attack, in this case Blue 9, who would be the Centre Forward in a game. Players use the 3 passing lines (in front, around and through the defense) to pass to Blue 9.

Key Coaching PointsAngles and distances between the Attackers (game realistic)Movements to create diamonds and passing options to penetrate the oppositionQuality, weight and decision of the pass (play around or retain)

DetailMovement to receiveBody shape to receiveAngles and distances to combine and penetrate the opposition


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Timing of passes - ‘La Pausa’Use the 3 passing lines (in front of Defenders, around the Defenders and through the Defenders) to create opportunities to penetrate the opposition and advance forwardsPassing options around and ahead of the ballCommunication

FOCUS - VERTICAL AND HORIZONTAL LINES

The 4vs.2 Rondo also allows players to be introduced to the concept of vertical and horizontal lines.

Vertical and horizontal lines help to educate players on positions they can move to in order to receive the ball and combine to advance forwards and penetrate the opposition. This concept will be important as our players learn the specifics of our positional play – possession model.


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PHASE 1

Attackers should be encouraged to take up positions on different horizontal and vertical lines than their team mates so that passing lines are not cut off by the Defenders.


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PHASE 2

With Pivot (Blue 6) in possession, the Centre Forward (Blue 9) takes up a position on a different vertical line to be an option to receive a penetrating pass. Centre Midfielders (Blue 8 and Blue 10) also take up positions on different horizontal lines to be options to receive around the Defenders (Red 4 and Red 8) to then advance forwards.


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Superiority in positioning is necessary to be able to penetrate the opponent’s defensive lines, move the ball efficiently, and to have stability in possession. One form of superiority is numerical superiority. Having a numbers advantage means that your team has a free man. The goal is to find the free or unmarked man by moving the ball, positioning, or player movement. The free man in your attack has the best situation on the field and is very valuable to the attack. This is exemplified in this quote by Juan Manuel Lillo:

“Look for the 3rd man (free man) to be able to turn and face the play.”

– Juan Manuel Lillo


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This movement and positioning in a game situation creates vertical passing options & ‘diamonds’ to play around or through the opposition midfield. Balance must also be provided in games, with a Central Midfielder always providing an option behind the ball to protect against the opposition counter-attack, normally the Pivot (Blue 6).

POSITIONAL PLAY MODEL


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At its simplest level, the zone principle should mean that no more than three players are in a line horizontally and no more than two vertically: if a player moves into a zone that means four in the same horizontal line are occupied, one of the other three should automatically move. That should ensure that the man on the ball always has two or three passing options and allows possession to be retained – the endless rondos that we work on in training will make players supremely adept at giving and receiving the ball in tight spaces. Passing the ball is useful in getting us organized as a team into a stable structure that will allow us to press immediately if we lose possession.

GFC Game Model & Playing Structure from The Defensive to Final Third

Playing out of the back with center-backs (#4 & #5) splitting to top edge, or sides of penalty area (depending on pressure) and defensive midfielder (#6) dropping between on top of box to try to get on the ball. Fullbacks (#2, & #3) will push higher than center-backs when building up.Buildup into the middle third – once we have broken into the middle third depending on the opposition lines of pressure we can choose to stabilize our possession or accelerate into the final third.Rotational Movement from Midfielders - The midfield trio (6/8/10) look to control the game, the number 6 looks to link the defense to the attack. The 8 or 10 must be flexible to play high like a support striker or deeper to support the number 6. If we split the central positional play box into 4 quadrants coaches will work with their teams on how to coordinate movement based on cues from teammates and opposition. The #6 and #8 must learn specific triggers to drop on to receive the ball depending on which center back is on


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the ball – with the #10 then rotating into a new quadrant based on this movement to facilitate diagonal passing and breaking of defensive lines. Fullbacks pushing up into the final 1/3rd – With fullbacks pushed up high into middle and final third our teams will try to create overloads in wide areas to open up opposition or get in behind opponents.Patiently dominating possession to create goal-scoring opportunities – If opposition has multiple lines of pressure and defending in a deep block our teams must be patient and have the technical quality to move the ball quickly, receive under pressure and use disguise to break teams down either centrally or wide.Creating Attacking Overloads in Wide Areas – we will thrive as a club to produce wide players who have the ability to dominate the 1v1 situation or combine with teammates in wide areas. The modern game dictates that clubs develop two footed wide players (#7, & #11) who are great dribblers but even better passers. Acceleration and decisiveness in the final third – Our teams will try to exploit space behind the opposition with decisiveness and speed of play in the final third to create great goal-scoring opportunities.


