DEVELOPMENT

BOOKLET

15 Session Plans – Scope and Sequence – Tactical Concepts

 Amherst Soccer Association Youth Methodology
Development Program for U11 & 12

This Methodology will be used as an outline of principles necessary to give the U11 & U12 player and coach
maximum potential in development. Every team and every player have different ability levels and it is extremely
important that practices and training exercises meet the needs of the players at their particular age groups.

Organization

Sessions per week 2 Session time 75/90min

Structure Design
Warm up (before 15 min Dynamic warm up with Skills
practice)
Play 15 min SSG with minimal coaching - Implanting your CP’s
Practice 25/30 Game related practice with guided discovery -
min question and answer
Play 15/20 Bigger game with no coaching
min

U11&U12 Development targets

Tactical Focus on possession in the game

Technical 1st, 2nd Defender and Attacker roles, receive with back foot
Physical Develop agility, balance, coordination and speed
Psychosocial Positive interactions with teammates while giving constructive
criticism
End of season fundamentals • Combinations in passing
• Ability to perform high level soccer moves
• Coordinated in movements on and off the ball
• Creating space with movements
 Amherst Soccer Scope and Sequence

For the U11 and U12 soccer player

Amherst Soccer scope and sequence will provide coaches and parents a key tool in the soccer
development process. Each age group will have specific guidelines on the content and the order of what
is to be coached. This scope and sequence will maximize development at the youth level.

Week Topic Coaching points

1. Individual attacking (1v1) Own the 1v1
2. When to pass and dribble Who has the most space?
3. Individual defending (1v1) Learn when to press
4. Dribbling Changes of speed
5. Turning When can you turn?
6. Receiving out the air Eye coordination and first touch
7. Playing out the back Intermediate principles
8. Passing Combinations 1&2 touch
9. Possession Learn principles of possession
10. Being a 2nd attacker Movement off the ball
11. Being a 2nd defender Learn how to cover
12. SSG day No coaching
13. Over/Underloads 2v1/3v2/4v3
14. Pass to attract Introductory concepts
15. Individual skills Higher level soccer moves

PLAYER DEVELOPMENT MODEL

U-6 U-8 U10 U-12 U-14 U-16 U-18

Dribbling Basic Advanced Advanced Technique at

Technique Technique speed

Individual Small Team Tactics

Tactics Group
Tactics
Week 1 – Individual attacking

Objective – To improve the players ability to master the soccer ball.

1v1 Dribbling Boxes Skill Practice - Coach your players how to have good body movement, ball mastery and decision making in back
to back 1v1 situations to attack.

Set Up - Set up 2 areas with four squares set up with end zones as seen above with the image.

Blue attackers need to move from Yellow to Green zones on both sides, with 2 defenders to beat (Red players). The defenders cannot
leave their boxes create 1v1 as well as 1v2 situations. If the attacker is successful, they get 1 point.

The Defenders (Red) objective is to tap the ball with their ball, however they must be in complete control of their own football (they can't
kick the ball away to try and touch the attackers ball), to encourage protection of the ball for the attacker. If the Defender does so, they
get one point for their team.

Once the player has completed the exercise, their teammate goes. The game goes in a carousel from Yellow to Green in both
directions.

Key Coaching Points

Protect the Ball
• Positioning their body between the ball and the defender, players should protect the ball with intelligent body positioning and
close control.
Beat the Player Moves
• To go forward, players need to use beat the player moves to try and get past the defender and play behind them with a quick
change of direction.
Intelligent decisions
• Players need to make intelligent decisions at speed to identify when to dribble by the defender with a different beat the player
moves whilst also protecting the ball.
Week 2 – Decision making when to pass and dribble

Objective – To improve the players decision on when to pass the ball and when to dribble.

Set Up

In one half there are 4 x attackers attempting to combine and keep possession of the ball. 3 x defenders have a ball each and attempt
to tag attacking player in possession of the ball. If defenders tag an attacker the attacking team lose 1 of 3 "lives". In opposite half the
same practice is delivered with 3 x attackers v 2 x defenders. A "magic man" (yellow) can move between each half to be a passing
option for attacking teams.

