3-on-3 Football

Three-on-Three Football is experiencing tremendous growth worldwide, moreso than

any other type of football. It is a fast game with many goals, with a great focus on
teamwork and participation.

All players play for the same amount of time, and are constantly in movement; there
also constant rotations and subtitutions.

We have adapted the rules of 3-on-3 Football to KB Sports, introducing our own rules
to foster respect, integration and teamwork. The actual match itself will be played
during the Match Time phase.

The Rules of 3-on-3 Football

 RULE I: Field of Play. The pitch will be divided in 3 equal parts along the
broadside, using cones. If the groups is small and the players are older, the
pitch can be divided in two (so long as it is a futsal pitch). Another possibility is
to move the golas closer if the the group is younger, or futher away if they are
older. The goals will be marked with cones, with a 2-3 pace gap between them.

 RULE II: Number of Players. The match will be played by two teams per field of
play. Each team will be comprised of 3 players, without a Goalkeeper. The
players may not touch the ball with their hands. If the group is particularly large
and woluld require teams of 4, then one player would play as a goalkeeper,
always with the condition that after each goal the Goalkeeper must rotate with
another player.

 RULE III: Duration. Games will last 15 minutes without half-time. Another
option would be a mini-league format, where the teams will rotate through the
pitches to play with other teams. This format would require matches to last 5
minutes.

 RULE IV: Kick-Off. The kick-off takes place at the start of the match and after
every goal.

 RULE V: Kick-In. If the ball leaves the field of play, it will be reintroduced by a
kick-in. A kick-in must always be taken from the ground with feet only. Corner-
kicks do not exist in this game, as they are replaced with the kick-in.

 RULE VI: Goal Kick. If the ball leaves the field of play by the end-lines, it will be
introduced with a goal-kick. As a kick-in, it will be taken from the ground with
feet only.
  RULE VII: Penalty Kick. A penalty kick is taken from the opposing goal. There is
no Goalkeeper for the penalty kick. A penalty kick will be awarded when there
is a hand-ball or a foul within 5 metres (paces) from the defending teams' goal.
If there is a draw, the winner will be decided with penalty kicks.

 RULE VIII: Free Kick. All free kicks are direct, except those that are judged to be
penalties. Only one player will be allowed between the ball and the goal, and
must be at a minimum distance of 2 metres/paces measured from the ball.

In this diagram we can observe the distribution of the fields of play on a futsal pitch.
The blue cones indicate goals. As mentioned before, the distance between goals can be
increased or reduced.

Additional Rules for Match Time

It is important to consider the way in which the game will develop between the two
teams. As this is an activity designed to foster human values and respect, we must
underline these qualities. Traditional Football rules penalise bad behaviour, but do
little to reinforce those which are desirable.

Moving in this direction, we must apply a series of rules which will empower our
players to show sportspersonship and fair play. When a player demonstrates
respectful behaviour to others, we can award him/her with a Green Card. In the
Sportspersonship and Fair Play section this will be discussed in greater detail.

Another important rule is the rotation of players. Although in 3-on-3 Football there
are few players and all most involve themselves in the game, no player must be the
goalkeeper throughout the match nor another player the forward. It is important that
after each goal, all players rotate through the positions. This will enable players to
develop differing aspects of their physical fitness, as well as having the positive
sideffect of fostering team spirit. If one team begins to win by a big difference, we can
begin to rotate players from one team to another. This should be done discreetly (OK
guys, we are now going to begin changing teams!), to avoid negative attitudes and
comments.

We can also enforce a rule which requires the ball to pass by all players of a team
before allowing a goal. This will require communication and teamwork, as well as
developing skills specific to Football, such as passing and ball control.

Another way to foster respect, and above all, leadership, is to select captains, basing
our decision on good behaviour. The children who behave best and help others will be
chosen as captains, and they can be awarded a training bib or an armband. We must
avoid selecting the same children always, and try to give others the opportunity to
lead, as this will build self-confidence.

A final recommendation would be to take advantage of groups with odd

numbers, choosing players to become assistant referees. These players can be given a
bib to use as a flag, in a similar fashion to sideline judges. After each goal, these players
will rotate with players from the teams. In this manner, they will learn to recognise bad
behaviour, and will participate in the corrective measures applied.

Importante

Objectives

When designing KB Sports, we thought carefully on the objectives we consider to be

the most important, to endow the activities with an overarching theme.

The following points summarize the basic objectives of KB Sports, and explain the
reasons for their inclusion, as well as their effect on the development ofchildren.
We must keep in mind that these objectives are intimately related to the concepts of
socialization and the adquisition of human values and skills through sport.

Psychomotor Skills and Fitness

What is Psychomotricity?

