How to coach youth soccer

Coaching style

Being a coach, like anything else, is a matter of “wearing a different hat.” It is not the same thing as being a parent, a fan or a role model. The coach has responsibilities beyond these. In order to fill them he will have his own views and they will be filtered through his “coaching glasses,” a set of assumptions about the children, the game, coaching and his role in the process.

The Children Active/Passive	The Game Plan/Vision
The Coach Lead/Guide	Coaching Whole/Part

The Children. They will either be active, i.e. curious, wanting to figure things out on their own, possibly stubborn, willing to learn through trial and error, needing to find their own answers to problems. Or they will be passive, simply vessels that have to be filled with the correct answers to all of their problems. Willing to accept the adult views as correct and subordinate their own to it.

The Game. The vision of how the game should be played. Listen to the words that the coach uses regularly, hustle, pressure, go, kick it long and a picture will emerge of what the coach values in the game. Is it a player’s game or the coaches game? Is a controlled build-up preferred to a quick counter attack? Will the team defend in the opponents half or drop back into their own?

The Coach. The coach can teach by leading, i.e. giving instructions, controlling, being at the centre of the activity and always having the answer. Or he can guide by offering ideas in place of answers, encouragement for the players to try their own solutions, covert instead of overt direction.

Coaching. How do children learn best? By learning the parts and then applying them to the whole? Or, by learning the whole and letting the parts take care of themselves? These questions are the focus of numerous books on childhood education and bring as much debate as how the game should be played.

Effective coaching is similar to being an effective doctor. First is the ability to diagnose the ailment. Next is the ability to prescribe the correct treatment. Finally, how to modify the treatment as the patient improves.

The important point in this model is that the different frames in the “coaching glasses” should support one another. Passive children won’t respond to a guiding coach. They’ll both wait for the other to take initiative. In the Dutch Vision the children are active, the coach guides, the game is centred around the player’s and they learn best by playing the game itself.

Coaching during matches

Soccer Culture

The essence of the soccer culture is that soccer is the “player’s game”. What this means is that, once the game is underway, the players are expected to make their own decisions as to the right thing to do in any situation, without interference from coaches or spectators. Of course, in a professional game, there are plenty of spectators with an opinion but their input is thankfully lost in the noise of the crowd. In a youth soccer game with only a handful of spectators, loudly-voiced opinions and “suggestions” are all too easily heard (at least by the other spectators – see below).

This soccer culture is alien to most North American sports, in which the coach is effectively a part of the team, controlling plays, using a timeout to stop the other team’s momentum, instructing a player to run or stay on base and so on. Irrespective of whether you think this is good or bad, [I’ll admit that I prefer to make my own decisions], it is not the soccer way. Once the whistle blows there are no practical mechanisms provided by the laws of the game for a coach to influence the outcome. The players make individual decisions, good or bad, and collectively have to react as a team to the strategy and tactics of the their opponent. They learn to do this in two ways, first at practices, where the coach does have control, and second and, ultimately more importantly, by experience at the games. This is the origin of the soccer coaching adage “the game is the teacher”. It takes a lot of games to get the experience, but there really is no short cut, much as coaches might wish there were!

Many coaches find this situation frustrating, especially if they also coach a sport in which they do have more control. A common reaction is for the coach to become a “shouter”. In the extreme this takes the form of a continuous barrage of shouted verbal instructions to the players, which is essentially an attempt by the coach to “control” the game. At any game with a noisy crowd this doesn’t work, of course, although some coaches develop remarkably loud voices trying. This style of coaching at the game is sometimes also referred to as “mini-coaching”.

What’s the Law?

FIFA law states that a “coach may convey tactical instructions to his players during the match and must return to his position immediately after giving these instructions. The coach and the other officials must remain within the confines of the technical area, where such an area is provided, and they must behave in a responsible manner”..
The spirit of the FIFA law is that coaches convey only occasional instructions to players and these are limited to “tactical”, that is “off the ball” instructions. The expectation is that coaches use the game to observe their players in action and use what they see as feedback into the practice situation.