Key Coaching Points

Accuracy, weight & speed of pass

• In order to combine effectively, passes need to be played at the appropriate speed and time to a team mate who is ready to
receive. Where possible, quick passing should be encouraged, to shift the point of attack.
Support around the ball
• Supporting players need to be aware of the position of their team mates with and without the ball and the opposition players.
Supporting players must provide communication so that the player in possession is aware of their options.
Movement to create & exploit space
• Players should use a range of movements to unbalance opposition players to create space for themselves or their team mates
to receive the ball.

Make it easier: Make the space bigger Reduce the number of defenders

Make it more challenging: Reduce size of playing area. Defenders do not have footballs and can attempt to tackle attacking
players and keep possession. Reduce the number of touches (2 touch, 1 touch).
Week 3 - Individual Defending 1v1

Objective – To improve the players decision to defend in 1v1 situations.

Set Up

Coach plays the ball to either a blue or green player, as the player out of possession then presses the attacker in a 1v1 situation.

The defender attempts to prevent the attacker from playing forwards and scoring in the small goal. If the defender regains possession,

they become the attacker and attempt to score in the opposite small goal, as the roles are reversed in the 1v1.

If the ball goes out of play, Coach feeds in another ball, but the ball may not always be played to the same player; the Coach will decide

which player to play the next ball to. Repeat for 2-3 balls then rotate players.

Coaching Points
Controlled Approach
• Encourage players to press the ball quickly, with a controlled approach, and slow down as they approach the attacker, being
careful not to dive in. Once pressure is applied don’t move backwards.
Distance from Attacker and Body Position
• The defender should be up close and touch tight to the player in possession, preventing them from playing the ball around
them. Pressing player adopts a half-turned body position so they can react quickly to changes of direction from the attacker.
Prevent the ball being played forwards
• Coach your players to block the forward passing/dribbling options and don't be beaten! If the defender has the attacker facing
their own goal prevent them turning
Week 4 – Dribbling
Objective – To improve the players ability to dribble in a pressurized setting.

Set Up

As close to 50Wx40L yard area with a big goal and 2 counter goals. 4 green attackers vs 2 blue defenders with a GK. Coach should
play balls into the green team and they try to score in the big goal. If blues win the ball they try to score in the counter goals. Only coach
the green and dribbling to penetrate. Change players so the play both green and red. 10 points if they dribble clean past a defender of
dribble to penetrate, all other goals are 1pt.

Coaching Points
Dribbling to penetrate
• Encourage players to dribble the ball quickly, with a controlled approach, if they see space drive into it.
Distance of dribble touch
• Encourage players to dribble touch appropriate to the defender. If the defender is close, protect the ball and keep the ball
close, if there is space with a defender behind get the ball out in front of the ball carrier.
Change of direction
• Encourage players to change direction with a change of direction move.
Week 5 – Turning

Objective – To improve the players ability to turn under pressure.

Set Up - Set up 3 areas, as seen in the image. The two players at the bottom (Red and Blue) have a ball each. Blue
player passes to the Blue Player and Red to Red. The ball starts with the Blue team (in this example).

Blue attacker passes to the other Blue player,

who aims to receive it within the zone in the

centre. At the same time, the Red player can

try to intercept the ball and take it from the

attacker. The Red player can only go, as the

Blue player has passed the ball. Once the

player has received, they must retain the ball

as an individual and look to turn and pass in

the mini goal behind them. Once the exercise

has finished, the Red becomes the attacker

and the Blue becomes the defender. After

ever 2 passes per player, receivers and passes change. After everyone has been the attacker, change sides to

experience the alternate angle to receive.

Key Coaching Points

· Receiving Signals & First Touch

Players should check the space around them whilst also asking for the ball with the 4 receiving signals (hips, hands, eyes,

mouth) before receiving the ball to either look to turn or keep the ball away from the defender, positioning themselves

between the ball and the defender.

· Retain the ball

To keep the ball, players must make decisions to pass back to their teammate or retain the ball as an individual by

keeping the ball away from the defender (the attacker needs to be positioned in between the defender and the ball).
· Turn
Players should look to use inside and outside hook turns to try and move the ball past the defender and pass to the

opposite player.
Week 6 - Receiving out of the Air

Objective: To improve the technique of receiving soccer balls played in the air. To help players
practice using different surfaces when receiving lofted balls (feet, thighs, chest).