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Principles for Coaching Our Style of Possession Soccer when we have the ball*This list has been expanded from Georgia Youth Soccer’s Technical director Jacob Daniel’s 10 Rules of Possession Soccer to better fit our playing model.

1. After winning the ball secure possession with a safe pass away from pressure. If possession is NOT won near the opponent’s goal, and you CAN’T make a penetrating pass or dribble, it is really important to use “La Pausa” to secure possession with a safe pass or dribble/turn away from pressure. This calms the tempo of the game and gives your team time to get into its attacking shape. Research has shown that it takes about 5 passes to reduce the chance of losing possession back to the other team.

2. Make Field Big / expansive. Every time your team is in possession players should spread out to form the biggest possible shape. The wide players should make the field as wide as possible, while the forwards should try to get as high as possible. Midfielders should open up and occupy spaces between the defensive lines. If defenders are able to drop off and give depth they should.


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3. Peel off from defender and open body to field. Players ahead of the ball should lose their marker, and open their body shape to be able to receive the ball facing opponent’s goal. Coaches should teach players how to lose their marker. We should become skilled at it.


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4. Bending Runs. Whenever a player makes a forward run from the flanks they should bend their run to the outside to create width and separate from the opponent. When a player makes a run from the middle of the field, they should also bend their run away from the defender to pull them apart and create a channel for a ball to be played through.

5. Runs Trigger Runs. Players need to constantly scan and check shoulders to see where their teammates and


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opponents are. This will help players make the correct runs and will avoid them running into the same area. For example,

if the attacking midfielder sees that the center forward is making a checking run towards the ball, he might decide to use

the space created by the forward and run onto a through ball behind the other team’s defense. Another example is when

a winger runs inside to make room for the fullback to overlap. Runs trigger other runs but for that to happen players

must be constantly looking around to assess their position in relation to teammates’ positions.

6. Diagonal Passes. Diagonal passes are better than vertical passes when the receivers are marked. A diagonal pass allows the receiver to open his/her body and receive the pass facing up field. A diagonal pass accomplishes both penetration and switching all in one pass.


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7. Every Back Pass should be Followed by A Switch of Play or Diagonal Penetrating Pass. When a player makes a back pass, he/she is likely doing it because he/she does not see an option to play forward. It usually means that the area in front of the ball is too congested or his/her team is outnumbered in this area. For this reason, it is usually best to switch the ball into another area of the field. Another reason for a switch following a back pass is to sustain a rhythm of possession and increase the speed of play.

8. Don’t let the ball stay in one area for too long. To maintain possession and not allow the other team to press and win the ball, team in possession should circulate the ball and move it constantly around the field. This makes it less predictable and makes it harder for the other team to pin down and press with lots of players. As a rule of thumb, after a couple of short passes in one area, the next pass should be played out of the area.


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9. Goalkeepers must be able to distribute and play out from back. Since the emphasis is to learn to play possession, it is important for the keeper and the back line to become comfortable at playing out of the back. When the keeper catches a cross or a shot, the team should spread out quickly so the keeper can throw the ball to a free player. On goal kicks, the keeper should look to play the ball to feet rather than send everyone up and take a long high kick.

10. Use throw-ins to switch the point of attack. Teams should use the throw in to switch the point of attack since the opposing team has most of their players squeezed into the area near the throw-in. This means that there is lots of space on the other side of the field. Avoid throwing the ball down the line into a crowd since it usually results in loss of possession.


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11. Speed of Play. Players have to learn to play quickly and keep the ball moving. This requires a lot of one touch and two touch play. This results in a high tempo of possession and makes it difficult for the opponents to keep up with the play. There are some moments when dribbling is appropriate, but for the majority of the time, quick one touch or two touch passing is the best way.