Psychomotricity is defined as the study of the psychological development produced

through a child's movement. There are two main elements: Motor Activity (i.e.
movement) and Psychological Activity (thought and emotion). A great part of a child's
mental and physical development is a direct consequence of the interactions (such as
movement) the child has with the environment.

A balanced sporting activity for children must recognise and develop psychomotor
skills, including the following:

 Coordination: Both in Fine and Gross motor skills.

 Muscle Tone: The maintenance of body posture.

 Balance.

 An understanding of one's own body.

 Perception: Including a sense of Space and Time, as well as the 5 traditional

senses (Sight, Hearing, Taste, Touch, Smell).

 Laterality: Every human body has a preference for one side of the body, which
must be developed as soon as possible.

The development of Psychomotor Skills will permit a greater number of possibilities for
creativity and expression through movement of the body, enabling greater mental,
affective and social development.

The importance of Physical Fitness

Of the main aims of KB Sports is to promote physical activity, so as to improve

children's phyiscal condition.

Being fit allows for an optimal functioning of the body, improving metabolism and
preventing possible injuries. Through a combination of moderate to intense exercises,
we can develop the cardiovascular system, improve flexibility and strengthen muscles
and bones.

Although a large part of our phyiscal condition is determined genetically, it is possible

to improve fitness by fostering interest in sports, and making these games and
activities enjoyable for the children. By developing a greater conciousness of sport as
an active form of entertainment, children can learn to choose these instead of other,
more passive alternatives (such as TV or Videogames), which will bring benefits for
their fitness in the long-term. There also many secondary benefits, with regards to self-
esteem and self-confidence. Self-confidence is especially important, as the child will
feel realised not only in the objectives of the individual activities, but will also feel able
to face new and more difficult challenges.

Self-Esteem

Self-Esteem can be conceptualised as our own evaluation of ourselves: our physical

appearance, our performance, our social relationships, etc. All these factors affect us
and we have a tendency to evaluate them as either positive or negative. At the same
time we have our self-confidence: the perception we have of our own capacity to
perform.

A very important way to develop self-esteem, especially by external influences like a

coach, is to adapt the demands of the activities to a level appropriate to children.
Ideally we must find and optimal challenge for our players, which will enable them to
achieve their goals with a medium level of effort, and allow them to grow. It is
important for the coach to provide adequateFeedback: we must be supportive and
help them to understand what they are doing and how to accomplish their
tasks. This will allow them to feel good about themselves, and motivate them to keep
working.

We must also consider that self-esteem is a measure of our "social worth": if we have
positive and productive realtionships with others, we will feel good.

Respect

Respect for others should be the basis for any sport. We must transmit a model to the
children of how to interact with others, and above all, give them a message
of tolerance. A clear example of the transmission of human values, respect and
tolerence in sport is the FIFA Fair Play campaign, which fosters an atmosphere of
respect and cultural interchange. Another campaign, UEFA's Respect, is based on unity
and the respect of diversity in all its forms: Gender, Ethnic Group, Religion or Skills.

Another important objective included in the context of respect is Coeducation: we

must enable girls as well as boys to play sport. More and more girls have a desire to
play Football or other sports, and as educators we must recognise this demand and
promote the integration, respect and fun of all girls.
For this last point, we recommend the following:

 Foster cooperation, friendship and fun, rather than competition.

 Avoid sexist language, especially when evaluating the performance of girls and
boys.

 Make an effort to understand the differences in behaviour between boys and

girls, and propose a series of common objectives.

In the sections Sportspersonship and Fair Play, and Coeducation and Integration, these
concepts will be expanded.

Improved Vocabulary and Comprehension of English

As with all KidsBrain activities, we give great importance to the development of

English. The English that will be used in the activity will be more spoken due to the
nature of sports, and will enable an opportunity to develop vocabulary through games,
using many examples to help children internalise the language.

We can take advantage of the motivation for sports to reinforce the adquisiton of
words (verbs, sports-related nouns, names of countries, etc.) and via Team Chats with
the coach, we can improve comprehension. In the short chats we can discuss many
sports-related themes (teamwork, hygiene, healthy eating, etc), which enrich our
players on a language as well as a cultural level.

Development of Social Skills

Social Skills refer to the behaviours we utilise to communicate with others so as to

achieve our goals.

These behaviours occur on three levels:

 What we Say or Do

 What we Think

 What we Feel

At the same time, these skills depend on a whole range of other factors: Self-Esteem,
Respect, Empathy or the style of communication.

Fostering each of these factors will produce global benefits. Self-esteem can mediate
interactions with others, and can help children to speak and play with others. Respect
and Empathy can enable children to understand others and create long-lasting
realationships. An assertive style of communication, characterised by a clear, direct
and honest expression of desires, instead of other more aggresive or passive styles,
will provide the child with the necessary resources to achieve his/her goals in the
future.

