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U8 & U10 COACH’S MEETING

U8 & U10 COACH’S MEETING. CLUB MEMBERSHIP OVERVIEW. Membership numbers . Coach & Team numbers. Recreational: 1100 (75%) In-House: 825 Academy: 75 Travel: 200 Select : 300 (21%) Classic: 240 State: 60 Adult Recreational: 60 (4%) Membership gender breakout 55% Female 45% Male.

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U8 & U10 COACH’S MEETING

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  1. U8 & U10COACH’S MEETING

  2. CLUB MEMBERSHIP OVERVIEW Membership numbers Coach & Team numbers Recreational: 1100 (75%) In-House: 825 Academy: 75 Travel: 200 Select: 300 (21%) Classic: 240 State: 60 Adult Recreational: 60 (4%) Membership gender breakout 55% Female 45% Male Coaches Recreational: 175 Academy: 10 Select: 35 Teams Recreational: 85 In-House: 77 Travel: 8 Academy: 10 Select: 16 Classic: 12 State: 4

  3. Where do we fit into the soccer community?

  4. INTERNATIONALLY • FIFA:Int’l Governing Body • CONCACAF: Governs North America, Central America and the Caribbean

  5. NATIONALLY • US SOCCER: governing body for all soccer in the U.S. • US YOUTH SOCCER(USYS):our National youth affiliate • WI YOUTH SOCCER (WYSA): governing body under USYS • EAST CENTRAL SOCCER DISTRICT (EC): District under WYSA. • UNITED HURRICANES (UH)

  6. WHO ARE WE?

  7. UNITED HURRICANES SOCCER CLUB United Hurricanes Soccer Club was established in 2013 as a result of the merger of two forward thinking clubs; HS United (est. 1981) and the Howard Hurricanes (est. 1989).  Together we will work tirelessly to change the face of soccer in the Green Bay area and provide the best possible opportunities for ALL of our players.

  8. CLUBMISSION STATEMENT

  9. Provide a player-centric club atmosphere for families where each player is given the opportunity to play soccer in a supportive and rewarding environment. • Emphasizing fun, enjoyment and skill learning at a level that fits his/her interest and ability. • While also creating a challenging environment for talented players who aspire to reach their full potential.

  10. 2013-2014 Program Offerings

  11. Player pATHWAYS

  12. CLUB PHILOSOPHY

  13. LONG-TERM PLAYER DEVELOPMENTA comprehensive development approach

  14. LONG-TERM PLAYER DEVELOPMENT (LTPD) • A COMPREHENSIVE APPROACH • Player centered • Holistic • Developmentally appropriate curriculum

  15. In order to learn & develop, children require: • Relationships with responsive adults • Active, hands-on involvement • Meaningful experiences • Opportunities to construct their understanding of the world (a process supported by the three previous constructs)

  16. Basic principles of developmentally appropriate: • All domains of child development (social, emotional, physical, cognitive) are important and interrelated. • Many aspects of child development follow a consistent documented progression, with later skills and proficiencies building upon the others already acquired.

  17. Basic principles of developmentally appropriate: • Rates of development vary from child to child and even vary between domains of development within the individual child. • Development and learning takes place within the dynamic interaction of both biological maturation and personal experience. • Early experiences have profound effects, and there are optimal periods for certain types of learning and development.

  18. Basic principles of developmentally appropriate: • Play is an important vehicle for developing self-regulation as well as social, language, and cognitive development. • Development and learning are advanced when children are challenged just above their competency and when they have many opportunities to practice new skills.

  19. Basic principles of developmentally appropriate: • Children’s experiences shape their motivation and approach to learning (persistence, initiative, flexibility) and these dispositions in turn influence their learning and development.

  20. THE DEVELOPMENT CURRICULUM

  21. https://www.youtube.com/user/OSAVideoMaster

  22. Roadmap of learning objectives • Where are we going • How do we get there • The WHO, WHAT , WHERE , WHEN, WHY AND HOW

  23. THE WHO

  24. THE PLAYERS ALL DECISIONS ARE BASED ON ONE QUESTION… “IS THIS WHAT IS BEST FOR THE PLAYERS”

  25. THE WHERE & THE WHEN

  26. RIGHT HERE AND • RIGHT NOW • The time for questioning is done, the answer is clear, there is no need to wait.

  27. THE WHY

  28. Ltpd OBJECTIVES • More individual time on the ball • More DECISION MAKING opportunities without the fear of failure • Acceptance of making MISTAKES • Embrace Individuality • Encourage CREATIVITY

  29. Ltpd OBJECTIVES Develop players who: • Are well-rounded, confident & SKILLED • Play with integrity, CREATIVITY & passion • LOVE the game • Play for a LIFETIME