12. Try to break lines with positioning. It is important that both central and wide players position themselves to be able to play behind the opposition lines of pressure. Positioning themselves to be able to take their first touch and break that line with a dribble or a pass. Soccer is a dynamic game so you’re constantly checking your environment and having to adjust your positioning relative to your opponents and teammates.


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13. Look to Create Numerical advantages. Players should be trained to find numerical superiority near the ball and in wide areas.

14. Occupy Wings, Halfspace, and Central Area. In order to gain positional superiority, we need to occupy these spaces in an organized structure when in possession.

15. Finding the perfect 1v1 scenarios. Teaching young players that not every 1v1 is the best 1v1. Players must learn when to dribble versus moving the ball to a teammate in a better position.

INDIVIDUAL TECHNICAL, PHYSICAL & PSYCHOSOCIAL PLAYER QUALITIES

RUNNING WITH THE BALL (RWTB) & DRIBBLING


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Dribbling with the inside of the foot Deliberate dribbling with laces Fundamental Coerver ball mastery Changing speed & direction while running with the ball Dribbling in crowded spaces Running with the ball (RWTB) to exploit space Fakes and Feints Mastery of 1 v 1 moves and Coerver “stop start” moves

BASIC BALL MASTERY / COERVER SKILLS (See Ball Mastery Curriculum for full list of Skills) Using soles of both feet to roll ball sideways across body or pull toward themselves Foundation dribbling Pull push Squeeze push Outside, inside dribbling with both feet L turn (L Pullback) Iniesta quick feet / “la croqueta”

Turning Simple but sharp inside and outside turn with both feet Using various creative turns stepover turn, Cruyff turn, pull-push turn, Romario drag turn Shielding the ball from an opponent Using deception to turn a defender


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Passing Technically sound short push passes with both feet Driven passes on ground with laces of both feet Lofted passes Chipped passes Knowing when to play to feet versus space Changing the point of attack Understanding how to make diagonal passes Passing in the final third (deception/disguise) Simple passing patterns Combination play Penetrating passes Building out of the back as a defensive group (Gk, 4,5,2,3, & 6)

Receiving Receiving ball with inside of foot using the soccer hop to cushion ball and set up the

pass. Receiving on correct foot. Receiving on half turn.


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Bringing balls out of the air with laces, thigh, inside of foot and chest. Breaking lines of pressure with first touch.

Creative Play & Finishing Finishing chances with inside of foot Creating and exploiting space (team & individual) Combining to play quickly and penetrate Striking the ball cleanly with the laces Shooting with power Volleys Safe heading technique for u12 and older Finishing chances creatively with different surfaces Bending the ball low with inside & outside of the laces Bending the ball high with inside & outside of the laces Lobbed and chipped shots

Agility, Balance, Coordination, Speed, & Strength (ABCs) Ability to bend, jump, skip and make dynamic movements Running mechanics


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Simple soccer movements: back-peddling, shuffling, jockeying Emphasis on proper running & sprinting technique as kids are beginning to develop an

athletic posture Speed of the mark (quick acceleration) 0-10 yards Speed over 10 yards Ability to ride tackles and stay on feet Strength in tackles and shoulder to shoulder battles Good Hip, ankle, and torso mobility Changing direction sharply Soccer specific Stamina

Defending Ability to put immediate pressure on the ball after possession is lost Winning the ball back without tackling Individual defending mindset & decision making Defending in small groups of 2/3 Defending in and out of balance Covering teammates. Not allowing them to be caught 1v1 with good attacker Defending in different thirds of the field Knowing when to press versus drop off

Psychosocial Building self-confidence through positive reinforcement Learning how to find enjoyment while playing soccer


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Competitive spirit Team mentality Respect for self and others Self-discipline Self-awareness Self-control Focus Engagement Caring about others Hard-work Coping with difficulty and pressure Communication in a healthy way in a team Relaxation and calmness Having fun while playing seriously


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AGE GROUP TRAINING PLANAGE GROUP U7 and U8 (4v4)

BUILDING BLOCK PHASE Technique and Skill development

OVERVIEWWhat: Technical based soccer activities.Why: Prior formation of motor skills enables introduction of soccer specific techniques.How: Activities that maximize ball contact and repetition.