Recreation, Competition and Education

To fully understand the focus that KB Sports requires, we must first understand the
three basic objectives of Sport: Recreation, Competition and Educaction.

Recreational Sport

Recreational Sports are those in which phyiscal activities are done in free time, without
the pressure of a highly demanding environment, and which are done with the
intention of improving phyisical fitness and social skills, as well as the ability to coexist
with others. The principal aim of Recreational Sport is to acquire an active lifestyle
while they have fun!

Competitive Sport

Competitive Sports, on the other hand, have a tendency to focus on skills and values
related to competition to the point of converting them into a model for comparison,
where the desire to win has the greatest importance. This, of course, is a highly
controversial view of competition, and some collectives refute this view, underlining
the elements of collaboration that are inherent in competitive games, which require a
substantial group effort to overcome obstacles. Although many games have by their
very definition winners and losers, that does not necessarily imply that winning is the
only objective.

Educational Sport

Between both the previous perspectives lies Educational Sport. The focus of this type
of sport is squarely centred on activities with a marked cultural character, which allows
for education through movement. The objective is the application of educational and
pedagogical methods to grassroots sports, leaving competition to one side and
focusing on the learning process, allowing the children to become the stars of their
own learning process. The principal contents of this education are human values.

KB Sports Applications

The focus for KB Sports will lie closer to Educational Sport, as we wish to boost the
psychological and physical development of the children, as well as their understanding
of human values, English and their social skills. Throughout the training course we have
discussed the importance of Socialisation, and as such, we would like our players to
use these social skills and knowledge to integrate themselves into society in a positive
and productive manner.

Co-education and Integration

This framework of this project is part of an observatory of the CSD (Consejo Superior
de Deportes) with the objective of increasing participation of girls in grassroots sports.
At present, the integration of both genders and the education of human values is
growing in importance, and sports are the idea vehicle to foster these concepts.

This chapter intends to briefly discuss a subject of great complexity and promote
reflection: We must challenge traditional misconceptions of gender and education, to
become better educators and help plant the seeds of more complete human values in
our students.

Co-Education is an educational method built on the principle of equality of the sexes

and non-discrimination for reasons of gender. This methodology is included under
current Spanish law, both in Education (LOE), as well as other civil laws (Ley de
Medidas de Protección Integral contra la Violencia de Género; Ley para la Igualdad
Efectiva de Hombres y Mujeres). Although it is common to talk of mixed education,
this method is based on coexistence in the same class, but does not take any further
steps to resolve discrimination.

Before continuing any further, it would be beneficial to analyse the diferences

between "sex" and "gender". In conceptual terms,sex refers to the biological
distinction that characterise men and women. On the other hand, gender refers to
the different roles that a man and a woman perform. This is of fundamental
importance when discussing social realities: although sex is not easily altered, the
perceptions and stereotypes on the roles each gender perform can be changed
through education and socialisation.

We can now focus on how to correctly implement integration in our activity. As

discussed thus far, through an education based on values, the development of social
skills, respect and Fair Play, we can use this method to develop new attitudes. There
are many ways to approach this problem, but to select one or the other will depend on
the careful deliberation of each educator.

Common Mistakes

At times, even when acting with the best of intentions, it is possible to achieve the
opposite when attempting to foster integration. The following list includes examples of
mistakes that can lead to an opposite effect:
  Forcing balanced teams: In many occasions, educators try to form mixed teams
by enforcing "balanced" groups in an artificial manner For example, allowing
boys and girls to choose the teams, and then changing the composition. This
will generally result in rejection. We must be more subtle, as the children will
notice this and will refuse to cooperate.

 Giving “sermons”: On occasions educators will give long talks on the

importance of integration to try to force the "correct" attitude", typically asking
the boys to include the girls, and asking girls to make a bigger effort. In many
occasions, this will bore the children, and they can even ignore the educator.

 Reducing the level of skill: Another poor strategy is to compensate for the
"lack" of skills in girls, is to enforce extra rules on the boys (for example, boys
must use their weak foot). All boys and girls must perform at their maximum
level.

What should we do?

Unfortunately, there are no magic pills to undo the attitudes that exist in society
regarding girls and sports. Attitudes, even in young children, are resistant to change
and require time, and above all, many alternative examples for their modification.

To deal with this problem requires a long-term strategy, with a focus on the coach,
and many specific interventions throughout the course. The coach, consciously or not,
transmits stereotypes. Our language, either in the evaluations we do or the content
we convey, transmits a great amount of subjetive information, and indicates our
attitude towards many things. As we have discussed previously in the Respect
subheading of KB Sports Objectives, we must avoid discriminatory language, but our
thoughts and conduct must reach further.