Dutch Circle: (15 minutes) Half of the players create a 25-35 yd outer circle and have soccer balls. These
players must always be alert and on their toes. The other half of the players are in the middle of this circle and
do not have soccer balls. The inner players check to players on the outside to receive a pass from them. The
players on the outside toss the ball in the air to the players on the inside. The players on the inside receive with
different surfaces and then turn and find another player on the outside. Variation 2: top of foot, thigh, chest,
any of the three. Variation 3: add in a ‘dummy’ defender to put pressure on player receiving ball in the air. Have
one group go for about 1 minute with one surface, then switch players on outside and inside. Repeat until all
surfaces are covered and variations completed (if possible). Focus on receiving with the thigh, chest and laces.

Laces: when using laces, lift foot up to meet the ball as ball is about to make contact, drop foot down and
cushion ball on top of foot (laces) to the ground
Thigh: when using thigh (not knee), lift thigh up to meet ball once ball touches thigh, drop leg down to cushion
the ball make sure you push ball slightly in front of you so you can handle it easily ball should not pop up as
you cushion it make sure players use middle of thigh to cushion balls
Chest: when using chest, bend knees with feet staggered and slightly arch back while using arms for balance
cushion ball (collapse chest) as it hits chest and guide it to feet do not push out chest to pop the ball out too far
in front of you
Week 7 - Playing out from the back
Objective – To improve the players ability to build out from the back in a pressurized setting.
Set up – 40Wx30L or as close to as possible. 1 big goal and 2 counter goals. GK and 5 green attackers vs 3
blue defenders. All balls go in the net with the GK. Ball always starts with the GK. green team try to score on
the counter goals. blue team if they win the ball back try to score on big net.

Coaching points – 1. Why do we need to get open? 2. When do we pass or dribble forward? 3. How can we
help the player with the ball? 4. When should we switch the attack?
Answers to coaching points for players – 1. To create openings. 2. Pass forward to connect with a teammate
through an opening. 3. Moving and create diagonal passing lanes. 4. When we have too many opponents in
front of us.
Week 8 - Passing Combination

In this practice we are going to practice combination play. It’s simple give and go’s.

A passes to B
A makes a little run into space wide
B passes back to A
A passes to C
C passes to B
C makes a forward run into space
B passes to C
C passes to D

Key Coaching Points

Quick Combinations
• When passing the ball, players must use short and sharp combinations (preferably 1 touch) focusing on
accuracy and weight of pass to move the ball.
Body Shape
• When receiving the ball, players need to focus on their body shape with their shoulders and hips being
open and side on so that they can combine quickly.
Movement to Receive
• Players should use creative movement to get into areas to receive the ball that make use of the whole
area and which replicates playing on different lines in a game.
Week 9 – Possession

Objective – To improve the players ability to understand how to possess the ball.

Support Play Skill Practice

To create better passing options, coach your players how to create angles to receive whilst supporting around and ahead of the ball.

Set Up

Play 6v3 in 20x15 area with 6 players attempting to make 3 passes then break out to either 15x10 area to make another 3 passes, then
move to another area. If 3 players win the ball they make 2 passes and move to another area. If the ball goes dead, restarts in 20x15
area with a team of 6.

Coaching Points

Quality of pass
• Using a variety of passes, players should focus on the weight, disguise and accuracy of the pass.
Create angles
• To support and receive the ball players should communicate verbally and non-verbally whilst using creative movement to
create angles whilst be aware of the ball, space and teammates.
Support
• When on the ball, attackers should support in front, behind, at an angle whilst constantly communicating with teammates.
Week 10 - Being a 2nd attacker
Objective – To improve the players ability to understand the concept on being a second attacker.
Set up – 45Wx40L or as close with 6 cone goals. Differentiate the colors. As seen below. 6 Greens vs 4 Blues.
Focus on Green team. Both teams try to score in the three cone goals, when they do the game continues by
trying to score in the big net. All the balls with the coach who always plays it to the green team.

Key coaching questions – When the player has the ball and you are closest to them what should you do?
Move into space and create an angle to receive. If you have space in front of you make a forward run.
Week 11 – Exact same activity – but now focus on defenders. Being a 2nd defender.
Key coaching questions – When an attacker has the ball and you are the second closest defender what
should you do? Don’t pressure the ball, offer cover for the 1st defender.
If the 1st defender gets beat what should you do? Pressure the ball, you are now the 1st defender.
Week 13 – Over/Underloads

Objective – To understand over/underloads and the decision making behind it.