PHYSICAL CHARACTERISTICS PHYSICAL FOCUSMuscular-skeletal system: Small increase in strength, improved balance and coordination, gradual increase in agility.

Agility: Combination of balance and coordination to execute a soccer skill at speed and accurately.

Cardiovascular system: Aerobic and anaerobic energy systems very inefficient, temperature regulation also poor. Aerobic training through competitive and fun activities.

Gender differences: Minimal differences, boys tend to see a longer leg growth in relationship to body and compared to girls

Physical Milestones: Continued steady growth (2.5 inch/8 lbs. a year), body lengthens and fills out.

COGNITIVE CHARACTERISTICS COGNITIVE FOCUS


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Concrete operational stage (Piaget) Keep training activities to no more than two players per ball, if possible.

Limited ability to address more than one task at a time leaves little or no capacity for "tactical" decision making.

Activities promote players working together to solve problems.

Concept of time and space relationship is just beginning to develop and will be limited by the incapacity to attend to multiple tasks. Introduce the basic laws of the game and the field.

Limited experience with personal evaluation; effort is synonymous with performance. "I work hard; therefore, I must be good."

TECHNICAL TRAINING TOPICS TACTICAL TRAINING TOPICSDribbling – with laces, inside and outside of feet Attacking - Role of the 1st attackerDribbling - Shielding Defending - Role of the 1st defenderDribbling - Scissors Restarts - CornersDribbling – sole rolls Restarts - Throw-insDribbling – body feints Restarts - Goal kicksDribbling - Step over Restarts - Kick offRunning with the ball Restarts - Free kicksReceiving - On the ground Awareness of space – head up, checking shouldersReceiving - Inside of foot Receiving across bodyReceiving - Outside of foot Dribbling to create space for teammates Turning - Inside cut Turning - Outside cut


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Turning - Stop turn Turning - Drag back Passing - Push pass inside Passing - Push pass outside Shooting - Driven shot Shooting - Inside of foot Defending - Poke tackle Defending - Block tackle

TRAINING AND MATCH DAY APPLICATIONTraining Sessions per Week 1-2 Ball Size 3Training Length (mins) 60 minutes Travel Soccer No Playing Seasons 2 Tournament Attendance Festivals

ANNUAL TRAINING PLAN RECOMMENDATIONJuly Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

Off/Camps 8-10 Week Season Off Technical Training/Other sports 8-10 Week Season

AGE GROUP TRAINING PLANAGE GROUP U9 to U10 (7v7)

BUILDING BLOCK PHASE Individual Tactics

OVERVIEW What: Activities that focus on 1v1 attacking and defending situations.


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Why: Prior formation of technical development enables introduction of individual tactics, forming the foundation to build group and team tactics.How: Introduction of fully opposed activities that develop decision making skills.

PHYSICAL CHARACTERISTICS PHYSICAL FOCUSMuscular-skeletal system: Improved strength, power, and ABCs, players able to perform more complex skills. Aerobic endurance training within the game.

Cardiovascular system: Continual improvement in general fitness, players still rely on aerobic system. Limited response to anaerobic training.

Stretching: Dynamic

Gender differences: Girls typically enter puberty at 9 years, boys at 11 years. At this age span, girls will typically gain more of their adult weight than boys.

Physical Milestones: Moving into the early stages of adolescence, start to see dramatic increase in height and weight.

COGNITIVE CHARACTERISTICS COGNITIVE FOCUSSome children begin moving from concrete operational to formal operational stage. (Piaget)

Starting to recognize fundamental tactical concepts such as changing the direction of the ball.

Lengthened attention span, ability to sequence thoughts and actions. Repetitive technique very important, but it must be dynamic and not static.

Pace factor becoming developed, starting to think ahead.Create a team culture including basic systems and patterns - bring ball and water, tuck in jersey, carry own bag.