With regards to forming mixed groups, we will have to work hard on this problem
throughout the course. As metioned before, attempting to enforce a mixed
composition explicitly generally results in the opposite effect. For this reason, a large
part of our effort will be concentrated on a direct and participative modelling of a
non-discriminatory attitude. We must be active and immerse ourselves in the teams,
showing that it is possible to play with the opposite gender, and that it can even be
fun! As we have discussed previously, rotations can be used to make classes more
dynamic, but also to subtly make groups more heterogeneous.

The boys and girls, beyond the attitudes they may have regarding the opposite gender,
our conscious of the biological differences. In this sense, many will consider that girls
are "clumsy" and boys are "brutes". We must clarify that these biological (and
cultural) differences are positive things and can be very beneficial. A football team
has specialists for each position, with characteristics that make each player "good" in
one role and "bad" in another. In the same way, girls are good for somethings, and
boys, for others. Through teamwork these differences can be combined so that the
team can overcome any obstacles. In addition, we must explain to our players that
there will always be a team that is "stronger", but through teamwork, strategy and
tactics, along with an understanding of each players strong and weak points, they can
solve any problem.

Along these lines, we must make our players understand that being a girl or a boy
when participating is not important: Gender is irrelevant when we are going to play
games and have fun. Any differences in ability, especially at younger ages, are small
and can be overcome with effort and motivation. It is important to question at all
times negative stereotypes: through critical thinking and observational learning
children can absorb this new perspective.

Last but not least, we must underline the concept of Equality. Equality does not only
imply the free access to opportunities; we must also enable the children to reach
their maximum potential. We must also recognise the differences between both
genders, and as far as possible treat them equally; in other occasions we must adapt
and be flexible. Remember, these are guidelines and we must constantly analyse each
group and act accordingly.

In Summary

1. We must challenge the traditional social roles.

2. We must recognise and respect gender differences.

3. We must avoid the transmission of negative stereotypes, and if they appear in

children, we must try to correct them.

4. Always try to find a balance in Equality: Empower each player to reach their full
potential, regardless of the gender or initial skill level.

5. Teach without altering our message on grounds of gender: The value of

teamwork and respect is universal.

6. Give leadership opportunities to all.

Fair-Play and Sportspersonship

Sportspersonship and Fair Play are inextricably linked with socialisation, and as
such we must go further, introducing global human values.
Human Values are defined as generalised and desirable objectives, which vary in
importance but all serve as guiding principles in people's lives. These values are
acquired through our relationships with others and the experiences we have. In
this sense, we must promote these behaviours and enable the children to practice
them as much as possible.

For this reason, the role of the coach is very important, as s/he will be the role
model for all the players. We must foster a positive attitude towards collaboration
and respect for others, through cooperative games and through our actions as
coach; we must, as always, consider carefully our words. To promote collaboration,
we should try to apply as many rewards collectively as possible: a simple method
would be to apply a rule which consists in making a goal worth two points if the
ball has been passed to all the players.

Remember to guarantee the equality of all the children, and to resolve problems
that arise in class in a manner that enables the children to understand the
consequences of their actions. In this way they will learn to coexist with others
through direct observational experience. Although the coach will have to punish
offenders, we should never forget to reward those actions that are consistent
with sportspersonship. For example, if a player from the other team falls over,
reward the player who helps him with the Green Card.

Premiando a las conductas de deportividad: La Tarjeta Verde

Each coach will have a Green Card for promoting sportspersonship: When a player
demonstrates attitudes and behaviour consistent with Fair Play, s/he will be
awarded a Green Card. This card has two consequences:

 Each player who receives a Green Card will add two points to his/her team's
score if s/he scores.

 When team reaches 5 individual Green Cards, they will receive an extra point.

Coach-Educator

This chapter is based on content from the FIFA Grassroots Football Training
Manual, where they use the term Coach-Educator in reference to the teacher. This
classification matches the KB Sports values, recognising the importance of the
pedagogical wealth of our work.

"The coach-educator must be dynamic, uncomplicated, passionate and

motivational and must always respect the children’s physical, physiological
and psychological characteristics. The coach must teach through encouragement
and achievement."

Extracted from FIFA Grassroots Training Manual

We must strive to transmit a positive attitude, as well as a showing them an

appropriate model to follow. This fosters respectful behaviours, wellbeing and fun.
We must also transmit inclusivity, by listening carefully to their needs and selecting
activities that make the children feel like important members of the team. If we
have a mixed group, the ultimate goal will be for them to form mixed teams of
their own volition. However, as we have seen in Coeducation and Integration this is
a complex task that will take most of the course to achieve.

In addition, we must consider the level of physiological and psychological

development of the children, providing them with goals consistent with their
abilities. The games and activities should be adapted to the group and the
individuals so they can be done optimally. Remember that we are working with
children, and that they are not prepared for adult activities and games. We must
never forget the focus on the recreational aspects of sport, and make sure that
while they play, the have fun and learn.