Overload – 3v2/4v3/2v1

Underload – 1v2/3v4/2v3

Set Up – 24Wx30L with an end zone at both ends. Both teams try to dribble into the end zone to score. Rotate
players. Play with different over/underloads.

Key coaching questions – Try to recognize when we can play forward? When we have space in front of us/ if
there is a 2v1 in a certain area.
Try to recognize when we must recycle the ball? When we find ourselves in a underload.
When can we make a 2v1? When I have the ball and I notice a 1v1 in a certain area, I should dribble towards
my teammate to make it a 2v1.
Week 14 – Possession Rondo

Objective – To understand passing angles and moving the opposition by passing.

Pass to attract
Teach your players how to use this rondo to work on playing out from the back. Understanding positions and movements whilst
coaching them to use non-verbal and verbal communication and passing and receiving skills.

Set up – 15X15/20X20 with a CD #5 a outside left back #3 a outside right back #2 a CDM #6 and a CAM #8.
#5, 3, 2 and 8 can move horizontally not into the field. #6 can go anywhere. 3 red circles are defenders. Ball
always starts with the CD#5.

Key Coaching Points

Angles and distances
• Players around the rondo to provide diagonal angles with sufficient distances between the attackers to move the ball forward.
Using the passing lines
• Players should be able to use slow and quick passes to recognise when and where to move the ball in front, around or to
penetrate the defence.
Positioning when playing out of the back
• Depending on the position of the defenders attackers should hold positions to open the defensive units and create the passing
lines.

• Make it easier: Make the space bigger - Reduce defender Make it more challenging: Decrease size of playing area -
Challenge players individually
• Coaching
Intervention
 7 Concepts for Amherst Soccer
Concept Content

1 Playing Out From the Back

2 Defending in the Defensive Third

3 Playing Through the Middle Third

4 Defending in the Middle Third

5 Playing in the Final Third

6 Defending From the Front

7 Counter Attacking
 Playing Out From the Back
Movement and
Passing Priorities Building Attacks Carrying the Ball
Support Play

Practice Themes
* When to play long or short
* When to play to feet or
space • Showing feet or going long?
* Variation in passing
Practice Themes
Practice Themes Practice Themes
• Running with the Ball
* In front/beside/behind? • Changing the speed of play
• Receiving and turning
• Clearing space • Patience in possession
• Releasing on the move
• Using FBs to develop play
* When to retain and when
* Rotation in midfield * GK as an outfield player
to release

Psychological Social
Confidence - Commitment - Control - Concentration - Enjoyment - Positivity - Coping - Sharing - Behaviour -
Communication - Creativity Challenging

Coaching Interventions Practice Types

Command - I want you to show for the ball to feet
Q&A - When might you look to play in behind the opposition? Play - Practice - Play
Observation & Feedback - Watch how Sam lets the ball roll Teaching Games for Understanding
across his body to turn... Technique - Skill - Game
Guided Discovery - Show me when to play quickly Phase/Function
Trial & Error - Try to recognise when to retain and when to
release the ball
 Playing Through the Middle Third
Playing in Tight
Breaking Lines Possession Staying on the Ball
Areas

Practice Themes Practice Themes Practice Themes Practice Themes

* When to pass or dribble * Switching play • Finding space • Shielding
* Forward passing • Combination play • Disguise • Dribbling
* Carrying the ball • Receiving and turning • When to play quick • Receiving under pressure

Psychological Social
Confidence - Commitment - Control - Concentration - Enjoyment - Positivity - Coping - Sharing - Behaviour -
Communication - Creativity Challenging

Coaching Interventions Practice Types

Command - I want you to check your shoulder before receiving
Q&A - When might be a good time to play one touch? Play - Practice - Play
Observation & Feedback - Watch how Sam uses his first touch to Teaching Games for Understanding
bypass the defender Technique - Skill - Game
Guided Discovery - Show me when to RWTB Phase/Function
Trial & Error - Try to have a picture of what you want to do
before receiving the ball
 Playing In the Final Third
Playing in Wide In and Around the Crossing and
Beating Opponents
Areas Box Finishing