Discussion

Let’s start by admitting that many veteran coaches, including the author, have followed the humbling path from mini-coaching to being an observer and cheerleader at games. We’re not perfect either. Sometimes we lapse into bad habits under stress because we’re human. But we believe in the soccer culture and strive always to be good role models. In this section I will discuss some of the issues surrounding mini-coaching in more detail and explode some myths.

1: Instructions get through to the player on the ball.

It’s hard to accept this if you have never played a team sport. The truth is that, when concentrating on handling the ball, it is impossible to process instructions. Players shut out extraneous inputs; all they hear is a general background noise. Of course, if they are close and you shout really, really loud, they’ll hear you, but in doing so they will probably lose focus on what they are doing and lose the ball.

2: Players like being shouted at [told what to do]

Even if they do, [I haven’t met any yet – and you have to ask them to really find out], it isn’t helping them make their own decisions, and they’ll never become good soccer players if they don’t. Some coaches justify their behavior on the grounds that the kids need really the instructions and that it helps them become better players. It’s possible that this could be true but at what cost? Again, it’s hard to appreciate this if you haven’t played a sport with a “coach”, but most adults would find it irritating and unsettling to be the subject of constant verbal instructions. Kids spend their whole lives being told what to do by adults. Historically they learned to play sports without adult involvement. Times have changed so that organized sports are now the norm, for better or worse, but that doesn’t give adults the right to take over their games. It’s the players’ game.

3: I only ever provide positive instruction and encouragement

I hear this a lot and I’m sure some coaches really believe it. However, if you’re a real shouter, you will inevitably get seriously involved in what’s happening out there on the field. Eventually when something goes wrong, you’ll let your guard slip and some not-quite-positive remark will emerge, because it’s practically impossible to keep the brain properly engaged when in verbal torrent mode. As an example, what do you think is the impact on your players of a shout of “Wake up, defense!” immediately after a goal is scored? I would suggest to you that this belittles the players and simply expresses the coach’s dissatisfaction with their play. It is not positive coaching and it is unlikely to improve performance on the field. Other tell-tale phrases are those containing “you should have…” or “you need to…”. While well intentioned, these remarks will be perceived as criticism by the players. I don’t know too many adults who respond well to public criticism, let alone kids. Just remember, the players only “need” to have fun. Finally, panic shouts of “Get it out of there!”, “Shoot!”, “Boot it!” just overload the players with noise. They rarely have any useful effect, except to make players feel more nervous and unsure of themselves. Great performances are not made in a mental state of panic.

4: I have a really nice voice at 90 decibels

My experience is that listening to a shouter coach, however well intentioned he/she is, just gets plain annoying after a while. It certainly spoils my enjoyment of the game. Spectators (parents) come to watch their children play, not to listen to the coach.

5: The parents expect me to instruct the kids at games. No parent has ever complained about my coaching style.

Many parents are equally unaware of the soccer culture, and simply transfer their expectations from other sports. Others are themselves intimidated by a coach who is a shouter. Some, seeing progress in their child’s soccer development, may put up with the shouting because “my child is learning a lot this season”. [Many shouter coaches are indeed good at teaching soccer at practices].

6. It’s ok to complain to the referee if he/she makes a call you don’t agree with.

Mini coaching often goes hand-in-hand with public complaining about the refereeing. Again, if you are involved with the game at the mini-level, you are going to react deeply to every call, just as if you were actually out there on the field, and if you’re verbalizing, you’ll find it very hard not to say something critical. There is no margin for discussion on this one: public complaining about the refereeing is not acceptable, period.

7: It’s very important to me that my team wins the game.

A lot of mini-coaching has its roots in the coach being too personally invested in the success of the team. This is dangerous ground that can lead to some truly bad behavior by coaches. And, yes, it happens every season. Sometimes a coach is trying to make up for his or her failed success in sports by playing vicariously through the team. Other times the drive to win (at all costs) is just too deeply embedded in his or her personality. Other times the coach feels inadequate if the team isn’t successful and attempts to remedy this by mini-coaching. If any of these resonate with you, just remember “it’s for the kids”. You are a teacher not a player.