As has been mentioned many times previously, we have to be a role model for the
players. One concrete aspect of this is self-control. If we demonstrate respect and
moderation, choosing carefully our verbal and non-verbal language, and giving
clear and concise instructions, we can foster critical thinking regarding their own
behaviour. If we also indicate their mistakes, and allow them a moment to
evaluate the situation, and give them a chance to take corrective measures, we will
reinforce this critical thinking.

Another important point is to create a climate of trust with the children. On

occasions by being flexible with certain things (depending on the gravity of each
situation), along with a focus on entertainment, can help the players to form a
bond with us. This bond will give greater importance to our words and instructions,
and can enable on the one hand, better behaviour and obedience, and on the
other, enable us to give the children lessons on respect, teamwork, and above all,
non-discrimination.

Lastly, we must ensure the safety of all the players. Before each session, we should
inspect the pitch to make sure there are no dangerous materials. To prevent
injuries, we must make sure the children have warmed-up and stretched
adequately, taking greater care to warm-up in colder months. During the spring,
 we should make sure the children are correctly hydrated. We should always closely
supervise the activities, making sure the instructions are followed carefully.

A few considerations regarding children's development

3-5 year olds are still exploring the possibilities of their body and movement, and
therefore have dificulties with coordination and attention. They must learn to
control their perceptive abilities, and have a tendency to interact with the
environment by themselves. This period of their lives is predominantly egocentric,
and the highly focused on themselves.

 The main objective for this age group is to promote psychomotor development,
and to foster interactions with others through games.

6-8 year olds are in full development, and still have some difficulties with
coordination. In addition, they still have some trouble with a limited attention
span, although a great capacity for imitation. They have a great interest for games
and have increased communication skills, although they still tend to play with
themselves.

 Coaches should take advantage of the capacity for imitation, demonstrating

activities, and giving them support where needed. Simple and gesticulated
language should be used.

9-11 year olds demonstrate a marked improvement in strength, speed and

endurance. They have greater coordination and increased self-confidence. They
have good communication skills and can integrate themselves into groups with
ease..

 We should take advantage of the continuing development of language to

create a bond with the players, giving them more instruction and support, as
well as developing their team spirit and human values. Technical
demonstrations are still important to clarify activities.

Outdoor Classes

In this section we will discuss the KB Sports class format. We will begin with the main
class type - Outdoor.

A "Standard" class

All KB Sports classes will have the same basic format, and will have an approximate
length of 55-60 minutes. Each school will have a slight variance on the time available,
due to other factors: changing room availability, parent collection times, etc.
The following list is a breakdown of a typical lesson:

Warm-Up (5-10 mins): Warm-up exercises based on games designed to improve

psychomotor skills, flexibility and endurance. We must prevent injuries!

Games of Values (10-15 mins): Games with and without footballs based on
teamwork and human values.

Ball Strategy (10-15 mins): Ball-based games and drills designed to improve football
specific skills and abilities.

Team Chat (5 mins): The coach gives a motivational talk with the players on various
subjects: Teamwork, Hygiene, Healthy Eating, First Aid, etc. Remember, the players
must participate in the talk too!

Match Time (10-15 mins): Football match, played with 3-on-3 Football Rules. The
rules can be modified to include KB Sports specific rules (Green Card, etc.) or to
practice specific skills (Lane Football, etc.).

Relaxation (5-10 mins): Relaxation-based games and exercises that improve self-
control and propioception. We must stretch our muscles and prevent cramps!

This schema is a guideline, and the length of each phase is flexible. Depending on
the activities selected for the lesson, the different phases can be combined and
modified, adapting the rules of the activities to work on specific concepts such as
teamwork, communication or any of the other key areas of KB Sports.

Indoor Classes

In this section we will look at the other lesson type - Indoor.

There will be occasions where, due to circumstances beyond our control, we will
forced to take the lesson indoors.

There are two posibilities when dealing with bad weather:

 We can relocate the class to an indoor sports facility and continue with the
standard lesson plan.

 We cannot continue with an outdoor session, and therefore must give the class
in a standard classroom.

The second case will evidently require considerable modifications to the lesson
plan as certain activities cannot be adapted to a small space.
An Indoor Lesson

The following schema summarises the lesson structure for an indoor class:

 Warm Up (5-10 mins): Evidently we will not need to warm-up with the same
intensity as an outdoor class. In this context, the warm-up will be centred on
preparing the girls and boys for an indoor class: We must get them to speak
English, calm down, etc. On the other hand, we may have to adapt the
classroom, moving the furniture to create room. If we do finally move furniture,
take into account that we must leave time at the end of the class to move it all
back!