Practice Themes Practice Themes Practice Themes

Practice Themes
* Receiving under pressure • Variation in crossing • 1v1 skills and tricks
* Coming in off the line
• Turning to shoot • Heading and volleying to • When to dribble and when
* Driving inside
• Combination play goal to pass
* Combining wide/inside
* Shooting early * When to shoot/pass? • Shifting to shoot

Psychological Social
Confidence - Commitment - Control - Concentration - Enjoyment - Positivity - Coping - Sharing - Behaviour -
Communication - Creativity Challenging

Coaching Interventions Practice Types

Command - I want you to cross early
Q&A - When might you set up a team mate rather than take a Play - Practice – Play
shot yourself? Teaching Games for Understanding
Observation & Feedback - Watch how Sam shifts the ball before Technique - Skill - Game
shooting to create space around the defender Phase/Function
Guided Discovery - Show me how you can finish aerial crosses
Trial & Error - Try to recognise when to come in off the line
 Defending in the Defensive Third
Where and When Sliding and
Forcing Play Counter Attacking
to Press Screening

Practice Themes Practice Themes Practice Themes

* First line of engagement
* Positioning around and
away from the ball
* Marking and intercepting
* Keeping play in front Practice Themes • Where and when to regain
• Marking ball/goal side • Wide or inside? •Dispersal
• Intercepting and spoiling • Passing players on • Passing priorities
* Angles and distances of * Triggers/cues to press • Support play
support • End product

Psychological Social
Confidence - Commitment - Control - Concentration - Enjoyment - Positivity - Coping - Sharing - Behaviour -
Communication - Creativity Challenging

Coaching Interventions Practice Types

Command - I want you to mark ball side
Q&A - When might you need to drop and defend deeper? Play - Practice - Play
Observation & Feedback - Watch how Sam positions his body to Teaching Games for Understanding
force the attacker wide Technique - Skill - Game
Guided Discovery - Show me where to mark the attacker so that Phase/Function
you can look to intercept
Trial & Error - Try to create opportunities to counter attack
 Defending in the Middle Third
Defending When Defending in Wide Defending When
Compactness Out of Balance
Organised Areas

Practice Themes Practice Themes Practice Themes

Practice Themes
• When to press or drop • Wide or inside? • Recovery runs
• Sliding and screening
• Marking positions • Preventing crosses • Dropping and delaying
• Protecting key areas
• Angles and distances • Defending crosses • Deflecting Play
• Regaining possession
• Marking players or space? • Supporting positions • Defending the goal

Psychological Social
Confidence - Commitment - Control - Concentration - Enjoyment - Positivity - Coping - Sharing - Behaviour -
Communication - Creativity Challenging

Coaching Interventions Practice Types

Command - I want you to show attackers outside
Q&A - How can you prevent passes into strikers’ feet? Play - Practice - Play
Observation & Feedback - Watch how Sam matches the Teaching Games for Understanding
attackers’ movements to prevent crossing opportunities Technique - Skill - Game
Guided Discovery - Show me how you can try to prevent passes Phase/Function
splitting you as a pair
Trial & Error - Try to recognise when to press and when to drop
 Defending from the Front
Making Play
When to Press Individual/Unit Counter Attacking
Predictable

Practice Themes
Practice Themes Practice Themes Practice Themes
• Regain
• Cues and triggers to press • Inside or outside? • Starting positions
• Release
• Marking positions • Forcing play • 1v1 defending
• Support
• Supporting the press • Support and Cover • Support and cover
• Finish

Psychological Social
Confidence - Commitment - Control - Concentration - Enjoyment - Positivity - Coping - Sharing - Behaviour -
Communication - Creativity Challenging

Coaching Interventions Practice Types

Command - I want you to show attackers inside
Q&A - What might trigger a press from our side? Play - Practice - Play
Observation & Feedback - Watch how Sam slows down on his Teaching Games for Understanding
approach to prevent the attacker going past him Technique - Skill - Game
Guided Discovery - Show me where you can support the 1st def Phase/Function
Trial & Error - Try to create a shooting opportunity within 6
seconds of regaining the ball
 Counter Attacking
Creating Creating and
Playing Quickly Support Play
Opportunities Converting

Practice Themes Practice Themes

Practice Themes Practice Themes
• Defending late • Midfield runners beyond
• Passing Priorities • Combinations
• Inviting pressure • Creating/clearing space
• Playing to space • Shooting early
• Patience in defending • Support in
• Rebounds
• Forcing play front/beside/behind