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Intrinsically motivated to play. TECHNICAL TRAINING TOPICS TACTICAL TRAINING TOPICS

Dribbling - Inside-Outside Combinations - Overlap runs, wall passes, take overs

Dribbling – Sole Roll Playing Out of the backDribbling - Swivel hips Attacking - Role of 2nd attackerReceiving - Aerial (foot, thigh, chest) Attacking - CrossingTurning - Cruyff Attacking - Finishing Turning - Step over Defending - Role of 2nd defenderTurning - Drag push Awareness – Checking shouldersPassing - Low driven pass Receiving across body on correct footPassing - Lofted pass Attacking and Defensive shapePassing – diagonal & penetrating passes to space Introduction of curriculum principles of possession

TRAINING AND MATCH DAY APPLICATION

Training Sessions per Week 2-3 (normal to train for 1hr 15mins) Ball Size 4

Training Length (mins) 60-90 Academy Environment Yes

Playing Seasons 2 Tournament Attendance 1 per season at u10

ANNUAL TRAINING PLAN RECOMMENDATION


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July Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

Off/Camp Week 8-10 Week Season Off Off Technical Training 8-10 Week Season


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AGE GROUP TRAINING PLANAGE GROUP U11 to U12 (9 v 9)

BUILDING BLOCK PHASE Group Tactics

OVERVIEW

What: Focuses on groups of players working together in attacking and defending situations.Why: Introduced so that players are comfortable in dealing with "outnumbered" game situations.How: A range of numbers up (i.e. 2v1), numbers down (i.e. 2v3), and balanced numbers activities are used to teach group concepts.

PHYSICAL CHARACTERISTICS PHYSICAL FOCUSMuscular-skeletal system: Coordination effected by growth resulting in a temporary setback in complex motor skills. Rapid bone growth can lead to painful joints.

Flexibility for injury prevention.

Cardiovascular system: Can sustain higher levels of physical activity due to improved energy systems, anaerobic system.

Technical speed training through structured soccer activities.

Gender differences: Females are typically two years ahead in their physical development. Growth spurt for girls at 9-11 years old.

Where possible, training should be separated by gender.

Physical Milestones: Boys and girls are typically both in puberty leading to accelerated increases in physical changes. This stage can affect a player’s performance significantly due to changes in bone length and coordination challenges. Gain strength, loose ABCs.

COGNITIVE CHARACTERISTICS COGNITIVE FOCUSFormal operational stage of cognitive development (Piaget). Tactical issues may be presented.


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Beginning to think in abstract terms and can address hypothetical situations. Groups of 4-5 are optimal for learning.Changes in thought processes are the result of an increased ability to acquire and apply knowledge.

Roles and responsibilities of the players may be introduced.

A systematic approach to problem solving appears at this stage; the game of soccer requires the ability to think creatively and solve problems while moving.

TECHNICAL TRAINING TOPICS TACTICAL TRAINING TOPICSPassing - Push pass inside Combinations - Blind side run, overlap, 3rd man runPassing - Swerve pass outside Combinations – Crossovers/takeoversPassing - Cushion volley Combinations – Wall passes, give and goShooting – Driven w/ laces Transitions Shooting - Swerve inside & outside Playing out from back under pressureShooting - Side volley Attacking - Switching playShooting - Half volley Attacking - Role of 3rd attackerDefending – Safe tackling strategies Defending - Role of 3rd defenderCrossing - Low driven Checking shouldersCrossing - High driven Formal Introduction to Functional TrainingReceiving under pressure Team shape – principles of possession

Positional Play - Structure

TRAINING AND MATCH DAY APPLICATIONTraining Sessions per Week 2-3 Ball Size 4Training Length (mins) 90 Travel Soccer YesPlaying Seasons 2-3 Tournament Attendance 1-2 per season

ANNUAL TRAINING PLAN RECOMMENDATION


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Jun July Aug Sep Oct Nov Dec Jan Feb Mar Apr May

Tryouts Off/Camps 10-12 Week Season Off Futsal & Technical Training 10-12 Week Season


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AGE GROUP TRAINING PLANAGE GROUP U13 & U14

BUILDING BLOCK PHASE Team Tactics

OVERVIEW

What: Situations where multiple groups of players are working together to develop full team concepts.Why: Players transition to the 11v11 game, functioning within an adult framework and standards.How: Team tactics are typically taught using 7v7 to 11v11 scenarios that connect the three lines of team shape (defense, midfield, and attack)

PHYSICAL CHARACTERISTICS PHYSICAL FOCUSMuscular-skeletal system: Muscular and skeletal system at least 75% developed.