 Games Of Values (15-20 mins): Some activities will be adaptable to a smaller

space, while others will be specific to a classroom setting. We can incorporate
available materials (pending permission) into the activities.

 Classroom Activities (10 mins): This phase is optional and will allow the teacher
to change the rhythm of the class if necessary. Halfway through the class we
can change to a slower type of activity to let the children relax, and to avoid
boredom and monotony. Mainting the key objectives of KB Sports (Human
Values and English), we can use a variety of printable exercises (available freely
on the internet), or games and activities such as Origami, drawing, writing in
English, using the blackboard to play games, etc.

 Team Chat (5-10 mins): Even though the activity is indoors does not mean we
cannot have a team chat. As usual, we can have a team chat based on a whole
range of subjects: Health, Hygiene, Respect, etc.

 Relaxation (5-10 mins): Many of the relaxation games and exercises are easily
adapted to a classroom setting. These activities can even be done halfway
through the class if the kids are very nervous!

Materials and Activities

In this section we will look at several examples of activities we can use in a class,
along with some notions on the procedures and the correct usage of materials.

It is very important to remember that the majority of the activities are described in
detail in the Activity Manual, available in PDF format on the online platform after
certification.

Materials
There are three main types of materials that we will use in a class: Footballs, Cones
and Training Bibs.

We will use Training Bibs in general to differentiate between two teams, although
in certain activities we will use them in special ways: an example would be the
usage of the bib as a blindfold.

We will use Cones to mark out areas. When using cones, we must take into account
the space the children will need for each activity, and place the cones accordingly.
If we have a large group, we will require a larger playing area. A useful tip for
measuring distances is to use a certain number of paces. For example, if we would
like the players to run a reasonable distance, we could count between 10 and 15
paces between each cone.

When we use the footballs, we should think about how many we will be needing
for the activity. The remaining balls should be left in a specfic area, to avoid having
surplus balls in the playing area.

Another consideration to take into account is that all the balls must have the name
of the owner. It is good practice to take a permanent marker with you to the
classes and write the names on the balls if they become illegible.

We must transmit the importance of looking after our materials to the players: if
we lose the balls, or we break the cones and training bibs, we will fewer materials
to play the games.

Example Activities

The following activities are examples that can be used in a class. It is very
important to understand the materials, procedure and variants of each activity.

Having said this, the KB teaching team will not provide a lesson by lesson
breakdown of KB Sports. The lesson plan will be decided by the coach before each
class. In general, 1-2 activities per phase will be suficient.

Evidently, each group will have their favourite activites, but it is important to
introduce new exercises progressively, to avoid boredom.

Example 1: Warm-Up

Square

 Objectives: Warming up
 Materials: 4 cones

 Description: Place 4 cones in a square. Divide the children between the 4 cones
(stations). When you say GO! Each “team” must move to the next station.

 Variants: Once the children have understood the basic concept, you can add
new rules. For example you can change the direction (Other Way!), change the
way in which they move (Like a Frog! Like a Turtle! Hop on one Foot!), or ask
them to hold on to a body part of another teammate (Hold Hands! Hold a
Foot!).

Example 2: Games of Values

The Maze

 Objectives: Teamwork, Coordination, Balance, Use of English

 Materials: Cones, Training bibs, Footballs

 Description: Mark out a maze with cones. Form pairs with the children, and
blindfold one of the pair with a training bib. The blindfolded child must dribble
the ball through the maze, with his partner giving him navigation instructions
(e.g.: Forward, Back, Stop, Go, Left, Right). If the blindfolded player loses
control of the ball, the other player must tell him to stop and then bring him
the ball. Once through the maze, the pairs change blindfolds and return
through the maze in the opposite direction.

 Variants: For older children, introduce more complex rules (e.g.: Use your
weak foot, etc.). Can also be used as an indoor activity.

Example 3: Ball Strategy

Pass and Move

 Objectives: Ball control, Technique

 Materials: 1 Football, 3 Cones

 Description: Place 3 cones in a triangle and divide the group between the
cones. Ask the players to line up behind each cone. The first player must pass
the ball to the player on his/her left, and then run to the back of the line to
his/her right.

Example 4: Match Time

Lane Football
  Materials: Football, Cones

 Description: Divide the pitch into 3 lanes using cones. Play 4v4 or 5v5 (with two
players in the central lane). Each team must always have at least one player in
each lane. When a player receives the ball in a lane, he can pass or dribble but
cannot leave the lane with the ball. Begin by enforcing each player to their
lane, and then allow them to swap (for older children). Rotate goalkeepers.

Example 5: Relaxation

Windstorm!

 Objectives: Relaxation, Stretching

 Materials: None

 Description: The children begin by running in a circle, waving their arms

energetically, as if they were trees in a storm. Slowly the wind becomes
weaker, and the children begin to move more slowly. Eventually the wind
stops, and the children freeze in position.