Psychological Social
Confidence - Commitment - Control - Concentration - Enjoyment - Positivity - Coping - Sharing - Behaviour -
Communication - Creativity Challenging

Coaching Interventions Practice Types

Command - I want you to play into space
Q&A - Why do we play quickly on regain? Play - Practice - Play
Observation & Feedback - Watch how Sam uses his first touch to Teaching Games for Understanding
bypass players Technique - Skill - Game
Guided Discovery - Show me how you can move the ball quickly Phase/Function
Trial & Error - Try to create counter attacking opportunities
 Coaching Interventions
Question and Observation Guided
Command Trial and Error
Answer and Feedback Discovery

Coach leads with

Coach tells and shows Coach and player(s) Coach sets a challenge Player and/or coach
question to gain a
the required outcome. observe and discuss to guide players to set a challenge and
response from
Decision making feedback. What went develop solutions. players develop their
players. Used to check
comes from the well? What can be Often coupled with own solutions with
or develop
coach. improved? Q&A to develop ideas. minimal intervention.
understanding.

Coaching Interventions
Effective coaches will be skilled at using a variety of coaching interventions and will recognise when appropriate to use with specific
teams, units or individual players.

Coaches are encouraged to use trial and error and guided discovery in order to promote creative play and autonomous learning.
Allowing players to formulate their own solutions, trial them out, make mistakes and refine their responses is seen as an integral part
of the learning process.
 Practice Types

Play - Practice - Play

Players are provided the opportunity to play the ‘game’ with a specific focus or theme. This can be a team focus or can be used as an
opportunity to work on unit or individual challenges. By playing the game, players are able to see the purpose and context of a specific
technique, skill or tactic and how it fits into the game.

The coach is then able to move ‘back’ to a part practise that can emphasise a certain set of skills that players can practise . The part
practice is often used to work on skills that players are finding difficult in the full version of the game. Part practices can take a variety
of forms including technical practices, skill practices, functions, phases of play, smaller sided games etc.

The coach then may take the session back into the game in order to give players the opportunity to try and out the skills into practice
in the ‘whole’ format.
 Practice Types
Technique - Skill - Game
A traditional approach to coaching where players are introduced to a new technique which they are given time to develop in an
unopposed situation. This is then moved onto a skill practice where players use previous techniques in a (semi) opposed environment.
This is then transferred into a game where play is fully opposed. The view is that this approach allows players time to develop
techniques and skills before using what they have learnt in a game.

Although technical practices are unopposed, coaches can design practices that still require some level of decision making, perceptual
awareness and problem solving from players. Using low end variable practices where players can develop their techniques in a
changing environment without direct pressure (using other players as ‘traffic’ for example) will mean players still need to make
decisions on how to perform.

Phase of Play / Functional Practice

A phase of play practice is designed to simulate a specific phase, or moment, in the game (for example, playing out from the back). It
provides opportunity to develop whole units’ understanding of their roles in the phase of play. It is usually played with two full units
against two full units plus any other players required.

A functional practice is more specific, looking at a particular player or unit of players’ roles in the game (coaching a full back on their
passing priorities, for example).

Both practice types could be used as ‘part’ practices in a whole-part-whole method in order to develop a player, or players’,
understanding of a particular moment in the game.
 Coaching ‘the scope and sequence’
Player Centred
Whilst this document sets out a syllabus of what is expected to be taught throughout the season, it is by no means prescriptive. The
main themes of the blocks of work should be used as a guiding template for structuring practice. Coaches should use their knowledge
and understanding of their players to adapt the programme to suit the needs of groups and individuals.

No syllabus will ever be a one size fits all and this is no different.
It is also expected that coaches will work with players to develop personal learning goals. Whilst these can fit in with the current block
of the programme, players can work towards their own learning goals outside of this theme. For example, whilst the team focus may
be on pressing in the final third, one player may have a personal learning goal of developing their distribution from the defensive third.
In these instances, it is the responsibility of the coach to design practices that allow for multiple outcomes for different players.
 Match Day Coaching
Make it Specific
Each match day should contribute towards players’ learning and as such are part of the ‘coaching programme’. They are not viewed as
a special event and are an opportunity to extend players’ learning.