8: Should coaches be silent at games?

No! The opposite extreme of a shouter is the truly silent coach, which is easily mistaken for indifference. Players do like to be praised when they do well. There are plenty of opportunities at a game to provide praise and positive encouragement to your players. It’s also perfectly ok to communicate tactical suggestions just so long as you don’t do it continuously. For example, instructions to your defence to move up with play, and occasional positional advice. What you should not do is try to teach positional play at a game by constant instruction.

Conclusion

If while reading this you recognized some of your own behaviour at games, try to examine your reasons for mini-coaching. Hopefully some of the arguments above will persuade you that there is another way that will achieve the same results and, in the process, let the kids play their game in as natural a way as possible.

Characteristics of twelve to fourteen year old soccer players

Training

Boys and girls at this age …

“shoot up” in height when they enter puberty. This rapid growth creates an imbalance between the length of their torso and legs;
often find it difficult to move around in a fluid manner because of the physical changes they are experiencing
on the other hand demonstrate greatly improved strength and speed.

Consequences

The basic technical principles need to be adapted to this greater swiftness.

Their ability to grasp concepts means: they can be taught more demanding tactics.

Fitness and stamina are improved, primarily through playing. Training should occasionally be supplemented by simple circuits, jumping exercises, games and exercises to improve reaction and acceleration.

Playing

Boys and girls at this age …

like playing in a competitive team, i.e. in a group which shares the same objectives, norms and interests, find the “security” which they lack or consciously reject in other areas of their lives at this time. Psychological insecurity is stabilized merely by belonging to a team;
can also perform more specific tasks within the team because they have a better grasp of the game.

Consequences

The recognition by teammates and coaches of the importance of individuals’ performance in the team’s success helps to boost young players’ self-confidence. Each player must be given tasks geared towards his particular strengths without limiting individual initiative, creativity and enjoyment of the game.

Main emphasis during games on the use of space and the careful build-up of play.

Care

Boys and girls at this age …

distance themselves further from adults, looking to establish their own fixed place in the world;
are often prone to considerable mood swings and inconsistency in their performance during this orientation phase;
receive support from their friends and peers during this somewhat insecure process of “finding themselves.”

Consequences

Players at this age must be shown how to be independent and share responsibility.

However, coaches must not issue all the orders, plan and organize everything, block out criticism. Instead, their main job is to encourage the youngsters to find their own solutions and develop their own ideas.

Each player must be allocated suitable responsibilities.

Characteristics of six to ten year old soccer players

Six to eight…the wonder years

Attention span is a not at a “competitive” stage.
Inclined towards small group activities.
Always in motion: scratching; blinking; jerking; rocking….
Easily bruised psychologically. They will remember negative comments for a long time. Shout praise. Give “hints”.
They want everybody to like them.
Developing physical confidence.
Starting to imitate older players or sports heroes. Want the same “gear” as them.
Lack sense of pace. They go flat out until they drop.
Skeletal system growing rapidly. Often results in apparent lack of coordination.
Cardiovascular and temperature regulation system is not developed. Their heart rate peaks quickly and they overheat quickly. make sure that they get adequate water breaks.
Limited understanding with personal evaluation. “If they try hard, they performed well” regardless of the actual performance. Thus, they need to be encouraged constantly, and asked “Now, can you do this?”
Better at recognizing when the ball is out of play, and remembering what goal they are going for… but, in the heat of battle, they will sometimes still forget. They still find it difficult to really be aware of more than one thing at a time.

What to expect

Six, seven and eight-year-old players are a bit more compliant than their U-6 counterparts. They will be able to follow 2 or 3 step instructions and are starting to have a good understanding about what it means to play a “game”. They are also starting to cooperate more with their teammates. In fact, they now will recognize that they even have teammates by the fact that they occasionally, and I mean occasionally, will pass the ball to a teammate, on purpose. Often, they will repeat the phrase “I can’t do that!”, but, will quickly run to you to show you that they can, even when they only think that they can. Some other things that you can expect to happen during a season with this age group are:

There will be at least 200-300 falls during the season, but, now they will usually pick themselves back up.
The puddle in front of the goal is still too tempting to resist.
Some of the girls are a lot tougher than the boys.
They will still want to wear a training bib, even when the colour is identical to their shirt.
It will be impossible to remember who is whose best friend as you try to make up teams.