 Variants: Instead of a tree, imagine they are leaves. Leaves can run, roll,
bounce, etc.

Warm-Up

Warming-Up is perhaps the most important phase of any physical activity, as it allows
us to prevent injuries and prepare the body's metabolism for doing exercise.

In this section we will discuss the Warm-Up procedures and exercises we will use in KB
Sports.

Basic Concepts

We must always warm-up all the main parts of the body progressively, working firstly
with the larger muscle groups, and then progressing to the joints. It is a good idea to
warm-up in one direction, working from the bottom upwards. An example would be to
begin with whole leg exercises, then warm-up knees and ankles (always in smooth
semi-circular movements), and then go upwards to the trunk of the body and the
arms, ending with elbows, wrists and the neck.

Warm-ups are conducted in this fashion so as to promote blood flow in all areas of the
body, beginning with the larger body parts and ending in the fine capillaries. As
mentioned before, it is important that the warm-up is conducted in a progressive
manner, begining with long and slow movements, and ending with shorter, faster
ones.
As the warm-up progresses, it is good practice to include several muscle groups in each
movement. For example, you can ask the players to crouch or jump whilst running.
Another possiblity would to raise and lower their arms, or twist their abdomen.

Team Chat

Motivational speeches are commonplace in many games and sports. In KB Sports, we

will continue this tradition by including an opportunity for both the coach and the
players to discuss many subjects, such as a healthy lifestyle, respect, teamwork, safety,
friendship or the environment.

Enabling team discussion

It is important to foster team spirit at all times in KB Sports, and a team chat is a great
opportunity to reinforce this. By arranging the group in a circle formation, we can help
the players feel part of a team. It is a good idea to use language that includes all the
girls and boys - we can use plural forms of verbs to encourage this. OK Team! We’re
going to talk about important things for footballers! The players must feel free to
discuss and participate - this is not a sermon!

To begin the chat, we can start by asking the players what they know about the
subject of choice. Using the example of healthy eating, we could ask: What do you
know about food? What food should we eat? Another technique with great results
isBrainstorming. An example of this could be to ask for a list of all the vegetables the
players know: Potatoes! Tomatoes! Carrots! Lettuce! Onions!...

A Team Chat should last between 5 and 10 minutes. We should making the chat too
long as the kids can become bored and worse still, they can become cold, as during
this time they have stopped moving. To close this phase, the whole team (and coach)
can run together, repeating some of the things learnt in the discussion: What do we
have to eat? Fruit! What fruit can we eat? Apples! Oranges! Bananas!....

Motivation

The word motivation has its origins in the Latin word motivus, which means the "cause
of the movement". Motivation is considered to be comprised of internal factors that
activate, direct and maintain behaviour.

In this chapter we will discuss some of the motivations present in infant sports.

Motivation = Activation + Direction

Motivation is a psychological process that is composed of two parts: Activation and
Direction.

Activation is the process that gives us our drive and the energy to achieve our goals.
From the coach's point of view, we must energise the players by demonstrating our
passion.

Direction is the process that guides towards our goals. Again, from the coach's point of
view, we should clearly guide our players, and give them clear instructions on how to
achieve their goals.

School Sports, being in some respects a recreational activity, will normally require very
little encouragement on the part of the coaches. On occasion, however, children can
lose this motivation, perhaps due to the activity losing its novelty, or perhaps due to
other activities being more rewarding (videogames, etc.).

Evidently motivation is the key to the learning process, but how can we foster interest
for our activity?

Mark Durand suggested that there are three specific determinants for sports: personal
growth (or self-efficacy), entertainment and interpersonal relationships.

Personal Growth (Self-Efficacy)

The need to achieve success is a very basic drive. For this reason, an individual will
have more interest in an activity that offers the opportunity to feel fullfilled. John G.
Nicholls offers a more detailed view of the types of obectives integral to this form of
motivation:

 Demonstration of skill when compared with others.

 Demonstration of mastery of a task.

 Social approval. (i.e., being told that we are good at something).

Of all these possibilities, we will focus on the effort made by each child, making them
the protagonist of their own learning process. By giving the children positive feedback
(through guidance and reinforcement through ur words and actions) we can achieve
this goal. Remember that we are not training the next football star, but rather we want
them to enjoy the evolution of their skills.

Entertainment
Another prime motivation is the need to have fun! Some activities motivate children
intrinsically (the activity itself is the reward). In this sense, we should overlook sport's
capacity to entertain and motivate.

How can we take advantage of this type of motivation? By selecting games and
exercises that are fun, or mixing fun games with less motivating activities like warming-
up is the key for the children to remain motivated in the long-term. We should observe
which activities the group enjoy and which they don't, and analyse our results. We
should try to as be flexible as possible, avoiding unreasonable objectives. Each child
will have his/her own difficulties, and by focusing on them we can actually hurt their
progress, rather than improving it.