On match days, coaches should use a variety of team, unit and individual challenges to support players’ learning.

Team Challenges Unit Challenges Individual Challenges

These should be aligned to the coaching Again, these should be aligned to the Can be aligned to coaching programme
programme and should have clear links weekly coaching programme and to the but can also be separate in order to
to the previous week’s work. team challenge. support players’ individual learning.

Example Example Example

As a team, try to create opportunities to GK and Def - on regain, try to play the Sam - Try to recognise when to play
counter attack. most positive pass you can see quickly on regain

Mid - try to mark in a position where you Joe - Try to recognise opportunities to
can intercept passes run with the ball

Forwards - try to force play in one James - Try to let the ball roll across your
direction body when receiving
 Match Day Coaching
A Match Day Philosophy...
Teams, coaches and players should approach match days with the following philosophy:
1. Try to play football in line with our team’s philosophy and style of play
2. Try to work on my team, unit and individual challenges
3. Play within the laws of the game and with respect to opponents, team mates and officials
4. Try to win the game, but not at the expense of the above points

Players should be given the opportunity to play in a variety of positions in order to support their learning. In the early years of their
development (12s, 13s, 14s), players should play across two units of play (def, mid and attack) and be encouraged to play left, centre
and right. As they move into U15+, players should begin to specialise in two or three positions (across one or two units).
 The Psychological Corner
Confidence
Describes the players’ self belief in their
skills and ability to reach their goals.
A confident player:
• wants the ball under pressure
• displays positive body language
• shows creativity in their play
• offers ideas and feedback to the team
Communication
Describes the players’ ability to listen and
talk to team mates and coaches.
A player with excellent communication:
• encourages and motivates team mates
• listens to team mates’ and coaches’ views
• shares ideas with team mates and
coaches
• helps to refocus team mates after
mistakes
Commitment
Describes the players’ motivation to play,
develop and learn.
A committed player:
• gives high effort in training and matches
• takes on difficult challenges
• is not afraid to make mistakes
• works hard to achieve individual
challenges
• refocuses after set backs
Concentration
Describes the players’ ability to focus their
attention on relative tasks.
A player with excellent concentration:
• stays focussed on their individual tasks
• is able to refocus after mistakes
• is not easily distracted
• does not let complacency set in and sticks
to their roles
Control
Describes the players’ ability to control
their emotions.
A player with excellent control:
• stays calm in pressured situations
• refocuses quickly after mistakes
• recognises opportunities for learning after
mistakes
• is able to motivate themselves for training
and games
Creativity
Describes the players’ ability to generate
ideas and problem solve.
A creative player:
• tries new ideas
• is not afraid to ‘get it wrong’
• challenges and questions the ‘norm’
• recognises opportunities to change and
develop
 Developing the ‘Psych’ Corner
Confidence
* Use personal praise and specific feedback to
recognise personal accomplishments.
* Give players opportunities to do their feel
good games. Build confidence through success.
* Recognise and reward effort to develop
growth mindset and build confidence.
* Increased exposure to game like scenarios
allows players to build experiences which they
can recall in matches
* Give players different roles (team captain,
manager, coach) during training and allow
them to share ideas with teams to develop
their ideas.
Communication
* Praise players who are ready to start,
listening and displaying positive body language
* Praise players who give specific information
to team mates during games
* Use conditions in play that highlight the
importance of communication i.e. silent
football, one player able to talk
* Provide regular breaks where players can
discuss their tactics and ideas (what is working?
What is not working? Where is it not working?
When is it not working? How can we change?)
* Work on cues/triggers that players can give
as a form of non verbal communication
Commitment
* Reward efforts, attitude and intentions
beyond the mere outcome
* Allow players to showcase skills and ideas
that they have worked hard to develop
* Ask players to rate their commitment out of
10, challenge them to improve it by 1 point in
the next 5 minutes
* Avoid correcting every mistake, we want
players to take risks and not fear being pulled
up each time they do
* Praise players who work hard after a
mistake, make it specific so they understand
why they are being praised
Concentration
• Playing games and match scenarios means
that players always have roles to play. Develop
their understanding of triggers and cues for
specific movements when off the ball.
* Game related practices require players to
have a picture of what is happening around
them. They will need to scan space and refocus