  30. THE WHAT

  31. AGE SPECIFIC DETAILED PLAN (U4/U6/U8etc.) • Based on Developmental Characteristics of the age group. • Season long plan • Followed by all teams within an age group • Focused on the individual • Players participate in all subjects

  32. THE HOW

  33. EDUCATION • BOARD • COACHES • MANAGERS • PARENTS • COMMUNITY

  34. COACHES are the TEACHERS • OUR COACHES MUST • Understand the characteristics of the age group • Create a positive environment for learning • Make sessions enjoyable and fun • Allow players to learn at their own pace • Allow players to play their game • Educate themselves about the game and LTPD

  35. AGE SPECIFIC CURRICULA • Appropriate in these areas of development • PHYSICAL (psychomotor) • COGNITIVE (mental/psychological) • SOCIALLY (psychosocial) • ALL children develop at different rates at different times • LTPD allows players to learn at their own pace • Age appropriate lessons and player expectations • INCLUSIVE- no selecting out • Allows for differentiation/individualization

  36. TOOL BOX OF COACHING APPROACHES DESIGNED TO ENHANCE THE INDIVIDUALS DEVELOPMENTAL EXPERIENCE SLANTY LINE THEORY GUIDED DISCOVERY SMALL SIDED GAMES

  37. DifferentiationSLANTY LINE THEORY STRAIGHT-LINE APPROACH High-water / Low-watergame- the rope starts on the ground and everyone jumps over it...Then two children raise the rope to a new level. As children are unable to jump over the rope they are ELIMINATED until only one person is left... The problem: It ELIMINATES those who need the activity the most

  38. DifferentiationSLANTY LINE THEORY SLANTY LINE Mosstontakes the same rope and SLANTS IT. Now… • Each child can participate at THEIR OWN ABILITY LEVEL • Each child is CHALLENGED Children will not continue activities in which they are continually eliminated or wait to take turns. Given opportunities, children seek out challenges and take risks.

  39. HOW DO WE APPLY THE SLANTY LINE THEORY TO TRAINING? • Discreetly • This method is intended to increase player success • General application- full group • Can you beat your score? • Players are competing against themselves and their challenge is relative to their current level • Specific application- individuals • Address players individually in the flow of the activity to increase or decrease their challenge • Group application- divide group by ability on that skill • Address groups individually in the flow of the activity to increase or decrease their challenge

  40. GUIDED DISCOVERY

  41. What is it? • Method that uses effective age appropriate questioning • Guided questions • Empowers players to discover “I hear and I forget, I see and I remember, I do and I understand’ - Confucius

  42. WHY USE GUIDED DISCOVERY • It improves the learning process for the players- active learners • It gives the players the opportunity to practice problem solving-real time • It empowers players to make decisions and take risks “Asking the right questions takes as much skill as giving the right answers.” - Robert Half

  43. Examples of u6 & u8 Questions • What should you do to see where your teammates are? • What part of the foot do you use to make a short pass? • Where should you aim when shooting on goal? EXAMPLES OF U10 & U12 QUESTIONS • How can we get the ball down the field quickly? • What happens when you pass the ball behind your teammate? THERE ARE NO WRONG ANSWERS! MAY NEED TO REPHRASE THE QUESTION

  44. Positive Coaching Responses... • Good idea! Can you show me? • Great....so how could we do it faster? • I like that answer...what other skill can we use to get the ball to our teammates? • Now you’re getting the idea!

  45. Effective Questioning • Need to pre-plan questions • Gain the players attention • When is it appropriate to ask questions • Wait time for responses • Reinforcement • Prompting/Probing • Distributing questions

  46. Pitfalls • Players sometimes answer without real thought, they just call out catchwords or phrases they have heard from the coach i.e. space, pressure • Rhetorical questions • Not giving players time to think and respond • Too many questions sequentially

  47. SMALL-SIDED GAMES

  48. WHAT ARE SMALL-SIDED GAMES? Games played on smaller fields with fewer than 11 players a side BENEFITS OF SMALL-SIDED GAMES • Skill development; more touches on the ball • Tactical development; more decision making opportunities • Fun and enjoyment; goal scoring chances increased • Game understanding; positional play is greatly expanded • Intuitive development; transitional play is increased and becomes automatic

  49. STUDY CONDUCTED BY SPORTS UNIVERSITY OF COLOGNE

  50. UH small-sided games • U4 play 3v3 (no goalkeeper) • U6 play 3v3 (no goalkeeper) • U8 play 4v4 (no goalkeeper) • U10 play 6v6 (5+ goalkeeper) • U12 play 8v8 (7+ goalkeeper)

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