Nine and ten…turning the corner?

Gross and small motor skills becoming more refined and reliable. Boys and girls begin to develop separately.
Ability to stay on task is lengthened. They have the ability to sequence thought and actions.
Greater diversity in playing ability and physical maturity.
Skills are emerging. Becoming more predictable and recognizable.
Some children begin moving from concrete thinking to abstract thinking.
Able to pace themselves, to plan ahead.
Increased self-responsibility. They remember to bring their own equipment.
Starting to recognize basic tactical concepts, but not exactly sure why certain decisions are better.
Repetition of technique is very important, but it must be dynamic, not static.
Continued positive reinforcement needed.
Explanations must be brief, concise, and mention “why”.
Becoming more “serious”. Openly, intensively competitive, without intention of fouling.
Still mostly intrinsically motivated. ¨ Peer pressure starting to be a factor.
Adult outside of the family may take on added significance.
Prefer identification with a team. Like to have good kit, equipment, balls.
More inclined towards wanting to play instead of being told to play. Will initiate play more.

What to expect

Some coaches say that the 9 and 10 year-old players are beginning to “turn the corner” and starting to look like real soccer players. However, games are still frantically paced and unpredictable for the most part. These players are starting to find out how much fun it is to play the game skilfully, but they will still stop and laugh if the referee gets hit in the backside with the ball during a game. Some other things that we can expect when working with this aged player are:

They start to understand offside, but still forget themselves when the goal is in front of them.
They will really beat up on each other during practice… especially boy’s teams.
During a game, the parents will scream out “HAND BALL” or “COME ON REF, CALL IT BOTH WAYS” at least fifteen times.
They might cry after the game if they loose, but will forget it if you ask them if you want to go out for burgers and fries.
You might actually catch them practicing on their own without you telling them to do so.
Their parents are telling them to do one thing during the game, you are telling them another thing, but what they end up doing might be what their friend is telling them to do.
You will see a pass that is deliberate. You might even see a “back pass”!

Even smaller sided games (ESSGs)

A lot has been made about 4v4 and its relationship to football (soccer). When you accept that “a soccer coach coaches soccer, not something else” and that “4v4 is the smallest form of real soccer” it appears that 4v4 is the smallest game that a coach should use. This is not the case. There are several situations and reasons why small sided games should be smaller than 4v4.

Age/soccer age. When children are introduced to soccer at 4 or 5 years of age, parents and coaches can confuse the activity with the sport. Soccer is a complex game when you take into account the role that insight and communication plays in it. Children at this age lack the intellectual capabilities to grasp the objectives and meaning of the game. Socially, they are concerned with themselves and can’t get past “I, me, mine.” They are not “playing soccer,” but using soccer to develop skills. For them, 4v4 is too big and too complex.

For older children being introduced to the game there is a different problem. While they may have the mental and social skills to understand the objectives and are able to work together they lack the necessary tools to execute their decisions. Their speed of play are not up to the level necessary to play “real soccer.” They either expend too much energy or might even “shut down” when they are faced with too much resistance. This is the fight or flight response to stress. Reducing the numbers below 4v4 is a good way for them to become comfortable to the game.

Even older, experienced players can benefit from smaller games. Demands can be made that focus on specific problems, especially 1v1 skills and self confidence. Better communication skills can be developed, responsibility and ownership for tasks can be highlighted and improved in these soccer like games. The basic skills needed for teamwork can be quickly developed.

The following demonstrate how numbers below 4v4 effect and contribute to the learning environment inside of the games. When these numbers are combined with different goals and rules a general lesson, such as speed of play, can be presented with considerable variety.