on the ball regularly.
* Stretch players concentration by adding or
removing rules and conditions during play
* Ask players to develop trigger words for
specific movements which can refocus
concentration (i.e. squeeze, press, drop)
Control
• Recreate pressured scenarios in training i.e.
1-0 down with 5 minutes to go - how do you
react? How do you play?
* Use bad officiating decisions in training. Work
on positive reactions when things are not going
their way.
* Use short games (5-10 minutes) with regular
winners and losers. Work on players positive
reaction to refocus for the next game.
* Regular exposure to game like scenarios and
playing under pressure will allow players to
develop their own coping mechanisms.
Creativity
• Use game scenarios and modified games to
allow players the opportunity to develop their
own solutions to problems
• Avoid correcting every mistake as this may
deter players from trying new things
• Praise players for risk taking and trying new
ideas. Remember that it will not always work
first time and players need to be given time.
• Use open questioning techniques to stimulate
‘possibility’ thinking
• Promote creative play across the whole pitch
- it is not just for attacking players!
 The Social Corner
Enjoyment
A player who enjoys their football:
• has excellent attendance levels at training
and matches
• plays with a smile on their face
• is willing to share ideas and ask questions
• plays with confidence and creativity
Sharing
Sharing players will:
• discuss ideas, tactics and solutions with
their team mates
• offer and take on board constructive
criticism and feedback from team mates
and coaches
• offer encouragement, support and praise
to their team mates
Attitude
A player with an excellent attitude:
• is well behaved
• is on time for training and matches
• is focussed during training and matches
• recognises that they represent the
football club in everything they do
• follows the club’s code of conduct and
expected behaviours
Learning
A player committed to learning will:
• work hard to complete tasks and
challenges
• use mistakes and set backs as an
opportunity to learn and develop
• ask questions of team mates and coaches
to develop their understanding
• Recognise that working hard is key to
learning new skills
Team Player
An excellent team player:
• recognises their role within the team
• demonstrates leadership but can also
recognise when to follow others
• is willing to help others work towards
achieving their goals
• helps to set up and take down equipment
at sessions and matches
Challenge
Players who enjoy a challenge will:
• take on new tasks
• ask for the ‘next step’ in their
development
• play in a variety of positions
• try things that they find difficult
 Developing the ‘Social’ Corner
Enjoyment
•Ensure that players play an active part in the
session. Consider use of specific individual
challenges throughout blocks of work.
• Give players opportunity to shape their
learning and decide how to set up practices to
make it relevant to them.
• Ensure that sessions are pitched at the right
level - players should be both challenged and
supported where necessary to maintain a good
level of engagement
• Avoid queues and lines when practising
• Allow players opportunities to develop their
own ideas and solutions
Sharing
•Give players opportunities to discuss, evaluate
and offer suggestions to team improvements
during drinks breaks
• Use observation and feedback as an
intervention to give players opportunities to
watch others perform and give evaluative
feedback
• Use prompting questions to get teams/units
to discuss their performance during games
• Provide unavailable (injured) players with
opportunities to observe and feedback on
specific elements during training/matches
Attitude
•Recognise and reward players who are on
time (early) for training and matches
• Give players specific roles on training and
match days
• Recognise and reward players who behave in
line with the club’s code of conduct
Learning
• Recognise and reward players who have
worked hard to achieve specific tasks or
challenges
• Praise players who take on new challenges
• Provide players with opportunities to ask
questions of coaches and their team mates to
develop their understanding
• Avoid pulling players up for every mistake
they make - give them time to self correct
• Provide additional opportunities for players to
practise (homework tasks, self directed
practise at training, arrival activities)
Team Player
• Provide opportunities for players to take the
lead during sessions. - appoint coach/captain
for different parts
• Provide game/match scenarios and allow
players to discuss and develop their own
solutions and individual roles within the team
• Ask players to delegate roles for training and
match days (i.e. set up warm up, corner flags,
water bottles etc)
• Condition games to play to different players’
strengths - players will need to recognise who
has strengths in different areas
Challenge
• Take players outside of their comfort zones.
Develop training sessions that will challenge
and put stress on players’ ability
• Play with different formations and styles of
play to challenge players’ understanding of
specific themes
• Conduct regular player reviews that highlight
players strengths and areas for development -
give clear ideas of where their ‘next step’ is