Remeber to adapt exercises and activities to the group.

Personal Relationships

For many children, the principal motivation for taking part in an activity is to play with
their friends. Spending time with friends, and making new ones, can be very
rewarding, and for this reason as coaches, we must foster new relationships.

Through respect, empathy and sportspersonship, we can promote a positive

environment, where children can get to know one another and have fun together.

Another important aspect of this, is to promote positive relationships between girls

and boys, as has been mentioned in previous chapters. Remember that gender is not
important for having fun, and that through childhood, the are very few differences
between girls and boys that cannot be reduced through hard work and practice

Behaviour and Reinforcement

Classroom management involves the usage of procedures and educational techniques

which promote a safe and efficient classroom.

The following techniques are employed in KidsBrain Method but, with some
adaptations, these can also be used in KB Sports.

How to Begin

The majority of teachers face challenges in the classroom relatively soon, requiring the
development of work routines and an emphasis on coexistance. How can we achieve
this? Research conducted by the Texas Research Development Center for Teacher
Education on organization and management of classes suggests that the successful
control of classrooms requires the following three factors:

 Beginning lessons and activities as soon as possible.

 Anticipating inappropriate behaviour.

 Recognising bad behaviour as soon as it appears and stopping it quickly.

Starting the Activities

Starting activties quickly is the key to effective class management. The first few
activities are typically simple tasks, with a highly organised structure. Conseguir que las
actividades comiencen es básico para un control efectivo de la clase. Las primeras
actividades poseen, típicamente, una estructura organizativa simple. Students want
easy but interesting activities, with simple instructions. Teachers must be active,
moving around the class giving help and additional instructions to students so that
they may complete their tasks.

The activity must become the focus of all the students' attention. Through observation,
the teacher can learn how the group reacts to different activities, and how they
cooperate individually with other students.

Anticipating Bad Behaviour

A good class management anticipates bad behaviour and stops it before it begins. To
achieve this, a good teacher will establish rules and procedures that are clearly
communicated to the students.

Teachers shouldn't assume that all students will follow the rules automatically. In
Primary Education, rules and procedures are taught explicitly and even rehearsed.
These rehearsals must continue until the children clearly demonstrate that they can
follow the instructions.

Stopping Bad Behaviour Quickly!

When bad behaviour occurs, a good teacher will quickly intervene, repeating clear
instructions to reorientate students towards a more acceptable behaviour. It is
important to react quickly and return control to the activities immediately.

Teachers must frequently use positive and negative sanctions to establish and enforce
the rules. Please remember that only eliminating bad behaviour is not enough to make
good behaviour predominant in the long-term. In some situations, dealing with bad
behaviour can actually be detrimental to the lesson, as it will impede the natural
progress of the class. Good teachers rarely stray from the lesson plan once the class
has started, and rely on good communication of the rules.

For these reasons, we should always focus on the activities more than on bad
behaviour when beginning with a new group, as during the first few classes there will
most likely be little organisation.

In these types of groups, the following situations occur frequently:

 Several students are prepared to join in with any disruptions as soon as they
occur.

 Many other students will be disturbed by the bad behaviour of others, resulting
in loss of concentration, increasing noise levels and etc.

In other words, unruly children will quickly unite, and the rest of the class can
encourage them. Under these circumstances, bad behaviour will quickly become a
major public issue which can rapidly stop an activity.

A teacher that must continuously remind a student of his/her bad behaviour will likely
increase his/her audience and in this way contribute to the interruptions of the class.
In the long run, it can be more useful to ignore lesser infractions to preserve the
rhythm of the class.

Fostering Good Behaviour

Although we do need to work on bad behaviour, when children stop behaving badly
these behaviours are not always replaced with better ones. For this reason we must
reinforce positive behaviours every time they appear, so as to increase the frecuency
with which they occur.

There are many ways we can reinforce good behaviour, including:

 Verbal Reinforcement: We say some words of encoruagement to the students:

Very Good! Great! Well Done!

 Premack's Principle: We use a desirable behaviour for the children as a reward

for another that is less desirable: Give me a High Five! If everybody helps to put
the cones away we will play a game!

 Green Card: For positive behaviours, sportspersonship and Fair Play

demonstrated in a match we can show them the Green Card. This is explained
in greater depth in the chapter Sportspersonship and Fair Play.
 KidsBrain Passport: At the end of the class, if a student has behaved correctly,
we will give them one smiley face in their passport. Every 4 smiley faces we will
give them some stickers for their album. Additionally, when they reach the
"gift" square in their passports, they will receive a special prize: Bracelets,
Badges, etc.