2 vs 2 Basic Game

Team work starts with two. If players cannot solve the simple problems they face with a partner they will not be able to function in any larger team context. Therefore, 2v2 in modified forms (different goals and rules,) offers them opportunities to learn how to work together in the four main moments. At this level the concepts of zonal play and man to man marking can be introduced. Players learn that, in a team, they can share responsibilities and are dependent on each other. They are constantly involved in the play, either with the ball or in a helping role, (sometimes by staying out of the way.) They can come up with their own plans and responsibility/ownership falls on “you or me.” Accountability is very clear.

A basic requirement in soccer is being able to handle both sides of 1v1. In 2v2 the players are constantly exposed to this moment. The difference between these situations is that in straight 1v1 the “game” is over very quickly and players “must beat” their opponent or they fail. This produces a high stress situation. 2v2 offers players the option of choosing the moment when to take on their opponent or simply keep possession of the ball. This lowers the stress level which can enhance the learning environment.

3v3 Basic Game

Bunch ball is a constant problem in youth soccer. This results from the players inability to maintain their shape. The distance and angles between the players is lost and, as a team, they are not able to work together efficiently. Since three players make the smallest shape, a triangle, 3v3 games in modified forms are an excellent way to introduce this concept. There are still lots of 1v1 opportunities and the basic lessons from 2v2 can be expanded and built on. 3v3 also guarantees that there is open space somewhere on the field.

Uneven Numbers Act as a Bridge

Going from 2v2 to 3v3, or 3v3 to 4v4 may prove to be difficult for some players. In this case uneven numbers can be a bridge to help them get across the learning gulf. One objective in these games is to help players learn how to use the new situations that larger numbers create against lower resistance. Do they use each other in the most team efficient manner? Do they take advantage of the opportunities presented in the game? Do the players recognize when they are numbers up and have that advantage? Do they understand how to adjust the game when they are numbers down? Games with uneven numbers can be modified, goals or rules, to help maintain a competitive balance.

Neutral Players

By using a neutral player, (they play for both teams giving each a numerical advantage when in possession, in the example above the yellow number 8 the players can get a basic grasp of ideas against less resistance. The coach can play this role so long as they are better than the players and don’t create a problem themselves. Since neutral players don’t have any defensive responsibilities they shouldn’t be overused.

Here’s a short YouTube video that looks at how adding and subtracting players at this level dramatically changes the game.

The beep test

Get young soccer players fit and have fun at the same time!

“My players really enjoy the challenge of the Beep Test so I thought I’d share it with you. This article (kindly provided by Brian Mackenzie) describes how it’s done.”

The beep test, (properly known as the Multi-Stage Fitness Test and sometimes as the Yo-Yo Test), was developed by Jens Bangsbo, August Krogh Institute, Copenhagen, Denmark.

Objective

The objective of the Multi-Stage Fitness Test (MSFT) is to monitor the development of the athlete’s maximum oxygen uptake (VO2 max).

This test is very good for young football players as the short turns are specific to the nature of the sport.

Required Resources

To undertake this test you will require :

A flat, non slippery surface at least 20 metres in length
30 metre tape measure
Marking cones
Pre-recorded beep test audio tape or CD
Tape recorder or CD Player
Recording sheets
Assistant

How to conduct the test

The test is made up of 23 levels where each level lasts approx. one minute. Each level comprises of a series of 20m shuttles where the starting speed is 8.5km/hr and increases by 0.5km/hr at each level. On the tape a single beep indicates the end of a shuttle and 3 beeps indicates the start of the next level. The test is conducted as follows:

Measure out a 20 metres section and mark each end with a marker cone.
The athlete carries out a warm up program of jogging and stretching exercises.
The athlete must place one foot on or beyond the 20m marker at the end of each shuttle.
If the athlete arrives at the end of a shuttle before the beep, the athlete must wait for the beep and then resume running.
The athlete keeps running for as long as possible until he/she can longer keep up with the speed set by the tape at which point they should voluntarily withdraw.
If the athlete fails to reach the end of the shuttle before the beep they should be allowed 2 or 3 further shuttles to attempt to regain the required pace before being withdrawn.
Record the level and number of shuttles completed at that level by the athlete.