Introduction to pure speed training within structured soccer activities.

Cardiovascular system: Increased lung and heart capacity, anaerobic system can be effectively trained. Aerobic and anaerobic specific training.

Gender differences: Girls have a decreased aerobic capacity at puberty. U14 - boys start to weigh more, girls weight gains level off, while boys continue until the age of 22.

Position specific physical conditioning.

Physical Milestones: Girls have typically gone through their growth spurt and are in a slower growth period. Fitness periodization.



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Fully into the formal operational phase. (Piaget) Problem solving, and encourage them to have creative solutions.

Have a sense of belonging, status, and recognition. Personal accountability should be encouraged.Ability to stay focused over a longer period of time. Team building exercises may be incorporated.More responsive to group activities and their role in being an individual.

TECHNICAL TRAINING TOPICS TACTICAL TRAINING TOPICSAt this age, players should and will be well along on their technical training and capabilities. At this stage in their development, technique should be reinforced and refined throughout training.

Speed of playAttacking - Final 3rdAttacking - Playing out of the backAttacking - Midfield combining with forwardsAttacking - Wider areasAttacking - Counter attacksAttacking - Offside tacticsDefending - Attacking 3rdDefending - MidfieldDefending - Final 3rdDefending - Wide areasDefending - Counter attacksDefending - Man-to-man & zonal markingDefending - High and low pressure


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Defending - Offside tacticsFormations - 4-3-3Formations - 4-2-3-1Formations - 4-5-1Formations - 3-4-3

TRAINING AND MATCH DAY APPLICATIONTraining Sessions per Week 3 Ball Size 5

Training Length (Mins) 90 Travel Soccer YesPlaying Seasons 2 Tournament Attendance 1 per season


Off Preseason 12-14 Week Season Futsal/multisport activity Technical Training/Preseason 12-14 Week Season



OVERVIEW What: Situations where multiple groups of players are working together to develop full team concepts.


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Why: Players transition to the 11v11 game, functioning within an adult framework and standards.How: Team tactics are typically taught using 7v7 to 11v11 scenarios that connect the three lines of team shape (defense, midfield, and attack)

PHYSICAL CHARACTERISTICS PHYSICAL FOCUSMuscular-skeletal system: Muscular and skeletal system at least 75% developed. Development of aerobic power, explosive strength, and acyclic speed.



Gender differences: After puberty female athletes are in 2–7 times higher risk of tearing the anterior cruciate ligament as compared to males. Injury prevention programs need to be put in place for the female athlete


Physical Milestones: Girls have typically gone through their growth spurt and are in a slower growth period.

Fitness periodization.



Have a sense of belonging, status, and recognition. Personal accountability should be encouraged.Ability to stay focused over a longer period of time. Team building exercises may be incorporated.


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More responsive to group activities and their role in being an individual. TECHNICAL TRAINING TOPICS TACTICAL TRAINING TOPICS

At this age, players should and will be well along on their technical training and capabilities. At this stage in their development, technique should be reinforced and refined throughout training.

Speed of playAttacking - Final 3rdAttacking - Playing out of the backAttacking - Midfield combining with forwardsAttacking - Wider areasAttacking - Counter attacksAttacking - Offside tacticsDefending - Attacking 3rdDefending - MidfieldDefending - Final 3rdDefending - Wide areasDefending - Counter attacksDefending - Man-to-man & zonal markingDefending - High and low pressureDefending - Offside tacticsFormations - 4-3-3Formations - 4-2-3-1Formations - 4-5-1


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Formations - 3-4-3TRAINING AND MATCH DAY APPLICATION

Training Sessions per Week 3 Ball Size 5Training Length (Mins) 90 Travel Soccer YesPlaying Seasons 2 Tournament Attendance 1 per season


Off Preseason 12-14 week High School Season Training/ Winter Showcase

Technical Training/Preseason

Fitness12-14 Week Season



OVERVIEW

What: Situations where multiple groups of players are working together to develop full team concepts.Why: Players transition to the 11v11 game, functioning within an adult framework and standards.How: Team tactics are typically taught using 7v7 to 11v11 scenarios that connect the three lines of team shape (defense, midfield, and attack)


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PHYSICAL CHARACTERISTICS PHYSICAL FOCUSMuscular-skeletal system: Muscular and skeletal system at least 90% developed. Development of aerobic power, explosive strength, and acyclic speed.