At the end of the test the athletes conduct a warm down

Analysis

Analysis of the result is by comparing it with the results of previous tests. It is expected that, with appropriate training between each test, the analysis would indicate an improvement.

Normative data for MSFT

The following are national team scores on the MSFT

Table Reference: Beashel P. et al; The world of sport examined; 1997

Notes

A degree of caution is required in administering the test, in that you have to push yourself relatively hard to the point where you can no longer maintain the pace dictated by the tape. If you are suffering from any injury or illness, or if you have any reason to think you may not be in a good general state of health, you should consult a doctor before doing this test.

As the audio-tapes may stretch over time, the tapes need to be calibrated which involves timing a one-minute interval and making adjustment to the distance between markers. The recording is also available on compact disc, which does not require calibration.

Knowing that the starting speed is 8.5km/hr and increases by 0.5km/hr at each level then the time for each 20 metre section, at each level, can be estimated from the following equation:

20m Time = 72 ÷ ( ( ( Level – 1 ) × 0.5 ) + 8.5 )

The time for 20m at level 11 is 5.33 seconds.

Knowing that the starting speed is 8.5km/hr and increases by 0.5km/hr at each level and the duration of each level is approximately one minute then the number of shuttles at each level, can be estimated from the following equation:

Shuttles = ( ( ( Level – 1 ) × 0.5 ) + 8.5 ) × 0.838

The result is rounded up to the nearest whole number e.g. the number of shuttles at level 17 is 13.82 which is rounded up to 14 shuttles.

Target Group

This test is suitable for endurance athletes and players of endurance sports (e.g. football, rugby) but not for individuals where the test would be contraindicated.

Reliability

Reliability would depend upon how strict the test is conducted and the individual’s level of motivation to perform the test.

Soccer circuit training for young children

This particular circuit allows for a cardio-vascular work out followed by a strengthening task. It can be adapted to suit the needs of your children.

1. Line jumps: Jumping across a line, making sure that the whole foot touches the floor. Adaptation: skipping.

2. Squats: with backs against the wall, slide down so that the legs are bent and the knees are bent at 90º. Adaptation: squat without the wall, make sure there is a straight line from ankle to knee and that bottom goes out behind the feet, back straight.

3. Spotty dogs, star jumps or jumping jacks: the movement of arms above the head makes it a much harder workout. Jumps may be slow of fast, depending on the ability of the child. BEND KNEES on landing, making sure knees don’t go further than toes.

4. Bean bag hold: arms are parallel to the floor and they have to hold the beanbags up for the whole time. This exercise can be made more difficult by asking the children to slowly rotate their arms!

5. Running on the spot: if children have bare feet, make sure this is done on a thin, gymnastic mat. Again this can be made harder by encouraging the children to get their knees higher.

6. Ball roll or hoop-la-hoop: the idea is to exercise the waist and stomach. They can either roll a football around their waists, making a large circle with their hips at the same time (large range of movement), or they can twirl a hoop around their waist. The boys tend to prefer the ball rolls. This can be made more difficult by using a small ball/ different shape ball etc.

We set up the stations like this going in a clockwise direction around the hall. We begin with 20 seconds on each station, and we change very quickly, no rest! That’s why I have built in alternating stations, it allows for a rest. We then build up in 5-second intervals, until we have reached the maximum of 30 secs. They quickly learn that their only competition is themselves, and work really hard to do more each time.

I work the children in pairs, getting them to rotate anti-clockwise after each activity.

Note: If you have a helper or two, you should record your children’s’ scores as they progress around the circuit. Over the weeks you can then work out how each child has progressed and congratulate them on their success. In this way, you add value and interest to the circuit training. You are also emphasising how much you value hard work and improvement and not just technical excellence.

Have fun!

Soccer circuit training for older children

(courtesy of Michigan University)

This type of training involves participation in a variety of activities in succession. These activities are conducted at various locations (stations) around the soccer field. The team is divided into an equal number of players for each station. When the circuit begins, all players attempt to perform their best at the tasks assigned to each station within a set time. Successive stations should differ in the physical and technical demands they place on the player. For example, an intense leg exercise should not be followed by a dribbling drill. Recovery occurs as the groups rotate, within a specified time interval, to the next station and as subsequent stations differ in their demands.

Appropriate Age and Ability for Using a Training Circuit

Generally, training circuits are inappropriate for players below the age of 14 years. Children under fourteen years have difficulty complying with the organizational requirements of a training circuit and working independently on individual tasks. Also, coaches have difficulty controlling and observing players scattered around the field at various stations. However, if used properly, circuit training can be a valuable component of practice for players below and above 14 years of age.

Training Circuits for Young Children

To use training circuits with young children, the coach must usually recruit, train, and assign parents or other volunteers to be in charge of individual stations. With young children, relatively few stations comprise the training circuit. Instruction and quality, not quantity, of performance are emphasized at each station, with fitness a concomitant benefit. Training circuits for young children provide an opportunity for the instructors to work with small groups and meet individual needs.

Training Circuits for Older Children

For players 14 years of age and older, who have developed an intermediate level of ability and above, fitness with soccer specific activities is generally the emphasis of the training circuit. Training circuits can be regulated to create an exercise overload to enhance cardiovascular and muscular fitness.

In this type of circuit training an exercise over load is produced by:

-increasing the number of stations in the circuit,
-increasing the number of repetitions or work intensity at one or more stations,
-increasing the time for exercise at each station,
-increasing the number of times the circuit is completed, and/or
-decreasing the recovery period between stations,

The variety of activities that can be included in a circuit provides the opportunity to be flexible in creating different and specific exercise overloads as well as simultaneously enhancing skill.

This article contains an example of a soccer training circuit, that is appropriate for intermediate level players, and a recording form for both field players and goalkeepers (see Figures 1 and 2) These forms can be photocopied and duplicated on the front and back of a 5″ x 8″ card. Also included in this article is a blank form (see Figure 3) upon which you can write your own training circuit to meet the specific needs of your players.

Field Player Circuit Training—Recording Form
Name:
Date (mo./day)
Exercise/Rest Interval (secs.)
Stations	Performance Scores
Sit-ups with the ball
Wall volley kick
Juggling (head only)
12 cone circle dribble
Push-ups on the ball
Juggling (all body parts)
Punt, sit, and trap
Jumping over the ball

Figure 1. Example of an eight-station field player training circuit.

Goalkeeper Circuit Training—Recording Form
Name:
Date (mo./day)
Exercise/Rest Interval (secs.)
Stations	Performance Scores
Sit-ups with the ball
Wall volley throw and catch
Two hands between the legs toss and catch
Side to side shuffle
Push-ups on the ball
Arched ball bounce
Punt, sit, and trap
Jumping over the ball

Side 2

Figure 2. Example of an eight-station goalkeeper training circuit and recording form on two sides of a 5 x 8 card.

Using a Training Circuit for Physical Conditioning

A training circuit can be implemented one to three times per week during the season. The number of times per week you have your players engage in a training circuit should vary according to the number of games scheduled for a given week and other activities included in your practice. You should not have your players perform a circuit the day before or the day of a game.

The requirements of performance and scoring each station need to be thoroughly explained to the players. Players need to be informed that the correct performance of each station is as important as the number of repetitions. After all the players understand each of the items in the complete circuit, you may have them perform a partial circuit of four or five stations and then increase the number of stations by one on subsequent days of practice until all stations of the training Circuit are performed.

The prescribed time for exercise and for the rest interval, during which the Players write their Scores on their recording forms and rotate from one station to the next, should be controlled to create an exercise overload. The first day the team performs the entire circuit, 30 seconds of exercise and 20 seconds of rest between each station might be appropriate. This results in an eight-station circuit that can be completed in six minutes and 20 seconds. Gradually, the exercise interval should increase and the rest interval should decrease. You will need to judge what is the appropriate exercise/rest interval ratio for your players.

*This is based on Chapter 21 of Youth Soccer-A Complete Handbook edited by Eugene W. Brown. For information about this book visit the Youth Sports Institute web site.

Description for Figure 1.