Gender differences: After puberty female athletes are in 2–7 times higher risk of tearing the anterior cruciate ligament as compared to males. Injury prevention programs need to be put in place for the female athlete


Physical Milestones: Girls have typically gone through their growth spurt and are in a slower growth period.

Fitness periodization.



Have a sense of belonging, status, and recognition. Personal accountability should be encouraged.Ability to stay focused over a longer period of time. Team building exercises may be incorporated.More responsive to group activities and their role in being an individual.

TECHNICAL TRAINING TOPICS TACTICAL TRAINING TOPICSAt this age, players should and will be well along on their technical training and capabilities. At this stage in their development, technique should be reinforced and refined throughout training.

Speed of playAttacking - Final 3rdAttacking - Playing out of the back


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Attacking - Midfield combining with forwardsAttacking - Wider areasAttacking - Counter attacksAttacking - Offside tacticsDefending - Attacking 3rdDefending - MidfieldDefending - Final 3rdDefending - Wide areasDefending - Counter attacksDefending - Man-to-man & zonal markingDefending - High and low pressureDefending - Offside tacticsFormations - 4-3-3Formations - 4-2-3-1Formations - 4-5-1Formations - 3-4-3

TRAINING AND MATCH DAY APPLICATIONTraining Sessions per Week 3 Ball Size 5

Training Length (Mins) 90 Travel Soccer Yes


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Playing Seasons 2 Tournament Attendance 1 per seasonANNUAL TRAINING PLAN RECOMMENDATION

July Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

Off Preseason 12-14 week High School Season Training/Showcase Tournament

Technical Training/Preseason 12-14 Week Season

References: Daniel, J (June, 2010) Georgia Soccer Player Club Development Model.

https://usys-assets.ae-admin.com/assets/970/15/Player-Club_Development_Manual_June_2010.pdf Perez, J (2011) United State Soccer Federation, US Soccer Curriculum.

http://www.goingonline.ca/cowichansoccer.com/docs/U.S._Soccer_Coaching_Curriculum.pdf The Coaching Manual – Rondo Series. https://app.thecoachingmanual.com/content/5948643521593344 Sweda, K (2016) 7v7 Curriculum eBook Barker, I (2016) NSCAA Special Topics Manual Attacking Principles of Play

http://assets.ngin.com/attachments/document/0098/7534/NSCAA_Attacking_Principles_of_Play_-_final_A4-1-6-2.pdf Smith, Kieran 2016 Juego de Posicion Presentation Juego de Posicion Blog Post http://spielverlagerung.com/2014/12/25/juego-de-posicion-under-pep-guardiola/ Parrish, A 2015 PowerPoint Presentation – Principles of Play versus Systems of Play US Youth Soccer 2014. Spatial Awareness Manual

http://www.usyouthsoccer.org/us_youth_soccer_releases_spatial_awareness_coaching_guide/


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http://www.usyouthsoccer.org/us_youth_soccer_releases_spatial_awareness_coaching_guide/

http://spielverlagerung.com/2014/12/25/juego-de-posicion-under-pep-guardiola/

http://assets.ngin.com/attachments/document/0098/7534/NSCAA_Attacking_Principles_of_Play_-_final_A4-1-6-2.pdf

https://app.thecoachingmanual.com/content/5948643521593344

http://www.goingonline.ca/cowichansoccer.com/docs/U.S._Soccer_Coaching_Curriculum.pdf

https://usys-assets.ae-admin.com/assets/970/15/Player-Club_Development_Manual_June_2010.pdf



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Georgetown FC PLAYER DEVELOPMENT … · Web viewKhamisi Campbell - Director of Coaching Coaching...

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