Station	Description
Sit-ups with the ball	A bent knee sit-up is done with a ball held in the hands. In the upright position, a loop is formed with the arms and ball positioned in front of the shins. The number of sit-ups performed during the exercise interval is the score.
Wall volley kick	A 4′ x 8′ x 3/4″ sheet of plywood is held in place vertically with its longest side in contact with the ground. On each side of the wall, a restraining line is marked on the ground parallel to the wall at a distance of nine feet. This permits two players to perform on a single wall. A ball is kicked and received behind the restraining line. The number of times this is successfully completed during the exercise interval is the score. You may specify the type of kick, whether the ball must be trapped before kicking it again, and the foot to be used.
Juggling (head only)	The number of times the ball is juggled with the head during the exercise interval is the score. Scoring could be changed to count only the greatest number of juggles in a row without a miss.
12 cone circle dribble	Twelve cones are equally spaced around the center circle. A zig-zag path is dribbled. The number of cones passed during the exercise interval is the score.
Push-ups on the ball	A push-up position is taken with the hands on the ball and the feet on the ground. The number of push-ups performed during the exercise interval is the score. This activity can be modified to meet the needs of the players with relatively weak arm strength by having them perform the push-up by supporting their weight on their hands and knees.
Juggling (all body parts)	The number of times the ball is juggled with all body parts, except the arms and hands, during the exercise interval is the score. Scoring could be changed to count only the greatest number of juggles in a row without a miss.
Punt, sit, and trap	A player must punt the ball into the air, sit down on the ground, stand up, and make a first-time trap of the ball. The number of successful first-time traps is the score. The difficulty of this station can be increased by substituting a forward or backward roll for the sit.
Jumping over the ball	A player jumps from side to side over a ball on the ground. The number of times this activity is completed is the score. The drill can be made to be more demanding by requiring the players to keep their hands on their hips. The activity can also be modified to a forward backward jump over the ball. In this case, the feet must be kept together and not allowed to straddle and go around the ball.

Description for Figure 2.

Station	Description
Sit-ups with the ball	See description for field player circuit (Figure 1).
Wall volley throw and catch	A sheet of plywood is used as in the wall volley kick described in the circuit for field players. The ball must be thrown and caught behind the restraining line. The number of times this is successfully completed during the exercise interval is the score. You may specify the type of throw (underhand bowled ball, sling throw, baseball throw) and the type of catch. The drill could also be modified by substituting a drop kick for the throw.
Two hands between the legs toss and catch	With both hands between the legs, the ball is tossed upward and forward over the head. The goalkeeper must then catch the ball in front of the body before it strikes the ground. The number of successful completions of this activity during the exercise interval is the score. To increase the difficulty of this station, the goalkeepers can be instructed to perform additional activities between the toss and catch (e.g., clap the hands together a set number of times, kneel down and then stand up, turn completely around).
Side to side shuffle	The goalkeeper stands in a ready position facing the field of play with one hand touching a goal post. The goalkeeper then shuffles his/per feet without crossing the legs, and proceeds to touch the opposite post. This process is repeated, back and forth, while the goalkeeper continues to face the field of play The number of times the goalkeeper crosses the goal mouth and touches the opposite post during the exercise interval is the score. Note that only one goalkeeper should be in a group. Therefore, more than one set of goal posts will not be needed.
Push- ups on the ball	See description for field player circuit (Figure 1).
Arched ball bounce	From a prone position on the ground, the back is arched so the knees, feet, head, shoulders, and elbows are off the ground. While maintaining that position, the ball is repeatedly bounced on the ground with both hands. The number of bounces performed, while in the correct body position, during the exercise interval is the score.
Punt, sit, and catch	A player must punt the ball into the air, sit down on the ground, stand up, and catch the ball. The number of successful performances of this routine during the exercise interval is the score. The difficulty of this station can be increased by substituting a forward or backward roll for the sit.
Jumping over the ball	See description for field player circuit (Figure 1).

Circuit Training—Recording Form
Name:
Date (mo./day)
Exercise/Rest Interval (secs.)
Stations	Performance Scores